cdscode|lea|priorityId|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 01100170000000|Alameda County Office of Education|2||5|4|3|1|1|3|4|3|2|2|5|5|3|2|2|2|1|1|1|1|4|4|4|2021-09-14|||2021 01100170123968|Community School for Creative Education|2|At CSCe we are committted to offering students with a currilcum that is providing students with a currilcum aligned to the standrds adopted by the Calfnirona Board of Educaiton, and have embedded this focus to quality standars alinged ruccilum intouour LCAP Goal 1.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||||2021 01100170124172|Yu Ming Charter|2|Yu Ming Charter School serves grades K-8. For question #4 (option 2 Reflection Tool) - CTE standards do not apply since our school does not provide CTE courses.|5|3|4|3|3|5|4|5|4|4|5|3|4|3|4|0|3|4|5|5|5|5|4|2021-06-17|Yu Ming Charter School serves grades K-8. For question #4 - CTE standards do not apply since our school does not provide CTE courses.||2021 01100170125567|Urban Montessori Charter|2|Because we are a Montessori school, UMCS uses an American Montessori Society and Association Montessori Internationale curriculum alignment map, which aligns 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 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 conferences 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 and monitor student progress. Interventions include a variety of in-classroom best practices as well as accessing specialists’ support for intensive intervention. Students in need have access to services such as special reading groups, occupational therapy, and speech and language. Teachers continue only those interventions that result in measurable growth. Our most recent Winter 2020 to Winter 2021 growth as measured by NWEA MAP shows that we are narrowing racialized achievement 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 gaining a better understanding of what pieces of the curriculum students are accessing or not. We examine our math sequence and presentation styles to look for ways in which they may inadvertently act as barriers to student understanding. We look critically at systems or platforms we’ve adopted to see if they enhance or take away from fidelity of implementation of our core 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|2021-06-24|||2021 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, 58%, 52% and 24% (respectively) of teachers considered themselves in Full Understanding & Implementation Phase. These numbers are, on average, 8% higher than what teachers reported in 2019. Whereas for the same standards the parent-educators reported 39%, 36%, and 30% of being the in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively). 50% of our teachers also rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards (up 29% from 2019), but only 22% of our parent-educators ranked themselves to be in this same phase. The LEAs leadership team and Parent LCAP Advisory Committee has reviewed the results to this evaluation in detail to help determine additional professional development for both teaches and parents.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 01100170136226|Opportunity Academy|2||3|3|1|1|3|3|3|1|1|3|3|3|1|1|3|2|2|2|2|2|4|3|3|2021-09-14|||2021 01100170138867|Hayward Collegiate Charter|2|We are implementing various tools to ensure that there is progress in implementing state academic standards. One of them is professional development - we believe deeply in providing targeted weekly and summer professional development for our teachers. Additionally, we have a longer school day and calendar year so that we can ensure that all time spent is used to close any gaps we see in student learning.|5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|2|4|4|4|1|5|5|5|2021-06-09|||2021 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|2021-10-28|||2021 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|2021-10-28|||2021 01611190000000|Alameda Unified|2|Overall, AUSD showed a small amount of growth for all students in the Academic indicator for Math (increase of 2 points to reach 14.8 points above level 3) and a small decrease in the Academic Indicator for ELA (decrease of 1.9 points to 29.7 points above level 3). Change varied across student groups, with a consistent outcome being that little to no progress was made in narrowing the achievement gap. Significant achievement gaps remain with the same disparities in outcomes present. For ELA, the White and Asian student groups both achieved a ‘Very High’ status while the Homeless, Socioeconomically Disadvantaged Students with Disabilities, African American, and Pacific Islander student groups all achieved ‘Low’ or ‘Very Low’ status. For Math, the White, Asian, and Two or More Races student groups achieved ‘High’ or ‘Very High’ status while the Homeless, Socioeconomically Disadvantaged, Students with Disabilities, African American, and Pacific Islander student group all achieved ‘Low’ status. It is important to again summarize the specific achievement gaps here as they highlight specific needs. Progress toward goals for other metrics was, in most cases, largely static for students overall. There were instances of positive growth for some students groups and declining performance for others. Advanced Placement enrollment, UC ‘a-g’ requirement completion rates, and CTE pathway completion all showed slight, but statistically insignificant growth for all students. Results for individual student groups were mixed. Within UC ‘a-g’ completion, African American and Hispanic/Latino students made significant progress, with African American students increasing from 21% completion to 38%. This was contrasted by socioeconomically disadvantaged students and English Learners. English Learners decreased from 9.8% to 4.6% and SED students from 41.8% to 35.9%. Early Assessment Program (EAP) results show decreases of 2-3% for Math and ELA. It should be noted that this goal area includes a number of metrics measuring outcomes for 12th grade students and that specific student groups within this cohort may represent small N size. Over the past three years 12th grade cohorts have ranged between a total of 650 and 730 students. The actions/services included in this goal area are quite varied and while some are intended to support all students and all academic areas, others are more focused. Actions/services such as math coaching are quite specific and, it is believed, have had a positive impact on student performance in math through strategic support to teachers. Throughout the board’s reprioritization process, several school sites had community members speak at board meetings on behalf of their programs and cite specific evidence of their success. A notable example was the vocal support shared by parents/guardians and staff for innovative programs including the Maya Lin Integrated Arts and Earhart Science programs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 01611190119222|Nea Community Learning Center|2|Nea adopted Illustrative Mathematics for our 6-12 math curriculum based on its alignment to standards and inquiry-based model as well as its high rankings as a curriculum. Additionally Encuentros and Senderos Spanish curriculum has been adopted for the 2021-22 school year. Science continues to use Lab Aids and FOSS, history is based on the TCI framework, and English uses various curricula including Engage New York, Lucy Calkins and Reading A-Z all in an effort to continue allignement with state and national standards. We are using the STAR (2nd-5th) and MAP (6th-12th) assessments 3x/year (2 if the teacher has a CAASPP test for that subject) and doing school-wide data analysis on where learners are struggling and succeeding on embedded standards. We will resume CAASPP and CAST in Spring 2022.|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|0|4|4|5|5|5|4|4|2021-05-19|The staff will continue to hold monthly grade level, department, and staff meetings to guide the vertical 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. Nea curriculum adheres to the CCSS for all academics. For the 2021-22 school year, Nea’s 6th-12th curriculum committee recommended adding the Spanish curriculum Encuentros as well as Illustrative Math. Our K-5th committee recommended the social emotional curriculum Toolbox as well as the Leveled Literacy Intervention reading intervention curriculum written by Fountas and Pinnell. Our committees have worked hard to take learning loss due to COVID into consideration when making curriculum decisions to ensure learning loss will be met with an academically supportive and standards aligned curriculum. Nea initial learner level diagnostics are measured through, MAP assessments (6-12), STAR (2nd-5th), and other grade level specific pre-tests. We use this data to guide progress and implementation of state standards. These tools were selected because they provide the clearest path for teachers to easily indicate a learner's strengths and weaknesses. Teachers can use this information to help them guide appropriately leveled and rigorous instruction in the classroom.||2021 01611190122085|The Academy of Alameda|2||4|3|4|5|4|4|2|4|5|4|4|3|4|4|4|5|2|3|4|5|4|4|3|2021-09-30|||2021 01611190130609|Alameda Community Learning Center|2||4|3|4|4|4|4|4|4|4|4|4|2|4|4|4|2|4|4|4|4|4|4|4|2021-06-17|For the 2021-22 school year, we adopted Illustrative Mathematics for our 6-12 math curriculum based on its alignment to standards and inquiry-based model as well as its high rankings as a curriculum. Our ELA teachers have also adopted Engage New York's curriculum for similar reasons this year, science continues to use Lab Aids, history is based on the TCI framework, and Spanish has adopted Voces Digital, all in an effort to be more aligned with state and national standards. We are using the MAP assessment 3x/year (2 if the teacher has a CAASPP test for that subject) and doing school-wide data analysis on where learners are struggling and succeeding on embedded standards.||2021 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|2021-09-30|||2021 01611270000000|Albany City Unified|2||5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|4|4|4|2021-06-22|||2021 01611430000000|Berkeley Unified|2||4|2|4|3|2|4|3|4|3|3|3|2|3|3|2|4|3|4|4|3|3|2|3|2021-06-23|||2021 01611500000000|Castro Valley Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|2021-06-23|||2021 01611680000000|Emery Unified|2||4|5|4|4|4|5|5|5|5|5|4|5|4|4|4|4|3|4|4|4|4|4|4|2021-10-13|||2021 01611760000000|Fremont Unified|2||5|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|5|5|3|2021-06-24|||2021 01611760130534|Circle of Independent Learning|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|5|1|3|5|5|5|5|2021-06-15|||2021 01611920000000|Hayward Unified|2|"California expects school districts to annually measure the local indicator titled ""Implementation of Standards."" There are two categories HUSD will be using to rate the Implementation of Standards: Textbook Adoptions of State Aligned Curriculum and implementation of professional development. HUSD has made consistent progress in the last three years in its updating and formal adoption process of California Standards-aligned instructional materials available to our students. It has also provided ongoing training & professional development on teaching to the Common Core State Standards for California. In Mathematics, HUSD adopted the Common Core Standards Based Materials in 2016 for elementary grades K-6. These were adopted in both English and Spanish for the dual language programs in our district. At the inception of the Mathematics adoption, there was professional development provided. Based on achievement data, HUSD needs to continue to build professional development opportunities for teachers in Mathematics at both the elementary and secondary level. The district also needs to ensure that textbooks adoptions and professional development occur at the secondary level. HUSD implemented an adoption process in 2019-2020 for elementary language arts. The adoption culminated in the purchase of a TK-6th language arts adoption, Benchmark Advance/Adelante in both Spanish and English. Throughout the pandemic in 2020-2021, HUSD staff implemented the online version of Benchmark Advance/Adelante instructional materials. In addition to adopting both the virtual and in person materials, HUSD has provided professional development for teachers on the various components of the adoption along with a focus on instructional routines and practices connected to specific features and instructional tools of the Benchmark Advance/Adelante curriculum. Benchmark also has an English Language Development (ELD) for both Designated and Integrated ELD. There was also professional development that occurred for ELD as well as for the intervention and bilingual components of the Benchmark textbooks. In 2019-2020, HUSD adopted a secondary ELD adoption and there was also additional training on the ELD adoption for secondary teachers. Teachers have requested additional support on the Content of ELD with a particular focus on teaching English for Newcomers 4-12 grades who may also have had interrupted schooling. This will be an area of development for HUSD in the 2021-22 school year. While HUSD has made progress in its adoption of textbooks which are aligned to Academic State Standards, staff continue their focus on the review, updated adoptions and implementation of Common Core standards at the Secondary Level in the following areas: Mathematics, Language Arts, History/Social Science, World Languages, Science-NGSS, Physical Education Model Content Standards and various electives that have standards aligned curriculum."|3|3|4|3|4|4|4|4|2|4|3|3|4|2|2|4|3|3|3|2|4|3|3|2021-06-23|||2021 01611920108670|Leadership Public Schools - Hayward|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14|||2021 01611920127696|Knowledge Enlightens You (KEY) Academy|2||5|3|5|4|4|5|3|5|4|4|4|3|4|3|3|2|3|4|4|4|4|4|4|2021-07-29|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.||2021 01611920127944|Silver Oak High Public Montessori Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|4|5|3|4|5|5|4|2021-10-28|||2021 01612000000000|Livermore Valley Joint Unified|2||5|5|5|3|4|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29|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.||2021 01612340000000|Newark Unified|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|5|4|5|5|4|5|4|4|2021-08-05|Dating back to the spring of the previous academic year, the department of Educational Services began the planning, monitoring, and implementation of all academic instructional materials and alignment of appropriate standards for respective content areas. The collaborative approach included meetings with site administrators, labor partners, diverse stakeholder groups, and teaching staff to provide instructional materials for all courses and produce a systematic approach to professional development that meet the needs of staff and support implementation of academic standards as measured by locally selected assessment measures.||2021 01612420000000|New Haven Unified|2||4|4|4|3|2|4|4|4|3|2|4|3|4|3|1|4|3|4|1|3|5|5|5|2021-09-14|||2021 01612590000000|Oakland Unified|2||3|3|3|3|3|3|3|3|3|3|3|4|3|3|2|4|3|2|2|2|3|3|3|2021-06-30|OUSD is in the process of implementing a three year plan to select and adopt high-quality standards-based curriculum for all core content areas TK-12. Over the last 3 years, we have adopted the following: K-5 Science: FOSS Next Generation 6-8 History: Pearson MyWorld Interactive 6-8 Science: FOSS Next Generation 6-8 Math: Illustrative Mathematics HS Math: Illustrative Mathematics (Alg 1, Alg 2, Geometry, Statistics) K-5 ELA: EL Education K-5 ELA/SLA for Dual Language: Benchmark Adelante/Advance 4-5 History: Newsela CA Custom Collections Teachers participate in foundational training on standards and new curriculum. Coaches and teacher leaders have participated in ongoing professional learning to support coaching and collaboration grounded in curriculum.||2021 01612590106906|Bay Area Technology|2||3|3|5|3|4|3|3|4|3|4|3|3|4|3|4|1|4|4|4|4|4|4|3|2021-05-03|Bay Area Technology School is in the process of adopting a new ELA and ELD curriculum. We have adopted StudySync ELA material that will be beneficial for all students. BayTech, has supported ELD students by hiring additional staff to help support the needs of our ELD population. Students are being supported in the computer science class, as well as their mathematics class. In the middle school, students are supported with a humanities class that also allows students support with phonics as well as reading, students are also receiving ELD support through mathematics. In NGSS BayTech has been able to implement project lead the way, at both the middle school and the high school level. We are continuing to grow our options for students to take engineering and computer science classes, and we are continuing to offer our teachers the opportunity for professional development.||2021 01612590108944|Lighthouse Community Charter High|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|3|4|4|4|4|2021-10-06|The LEA has been devoting significant time to implementing the ELA, Math, and ELD standards -- through professional development and learning, strategic initiatives, and performance monitoring in these areas. Future professional development work will support full implementation of the Career Technical Education Standards, Health Education Content Standards, Physical Education Model Content Standards, and Visual and Performing Arts Standards.||2021 01612590109819|Aspire Berkley Maynard Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 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|2021-10-28|||2021 01612590111856|AIMS College Prep High|2|The district conducted several needs assessments in order to determine an appropriate English curriculum and to determine the teacher training required to build vertical alignment across grades K-12, with the ultimate goal being college-readiness. AIMS HS determined a need for a greater number of higher-order thinking materials to support a college-ready literacy program. To ensure that we are providing and achieving academic standards, AIMS HS has aligned its English curriculum with Common Core State Standards, including the AP novels most frequently referenced on AP exams, exemplars for writing and rubric use, assessment of quality ELD programming and planning for ELD K-12 initiative. In addition, AIMS HS offers supplemental academic programs such as ALEKS Math, Rosetta Stone, Scholastic Reading Inventory, Math Inventory, Learning Ally, and Quill (Writing). New Reading and Math Strategies are incorporated into each classroom to establish schoolwide methods that are consistent in all classrooms to promote higher-order thinking. We offer a robust AP curriculum framework to ensure students are prepared for college. Advanced placement courses provide our students the experience with college-level opportunities to ensure collegereadiness. New textbooks were purchased in alignment with updated AP standards to offer increased focus and rigor. Next Generation Science Standards (NGSS), State Visual and Performing Arts, and Physical Education standards are included as part of our core curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-09-21|||2021 01612590114363|American Indian Public Charter II|2|Our school made several purchases of new curriculum that were all aligned to the California Common Core State Standards, NGSS Science Standards, as well as the Social Studies standards. This curriculum provided teachers with a thorough pacing guide to make sure all of the standards were covered during the year. Teachers were also given a tool to use to track the standards that were taught each day. Teachers were given a new list of standards to cover every 6 weeks. After, a benchmark was given to all students to determine which standards were met. With the Pandemic came new online learning platforms. Teachers were able to align the standards from their textbooks, standards tracking tools, and lesson plans, to the standards on these online platforms. They were able to further reinforce what was taught in class with the help of the online learning platforms. Measure G also allowed students to be provided with innovative courses that cover visual and performing arts. This grant allowed our school district to have the opportunity to excel academically and to also have the access to musical and artistic enrichment.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-09-21|||2021 01612590115014|KIPP Bridge Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 01612590115238|ARISE High|2||5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|4|4|2|5|5|5|5|5|2021-10-19|||2021 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|2021-10-28|||2021 01612590118224|Aspire Golden State College Preparatory Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 01612590126748|LPS Oakland R & D Campus|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14|The Home Office’s Teaching and Learning Team at Leadership Public Schools develops a yearlong Professional Development Outline/Scope and Sequence for Summer PD, Pupil Free PD, and Monthly Course Teams Meetings for teachers. Highlights: 1. Curriculum Institute: Course teams are invited to attend annual summer curriculum planning institute, which includes a focus on backwards planning, unpacking standards, and culturally relevant pedagogy. This provides teachers with intensive training to ensure that standards are understood and supported prior to the start of the school year. 2. Pupil Free PD: Teachers participate in network-wide PDs throughout the year that consists of increasing and/or reinforcing the knowledge and skills of all of our staff, classified and certificated, so that all staff is able to support our students effectively and working towards the common goal of raising student achievement. Network-wide data is presented and time is provided for staff to analyze and develop action plans for supporting our must venerable students. 3. Monthly Course Team PD Meetings: Teachers attend course team meetings once at least once a month throughout the academic school year to ensure that teachers' instructional strategies reflect an understanding of content standards, culturally relevant pedagogy, and rigor. During these meetings, teachers refine teacher created formal and summative assessments that are aligned to their standards.||2021 01612590128413|Aspire College Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 01612590129932|East Bay Innovation Academy|2|Student progress is measured through local assessments, NWEA MAP, and SBAC. Local assessments are selected by teachers to track interim progress, and NWEA MAP allows for longitudinal study of students as they progress through the program years. SBAC is required by teh CDE. ELA, Math, History and NGSS are in implementation, CTE is just beginning.|3|1|3|3|3|3|1|4|3|3|2|1|2|2|2|1|1|2|2|3|3|3|3|2021-06-09|||2021 01612590130633|Lighthouse Community Charter|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|3|4|4|4|4|2021-10-06|The LEA has been devoting significant time to implementing the ELA, Math, and ELD standards -- through professional development and learning, strategic initiatives, and performance monitoring in these areas. Future professional development work will support full implementation of the Career Technical Education Standards, Health Education Content Standards, Physical Education Model Content Standards, and Visual and Performing Arts Standards.||2021 01612590130666|Aspire Lionel Wilson College Preparatory Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 01612590130732|Aspire Triumph Technology Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 01612590132514|Francophone Charter School of Oakland|2||4|3|4|3|3|4|3|4|3|3|3|2|3|3|3|1|3|3|3|5|4|3|2|2021-06-21|||2021 01612590134015|Lodestar: A Lighthouse Community Charter Public|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|4|4|4|2021-10-06|The LEA has been devoting significant time to implementing the ELA, Math, and ELD standards -- through professional development and learning, strategic initiatives, and performance monitoring in these areas. Future professional development work will support full implementation of the Career Technical Education Standards, Health Education Content Standards, Physical Education Model Content Standards, and Visual and Performing Arts Standards.||2021 01612596113807|AIMS College Prep Middle|2|The district conducted several needs assessments in order to determine the most appropriate strategies for distance learning. Teachers were provided with additional technology resources and internet access to implement the Academic Standards in virtual settings. Teachers were provided professional development required for implementation of State Academic standards in distance learning settings. 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. 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 school applied for Measure G1 which allow students to be provided innovative courses that cover visual and performing arts. We envision a program that will offer a unique combination of rigorous curriculum and artistic immersion.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-09-21|||2021 01612596117568|Aspire Monarch Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 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|2021-10-28|||2021 01612750000000|Piedmont City Unified|2|Based on School Accountability Report Cards and reports to school board: English Language Arts – Common Core State Standards for English Language Arts: fully implementation. New k-8 English curriculum components implemented in 20-21. High School materials are not from the latest adoption. Our review and materials adoption process was interrupted by pandemic, but now underway. English Language Development (Aligned to Common Core State Standards for English Language Arts): initial implementation. ELD was included in middle school adoption. Addl materials purchased for high school ELD program for 2020-21 Mathematics – Common Core State Standards for Mathematics: full implementation and sustainability at all levels. Essential Learning Outcomes generated at all levels. New framework expected for 2022-23. Next Generation Science Standards: initial implementation for 20-21. Pilots and adoptions completed at elementary and middle school in 2020-21. High school piloting materials in 2021-22 supporting the 2016 revised framework. History-Social Science: initial implementation of 2016 framework. One curriculum was piloted in middle school in 2020-21. The High school materials adoption process from 2019-20 was interrupted by the pandemic and resumes in 21-22. Career Technical Education: full implementation. Informational Technology Pathway built-out. Health Education Content Standards: beginning development. Health Standards audit in winter/spring of 2020. Health Council has been reconvened for 2021-22 to address the results of the health audit and align to the Health Framework and the requirements of the California Healthy Youth Act. Physical Education Model Content Standards: full implementation and sustainability to the 2009 Framework Visual and Performing Arts: A new framework was adopted by the state in July 2020. Internal exploration of that framework is forthcoming. World Language: beginning development. In 2020-21 the 7th-12th grade World Language program was aligned and articulated between the grade levels. The CDE’s timeline for adopting new State-approved instructional materials that align to the new WL framework is November of this year. If this timeline holds, the PUSD WL department will convene this year to begin reviewing new materials.|4|3|5|4|3|5|3|5|4|2|3|3|3|3|3|4|3|5|5|3|5|5|5|2021-10-13|||2021 01612910000000|San Leandro Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|5|5|5|2021-06-29|In Goal #1 of our Strategic Plan, Engage, Educate, Empower, the following key initiatives and tactics are intended to make the classroom more inclusive and engaging in order to ensure students deem the instructional program valuable and relevant. Our theory of action demonstrates the core belief that if classrooms are engaging and welcoming spaces for relevant learning, students will persist through challenges to attend school. These key initiatives and tactics display this fundamental core belief about the connection between high-quality relevant instruction and student attendance: Responsive, Engaging Pedagogy a) Implement Project-Based Learning so that every student experiences at least two project-based units every academic year b) Integrate technology consistently through the adopted blended learning suite c) Provide professional development and support for culturally and linguistically responsive teaching. Personalized and Real-World Learning a) Promote an instructional delivery model that develops the global competencies (i.e. critical thinking, problem-solving, communication, collaboration, and creativity) b) Utilize a multitiered intervention framework for academic and behavioral support c) Offer enrichment experiences to enhance learning outside of the classroom d) Promote and support teaching practices and learning experiences focused on civic engagement.||2021 01613090000000|San Lorenzo Unified|2||4|4|2|2|1|4|4|3|2|4|3|3|3|3|3|4|3|4|4|4|4|4|3|2021-10-19|||2021 01613090101212|KIPP Summit Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 01613090114421|KIPP King Collegiate High|2|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. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 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|2021-06-22|||2021 01751010000000|Pleasanton Unified|2||4|3|4|3|3|5|5|5|5|5|3|3|3|3|3|5|4|4|4|4|5|5|3|2021-06-24|||2021 01771800138289|Latitude 37.8 High (SBE)|2|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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-28|||2021 04100410000000|Butte County Office of Education|2||3|3|2|2|2|3|3|3|2|2|2|2|2|2|2|2|1|2|1|1|5|4|3|2021-06-28|All BCOE schools provide access to standards aligned textbook and online curriculum options. The number of students accessing online versus textbook options varies by site. All sites provide a mobile device and hotspot to students using online curriculum. BCOE schools implement locally designed and flexible standards aligned courses of study in core content areas grades 6-12 to support personalized learning based on student-interest. Staff receive professional development on course of study implementation. Elementary grades continue to follow the courses of study outlined in the State adopted, Board approved curriculum. The LEA will facilitate backwards mapping of LEA Courses of Study TK-5 in future years. Because BCOE school programs serve at-promise youth, staff have invested time in professional learning that supports positive student behavior and social emotional needs. Focus on these needs continues to be a priority. BCOE schools are receiving professional development in content area/social emotional learning integration and Next Generation Science Standards as a means to better engage at-promise youth, which should support efforts to increase attendance and decrease suspension rates. Implementation of content areas that received a ‘1’ on this scoring rubric are areas that are not required for graduation. BCOE schools are alternative education and have fewer graduation and fewer elective requirements.||2021 04100410114991|CORE Butte Charter|2||5|4|5|3|3|5|5|5|4|4|4|3|4|4|3|4|3|1|2|4|5|5|3|2021-06-11|||2021 04100410134213|Come Back Butte Charter|2||5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|1|5|5|5|1|5|5|4|2021-06-28|Come Back provides access to standards aligned textbook and online curriculum options. The number of students accessing online versus textbook options varies. All students have access to a mobile device and hotspot. Come Back implements locally designed and flexible standards aligned courses of study in core content areas to support personalized learning based on student-interest. Staff receive professional development on course of study implementation. Because Come Back serves at-promise youth and adult students, staff have invested time in professional learning that supports positive student behavior and social emotional needs. Due to the small number of staff and ongoing school closures for emergencies each year, focus on these needs continues to take precedence over content are professional learning. However, Come Back staff are receiving professional development in content area/social emotional learning integration and Next Generation Science Standards as a means to better engage at-promise students, which should support efforts to increase attendance and decrease dropout rates. Implementation of content areas that received a ‘1’ on this scoring rubric are areas that are not required for graduation. While Come Back encourages students to engage in elective courses, there are fewer graduation and fewer elective requirements for alternative education schools.||2021 04100410430090|Hearthstone|2||3|3|4|3|2|4|4|5|3|2|3|3|4|3|2|3|3|3|3|3|5|5|4|2021-06-28|Hearthstone provides access to standards aligned textbook and online curriculum options. The number of students accessing online versus textbook options varies. Hearthstone provides a mobile device and hotspot to students using online curriculum. Hearthstone implements locally designed and flexible standards aligned courses of study in core content areas grades 6-12 to support personalized learning based on student-interest. Staff receive professional development on course of study implementation. Elementary grades continue to follow the courses of study outlined in the State adopted, Board approved curriculum. The LEA will facilitate backwards mapping of courses of study TK-5 in future years. Because Hearthstone serves at-promise youth, staff have invested time in professional learning that supports positive student behavior and social emotional needs. Due to the small number of staff and ongoing school closures for emergencies each year, focus on these needs continues to take precedence over content are professional learning. However, Hearthstone staff are receiving professional development in content area/social emotional learning integration and Next Generation Science Standards as a means better engage at-promise youth, which should support efforts to increase attendance and decrease suspension rates.||2021 04613820000000|Bangor Union Elementary|2|BUESD used CASS Implementation Matrix for measuring implementation of ELA, and Math state standards. We used a modified version of the state given metric to measure the implementation of other state standards. BUESD chose this metric to ensure our district is making decisions based on the reflection survey tool given to teachers and that our analysis reflects the implementation happening in the classrooms. The Superintendent/ Principal was able to gather surveys from instructional staff and summarized the level of implementation of the ELA, Math, History-Social Science, and Science standards. Staff is at a Level 3 out of 5 for the CA Content Standards using an implementation rubric survey. BUESD has newly aligned CCSS ELA and Math curriculum, is looking at essential standards, and analyzing assessment data for mastery of standards, and working in professional learning communities. There is an additional focus on engagement norms to increase effective first teaching and informal assessment throughout daily lessons.|3|1|3|2|2|3|3|3|2|2|3|3|3|2|2|0|1|2|2|0|3|3|3|2021-10-21|||2021 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 4-5 in Math 3-4 in NGSS 3-4 in History/SS In the area of Support for teacher 5 This year we had a more robust staff development plan than we have had in the past and designated meeting and planning time built into our calendar. With the addition of the Far North Literacy Development project 10 teachers will receive in-depth through the CAST program|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-06|The district is reviewing all adopted materials to ensure we are stay current. Being part of the Far North Literacy project will provide very powerful trainings for our staff||2021 04614240000000|Chico Unified|2||4|4|4|3|3|5|5|5|3|3|4|4|4|4|4|4|4|4|4|4|5|5|4|2021-06-23|||2021 04614240110551|Nord Country|2||4|3|4|4|3|5|3|5|5|3|4|2|4|4|2|2|1|2|3|4|4|4|2|2021-06-30|||2021 04614240118042|Forest Ranch Charter|2||4|3|4|3|3|4|3|4|4|4|4|2|4|3|3|3|3|3|3|2|3|3|3|2021-06-29|||2021 04614240120394|Inspire School of Arts and Sciences|2||4|4|3|4|4|5|5|5|5|5|4|4|4|4|4|5|4|3|5|5|4|4|4|2021-11-09|||2021 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 rating has progressed from “Full Awareness” to “Student Awareness” in practices for implementing the CCSS.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-05-20|||2021 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|2021-06-28|||2021 04614240137828|Pivot Charter School North Valley II|2||4|3|4|4|3|4|3|4|4|4|4|3|4|4|3|3|4|3|4|4|4|4|4|2021-06-04|Pivot Charter School is a Non Classroom Based, independent study school by California Department of Education (CDE) definition. The school uses an online curriculum that provides fully standards based aligned courses as well as courses that are UC A-G approved. The school uses an online curriculum so educators can individualize every student’s needs. We provide onsite and online support and supplements in the form of office hours, workshops, courses, clubs, tutoring, and fun activities such as field trips, barbecues and hands-on activities. While CDE refers to the school as non classroom based, Pivot is anything but that as our classes at the resource centers are engaging and effective. While all courses are rigorous and aligned to the standards, Pivot teachers spend a great deal of time remediating and supporting students to be successful beyond the curriculum. It is often difficult to get our students to attend the site based offerings and that inhibits our ability, at times, to implement things like CTE as well as we would prefer.||2021 04614246113773|Chico Country Day|2|CCDS is aligning student project exhibitions and includes evidence of reading, writing, or mathematical reasoning skills aligned with CCSS. We are also using the CCSS Metric of Implementation rubric with staff. This helps measure teacher CCSS implementation.|5|5|5|5|5|5|5|5|5|5|4|4|5|4|4|4|4|4|4|4|5|5|5|2021-06-22|Students at CCDS are involved in rigorous real-world problems that align with CCSS. Through project-based learning and student-led conferences students take ownership of their progress and are aware of their strengths and set goals for their areas of improvement.||2021 04614246119523|Blue Oak Charter|2||3|4|4|3|4|4|4|5|4|4|4|4|4|3|5|4|4|4|4|4|4|4|3|2021-06-15|New Generation Science Standards are being implemented, but due to COVID lockdown in 2020 professional development was not readily available. Blue Oak has built and implemented a professional development planning process. we continue to work to support individual needs.||2021 04614320000000|Durham Unified|2||4|2|4|3|3|3|2|4|2|1|3|2|3|3|3|4|3|4|5|5|3|3|3|2021-06-23|||2021 04614570000000|Golden Feather Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|2|2|1|1|2|3|3|2021-06-24|||2021 04614990000000|Manzanita Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|1|5|1|1|5|5|5|2021-06-16|||2021 04615070000000|Oroville City Elementary|2||3|3|3|2|1|4|3|4|3|2|3|3|3|2|2|1|1|2|1|1|3|3|2|2021-06-23|OCESD has been focused on developing and providing strategies to support a standards aligned online learning program for our students in distance learning. In addition, we recognize the social and emotional impact the distance learning has had on our students. OCESD is concentrating on supporting our student through trauma informed practices and providing an articulated K - 8 SEL program.||2021 04615070121509|Ipakanni Early College Charter|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|2|3|5|5|5|5|4|3|2021-06-28|With our small facility and small class sizes, we do not have the resources to have programs such as agriculture and welding. We do have an abundance of career classes for students to take but no specific programs. Students wanting to take these programs must enroll concurrently with Butte College.||2021 04615070129577|STREAM Charter|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|4|4|4|2|4|4|3|2021-10-27|||2021 04615150000000|Oroville Union High|2||5|5|4|4|5|5|5|4|4|5|4|4|4|4|4|5|5|5|5|5|5|5|4|2021-09-15|OUHSD provides time on a weekly basis for teachers and other instructional staff to collaborate and discuss, data, instruction and CR-PBIS implementation. OUHSD has implemented the California Common Core Standards and provided professional development on how to use those standards in the classroom.||2021 04615230000000|Palermo Union Elementary|2||5|3|5|4|4|5|5|5|3|3|4|3|4|3|4|1|1|1|3|1|2|2|2|2021-06-23|||2021 04615310000000|Paradise Unified|2||5|4|5|4|4|5|4|5|3|4|4|3|4|3|4|4|3|5|5|5|4|4|3|2021-06-15|||2021 04615310110338|Achieve Charter School of Paradise Inc.|2||3|3|3|3|3|5|3|5|5|5|2|2|2|2|2|2|2|2|3|1|3|3|3|2021-06-23|Achieve Charter School is in the process of, and varying phases of, implementing new curriculum and teacher observation and feedback protocols||2021 04615316112585|HomeTech Charter|2||4|1|3|3|3|4|1|3|4|4|3|1|3|3|3|1|1|1|2|1|3|3|3|2021-06-23|HomeTech Charter is located in Paradise, CA. The entire city and surrounding areas were devastated by the Camp Fire in November 2018. Most HomeTech students and staff lost their homes in the fire, forcing many families and staff to relocate. This created a significant decrease in student enrollment and downsizing of HomeTech Staff. The 2019-2021 school years have been rebuilding years with staff focusing student mental wellness with social-emotional and trauma support post Camp Fire in addition to academics. HomeTech had no ELD students for at least the past 5 school years.||2021 04615316112999|Paradise Charter Middle|2|100% of teachers have participated in CCSS training and all our curriculum is aligned with the Ca. CCSS The staff meet bi-weekly to plan lessons across content areas. Weekly staff meetings focus on student success, challenges and curriculum alignment Teachers are constantly pursuing curriculum that advances students' knowledge and skills to prepare them for their high school experience.|5|3|5|4|4|5|3|5|5|4|5|5|5|5|5|3|4|4|2|1|4|4|4|2021-11-16|||2021 04615316113765|Children's Community Charter|2|100% teachers have participated in CCSS training. An area of focus will be participating in a multi-year focus on Teacher Clarity based on research-based instructional practices and consistent collaboration with peers. 100% of teachers are implementing CCSS aligned instruction in ELA and Math. The school currently has a K-5 science teacher who provides extra science labs on a weekly basis based on NGSS (Next Generation Science Standards).|5|4|5|4|4|5|5|5|5|4|5|3|5|3|3|2|5|5|3|1|5|4|5|2021-11-11|||2021 04615490000000|Thermalito Union Elementary|2|Thermalito used the Butte County Office of Education California Standards Implementation Metric of ELA/Literacy, Mathematics, English Language Development, and other state standards, which mirrors the state measure. Thermalito chose this metric to ensure our district is making decisions based on a self-reflective rubric measure completed by teachers and that our analysis reflects the implementation happening in our classrooms. -Summary of Progress based on the Standards Implementation Metric. Scale: 1 - Initial Awareness; 2 - Developing Awareness; 3 - Full Awareness; 4 - Student Awareness. -ELA/Literacy: About 37% of our teachers identified that they are working in full awareness (3) or higher in the CA ELA/Literacy standards. -English Language Development (ELD): About 51% of our teachers identified that they are working in full awareness (3) or higher in Integrated and designated ELD. -Mathematics: About 39% of our teachers identified that they are working in full awareness (3) or higher in the CA mathematics standards. -Physical Education Content Standards: Full Implementation -Next Generation Science Standards and History-Social Science: Full Implementation -Visual and Performing Arts opportunities are available to all students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|5|4|0|0|0|0|2021-06-21|||2021 04733790000000|Pioneer Union Elementary|2||3|2|4|3|3|3|2|4|3|3|3|2|4|3|3|1|2|3|2|1|3|3|3|2021-06-23|||2021 04755070000000|Gridley Unified|2||4|3|3|3|3|3|3|4|3|3|3|3|3|3|3|3|3|3|2|3|3|3|3|2021-06-30|Numbers reflect the AVERAGE response levels this year, rounded to the next closest whole number. Analysis of the modal (most commonly selected) level for each, when compared to previous years, shows some growth in several areas, such as math and ELA. Ares of continued growth are ELD and NGSS Science. There has also been less emphasis on non-core subject areas as well. Individual teachers also reported wishing more support, while there was a feel that group PD was well supported. There is also a need to improve teacher understanding of their standards. This should also be noted as a less-than-average year in terms of available PD since so much was in a less desirable virtual format, or not at all available, especially early in the school year. Still, the data collected here do provide insight to drive discussion about directions to explore: additional individualized professional development options for teachers, more efforts in science, social studies, and ELD, and increased attention to raising awareness of the standards outside the core.||2021 05100580000000|Calaveras County Office of Education|2||4|3|4|4|4|5|4|5|5|5|4|4|4|4|4|3|4|4|4|2|4|4|4|2021-06-07|||2021 05100580530154|Mountain Oaks|2||5|4|5|4|4|5|4|5|5|4|5|5|5|5|5|4|5|5|5|5|5|5|5|2021-09-08|||2021 05615560000000|Bret Harte Union High|2||5|5|5|4|4|5|5|5|4|3|5|5|5|4|4|5|5|5|5|5|5|5|5|2021-10-04|||2021 05615640000000|Calaveras Unified|2|We have identified areas for growth in all academic areas. We continue to work on standards alignment in these areas both with our administrative team and with our Instructional Leadership Team. This team is made up of TK-12 teacher leaders and site administrators, and is facilitated by our Directors of Educational Services. At the start of the 2019-20 school year, teachers and administrators combined to select priority standards in both ELA and math at all grade levels. This helped teachers focus their work in their classrooms and will help focus our work as a district moving forward.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-29|||2021 05615720000000|Mark Twain Union Elementary|2||3|1|4|1|2|4|1|4|1|2|3|1|4|2|3|1|1|3|1|1|2|2|2|2021-11-11|The District adopted Collaborative Classroom as our ELA curriculum, replacing curriculum that was 20+ years old. The District will adopt Social Studies and Science in 2021 – 2022 replacing curriculum that is over 20 years old. Mathematics was adopted 3 years ago. We are currently increasing our staff development to build common core capacity and achievement with data teams and the forming of district committees in the areas of professional development and curriculum.||2021 06100660000000|Colusa County Office of Education|2||2|3|3|2|4|5|5|2|2|5|3|3|4|4|2|3|2|1|5|1|2|3|3|2021-06-09|||2021 06615980000000|Colusa Unified|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-28|||2021 06616060000000|Maxwell Unified|2||3|3|4|1|1|3|3|4|1|1|3|3|4|1|1|2|2|2|2|2|3|3|3|2021-05-12|||2021 06616140000000|Pierce Joint Unified|2||5|4|4|3|4|4|4|5|3|3|4|4|4|3|4|4|4|5|3|4|4|4|4|2021-06-21|||2021 06616220000000|Williams Unified|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|3|3|3|3|3|2021-06-17|||2021 07100740000000|Contra Costa County Office of Education|2||5|3|5|3|5|5|5|5|3|5|5|3|5|3|5|5|5|3|4|4|5|5|5|2021-06-16|Our Social Studies curriculum has been staff curated since the beginning of the 2018 school year through a partnership with the UC Berkeley History and Social Science Project. Each of our units are based on one of the Big Six Historical Thinking Concepts (https://historicalthinking.ca/historical-thinking-concepts). Through this process, we are attempting to not just teach the historical events, but to show the students how to process them in the larger picture, how one event continues the path we are on, and how one event might change the path our society is on. We want to strengthen the critical thinking skills in our student community and allow them a greater insight to those who have come before them, the fights and victories for equality which have happened for centuries, and how they, as community members, factor into their community at large. In English Language Arts, our Reading and Relevance curriculum has had such an immediate and deep impact on our students and staff. Reading with Relevance (www.readingwithrelevance.org) is a literacy program that guides students and teachers through the process of reading relevant, culturally diverse, socially and emotionally rich literature. By Integrating intentional social/emotional development into every lesson, we are creating a generation of learners ready to understand, question, and remake the world around them. Our goal is to ensure that we tell the stories of our community.||2021 07100740114470|Making Waves Academy|2||5|5|5|4|4|5|5|4|4|4|5|5|5|4|4|3|5|5|4|5|5|5|4|2021-06-17|Making Waves Academy has worked to implement the all state standards with fidelity. We have completed the following action items. We have adopted standards aligned curriculum in all subject areas, we have implemented walkthroughs to track for fidelity to state standards, held content specific professional development for our content areas and analyze student work accordingly. The area that we are looking to build out further is connected to our Career Technical Education program, where we aim to build out comprehensive pathways. Additionally, we aim to bring Spanish to our 8th grade. Making Waves Academy has invested in professional development for our faculty. Our leadership is trained on coaching cycles and data driven instruction by our Achievement Network Coach. Our math teachers have a dynamic math coach that has supported our instructional vision. Additionally, we have a consistent practice for looking at curriculum to ensure relevancy and standards alignment. We have adopted standards aligned curriculum for all subject areas. We look forward to onboarding a math curriculum in our Upper School that supports the inquiry approach that we have adopted in our Middle School in the next two years.||2021 07100740129528|Caliber: Beta Academy|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2|3|4|3|2|4|4|4|2021-06-24|||2021 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. Summit K2 uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, 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 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|2021-06-17|||2021 07100740137026|Invictus Academy of Richmond|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|1|2|1|1|4|5|5|4|2021-06-16|Invictus Academy invests heavily in the professional development of our teachers. All teachers are provided weekly group professional development time as well as individual professional development which can include instructional coaching and lesson plan feedback. To ensure we are meeting the professional learning needs of our teachers, we solicit teacher feedback for all our professional development sessions and regularly survey teachers during the year. 100% of our staff responded positively to the question “This year, I have had opportunities to learn and grow” and 95% responded positively to the question “The professional development I have received this year has provided me with teaching strategies to better meet the needs of students.”||2021 07100740730614|Golden Gate Community|2||5|3|5|3|5|5|3|5|3|5|5|3|5|4|5|3|4|3|3|3|3|3|3|2021-06-16|||2021 07100740731380|Clayton Valley Charter High|2||4|3|4|4|4|5|4|5|5|5|4|4|4|4|4|5|4|5|4|4|4|4|4|2021-11-10|||2021 07616300000000|Acalanes Union High|2||5|4|5|5|3|5|4|5|5|3|5|4|5|5|3|4|4|5|4|4|5|5|5|2021-06-09|||2021 07616480000000|Antioch Unified|2||4|3|4|3|4|4|4|4|5|5|3|3|3|2|3|5|4|5|5|4|4|4|4|2021-06-09|||2021 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 math concepts and 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 Health 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|2021-06-15|||2021 07616480137430|Rocketship Delta Prep|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|4|2021-06-10|"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."||2021 07616550000000|Brentwood Union Elementary|2||5|4|5|3|3|5|5|5|3|3|5|4|5|3|3|3|3|5|5|5|5|5|4|2021-10-27|||2021 07616630000000|Byron Union Elementary|2||4|4|4|3|2|4|3|4|3|2|3|3|3|3|2|3|2|4|4|4|4|3|3|2021-06-14|||2021 07616630130930|Vista Oaks Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-07|||2021 07616710000000|Canyon Elementary|2||4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|2|3|3|3|3|4|4|4|2021-11-09|||2021 07616970000000|John Swett Unified|2||4|3|4|3|3|4|4|4|3|3|4|4|4|4|4|5|3|4|4|4|4|3|4|2021-06-09|The District has adopted 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 implemented 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 also 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.||2021 07617050000000|Knightsen Elementary|2||5|3|5|5|5|5|3|5|5|5|5|4|5|5|5|4|5|5|5|4|5|5|5|2021-07-28|||2021 07617130000000|Lafayette Elementary|2||5|4|4|3|4|5|4|4|3|4|4|4|4|3|4|4|5|4|4|4|4|4|4|2021-06-16|The Lafayette School District has focused a large amount of time, funding, and collective work on meeting the academic standards and aligning our curriculum and assessments to match those academic standards. This has been done through professional development and collaboration with staff.||2021 07617210000000|Liberty Union High|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|2021-11-17|||2021 07617390000000|Martinez Unified|2||5|3|5|3|4|5|3|5|4|3|5|3|5|3|3|4|4|5|5|5|4|4|4|2021-06-28|||2021 07617470000000|Moraga Elementary|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|1|2|4|2|4|3|3|3|2021-06-15|The District has successfully adopted and implemented CA Common Core in math, ELA, history-social science (6- 8} and science. Textbooks and materials have been adopted in these core subject areas and next year, K-5th students will begin using new standard aligned history-social science textbooks and materials. For each adoption, professional development is provided by district staff. In some cases, staff are sent to, for example, New York for Lucy Calkins Reading and Writing training. Next steps call for further developing scope and sequence for implemented programs and adopting textbooks or other materials in visual performing arts, PE and health.||2021 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|2021-06-23|MDUSD is currently implementing State Board of Education adopted academic content and performance standards of all pupils, including emerging bilingual students. Progress toward implementation and sustainability was lessened than planned due to the realities and impact of the COVID-19 pandemic.||2021 07617546118087|Eagle Peak Montessori|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15|For elementary career technical education would mostly concentrate on computer skills and introduction to those skills.||2021 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|2021-06-23|In May 2019, the OUESD School Board approved the adoption of the Cengage/National Geographic Middle School History/Social Studies curriculum. During the 2020-2021 school year the History/Social Studies Middle School teachers attended 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 2020-2021, we adopted TWIG Education/TWIG Science for K-5 students and TK piloted TWIG Science Education. During the 2020-2021 school year the Elementary teachers attended professional development and had an opportunity to explore the remote learning components of TWIG Science. There were on going opportunities for grade level collaboration to facilitate a deeper understanding. In 2020-2021, we adopted McGraw-Hill Inspire Science Integrated for 6-8 students. During the 2020-2021 school year the Middle School teachers attended professional development and had an opportunity to explore the remote learning components of Inspire Science. There were on going opportunities for department collaboration to facilitate a deeper understanding.||2021 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 and alternative assessments indicate that more than 83% 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 teacher induction program (TIP) and teachers on special assignment in literacy, math. 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, and work with outside trainers for support with Math and ELA alignment. During the pandemic and distance learning, Orinda schools utilized many strategies to ensure students recieved curriculum that was consistent across grade levels and sites, including a Learning Activity Guide which all teachers impemented K-5 as well as our Orinda Plan for Education Now (O.P.E.N) which provided consistent guidelines and protocols for learning and student & staff safety.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-14|||2021 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 chart tool summarizing high-level indicators of progress was presented at the Jun 23, 2021 Board meeting regarding Local Indicators. Highlights of status and progress: Every Fall at the beginning of the school year 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 completed 9-12 adoptions. Aligned Maths curricula are in place, with limited specialized adoptions still in process, e.g., Pre-Calculus. K-8 ELD Adoption complete, 9-12 ELD adoption in process. PUSD implements 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, beginning adoption, need some state guidance, Junior High has a framework. In History-Social Science our secondary schools completed 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. World Languages - Dual Immersion, Standards-Based Languages. AP in 4 languages. Expanded access to Music teachers and to standards-based curricula. Secondary standards-based 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|2021-06-23|||2021 07617960000000|West Contra Costa 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|2021-06-09|||2021 07617960101477|Leadership Public Schools: Richmond|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14|The Home Office’s Teaching and Learning Team at Leadership Public Schools develops a yearlong Professional Development Outline/Scope and Sequence for Summer PD, Pupil Free PD, and Monthly Course Teams Meetings for teachers. Below highlights the plethora of opportunities for all staff to be professionally developed in the school year. 1. Curriculum Institute: Course teams are invited to attend annual summer curriculum planning institute, which includes a focus on backwards planning, unpacking standards, and culturally relevant pedagogy. This provides teachers with intensive training to ensure that standards are understood and supported prior to the start of the school year. 2. Pupil Free PD: Teachers participate in network-wide PDs throughout the year that consists of increasing and/or reinforcing the knowledge and skills of all of our staff, classified and certificated, so that all staff is able to support our students effectively and working towards the common goal of raising student achievement. Network-wide data is presented and time is provided for staff to analyze and develop action plans for supporting our must venerable students. 3. Monthly Course Team PD Meetings: Teachers attend course team meetings once at least once a month throughout the academic school year to ensure that teachers' instructional strategies reflect an understanding of content standards, culturally relevant pedagogy, and rigor.||2021 07617960110973|Richmond College Preparatory|2|Throughout the pandemic, RCP continued to 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 annually. RCP continued to use formative and summative assessments for ELA, ELD, and Math to determine learning loss, including the Measures of Academic Progress (MAP), Development Reading Assessment (DRA) and English Language Development (ELD) benchmarks. Please see the Option 2 tables for our progress ratings. English Learners (ELs) get daily instruction in ELD, differentiated by level of English proficiency as measured by English Language Proficiency Assessments for California (ELPAC) and formative assessments. Teachers give differentiated scaffolding that progressively strengthens students at various proficiency/grade levels Teachers also provided integrated ELD the rest of the school day. Please see Option 2 tables for progress ratings of other standard-aligned curricula. March 2020, RCP moved to distance learning using Zoom, SeeSaw (TK-3rd), and Google Classroom (4th-8th). We have continued to implement our instructional model following state guidelines of live class minutes and asynchronous learning time. We hired tutors to provide virtual 1:1 or 2:1 support twice per week for 30-45 minutes. Teachers also tutored small groups through the week. Two IAs and 50% of the daily tasks of the PE coaches were converted to tutoring. Our ed-tech tools such as Hapara (monitoring online activities during school hours), Book Nook (supporting reading comprehension for Long-Term English Learners (LTELs), StreamYard (hosting virtual events like our Heritage & Culture Celebrations) and ClassDojo (communication with parents) sustain connections and address causes circumscribing academic achievement as a result of the pandemic. We used an Engagement Tracker for subject area attendance and mobilized our administrative team to follow-up via phone or home visits with unengaged students/families. We ran more Student Success Team (SST) meetings than ever. For grades 3-8, we used Google Classroom’s Weekly Digests so parents could be made aware of missed work. In response to COVID, RCP enhanced its Professional Development (PD) to ensure that our progress in implementing state academic standards remains strong: We added a second week to our Summer PD to train all staff in building trusting and respectful relationships with families and for implementing distance learning. We instituted Friday PDs for teachers/IAs to share best practices, engage in peer observations, and receive support to roll out tech programs for instruction. Ongoing PD such as Lucy Calkins Reader’s & Writer’s Workshop continued via consultancy office hours. Upper and Lower Elementary Directors coach teachers, do walkthroughs, and coordinate collaborative PD communities.|5|3|4|3|3|5|3|4|3|3|4|3|4|3|3|3|2|4|3|1|4|3|3|2021-05-27|||2021 07617960132100|Aspire Richmond Ca. College Preparatory Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 07617960132118|Aspire Richmond Technology Academy|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 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. Summit Tam uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, 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 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|2021-06-17|||2021 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|2||4|5|5|1|1|4|4|4|1|1|4|4|4|3|3|1|1|1|1|1|3|4|4|2021-06-10|||2021 07618040000000|San Ramon Valley Unified|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|5|5|5|5|2021-10-05|||2021 07618120000000|Walnut Creek Elementary|2||5|3|5|4|3|5|3|5|4|3|5|3|5|4|3|4|3|4|5|3|4|4|4|2021-06-14|||2021 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 is 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|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|2021-06-24|This school year, just as was done during the previous year, the COE has been focused on targeted 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. Another critical investment in professional development has been in providing COE teachers with the time and resources to become proficient at learning how to use the “i-Ready program” to assess student progress and provide tier II academic intervention in E/LA and mathematics. The COE, working with the District (Del Norte County Unified School District) is also served by 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.||2021 08100820830059|Castle Rock|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 is 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|4|4|3|5|4|4|4|3|5|4|3|4|3|4|4|4|4|4|4|4|4|3|2021-06-15|||2021 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. In past years, the District has used the Aimsweb Universal Screener for trimester interim assessments. However, for the 2021 academic year, the District has shifted to using evidence-based assessment and intervention program, “i-Ready” to gauge the extent to which students have achieved proficiency in the content standards at their grade level. 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|4|3|4|3|2021-06-24|This school year, just as was done during the previous year, the District has been focused on targeted 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. Another critical investment in professional development has been in providing teachers with the time and resources to become proficient at learning how to use the “i-Ready program” to assess student progress and provide tier II academic intervention in E/LA and mathematics. The District also employs 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.||2021 09100900000000|El Dorado County Office of Education|2||4|4|4|4|4|5|4|4|4|4|5|4|5|4|4|4|4|4|3|3|4|4|4|2021-06-22|Blue Ridge School provides instruction to at-risk, incarcerated youth in what is considered to be a rural county. The school staff works with Probation as a closely connected team to ensure safety in the classroom, and to promote cohesiveness between school and life in the facility. We strive to improve instructional practices by using the most current technology in the classroom to enhance access to current events and provide group instruction. New Interactive Boards were purchased and installed that 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 to Career Technical Education and enhance College and Career Readiness. Several community partnerships have been added to enhance the Career Readiness experience, such as guest speakers, community college access, and experiential partnerships. 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) and College and Career Readiness. The students also have access to the local district-adopted textbooks, as appropriate, to facilitate transition between schools. In order to determine individual student needs, we use Northwest Evaluation Association (NWEA) Measure(s) of Academic Progress (MAP) assessment.||2021 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|2021-06-22|Charter Home Study Academy provides a rigorous program base that meets or exceeds 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.||2021 09100900136036|John Adams Academy - El Dorado Hills|2|John Adams Academy believes successfully assessing and monitoring scholar progress on state academic standards hinges on the development and implementation of systems that support ongoing data collection and data analysis. Routine and intentional work with data helps teachers evaluate their scholars’ mastery of standards and skill development. Data Study Teams meet weekly to discuss data. This analysis helps teachers and administrators to prescribe targeted interventions for scholars not making adequate progress toward specific learning targets. Teachers utilize instructional materials, along with other curricular resources, to align their instruction with the Common Core State Standards. Teacher teams work in weekly Professional Learning Communities (PLC's) and collaborate with the site administration to develop and/or refine curriculum maps, instructional guides and assessments to support scholars in meeting or exceeding specified learning targets. At the same time, teachers provide scholars with dedicated opportunities to explore a variety of subjects so they can discover their passions, interests and their own special excellence. In addition, research indicates scholars’ brain development and academic achievement are enhanced when learning extends beyond English Language Arts and Mathematics. Scholars exposed to a classical liberal arts education strengthen their critical thinking skills, language acquisition skills, memory and creativity. The Academy continually provides the opportunities for academic teams to work collaboratively with their peers and mentors to enhance their ability to support scholar success and increase their understanding of the role of our mission and vision, the pedagogy of our American Classical Leadership Education, and the instructional effectiveness of Socratic discussion based learning. These elements are addressed by focusing on PLC’s and professional development. Teachers, supported by administrators, participate in weekly, collaborative PLC’s that focus on ensuring all scholars are provided a classical curriculum and access to resources that support them in meeting or exceeding specified learning targets. New teachers and administrators receive induction support, both to provide them with additional tools and strategies to develop their expertise and to assist them in advancing their professional credentials.|5|4|5|5|5|5|2|5|5|5|5|2|5|5|5|1|5|5|5|5|5|5|5|2021-10-07|"John Adams Academy builds a culture guided by our Ten Core Values. Two of these values, ""High Standards of Academic Excellence,"" and, ""Modeling What We Teach,"" exemplify how our administration, teachers and scholars meet the requirements of state academic standards. Academic excellence requires the focused application of both intellectual and moral discipline. Good grades are only one measurement of achievement. Scholars are given frequent opportunities to improve their academics by analyzing their work in relation to the truth, goodness, and beauty found through the classics. We see academic excellence displayed when a scholar, mentor, or staff member is inspired to innovate and to drive their own education. John Adams Academy seeks to inspire scholars and teachers to model what we teach by actively engaging in classical education. The understanding of academic standards is facilitated when principles and knowledge encountered in a scholar's studies are modeled in real life situations. To this end, principles and events found in classics are coupled with simulated experiences such as mock trials, moot courts, classroom constitutional conventions, historical role-playing, and other simulated experiences."||2021 09100900930123|Charter Community School Home Study Academy|2||4|4|4|4|4|5|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|2021-06-22|The Charter Community School Home Study Academy provides a rigorous program base that meets or exceeds 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 Community School Home Study Academy provides 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.||2021 09100900930131|Rite of Passage|2||5|4|5|3|3|4|4|4|2|2|5|4|5|3|4|4|3|4|4|1|5|5|5|2021-06-22|"ROPCHS serves incarcerated and social-service referred youth from across the state of California at multiple sites. Professional development related to the standards is held on site at least two times per year (in addition to other professional development) and occurs occasionally via Zoom. During the pandemic, professional development focused mostly on distance learning and using online tools. As of July 2020, when all staff returned on site, the professional development has focused more on meeting the unique needs of our students and addressing standards. All students have access to the Odysseyware curriculum and the Character Based Literacy program. Both programs are standards-aligned and staff has been trained to use them. Staff continues to learn more about implementing the Next Generation Science Standards (NGSS) and is involved in the selection of supplemental curriculum for purchase throughout the 21-22 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."||2021 09618380000000|Buckeye Union Elementary|2|The District is in full alignment with the State's English language arts, English language Development, mathematics, and Next Generation Science Standards. Middle school social studies is in full alignment with current State standards and elementary grade levels are in need of a new textbook adoption that is in alignment with the State's most recent updates to social studies/history standards. Health education materials are up-to-date and those teaching comprehensive sex education have been provided training and up-to-date materials. The District's P.E. program is in alignment with the State's Physical Education Model Content Standards. The most recent survey of teachers regarding standards implementation may be found 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|2021-06-16|||2021 09618380107227|Charter Montessori Valley View Campus|2|The site is in full alignment with the State's English language arts, English language Development, mathematics, and Next Generation Science Standards. Middle school social studies is in full alignment with current State standards and elementary grade levels are in need of a new textbook adoption that is in alignment with the State's most recent updates to social studies/history standards. Health education materials are up-to-date and those teaching comprehensive sex education have been provided training and up-to-date materials. The District's P.E. program is in alignment with the State's Physical Education Model Content Standards. The most recent survey of teachers regarding standards implementation may be found 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|2021-06-16|||2021 09618380111724|California Montessori Project-Shingle Springs Campus|2|"CMP began using the i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment (Curriculum Associates) in the 2019-2020 school year. CMP teachers administer an online placement assessment in the fall of each school year. Additional assessments are administered in the winter and spring to track student growth over the course of the year. The i-Ready assessments are highly correlated to the CAASPP and the end of the school year i-Ready assessments provide an opportunity to see how students would have scored on CAASPP in school year 2019-20 had CAASPP been administered. The assessments also allow CMP and its teachers to see which standards students have mastered and which standards students are still working on which allows CMP to target instruction to support students standards mastery. Reading/Language Arts: • Montessori Albanesi Language Arts Curriculum • iReady Reading Program & Teacher Toolbox • Scholastic StoryWorks Jr. Informational Text Series • Accelerated Reader • McGraw Hill SRA Reading Laboratory • Instructional Level Spelling Program • Handwriting Without Tears • Writing Pathways • Keyboarding Without Tears • Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) • Sonday System Reading Intervention • Houston Montessori Reproducible Materials • Historic Literature Novels • Literature Circle Novels Mathematics: • Montessori Albanesi Math Curriculum • iReady Math & Teacher Toolbox • Ready Math Instruction • Ready Math Practice and Problem Solving • Pearson Digits Math Program • Pearson Algebra • Pearson Geometry Science: • Teacher’s Curriculum Institute, Science Alive! • Montessori Curriculum History-Social Science: • Teacher's Curriculum Institute, Social Studies Alive! • Teacher’s Curriculum Institute, History Alive! Foreign Language: • Rosetta Stone Social-Emotional Learning: • Second Steps • Mindfulness Program"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-14|||2021 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|2021-05-27|||2021 09618380137919|Buckeye Union Mandarin Immersion Charter|2|The District is in full alignment with the State's English language arts, English language Development, mathematics, and Next Generation Science Standards. Middle school social studies is in full alignment with current State standards and elementary grade levels are in need of a new textbook adoption that is in alignment with the State's most recent updates to social studies/history standards. Health education materials are up-to-date and those teaching comprehensive sex education have been provided training and up-to-date materials. The District's P.E. program is in alignment with the State's Physical Education Model Content Standards. The most recent survey of teachers regarding standards implementation may be found 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|2021-06-16|||2021 09618380139006|Cottonwood|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|3|2|3|3|4|4|4|2021-09-28|||2021 09618460000000|Camino Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|4|4|5|5|5|2021-09-28|Camino Elementary adopted and fully implemented all ELA/ELD, Math, NGSS, History programs and standards.||2021 09618460123125|Camino Polytechnic|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|4|4|5|5|5|2021-09-28|Camino Poly adopted and fully implemented all ELA/ELD, Math, History and NGSS programs and standards.||2021 09618530000000|El Dorado Union High|2||4|4|5|4|4|5|4|5|4|4|4|4|3|3|3|4|5|4|4|4|4|4|4|2021-10-19|||2021 09618530930214|EDUHSD Virtual Academy at Shenandoah|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-19|||2021 09618790000000|Gold Oak Union Elementary|2||3|2|3|2|3|4|3|4|2|3|4|2|3|2|3|1|2|4|2|1|4|3|3|2021-06-14|||2021 09618870000000|Gold Trail Union Elementary|2|Gold Trail Union School District is implementing the use of FastBridge for universal screening and progress monitoring in grades 2-8. As this is the first year of implementing this through our PLC work, we will be looking at using this FastBridge data over a three year cycle with this year being our baseline year. We are using Fontas and Pinnell and BPST in grades K-3 and progressing Fontas and Pinnell to grades 4-5. Our district goal is to close the gaps that emerged during distance learning and hybrid learning for students who are not at or above grade level. All curriculum is Board adopted. We have initiated Sounds to Spelling in grades K-2 to support early literacy.|4|4|4|3|4|4|5|4|3|4|4|4|3|3|3|0|0|5|4|0|3|4|4|2021-10-14|This year we implemented common planning time such that we are able to address standards alignment. We had Solution Tree present professional development in the area of PLC's. We are revisiting essential standards in math and ELA. We are working to align upper grades to NGSS standards in science. We are committed to both the teams' professional development needs, the leadership, and individual teachers' needs. The use of curriculum support teachers on special assignment will provide additional support in the area of curriculum and instruction.||2021 09619030000000|Lake Tahoe Unified|2||4|3|4|3|3|4|3|4|3|3|2|2|2|2|2|4|3|4|3|3|3|2|1|2021-06-22|||2021 09619110000000|Latrobe|2||4|2|4|2|4|5|5|5|2|5|5|4|5|2|4|3|3|5|3|3|4|4|4|2021-06-15|Latrobe School District has adopted Math materials, English Language Arts materials, and Social Studies materials aligned to the most current academic standards. Professional development was provided for each adoption. The district intends to pilot curriculum to support the Next Generation Science Standards in 2021-2022 for adoption in 2022-2023. This year, the district has four English Learners and has scheduled training in integrated and designated English language development for teachers who serve EL students. The District has also hired a credentialed PE teacher to provide a standards aligned PE program for all students, TK-8.||2021 09619290000000|Mother Lode Union Elementary|2||3|3|4|2|2|4|3|4|2|2|4|3|4|2|4|1|3|4|4|4|4|4|4|2021-06-09|||2021 09619450000000|Pioneer Union Elementary|2||5|4|5|3|2|5|5|5|3|2|5|3|5|3|1|1|1|1|1|1|5|4|4|2021-09-09|||2021 09619520000000|Placerville Union Elementary|2||5|4|5|3|3|5|5|5|4|4|5|4|5|3|3|3|5|5|4|2|4|4|4|2021-06-09|||2021 09619600000000|Pollock Pines Elementary|2||4|4|4|3|1|4|4|4|2|1|3|3|3|3|3|1|3|4|4|1|4|4|3|2021-06-08|||2021 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|2021-05-19|||2021 09737830000000|Black Oak Mine Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|3|4|4|4|5|4|5|2021-10-28|BOMUSD's LCAP includes actions and services designed to support students' and their families social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness through facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, behavioral health contractors such as New Morning Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Toolbox, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model- with a focus on the development of a Families and Schools Together (FAST) Coordinator Position to provide comprehensive district wide support with attendance and suspension issues for families at risk, Dental Services for families at risk at Georgetown School as well as HeadStart preschool and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.||2021 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|2021-06-17|||2021 10101080109991|Crescent View West Public Charter|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|3|4|4|4|3|3|3|3|2021-06-10|Overall the school scored at a 3.74, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.38 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 10101080111682|Hume Lake Charter|2||4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|3|4|4|3|3|5|5|4|2021-06-21|||2021 10101080119628|Big Picture Educational Academy|2||5|4|4|4|4|5|4|4|5|5|4|3|3|4|4|5|3|4|3|3|5|5|3|2021-06-24|We have implemented a robust coaching plan with the support of Academic content area specialists and Systems and Leadership coaches to ensure academic standards are understood and implemented by our teaching staff. We have also conducted professional development for the entire school around growth mindset in order to increase their comfort with rigorous work and expand the knowledge base around CCSS and Priority standards. In addition, we continue our cycle of curriculum adoption to ensure teachers have the most current models for their best practice instruction.||2021 10101080127514|Kepler Neighborhood|2||2|3|3|2|3|3|3|3|3|3|3|3|3|3|3|1|3|4|3|3|4|3|3|2021-06-23|||2021 10101080140186|Clovis Global Academy|2||4|4|4|2|2|5|5|5|3|3|4|4|4|2|2|1|1|3|3|5|5|5|3|2021-06-09|||2021 10619940000000|Alvina Elementary|2||5|5|5|5|2|5|5|5|5|2|5|5|5|5|2|1|3|3|3|1|4|4|4|2021-09-15|CTE and World Language do not apply to Alvina Elementary Charter School K-8 District.||2021 10619946005730|Alvina Elementary Charter|2||5|5|5|5|2|5|5|5|5|2|5|5|5|5|2|1|3|3|3|1|4|4|4|2021-09-15|CTE and World Language do not apply to Alvina Elementary Charter School K-8 District.||2021 10620420000000|Burrel Union Elementary|2||4|4|4|3|2|5|5|5|3|2|5|4|4|3|2|3|4|5|2|2|5|5|5|2021-04-06|||2021 10621090000000|Clay Joint Elementary|2||4|4|4|4|5|5|5|5|5|5|4|4|4|4|5|3|5|3|5|1|5|5|4|2021-06-08|Clay hired two new teachers in 1st and 2nd grade during the 2020-2021 school year. Both were new to their grade levels. They, along with newer teachers to Clay, will be getting professional development during the summer of 2021 in Clay's ELA curriculum as well as math support PD for grades 1st and 2nd. Our curriculum is solid we just need to spend the time and resources to provide appropriate training to our newer staff. Our PE Position was left vacant in March of 2021 and not filled until the summer. So, we will have a new employee learning the Physical Education Model Content Standards. We do not have any CTE or World Language courses due to our K-8 population. Clay’s K-8 teachers participated in site-based Staff Development, with activities that focus on the use of Thinking Maps, Promethean boards, Social-Emotional Learning, formative assessment, and best practices in Distance learning and beyond. Clay will continue to provide professional development on how to store data, generate teacher-made materials, generate reports, and how to analyze data and monitor progress using iReady and Aeries. One specific outside training was provided by Nearpod a purchased presentation and curriculum platform. The school has wireless carts complete with Chromebooks(32 each) allowing Internet access when used at any location. District Administration participated in PLC collaborative meeting sessions throughout the school year connected to Fresno County.||2021 10621170000000|Clovis Unified|2|All subject areas rated at Full Implementation on Self Reflection Tool, except for Science, which is rated at Initial Implementation 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|2021-06-09|||2021 10621170118018|Clovis Online 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|2021-06-09|||2021 10621250000000|Coalinga-Huron Unified|2||5|3|4|2|4|5|2|5|3|4|4|3|4|3|3|4|3|3|4|3|3|4|3|2021-06-29|Although our our LEA offers standards base instruction and all out students have access to a broad course of study at all sites, we are in need of updated curriculum. We are in the process of adopting a new math curriculum TK-12. We have updated newer NGSS science curriculum at the high school but need to adopt more updated for TK-8 levels. History/Social Studies is another subject we will be adopting. ELD standard are being met with the ELA curriculum but we supplement ELD instruction with software and SEAL Strategies K-5. CHUSD LCAP has goals to increase participation for our unduplicated students in CTE, VAPA and increase the California Physical Fitness results.||2021 10621580000000|Fowler Unified|2||4|4|4|3|3|5|4|4|3|3|4|4|3|3|3|3|3|4|3|3|4|4|4|2021-06-16|||2021 10621660000000|Fresno Unified|2||4|4|5|3|3|5|4|5|3|3|4|4|5|2|3|4|4|4|3|2|4|4|3|2021-06-16|||2021 10621660106740|Aspen Valley Prep Academy|2||4|3|4|3|3|4|3|4|4|3|5|3|5|3|3|3|4|4|5|1|5|5|5|2021-10-19|||2021 10621660114355|Sierra Charter|2|The curriculum at SCS was rewritten by the instructional staff 8 years ago to incorporate the new Common Core standards al all grade levels. Each summer the curriculum is revised and updated. Lets Go Learn is the in-house assessment that is used to track student's progress of the standards and drive additional instruction. Edgenuity, an online curriculum is used for World Languages. Also, students may attend a local community colleges for additional courses.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|2021-09-09|||2021 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 4 different (A-G approved) science courses over their 4-year program, including 2 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 2021, 99% and 78% of our junior students either met or exceeded the standard on the English and Math state tests, respectively • In 2021, 79% of our juniors and 65% of our seniors met or exceeded the standard on the Science state test • In 2019, 65.6% 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 2021 achieved this target with 97.2%, or 104 out of 107 students completing their A-G requirements with all C or better grades. Our graduation rate was 100% for the class of 2021."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-07|||2021 10621660121533|Morris E. Dailey Charter Elementary|2||5|4|5|5|5|5|4|5|4|4|5|5|5|5|5|2|3|4|4|4|5|5|5|2021-06-08|Despite the shift in online learning and hybrid teaching, Dailey was able to sustain its instructional program through implantation of units of inquiry, longer instructional day, providing Specialty classes, and continuing professional development for its staff around standards, instructional practices, reflection, and allocating planning time with collaboration from administration.||2021 10621660133942|Aspen Meadow Public|2||4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|3|4|4|5|1|5|5|5|2021-10-19|||2021 10621660140038|Endeavor Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-15|||2021 10621661030840|Carter G. Woodson Public Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|2021-08-09|||2021 10622400000000|Kingsburg Elementary Charter|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622400113142|Ronald W. Reagan Elementary|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622400114587|Island Community Day|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622406006704|Lincoln Elementary|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622406006712|Roosevelt Elementary|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622406006720|Washington Elementary|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622406108328|Rafer Johnson Junior High|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622406114805|Central Valley Home|2||5|4|4|4|3|5|4|4|5|4|5|4|4|4|4|3|4|4|4|1|5|4|4|2021-10-12|||2021 10622570000000|Kingsburg Joint Union High|2||4|3|4|2|3|4|3|4|2|3|3|3|3|2|3|4|4|4|3|4|4|4|4|2021-06-21|In comparing data to previous years, the district saw a slight decrease in the overall rating for ELD and NGSS saw a level drop from 3 to 2. In regards to professional development, the district saw an increase on all three areas of supporting staff. The district will continue to focus on supporting ELD and NGSS with targeted professional development during the 2021-22 school year.||2021 10622650000000|Kings Canyon Joint Unified|2||5|4|5|4|1|5|5|5|4|1|5|5|5|4|1|5|5|5|5|5|5|5|4|2021-06-22|||2021 10622810000000|Laton Joint Unified|2||4|4|3|3|3|4|4|3|3|3|3|3|3|2|3|3|3|3|2|3|4|3|3|2021-06-23|||2021 10623230000000|Monroe Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|2|1|5|5|5|2021-06-15|"We are a K-8 Elementary school. Under ""Adopted Academic Standards"" there are two areas that don't currently apply to our district: Career Technical Education and World Language offerings."||2021 10623310000000|Orange Center|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|3|5|5|5|2021-06-30|||2021 10623310137661|California Virtual Academy at Fresno|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-10|||2021 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|2021-06-29|Pacific Union is a single school school district serving students in grades TK-8. Students in TK-8 have access to English Language Arts, Math, Social Studies, Science, Visual and Performing Arts, Music, Health/SEL, and Physical Education. 7th and 8th grade classes use a rotating elective schedule to provide students with additional instruction in subjects, such as Art, Math, Science, and Technology. Pacific Union has a full-time, credentialed Music teacher who provides instruction in Band (grades 5-8) and Music (grades TK-4).||2021 10623720000000|Pine Ridge Elementary|2||4|3|3|3|3|5|4|5|4|5|4|4|4|4|4|2|4|4|3|1|3|3|3|2021-09-14|||2021 10623800000000|Raisin City Elementary|2||3|3|3|3|3|3|3|4|3|3|3|3|3|3|3|1|3|3|3|1|3|3|3|2021-09-13|We are a K-8 school and we do not offer CTE and World Language is not in our scope of studies.||2021 10623800136499|Ambassador Phillip V. Sanchez II Public Charter|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-10|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 10624140000000|Sanger Unified|2||4|3|4|2|3|5|3|5|3|4|5|3|5|2|3|5|3|5|4|4|4|4|4|2021-06-22|||2021 10624141030766|Hallmark Charter|2||4|3|4|2|3|5|3|5|3|4|5|3|5|2|3|5|3|5|4|4|4|4|4|2021-06-22|||2021 10624146117865|Quail Lake Environmental Charter|2||4|3|4|2|3|5|3|5|3|4|5|3|5|2|3|5|3|5|4|4|4|4|4|2021-06-22|||2021 10624146117873|Sanger Academy Charter|2||4|3|4|2|3|5|3|5|3|4|5|3|5|2|3|5|3|5|4|4|4|4|4|2021-06-22|||2021 10624300000000|Selma Unified|2||4|4|4|3|3|5|5|5|5|5|3|3|4|2|2|4|3|4|3|4|4|3|3|2021-06-29|||2021 10625130000000|Washington Colony Elementary|2||4|4|4|3|1|5|3|5|3|1|4|4|4|3|1|3|3|4|4|1|5|4|4|2021-06-22|||2021 10625470000000|Westside Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|2|4|2|1|5|5|5|2021-06-23|||2021 10625470136523|Crescent View South II|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-10|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 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|2021-06-10|||2021 10739650000000|Central Unified|2||4|4|4|4|3|4|4|4|4|4|4|4|4|3|4|3|4|4|4|4|4|4|3|2021-06-22|||2021 10739990000000|Kerman Unified|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|4|5|5|4|2021-06-17|KUSD has an ongoing professional development plan in place which addresses the needs of the staff and individual teachers. Kerman Unified School District has fully implemented the NGSS standards. New textbooks have been purchased for the 2021-2022 school year for grades TK-8. The 9-12 grade science classes will pilot textbooks during the 2021- 2022 school year and purchase a program for 2022-2023.||2021 10751270000000|Mendota Unified|2||5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|4|5|5|5|5|5|5|2021-06-30|||2021 10752340000000|Golden Plains Unified|2||4|5|4|3|4|5|5|5|3|5|4|5|4|3|4|4|4|4|4|5|5|4|4|2021-06-22|The Sobrato Early Academic Language (SEAL) Model and California Learning and Language Innovation (CALLI/Stanford University) are two of our highly regarded partners. GPUSD implemented the English Language Arts and English Language Development Framework (2014) before many other districts in order to provide alignment of teaching practices so that the home language and culture are nurtured and embraced while learning rigorous grade level content. GPUSD now has a TK-12 Seal of Biliteracy and Career & Technical Education Pathways. We encourage stakeholder input and feedback while planning the school year to prepare each and every student in GPUSD to be College and Career Ready.||2021 10752750000000|Sierra Unified|2||5|4|5|3|4|5|5|5|3|4|5|4|5|4|5|4|5|5|5|5|4|3|3|2021-06-28|Sierra Unified completed the adoption process for science curriculum and materials for Grades 6-12 to implement fully-aligned curriculum to meet the NGSS standards. Our adoption cycle for science was interrupted by the lack of developed materials by publishers to adequately meet the NGSS standards and the onset of COVID-19 that initially froze our spending budgets. Professional Development and collaborative time for curriculum mapping was provided in May 2021 and is planned to continue as needed in Summer and Fall of 2021. All science courses will be fully implemented in the 2021-2022 academic year, and high school science courses have been submitted to update a-g approval aligned with Next Generation Science Standards.||2021 10754080000000|Riverdale Joint Unified|2||5|5|3|2|1|5|5|3|2|1|5|5|3|2|1|4|2|4|4|4|3|2|2|2021-06-23|||2021 10755980000000|Caruthers Unified|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|4|4|4|4|4|2021-06-21|||2021 10767780000000|Washington Unified|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|2021-06-23|||2021 10767781030774|W.E.B. DuBois Public 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|2021-08-09|||2021 11101160000000|Glenn County Office of Education|2||4|4|4|4|4|4|4|3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-15|||2021 11101160124909|Walden Academy|2||4|4|3|3|3|4|4|4|3|3|4|4|4|3|3|2|3|3|4|3|3|3|3|2021-09-27|Walden Academy has a mixture of seasoned educators and those new to the profession. In addition, we chose new curriculum that was a better choice for students during distance learning. As we get to know our new staff, we are beginning to identify their needs for professional development for curriculum and academic standards. As the year progresses, these needs will be met, bringing the team as a whole to greater capacity. Staff has participated in professional development for the updated history standards and NGSS. All curriculum is aligned with CCSS. In science, we are updating the FOSS modules incrementally. During weekly collaboration with teachers and aide staff, we discuss best practices in overall teaching, fine tuning English/language arts and mathematics instruction, and in other areas of the curriculum. Classroom walk through observations are conducted with feedback to teachers about strengths and areas of growth. All staff members participate in self-selected professional development opportunities they identify. World Language and Global Competency areas are one of the reasons we chose Benchmark Advance curriculum for ELA and ELD. Benchmark Advance was adopted in part because it is designed to address real world perspectives &voices from all walks of life. It provides critical thinking and discussion starters that provide opportunities for students to deepen their knowledge and understanding of those from other cultures in and out of America.||2021 11101160130724|Success One!|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|4|2021-06-10|||2021 11101161130103|William Finch|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|3|3|3|4|4|4|2021-09-29|||2021 11625540000000|Capay Joint Union Elementary|2||4|4|4|3|3|5|5|5|3|2|3|3|3|3|2|2|3|4|3|1|4|4|4|2021-06-07|||2021 11625960000000|Lake Elementary|2||4|4|4|3|3|5|4|4|3|3|3|4|4|3|3|3|3|3|3|1|4|4|4|2021-05-27|||2021 11625960139550|Lake View 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|2021-05-26|||2021 11626380000000|Plaza Elementary|2||4|4|4|1|3|5|5|5|1|5|2|1|2|1|2|2|4|2|2|1|3|4|3|2021-06-17|||2021 11626460000000|Princeton Joint Unified|2|PJUSD is using modern curriculum which is aligned with California Common Core Standards in ELA, Social Studies, World Language, and Mathematics. Our Arts classes utilize teacher created materials which are well aligned with CCCS and approved as VAPA by UC Regents. The district is currently using teacher created Science materials as we wait for further development of NGSS curriculum. We use a variety of CTE resources that are aligned with industry and very prevalent throughout California. Physical Education instruction follows best practices and 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|2021-06-29|||2021 11626530000000|Stony Creek Joint Unified|2|Local selected measures: Teacher assessment is the primary tool to monitor student progress. The district use three benchmark tests throughout the school year to monitor student progress. Reading Benchmarks are done every 4-6 weeks in grades K-6 Writing and Math Benchmarks are done three times per year in grades 2-11 (Fall, Winter and Spring prior to CAASPP testing in May). The purpose of the benchmarks are to monitor student progress through the year in and make adjustments to instruction. Results are analyzed by the teachers and staff at teacher staff meetings where ideas are shared on how to improve instruction. The LEA takes the CAASPP state test every May. Curriculum: Grades K-6 ELA/Social Studies Benchmarks, California Adopted 2019 Math: Big Ideas, Common Core Edition Adopted 2020 Science: Twig Science California Adopted 2020 Grades 7&8 ELA: California Collections Adopted 2021-22 Social Studies: United States History California Edition Adopted 2021-22 Science: Twig Science Next Generation Adoption 2021-22 Math: Big Ideas Mathematics Modeling Real Life Adoption 2021-22 Physical Education: Sparks Grades 9-12 ELA: California Collections, Houghton Mifflin Adoption August 2021 Edgenuity online curriculum: used for remediation classes and English grades 9-12 Math: Algebra 1, Algebra 2 and Geometry McGraw Hill Adopted 2016 Science: Grade 9 Holt Science Life Science Adoption 2019; Earth Science Adoption Adoption 2019 Stemscopes Earth and Space Science Adoption 2021 Social Studies: Impact World History, U.S, History & U.S Government Adopted 2019 Careers: Career Choices and Possibilities Adopted 2016 Health: Lifetime Health; Holt Adopted 20017|4|1|4|4|4|5|1|3|5|5|4|1|4|3|3|4|4|4|3|2|4|4|4|2021-10-13|According to surveys from parents, staff and students from the Winter 2021 there were three areas of concerns mentioned. 1. More emotional/ behavior support was needed to assist students. In addition to, the district increased hours for both academic counseling support by one full day and increased behavior/mental health support from 5 to 10 hours twice a week for students who are identified as needing this support. 2. More assistance for students to make up lost learning time from the COVID-19 Pandemic This need has been addressed by the district in hiring two full time equivalent para-educators at the elementary levels giving each classroom K-8 more assistance to the teachers to help students who have fallen behind due to distance learning and school closured. At the highschool level, new intervention on line classes for English and Math allow students to receive credit for courses while supporting the student at their own level. 3. Students wanted more out of school educational opportunities. The district has implemented a new on line program in grades 9-12 to allow students to take classes more in line with their ability. We now offer honors classes in English and advanced science classes to those students who qualify. This includes remediation classes for students who need additional support in basic skills.||2021 11626610000000|Willows Unified|2|Willows Unified School District is utilizing a multiple measures approach for student progress monitoring and support, in demonstrating mastery of Common Core State Standards (CCSS). Selecting and implementing research-based programs to include NWEA Map Growth, Benchmark, STAR Reading and Math, and ESGi; WUSD remains focused on improving instruction and instructional supports for student growth with dedicated PLC time, every two weeks.|4|4|4|3|3|4|3|4|3|3|4|4|4|4|4|4|4|4|3|2|4|4|4|2021-06-17|"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."||2021 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|2021-06-25|||2021 11765620000000|Hamilton Unified|2||5|4|5|3|4|5|4|5|3|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2021-06-23|||2021 12101240000000|Humboldt County Office of Education|2|The Humboldt County Office of Education operates Court/Community Schools with a total of four schools with a total of nine teachers. Seven of the teachers are veteran teachers, and two are in their fourth year of teaching. All sites are self contained classrooms with a teacher and an instructional aide. CCS operates both classroom and independent study programs. There are three Community School sites and one locked facility that also has a self-contained classroom. We are in the process of exploring NGSS. We are strengthening and continuing to grow our CTE programs, focusing on Humboldt Hydro Farms and tapping into existing programs that our students can enroll in. HCOE will continue to offerthe Introduction to Health Care Careers CTE program and we are adding the Trades Construction CTE course in the 21-22 school year. A credentialed CTE teacher provides the courses at both the court and community school sites. There is curriculum that supplements the classroom instruction. Eligible CCS students are also enrolled in Workability and Transition Partnership Program that focuses on work-readiness skills and job placements.|5|5|5|1|5|5|5|4|1|4|5|5|5|1|5|3|5|4|3|3|5|5|5|2021-06-09|||2021 12101240134163|Northcoast Preparatory and Performing Arts Academy|2||5|5|4|4|5|5|5|5|4|5|5|5|5|5|5|1|5|4|5|5|4|5|4|2021-06-08|||2021 12101240137364|Northern United - Humboldt Charter|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|2021-06-18|||2021 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|2021-06-17|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. Continued implantation remains a priority, but was somewhat deemphasized during the pandemic. The ASD LCAP includes several expected annual measurable outcomes related to implementation of the state standards - professional development logs and standards aligned instructional materials (Math, ELA, and ELD) for all students, including English learners. In order to better serve all District students, the ASD continues to implement actions/services related to implementation of the State Standards.||2021 12626790109975|Fuente Nueva Charter|2|Fuente Nueva Charter uses a variety of learning materials to teach the Common Core State Standards. The teachers maintain grade level scope and sequence that tracks what standards have been covered in each academic year in the area of language arts. In any school, it is difficult to cover every standard due to the amount of standards compared to the amount of instructional time in a typical school year. As a Spanish immersion school this task becomes even more difficult. The process of developing, implementing and revising the scope and sequence documents on an annual basis allows the teaching team to be fully aware to the level that they have taught the Common Core State Standards. English language learners are instructed using a similar process, but with more individualized plans that meet the students learning needs. Mathematics is taught using a curriculum that is based on the Common Core State Standards. One area of growth for us as a school is in the Next Generation Science Standards (NGSS). Teachers have developed units of study using a variety of curricular resources that teach the NGSS. We are in the process of receiving professional development for how to teach NGSS using the outdoor area adjacent to the school. In an area such as Arcata we have a diverse ecological landscape that offers many opportunities to further this practice. This year teachers began to adapt lessons created to teach NGSS in the practice of Traditional Ecological Knowledge. Each teacher is scaling up the number of science units taught using NGSS every year. We have nearly fully transitioned and look forward to a more typical year in 21/22 to reestablish our work in this direction. Another area of growth and at the same time an area of success is with regards to the California Art Standards that were adopted in 2019. With the timing of their adoption coming just months before the beginning of the pandemic, we have spent little time exploring them. After initial reviews, we find that we have many of the standards naturally embedded in the student's education. The curriculum taught by the arts instructor adds to the already arts rich instruction of the primary classroom teachers. With annual performances of a reader's theater production, students engage in dance, choreography, singing, acting, stage production, visual arts for prop's, and several other standards. Over the next three years we will explore the standards at every grade level to find ways to build upon the success that we have as a school in arts education.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-16|||2021 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|2021-10-13|||2021 12626870000000|Northern Humboldt Union High|2||5|3|5|3|4|5|4|5|4|5|4|3|4|4|3|4|5|5|4|5|4|3|3|2021-06-15|"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 Universal Design for Learning into lesson planning and Course Curriculum and Instruction Plans will assist in providing additional focus on Common Core State Standards (CCSS) in the curriculum. Evidence of CCSS will be a part of the updated Course Curriculum and Instruction Plans. 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. The Special Education Plan (SEP) includes an increased use of the interim assessments to help improve the CAASPP scores."||2021 12626870107110|Six Rivers Charter High|2||5|3|5|5|4|5|4|5|4|5|5|4|4|4|4|3|3|4|5|4|4|4|4|2021-06-15|||2021 12626950000000|Big Lagoon Union Elementary|2||3|3|3|3|3|1|2|3|2|2|3|3|3|3|3|1|2|3|1|2|3|3|2|2021-06-22|||2021 12627030000000|Blue Lake Union Elementary|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|4|2|5|5|3|5|5|5|2021-06-23|||2021 12627290000000|Bridgeville Elementary|2|Bridgeville ESD will follow monitoring strategies as recommended by the Humboldt County Office of Education to ensure continued improvement in student academic achievement. Student progress will be evaluated using local measures administered by classroom teachers, as results of state assessments are not valid or reliable and are not reported due to the small school population. In addition, Bridgeville School will work with HCOE to develop capacity around ongoing formative improvement monitoring practices for schools with small numbers. Effectiveness will be reviewed annually and reported to stakeholders.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-29|||2021 12627370000000|Cuddeback Union Elementary|2||5|5|5|4|5|5|4|5|4|5|5|4|4|3|3|2|3|3|2|1|4|4|4|2021-06-23|||2021 12627450000000|Cutten Elementary|2||4|3|4|4|3|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|2021-06-14|The Cutten School District operates two schools with a total of 34 certificated teachers. There are 31 veteran teachers and 3 teachers with three or less years of experience. All classrooms are self-contained. Needs identified in this survey include professional learning for ELD, implementation of CTE, and implementation of Health Standards, ELD. In 2021-22, all classroom teachers will receive professional development in the newly state-adopted NGSS curriculum. 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.||2021 12628100000000|Fortuna 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|2021-10-13|||2021 12628280000000|Freshwater Elementary|2||4|3|4|2|4|5|3|4|3|4|5|3|4|2|3|3|3|4|5|3|5|4|3|2021-06-14|||2021 12628286116289|Freshwater Charter Middle|2||2|1|3|4|3|4|3|4|4|4|4|2|4|4|3|3|3|4|4|3|4|3|4|2021-06-14|||2021 12628360000000|Garfield Elementary|2||5|3|5|4|4|5|3|5|4|4|5|3|5|4|4|3|4|5|4|3|4|4|3|2021-10-20|||2021 12628510000000|Green Point Elementary|2||4|2|3|4|2|4|2|3|5|4|4|4|4|4|4|4|4|3|3|1|3|3|3|2021-06-03|||2021 12628850000000|Hydesville Elementary|2||3|3|4|2|2|3|3|4|2|2|3|3|3|2|3|3|4|4|3|2|4|4|4|2021-06-15|||2021 12628930000000|Jacoby Creek Elementary|2||4|4|5|3|3|4|4|5|3|3|4|4|4|3|3|3|3|4|3|3|4|4|4|2021-06-07|||2021 12629010000000|Klamath-Trinity Joint Unified|2||3|2|3|2|3|3|2|3|2|3|3|3|3|3|3|2|2|2|3|3|3|3|3|2021-06-30|||2021 12629190000000|Kneeland Elementary|2||5|5|5|4|4|5|5|5|5|5|4|5|4|4|4|3|4|5|5|3|5|5|5|2021-10-04|||2021 12629270000000|Loleta Union Elementary|2||2|3|3|2|2|2|2|2|2|2|2|2|2|1|2|2|4|4|4|3|3|3|3|2021-09-09|||2021 12629350000000|Maple Creek Elementary|2||5|2|5|4|5|5|2|5|5|5|5|2|5|4|5|2|4|4|5|3|5|5|5|2021-06-09|||2021 12629500000000|McKinleyville Union Elementary|2||4|3|4|2|4|5|4|5|3|5|4|4|4|4|4|3|5|5|5|5|5|5|4|2021-10-06|MUSD is commited to ensuring we are delivering a high quality standards-aligned program across our content areas. We are investigating new middle school science curricula and are hopeful to implement adopted sience curricula at the middle school leels by the 2022/23 school year. Staff across TK-5th hae been engaged in comprehensie trainings in the area of reading. Instructional coahes conduct routine rounds with teachers to determine their combined and individual professional development needs.||2021 12629680000000|Orick Elementary|2||4|1|3|1|1|4|1|4|1|1|4|4|4|4|4|1|3|4|4|4|5|5|5|2021-09-09|NOTE - A rating of 1 was used to indicate Not Applicable. There are no English Learners at Orick School, nor have any ELs enrolled in the past 8 years, therefore, items pertaining to ELD are NA. Orick School District serves students in grades tk-8.||2021 12629760000000|Pacific Union Elementary|2||4|4|4|2|2|5|5|5|2|2|4|4|4|3|3|1|2|4|4|1|4|5|4|2021-06-17|Although 1 was marked for Career Technical Education and World Language, we are an elementary school and do not provide these courses.||2021 12629760115154|Trillium Charter|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|1|4|4|4|1|4|4|4|2021-10-15|||2021 12629840000000|Peninsula Union|2||4|4|4|3|3|4|4|5|3|3|4|4|4|3|5|3|5|4|4|1|5|5|5|2021-09-14|||2021 12630080000000|Rio Dell 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|2021-10-14|||2021 12630240000000|Scotia Union Elementary|2||5|5|5|4|4|5|5|5|4|3|5|5|5|4|4|1|3|3|2|2|5|5|5|2021-06-24|||2021 12630320000000|South Bay Union Elementary|2||4|3|3|2|2|5|3|4|3|4|4|3|3|3|3|2|2|3|4|1|3|3|3|2021-09-14|||2021 12630320111203|Alder Grove Charter School 2|2|Alder Grove Charter School operates one school with a total of 33 teachers. Currently, the school has 11 teachers in their 10th year or more with Alder Grove. All 33 teachers have independent study students and/or teach classes. 8 teachers instruct students in optional on-campus 7th-12th grade core academic classes, while 5 teachers instruct in optional enrichment (elementary and elective) classes. Alder Grove has always allowed teachers/administrators to gain knowledge in state standards, subjects, and methods by attending conferences, taking classes, and attending workshops. Because we are a personalized learning school, AGCS has allowed teachers to tailor their professional development to their professional needs, and will continue to do so. Additionally, workshops have been offered on campus and virtually for subjects like interpersonal communication, assessment training, and math manipulatives. Teachers are always welcome, participate in, and oftentimes teach workshops on curriculum and other subjects during our twice-a-year parent weekend workshops. Students are assessed twice a year with schoolwide assessments and once a year with statewide assessments. Those assessment results inform standards-based instruction in all subject areas, academic support, and curriculum choices.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-12|||2021 12630320124289|South Bay Charter|2||4|4|3|2|3|4|4|4|3|3|4|4|3|3|3|2|2|3|4|2|3|4|4|2021-06-23|||2021 12630400000000|Southern Humboldt Joint Unified|2||3|2|3|2|2|3|3|3|2|2|2|2|2|3|2|2|2|2|2|2|2|2|2|2021-06-29|||2021 12630570000000|Trinidad Union Elementary|2||4|4|4|3|4|5|5|5|3|5|4|3|4|4|4|3|3|4|5|1|4|5|4|2021-06-10|||2021 12753740000000|Ferndale Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|4|5|2021-06-22|||2021 12753820000000|Mattole Unified|2||5|4|5|4|4|5|5|5|5|5|4|4|4|4|4|2|5|5|5|4|4|4|4|2021-09-14|||2021 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|2021-06-29|||2021 12755151230150|Pacific View Charter 2.0|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|2|5|5|4|5|5|5|5|2021-09-14|||2021 12768020000000|Fortuna Elementary|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|1|4|3|1|1|3|3|3|2021-06-24|||2021 12768020124164|Redwood Preparatory Charter|2|We do not offer World Language|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|4|4|4|1|5|5|4|2021-06-22|||2021 13101320000000|Imperial County Office of Education|2||5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|5|5|4|4|4|5|5|5|2021-06-28|ELA: All teachers have participated in professional development this year with our coordinator of curriculum and instruction. The scope of work has assured that we can sustain progress in teaching the ELA framework and standards. Teachers collaborated in creating a scope and sequence for the ELA curriculum. In addition, we have developed common short cycle assessments in order to create an evidence-based cycle of teaching. Teachers have focused on incorporating writing across curriculum. History: Teachers have continued to implement document-based lessons in history social studies. Designing inquiries around common themes that encourage students to collaborate, read and analyze primary source documents and take informed action has been our focus this year. We have used the current CA HSS Framework to develop lessons and units. Math: We have started to look at the CAASPP claims and targets to align instruction to current assessments. Teachers use our testing system to target instruction that is at the students’ levels. Teachers are also creating lessons that are aligned to the mathematical practices in order to assure that students can perform well on CAASPP. SBAC Interim Assessments: Teachers have utilized the item specifications from the CAASPP system to align instruction to the CAASPP assessments. We have also reviewed the blueprints in ELA and Math in order to prioritize instruction.||2021 13101320134379|Imperial Pathways 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|2021-06-28|ELA: All teachers have participated in professional development this year with our coordinator of curriculum and instruction. The scope of work has assured that we can sustain progress in teaching the ELA framework and standards. Teachers collaborated in creating a scope and sequence for the ELA curriculum. In addition, we have developed common short cycle assessments in order to create an evidence-based cycle of teaching. Teachers have focused on incorporating writing across curriculum. History: Teachers have continued to implement document-based lessons in history social studies. Designing inquiries around common themes that encourage students to collaborate, read and analyze primary source documents and take informed action has been our focus this year. We have used the current CA HSS Framework to develop lessons and units. Math: We have started to look at the CAASPP claims and targets to align instruction to current assessments. Teachers use our testing system to target instruction that is at the students’ levels. Teachers are also creating lessons that are aligned to the mathematical practices in order to assure that students can perform well on CAASPP. SBAC Interim Assessments: Teachers have utilized the item specifications from the CAASPP system to align instruction to the CAASPP assessments. We have also reviewed the blueprints in ELA and Math in order to prioritize instruction.||2021 13630730000000|Brawley Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|2|3|3|2|2|4|3|3|2021-06-22|As a result of the COVID-19 pandemic, teachers and students were engaged in distance learning for nearly 1.25 years. We adopted a new science program in January and schools were closed in March, with students participating in distance learning. We anticipate an increased rating for NGSS this year as we have transitioned back to in-person instruction. Additionally, we will be piloting history/social science curricula this year in preparation for a new adoption of instructional materials TK-6.||2021 13630810000000|Brawley Union High|2||4|4|3|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|2|4|4|4|3|2021-06-23|||2021 13630990000000|Calexico Unified|2||4|3|4|2|3|5|4|5|2|2|3|3|3|2|2|4|2|3|2|4|4|3|3|2021-06-24|"• 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, formal assessments, and diagnostic assessments to determine instructional needs. • The District provides annual training to support teachers with newly adopted curriculum and/or new frameworks in various subject areas. • 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. During the Pandemic all trainings were virtual. • Teachers are also released to attend pre-approved workshops and conferences with the expectation of disseminating their findings by way of instructional networking. • The District provides content specific training when needed by departments or grade level teams. • Teachers are supported through on-going, in-class coaching by District Academic Support Teachers. • The District continues to establish common language, conduct surveys and protocols for site observations in order to provide support and future professional development topics."||2021 13631070000000|Calipatria Unified|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|3|3|3|4|3|3|4|3|4|2021-06-14|Implementation of state standards maintains the same trend with full implementation in ELA, ELD and Math and initial implementation for Next Generation Science and History-Social Science. An increase to full implementation was recognized for History-Social Science progress in making instructional materials available. Staff reported improvement to full implementation for providing support for teachers on the standards. These outcomes continue to indicate the district is doing an adequate job to provide standards aligned instruction and support for instructional staff. CUSD does not report any 1 or 2 rating in any of the 5 areas evaluated.||2021 13631150000000|Central Union High|2||4|3|4|3|2|4|4|4|4|4|4|3|4|2|2|3|3|3|3|3|4|3|3|2021-06-22|Our survey found the following areas of strength: analyzing data in the area of mathematics, providing materials, providing time for training and collaboration, professional development opportunities, in-house professional development, and seeking input from teachers. Our survey identified the following areas of growth: focus on standards-driven instruction, materials provided in a timely manner, ongoing and follow-up professional development, utilizing data to determine focus, user-friendly data for teachers, professional development in science and social students, and formalized professional development discussions by administration.||2021 13631230000000|El Centro Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|3|4|1|1|1|1|1|4|4|4|2021-06-22|The district adopted a State Standards aligned mathematics curriculum with initial implementation in August 2014. The district adopted a State Standards aligned English Language Arts and English Language Development curriculum with initial implementation in August 2017. The district adopted a State Standards (NGSS) aligned Science Kit Curriculum with initial implementation in August 2018. The district is currently updating these kits to better align with the NGSS and the new California Science Test. 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 PLCs, Data Team meetings, Math Lesson Studies, site visits, collaborative time, and support from our District Educational Technology Coach and STEM Coordinator.||2021 13631230118455|Ballington Academy for the Arts and Sciences|2|For Option 2: Reflection Tool - Question #4: CTE & World Language Standards do not apply to Ballington Academy for the Arts & Sciences El Centro.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|0|5|5|5|2021-05-25|For Question #4: CTE & World Languages standards do not apply to Ballington Academy for the Arts & Sciences El Centro.||2021 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|3|2021-06-22|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 five 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.||2021 13631310000000|Heber Elementary|2||4|3|4|3|3|4|4|4|3|3|4|4|4|3|3|3|2|2|2|1|4|4|4|2021-06-08|||2021 13631490000000|Holtville Unified|2|HUSD plans to annually increase student achievement for all students in all academic areas by providing core and supplemental standards-aligned instructional materials for all students, and by providing effective professional development for teachers. Providing effective and relevant professional learning opportunities for teachers and paraprofessionals is important because teacher efficacy is one of the biggest positive factors in student achievement. Promoting and monitoring academic proficiency is important to measure the effectiveness of professional learning and student achievement. It is also important to gain benchmark data and reflect on teacher strategies. The district has implemented the following measures to track the progress of students meeting grade level standards. Teachers will use data collected from formative and summative assessments imbedded in the district adopted standards based curriculum to document progress towards grade level standards and to drive instruction in the classroom. In addition, students will be assessed quarterly using the STAR Reading and STAR Math programs to track progress towards grade level standards. Holtville Unified School District is fully implementing the academic standards adopted by the State Board of Education in English Language Arts, English Language Development, Mathematics, History-Social Science, Career Technical Education, Physical Education, Visual and Performing Arts, and World Language via the district adopted curriculum. The district began a Next Generation Science Standards curriculum adoption process in 2020, but due to the pandemic the process was put on hold. The district purchased supplemental standards aligned NGSS materials to ensure that students receive instruction in grade level NGSS standards.|4|4|5|2|2|5|3|5|2|2|5|5|5|3|2|4|4|5|4|5|4|4|4|2021-10-18|The pandemic forced us to put the scince adoption on hold. The pademic affected every aspect of this area. We were restricted to ZOOM to meet, this was not the ideal way to enguage peoiple. One area is the ability to provide a veriety of programs, we added a few, but again having to hold class by ZOOM was not as effective as in-person would have been.||2021 13631640000000|Imperial Unified|2||3|3|4|3|2|5|3|5|3|2|3|3|3|3|2|3|4|2|2|2|4|3|3|2021-06-10|||2021 13631720000000|Magnolia Union Elementary|2|With respect to English Language Arts, Mathematics, Next Generation Science Standards and History-Social Science, the district relies on standards-aligned teacher-created quizzes and tests, both formative and summative, ongoing formal and informal observational evaluations of student performance and parent-teacher conferences. Instructional staff also evaluate progress based on the CAASPP testing each year. Physical Education standards are measured by observation and evalution during daily PE classes. The upper grades participate in athletic competitions versus other county schools and hold an annual spring invitational track meet. Standards-based fitness tests are held in the spring. Regarding Visual and Performing arts, the school provides for art instruction once a week by contracting with a local community college art teacher. Standards are measured by student performance in this art class.|5|2|5|4|4|5|3|4|3|5|5|3|5|5|5|2|4|4|3|1|5|5|5|2021-06-08|||2021 13631800000000|McCabe Union Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|2|3|5|3|2|5|5|5|2021-06-15|||2021 13632060000000|Mulberry Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|4|4|4|3|4|4|4|2021-10-12|||2021 13632220000000|Seeley Union Elementary|2||4|5|4|3|3|5|4|4|3|3|5|5|5|5|5|4|4|3|4|1|5|4|5|2021-06-15|||2021 13632300000000|Westmorland Union Elementary|2||3|3|4|1|2|4|3|4|2|3|3|2|2|2|2|1|2|3|2|1|2|2|2|2021-10-12|WUED is piloting science curriculum to align to the NGSS Standards in the 2021-22 school year. We are implementing the Building a Bridge program in 7th & 8th grade to help students explore future careers. In 2021-22, WUED added a Curriculum and Instruction Specialist to offer relevant professional development to staff.||2021 14101400000000|Inyo County Office of Education|2||4|2|4|4|4|5|3|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|3|2021-06-10|||2021 14101400117994|YouthBuild Charter School of California|2||5|4|5|4|5|5|4|5|4|5|5|5|4|4|5|4|4|5|4|4|5|5|5|2021-06-23|||2021 14101400128447|The Education Corps|2||4|4|4|3|3|4|3|4|3|3|4|3|4|3|4|4|3|4|4|4|4|4|3|2021-09-10|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 adopted a new English curriculum in the 2020-21 school year to better meet the specific needs of our learners. We have had success with its implementation but we are looking forward to seeing how it is received this year in the classroom. In 2018-19 we adopted an ELD curriculum for our LTEL population that is CA standards aligned and has been well received. We continue to develop curriculum for our emerging EL's. We will be working on adopting a new science curriculum in the next two years that is better matched to NGSS and we have been providing teachers PD in understanding the NGSS standards. We revised our history pacing guides to better align with the history framework. We coach 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 we have had two years of cohorts already come through our Youthbuild programs. This year we are building out two additional pathways for cohorts in healthcare/nursing and silkscreen/business.||2021 14101400128454|College Bridge Academy|2||4|4|4|3|3|4|3|4|3|3|4|3|4|3|4|4|3|4|4|5|4|4|3|2021-09-10|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 adopted a new English curriculum in the 2020-21 school year to better meet the specific needs of our learners. We have had success with its implementation but we are looking forward to seeing how it is received this year in the classroom. In 2018-19 we adopted an ELD curriculum for our LTEL population that is CA standards aligned and has been well received. We continue to develop curriculum for our emerging EL's. We will be working on adopting a new science curriculum in the next two years that is better matched to NGSS and we have been providing teachers PD in understanding the NGSS standards. We revised our history pacing guides to better align with the history framework. We coach 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 we have had two years of cohorts already come through our Youthbuild programs. This year we are building out two additional pathways for cohorts in healthcare/nursing and silkscreen/business.||2021 14632710000000|Death Valley Unified|2||3|3|3|2|3|5|5|4|2|5|3|3|3|2|2|2|3|2|2|3|2|2|2|2021-06-15|||2021 14632890000000|Lone Pine Unified|2|Local educational agencies (LEAs) annually measure their progress in implementing state academic standards and report the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected with locally selected measures or tools and includes a description of why the district chose the selected measure or tool.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|5|5|5|4|4|4|5|4|2021-06-08|||2021 14632970000000|Owens Valley Unified|2||4|3|4|3|4|5|5|5|4|5|5|3|5|2|2|2|3|3|4|2|4|4|3|2021-06-01|||2021 14633050000000|Round Valley Joint Elementary|2||5|4|5|3|3|5|5|5|3|5|4|4|4|3|3|5|4|1|4|4|5|5|4|2021-06-09|||2021 14766870000000|Bishop Unified|2||4|4|4|3|4|4|4|4|4|3|3|3|3|3|3|4|4|4|3|3|3|3|3|2021-06-17|||2021 15101570000000|Kern County Office of Education|2||4|4|5|3|4|5|4|5|2|5|3|3|3|3|3|3|2|2|2|2|5|5|4|2021-06-08|||2021 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|2021-06-22|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. Teachers also receive access to regular instructional coaching, with regular 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.||2021 15101570124040|Grimmway Academy|2|Option 2 is selected below|5|4|5|4|4|5|5|5|4|4|5|5|5|5|4|3|4|4|5|2|5|5|5|2021-06-28|||2021 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|2021-06-22|Wonderful College Prep Academy – Lost Hills serves grades K-10. 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. Teachers also receive access to regular instructional coaching, with regular 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.||2021 15101571530492|Valley Oaks Charter|2|Valley Oaks Charter School surveyed VOCS Teachers to determine the number of Parent Educators using the state standards adopted by the State Board of Education to guide their instructional day. Since VOCS is a parent choice, independent study/homeschool program, where parents are the primary educators in the home, this was determined to be most effective way to gather this information. 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|2021-06-01|||2021 15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|2||4|3|4|2|2|4|4|4|4|4|3|3|3|3|3|1|1|3|4|4|4|4|4|2021-06-30|||2021 15633130000000|Arvin Union|2|"The Arvin Union School District annually measures its implementation of state standards through a review of data outcomes using state summative and local formative assessments which provide insight to student growth, patterns of learning, and areas of need in regard to standards attainment. Staff at each site complete sections of a ""Learning by Doing"" collaboration survey in which teachers reflect on standards implementation and use of standards to drive instruction. The district also utilizes the Butte County Office of Education/California State Standards Implementation metric for English Language Arts, Mathematics, Social Studies, Science, and English Language Development in order to gauge implementation on a continuum of growth. This facilitates focused attention to individual standards within each content areas rubric with the goal of progressing across the metric toward full implementation/building capacity. District walkthroughs, in conjunction with site schedules and grade level learning windows, provide additional insight into growth, current implementation levels, and next steps. We have chosen these tools to ensure our district is making decisions based on information gathered from staff first hand and that our analysis reflects actual implementation in the classroom. After gathering data, we have identified implementation. After gathering data we have identified the following: English Language Arts implementation has been identified as Level 3 with strengths in planning and instruction and needs in use of assessments. Math implementation has been identified as Level 3 with strengths in standards and frameworks and planning and needs in instruction, addressing math practices, and use of assessments. English Language Development implementation has been identified as Level 3 with strengths in defined program and standards implementation with needs in use of data, family engagement, and professional learning. History/Social Science and Physical Education/Health implementation has been identified as Level 2 while Science has been identified as a Level 1. The district implements Dual Immersion classes to provide World Language Access and this has been identified as a Level 3. Grades K through Sixth 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 expand students' exposure to multiple art medias with implementation at a Level 3. District and site leadership are focused on building a shared depth of understanding and identifying gaps to move beyond the current implement levels specifically focused on math and ELD for the upcoming school year. We continue to embrace new course offerings and inclusion and support of all students in order to achieve our mission of ""Every Student Learning, Every Day, No Matter What It Takes""."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-09-14|The impact of COVID relative to learning and working from home environments deeply affected student achievement as well as staff professional development as logistics and structures for distance learning basics were key focus areas. Structures new to all including use of Chromebooks at home, implementation of CANVAS as a learning platform, and daily challenges with internet were the forefront of attention for much of the school year. Instructional staff overcame many barriers and ended the school year having conquered use of technology for instruction in new ways and innovatively collaborating to address unprecedented challenges.||2021 15633210000000|Bakersfield City|2||3|2|3|3|3|5|3|5|5|3|4|3|3|2|2|2|1|2|2|1|4|3|3|2021-06-22|The district’s efforts to provide the support for teachers and administrators in identifying the professional needs of groups of teachers, individual teachers is identified at a Level 3-Initial Implementation for 2020-2021. This year with the challenges of virtual instruction for students the primary focus was on supporting teachers with technology to ensure students received instruction. Teachers were provided training focused on learning the online systems they would need to use to navigate learning in a digital environment. The work will continue as we identified more support for teachers was needed in conjunction with the implementation of state standards. The challenges of developing online lessons was evident and had a large impact on the teacher's ability to teach, plan, and develop summative and formative assessments. The challenges of technology and connectivity affected performance reporting and although the district previously was making progress towards full implementation and Sustainability the implementation of virtual learning redirected the professional learning and support for teachers||2021 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|2021-06-21|||2021 15633620000000|Panama-Buena Vista Union|2||5|3|4|3|3|5|5|5|3|5|3|3|3|3|3|1|1|1|3|1|3|3|3|2021-06-22|A key focus of our 2021 - 2024 LCAP centers around improving student achievement in all content areas so this priority will be a continued focus. We believe we have met this criteria.||2021 15633700000000|Buttonwillow Union Elementary|2||5|3|5|2|4|5|5|5|5|5|4|3|5|3|3|1|1|5|2|1|5|4|4|2021-06-14|||2021 15634040120139|Nueva Vista Language 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|2021-11-01|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, Science, 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 rollout training, and teachers in each grade level are implementing a new science curriculum to ensure the curriculum meets the state standards for learning.||2021 15634046009351|Cecil Avenue Math and Science Academy|2|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 We have recently provided staff with opportunities to meet as departments to review expectations and prepare for this academic school year. We have also provided thinking maps training with an emphasis on writing for several staff members to build their capacity in delivering instruction. Teachers are encouraged to collaborate to better understand the information and apply it to their lesson plans. It is the expectation of site admin that teachers apply whatever information is given to them during various training sessions, to better support their instruction in the classroom. This information is to be reflected in their lesson plans. All teachers and site leaders have received training in reading strategies, English learner methods, inquiry-based science lessons, mathematics (where applicable), and technology. CAMSA currently receives district support with coaches in the areas of new teacher support, English language arts, English language development, science, and technology; these individuals model and design lessons, assist with curriculum development, and collaborate with individual teachers to improve instructional practices. Curriculum facilitators representing grade-levels and subject areas also support the curriculum development and implementation process by creating pacing guides, instructional materials, and assessments. Teachers have been trained in the use of district adopted English language arts and mathematics curriculum.|4|5|5|3|3|5|5|5|4|5|4|4|4|4|4|1|3|5|5|1|5|5|5|2021-06-14|||2021 15634046009369|Del Vista Math and Science Academy|2||5|4|4|3|3|5|4|4|3|4|4|4|5|4|4|3|4|5|3|1|3|3|3|2021-06-14|Professional development and collaboration are key components of the instructional program at Del Vista Math & Science Academy especially during the COVID-19 pandemic in the 2020-2021 school year. The focus of the professional development was in the area of distance learning and self-care. There were two Late Start/Blended Model Wednesdays provided. 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. 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.||2021 15634120000000|Delano Joint Union High|2|Implementation of content standards was measured via the Self Reflection Tool on the 2020 California Dashboard and teacher and school site administrator surveys. Surveys were chosen as the measure in attaining authentic feedback from all teachers and administrators in gauging the implementation of content standards. The results of the surveys are summarized below. 'Full Implementation' or 'Full Implementation and Sustainability in all subject areas for the following: - Professional Development - Instructional materials - Policy and Program Support - Implementation of Standards - Engagement of School Leadership|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 15634200000000|Di Giorgio Elementary|2||3|3|4|2|2|4|4|5|2|2|3|3|4|2|2|3|4|4|4|2|4|3|3|2021-06-16|||2021 15634380000000|Edison Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|2021-11-08|||2021 15634460000000|Elk Hills Elementary|2||5|4|5|3|3|5|5|5|3|3|4|4|4|3|3|3|2|4|3|1|4|4|4|2021-07-06|||2021 15634610000000|Fairfax Elementary|2||5|4|4|3|5|5|5|5|5|5|4|4|4|4|4|3|3|4|2|1|4|3|3|2021-06-24|||2021 15634790000000|Fruitvale Elementary|2||5|4|4|3|3|5|4|4|4|3|5|4|4|3|3|3|4|4|3|4|4|5|4|2021-06-10|||2021 15634870000000|General Shafter Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|3|4|3|1|4|4|4|2021-06-21|||2021 15635290000000|Kern High|2||3|3|3|2|3|3|4|3|2|3|3|3|2|2|2|3|4|3|3|2|2|2|2|2021-06-28|Fundamental to the district’s mission is providing a comprehensive and rigorous curriculum that allows all students access to higher levels of learning. With the transition to distance learning, the district invested resources for teacher teams to create more than 150 standards-based online courses in Canvas and hosted training for teachers. 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 continue to provide on-going training, and teachers meet to develop resources that align with the framework. More collaborative time continues to be needed in all curriculum areas to build resources, determine best practices, and effectively assess academic progress so that all students learn at optimal levels.||2021 15635520000000|Lakeside Union|2||5|4|5|3|5|5|5|5|4|5|5|5|5|2|5|1|5|5|2|1|4|4|4|2021-06-15|||2021 15635600000000|Lamont Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|2021-07-27|LESD has aligned local Benchmarks and instructional pacing guides to the Common Core Academic State Standards kindergarten through eighth grade. Also, classroom instructional materials and Common Formative Assessments are aligned to the standards according to grade level. Curriculum frameworks are generally utilized to align lessons to the rigor grade-level standards demand. Through professional learning communities (PLC), grade levels identify areas to improve, talk about instruction delivery, and align to academic standards and/or curriculum frameworks. PLC time allows grade levels to meet by-monthly to identify areas where they can improve as they analyze data and how are they meeting state standards. Grade levels then, develop response to Intervention sessions with a focus on specific standards and student groups. In addition, they identify the need for professional development to support the implementation of state standards in English Language Arts, English Language Development, and Mathematics with a cross-curricular approach. Therefore, LESD is implementing a multi-year PD as follows: Theory/Professional Reading, Expert Demonstration, Practice/observation walkthroughs, Feedback/Coaching. This process is being implemented in every Special education classroom, it is rich in language development with sentence frames and supports every subject: Science, Social Studies, STEM, music, and art.||2021 15635780000000|Richland Union Elementary|2||4|4|4|2|3|4|4|4|2|3|4|4|4|2|3|2|2|3|2|2|4|4|4|2021-06-28|||2021 15635780135186|Grimmway Academy Shafter|2|Option 2 chosen|5|4|5|4|4|5|5|5|4|4|5|5|5|4|4|0|5|5|5|0|4|3|3|2021-06-28|This year the instructional model saw many required shifts. Educators had to adapt to a full distance learning model, opening up their homes to our families in an effort to provide a “classroom environment” to children at home. Just as we began to acclimate to distance learning we were able to open the school at a reduced capacity and once again our educators rose to the challenge of shifting instructional practice to an A/B hybrid model, both in-person and online. We went through yet another shift to our instructional model once we were able to bring all students back to school. The focus with providing support to teachers this year has largely been related to operations; our ability to bring students back onto campus in accordance with all state and local guidelines. Because of this, time and resources were utilized to provide teachers with technology and operations support and lacked emphasis on support with standards-based professional development. Returning to structured, data-driven, professional development opportunities for our educators is an area we look forward to improving in the upcoming school year.||2021 15635860000000|Linns Valley-Poso Flat Union|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|5|3|2|4|4|4|2021-06-10|||2021 15635940000000|Lost Hills Union Elementary|2|"The district selected Butte County Office of Education and RSDSS’s California State Standards Implementation Metric for ELA/Literacy, math, and English Learner Program to track progress implementing the state academic standards adopted by the state board of education. The ELA/Literacy and Mathematics Metrics are organized in five (5) sections. Each section includes 5 effective practices for implementation of ELA/Literacy standards: Standards and Framework, Planning, Instruction, Formative Assessment, and Summative Assessment. Rating Scale ranges from (lowest to highest): 1) Initial Awareness, 2) Developing Awareness, 3) Full Awareness, 4) Student Awareness, and 5) Full Implementation. The English Learner Program Metric tool is organized into six (6) sections. Each section also identifies effective practices: Defined Program, Data, Family Engagement/Communication, Equity and Access, Professional Learning, and State Standards Implementation. Rating Scale ranges from (lowest to highest): 1) Missing Elements, 2) Developing, 3) Core, 4) Core +, and 5) Exemplary. This tool was selected because it can easily help district staff identify process, successes, needs, and areas of growth. Furthermore, this tool assisted the leadership team engage in continuous improvement and determine next steps to make improvement in areas of need. In fact, the district leadership team will use this information to engage in work around improving math, Literacy, and ELD instruction within our system. The LEA’s progress in implementing the academic standards adopted by the SBE, based on the locally selected measures or tools: • English Language Arts (ELA) – Common Core State Standards for ELA - 3 Full Awareness • English Language Development (ELD) (Aligned to Common Core State Standards for ELA)- 2.5 Developing • Mathematics – Common Core State Standards for Mathematics- 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|2021-06-16|||2021 15636100000000|Maple Elementary|2||4|4|4|3|3|5|5|5|3|3|4|4|4|3|3|1|4|4|3|1|4|4|4||||2021 15636280000000|Maricopa Unified|2||4|4|4|3|3|5|5|5|3|5|4|4|4|2|2|3|3|4|3|4|3|3|3|2021-06-10|Due to the COVID-19 pandemic, Science texbooks are pending purchase||2021 15636280127209|Insight School of California|2|As a DASS school, we provide the state minimum requirements for graduation and Health and World Language are not provided due to this.|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|3|1|5|5|1|5|5|5|2021-06-08|Met: Standards Alignment – All courses are aligned to the appropriate standards via pacing guides. These guides are reviewed on a trimester basis 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 informally at least monthly and are provided with immediate feedback on instruction. 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.||2021 15636280134312|Blue Ridge Academy|2|To ensure that our highly qualified staff are working with families and imparting knowledge of research-based curriculum, General Education Teachers/Home School Teachers (HST) review the student’s grade level ‘I Can Statements’ to align and document monthly learning period meetings by entering assignments and work record progress in the School Information System (SIS). HSTs also review the student’s body of work during every learning period to ensure the student is meeting progress expectations. HSTs review benchmark assessments through Star 360 to set goals at the beginning of the year and review those goals at the end of the year once the student has completed the spring benchmark assessment for the Star 360. The HST will work with the parent to review the student’s assessments results and discuss intervention support as needed. Throughout the school year, the HST will ensure the family has access to academic support and resources including high school support and English Learner support as needed. A-G guideline coursework has been a large focus this school year in helping our high school students to receive high quality instruction support provided by live instructors within the A-G guides, content specialists, general education teachers, High School Success Coordinators, and Curriculum Instruction Developer. In addition, this year, Content Specialists were hired to provide daily interactive 1:1 instruction and/or academic guidance in core subject focus areas made available to all high school students. Teachers meet monthly in PLC groups to share best practices and resources to improve independent/ virtual learning. Blue Ridge has its own efficient technology department that allows families equitable access to use instructional planning for technology such as computers, tablets, and printers to aid in virtual learning. Expansion of high school course list providing a list of A-G courses. A Student has the opportunity to take core A-G courses in History, English, Mathematics, and science along with LOTE (Language other than English), VAPA (Visual and Performing Arts), and A-G elective courses. Middle School students, grade 7-8, have the opportunity to earn HS elective credit for taking UC approved high school level math, world language and/ or CTE courses.|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|3|5|5|5|5|5|5|2021-06-21|||2021 15636280137687|California Virtual Academy at Maricopa|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-08|||2021 15636690000000|Midway Elementary|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|2|4|4|3|1|5|5|5|2021-10-12|||2021 15636770000000|Mojave Unified|2||4|4|4|2|2|4|4|4|3|4|4|4|3|2|2|4|4|4|4|4|3|3|3|2021-10-05|||2021 15636850000000|Muroc Joint Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|4|4|4|2021-06-23|||2021 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|2021-06-09|The LEA’s focus for implementation of standards for the 2021-22 school year is to adopt up to date, standards-aligned instructional materials for science and begin reviewing instructional materials for history-social science. In conjunction with this process, staff will be provided with professional development in each area to provide support as we move toward full implementation. The LEA also plans to expand elective opportunities at Norris Middle School and provide more Career Technical Education focused electives to better prepare students for entering high school career pathways.||2021 15637190000000|Pond Union Elementary|2||3|2|3|1|3|3|2|3|1|3|3|3|3|1|3|1|1|2|2|1|2|2|2|2021-06-08|||2021 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|2021-10-12|||2021 15637680000000|Semitropic Elementary|2||5|5|5|4|3|5|5|5|5|4|4|4|4|3|3|2|1|1|1|1|4|4|4|2021-06-03|||2021 15637760000000|Southern Kern Unified|2||3|3|3|3|2|4|4|4|2|2|4|2|4|2|2|4|4|3|4|3|3|3|2|2021-06-09|||2021 15637840000000|South Fork Union|2||5|4|5|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|2|2|4|4|4|2021-06-24|||2021 15638000000000|Taft City|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23|||2021 15638340000000|Vineland Elementary|2|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.|4|4|4|2|4|4|4|4|2|4|4|4|4|2|4|0|1|4|4|1|4|4|4|2021-10-18|||2021 15638590000000|Wasco Union High|2||3|3|3|3|4|3|3|3|3|4|3|3|3|3|3|3|3|3|3|3|3|4|4|2021-06-24|||2021 15735440000000|Rio Bravo-Greeley Union Elementary|2||4|4|4|4|4|5|5|5|4|4|5|5|5|5|5|4|5|5|5|4|4|5|5|2021-06-14|||2021 15737420000000|Sierra Sands Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|3|4|5|4|3|5|5|4|3|2021-06-17|||2021 15739080000000|McFarland Unified|2||5|4|5|3|2|5|5|5|5|5|5|5|5|3|2|5|3|3|3|4|4|4|3|2021-10-12|We have began our planning for moving History/Social Studies along to full implementation. The main area we want to ensure we improve in in this area is the implementation of HSS standards at the elementary school level.||2021 16101650000000|Kings County Office of Education|2||5|4|4|4|4|5|5|5|5|4|5|5|5|5|4|3|4|4|3|3|5|5|4|2021-06-23|||2021 16638750000000|Armona Union Elementary|2||4|4|4|3|4|5|5|5|3|4|4|4|4|3|4|4|4|4|4|2|4|4|5|2021-10-14|||2021 16638750101717|Crossroads Charter|2|Crossroads Charter students take CAASPP and every student participates in NWEA testing 2 to 3 times yearly. This information provides us with useful data that better help our teachers in filling in the educational gaps in student's knowledge levels.|4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|3|2021-07-08|||2021 16638750112698|California Virtual Academy at Kings|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-09|||2021 16638830000000|Central Union Elementary|2||5|4|5|3|4|5|5|5|3|5|4|4|4|4|4|3|5|5|4|1|4|4|4|2021-06-14|||2021 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|2021-06-22|||2021 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|2021-06-23|||2021 16639250000000|Hanford Joint Union High|2||5|4|4|4|3|5|4|4|3|2|4|4|4|3|2|3|3|4|3|4|3|3|3|2021-09-28|||2021 16639250137901|Hanford Online Charter|2||5|3|5|5|5|5|3|5|4|5|5|3|5|5|5|2|4|4|4|4|5|4|3|2021-10-12|||2021 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|5|4|4|2021-06-23|||2021 16639336010466|Island Elementary|2||5|5|5|5|4|5|5|5|4|5|4|4|4|4|4|3|3|5|3|2|5|4|4|2021-06-23|||2021 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|2021-06-29|||2021 16639580136556|Kings Valley Academy II|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-10|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 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|2021-06-17|||2021 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|4|3|5|2021-06-15|||2021 16639740100156|Lemoore University Elementary Charter|2||5|3|5|3|1|5|2|5|2|2|5|3|5|3|3|1|1|5|1|1|5|3|3|2021-06-15|||2021 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|2021-06-10|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.||2021 16639900000000|Pioneer Union Elementary|2||4|2|4|3|2|3|3|4|4|3|4|3|4|3|2|4|4|3|4|5|5|4|5|2021-05-12|||2021 16639900116699|Frontier Elementary|2||4|2|4|3|2|3|3|4|4|3|4|3|4|3|2|4|4|3|4|5|5|4|5|2021-05-12|||2021 16639906010557|Pioneer Elementary|2||4|2|4|3|2|3|3|4|4|3|4|3|4|3|2|4|4|3|4|5|5|4|5|2021-05-12|||2021 16639906110233|Pioneer Middle|2||4|2|4|3|2|3|3|4|4|3|4|3|4|3|2|4|4|3|4|5|5|4|5|2021-05-12|||2021 16739320000000|Reef-Sunset Unified|2||4|4|4|2|2|4|4|4|2|4|4|3|4|3|4|4|2|3|4|4|4|3|3|2021-06-17|||2021 17101730000000|Lake County Office of Education|2||4|4|4|3|4|4|4|4|3|4|4|4|5|4|5|4|4|4|3|3|4|5|4|2021-06-23|||2021 17640140000000|Kelseyville Unified|2||4|4|4|4|4|5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|4|4|4|2021-05-18|||2021 17640220000000|Konocti Unified|2||3|2|3|2|2|3|3|3|3|3|3|2|3|3|2|3|3|3|3|3|3|2|2|2021-06-14|||2021 17640300000000|Lakeport Unified|2||4|3|4|2|2|5|4|4|2|1|5|4|4|2|2|4|4|4|5|4|4|4|4|2021-06-17|||2021 17640480000000|Lucerne Elementary|2||3|3|3|1|1|5|3|5|2|5|4|3|4|2|2|1|4|4|3|1|2|3|2|2021-06-09|||2021 17640550000000|Middletown Unified|2|There is much support in terms of implementing state-adopted academic standards. Formal and informal observations, discussion and training have been provided in addition to professional development. All schools use standards-aligned materials at all grade levels, as well as supplementary materials to support student learning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 17640550108340|Lake County International Charter|2||4|3|4|4|4|5|5|5|5|5|4|3|4|4|4|2|3|4|4|1|4|4|4|2021-06-28|||2021 17640550129601|California Connections Academy North Bay|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, the requirements for meeting state standards are addressed in the school charter. Charter schools must address the state academic standards but are given flexibility in HOW the standards are taught. Charter schools are held to a higher level of accountability in whether their students meet those standards through the charter renewal process, which typically takes place every five years.||2021 17769760000000|Upper Lake Unified|2||3|4|3|3|3|5|5|5|3|3|4|4|4|3|3|4|3|4|4|4|4|4|4|2021-06-22|ULUSD continues to focus on professional development for classified, certificated and management employees. Professional development is offered in person, site lead and off campus when possible.||2021 18101810000000|Lassen County Office of Education|2|N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 2|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-23|||2021 18640890000000|Big Valley Joint Unified|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|3|1|1|3|4|3|3|3|2021-06-23|Big Valley Jr/Sr High School has updated three core subject matter curriculum in last three years. Curricula in Math, science, and social studies were adopted by the most recent state-adopted list. English-Language Arts was updated in 2016. The teaching staff continues to implement the integrated ELD instructional framework, and the updated current core curriculum has embedded supports and levels for all students.||2021 18641050000000|Janesville Union Elementary|2||4|3|4|2|2|4|4|4|2|3|3|2|3|1|2|2|2|3|2|2|1|2|1|2021-09-02|||2021 18641130000000|Johnstonville Elementary|2||4|2|4|1|1|4|2|4|1|2|4|2|4|1|2|1|1|1|1|1|1|1|1|2021-06-15|||2021 18641390000000|Lassen Union High|2||5|4|4|4|5|5|4|4|4|5|5|4|4|4|5|5|5|5|5|5|4|4|4||||2021 18641620000000|Ravendale-Termo Elementary|2||3|3|4|2|2|4|4|4|2|3|3|3|4|2|2|2|2|2|2|2|3|3|3|2021-06-23|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 and Next Generation Science Standards curriculum 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.||2021 18641700000000|Richmond Elementary|2||5|1|5|3|2|5|1|5|3|2|5|1|5|3|2|1|2|2|2|2|4|3|4|2021-06-24|||2021 18641880000000|Shaffer Union Elementary|2||4|4|3|3|3|4|4|3|3|3|4|4|3|3|3|1|3|3|2|2|4|4|4|2021-10-19|||2021 18641960000000|Susanville Elementary|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|1|2|3|2|1|3|3|3|2021-06-23|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) has now been adopted and is in use beginning in the fall of 2021. History/Social Studies curriculum from the state list of approved providers was purchased two years ago and staff are now more familiar with its use and implementation.||2021 18641960135756|Thompson Peak Charter|2||4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|2|2|2|4|4|4|2021-10-14|||2021 18642040000000|Westwood Unified|2||3|3|4|3|4|4|3|3|3|3|3|3|4|3|4|3|2|2|2|2|3|4|2|2021-10-20|||2021 18750366010763|Long Valley|2||3|3|3|3|3|4|4|4|3|4|3|3|3|3|3|4|3|3|3|3|4|4|4|2021-10-14|||2021 19101990000000|Los Angeles County Office of Education|2||4|4|4|3|4|5|5|5|3|5|4|4|4|3|4|3|3|3|3|3|5|4|5|2021-06-15|||2021 19101990100776|North Valley Military Institute College Preparatory Academy|2||5|4|5|4|5|5|3|5|5|5|5|3|4|4|5|3|4|5|5|4|5|5|5|2021-06-29|NVMI consistently provides quality professional development on the California Content Standards and Frameworks. All courses have textbooks and other instructional materials fully aligned to those frameworks and standards, and there is a focused effort across academic disciplines to improve the rigor and relevance of instruction schoolwide.||2021 19101990106880|Jardin de la Infancia|2||4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|1|4|4|4|1|4|4|4|2021-10-28|||2021 19101990109660|Aspire Antonio Maria Lugo Academy|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19101990112128|Aspire Ollin University Preparatory Academy|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19101990115030|Magnolia Science Academy 3|2||5|4|4|4|4|5|5|5|4|4|4|4|4|4|4|2|4|5|5|5|4|4|4|2021-06-24|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.||2021 19101990115212|Magnolia Science Academy 2|2|MSA2 utilizes various measures and tools to track our progress in implementing the state academic standards adopted by the state board. Amongst these measures is the NWEA MAP assessment in ELA and math which is implemented during the Fall and Spring semesters each year for all students in grades 6-11. In addition, we implement a winter MAP assessment for ELA and math for our students who are in intervention classes, including Power ELA and Power Math, as well as ELD classes, in order to track their progress. In addition, we administer IAB assessments multiple times each school year in ELA and math in grades 6 - 11 in order to track students' progress on common core content state standards. Further, we utilize the myON online platform to track student Lexile levels for students throughout each academic year. We integrate these tools and measures to track academic progress toward meeting standards as an efficient manner of tracking student progress throughout each academic year through online platforms which maintain data which is efficient to collect and subsequently is utilized to make decisions about course placement and interventions for students. We also utilize Google Classroom and Illuminate to track student performance on academic summative and formative assessments administered in all classes throughout the academic year. and briefly describe why the LEA chose the selected measures or tools. These courses all integrate the curriculum which ties into the standards, and as such, are an effective tool in monitoring MSA2's progress in implementing academic standards adopted by the SBE. MSA2 also evaluates out teachers through the TeachBoost system, which is utilized to collect informal and formal evaluations of teachers which are aligned to the professional standards. Amongst these standards, MSA2 administration also monitor the submission of lesson plans and pacing plans by teachers to ensure that teachers are covering sufficient standards throughout the academic year. To ensure students receive high quality instruction taught by credentialed teachers, MSA2 conducts credential review as part of the teacher hiring process and supports our teachers’ credentialing needs as needed. We annually review master schedule/teacher assignments to ensure compliance. Additionally, we review alignment of instructional materials to standards and annually keep an inventory of instructional materials and corresponding purchase of materials. The annual review of budget and plans helps ensure adequate funds are available for instructional materials so that there are no students without access to their own copies of standards-aligned instructional materials for use at school and at home, including digital resources.|5|4|5|4|4|5|5|5|4|5|5|4|5|4|4|3|4|5|5|5|5|5|5|2021-06-24|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 which 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 ongoing professional development each 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. In addition to a focus on ELA/Literacy, math, and EL, MSA-2 also provides PD and supports our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.||2021 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|2021-06-24|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.||2021 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|2021-06-24|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.||2021 19101990128025|Lashon Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|5|5|5|5|2021-10-05|||2021 19101990132605|Valiente College Preparatory Charter|2|For Option 2: Reflection Tool Question #4: CTE & World Languages Standards do not apply to Valiente College Preparatory Charter School.|4|2|4|3|3|4|2|4|3|3|4|2|4|3|4|0|2|4|3|0|4|4|3|2021-06-28|Valiente College Preparatory Charter School serves grades 5-8. For Question #4: CTE and World Language Standards do not apply.||2021 19101990134346|Intellectual Virtues Academy|2|We have fully integrated academic standards adopted by the State Board of Education. To track how well our students are learning these standards, we use a variety of measure or tools. We are using NWEA (all three tests) and CCTST, testing twice a year for all students, not just for 11th graders. Additionally, research indicates that student surveys are also just as good predictors as standardized testing that there is sufficient learning in the classroom. On all tests for each grade and each subgroup, our students are showing learning above local, state, and national averages.|5|5|5|5|5|0|0|0|0|0|0|0|0|0|0|1|5|5|5|5|4|4|4|2021-06-21|We do not have a CTE program, nor are there plans to include one just yet.||2021 19101990134361|LA's Promise Charter Middle #1|2|For Option 2 Reflection Tool, Question #4: World Language Standards do not apply to LA's Promise Charter MS/Russell Westbrook Why Not? Middle|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|3|4|4|4|0|4|4|4|2021-06-17|For Question #4: World Language Standards do not apply to LAPCMS/Russell Westbrook Why Not? Middle. LAPCMS has focused on building teacher capacity. We have invested in high-quality professional learning and coaching, which has resulted in increased teacher retention and effectiveness. With a new principal, there have been improvements in standards implementation and teacher coaching, feedback, and support.||2021 19101990135582|LA's Promise Charter High #1|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|2021-06-17|LAPCHS has focused on building teacher capacity and effectiveness. The school has invested in high-quality professional development and increased coaching structures. The retention of teachers and the addition of new teachers has furthered the progress of Common Core Standards implementation.||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 129% of their annual growth goal for Reading Inventory, and 142% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19101990137166|Soleil Academy Charter|2|For Option 2 Reflection Tool - Question #4: the following standards do not apply to Soleil Academy: CTE, Health, VAPA, and World Languages.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|0|5|0|0|5|5|5|2021-06-19|For Question #4: the following standards do not apply to Soleil Academy: CTE, Health, VAPA and World Languages.||2021 19101990137679|Magnolia Science Academy 5|2||4|4|4|4|4|5|5|4|5|4|4|4|4|4|4|1|4|5|4|5|5|5|4|2021-06-24|Magnolia Science Academy-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.||2021 19101990138669|Da Vinci RISE High|2||4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|3|2|2|2|4|4|4|4|2021-06-16|Da Vinci RISE, in its fourth year of operation, 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 focus on personalized learning plans (PLP) and quarterly student monitoring to ensure success, progress, and appropriateness of curriculum. 100% of our 2019-20 instructional curriculum maps included corresponding subject area CCSS and ELD standards and Frameworks for Instructional Design. In 2019-20 100% 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 its curriculum and projects. Teachers collaboratively plan curriculum to ensure Common Core Standards are being met on a weekly basis. All teachers have weekly individual coaching meetings with site administrators, including observations, reflections on practice and implementation of standards, and personalized professional development goals and supports.||2021 19101990139170|Lashon Academy City|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|5|5|5|5|2021-10-05|||2021 19101990139345|We the People High|2||4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|3|3|4|3|4|4|4|3|2021-10-25|The We the People High School program of study supports students to Engage, investigate, and act through a thematic approach to each grade level. All coursework at WTP is relevant, that enables them to make sense of the world around them, and that is meaningfully cross-disciplinary. The focus on problems and issues in our world and the Global Goals crosses traditional academic disciplines. Understanding and solving these problems requires the adept use of discipline-specific knowledge and agility with various modes of communication. We the People High School has developed and implemented a rigorous A-G, civic-action instructional program aligned to state standards. To ensure excellent teachers in every classroom, WTP builds and develops a professional learning culture for all educators through ongoing observation and feedback, coaching, and professional development to address the diverse learning needs of our students and improve academic outcomes for all students, including English Learners, students with disabilities, and low-income students.||2021 19101996116883|Odyssey Charter|2||4|4|4|3|2|4|3|4|3|2|4|3|4|2|2|1|2|2|2|1|5|4|4|2021-06-15|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. Using the reflection tool on the Implementation of State Academic Standards (LCFF Priority 2), we have identified strengths and areas for improvement. Strengths - In the area of Science, the NGSS has been introduced and all teachers are familiar with the standards and our materials are aligned with the NGSS. - In the area of ELA, teachers receive continuous professional development regarding state standards, along with support for the implementation of school wide curriculum. - In the area of Math, our school wide curriculum is aligned to state standards, and teachers participate in professional development throughout the year. - In the area of designated ELD standards, staff received training on school-wide curriculum aligned to the ELD academic standards adopted by the state board. Areas for improvement - We continue to build policies and programs to support sustainability and full implementation of our ELD designated standards. - 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.||2021 19101996119945|Magnolia Science Academy|2||4|4|4|4|4|5|5|5|3|4|4|4|4|4|4|1|3|5|5|5|4|4|4|2021-06-24|MSA-1 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on implementing standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level, and ELD instruction are 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 been on the ELA/Literacy, Math, and ELD, MSA-1 has also provided PD and supported our teachers on NGSS, History-Social Science, CareervTechnical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages.||2021 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. Survey questions were aligned to the Reflection Tool and disseminated, electronically, to TK-12 grade teachers for their input. The District’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks was: 87.5% of ELA/ELD teachers, 88.7% of math teachers, 84.9% of science teachers, and 65.8% of history/social science teachers responded as partial or full implementation. A new elementary history/social science curriculum is being implemented in 2021-2022. The adoption process occurred in 2020-2021 resulting in a lower implementation rate for professional learning in history/social science. 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. 100% of teachers certified that students have a digital and/or hard copy of the above textbooks. The District’s 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/or curriculum frameworks (e.g., collaborative time, focused classroom walkthroughs, teacher pairing) was 74.5% of teachers responded that they have partial or full implementation of these practices. During the 2020-21 school year, Wednesdays were designated for professional learning and teacher collaboration; however, due to the Pandemic, classroom walkthroughs and teacher pairing (modeling lessons) were not offered. The District surveyed teachers on their implementation of the following academic standards adopted by the state board for all students: Career Technical Education, Health Education Content Standards, Physical Education Model Content Standards, Visual and Performing Arts, and World Languages. 100% of teachers surveyed indicated they are at the full implementation phase for academic standards adopted by the state board. The District surveyed teachers on how they were engaged in identifying their professional learning needs. 83.4% of teachers gave meaningful input through exit surveys and LCAP input meetings. The professional learning focus in 2020-21 was quality instruction and student engagement in a virtual learning environment.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-05|||2021 19642460000000|Antelope Valley Union High|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-09|||2021 19642460126003|Academies of the Antelope Valley|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-09|||2021 19642461996537|Desert Sands Charter|2||4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|2021-06-01|Overall the school scored at a 3.87, which is implementation of adopted academic and/or curriculum frameworks. This is a +.50 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 19642610000000|Arcadia Unified|2||4|4|5|3|2|5|5|5|3|2|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-22|||2021 19642790000000|Azusa Unified|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|5|5|5|5|5|5|5|5|2021-06-22|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 & frameworks. A multi-year implementation of curriculum and professional learning occurs on an 8-year cycle. AUSD utilizes evidence-based practices in teacher learning, such as coaching, collaborative learning communities, and ongoing job-embedded application, for example. AUSD is deeply committed to a culture of ongoing learning and improvement. Therefore, the professional learning, collaboration, and support initiated as the district implements new standards & frameworks continues through a multi-year professional learning plan supporting continuous improvement of instruction. This ongoing cycle ensures 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. In response to COVID-19, school closures, and distance/hybrid learning, AUSD focused professional learning and standards-based instruction on implementation in these contexts. AUSD Educational Services leadership and stakeholders utilized the state reflection tool to identify the implementation progress for the 2021 CA School Dashboard.||2021 19642870000000|Baldwin Park Unified|2||3|3|3|4|2|5|3|4|3|4|3|2|4|2|3|4|3|3|1|3|4|3|2|2021-06-22|||2021 19642871996479|Opportunities for Learning - Baldwin Park|2||5|3|5|4|4|5|4|5|4|5|4|4|4|4|4|3|5|5|5|5|4|4|4|2021-06-15|To ensure the needs of our students are being met we are continuously researching new curriculum options that meet the needs of our students. OFL-BP offers an instructional design with a variety of modalities that engage students through independent study workbooks, direct instruction classes, and online learning. We continuously investigate new curricular options and rewrite courses so that they are engaging, relevant, and State Standards-aligned. OFL-BP continues to provide students new courses through the online curriculum platform, Edmentum and through our independent study workbooks. Professional learning opportunities for staff are provided as new courses are rolled out through webinars and or in person. Professional Learners Communities (PLC's) and professional development have been implemented in all core subjects such as English, Math, Science, and Social Studies 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.The charter has been implementing a research based ELD curriculum, iLit by Pearson, tailored to improving EL student language development as of the 2019-20 school year. CTE continues to be an area of focus for OFL- BP as it continues its efforts to provide additional course offerings and sustains current offerings.||2021 19642950000000|Bassett Unified|2||5|5|5|3|3|5|5|5|5|3|5|4|5|4|3|5|3|5|5|5|4|4|4|2021-06-15|||2021 19643030000000|Bellflower Unified|2|Bellflower Unified School District (BUSD) uses multiple measures to track progress of implementing State academic standards including teacher developed Professional Learning Communities (PLC) implementation data, Local Control and Accountability (LCAP) survey, and the annual staff professional development survey. The PLC implementation data was selected because it monitors sites’ progress with implementing the State academic standards through implementation of collaborative structures and systems to design a guaranteed and viable curriculum including success criteria, common assessments, and implementing systematic interventions. The PLC tool monitors progress ranging from pre-initiating, initiating, implementing, developing, and sustaining. From 2019 to 2020 structures for building a collaborative culture increased from 23% of sites developing to 73%. There was also an increase in implementing PLC structures such as designing success criteria, common assessment, and providing systematic interventions from 20% of sites developing in these areas to 40% of sites. The LCAP survey was selected because it provides teacher perception data across all subject areas with implementing State standards adopted by the State Board of Education as to whether the school curriculum is focused enough that it can be adequately addressed in the time available thereby creating a guaranteed and viable curriculum. 54% of teachers strongly agree or agree that their site’s curriculum is guaranteed and viable. 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. This survey is used by District staff to inform professional development offerings to support staff in refining instructional practices. During the 2020 -2021 school year; data revealed that staff is most interested in professional development focused on implementation of Next Generation Science Standards (NGSS).|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 19643110000000|Beverly Hills Unified|2|BHUSD utilizes CDE instructional materials survey form to track its progress in implementing the state academic standards adopted by the State Board of Education. In addition to the survey, BHUSD grade level and department chairs meet monthly to discuss instructional materials, funding, and purchasing for upcoming adoptions.|5|5|4|4|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-14|||2021 19643290000000|Bonita Unified|2||5|4|5|4|2|5|4|5|4|4|5|3|5|4|2|4|3|5|4|3|4|4|4|2021-10-06|||2021 19643370000000|Burbank Unified|2||5|5|5|3|3|5|5|5|3|3|4|4|4|3|3|5|5|5|3|3|5|3|3|2021-06-17|One of the ways that the district measures progress towards state standards is by administering district-wide benchmark assessments. This was challenging to continue throughout the pandemic. In order to develop a reasonable plan of implementation, the district met with teachers at all grade levels and content areas to revise the district-wide benchmark assessments. These needed to be revised to address the circumstances of the pandemic. This included changing the physical manner of implementation, as well as looking at the assessment itself. There was also a lot of discussion about how to maintain the integrity of the benchmarks in an online environment. In the end, the assessments still provided the school sites with useful data about how their students were faring during the pandemic.||2021 19643450000000|Castaic Union|2||5|4|5|3|3|5|4|5|3|3|5|3|5|3|3|2|4|4|3|1|4|4|4|2021-06-24|||2021 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; virtual 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. 15 of 22 collaboration days were used at all schools for Department Collaboration. Key points of progress include: 1) ELA: instructional programs fully implemented; 3 Literacy Instructional Coaches engaged in 1,204 pre/post coaching conferences and observations totaling 24,943 minutes and provided standards-aligned professional learning; teachers engaged in ERWC, Achieve 3000, and Mirrors and Windows (in preparation for this new curriculum adoption) training; pre-, mid-point, and post- Achieve 3000 Level Set lexile assessments administered by all ELA teachers; 2) Math: instructional programs fully implemented; Integrated Mathematics full implemented after transition from traditional mathematics pathway; 3 Mathematics Instructional Coaches engaged in 608 pre/post coaching conferences and observations totaling 21,566 minutes and provided professional learning focused on implementation of integrated mathematics curriculum and statistical thinking across all courses; 3) ELD: English Learner Specialist provided professional learning on Integrated ELD and academic language support (Pro Talk, a Districtwide initiative); co-hosted the Inaugural District Equity Symposium providing teacher-led workshops to 129 certificated and 48 classified staff; 4) Science: Science Instructional Coach engaged in 856 pre/post coaching conferences and observations totaling 19,073 minutes and provided NGSS training on common lab implementation and Gizmos virtual lab curriculum; 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: Career Technical Education Program Specialists support academies with professional learning; virtual summer academy work sessions; 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 virtual assemblies, workshops, and performances across 97 District classrooms directly impacting 2,476 students; 9) World Languages: continued to refine understanding and implementation of 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|2021-06-22|The CVUHSD LCAP provides further support for meeting this standard. Weekly, 90-minute teacher collaboration sessions focused on the analysis of student progress as determined by student performance on common assessments and the collaborative development of differentiated RtI responses. In order to address the priority of ensuring well-trained teachers 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 facilitated the seventh annual Summer Professional Learning Week, attended by 245 teachers, Counselors, Speech Pathologists, Social Workers, Nurses, and Psychologist from across the District, and two Optional Professional Learning Days, one at the beginning of each semester, attended by 330 and 321 teachers, respectively. Each of these optional PL days focused on: distance learning through an equity lens; accessibility and engagement through Canvas course design; synchronous and asynchronous teaching tips; English Learner supports, and; strategies for closing the academic and support gaps experienced by student subgroups.||2021 19643520128488|Family First Charter|2||3|3|2|2|3|4|3|3|3|4|3|3|3|3|3|3|3|1|2|2|4|4|4|2021-06-24|Our school is not bound by physical education requirements.||2021 19643520128496|New Opportunities Charter|2||3|3|2|2|3|4|3|3|3|4|3|3|3|3|3|3|3|1|2|2|4|4|4|2021-06-24|NOCS is not bound by physical education requirements.||2021 19643780000000|Charter Oak Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-24|||2021 19643940000000|Claremont Unified|2||5|5|5|4|3|5|5|5|3|3|5|4|4|3|3|4|4|5|5|5|5|5|4|2021-06-24|The LEA surveys teachers and administrators regarding their comfort level with implementing the California Standards in ELA and Math. This information is utilized to plan and implement professional development for the following year. Currently, 71% of certificated staff agree that they have adequate curriculum. The LEA continued to provide professional development for grades K-12 in writing and Thinking Maps as well as grades K-12 in Next Generation Science Standards. Additionally, the LEA is training teachers on arts integration and social-emotional learning. CUSD will explore options for professional development for grades K-6 in History-Social Science. During 2020-2021, Grades 6-8 Science Teachers piloted and recommended new NGSS aligned instructional materials for adoption. This will be expanded to Grades K-5 in 2021-2022. In addition, we are developing a plan of adoption/implementation of new History-Social Science materials for grade K-6 teachers in Spring 2022. The English Learner Facilitators and Director of Intervention and English Learner programs continue to provide resources for site administrators and teachers to use for professional development in the ELD standards. Work continues on ensuring that staff are trained in implementing the ELD standards with fidelity.||2021 19644360000000|Covina-Valley Unified|2||5|5|5|3|4|5|5|5|2|5|5|5|5|3|4|5|5|5|5|5|5|5|4|2021-06-28|||2021 19644440000000|Culver City Unified|2||4|3|4|4|2|5|3|5|3|1|5|3|4|3|2|3|4|5|4|4|4|4|4|2021-06-22|||2021 19644510000000|Downey 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|2021-06-15|||2021 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|2021-06-24|||2021 19644690128736|Opportunities for Learning - Duarte|2||4|4|4|4|3|5|4|4|5|5|4|4|4|4|3|4|4|5|4|5|4|4|3|2021-06-15|OFL-Duarte continues to offer an instructional design with a variety of modes of content delivery including independent study, direct instruction in small groups, and/or online learning.The LEA is vigilant in researching new curriculum options that meet the needs of our students. The LEA has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned. The pilot of the digital curriculum, Edmentum, in 2020 was a success and has now been fully implemented into our curriculum set. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Additionally, the ELD curriculum pilot of iLit has resulted in the adoption of the program and it has been fully implemented within the charter. LCAP Goal 2 Action 4 looks to strengthen our broad course of study to improve student mastery of CCSS, NGSS, and CCR aligned curriculum. In this the LEA endeavours to have 69% of our students will show an increase in their measured Lexile reading level, and we will see students moving out of the Urgent Intervention level as measured by our triannual Math benchmark assessment increase by 5%.||2021 19644690139535|Options For Youth - Duarte, Inc|2||4|4|4|4|3|5|4|4|5|5|4|4|4|4|3|4|4|5|4|4|4|4|3|2021-06-16|OFY Duarte offers multiple modes of academic content delivery, including paper-based, online, and direct instruction curriculum. We are continuously researching and implementing new curriculum options to meet the needs of our students. OFY Duarte implements science courses that are fully NGSS aligned as well as CCSS aligned English and math courses. Core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Additionally, the charter adopted the online curriculum Edmentum in 2019, and this online platform has been fully implemented into our curriculum set. Students now have access to more than 200 semester courses, which includes a full set of CCSS and A-G approved core courses as well as numerous VPA, foreign language, CTE, and general electives. Furthermore, the ELD program has adopted the evidenced based iLit program as the ELD designated curriculum, which has been implemented within the charter.||2021 19645010000000|El Monte City|2|The El Monte City School District has provided professional learning to align to the most recent state curriculum frameworks. Teachers receive a minimum of 18 hours annually in the areas of English Language Arts, Mathematics, Science, History-Social Science and English Language Development. Administrators participate in professional learning throughout the school year and each summer. All of the District’s core curriculum adoptions are in alignment with academic standards. The District adopted standards-aligned Mathematics instructional materials for all students in 2014 and standards-aligned English Language Arts instructional materials in 2015. During the 2017-18 school year History-Social Science instructional materials were adopted to align with the 2016 History Social-Science Framework. NGSS science-aligned curriculum will be adopted during the 2021-22 school year. As a K-8 elementary school district Career Technical Education and World Language are not part of the adopted curriculum and are therefore not applicable.|5|5|5|3|5|5|5|5|2|5|5|5|5|3|5|3|4|4|4|4|5|5|5|2021-10-18|||2021 19645190000000|El Monte Union High|2||4|3|3|3|4|3|2|4|2|4|3|2|3|3|4|5|5|4|3|5|5|5|5|2021-06-23|||2021 19645270000000|El Rancho Unified|2|ERUSD is using the following measures to track its progress in implementing the state academic standards: • English Language Arts (ELA)-Common Core State Standards for ELA SBAC/CAASPP ELA Scores ELPAC Scores ERUSD ELA Interim Assessments Classroom Observations Report Grades ? English Language Development (ELD) (Aligned to Common Core State Standards for ELA) SBAC/CAASPP ELA Scores ELPAC Scores Reclassification rates ERUSD ELA Interim Assessments ERUSD ELD Interim Assessments Teacher Observations in the Classroom Report Grades ? Mathematics-Common Core State Standards for Mathematics SBAC/CAASPP Math Scores ERUSD Math Interim Assessments Math Formative Assessments Teacher Observations in the Classroom Report Grades ? Next Generation Science Standards CAST Assessments NGSS Textbook Adoption NGSS Professional Development and Teacher Implementation Teacher Observations in the Classroom Report Grades ? History-Social Science History-Social ScienceTextbook Adoption History-Social Science Professional Development and Teacher Implementation State Seal of Civic Engagement Recipient Rate Teacher Observations in the Classroom Report Grades ? Career Technical Education CTE Participation Rate CTE Completion Rate Teacher Observations in the Classroom Report Grades ? Health Education Content Standards Classroom Observations ? Physical Education Model Content Standards Physical Fitness Scores Teacher Observations in the Classroom Report Grades ? Visual and Performing Arts a-g completion rate Teacher Observations in the Classroom Report Grades ? World Language a-g completion rate Biliteracy Seal Recipient Rate Teacher Observations in the Classroom Report Grades|5|3|5|3|4|5|3|5|3|4|4|3|4|2|3|5|3|3|3|5|3|3|3|2021-06-29|ERUSD continues to implement CSSS aligned instruction with our adopted ELA/ELD and mathematics curriculum materials. During the 2021-22 school year, we plan to have staff workgroups meet throughout the year for continued coaching in Math and ELA/ELD to deepen their understanding of CSSS, lesson planning to support student engagement and achievement, assessment strategies, and instructional strategies. This work will also include the development of pacing guides in math and ELA/ELD. Our district will also continue to collaborate to strengthen and develop CTE courses, identify industry certifications, pre-internships, work-based learning, and dual enrollment at local community colleges opportunities. ERUSD will continue to provide a broad course of study that satisfies the A-G course requirements for entrance into the UC and CSU systems. One area of focus is to continue to implement and adjust social and emotional supports for all students. Suspension data suggests that reducing impediments for students is essential to keep students in class and continually progressing academically. ERUSD offered teachers regularly scheduled professional development to support. To continue to offer staff professional development, we will offer teaches and staff the opportunity to attend professional development during our first annual Summer Academy Program that will range in PD for English Learners and students’ social emotional health.||2021 19645350000000|El Segundo Unified|2||4|3|5|3|3|5|3|5|4|3|4|3|4|3|3|4|5|5|5|3|5|4|4|2021-06-08|||2021 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 target for 2020-21 (adjusted due to COVID-19) is at or above an average level of 2.5. The following is a summary of the extent of standards implementation for each discipline for 2020-21. ELA – 3.5 Math – 3.0 ELD – 2.5 Next Generation Science Standards – 2.5 History/Social Science – 2.5 Physical Education – 3.0 Visual and Performing Arts – 2.5 Summary of 2020-21 Average Level: 2.8|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-30|||2021 19645680000000|Glendale Unified|2|The following measures were chosen by the District as for their alignment to the California State Standards (CSS) 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/Literacy in History/Social Studies, Science, and Technical Subjects 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. Additionally, the District uses iReady assessments in grades K-5, NWEA MAP for grades 6-12, ESGI for TK-K. In 2021-22, GUSD will reestablish the use of 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 2020-21 ELPAC serves as the most effective summative measure for measuring the progress of English language learners on the English language development standards. The CAST data will be used as the main science indicator because of its direct alignment to the CA NGSS. World languages, including dual language immersion programs, utilize locally determined assessments specific to the language of instruction to determine student progress in the target language. Teachers are trained on the use of the ACTFL rubric to assess students’ language abilities. The CTE MCS guides assessment of student mastery in CTE courses. The CAASPP assessments are currently the best indicator of student achievement with regards to College and Career Readiness. School-specific assessments serve as the most effective measure for assessing student mastery of the VAPA standards across all disciplines of the arts, as well as the Health Education and History-Social Studies content standards. The 2020-21 CAASPP results for 11th grade (other grade levels used local measures) indicated increases in ELA and Math performance compared to 2018-19. The Standard Met/Exceeded percentage for ELA increased by 7% from 60% to 67%, while the Math percentage increased by 9% from 45% to 54%. The 2020-21 ELPAC results indicate that 27% of students performed at a Level 4. All CTE pathways became a-g approved. Increasing VAPA courses across levels supported the expansion of VAPA pathways. The effectiveness in the use of the ACTFL rubric to measure student mastery of the target language will be monitored and addressed with additional professional development. Social Science departments are currently working with organizations including the LACOE Center for History and Social Studies Education to further the use of strategies to measure student progress in these areas.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-15|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 CSS - California State Standards CTE - Career and Technical Education ELA - English Language Arts ELD - English Language Development ELPAC - English Language Proficiency Assessments for California LACOE - Los Angeles County Office of Education MCS - Model Curriculum Standards PE - Physical Education||2021 19645760000000|Glendora Unified|2|Glendora Unified continues to make significant progress in implementing the state academic standards adopted by the State Board of Education in all curricular areas. In 2019--the last year that statewide academic data was available--academic measures in English/language arts and mathematics were in the second highest possible level, green. A second statewide measure, Graduation Rate, indicates that GUSD students score in the blue or highest possible level. The College and Career Indicator, another statewide measure, and data available in 2020 shows that 64.9% of students scored Prepared, 12.2% scored Approaching Prepared, and 22.9% scored Not Prepared. This puts GUSD in the Yellow category on the Dashboard. The District is committed to continuing to make significant progress in this area. While the COVID 19 pandemic forced a delay in the adoption of science textbooks, it also pushed the District ahead in making progress toward 1:1 computer access for students. As a result, teachers will revisit the science textbook adoption process and related alignment to the Next Generation Science Standards beginning in 2022. Increased student access to technology will positively impact the team's ability to select the most innovative textbooks as a result.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-11|Glendora Unified School District has monitored progress toward implementing the State Board of Education's adopted academic standards through the use of CAASPP data in English/language arts and mathematics (2019), the College and Career Indicator (2020), and local textbook adoption dates and professional development logs.||2021 19645920000000|Hawthorne|2|In determining progress toward implementing the academic standards, the District selected a range of measures, including: instructional leadership team efforts, professional development offerings, instructional materials alignment, and classroom observation protocols. The selected measures were deemed to provide a clear and comprehensive picture of standards implementation. A summary of the findings is as follows: English Language Arts: Common Core-aligned instructional programs are being implemented at all grade levels; an ELA Instructional Leadership Team (ILT) comprised of teachers, coaches, and administrators meets regularly to analyze and refine curriculum and to design professional development experiences; the Interim Assessment Blocks (IABs) for ELA are used regularly; research- based practices in teacher learning, such as coaching, collaborative learning communities and ingoing learning through unit planning; ELA classroom observations are conducted with a focus on student collaboration. English Language Development (ELD) 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. Mathematics: Common Core-aligned instructional programs have been adopted and are being implemented at all grade levels; a Math Instructional Leadership Team (ILT) meets regularly to analyze and refine curriculum and instruction and to design professional development experiences; the IABs for math are utilized regularly and student results are analyzed to adjust instruction; math classroom observations are conducted with a focus on student articulation of math reasoning. Science: multiple district-wide NGSS professional development sessions 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 activities, and to design professional development experiences. History-Social Science: highly-integrated programs allow for cross-curricular teaching; a strong partnership exists with USC's Center for Active Learning in International Studies (CALIS), which involves the implementation of the Four Worlds of History analytical model. A team of lead teachers meet regularly to pilot activities, and to design professional development experiences centered around the Stanford History Education program, “Reading Like a Historian”. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-23|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.||2021 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, instructional materials alignment, and classroom observation protocols. The selected measures were deemed as providing a clear and comprehensive picture of standards implementation. A summary of the findings is as follows: English Language Arts: 4 years of college-preparatory English courses required; Common Core-aligned instructional programs are being implemented at all grade levels; the English Department meets regularly to analyze and refine curriculum; vertical articulation of standards is followed to ensure continuity; 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 are utilized. Mathematics: 4 years of college-preparatory mathematics courses required; Common Core-aligned instructional programs have been adopted and are being implemented at all grade levels; the Math Department meets regularly to analyze and refine curriculum; the IABs for math are used regularly; course sequence was restructured to improve content coherence; math classroom observations are conducted with a focus on student articulation of math reasoning. Science: 4 years of laboratory science courses required; teachers participate in NGSS and AP Institute professional development to update curriculum; application and inquiry are stressed through laboratory lessons. History-Social Science: 3 years of history-social science required; newly adopted AP World History and United States History are materials being utilized; teachers participate in AP Institute professional development to update curriculum Career Technical Education: courses available in computer science, engineering, journalism, and entrepreneurship; industry partnerships make learning both rich and relevant. Health: Health Education Content Standards are taught through Biology course to all ninth grade students; 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; 68 recipients of Seal of Biliteracy in 2021 graduating class of 116 students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-23|HMSA ensures congruence between topics taught in class, academic standards, schoolwide learning outcomes, and college and career readiness indicators. Most courses are approved to meet “A-G” requirements on the UC Doorways (UCOP) portal. This approval certifies that these courses meet UC expectations in preparing students for college. Classroom instruction varies in order to address individual learning styles. Students express learning in forms suitable to their varied multiple intellects. Teachers go beyond textbook learning, incorporating kinesthetic, visual, and auditory activities to address all modalities of learning. HMSA regularly reviews academic data based on individual subject assessments and benchmarks. Teachers engage in dialogue by department and grade level to discuss effective instructional strategies that work in all content areas. Additional state data such as the state dashboard and student results on CAASPP tests are also reviewed by staff and used to identify areas for additional targeted support. All materials, from textbooks to technology, are researched before they are purchased. Textbook purchases take place only after a rigorous review process by departments and board adoption. All requests for purchases are reviewed with standards and student achievement in mind prior to approval.||2021 19646260000000|Hughes-Elizabeth Lakes Union Elementary|2||5|5|5|1|1|5|5|5|1|1|1|1|1|1|1|1|4|4|1|1|4|4|4|2021-10-12|||2021 19646340000000|Inglewood Unified|2||4|1|2|1|1|4|1|4|1|1|3|1|2|1|1|2|1|1|2|2|4|4|3|2021-06-30|||2021 19646340101667|Wilder's Preparatory Academy Charter|2|Academic excellence is the core of what is established at our school. To that regard, Wilder’s has full implementation of 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. 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 and the McGraw-Hill Inspire Science this year. ELD standards and strategies are integrated in the core curriculum and daily instruction. We also track progress by using formal and informal assessments such as the CAASPP Interim Assessment Blocks for ELA and Math, NWEA MAP assessments for K-2, NextGen Math for grades 3-5, and assessment item banks from Illuminate Education. Additionally, teachers incorporate the core curriculum with best practices and technology integration to help engage students in learning. Our elementary grade levels follow a standard-based grading system to indicate if students have met academic standards. 90-100% Standards Exceeded, 80-89% Standards Met, 70-79% Standards Nearly Met, 69% and below Standards Not Met. Additionally, teachers collect work samples and anecdotal notes to assist with informing parents and administration of academic progress.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|1|5|5|4|2021-10-25|In the elementary grade levels, World Language is not offered as an academic course.||2021 19646340116822|Wilder's Preparatory Academy Charter Middle|2|Academic excellence is the core of what is established at our school. To that regard, Wilder’s has full implementation of 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 EL Education. We use Glencoe Math as the core curriculum and supplement with Engaged NY Eureka Math. For Social Science, we've adopted the McGraw-Hill Impact Social Studies and the McGraw-Hill Inspire Science this year. ELD standards and strategies are integrated in the core curriculum and daily instruction. We also track progress by using formal and informal assessments such as the CAASPP Interim Assessment Blocks for ELA and Math, NextGen Math, and assessment item banks from Illuminate Education. Additionally, teachers incorporate the core curriculum with best practices and technology integration to help engage students in learning. Our middle school grade levels follow a traditional grading system: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, 59% and below=F. Although, for CAASPP assessments, Wilder's follow the standard-based grading system to indicate if students have met academic standards. 90-100% Standards Exceeded, 80-89% Standards Met, 70-79% Standards Nearly Met, 69% and below Standards Not Met. Additionally, teachers collect work samples and anecdotal notes to assist with informing parents and administration of academic progress.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|1|5|5|4|2021-10-25|||2021 19646340120303|ICEF Inglewood Elementary Charter Academy|2|For Option 2 Reflection Tool - Question #4: CTE and World Languages Standards do not apply to ICEF Inglewood Elementary Academy.|5|4|5|4|2|5|4|5|4|2|5|4|5|4|2|0|3|5|5|0|5|5|5|2021-06-17|ICEF Inglewood Elementary Academy serves grades TK-5. For Question #4; CTE & World Languages Standards do not apply to ICEF Inglewood Elementary Academy.||2021 19646341996529|City Honors International Preparatory High|2|As a dependent-charter in the Inglewood Unified School District (IUSD), City Honors International Preparatory School (CHIPS) has utilized the locally selected measures or tools that IUSD is using to track its progress in implementing the state academic standards adopted by the SBE. IUSD has adopted high standards for student achievement which challenge all students to reach their full potential and specify what students are expected to know and to be able to do at each grade level and in each area of study. These standards shall reflect the knowledge and skills needed for students to be adequately prepared for postsecondary education, employment, and responsible citizenship. IUSD has been very successful in ensuring that all students have access to standards aligned materials. We are establishing a quality inventory process at the district level to keep accurate inventory at each school. IUSD also has ensured that these resources are continuously being replaced as needed. This work is also included in our LCAP Goal 1 addressing the basic conditions of a school. If resources are needed to supplement the core materials, IUSD has committed to purchasing materials that are aligned to core standards.|5|2|4|2|2|5|2|4|2|2|5|2|4|3|3|4|3|4|4|5|3|4|3||||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 163% of their annual growth goal for Reading Inventory, and 118% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19646346014518|La Tijera K-8 Charter School Academy of Excellence|2||4|1|2|3|3|4|1|4|4|4|3|1|2|1|1|2|1|1|3|2|4|4|3|2021-06-30|||2021 19646420000000|Keppel Union Elementary|2||4|3|4|3|2|4|4|4|3|2|4|3|4|3|2|3|4|4|4|1|4|4|3|2021-06-29|||2021 19646420136127|Sage Oak Charter School- Keppel|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-07-15|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. Career technical education is achieved through Sage Oak provided pathways, as well as partnering with community colleges. Health education content standards are met through textbooks, synchronous or asychronous courses and align with the the California Healthy Youth Act when applicable. Additionally, the physical educations standards can be met through completion in the home environment or by partnering with a community provider. 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.||2021 19646590000000|La Canada Unified|2||5|4|5|5|5|5|5|5|5|4|5|4|5|5|4|4|4|5|5|5|5|5|5|2021-06-29|LCUSD has adopted curricular materials and resources based on the Common Core Standards (CCSS) in Mathematics, English Language Arts, and Science and is fully implementing and sustaining these standards. In the coming years, LCUSD plans to initiate a History-Social Science Pilot program to begin the process of reviewing and adopting state approved instructional materials around the CCSS for History-Social Science. Due to the COVID-19 pandemic, the 2020-21 school year began in a distance learning model. Students continued to use the district-adopted curricula with hard copy textbooks provided to students as well as digital versions, when available. Students were taught virtually by LCUSD teachers through Google Meet or Zoom. As students were brought back to in-person instruction, VLA students continued to receive the same curriculum/standards as in-person students. The AM/PM, 5 days per week, TK-6 grade schedule and the A/B/C concurrent teaching model at the 7-12 contributed to the district’s success of the virtual learning experience as there was parity between both the in-person and virtual learners when campuses were able to reopen. LCUSD staff complete a yearly professional development needs survey. During the 2020-21 school year, teachers were provided technology support and training throughout the school year. The Educational Services Department registered teaching staff for ISTE, which provided distance learning trainings to prepare teachers for remote instruction.||2021 19646670000000|Lancaster Elementary|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-15|||2021 19646830000000|Las Virgenes Unified|2||5|4|5|5|5|5|4|5|4|4|5|4|5|5|5|5|4|5|5|5|5|5|5|2021-10-12|||2021 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|2021-06-24|||2021 19647090000000|Lennox|2||5|5|5|4|4|5|5|5|3|3|5|5|5|3|3|4|5|5|4|4|4|4|4|2021-06-29|||2021 19647090100602|Lennox Mathematics, Science and Technology Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|1|4|4|4|4|3|2021-09-30|Starting in the summer of 2018, incoming freshmen enrolled in a Health course. 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 but was unfortunately put on hold in the summers of 2020 and 2021 due to the Covid-19 pandemic. The goal is to resume the freshman summer bridge program in the summer of 2022. Due to the flexibility provided by the Charter, the priority has been to address other academic gaps which has resulted in a limited physical education program. Currently, students have access to a sports program that includes cross country, boys soccer, girls soccer, boys basketball, girls basketball, baseball, and softball.||2021 19647090107508|Century Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|3|5|5|5|1|4|4|4|2021-05-19|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 159% of their annual growth goal for Reading Inventory, and 205% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19647170000000|Little Lake City Elementary|2||4|3|4|4|3|5|4|5|4|3|4|3|4|4|3|1|1|5|4|1|5|5|4|2021-06-29|"For Other Adopted Academic Standards the following should be N/A, but ""1"" was marked in order to successfully submit since N/A was not an option. -Career Technical Education -Health Education Content Standards -World Language"||2021 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|2021-10-20|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.||2021 19647250127506|Intellectual Virtues Academy of Long Beach|2||5|5|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-05-19|Career Tech Ed: Not at IVA Health Content Standards: FULL IMPLEMENTATION AND SUSTAINABILITY (Science & Physical Education) Physical Education Model Content Standards: FULL IMPLEMENTATION AND SUSTAINABILITY Visual & Performing Arts: FULL IMPLEMENTATION AND SUSTAINABILITY World Language: Not at IVA||2021 19647250131938|Clear Passage Educational Center|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|2021-06-08|||2021 19647330000000|Los Angeles Unified|2|LAUSD is at full implementation of the English Language Arts (ELA), English Language Development (ELD) and mathematics common core 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. Support of early literacy foundational skills instruction through our tiered approach to the Primary Promise Initiative supported 226 elementary schools in 2020-2021 and Early Language and Literacy Plan through intensive professional development and teacher materials to 520 elementary school teams for differentiated instruction. In June 2018, a new English Learner and Standard English Learner Master Plan was adopted. Mandatory professional development on the Master Plan supports the implementation of the ELD standards, compliant implementation of programs and services for ELs, and a Comprehensive Designated and Integrated ELD program. Implementation of new mathematics standards and curricula began in the 2014-15 school year. Cognitively Guided Instruction has expanded to over 120 elementary schools. Interventions and new math pathways are also being implemented in the secondary grades. In 2020-2021, LAUSD began implementing high-quality math curriculum, as rated by EdReports. At the elementary level, schools will implement Eureka Math or Illustrative Math and a cohort of 24 middle/span schools will implement Illustrative Math; teachers will participate in professional development and training to support shifts in curriculum and pedagogy. Schools have been utilizing the Smarter Balanced Assessment (SBA) interim assessment blocks aligned to ELA and mathematics since Fall 2015. These data identify supports and resources that schools may need during the school year. Implementation of the Next Generation Science Standards (NGSS) and the Career Technical Education standards continues. New high school HSS instructional materials were implemented in Fall 2018 and in grades K-8 in Fall 2019. In partnership with the Stanford History Education Group to training is provided 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. Districtwide teacher leader cohorts develop sample units, assessments, and professional development to build the capacity 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. 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 in each of these content areas.|0|0|0|0|0|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-22|||2021 19647330100289|N.E.W. Academy of Science and Arts|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|2021-10-13|||2021 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|3|5|5|5|2021-06-21|||2021 19647330100743|Accelerated Charter Elementary|2||3|3|3|2|2|4|4|4|4|2|4|4|4|2|2|1|1|4|1|4|3|4|4|2021-06-17|||2021 19647330100750|Wallis Annenberg High|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|1|5|5|5|5|5|5|2021-06-17|||2021 19647330100800|Central City Value|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|5|2021-06-04|||2021 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|2021-06-16|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.||2021 19647330101196|ICEF View Park Preparatory High|2||5|4|5|5|4|5|4|5|5|5|4|4|4|4|4|4|4|4|5|4|4|4|3|2021-06-17|||2021 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|2021-06-16|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.||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 136% of their annual growth goal for Reading Inventory, and 121% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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|2021-06-15|||2021 19647330102335|Ocean Charter|2|Kristy, charter|4|4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|2021-11-04|||2021 19647330102426|PUC Milagro Charter|2||5|5|5|5|4|5|5|5|5|4|5|4|5|5|5|1|2|4|4|1|5|5|5|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 113% of their annual growth goal for Reading Inventory, and 130% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19647330102442|PUC Lakeview Charter Academy|2||4|4|4|4|4|5|5|5|5|5|5|4|5|5|5|3|4|4|4|3|5|5|4|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 19647330102483|N.E.W. Academy Canoga Park|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|2021-10-13|||2021 19647330106427|Synergy Charter Academy|2|Synergy Charter Academy is fully implementing the state academic standards in all of the required areas for the grade levels served by the school. Synergy’s professional learning communities support teacher collaboration and professional development focused on implementing the state standards. Synergy provides instructional materials and program support needed to implement the state standards. Through Synergy’s performance and professional growth plan, school administrators support the identification of individual teachers’ professional learning needs, as well as the professional learning needs of the staff as a whole. Synergy administers an annual survey to teachers to gain additional feedback regarding the implementation of academic standards, including the effectiveness of supports provided to faculty. The survey data is reviewed by the school’s Instructional Leadership Team to assess the school’s progress in implementing the academic standards and what further action steps should be taken. Recent survey data indicated that the majority of teachers feel adequately prepared to implement the state standards in ELA and Math, and there is a need to work towards sustainability in the implementation of the ELD standards and NGSS. Improving outcomes for our ELs is addressed in the school’s 2021-24 LCAP, with a focused goal to support all EL's progress to proficiency. Actions under this goal include providing an Assistant Director of EL Programs and Services to in part support teachers in the implementation of designated and integrated ELD, as well as providing professional development and collaborative planning time with a focus on serving culturally and linguistically diverse students. To better support the full implementation and sustainability of NGSS, the school is planning to switch to the Amplify science curriculum in 2021-22 and provide professional development throughout the year for full implementation in 2022-23.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-19|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 169% of their annual growth goal for Reading Inventory, and 91% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 133% of their annual growth goal for Reading Inventory, and 194% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330107755|Port of Los Angeles High|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|5|3|5|5|5|4|4|4|2021-10-13|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330109884|James Jordan Middle|2||5|5|5|5|3|5|5|5|5|3|5|4|5|5|3|3|3|4|2|1|4|5|5|2021-06-17|||2021 19647330109934|Our Community Charter|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|5|2|5|5|5|1|3|4|3|2021-06-30|Our Community School is a TK-8 school and some of the other adopted academic standards do not apply.||2021 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|0|0|0|0|0|0|2021-05-27|||2021 19647330111211|New Heights Charter|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|1|3|4|3|1|5|5|5|2021-09-29|||2021 19647330111484|New Village Girls Academy|2||4|4|4|3|4|5|4|5|5|4|3|4|3|3|3|4|4|4|3|3|4|4|3|2021-06-28|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 103% of their annual growth goal for Reading Inventory, and 104% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 115% of their annual growth goal for Reading Inventory, and 137% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 118% of their annual growth goal for Reading Inventory, and 143% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330112201|PUC Excel Charter Academy|2||4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|3|3|4|4|4|5|5|4|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 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|3|5|5|5|2021-06-21|||2021 19647330114884|Aspire Junior Collegiate Academy|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330114967|Global Education Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|5|5|1|4|4|4|4|4|4|4|2021-10-26|||2021 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|2021-06-17|||2021 19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|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 2019-20 and 2020-21 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, N/D and 99%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D and 100%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 19647330115139|Center for Advanced Learning|2||5|4|5|5|5|5|5|5|5|5|4|4|4|4|4|2|4|3|2|1|4|5|5|2021-07-03|||2021 19647330115287|ICEF Vista Middle Academy|2|For Option 2 Reflection tool Question #4 - CTE and World Languages Standards do not apply to ICEF Vista Middle Academy.|5|4|5|5|4|5|4|5|4|4|5|4|5|5|4|0|4|5|5|0|5|5|5|2021-06-17|ICEF Vista Middle Academy serves grades 6-8. Therefore, CTE and World Language standards do not apply (question #4).||2021 19647330116509|Alliance Morgan McKinzie High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330117614|New Los Angeles Charter|2|For Option 2 Reflection Tool: Question #4: CTE & World Language Standards do not apply.|5|3|4|4|4|5|3|4|4|4|4|4|4|4|4|0|4|4|4|0|5|4|4|2021-06-14|New Los Angeles Charter School serves grades 6-8. For Question #4: CTE & World Languages standards do not apply.||2021 19647330117622|Magnolia Science Academy 4|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|3|5|5|3|5|5|5|5|2021-06-24|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.||2021 19647330117648|Magnolia Science Academy 6|2||4|4|4|4|4|5|5|5|5|5|5|5|5|4|4|1|3|5|3|1|4|4|4|2021-06-24|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.||2021 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|2021-06-24|||2021 19647330117895|Synergy Kinetic Academy|2|Synergy Kinetic Academy is fully implementing the state academic standards in the required areas for the grade levels served by the school. Synergy’s professional learning communities support teacher collaboration and professional development in implementing the state standards. Synergy provides instructional materials and program support needed to implement the state standards. Through Synergy’s performance and professional growth plan, school administrators support the identification of individual teachers’ professional learning needs, as well as the professional learning needs of the staff as a whole. Synergy administers an annual survey to teachers to gain additional feedback regarding the implementation of academic standards, including the effectiveness of supports provided to faculty. The survey data is reviewed by the school’s Instructional Leadership Team to assess the school’s progress in implementing the academic standards and what further action steps should be taken. Recent survey data confirmed that SKA is fully implementing the standards, and teachers feel that they are more than “somewhat prepared” to implement the state standards. The majority of teachers felt they have adequate professional development, collaboration, and planning time. Instructional coordinators have prioritized the CCSS and NGSS in their coaching and planning cycles with teachers. The school will continue to focus on aligning summative assessments and end-of-year grade-level expectations as measured by SBAC/CAASPP. The school will also routinely examine iReady data throughout the school year to ensure that instruction and student achievement are on track with annual goals.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-19|||2021 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|2021-06-16|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.||2021 19647330117937|ICEF Vista Elementary Academy|2|ICEF Vista Elementary Academy serves grades TK-5. For Option 2 Reflection tool: Both CTE and World Languages standards do not apply (question #4).|5|4|5|5|4|5|4|5|4|4|5|4|5|5|4|0|4|5|5|0|5|5|5|2021-06-17|ICEF Vista Elementary Academy serves grades TK-5, therefore CTE and World Languages standards do not apply (question #4). By the 2020 – 2021 school year IVES has successfully implemented and sustained implementation of CCSS for ELA and Mathematics and also NGSS standards. Moreover, IVES will have implemented with the goal of sustainability, the implementation of ELD standards in both integrated and designated time blocks. This will have happened through thoughtful professional development and a highly aligned curriculum. Additionally, IVES plans to take the following steps: (1) a thoughtful implementation of a PD series to support teachers – starting with a deep dive of the ELD standards. (2) Frequent observations and feedback on integrated ELD strategies for teachers (3) The adoption of a vetted ELD curriculum for students. (4) Accountability for designated ELD teachers through observations and next steps. Through IVES’ teacher effectiveness process, IVES plans will work to make individual teacher plans based on observational feedback teacher goals, and student data. This will allow the school to give teachers individualized support that directly impacts student progress. Additionally, through professional development and training, IVES hopes to increase the implementation of History standards through professional development and teacher support.||2021 19647330117978|Goethe International Charter|2|For Option 2 Reflection Tool - Question #4: CTE & Health Education Standards do not apply to Goethe International Charter School.|4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|0|0|5|5|4|4|4|4|2021-06-24|Goethe International Charter School serves grades K-8, therefore CTE and Health Education Standards do not apply.||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 81% of their annual growth goal for Reading Inventory, and 122% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19647330120014|Endeavor College Preparatory Charter|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|1|1|1|1|1|4|4|4|2021-06-16|Career Technical Education, Health Education, VAPA, World Languages, and Physical education do not apply to Endeavor College Preparatory Charter School, based on its TK-8 educational program, outlined in its charter petition.||2021 19647330120022|Valor Academy Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2021-06-21|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330120477|Aspire Titan Academy|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330120527|Watts Learning Center Charter Middle|2|For Option 2 Reflection tool - Question #4: CTE, VAPA & World Language Standards do not apply to Watts Learning Center Charter Middle School.|5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|0|4|5|0|0|5|5|5|2021-06-29|For Question #4: CTE, Health & World Language Standards do not apply to Watts Learning Center Charter Middle School.||2021 19647330121079|Ararat Charter|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|1|4|5|5|5|5|5|5|2021-05-27|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|2021-06-16|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.||2021 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|2021-06-16|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.||2021 19647330121848|Crown 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|2021-06-23|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 121% of their annual growth goal for Reading Inventory, and 131% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 117% of their annual growth goal for Reading Inventory, and 140% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19647330122556|Citizens of the World Charter School Hollywood|2|For Option 2: Reflection Tool Question #4: CTE & World Language Standards do not apply to CWC - Hollywood.|5|4|5|4|4|5|3|5|4|4|5|2|5|4|4|0|3|4|5|0|4|4|4|2021-06-21|For Question #4: CTE & World Language Standards do not apply to CWC - Hollywood.||2021 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|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 19647330122614|Aspire Gateway Academy Charter|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330122622|Aspire Firestone Academy Charter|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330122721|Aspire Pacific Academy|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330122747|Magnolia Science Academy Bell|2|MSA Bell Leadership reviews the alignment of instructional materials to state standards and annually keep an inventory of instructional materials and the corresponding purchase of materials. The annual review of budget and plans help ensure adequate funds are available for instructional materials so that there are no students without access to their own copies of standards-aligned instructional materials for use at school and at home, including digital resources. Stakeholders have access to the curriculum content and instructional timeline through the Learning Management System. Additionally, curriculum maps are posted and made available to stakeholders through the school website. Leadership reviews it regularly to ensure content is current and pacing appropriate to cover the expected standards.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|4|4|4|4|4|4|2021-06-24|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 in areas such as: 1. Common Core ELA/Literacy, math 2. Supports and Intervention for Students with Disabilities, especially Universal Design for Learning (UDL) 3. ELD Standards and integration of ELD standards into content areas 4. Training for the CHYA health science curriculum 5. MTSS and PBIS||2021 19647330122754|Valley Charter Elementary|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|2|4|4|5|2021-09-23|Valley Charter Elementary School (VCES) has carefully selected and adopted curricula in ELA and mathematics that aligns strongly with the Common Core state standards and prides itself on its unique project-based curricula that allows students to engage in authentic, meaningful projects that support them to learn and demonstrate mastery in relation to the Next Generation Science Standards and the California social science standards. In addition to the standards related to the four core subject areas, VCES has a robust physical education program that incorporates health standards, and a program that integrates the arts, particularly music and visual arts, seamlessly into projects in science and history. Examples of this include grade-level musicals put on each year that address either science (the solar system) or history (the California Gold Rush musical). Valley Charter Elementary allocates ample time and resources to both weekly professional development, grade team planning time, and 1:1 observation and coaching time with the school principal in order to understand staff needs, develop plans to address them, and develop a multi-tiered system of support for teachers.||2021 19647330122838|Valley Charter Middle|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|3|2|4|3|3|2021-09-23|Valley Charter Middle School develops curricula backwards from standards and using a constructivist, project-based approach that allows students to engage in authentic, meaningful projects that support them to learn and demonstrate mastery in relation to common core standards in ELA and mathematics, the Next Generation Science Standards and the California social science standards. In addition to the standards related to the four core subject areas, VCMS has a robust physical education program that incorporates health standards, and a program that integrates the arts, particularly music and visual arts, into projects in science and history. Valley Charter Middle allocates ample time and resources to both weekly professional development, grade team planning time, and 1:1 observation and coaching time with the school principal in order to understand staff needs, develop plans to address them, and develop a multi-tiered system of support for teachers.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 113% of their annual growth goal for Reading Inventory, and 143% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 107% of their annual growth goal for Reading Inventory, and 151% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 96% of their annual growth goal for Reading Inventory, and 147% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19647330124198|Extera Public|2|See Option 2|3|3|4|1|1|4|4|5|4|2|2|2|3|2|2|0|3|3|3|0|4|2|1|2021-10-15|||2021 19647330124222|Rise Kohyang Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2021-06-21|||2021 19647330124560|Synergy Quantum Academy|2|Synergy Quantum Academy is fully implementing the state academic standards in all of the required areas for the grade levels served by the school. Synergy’s professional learning communities support teacher collaboration and professional development in implementing the state standards. Synergy provides instructional materials and program support needed to implement the state standards. Through Synergy’s performance and professional growth plan, school administrators support the identification of individual teachers’ professional learning needs, as well as the professional learning needs of the staff as a whole. Synergy administers an annual survey to teachers to gain additional feedback regarding the implementation of academic standards, including the effectiveness of supports provided to faculty. The survey data is reviewed by the school’s Instructional Leadership Team to assess the school’s progress in implementing the academic standards and what further action steps should be taken. Recent survey data indicated that the majority of teachers feel adequately prepared to implement the state standards across all content areas, but there is a need to work towards sustainability in the implementation of the ELD standards. Improving outcomes for our ELs is addressed in the school’s 2021-24 LCAP, with a focused goal to support all EL's progress to proficiency. Actions under this goal include providing an Assistant Director of EL Programs and Services to coordinate the implementation of ELD programs, including support for teachers in the implementation of designated and integrated ELD, as well as providing professional development and collaborative planning time with a focus on serving culturally and linguistically diverse students. Synergy is also planning to organize professional learning communities across local schools to allow teachers opportunities to further discuss, deconstruct, and understand the ELD standards and how they should be addressed through designated ELD instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-19|||2021 19647330124784|Aspire Slauson Academy Charter|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330124792|Aspire Juanita Tate Academy Charter|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 19647330124800|Aspire Inskeep Academy Charter|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 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|4|5|5|5|5|2022-03-16|||2021 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|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|2021-06-16|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.||2021 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|2021-06-16|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.||2021 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|2021-06-16|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.||2021 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|2021-06-17|Ednovate’s central office Academics Team is focused on supporting the needs of schools as it relates to curriculum, instruction, data literacy and analysis, and Professional Development through coaching and training. 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) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Targeted coaching will be complemented by strong whole group Professional Development at both the campus and network level. 2) 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. 3) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for all core content areas. We are also working to provide stronger curricular supports for our World Languages department.||2021 19647330126136|Math and Science College Preparatory|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23|||2021 19647330126177|Citizens of the World Charter School Silver Lake|2|For Option 2 Reflection Tool Question #4: CTE & World Language Standards do not apply to CWC-Silver Lake.|4|4|4|3|3|4|4|4|4|3|4|4|4|4|4|0|4|4|4|0|5|5|5|2021-06-21|For Question #4: CTE & World Language Standards do not apply to CWC-Silver Lake.||2021 19647330126193|Citizens of the World Charter School Mar Vista|2|For Option 2 Reflection Tool, Question #4: CTE Standards do not apply to Citizens of the World - Mar Vista.|4|3|3|3|3|4|3|3|3|3|4|3|3|3|3|0|3|3|4|3|4|4|4|2021-06-21|Question #4: CTE Standards do not apply to Citizens of the World - Mar Vista.||2021 19647330126797|Aspire Centennial College Preparatory Academy|2||4|4|5|2|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 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|2021-06-16|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.||2021 19647330127886|City Language Immersion Charter|2|CLIC uses the following internal assessments: ELA - 1) iReady ELA Diagnostic and Benchmark Assessments 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) iReady Math Diagnostic and Benchmark Assessments 2) Eureka Math End of Module Curriculum-based assessments 3) Teacher-created assessments (using the Illuminate DNA test items and other resources)|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||||2021 19647330127894|Valor Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2021-06-21|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330128041|Alliance Kory Hunter Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330128132|Extera Public School No. 2|2|See Option 2|3|3|4|1|1|4|4|5|4|2|2|2|3|2|2|0|3|3|3|0|4|2|1|2021-10-15|||2021 19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|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 2019-20 and 2020-21 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, N/D and 93%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D 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|2021-06-17|||2021 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|2021-06-16|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.||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 113% of their annual growth goal for Reading Inventory, and 154% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 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|2021-06-16|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.||2021 19647330129593|PUC Inspire Charter Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|5|5|4|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 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|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 19647330129833|Global Education Academy 2|2|The school uses diagnostic , benchmark and summative data analysis to track the progress of students through out the year. Teacher daily student academic observations allows the teacher to adapt lessons to the needs of the students. The administration and all the teachers collaborate to review weekly data student progress to align the student data scores and review the academic standards that need to be reinforced. Additionally, the school has developed an intervention program that supports the individual needs of its students. The data is reviewed weekly and monthly. PLC meetings are held on a monthly basis to go over data and additional intervention planning. The school also analysis students scores at the end of state testing such as NWEA and CAASSPP to develop a intervention plan and instructional procedures to implement in daily instruction and train teachers with necessary methodologies they can use in daily instruction. The School uses these tools because it provides a clear understanding of student individual performance and how to plan instructional student needs for the year. At the beginning of each year teachers spend time to review all the grade level standard and collaborate across grade level to discuss the expectations of what students need to cover in each grade level by the end of the year. All the academic standards adopted by the State Board of Education are discussed and measure to see the effectiveness of how students performance is being demonstrated through data analysis and student performance results. Teachers provide weekly lesson plans and standard based assessments which include the academic standards. The teachers receive feedback on how to increase instructional approach that addresses the effectiveness of instruction of all the academic standards to ensure that students are being provided with effective instructional methods.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|5|5|5|2021-10-26|||2021 19647330129858|Everest Value|2||5|4|5|4|3|5|4|5|4|3|5|4|5|4|3|3|4|5|5|3|5|5|5|2021-06-04|||2021 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|2021-06-19|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. We antic some of these areas increasing when we return to school full time, post pandemic.||2021 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|2021-06-17|||2021 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|2021-06-17|||2021 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|2021-06-16|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.||2021 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|2021-06-16|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.||2021 19647330131821|Collegiate Charter High School of Los Angeles|2|For Option 2 Reflection Tool - Question #4 - Collegiate Charter High School of LA does not offer CTE and Health courses, therefore these standards do not apply.|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|0|3|3|4|4|4|4|2021-06-29|For Question #4: CTE & Health Education Standards do not apply to Collegiate Charter High School of Los Angeles.||2021 19647330131870|Resolute Academy Charter|2|For Option 2 Reflection Tool: Question #4: CTE, VAPA & World Language Standards do not apply.|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|4|5|0|0|5|5|5|2021-06-30|Resolute Academy serves grades 5-8. For Question #4: CTE, VAPA & World Language Standards do not apply.||2021 19647330132027|University Preparatory Value High|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|5|4|5|5|4|4|4|2021-06-04|||2021 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|4|5|5|5|5|2022-03-16|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.||2021 19647330132282|Ednovate - East College Prep|2||4|4|4|4|4|5|4|4|3|5|5|4|5|4|5|1|4|4|4|4|5|4|5|2021-06-17|Ednovate’s central office Academics Team is focused on supporting the needs of schools as it relates to curriculum, instruction, data literacy and analysis, and Professional Development through coaching and training. 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) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Targeted coaching will be complemented by strong whole group Professional Development at both the campus and network level. 2) 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. 3) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for all core content areas. We are also working to provide stronger curricular supports for our World Languages department.||2021 19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|2||5|5|5|4|5|5|5|5|4|5|5|4|5|5|5|3|3|5|5|4|5|5|4|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 19647330133280|PUC Nueva Esperanza Charter Academy|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|3|3|4|4|4|5|5|4|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 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|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 19647330133694|Valor Academy Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2021-06-21|||2021 19647330133702|New Los Angeles Charter Elementary|2|For Option 2: Reflection Tool, Question #4 CTE and World Language Standards do not apply.|5|4|5|5|4|5|4|5|5|4|5|3|5|4|4|0|5|5|5|0|5|5|5|2021-06-14|New LA Elementary serves grades TK-5. For Question #4: CTE and World Language Standards do not apply.||2021 19647330133868|Rise Kohyang High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2021-06-21|||2021 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 which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three or more times per year for progress monitoring. In the 2019-20 school year, students grew an average of 126% of their annual growth goal for Reading Inventory, and 178% of their growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-25|||2021 19647330134148|The City|2|CLIC uses the following internal assessments: ELA - 1) iReady ELA Diagnostic and Benchmark Assessments 2) Schoolwide CCSS-aligned writing rubrics 3) Teacher-created assessments Math - 1) iReady Math Diagnostic and Benchmark Assessments 2) Teacher-created assessments|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-28|||2021 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|2021-06-16|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.||2021 19647330135715|Ednovate - Esperanza 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|2021-06-17|Ednovate’s central office Academics Team is focused on supporting the needs of schools as it relates to curriculum, instruction, data literacy and analysis, and Professional Development through coaching and training. 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) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Targeted coaching will be complemented by strong whole group Professional Development at both the campus and network level. 2) 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. 3) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for all core content areas. We are also working to provide stronger curricular supports for our World Languages department.||2021 19647330136986|STEM Preparatory Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|2021-06-23|||2021 19647330136994|Rise Kohyang Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|2021-06-21|||2021 19647330137521|Vox Collegiate of Los Angeles|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|1|2|1|2|2|5|5|4|2021-06-22|||2021 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|3|5|5|5|2021-06-21|||2021 19647330137612|Valley International Preparatory High|2||5|4|5|3|5|4|4|4|3|4|4|4|4|3|4|1|3|1|4|4|4|4|4|2021-06-09|||2021 19647330139071|KIPP Pueblo Unido|2||5|3|5|5|3|5|3|5|5|3|5|3|5|5|3|1|3|4|4|2|5|5|5|2021-06-16|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.||2021 19647330139832|Citizens of the World Charter School 5|2|For Option 2 Reflection Tool, Question #4: CTE, Health Education & World Language Standards do not apply.|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|0|0|4|3|0|3|3|3|2021-06-21|For Question #4: CTE, Health Education & World Language Standards do not apply to Citizens of the World - West Valley.||2021 19647330140004|El Rio Community|2|For Option 2 Reflection Tool, For Question #4: The CTE, and Health Education Standards do not apply to El Rio Commmunity School.|3|3|3|2|3|3|3|3|3|3|2|2|2|2|2|0|0|2|3|3|2|3|2|2021-06-28|El Rio Community School served grades TK-3 in the 2020-21 school year, therefore for Question #4: CTE & Health Education Standards do not apply.||2021 19647330140129|Ednovate College Prep 7|2||4|4|4|4|4|5|4|4|3|5|5|4|5|4|5|1|4|4|4|4|5|4|5|2021-06-17|Ednovate’s central office Academics Team is focused on supporting the needs of schools as it relates to curriculum, instruction, data literacy and analysis, and Professional Development through coaching and training. 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) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Targeted coaching will be complemented by strong whole group Professional Development at both the campus and network level. 2) 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. 3) Providing and training around rigorous, Common Core (and CA standards)-aligned curricular supports for all core content areas. We are also working to provide stronger curricular supports for our World Languages department.||2021 19647331931047|Birmingham Community Charter High|2|Birmingham Community Charter High School has 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 reviewing and selecting an outstanding textbook series for each subject area. The tools used to measure the progress of our students are the Smarter Balanced Assessments, the PSAT NMSQT, STAR Renaissance Assessments, NWEA Assessments, Achieve3000 Lexile scores and ELPAC scores. These assessment tools were selected due to their greater validity and ability to produce norm-referenced and nationally recognized data.|5|5|5|4|5|5|5|5|3|5|5|5|5|4|4|5|5|5|5|5|5|4|3|2021-10-30|||2021 19647331933746|Granada Hills Charter|2||3|4|5|4|2|3|4|5|4|1|4|4|4|4|2|4|4|4|4|4|4|5|3|2021-10-25|As Granada Hills Charter transitions out of distance learning and the impact of COVID-19 on the instructional program, the school identified key areas for growth for teachers and administrators to address over the course of several years. GHC is shifting its professional development focus towards Understanding by Design and supporting teachers to make critical shifts in their curriculum to better align to the Common Core/NGSS standards as well as state frameworks for those content areas. Paired with deepening teachers’ ability to unit plan, professional development continues to support departments’ work on building authentic assessments that measure students’ learning. As the social-political changes of the previous two years continues to impact education, Granada Hills Charter is committed to developing teachers, staff, and administrations understanding and use of culturally relevant instructional practices and curriculum selection. Additionally, UbD and culturally relevant pedagogy shifts mindsets towards an inquiry-based, student-centered classroom in which students build community and develop higher-level skills such as synthesis. Lastly, to mitigate learning loss and accelerate learning, Granada Hills Charter continues to address classroom-based and out-of-classroom interventions and extension activities to support every student.||2021 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|2021-06-17|||2021 19647336019079|Santa Monica Boulevard 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|2021-06-17|||2021 19647336019715|Vaughn Next Century Learning Center|2||5|3|4|3|3|5|5|5|5|5|4|4|4|4|4|4|3|4|4|4|5|4|3|2021-09-29|||2021 19647336112536|Accelerated|2||4|3|4|3|1|4|4|4|3|3|4|3|3|2|2|1|2|4|1|4|4|5|4|2021-06-17|||2021 19647336114912|Watts Learning Center|2|WLCCES serves grades TK-5. For Question #4: CTE, VAPA, & World Language Standards so not apply.|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|0|0|5|4|0|4|4|4|2021-06-29|For Question #4: CTE, VAPA, & World Language Standards so not apply.||2021 19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|5|5|2021-06-11|Data Sources: -Survey results from PUC-WIDE Professional Development -PUC Teacher Development System -1:1 Coaching for Teachers -School Site Professional Development for Teachers, Scope & Sequence and Reflections -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 -PUC-WIDE Professional Development for Teachers: Scope and Sequence and Reflections for ---ELA, Math, Arts, P.E. -PUC-WIDE Professional Development for Leaders -Regional Professional Development for Leaders, Scope and Sequence and Reflections -Leader Professional Development & Coaching Cycles, 1:1 Coaching -Regional Content Collaboration Time/ Data Analysis -School & College Counseling PD||2021 19647336117048|ICEF View Park Preparatory Elementary|2|For Option 2 Reflection Tool Question #4 - CTE & World Language Standards do not apply to ICEF View Park Elementary.|5|4|5|5|2|5|4|5|5|2|5|3|5|4|2|0|3|5|5|0|5|5|4|2021-06-17|For Question #4: CTE & World Language Standards do not apply to ICEF View Park Elementary School||2021 19647336119044|Multicultural Learning Center|2||5|4|5|3|3|5|5|5|5|4|5|4|5|5|5|3|3|4|4|5|5|5|5|2021-06-24|||2021 19647336119903|Downtown Value|2||5|5|3|2|2|5|5|5|3|2|5|5|3|3|1|1|3|5|2|1|4|3|3|2021-06-04|The school will implement social emotional learning programs to increase student and parent connectedness to school. School leader will implement academic programs before and after school and on Saturdays to address learning lost.||2021 19647336121081|ICEF View Park Preparatory Middle|2|For Option 2 Reflection Tool - Question #4: CTE & World Language Standards do not apply to ICEF View Park Middle.|5|4|5|5|2|5|4|5|5|2|5|3|5|4|3|0|3|5|5|0|5|5|4|2021-06-17|For Question #4: CTE & World Language Standards do not apply to ICEF View Park Middle School.||2021 19647580000000|Los Nietos|2||5|3|5|2|1|5|3|5|2|1|4|2|4|2|1|3|2|3|4|1|5|4|2|2021-10-20|Los Nietos continues to make data driven decisions. Our district prioritizes analyzing student data, taking into consideration grades, attendance, classroom/online engagement, state assessment scores, and district benchmark results. Due to the district’s Distance Learning instructional program we were able to gather and monitor student data, which allowed teachers to provide directed education strategies that were tailored to student’s needs. We know that learning loss took place during physical school closure and therefore one area of improvement will be our Tier 1 interventions such as one-on-one instruction, small group instruction, and data reflection sessions with teachers to ensure we close those gaps as quickly as possible. In the area of reading and math initiatives there will be more targeted support in light of the past year’s learning loss. According to the California Dashboard, 29.5% of LNSD’s students are English Learners. We have seen much growth among our English Learner (EL) and Reclassified Fluent English Proficient (RFEP) population via STAR 360 data. Through 2017-2019 ELs have improved by 20 points in both Mathematics and English Language Arts. RFEPs have improved by 25 points in Mathematics, and 15 points in English Language Arts.||2021 19647900000000|Monrovia Unified|2||4|2|4|3|3|5|4|4|5|5|3|2|3|2|2|4|3|4|4|5|4|4|4|2021-06-10|||2021 19648080000000|Montebello Unified|2||4|4|4|3|3|5|5|5|3|2|4|4|4|3|3|5|3|3|3|3|4|4|4|2021-06-16|||2021 19648160000000|Mountain View Elementary|2||5|4|5|2|1|5|5|5|2|1|3|3|3|1|1|1|1|5|4|2|4|4|3|2021-06-24|||2021 19648320000000|Newhall|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|3|5|5|5|2021-06-22|As the ratings show, in almost all areas Newhall School District is in full implementation and sustainability. In History- Social Science we are using the current framework as our guide as the standards did not shift when the new framework was written, but new materials are needed. In addition, we do not engage in a Career Technical Education program although we have explored possibilities for our upper grade students to align with our local High School District in this area. In World Languages, our Dual Language Immersion program is still at the beginning stages of implementation.||2021 19648400000000|Norwalk-La Mirada 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|2021-10-25|Professional development and collaboration times were provided for teachers to support them in the implementation of standards and standards based instructional materials and targeted interventions for students. NLMUSD will provide iTOSA intervention teacher support in the form of targeted instruction and intervention to students. We are continuing to support Social Emotional Learning and wellness, technology support and services, interventions, and college and career readiness to highlight a few. NLMUSD is going to continue providing professional learning for our teachers and administrators on these topics. Support for teacher collaboration will continue in the form of professional learning communities and site leadership teams. We are going to continue with technology training for parents, classified staff, and students as well.||2021 19648570000000|Palmdale Elementary|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|3|3|4|4|3|4|3|4|2021-06-15|||2021 19648570112714|Antelope Valley Learning Academy|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|3|4|3|3|2021-06-01|Overall the school scored at a 3.82, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 19648650000000|Palos Verdes Peninsula Unified|2||4|4|4|4|4|5|5|5|3|3|4|4|4|4|4|4|3|3|3|3|4|4|4|2021-06-23|||2021 19648730000000|Paramount Unified|2||5|4|5|3|4|5|3|5|3|4|4|3|4|3|4|5|5|5|3|4|5|4|4|2021-10-11|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. 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.||2021 19648810000000|Pasadena Unified|2||5|4|5|5|3|5|3|5|5|3|4|3|4|4|2|5|4|2|4|2|3|3|3|2021-06-30|With respect to #1-4, results were varied, as many professional development sessions and materials were adjusted for distance learning. Scores represented progressive coverage of standards implementation, but accounted for some new learning now required due to online setting. During Summer 2020, 17 discrete workshop sessions were provided to provide structural support in online learning management and systems. During district wide professional development events in the first days of school, 23 breakouts and workshop sessions were held to provide specific implementation support by subject area and job role. During School Year 2020-21, 53 discrete workshops sessions were held for continued implementation, standards-instruction and distance learning support. With respect to item #5, the majority of training for teacher instructional support was delivered to instructional coaches and curriculum specialists.This support was significantly focused on online instruction (Fall 2020) and accelerated learning (Spring 2021). Trainings for school administrators for instructional improvement and support were limited, as capacity during emergency remote learning and distance learning focused heavily on operational support and structures.||2021 19648810118075|Learning Works|2||3|2|4|4|3|1|2|5|3|3|3|2|4|3|3|2|3|4|3|1|4|4|3|2021-06-14|||2021 19648810136945|OCS - South|2||4|3|4|3|2|4|3|4|3|3|3|3|3|3|3|1|2|2|2|1|4|3|3|2021-06-15|OCS- South makes use of the CA state standards adopted by the CA State Board of Education in all the areas as indicated above and per our charter petition. In the area of English Language Development, we continue to build our capacity in the 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 of Science, the curricula and materials used by teachers are NGSS aligned, and faculty continue to identify ways for creating lessons that are engaging and foster students’ sense of intellectual curiosity. The 2016 CA History-Social Science Framework guides the materials and instruction of history/social science across the grade levels. To support this content area, classroom libraries will contain literature and materials that will facilitate the instruction of the content standards.||2021 19649070000000|Pomona Unified|2||4|3|4|2|1|4|3|3|1|1|4|3|3|2|1|2|1|1|1|1|4|3|4|2021-06-23|||2021 19649070115170|School of Extended Educational Options|2||4|3|4|2|1|4|3|3|1|1|4|3|3|2|1|2|1|1|1|1|4|3|4|2021-06-23|||2021 19649076021984|La Verne Science and Technology Charter|2||4|3|4|2|1|4|3|3|1|1|4|3|3|2|1|5|1|1|1|5|4|3|4|2021-06-23|||2021 19649310000000|Rosemead Elementary|2|Rosemead School District has fully implemented the State Standards in English Language Arts, English Language Development, Mathematics, and Science, 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. From 2018-2020, the district has continued to focus on building teacher and administrator capacity to incorporate the mathematical practices into every lesson. Due to the COVID-19 pandemic in 2019, the district provided professional development throughout the year around maximizing priority standards and when students returned back to in-person school in 2021, the focus is now on accelerating learning to support students with unfinished learning. For ELA, in the spring of 2017, K-6 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. In 2021, the district piloted and adopted the StudySync ELA curriculum with embedded ELD for grades 7-8. For the past three years, the Rosemead School District has identified the Next Generation Science Standards as the area of focus for professional learning in NGSS and STEAM. Following the professional learning and examination and research of the California Science Test (CAST), the district assembled a team of teachers to research and pilot materials last year that will best support the teaching of the NGSS and STEM. The district adopted the TCI Science curriculum in 2021 for grades K-8. We are providing ongoing professional development to support the implementation of the new adoption. Classroom learning walks 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. Currently, our History/Social Science curriculum is not aligned to the 2016 framework, so the district will be exploring a new adoption with a plan to pilot materials in 2022-23 and adopt in 2023-24. The district Instructional Leadership Team used the state reflection tool as well as the ELA and Math Implementation Rubrics to measure growth in this priority area because they are conducive to collaborative and reflective conversations focused on continuous improvement.|4|4|5|4|1|4|4|5|4|1|4|4|4|4|1|0|3|3|3|3|4|4|4|2021-10-21|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 five 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. This year, the district utilized one time COVID funds to provide additional time for grade level teachers to plan learning acceleration two times per month to analyze data that focuses their instruction as well as determine specific actions to help all students to grow. 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. The district provides reports of student academic achievement data to the school board at regularly scheduled meetings as well as during district DELAC/DAC, LCAP Community Meetings, School Site Council, ELAC and Title 1 parent meetings.||2021 19649640000000|San Marino Unified|2||5|3|5|4|4|5|4|5|4|5|5|4|5|4|4|4|5|5|5|4|4|4|4|2021-06-22|SMUSD takes great pride in its continuous commitment to providing exemplary teaching and learning through implementation of a rigorous, standards-based instructional program districtwide. Despite inherent challenges posed by school closures and distance learning during the past year, SMUSD maintained this commitment through continuous efforts to ensure full and or sustained implementation of academic standards across all content areas. For the 2021-22 school year, SMUSD anticipates increasing progress in implementation efforts in various standards specific to this indicator. As such, the status of this indicator is marked as being “Met”||2021 19649800000000|Santa Monica-Malibu Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|2|4|5|3|4|4|3|2021-11-04|||2021 19649980000000|Saugus Union|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|2|5|5|5|4|5|5|5|2021-10-12|||2021 19650290000000|South Pasadena Unified|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|5|5|5|5|5|5|4|4|2021-06-22|||2021 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 the 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. 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 and 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 and Second Step 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.|5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|2021-09-14|||2021 19650520000000|Temple City Unified|2||4|4|3|2|3|5|5|3|2|4|5|5|3|3|3|4|3|4|5|3|4|4|4|2021-06-23|||2021 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 instruction within essential standards, and evaluate 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 training 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, in addition to assisting in determining potential next steps or offerings in professional development. 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, determine essential standards and skills to develop common formative assessments, 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|2021-06-21|||2021 19650940000000|West Covina Unified|2|During the 2020-2021 school year, the West Covina Unified School District made excellent progress in the implementation of the 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 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 committee convened during the 2020-2021 school year to examine online supplemental curriculum that would support students' learning while in distance learning due to COVID-19.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 19650940112706|California Virtual Academy @ Los Angeles|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-11|||2021 19651020000000|Westside Union Elementary|2||4|3|4|2|3|4|4|4|4|4|4|3|4|3|3|3|2|4|2|1|4|4|4|2021-06-29|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 the spring of 2015; ELA materials were adopted in the spring of 2016. New History-Social Science materials were adopted in the spring of 2019. Formal adoption of science materials were adopted in the spring of 2020, which coincided with school closures due to the health crisis. 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. 2020-2021 was the second year of full implementation of standards-based grading and standards-based report cards at all elementary sites.||2021 19651100000000|Whittier City Elementary|2||5|4|5|4|4|5|4|5|3|3|5|4|5|4|4|3|5|5|4|4|5|5|5|2021-06-15|||2021 19651360000000|William S. Hart Union High|2||5|3|3|4|3|5|3|4|4|2|5|4|4|4|1|3|4|3|4|4|5|4|3|2021-06-09|||2021 19651360114439|Mission View Public|2||4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|3|3|3|3|2021-06-02|Overall the school scored at a 3.69, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.33 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 19651361996263|Opportunities for Learning - Santa Clarita|2||4|3|4|4|3|5|4|4|5|5|4|4|4|4|3|4|4|5|4|5|4|4|4|2021-06-16|We are continuously researching new curriculum options that meet the needs of our students. OFL - Santa Clarita has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned. Additionally, the pilot of Edmentum was a success and has now been fully implemented into our curriculum set. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories. Also, the ELD curriculum iLit has been fully implemented within the charter after an initial pilot. These additions further support OFL - Santa Clarita’s LCAP Goal 2, Action 4, Broad Course of Study: All Students will have access to academic resources that help aid in their mastery in a broad course of study that is CCSS, NGSS, and CCR aligned in the following subjects: English, Science, Mathematics, and Career Technical Education. Digital Edmentum curriculum. With these additions the expected outcomes by the end of the 23-24 school year are 40% of each student group will show improved Lexile measures, 50% of Students who take at least two RenSTAR Math assessments and have a Student Growth Percentile (SGP) reported will demonstrate an average SGP of 40 or higher, and on average core unit completion for all students will be at 6 units per core course.||2021 19651510000000|Wilsona Elementary|2||3|2|3|2|3|5|5|5|2|5|4|3|4|2|4|4|4|4|4|1|5|4|4|2020-10-15|||2021 19734370000000|Compton Unified|2||5|5|5|3|3|5|5|5|3|3|5|5|5|3|3|5|5|5|5|4|5|4|3|2021-06-22|||2021 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|2021-06-16|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.||2021 19734370137984|Animo Compton Charter|2|The school offers a standards-aligned curriculum to ensure students are provided with rigorous, grade-level content in all core classes. Curriculum Directors and Curriculum Specialists developed the ELA, Math, Science, and History “Course at a Glance” materials and curriculum maps which are aligned to California Common Core State Standards and Next Generation Science Standards. All materials are available to teachers via Green Dot's online curriculum platform along with additional resources such as model unit plans, lesson plans, and summative assessments. ELA and Math intervention courses are offered at all grade levels to ensure students performing below grade level receive targeted supports to meet their needs and work towards mastery on state assessments. ELA courses use MyPerspectives for the core curriculum and Read180, System44, and English 3D for their intervention curriculum. Math courses use Illustrative Mathematics for the core curriculum and Ready Common Core or Ready Classroom for intervention curriculum. English Learners also receive specialized support through ELD courses determined by their English proficiency levels, as well as through their designated supports in literacy intervention. Teachers receive at least 2 professional development sessions per week and coaching from content-specific curriculum specialists as needed. Professional development on Common Core literacy standards, as well as content-specific standards, has been provided to all teachers. Green Dot utilizes the train-the-trainer model, providing ongoing support in curriculum development and instructional strategies to the instructional leadership team members from each content area. Green Dot uses Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take both assessments three times per year for progress monitoring. For the 2019-20 school year, students grew an average of 85% of their annual growth goal for Reading Inventory, and 164% of their annual growth goal in iReady. The COVID-19 pandemic interrupted in-person instruction and these assessments, so the growth goal percentages are from partial year results. In addition to these two nationally normed assessments, Green Dot interim assessments are aligned to Common Core content standards and Literacy standards to expose students to rigorous assessments and provide teachers with data to inform instruction and re-teaching as needed. Additionally, Green Dot schools receive student growth percentiles based on state assessment data from CORE. There was no state testing in 2019-20 due to the COVID-19 pandemic, so results from these assessments are not available this year. The school continues to focus on school-wide literacy strategies and the use of data to respond to student needs. In addition, the school has implemented a common-core aligned math curriculum and professional development which is 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|2021-06-25|||2021 19734450000000|Hacienda la Puente Unified|2||4|4|4|2|3|5|4|5|3|4|4|4|4|2|3|3|3|4|4|4|4|4|2|2021-06-24|||2021 19734520000000|Rowland Unified|2||5|5|5|4|3|5|5|5|3|3|5|5|5|5|5|5|3|5|5|5|5|4|5|2021-06-10|||2021 19734520120600|iQ Academy California-Los Angeles|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|5|5|4|5|5|5|2021-06-08|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 training and PLC teachers create materials to support students in mastering the identified 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 given feedback from administrators. Teachers provided additional non-administrative professional development through an instructional coach. 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. Completion is monitored and in-year data reviewed weekly to assess if teachers need additional training supports. Training support is provided by a lead teacher trainer and instructional coach.||2021 19734600000000|Walnut Valley 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|2021-06-16|||2021 19752910000000|San Gabriel Unified|2||4|4|3|3|4|4|4|4|3|4|4|4|4|3|3|2|3|3|3|3|5|5|4|2021-10-12|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.||2021 19752911996016|Options for Youth San Gabriel|2||4|4|4|4|3|5|4|4|5|3|4|4|4|4|3|3|5|5|5|5|4|4|4|2021-06-25|We are continuously researching new curriculum options that meet the needs of our students. Options For Youth San Gabriel has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned and is supported by our LCAP Goal 2 Action 4 ensuring students have access to a broad course of study. Other core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Additionally, the pilot of Edmentum was a success and has now been fully implemented into our curriculum set. This means we have ended our relationship with Apex in order to fully implement Edmentum. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories. Also, the ELD curriculum pilot of iLit has resulted in the adoption of the program and it has been fully implemented within the charter and is supported by LCAP Goal 1 Metrics 1 &2 and Action #2 focused on EL population of students.||2021 19753090000000|Acton-Agua Dulce Unified|2|AADUSD school district tracks student progress using Renaissance Star which is given throughout the year in English Language Arts and Math. State Board adopted Curriculum assessments are given at the end of each unit. For all curricular areas. Physical fitness goals that are set based on state testing criteria are monitored monthly. A yearly report of student state dashboard data is presented to the school board . School site administrators present their school site's academic data at their yearly meetings.|3|2|3|1|3|5|5|5|5|5|2|2|2|2|2|2|3|3|3|3|3|2|2|2021-06-10|AADUSD teachers and administers have established essential standards in ELA and Math. AADUSD was in the process of developing formative and benchmark assessments and revision of pacing guides in order to establish more frequent student progress monitoring.||2021 19753090127100|Assurance Learning Academy|2||4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|3|3|3|3|2021-06-01|Overall the school scored at a 3.69, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.33 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 19753090132654|California Pacific Charter- Los Angeles|2||4|3|4|4|4|5|3|5|5|4|4|3|4|4|4|3|4|4|4|5|3|3|3|2021-08-10|||2021 19753090135145|Compass Charter Schools of Los Angeles|2||4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|3|3|3|4|3|3|2021-06-27|||2021 19753090136648|Options for Youth-Acton|2||4|3|4|4|3|5|3|5|4|5|4|4|4|4|3|3|5|5|4|4|4|4|4|2021-06-17|We are continuously researching new curriculum options that meet the needs of our students. Options For Youth - Acton has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned. Other core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Additionally, the pilot of Edmentum was a success and has now been fully implemented into our curriculum set. This means we have ended our relationship with Apex in order to fully implement Edmentum. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories. Additionally, the ELD curriculum pilot of iLit has resulted in the adoption of the program and it has been implemented within the charter. We have aligned LCAP Goal 2, Action 4 to ensure that our students are not only exposed to a broad course of study, but also mastering grade-level content.||2021 19753090137703|Method Schools, LA|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-08|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. Method Schools is committed to supporting teachers and administration in instructional practices through a structured coaching and professional development program.||2021 19753090137786|Mission Academy|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|5|5|4|3|3|3|3|2021-06-14|Overall the school scored at a 3.87, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.51 growth from last year. We improved in implementing our mathematics courses, health and visual and performing arts courses, English and history courses. We also increased our curriculum frameworks for all subject areas.||2021 19756636120158|New West Charter (SBE)|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2|3|4|5|4|4|4|4|2021-06-15|||2021 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|2021-06-29|Survey results indicated that professional learning for teaching to recently adopted academic standards and/or curriculum frameworks were fully implemented for ELA, ELD, Math, NGSS. Social Science was in the initial implementation stage. Both ELD and NGSS increased from initial implementation to full implementation as a result of targeted professional development in ELD and NGSS. The survey results reflect full implementation of ELA and Math instructional materials in all classrooms. ELD, NGSS, and History Social Science were in the initial implementation stage. Staff identified needing instructional support in ELD, NGSS, and Social Science. The survey indicated full implementation in CTE and PE standards. Health, VAPA, and World Languages standards remained in the initial implementation phase. The district fully implemented a professional learning environment that met the needs of all staff. The survey indicated that the district was at initial implementation in providing support for teachers who have not mastered standards.||2021 19768690000000|Wiseburn Unified|2||4|4|4|3|2|4|3|4|2|2|4|3|4|3|2|2|3|3|5|5|4|3|3|2021-09-22|Note: The WUSD World Language program is specific to grades 6-8. As schools reopen following more than a year of closure and online learning for students, expansion of Career Technical Education opportunities is planned for the 2021-2022 school year.||2021 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|2021-06-23|||2021 19768690119636|Da Vinci Design|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|4|5|5|5|5|5|2021-06-23|||2021 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|2021-06-23|||2021 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|2021-06-23|||2021 20102070000000|Madera County Superintendent of Schools|2||4|4|3|2|3|4|4|3|2|3|4|4|3|2|3|3|2|2|3|2|3|3|3|2021-06-08|||2021 20102070117184|Madera County Independent Academy|2||4|5|4|3|3|5|5|5|5|5|4|4|4|4|4|2|4|1|2|1|5|5|5|2021-06-08|||2021 20102072030229|Pioneer Technical Center|2||4|4|3|2|2|4|4|3|2|3|4|4|3|2|3|3|2|2|3|2|3|3|3|2021-06-08|||2021 20651770000000|Alview-Dairyland Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|5|5|1|5|5|5|2021-06-08|The District has adopted curriculum specific to the California State Common Core Standards in ELA, ELD, Mathematics, History/Social Studies, and Science. The primary campus (grades kindergarten through third) has a STEM lab and instructor. The fourth through eight grade campus has a mobile STEM lab and instructor. Students are given the opportunity to participate in project-based learning and all instruction is based on the NGSS. Teachers have received extensive professional development in ELA, ELD, Math, NGSS, online learning platforms, including Google Classroom, as well as classroom engagement training, across all curricular areas.||2021 20651850000000|Bass Lake Joint Union Elementary|2||5|4|5|4|4|5|5|5|5|5|4|4|4|4|4|1|4|4|2|2|4|4|4|2021-10-13|||2021 20651930000000|Chowchilla Elementary|2||5|4|5|4|4|5|5|5|4|4|5|3|5|4|4|3|3|5|4|1|5|4|4|2021-10-11|||2021 20652010000000|Chowchilla Union High|2|With regards to the CTE Computer Science pathway, both summative and formative assessments were used throughout the year. Summative assessments included both a project based assessments for each unit and a multiple choice/free response assessment at the end of each unit. Examples of projects included web based games, applications, websites, micro-bit games, application development idea projects, computer buying projects, Computer Science career research projects. Summative multiple choice and free response assessments were taken on Google Forms so students could receive feedback quickly and teachers were provided with feedback with what standards are being met and which they are still progressing towards meeting. For the AP Computer Science Principles course we also provided practice assessments in AP Classroom, the end of course AP exam, and the Merced College articulation exam. The Digital Media Pathway in CTE is new for the LEA. A-G approval was submitted and participation was affected by the pandemic, formative and summative assessments for assignments and projects alike were used. The Mathematics Department has used the Common Core Standards as a basis for choice in curriculum, pacing, instructional practice, assessment, and data reflection. Soon after the adoption of the California State Common Core Standards the mathematics team researched and selected a textbook that contained a standards based curriculum. The Pearson textbook contained an index that reflected the course alignment with the common core standards. The textbook resources also provided standards based assessments and supplemental material to help pace instruction while focusing on standards. Pacing guides developed by the teachers contain reference to the standards focused on for each lesson that is taught. The Mathematics Department uses several tools to help with standards based instruction. One of these tools is the math XL program. This is the second year that the math XL program has been used. The math XL program allows teachers to construct homework, study guides, and assessments by choosing the Common Core standards that the concepts reflect. The math Department also uses the Illuminate program which is a standards based assessment program. The teacher chooses the standards they wish to assess and the program provides practice questions based on that standard. Both of these tools provide easy to read data reflection on student mastery of the Common Core Standards for Mathematics. Although VAPA is a small department on campus, its course offerings are very diverse. The team works well with ensuring standards are clearly outlined and explained to students. The class assignments are performance or project based and offer students exposure to a variety of techniques and content.|4|4|4|5|5|5|5|4|5|5|4|4|4|4|5|5|4|5|4|4|4|3|4|2021-10-04|||2021 20652430000000|Madera Unified|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|5|5|5|2|1|5|5|5|2021-10-12|||2021 20652430100016|Sherman Thomas Charter|2|Sherman Thomas Charter School explored how well students were meeting grade-level standards on the English Language Arts, Math, and Science assessment. This measure is based on student performance on either the Smarter Balanced Summative Assessment or the California Alternate Assessment, which is taken annually by students in grades 3–8. We also regularly administer assessments to monitor student progress in Math, Reading, Language Usage, and Science so that students can be provided instruction that meets their specific needs based on data. Pieces of training were provided to teachers/staff in academics and social-emotional support. A focus for improvement will be to continue to improve multiple methods of family involvement both in person and virtually. -NWEA MAP (Math, Reading, Language Usage, & Science) testing 3x a year -Rigby PM Ultra Benchmark Reading 2x a year -STAR Reading 3x a year -DIBELS K-2 and students reading below grade level 2x a year -Math local assessments (Summit)|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|4|4|1|4|4|4|2021-04-27|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.||2021 20652430107938|Ezequiel Tafoya Alvarado Academy|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.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-17|||2021 20652430118950|Sherman Thomas Charter High|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|3|4|5|5|5|5|5|2021-04-27|||2021 20652430134510|Sherman Thomas STEM Academy|2||5|4|4|5|4|5|4|5|5|5|4|4|4|4|4|4|3|4|2|1|5|5|5|2021-04-27|||2021 20652760000000|Raymond-Knowles Union Elementary|2|District did not select the local measure or instrument and it did not use the state's self reflection instrument. Yet, the district does know that all materials and instruction was standards based. In future years , the district will use the state's self reflection instrument.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-14|||2021 20755800000000|Golden Valley Unified|2||4|3|4|3|3|4|4|4|3|3|4|3|4|4|4|4|3|4|3|3|4|3|3|2021-06-08|||2021 20756060132936|Chawanakee Academy Charter|2||5|4|4|3|3|5|4|5|4|4|5|4|4|4|3|3|4|4|4|4|4|3|3|2021-06-22|||2021 20764140000000|Yosemite Unified|2||2|2|2|2|2|4|3|4|4|4|3|3|3|3|3|3|3|4|4|4|3|3|3|2021-06-21|||2021 20764142030237|Glacier High School Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|2021-06-15|||2021 20764146110076|Mountain Home Charter (Alternative)|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|4|5|5|5|5|5|5|2021-06-15|||2021 21102150000000|Marin County Office of Education|2||4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|3|4|2|4|3|5|4|4|2021-10-12|All of our curriculum is aligned with the most recently adopted Common Core State Standards, the Next Generation Science Standards, the CA History/Social Science standards. We use 8 point rubrics to support learning in the 36 skills standards identified by the Stanford Center for Assessment, Learning and Equity (SCALE) that are tied to the above standards. From that curriculum base, teachers organize project-based units that incorporate content and skills standards. As an alternative education setting, we focus on depth of learning on core standards rather than breadth.Teachers get weekly coaching and mentoring as needed.||2021 21102152130102|Phoenix Academy|2||4|3|4|4|4|5|4|5|4|5|4|4|4|4|4|4|3|2|3|1|5|4|4|2021-10-12|All of our curriculum is aligned with the most recently adopted Common Core State Standards, the Next Generation Science Standards, the CA History/Social Science standards. We use 8 point rubrics to support learning in the 36 skills standards identified by the Stanford Center for Assessment, Learning and Equity (SCALE) that are tied to the above standards. From that curriculum base, teachers organize project-based units that incorporate content and skills standards. As an alternative education setting, we focus on depth of learning on core standards rather than breadth.Teachers get weekly coaching and mentoring as needed.||2021 21653000000000|Bolinas-Stinson Union|2||4|4|4|4|4|5|5|5|5|5|5|3|4|4|5|5|4|5|4|5|4|4|5|2021-10-12|||2021 21653180000000|Miller Creek Elementary|2|The Miller Creek School District continues to prioritize high quality instruction and fully implement curricula that aligns with the California state standards. Miller Creek School District continues to invest in a K-5 balanced literacy program with a focus on independent reading, Writer’s Workshop, and designing small group, targeted reading instruction. Professional development focused on supporting teachers to deliver standards based instruction in various learning models including remote instruction, hybrid instruction, and ultimately returning to whole group instruction with safety barriers in place. Miller Creek School District provided professional development opportunities focusing on the Writer’s Workshop model. 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. There were no adoptions during the 2020-21 school year given the global pandemic. The district has a 6-8 NGSS aligned curriculum and is set to adopt new science materials for grades K-5 during the 2021-22 school year. The K-5 and 6-8 mathematics curriculum is aligned with the common core state standards. Annually teachers have 3 contracted professional development days, weekly teacher collaboration time through student early release, and are provided release time through creation of a master schedule, as well as additional opportunities for district and county collaboration throughout the year. The District surveyed teachers to identify learning needs, particularly during the pandemic. Teachers develop annual goals that reflect the LEA’s goals. The district offers a thriving world language program in grades 6-8 using a curriculum that is aligned with state academic standards.|4|3|4|4|3|5|5|5|3|3|5|4|5|4|3|2|4|5|5|5|4|4|4|2021-10-12|||2021 21653340000000|Kentfield Elementary|2|Staff will use a variety of tools to monitor student growth and adjust services and instruction to support student growth and progress. Staff will engage in weekly grade level collaboration and regular guidance/MTSS meetings to discuss student performance and adjust services to meet student needs based on state academic standards. Tools used to monitor growth, include but are not limited to: MAP Growth - Reading & Math, 2-8 Fountas & Pinnell Reading Assessment, K-5 Writing Benchmarks, K-4 Eureka Math Unit Assessments/Affirm, K-4 YouthTruth 4-8 Analysis of student work, student observations and anecdotal Notes, K-8 Subject-Specific and End-of-Unit assessments administered periodically|4|3|4|4|4|4|3|4|4|4|4|2|4|3|3|0|0|0|0|0|2|2|2|2021-10-12|||2021 21653420000000|Laguna Joint Elementary|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|5|3|4|4|5|4|4|4|2021-10-12|||2021 21653590000000|Lagunitas Elementary|2||3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|4|4|5|2021-10-28|||2021 21653670000000|Larkspur-Corte Madera|2||4|3|4|3|3|5|3|5|3|3|4|3|4|3|3|4|3|4|4|4|4|4|4|2021-10-20|||2021 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|2021-10-07|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.||2021 21654090000000|Nicasio|2|English Language Arts curriculum aligned with Common Core State Standards and the English Language Development Framework is in full implementation in grades K-8 with opportunities for professional learning. Math curriculum is in full implementation with all teaching staff participating in a professional learning cohort during the 2019-20 school year. Curriculum aligned with Next Generation Science Standards was piloted in all grades during the 2019-20 and 2020-21 school years. Board adoption of NGSS aligned curriculum occurred June 2021 and initial implementation of this curricula (Elevate Science in grades K-5 and FOSS in grades 6-8) began in the 2021-22 school year. Staff participated in professional learning related to the piloting and implementation of new science curricula during the 2020-21 school year. Staff participated in opportunities for professional learning for 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 state-adopted curriculum in History-Social Science for future formal district adoption. Implementation of academic standards for health, PE, visual and performing arts is continuing. Nicasio School did not offer World Language courses during the 2020-21 school year. 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|2021-10-07|||2021 21654170000000|Novato Unified|2||5|4|5|4|3|5|4|5|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|2021-10-05|Through the development of a system of proficiency based education over the past three years, NUSD has strived to establish a shared Culture of Excellence. Since its inception, NUSD has observed increases in student academic achievement. This system includes the adoption of district-wide essential standards in each grade level and content area that are vertically aligned, clear definitions of proficiency for each standard, and a common assessment tool to measure progress. With a goal for teachers, students, and families to have a shared understanding of what is expected and how to reach each learning goal, proficiency based education has increased alignment with California State Standards across NUSD. As such, teachers can focus on key learning, adjust instruction as needed, and more effectively individualize supports and interventions. Throughout the pandemic, having these tools in place clearly showed their value. When all of the tools, resources, and previous experience we had come to rely on disappeared, having explicit, simplified learning targets made the transition to the remote and hybrid learning environments manageable.||2021 21654176113229|Novato Charter|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|4|4|4|5|5|5|5|5|2021-10-13|Novato Charter School tracks progress in the implementation of the state academic standards through teacher observations of work habits, grade-based formative and summative assessments, FastBridge Benchmark Assessments, CAASPP Interim Assessments, and Dig Deeper Assessments, such as DIBELS, SONDAY and Read Naturally. Novato Charter School utilizes a curriculum guided by the core principles of the Alliance for Public Waldorf Education. The curriculum is aligned with Common Core State Standards with slight differences in the placement of specific grade level standards. The faculty regularly studies Common Core State Standards during faculty and grade level meetings. Novato Charter School has worked with the Essential Standards, as delineated by the Novato Unified School District, in order to prioritize standards necessary in order to prepare for the subsequent grade level.||2021 21654250000000|Reed Union Elementary|2||5|4|5|5|5|5|5|5|4|5|5|5|5|5|5|4|4|5|5|5|5|5|5|2021-09-14|||2021 21654580000000|San Rafael City Elementary|2|San Rafael City Elementary School 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 and 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. We modified our professional development in 2020-21 due to the Covid-19 pandemic with a focus on remote instruction and small group instruction. Our year was spent focusing on getting students back to in person learning which occurred in November, 2020. Previous to the pandemic, professional development in math has focused on utilizing our adopted curriculum aligned to CCSS and strategies that support mathematical practices. Through this work we have seen growth in our math SBAC scores prior to the pandemic. 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 previous to the pandemic. Our work now is to use data to inform next steps in instruction, professional development and systems and structures to support all our students, especially those disproportionately impacted by the pandemic.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-11|||2021 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 and report cards, SBAC Interim Assessments, teacher feedback and surveys are used to evaluate progress in implementing CCSS. Students are regularly assessed using formative and summative assessments, including SBAC Interim Assessments 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 City High District is working toward improving and expanding implementation of the AVID Program. 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. Our district-wide CTE committee is working to expand and refine our current CTE offerings and uses the CTE standards to drive improvement throughout the program. 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|2021-10-11|||2021 21654740000000|Sausalito Marin City|2||5|3|4|3|3|4|3|4|3|3|4|3|4|3|3|2|4|4|4|3|4|4|3||||2021 21654820000000|Tamalpais Union High|2||4|4|4|5|4|5|4|5|5|5|3|3|4|5|4|3|3|5|5|5|4|4|4|2021-06-08|||2021 21733610000000|Shoreline Unified|2||5|4|5|5|5|5|4|5|5|5|3|3|3|3|3|5|4|5|5|5|5|4|3|2021-10-21|||2021 21750020000000|Ross Valley Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|3|4|5|5|5|4|4|4|2021-10-12|||2021 22102230000000|Mariposa County Office of Education|2||4|4|5|4|4|3|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-14|||2021 22655320000000|Mariposa County Unified|2||4|4|5|4|4|3|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-14|||2021 23102310000000|Mendocino County Office of Education|2||2|2|3|1|3|2|2|3|1|3|3|3|3|3|3|2|2|2|2|2|4|4|4|2021-06-21|||2021 23655400000000|Anderson Valley Unified|2||4|4|4|3|2|4|4|5|3|5|3|3|4|3|5|3|3|3|3|1|3|3|3|2021-06-24|||2021 23655570000000|Arena Union Elementary|2|Currently MAP standardized assessments for English Language Arts, Math and Science are given three times and year grades 3-8th. In addition, weekly formative assessment in ELA and Math, linked to the curricula, are given to drive subsequent instruction. Due to the restrictive nature of the Covid-19 pandemic and connectivity issues our district chose to administer these local assessments rather than the CAASPP state standardized test.|5|3|5|4|4|5|4|5|4|4|4|4|4|4|4|1|3|5|4|1|4|3|4|2021-06-23|||2021 23655576116669|Pacific Community Charter|2||4|4|4|3|4|4|4|4|3|4|3|3|3|3|3|4|3|3|5|3|5|5|4|2021-10-06|||2021 23655650000000|Fort Bragg Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|4|3|3|2021-10-21|||2021 23655650123737|Three Rivers Charter|2|Three Rivers Charter School (TRCS) is using the following tools to track our progress in implementing the state academic standards adopted by the state board: Smarter Balanced English Language Arts, Mathematics and Science scores- We use this tool because it is mandated by the state of California and provides a snapshot of student progress at the end of each year. The NorthWest Evaluation Association (NWEA) assessment scores- We selected this tool to measure student progress in Math, Reading and Language Usage over time. Students take this assessment two or more times per year and data collected provides valuable information on student progress towards standards and our effectiveness in teaching them. Aleks is a research-based, online learning program we use for Math and data collected helps inform our progress towards standards. Also, by developing and issuing student’s standards based report cards each semester, teachers and administration are able to track progress in our implementation and effectiveness of the standards based curriculum. TRCS recently adopted Common Core aligned Math and English Language Arts (ELA) curriculum for our grades 1-8 classrooms. Regular formative and summative assessment using the tools provided by the curriculum help us track our progress in meeting the standards. Before the pandemic, teachers received training on the Next Generation Science Standards (NGSS) and we will be piloting NGSS aligned curriculum 2021-22. Each year, standards are reviewed in all subjects as teachers design pacing guides and lesson plans using a variety of sources for standards in all subjects. With the school closure and distance learning due to the pandemic, teachers had to modify curriculum to meet the needs of teaching remotely. The trauma caused by school closure and the format of learning alone at home through video conferencing and asynchronous work negatively impacted our success in implementing the state academic standards. Students took the Smarter Balanced tests from home and we did not give the NWEA during campus closure.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-11|||2021 23655730000000|Manchester Union Elementary|2||3|4|3|2|3|3|3|3|2|3|3|3|3|3|3|3|3|3|3|1|4|4|4|2021-10-12|||2021 23655810000000|Mendocino Unified|2||4|3|5|3|3|5|4|5|4|4|4|3|4|3|3|4|4|4|4|4|4|4|4|2021-06-22|||2021 23655990000000|Point Arena Joint Union High|2|We use the NWES MAP testing system to account for student learning. All subject matter have been board adopted.|4|3|3|4|4|4|4|4|4|4|4|3|4|4|4|3|3|3|4|4|4|4|3|2021-09-08|We have some new teachers and we just got new math and ELD curriculum||2021 23656070000000|Round Valley Unified|2||5|4|5|3|5|5|3|5|3|5|4|3|4|3|4|5|5|5|3|5|4|4|4|2021-10-04|||2021 23656072330272|Eel River Charter|2|See Option 2|3|3|2|2|1|5|5|5|3|3|3|3|3|3|3|0|0|0|0|0|3|1|1|2021-04-14|Eel River Charter School purchased new ELA and Math curricula that was better adapted to Distance Learning for the 2020-21 school year. The ELD is embedded in the ELA curriculum and the students can access the curriculum online through Chromebooks or by paper copy through textbooks and workbooks. The teachers made weekly zip drive tutorial lessons and offered daily Zoom class meetings. The aides and teachers called students that did not attend Zoom daily. Class work packets were exchanged weekly. Re-engagement letters were mailed to families if their students did not participate at least 3 days per week. The ERCS educational consultant worked 2 days a week one-on-one tutoring students over Zoom or telephone and helped trouble-shoot the technical glitches through-out the year. In March, ERCS implemented cohort learning for 3 weeks and then transitioned to hybrid learning starting March 29. Distance learning remained an option for those not wishing to attend on-site school.||2021 23656150000000|Ukiah Unified|2||5|4|5|4|2|5|5|5|4|3|5|4|5|4|3|5|3|5|4|4|4|4|4|2021-06-17|||2021 23656150115055|River Oak Charter|2||5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|3|4|4|5|4|4|4|4|2021-10-18|||2021 23656152330413|Redwood Academy of Ukiah|2||5|3|5|4|4|5|3|5|5|4|5|3|5|4|4|1|3|3|5|5|5|4|4|2021-06-29|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.||2021 23656152330454|Accelerated Achievement Academy|2||5|4|5|5|5|5|5|5|5|5|5|3|5|4|5|4|4|5|1|3|5|4|4|2021-06-29|||2021 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. The staff attended a Clifton Strengths training, and each completed a Clifton Strengths Assessment. The staff also had training days to learn how to teach remotely. They learned Google classrooms, Zoom, and See Saw. They also used IXL to supplement their remote lessons since the Montessori lessons are hands on and difficult to teach remotely. One of the teachers completed the CalState TEACH Multiple Subject Credential program and her Montessori training.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-27|||2021 23656230000000|Willits Unified|2||4|3|4|4|4|4|3|4|4|4|4|3|4|3|3|4|3|3|4|4|3|3|3|2021-10-13|||2021 23656230112300|La Vida Charter|2||3|3|3|3|3|4|3|4|4|4|3|3|3|3|3|3|3|3|3|3|4|4|4|2021-11-03|||2021 23656230125658|Willits Elementary Charter|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|2|3|3|3|3|3|3|2021-10-12|This year we are focusing on literacy and developing a strong literacy support program for students who are struggling. We are looking at new math curriculum that will meet state standards and be active and focus on developing mathematical thinking and overall knowledge.||2021 23656232330363|Willits Charter|2||3|2|4|5|5|3|2|4|5|5|3|2|4|5|5|2|3|3|5|4|4|4|3|2021-11-09|||2021 23738660000000|Potter Valley Community Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|4|3|4|2021-10-13|||2021 23739160000000|Laytonville Unified|2||3|2|2|2|2|3|2|3|3|2|3|2|3|3|2|3|3|3|2|2|3|3|3|2021-06-24|||2021 24102490000000|Merced County Office of Education|2||3|3|3|3|3|3|3|3|3|4|3|3|3|3|3|4|3|3|2|2|3|3|3|2021-06-21|||2021 24102490106518|Merced Scholars Charter|2||3|3|4|2|3|4|3|3|3|3|3|3|3|2|2|4|3|3|3|2|3|3|3|2021-06-21|||2021 24102490138032|Come Back Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|2|4|4|3|2021-06-21|||2021 24656310000000|Atwater Elementary|2|Atwater Elementary School District (AESD) is an elementary school district serving Transitional Kindergarten through grade 8. All grades 3-8 participate in the California Assessment of Student Performance and Progress (CAASPP) and grades 5 and 7 also participate in the California Science Test and the statewide Physical Fitness Test. For the 2020-21 school year, local assessments will be used in lieu of CAASPP to better support assessment for both in person and distance learning students. 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. 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 four through eight to track intervention needs. Beginning in the 2019-20 school year, AESD 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 enrichment opportunities 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. When allowed by public health guidelines, the visual and performing arts are offered through site level participation in our VAPA program in partnership with Playhouse Merced, which brings the visual and performing arts to each campus for a start to finish theater experience. Student wellness and engagement is tracked through electronic surveys administered throughout the year in grades three through eight and yearly in a larger climate survey in grades five through eight. 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|2021-06-22|||2021 24656490000000|Ballico-Cressey Elementary|2||4|4|4|4|4|5|5|5|5|5|4|3|4|4|4|1|4|4|2|1|4|4|4|2021-10-14|The District only houses TK and Kinder students and the Charter is 1st through 8th grade, therefore we do not offer Career Tech, a full course of Visual and Performing Arts, or a course of study in World Languages. However, we do offer our students access to Taiko (Japanese Drumming) every Wednesday and teachers incorporate art into their content.||2021 24656496025381|Ballico-Cressey Community Charter|2||4|4|4|4|4|5|5|5|5|5|4|3|4|4|4|1|4|4|2|1|4|4|4|2021-10-14|The District only houses TK and Kinder students and the Charter is 1st through 8th grade, therefore we do not offer Career Tech, a full course of Visual and Performing Arts, or a course of study in World Languages. However, we do offer our students access to Taiko (Japanese Drumming) every Wednesday and teachers incorporate art into their content.||2021 24656800000000|El Nido Elementary|2||5|5|5|4|4|5|5|5|5|4|5|5|5|4|4|1|1|4|2|1|5|5|5|2021-06-22|||2021 24656980000000|Hilmar Unified|2||4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|3|3|4|3|4|4|4|4|2021-06-25|||2021 24657220000000|Le Grand Union 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 2019-20 and 2020-21 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, N/D and 85%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D 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|2021-06-22|||2021 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 2019-20 and 2020-21 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, N/D and 93%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D and 83%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-23|||2021 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 has adopted and utilizes state approved core curriculum with a recent adoption of a new Science curriculum for grades 6-8.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 24657550000000|Los Banos Unified|2||4|4|4|2|2|4|4|4|2|2|4|3|4|2|2|4|2|3|3|2|4|3|3|2021-06-17|||2021 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|2021-06-08|||2021 24657890000000|Merced Union High|2|"All students will be college and career ready. All students in the MUHSD will take graduation required courses that meet their academic and career technical education needs to prepare them for any endeavor they pursue after high school. It is the vision of the Merced Union High School District that students graduate with their diploma, career technical education experience and/or certifications, and college credit on their transcript. Achieving this goal helps ensure that students are well-prepared to enter college or the workforce and be successful in their next step in life. The measures listed below facilitate the monitoring and tracking of student performance in implementing the state academic standards adopted by the State Board of Education at the high school level and allow the district to provide the necessary supports to students across all student groups: -Percentage of pupils ""prepared"" on the College/Career Indicator -CAASPP ELA and Math Scores -CAST scores -District Assessments -AP Pass Rate of pupils scoring 3 or higher on AP exam(s) -A-G Course Completion Rate -F Rate: Percent of total pupils with one or more “F” grades -Summative ELPAC scores -CTE Enrollment MUHSD utilizes this data to help drive professional development, innovation, and interventions needed to support all students. The district offers robust, rigorous programs and curriculum to help students become innovators, creative critical thinkers, collaborative teammates, and effective communicators. ""A Relevant Education for All,"" speaks to our commitment to offering rigorous, robust programs and educational opportunities so that students are well-equipped with the necessary knowledge and skills for their next step in life. The instructional pedagogy and foundation for educational opportunities in the MUHSD are shown daily in every classroom as lessons are aligned on the academic standards adopted by the State Board of Education."|5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2020-08-12|||2021 24658130000000|Plainsburg Union Elementary|2||4|4|4|1|3|5|5|5|1|5|3|3|3|3|3|1|1|5|1|1|4|4|4|2021-06-21|||2021 24658210000000|Planada Elementary|2|"The LEA uses an internally developed self assessment tool to measure the implementation of the CA State Academic Standards (CASS). The survey is taken by each teacher in a facilitated focus group environment. This setting allows the teachers to ask clarifying questions of the facilitator and each other. The self assessment tool asks questions about the number of students taught, how many have the most current CASS aligned curriculum, and what percentage of instruction in the various content areas is rigorously aligned to the most recently adopted CASS. The LEA chose this particular tool because it focuses on the implementation of standards in the instructional process and gives the district one number to simply and effectively measure annual progress. In addition this tool was developed before the CDE's self-reflection tools and thus provides annual growth going back three academic years. The 2019-20 and 2020-21 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, N/D and 88%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D and 82%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-30|||2021 24658390000000|Snelling-Merced Falls Union Elementary|2||5|5|5|1|5|5|5|5|1|5|4|4|4|1|4|4|1|4|5|1|4|4|4|2021-10-14|||2021 24658620000000|Weaver Union|2||4|4|5|3|3|5|5|5|3|4|4|4|5|4|4|2|3|4|3|2|4|4|4|2021-10-13|||2021 24658700000000|Winton|2||4|4|4|2|3|5|4|5|2|3|4|4|4|2|2|5|5|5|5|5|4|4|3|2021-06-30|"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"" column to select. The History-Social Science Adopted Textbooks were approved by the State Board of Education in the Fall of 2017. Winton School District (WSD) formed a History-Social Science Committee composed of teachers from the elementary and middle schools. These committee members attended a publishers fair in September 2018. Committee members piloted selected History-Social Science textbooks during the 2018-19 school year. In the 2019-2020 school year, WSD adopted the History-Social Science curriculum for Grades 6-8. Winton School District will continue to review the History-Social Science textbooks for the elementary school and the Science Programs for both elementary and middle schools."||2021 24737260000000|Merced River Union Elementary|2||5|5|5|2|2|5|5|5|2|2|5|5|5|5|5|1|1|4|2|1|5|5|5|2021-06-14|The district is a TK-8 district and does not offer CTE programs or a World Language program.||2021 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|2021-06-14|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.||2021 25658960000000|Surprise Valley Joint Unified|2||4|2|4|4|4|4|3|5|5|4|3|2|3|3|3|4|4|4|4|4|3|3|3|2021-06-24|||2021 25735850000000|Modoc Joint Unified|2||4|4|4|3|1|4|4|4|3|1|4|4|4|3|1|4|4|4|3|1|5|5|5|2021-06-08|||2021 26102640000000|Mono County Office of Education|2||4|3|3|3|3|5|5|5|5|5|4|3|4|4|4|3|3|3|4|4|5|5|4|2021-06-24|||2021 26736680000000|Eastern Sierra Unified|2||5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|4|5|5|4|4|2021-06-16|||2021 27102720000000|Monterey County Office of Education|2|Monterey County Office of Education (MCOE) is using our Student Information System (Aeries) to track progress in implementing the state academic standards. MCOE selected the SIS as our measurement tool due to its capability to upload to CalPads.|5|5|5|3|5|5|5|5|3|5|5|5|4|3|5|3|2|4|4|2|4|4|5|2021-11-10|||2021 27102720116491|Open Door Charter|2|Open Door Charter is using our Student Information System (Aeries) to track progress in implementing the state academic standards. Open Door selected the SIS as our measurement tool due to its capability to upload to CalPads.|5|5|5|3|5|5|5|5|3|5|5|5|4|3|5|3|2|4|4|2|4|4|5|2021-11-11|||2021 27102722730232|Monterey County Home Charter|2||5|5|5|2|3|5|4|5|3|4|5|5|5|2|4|2|5|5|5|2|4|4|4|2021-06-23|||2021 27659610000000|Alisal Union|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23|||2021 27659790000000|Bradley Union Elementary|2||3|2|3|2|1|5|3|5|4|1|2|2|2|2|1|3|1|1|3|1|4|4|2|2021-06-08|Bradley Union School District is in the process of adopting a new History-Social Science curriculum and is in the Exploration and Research stage. BUSD has recently adopted new curriculum for ELA, ELD, Math, and Science programs. Due to the 2019-2020 and 2020-2021 school years being interrupted by COVID-19, the district's professional development calendar has be interrupted. Teacher professional development is a vital component of these programs and therefore the district is in Beginning Development. Bradley School is a K-8 school and does not have designated Physical Education and World Language programs and are in the Research and Development Phase of implementation.||2021 27659870000000|Carmel Unified|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|5|5|5|5|5|5|5|5|2021-06-23|CUSD is coming off the first year of implementation of our new NGSS aligned instructional materials for Science at the K-5 levels. The district Math Instructional Leadership team worked throughout the 2020-21 school year to critically examine instructional materials for mathematics at all levels. In the fall of 2021 the district will field test programs for elementary Mathematics grades K-5 and high school Integrated Math levels 1-3. The hope is to adopt new programs in the spring with implementation beginning in the fall of 2022.||2021 27659950000000|Chualar Union|2||5|5|5|5|3|5|5|5|5|4|5|5|5|5|4|5|4|5|3|1|5|5|5|2021-10-27|||2021 27660270000000|Graves Elementary|2||2|2|2|3|3|5|5|5|4|4|4|4|4|4|4|1|4|4|2|1|2|2|4|2021-11-08|||2021 27660350000000|Greenfield Union 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|2021-10-14|GUSD provides extensive opportunities for teachers and administrators to implement the CA state standards with fidelity. All of our new teachers receive extensive PD to understand and implement grade-level standards. All of our curricula is on the CA Instructional Materials Adoption Lists. Teachers are also given PD to implement this curriculum with fidelity and emphasize the essential CA state standards within the curriculum. PD is methodical and ongoing throughout the year. Surveys are provided to teachers at the end of each PD opportunity to provide feedback. In addition to teacher training, administrators are also given targeted PD to ensure the highest quality, standards-based instruction is provided to each student.||2021 27660500000000|King City Union|2||4|3|4|3|1|5|5|5|4|1|4|4|4|3|2|1|2|4|4|1|4|4|3|2021-06-23|In 2019/2020 and 2020/2021, 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 pre-COVID, and as feasible during the 2020/2021 year. Along with a continued emphasis on ELA/ELD and Mathematics, a new state approved curriculum for Science was adopted for the 2020/2021 school year with minimal professional development available due to COVID. Professional development for the Next Generation Science Standards and the newly adopted program will be fully implemented during the 2021/2022 school year. The district will begin the materials review and adoption process for History/Social Studies during the 2021/2022 school year.||2021 27660680000000|South Monterey County Joint Union High|2||4|4|4|3|3|4|4|4|4|3|3|3|4|3|3|3|2|4|4|4|4|4|4|2021-06-23|||2021 27660840000000|Mission Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|2|4|5|5|1|5|5|5|2021-12-08|Our teachers are using benchmarks tests, anecdotal observations, daily quizzes and different programs using local technologies to assess the students progress towards the standards. Additionally we have instructional aides in the classrooms to help the students who are falling behind meet the standards. The school will be offering after school social emotional programs to help the students with their return to the school after being online for almost a fill year.||2021 27660920000000|Monterey Peninsula Unified|2||4|3|4|4|3|4|4|4|4|3|4|4|4|3|3|4|2|3|4|3|5|4|4|2021-07-27|||2021 27660922730240|Learning for Life Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|1|5|5|5|5|5|2021-06-24|Edgenuity provides us with Standards-based courses in most academic areas (ELA, Math, Science, History—Social Science, Health, World Language). ELD is imbedded into them all. They update their courses regularly to keep them aligned to the frameworks and standards. We offer one Visual Arts class, Drawing and Painting, which our Art teacher developed using the Standards. It has been approved by the UC/CSU system as college preparatory. For 2021-22, we have accessed Edgenuity’s catalogue of CTE courses, so we will be offering these for the first time. We do not provide Physical Education based on the Model Content Standards. Our students study PE independently by engaging in exercises of their choice.||2021 27660926118962|International School of Monterey|2||5|5|4|4|5|5|5|5|5|5|4|4|4|4|4|1|3|3|3|4|5|5|4|2021-06-15|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 5-8 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.||2021 27661340000000|Pacific Grove Unified|2||5|4|5|4|3|5|5|5|4|4|4|3|4|3|4|5|5|5|4|4|4|4|4|2021-06-03|||2021 27661420000000|Salinas City Elementary|2||5|4|5|2|3|5|5|5|2|3|5|4|5|2|3|3|3|3|3|4|4|4|4|2021-06-28|||2021 27661590000000|Salinas Union High|2||5|5|5|5|5|5|5|5|4|5|4|4|4|4|4|4|4|4|4|4|4|3|3|2021-06-22|||2021 27661670000000|San Antonio Union Elementary|2||2|2|2|2|1|2|2|2|2|1|2|2|2|2|2|1|2|2|1|1|2|2|2|2021-06-08|||2021 27661750000000|San Ardo Union Elementary|2||5|4|3|3|4|5|4|4|5|5|4|4|2|3|4|1|4|5|3|1|4|3|3|2021-09-08|The District found it necessary to hire new teachers with no experience this past year, as they were the applicants. This presents challenges in providing professional development ad the implementation of state academic standards due to the lack of experience and knowledge.||2021 27661830000000|San Lucas Union Elementary|2||4|4|4|4|2|4|2|4|2|2|4|3|4|3|3|1|3|3|2|1|4|4|4|2021-10-12|||2021 27661910000000|Santa Rita Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|4|4|4|2021-10-27|||2021 27662250000000|Spreckels Union Elementary|2||5|3|5|4|3|5|2|4|3|3|5|3|5|4|3|1|4|5|4|3|4|4|2|2021-06-03|As indicated in the lower ratings, ELD and Social Studies adoption and implementation will be priorities for the 2021-22 school year. The district has done a great job in aligning classroom instruction to the newest ELA, Math, and Science standards as well as providing professional development in those areas.||2021 27662330000000|Washington Union Elementary|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|1|4|4|1|1|5|4|4|2021-12-08|||2021 27738250000000|North Monterey County Unified|2||4|4|4|3|3|4|3|3|3|3|4|3|4|2|3|4|2|4|3|4|4|4|3|2021-06-24|||2021 27751500000000|Big Sur Unified|2|All curriculum is state adopted. We use CAASP, ELPAC, curriculum assessments, district writing prompts, professional development for all teachers and staff|4|4|4|4|4|5|5|5|5|3|4|4|4|5|4|1|1|2|2|2|5|5|5|2021-06-07|||2021 27751500118349|Big Sur Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|3|3|3|1|5|4|4|2021-10-02|||2021 27754400000000|Soledad Unified|2|For 2020-2021, Soledad USD uses the following measures to track progress in implementing the state academic standards adopted by the state board: (1) iReady® Diagnostics to measure progress in CCSS-ELA and Math, K-8th (2) Reading Inventory® to measure progress Reading/Language Arts, 11th (3) Mathematic Diagnostic Testing Project© to measure progress in Math, 11th (4) ELPAC© to measure progress in English Language Development (ELD) (Aligned to Common Core State Standards for ELA) ------ In addition, student academic progress in learning for the - 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 Language are measured using the following instruments: Curriculum-embedded formative assessments, CAST (California Science Test/CAASPP: Suspended for 2019-20 and 2020-21 due to COVID-19), CA Physical Fitness Tests (Suspended for 2019-20 and 2020-21 due to COVID-19), and CAA© to measure academic growth for 3rd-8th and 11th grade students receiving instruction through an IEP (California Alternate Assessments in ELA and Math/CAASPP: Suspended for 2019-20 and 2020-21 due to COVID-19)|5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|5|4|5|5|5|5|5|4|2021-06-23|||2021 27754730000000|Gonzales Unified|2|GUSD used the California Standards Self-Reflection Tool to measure its progress implementing state academic standards.|4|3|2|2|4|5|2|3|2|4|3|3|3|3|3|3|2|4|4|3|4|3|3|2021-06-22|The impact of COVID-19 relative to learning and working from home environments deeply affected student achievement as well as staff professional development as logistics and structures for distance learning basics were key focus areas. Structures new to all including use of Chromebooks at home, implementation of online platforms, and daily challenges with internet were the forefront of attention for much of the school year. Instructional staff overcame many challenges and ended the school year having overcome the use of technology for instruction in new ways.||2021 28102800000000|Napa County Office of Education|2||5|3|3|3|3|5|3|5|3|4|5|3|5|2|3|4|4|5|4|3|5|5|5|2021-06-08|||2021 28662410000000|Calistoga Joint Unified|2||5|4|3|3|4|5|5|4|3|2|5|5|4|3|2|5|3|5|5|5|5|5|4|2021-06-14|||2021 28662580000000|Howell Mountain Elementary|2||4|4|5|3|3|5|5|5|5|5|4|4|4|4|4|1|1|2|3|1|5|5|5|2021-06-16|||2021 28662660000000|Napa Valley Unified|2||4|3|4|3|3|4|4|4|3|2|4|3|4|3|2|5|2|3|4|5|5|5|3|2021-06-24|||2021 28662660108605|Stone Bridge|2||4|1|4|3|3|4|2|4|3|4|4|2|4|3|3|1|1|1|5|5|5|5|4|2021-06-29|||2021 28662820000000|Pope Valley Union Elementary|2||5|4|5|3|3|5|5|5|5|5|5|4|5|4|3|2|2|2|2|2|4|3|3|2021-06-10|||2021 28662900000000|Saint Helena Unified|2||5|3|5|3|2|5|5|5|3|3|5|5|5|5|5|5|3|5|5|3|4|5|4|2021-06-17|Brief description below on why ratings were less than 5 on any of the progress indicators: 1) Progress in providing professional learning for teaching to the recently adopted standards and/or curriculum frameworks: Rating 3: English Language Development due to new newcomer program at RLS and new teachers in the ELD roles at RLS and SHHS that need training Rating 3: Science due to new implementation just starting in 2020-2021 in grades TK-5 Rating 2: History due to new TK-5 just piloting materials this school year for adoption in 2021-2022 2) Progress in making instructional materials available in all classrooms: Rating 3: Science and History due to the lower grades completing the piloting of materials for full adoption. 4) Other Academic Courses and progress implementing standards adopted by the State. Rating 3: New frameworks for Health and World Languages have just been provided. Training started this year for Health and will begin on the new World Language framework in 2021-2022. New Standards are being applied with the training that has been received. 5. Support for Teachers and Administrators: LEA’s success at engaging in the following activities with teachers and school administrators during the prior school year: Rating 4: As a district, every effort and training was made available to teachers and administrators based on a difficult school year Rating 4: In a normal year the rating is 5, this year during COVID we prioritized standards that needed to be mastered||2021 29102980000000|Nevada County Office of Education|2||2|2|2|3|2|3|3|4|3|5|3|3|3|3|3|3|4|3|3|1|4|3|2|2021-06-23|The LEA recognizes there are improvements to be made in various areas of implementation of state academic standards as noted above. The LEA will research piloting a Science program. Our teacher(s) and administrator are part of the Universal Design for Learning Network Community and will continue to participate in this network and implement UDL best practices, engage in evaluating lesson delivery, instructional practices and student engagement.||2021 29102980114314|Bitney Prep High|2||5|5|4|5|5|5|5|4|4|5|4|4|4|4|4|3|3|4|4|5|4|4|4|2021-06-08|The focus for the 2020-2021 school year was primarily on working with teachers to adapt content expectations and teaching methods to the needs of students and teachers during the COVID-19 Pandemic. There was a heavy focus upon intervention and credit recovery in terms of staff development and support. Staff will be working on strategies to sustain the progress made in intervention as we move into the 2021-2022 school year. Because of the unified focus that we had upon staff development to address the issues presented by the pandemic, there was not an emphasis put upon individual needs of staff relative to content specific professional growth. Focusing upon staff development that will be necessary to allow Bitney students to earn CTE credits is one of the key goals in our 2021-2022 LCAP. In the context of a school year with a primary focus upon mitigating the impact of the COVID-19 Pandemic upon students and staff, we believe that Bitney Prep met the state priorities in the Implementation of State Academic Standards.||2021 29102980114322|Yuba River Charter|2|Due to the Covid pandemic, there were no state summative assessment measures available for the 2019/2020 academic year. These state assessments would have been our school's preferred measures. The Yuba River Charter School primarily selected local Smarter Balanced state online summative assessments as measures to track our progress in implementing the state academic standards adopted by the SBE. YRCS chose these selected measures because of their close alignments to CAASPP. Other corollary measures used include universal assessments to screen for Response to Intervention needs conducted for grades 1-8, using the Shefelbine BPST and Jerry Johns reading assessments. Distance Learning in the Spring of 2020 prevented the routine end-of-academic-year screening, with the exception of the ongoing evaluation of identified students, along with local and formative assessments run in the classrooms to inform ELA supports. Locally developed placement exams were administered in the Fall of 2019, as well as in the Spring of 2020 for grades 6-8. Up until the March transition to Distance Learning, grades 6-8 classes made use of the CAASPP online practice tests for both ELA and Math to evaluate and plan instruction. All class teachers were also expected to access Grade Level Benchmarks and Formative Assessments created by the curriculum specialist and based on The Alliance for Public Waldorf Educations' Recommendations for the Appropriate Placement of the Common Core Standards into Waldorf-inspired programs, supplied to them for use in measuring student progress toward Waldorf Aligned Common Core Standards for ELA and Math, and to identify students in need of extra skills practice and RTI support. Primarily students in grades 4-8 were identified for, and received, extra RTI Math support. The Saxon Middle Grades Placement exam was administered by class teachers to grades 6-8 students, at the beginning and end of the academic year, to inform best placement in leveled Big Ideas curriculum driven math classes.|3|3|3|3|3|3|3|4|3|4|4|4|4|3|3|3|3|4|4|3|5|5|4|2021-06-09|The pedagogical model employed at the Yuba River Charter School allows for teachers to introduce state academic standards content through a developmentally focused approach, i.e., mastery learning occurs when one focuses upon and develops the unique skills each student needs to be successful and to deeply understand concepts, rather than just moving through concepts whether they really understand them or not. The goal of our approach is to demonstrate sustained, concrete growth, and not only achievement based upon normed measurements. Some of the indicators above are scored at a depreciated level due to the condition that we are a K-8 school, and our teachers and students in the upper grades (5-8) are utilizing more aligned resources and instruction than in the lower grades (K-4). Therefore, the self ratings above are more or less an averaging of higher ratings in the upper grades for the topics indicated, and depreciated ratings in the lower grades.||2021 29102980114330|Nevada City School of the Arts|2||5|5|5|3|2|5|5|5|2|2|5|5|5|3|3|1|5|2|5|1|5|5|5|2021-06-17|||2021 29102980126219|Forest Charter|2||5|5|5|2|2|5|5|5|3|3|5|5|5|3|3|3|5|5|5|5|5|5|3|2021-06-15|Some of the scores decreased from the previous year because we were not able to continue our implementation during COVID. Our CTE score increased because we implemented our first CTE pathways and we are on track to implement two additional CTE Pathways in the fall of 2021.||2021 29102980126227|Twin Ridges Home Study Charter|2||3|3|3|3|3|5|4|5|3|2|3|3|3|3|3|2|2|3|5|4|5|4|2|2021-06-17|Twin Ridges Home Study Charter School provides students and families access to standards aligned instructional materials. TRHS is looking forward to the process of increasing parents education regarding the state standards and providing teachers with continuing professional development in those state standards as well. TRHS will be looking at providing students and families with a literature-based history/social science curriculum and continues to look into a Health Education curriculum. Supporting teachers and families in student learning is key at TRHS.||2021 29102980130823|EPIC de Cesar Chavez|2|All students in EPIC are adult learners whose skills in core subject areas are measured by The CASAS test. CASAS monitors progress in reading, math, English language, writing, and work-readiness skills and is the most widely used adult education competency-based testing system in the United States. Students are tested quarterly which allows EPIC to use a growth model for demonstrating student achievement. These assessments track longitudinal progress and certify attainment of benchmark levels of proficiency. This assessment tool is approved by the United States Department of Education and the United States Department of Labor. The measurements are valid and reliable for native and non-native speakers of English and assess reading, math, listening, speaking, and writing from the lowest literacy skills to high school exit and transition to postsecondary education and training.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-26|||2021 29102982930147|John Muir Charter|2||3|2|3|2|3|4|3|4|3|3|4|4|4|4|4|5|4|5|1|1|5|3|3|2021-06-09|As a small charter school, JMCS has been working diligently over the past two-three years to write and implement new curriculum aligned to the new standards that offers our students both mirrors and windows and is designed to be culturally responsive to their needs. This work was delayed one year due to COVID. We will run a large-scale pilot of four new curricula with included professional learning opportunities during the 2021-22 school year and move to full, sustainable implementation after that. JMCS professional development is data-driven and designed to meet the needs of teachers; we will increase our identification of individual teachers’ learning needs and individualized learning support for standards not yet mastered beginning in the 2021-22 school year.||2021 29663160000000|Chicago Park Elementary|2||5|5|5|3|5|5|5|5|5|4|5|5|5|3|5|4|5|5|5|1|5|5|5|2021-06-24|||2021 29663160125013|Chicago Park Community Charter|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|4|5|5|5|1|5|5|5|2021-06-24|||2021 29663240000000|Clear Creek Elementary|2||5|5|5|2|5|5|5|5|2|5|5|5|5|3|5|2|5|4|4|1|5|4|4|2021-06-15|||2021 29663320000000|Grass Valley Elementary|2||4|4|4|3|4|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-15|We continue to prioritize the use of high-quality materials o support staff with instructional tools that are aligned to the State Standards. At this time our instructional materials meet these needs and we continue to provide guidance and assistance to our staff so they know how to best leverage this work. While initial instructional materials information is helpful, ongoing job-embedded coaching and professional development led by staff has shown to be the most effective and supportive way to ensure staff have the tools and guidance they need to best support our students.||2021 29663326111140|Grass Valley 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|2021-06-15|At Grass Valley Charter School we continue to prioritize the use of high-quality materials and training so that our staff can provide instruction at or above the standard. We value providing staff training and collaboration and fund an instructional guide as part of our staff team.||2021 29663400000000|Nevada City Elementary|2||5|4|5|5|5|5|4|5|4|5|5|4|5|5|5|5|5|5|5|4|5|5|5|2021-06-08|||2021 29663570000000|Nevada Joint Union High|2||4|3|4|4|4|5|5|5|5|5|5|4|4|4|4|4|5|4|4|5|4|3|3|2021-10-13|||2021 29663570124834|Sierra Academy of Expeditionary Learning|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|2021-06-17|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. A CTE pathway has been implemented and it is in progress with our first capstones on track for the Class of 2022.||2021 29663730000000|Pleasant Ridge Union Elementary|2||4|3|4|4|3|5|5|5|5|4|4|4|4|4|4|3|5|5|1|1|4|4|5|2021-06-22|The district shifted its focus to opening schools safely due to the pandemic. What was planned for the 20-21 school year was postponed to the 21-22 school year for addressing standards-based instruction. The district was able to achieve providing 180 days of in-person instruction during the 2020-2021 school year.||2021 29663730136424|Arete Charter Academy|2|100% of students have had access to state standards in 2021. Arete does this by providing CCSS aligned curriculum and materials, purchasing supplemental online math resources, and procuring supplemental hands-on science resources to support NGSS implementation In addition, we maintain technology-based curriculum to meet individual student needs and acquire additional hands-on curriculum for students who struggle with technology. Staff researched new curriculum to purchase that has more specific instructions with more hands-on projects and lessons. It is the goal at Arete to provide a broad course of study of all subject areas including for unduplicated pupils and individuals with exceptional needs. In a desire to better support middle school students, we designed and offered a middle school blended program so students can be on campus more and have direct instruction from credentialed teachers. Arete used Renaissance STAR Assessment and NWEA Measures of Academic Progress as local assessments during the 2019-2020 and 2020-2021 school years. These assessments provided teachers the ability to see how students were progressing during distance, hybrid, and in-person learning models. PRUSD saw increased development of student's literacy levels as the year progressed this school year. Students at Arete do not show learning loss. On the Renaissance Learning Star Accelerated Reader local assessment, our goal was for 70% of students to score at or above grade level. Results showed 73% of students scored at or above grade level. Arete aimed to have students gain five RIT (Rasch Unit) points on the NWEA Math Map Growth Assessment. Results showed students gained an average of 7.67 points. All assessments show appropriate progress was made. One significant factor that prevented pupil learning loss was the consistency in our program in general, and our local assessments which allowed us to monitor potential loss with greater accuracy. Also, given the design of our program, parents are more equipped to provide well rounded instruction at home, which also decreased pupil learning loss. Additionally, Educational Advisors met monthly to review progress with families and at least three times a year to review assessment progress. Students are familiar with local assessments and this helps reduce testing anxiety. As we are a homeschool program, Career Technical Education, Health and Physical Education standards and Visual and Performing Arts and World Language are all offered as after school enrichments that parents can elect for their students to participate in.|5|3|4|3|3|5|3|5|4|4|4|3|4|4|2|2|2|2|2|2|3|3|3|2021-06-22|||2021 29664070000000|Union Hill Elementary|2||4|4|4|3|2|5|5|5|3|2|3|3|3|2|1|4|4|4|4|2|4|4|3|2021-06-15|Union Hill Middle School is exploring additional resources and support for Next Generation Science Standards (NGSS) and exploring additional updated Social Science materials to support the common core standards and the Social Science framework.||2021 29664076027197|Union Hill Elementary|2||4|4|4|3|2|5|5|5|3|2|3|3|3|2|1|4|4|4|4|3|4|4|3|2021-06-15|Union Hill is in the process of training, updating our resources and implementing Next Generation Science Standards (NGSS). We will begin to explore Social Social materials to ensure appropriate alignment with state standards.||2021 29664150000000|Twin Ridges Elementary|2||4|4|5|3|3|4|4|4|3|3|4|4|4|3|3|1|2|2|2|2|3|3|3|2021-10-12|||2021 29768770000000|Penn Valley Union Elementary|2||4|4|4|4|4|5|4|5|5|5|5|4|5|4|4|1|4|4|4|1|3|3|3|2021-06-09|We have experienced turnover with staff due to relocating out of state and/or retirement. We have employed many new teachers for the 2021-2022 school year to support our Virtual Academy students, along with intervention. All of these teachers, along with newer teachers we hired in the past two years, are in need of professional development and instructional support aside from the pandemic. We know this is an area of growth and plan to focus on professional development along with implementing a new ience and Social Studies curriculum. Item 4 Career Tech Education and World Languages are not applicable to elementary districts, thus were left blank.||2021 29768776111371|Vantage Point Charter|2|Vantage Point Charter School is an independent study program specifically designed to create an alternative to students not wanting a traditional education setting. Upon enrollment. each student meets 1:1 with staff to create an individualized program plan to best suit their needs. Students attend for various reasons such as medical challenges, emotional needs, credit recovery, orto be able to work additional hours during the day. Various curricular programs are used in this program in order to support all student needs. State academic standards are used regardless of curriculum, and staff continue to participate in professional development to learn and grow as standards change over time. Students in grades K-8 often follow district curriculum when appropriate, and the 9-12 programs is WASC accredited to ensure students receive the education needed for college, mimary, and/or the workforce.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-09|||2021 30103060000000|Orange County Department of Education|2||5|4|4|4|5|5|4|4|4|5|5|4|4|3|4|3|3|4|3|4|4|4|3|2021-06-16|||2021 30103060126037|Samueli Academy|2||4|3|5|4|3|4|3|4|3|3|4|2|3|2|2|5|3|4|5|3|3|3|3|2021-06-22|||2021 30103060132910|College and Career Preparatory Academy|2||5|5|4|3|5|5|4|4|3|5|5|4|4|3|5|3|3|4|3|3|4|4|3|2021-06-16|We used the California Standards Implementation Reflection Tool as our basis for measurement in determining if we have met our criteria.||2021 30103060133785|Oxford Preparatory Academy - Saddleback Valley|2||5|4|5|4|3|5|4|4|5|3|4|4|4|4|3|1|4|4|3|4|5|4|4|2021-06-24|||2021 30103060134841|Orange County Workforce Innovation High|2||4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-08|Overall, the school scored at a 3.74, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.38 growth from last year. We improved in implementing the mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased the curriculum frameworks for all subject areas.||2021 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|2021-06-10|||2021 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|2|For Option 2 Reflection Tool Question #4 - CTE, Health and World Language Standards to not apply to TLC Charter School.|4|3|4|4|4|3|3|3|2|2|3|3|3|3|3|0|0|4|4|0|4|4|3|2021-06-15|TLC Charter School serves TK-6; therefore CTE, Health, and World Language Standards do not apply.||2021 30103063030723|OCSA|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|3|5|5|5|5|5|5|5|2021-06-30|||2021 30664230000000|Anaheim Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|3|1|5|5|5|3|4|5|5|5|2021-06-23|The 2020-21 school year presented unique opportunities and challenges with regard to implementing state standards. Delivering instruction virtually created a barrier to developing oral language, fostering student talk, and engaging students in authentic, academic discourse. However, COVID funding coupled with the ability to host training virtually allowed the district to provide teachers with more access to standards-aligned professional development than ever before. Professional learning to support the implementation of History-Social Science standards as well as Next Generation Science Standards will continue in 2021-22, as will supporting grade level teams in adapting standards students have not yet mastered to accelerate learning in ELD, ELA, and Math. *The Career Technical Education Standards are not applicable to an elementary TK-6 educational setting and were written for grades seven through twelve.||2021 30664230131417|Vibrant Minds Charter|2||5|4|5|5|4|4|4|5|5|4|5|5|5|5|4|3|3|4|5|3|4|4|4|2021-10-13|With the Covid-19 pandemic, it was necessary to shift from in-person to distance learning within a few days beginning March 13, 2020, through the start of this school year. While we returned to in-person instruction for the last 60 days of the 2020-2021 school year, not all parents felt comfortable sending their scholars back. So a hybrid model was implemented, which resulted in a new set of challenges. The unexpected transition to distance learning required a high level of focus to initiate the program, as well as sustain it. While we were able to achieve full implementation in a number of areas represented in the Reflection Tool, it would be difficult to claim sustainability yet. However, we had a full week of professional development prior to the 2021-2022 school year to support the effective teaching of the standards. We also meet every Wednesday as a team to discuss curriculum. Our teachers have a daily 45-minute release time for planning instruction. And, our four Year 1/2 classroom teachers, one TOSA, and one P.E. teacher are mentored by more experienced teachers on campus as part of the Orange County Department of Education Induction Program. We believe we have everything in place to achieve full implementation and sustainability given a more predictable school year.||2021 30664310000000|Anaheim Union High|2||5|3|5|3|5|5|4|3|2|4|5|4|4|3|5|5|5|5|5|5|5|5|5|2021-06-17|AUHSD shows areas of strength by providing professional learning and instructional materials aligned to the standards and frameworks in ELA, mathematics, and History-Social Science. AUHSD provides professional learning to incorporate the 5Cs (critical thinking, collaboration, creativity, communication, and character) into lesson design through a system of support that includes the Director of Innovative Programs, Curriculum Specialists (CSS), 5Cs Coaches (TOSAs), and Department Chairs. CSs model effective professional learning and instructional practices with Department Chairs and 5Cs Coaches to build their capacity as site teacher leaders. 5Cs Coaches facilitate Reflective Learning Walks as embedded professional learning. AUHSD has provided Social Science teachers with new instructional materials and professional learning. As outlined in the Social Science Framework, teachers have been trained to support clvic engagement with students which resulted in several schools being designated as Civic Learning Schools and 15 recognized as Democracy Schools. A math task force was created to review new instructional materials and after a thorough process AUHSD has adopted new math instructional materials for junior high and high school AUHSD will provide professional learning on those Instructional materials beginning in the summer.||2021 30664490000000|Brea-Olinda Unified|2||4|4|4|3|3|5|5|5|5|5|5|5|5|5|5|5|3|4|4|4|4|4|4|2021-11-18|||2021 30664560000000|Buena Park Elementary|2||5|4|5|4|4|5|4|5|5|5|5|4|5|4|4|3|3|5|4|4|5|5|5|2021-10-11|||2021 30664640000000|Capistrano Unified|2||4|4|4|3|3|5|5|4|3|4|4|3|4|3|4|4|4|3|3|4|5|3|3|2021-06-16|Canvas modules were developed and aligned to adopted instructional materials and standards. During the 2020-2021 school year, the District did a K-5 History/Social Science pilot and adoption for 6-12 curriculum.||2021 30664640106765|California Connections Academy Southern California|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, the requirements for meeting state standards are addressed in the school charter. Charter schools must address the state academic standards but are given flexibility in HOW the standards are taught. Charter schools are held to a higher level of accountability in whether their students meet those standards through the charter renewal process, which typically takes place every five years.||2021 30664640123729|Community Roots Academy|2|Community Roots Academy serves grades K-8, therefore CTE & World Languages does not apply (question #4)|5|3|3|3|3|5|3|4|4|4|5|3|5|5|5|0|4|5|4|0|5|5|4|2021-06-21|Community Roots Academy serves grades K-8, therefore CTE & World Languages does not apply (question #4)||2021 30664640124743|Oxford Preparatory Academy - South Orange County|2||5|4|5|4|3|5|4|4|5|3|4|4|4|4|3|1|4|4|3|4|5|4|4|2021-06-24|||2021 30664640140061|OCASA College Prep|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|2|4|1|4|4|4|3|2021-06-15|Teachers participated in a minimum of four days of professional development targeting core academic standards/curriculum frameworks. All core curriculum on the Summit Learning Platform meets State Academic Standards. Every student has access to this curriculum and will continue to have this access going forward.||2021 30664646117758|Journey|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|5|3|5|5|2|4|4|5|2021-06-22|||2021 30664646120356|Opportunities for Learning - Capistrano|2||4|3|4|4|3|5|4|5|4|5|4|4|4|4|4|3|5|5|4|5|5|4|4|2021-06-14|To ensure the needs of our students are met, OFL- Capistrano is continuously researching new curriculum options. OFL Capistrano has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned. Other core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Additionally, Edmentum was a success and has now been fully implemented into our curriculum set. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories. During the 20-21 school year, OFL- Capistrano has continued to utilize the ELD curriculum, iLit, which is tailored to improve EL student language development. Additionally, the instructional staff continues to work in tandem with its curriculum provider to ensure that courses are updated, relevant, and meet academic standards. OFL Capistrano stakeholders continue to strive for Full Implementation and Sustainability of state academic standards.||2021 30664800000000|Cypress Elementary|2||4|3|4|4|3|4|4|4|4|3|4|4|4|4|3|2|3|3|3|1|4|4|3|2021-06-10|||2021 30665060000000|Fullerton Elementary|2||4|4|4|3|2|4|4|4|4|2|4|4|4|4|3|3|4|4|4|3|4|5|5|2021-05-11|||2021 30665140000000|Fullerton Joint Union High|2||5|4|5|5|3|5|5|5|5|3|5|5|5|4|3|4|5|4|3|4|4|4|4|2021-09-17|||2021 30665220000000|Garden Grove Unified|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|4|4|4|5|5|5|5|5|2021-10-05|||2021 30665300000000|Huntington Beach City Elementary|2||4|4|5|4|1|5|5|5|5|1|5|5|5|4|1|3|4|4|4|3|5|3|4|2021-06-22|||2021 30665480000000|Huntington Beach Union High|2||4|5|4|4|4|5|5|4|4|5|4|5|5|3|4|4|5|5|5|5|4|5|4|2021-06-08|||2021 30665550000000|Laguna Beach Unified|2||5|4|5|3|4|5|4|5|3|5|5|4|5|3|5|4|4|4|4|4|4|4|5|2021-06-24|||2021 30665630000000|La Habra City Elementary|2|LHCSD opted to utilize teacher survey results to measure implementation of standards. It is important to hear the voices from the classroom teachers to monitor progress and determine professional development needs. This survey was administered in March of 2021. Teachers were asked to rate their implementation of the state standards as “Full Implementation,” “Early Stage of Implementation,” “Exploring,” or “Not Implementing Yet.” Most teachers (82%) in LHCSD believe they are fully implementing the English Language Arts and Math Standards. LHCSD has 65% of its teachers fully implementing ELD, while 23% are in the early or exploring stage of English Language Development, indicating a need for continued professional development. The lower percentage of teachers fully implementing History/Social Science (56%) and NGSS standards (37%) is due to the need to adopt new curriculum aligned with the new standards. Health education standards are met through our physical education program, Positive Behavior, Intervention and Supports model, social-emotional curriculum and assemblies, and 66% of our teachers indicate they are either in the early or full stage of implementation. Our Elementary Physical Education Team provides 80 minutes of the weekly physical education instruction, with the remaining minutes implemented by the classroom teacher using Fit Kid Center resources. All schools have visual and performing arts activities provided by specialists. Both the visual and performing arts, and career and technical education standards are areas for growth and continued professional development with 39% and 18% of our teachers reporting full implementation respectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-10|||2021 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 supplemental curriculum tools for science that are aligned with Next Generation Science Standards, and is in the planning process for researching and piloting new science materials. 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, early release Thursdays, and various other trainings throughout the school year to provide teachers with strategies, resources, and tools to implement State Standards. A robust, standards-aligned online assessment and reporting system empowers educators to closely monitor student progress and mastery of State Standards in English language arts and mathematics. The 2021 Summer Learning Academy is will be offered to all students in grades K through 5, and will include rich learning opportunities in reading, writing, math, STEM explorations, social-emotional learning, music and movement, and physical activity. This District also offers a Dual Language magnet program at Marshall School for students in grades K-6. This program provides students with the opportunity to become bilingual and biliterate in English and Spanish. Academic content is taught in both languages, with all curriculum aligned to academic content and language standards. Actions and services described above have resulted in the following desired outcomes: •All students have standards aligned materials in core subjects, as measured by curriculum inventories and instructional materials documentation. •ALL students receive content area instruction focused on mastery of California State Standards (CCSS), as measured by District curriculum and and pacing documents. •All students participate in formative and summative assessments to monitor progress on mastery of State Standards, as measured by student performance reports using the Illuminate District-wide student data management system. •All teachers receive professional development aligned to delivery of high-quality, standards-basedinstruction, as measured by professional development plans and participation logs.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-24|||2021 30665970000000|Newport-Mesa Unified|2||3|3|3|2|3|4|3|4|2|4|3|3|3|2|3|4|4|3|4|4|3|2|2|2021-06-22|In 2020-21, professional learning was focused on grade and department-level collaboration to deliver instruction in the three different instructional models employed during the school year: distance learning, hybrid instruction, and face-to-face classroom instruction. In response to health and safety conditions, the district elected not to use substitute teachers to provide release time for professional learning as it has done in the past. The district-provided professional learning focused on how to make learning accessible through digital platforms and was not content specific. Prior to school campus closures in March 2020, policies and programs enabled structures to support instructional delivery. All teachers received four days of professional development built into non-student days before school began and once during the school year. At the elementary Title I sites, Teachers on Special Assignment were assigned to support professional learning focused on literacy. At the secondary level, site-level content area coaches and district-level TOSAs provided structures and supports, in addition to planned release days. In the 2020-21 school year, those supports were limited. Other programs in place to support staff in identifying ways to improve academic delivery were refocused on making learning accessible through digital platforms. The ratings acknowledge a drop from prior ratings, while recognizing the district has a strong foundation to build on from prior years.||2021 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): Continuing with the Board adopted standards-based materials that were implemented in 2017, teachers participate in ongoing professional learning reinforcing the major instructional shifts, expository reading and writing, academic vocabulary, and other research-based practices. This year, the focus in ELA is Foundational Skills and differentiated instruction based on identified gaps using i-Ready assessment and data. Mathematics (Full Implementation): Board adopted standards-based programs were implemented in fall, 2015. This year, the focus is to assist teachers in their understanding of the new Mathematics Frameworks that will be available January/Spring 2022, incorporating engagement strategies to enhance student learning, and continued support of Spatial-Temporal Math (ST Math) implementation at all elementary sites. Next Generation Science Standards (NGSS) (Initial Implementation): In the 2021-22 school year, the Board adopted standards-based materials. K-8 teachers were trained on the NGSS Framework and Standards, plus publisher training. Additionally, elementary teachers will continue to have access to Mystery Science, a supplemental resource, through the 2022-23 school year. History-Social Science (HSS) (Full Implementation): Teachers are implementing a program that emphasizes the HSS Framework and the Instructional Shifts: Content, Literacy, Inquiry, and Citizenship. Additionally, there is a focus on literacy through expository reading and writing. Middle school teachers are starting their third year of implementation of a program that was piloted and approved by the Board of Trustees in 2019. Middle school teachers were trained on how to use the digital program which they continue to utilize with students. Visual and Performing Arts Standards (Full Implementation): The Standards and Framework guide planning, student performance outcomes, and professional learning at both elementary and middle school levels. In elementary schools, outside experts assist with quality Standards-based instruction. Physical Education Standards (Full Implementation): Full implementation occurs in elementary through the support of PE teachers. At the middle schools, teachers developed a comprehensive program with common standards, assessments, and units. Health Education (Continued development and Initial Implementation): Students receive Health Education through middle school Physical Education (PE) and science classes. PE supports nutrition and wellness, while science provides students in grades 7 or 8 Comprehensive Sexual Health Education instruction based on the requirements outlined in the California Healthy Youth Act. Other areas pertinent to the Health Framework are being researched and explored.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2022-06-21|||2021 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 (WFTBB) is an advanced writing program that is purpose driven, genre based, targeted, and grade aligned Mathematics: The district’s math curriculum provides engaging and rigorous content that is aligned to the state academic content standards and the Standards for Mathematical Practices. The Integrated Math Pathway at the secondary level allows for a deeper conceptual understanding of the content standards. Training is focused on math discourse, formative assessment, and the mathematical practices English Language Arts/English Language Development: Curriculum is fully aligned with the ELA and ELD Standards, have built in scaffolds for students and are fully digital for teacher, student and parent access. Teachers continued to receive support for developing academic language fluency. Advancement Via Individual Determination (AVID): OUSD as an AVID district has all schools fully engaged in the implementation of Writing, Inquiry, Collaboration, Organization and Reading (WICOR) within all core content areas Health: OUSD currently utilizes the APEX Learning Health Extended online curriculum for all high-school students, and Positive Prevention Plus for middle school will be implemented in the 2021-2022 school year. History-Social Science: OUSD has focused on assisting teachers with implementing the Common Core State Standards in Literacy within the core content area. Teachers received new curriculum and implementation training at the secondary level. Elementary piloted new social studies curriculum that will be implanted in 2021-2022. Next Generation Science Standards (NGSS): OUSD has engaged their science teachers in a shared responsibility for literacy by providing in-depth professional development. New materials have been adopted for elementary and middle school. New curriculum was piloted in high 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. World Languages: OUSD continues to support teachers in developing students skills in aural comprehension, speaking, reading, 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|2021-06-03|||2021 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 1,107 teachers reflects that 96% report “Standards are communicated effectively in my classroom” and 96% Completely Agree or Somewhat agree “Our staff sets high academic expectations for students.” Parents concur with staff; 83% of the 13,020 respondents indicated “Classroom instruction prepares my child for the next grade level.” Additionally, 91% of the 855 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 Stage 4: Full Implementation. ELA/ELD Educational Services Division staff evaluated each content area and reports English Language Arts (ELA) and English Language Development (ELD) materials at all grade spans (K-12) are at Stage 4: Full Implementation. MATHEMATICS Seven years ago, the District adopted content-aligned Mathematics materials. As a result, staff report this content area is at Stage 4: Full Implementation. SCIENCE Piloting of new K-5 Next Generation Science Standards (NGSS) materials will begin in the 2021-22 school year. As such, knowledge levels are at Stage 2: Initial Implementation. Secondary students have already begun piloting materials for the 2020-21 school year thus, these grades are at Stage 3: Substantial Implementation. HISTORY/SOCIAL SCIENCE 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. A pilot of new materials will begin in 2022-23. However, current textbooks are in alignment with current History-Social Science standards. CAREER TECHNICAL EDUCATION (CTE) 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, and a 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. HEALTH/PE/VISUAL AND PERFORMING ARTS/WORLD LANGUAGE 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||||2021 30666700000000|Santa Ana Unified|2||5|4|5|2|2|5|5|5|2|2|4|4|4|1|2|5|5|4|3|3|4|3|2|2021-10-12|SAUSD has a robust mathematics and language arts core program at all grade levels with fully implemented State approved curricula. SAUSD provides ongoing training opportunities for teachers as a group and individual staff training support. SAUSD’s English language arts program includes designated ELD instruction. For English learners with significant needs, ELD intervention is provided as well. A curriculum specialist works with K-12 teachers on the NGSS Science standards and framework to support an implementation of materials that will be adopted. A three-year implementation plan has been developed to support this process. A curriculum specialist works collaboratively 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. Students have access to core instruction in alignment with Career Technical Education (CTE), Health, Visual and Performing Arts (VAPA) and Physical Education (PE) frameworks, standards and training has occurred and is ongoing.||2021 30666700101626|Edward B. Cole Academy|2|For the Option 2 Reflection Tool - Question #4: the CTE, Health Education, VAPA & World Language Standards do not apply to Edward B. Cole Academy.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|0|4|0|0|4|4|4|2021-06-28|For Question #4: The CTE, Health Education, VAPA & World Language Standards do not apply to Edward B. Cole Academy.||2021 30666700106567|Nova Academy Early College High|2||3|3|3|3|3|4|4|4|3|3|3|3|3|2|2|3|4|4|4|4|4|4|4|2021-10-14|||2021 30666700109066|Orange County Educational Arts Academy|2|"OCEAA strives to utilize multiple measures of assessment to benchmark student progress towards achieving state academic standards and match students to interventions when needed. The assessments below were chosen due to their ability to be administered during Distance Learning while maintaining a system that included universal screening, norm referenced and criterion referenced measures, and curriculum embedded measures. • English Language Arts –STAR Reading, ELA module performance tasks, DRA, Read Naturally • English Language Development - Curriculum embedded assessments based on ELD standards • Mathematics –STAR Math, Eureka Math module assessments • Next Generation Science Standards – STEMscopes performance tasks, interdisciplinary case studies • History-Social Science - Teacher created performance assessments, DBQ essays & case studies • Career Technical Education - Case studies • Health Education Content Standards – Case studies • Physical Education Model Content Standards – Physical Fitness Test • Visual and Performing Arts – National Core Arts Standards Performance Tasks & case studies • World Language – STAR Reading, Adelante unit assessments, Leer naturalmente, DRA, case studies Like other schools, OCEAA had to adjust its 2020-21 curriculum and assessment plans due to the COVID 19 pandemic and the continuation of distance learning in all grades. The Instructional Leadership Team (ILT) reviewed weekly feedback forms to understand teachers' successes and challenges with implementing academic standards, and to provide support on an ongoing basis. The ILT also met twice monthly with an EL Education coach who provided technical support and training in the use of ""case studies"" to integrate science, social studies and arts standards with literacy standards. A mid-year survey was used to measure progress in faculty learning targets that are aligned with implementing case studies, and prioritized math and literacy standards. Results can be found in OCEAA's Annual Update for Developing the 2021-22 Local Control and Accountability Plan."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-13|||2021 30666706119127|El Sol Santa Ana Science and Arts Academy|2||5|4|4|3|2|5|5|4|2|2|5|4|4|3|2|2|3|3|4|5|4|4|3|2021-10-14|||2021 30666960000000|Savanna Elementary|2||5|5|5|3|1|5|5|5|3|1|5|5|5|3|1|2|2|4|3|1|4|4|5|2021-10-12|||2021 30667460000000|Westminster|2|Westminster School District uses a variety of locally selected measures to track its progress in implementing the state academic standards. These measures include Renaissance Learning’s STAR Reading, Star Early Literacy, Star Math, and Star Spanish. In addition, the District has a battery of local benchmark assessments that assess attaining of the academic standards in all subject matters. Currently, Westminster School District is fully implementing all the states’ adopted academic standards including: 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, Health Education Content Standards, Physical Education Model Content Standards, Visual and Performing Arts, and World Language|5|3|5|4|5|5|5|5|4|4|3|3|3|3|3|2|3|3|3|4|3|3|3|2021-06-10|||2021 30736350000000|Saddleback Valley Unified|2||4|3|4|3|3|4|4|4|3|3|3|3|3|3|3|3|2|3|2|2|3|3|3|2021-06-24|During the Spring of 2021, we revised the descriptors that emphasized the multi-faceted implementation process. The self-reflection tool was completed by members of school leadership teams and Educational Services in Spring 2021.||2021 30736500000000|Irvine Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|2021-06-22|||2021 30739240000000|Los Alamitos Unified|2||4|2|5|4|4|2|2|5|3|4|5|4|5|4|5|4|5|4|5|5|5|5|5|2021-06-22|The primary areas of focus for staff development are the District’s Signature Practices: Cognitively Guided Instruction (CGI), Readers & Writers Workshop, Reading Foundations for the Common Core (RFCC), Thinking Maps and Depth and Complexity. Student data is collected via District benchmarks and various formal assessments, such as CAASPP and Fountas & Pinnell Leveled Reading Assessments, to determine instructional needs for teachers. The District provides annual training to ensure accurate calibration in the administration of reading and mathematics assessments in order to assess site vs. district-wide areas of concerns. Professional development is delivered by way of release time for teachers in all of the Signature Practices. Teachers new to the Los Alamitos Unified School District are placed on a five-year professional development plan. Teachers are placed into cohorts according to the number of years with the District and attend professional development sessions. Teachers are also released to attend pre-approved workshops and conferences with the expectation of disseminating their findings by way of instructional networking and through our Los Al Connects professional development 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.||2021 31103140000000|Placer County Office of Education|2||5|4|5|3|3|5|3|5|3|4|5|4|5|3|4|4|4|5|5|5|4|3|4|2021-06-17|||2021 31103140126904|Placer County Pathways Charter|2||5|4|5|3|3|5|3|5|3|4|5|4|5|3|4|4|4|5|5|5|4|3|4|2021-06-17|||2021 31667790000000|Alta-Dutch Flat Union Elementary|2||5|5|5|3|5|5|5|5|5|4|3|3|3|3|3|2|2|4|3|1|2|2|2|2021-06-16|||2021 31667950000000|Colfax Elementary|2|Local Benchmark Assessments using iReady diagnostic assessments in ELA and Math to provide a Baseline and ongoing assessments for all students in TK-8. Teachers and staff will analyze the data that are schoolwide and individual student reports that will assist teachers in creating instructional groups for differentiation. The use of iReady assessments will ensure assessments deliver clear and actionable data. Research notes that using assessment to target and monitor instruction helps fill gaps in unfinished learning more swiftly. An assessment serves student learning only when it provides a clear view of student needs and related instructional supports. This is especially important in helping to quickly and easily understand where students are and how they can personalize their instruction to close any gaps. ( https://www.edtechdigest.com/2021/05/15/5-strategies-for-addressing-unfinished-learning/ ) These assessments will support all students; however we are utilizing these assessments because they can identify prerequisite skills students need for grade-level proficiency and college and career readiness; and includes tools that make it easy for teachers to regularly monitor student performance to ensure all students – including the most vulnerable to falling further behind – get the timely support they need. The district has made progress in implementing the standards via standards-based adopted materials in all required subjects and local assessments as well as previously improvements. Colfax Elementary students continue to demonstrate academic improvements in all areas of the California School Dashboard. Through the hard work of staff, students and families, we were able to move the needle forward on the California Dashboard in both English Language Arts (ELA) and Math. In 2019, we improved in every other aspect of the Dashboard from the prior year. We are especially proud to have a 22% increase in math and a 5% increase in ELA from 2018 to 2019. While these are still areas for growth for our Bulldog students, we are proud of these increases and our positive movement in every indicator measured on the Dashboard. According to the Dashboard, Colfax Elementary's scores rank in the green for student achievement in Math and in the yellow for ELA. In addition to the strong increase in Math and ELA, Absenteeism declined by 1.2% moving us out of orange and into the yellow.|4|3|4|3|3|5|5|5|3|3|4|4|4|2|2|3|4|4|3|2|4|4|4|2021-06-23|The Covid-19 pandemic put several projects, a science curriculum adoption and We are currently piloting science. Colfax Elementary has achieved these increases in performance by focusing on being in school each day, adopted curriculum, common assessments, individualized and group interventions, teacher collaboration, and quality instruction. We provide time for teachers to review student learning during the dedicated time for Professional Learning Communities and provide ongoing professional development. During professional development opportunities, staff collaborates with colleagues including specialists such as SELPA representatives, PCOE program specialists, our Coordinator of Student Support, and Title 1 Teacher who support new teacher induction and professional development. Colfax Elementary continues to focus on building leadership capacity in all staff in order to foster sustainability within our programs.||2021 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 throughout the school year through designated session dates, Professional Learning Institute sessions (PLI), staff meetings, and job embedded learning activities. The options provided through the designated days, conference-style, instructional rounds, in-classroom modeling/demos and after school sessions has provided professional learning in a very flexible and accessible manner. This school year was a little bit different, due to COVID-19 closures and schedule changes, our three designated professional learning days were not implemented. However, in their place, we provided professional learning sessions via Zoom in order to equip our staff with the tools needed to implement our standards-based curriculum through Distance Learning, Hybrid and Modified schedules. In total, between Spring 2020 and August 2020 we provided over 100 learning sessions for our staff, preparing them to teach academic standards in a virtual environment. In addition, three instructional coaches supported our school staff on a regular 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. A Multi-tiered System of Supports (MTSS) has been implemented 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 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 have been implemented. NGSS aligned materials were implemented August 2020. Physical Education implementation meets state requirements.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 31668370000000|Foresthill Union Elementary|2||3|3|3|3|3|4|2|4|3|3|3|3|3|3|3|3|4|4|2|3|3|3|3|2021-06-21|||2021 31668450000000|Loomis Union Elementary|2||5|5|5|3|2|5|5|5|4|1|4|3|4|3|2|1|3|4|3|3|5|5|4|2021-06-16|The mission of LUSD is to provide outstanding educational instruction so that each of our students is enabled to reach their full potential. To achieve this mission, LUSD looks to our Strategic Plan as the primary source of direction to meet the learning needs of all students. We believe that in order for educational excellence to occur, we need to first believe in accepting all students, respecting all students and educating all students.||2021 31668450117150|Loomis Basin Charter|2||5|4|5|3|3|5|4|5|4|3|4|3|4|3|3|1|3|4|4|4|4|4|4|2021-06-16|LBCS strives to provide outstanding educational instruction so that each of our students is enabled to reach their full potential. To achieve this, LBCS looks to LUSD's Strategic Plan as the primary source of direction to meet the learning needs of all students. We believe that in order for educational excellence to occur, we need to first believe in accepting all students, respecting all students and educating all students.||2021 31668520000000|Newcastle Elementary|2||5|4|5|3|2|5|4|5|3|2|5|4|5|3|3|1|5|5|5|5|5|5|4|2021-06-23|"The district has adopted and purchased science curriculum in grades 6-8 in Spring 2021, and will be completing a pilot program for grades K-5 that was interrupted by Covid. This adoption process will include professional development beginning in the 2021-2022 school year and will not move into “Full Implementation” until this occurs. After a complete science adoption process, the district will then focus efforts on a math and a history adoption using current frameworks. English-language arts and mathematics have had the most time available for teachers and administration to implement new standards and provide training, support, and areas of need, so these two subjects were mainly rated as ""Full Implementation and Sustainability."" The district ELD program continues to be 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. 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 continues to stay in the ""Beginning Development"" stage until stronger connections to CTE curriculum for all students can be made."||2021 31668520109827|Newcastle Charter|2||5|4|5|3|2|5|4|5|3|2|5|4|5|3|3|1|5|5|5|5|5|5|4|2021-06-23|"The district has adopted and purchased science curriculum in grades 6-8 in Spring 2021, and will be completing a pilot program for grades K-5 that was interrupted by Covid. This adoption process will include professional development beginning in the 2021-2022 school year and will not move into “Full Implementation” until this occurs. After a complete science adoption process, the district will then focus efforts on a math and a history adoption using current frameworks. English-language arts and mathematics have had the most time available for teachers and administration to implement new standards and provide training, support, and areas of need, so these two subjects were mainly rated as ""Full Implementation and Sustainability."" The district ELD program continues to be 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. 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 continues to stay in the ""Beginning Development"" stage until stronger connections to CTE curriculum for all students can be made."||2021 31668520121608|Harvest Ridge Cooperative Charter|2||4|3|5|4|5|4|3|5|4|5|4|3|5|4|5|5|2|5|2|1|4|4|4|2021-06-10|"According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", CTE standards are not applicable to charter schools but 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 our school as the response, and this narrative explaining that it was not an applicable question for our site."||2021 31668520127928|Rocklin Academy Gateway|2||5|4|5|3|4|5|4|4|3|4|4|4|5|3|4|5|4|4|4|5|5|5|5|2021-06-14|"Rocklin Academy Family of Schools embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the Collaborative Inquiry (CI) process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", CTE standards are not applicable to charter schools but 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 our schools as the response, and this narrative explaining that it was not an applicable question for our sites."||2021 31668520138008|Golden Valley Tahoe|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|3|5|4|4|4|4|2021-06-02|||2021 31668860000000|Placer Hills Union Elementary|2||4|4|5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|5|5|4|4|5|4|2021-11-10|||2021 31668940000000|Placer Union High|2||5|3|4|3|4|5|5|5|5|5|5|5|5|5|5|3|3|4|4|4|4|4|3|2021-06-15|||2021 31669100000000|Roseville City Elementary|2||5|4|4|4|3|5|5|5|5|3|5|4|4|3|3|5|2|4|5|4|5|4|3|2021-06-23|RCSD has invested heavily in PD over the last three years. The focus has been on supporting content knowledge, instructional strategies, social-emotional strategies and curriculum, and the use of data to improve academic achievement, behavior, and social-emotional health for all students. The district collaboratively develops a multi-year Professional Development Plan with teachers and administrators on the Professional Development Advisory Committee (PDAC) to identify our needs as a district. All teachers have received content and/or grade level-specific professional development that has included core subject areas and other areas, including technology, social-emotional learning, etc. The PD supported the implementation of California Standards, and the Board adopted instructional materials. The district has fully implemented a coherent TK-8th grade viable ELA, ELD, and math curriculum reflecting the Common Core State Standards. RCSD has trained for and implemented the Board adopted NGSS curriculum K-8. After a few years of training with the UC History Project, History-Social Studies standards materials were purchased and fully implemented for 6-8. Unfortunately, due to the pandemi, the History-Social Studies Standards training series, pilot, and purchase of new elementary history materials had to be put on hold. The district’s CTE program at the middle schools is fully implemented, aligning elective courses with the high school district for career pathways.||2021 31669280000000|Roseville Joint Union High|2||4|3|4|2|1|5|5|5|5|5|2|2|3|2|2|3|3|3|3|1|3|1|1|2021-06-29|||2021 31669280121418|John Adams Academy - Roseville|2|John Adams Academy believes successfully assessing and monitoring scholar progress on state academic standards hinges on the development and implementation of systems that support ongoing data collection and data analysis. Routine and intentional work with data helps teachers evaluate their scholars’ mastery of standards and skill development. Data Study Teams meet weekly to discuss data. This analysis helps teachers and administrators to prescribe targeted interventions for scholars not making adequate progress toward specific learning targets. Teachers utilize instructional materials, along with other curricular resources, to align their instruction with the Common Core State Standards. Teacher teams work in weekly Professional Learning Communities (PLC's) and collaborate with the site administration to develop and/or refine curriculum maps, instructional guides and assessments to support scholars in meeting or exceeding specified learning targets. At the same time, teachers provide scholars with dedicated opportunities to explore a variety of subjects so they can discover their passions, interests and their own special excellence. In addition, research indicates scholars’ brain development and academic achievement are enhanced when learning extends beyond English Language Arts and Mathematics. Scholars exposed to a classical liberal arts education strengthen their critical thinking skills, language acquisition skills, memory and creativity. The Academy continually provides the opportunities for academic teams to work collaboratively with their peers and mentors to enhance their ability to support scholar success and increase their understanding of the role of our mission and vision, the pedagogy of our American Classical Leadership Education, and the instructional effectiveness of Socratic discussion based learning. These elements are addressed by focusing on PLC’s and professional development. Teachers, supported by administrators, participate in weekly, collaborative PLC’s that focus on ensuring all scholars are provided a classical curriculum and access to resources that support them in meeting or exceeding specified learning targets. New teachers and administrators receive induction support, both to provide them with additional tools and strategies to develop their expertise and to assist them in advancing their professional credentials.|5|4|5|5|5|5|2|5|5|5|5|2|5|5|5|1|5|5|5|5|5|5|5|2021-10-07|"John Adams Academy builds a culture guided by our Ten Core Values. Two of these values, ""High Standards of Academic Excellence,"" and, ""Modeling What We Teach,"" exemplify how our administration, teachers and scholars meet the requirements of state academic standards. Academic excellence requires the focused application of both intellectual and moral discipline. Good grades are only one measurement of achievement. Scholars are given frequent opportunities to improve their academics by analyzing their work in relation to the truth, goodness, and beauty found through the classics. We see academic excellence displayed when a scholar, mentor, or staff member is inspired to innovate and to drive their own education. John Adams Academy seeks to inspire scholars and teachers to model what we teach by actively engaging in classical education. The understanding of academic standards is facilitated when principles and knowledge encountered in a scholar's studies are modeled in real life situations. To this end, principles and events found in classics are coupled with simulated experiences such as mock trials, moot courts, classroom constitutional conventions, historical role-playing, and other simulated experiences."||2021 31669440000000|Tahoe-Truckee Unified|2||3|2|3|2|2|4|3|4|2|2|3|2|3|2|2|3|4|5|2|3|3|3|3|2021-06-23|||2021 31669510000000|Western Placer Unified|2||5|5|5|4|5|5|5|5|3|3|5|5|5|4|4|5|4|5|5|3|5|5|5|2021-10-05|||2021 31669510135871|John Adams Academy - Lincoln|2|John Adams Academy believes successfully assessing and monitoring scholar progress on state academic standards hinges on the development and implementation of systems that support ongoing data collection and data analysis. Routine and intentional work with data helps teachers evaluate their scholars’ mastery of standards and skill development. Data Study Teams meet weekly to discuss data. This analysis helps teachers and administrators to prescribe targeted interventions for scholars not making adequate progress toward specific learning targets. Teachers utilize instructional materials, along with other curricular resources, to align their instruction with the Common Core State Standards. Teacher teams work in weekly Professional Learning Communities (PLC's) and collaborate with the site administration to develop and/or refine curriculum maps, instructional guides and assessments to support scholars in meeting or exceeding specified learning targets. At the same time, teachers provide scholars with dedicated opportunities to explore a variety of subjects so they can discover their passions, interests and their own special excellence. In addition, research indicates scholars’ brain development and academic achievement are enhanced when learning extends beyond English Language Arts and Mathematics. Scholars exposed to a classical liberal arts education strengthen their critical thinking skills, language acquisition skills, memory and creativity. The Academy continually provides the opportunities for academic teams to work collaboratively with their peers and mentors to enhance their ability to support scholar success and increase their understanding of the role of our mission and vision, the pedagogy of our American Classical Leadership Education, and the instructional effectiveness of Socratic discussion based learning. These elements are addressed by focusing on PLC’s and professional development. Teachers, supported by administrators, participate in weekly, collaborative PLC’s that focus on ensuring all scholars are provided a classical curriculum and access to resources that support them in meeting or exceeding specified learning targets. New teachers and administrators receive induction support, both to provide them with additional tools and strategies to develop their expertise and to assist them in advancing their professional credentials.|5|4|5|5|5|5|2|5|5|5|5|2|5|5|5|1|5|5|5|5|5|5|5|2021-10-07|"John Adams Academy builds a culture guided by our Ten Core Values. Two of these values, ""High Standards of Academic Excellence,"" and, ""Modeling What We Teach,"" exemplify how our administration, teachers and scholars meet the requirements of state academic standards. Academic excellence requires the focused application of both intellectual and moral discipline. Good grades are only one measurement of achievement. Scholars are given frequent opportunities to improve their academics by analyzing their work in relation to the truth, goodness, and beauty found through the classics. We see academic excellence displayed when a scholar, mentor, or staff member is inspired to innovate and to drive their own education. John Adams Academy seeks to inspire scholars and teachers to model what we teach by actively engaging in classical education. The understanding of academic standards is facilitated when principles and knowledge encountered in a scholar's studies are modeled in real life situations. To this end, principles and events found in classics are coupled with simulated experiences such as mock trials, moot courts, classroom constitutional conventions, historical role-playing, and other simulated experiences."||2021 31669513130168|Horizon Charter|2|Horizon Charter School is committed to the implementation of all Academic Standards and Curriculum Frameworks. In the past, HCS self rated the implementation of the CA standards and frameworks at a higher level because the criteria that was used for implementation was based on the assumptions of student access and availability. At this stage in our progress, there is a recognition that student achievement results are aligned with ensuring that standards aligned materials are the foundation for achieving improved results. Grade level and subject specific Professional Learning Community teams will embrace the continuous work of standards aligned implementation in partnership with our Horizon parent educators.|2|2|2|1|2|2|3|2|1|2|1|1|1|1|1|3|1|1|1|3|3|2|1|2021-06-17|||2021 31750850000000|Rocklin Unified|2||4|3|4|3|4|5|4|4|2|4|4|4|3|2|3|4|4|4|4|3|4|4|3|2021-06-17|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 will engage in a continuous improvement process, aligned to the 2021-22 LCAP, to identify barriers to learning in mathematics and improve outcomes for all students, specifically unduplicated students. RUSD is in the beginning stages of implementing a new History Social Studies adoption and is developing training and instruction for the 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, and Health Education. New standards and a framework were recently released for World Language. The District will be engaging in an adoption process during the 2021-22 school year to select and adopt World Language curriculum. The District continues to make progress updating the 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.||2021 31750850114371|Rocklin Academy at Meyers Street|2||5|4|5|3|4|5|4|4|3|4|4|4|4|3|4|5|4|4|4|5|5|5|5|2021-06-14|"Rocklin Academy Family of Schools embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the Collaborative Inquiry (CI) process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", CTE standards are not applicable to charter schools but 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 our schools as the response, and this narrative explaining that it was not an applicable question for our sites."||2021 31750850119487|Western Sierra Collegiate Academy|2||5|3|5|3|4|5|3|4|4|4|5|3|4|4|4|5|4|4|5|5|5|5|5|2021-06-14|"Rocklin Academy Family of Schools embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the Collaborative Inquiry (CI) process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", CTE standards are not applicable to charter schools but 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 our schools as the response, and this narrative explaining that it was not an applicable question for our sites."||2021 31750856118392|Rocklin Academy|2||5|4|5|3|4|5|5|4|3|4|4|4|4|3|4|5|4|4|4|5|5|5|5|2021-06-14|"Rocklin Academy Family of Schools embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the Collaborative Inquiry (CI) process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", CTE standards are not applicable to charter schools but 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 our schools as the response, and this narrative explaining that it was not an applicable question for our sites."||2021 32669693230083|Plumas Charter|2||4|3|4|4|4|5|4|5|4|5|4|4|4|4|4|4|3|4|4|4|4|4|4|2021-04-26|||2021 33103300000000|Riverside County Office of Education|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|2021-06-02|RCOE Alternative Education used the California Standards Self-Reflection Tool to measures its progress implementing state academic standards.||2021 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|2021-06-10|||2021 33103300125237|Leadership Military Academy|2||4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|2|1|3|4|4|4|4|3|2021-06-17|||2021 33103300125385|Imagine Schools, Riverside County|2||5|5|5|2|2|4|4|4|4|4|5|5|5|5|5|3|4|5|5|4|5|5|5|2021-06-17|||2021 33103300128397|Come Back Kids|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|2021-06-07|CBK uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK to engage in continuous improvement and determine next steps to make improvements in the areas identified. Based on your experience with CBK, identify the number which best indicates CBK Charter’s current stage of implementation for each practice using the following rating scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation and Sustainability||2021 33103300128777|Gateway College and Career Academy|2||5|4|5|1|5|5|5|5|1|5|4|4|4|1|4|1|4|1|1|1|5|5|5|2021-06-24|||2021 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 and implementation of Common Core State Standards (CCSS). TIA utilizes MobyMax and CAASPP data to plan and guide curriculum delivery and assessment procedures that are aligned to LCAP goals. Professional development will consist of creating Professional Learning Communities among the faculty/staff to align curriculum standards, assessments, and data conversations to ensure the alignment of these school elements. MobyMax provides benchmark assessment data that will be used to drive instruction and assist teachers in the development of personalized learning. Formative/summative assessments identify student’s understanding and application of content skills as they relate to the CCSS. CAASPP standardized test results provide a cumulative evaluation of a student's academic knowledge and understanding. The above assessment tools will inform and clarify the academic progress of students and student sub-groups. TIA has adopted a 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 with the ELD standards that will translate into specific class instruction that supports ELA lessons and activities. The Physical Education Content Model 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.|3|2|4|1|1|3|2|4|2|2|2|2|2|2|2|0|1|2|2|3|3|2|2|2021-06-24|Implementation and support for teachers in relation to the CSTPs came to a halt when the school had to close due to the Pandemic last March. The school is making efforts to continue to remain diligent in working in our PLCs and collaborating in relation to the academic progress of our students||2021 33103300137836|Pivot Charter School Riverside|2||4|3|4|4|3|4|3|4|4|4|4|3|4|4|3|3|4|3|4|4|4|4|4|2021-06-04|Pivot Charter School is a Non Classroom Based, independent study school by California Department of Education (CDE) definition. The school uses an online curriculum that provides fully standards based aligned courses as well as courses that are UC A-G approved. The school uses an online curriculum so educators can individualize every student’s needs. We provide onsite and online support and supplements in the form of office hours, workshops, courses, clubs, tutoring, and fun activities such as field trips, barbecues and hands-on activities. While CDE refers to the school as non classroom based, Pivot is anything but that as our classes at the resource centers are engaging and effective. While all courses are rigorous and aligned to the standards, Pivot teachers spend a great deal of time remediating and supporting students to be successful beyond the curriculum. It is often difficult to get our students to attend the site based offerings and that inhibits our ability, at times, to implement things like CTE as well as we would prefer.||2021 33103300137851|Julia Lee Performing Arts Academy|2||4|3|4|3|4|4|3|4|3|4|2|2|2|2|2|1|2|1|5|1|4|3|2|2021-10-15|JLPAA is in the process of purchnasing new ELD and social studies curriculum after conducting research and meeting with various vendors. The ELD curriculum that the school has decided to purchase is standards based and contains high quality/high student interest materials. The social studies materials follow the same criteria (standards based, high quality, high student interest) and contain items that students and teachers may access using technology.||2021 33103300137869|Excelsior Charter School Corona-Norco|2||5|5|5|3|5|5|3|5|3|5|5|5|5|4|4|5|5|4|5|4|4|4|4|2021-10-19|||2021 33103300138602|JCS - Pine Hills|2||4|4|5|3|3|4|4|4|3|4|4|3|5|3|3|1|3|3|3|3|3|4|4|2021-06-11|||2021 33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|2||3|3|3|3|3|5|4|5|5|5|3|3|3|3|3|4|4|4|5|2|4|4|4|2021-06-24|||2021 33669770000000|Alvord Unified|2||4|4|4|3|2|4|4|3|2|2|3|3|3|2|2|3|3|4|3|3|3|3|3|2021-03-18|||2021 33669850000000|Banning Unified|2||5|4|5|3|3|5|5|5|4|3|5|4|5|4|4|4|3|4|4|3|4|3|4|2021-10-13|||2021 33669930000000|Beaumont Unified|2|The Beaumont Unified School District (USD) has adopted standards aligned instructional materials for English Language Arts (ELA), Mathematics, health education, Career Technical Education (CTE) and world languages. Currently, the District is in the process of piloting science curriculum that is aligned to the Next Generation Science Standards (NGSS). We are continuing to enhance the process of Professional Development (PD) to support the implementation of these materials. The District has adopted standards aligned Social Science materials in grades 9-12 and is in the process of piloting standards aligned materials for middle school. Additionally, the District is in the process of piloting standardized materials for Science in grades 6-12. All District teachers have been trained in the creation of standards aligned learning targets and success criteria.|4|4|3|3|4|5|5|5|3|4|4|3|4|3|4|5|4|4|4|5|4|4|4|2021-06-08|The District continues to work with teachers and academic coaches to increase capacity with the implementation of Universal Design for Learning (UDL) that will enhance or Multi-tiered Systems of Support (MTSS) system. UDL and MTSS is designed to support the academic and behavioral aspects of student achievement. The District continues to expand it's Social-Emotional Learning (SEL) initiatives, Positive Behaviors Interventions and Supports (PBIS) and academic achievement within a Tier I, II and III MTSS. These initiatives allow the District to have appropriate responses to students who struggle academically and behaviorally.||2021 33669930127142|Highland Academy|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|5|4|4|5|3|4|4|4|2021-10-15|||2021 33669930139360|Mission Vista Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|4|4|4|4|4|4|4|2022-01-27|||2021 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|2021-06-22|In response to COVID-19 and CNUSD focus on safety, all Professional Learning (PL) opportunities moved to an online format. The trainings were also recorded and archived on our district website so that teachers could access these workshops on a continuous basis. Almost all training sessions were designed and led by our CNUSD classroom teachers and teachers on special assignment. Multiple sessions of the trainings listed below were offered. Workshops were offered in the areas of supporting English learners, supporting student with special needs, gradebooks, social-emotional learning, technology support and programs, curriculum support and collaboration, and sessions specific to our new virtual program. During 20-21, 1,034 Professional Learning sessions have been offered since July 1, 2020. Our teachers and administrators have logged over 22,930 professional learning hours with many teachers attending multiple sessions. This reflects 2,738 individual staff members attending at least one session. These professional learning sessions were focused on the needs of the classroom teachers based on survey data. Additional workshops were created and delivered as teacher and student needs were identified.||2021 33670410000000|Desert Center Unified|2|The school has been assertive in monitoring student academic performance with its new formative assessment system. The school is using I-Ready and has been committed to attaining professional development to all stakeholders surrounding I-Ready. These stakeholders include administration and teachers. This effort begins with the understanding of what I-Ready is capable of doing|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|3|2|3|4|3|3|2021-06-15|The school is committed and assertive in using formative and state assessments to progress monitor students. I-Ready is the formative assessment that the school has committed to and has worked hard in getting professional development to its teachers and administration so they can fully review data to inform instruction on implementation of state standards. We will be updating our Health curriculum as it may be outdated.||2021 33670580000000|Desert Sands Unified|2|Desert Sands Unified School District uses multiple measures to determine progress in implementing state academic standards including, but not limited to, results from California Assessments for Student Progress and Performance (CAASPP), English Learner Progress Assessments for California, i-Ready Diagnostic and personalized pathways, as well as teacher survey and professional development feedback. Teachers also use formative assessments and the PLC process to share best practices. This year, unusual challenges in implementing the standards were faced due to the pandemic and distance learning. As a result, DSUSD did a needs assessment to determine what teachers needed, which support and professional development were needed to best serve our students in a distance learning environment, especially with the use of technology. Teachers were provided continuous professional development and support on the technology tools needed to teach the standards. Additionally, our district content area project facilitators created model lessons, websites with resources, and offered group and one-on-one support. Our English learners were provided with additional language support through Imagine Language and Literacy, an on-line digital reading and language acquisition program designed for English learners. Instructional materials, including textbooks, supplemental resources, and chromebooks (and mi-fi’s where needed) were available to each student. Coupled with continued professional development on AVID strategies to support in the delivery of state academic standards, our students continued to learn. Due to the suspension of state testing last spring, i-Ready data became our primary means of monitoring student learning. Because of i-Ready, our teachers were able to monitor student progress easily and see that our students as a whole continued to learn. Teachers could also determine areas of need and differentiate their instruction to meet the needs of students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 33670586031959|George Washington Charter|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|4|1|1|3|3|1|4|4|4|2021-06-16|CTE, World Language and Health Education are not applicable at the Elementary level||2021 33670586031991|Palm Desert Charter Middle|2||5|3|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|2|5|5|5|2021-06-16|At the end of 2020-2021, our Spanish teacher retired after 30 years of teaching. PDCMS plans to transition from a cultural language program to an academic language program in conjunction with the local high school. Additionally, PDCMS is restructuring the ELD program in the 2021-2022 school year to a full-inclusion model with ELD support one period per day for our EL beginning students. PDCMS is also adopting a new 6th-grade Humanities textbook with ELD integrated lessons.||2021 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|2021-06-22|||2021 33670820120675|Western Center Academy|2|WCA is a member school of the Hemet Unified School District. HUSD has selected the Reading Inventory test for English literacy and the MDTP test for mathematics literacy. Each test is given multiple times throughout the year and the data analyzed and growth celebrated, The data is used to guide our interventions and supports. Annually, we also give the CAASPP exam at targeted grade levels for ELA, Math, and Science as well as PSAT, SAT, and AP tests. Our local and state assessments show that our students are achieving at levels higher than the district, county, and state averages. Our dashboard growth report shows positive growth for all significant subgroups in all areas. Our Reading Inventory results showed more than grade level growth for all grade levels except 12th grade.|5|4|4|4|5|5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|5|5|4|2021-06-08|||2021 33670900000000|Jurupa Unified|2||5|4|5|4|3|5|5|5|4|3|5|4|5|4|4|5|5|4|4|4|5|3|4|2021-06-28|||2021 33671160109843|Santa Rosa Academy|2||5|5|5|5|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|3|3|2021-06-10|||2021 33671240000000|Moreno Valley Unified|2||5|5|4|3|5|5|5|5|3|5|5|5|5|1|5|5|5|5|5|5|5|5|5|2021-10-12|||2021 33671570000000|Nuview Union|2||5|4|5|2|4|5|5|5|2|4|4|4|5|2|4|5|5|3|2|1|5|5|3|2021-06-24|Nuview Union School District have diligently worked to create a culture of high expectations beginning with the first, best instruction in the classroom. Our core program consists of Eureka Math that is now fully implemented and sustained at each of our school sites. In grades 4 through 8, we have implemented Engage New York ELA as our core English Language Arts curriculum. In grades TK-3 we adopted the McGraw Hill Wonders English Language Arts program that is also fully implemented and sustained at each of our elementary sites. For English Language Development courses, we utilize English 3D as our core program and the EL component of McGraw Hill Wonders as a supplemental curriculum. In grades TK-8 we have fully implemented a one-to-one chrome book device initiative. This implementation has allowed us to use Open Educational Resources as additional tools in the teaching curriculum. We are in our third year of implementation of History/Social Studies textbook adoption. 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 2021-2022 school year. In addition, each of our school sites is equipped with a dedicated STEM lab where students have the opportunity to work hands-on with the new Next Generation Science Standards.||2021 33671573331014|Nuview Bridge Early College High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|5|5|5|5|5|4|2021-06-24|||2021 33671730000000|Palm Springs Unified|2||4|4|4|3|3|4|4|3|3|3|4|4|3|3|3|5|2|4|4|3|4|4|3|2021-06-08|||2021 33671736032411|Cielo Vista Charter|2|Cielo Vista Charter School will follow state, district, and site adopted standards in addition to the State Frameworks. The staff will continue to revise and develop short and long range curriculum goals through the process of strategic planning. The focus for the next five years will be continuing the implementation of State Standards and meeting our LCAP goals. Our primary goals are: 1.All students will demonstrate growth measured by Federal, State, District and CVC assessments. 2.All students will be prepared to make a successful transition to the high school level so as to meet the academic goals for their future education. 3.All students will develop leadership skills and consistently demonstrate responsible, respectful and ethical behavior in a safe, clean and orderly learning environment. 4. All students will become self motivated, competent, and life-long learners using 24-century skills in a variety of STEAM related areas. A variety of strategies will continue to be used to meet the needs of all students. Our educational program reflect the following: Professional Development, Professional Learning Communities, Stakeholder Involvement,1 to 1 Technology to Enhance Learning, Educating the Child as a Whole, Safe School and Classroom Environment (Class Size), Authentic Student Engagement and Safe and Restorative Community.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|1|3|4|4|4|4|4|4|2021-06-08|||2021 33671810000000|Palo Verde Unified|2|K-12 English Language Arts adopted, utilized K-12 ENglish Language Development adopted, utilized K-12 Math adopted, utilized Next Gen Science Standards curriculum to be reviewed 2021-22, piloted 2022-23 History Social Science standards embedded in ELA curriculum Direct Instruction (first best instruction) is the instructional delivery model being used|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-29|||2021 33671810138610|Scale Leadership Academy - East|2||5|4|5|4|5|5|4|5|4|5|5|4|5|3|5|4|5|5|3|5|5|5|5|2021-10-23|||2021 33671990000000|Perris Elementary|2||5|4|5|2|1|5|5|5|2|4|4|4|4|2|3|1|1|4|5|1|4|4|4|2021-06-17|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||2021 33671996105571|Innovative Horizons Charter|2||5|5|5|2|1|5|5|5|2|1|5|5|5|2|2|4|2|5|5|1|5|5|5|2021-06-02|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.||2021 33672070000000|Perris 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|2021-06-16|||2021 33672070101170|California Military Institute|2||4|3|4|3|4|4|4|4|3|4|3|3|3|3|3|2|4|4|2|4|3|4|3|2021-06-16|||2021 33672150000000|Riverside Unified|2||4|3|4|3|3|4|4|4|3|1|3|3|3|4|4|4|4|4|4|4|3|3|3|2021-06-17|||2021 33672150126128|REACH Leadership STEM Academy|2|N/A|5|5|4|4|3|5|5|5|5|3|5|5|5|5|3|0|0|5|3|0|4|4|4|2021-06-28|REACH Leadership STEAM Academy (REACH) makes the multi-subject teaching credential and credentialing examinations a required criterion in teacher candidate consideration. The administration at the school conducts demonstration lessons with all prospective teaching candidates in order to measure their familiarity with state standards, lesson planning and execution, differentiation, classroom and behavior management, incorporation of technology, and their familiarity with engagement strategies, such as Whole Brain Teaching and STEAM activities. Ongoing professional development is also a top priority, examples of this includes two weeks of summer training, monthly data meetings, PLCs, classroom observations, consultant feedback, and offsite training. As applicable, the school sites promptly address any complaints or other deficiencies identified throughout the academic year and provide information annually on progress meeting this standard to the local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.||2021 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 2,035 documented virtual and in-person classroom visits during the 2020-21 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 and two Teachers on Special Assignment (TOSAs) were available for the full 2020-21 school year to support teachers through one-on-one, small group, and large group sessions in a virtual professional learning environment. 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: web-based professional learning resources, 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 33672490000000|San Jacinto Unified|2||4|4|4|4|4|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|3|3|3|2021-06-15|||2021 33736760000000|Coachella Valley Unified|2|Coachella Valley Unified School District uses multiple measures to determine progress in implementing state academic standards including, but not limited to, results from California Assessments for Student Progress and Performance (CAASPP), English Learner Progress Assessments for California (ELPAC), district benchmark assessments in ELA and Math, as well as teacher survey and professional development feedback. During the 2020-21 school year, while all CVUSD students were in Distance Learning, teachers were supported with professional development weekly (every Wednesday), from both their site and the district office. Weekly Professional Development trainings included: Canvas Learning Management System, Google Suite Apps, adopted curriculum online platforms (Wonders/Maravillas, Think Central, Lexia, etc.), PBIS and Transformational Learning in a virtual classroom, Writing strategies for all content areas, and various tools and strategies for best practices in online teaching and learning. Providing weekly professional development to all certificated staff every Wednesday allowed us to ensure that all staff received training in district programs and initiatives equally. This will give us a baseline to build future professional development on. Every student in CVUSD was provided with a new iPad during the 2020-21 school year, and students without internet connectivity were provided with Hotspots. In addition to providing Hotspots, CVUSD district buses were equipped with wireless routers and strategically placed throughout the community to enable students to have access to the internet to access their classes and school work.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-24|||2021 33736760121673|NOVA Academy - Coachella|2||3|3|4|3|3|3|3|4|3|4|3|4|3|4|4|3|3|4|4|4|4|4|4|2021-10-14|||2021 33751760120204|Sycamore Academy of Science and Cultural Arts|2||5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|2021-06-21|Goal met||2021 33751920000000|Temecula Valley Unified|2||5|4|5|3|2|5|4|5|2|2|5|4|4|2|2|4|4|4|4|4|4|4|4|2021-06-29|||2021 33751923330917|Temecula Preparatory|2||5|4|5|3|5|5|4|5|3|5|5|3|5|5|5|5|4|5|4|5|5|5|5|2021-06-29|"Temecula Preparatory School has weekly PLC time for teachers and full days dedicated to professional learning opportunities for our teachers and staff. These are aligned to school goals and teacher needs and driven by student performance data. Teachers also work closely in their PLC’s to identify student needs, set goals, and monitor progress. In addition, we observe and provide feedback to teachers and also time for teachers to conduct peer observations. Note that according to the California Department of Education, CTE standards are not applicable to charter schools; therefore, as directed to do by a representative from the California Department of Education, ""5"" was indicated for our schools as the response, and this narrative explaining that it was not an applicable question for our school."||2021 33752000000000|Murrieta Valley Unified|2||4|3|4|3|1|4|3|4|2|1|3|3|3|2|1|4|4|2|3|3|4|4|3|2021-06-17|During the 2020-21 school year, the district has been focused on working with teachers, so they are equipped to provide standards-based instruction in a variety of models including virtual and hybrid in-person. In elementary, we have implemented the ELA/math standards with adopted curriculum. Past training and coaching supported teacher understanding of the curriculum and standards. This year, the focus was on providing that same level of instruction in a virtual and hybrid environment. Continued areas of focus include enhancing tier 1 instruction, meeting the needs of English Learners, and increasing rigor and student engagement in learning activities. Elementary teachers are preparing for the pilot of science and social science materials. In secondary, we have implemented ELA/math standards with adopted curriculum. Middle school science teachers piloted materials. High school science teachers are preparing for the pilot of materials. Secondary social science teachers will begin preparing for the pilot of materials. Secondary subject area teachers are trained on the ELD and literacy standards. 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. The||2021 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 Professional Learning Networks (PLNs). The Curriculum Council is a decision-making body jointly run 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 PLN teacher leader teams and Curriculum Council 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 Curriculum Council is 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. Curriculum Council 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|2021-06-15|||2021 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|2021-06-22|SCOE teachers collaborate weekly, during a two-hour common planning time, to create state standards aligned lessons, plan co-teaching activities, evaluate student learning and achievement data, and prepare appropriate intervention activities designed to meet the individual learning goals for each student.||2021 34103480136275|Fortune|2||5|5|5|5|2|5|5|5|5|2|5|5|5|5|2|5|3|5|5|5|5|5|5|2021-08-26|||2021 34103480140160|American River Collegiate Academy|2||5|4|4|3|4|5|3|4|3|4|3|3|3|3|3|5|5|3|3|5|5|5|5|2021-06-14|"American River Collegiate Academy embeds several days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned to LCAP goals and designed to enhance the depth of understanding of California academic standards. Teachers also work closely through the Collaborative Inquiry (CI) process to identify student needs, set goals, and monitor progress. We also provide time for teachers to conduct peer observations to learn from and develop high-quality instructional practices. Our teachers are experienced educators performing at the ""Full Implementation"" level in many areas. However, as a new school, American River Collegiate Academy has identified itself as being at an ""Initial Implementation"" for other categories. We have planned many opportunities to continue developing these areas. According to the California Department of Education, Question 4 under ""Other Adopted Academic Standards; Career Technical Education"", CTE standards are not applicable to charter schools but 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 our schools as the response, and this narrative explaining that it was not an applicable question for our sites. Additionally, as a current K-1 site, Health Education Content Standards also do not apply and were, therefore, a 5 was indicated because there was not an option of NA."||2021 34672800000000|Arcohe Union Elementary|2|The district tracks students progress is a number of ways including state assessments (CAASPP, ELPAC, PFT), local standardized assessments (STAR Renaissance testing in ELA and Math), local grade-level assessments and teacher observations. Grade-level teams met bi-monthly in Professional Learning Community to discuss student progress and adjust teaching accordingly.|4|3|4|2|2|5|3|5|2|2|4|3|4|2|2|0|2|3|2|2|3|3|3|2021-10-21|||2021 34673140000000|Elk Grove Unified|2|Test1|4|3|4|3|4|4|4|5|2|3|4|4|4|3|3|4|5|3|3|3|3|3|3|2021-06-25|EGUSD administers an annual Instructional Survey which asks teachers to specify the extent to which they are familiar, how often they apply, and their current level of implementation of each state standard, along with other questions about instructional practices and professional learning preferences. EGUSD monitors improvements over time and differences across schools and subjects so that resources can be targeted to improve implementation. This survey was not administered during COVID-19, but will be administered again in Fall 2021. The most recent data is from Spring 2019 and is described below. In 2019, 1208 teachers responded, representing about 36% of teachers districtwide. Across all content standards, 67% indicated familiarity with state standards and 73% indicated weekly or daily application. The percentage of teachers rating their implementation of state standards as Early Applying or Applying was 66%, an increase from 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||2021 34673140111732|California Montessori Project - Elk Grove Campus|2|CMP began using the i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment (Curriculum Associates) in the 2019-2020 school year. CMP teachers administer an online placement assessment in the fall of each school year. Additional assessments are administered in the winter and spring to track student growth over the course of the year. The i-Ready assessments are highly correlated to the CAASPP and the end of the school year i-Ready assessments provide an opportunity to see how students would have scored on CAASPP in school year 2019-20 had CAASPP been administered. The assessments also allow CMP and its teachers to see which standards students have mastered and which standards students are still working on which allows CMP to target instruction to support students standards mastery. English Language Arts: Montessori Language Arts Curriculum WASECA Montessori Phonics Program Primary Phonics, Modern Curriculum Press, Houghton Mifflin Educators Publishing Service Explode the Code McGraw Hill SRA Reading Laboratory Instructional Level Spelling Program Handwriting Without Tears Lucy Caulkins Writing Curriculum- piloting in 2020-21 Curriculum Associates: i Ready Learning Read Naturally Live Systematic Instruction in Phonological Awareness, Phonics, and Sight (SIPPS) Sonday System Reading Intervention Super Star Readers Montessori Research and Development – Word Study Program Albanesi ETC Montessori Language Arts Educators Publishing Service Wordly Wise Literature Circles Novels Houston Montessori Reproducible Materials Mathematics: Montessori Math Curriculum Curriculum Associates: Ready instruction and practice workbooks Curriculum Associates: i Ready Learning Albanesi ETC Montessori Math Ready Classroom Common Core Science: Montessori Science Curriculum Science Studies Weekly ETC Montessori Science TCI Science Curriculum History-Social Science: Montessori History Curriculum Teacher’s Curriculum Institute: Social Studies Alive! California’s Promise Teacher’s Curriculum Institute: Social Studies Alive! America’s Past Teacher’s Curriculum Institute: History Alive! Ancient World Teacher’s Curriculum Institute: History Alive! The United States Through Industrialism History Alive! The Medieval World and Beyond|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-14|||2021 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|4|3|4|4|4|4|2021-06-25|||2021 34673146112254|Elk Grove Charter|2||4|3|4|3|4|4|4|5|2|3|4|4|4|3|3|4|5|3|3|3|3|3|3|2021-06-25|EGCS administers an annual State Standards Implementation Survey asking its 16 teachers to self-rate their own and the school’s familiarity with, how often they apply, and their overall current level of implementation of the each of the state standards that are relevant to their teacher assignments, along with other questions about instructional practices and professional learning preferences. Familiarity and frequency of implementation is helpful to identify barriers to deeper implementation. In 2021, 75% of ELA teachers indicated they were implementing or fully implementing and sustaining practice. 68% of ELD teachers stated they were either implementing or fully implementing and sustaining. For Mathematics, 81% rated a 4 or 5 and for Next Generation of Science standards and History social science standards, 68% of teachers respectively stated they were at levels 4-5, up from 48% at level 3 in 2019. 75% of ELA teachers stated they were either fully implementing or sustaining materials. 62.5% of ELD teacher stated they were fully implementing materials. 75% of math teachers were either fully implementing or fully implementing and sustaining progress toward making materials available. For NGSS and History materials, only 62.61% of teachers stated they were fully implementing and sustaining materials and 68.8% of teachers rated themselves at a 4-5 in History-Social Science. Overall perceptions were higher in 2021 than the last time this survey was administered in 2019.||2021 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|2021-06-15|||2021 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|2021-06-15|||2021 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|2021-06-17|||2021 34673480000000|Galt Joint Union Elementary|2||4|4|4|4|2|5|5|5|5|3|5|5|5|5|5|2|2|4|3|1|4|4|4|2021-06-21|Additional information relevant to understanding academic standards implementation includes strategic district efforts to expand academic resources for learners through grants and partnerships including: James B. McClatchy Foundation: Growing Strong Learners PreKindergarten and English Learners Initiative Stanford and Genentech Reach for the Upside Initiative for Equity and Innovation Sacramento County Office of Education Social Emotional Learning and Expanded Learning Technical Assistance Sacramento Educational Cable Consortium (SECC) Creative Design with Video Technology Any Given Child Sacramento Metro Arts Consortium for Artists Residencies GALLUP Strengths Implementation NGSS Early Implementation Initiative California Language Learning and Innovation Collaborative with a Writing Focus||2021 34673550000000|Galt Joint Union High|2||3|3|3|3|3|3|2|4|2|3|3|2|4|3|3|4|3|4|4|4|4|3|3|2021-06-10|Many departments evaluated themselves lower in their implementation of standards during the 2020-21 school year than they had in previous years. In their reflections, this decrease in the ratings was attributed mostly to the struggles and challenges brought about by the COVID-19 pandemic, the closing of schools for in-person instruction, and the need to work remotely for the most of the school year. They felt that these challenges limited the time and ability for productive collaboration and work around the implementation of standards.||2021 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|2021-11-09|||2021 34674210132019|Paseo Grande Charter|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-09|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 34674210137950|Marconi Learning Academy|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-09|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 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 spring of 2021. The California Department of Education self-assessment tool was used as the basis for the survey.|3|3|3|3|2|3|3|3|2|2|4|4|3|3|2|2|3|3|3|2|2|2|2|2021-06-24|||2021 34674390101048|St. HOPE Public School 7|2||5|5|5|5|5|5|4|5|4|5|5|5|5|5|5|2|3|5|5|5|5|5|5|2021-06-29|||2021 34674390101881|New Technology High|2|CAASPP - Smarter Balanced Assessment District Adopted Initial and Benchmark Assessments for Math I, II, and III and ELA New Technology is fully implementing the following adopted academic standards: *English Language Arts - Common Core State Standards *Mathematics - Common Core State Standards *Next Generation Science Standards *History-Social Science *Career Technical Education is the areas of Computer Science and Media & Entertainment *Physical Education Model Content Standards *Visual and Performing Arts *World Language in the are of Spanish|4|2|3|4|5|4|2|3|4|5|4|3|4|4|4|5|2|4|5|5|4|3|3|2021-09-29|The school has had a change in leadership 3 times over the last 4 years with many substitute administrators to fill in between permanent principals. The teaching staff has also had a lot of turnover during that time. This year, following a year of distance learning, the school started the school year with 7 new teachers and one vacancy still remaining. Several of the teachers are new to the profession and some are still teaching interns.||2021 34674390101899|George Washington Carver School of Arts and Science|2|Each grade level have a set A-G schedule of required courses. This ensures that all students meet state aour qualitative measures (lesson books, Main Lesson, Portfolio Review) are the ways we implement our Waldorf program. They are designed as learning experiences that foster personal development. They are meant to extend our work beyond state and district measures, academic standards adopted by the State Board of Education. Students are monitored by GPA analysis.|4|4|4|4|4|3|3|3|4|3|3|3|3|4|3|4|4|0|0|4|4|4|4|2021-06-03|||2021 34674390101907|The MET|2||4|3|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|3|4|4|4|4|4|2021-09-23|||2021 34674390102038|Sacramento Charter High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|4|4|4|5|5|5|2021-06-29|||2021 34674390102343|Aspire Capitol Heights Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 34674390106898|The Language Academy of Sacramento|2||5|4|5|3|3|5|3|5|2|2|5|4|5|2|2|1|3|5|3|5|5|5|4|2021-06-25|||2021 34674390111757|California Montessori Project - Capitol Campus|2|"CMP began using the i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment (Curriculum Associates) in the 2019-2020 school year. CMP teachers administer an online placement assessment in the fall of each school year. Additional assessments are administered in the winter and spring to track student growth over the course of the year. The i-Ready assessments are highly correlated to the CAASPP and the end of the school year i-Ready assessments provide an opportunity to see how students would have scored on CAASPP in school year 2019-20 had CAASPP been administered. The assessments also allow CMP and its teachers to see which standards students have mastered and which standards students are still working on which allows CMP to target instruction to support students standards mastery. English Language Arts: Montessori Language Arts Curriculum Montessori Word Building Program Albanesi Language Arts Curriculum Primary Phonics, Modern Curriculum Press, Houghton Mifflin Educators Publishing Service Explode the Code McGraw Hill SRA Reading Laboratory Instructional Level Spelling Program Handwriting Without Tears Lucy Caulkins Writing Curriculum- piloting in 2020-21 Curriculum Associates: i Ready Learning Read Naturally and Read Naturally Live Systematic Instruction in Phonological Awareness, Phonics, and Sight (SIPPS) Sonday System Reading Intervention ETC Montessori Language Arts Educators Publishing Service Wordly Wise Literature Circles Novels Houston Montessori Reproducible Materials Mathematics: Montessori Math Curriculum Albanesi Math Curriculum Math Facts in a Flash Curriculum Associates: Ready instruction and practice workbooks Curriculum Associates: i Ready Learning Math Facts in a Flash ETC Montessori Math Pearson – DIGITS Science 4th – 5th Montessori Science Curriculum Science Studies Weekly ETC Montessori Science TCI Science Curriculum History-Social Science: Montessori History Curriculum Teacher’s Curriculum Institute: Social Studies Alive! California’s Promise Teacher’s Curriculum Institute: Social Studies Alive! America’s Past Teacher’s Curriculum Institute: History Alive! Ancient World Teacher’s Curriculum Institute: History Alive! The United States Through Industrialism History Alive! The Medieval World and Beyond"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-14|||2021 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|2||3|2|3|2|2|3|3|3|3|3|4|3|4|4|4|1|1|4|4|4|3|3|3|2021-11-08|||2021 34674390135343|Growth Public|2||4|3|4|4|4|4|2|4|4|4|3|2|3|3|3|1|1|2|3|1|3|3|3|2021-06-29|||2021 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|4|3|4|4|4|4|2021-06-25|||2021 34674470000000|San Juan Unified|2||4|4|4|3|3|5|5|4|3|5|4|4|4|3|3|4|4|4|4|4|4|4|4|2021-06-22|||2021 34674470112169|California Montessori Project-San Juan Campuses|2|"CMP began using the i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment (Curriculum Associates) in the 2019-2020 school year. CMP teachers administer an online placement assessment in the fall of each school year. Additional assessments are administered in the winter and spring to track student growth over the course of the year. The i-Ready assessments are highly correlated to the CAASPP and the end of the school year i-Ready assessments provide an opportunity to see how students would have scored on CAASPP in school year 2019-20 had CAASPP been administered. The assessments also allow CMP and its teachers to see which standards students have mastered and which standards students are still working on which allows CMP to target instruction to support students standards mastery. English Language Arts: Montessori Language Arts Curriculum WASECA Montessori Phonics Program Primary Phonics, Modern Curriculum Press, Houghton Mifflin Educators Publishing Service Explode the Code McGraw Hill SRA Reading Laboratory Instructional Level Spelling Program Handwriting Without Tears Curriculum Associates: i Ready Learning Reading A to Z Systematic Instruction in Phonological Awareness, Phonics, and Sight (SIPPS) Sonday System Reading Intervention Super Star Readers Montessori Research and Development – Word Study Program Literature Circles Novels McGraw Hill SRA Reading Laboratory Spelling City Read Naturally Live Lucy Caulkins Writing Houston Montessori Reproducible Materials Historic Literature Novels Literature Circles Novels Curriculum Associates: i Ready Learning Mathematics: Montessori Math Curriculum Math Facts in a Flash Curriculum Associates: iReady Math Curriculum Associates: Ready Common Core Math American River – Houghton Mifflin – California Math* Carmichael – Curriculum Associates: Ready Classroom* Orangevale - Go Math! * The Middle School teams are piloting Math programs for future adoption. Science: Montessori Science Curriculum Science Studies Weekly Mystery Science Carmichael – Teacher’s Curriculum Institute History-Social Science Montessori History Curriculum Teacher’s Curriculum Institute: Social Studies Alive! California’s Promise Teacher’s Curriculum Institute: Social Studies Alive! America’s Past Teacher’s Curriculum Institute: History Alive! Ancient World Teacher’s Curriculum Institute: History Alive! The United States Through Industrialism History Alive! The Medieval World and Beyond"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-14|||2021 34674470114983|Golden Valley River|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2|4|4|5|4|4|4|4|2021-06-02|||2021 34674470120469|Aspire Alexander Twilight College Preparatory Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 34674470121467|Aspire Alexander Twilight Secondary Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 34674470128124|Gateway International|2||5|4|4|5|5|5|5|5|5|5|5|5|5|4|4|3|3|5|4|5|4|4|4|2021-06-25|||2021 34674470132399|Golden Valley Orchard|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2|4|4|5|4|4|4|4|2021-06-02|||2021 34674473430691|Options for Youth-San Juan|2||4|4|4|4|3|5|4|4|5|5|4|4|4|4|3|2|4|5|4|4|4|3|2|2021-06-18|We are continuously researching new curriculum options that meet the needs of our students. OFY San Juan has implemented a new Biology course that is NGSS, and a new English 9 and Integrated Math 1 that are fully CCSS aligned. Other core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Additionally, the pilot of Edmentum was a success and has now been fully implemented into our curriculum set. This means we have ended our relationship with Apex in order to fully implement Edmentum. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories (LCAP Goal 2 Action 4). Also, the ELD curriculum pilot of iLit has resulted in the adoption of the program and it has been fully implemented within the charter (LCAP Goal 1 Action 1).||2021 34674473430717|Visions In Education|2||5|4|4|4|3|5|5|5|3|3|5|5|5|3|4|3|5|5|3|3|5|5|4|2021-06-24|Visions in Education remains committed to the implementation of California State Standards through the evaluation and deployment of standards-based curriculum, professional learning opportunities for key partners, pedagogy and assessment, as well as the annual reevaluation and customizing of content and materials to improve student achievement. Visions In Education continues to create partnership, seek staff, community, and parent/guardian input to continue to improve implementation of state academic standards.||2021 34739730000000|Center Joint Unified|2||4|3|4|3|4|5|5|5|4|5|5|5|5|4|4|5|5|4|4|5|5|5|4|2021-11-17|||2021 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 State Standards, uses computer-adaptive question types, and benchmarks our student progress in comparison to the annual summative assessment. The implementation of 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. There was a pause in data reporting and reduced implementation due to the pandemic. 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 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 complicated in Natomas because of the mobility rate of our students and our chronic absenteeism rate. Two in three third graders attended kindergarten in our district, 9 in 10 sixth graders attended fifth grade in our district, and 72% 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|2021-06-23|||2021 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. 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|2021-10-28|||2021 34752833430659|Natomas 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|2021-06-14|||2021 34765050000000|Twin Rivers Unified|2||4|3|4|3|3|5|5|5|4|4|4|3|4|3|3|4|4|4|5|5|4|3|3|2021-06-22|||2021 34765050101766|Community Outreach Academy|2||5|4|5|3|3|5|5|5|5|5|5|4|5|4|3|3|3|4|4|3|5|5|5|2021-06-25|In most instances, COA is at a place of full implementation; however, due to several factors, there are several areas considered to be at initial implementation because we have not reached full implementation across all grade levels and classrooms.||2021 34765050101832|Futures High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|3|4|5|5|5|5|5|2021-06-25|||2021 34765050108795|Creative Connections Arts Academy|2||4|4|3|3|3|5|4|5|4|4|4|4|4|3|3|3|4|4|5|5|4|3|3|2021-06-22|||2021 34765050108837|Community Collaborative Charter|2||4|4|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|4|3|4|4|4|4|2021-06-25|||2021 34765050113878|Higher Learning Academy|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|5|5|3|4|5|5|5|2021-06-25|||2021 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|4|3|4|4|4|4|2021-06-25|||2021 34765050130757|Highlands Community Charter|2||5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|5|5|5|2021-06-10|||2021 34765056033336|Smythe Academy of Arts and Sciences|2||4|3|4|4|3|5|4|5|4|3|4|4|5|4|3|3|4|4|5|5|4|4|3|2021-06-22|||2021 34765056112643|Westside Preparatory Charter|2||4|4|5|3|3|5|4|5|5|4|5|4|5|4|3|3|4|4|5|5|4|3|4|2021-06-22|||2021 35103550000000|San Benito County Office of Education|2|"1. Rate the local educational agency's progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below. a. ELA—Full Implementation b. ELD—Full Implementation c. Math—Full Implementation d. NGSS—Initial Implementation e. History/Social Science—Initial Implementation 2. Rate the local educational agency's progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught. a. ELA—Full Implementation b. ELD—Initial Implementation c. Math—Full Implementation d. NGSS—Initial Implementation e. History/Social Science— Initial Implementation 3. Rate the local educational agency's 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/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher pairing) a. ELA—Full Implementation b. ELD—Initial Implementation c. Math—Full Implementation d. NGSS—Initial Implementation e. History/Social Science— Beginning Development 4. Rate the local educational agency's progress implementing each of the following academic standards adopted by the State Board of Education for all students. a. CTE—Initial Implementation b. Health—Initial Implementation c. PE— Initial Implementation d. VAPA— Initial Implementation e. World Languages— Initial Implementation 5. During the 2019-20 school year (including summer 2019) or during the 2020-21 school year (including summer 2020), rate the local educational agency's success at engaging in the following activities with teachers and school administrators? a. Identifying personal learning needs of groups, teacher or staff as a whole—Full Implementation b. Identifying learning needs of individual teachers—Full Implementation c. Providing support for teachers on the standards they have not yet mastered—Full Implementation San Benito County Office of Education operates four alternative education programs including Santa Ana Opportunity School, San Andreas Continuation High School, Pinnacles Community School and Pinnacles Juvenile Hall. Due to the requirements of alternative programs, some courses, including World Languages, are only offered to students though an online course option."|5|5|5|3|3|5|3|5|3|3|5|3|5|3|2|3|3|3|3|3|5|5|5|2021-06-24|San Benito County Office of Education operates four alternative education programs including Santa Ana Opportunity School, San Andreas Continuation High School, Pinnacles Community School and Pinnacles Juvenile Hall. Due to the requirements of alternative programs, some courses, including World Languages, are only offered to students though an online course option.||2021 35674540000000|Bitterwater-Tully Elementary|2||4|1|4|3|1|4|1|4|3|2|4|2|4|3|2|1|2|2|2|1|3|3|3|2021-10-13|We adopted have adopted Discovery Science curriculum for the 2021/2022 school year.||2021 35674620000000|Cienega Union Elementary|2||5|5|5|5|3|5|5|5|5|3|5|5|5|3|2|3|3|3|5|1|5|5|5|2021-08-24|||2021 35674700000000|Hollister|2|Hollister School District annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites and reports the results to its local governing board at a regularly scheduled meeting. The Hollister School District has invested in common core aligned curriculum adopted materials. Between 2018 and 2021 the district has adopted standards based curriculum in math, social studies, ELD, and science. All students and teachers have access to materials, digital resources, and assessments that are standards based.|5|4|4|3|3|4|4|4|3|4|4|3|4|3|3|2|2|4|3|2|4|4|4|2021-10-07|The Hollister School District is currently utilizing K12SWP and CSI grant funding to develop a CTE and VAPA elective program that is aligned with state standards and the high school and post secondary institutions that our students will be attending. The Hollister School District has identified core curriculum, supplemental instructional resources, and effective research based strategies that are supported through sustained professional development over time via initial trainings, follow up professional learning to deepen practice, and site based capacity building for systemic schoolwide improvement. All teachers, based on their individual needs, participate.||2021 35674880000000|Jefferson Elementary|2||5|5|5|5|5|5|4|5|5|3|5|5|5|5|5|1|3|4|4|1|5|5|5|2021-06-16|Jefferson is the smallest district in California. We have two staff members: an Instructional Aid and a fully credentialed teacher who also serves as the district Principal and Superintendent. The district currently has six students enrolled in our district. The information is based on the current knowledge and abilities of the Teacher/Principal who has two master’s degrees and over twenty years of classroom experience.||2021 35675040000000|North County Joint Union Elementary|2|NA|5|5|5|3|3|4|4|5|2|2|5|5|5|3|3|1|2|5|2|1|5|5|4|2021-10-14|As a TK-8th grade district, we do not offer Career Technology Education or World Language as core subjects.||2021 35675200000000|Panoche Elementary|2||4|3|4|2|1|4|3|4|2|1|4|3|4|2|1|1|2|2|2|1|4|4|4|2021-07-12|Panoche School District consists of a single one room school with typical enrollment of less than 10 students total in grades K-8 and a single employee covering all duties within the district. Due to the constraints of this unique situation, some courses, including CTE and World Languages, are not able to be offered at this time. Web-based alternatives are being researched.||2021 35675380000000|San Benito High|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|4|4|4|4|4|5|4|4|2021-10-12|||2021 35675530000000|Southside Elementary|2||4|4|4|3|4|5|5|5|3|5|4|4|4|4|4|1|3|4|3|1|4|4|3|2021-01-13|||2021 35675610000000|Tres Pinos Union Elementary|2|We are using Houghton Mifflin Language Arts Journeys for K-5 and Collections for grades 6-8th. Our ELD is imbedded into our Houghton Mifflin curriculum. Our Mathematics programs are enVision Math for grades K-5 and McGraw-Hill California Math for grades 6-8th. We adopted a new NGSS Science Curriculum in 2020/2021 through Houghton Mifflin. Studies weekly was adopted 2 years ago for all grades K-8th for Social Science/History. Physical Education is done with each teacher and their classroom. We contract out with San Benito County Arts for our visual and performing arts. This year we will be having a weekly art teacher working with classes.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|0|4|0|4|4|4|2021-10-07|Every adoption includes Professional Development for our staff and administration.||2021 35675790000000|Willow Grove Union Elementary|2|"Implementation of State Standards 1. Rate the local educational agency's progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below. a. ELA—Full Implementation b. ELD—Full Implementation c. Math—Full Implementation d. NGSS—Beginning Development e. History/Social Science—Exploration and Research Phase 2. Rate the local educational agency's progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught. a. ELA—Full Implementation b. ELD—Full Implementation c. Math—Full Implementation d. NGSS—Beginning Development e. History/Social Science— Exploration and Research Phase 3. Rate the local educational agency's 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/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walk-throughs, teacher pairing) a. ELA—Full Implementation b. ELD—Full Implementation c. Math—Full Implementation d. NGSS—Beginning Development e. History/Social Science— Exploration and Research Phase 4. Rate the local educational agency's progress implementing each of the following academic standards adopted by the State Board of Education for all students. a. CTE—Exploration and Research Phase b. Health—Beginning Development c. PE—Initial Implemenation d. VAPA— Beginning Development e. World Languages— Exploration and Research Phase 5. During the 2019-20 school year (including summer 2019) or during the 2020-21 school year (including summer 2020), rate the local educational agency's success at engaging in the following activities with teachers and school administrators? a. Identifying personal learning needs of groups, teacher or staff as a whole—Full Implementation b. Identifying learning needs of individual teachers—Full Implementation c. Providing support for teachers on the standards they have not yet mastered—Full Implementation Willow Grove School/ District consists of a two room school with typical enrollment of less than 18 students total in grades K-8 and two full time teachers covering all teaching within the school/district. Due to the constraints of this unique situation, some courses, including CTE and World Languages, are not able to be offered at this time. Web-based alternatives are being researched."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|4|4|4|2021-09-16|||2021 35752590000000|Aromas - San Juan Unified|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|1|3|4|3|3|4|4|4|2021-06-23|||2021 36103630000000|San Bernardino County Office of Education|2||5|2|4|3|2|5|3|4|4|4|4|3|4|4|3|4|2|2|2|1|4|4|4|2021-06-07|||2021 36103630115808|Norton Science and Language Academy|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|5|4|5|5|5|5|2021-11-08|||2021 36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|5|3|5|4|4|3|2021-06-21|Goal Met. While reflecting on student outcomes for the 2019/20 and 2020/21 schools’ years, years that were shaped by on site learning ending in March 2020 and the entire 2020/21 school year taking place in a learning format that has never been tried and vetted before, the SASCA-CV community (all stakeholders) considered the effectiveness of the 2019-20 LCAP and 2020-21 Learning Continuity and Attendance Plan in order to inform the development of the 21-22 through 23-24 LCAP. Questions that were considered during the group reflection process included: What aspects of the actions and services were implemented differently than planned? Why did that happen? What happened, if anything, that was unplanned. What connections can we make from the 2019-20 LCAP and 2020-21 Learning Continuity and Attendance Plans effectiveness and to what extent did the students meet the objectives stated in the plans and how do we know? General questions of analysis by stakeholders and builders of the newest LCAP considered included: To what extent did the students learn what was intended? In what ways were teaching methods effective? In what ways were activities effective? In what ways were the instructional materials effective? How did any special considerations of accommodations affect the desired outcome? SASCA-CV is using the guiding questions from the reflection and the determinations from the analysis to help guide us for the 2021/22 school year with the aim to continue to meet all local||2021 36103633630761|Excelsior Charter|2||5|5|5|3|5|5|3|5|3|5|5|5|5|4|4|5|5|4|5|4|4|4|4|2021-10-19|||2021 36675870000000|Adelanto Elementary|2||4|4|4|1|2|3|3|3|3|3|3|3|3|1|2|2|3|4|4|3|3|3|3|2019-10-29|AESD has a new Superintendent and Cabinet. We are currently monitoring the information this year as a new staff and will be providing a survey to parents/staff and students by March of 2022 to collect input/information on the needs of the district and what parents feel is going well and what they would like addressed, etc.||2021 36675870128462|Taylion High Desert Academy/Adelanto|2||4|2|4|2|3|4|2|3|2|3|4|2|4|2|2|3|5|3|4|4|4|3|3|2021-10-21|||2021 36675950000000|Alta Loma Elementary|2||5|5|5|3|5|5|5|5|5|5|5|5|5|3|5|3|5|5|5|5|5|5|5|2021-06-09|||2021 36676110000000|Barstow Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|2021-06-22|||2021 36676370000000|Bear Valley Unified|2||4|5|4|3|4|5|5|5|4|4|5|4|4|4|4|5|5|5|5|5|4|4|4|2021-06-14|||2021 36676520000000|Chaffey Joint Union High|2||4|4|3|4|3|4|4|3|4|4|4|4|3|4|3|4|2|3|3|3|4|3|3|2021-06-16|Professional learning and implementation of academic standards are determined through District-provided teacher and department chair surveys. Further data is collected to refine direction for Priority 2, including the gathering of input regarding teacher satisfaction and areas of need for professional learning. School closures and the shift to distance learning required a comprehensive and robust system of support to prepare teachers for the demands of teaching in a virtual environment, utilizing needed technology to support student engagement, and delivery of content. Teachers were surveyed throughout the year to ensure they were receiving the professional learning they needed and that the support was relevant and applicable to a virtual learning format. Additionally, the District recently purchased science textbooks District-wide to support teachers in further aligning their curriculum to Next Generation Science Standards and to provide digital access to the instructional materials students would need. 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.||2021 36676780000000|Chino Valley Unified|2||5|5|5|3|3|4|4|4|2|2|5|5|5|4|4|3|4|3|3|3|5|4|3|2021-03-04|||2021 36676940000000|Cucamonga Elementary|2||4|4|4|3|3|5|5|5|3|3|5|5|5|3|3|3|4|4|5|3|5|4|4|2021-06-17|||2021 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 April 2020 indicates 96% 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 97% 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 95% 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, 95% 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|2021-06-23|||2021 36677360000000|Helendale Elementary|2||4|3|4|4|3|5|4|5|5|3|5|4|5|5|4|3|5|5|5|3|3|3|4|2021-06-21|||2021 36677360116723|Academy of Careers and Exploration|2||4|3|4|4|3|5|4|5|5|3|5|4|5|5|4|3|5|5|5|5|3|3|4|2021-06-21|||2021 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|2021-06-10|||2021 36677360130948|Independence Charter Academy|2||4|3|4|4|3|5|4|5|5|3|5|4|5|5|4|5|5|5|5|5|5|5|5|2021-06-21|||2021 36677360136069|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|2021-07-15|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. Career technical education is achieved through Sage Oak provided pathways, as well as partnering with community colleges. Health education content standards are met through textbooks, synchronous or asychronous courses and align with the the California Healthy Youth Act when applicable. Additionally, the physical educations standards can be met through completion in the home environment or by partnering with a community provider. 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.||2021 36677360136937|Vista Norte Public Charter|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-14|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 36677360139576|Excel Academy Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|5|5|5|4|5|5|5|2021-08-19|Excel Academy Charter School’s (EACS) high quality model of education is rooted in flexible learning, personalized pacing, and proven systems of support for students in grades K-12. Students are provided with vetted curriculum choices that meet grade level standards and expectations. EACS students are provided with instructional strategies connected to grade level curriculum to become creative and complex thinkers, effective communicators, community/global participants, and empowered independent learners. For the 21/22 school year, students in grades K-3 will be utilizing Imagine Language and Literacy, and students in grades 4-12 will complete lessons through Edmentum Exact Path. All English Learner (EL) students will be completing assigned targeted ELD curriculum and virtual live instruction that is taught by a credentialed educator. In addition to the assigned ELD online curriculum and live lessons, Long-Term English Learners (LTELs) will receive focused individualized intervention through the Student Success Team (SST) to gain English proficiency. ETL science courses are offered to students in grades 6-8. Students will be using the Stanford NGSS Curriculum and personalized lab kits that will provide students a hands-on opportunity to generate problem solving and answer scientific questions. For 21/22, EACS has a new CTE teacher for Child Development, and the Health Science pathway is growing with tripled enrollment for year one.||2021 36677770000000|Morongo Unified|2||4|3|4|4|4|4|4|4|4|4|4|3|4|3|4|4|4|4|4|4|3|3|3|2021-06-29|The Dashboard Indicators for ELA, Math, and Science were suspended for the 2020/2021 school year. Therefore, our Dashboard for this school year focused on graduation rates and College and Career Readiness. The Dashboard CCI Indicator data for Twentynine Palms High School showed that 49.7% of students were prepared, 27.8% were approaching prepared, and 22% were not prepared. The Dashboard reported the graduation rate for the 2019-20 school year was 90%. At Twentynine Palms High School, the CTE Pathway completion rate was 36.9%, Advanced Placement Exam Passage rate 15.5% and the A-G Completion rate was 1.2%. The Dashboard Indicator data for Yucca Valley High school showed that 28.5% of students were prepared, 21.7% were approaching prepared, and 49% were not prepared. The Dashboard reported the graduation rate for the 2019-20 school year was 82.1% At Yucca Valley High School, the CTE pathway completion rate was 25.3%, The Advanced Placement Exam Passage rate 16.5% and the A-G Completion rate was 19.0%. The Dashboard CCI Indicator data for Blackrock High school showed that 1.1 % of students were prepared, 9.1% were approaching prepared, and 89.8% were not prepared. The Dashboard reported the graduation rate for the 2019-20 school year was 58%. The average graduation rate for the district was 80.8% compared to the state average 86.6%.||2021 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- Teachers received training and instructional materials aligned to the current ELA/ELD standards. Survey results show 89% of teachers rated the district at full implementation. English Language Development - Teachers received training and instructional materials aligned to the current ELA/ELD standards. Survey results show 75% of 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 93.6% of teachers rated the district at full implementation. Next Generation Science Standards –This is our sixth year of intensive training for our teachers. This has been conducted in phases depending on grade level. Survey results showed 35.6% of teachers rated the district at full implementation, while 50.8% rated initial implementation, reflecting our continued progression of phasing in grade level training. History-Social Science – As reflected in the new framework, we are shifting our instructional model to include more opportunities for inquiry. Survey results show 59.6% of 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 78.4 of teachers rated the district at full implementation. Visual and Performing Arts - VAPA standards are taught to students in TK-6 during music instruction, classroom arts instruction and in a grade-level Integrated Arts presentation. Standards are taught to students in grades 7-8 via a band, choir and arts elective program. Survey results show 51% of 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|2021-06-17|||2021 36677930000000|Mt. Baldy Joint Elementary|2||4|4|4|3|2|5|5|5|2|2|4|2|4|2|2|1|1|4|1|1|4|5|4|2021-06-15|||2021 36678010000000|Needles Unified|2||3|1|3|3|3|3|1|3|3|2|3|1|3|3|2|3|3|3|3|3|4|3|3|2021-09-14|||2021 36678190000000|Ontario-Montclair|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|2|2|4|3|3|5|4|4|2021-06-17|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). As of May 2021, 22 out of 32 school sites are implementing a multi-tiered system of support, with the remaining 10 schools implementing during 2021-2022. We have adopted History-Social Science textbooks aligned to the California History-Social Science Framework in grades 6-8. Additionally, in April 2019 we adopted textbooks aligned to the California Science Framework in grades K-8 and we have provided professional development for 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.||2021 36678270000000|Oro Grande|2||4|4|5|2|1|5|4|5|3|1|5|3|5|1|1|4|4|4|4|1|4|5|5|2021-10-13|||2021 36678270113928|Riverside Preparatory|2||3|5|3|2|2|3|3|3|3|2|3|3|4|3|2|2|2|3|3|1|2|2|3|2021-10-08|||2021 36678270137174|Mojave River Academy - Gold Canyon|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|5|2021-10-13|||2021 36678270137182|Mojave River Academy - National Trails|2||4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|3|3|3|3|1|3|3|3|2021-10-13|||2021 36678270137190|Mojave River Academy - Oro Grande|2||3|3|4|3|3|4|3|4|3|3|4|3|3|3|3|3|3|3|3|1|4|4|3|2021-10-13|||2021 36678270137208|Mojave River Academy - Route 66|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|2|3|3|2|2|3|3|3|2021-10-13|||2021 36678270137216|Mojave River Academy - Rockview Park|2||2|3|3|3|4|4|2|4|2|4|3|3|3|3|3|2|2|2|3|1|2|3|1|2021-10-13|||2021 36678270137224|Mojave River Academy - Silver Mountain|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|4|4|4|3|4|4|4|2021-10-13|||2021 36678270137232|Mojave River Academy - Marble City|2||4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2021-10-13|||2021 36678430000000|Redlands Unified|2||5|4|5|3|4|5|4|5|3|4|5|3|5|3|4|4|3|4|4|4|4|3|4|2021-06-15|||2021 36678500000000|Rialto Unified|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|3|3|4|4|3|3|3|3|2021-06-23|||2021 36678680000000|Rim of the World Unified|2||3|2|3|2|1|4|4|4|2|1|3|3|3|2|1|4|2|4|4|4|3|3|2|2021-06-24|||2021 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|5|2021-09-16|||2021 36678760120006|New Vision Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|4|4|5|5|5|2021-06-24|Career and Technical Education currently do not apply to Middle School curriculum.||2021 36678760120568|Options for Youth-San Bernardino|2||4|3|4|4|3|5|4|4|5|5|4|4|4|4|3|4|4|5|4|5|4|4|4|2021-06-17|We are continuously researching new curriculum options that meet the needs of our students. Options For Youth- San Bernardino has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned. Other core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Additionally, the pilot of Edmentum was a success and has now been fully implemented into our curriculum set. This means we have ended our relationship with Apex in order to fully implement Edmentum. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electives. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories. Also, the ELD curriculum pilot of iLit has resulted in the adoption of the program and it has been fully implemented within the charter. Implementing these new programs and courses have helped us focus on Goal 2 Action 3 of our LCAP: Students will have access to academic resources that help aid in their mastery in a broad course of study that is CCSS, NGSS, and CCR aligned in the following subjects: English, Science, Mathematics, and Career Technical Education. Digital Edmentum curriculum, as well as necessary supplies and supports.||2021 36678760121343|iEmpire Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|5|5|5|1|5|5|5|2021-06-24|Career Technical Education and World Language do not apply to our elementary curriculum.||2021 36678760122317|Hardy Brown College Prep|2||5|5|5|5|2|5|5|5|5|2|5|5|5|5|2|5|3|5|5|5|5|5|5|2021-08-26|||2021 36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|2|For Option 2 Reflection Tool - Question #4: CTE, Health Education & World Languages Standards do not apply to Ballington Academy.|4|4|5|3|3|4|4|5|4|3|4|3|4|3|3|0|0|4|4|0|3|4|3|2021-05-25|Ballington Academy serves TK-5, therefore CTE, Health Education, and VAPA standards do not apply.||2021 36678760136952|Entrepreneur High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|2021-06-24|||2021 36679180000000|Victor Elementary|2||4|3|5|3|2|5|5|5|5|1|4|4|4|3|1|5|1|3|1|1|4|4|4|2021-06-16|||2021 36679186101927|Sixth Street Prep|2||4|3|5|3|2|5|5|5|5|1|4|4|4|3|1|5|1|3|1|1|4|4|4|2021-06-16|||2021 36679186118350|Mountain View Montessori Charter|2||4|3|5|3|2|5|5|5|5|1|4|4|4|3|1|5|1|3|1|1|4|4|4|2021-06-16|||2021 36679343630670|Options for Youth-Victorville Charter|2||5|4|5|3|3|5|4|5|4|4|4|4|4|4|3|3|5|5|4|4|4|3|4|2021-06-25|We are continuously researching new curriculum options that meet the needs of our students. OFY-VV has implemented a new Biology course that is NGSS, and a new English 9, Algebra 1, and Integrated Math 1 that are fully CCSS aligned. Other core courses are always being reviewed and rewritten based on reviews of data and passage of new state codes and laws. Edmentum has now been fully implemented into our curriculum set. Students now have access to more than 200 semester courses, which includes a full set of A-G approved core courses as well as numerous electivee. Many of these electives include courses in the VPA, Foreign Languages, and CTE categories. Also, the ELD curriculum pilot of iLit has resulted in the adoption of the program and it has been initially implemented within the charter. To ensure students have access to and are enrolled in these offerings we have developed LCAP Goal 1, Action 2: EL Individualized Support & Instruction - The LEA will provide individualized support for EL students through English Language Specialists. Additionally, EL students have access to the Bilingual Scholars Program, designated ELD curriculum (iLIT and ERWC), and support in the development of Academic Learning Plans twice a year and LCAP Goal 2, Action 4: Broad course of study: Students will have access to academic resources that help aid in their mastery in a broad course of study that is CCSS, NGSS, and CCR aligned in the following : English, Science, Mathematics, and CTC.||2021 36679590000000|Yucaipa-Calimesa Joint Unified|2||3|3|3|3|1|4|3|4|3|1|3|2|3|3|1|3|2|5|4|3|4|4|3|2021-10-26|||2021 36679590124032|Competitive Edge Charter Academy (CECA)|2||4|3|4|4|3|5|4|4|4|3|4|4|5|4|4|3|3|3|4|5|4|4|4|2021-10-26|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 shared with the Competitive Edge Charter Academy School Board on October 26, 2021.||2021 36738580000000|Baker Valley Unified|2||3|4|4|3|3|5|5|5|5|5|3|3|3|3|3|1|1|4|4|4|3|3|3|2021-06-24|||2021 36738900000000|Silver Valley 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|2021-06-08|||2021 36739570000000|Snowline Joint Unified|2||4|3|4|3|3|4|4|4|4|4|3|3|3|3|3|4|4|5|5|5|1|1|2|2021-06-22|Teachers use the adopted English Language Arts/English Language Development (ELA/ELD) and Math curriculum and their accompanying digital platforms. Additionally, the Student Learning and Support Services department hosted additional training and support using the digital platforms to support remote learning. A new NGSS digital curriculum was adopted this school year and will be implemented this school year. The publishers will provide training and support. In grades 6-12, teachers continue to use the adopted History/Social Science curriculum, both digital and hard copy. Elementary school history/social science needs will be evaluated and supported after implementing the new science materials.||2021 36750440000000|Hesperia Unified|2||5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-07|||2021 36750440107516|Summit Leadership Academy-High Desert|2||4|3|4|4|4|4|3|4|4|4|5|3|5|5|5|4|4|4|3|5|5|5|4|2021-06-18|To ensure advanced level curriculum the School contracted with an education technology expert to provide educators professional development to revise and enhance the curriculum. The School provided additional professional development opportunities with the curriculum vendor's specialists as well as in-house workshops utilizing state and county resources. Additionally, the School purchased curriculum software licenses to provide supplemental instructional materials that include tools and strategies to support special learners.||2021 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. 100% of Career Technical Education courses are aligned to the CTE Framework. 100% 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, 89% of teachers at the school exceed the professional development participation target of 60 hours. 97% 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.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22|||2021 36750510000000|Lucerne Valley Unified|2||3|3|3|2|2|4|3|4|2|2|3|3|3|2|2|3|3|3|3|3|3|3|3|2021-06-10|||2021 36750510115089|Sky Mountain Charter|2||5|3|5|5|4|5|5|5|5|4|5|5|5|5|5|4|5|5|5|5|4|4|4|2021-06-03|Our high school science courses are aligned with NGSS. The biology, chemistry and physics syllabi align with NGSS. We offered 12 CTE pathways this year, all through online classes. We continue to work toward developing more career pathways for the future. Grant funding supporting CTE pathways was secured in partnership with a local community college and additional staff was hired and assigned to support students. Our individualized approach to professional development involves using professional goal setting, data from teacher evaluations, and schoolwide strategic planning. Each year begins with a school-wide Professional Development day dedicated to different aspects of our schoolwide focus for improvement. Teachers also participate in PD workshops on schoolwide identified focus areas in cohorts that meet throughout the school year. The newly hired Reading Specialist provided staff training, researched verified resources, policy development regarding early literacy and universal dyslexia screening. This year administrators attended professional training for teachers of English Learners. We learned effective classroom techniques for providing high-quality English language development and reviewing the latest research in teaching ELs. Our school website includes resources for parents and teachers of EL students. The EL Coordinator works closely with staff and parents to provide materials and resources for them to use when teaching daily English language development.||2021 36750510136432|Alta Vista Innovation High|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-08|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 36750510136960|Elite Academic Academy - Lucerne|2||4|2|4|3|4|4|2|4|3|4|3|2|3|2|3|4|2|4|4|3|4|4|3|2021-06-03|Our LEA is a non-classroom based charter school. We have used the last year to implement Elite-created high school curriculum in ELA, math, and History/Social Studies to not only align with CA State Standards, but also to address the unique needs of our students. Professional development focused on the National Standards for Online Learning, curriculum writing, and student engagement provided teachers with support and resources to move away from traditional online curriculum that is multiple-choice and low rigor. We have also created a Student Support Team, which is working on building an MTSS plan that will support the academic success of students and provide a roadmap for better ELD instruction.||2021 36750510139188|Granite Mountain Charter|2||3|3|3|3|3|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|2|4|2021-06-17|For the current year, we have provided for our students curriculum options that are standards based and provide a robust educational experience for the various learners we have currently in our LEA. As we move forward and focus on the next school year, we have paired down the curriculum options that were available to families to provide only what GMCS sees as being standards based and rigorous options that will prepare our students for the skills that are needed in the 21st century. We provide learning opportunities for our K-8 students that allows them to participate in extracurricular activities that create a well-rounded young learner. Our middle school students are given the opportunity to take high school level courses and CTE courses. In high school, our students are given access to AG courses that will prepare them for college. The CTE pathways that we give our students access to also allow for them to be prepared for a career when they graduate from our school. As an LEA, we do strive for excellence in the education that we provide for our students through curriculum and extracurricular activities we offer to all students.||2021 36750690000000|Upland Unified|2||3|2|3|3|2|5|5|5|5|3|2|2|3|1|1|2|1|1|1|3|4|2|1|2021-09-07|||2021 36750770000000|Apple Valley Unified|2||5|5|5|5|4|4|5|5|4|3|4|5|5|5|4|5|5|4|5|5|5|5|5|2021-06-10|||2021 36750773631207|Academy for Academic Excellence|2||5|4|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|5|5|5|2021-11-08|||2021 37103710000000|San Diego County Office of Education|2||5|4|3|3|2|4|3|4|2|1|5|4|4|2|1|4|3|1|3|2|4|3|3|2021-05-12|Our LEA is an alternative school district (Juvenile Court and Community Schools). We have used the last 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 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.||2021 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|2021-06-10|||2021 37103710138404|Classical Academy Vista|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2021-09-14|||2021 37103710138792|JCS - Manzanita|2||3|3|4|3|3|4|3|4|3|3|3|3|4|3|3|2|3|3|2|4|4|3|3|2021-06-11|||2021 37679670000000|Alpine Union Elementary|2||5|5|4|4|3|5|5|4|4|3|4|4|5|4|3|3|4|4|4|5|5|5|4|2021-12-15|AUSD has updated virtually all of its curriculum, including English Language Arts, Science, Math, Social and Emotional, and Middle School social studies. All TK-2 and special education teachers have been trained in Orton Gillingham and are fully implementing the training with students. Math training, coaching, and co-teaching have been consistently provided to all staff in all grade levels. Digital curriculum programs in addition to the core curriculum have been fully updated in ELA, Math, Social and Emotional, and Science.||2021 37679830000000|Borrego Springs Unified|2||5|5|5|4|3|5|5|5|3|3|4|4|4|4|4|4|4|4|4|4|4|4|5|2021-11-10|||2021 37679830134890|San Diego Workforce Innovation High|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-08|Overall, the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. SDWIHS improved in implementing the mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. SDWIHS also increased the curriculum frameworks for all subject areas.||2021 37679910000000|Cajon Valley Union|2||3|3|4|3|3|4|3|4|3|3|3|3|3|3|2|3|2|3|3|2|3|3|3|2021-05-11|"Cajon Valley is focusing attention on implementing and expanding our Literacy Program in all elementary sites for grades K, 1st and 2nd over the next 2 years. This strategic program will utilize daily small group instruction for all students focused on achievement and growth data from CORE and iReady Diagnostic Assessments. We have completed year one of the new Science adoption in grades 6-8. This curriculum is aligned to the Next Generation Science Standards and incorporates knowledge based and hands-on learning. Continual evaluation of curriculum and standards based professional learning is being offered in mathematics. Cajon Valley Union School District has made it a priority to identify teacher needs based on an annual staff survey. In the 2017- 2018 school year, we transitioned from an LEA created staff survey to a survey administered by Gallup to increase validity and reliability. We will continue to triangulate this data, with parent and student surveys administered through Gallup. Professional learning will be available through the Alludo based platform, ""Cajon 365"". All staff will have access to on demand professional learning that supports learning in all of Cajon Valley's modern and traditional curriculum. Professional learning is personalized and based on teacher choice through academies (summer, winter, spring)."||2021 37679910108563|EJE Elementary Academy Charter|2|For Option 2: Reflection Tool - Question #4: CTE & VAPA Standards do not apply for EJE Elementary Academy.|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|0|2|5|0|5|5|4|4|2021-06-24|EJE Elementary Academy serves grade TK-5. Therefore CTE and VAPA standards do not apply (Question #4).||2021 37679910119255|EJE Middle Academy|2|EJE Middle Academy serves grades 6-8; and therefore does not offer CTE and VAPA. Therefore those standards are N/A for Question #4.|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|0|4|5|0|5|5|4|4|2021-06-24|EJE Middle Academy serves grades 6-8; and therefore does not offer CTE and VAPA. Therefore those standards are N/A for Question #4.||2021 37679910140558|Bostonia Global|2|Over the past year, district, college, and university leaders developed a Portraits of Graduates framework to establish graduation expectations. The profile includes a set of competencies whose purpose is to hold our students to high expectations. Priority standards are embedded within the competencies. A rubric defining the competencies at high school is currently complete. The 3-5 and 6-8 competency rubrics are under development. These rubrics clearly define the learning intentions and a learning progression leading to college and career success. Each student, in partnership with their advisor, develops a dynamic Individual Learning Plan that establishes a personalized pathway to success from TK- to beyond high school. Students gather evidence that demonstrates their knowledge, skills, and dispositions throughout their educational learning experience. Each trimester, students participate in Exhibitions that demonstrate both learning and growth. During the exhibition, students receive feedback from their families, peers, and Advisors. These exhibitions represent our authentic assessment system that tracks student academic and socio-emotional progress and invites families into the learning process. This ensures no student is overlooked and establishes reciprocal accountability among student, family, and school. Per the new school venture fund, NWEA math and literacy assessments are embedded into the curricular framework as a method of ensuring student progress towards meeting California State Standards. Students are assessed three times per year and are provided constant feedback and differentiated support to ensure consistency and continued growth. Priority standards are embedded within our competency based system to ensure equitable learning structures and conditions that empower each student to meet rigorous, common expectations for learning through timely, differentiated support. Central to our approach is an intense focus on student growth through meaningful feedback and permission for them to show how they are progressing in many ways. As a school in the Cajon Valley we focus our attention on implementing and expanding the Literacy Program in all elementary sites for grades K, 1st and 2nd over the next 2 years. This strategic program will utilize daily small group instruction for all students focused on achievement and growth data from iReady Diagnostic Assessments. Continual evaluation of curriculum and standards based professional learning is being offered in all content areas. Cajon Valley Union School District has made it a priority to identify teacher needs based on an annual staff survey. In the 2017- 2018 school year, we transitioned from an LEA created staff survey to a survey administered by Gallup to increase validity and reliability. We will continue to triangulate this data, with parent and student surveys administered through Gallup.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-12|||2021 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|2021-08-11|Marissa Allan and Veronica Konkoly, Principal Leads, provided feedback and input. CVE President provided feedback and input. Instructional Services and Support provided feedback and input.||2021 37680230138073|Learning Choice Academy - Chula 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|2021-09-08|||2021 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|2021-06-17|||2021 37680490000000|Dehesa Elementary|2||5|3|5|3|3|5|5|5|4|4|4|4|4|4|4|4|3|4|1|1|3|4|4|2021-09-15|The district adopted new Inspire Science, Physical Education, and Social Science in August 2021.||2021 37680490129221|MethodSchools|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|2021-06-08|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. Method Schools is committed to supporting teachers and administration in instructional practices through a structured coaching and professional development program.||2021 37680490132506|Cabrillo Point Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|4|4|4|4|4|4|4|2022-01-27|||2021 37680490136416|Pacific Coast Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|4|4|4|4|4|4|4|2022-01-27|||2021 37680490136614|Diego Hills Central Public Charter|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-03|Overall, the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. DHC improved in implementing the mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. DHC also increased the curriculum frameworks for all subject areas.||2021 37680560000000|Del Mar Union Elementary|2||5|4|5|4|3|5|5|5|4|3|5|4|5|4|3|1|5|5|5|4|5|5|5|2021-06-30|DMUSD is an elementary school district, serving grades K-6, and so Career Technical Education does not apply.||2021 37680800000000|Encinitas Union Elementary|2||5|3|5|4|4|5|5|5|5|5|4|3|4|4|4|3|4|4|3|3|4|4|3|2022-01-18|||2021 37680980000000|Escondido Union|2||5|3|4|3|3|5|5|5|3|3|4|3|4|3|3|2|3|4|4|3|4|4|4|2021-06-24|||2021 37680980101535|Heritage K-8 Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|3|5|5|5|2021-06-24|||2021 37680986116776|Classical Academy|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2021-09-14|||2021 37681060111195|Classical Academy High|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2021-09-14|||2021 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 to the Next Generation Science Standards (NGSS). Audeo III has aligned 100% of Health Education, Physical Education, and World Language courses. 100% of Career Technical Education courses are aligned to the CTE Framework. 100% 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, 100% of teachers at the school exceed the professional development participation target of 60 hours. 98% 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.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23|||2021 37681063731023|Escondido Charter High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|2021-06-24|||2021 37681140000000|Fallbrook Union Elementary|2||5|5|5|4|5|5|5|5|4|5|5|4|5|4|4|3|3|4|4|4|5|4|4|2021-10-04|Fallbrook Union Elementary School District (FUESD) adopted a new ELA/ELD curriculum/instructional materials to support the instructional delivery of ELA/ELD across grades PK-8th. While our teachers have provided standards-aligned instruction using materials that are standards-aligned, it was identified that teachers would like to update materials and use a more comprehensive program for instruction. The district also acknowledges that instructional timelines for all academic standards were impacted by COVID-19 and is supporting teachers with strategies to address gaps in learning. Grades TK-5 adopted Benchmark Advance and grades 6-8 are using StudySync. In addition, the FUESD Instructional Committee identified the need to begin the development of a more integrated approach to Visual and Performing Arts. The district has revisited the VAPA content standards and has partnered with an outside contractor to provide six week courses in the areas of dance, drama and music to all TK-6 students.||2021 37681220000000|Fallbrook Union High|2|The district has established a curriculum alignment, collaboration, and data reflection system to ensure implementation of the state academic standards. The administrative team has been trained in the systems work and we are in our second year of full implementation of prioritized standards in ELA. math, and ELD, common assessments, and 5 data reflection sessions. Social science and science are in year one of implementation of this system and have identified their prioritized standards and are implementing their units and beginning data reflection sessions. We are onboarding CTE this year and they are referencing the standards and matrices chosen by the core departments and are analyzing how their CTE standards align and when and how they can support students on a whole with cognizance of the work that is occuring in other courses.|4|5|4|3|3|3|4|4|3|3|4|4|4|3|3|2|2|2|2|2|4|4|4|2021-10-11|The Fallbrook Union High School District has made tremendous progress during the COVID-19 pandemic to continue the progress of establishing common standards, assessments, and curriculum alignment that allows for greater teacher collaboration. English language arts, math, science, social science, and English language development are currently implementing this new system, and our Career and Technical Education program is participating as a support in the system at large.||2021 37681300000000|Grossmont Union High|2||5|4|4|4|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|2021-10-07|||2021 37681300139063|The Learning Choice Academy - East County|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-09-08|||2021 37681303731262|Steele Canyon High|2||4|3|4|4|3|4|3|4|3|3|4|3|4|4|3|4|4|4|4|4|4|3|3|2021-06-23|||2021 37681550000000|Jamul-Dulzura Union Elementary|2||5|4|5|3|4|5|5|5|5|5|4|4|4|4|4|1|1|4|3|3|4|4|4|2021-06-24|||2021 37681630000000|Julian Union Elementary|2|All students take the state CAASPP tests in Language Arts, Reading, and math in grades 3-8 and Science in grades 5 and 7. All students in grades K-8 participate in MAP testing three times a year. English Language Arts and English Language Development - Our district adopted new Language Arts Curriculum that is aligned to the common core standards in 2019 and all teachers have been trained and use the program. This curriculum has embedded assessments and benchmarks. We also have a benchmark writing program district wide where students are assessed three times a year. All students in grades K-5 are administered Dibels reading assessments to begin and end the year. Mathematics – All grade levels use Common Core State Standards for Mathematics state adopted curriculum. Embedded benchmarks and assessments are included. Students in grades 6-8 also access Kahn academy assessments throughout the year. Next Generation Science Standards - All grade levels have NGSS curriculum which includes assessments and benchmarks. History-Social Science - As a district we are looking to adopt new curriculum in History and Social Science, but each classroom does have curriculum to meet theses standards. Health Education Content Standards - We have adopted the Second Step social emotional curriculum this school year. Each grade level will be piloting material with school counselor support. Physical Education Model Content Standards - Students in grades 5 and 7 participate in the state physical fitness testing. Visual and Performing Arts - Each classroom teacher provides a variety of art throughout the school year including: arts and crafts, performance plays, music awareness and singing, and art classes.|4|4|4|3|3|4|4|4|4|2|4|4|4|3|2|1|2|3|2|1|4|4|4|2021-09-08|||2021 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|2021-06-10|||2021 37681630137109|Diego Valley East Public Charter|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-03|Overall, the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. DVE improved in implementing the mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. DVE also increased the curriculum frameworks for all subject areas.||2021 37681630138156|JCS - Mountain Oaks|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|2|2|1|5|5|5|2021-06-10|||2021 37681630138628|JCS - Cedar Cove|2||5|1|5|5|5|5|4|5|5|5|4|4|4|4|4|1|3|3|3|3|4|4|4|2021-06-11|||2021 37681630139402|Brookfield Engineering Science Technology Academy|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|2021-11-03|||2021 37681633731239|Julian Charter|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|3|5|5|5|5|5|5|5|2021-06-11|||2021 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|2021-10-07|||2021 37681890000000|Lakeside Union Elementary|2||3|2|4|4|1|4|2|5|3|2|3|2|2|5|1|2|3|4|4|5|3|3|3|2021-10-14|While our efforts to support Science and Performing Arts are areas of strength, survey results indicate that ELD and History/Social Studies are areas for growth. Our 3 year LCAP includes significant work with integrated ELD; we’ve built curriculum frameworks and performance tasks that integrate the ELD standards into English Language Arts and assess students ability to transfer their learning to a novel task. Our LCAP also included building a curriculum guide to support the H/SS framework and standards.||2021 37681893731072|River Valley Charter|2||5|3|5|4|5|5|3|5|4|5|5|3|5|4|5|1|1|1|5|5|4|4|4|2021-01-21|||2021 37681970000000|La Mesa-Spring Valley|2||5|4|5|3|4|5|5|5|2|5|4|3|4|3|3|1|4|4|3|3|5|5|4|2021-06-15|Other Adopted Academic Standards - Career Technical Education is not applicable as La Mesa-Spring Valley is an elementary district.||2021 37682050000000|Lemon Grove|2||4|3|4|2|2|5|4|4|3|3|4|2|4|2|2|1|1|4|3|1|4|3|3|2021-06-15|The LEA is in Year 7 of the Go Math! adoption. All students have Common Core aligned instructional materials for home and school use. Additionally, students and teachers have accounts which will provide them with access to digital resources. The District adopted the State approved program Benchmark Advance/Adelante for grades TK-6. Benchmark has both integrated and designated ELD instruction built into the balanced literacy components. Like Go Math!, Benchmark provides digital resources that match the print version and enhance the experience for students and teachers through numerous interactive components. For grades 6-8, teachers have selected Study-Sync, a cross-curricular, core program with hundreds of texts, video and multimedia lessons intended to prepare students for college and careers through relevant reading, writing, speaking and listening assignments. Study-Sync also has integrated and designated ELD built into the program. The State approved Framework and Standards aligned History Social Science program, History Alive! was adopted for grades 7 & 8 and grades K-6 have implemented the supplemental standards aligned program, Studies Weekly. Lemon Grove will adopt a State approved Next Generation Science Standards aligned program for grades 7 & 8 in the Spring of 2021. Grades TK-6 will investigate options for piloting in the Fall of 2022.||2021 37682130000000|Mountain Empire Unified|2||4|3|4|3|3|4|4|4|2|3|4|4|4|3|3|3|4|3|2|4|4|4|4|2021-10-12|||2021 37682130123224|San Diego Virtual|2|San Diego Virtual School identifies students' needs, based on benchmark assessments and other forms of data collected, who were in greater need of additional academic and/or social emotional support. With this in mind, Response to Intervention (RtI) was implemented, in order to have complete support with all members of staff (teachers, administration, counselors, and classified employees) and families, supporting the students academic and social emotional growth. According to the local data at the school site, based primarily on Beginning and End of year Benchmark Assessments in both Language Arts and Mathematics, SDVS students demonstrated a growth of one to two academic years on average per student. These Benchmark Assessments have helped define success for our students, as it was utilized to offer personalized learning paths to build their skills, in order to attain a higher achievement. While utilizing the Common Core Standards, as well as interventions to assist in any potential learning loss, students were given full access to a robust, rich curriculum in English Language Arts, English Language Development, Mathematics, Science, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and Spanish. All Curriculum is implemented through the Edmentum Online Software, with teachers and SDVS staff modifying and personalizing for students.|5|3|5|4|5|5|3|5|5|5|5|4|5|5|5|4|5|4|5|5|5|5|5|2021-05-27|||2021 37682130127084|Compass Charter Schools of San Diego|2||4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|3|3|3|4|3|3|2021-06-27|||2021 37682130129668|Motivated Youth Academy|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-07-15|In January MYA purchased the ELL library from Edmentum coursework product. The ELL library aligns with the Edmentum coursework currently used by MYA. This has allowed teachers to provide personalized targeted instruction to each EL based on their individual learning needs. As this is the first year of implementation, MYA is currently in the process of analyzing the data to determine if this program has been an effective instructional strategy for our EL students. 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. 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.||2021 37682130136978|Elite Academic Academy - Mountain Empire|2||4|2|4|3|4|4|2|4|3|4|3|2|3|2|3|4|2|4|4|3|4|4|3|2021-06-03|Our LEA is a non-classroom based charter school. We have used the last year to implement Elite-created high school curriculum in ELA, math, and History/Social Studies to not only align with CA State Standards, but also to address the unique needs of our students. Professional development focused on the National Standards for Online Learning, curriculum writing, and student engagement provided teachers with support and resources to move away from traditional online curriculum that is multiple-choice and low rigor. We have also created a Student Support Team, which is working on building an MTSS plan that will support the academic success of students and provide a roadmap for better ELD instruction.||2021 37682130138636|JCS - Pine Valley|2||5|3|5|3|4|5|5|5|3|5|4|3|4|3|4|2|5|3|3|5|4|3|3|2021-06-11|Science is our last curriculum area to update with the newly adopted state standards. We have piloted a few NGSS programs to see which curriculum best fits our student population. Our program for targeted staff feedback was put on hold this year due to COVID restrictions and a change in focus for staff development. Career Technical Education tracks are difficult to staff with properly credentialed staff. We continue to outsource some of our electives like foreign language.||2021 37682210000000|National Elementary|2|National School District (NSD) has focused on implementing the Common Core State Standards with a targeted emphasis on Mathematics and English Language Arts. The district adopted reading/language arts materials from Benchmark and American Reading Corporation (ARC) for grades TK-6. Benchmark materials include digital and consumable books in both English and Spanish. ARC's 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 through 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 Project's instructional 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. For English Language Development, NSD adopted Benchmark Adelante to provide academic support for our English learners for designated ELD. Teachers have been trained on program elements, ongoing language support, and on using formative, weekly, and unit assessments to guide their instruction. Integrated ELD remains a priority to provide content support to our English learners. Professional learning has been provided using the ELA/ELD Framework to build educator capacity. District Resource Teachers (DRTs) presented the ELA/ELD Framework to teachers and continue to provide professional development for the ELA/ELD Framework and the ELA Roadmap. The DRTs 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. NSD 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 use previously adopted History-Social Science materials to provide grade-specific lessons. iReady is utilized to inform teachers about their student's progress in reading/language arts and math. Panorama Education has been implemented as a platform that will assist educators to act on data to improve student outcomes academically along with social-emotional learning and MTSS. NSD has implemented data teams district-wide. Teachers are released monthly to analyze student data and collaborate in delivering instruction aligned with the Common Core State Standards. While classroom teachers meet in data teams to review their students' progress and determine next steps, enrichment teachers take over the class and provide standards-aligned instruction in health education, physical education, visual and performing arts. 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|2021-06-23|||2021 37682960000000|Poway Unified|2||4|4|5|4|2|3|4|5|4|2|4|4|5|4|2|5|4|4|4|5|5|4|4|2021-10-14|||2021 37683040000000|Ramona City Unified|2||5|3|5|5|2|5|3|5|3|2|5|5|5|5|5|5|2|5|5|5|5|5|5|2021-06-10|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.||2021 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 rating averages, from the 5-point scale, are shown below: • English Language Arts – 4.4 • English Language Development – 3.9 • Mathematics – 4.4 • Science – 3.6 • History/Social Science – 3.9 • Career Technical Education – 3.8 • Health – 3.6 • Physical Education – 4.2 • Visual and Performing Arts – 3.8 • World Language – 4.2|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-12|||2021 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|2021-06-16|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.||2021 37683380106799|Learning Choice 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|2021-09-08|||2021 37683380109033|King-Chavez Arts and Athletics Academy|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|1|3|5|5|1|4|5|4|2021-06-10|||2021 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|2021-06-24|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. Due to Covid-19 school closures we have also provided additional PD to provide a successful distance Learning.||2021 37683380111906|King-Chavez Preparatory Academy|2||4|4|3|4|2|4|4|3|4|2|3|3|3|3|2|3|3|3|4|4|4|3|3|2021-06-10|||2021 37683380114462|Health Sciences High and Middle College|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-28|Teachers are provided time each Friday to participate in Professional Development with a focus for the 2020-2021 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. 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.||2021 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|2021-06-10|||2021 37683380121681|San Diego Global Vision Academy|2|For Option 2 Reflection Tool - Question #4: CTE & World Language Standards do not apply to San Diego Global Vision Academy.|5|3|4|3|3|5|4|4|4|3|5|3|4|3|3|0|4|4|3|0|5|5|4|2021-06-22|For Question #4: CTE & World Language Standards do not apply to San Diego Global Vision Academy.||2021 37683380122788|School for Entrepreneurship and Technology|2|The NGS standards are well defined, but the actual content that is being tested on State exams is still unclear. The test results that we received after the first (and only) administration of the CAST were outstanding, but due to COVID-19, we have not had any further confirmation of those preliminary results. Our teachers are teaching what they believe are the concepts that are expected, but until we have consistent 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.|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|5|5|4|5|5|5|4|2021-06-23|||2021 37683380124347|City Heights Preparatory Charter|2||3|3|3|3|3|5|3|3|3|3|2|2|3|2|3|1|2|2|4|4|4|4|4|2021-06-04|||2021 37683380126730|Kavod Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|1|5|5|5|5|5|5|5|2021-10-14|Kavod’s International Baccalaureate MYP program in middle school allows teachers in middle school to collaborate across interdisciplinary units. In addition, team grade and data meetings along with teachers working in their Professional Learning Communities (PLCs) lead by the Instructional Coach allows for multiple opportunities for staff to elicit and receive support. The Director of Languages and Global Studies leads the world language team in year-long professional development. Lastly, school-wide ongoing professional development throughout the year also supports the implementation of appropriate curriculum and support services.||2021 37683380127647|e3 Civic 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|2021-06-28|||2021 37683380129387|Empower Language Academy|2||5|4|5|4|5|5|4|5|5|5|5|4|5|4|5|4|5|5|4|5|5|5|5|2021-06-22|||2021 37683380129395|Elevate|2|For Option 2 Reflection Tool, Question #4: CTE & World Language Standards do not apply to Elevate School.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|3|0|5|5|5|2021-06-24|For Question #4: CTE & World Language Standards do not apply to Elevate School.||2021 37683380131979|Ingenuity 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|2021-09-13|||2021 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|2021-06-23|||2021 37683380136663|America's Finest Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|2021-10-18|||2021 37683383730959|Charter School of San Diego|2|The Charter School of San Diego 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). CSSD has aligned 100% of Health Education, Physical Education, and World Language courses. 100% of Career Technical Education courses are aligned to the CTE Framework. 100% 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, 100% of teachers at the school exceed the professional development participation target of 60 hours. 97% 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.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23|||2021 37683383731395|Audeo Charter|2|Audeo Charter 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). Audeo Charter has aligned 100% of Health Education, Physical Education, and World Language courses. 100% of Career Technical Education courses are aligned to the CTE Framework. 100% 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, 100% of teachers at the school exceed the professional development participation target of 60 hours. 97% 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.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23|||2021 37683386039457|Darnall Charter|2|For Option 2: Reflection Tool Question #4: CTE & World Language Standards do not apply to Darnall Charter School.|5|5|3|3|3|5|5|5|3|3|5|5|4|4|4|0|3|5|5|0|5|3|2|2021-06-17|For Question #4: CTE & World Languages Standards do not apply to Darnall Charter School.||2021 37683386039812|Keiller Leadership Academy|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|2021-06-08|||2021 37683386040018|Harriet Tubman Village Charter|2||3|3|2|2|3|3|2|2|2|3|3|3|2|3|3|1|2|3|2|2|4|3|3|2021-06-23|||2021 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|2021-06-10|||2021 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|2021-06-14|||2021 37683386115570|Museum|2||4|4|4|5|4|5|5|5|4|4|4|4|4|4|4|4|4|5|5|4|4|4|4|2021-06-14|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.||2021 37683386119168|San Diego Cooperative Charter|2|SDCCS monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System. This goes across all grade spans, and includes unduplicated students and individuals with exceptional needs. We also regularly assess students using a variety of tools to inform our staffing levels and course offerings. In addition to standardized assessments required by the California Department of Education, locally selected measures include: 1) Benchmark exams 2) Northwest Evaluation Association (NWEA MAPs) computer adaptive assessment in reading, language, and math 3) Pre- and post- writing assessments, and 4) Annual CAASPP Assessments.|5|3|5|4|5|5|3|5|5|5|5|3|5|4|5|4|5|5|5|3|5|5|5|2021-10-12|SDCCS offers a whole child educational program to all of its students. 100% of students, including unduplicated pupils and individuals with exceptional needs, have access to a broad course of study as described in the charter petition. This includes all relevant courses of study specified in the California Education Code, such as physical education minutes. Since we are a single-site LEA, there are no differences across school sites. In addition to its California State Standards-based educational courses, SDCCS offers students a fitness/wellness component, art, music, gardening and science lab electives.||2021 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|3|4|4|2|2021-06-10|||2021 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|2|5|4|5|2021-06-17|||2021 37683530000000|San Pasqual Union Elementary|2||5|4|4|3|3|5|4|4|3|3|5|4|4|3|3|2|3|4|4|2|5|4|3|2021-06-23|San Pasqual Union School continues to make steady and sustained progress to implement State Academic Standards. Presently, we have fully implemented English Language Arts and Mathematics standards curriculum. In the 2021/22 school year, we intend to pilot and adopt TK-5th grade Next Generation Science Standards curriculum with adoption. Also in 2021/22, the District will pilot middle school math curriculum with an anticipated curricular adoption scheduled for the 2022/23 school year. The following year, in 2023/24, the District intends to adopt K-8 History/Social Science curriculum. The District is also investigating supplementary writing curriculum for all grades.||2021 37683610000000|Santee|2||5|4|5|3|4|5|4|5|3|4|5|4|5|3|4|2|4|4|2|1|4|4|4|2021-10-05|Santee School District is in the fifth 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 has fully implement the program during the 2020-2021 school year. Currently, Santee is piloting science programs during the current school year.||2021 37684030000000|Spencer Valley Elementary|2|Spencer Valley Elementary School District is in the process of reviewing and evaluating approved materials for the Next Generation Science Standards. We intend to order new materials in the coming year and will revisit Health Education Content Standards as well. During the 2020-21 school year we were restricted from fully implementing Visual and Performing Arts as well as the Physical Education Model Content Standards. We do not offer World Language in our K-8 district. English, Mathematics, and History-Social Science are fully implemented.|4|4|4|1|4|5|5|5|1|5|4|4|4|1|4|1|1|2|3|1|3|2|2|2021-06-23|||2021 37684030125401|Insight @ San Diego|2|As a DASS school, we provide the state minimum requirements for graduation and Health and World Language are not provided due to this.|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|3|1|5|5|1|5|5|5|2021-06-07|Met: Standards Alignment – All courses are aligned to the appropriate standards via pacing guides. These guides are reviewed on a trimester basis 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 informally at least monthly and are provided with immediate feedback on instruction. 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.||2021 37684036120893|California Virtual Academy @ San Diego|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-07|||2021 37684110000000|Sweetwater Union High|2||5|5|5|4|4|4|5|5|3|4|5|5|5|4|5|5|5|5|5|5|5|5|5|2021-10-25|||2021 37684110126086|Hawking S.T.E.A.M. Charter|2||4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|2|2|4|4|3|4|4|3|2021-06-24|||2021 37684113731304|MAAC Community Charter|2||4|4|4|4|4|4|4|3|4|5|4|4|4|4|4|2|4|4|4|4|4|4|4|2021-06-17|||2021 37684370000000|Vallecitos Elementary|2||5|5|5|4|5|5|4|5|4|5|5|5|5|4|5|2|5|5|2|2|5|5|5|2021-06-25|||2021 37684520000000|Vista Unified|2||4|4|4|4|4|4|4|4|3|3|4|3|4|4|2|4|4|3|4|4|3|3|3|2021-06-24|While Vista Unified has made significant progress implementing professional development and instructional materials that fully align to the SBE adopted academic standards and curriculum frameworks, continued work in these areas were hampered by the effects of the COVID-19 pandemic.||2021 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|2021-06-24|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 four 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 students.||2021 37684523730942|Guajome Park Academy Charter|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|3|4|4|5|5|5|5|2021-06-24|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, 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.||2021 37735510000000|Carlsbad Unified|2||4|4|4|4|3|4|4|4|4|3|5|4|5|4|4|5|5|4|4|4|4|4|4|2021-06-23|||2021 37735690000000|Oceanside Unified|2||4|4|4|3|1|4|3|4|3|1|4|4|4|3|1|4|3|3|1|4|4|4|3|2021-10-12|||2021 37735690136267|Coastal Academy Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2021-09-14|||2021 37735693731221|Pacific View Charter|2||5|4|5|5|4|5|5|5|5|5|5|3|5|5|5|1|5|5|4|4|4|3|3|2021-06-22|Pacific View Charter is committed to implementing the state academic standards in a way that makes content comprehensible for all students in all grade levels. To ensure this, PVCS employs a Director of Curriculum who supervises the implementation and standards alignment for all PVCS curriculum as well as provides instructional support for teachers to best deliver curriculum to students. In addition, the Director of Curriculum supervises a Curriculum Committee tasked with reviewing curriculum, aligning curriculum to standards and assessing student understanding mastery of the content standards. The Curriculum Committee is composed of PLC Lead Teachers who work directly with each department staff to make sure that all teachers understand and align the content they are teaching to the appropriate state standards. In addition, PVCS has implemented an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide. The focus for the 2021-22 school year will be to fully implement the Instructional Framework, aligned to the EL Roadmap and Restorative Practices as well as exploring a schoolwide alignment to SEL. The school will continue to provide targeted instructional coaching based on teachers’ identified areas of growth within the domains of the framework.||2021 37737910000000|San Marcos Unified|2||5|4|4|3|3|5|5|5|3|3|5|4|4|3|3|4|2|4|5|5|4|4|4|2021-06-15|||2021 37737910138222|Pivot Charter School - San Diego II|2||4|3|4|4|3|4|3|4|4|4|4|3|4|4|3|3|4|3|4|4|4|4|4|2021-06-04|Pivot Charter School is a Non Classroom Based, independent study school by California Department of Education (CDE) definition. The school uses an online curriculum that provides fully standards based aligned courses as well as courses that are UC A-G approved. The school uses an online curriculum so educators can individualize every student’s needs. We provide onsite and online support and supplements in the form of office hours, workshops, courses, clubs, tutoring, and fun activities such as field trips, barbecues and hands-on activities. While CDE refers to the school as non classroom based, Pivot is anything but that as our classes at the resource centers are engaging and effective. While all courses are rigorous and aligned to the standards, Pivot teachers spend a great deal of time remediating and supporting students to be successful beyond the curriculum. It is often difficult to get our students to attend the site based offerings and that inhibits our ability, at times, to implement things like CTE as well as we would prefer.||2021 37754160000000|Warner Unified|2||5|3|5|4|4|5|3|5|4|3|5|3|5|5|4|5|3|3|4|4|4|5|3|2021-08-10|||2021 37754160132472|California Pacific Charter - San Diego|2||4|3|4|4|4|5|3|5|5|4|4|3|4|4|4|3|4|4|4|5|3|3|3|2021-08-10|||2021 37754160138651|San Diego Mission Academy|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|5|5|4|3|3|3|3|2021-06-14|Overall the school scored at a 3.89, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.51 growth from last year. We improved in implementing our mathematics courses, health and visual and performing arts courses, English and history courses. We also increased our curriculum frameworks for all subject areas.||2021 37754160139378|Sage Oak Charter School - 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|2021-07-15|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. Career technical education is achieved through Sage Oak provided pathways, as well as partnering with community colleges. Health education content standards are met through textbooks, synchronous or asychronous courses and align with the the California Healthy Youth Act when applicable. Additionally, the physical educations standards can be met through completion in the home environment or by partnering with a community provider. 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.||2021 37754160139386|Excel Academy Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|5|5|5|4|5|5|5|2021-08-19|Excel Academy Charter School’s (EACS) high quality model of education is rooted in flexible learning, personalized pacing, and proven systems of support for students in grades K-12. Students are provided with vetted curriculum choices that meet grade level standards and expectations. EACS students are provided with instructional strategies connected to grade level curriculum to become creative and complex thinkers, effective communicators, community/global participants, and empowered independent learners. For the 21/22 school year, students in grades K-3 will be utilizing Imagine Language and Literacy, and students in grades 4-12 will complete lessons through Edmentum Exact Path. All English Learner (EL) students will be completing assigned targeted ELD curriculum and virtual live instruction that is taught by a credentialed educator. In addition to the assigned ELD online curriculum and live lessons, Long-Term English Learners (LTELs) will receive focused individualized intervention through the Student Success Team (SST) to gain English proficiency. ETL science courses are offered to students in grades 6-8. Students will be using the Stanford NGSS Curriculum and personalized lab kits that will provide students a hands-on opportunity to generate problem solving and answer scientific questions. For 21/22, EACS has a new CTE teacher for Child Development, and the Health Science pathway is growing with tripled enrollment for year one.||2021 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|2021-07-15|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 9 - 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.||2021 37756140000000|Valley Center-Pauma Unified|2||5|4|4|4|3|5|4|5|3|3|5|4|5|4|3|4|3|4|5|5|4|4|4|2021-10-14|||2021 37768510000000|Bonsall Unified|2||3|2|2|3|2|4|3|4|3|3|4|2|3|3|2|4|2|4|4|3|4|4|3|2021-09-08|||2021 37770320134577|Audeo Charter II (SBE)|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 to the Next Generation Science Standards (NGSS). Audeo II has aligned 100% of Health Education, Physical Education, and World Language courses. 100% of Career Technical Education courses are aligned to the CTE Framework. 100% 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, 88% of teachers at the school exceed the professional development participation target of 60 hours. 97% 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.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-23|||2021 37771560137323|Vista Springs Charter (SBE)|2||5|4|4|3|3|5|3|5|3|3|5|5|5|5|5|5|4|5|5|5|5|5|4|2021-06-10|||2021 38684780101337|KIPP Bayview Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports Common Core State Standards (“CCSS”) in grades K-12. The CCSS represents 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 38684780101352|KIPP San Francisco Bay Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 38684780101774|Five Keys Charter (SF Sheriff's)|2||4|3|4|3|4|4|3|4|4|4|3|3|3|3|3|4|5|4|4|3|4|3|3|2021-06-17|In the last school year, we have launched multiple new standards-aligned curricula, with a particular focus on updating our math curriculum. We are in various stages of supporting training on new curricula, and therefore we are working towards full sustainability in the near future.||2021 38684780118133|Five Keys Adult School (SF Sheriff's)|2||4|3|4|3|4|4|3|4|4|4|3|3|3|3|3|4|5|4|4|3|4|3|3|2021-06-17|In the last school year, we have launched multiple new standards-aligned curricula, with a particular focus on updating our math curriculum. We are in various stages of supporting training on new curricula, and therefore we are working towards full sustainability in the near future.||2021 38684780118141|Five Keys Independence HS (SF Sheriff's)|2||4|3|4|3|4|4|3|4|4|4|3|3|3|3|3|4|5|4|4|5|4|3|3|2021-06-17|In the last school year, we have launched multiple new standards-aligned curricula, with a particular focus on updating our math curriculum. We are in various stages of supporting training on new curricula, and therefore we are working towards full sustainability in the near future.||2021 38684780123265|Gateway Middle|2|Though COVID-19 and distance learning altered our academic program, we maintained our focus on implementation of state academic standards. 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|2021-05-26|||2021 38684780127530|KIPP San Francisco College Preparatory|2|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. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 38684783830437|Gateway High|2|Curricular Review Though COVID-19 and distance learning altered our academic program, we maintained our focus on implementation of state academic standards. 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|2021-05-26|||2021 38684786040935|Thomas Edison Charter Academy|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|2021-06-16|||2021 38684786112601|Creative Arts Charter|2||5|4|4|3|5|5|4|5|2|4|5|4|5|2|5|1|5|5|5|1|5|5|4|2021-06-22|The 20-21 school year brought challenges and opportunities. We pivoted to remote learning and met the challenges by making changes in support of staff/students: Purchased/trained staff in different digital platforms to support remote learning. Partnered w/Niroga Institute to provide PD to staff around teacher/student wellness tools/resources. Adjusted calendar to provide planning/collaboration time for staff, extended calendar to ensure students received same amount of instruction. Shortened class day to limit screen time. Monthly anti-racism PD for staff. Afterschool program staff became teaching assistants to provide additional supports for students. Created on-site supervision program to support highest need students and those of essential workers. Purchased, assembled, distributed instructional materials to students. Provided wifi hotspots, devices (chromebooks/tablets), headphones to every single student/family in need. We returned to school in-person with a hybrid model from 4/19-6/8. -- In the 21-22 school year, there are a number of priorities where we will focus: Successfully align/integrate K-8 science to NGSS. Ensure staff PD in social and emotional supports. Continue monthly anti-racism PD. Hire FT African American Achievement Initiative Director to support Black/African American students/families. Hire math intervention specialist. Continue to provide a number of events virtually to allow a larger number of families to participate. Provide translation services.||2021 38771310137307|KIPP Bayview Elementary (SBE)|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 39103970000000|San Joaquin County Office of Education|2||4|3|3|2|3|5|4|5|2|5|5|5|5|3|5|3|3|3|3|1|5|5|5|2021-06-25|Professional learning is provided to all teachers in the specific content areas. Based on the teacher survey, teachers would like more professional learning in all content areas, specifically ELD, math, and history/social science. NGSS professional learning has been provided, however there is not an adopted curriculum. Recent adoptions are: 7-12 Math (16/17); 7-12 ELA/ELD (17/18); K-12 History/Social Science (19/20) and NGSS adoption is planned for 21/22 school year. The recent adoptions and the addition of new teaching staff can help explain the rating of the LEA’s progress toward implementing the academic core standards. Additional standards in CTE, health, PE, VAPA and World Language are available for students through Edmentum. During the 19/20 school year, CTE opportunities were expanded for students with the hiring of additional CTE instructors. At the end of each school year, a teacher survey is completed by teachers to determine professional learning needs individually and as a whole, and support for standards they have not yet mastered.||2021 39103970120717|one.Charter|2||4|4|4|3|4|4|4|4|3|4|3|2|3|1|3|3|1|3|5|1|4|4|3|2021-06-22|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.||2021 39103973930476|Venture Academy|2||4|4|4|4|4|5|4|5|4|5|4|3|3|4|4|4|4|3|5|4|4|3|3|2021-06-22|||2021 39684860000000|Banta Elementary|2||5|5|5|4|3|5|5|5|4|4|5|4|4|5|4|1|4|5|4|1|5|5|5|2021-06-17|100% of students had access to Common Core, NGSS, and standards-based state board adopted instructional materials in all content areas, including English Learners. 100% of teachers were trained in California-aligned instructional materials. During the COVID Pandemic, teachers and support staff were provided professional growth that aligned with how to best provide academic instruction online and how to best meet the social-emotional needs of students and peers during the pandemic. 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.||2021 39684860127134|River Islands Technology Academy|2||5|3|5|4|4|5|5|5|5|4|5|3|5|4|4|1|4|5|5|1|5|5|4|2021-06-15|- CTE & World Languages are not required areas of instruction for K-8 Schools||2021 39684860131789|NextGeneration STEAM Academy|2||5|3|5|4|4|5|5|5|5|4|5|3|5|4|4|1|4|5|5|1|5|5|4|2021-06-15|- CTE & World Languages are not required areas of instruction for TK-8 grade schools.||2021 39685020000000|Escalon Unified|2||4|4|4|3|3|5|4|5|3|2|4|4|4|3|3|4|3|5|5|4|4|3|3|2021-06-15|The District is planning to review NGSS aligned instructional materials for pilot and possible adoption during the 2021-2022 school year. In addition, EUSD plans to review Health Educator curricular materials for pilot and possible adoption.||2021 39685020126011|Escalon Charter Academy|2||4|4|4|3|3|5|4|5|3|2|4|4|4|3|3|4|3|5|5|4|4|3|3|2021-06-15|Escalon Charter Academy is planning to review NGSS aligned instructional materials for pilot and possible adoption during the 2021-2022 school year. In addition, Escalon CharterAcademy plans to review Health Eduction curricular materials for pilot and possible adoption.||2021 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|2021-06-15|||2021 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|2021-06-23|||2021 39685690132415|John McCandless Charter|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|1|3|4|2|1|4|4|4|2021-06-23|||2021 39685770000000|Linden Unified|2||4|4|4|3|2|4|4|4|3|1|4|3|4|3|1|4|1|1|1|1|4|4|3|2021-08-18|||2021 39685850000000|Lodi Unified|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|4|4|3|4|4|4|4|4|4|2021-06-15|||2021 39685850101956|Aspire Benjamin Holt College Preparatory Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39685850122580|Rio Valley Charter|2||5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-14|Rio Valley Charter School utilizes educational data in its implementation of suitable standards-aligned curricula and instructional programs for all students. 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. 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, workshops and local recreation classes (per CDPH COVID guildlines). Supplemental coursework is offered through online programs that are aligned to Common Core Standards such as 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.||2021 39685850133678|Aspire Benjamin Holt Middle|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39685856116594|Aspire Vincent Shalvey Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39685856118921|Aspire River Oaks Charter|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39685930000000|Manteca Unified|2||4|5|3|3|3|5|5|5|3|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-08|||2021 39686190000000|New Hope Elementary|2||5|5|5|5|3|5|5|5|5|5|5|5|5|4|4|5|5|5|3|1|5|5|5|2021-06-14|||2021 39686270000000|New Jerusalem Elementary|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|1|3|4|4|1|4|4|4|2021-09-14|||2021 39686270117796|New Jerusalem|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|2|2|3|3|2|3|3|3|2021-09-14|||2021 39686270126755|Humphreys College Academy of Business, Law and Education|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|5|2021-06-16|||2021 39686270127191|California Virtual Academy @ San Joaquin|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-07|||2021 39686270129890|Delta Home Charter|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|2|3|4|4|3|4|4|4|2021-09-14|||2021 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 3rd-11th grade students in reading and mathematics and DIBELS assessments for K-2 grade students. 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.|5|4|5|5|4|5|4|5|4|5|5|5|5|4|5|4|4|4|4|4|5|5|5|2021-06-14|||2021 39686270132050|Delta Bridges Charter|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|1|2|3|3|2|3|3|3|2021-09-14|||2021 39686270133116|Insight @ San Joaquin|2|As a DASS school we provide the state minimum requirements for graduation and Health and World Language are not provided due to this|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|3|1|5|5|1|5|5|5|2021-06-07|Met: Standards Alignment – All courses are aligned to the appropriate standards via pacing guides. These guides are reviewed on a trimester basis 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 informally at least monthly and are provided with immediate feedback on instruction. 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.||2021 39686270136028|Delta Keys Charter|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|4|4|4|4|4|4|4|4|2021-09-14|||2021 39686270136135|Delta Charter Online|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|3|4|4|4|3|4|4|4|2021-09-14|||2021 39686276119309|Delta Charter|2||5|5|5|3|2|5|5|5|3|2|5|5|5|3|2|4|3|3|3|3|3|3|3|2021-09-14|||2021 39686350000000|Oak View Union Elementary|2|The District has fully implemented all academic standards in the areas relevant to grades K-8.|5|5|5|4|5|5|5|5|4|5|5|5|0|4|5|1|5|5|5|1|5|5|5|2021-09-16|||2021 39686500000000|Ripon Unified|2||5|4|4|4|2|5|5|5|4|2|5|4|4|3|2|4|3|5|4|4|4|4|4|2021-06-28|||2021 39686500125849|California Connections Academy @ Ripon|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, the requirements for meeting state standards are addressed in the school charter. Charter schools must address the state academic standards but are given flexibility in HOW the standards are taught. Charter schools are held to a higher level of accountability in whether their students meet those standards through the charter renewal process, which typically takes place every five years.||2021 39686760000000|Stockton Unified|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|2021-09-28|||2021 39686760108647|Aspire Rosa Parks Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39686760111336|Pittman Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|4|2021-09-28|Prior to the pandemic we were making progress in providing professional development in all K-8 subject areas; however in 2021-2222, teachers, staff and students are in greater need of trauma-informed professional development and students need more supports to address their socio-emotional needs.||2021 39686760114876|Aspire Port City Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39686760118497|Aspire Langston Hughes Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39686760119743|Stockton Early College Academy|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|2021-09-28|Professional development is continuous and ongoing to ensure teachers are implementing standards aligned instructional best practices. Stockton Early College Academy has fully transitioned and been approved as a PreAP program in all 9th and 10th grade core-curricular areas by the College Board. This creates school-wide vertical and horizontal articulation with all AP and college level courses offered in the 11h and 12th grade as well. Professional development supporting highly rigorous and standards-aligned curriculum at all levels continues to be a priority and occur.||2021 39686760120725|Stockton Collegiate International Elementary|2|Stockton Collegiate International Elementary School (SCIS) is an authorized IB World School offering the Primary Years Program (PYP) to students in grades K-5. The International Baccalaureate (IB) framework guides curricular choices at SCIS. The academic program at SCIS is designed to reflect the IB methodology and the PYP guides and to prepare students to demonstrate mastery of the 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|2021-10-20|||2021 39686760120733|Stockton Collegiate International Secondary|2|Stockton Collegiate International Secondary School (SCIS) is an authorized IB 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 the IB methodology and the MYP and DP subject guides to prepare students for successful performance on the IB exams and mastery of the 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|2021-10-20|||2021 39686760121541|Aspire APEX Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 39686760123802|Health Careers Academy|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|2021-09-28|HCA’s teachers, coaches, counselors, and administration continue to collaborate to review multiple data points(formative/summative assessments, iReady, MDTP, SBAC) to assure the implementation, and increased student achievement in the adopted academic standards. HCA teachers collaborated with each other, community partners, Instructional Coach, and Administration to identify valuable professional development opportunities that will help toward improving student achievement.||2021 39686760124248|Pacific Law Academy|2||3|2|3|3|3|3|3|3|3|3|2|2|2|3|3|2|3|2|3|4|2|2|3|2021-09-28|||2021 39686760139907|Voices College Bound Language Academy at Stockton|2||3|5|3|1|1|4|3|4|1|1|4|3|4|3|3|1|1|1|1|1|3|4|3|2021-06-10|||2021 39686766042725|Nightingale Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|1|4|4|4|2021-09-28|||2021 39754990000000|Tracy Joint Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|4|4|4|4|4|3|3|2021-06-22|||2021 39754990139949|Tracy Independent Study Charter|2||4|4|4|3|3|4|3|4|3|3|3|3|3|3|3|3|4|4|4|4|4|3|4|2021-06-22|||2021 39767600000000|Lammersville Joint Unified|2||5|5|5|3|3|5|5|5|4|5|5|5|5|4|5|4|5|5|5|5|5|4|5|2021-09-01|||2021 40104050000000|San Luis Obispo County Office of Education|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|5|4|4|1|4|4|4|2021-06-24|||2021 40104050101725|Grizzly ChalleNGe Charter|2||5|5|5|4|5|5|5|4|3|5|5|4|5|3|5|3|5|5|5|5|5|5|5|2021-06-03|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.||2021 40687000000000|Atascadero Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|5|4|4|4|3|4|2021-06-08|||2021 40687260000000|Cayucos Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|4|4|4|1|4|4|4|2021-10-13|During Distance Learning, professional development services were difficult to implement.||2021 40687910000000|Pleasant Valley Joint Union Elementary|2||5|4|4|3|2|5|5|5|4|3|5|4|5|3|3|4|4|4|3|1|4|5|4|2021-09-14|The was approved by the governing board on 6/23/2021||2021 40688090000000|San Luis Coastal Unified|2||5|3|5|5|3|5|3|5|5|3|4|3|5|5|3|5|4|5|4|5|5|5|5|2021-06-15|||2021 40688096043194|Bellevue-Santa Fe Charter|2||5|5|5|4|4|4|4|4|5|4|5|5|5|4|5|3|4|5|5|5|5|5|4|2021-06-01|||2021 40688410000000|Templeton Unified|2||4|2|4|2|3|5|3|4|2|3|3|2|3|2|3|4|3|4|4|3|3|3|3|2021-06-29|||2021 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, World Languages, and Science.|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|4|4|4|2021-10-14|||2021 41104130000000|San Mateo County Office of Education|2||3|3|4|2|1|5|5|5|2|2|4|4|5|2|1|2|4|4|2|1|4|4|4|2021-10-06|||2021 41688580000000|Bayshore Elementary|2||5|3|5|2|3|5|4|4|3|5|5|3|2|1|4|2|3|4|3|1|4|4|4|2021-10-12|Objective Met||2021 41688660000000|Belmont-Redwood Shores Elementary|2||4|2|4|4|4|4|2|4|4|4|3|2|3|3|3|2|4|4|3|4|4|4|3|2021-09-30|||2021 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|2021-06-16|Career Technical Education is not applicable to BSD as we are an elementary district.||2021 41688820000000|Burlingame Elementary|2||4|4|3|3|4|5|5|4|4|5|4|4|4|4|4|1|3|4|3|3|4|4|4|2021-06-08|||2021 41688900000000|Cabrillo Unified|2||2|2|4|3|3|3|2|3|3|3|3|1|3|3|3|3|3|3|2|3|3|3|3|2021-06-24|||2021 41689080000000|Hillsborough City Elementary|2||4|3|4|2|2|4|3|5|2|2|3|3|3|2|2|3|3|4|4|3|3|3|3|2021-06-22|This item was presented at the June 22, 2021 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=83790&AgencyTypeID=1&IsArchived=False||2021 41689160000000|Jefferson Elementary|2||3|3|3|2|2|4|4|4|2|2|2|2|2|2|2|1|1|1|1|1|4|3|3|2021-10-06|||2021 41689160112284|California Virtual Academy San Mateo|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-10|||2021 41689240000000|Jefferson Union High|2||5|5|4|3|3|5|5|4|2|2|5|5|3|2|3|4|4|2|2|5|4|3|4|2021-10-05|||2021 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. Summit Shasta uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, 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 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 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|2021-06-17|||2021 41689320000000|Pacifica|2||4|3|4|3|3|5|4|5|3|2|4|3|4|3|2|1|4|4|4|2|3|3|3|2021-06-09|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, in April 2019 and in April 2020 . The questions and response options were identical to Option 2 Reflection Tool. 148 teacher responded to the survey in April 2019 which is similar to the response rate in April 2018 (149). In April of 2020, 111 teacher responded to the survey. The average response to each question is recorded in the above responses. As compared to the 2018 and 2019 responses, the 2020 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 are still going through the adoption process for TK-5 for both Next Generation Science Standards and History/Social Studies curricular areas.||2021 41689400000000|La Honda-Pescadero Unified|2||5|3|5|3|3|5|3|5|3|3|4|3|4|3|3|2|4|4|4|4|4|4|3|2021-11-15|||2021 41689570000000|Las Lomitas Elementary|2||5|3|4|3|1|5|3|4|3|2|5|4|4|3|2|1|1|4|4|4|3|4|4|2021-06-02|LLESD has 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 implementation stage. The initiatives align with state curriculum adoptions, professional development opportunities, and state and local assessment timelines. Emphasis has been placed on K-8 Writing, Reading, Mathematics, equity, and Technology. NGSS is in year 4 of its implementation plan. LLESD has adopted K-8 comprehensive mathematics, English Languish Arts/English Language Development, and Next Generation Science Standard instructional materials, including universal access materials and materials for underserved students. In addition, the district will review and support History-Social Science, World Language, Visual and Performing Arts, and Technology and provide robust professional development in all academic areas, social-emotional learning, design and technology, and diversity, equity, and inclusion. This item was presented at the June 2, 2021, regularly scheduled meeting of the Las Lomitas Elementary School District Board of Trustees. https://laslomitas.agendaonline.net/public/Meeting.aspx?AgencyID=48&MeetingID=26421&AgencyTypeID=1&IsArchived=True||2021 41689650000000|Menlo Park City Elementary|2||5|4|5|4|3|5|4|5|5|3|5|5|5|5|3|1|5|5|5|5|5|5|5|2021-06-10|||2021 41689810000000|Portola Valley Elementary|2||4|3|4|3|4|5|3|4|3|4|4|3|4|3|4|3|4|5|5|5|4|4|4|2021-10-14|"The Portola Valley School District is committed to supporting teachers in all curricular areas. Over the course of the last four 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-8 for Reading/Literacy, Mathematics, History/Social Studies, Physical Education, Visual and Performing Arts and our Foreign Language program. In the area of Science the curriculum adopted for grades 6-8 is fully implemented using the Next Generation Science Standards. We are currently piloting science programs for adoption in grades K-5 that were halted due to the pandemic. 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."||2021 41689990000000|Ravenswood City Elementary|2||4|2|3|2|1|4|3|4|2|1|5|2|3|3|2|3|1|3|4|1|3|3|3|2021-06-24|||2021 41689990134197|Aspire East Palo Alto Charter|2||4|3|5|2|2|5|4|5|3|2|4|4|5|3|3|2|3|3|3|3|5|5|5|2021-06-17|||2021 41689990135608|KIPP Valiant Community Prep|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 41690050000000|Redwood City Elementary|2|Full implementation of current district curriculum. Grades K-5 are beginning a 2 year math pilot. Amplify science has been selected for grades 6-8, to begin Fall 2021. History Social Studies materials are being reviewed and piloted for grades 6-8|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-30|||2021 41690050127282|Connect Community Charter|2||4|4|3|3|3|4|5|5|5|4|4|4|4|4|4|1|5|5|2|1|4|4|3|2021-06-03|Connect is a small school with one class per grade and all self-contained classrooms. Due to a lack of space and staff, we are not able to offer a full visual or performing arts program or language courses. Connect courses are aligned to state standards in all areas: ELA, ELD, Math, NGSS/Science, HSS, Health, PE. Teachers assess students using a variety of assessment tools such as Fountas & Pinnel, MAP, 6+1 Writing Traits and locally developed tools to track progress. Data is collected using Mastery Connect and teachers provide targeted instruction based on student progress towards meeting the standards. Teachers receive high-quality professional development throughout the school year. In addition to academic standards, Connect has adopted an SEL curriculum that teachers use in a daily advisory/homeroom.||2021 41690050132068|KIPP Excelencia Community Preparatory|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 41690050132076|Rocketship Redwood City|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|4|2021-06-10|"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."||2021 41690210000000|San Carlos Elementary|2||5|3|5|3|2|5|2|5|3|2|4|2|4|3|2|1|4|5|4|2|4|4|4|2021-06-17|SCSD is fully 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 fully 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. STEMScopes, a fully NGSS-aligned curriculum, was adopted last spring, and teachers received materials and varying levels of PD prior to the start of this school year. Updated History curriculum for grades 6-8 is in year three of implementation, and K-5 is currently in the midst of a pilot of new materials. The PE/Health program delivers lessons and “health huddles” regularly to students. Students are provided with modules in nutrition, hygiene and puberty (gr. 5) and comprehensive sexual education (gr. 7) through partnerships. The District also implements a full socio-emotional learning (SEL) curriculum. The District implements a wide variety of visual and performing arts programs, P-8. Middle schools provide access to a World Language program, but progressions for grades P-5 are still being discussed. The District Strategic Plan invites further exploration in CTE. Currently, students experience CTE through use of makerspaces and PBL experiences (P-8) and elective classes.||2021 41690390000000|San Mateo-Foster City|2||4|3|4|3|2|4|4|4|4|1|3|3|3|2|1|2|3|4|2|2|3|3|2|2021-06-24|||2021 41690470000000|San Mateo Union High|2||4|4|4|4|4|4|4|4|4|3|2|2|2|2|2|4|4|4|4|4|3|3|3|2021-06-10|||2021 41690620000000|Sequoia Union High|2|The District has adopted state standards-aligned rubrics for curriculum materials. Additionally: ELA Common Core, standards-based units and common assessments have been developed and implemented across all four years of ELA. Site course teams are released each year to review and revise their standards-aligned scope and sequence. Following the administration of common assessments, site teams participate in a facilitated debrief of the assessment. ELD- ELD department underwent a textbook pilot and adoption process in the 20-21 school year. The alignment of course materials with CCSS ELA and with the CA ELA/ELD framework was prioritized. Additionally, a committee with representatives from every level and every site developed a district-wide standards- and vertically-aligned scope and sequence for ELD 1-3 courses.. Math -SUHSD has undergone an intensive process to align instruction and course pathways with CCSS. All staff participated in professional development in the spring 2019 and January 2020 related to CCSS math practices. Subsequently, intensive support has been provided to Algebra 1, geometry and Algebra 2 teachers in the area of CCSS alignment. Science- Core science sequence teachers (biology, chemistry, and physics), participated in a 3-day training to align instruction with Science and Engineering Practices, Cross-Cutting Concepts, and Disciplinary Core Ideas using phenomenon-based instructional design. In the 20-21 school year, two SNAP (Stanford NGSS Assessment Project) cohorts were launched, with 32 teachers participating. In the 21-22 school year, SNAP course 1 and course 2 will be offered, focusing on developing NGSS-aligned performance tasks. History-Social Science: The social science department adopted new textbooks in the 2019-20 school year for all courses at all levels. Alignment to CCSS literacy for history/social science and to the California History Social Science Framework. CTE courses and pathway fidelity continue to increase with more college partnerships and state CTE compliant teachers. Health Ed. is a quarter long living skills class during which most of the Health Education Content Standards are covered. The District’s Health Ed. Coordinator works with teachers, counselors and nurses to ensure that remaining standards are covered and the District uses student survey results to assess the effectiveness of the curriculum. PE: In January 2020, PE teachers analyzed interim comprehensive assessment results for all students and developed an action plan to address areas of relative weakness in the PE classroom. VPA created an equipment adoption process to mirror the district’s textbook adoption process. In January 2020, VPA teachers analyzed interim comprehensive assessment results for all students. World Language adopted new textbooks for all languages and all levels in the 2018-19 school year. Curriculum is being developed for a Native Speakers Spanish 1 class that will emphasize Spanish language literacy.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-09|In addition to the curriculum alignment to the CCSS, NGSS and CA HSS framework, the District has focused on supporting instructional shifts towards further rigor and engagement in all content areas. Professional development is offered through several structures including two all-staff PD days, a Teacher Orientation Week, a June PD Institute, a Teacher Orientation Week, and afternoon PD throughout the year. In the 2020-21 school year, 538 professional development sessions were offered, with over 6,500 attendance confirmations. Additionally, in order to ensure that all students have access to standards-aligned content, a major focus of professional development has been on integrated ELD strategies. Approximately 60% of SUHSD staff have participated in a 5-day institute focusing on embedding language support in content area instruction.||2021 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. Summit Prep uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, 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 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 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|2021-06-17|||2021 41690620119503|Everest Public High|2|At Summit 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. Summit Everest uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, we use data and information from our coaching and induction programming to inform teacher performance in their adoption and implementation of standards. At Summit Everest each teacher receives weekly coaching and has time for professional development where coaches and coachees review lesson plans and student performance data and use identified look fors and standards aligned to best teaching practices for implementation of the curriculum. Beginning teachers at Summit Everest are also involved in an induction program and are evaluated for their cleared 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|2021-06-17|||2021 41690620139915|KIPP Esperanza High|2|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. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 41690700000000|South San Francisco Unified|2||3|3|3|2|1|3|3|3|1|1|3|3|3|1|1|1|1|1|1|1|3|3|3|2021-10-07|SSFUSD has been focusing on the creation and implementation of the scope and sequence for English language Arts, ELD and mathematics. The Educational Services team has created end of unit assessments and has shared all resources with staff. We're in the process of developing a walk through tool/evaluation rubric so we can monitor implementation. Once we transition to full implementation in 22-23, we will start the process all over again for Science and Social Science, Health, Physical Education, Visual performing Arts and World Language.||2021 41690880000000|Woodside Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|2021-10-12|||2021 42104210000000|Santa Barbara County Office of Education|2||4|4|3|2|2|4|3|3|2|3|4|3|3|2|3|2|4|4|3|3|4|4|3|2021-06-10|In the 2019-20 school year JCCS reviewed and adopted a standards-aligned Social Studies curriculum. During the 2020-21 school year, we reviewed and adopted a standards-aligned science curriculum. Our staff continues to implement Common Core State Standard (CCSS) aligned instruction with our adopted ELA/ELD and mathematics curriculum materials. During the 2021-22 school year, we plan to have staff workgroups meet throughout the year for coaching in Mathematics and ELA/ELD to deepen their understanding of common core standards, lesson planning to support student engagement and achievement, assessment strategies, instructional strategies, and routines. This work will also include the development of pacing guides in math and ELA/ELD. Our JCCS Director and CTE Director will collaborate to develop a capstone CTE course, identify industry certifications, pre-internships, work-based learning, and dual enrollment opportunities. Additionally, JCCS will create a CTE workgroup led by a CTE Teacher on Special Assignment (TOSA) to uniformly implement CTE throughout JCCS. Further, we will begin the process of becoming WASC accredited so we can provide a robust broad course of study that satisfies the A-G course requirements for entrance into the University of California (UC) and California State University (CSU) systems.||2021 42691040000000|Ballard 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 2019-20 and 2020-21 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, N/D and 100%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D and 70%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-24|||2021 42691120000000|Blochman Union Elementary|2||5|5|5|3|4|5|5|5|3|5|5|5|5|3|5|1|4|3|3|1|5|5|5|2021-06-08|||2021 42691120111773|Family Partnership Charter|2||5|3|5|3|3|5|3|5|4|3|4|3|4|4|3|3|3|4|3|3|4|3|4|2021-06-17|Family Partnership Charter School (FPCS) is in the fifth year of implementation of its mathematics and ELA CCSS aligned curricula. Initial training was provided to teachers at the time of adoption and ongoing training is identified and offered annually based on the expressed and observed needs of the teachers. In addition, for the past two years teachers have been working closely in Professional Learning Communities (PLC) to clarify the standards that are being taught, define evidence of mastery of those standards, and identify additional support for students. Through this collaborative process, teachers have been/will be able to access one another's curriculum, instruction, and classrooms which will provide an additional resource to increase their own professional capacity and instructional effectiveness. The implementation of the science curriculum aligned to the NGSS is in the initial stages. FPCS uses Mystery Science for grades K-5, Amplify Science for grades 6-8, and Edgenuity online science courses for grades 9-12. Lead science instructors participated in trainings offered by the County Education Office (CEO) to support the implementation of all science curriculum. FPCS has identified and made available the online coursework for three career pathways in the Health Science/Medical Technology and Information/Communication/Technology fields. The curriculum is hosted in Edgenuity and students can take the courses in the 2-3 year programs during the school year with the go||2021 42691120124255|Trivium Charter|2|We offer standards-aligned curriculum in all subjects and a wide array of electives. We use Chalk.com, Canvas, and Google Drive to track curricula and classes.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29|||2021 42691120137877|Trivium Charter School Adventure|2|We offer standards-aligned curriculum in all subjects and a wide array of electives. We use Chalk.com, Canvas, and Google Drive to track curricula and classes.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29|||2021 42691120137885|Trivium Charter School Voyage|2|We offer standards-aligned curriculum in all subjects and a wide array of electives. We use Chalk.com, Canvas, and Google Drive to track curricula and classes.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-29|||2021 42691200000000|Santa Maria-Bonita|2||5|3|3|3|3|5|5|4|4|5|4|4|4|4|4|3|3|4|3|3|4|4|3|2021-06-23|The Santa Maria-Bonita School District’s (SMBSD) implementation of state academic standards is an ongoing, collaborative process involving all educational partners. 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. The professional learning actions outlined in SMBSD’s Local Control and Accountability Plan continue to build collective capacity and growth toward the achievement of district goals, by providing ongoing teacher, paraeducator, and administrator professional learning (workshops, coaching, conferences, and collaborative time) to support the implementation of state academic standards, effective high-quality instruction, and to build capacity in reference to accelerated learning and equitable access. We continue to increase teachers' capacity in career technical education, health education, visual and performing arts, and world languages. We are also providing multilingual culturally relevant professional learning that supports our Diversity, Equity, and Inclusion plan. SMBSD will continue to develop and implement a system of professional learning where district/site teams and individuals are using information learned to create and review current student-centered goals, data, and outcomes to ensure a cycle of continuous improvement.||2021 42691380000000|Buellton Union Elementary|2||5|5|5|4|5|5|5|4|5|4|5|5|5|5|5|3|5|5|3|3|5|5|5|2021-10-13|||2021 42691460000000|Carpinteria Unified|2||5|4|5|4|3|5|4|5|4|3|4|3|4|4|2|5|3|5|4|4|3|3|3|2021-06-22|||2021 42691610000000|Cold Spring Elementary|2|Despite the COVID-19 Pandemic challenges, the Cold Spring School students achieved the highest academic scores in both ELA and Math on the CAASPP--Ninety-seven Percent of students met/exceeded ELA standards and 95% students met/exceeded in Math. The data reinforces the effectiveness of the LCAP and confirms we are on the right track. The District continues to implement the Renaissance Learning Star Reading and Star Math assessments to serve as the baseline and benchmark data points. The students' high summative test results can be attributed to the focused instruction provided by the teachers and their use of student formative assessment data to monitor and adjust instruction on a daily basis. 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. Professional learning continues to be offered in all core subject areas. In addition, the District is focusing on building leadership capacity. All staff is reading “The Seven Habits of Highly Effective People” by Franklin Covey and receiving professional development through the Leader in Me institute. The following highlights the progress in each subject matter: Science: The District is in its fourth 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. Our partnership with Literacy Partners provided the training teachers needed 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. 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|2021-10-11|||2021 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 2019-20 and 2020-21 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, N/D and 84%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D and 75%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-15|||2021 42691796118434|Santa Ynez Valley Charter|2||4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|4|3|4|4|4|2021-06-22|||2021 42692030000000|Guadalupe Union Elementary|2||4|4|4|2|2|5|5|5|3|5|5|5|4|3|3|3|1|4|1|1|5|4|3|2021-11-10|||2021 42692110000000|Hope Elementary|2||5|4|4|4|4|5|4|5|4|4|5|5|5|4|4|1|3|3|3|2|5|5|5|2021-10-11|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. During the 2020-21 school year, this was paused due to COVID and the need to focus on building skills for remote instruction. Throughout the year, professional development opportunities and activities were presented to help staff with this endeavor. Whole staff training was provided on a variety of topics related to remote instruction. During the summer, many teachers took part in additional training in the area of science instruction.||2021 42692290000000|Lompoc Unified|2||5|5|5|4|3|5|5|5|3|3|5|5|5|4|3|5|3|5|4|5|4|4|4|2021-06-22|||2021 42692290116921|Manzanita Public Charter|2|Manzanita will be conducting ongoing data and student progress monitoring meetings (weekly PLC’s) throughout the school year to monitor scholar attendance and grades as well as formative benchmark assessment and classroom data. Renaissance STAR, Freckles, Interim Smarter Balanced Assessments, and standards based ELA and Math curriculum for Grades Tk-6 are currently being implemented (in correlation with the LEA's grade level trimester essential standards/assessments). By viewing all this data at not only the school and grade level, but drilling down to the classroom and student levels, these data meetings will strengthen the LEA's ability to provide specific and timely interventions, including during school interventions, after-school math instruction, and summer school. All of the ELOs implemented will be data-driven and structured to align with student needs as identified through benchmark results.|5|5|5|3|3|5|5|5|3|3|5|5|5|4|3|1|2|3|5|1|5|4|5|2021-10-20|||2021 42692450000000|Los Olivos Elementary|2||4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-11|||2021 42692520000000|Montecito Union Elementary|2||5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|2021-09-21|||2021 42692600000000|Orcutt Union Elementary|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|5|3|1|4|3|3|2021-06-16|The district has adopted science programs (McGraw Hill Inspire for grades TK-6 and Amplify Science for grades 7-8) that are aligned with the Next Generation Science Standards. Meanwhile, the district has utilized K-12 Strong Workforce Program funding to implement Career and Technical Education (CTE) Career Exploration programming in the seventh and eighth grades. This programming revolves around the Design and Modeling module of the Project Lead the Way curriculum.||2021 42692600116434|Orcutt Academy Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|5|3|2|4|3|3|2021-06-16|||2021 42693100000000|Santa Maria Joint Union High|2||5|4|3|3|2|5|4|2|3|2|4|4|3|3|2|3|4|4|4|4|4|4|4|2021-06-08|||2021 42693280000000|Santa Ynez Valley Union High|2||3|3|4|3|4|5|3|4|3|5|5|3|3|3|5|5|5|5|5|5|5|5|5|2021-10-26|||2021 42693360000000|Solvang Elementary|2|"Teachers developed benchmark assessments in all disciplines to track progress in implementing the state academic standards. These formative assessments are augmented by a variety of other formative assessments ranging from ""exit tickets"" at the end of a class period to unit exams. Ultimately, progress is confirmed by SBAC results. The reason why these tools were developed was based on educational research concerning assessment best practices. All teachers have successfully woven the academic standards into their instruction and regularly monitor progress through formative assessments. Although CTE is primarily a high school focus, Solvang's middle school has developed a broad range of courses that address career education, e.g, robotics, medical detectives, visual art, and computer science. The middle school has also developed a world language program that includes a heritage-language course for native speakers."|4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|3|4|4|4|3|4|4|3|2021-11-10|Formal and informal interaction among teachers and administrators inform actions in this area. While the state continues to lag behind most of the country in its support for educational funding, teachers and administrators creatively use limited time to address professional development.||2021 42693440000000|Vista del Mar Union|2|Vista de Las Cruces staff and stakeholders worked together to examine and review student progress on the needs identified in the fall of 2020 constituting the basis for goals and strategic actions of the initial CSI (Comprehensive Support and Improvement) and SPSA (School Plan for Student Achievement) plan. The stakeholders determined that this new integrated planning process created a long-needed continuous cycle of improvement. The District is supporting teachers with targeted professional development in unwrapping essential/priority standards and learning targets for a guaranteed and viable curriculum, creating standards-based assessments, both formative and summative, at each grade level; identifying learning targets for students and developing improvement plans through a focus on interventions, differentiation, extension and enrichment for student success in all grade/content areas. The evidence-based interventions of RtI and MTSS will continue to be implemented for comprehensive support and personalized learning improvement plans for all students. Regularly scheduled teacher-team assessment cycles moves instructional planning into action and creates a collaborative system for monitoring student progress and mastery on essential/priority standards through common formative assessments established for each grade level. The teacher-team assessing cycle allows teachers to continually examine data, evaluate intentional and clearly stated learning outcomes and revise support and improvement plans. Additionally, the CSI funds provided teachers the opportunity to identify and select standards-based curriculum resources for this initial year of implementation in content areas to include ELA, Math, NGSS, History-Social Science and Physical Education combined with ongoing site-based job-embedded professional development for each teacher in reading, writing, and math. The professional development ensures tight vertical alignment for a guaranteed and viable curriculum with content standards, growth mindset and mindfulness as the culture of the school, and identify to maintain a relevant, rigorous, integrated curriculum and project-based learning to meet the needs of all learners, with particular attention to English learners and students with disabilities.|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|3|3|3|3|3|3|3|2021-06-17|"Vista de Las Cruces School identify and purchase curriculum and technology materials and resources, and project-based learning opportunities in core content that support assessment methods and ""hands-on learning"" that reflect targeted learning goals for cognitive development. Job-embedded on-site coaching is regularly scheduled throughout the school year to support the implementation of newly purchased curriculum resources in reading, writing, math, social studies and NGSS science."||2021 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 2019-20 and 2020-21 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, N/D and 89%. The 2019-20 and 2020-21 average response to the same question, but for ELD instruction only was N/D and 96%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-24|||2021 42750100138891|California Connections Academy Central Coast|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, the requirements for meeting state standards are addressed in the school charter. Charter schools must address the state academic standards but are given flexibility in HOW the standards are taught. Charter schools are held to a higher level of accountability in whether their students meet those standards through the charter renewal process, which typically takes place every five years.||2021 42767860000000|Santa Barbara Unified|2||4|4|4|4|4|3|2|3|4|2|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22|||2021 42767866045918|Peabody Charter|2|"Peabody Charter School (PCS) uses a variety of measures to track its progress in implementing the state academic standards. These measures include: • Student achievement data obtained through STAR Renaissance (Math & ELA) • Formative literacy assessments through MTSS program • Survey data collected from each grade level and teacher • ELD data gathered from each grade level and teacher STAR Renaissance data is gathered four (4) times a year. These assessments are aligned to the state standards and provide teachers with formative data that they can use throughout the year to better tailor their instruction to student need. The data is also valuable when passed to the teachers who will be receiving the students in the following year. Another 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 sixth year of using a new standards-based and aligned ELA/ELD curriculum in grades K-5. We are in the third year of using a standards-based math curriculum. We are in the sixth year of using a standards-aligned science curriculum. PCS has particular goals this year in the area of designated and integrated English Language Development and school-wide literacy. With the LCAP calling for both the strengthening of our multi-tiered system of support (MTSS) for literacy, as well as more coherent designated and integrated ELD, PCS is poised to make significant progress in these areas. We have purchased more materials, provided additional training, and rearranged school-wide schedules to help facilitate progress toward these goals."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-14|||2021 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. During 2020-21, we focused on CCSS mathematics, specifically: · Teachers piloted a new CCSS curriculum -- Illustrated Mathematics -- in grades K-5, working with a district Math TOSA who helped develop the curriculum. · Teachers continued developing school-wide systems and practices -- for both distance and in-person instruction -- specifically building and maintaining 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. · All teachers are using diagnostic assessments, formative assessments, and teacher-created assessments to monitor student progress; Teachers piloted STAR 360 assessments during the Spring of 2021, which will serve as a baseline for continued diagnostic use in 2021-21, along with resumption of CAASPP interim and year-end testing. · Individual students continued to receive additional math tutoring support in areas of need and unfinished learning, and had in-person opportunities even during distance learning through our ASP program. 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 2021-22 school year we will be focusing on elements of the History and Social Science Standards, specifically linking them to Project Based Learning and our development of Justice, Equity, Diversity, and Inclusion (JEDI) curriculum. The NGSS standards now 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 2020-21, we offered alternative PE opportunities such as yoga through distance learning, and we anticipate the resumption of our PE program that addresses grade-specific standards in a more systematic manner during 2021-22, as allowed by social distancing practices. Visual and Performing Arts opportunities were incorporated into the general education curriculum during distance and hybrid learning, and we anticipate a return to our specialist-based offering in 21-22."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-05-19|||2021 42767866118202|Adelante Charter|2||4|3|4|5|3|4|4|4|5|3|4|4|4|5|3|1|2|5|5|5|5|4|3|2021-10-04|During the ‘20-’21 school year the Adelante Leadership Team engaged in work using rubrics from the Guiding Principles of Dual Language Education to identify areas of strength as well as areas for growth in the Adelante program. This work was used to guide decisions about professional development opportunities for staff and will carry into subsequent years. The transition to distance learning during the ‘20-’21 school year, as well as the disruption to learning in the spring of 2020 brought new challenges to teaching and learning requiring teachers to adapt and prioritize standards for instruction. Adelante is using the Priority Instructional Content in Language Arts/Literacy and Mathematics to guide instructional decisions. The document was developed by Student Achievement Partners in response to the pandemic. Social-emotional learning along with academic learning was a priority for professional learning. As a dual language school it was critical to support development of both languages and facilitate interactions and use of language between students as much as possible. Teachers participated in professional learning throughout the year to address this challenge and learn from others. Adelante will build on the good work started before the pandemic and include the important lessons learned during the ‘20-’21 school year around the importance of integrating social, emotional and academic learning to support all students to reach their highest potential.||2021 42771980138362|Olive Grove Charter - Orcutt/Santa Maria (SBE)|2||3|2|3|3|3|4|4|4|4|4|3|3|3|3|3|3|4|4|4|4|3|3|3|2021-06-15|||2021 42772060138370|Olive Grove Charter - Lompoc (SBE)|2||3|2|3|3|3|4|4|4|4|4|3|3|3|3|3|3|4|4|4|4|3|3|3|2021-06-15|||2021 42772140138388|Olive Grove Charter - Buellton (SBE)|2||3|2|3|3|3|4|4|4|4|4|3|3|3|3|3|3|4|4|4|4|3|3|3|2021-06-15|||2021 42772220138396|Olive Grove Charter - Santa Barbara (SBE)|2||3|2|3|3|3|4|4|4|4|4|3|3|3|3|3|3|4|4|4|4|3|3|3|2021-06-15|||2021 43104390000000|Santa Clara County Office of Education|2|Option Two is chosen|5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|2021-06-09|The Santa Clara County Office of Education and the Student Services and Support Division continues to provide high quality professional development for staff regarding implementation of state approved Common Core Standards. Work also continues in implementing the Next Generation Science Standards and the World Language standards. Specialized training for staff in supporting the needs of English Learners and Students with Disabilities in the classroom is a continuous process.||2021 43104390106534|Bullis Charter|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|4|4|2021-06-21|||2021 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|2021-06-23|Career Technical Education N/A||2021 43104390113431|University Preparatory Academy Charter|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|5|4|5|5|5|5|5|4|5|2021-09-23|UPA invests heavily in internal and external professional development for all segments of the staff. Common Core State Standards were fully implemented in 2014, and have been supplemented and supported by the adoption of various curricula and tools. For example, the Math department, in response to CCSS implementation joined the Silicon Valley Math Initiative, and collaborates with schools and districts throughout the valley to develop and deliver CCSS-aligned curricula. Other departments continue to develop and grow as new standards come online. The science department has fully updated their unit plans to be NGSS-aligned, researched and adopted appropriately designed curriculum. Social Studies has aligned their curriculum with the CCSS Literacy standards, and all AP teachers are currently up to date on the changing AP curriculum for history. UPA continues to develop our ELD program, with the most recent enhancement being ELPAC data-informed individual learning plans. While UPA does not have full CTE pathways, career-focused courses in Engineering and Biomedical Sciences are available through our PLTW program, for which the teachers renew their trainings annually.||2021 43104390113704|Rocketship Mateo Sheedy Elementary|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|4|2021-06-10|"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."||2021 43104390116814|ACE Empower Academy|2|See option 2|5|3|4|4|4|4|4|4|4|4|4|4|4|4|4|0|0|0|0|0|4|4|4|2021-06-16|||2021 43104390119024|Rocketship Si Se Puede Academy|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|4|5|3|4|3|5|5|5|4|2021-06-10|"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."||2021 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|4|2021-06-10|"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."||2021 43104390121483|Alpha: Cornerstone Academy Preparatory|2||3|3|4|2|1|3|3|5|2|1|3|3|3|2|1|3|3|3|3|3|3|3|2|2021-06-24|||2021 43104390123257|Downtown College Prep - Alum Rock|2|GOAL: DCP Alum Rock is committed to ensuring its curriculum is aligned to CA Board of Education-adopted academic standards. Toward that end, it holds the goal that students will have access to state-adopted standards-aligned curriculum, materials, and technology, and will be enrolled in courses taught by appropriately credentialed teachers. ACTIONS: DCP Alum Rock engages in the following actions to support this goal: 1) Provide standards-aligned curriculum and instructional materials, 2) Provide computer and technology equipment, 3) Offer enrichment and elective courses, 4) Support teacher credentialing, 5) Provide supplementary materials for students who are ELs and/or living in poverty, & 6) Provide professional development to teachers to support practice. ASSESSMENT: DCP Alum Rock assesses its progress in this goal area through 1) ongoing review of teacher credentialing and placement, with supports as needed to avoid misassignments; 2) annual audit of curriculum for standards alignment, and 3) annual assessment of teacher practice and professional development to support teacher practice. DCP Alum Rock achieved progress in this goal area as follows: CURRICULUM-Implemented CCSS-aligned Illustrative Math (MS) and Interactive Math (HS). ELD Support Teacher added to support newcomers with language acquisition at the High School. NGSS-aligned Science curriculum was fully implemented in 2019-20. H/SS and ELA 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 and in 8th grade, 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 integrated a focus on social justice and provided horizontal and vertical cohesion to the curriculum. DIFFERENTIATED INSTRUCTION-Middle school NWEA results are linked to Khan Academy in Math, enabling the creation of differentiated playlists and workstations. PROFESSIONAL DEVELOPMENT-In Middle School, we continue to focus on the workshop model, supporting a 1:3 ratio of instruction to application. This includes whole staff PD, learning labs, model lessons, and expert coaching. The High School focused on increasing and refining standards-based grading and developing a strong school culture, including building classroom communities of learners. SPECIAL EDUCATION-The Director of Special Education supports the department in providing direct professional development to build capacity for IDEA compliance and best practices. During early release Wednesdays, time is used to allow special education and general education teachers to collaborate around best practices and support for Neurodiverse students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-09-15|||2021 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|4|2021-06-10|"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."||2021 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. Summit Tahoma uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, 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 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 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|2021-06-17|||2021 43104390124065|Sunrise Middle|2||5|4|5|5|5|5|4|5|5|5|4|3|4|4|4|1|2|3|2|1|4|4|4|2021-06-14|||2021 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|4|2021-06-10|"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."||2021 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|4|2021-06-10|"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."||2021 43104390127969|Discovery Charter II|2||5|4|5|3|4|5|5|4|3|5|5|4|5|3|4|5|5|4|4|4|5|5|4|2021-06-23|Career Technical Education N/A||2021 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. Summit Denali uses 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 common assessment program as well as our coaching and development program for faculty. Our common assessment program includes benchmark assessments, ongoing formative assessments, and summative assessments to monitor student progress. We evaluate Common Core-aligned cognitive skills via authentic projects that teachers score with rubrics designed in collaboration with outside researchers. Throughout students working on a project, teachers routinely provide formative feedback to students on their cognitive skill performance using those same rubrics. Additionally, students' content knowledge is regularly evaluated via content assessments embedded in the Summit Learning Platform. Finally, 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|2021-06-17|||2021 43104390129213|Alpha: Jose Hernandez|2||3|3|4|2|3|3|3|4|2|3|3|3|3|2|2|3|3|3|3|3|3|3|2|2021-06-24|||2021 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|4|2021-06-10|"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."||2021 43104390131748|Voices College-Bound Language Academy at Morgan Hill|2||4|5|5|2|3|4|5|5|2|2|4|4|4|4|4|1|1|1|1|1|4|4|4|2021-06-10|||2021 43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|2||4|5|5|2|3|4|5|5|2|2|4|4|4|4|4|1|1|1|1|1|4|4|4|2021-06-10|||2021 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|4|2021-06-10|"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."||2021 43104390135087|Opportunity Youth Academy|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|4|2021-06-10|||2021 43693690000000|Alum Rock Union Elementary|2||4|4|4|2|1|4|4|4|3|2|4|4|4|1|1|1|1|2|3|1|3|3|3|2021-06-24|In 2020-2021 Professional Development focused on supporting teachers around usage of new programs, best implementation strategies for Zoom, engagement strategies and social emotional learning. Professional development was through virtual learning sessions, Edtech coaching, curriculum support, and a Distance Learning Hub that is continuously being updated. Recommendation was to plan with teacher leaders more. To support our English Language Learners site leaders provided basic 1 hour district provided training in addition to the work with EL Achieve for Constructing Meaning and the SCCOE for EL Toolkit but it was felt that we need to do more to support our EL’s and newcomers. Teachers are stating the need to do some focused backwards mapping with CCSS and curriculum. Teachers request more time at sites to collaborate within grade level for planning and support. We have adopted a bridge curriculum for Social Studies at the Elementary grades and continue to pilot NGSS science curriculum. More support in VAPA standards and Physical Education will be provided.||2021 43693690106633|KIPP Heartwood Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 43693690125526|Alpha: Blanca Alvarado|2||3|3|4|2|1|3|3|4|2|1|3|2|3|2|1|3|3|3|3|3|3|3|2|2021-06-24|||2021 43693690129924|Kipp Prize Preparatory Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 43693770000000|Berryessa Union Elementary|2||4|3|4|2|4|4|3|4|2|4|4|3|4|2|4|1|2|2|2|1|4|4|4|2021-10-12|||2021 43693850000000|Cambrian|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|3|5|5|5|2021-06-17|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 Multi-Tiered System of Supports, Social-Emotional Learning, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.||2021 43693856046445|Fammatre Elementary|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|3|5|5|5|2021-06-17|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 Multi-Tiered System of Supports, Social-Emotional Learning, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.||2021 43693856046452|Farnham Charter|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|3|5|5|5|2021-06-17|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 Multi-Tiered System of Supports, Social-Emotional Learning, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.||2021 43693856046486|Price Charter Middle|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|3|5|5|5|2021-06-17|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 Multi-Tiered System of Supports, Social-Emotional Learning, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.||2021 43693856046494|Sartorette Charter|2||5|4|5|4|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|3|5|5|5|2021-06-17|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 Multi-Tiered System of Supports, Social-Emotional Learning, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Providing ongoing professional development for all staff will remain constant.||2021 43693930000000|Campbell Union|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693930106005|Village|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693930137273|Campbell School of Innovation|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046510|Blackford Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046536|Capri Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046544|Castlemont Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046577|Forest Hill Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046601|Lynhaven Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046619|Marshall Lane Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046627|Monroe Middle|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046668|Rolling Hills Middle|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43693936046692|Sherman Oaks Elementary|2||4|4|4|3|1|5|5|5|3|1|4|3|4|3|1|1|2|4|3|1|4|4|4|2021-06-24|CUSD uses student data, staff input, and self-reflection ratings to determine professional learning for staff. BTSA is provided to new teachers, and the Instructional Services team offers training throughout the year. Curricula is piloted and adopted in alignment with CUSD policy. At this time, CUSD has not adopted a History Social Studies Curriculum. Implementation of other adopted academic standards is an area of focus, with higher levels of implementation evident in the middle school grades.||2021 43694010000000|Campbell Union High|2||4|4|4|3|4|5|5|5|3|4|3|3|3|3|3|4|5|5|5|5|3|4|3|2021-06-24|||2021 43694190000000|Cupertino Union|2||4|3|4|2|2|5|4|5|2|3|4|2|4|2|3|3|3|4|4|3|3|4|4|2021-04-22|We are making progress in supporting professional learning and implementing new practices in key areas including: ELA, NGSS, History-Social Studies (6-8), ELD, Mathematics, School Climate/Social-Emotional Learning. We will continue to strengthen our work in these areas as defined in our 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. Next areas of focus include English Language Development, Next Generation Science Standards (K-8) and History-Social Science (K-5). We also will work with World Language teachers to examine the new framework.||2021 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|4|3|2|2021-06-24|Implementation of State Standards: The implementation of the State Academic Standards expects students to engage in tasks that demand they carry the cognitive load. As a district we work to support teachers in the development of tasks that demand student production through and beyond Depth of Knowledge 3 with a focus on academic language development. In addition, Subject Area Coordinators are working with teachers to prioritize standards to ensure endurance, leverage, and readiness.||2021 43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|3|2|2|2|3|3|3|3|2021-06-22|||2021 43694270116889|KIPP San Jose Collegiate|2|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. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 43694270125617|ACE Charter High|2|See Option 2|5|3|4|4|4|4|4|4|4|4|4|4|4|4|4|0|0|0|4|4|4|4|4|2021-06-16|||2021 43694270130856|Luis Valdez Leadership Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|4|4|4|4|4|4|2021-06-16|||2021 43694270131995|B. Roberto Cruz Leadership Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|3|4|4|4|4|4|4|2021-06-16|||2021 43694270132274|Alpha Cindy Avitia High|2||3|2|3|1|1|3|3|3|1|1|3|3|3|2|1|1|2|1|4|4|3|3|2|2021-06-24|||2021 43694274330668|Latino College Preparatory Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|4|4|4|4|4|4|4|2021-06-16|||2021 43694274330676|San Jose Conservation Corps Charter|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|2|3|3|3|2|4|4|3|2021-06-03|||2021 43694274330726|Escuela Popular Accelerated Family Learning|2||3|3|4|3|3|3|3|4|3|3|3|3|4|3|3|2|4|1|4|3|3|3|3|2021-06-22|||2021 43694350000000|Evergreen Elementary|2||4|3|4|3|1|5|4|5|5|1|4|3|4|4|1|3|4|5|4|4|3|3|3|2021-06-28|||2021 43694500000000|Franklin-McKinley Elementary|2|Franklin McKinley School District uses the following assessment tools to track student progress in mastering the state academic standards: Renaissance Star is the local assessment given to all students in grades 2-8 for math and ELA. Early elementary students use the ESGI assessment for TK-1. Next Step Guided Reading Assessment (NSGRA) is given to students in grades K-3 to monitor progress on reading. Middle school students take the interim SBAC assessments in math. The assessments were administered remotely under the supervision of the teacher. Due to the pandemic, the science assessment and writing assessments were waived this year but will resume next year. The results from assessments were used to help in the instructional planning process for distance learning lessons. Data also helped to provide information to teachers about mastery of the standards and areas needed for further support. The instructional focus for the 2020-2021 school year is ELA, Mathematics instruction and students were provided individualized reading support using the Lexia and Power 5 programs, Raz Kids and digital literacy via BrainPop and Common Sense Media. For the 2020-21 school year FMSD piloted and adopted the Benchmark Education “Adelante” curriculum for the Spanish Dual Language Immersion program. This was the first year of the implementation of Houghton Mifflin Harcourt Brace Journeys for grades K-5 for Language Arts. Collections is the core Language Arts program for grades 6-8. In addition teachers had access to Writable, an online curriculum to support writing instruction, Discovery Science for middle school science and continued to use Eureka for Math K-5, College Preparatory Math (CPM) for math 6-8, and the previously adopted curricula for history-social science, Science and English Language Development (Scholastic English 3D). The Educational Services team provided teachers with ELA and Math prioritized standards based on the Achieve the Core documents to guide teachers on providing instruction given limited minutes during distance learning. Teachers completed a professional learning survey in the fall to identify areas of interest for support and workshops were provided according to their requests such as Nearpod training for formative assessment, history social studies for middle school and alignment of the standards with the curriculum through math mapping. Teachers also participated in training with external partners such as SEAL, Partners in School Innovation (Math for 2 middle school teams) and math mapping workshops with staff from the Santa Clara County Office of Education. During the 2020-21 school year, Preschool teachers piloted new curricula. For the upcoming school year K-6 science, Middle school social studies and TK will pilot and adopt new curricula.|3|3|4|2|1|4|4|4|3|2|3|3|3|2|1|1|3|2|2|2|4|4|3|2021-06-22|||2021 43694500113662|Voices College-Bound Language Academy|2||4|5|5|2|3|4|5|5|2|2|4|4|4|4|4|1|1|1|1|1|4|4|4|2021-06-10|||2021 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|4|2021-06-10|"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."||2021 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|4|2021-06-10|"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."||2021 43694500129205|KIPP Heritage Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports 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. 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. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. 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. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS-aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 43694500129247|ACE Esperanza Middle|2|Please review option 2|5|3|4|4|4|4|4|4|4|4|4|4|4|4|4|0|0|0|0|0|4|4|4|2021-06-16|||2021 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 over 150 professional learning teams established goals at the beginning of the 2020-2021 school year. These teams represent English, math, science, social studies, physical education, special education, visual and performing arts, world language, English language development, guidance and interventions. Even with the challenges that remote learning presented, there was significant focus on promoting equity goals in many of the subject areas. In English and social studies, curricular changes were made to better represent ethnic diversity. In other subject areas, specific strategies were implemented in an effort to better serve our dependent learners. 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. Our Professional Learning Advisory Team of Educators (PLATE), a team made up of 14 teachers and 5 administrators, met monthly to devise a plan on how best to support our Team Leads. In addition to the Team Lead support, there was considerable focus on providing feedback on two new professional development courses - Teaming for Student Success and Re-telling Stock Stories for Equity. 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|2021-06-22|||2021 43694840000000|Gilroy Unified|2||4|2|4|3|3|4|3|3|3|2|4|3|4|3|3|3|3|4|3|4|4|3|3|2021-05-20|||2021 43694920000000|Lakeside Joint|2||4|4|5|4|4|4|4|5|5|4|4|4|4|4|3|1|5|5|4|1|3|3|4|2021-06-30|||2021 43695000000000|Loma Prieta Joint Union Elementary|2||5|4|4|3|2|5|4|4|2|2|5|5|5|3|2|3|3|5|5|5|5|5|5|2021-06-16|||2021 43695180000000|Los Altos Elementary|2||5|3|3|4|1|5|5|5|3|5|5|5|5|5|5|3|1|5|3|4|4|4|4|2021-06-08|||2021 43695260000000|Los Gatos Union Elementary|2||4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|5|4|5|5|5|2021-10-14|||2021 43695340000000|Los Gatos-Saratoga Union High|2|Our greatest progress for 2019-2020 is evidenced by continued bridging of the achievement gap with our targeted student subgroups. According to the CDE Fall 2020 dashboard our proficiency scores for Hispanic students maintained in math with 10.1 above standard. Additionally, our Special Education population ELA scores increased by 9.9 points and Math increased 4.8 points. The Dashboard continues to indicate that the district is meeting expectations in the performance areas of Chronic Absenteeism, Suspension Rate (2%), English Language Learners progress increased 12.6 points, Graduation Rate (97.7%) and College and Career Indicators. The District's administration of the California Healthy Kids Survey reflects continued improvement in students' sense of belonging to schools which are supportive, inclusive, and safe. For 2020-2021 our local data is garnered from BrightBytes and our LCAP Feedback Survey. Successes identified via these surveys include positive perception of the variety of course offerings, support for rigorous learning, tutoring and support services, and collaboration among teachers/staff. Themes expressed by parents the perception that the school cares about them, praise for CASSY and counseling services, and appreciation for the ability of our schools to “recognize differences and issues and rapidly respond without hiding them.” One comment from the LCAP survey that represents a majority of comments “The district provides a wealth of student resources for connectedness, well-being, counseling.” Other areas of success are that 92% of students feel encouraged to use technology for learning and staff comfort with technology has increased drastically after navigating virtual classrooms. All students and families have access to devices, internet access, and are using the Learning Management System to post and collect work consistently.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-22|||2021 43695420000000|Luther Burbank|2||5|4|5|1|4|5|5|5|1|4|4|4|5|1|3|1|4|4|3|2|5|5|5|2021-06-08|||2021 43695750000000|Moreland|2||5|4|5|5|3|5|5|5|5|3|5|5|5|5|3|4|4|5|4|4|5|5|5|2021-06-22|This priority is aligned to and measured in Moreland's LCAP under Goal 1.||2021 43695830000000|Morgan Hill Unified|2|The Morgan Hill Unified School District uses a locally created adoption tracker to establish a timeline of implementation activities. The tool begins with standards and framework reviews; establishing an early implementer team for in depth framework study focusing on the selection and evaluation of materials; reviewing SBE approved programs; selecting and piloting programs; conducting comparison studies to inform program selection; involving stakeholders in program examinations; conducting professional development; and identifying site leads to serve as implementation experts who can provide ongoing coaching support. Implementation monitoring is supported with administrative observations, peer to peer observations, and more formalized instructional rounds. Monitoring of student and educator access to online resources is providing an additional level of monitoring. 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 Five point rubric scores ranging from beginning development to full implementation are as follows: Math 4.3, ELA 3.8, Social Science 3.3, Science 2.9 Summary of implementations as follows Mathematics Implemented Fall 2016, K-5 Pearson Investigations, 6-12 CPM ELA/ELD Implemented Fall 2017, K-5 McGraw Wonders, 6-12 McGraw StudySync Social Science Implemented Fall 2018 Pearson MyWorld at k-5 and 9-12, and TCI at grades 6-8 NGSS Implemented Fall 2019 TWIG Science at K-5, Fall 2020 HMH Science Dimensions at 6-8, HMH Biology and Physics and Saavas Learning Chemistry at 9-11 (2020-21) Health Ed Implemented Red Cross Positive Prevention Plus curriculum (Gr 7 & 9) (Fall 2017) Physical Ed Current courses aligned to state framework; updated for CPR/AED (gr. 9) Visual & Performing Arts Comprehensive program with renewal of VAPA plan 2017-18 with continuing implementation during the 2020-21 school year. World Languages Implemented Fall 2016: Vista Education World Language Program for grades 6-12 Career Technical Ed Continuing alignment of CTE pathways with Core Curriculum, addition of two capstone courses: Construction Tech II and Exercise Science (courses to begin Fall 2021-22)|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-15|||2021 43695836118541|Charter School of Morgan Hill|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|4|5|5|5|5|5|5|2021-06-22|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. The 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 has 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.||2021 43695910000000|Mountain View Whisman|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|4|4|4|3|4|4|4|2021-06-17|Professional development on the Common Core Standards in English Language Arts 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 instructional coaches at each elementary school and two middle schools share a 0.5 Social Studies, 0.5 math, and 1.0 science coach. The District was unable to hire an ELA coach for middle school. All teachers have weekly collaboration time. 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 teacher provides small-group support and enrichment. The District adopted new middle school History Social Science materials in May 2019, and in May 2020 adopted new elementary History Social Science materials as well as new Science materials for grades TK-8. Professional development was provided. In summer 2020, the District focused on supporting teachers with distance learning through professional development. Adopted curriculum was accessible to students online and all students were provided with a chromebook for distance learning and a hotspot if needed. Instructional materials and supplies were distributed regularly to students.||2021 43696090000000|Mountain View-Los Altos Union High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|4|5|2021-10-12|||2021 43696170000000|Mount Pleasant Elementary|2||5|4|5|2|2|5|4|5|5|5|3|3|3|3|3|3|3|3|3|3|4|3|3|2021-06-23|The District is in the process of adopting Science and History-Social Studies. The District did a one-year emergency adoption in 2019-2020 for Science and History-Social Studies. The adoptions were more aligned to the States Common Core Standards and were accessible to students online when in Distance Learning.||2021 43696176048045|Ida Jew Academies|2||5|4|5|2|2|5|4|5|5|5|3|3|3|3|3|3|3|3|3|3|4|3|3|2021-06-23|The Ida Jew Academy (IJA) in collaboration with the Mt. Pleasant Elementary School District (MPESD) is in the process of adopting a Science and History-Social Studies curriculum. Through the same ongoing collaboration both IJA and MPESD completed a one-year emergency adoption in 2019-2020 for Science and History-Social Studies curriculum. The adoptions identified were aligned to the States Common Core Standards and were accessible to students online when in Distance Learning.||2021 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|2021-06-17|||2021 43696410000000|Palo Alto Unified|2||4|4|4|4|4|5|4|5|3|5|3|4|3|3|3|4|3|4|5|4|5|3|3|2021-06-08|PAUSD is focused on meeting the needs of all students through instructional practices that include anti-racist and culturally responsive pedagogy and eliminating biased approaches in instructional practices. The District’s ratings recognize the different phases of implementation at each level. CCSS-aligned ELA instructional materials in grades PK-12 include Teachers’ College Units of Study (PK-5), and core and supplemental literature (6-12). Strengthening phonics-based reading instruction is a focus in TK-3 in 2021-22. CCSS-aligned math and HSS materials are fully implemented in PK-12. Interim materials are available for PK5 science as PAUSD enters the pilot phase of the adoption. Grades 6-8 are in year one of implementation for the newly adopted NGSS aligned curriculum. High school science teachers are in year two of redesigning their instruction to align to NGSS and have agreed upon a common course sequence across both high schools. Implementation of the new ELD standards is ongoing. In 2019-20 several high school math and HSS courses implemented newly adopted, standards aligned, textbooks. PAUSD provides opportunities for all teachers to deepen knowledge and skills that support district goals, including a Lead Principal for literacy instruction, release time for classroom observations, instructional coaching, and common planning time in secondary schools. An area of growth is in systematically supporting staff to develop on the standards they have not yet mastered.||2021 43696660000000|San Jose Unified|2||5|4|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|2021-06-24|.||2021 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. 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; and Neurodiversity with the SPED manager, Heather Furgeson. ENRICHMENT - Special Education-The Director of Special Education supports the special education department in providing direct professional development to build capacity around IDEA compliance and best practices. In addition, Wednesdays are early release days to allow for staff meetings and collaboration time. During most of these meetings, time is structured to allow special education teachers and general education teachers to further collaborate around best practices and support for Neurodiverse students.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-09-15|||2021 43696660131656|ACE Inspire Academy|2|Please see option 2|5|3|4|4|4|4|4|4|4|4|4|4|4|4|0|0|0|0|0|0|4|4|4|2021-06-16|||2021 43696740000000|Santa Clara Unified|2||5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|5|4|4|4|2021-06-24|||2021 43696820000000|Saratoga Union Elementary|2||4|5|5|4|1|3|4|5|3|1|4|5|5|5|1|4|5|5|3|4|4|4|4|2021-06-24|||2021 43697080000000|Union Elementary|2||4|3|4|3|3|4|3|4|2|2|4|3|4|3|3|1|3|5|5|2|4|3|4|2021-06-14|Met In the 2018 - 2019 school year, Union School District adopted an ELA/ELD curriculum while beginning to pilot instructional materials for History/Social Studies and Science. Teachers received professional development of instructional strategies within these content areas to meet the learning needs of students in collaboration with district Teachers on Special Assignment and in partnership with the Santa Clara County Office of Education. In 2019-2021 as the pandemic hit, the focus shifted to providing instructional strategies in the context of distance and/or hybrid learning. Additional grammar and phonics resources were provided to teachers to supplement adopted curricular resources, and History/Social Studies and Science pilots were extended for an additional year in our middle schools. Due to the shift online, elementary pilots were paused and these will resume in the 2021-2022 school year. Overall, even with a shift to distance/hybrid learning, Union School District continued to progress towards implementation and sustainability of the California State Standards.||2021 43733870000000|Milpitas Unified|2||4|3|4|3|3|4|4|4|3|4|4|3|4|3|3|3|3|3|3|3|3|3|3|2021-06-08|||2021 43771490137315|KIPP Navigate College Prep (SBE)|2|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. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-02|||2021 44104470000000|Santa Cruz County Office of Education|2||4|3|4|4|4|4|3|4|3|3|4|3|4|3|4|4|5|3|3|3|4|4|4|2021-06-24|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. Our teachers have opportunities to collaborate throughout the year, this year we are emphasizing equity and peer coaching.||2021 44697320000000|Bonny Doon Union Elementary|2||5|3|4|5|3|5|3|4|5|3|5|3|4|5|3|1|4|5|5|1|4|5|4|2021-06-17|||2021 44697570000000|Happy Valley Elementary|2||5|5|5|5|3|5|5|5|5|3|5|5|5|5|3|1|5|5|5|1|5|5|5|2021-06-16|||2021 44697650000000|Live Oak Elementary|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.|4|3|4|3|1|5|2|5|4|1|4|3|4|3|1|0|2|3|1|0|5|4|3|2021-06-16|The LCAP stakeholder committee on “academic achievement and 21st-century learning,” which consisted of parents, administrators, teachers and community members, reviewed students and parent data and previous LCAP actions and services to determine the rating for Priority 2. Raging included in the tables above reflect the District’s progres as it relates to our three elementary schools. Data collected on the District’s middle school is reflected below. (Note: we do not have any Career Technical Education or World Language courses offered in our elementary school district, so those are blank to indicate “not applicable”). English Language Arts 3: Professional development 5: Aligned Materials 2: Programs to support staff for improvement English Language Development 4: Professional Learning 3: Aligned materials 2: Programs to support staff for improvement Mathematics 4: Professional Learning 3: Aligned materials 2: Programs to support staff for improvement Next Generation Science Standards 3: Professional Learning 2: Aligned materials 2: Programs to support staff for improvement History-Social Science 1: Professional Learning 5: Aligned materials 2: Programs to support staff for improvement Health Education Content Standards Physical Education Model Content Standards Visual and Performing Arts N/A: World Language Identifying the professional learning needs of groups of teachers or staff as a whole: 2 Identifying the professional learning needs of individual teachers: 2||2021 44697730000000|Mountain Elementary|2||5|3|4|5|5|5|3|4|5|5|5|3|4|5|5|1|4|5|5|1|4|4|4|2021-06-02|This remains a strong area for Mountain Elementary School District. As a K-6 district, it should be noted that Career Technical Education and World Language standards are designed for Grades 7-12.||2021 44697810000000|Pacific Elementary|2||4|3|4|4|3|5|4|5|5|3|4|3|4|4|3|5|3|4|4|3|4|4|4|2021-09-21|||2021 44697990000000|Pajaro Valley Unified|2||4|4|4|3|4|5|4|5|3|5|4|4|4|4|4|4|4|5|4|4|4|3|4|2021-09-08|PVUSD has provided training and coaching on Common Core Aligned Curriculum for all teachers throughout the year, even while in Distance Learning. The training and coaching is done on-going and systematically district-wide with a focus on state aligned, adopted curriculum. Currently, the district is focused on refining practices around math, English language development, English language arts and implementing Next Generation Science Standards. Pajaro Valley Unified is utilizing an Intellectual Preparation Protocol to provide the structure for Language Arts and Math Instruction with the adopted curriculum. 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.||2021 44697990117804|Ceiba College Preparatory Academy|2||3|1|1|3|3|3|1|2|3|4|3|1|2|3|4|1|3|4|3|4|3|3|2|2021-06-14|||2021 44697994430229|Pacific Coast Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|4|4|4|2021-05-24|PCCS offers college prep classes in all subject areas, and students are encouraged to participate in classes at the local community college for any subjects that may not be offered through the school.||2021 44697994430245|Diamond Technology Institute|2||4|4|5|4|5|4|4|5|3|5|4|4|4|3|4|5|5|4|5|4|4|4|4|2021-05-25|Criteria is Met||2021 44697996049720|Linscott Charter|2||5|3|5|3|5|4|3|5|4|5|4|3|4|3|4|2|3|5|4|1|5|4|4|2021-10-19|||2021 44697996049829|Alianza Charter|2||5|4|5|4|4|5|5|5|3|4|4|4|4|4|4|4|5|5|5|5|4|4|4|2021-05-18|Alianza has implemented the YouthTruth Survey for all Alianza staff to elicit teacher input on professional development. In addition, we publish a google document were we ask teachers to submit professional development ideas they feel they or their grade level need to improve instruction.||2021 44697996119077|Watsonville Charter School of the Arts|2||3|3|4|3|3|4|4|4|4|4|3|3|4|3|3|3|4|4|5|1|4|3|3|2021-10-05|||2021 44698070000000|San Lorenzo Valley Unified|2||5|4|4|3|4|5|4|4|3|4|5|4|3|3|4|4|4|5|5|5|4|4|3|2021-06-16|Math: The district continues to look for ways to improve and modify math instructional practices including utilizing strategies supported by Silicon Valley Math Initiative, Cognitively Guided Instruction, and Complex Instruction. Utilizing partnerships with the SCCOE and S4C, the district continues to train teachers and provide professional development, coaching, and instructional monitoring to improve math instructions. The creation of common assessments and assessment tools allows the teachers to direct classroom instruction to the needs of students. Identified after school interventions are provided at the 9-12 level to provide re-engagement with math problems and expand mathematical thinking. ELA: Early literacy skill development continues to be a district strength with numerous elementary teachers completing coursework and training in Reading Recovery. A full Reading Recovery intervention model to be re-established in 2021-22. Science: Full implementation of K-8 Science standards to be completed in the coming school year (2021-22), including curriculum & material adoption and staff development at all levels.||2021 44698070110007|Ocean Grove Charter|2||5|3|5|5|4|5|5|5|5|4|5|5|5|5|5|4|5|5|5|5|4|4|4|2021-06-02|Our high school science courses are aligned with NGSS. The biology, chemistry and physics syllabi align with NGSS. We offered 12 CTE pathways this year, all through online classes. We continue to work toward developing more career pathways for the future. Grant funding supporting CTE pathways was secured in partnership with a local community college and additional staff was hired and assigned to support students. Our individualized approach to professional development involves using professional goal setting, data from teacher evaluations, and schoolwide strategic planning. Each year begins with a school-wide Professional Development day dedicated to different aspects of our schoolwide focus for improvement. Teachers also participate in PD workshops on schoolwide identified focus areas in cohorts that meet throughout the school year. The newly hired Reading Specialist provided staff training, researched verified resources, policy development regarding early literacy and universal dyslexia screening. This year administrators attended professional training for teachers of English Learners. We learned effective classroom techniques for providing high-quality English language development and reviewing the latest research in teaching ELs. Our school website includes resources for parents and teachers of EL students. The EL Coordinator works closely with staff and parents to provide materials and resources for them to use when teaching daily English language development.||2021 44698150000000|Santa Cruz City Elementary|2|Santa Cruz City Schools has implemented state adopted academic standards: Santa Cruz City Schools has implemented state adopted academic standards: English Language Arts: Our elementary teachers have Common Core aligned lessons. Elementary schools are implementing Benchmark Workshop, a Common Core aligned English Language Arts adoption that includes lessons in Readers Workshop, Writers Workshop and Phonics Workshop. English Language Development: All English Language Development teachers have received professional development regarding the English Language Development standards and have implemented these into their instruction. The new English Language Arts Adoption, Benchmark Workshop, contains a specific component, Advanced Language Learning, that is designed to be used with English Learner students in small group instruction. Mathematics: Santa Cruz City elementary schools are in year five of Common Core State Standards curriculum and instruction using the Eureka Mathematics program. Next Generation Science Standards: Santa Cruz City elementary schools are in year four of Next Generation Science Standards implementation. Teachers use the Full Option Science System Next Generation Science Kits for hands-on exploration in the classroom. History-Social Science: Some professional development 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.|5|5|5|5|3|5|5|5|5|5|4|5|5|5|3|5|5|5|5|5|5|5|5|2021-06-16|An Elementary Curriculum and Assessment Team has been established this year to strengthen implementation of standards through the prioritization of standards and common assessments. Additionally, the district's Social Studies Teacher on Special Assignment will work with elementary this year to support professional development in the new framework.||2021 44698230000000|Santa Cruz City High|2|Santa Cruz City Schools has implemented state adopted academic standards: English Language Arts: Both Middle and High school English Language Arts teachers have Common Core aligned lessons and Scope and Sequences. The middle schools are in the process of creating a district middle school Common Core State Standards aligned curriculum map for each grade level. English Language Development: All English Language Development teachers have received professional development regarding the English Language Development standards and have implemented these into their instruction. Mathematics: Santa Cruz City Schools middle schools are in year eight and high school is in year five of College Preparatory Mathematics aligned Common Core State Standards curriculum and instruction. Next Generation Science Standards: Santa Cruz City Schools has fully implemented the Next Generation Science Standards and standards aligned curriculum in every grade level and course. History-Social Science: All secondary History-Social Science teachers have attended the History- Social Science Framework training and have adopted framework-aligned curriculum. Career Technical Education: Career Technical Education teachers and classes are aligned to the outlined state standards. Health Education, Physical Education, Visual and Performing Arts, and World Language standards are followed in each respective area.|5|5|5|5|3|5|5|5|5|5|4|5|5|5|3|5|5|5|5|5|5|5|5|2021-06-16|Santa Cruz City Schools has a Social Studies Curriculum and Assessment team and Teacher on Special Assignment to coordinate the implementation of our newly adopted Social Studies textbooks and instructional programs with full implementation completed by the end of 21-22.||2021 44698490000000|Soquel Union Elementary|2||5|3|5|4|5|5|5|5|5|4|5|4|5|4|5|4|5|5|4|4|4|4|4|2021-10-06|||2021 44754320000000|Scotts Valley Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-22|||2021 44754320139410|California Connections Academy Monterey Bay|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, the requirements for meeting state standards are addressed in the school charter. Charter schools must address the state academic standards but are given flexibility in HOW the standards are taught. Charter schools are held to a higher level of accountability in whether their students meet those standards through the charter renewal process, which typically takes place every five years.||2021 45104540000000|Shasta County Office of Education|2|The program has made progress in assuring that the curriculum results in student learning and achievement. Means of evaluating progress include test data, observation of programs, collaboration notes, and ongoing evaluation of student learning. The design and selection of an online standards-aligned curriculum that focuses on college/career standards and engages students in “a-g” courses has continued to strengthen teaching methods and improve student learning. Metrics used are outlined in the LCAP along with formative and summative assessments from NWEA MAP, Achieve 3000 and MAP skills. Access to Edgenuity assures students have access to advanced coursework. Edgenuity courses are based on wellestablished, evidence based principles: • Instruction is systematic and explicit, designed to help students acquire, practice, and apply skills and knowledge. • Courses incorporate multimedia and graphic organizers in ways that reduce cognitive load and help students learn more effectively. • Courses implement principles of Universal Design for Learning, incorporating multiple means of representation, expression, and engagement to meet students’ individual need The program is in the midst of text review and is using help from the county office to analyze both NGSS science curriculum and Math Intervention. Discussions around the #GOOPEN INITIATIVE for potential adoption have been started as it provides the most flexible model for providing the individualized resources necessary for instructing independent study students. It will guide the continued design of curriculum and require that teachers utilize vetted materials to support their curriculum design, hence improving student learning. All staff members have been engaged in a collaborative effort to implement a coherent curriculum that can be accessed and adapted to meet student needs. The addition of Edgenuity has afforded us the opportunity to offer more A-G options, incorporate Social emotional learning (SEL) online, increase credit recovery, and target essential concept recovery to address learning loss. As we are still learning the ins and outs of the new platform, it is a work in progress that focuses on rigor and relevance for our students. Students are beginning to have access to peer communication and collaboration using Google Classroom and other online sources that provide access and success for all students. It is our intent to provide blended learning opportunities and intensive one to one attention to students and their family's within our independent study model.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-23|||2021 45104540111674|Chrysalis Charter|2|Chrysalis Charter School uses I-Ready and CAASPP scores to track student progress in the achievement of state standards. Teachers use state adopted curriculum to teach ELA, Math, and NGSS. The physical education teacher uses SPARKS PE curriculum to teach grade level appropriate Physical Education Standards.|4|4|4|5|4|4|4|4|5|4|4|4|4|5|4|3|4|4|3|2|5|4|4|2021-06-09|Teachers are teaching the CA state standards and undertaking PD to better their understanding and implementation of the standards. Teachers work cooperatively to develop and grow in their abilities with regular collaboration and visitation to one another's classrooms. Teachers and board work closely with the administrator on professional development needs for the administrator.||2021 45104540132944|Redding STEM Academy|2||5|2|5|4|4|5|2|5|3|4|5|2|5|3|4|1|4|4|4|1|4|4|4|2021-10-13|||2021 45698560000000|Anderson Union High|2|With the District’s commitment to the mission of “AUHSD employees, in collaboration with parents/guardians, will prepare all students for post-secondary success through various educational opportunities in a safe and comfortable environment”, as well as District Strategic Goals: 1) provide a rigorous and relevant curriculum to prepare students for CSU/UC, career pathway or transition goals, 2) recruit, hire and retain highly qualified employees, 3) provide relevant quality staff development opportunities, 4) strengthen partnerships with all stakeholders, 5) provide safe, secure and well maintained facilities, and 6) maintain a fiscally balanced budget that is positively certified; the goal of “schools will provide a safe, orderly, and responsive learning environment”, continues to be an essential element of our District’s mission and strategic objectives. Understanding that a vital ingredient to a high-quality education is the timely meeting of student needs in a safe and productive setting, stakeholder input and evaluation reaffirmed the commitment to providing a rigorous course of study in a safe, orderly and responsive learning environment.|5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-15|||2021 45698720000000|Bella Vista Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|4|1|3|5|5|5|3|5|5|5|2021-06-09|||2021 45698800000000|Black Butte Union Elementary|2|We have successfully implemented and sustained the following academic standards: 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 History-Social Science Health Education Content Standards Physical Education Model Content Standards Visual and Performing Arts We are currently exploring curriculum for the following academic standards: World Language, Career and Technical Education, and the Next Generation Science Standards. This year we are piloting different science curriculum and will recommend one for adoption to our governing board. World Language and Career Technical Education are part of our electives 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|2021-06-24|||2021 45699140000000|Cascade Union Elementary|2||4|4|4|4|4|5|5|5|5|1|5|4|4|4|1|1|4|5|3|3|5|4|5|2021-06-10|The staff survey assessed site cleanliness and safety, adequacy of tools and technology for one’s position, student behavior and attitudes toward learning this year, and their opinion regarding the quality of service we are providing to our students and their families. We also asked staff to evaluate the administrative staff to gain feedback on how we can better lead. Of all of the questions asked, the lowest score was in response to asking if students cared about their learning (48%). While this score represents a frightening reality, in light of the COVID pandemic and its effect on learning, it is not completely surprising. We will work diligently to improve this score. Staff feels safe at school and feels that students are safe at school. Staff feels valued and nearly 70% are satisfied with their compensation. With respect to the administration, most staff rated administration positively (63.1%-86.9%), with communication receiving the lowest score. The administrative team will discuss options to find consensus to improve communication throughout the District. The survey results were taken into account in developing the 2021-2024 Local Control Accountability Plan. Changes are evident in staffing, plans for increased marketing to make sure our message is conveyed to our community, and the addition of a Director of Curriculum and Instruction to review assessment scores, provide assistance to the teaching staff in order to improve skills and build academic gain.||2021 45699140135624|Tree of Life International Charter|2|Selected Measures: ELA and Math -CAASPP Interim Assessments: We use both the IAB and FIAB -iReady ELA and Math Diagnostic assessments -TWIG Science Grades 3-6; Stem Scopes Grades 7-8 -Eureka and CPM Math assessments -Study Sync ELA/SS Other local assessments. We begin the year by reviewing the CAASPP testing from the previous spring, along with initial assessments with the above measures and use the data to create flexible intervention groups for daily instruction. All students receive standards based instruction daily with additional targeted intervention as needed. If a student is not making progress, we use the SST process to identify goals and additional interventions.|5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|4|2021-06-15|||2021 45699220000000|Castle Rock Union Elementary|2|Castle Rock School uses ongoing formal and informal assessment in the classroom to monitor student growth in all state mandated areas of academic learning. We formally assess with benchmarks and assessments on a monthly basis. We use informal assessments and student portfolios, work samples and observation on a daily basis with weekly review. In this way we are able to monitor progress in all areas, handle deficiencies as they arise and offer appropriate enrichments and supports to help our students meet their goals for all areas of learning including: ELA, ELD, Math, NGSS, SS, CTE, Health, PE, V/P Arts, and World Language. Teachers participate in weekly staff professional learning, reflection and collaboration in order to meet the needs of our students. Teachers and all instructional staff use both in person training and online resources to stay up to date on best practice.|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|3|5|5|4|3|5|5|5|2021-09-16|||2021 45699480000000|Columbia Elementary|2||5|3|5|5|5|5|5|5|5|5|5|4|5|5|5|3|5|5|4|4|5|5|5|2021-06-24|||2021 45699480134122|Redding School of the Arts|2||5|5|5|4|3|5|5|5|4|3|4|4|4|4|3|2|4|5|5|5|5|5|4|2021-06-22|||2021 45699480139543|Shasta View Academy|2||4|4|4|4|3|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|2021-05-13|||2021 45699550000000|Cottonwood Union Elementary|2||4|4|5|5|4|3|4|4|4|3|4|3|4|4|4|3|4|4|3|4|4|4|4|2021-06-22|||2021 45699710000000|Enterprise Elementary|2||4|3|4|3|4|4|3|4|4|4|4|4|4|4|4|2|3|4|4|1|4|4|4|2021-06-09|The district will be implementing a new ELA curriculum adoption, Benchmark, in grades K-5 in 2021/22. Training will be offered in the summer and throughout the school year. Training for recent adoptions in Social Studies (2019-20) and Science (2020-21) have been completed. Ongoing training will be available in continued implementation of academic standards in all content areas.||2021 45699710135830|PACE Academy Charter|2||4|3|4|3|4|4|3|4|4|4|4|4|4|4|4|2|3|3|2|1|4|4|4|2021-06-09|The district will be implementing a new ELA curriculum adoption, Benchmark, in grades K-5 in 2021/22. Training will be offered in the summer and throughout the school year. Training for recent adoptions in Social Studies (2019-20) and Science (2020-21) have been completed. Ongoing training will be available in continued implementation of academic standards in all content areas. There is no world language course offered currently. Visual and performing arts are integrated into self-contained classrooms. Classroom teachers also deliver PE instruction. PACE is a small school with a lower staff:student ratio to address behavioral challenges.||2021 45699710135848|Redding Collegiate Academy|2||3|3|4|3|4|2|2|4|4|4|4|4|4|4|4|2|3|4|4|1|4|4|4|2021-06-09|RCA is adopting new ELA/ELD curriculum for 6-12. In K-5, they are using READY Reading/Writing along with supplemental materials to cover the standards. A challenge has been finding materials that parents can easily access. Training will be offered in the summer and throughout the school year. RCA also adopted K-12 science curriculum (STEMScopes) and supplemental curriculum. STEMScopes training occurred throughout 2020-21. Ongoing training will be available in continued implementation of academic standards in all content areas. RCA is beginning to develop a CTE pathway for high school students.||2021 45700030000000|Grant Elementary|2|With the challenges of COVID in the past year and a half the Grant School district has added assessment tools to supplement the preexisting assessments in the district. COVID funds were used to purchase two extensive programs to help identify learning loss and support students that show such loss. IXL is a program that includes diagnostic testing for almost every adopted standard. In addition, the school is implementing the universal assessment of NWEA for all students in T/k through 8th grade. Grant School continues to implement the academic standards adopted by the State Board of Education. We will use the newly adopted as well as the preexisting assessments to measure the effectiveness of student learning in these standards.|3|4|3|3|3|5|5|5|4|5|3|3|3|3|3|3|4|5|3|5|3|3|3|2021-10-21|Professional Development has stalled some during the COVID pandemic. The major focus during this time is to keep students in class for in person instruction. The lack of substitutes has limited the opportunity for staff to be away from the classroom for previously available professional development.||2021 45700110000000|Happy Valley Union Elementary|2||3|3|4|3|1|5|5|5|5|1|3|3|3|3|3|3|5|5|1|4|5|3|5|2021-06-09|||2021 45700290000000|Igo, Ono, Platina Union Elementary|2|State Adopted Textbooks are available and utilized at each site Assessment Matrix contains District-wide assessments and benchmarks for Tk-8th grade|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-28|||2021 45700450000000|Junction Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2021-06-14|||2021 45700520000000|Millville Elementary|2||5|1|5|3|3|5|1|5|2|2|4|1|4|3|3|1|2|5|4|1|4|4|4|2021-10-19|||2021 45700780000000|North Cow Creek Elementary|2||3|1|3|2|1|5|2|5|3|2|2|1|2|2|1|1|2|1|1|1|3|3|3|2021-06-18|||2021 45700860000000|Oak Run Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2021-10-13|||2021 45700940000000|Pacheco Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|4|4|4|2021-06-15|||2021 45701100000000|Redding Elementary|2|State Adopted Textbooks are available and utilized at each site Assessment Matrix contains District-wide assessments and benchmarks for Tk-8th grade|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-29|||2021 45701100135889|Stellar Charter|2||5|4|5|4|3|5|5|5|4|4|4|4|4|4|4|4|5|5|5|5|4|4|4|2021-06-29|||2021 45701280000000|Shasta Union Elementary|2|State Adopted Textbooks are available and utilized at each site Assessment Matrix contains District-wide assessments and benchmarks for Tk-8th grade|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-28|||2021 45701360000000|Shasta Union High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|2021-06-08|||2021 45701360106013|University Preparatory|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|2021-10-06|||2021 45701364530267|Shasta Charter Academy|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|2|3|5|5|1|4|4|4|2021-06-17|||2021 45701690000000|Whitmore Union Elementary|2|The Whitmore Elementary school district aligns its curriculum with the state standards and is using Treasures for language arts, Go-Math, California Twig Science, My World History/Social Studies, Physical Education model content standards, Music, and Art class, and also offers a Spanish class.|5|5|5|3|5|5|5|5|3|5|4|4|4|4|4|4|3|5|4|4|3|3|3|2020-09-15|||2021 45737000000000|Mountain Union Elementary|2||5|4|5|3|3|5|4|5|3|3|5|5|5|2|2|1|2|3|2|2|5|4|4|2021-10-20|||2021 45752670113407|Rocky Point Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|2|3|2|1|3|3|3|2021-10-26|||2021 47104700000000|Siskiyou County Office of Education|2||3|1|3|3|3|3|1|3|2|3|3|1|3|3|3|3|3|4|4|3|4|4|4|2021-06-23|||2021 47104700117168|Golden Eagle Charter|2||4|2|4|3|3|5|3|5|4|4|5|3|5|4|4|4|3|3|3|4|4|4|3|2021-06-10|||2021 47104700137372|Northern United - Siskiyou Charter|2||4|3|4|4|4|4|4|4|4|4|4|3|4|3|3|3|3|3|4|3|4|4|3|2021-06-18|||2021 47701850000000|Big Springs Union Elementary|2||5|3|4|2|3|4|4|4|4|4|4|5|4|2|4|1|4|3|3|4|4|4|4|2021-07-06|||2021 47701930000000|Bogus Elementary|2||5|5|5|3|2|5|5|5|3|2|3|3|3|3|2|1|2|3|3|3|4|4|4|2021-10-12|||2021 47702010000000|Butteville Union Elementary|2||4|3|4|4|4|3|4|4|3|3|3|3|3|3|3|2|3|4|4|2|3|3|3|2021-06-08|||2021 47702430000000|Dunsmuir Elementary|2||4|3|4|3|4|5|5|4|3|4|3|2|3|2|2|2|1|4|4|1|3|4|2|2021-06-15|||2021 47702500000000|Dunsmuir Joint 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|2021-06-09|||2021 47703590000000|Hornbrook Elementary|2||4|3|4|3|4|5|2|5|5|5|4|3|4|4|4|2|2|4|3|3|3|3|3|2021-06-23|||2021 47703750000000|Klamath River Union Elementary|2||3|3|3|2|2|5|5|5|2|2|4|4|4|2|2|1|4|4|2|2|3|3|3|2021-06-29|||2021 47703830000000|Little Shasta Elementary|2|"Summary of the LEA’s progress in implementing the academic standards adopted by the SBE, based on the locally selected measures or tools. The adopted academic standards are: • English Language Arts (ELA) – Common Core State Standards for ELA – Fully Implemented • English Language Development (ELD) (Aligned to Common Core State Standards for ELA) N/A • Mathematics – Common Core State Standards for Mathematics - Fully Implemented • Next Generation Science Standards – Partially Implemented • History-Social Science - Fully Implemented • Career Technical Education N/A – Middle School Requirement • Health Education Content Standards - Fully Implemented • Physical Education Model Content Standards - Fully Implemented • Visual and Performing Arts - Fully Implemented • World Language N/A – Middle School Requirement"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|4|4|4|2021-06-23|||2021 47704090000000|McCloud Union Elementary|2|The LEA uses several academic tools to measure progress in standards implementation.The staff is very small (4 full time teachers) and collaboration is easy via conversation and meetings. Built in curriculum assessments address access to core curriculum, especially ELA and math. Additionally, programs like ESGI assess emergent readers and FLOW 360 assesses upper grade level reading progress as well as math progress. The LEA currently does not have any EL Students, so an ELD program is not being utilized. Math progress has increased in the last few year at the LEA due to the purchase of Go Math for upper grade levels and continued fidelity in the usage of Houghton Mifflin math for lower grade levels. As of the last CAASPP scores, 67% of the LEA's students are AT or ABOVE grade level in math. NGSS are addressed via a consistent textbook program, but especially via the FOSS kits and hands on science labs with Jason Singleton. The LEA also has an online science program and various science magazines (Science World & KIDS Discover) to support NGSS in the LEA. History-social science needs are met via online curriculum of Studies Weekly which also has a hard copy version the LEA provides. The LEA also has supplemental magazines for upper grade levels to supplement instruction (KIDS Discover). All required coursework is offered to students and supported with supplementary materials. The following courses are not offered due to the fact the LEA is a K-8 elementary school and these are upper grade level courses offered in stand alone middle schools or high schools: Career Technical Education, Health Education Content Standards, Physical Education Model Content Standards, Visual and Performing Arts, and World Language.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-13|||2021 47704170000000|Montague Elementary|2||5|5|5|4|5|5|5|5|5|5|5|4|5|5|4|3|5|5|3|3|5|5|5|2021-06-15|||2021 47704250000000|Mt. Shasta Union Elementary|2||4|4|4|2|2|5|4|5|1|1|4|4|4|2|2|3|1|3|3|1|4|4|4|2021-06-22|||2021 47704580000000|Seiad Elementary|2||5|3|5|2|3|5|5|5|2|5|5|5|5|5|5|3|5|5|5|2|5|5|5|2021-06-08|||2021 47704660000000|Siskiyou Union High|2||5|5|5|3|2|5|5|5|3|2|5|5|5|4|3|4|3|4|5|4|5|5|4|2021-06-22|||2021 47705080000000|Yreka Union Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|1|2|4|1|4|4|2|3|2021-06-29|||2021 47705160000000|Yreka Union High|2||5|3|5|3|4|5|3|5|3|4|4|3|4|3|4|4|4|5|5|5|4|4|4|2021-06-16|||2021 47764550000000|Scott Valley Unified|2||4|3|4|3|3|5|4|5|4|4|4|3|4|3|3|4|4|4|4|4|4|4|3|2021-06-16|The Scott Valley Unified School District offers pre-school and adult education as well as K-12. The ratings in this tool are an average, taking into account those span of grades and programs.||2021 48104880000000|Solano County Office of Education|2||5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-06-09|Daily classroom walkthrough observations are conducted to ensure that students are receiving standards-based instruction in all content areas. Teachers have been observed instructing students with standards-based lessons, assessments, and activities in English Language Arts, Mathematics, English Language Development (Designated and Integrated), and History/Social Science. New Generation Science Standards (NGSS) have been introduced to staff and increased professional learning and coaching have been scheduled for the 2021-22 school year. Science and math instruction have been connected to project-based learning opportunities for the 2021-22 school year. Increased Implementation and use of the Innovation Lab (Makerspace) will be offered.||2021 48104880139030|Elite Public|2||4|3|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|4|2|4|4|3|3|2021-10-12|||2021 48705240000000|Benicia Unified|2||5|4|5|5|5|5|5|5|4|4|5|4|5|5|5|5|3|4|4|4|4|4|4|2021-10-07|||2021 48705320000000|Dixon Unified|2||4|4|4|3|3|4|4|4|2|2|4|4|4|3|3|4|3|3|1|5|4|3|2|2021-09-16|||2021 48705400000000|Fairfield-Suisun Unified|2||4|4|4|2|3|4|4|4|2|3|3|3|3|2|3|3|3|3|3|3|4|3|3|2021-08-12|The 2021 - 2024 LCAP calls out three major plans that will support the implementation of the required State Standards. The first is the TK - 12 Literacy Plan which has a specific focus on reading. The second is the English Learner Master Plan which is now in year two of implementation. Finally, the district is finalizing the Equity Plan, which was developed with input from staff, students, and parents. During the upcoming LCAP Cycle, FSUSD will continue to move forward with the identified curriculum adoption cycle. In addition, staff is exceptionally proud of the expanded Curriculum Council who are working to ensure new adoptions are reviewed for an alignment to the required State Standards, but also are viewed through a lens of equity. The Curriculum Council is made up of teachers, administrators, students, parents, and community members. To view the full report that was presented to the FSUSD Governing Board, cut and paste the following link: http://go.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=C5D2XJ0452F2.||2021 48705650000000|Travis Unified|2|We survey our teachers annually to gather information about standards implementation. Teachers report implementation on a 5-point scale, with the target being a 4.0 or above. We focus on the academic core for reporting, although all subject areas are monitored. Elementary Schools 4.2 English Language Arts 4.2 Mathematics 3.7 NGSS Science 3.5 History-Social Science Middle School 4.2 English Language Arts 4.0 Mathematics 4.0 NGSS Science 4.0 History-Social Science High Schools 3.7 English Language Arts 3.3 Mathematics 3.6 NGSS Science 3.8 History-Social Science Given the challenges of Distance Learning, we believe our teachers made wise decisions about what content to prioritize last year. They were thoughtful, and focused on the concepts and skills that matter most for success in the next 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|2021-06-08|||2021 48705730000000|Vacaville Unified|2||3|3|4|2|3|3|4|4|2|3|4|3|3|2|3|4|4|3|4|4|3|3|3|2021-09-09|||2021 48705730129494|Kairos Public School Vacaville Academy|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|3|3|5|3|1|5|5|5|2021-10-13|||2021 48705730135095|Ernest Kimme Charter Academy for Independent Learning|2||5|4|5|5|5|5|4|5|4|5|5|4|5|4|5|2|5|4|5|5|5|5|5|2021-09-09|||2021 48705734830113|Buckingham Collegiate Charter Academy|2||3|3|4|2|3|3|4|4|2|3|3|3|3|2|3|4|3|3|4|4|3|3|3|2021-09-09|||2021 48705810000000|Vallejo City Unified|2||4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|3|2|3|4|4|4|4|3|2021-06-16|||2021 48705810115469|Vallejo Charter|2||4|4|4|3|3|4|4|4|3|3|4|3|4|3|3|3|2|3|4|4|4|4|3|2021-06-16|||2021 48705810134262|Caliber: ChangeMakers Academy|2||4|3|4|3|3|4|4|4|3|3|4|3|4|4|4|3|3|4|3|1|4|4|4|2021-06-24|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.||2021 49104960000000|Sonoma County Office of Education|2||3|3|2|2|3|3|3|3|3|3|3|3|3|3|3|3|3|2|2|1|4|4|3|2021-06-24|||2021 49705990000000|Alexander Valley Union Elementary|2||4|4|4|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|4|5|5|5|2021-10-11|||2021 49706070000000|West Sonoma County Union High|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|3|3|3|2021-06-23|||2021 49706150000000|Bellevue Union|2||3|3|2|1|3|5|5|5|2|5|5|5|5|3|5|2|2|5|3|2|4|3|3|2021-06-30|||2021 49706230000000|Bennett Valley Union Elementary|2|LCAP Actions and Services are focused on achievement in two areas: Academic Success and Nurturing School Climate. Measures to track progress in implementing State academic Standards: 1) Teacher participation in professional development training 2) Classroom Observations 3) Teacher survey questions regarding the implementation of standards Progress in Implementing State academic standards: English Language Arts and English Language Development / Fully Implemented During the 2015-16 school year, all teachers revised grade-level curricular maps and instructional practices to align with the new ELA/ELD standards under the guidance of West Ed. Of particular note, this process initiated greater integration of primary source and non-fiction titles and established benchmark writing assessments for each trimester. Teacher teams continue to revise curricular maps annually, and training is provided to any new teachers to the grade level. 2020-2021 student performance on ELA standards was based on STAR Reading tests given three times per year to all 3rd-6th graders and DIBELs tests given to K-3 students. Math / Fully Implemented After two years of training (all teachers participated in a multi-session series with Marilyn Burns Math Solutions group and County Office of Education Math expert trainers), the district adopted Eureka Math in the 2015-16 school year. The pre-service Boot Camp helps new teachers fully implement math standards. 2020-2021 student performance was based on STAR Math assessments given to third-sixth graders. Next Generation Science Standards All teachers realigned their instruction after participating in a multi-session series of training with the County Office NGSS specialist in 2016-17. Adjunct faculty from Sonoma State University modeled 10 NGSS lessons for 5 years providing lessons and modeling in all aspects of the NGSS at each grade level. We have also adopted Mystery Science as a supplementary science program. In addition, we piloted two programs in 2019-20 for an anticipated 2020-21 adoption but neither was acceptable. We are looking to for additional programs to pilot with a goal for an adoption in 2022-23. Visual and Performing Arts Working artists teach each class a unit in multicultural music and dance, visual arts, band and chorus in addition to the arts instruction provided by classroom teachers. History Social Studies We continue to better integrated these standards with English Language Arts. There will be a future text adoption in History Social Studies after Science is adopted. Career Tech Ed: NA Health Education We are continuing to use the 1998 standards in health education until new texts are available. We hope to adopt new 4th-6th grade health books in 2021-22. Physical Education All classes have PE at least 100 minutes per week with emphasis on fitness, games--rules and techniques, sportspersonship. World Language: NA|5|5|5|4|3|4|4|5|3|2|5|4|5|3|2|1|2|5|4|1|4|4|4|2021-06-09|We are a TK-6th grade district. The Career Tech Educational Standards don't fully apply to elementary schools, nor do the World Languages. However, to the extent practical, we integrate career tech in our library, language arts, and computer lab programs. Some World Languages/Cultures are integrated into social studies, and visual and performing arts curricula. Following our pilot of Science materials in 2019-20 that yielded no acceptable series to adopt, in 2021-22, we will be on an aggressive implementation cycle for Science and 4th-6th grade health. Following will be social studies and English Language Arts. We have been working hard to integrate the content of the standards and become familiar what has changed from prior standards and to integrate curricular content to the extent appropriate. We have a multi-year implementation of Universal Design for Learning that allows teachers to go deeper with the standards and develop lessons that reduce or eliminate barriers to kids in learning the standards.||2021 49706490000000|Cinnabar Elementary|2|Cinnabar annually measures its progress implementing state academic standards and then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-10-05|||2021 49706496051635|Cinnabar Charter|2|Cinnabar completed the adoption process for math curriculum and materials for Grades K-8 to implement fully-aligned curriculum to meet the standards. Professional Development and collaborative time for curriculum alignment has been provided and is planned to continue 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|2021-09-07|||2021 49706720000000|Dunham Elementary|2||5|5|5|4|5|5|5|5|4|4|5|5|5|4|4|5|4|4|4|4|5|4|4|2021-06-15|||2021 49706720122440|Dunham Charter|2||4|5|5|4|5|5|5|5|4|4|5|5|5|4|4|5|4|4|4|4|5|4|4|2021-06-15|||2021 49706800000000|Forestville Union Elementary|2||4|3|4|3|3|5|4|5|4|3|4|4|5|3|3|1|2|2|4|1|4|4|3|2021-06-17|||2021 49706800112987|Forestville Academy|2||4|3|4|3|3|5|4|5|4|3|4|4|4|3|3|1|2|3|4|1|4|4|3|2021-06-17|||2021 49706980000000|Fort Ross Elementary|2||5|4|5|3|3|5|4|5|3|3|4|4|4|3|3|2|2|3|2|2|4|4|3|2021-06-22|||2021 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|2021-06-16|||2021 49707140000000|Gravenstein Union Elementary|2||5|5|5|4|4|5|4|5|5|5|5|4|5|4|4|5|5|5|5|5|5|5|5|2021-06-15|||2021 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|2021-05-10|||2021 49707220139048|California Pacific Charter - Sonoma|2||4|3|4|4|4|5|3|5|5|4|4|3|4|4|4|3|4|4|4|5|3|3|3|2021-08-10|||2021 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|2021-05-10|||2021 49707300000000|Harmony Union Elementary|2||5|4|5|4|4|5|3|5|5|5|4|3|4|3|3|2|4|5|4|1|4|3|3|2021-10-21|||2021 49707306110639|Salmon Creek School - A Charter|2||5|4|5|4|4|5|3|5|5|5|4|3|4|3|3|2|4|5|4|1|4|3|3|2021-10-21|||2021 49707630000000|Horicon Elementary|2||5|5|5|3|3|5|5|5|3|4|5|5|5|5|5|1|5|5|5|1|4|5|3|2021-09-13|||2021 49707890000000|Kenwood |2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|4|5|5|4|2|5|5|5|2021-10-14|Discussed at monthly Board Meetings||2021 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|2021-10-15|||2021 49707970107284|California Virtual Academy @ Sonoma|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-09|||2021 49707970140228|Liberty Independent Study|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-15|||2021 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|2021-10-15|||2021 49708050000000|Mark West Union Elementary|2||4|3|4|1|1|5|4|5|1|1|4|2|4|1|1|3|4|4|3|2|4|3|4|2021-05-18|||2021 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|3|3|3|2021-10-15|||2021 49708390000000|Oak Grove Union Elementary|2||3|3|4|1|1|3|3|4|1|1|3|3|4|1|1|1|1|4|4|1|3|3|2|2021-05-12|||2021 49708390138065|Pivot Charter School - North Bay|2||4|3|4|4|3|4|3|4|4|4|4|3|4|4|3|3|4|3|4|4|4|4|4|2021-06-04|Pivot Charter School is a Non Classroom Based, independent study school by California Department of Education (CDE) definition. The school uses an online curriculum that provides fully standards based aligned courses as well as courses that are UC A-G approved. The school uses an online curriculum so educators can individualize every student’s needs. We provide onsite and online support and supplements in the form of office hours, workshops, courses, clubs, tutoring, and fun activities such as field trips, barbecues and hands-on activities. While CDE refers to the school as non classroom based, Pivot is anything but that as our classes at the resource centers are engaging and effective. While all courses are rigorous and aligned to the standards, Pivot teachers spend a great deal of time remediating and supporting students to be successful beyond the curriculum. It is often difficult to get our students to attend the site based offerings and that inhibits our ability, at times, to implement things like CTE as well as we would prefer.||2021 49708396051890|Oak Grove Elementary/Willowside Middle|2||3|3|4|1|1|3|3|4|1|1|3|3|4|1|1|1|1|4|4|1|3|2|3|2021-05-12|||2021 49708470000000|Old Adobe Union|2||4|3|4|4|1|4|3|5|4|1|4|3|4|4|1|1|3|5|4|1|3|3|3|2021-06-10|Spending the past year on Zoom has hindered a lot of our professional development plans. Though we have provided professional development for teachers, most of it has needed to be on how to instruct students in a virtual environment. Where professional development in the past has been differentiated and choice-driven, much of the offerings this year were more whole group and over Zoom and centered upon platforms used to deliver instruction in an online environment. Some choice sessions regarding level of knowledge with platforms were provided. We look forward to more robust offerings to come.||2021 49708470119750|River Montessori Elementary 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|2021-06-23|||2021 49708700000000|Piner-Olivet Union Elementary|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|4|4|3|2021-10-13|||2021 49708880000000|Kashia Elementary|2||3|3|3|2|2|3|3|3|2|2|3|3|3|3|3|1|4|3|2|1|4|4|4|2021-11-10|"Kashia is a K-8 district, so Career Technical Education and World Languages are not required subject areas. Therefore, we have indicated ""1-Exploration and Research Phase"" for both of those subject areas."||2021 49708960000000|Rincon Valley Union Elementary|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|3|1|2|2|2|2|4|3|3|2021-06-22|It is important to note that public education has been disrupted intensely by the COVID-19 Pandemic. Priorities in the district must change in order to fit current needs. Students in our district spent over a year in a distance learning format. We are still assessing the impact of their experiences. We are also assessing and learning about the overall impact to our teaching and support staff. Their lives and ways of teaching were altered and now have new professional development needs.||2021 49708960102525|Rincon Valley Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|1|2|4|4|4|4|3|3|2021-06-22|It is important to note that public education has been disrupted intensely by the COVID-19 Pandemic. Priorities at the site and district levels needed to change in order to fit current needs. Students at the School spent over a year in a distance learning format. We are still assessing the impact of their experiences. We are also assessing and learning about the overall impact to our teaching and support staff. Their lives and ways of teaching were altered and now have new professional development needs.||2021 49708966052039|Spring Creek Matanzas Charter|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|3|1|2|2|2|2|4|3|3|2021-06-22|It is important to note that public education has been disrupted intensely by the COVID-19 Pandemic. Priorities at the site and district levels needed to change in order to fit current needs. Students at our school spent over a year in a distance learning format. We are still assessing the impact of their experiences. We are also assessing and learning about the overall impact to our teaching and support staff. Their lives and ways of teaching were altered and now have new professional development needs.||2021 49708966052047|Whited Elementary Charter|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|3|1|2|2|2|2|4|3|3|2021-06-22|It is important to note that public education has been disrupted intensely by the COVID-19 Pandemic. Priorities at the site and district levels needed to change in order to fit current needs. Students at our school spent over a year in a distance learning format. We are still assessing the impact of their experiences. We are also assessing and learning about the overall impact to our teaching and support staff. Their lives and ways of teaching were altered and now have new professional development needs.||2021 49708966052070|Village Elementary Charter|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|3|1|2|2|2|2|4|3|3|2021-06-22|It is important to note that public education has been disrupted intensely by the COVID-19 Pandemic. Priorities at the site and district levels needed to change in order to fit current needs. Students at Village spent over a year in a distance learning format. We are still assessing the impact of their experiences. We are also assessing and learning about the overall impact to our teaching and support staff. Their lives and ways of teaching were altered and now have new professional development needs.||2021 49708966085229|Binkley Elementary Charter|2||5|5|5|4|5|5|5|5|5|5|4|4|4|4|3|1|2|2|2|2|4|3|3|2021-06-22|It is important to note that public education has been disrupted intensely by the COVID-19 Pandemic. Priorities at the site and district levels needed to change in order to fit current needs. Students at our school spent over a year in a distance learning format. We are still assessing the impact of their experiences. We are also assessing and learning about the overall impact to our teaching and support staff. Their lives and ways of teaching were altered and now have new professional development needs.||2021 49709040000000|Roseland|2||4|3|4|2|3|4|3|4|2|3|4|3|4|3|3|1|3|4|3|1|4|4|4|2021-06-23|Note- World Language and Career Technical Education are not applicable at the elementary level.||2021 49709040101923|Roseland Charter|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|3|1|3|3|3|4|4|4|4|2021-06-22|||2021 49709380000000|Sebastopol Union Elementary|2||5|4|5|3|3|5|4|5|3|3|5|4|5|3|3|3|3|3|3|3|4|5|5|2021-10-14|ELA materials for K-5 are in their 3rd year of implementation and we are seeing improvement. Grades 7-8 adopted materials that were piloted in the prior year. In Math, the district is in the third year of CCSS material implementation and 6-8 the 5th. The analysis shows a need to review middle school math instructional materials. Through MTSS the district focused on data analysis and alignment of instruction accordingly and this made the largest impact in scores district-wide. The District hired a data consultant to create a system for ongoing monitoring of these measures. The consultant worked with teachers to specifically align instruction to high standards. We believe this attention to detail raised student achievement. Instructional Materials: The District has made progress adopting new Common Core aligned instructional materials. Adoptions include: 15-16 - Adopted 6-8 math 16-17 - Adopted ELA. and math K-5 18-19 - Adopted ELA for 6-8 20-21 - Pilot HSS and Science 6-8 21-22 - Adopt 6-8 Science and 6-8 H/SS and pilot for K-5 22-23 - Adopt H/SS K-5 23-24 - Adopt Science K-5 24-24 - Review Math/ELA district-wide and plan||2021 49709380120121|REACH|2|THE REACH SCHOOL IS A CREATIVE, LIBERAL ARTS SCHOOL THAT SUPPORTS THE EMERGING CHILD IN BECOMING A WHOLE PERSON THROUGH THE INTEGRATION OF STRONG ACADEMICS, CREATIVE ARTS, AND COMMUNITY INVOLVEMENT IN AN ENVIRONMENT THAT FOSTERS ACCEPTANCE OF AND RESPECT FOR SELF AND OTHERS.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|1|4|4|4|2021-07-14|||2021 49709386113039|Sebastopol Independent Charter|2|Sebastopol Charter has adopted standards based on California 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 Illuminate Fastbridge 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 1-8. 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 5-8 are taught Spanish as a world language.|4|4|4|3|4|4|4|5|3|4|4|4|5|4|4|1|4|5|5|5|3|3|3|2021-06-21|We're hopeful that our new benchmark assessment system for grades 1-8 in language arts and math with Illuminate Fastbridge will provide data for any areas that may need more focus. Our faculty council meets weekly to discuss improvements needed in curriculum, instruction and professional development.||2021 49709530000000|Sonoma Valley Unified|2||3|2|3|2|3|4|4|4|4|3|4|4|4|3|3|3|2|4|3|4|3|3|2|2021-06-22|||2021 49709610000000|Twin Hills Union Elementary|2|Assessment There are multiple ways to assess student progress and understanding of grade and subject level content. These may include content exams, projects, presentations, and performance tasks, among other things. Performance tasks may be described as multi-step academic exercises that allow students to demonstrate the application, synthesis, creativity, etc., with content knowledge in a real and/or imagined context. Performance tasks are accompanied by rubrics that allow for levels of performance and subtle differences in assessment feedback to students. Assessments may serve both formative and summative purposes, providing teachers the necessary information to make instructional decisions and supporting students in receiving feedback to adjust the demonstration of learning. Assessments in ELA/Reading and Math will be supported by the Reading and Math Support Teachers. The primary grades will participate in early reading level assessments including but not limited to: DIBELS; Renaissance Learning, Lexia Core 5 Reading, and IXL math.|4|3|3|3|3|4|4|4|4|4|4|3|4|4|4|3|4|4|4|3|4|4|4||||2021 49709614930350|Sunridge Charter|2|SunRidge has implemented Star Renaissance as an assessment tool in grades 3-8 in addition to our own literacy skills and math assessments. We will be assessing students in 4-8th grades 3 times in the 2021-22 school year in addition to the CAASPP test. SunRidge does not have any English language learners at this time. Students have access to math standards through a variety of materials and purchased textbooks for 4-8th grades last year. We are in the process of implementing NGSS. History Alive social science texts were purchased for 6-8th grades. Health Education Content standards in integrated into subject studies. SunRidge has an excellent movement program captained by a Movement and Games teacher. Visual and Performing Arts in addressed daily through verses, recitation, music lessons such as singing and recorder playing as well as an instrumental music program offered in grades 4-8. Though the pandemic has impacted live performances, SunRidge has a tradition of each class performing a play annually. SunRidge has expanded its commitment to world language and cultural education and now offers Spanish in all grades 1-8 at least weekly.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-24|||2021 49709616052302|Twin Hills Charter Middle|2|THCMS uses state approved adopted curriculum, SBAC testing, and Renaissance to track progress in state academic standard implementation in the following 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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-13|||2021 49709790000000|Two Rock Union|2||5|4|3|4|2|4|4|4|4|2|4|3|3|3|2|1|2|2|1|1|4|3|3|2021-10-14|||2021 49709950000000|Waugh Elementary|2|Waugh School District believes in excellence for all children in our community. Both school sites within the District met all California Dashboard criteria in prior years. Students have a long history of strong performance on state standardized tests and again are among the highest scoring districts in Sonoma County on the California Assessment of Student Performance and Progress (CAASPP). Sixth grade students from Waugh generally transition to Kenilworth Junior High School in Petaluma City Schools. Through that transition process we see Waugh students continue in their progression as academic and social leaders in our community. Waugh uses a myriad of assessments to measure student progress toward Common Core Standards. Our Language Arts and Math curriculum were both adopted within the past 5 years, and students are regularly assessed using the provided curriculum based measures. Students in grades 3-6 are assessed annually using the CAASPP. 100% of Waugh students have access to instructional materials and curriculum. All teachers in the District are highly qualified. Students are assessed throughout the year using the DIBELS reading and math assessment, a district writing assessment connected to Common Core Standards. There is active implementation of all appropriate grade level subject matter standards for English Language Arts, English Language Development, Mathematics, Social Sciences, Science, and Physical Education.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-12|||2021 49710010000000|West Side Union Elementary|2|Full implementation of ELA, ELD, Math Continue to pilot NGSS curriculum in 2021 (TWIG and McGraw Hill). Adopt Studies Weekly curriculum in 2021-22 for History-Social Science. This school year we have hired a Physical Education teacher to help us meet the physical education content standards. We offer a visual and performing arts program every year through an experienced Art teacher.|5|5|5|2|3|5|5|5|3|3|5|5|5|5|5|0|4|3|4|1|4|4|4|2021-06-22|Now that West Side has returned to in-person teaching and learning, we are back-on-track to make even more progress toward meeting the full implementation of state academic standards in all curricular areas.||2021 49710350000000|Wright Elementary|2||5|5|4|2|4|5|5|5|2|1|5|3|5|2|1|1|1|5|3|1|5|4|4|2021-10-21|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. Due to the pandemic, most of these needs were centered around returning students to campus.||2021 49710356052377|Wright Charter|2||5|4|5|2|3|5|5|5|2|1|5|3|5|2|1|1|1|5|3|1|5|4|4|2021-10-21|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.||2021 49738820000000|Cotati-Rohnert Park Unified|2||4|4|4|3|3|1|2|4|1|1|3|3|3|2|2|3|3|3|3|1|4|3|2|2021-06-22|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. In 2020-2021 we formed a curriculum council and met several times. All schools and grades are represented as well as all core content areas. A survey was sent in late May of 2021 to all teachers regarding curriculum and PD needs. The curriculum council is working over the summer of 2021 to summarize the survey responses and identify key items.||2021 49753580000000|Windsor Unified|2|The district utilizes the implementation rubrics to track its progress in implementing the state academic standards adopted by the State Board of Education. The tool adequately addresses the needs of the district in monitoring its implementation.|4|4|4|3|3|5|5|5|3|3|3|5|5|1|1|3|2|2|3|2|3|3|3|2021-06-29|||2021 49753580114934|Village Charter|2||3|4|3|3|4|3|4|4|3|4|4|4|4|4|4|3|3|3|4|1|4|5|4|2021-09-08|||2021 50105040000000|Stanislaus County Office of Education|2|The LEA utilizes state approved online curriculum. Coursework is assigned and monitored by credentialled teachers for each course required by each grade level. The student information system for the online curriculum in conjunction with the LEA SIS records student work, maintains grades and attendance, and provides the documentation that reflects student progress though the state academic standards identified for each course offered.|4|4|4|3|3|4|4|4|4|4|5|5|5|5|5|4|4|3|3|2|5|5|5|2021-06-08|||2021 50105040129023|Stanislaus Alternative Charter|2||4|4|4|3|4|4|4|4|3|4|5|5|5|4|5|4|4|4|4|3|5|5|5|2021-06-08|||2021 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|2021-06-24|||2021 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|2021-06-24|||2021 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|2021-06-24|||2021 50710430112292|Aspire Summit Charter Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 50710500000000|Chatom Union|2||5|4|4|3|1|5|4|4|3|2|5|4|4|3|1|2|3|4|2|1|4|4|3|2021-06-08|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 on which the core curricular programs were first adopted.||2021 50710680000000|Denair Unified|2||4|4|4|3|4|5|3|5|3|4|4|3|4|4|4|4|4|5|4|4|4|4|4|2021-06-03|||2021 50710680132662|Denair Elementary Charter Academy|2||4|4|4|3|4|5|4|5|3|4|4|4|4|3|4|2|3|4|4|5|4|4|3|2021-06-03|||2021 50710685030267|Denair Charter Academy|2||4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-06-03|||2021 50710760000000|Empire Union Elementary|2|Analysis of the reflection tool results show a pause in the implementation in all areas, with little gain, but little loss of progress as well. The pause is the result of the restrictions on professional development resulting from the COVID-19 pandemic. The Empire Union School District believes that its overall progress towards implementation of the State Academic Standards will continue to improve. Our next adoption, possibility during the 2021-22 school year, will be for NGSS Science at grade levels K-4th. This is the District’s greatest opportunity for improvement as professional development aligned to science curriculum and the NGSS 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. The district is monitoring the schedule for State Board of Education Adoption of K-12 Curriculum Frameworks and K-8 Instructional Materials as this will guide adoption timelines. The district is currently focusing on the professional development needs of individual and groups of teachers, and aligning professional development to those needs. This will result in additional support for the district's teachers.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-10|||2021 50710840000000|Gratton Elementary|2||4|3|4|3|3|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|2021-06-14|Due to the impacts of the COVID-19 Pandemic, access to Professional Development over the 2021-22 school year was limited, thus impacting our ability to make progress in implementation of some content areas and with some of our less veteran teaching staff.||2021 50710926112965|Hart-Ransom Academic Charter|2|Hart-Ransom Charter School implements academic standards adopted by the State Board of Education, and we assess progress using STAR testing for Reading and Math. We also evaluate our progress using CASSPP and CAST scores. The STAR assessments provide us with local, longitudinal scores while the state assessments assist staff and parents using computer-adaptive testing, performance tasks and a broad array of accessibility features that allow students to better demonstrate what they know and can do in Language Arts, Math, and Science.|3|3|3|2|2|4|4|4|4|4|2|2|2|2|2|2|4|4|4|5|1|2|1|2021-06-17|||2021 50711340000000|Keyes Union|2|Keyes Union School District continuously seeks staff development and support to all staff in order to assure the State Academic Standards are taught daily in all classrooms. The full instructional curriculum is aligned and follows the State Academic Standards. Materials and professional development are also aligned. This is routinely verified by classroom walkthroughs, student work, assessment data and staff evaluation.|5|5|5|4|4|5|5|5|4|4|5|5|5|3|3|2|3|5|3|1|5|5|5|2021-08-10|Keyes Union is committed to providing the best instructional program possible. Each year programs are reviewed and adjustments are made based on student skills and staff professional development.||2021 50711420000000|Knights Ferry Elementary|2||5|3|5|3|5|5|5|5|5|5|5|2|5|3|5|1|1|3|1|1|3|3|3|2021-06-24|||2021 50711670000000|Modesto City Elementary|2||5|3|4|4|3|5|3|5|3|5|4|3|4|4|4|3|3|5|4|3|4|4|3|2021-06-21|||2021 50711670137265|Aspire University Charter|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 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, 58%, 52% and 24% (respectively) of teachers considered themselves in Full Understanding & Implementation Phase. These numbers are, on average, 8% higher than what teachers reported in 2019. Whereas for the same standards the parent-educators reported 38%, 38%, and 25% of being the in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively). 50% of our teachers also rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards (up 29% from 2019), but only 23% of our parent-educators ranked themselves to be in this same phase. The LEAs leadership team and Parent LCAP Advisory Committee has reviewed the results to this evaluation in detail to help determine additional professional development for both teaches and parents.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 50711750000000|Modesto City High|2||5|3|4|4|3|5|3|5|3|5|4|3|4|4|4|3|3|5|4|3|4|4|3|2021-06-21|||2021 50711750120212|Aspire Vanguard College Preparatory Academy|2||4|3|5|3|3|5|4|5|3|3|4|4|5|3|3|2|3|3|3|4|5|5|5|2021-06-17|||2021 50712090000000|Paradise Elementary|2|Paradise Elementary School District has implemented a wide variety of tools to track our progress. First, we do take the CAASPP (California Assessment of Student Performance and Progress) results and look at each student and class to determine what our goals for implementing state academic standards should look like the following year. Secondly, we do use our state aligned curriculum tools for each subject to provide a benchmark assessment for teachers to gauge where their students are and where they should be. Lastly, we do have several online programs such as IXL (covering subjects as Math, Language Arts, Science, and Social Studies), MyOn, and Accelerated Reader that is used to monitor student progress daily in multiple subject areas. We use the STAR Assessment through the Accelerated Reader program to track each student's reading level when school begins and follow it through the year. Students are rewarded throughout the year for their reading progress. Teachers also use the online Interim Assessments through the California Assessment of Student Performance and Progress (CAASPP). The results from the Interim Assessments provide teachers with information on student performance that help gauge the knowledge and skills of their students.|5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|1|4|4|1|3|5|4|4|2021-10-13|||2021 50712170000000|Patterson Joint Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|3|3|3|5|4|4|3|2021-10-04|||2021 50712330000000|Roberts Ferry Union Elementary|2||4|3|4|3|3|4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|4|3|3|2021-06-08|Due to the impacts of the COVID-19 Pandemic, access to Professional Development over the 2021-22 school year was limited, thus impacting our ability to make progress in implementation of some content areas and with some of our less veteran teaching staff.||2021 50712660000000|Salida Union Elementary|2||4|4|5|2|3|5|5|5|2|4|4|4|4|2|3|1|4|4|3|1|4|3|3|2021-05-18|The district implemented distance learning due to COVID-19 school closures and safely reopened schools throughout the year. Professional learning has focused on distance learning, instructional strategies to engage students, and the effective use of technology tools. Professional learning in mathematics has been a focus area for all teachers to prioritize the major work of each grade and lesson pacing. Teachers in K - 2 grades continued professional learning focused on guided reading. Teachers believe that continued professional learning in English Language Development and a deeper understanding of the ELPAC summative assessment will further the implementation of ELD standards and help with the reclassification of English learners. The district began implementation of a new science curriculum in 7th and 8th grade with NGSS standards aligned materials. In the 2021-22 school year, K - 6 grades will begin the implementation of a new NGSS standards aligned science curriculum supported by professional learning.||2021 50712660120063|Independence Charter|2||4|4|5|2|3|5|5|5|2|4|4|4|4|2|3|1|4|4|3|1|4|3|3|2021-05-18|The charter implemented distance learning due to COVID-19 school closures and safely reopened schools throughout the year. Professional learning has focused on distance learning, instructional strategies to engage students, and the effective use of technology tools. Professional learning in mathematics has been a focus area for all teachers to prioritize the major work of each grade and lesson pacing. Teachers in K - 2 grades continued professional learning focused on guided reading. Teachers believe that continued professional learning in English Language Development and a deeper understanding of the ELPAC summative assessment will further the implementation of ELD standards and help with the reclassification of English learners. In the 2021-22 school year, K - 6 grades will begin the implementation of a new NGSS standards aligned science curriculum supported by professional learning.||2021 50712740000000|Shiloh Elementary|2||4|4|4|3|3|4|3|4|4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|2021-06-08|Due to the impacts of the COVID-19 Pandemic, access to Professional Development over the 2021-22 school year was limited, thus impacting our ability to make progress in implementation of some content areas and with some of our less veteran teaching staff.||2021 50712740121558|Shiloh Charter|2||4|4|4|3|3|4|3|4|4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|2021-06-08|Due to the impacts of the COVID-19 Pandemic, access to Professional Development over the 2021-22 school year was limited, thus impacting our ability to make progress in implementation of some content areas and with some of our less veteran teaching staff.||2021 50712820000000|Stanislaus Union Elementary|2||4|3|4|3|3|4|3|4|3|3|4|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-17|The year of 2020-21 refocused the majority of professional learning opportunities both as provided by the district, and limited the opportunities to access contracted professional development due to COVID-19. The district provided over 60 group professional development opportunities from March 2020-May 2021 on the implementation of technology-based instructional software and hardware to support both distance and hybrid learning. These opportunities included various settings, including voluntary sessions for teacher self-identification of need, and required whole group professional development of essential skills. In addition to this, small group session was encouraged to be arranged on-site to support the implementation of hardware. These skills were prioritized, as no new curricula were implemented in the 2020-21 school year, and teachers had previously received at minimum one professional development in any new curricula. Another mitigating factor to offering even more professional development was the limited access to substitutes which are typically used to release teachers during professional development opportunities.||2021 50712900000000|Sylvan Union Elementary|2||4|4|4|3|4|4|4|4|4|4|4|4|4|3|4|1|2|3|3|1|3|3|3|2021-06-22|||2021 50736010000000|Newman-Crows Landing Unified|2||4|4|4|3|4|5|4|5|3|4|5|4|5|3|4|5|5|5|5|5|5|5|5|2021-06-07|||2021 50755490000000|Hughson Unified|2||4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-08|"For the sake of clarity on the staff survey the range was changed to: 0 = N/A 1 = No Progress 2 = Beginning Phases of Development 3 = Progress 4 = Full Implementation A a result it is important to note: • A ""N/A"" response was made available, so staff were not forced to choose a response they were not comfortable answering, for example a 5th grade math teacher rating implementation of CTE standards. • 4 is the best score to achieve rather than 5. • Question 3 was accidentally missed on the 2020-2021 survey, but has been corrected for the 2021-2022 survey. Due to previous constraints on the budget we were not able to adopt standards aligned history or science curriculum except in grades 6-8. In June 2021 History will be adopted for grades 9-12. In the 2021-2022 school year the plan is to adopt history for grades K-5 which will bring us to standards aligned curriculum K-12. Additionally, we plan to adopt science in grades K-5 and 9-12. Once this is accomplished we will be fully standards aligned in all core subjects (ELA, Math, Science and History) across grades K-12."||2021 50755560000000|Riverbank Unified|2||5|3|5|2|5|5|3|5|2|5|5|3|5|2|5|4|3|4|3|4|3|3|3|2021-06-01|These responses reflect the current environment created by the pandemic in 2020-2021. Riverbank USD is working diligently in a Professional Learning model to inform and direct instruction. The implementation of the continues improvement cycle continues to support and drive instructional practices. Standards based district adopted curriculum implementation and professional development is in progress for al of the core subjects.||2021 50755560113852|Riverbank Language Academy|2||5|5|4|3|5|5|5|4|3|4|5|5|4|3|5|1|3|4|3|5|5|5|5|2021-06-24|As a K-8 school, RLA monitors student progress for implementation of state academic standards. RLA is a workshop school and has integrated professional learning communities (PLC's) to ensure that all students are on-track in having access to a broad course of study. All students receive core instruction in Language Arts, Math, ELD, Science, Social Science, Health and Physical Education. RLA is a dual language immersion program where all students also learn a foreign language, Spanish; also, all students have access to art integration through a visual and performing arts curricular adoption.||2021 50755640000000|Oakdale Joint Unified|2||5|3|5|3|4|5|5|5|5|5|4|2|4|3|4|4|5|5|5|4|5|5|5|2021-06-14|||2021 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|2021-06-10|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 instruction 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 with professional development along with monitoring and feedback to improve the effective delivery of instruction.||2021 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, 58%, 52% and 24% (respectively) of teachers considered themselves in Full Understanding & Implementation Phase. These numbers are, on average, 8% higher than what teachers reported in 2019. Whereas for the same standards the parent-educators reported 31%, 30%, and 28% of being the in Full Understanding & Implementation Phase (ELA, Math and Next Generation standards respectively). 50% of our teachers also rated themselves in the Initial Understanding & Implementation Phase for Career Technical Education Standards (up 29% from 2019), but only 24% of our parent-educators ranked themselves to be in this same phase. The LEAs leadership team and Parent LCAP Advisory Committee has reviewed the results to this evaluation in detail to help determine additional professional development for both teaches and parents.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 50757390000000|Turlock Unified|2||4|4|4|2|4|5|5|5|2|4|3|3|3|3|3|4|2|3|2|2|4|4|4|2021-06-15|||2021 50757390124669|eCademy Charter at Crane|2||4|4|4|2|4|5|5|5|2|4|3|3|3|3|3|4|2|3|2|2|4|4|4|2021-06-15|eCademy's data is included in the Turlock Unified School District reporting of local indicators.||2021 51105120000000|Sutter County Office of Education|2||2|2|2|2|2|4|4|4|4|4|3|3|3|3|3|4|2|1|3|2|5|5|5|2021-06-23|||2021 51105120140152|Pathways Charter Academy|2||2|2|2|2|2|4|4|4|4|4|3|3|3|3|3|4|2|1|3|2|5|5|5|2021-06-23|||2021 51713570000000|Brittan Elementary|2||4|4|4|4|4|4|4|3|3|4|5|5|4|3|4|3|3|4|3|1|5|5|5|2021-10-12|||2021 51713650000000|Browns Elementary|2||5|3|5|4|4|5|3|5|3|4|4|3|4|3|4|2|2|3|3|1|4|4|3|2021-06-17|||2021 51713730000000|East Nicolaus Joint Union High|2||4|3|5|3|4|5|4|5|3|5|3|2|4|3|5|5|4|4|3|5|3|3|3|2021-06-10|As a small rural school, textbook adoption is constantly coupled with e-books for use with 21st technological devices. Funding is always an issue as it relates to CCSS new adoptions, but we have managed to stay current and now with our latest NGSS Science Curriculum, we have finally managed to align with CCCS in all core content areas.||2021 51713810000000|Franklin Elementary|2||4|4|5|3|3|5|5|5|5|5|4|4|4|4|4|1|2|4|3|1|3|4|3|2021-06-15|||2021 51713990000000|Live Oak Unified|2||5|4|4|3|4|5|4|4|3|4|5|4|4|4|4|5|3|4|4|4|4|4|4|2021-06-08|||2021 51714070000000|Marcum-Illinois Union Elementary|2||5|4|5|4|3|5|4|5|3|4|4|3|5|2|3|3|4|4|3|2|5|4|4|2021-06-14|||2021 51714070109793|South Sutter Charter|2||5|3|5|5|4|5|5|5|5|4|5|4|5|5|5|4|5|5|5|5|4|4|4|2021-06-04|Our high school science courses are aligned with NGSS. The biology, chemistry and physics syllabi align with NGSS. We offered 12 CTE pathways this year, all through online classes. We continue to work toward developing more career pathways for the future. Grant funding supporting CTE pathways was secured in partnership with a local community college and additional staff was hired and assigned to support students. Our individualized approach to professional development involves using professional goal setting, data from teacher evaluations, and schoolwide strategic planning. Each year begins with a school-wide Professional Development day dedicated to different aspects of our schoolwide focus for improvement. Teachers also participate in PD workshops on schoolwide identified focus areas in cohorts that meet throughout the school year. The newly hired Reading Specialist provided staff training, researched verified resources, policy development regarding early literacy and universal dyslexia screening. This year administrators attended professional training for teachers of English Learners. We learned effective classroom techniques for providing high-quality English language development and reviewing the latest research in teaching ELs. Our school website includes resources for parents and teachers of EL students. The EL Coordinator works closely with staff and parents to provide materials and resources for them to use when teaching daily English language development.||2021 51714150000000|Meridian Elementary|2|We have implemented current California standards and adopted curriculum in ELA, ELD, History, Science, and Math. We are making progress toward academic standards adopted by the State Board of Education by providing health education, visual and performing arts, and improving our physical education program. In addition, we are providing more training for teachers in teaching ELD curriculum for both designated and integrated ELD time. The district is also making teacher coaching and professional development a priority for all adopted academic standards and subjects taught.|5|4|5|5|5|5|5|5|5|5|3|3|3|3|3|4|1|2|5|1|3|3|1|2021-10-14|Meridian Elementary is working hard at improving our progress toward meeting the requirements for implementation of academic standards by making coaching, training, and professional development a priority for all teachers within the school. We are improving our ELD program and our physical education program. We are also beginning to teach to health to all students.||2021 51714150129007|California Virtual Academy at Sutter|2||4|3|4|2|2|4|3|4|2|3|4|3|4|3|3|3|3|3|3|4|4|3|3|2021-06-09|||2021 51714230000000|Nuestro Elementary|2|At Nuestro we are aligned in English Lanugage Arts and Math to the state Academic standards. We have worked with our local county office to have Professional Development to where teachers are measuring student progress using tools such as I-ready, our adopted curriculum assessment to make sure our students are successful.|5|5|5|2|2|5|5|5|2|2|5|5|5|2|2|2|2|3|2|2|3|3|3|2021-06-10|Current ELA/ELD and math instructional materials are standards-aligned. Instructional materials in science are not aligned to the Next Generation Science Standards (NGSS). Instructional materials in Science are not aligned to the new Framework||2021 51714230132977|Sutter Peak Charter Academy|2||5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|3|5|5|5|5|5|5|2021-06-14|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 classes (per CDPH COVID guidelines). 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.||2021 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|2021-06-10|||2021 51714490000000|Sutter Union High|2||5|4|5|3|2|5|5|5|3|2|5|4|4|3|4|4|3|4|4|5|4|3|4|2021-06-08|||2021 51714560000000|Winship-Robbins|2||4|4|4|2|2|5|5|5|2|3|4|4|4|2|3|1|1|4|1|1|4|4|5|2021-06-16|||2021 51714560133934|Feather River 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|2021-05-25|||2021 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|2021-05-25|||2021 51714640000000|Yuba City Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|4|4|4|2021-06-22|||2021 51714640107318|Twin Rivers Charter|2||4|3|4|3|2|4|3|4|3|3|4|3|4|3|3|3|2|4|4|2|4|4|4|2021-06-02|TRCS has initiated a curriculum adoption cycle that follows the California State Board of Education (SBE) adoption cycle. TRCS’s current curriculum adoption cycle: ELA 2016/2017; Math 2017/2018; ELD 2018; History/Social Science 2017/2018; and Science 2019/2020 Grades Subject Curriculum Publisher Grades TK-5 English Language Arts Wonders McGraw-Hill Grades TK-5 Mathematics Eureka Math Great Minds Grades 6-8 English Language Arts StudySync McGraw-Hill Grades 6-8 Mathematics College Preparatory Mathematics (CPM) CPM Educational Program Grades 6-8 Science / STEM TCI Science (pilot) TCI Grades 6-8 History-Social Science TCI History-Social Science TCI TRCS continues to develop our English Language program both in the classroom (Integrated) and additional support (Designated) to support student achievement. Two full time staff are utilized in the program to ensure communication and collaboration with our families to ensure our EL families successful connection to school.||2021 51714645130125|Yuba City Charter|2|YCCS uses the NWEA Map assessment tool for measuring student progress grades K - 11 in Reading, English Language, and Math. The CAASPP is used in grades 3-8 and 11 as a summative assessment of student progress toward meeting state standards. The NWEA was chosen because it is proven both reliable and valid in predicting student performance on the CAASPP and as a nationally normed assessment is proven to provide very accurate assessment of student performance and progress. YCCS is currently reviewing several curricula to find the most suitable academic plans to supplement and or replace existing curricula in Science, History-Social Science, and World Language. While all of these are currently providing the required academic standards, YCCS is seeking to improve and advance the course offerings with the most up-to-date curricula possible including CTE, Health Education Physical Education, and Visual and Performing Arts. Good progress is being made, and full implementation of new curricula is anticipated progressively over the next two years.|5|4|5|3|3|5|5|5|3|3|5|5|5|5|5|5|5|5|5|5|5|5|5|2021-10-06|YCCS does extensive training and professional development for all teachers and staff. An instructional coach has been hired to work with all teachers both in and out of the classroom. Teachers are encouraged and supported in continuing education and applicable professional development including seminars, classes, and conferences. Teachers are provided prep periods and collaboration time weekly including PLC and grade level collaboration time. Eleven full days per year are dedicated to professional development to ensure that all teachers are most current in instructional practices particularly as they relate to disabled students, EL students, homeless and foster students, and implementation of state standards in all academic areas.||2021 52105200000000|Tehama County Department of Education|2||4|4|4|3|4|4|3|3|3|5|3|2|3|3|4|2|3|3|3|2|3|3|3|2021-10-13|||2021 52105206119606|Lincoln Street|2||5|5|5|3|4|5|5|5|3|4|5|5|5|2|3|4|3|5|4|5|5|5|4|2021-06-17|New History-Social Science for TK-8th grade was implemented in 2019-2020 school year. A new Health Education curriculum was implemented in the 2019-2020 school year for 7th and 8th grade students. Next Generation Science curriculum will be adopted in stages beginning in 2021-2022; however, the majority of the teaching staff has attended training on the standards.||2021 52105206119671|Tehama eLearning Academy|2||4|4|4|4|4|5|5|5|4|4|5|5|5|5|5|5|5|4|3|3|5|5|5|2021-06-17|||2021 52714980000000|Corning Union Elementary|2|Corning Union Elementary School District has reached full implementation of state academic standards in the areas of English Language Arts, English Language Development, Mathematics, Health Education, Physical Education and Visual and Performing Arts. There has been significant time spent in moving towards full implementation of NGSS, however our initial implementation was taking place in the spring of 2020 when we shut down for COVID-19. Our district plans to move forward this year with implementation of NGSS and next year with implementation of History-Social Science.|5|5|5|2|1|5|5|5|2|1|5|5|5|3|1|0|5|5|5|1|5|4|3|2021-12-14|||2021 52715220000000|Evergreen Union|2||4|2|3|3|3|5|5|3|3|3|5|2|3|3|3|2|5|5|3|1|4|2|2|2021-06-16|||2021 52715300000000|Flournoy Union Elementary|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|1|3|5|4|1|4|4|4|2021-10-19|||2021 52715480000000|Gerber Union Elementary|2||4|3|4|3|2|5|5|5|2|3|3|3|3|2|2|1|1|1|1|1|3|3|3|2021-10-18|||2021 52715550000000|Kirkwood Elementary|2|100% teachers have participated in CCSS training. An area of focus will be participating in a multi-year focus on Teacher Clarity based on research-based instructional practices and consistent collaboration with peers. 100% of teachers are implementing CCSS aligned instruction in ELA and Math. The school continues to implement NGSS in all grades K-8.|4|4|5|4|4|5|4|5|5|4|5|3|5|3|3|3|5|5|3|1|5|5|3|2021-11-08|||2021 52716390000000|Red Bluff Joint Union High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|2021-11-18|||2021 52716540000000|Richfield Elementary|2||4|4|4|3|3|5|5|5|4|4|4|4|4|3|3|2|3|4|3|2|4|3|4|2021-10-20|||2021 53105380000000|Trinity County Office of Education|2||5|1|5|4|4|4|1|4|3|3|4|1|4|3|3|3|2|4|2|1|4|4|4|2021-06-16|||2021 53105380125633|California Heritage Youthbuild Academy II|2||3|3|3|3|3|4|3|4|4|4|4|3|4|4|4|4|3|3|3|2|4|4|4|2021-06-17|||2021 53716620000000|Burnt Ranch Elementary|2||4|4|3|2|3|5|4|4|3|4|3|3|4|2|2|2|4|4|3|1|3|3|3|2021-06-15|||2021 53716960000000|Douglas City Elementary|2||5|4|5|5|3|5|4|5|5|4|4|4|5|5|3|3|4|5|5|2|4|4|4|2021-10-13|||2021 53717380000000|Junction City Elementary|2||4|1|4|5|5|4|1|4|5|5|4|4|4|4|4|3|3|5|5|3|4|4|4|2021-06-23|||2021 53717460000000|Lewiston Elementary|2||5|4|5|4|5|5|4|5|3|5|5|4|5|3|5|3|5|5|4|3|4|4|4|2021-06-28|||2021 53738330000000|Southern Trinity Joint Unified|2||4|3|4|3|4|4|3|4|3|4|3|3|3|3|3|3|3|4|3|3|4|3|3|2021-06-22|||2021 53750280000000|Mountain Valley Unified|2||5|5|4|4|5|5|5|4|4|5|5|5|5|4|5|4|5|5|5|3|4|4|4|2021-06-09|New curriculum that aligns with the CCSS has been recently purchased for the History-Social Sciences at the high school level. The Health standards are being addressed with an aligned curriculum as well.||2021 53765130000000|Trinity Alps Unified|2|Staff surveys were selected for this tool. The District feels it is important to analyze teacher perspectives as it most accurately represents current practices and a measure of progress.|5|5|3|5|4|5|5|2|5|4|5|5|2|5|4|5|4|5|4|4|4|4|5|2021-06-16|Staff survey results indicate teacher dissatisfaction with existing instructional materials for Mathematics in grades 6-12. Math teachers will focus on researching more current materials available for adoption and piloting top choice(s) during the 2021-22 term prior to investing in a complete adoption and implementation of materials. Teacher input indicates that implementation of an additional period of math intervention/support for struggling students in grades 6-12 and collaboration time for high school English teachers has had a positive impact on student outcomes. Survey results indicate that 84.2% of staff feel the District should continue to support students with Saturday School and Summer School.||2021 54105460000000|Tulare County Office of Education|2||5|4|4|3|4|4|4|4|4|4|4|4|4|4|4|3|3|2|2|1|4|4|4|2021-06-09|||2021 54105460125542|Sycamore Valley Academy|2|Teachers use assessment data from multiple sources as outlined in the Sycamore Valley Academy charter petition. We assess students by analyzing authentic student work, including projects, portfolios, presentations, reading and writing assessments with rubrics. In addition, we implement the national standardized assessment tool with NWEA Map testing two to three times per year, leading up to the CAASP testing in the spring. A Whole School Report Card 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 provided instructional support through site professional development. Professional development focuses on implementation of research based instructional strategies aligned to grade level standards. SVA also piloted a vertical articulation Project Based Learning team to collaborate about successful instructional approaches.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 54105460135459|Blue Oak Academy|2|Teachers use assessment data from multiple sources as outlined in the Blue Oak Academy charter petition. We assess students by analyzing authentic student work, including projects, presentations, reading and writing assessments with rubrics. In addition, we implement the national standardized assessment tool with NWEA Map testing two to three times per year, leading up to the CAASP testing in the spring. A Whole School Report Card 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 provided ongoing coaching through classroom walkthroughs and site professional development. Professional development focuses on implementation of research based instructional strategies aligned to grade level standards. The instructional coach also provides individualized guidance and support with teachers as they seek to help students access the curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 54105465430327|La Sierra High|2|La Sierra uses the CAASPP state test, English Language Proficiency Assessments, (ELPAC), unit summative assessments, formative assessments, and writing benchmark assessments to indicate growth, as well as college placement scores to evaluate implementation of the state standards.|5|4|4|4|5|5|5|5|4|5|5|5|4|4|5|4|4|5|3|3|5|5|5|2021-06-09|||2021 54105466119291|Eleanor Roosevelt Community Learning Center|2|ERCLC utilizes annual NWEA-MAP standards aligned assessments for each child in English Language Arts and Mathematics to track progress in the implementation of State Academic Standards. ERCLC uses these tools to measure the progress and evaluate each child's needs. These measures aide in developing a personal plan for each child and additional intervention if needed. Curriculum used for ERCLC is aligned to the SBE adopted academic Standards in: ELA, Math, ELD, NGSS, History-SS, CTE, Health, PE, VAPA, and World Language. This is measured through the monthly completion of Learning Records for each child and by progress towards graduation at the high school level. As a homeschool program, curriculum and instruction is overseen by the highly qualified teacher of record in each respective course.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-29|||2021 54717950000000|Allensworth Elementary|2|The district utilizes a multi-component system of classroom observation, teacher evaluation, and State-approved adopted curriculum usage, to monitor the progress implementation level of State-adopted academic Standards. Base curriculum for instructional delivery is utilized in all major academic content areas (Math, ELA, History/Social Science, Science, ELD). Personnel continue to receive professional development in these areas. Site administration monitors site-wide Standards implementation via classroom instructional observations, review of teacher lesson plans, and certificated teacher evaluations. Students achievement of grade-level Standards acquisition is monitored via local and State assessments, as well as via formative classroom assessments and informal teacher observation of student performance. Allensworth implemented new Social Science program with Covid-19 restrictions hindering the full implementation. Allensworth Elementary School District current curriculum is in alignment with current State Standards. New Science curriculum adoption is under review for adoption with implementation for the 2021-22 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|2021-07-01|||2021 54718030000000|Alpaugh Unified|2||5|4|4|4|5|5|4|4|4|5|5|4|4|4|5|4|5|5|4|5|5|5|5|2021-06-24|We have hired an Academic Coach, a specialist who is recognized nationally formwork in the area of Mathematics and student engagement. We are undergoing a paradigm shift in instructional practices that leans more heavily on student centered practices. We believe this will increase achievement and greater adherence to academic standards expectations.||2021 54718030112458|California Connections Academy@Central|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|2021-06-22|California Connections Academy (CalCA) schools are charter schools and as such, the requirements for meeting state standards are addressed in the school charter. Charter schools must address the state academic standards but are given flexibility in HOW the standards are taught. Charter schools are held to a higher level of accountability in whether their students meet those standards through the charter renewal process, which typically takes place every five years.||2021 54718110000000|Alta Vista Elementary|2||4|4|4|2|2|4|4|4|4|4|4|4|4|4|4|3|5|4|4|2|5|5|4|2021-11-10|Alta Vista E.S.D. has a robust Professional Learning Community that operates with several layers of input from stakeholders. The PLC groups meet weekly and the Instructional Leadership Team meets monthly to review processes and procedures that are also identified through the Differentiated Assistance Team's work with our County Office consultants. With all these components, the Multi-Tiered Systems of Support trainings and third party support trainings are progressing well and moving forward with ample input. The data systems managed through our Data Analysis and Intervention Specialist emphasizes formative and summative assessment data integral in addressing student needs and access to the curriculum.||2021 54718290000000|Buena Vista Elementary|2||4|3|4|4|4|4|4|4|3|4|5|4|5|3|3|1|2|3|3|1|4|4|4|2021-10-13|||2021 54718370000000|Burton Elementary|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2021-06-21|The district utilized staff survey data to ensure that a broad range of perspectives were included in the compilation of the data. As a result of this the district has met the requirements for this priority.||2021 54718370109009|Summit Charter Academy|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2021-06-21|The district utilized staff survey data to ensure that a broad range of perspectives were included in the compilation of the data. As a result of this the district has met the requirements for this priority.||2021 54718520000000|Columbine Elementary|2|Columbine has state adopted standards for all of our core subjects. In Language arts, we use McGraw-Hill Wonders for TK-5 and Houghton Mifflin Collections for 6-8. In Science, Columbine has Houghton Mifflin for TK-3 and TCI for 4-8. In Social Science, we have Pearson Learning TK-5 and National Geographic 6-8. In Math. we have CGP for 6-8 and Saxon for TK-5. We also have Triumph Learning for Math TK-8.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-15|||2021 54718600000000|Cutler-Orosi Joint Unified|2||4|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|2021-06-17|The District has adopted and purchased California Common State Standards (CCSS) aligned instructional materials for English Language Arts, ELD, Mathematics, History and Social Studies, and Science Grades K-12. Assessments are aligned to the CCSS. Teachers conduct data analysis and align instruction to CCSS during weekly Professional Learning Communities. The District has committed substantial resources to professional learning and teacher support with effective implementation of the Academic State Standards knowing highly effective teachers make the greatest impact on ensuring students learn at high levels. Instructional coaches provide daily, just in time support. In tandem with coaches, district and site level instructional leaders facilitate professional learning. Professional Learning for the 2020-2021 school year specifically addressed high quality instruction provisions during COVID-19 school closures, Distance Learning, Hybrid Learning, and modified In-Person Learning.||2021 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 are continuing 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.|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|5|5|5|4|5|5|5|2021-06-29|||2021 54719020000000|Earlimart Elementary|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-15|||2021 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|2021-06-16|||2021 54719510000000|Hot Springs Elementary|2|Hot Springs School is a Necessary Small School and as such has only a few students located in a small mountain community With only 8 students currently enrolled for in person learning in grades K-8 the opportunity to get to know student needs, address the needs and track the progress of each individual student is much easier than in large communities. Since all of the staff work with each student at some point its easy to make sure each student has current adopted curriculum and to track the progress in each area. A student with special needs is quickly noticed and the needs addressed. If need includes working with a special education teacher the staff makes sure that happens. We contract with the Tulare County Office of Education for Special Education teachers, school psychologists, school nurse, and speech therapist. The staff uses locally made assessments, assessments that are part of the state adopted curriculums and state practice tests to help track each student. Those with special needs are also assessed by the Special Education Resource teacher to add further tracking. The last state and local assessments showed that the district/school is making progress in all areas of academic standards. The COVID required distance learning has been a challenge with some areas that need to be caught up. Those areas are being addressed by the staff and local assessments show that students are rapidly making progress with each area. The District/School uses the following tools to measure progress: State Test, Star Reading, Star Math, teacher made assessments and the assessments that are part of the state adopted curriculum.|5|5|5|3|5|5|5|5|3|5|4|4|4|4|4|3|3|5|4|3|4|4|4|2021-10-12|||2021 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 uses curricular materials that align with the History-Social Science Framework and enhance the cross curricular Units of Study. KRUESD has adopted curriculum aligned with the Next Generation Science Standards (NGSS) across our system and are receiving NGSS professional development for the third year. 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|2021-06-14|||2021 54719850000000|Liberty Elementary|2||5|4|4|3|2|4|4|4|3|1|5|4|4|2|1|2|3|2|3|1|4|3|3|2021-06-29|Our District is a TK-8 single school district. We have used the last year to implement our ELD instructional framework and are continuing the path to literacy and reading proficiency using our current HMH (California Journeys; and California Collections) ELA/ELD curriculum and created supplemental curriculum. We have also supplemented the ELA/ELD with additional curriculum that is multifaceted in levels and supports. Further, the district contracts days with COE ELA and Math curriculum consultants to assist the district and provide training for teachers with integrating ELD and Math standards in planning, modeling, and teaching. A special emphasis with our English Learners (EL), during teacher collaborative professional learning communities (PLC) days. Later this year, we will begin the process of aligning our curriculum in all other content areas (Science and History), to our integrated ELD Framework. Although our District does not have a large number of EL students, supporting EL student learning through integrated ELA/ELD Frameworks builds depth of knowledge on a range of topics, and includes strategies to strengthen learning for all student subgroups.||2021 54719930000000|Lindsay Unified|2||5|5|5|4|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|3|2021-06-07|||2021 54719930124776|Loma Vista Charter|2||5|5|5|4|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|3|2021-06-07|||2021 54720090000000|Monson-Sultana Joint Union Elementary|2||4|4|4|5|2|4|3|4|5|2|5|4|4|3|2|5|4|5|4|1|4|4|4|2021-06-15|||2021 54720170000000|Oak Valley Union Elementary|2||5|5|5|4|2|5|5|5|4|2|5|4|5|4|2|4|4|5|5|1|3|3|3|2021-06-22|||2021 54720250000000|Outside Creek Elementary|2||4|4|5|3|3|5|5|5|4|5|4|4|4|4|4|4|4|4|4|4|5|5|5|2021-10-14|||2021 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|2021-06-29|||2021 54720410000000|Pixley Union Elementary|2|Utilizing staff surveys including administrative and Teachers on Special Assignment, purchasing evidence, Williams visit results, and professional development calendars, we determined that we have met requirements. Growth efforts to refine practices will continue in the areas of ELD, Mathematics, and science standards 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|2021-10-12|||2021 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.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|0|4|2|2|4|4|4|2021-06-22|||2021 54720820000000|Richgrove Elementary|2||5|3|5|4|1|5|3|5|3|2|4|4|4|3|1|3|3|5|3|4|4|5|5|2021-10-14|Being out on COVID for the majority of last year put a damper on progress being made in ELD and Social Science Adoption.||2021 54720900000000|Rockford Elementary|2|Effective implementation of all state content and performance standards is critical for student success. Rockford’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. Rockford 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|2021-06-11|||2021 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. 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. 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|2021-06-15|||2021 54721160000000|Sequoia Union Elementary|2|We track our progress using iReady ELA/Reading benchmarks; iReady Math benchmarks; local benchmarks designed by teachers for History-Social Science; the CAST assessment for NGSS standards and local indicators using the TWIG Science assessments and Discovery Science assessments; and exit assessment for Health education; the P.E. annual State Assessments and local P.E. assessments; teacher benchmarks for Visual and Performing arts.|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|3|3|1|1|3|3|3|2021-06-21|We have implemented a Learning Director as a stipend position for the 2021-2022 school year to help with teacher implementation of state standards. We have created a robust Wednesday Staff Development calendar to help train all staff in the tools that they have to teach the state standards.||2021 54721166054340|Sequoia Elementary Charter|2|We implement State Standards and insure our compliance through the use of CAASPP; iReady local benchmarks in ELA and Math; NGSS assessments through Twig Science and Discovery Science and through the CAST assessment. We have local benchmarks for History; for Health; the State P.E. Assessment; and local assessments for visual and performing arts.|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2021-06-21|We are continually monitoring our progress and making appropriate updates.||2021 54721320000000|Springville Union Elementary|2||4|3|5|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|3|1|4|4|4|2021-06-21|||2021 54721400000000|Stone Corral Elementary|2||4|4|4|4|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|3|3|3|2021-08-12|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.||2021 54721400136507|Crescent Valley Public Charter II|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-01|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 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|2021-10-11|||2021 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|2021-06-15|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 training outside of our County. Students in all grades are exposed to the standards under World Language and Visual and Performing Art, although these are further emphasized in grades 6-8th grades during core and elective opportunities. A number of the standards are infused during English Language Arts and History-Social Science lessons.||2021 54721990000000|Terra Bella Union Elementary|2||3|3|4|2|2|4|4|4|2|2|3|3|3|3|3|2|4|4|3|1|3|3|3|2021-10-14|||2021 54722070000000|Three Rivers Union Elementary|2|• The LEA measures it’s progress of implementing state academic standards as measured by the SBAC in ELA, Math, and Science. • EL progress is measured through the administration of the ELPAC. • Implementation of State Standards in P.E., Visual & Performing Arts, and Health are in the beginning development stage.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-30|||2021 54722150000000|Tipton Elementary|2||4|3|4|3|4|5|3|5|3|5|4|3|4|3|4|4|4|3|3|3|5|4|3|2021-10-05|||2021 54722230000000|Traver Joint Elementary|2||5|4|5|2|2|5|4|5|2|2|5|5|5|3|3|1|1|1|1|1|4|4|3|2021-10-12|||2021 54722310000000|Tulare City|2||5|5|5|4|5|5|5|5|4|5|5|4|5|4|4|2|3|4|4|2|4|4|4|2021-06-22|||2021 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 8 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 five years. Our district 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 regularly to review the implementation of the NGSS standards in Biology, Chemistry and Intro to Physical Science. Our freshmen physical education courses 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. Through the implementation of a PLC cultures, our departments and subject matter teams continuously review the standards and align the curriculum accordingly.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 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 8 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 five years. Our district 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 regularly to review the implementation of the NGSS standards in Biology, Chemistry and Intro to Physical Science. Our freshmen physical education courses 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. Through the implementation of a PLC cultures, our departments and subject matter teams continuously review the standards and align the curriculum accordingly.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 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 8 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 five years. Our district 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 regularly to review the implementation of the NGSS standards in Biology, Chemistry and Intro to Physical Science. Our freshmen physical education courses 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. Through the implementation of a PLC cultures, our departments and subject matter teams continuously review the standards and align the curriculum accordingly.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-17|||2021 54722560000000|Visalia Unified|2||4|3|4|3|3|4|4|4|4|4|3|3|3|3|3|3|4|4|3|4|3|3|3|2021-06-22|||2021 54722560109751|Visalia Charter Independent Study|2||5|3|5|4|5|5|4|5|4|5|5|4|5|4|5|3|5|5|5|5|5|5|5|2021-06-22|||2021 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. Most recently VTEC, in partnership with VUSD has utilized the i-Ready assessment tool to establish baseline data for students in ELA and Math. This assessment is aligned to state standards. The tool is used to help place students in the appropriate level of Math and also identify potential need for Math and ELA interventions.|5|5|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|2021-06-22|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 deeper learning. Teachers meet within subject matter teams as well to ensure curriculum is current, meaningful and aligned to standards and assessments.||2021 54722560135863|Global Learning Charter|2|"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 effects of the COVID-19 pandemic have been significant. However, despite the irregularities, data from the 2020-21 school year, show that the LEA is implementing academic standards and increasing student academic performance. 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 ordinarily implemented a minimum of 3 times per year for grades K-2. • Renaissance Learning Star Reading and Math assessments o This measure serves as both a screener and progress monitoring tool. Star Reading and Math are standards-based, computer-adaptive assessments that measure comprehension/fluency, monitor growth, and track understanding of focus skills. The Star Reading and Math assessments are administered 3 times in grades 3-8. • iReady Reading and Math diagnostic assessment o The iReady diagnostic assessments were administered for the first time in the Fall of 2020. The iReady assessments will be administered three times in all grades K-8 during the 2021-22 school year. • 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. Staff development for the 2021-22 school year will include the same initiatives and areas of focus as last year (e.g., ELD, teacher clarity), as well as PBL, effective instructional models, balanced assessment, and meeting student needs through small group instruction and differentiation. • Annual Parent Feedback Survey o This tool is administered annually and measures a number of important items that support school planning and development. The school did not administer the Annual Parent Feedback Survey for the 2020-21 school year. It will be administered again in Spring 2022. • 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), Lucy Calkin’s Units of Writing prompts and rubrics, and Lexia. School staff annual update a balanced assessment plan for each new 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|2021-06-22|||2021 54722566116909|Charter Home School Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|4|3|1|2|5|5|5|2021-06-22|||2021 54722640000000|Waukena Joint Union Elementary|2|Effective implementation of all state content and performance standards is critical for student success. Waukena’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. Waukena 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|2021-06-21|||2021 54722980000000|Woodville Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|3|3|5|5|5|2021-06-15|||2021 54753250000000|Farmersville Unified|2||4|4|4|3|4|5|5|4|4|4|4|4|4|3|4|3|3|3|3|4|4|4|4|2021-10-12|||2021 54755230000000|Porterville Unified|2||3|3|3|2|2|3|3|4|2|1|3|3|4|3|2|3|2|3|2|3|3|3|3|2021-06-24|Contributing factors related to the pandemic (i.e. school closures, remote learning) had an adverse impact on the progress of implementing the state adopted academic standards. Additionally, the district has experienced a shift in academic support personnel compared to the previous submission of the self-reflection, and collectively results in a rebasing of ratings for the 2020-2021 academic year moving forward.||2021 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|2021-06-24|PUSD continues to provide Professional Development on the California Standards and ELD. The district 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. 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. Butterfield also plans to continue focus on professional development for teachers with students of Special Need and Native American||2021 54755230116590|Harmony Magnet Academy|2||4|4|5|4|4|4|4|5|4|3|4|4|5|4|3|5|5|5|4|4|5|4|4|2021-06-24|Core academic curriculum at Harmony Magnet Academy is developed through subject area collaboration. The teacher groups (who participate in related professional growth opportunities) design units of study and assessments revolving around the California State Content Standards and Frameworks. Core curriculum at Harmony is “a-g” approved for UC and CSU admission. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. Curriculum planning is accomplished through a careful analysis of the state frameworks, district policies, the needs of students, assessment results, and research in order to meet state content standards. In order to implement the academic standards adopted by the state board, it is important to assess potential learning gaps of student sub groups. These are evaluated and assessment data is reviewed. Learning gaps are associated with student proficiency in particular standard. Therefore, formative assessment data is used to not only drive instruction but also provide a guide for targeted intervention. In order to close learning gaps, additional skills instruction must occur during and after the school day. Harmony provides academic support classes during the school day using instructional technology designed for accelerating learning and support tutoring after school supplemented with peer tutors. Harmony also provides Saturday support with a rotating subject emphasis in English, math and science.||2021 54755230137968|Porterville Military Academy|2||3|3|3|4|3|3|3|4|4|3|2|2|3|3|2|2|4|3|3|2|3|3|2|2021-06-24|Porterville Military Academy (PMA) 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 technology support by providing Technology specialists during school hours, and by providing onsite professional development for those needing the support. District 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. PMA 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. 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.||2021 54767940000000|Woodlake Unified|2|The district monitors the implementation of state academic standards through administrative classroom visits and the teacher evaluation process. These measures help verify continuing implementation of standards through direct observation. Included as metrics in the Local Control and Accountability Plan (LCAP), Woodlake Unified has collected data to verify ongoing implementation. Teacher lesson observations indicated 99% of English/math lessons observed appropriately addressed English/math standards, standards for English Language Development were evident in 76% of lessons observed, and standards for Literacy in History/Social Science and Technical Subjects were evident in 89% of the lessons observed. New TK-8 materials aligned to Next Generation Science Standards were implemented at the start of the 2020-21 school year. Weekly late start days and summer collaboration time is provided for teachers to meet and develop curriculum aligned to state standards. Ongoing training and in-class coaching to teachers is provided by Woodlake Unified Instructional Coaches and Tulare County Office of Education Curriculum Specialists. Other focused training is offered and/or provided and is based on identified needs by teachers and district/school site administration. In the coming school years, Woodlake Unified will be following the state's curriculum adoption cycles in preparation for future adoptions to the world languages and mathematics curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-07-14|"Woodlake Unified strives to provide students with outstanding conditions for learning. ""Inspiring Excellence and Transforming Lives"" is the Districts motto. Recruiting highly qualified teachers and providing quality professional learning are listed board goals and priorities for the district. In addition to the adopted instructional materials, school staff utilizes supplemental materials that are aligned to the state standards in order to enhance and enrich student learning experiences. All students TK-12 have a Chromebook and free access to the internet at home via the district's LTE network. Students living beyond the range of the district's Wi-Fi network are provided with at-home devices and/or hot spots. The district provides resources to the maintenance and operations department that in turn support maintaining facilities and computer network systems."||2021 54768360000000|Exeter Unified|2||5|4|4|3|4|4|4|4|3|4|4|4|3|3|4|5|4|5|4|4|5|5|4|2021-06-16|||2021 55105530000000|Tuolumne County Superintendent of Schools|2||3|3|3|3|3|4|4|4|2|3|3|3|4|4|3|2|4|1|3|2|5|4|4|2021-06-24|The primary focus of professional development for teachers at the start of the 2020/21 school year was on developing strategies to provide high-quality distance learning. In addition, TCSOS continues to strive 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 specialists, 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 is 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. Presentations were made in classrooms by guest speakers to supplement instruction to meet the requirements of the California Healthy Youth Act. A training was provided in spring, 2021 on the California Health Framework. In 2020/21 TCSOS teachers piloted History/Social Science, and received STEM related materials and supplemental curriculum. Because of the lack of secondary NGSS materials from publishers, the adoption process for NGSS materials has been postponed.||2021 55723060000000|Belleview Elementary|2||5|5|2|3|5|5|5|5|5|5|5|5|3|3|5|1|5|5|5|1|5|5|5|2021-09-09|||2021 55723480000000|Columbia Union|2||5|4|4|3|4|5|5|4|3|4|5|4|4|3|5|4|3|4|3|1|4|4|4|2021-06-22|||2021 55723550000000|Curtis Creek Elementary|2||4|2|4|3|4|5|1|5|3|4|3|1|3|3|3|1|3|4|2|1|1|1|1|2021-06-15|Due to the global pandemic, school closure and multiple learning models (hybrid and distance) over the course of this school year, the district was unable to make a decision on adopting a science curriculum. The activities used are NGSS aligned but no curriculum has been purchased. Staff will continue to collaborate to make a decision in the upcoming school year. The need for specific ELD curriculum will improve the lesson delivery for our EL students. Staff development and training will occur as the curriculum is chosen by staff. This lead to an LCAP decision to purchase new ELD curriculum. Teacher support and professional development is a strong need and will be addressed in the ELO plan and the new LCAP. The vision is to bring back programs in art which have been sidelined while our school environment changed this past year.||2021 55723630000000|Jamestown Elementary|2|Ratings by district teaching staff and administration 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. Staff ratings, from the 5-point scale, are shown below: • English Language Arts – 4.0 • English Language Development – 3.42 • Mathematics – 4.0 • Science – 3.0 • History/Social Science – 3.25 • Career Technical Education – 3.0 • Health – 3.33 • Physical Education – 3.0 • Visual and Performing Arts – 4.0 • World Language – 3.0 Professional Learning Opportunities for groups and/or whole group --3.5 Professional Learning Opportunities for individual teachers-- 3.70 Professional Support on Standards/Curriculum not yet mastered-- 3.25 Due to COVID, school closure, and distance learning over the course of this school year, the district was unable to make a decision and to adopt a science curriculum. We are extending the science curriculum pilot in all grade levels another year and continuing to have a collaborative discussion. Designated ELD has improved and is moving toward full implementation, however, there is a need to provide further professional development and support for integrated ELD in all classrooms. Career Technical education does not really occur within the elementary school program, however our middle school electives provide opportunities such as leadership, yearbook, computer and technology courses. Additional teacher support and coaching for curriculum and standards based instruction identifying essential standards and the development of pacing guides has been identified as a strong need and will be addressed through both the Extended Learning Opportunities Plan and the new LCAP.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-09|||2021 55723710000000|Sonora Elementary|2||3|2|3|3|3|4|4|4|3|4|3|3|3|3|3|1|3|3|3|1|3|3|3|2021-11-10|||2021 55723890000000|Sonora Union High|2||4|4|4|2|4|4|4|4|2|4|4|4|4|3|4|4|4|4|3|4|4|3|3|2021-06-22|||2021 55723970000000|Soulsbyville Elementary|2||5|4|4|3|3|5|5|5|2|3|5|5|4|3|4|1|3|4|3|1|3|3|2|2021-09-09|||2021 55724050000000|Summerville Elementary|2|.|4|1|4|3|4|4|1|3|4|4|4|1|3|4|4|0|3|3|0|0|4|4|4|2021-10-12|With the support of the Governing Board, Summerville Elementary Staff makes a concerted effort to investigate, review, and implement with fidelity curriculums that will meet state academic standards and support the learning needs of all students. Professional learning is annually designed to support staff needs. Though the number of English Learners enrolled at the LEA or small, school staff make a specific effort to provide content-rich instruction to support each student's learning needs. As the number of English Learners continues to grow at the school, the progress made in curriculum and content investigation will expand and grow to support these learners.||2021 55724130000000|Summerville Union High|2||4|3|4|4|4|4|2|3|5|5|3|2|3|4|3|3|4|3|4|3|3|3|3|2021-08-10|Summerville Union High School District has made progress despite the COVID-19 pandemic in implementing the academic standards adopted by the SBE. Our local measures have included the use of classroom-based assessments, benchmarks assessments from our adoptions as available, interim assessments in ELA, math and science from the CAASPP website, and continual feedback to students from teachers. There continues to be professional development scheduled to support teachers and the curriculum preparation and strategies for delivery. We are working with Tuolumne County for providing ongoing science PD and Stanislaus and San Joaquin Counties for ELA and math PD. Each of our departments as using their Professional Learning Community PLC time to work together to provide collaboration and articulation opportunities. Money has been set aside to provide for professional development options for each department to access webinars, in-person seminars as available and days to work together as a department. For each training we try to have at least two people attend so that they can communicate about how they will implement their learnings.||2021 55724130112276|Gold Rush Charter|2|Reading/Language Arts CS K-8 Adopted Curriculum HMH Journeys HMH Collections SIPPS Handwritting Without Tears Scholastic News High School 9-12 HMH Collections Independent Study HMH Journeys Handwritting Without Tears Reading Adventure Magazine Elements of Literature 3rd Course elements of Literature 4th Course Elements of Literature 5th Course Elements of Literature 6th Course Mathematics Country School K-8 Eureka Math Open Up Resources High School 9-12 Integrated Math 1 Integrated Math 2 Integrated Math 3 Big Ideas Math IXL.com AGS Basic Math Skills Keys to Algebra/ Percents/ Decimals/ Fractions Independent Study My Math CA Math Integrated Math 1 Integrated Math 2 Integrated Math 3 Big Ideas Math IXL.com AGS Basic Math Skills Keys to Algebra/ Percents/ Decimals/ Fractions Science (Due to COVID the piloting of this curriculum was placed on hold. The adoption of curriculum will take place June 2021) Country School K-8 Harcourt CA Science Amplify Inspire Mystery Science Pearson Earth Science Pearson Life Science Pearson Physical Science High School AGS Earth Glencoe Earth Science Glencoe Biology Glencoe Science Voyages AGS Physical Science Independent Study Harcourt CA Science Pearson Focus on Earth Science Pearson Focus on Life Science Pearson Focus on Physical Science Glencoe Earth Science AGS Earth Science Glencoe Biology Glencoe Science Voyages History-Social Science Country School K-8 Pearson My World TCI High School AGS Career Planning AGS Life Skills HMH World History HMH Government HMH Economics Independent Study Pearson My World Studies Weekly McGraw Hill Impact World History McGraw Hill Impact Geography McGraw Hill impact Growth and Conflict AGS Career AGS Life Skills HMH World History HMH American History HMH Government HMH Economics|5|5|5|2|4|5|5|5|2|4|5|5|5|2|4|1|2|2|1|1|3|3|1|2021-06-29|We will be creating various committees to address implementation of the academic standards. A focus will be on Career Technical Education, Health, PE, Visual and Performing Arts and World Language. Due to COVID, we are now finalizing our NGSS adoption and new curriculum will be used for the 21/22 school year.||2021 55724135530191|Connections Visual and Performing Arts Academy|2||4|3|4|4|4|4|2|3|5|5|3|2|3|4|3|3|4|3|4|3|3|3|3|2021-08-10|Summerville Union High School District has made progress despite the COVID-19 pandemic in implementing the academic standards adopted by the SBE. Our local measures have included the use of classroom-based assessments, benchmarks assessments from our adoptions as available, interim assessments in ELA, math and science from the CAASPP website, and continual feedback to students from teachers. There continues to be professional development scheduled to support teachers and the curriculum preparation and strategies for delivery. We are working with Tuolumne County for providing ongoing science PD and Stanislaus and San Joaquin Counties for ELA and math PD. Each of our departments as using their Professional Learning Community PLC time to work together to provide collaboration and articulation opportunities. Money has been set aside to provide for professional development options for each department to access webinars, in-person seminars as available and days to work together as a department. For each training we try to have at least two people attend so that they can communicate about how they will implement their learnings.||2021 55751840000000|Big Oak Flat-Groveland Unified|2||5|4|4|5|4|5|5|5|5|5|4|3|4|4|3|5|5|5|4|4|5|4|4|2021-06-16|The District collaborates with the county for professional development. We have had two high school teachers recently attend the Health Framework training. Additional staff have attended Next Generation Science Standards Training, Social Studies Training and Math Instruction workshop.||2021 56105610000000|Ventura County Office of Education|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|4|3|2|2|4|4|3|2021-06-28|||2021 56105610109900|Vista Real Charter High|2||4|4|4|4|4|4|3|5|4|4|4|3|4|4|4|4|4|4|4|3|3|3|3|2021-06-07|Overall the school scored at a 3.72, which is initial implementation of adopted academic and/or curriculum frameworks. This is a +.36 growth from last year. We improved in implementing our mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our curriculum frameworks for all subject areas.||2021 56105610112417|Ventura Charter School of Arts and Global Education|2||4|4|5|4|4|5|3|5|4|4|4|4|4|4|4|4|4|4|4|1|5|5|5|2021-09-23|||2021 56105610121756|BRIDGES Charter|2|Bridges Charter School implements all state standards adopted by the State Board of Education in ELA, ELD, Mathematics, NGSS, History-Social Science, Health Education, Physical Education, and Visual and Performing Arts. In promoting College and Career Readiness, our school has also adopted 21st Century Learning standards and has integrated College and Career Readiness into our Middle School homeroom curriculum. We do not currently have a World Language Program or a Career Technical Education program. In order to assess student learning and our school's progress in implementing the academic standards adopted by the State Board of Education, we have adopted authentic benchmark assessments for reading, writing, and math. We also have adopted NWEA MAP Growth Assessments in the areas of reading, language, and math for students in grades 3-8. Our teaching faculty regularly collaborates on student work and common assessment data, and they discuss curriculum alignment. Our teachers use common assessments from Express Readers, BPST, DRA, My Math, and Lucy Calkins’ Writer’s Workshop to measure student learning and to adjust instructional practices. We selected these assessments because they provide both formative and summative feedback on student learning. The assessments also align with state content standards. Additionally, the NWEA MAP Assessments allow us to identify trends in student performance longitudinally for subgroups of students providing us with detailed insight into student strengths and areas of growth, ultimately providing teachers the opportunity to shift instructional practices. Teachers at Bridges also submit and analyze curriculum maps annually 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 is informed by teacher committees. For example, In the 2018/2019, we began the process of transitioning to a new math curriculum that is aligned with our school’s philosophy of inquiry based learning. In 2019/2020, we identified a curriculum to pilot, in 2020/2021, teachers on our Math Committee are piloting a new curriculum, Illustrative Math and are providing feedback on its’ official adoption. In 2020/2021, our Literacy Committee began the process of evaluating our reading and writing curriculum. In 2021/2022, the Literacy Committee will continue this research and make a suggestion for piloting curriculum in 2022/2023. Further, in support of meeting state standards, all curriculum is assessed at least annually and reviewed by teachers with administrative support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-10-03|||2021 56105610122713|River Oaks Academy|2|River Oaks Academy Charter (ROA) uses the state mandated assessments (including CAASPP, CAST, PFT, etc.) as well as our local assessment (i-Ready), which we administer three times each year to measure students academic progress in English Language Arts, mathematics, science and physical fitness. ROA also applies a multitude of assessments in each other subject, including History-Social science, CTE, Visual and Performing Arts and World Languages. ROA coaching teachers meet regularly with their students and each meeting is an informal assessment of the content learned. Teachers in addition keep a portfolio on each student to show academic growth in each area. Many of our high school students also take classes at the local community colleges and show academic progress with grades at the college level. High school students are additionally taking college readiness assessments, including PSAT 10 and the SAT as well as some AP exams.|5|3|5|3|4|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|2021-06-03|ROA has fully implemented all academic standards adopted by the state board. ROA only uses content standard aligned materials and has regular meetings to check for growth. ROA teachers continuously attend activities and professional development to grow in all areas. They work collaboratively and share acquired knowledge with each other.||2021 56105616055974|Meadows Arts and Technology Elementary|2|MATES has been successful in implementing the California State Standards. Our success is indicated in our 2018-19 CAASPP Scores and 2020-21 student report cards. In the 2018-19 school year, 84.98% of MATES students met or exceeded standards in ELA. In the 2020-21 school year, 87% of MATES students met or exceeded standards in ELA. The 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, on average 50% of English Learners are re-designated as RFEP each year. 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. in the 2020-21 school year, 92% of MATES students met or exceeded standards in Math. 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 physical education using 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, prior to the pandemic, each grade level has at least one musical performance per year integrating either the science or social science curriculum. MATES looks forward to bringing these back when the pandemic restrictions are lifted.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-05-17|||2021 56724470000000|Briggs Elementary|2||5|4|5|1|4|5|4|5|1|4|4|4|4|1|4|1|3|4|1|1|3|3|3|2021-06-10|||2021 56724540000000|Fillmore Unified|2||4|3|4|3|4|4|4|4|4|4|3|3|3|3|3|3|3|4|3|1|1|3|3|2021-06-15|Local Control Accountability Plan adoption date: 6/15/2021 Local Indicators will be presented to the Governing Board in fall of 2021||2021 56724620000000|Hueneme Elementary|2||5|5|5|4|5|5|5|5|4|5|5|5|4|4|4|3|4|4|4|4|5|5|5|2021-06-28|||2021 56725040000000|Mupu Elementary|2||5|4|5|4|5|5|5|5|5|5|4|4|4|4|4|3|4|4|4|1|5|4|4|2021-06-16|||2021 56725120000000|Ocean View|2||5|3|4|4|1|5|4|5|4|1|5|4|5|4|2|2|3|3|3|5|5|5|4|2021-09-14|The district is fully committed and implementing instruction on grade level standards to all students in all settings. The district is in the initial phase of evaluating History-Social Science Materials, Framework, and instructional practices.||2021 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: • MobyMax 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 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: In 2020-21: 69% of VOC students met their grade level goals in ELA, Math 64%, as measured by our local benchmark assessments. The percentage of students who either scored at grade level or showed progress: Language Arts 82%, Math 85%. In the 2020-21 VOC parent survey: 100% of parents reported that their child progressed satisfactorily (or better) in the academics. In our 2020 Climate Survey, 93% of students reported that they were successfully learning the academic subjects. 98.3% of VOC students completed 100% of their Independent Study Assignments. 87% of the school’s Diploma Track students earned 15 credits or more per semester, which is the standard for grade level progress. This year we collected our local assessment data using MobyMax and iXL. VOC is currently exploring a new local measure of academic progress that meets the CDE’s standard for “verified data.”|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|2021-06-10|Valley Oak Charter is a homeschool support program. The school provides free curriculum for homeschool families living in the Ojai Valley and neighboring communities. Because of the diverse needs, interests, and abilities of our students, we offer a variety of curriculum options. Over the years, VOC has expanded these options, which include textbooks, online learning programs, and offsite courses at the local high school, community college, and VCOE career center. The school requires each family to pursue a broad course of study, which the school documents through weekly work records, attendance at onsite courses and programs, and individual contacts by our Supervising Teachers with their assigned families. We feel the breadth of our offerings is greater than most traditional schools, which tend to offer a more limited, standardized curriculum. Our families also take advantage of the flexibility homeschooling offers for travel, exploring local sites of interest, volunteering, and taking community college courses.||2021 56725380000000|Oxnard|2||5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|3|5|5|3|4|5|4|4|2021-06-23|||2021 56725460000000|Oxnard Union High|2||4|4|4|4|4|5|4|5|5|4|4|3|4|4|4|4|4|4|4|4|4|4|4|2021-10-13|||2021 56725460115105|Camarillo Academy of Progressive Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|2021-06-28|CAPE’s philosophy takes into account the fluid nature of education. The teachers, administrators and parents are lifelong learners themselves, ready to implement and embrace new, evidence-based ideas into the curriculum as new research emerges. Teachers are also constantly reassessing students’ strengths, interests and gaps in learning. Therefore, at both the school-wide level and at the level of each individual child, CAPE’s philosophy is progressive and flexible to best meet the needs of each student.||2021 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|2||4|3|4|4|4|5|3|5|4|4|4|4|4|4|4|5|4|5|4|5|4|4|4|2021-05-13|ACE Charter has a very low percentage of EL students, and is the cause for why we are initially rolling out enhancement to plans in that area of pedagogy.||2021 56725530000000|Pleasant Valley|2||5|4|4|3|4|5|5|5|3|5|5|4|4|3|4|3|3|3|3|2|4|4|3|2021-05-20|Since the last update to the California Dashboard, PVSD has adopted History-Social Science materials for grades K-5. Additionally, Next Generation Science Standards-aligned materials were adopted for grades 6-8. These materials were implemented in the 2020-21 school year. Prior to the COVID-19 pandemic, PVSD was in the process of piloting TK-5 instructional materials aligned to the Next Generation Science Standards. As a result of the pandemic, the pilot was not completed, as hands-on activities could not be adequately evaluated through distance learning and compared to materials that had been piloted during traditional in-person instruction. The TK-5 science materials pilot has been restarted in the 2021-22 school year, and PVSD intends to make a materials adoption recommendation to the PVSD Board of Education in spring of 2022. At the end of the 2020-21 school year, a teacher professional learning committee with representatives from every campus sought input from teachers on needed areas of support. The data was used to develop the priority areas for PVSD's 2021-22 Professional Learning Plan.||2021 56725530139592|Peak Prep Pleasant Valley|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|5|5|4|2021-06-09|||2021 56725536120620|University Preparation Charter School at CSU Channel Islands|2||5|4|5|5|3|5|5|5|5|3|5|5|5|5|3|3|3|4|3|5|5|5|5|2021-06-25|||2021 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|2021-06-30|||2021 56725790000000|Santa Clara Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|4|4|1|2|4|4|1|4|4|4|2021-06-16|||2021 56726030000000|Simi Valley Unified|2||5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|4|5|5|5|5|5|5|5|2021-10-19|||2021 56726110000000|Somis Union|2||5|5|5|4|5|5|4|5|4|5|5|5|5|4|5|5|4|5|4|2|4|4|5|2021-06-11|||2021 56726520000000|Ventura Unified|2||4|4|4|4|4|4|4|4|3|4|4|3|4|3|4|3|4|4|3|4|3|3|3|2021-06-22|||2021 56737590000000|Conejo Valley Unified|2||4|3|4|3|3|4|4|4|3|3|4|3|4|3|3|4|4|3|3|4|4|4|3|2021-06-15|CVUSD seeks to provide the materials and PD to support student growth. Due to social distancing, and the remote instruction setting, there were barriers to the implementation of some physical education and visual and performing arts standards. Since we began the school year in a fully remote teaching environment due to COVID-19 mandates, teachers were provided training and ongoing support in online teaching and learning platforms and best practices. The need for PD regarding technology and remote teaching was addressed throughout the school year. Multiple learning applications were provided to students, and teachers were offered training on these applications. 60 minutes was provided each day between the morning and afternoon cohorts of students for additional opportunities for teacher collaboration, PD, classroom preparation, and support. CVUSD continued to provide Honors, AP classes, an IB Program, CTE courses and School-to-Career opportunities during the 2020-21 school year. Support and intervention programs were provided for all students, and especially those who are English Language Learners, Students with Disabilities (SWD), Foster & Homeless, and Socio-economically Disadvantaged (SED). Intervention programs included an online tutoring program with student volunteers to peers academically, a virtual program where volunteers met with Students with Disabilities to assist with mental health needs, and evening classes to expand learning for our high school students.||2021 56738740000000|Oak Park Unified|2||5|4|5|5|4|5|5|5|5|5|5|4|4|5|4|5|4|5|4|5|5|5|5|2021-06-22|||2021 56739400000000|Moorpark Unified|2||5|4|5|4|3|5|5|5|3|2|4|4|4|4|4|4|4|4|4|4|5|4|4|2021-06-15|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.||2021 56768280000000|Santa Paula Unified|2||5|4|5|3|2|5|4|5|3|3|5|4|5|3|3|4|3|4|3|4|4|4|4|2021-06-23|||2021 57105790000000|Yolo County Office of Education|2||3|2|3|2|3|3|3|3|2|3|3|2|3|2|3|3|1|2|1|1|4|4|4|2021-06-22|When rating the LEA’s progress implementing World Language, Visual and Performing Arts, and Health standards, these are not offered as stand-alone courses. Students needing credits in this area for graduation complete CTE coursework. Physical Education is provided using an independent study model for all students.||2021 57105790132464|Empowering Possibilities International Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|5|4|4|4|2021-06-25|||2021 57726780000000|Davis Joint Unified|2||5|5|5|4|5|5|5|5|3|5|5|5|5|3|5|4|4|5|5|5|5|5|4|2021-06-17|||2021 57726780119578|Da Vinci Charter Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|5|5|4|5|5|5|5|5|4|4|2021-06-17|||2021 57727020139436|Compass Charter School of Yolo|2||4|3|4|4|4|4|3|4|4|4|3|3|3|3|3|2|4|3|3|3|4|3|3|2021-06-27|||2021 58105870000000|Yuba County Office of Education|2||4|4|4|4|4|4|4|4|4|4|3|2|3|3|3|3|4|3|2|1|4|4|4|2021-10-13|The LEA adopted an online learning platform (Edgenuity) during the 2019-2020 school year for A-G core classwork and instruction, as necessary and relevant. All staff have been included in ongoing training to implement instructional and support pieces of the program. Further, during the prior school year, and continuing into the current school year, consistent professional development and agendized staff articulation has been provided, utilizing living documentation to capture staff input on identifying and addressing areas of program and student growth, curricula, and instructional needs. All development opportunities have been aligned to academic standards adopted by the state board and student accessibility and success.||2021 58105870117242|Yuba Environmental Science Charter Academy|2|We have adopted state standard aligned curriculum in all subject areas taught.|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|1|4|5|4|1|4|4|4|2021-10-28|||2021 58105875830112|Yuba County Career Preparatory Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|2021-09-06|||2021 58727286115935|CORE 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|2021-06-24|||2021 58727360000000|Marysville Joint Unified|2||4|3|4|2|3|5|5|5|5|5|4|3|4|3|4|3|3|4|3|3|4|4|3|2021-06-22|||2021 58727365830138|Marysville Charter Academy for the Arts|2||4|3|4|4|4|4|4|5|4|5|4|4|4|4|4|3|4|4|4|4|4|4|4|2021-06-22|||2021 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 curricula. 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 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|2021-10-14|||2021 58727510000000|Wheatland|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|3|5|5|5|2021-09-09|The LCAP includes a plan for the improvement of student achievement for all students. The results for the school year were reported in the succeeding LCAP in June.||2021 58727690000000|Wheatland Union High|2||4|4|4|3|3|3|3|5|5|3|4|3|4|4|3|4|4|4|4|4|4|4|4|2021-10-14|||2021