cdsCode lea priorityNumber nativeSummary profLearningELA profLearningELD profLearningMath profLearningScience profLearningSocial materialELA materialELD materialMath materialScience materialSocial programELA programELD programMath programScience programSocial standardTechEd standardHealthEd standardPhysicalEd standardPerformingArts standardWorldLang activityGroupNeeds activityIndividualNeeds activitySupport countyPerformance additionalInfo meetingDate year 01100170000000 Alameda County Office of Education 2 Option 2 selected 5 5 5 3 3 5 0 5 4 4 5 5 5 4 4 1 4 4 4 1 4 4 3 Met The Alameda County Office of Education's Court and Community Schools has used the CDE's formal adoption tools for the following subject matters to ensure alignment with academic standards and/or curriculum frameworks: Formal adoption in 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, and History-Social Science Formal adoption in 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, and History-Social Science. 2024-06-11 2024 01100170112607 Envision Academy for Arts & Technology 2 Envision Academy utilizes a curriculum that is aligned to the California Common Core State Standards (CCSS) across all content areas and grade bands. By piloting and adopting standards-based curriculum and a teaching & learning cycle that promotes equitable instruction, we ensure that students are exposed to appropriate and rigorous grade level content throughout their Envision Academy experience. Additionally, annual goals for student achievement, as well as interim and formative assessments are used to assess the effectiveness of our instruction and support of student learning and continuous growth. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 01100170123968 Community School for Creative Education 2 4 4 4 4 4 5 4 5 4 5 5 5 5 3 3 2 3 4 4 2 4 4 4 Met 2024-06-12 2024 01100170124172 Yu Ming Charter 2 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-20 2024 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 encouraged 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 and 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 with greater needs have access to services such as reading groups, occupational therapy, and speech and language. Teachers continue only those interventions that result in measurable growth. 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 student 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 have 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 Met 2024-06-20 2024 01100170130625 Alternatives in Action 2 4 3 4 4 3 4 4 4 4 4 3 3 4 4 3 3 2 3 3 4 4 4 3 Met 2024-06-26 2024 01100170131581 Oakland Unity Middle 2 4 4 4 3 4 5 3 5 4 4 4 4 4 3 4 0 3 3 1 1 4 4 4 Met Alameda County Office of Education, our charter-authorizer, has verified that all OUMS curricula are aligned with Common Core State Standards and are aligned with Next Generation Science Standards (NGSS). All teachers and administrators hold the appropriate qualifications and have strong background in the subjects they teach. All OUMS teachers are credentialed and have completed B.A. or higher in subject areas directly relevant to their teaching assignments. Because OUMS is a very small school, the leadership team has a clear view into all the professional learning needs of the staff. A highly qualified Special Education Director oversees an Education Specialist and Instructional Assistant. They support teachers in adapting and differentiating curriculum as needed. In addition, OUMS uses the Summit Learning Platform which is fully aligned to the State Board of Education standards. We also offer a Learning Lab, where students can catch up or can accelerate depending on their needs and interests. 2024-06-12 2024 01100170136101 Connecting Waters Charter - East Bay 2 The LEA (Local Education Agency) utilizes an Education Plan tailored to each student to monitor the comprehensive comprehension and execution of state standards annually. This personalized approach aligns curriculum and instruction with individual student needs. The LEA's leadership team and PAC (Parent Advisory Committee) analyze survey data to identify areas necessitating further professional development for both educators and parents. This dynamic system ensures that the implementation of all adopted state academic standards is finely tuned to each student's unique educational journey, fostering a holistic approach to academic excellence. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 01100170136226 Opportunity Academy 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 4 0 4 4 4 Met Opportunity Academy is a K-12 school that serves transitional-age youth and adults. The school's graduation requirements are based on the state's 130 credit minimum. Opportunity Academy does not offer World language and the students do not have to earn elective credits such as those in career technical education pathways 2024-06-11 2024 01100170137448 Aurum Preparatory Academy 2 3 1 3 3 3 5 1 3 1 5 2 1 2 2 2 1 3 3 1 1 3 3 3 Met 2024-06-22 2024 01100170138867 Hayward Collegiate Charter 2 5 4 5 4 3 5 5 5 5 3 5 5 5 3 3 2 4 4 4 1 5 5 5 Met 2024-06-26 2024 01100176001788 Cox Academy 2 4 3 4 2 3 4 3 4 3 3 4 3 4 3 3 3 3 3 3 3 4 4 4 Met 2024-06-11 2024 01100176002000 Lazear Charter Academy 2 4 3 4 3 3 4 3 4 4 3 4 3 4 4 3 3 3 3 3 3 4 4 4 Met 2024-06-11 2024 01611190000000 Alameda Unified 2 In 2022-23 the overall percentage of students who met district standards in ELA was 80.1 percent for ELA and 83.9 percent for math. When STAR data is disaggregated by ethnicity, Reading Proficiency and Math Proficiency shows higher percentages of white and multi ethnic students are meeting district benchmarks for proficiency than black, Hispanic, and Asian students. For 2022-23 the overall percentage of graduating seniors completing UC A-G requirements is 70.6% Disaggregated by ethnicity the highest percentage of seniors completing A-G requirements are Asian 84.4% EL 39.4, White 76.7%, and Multiethnic students at 73%. The lowest percentages completing UC A-G requirement of students are students with disabilities at 27.7%. There subgroups fall in between these two groups with Socioeconomically disadvantaged students at 57%, Hispanic Latino 52.5%, English Learners at 39.4%, and African American at 28.6%. For 2022-23 the overall percentage of 12th grade students completing a Career Technical Education (CTE) is 23.1%. The overall percentage of High School Students Enrolled in CTE Pathway Coursework is 32.6%, and the percentage of students completing A_G and a Career pathway in is 14% while career pathway AND UC A-G Completion is 16%. For English Learner access to the Common Core State Standards (CCSS) AUSD tracks the percentage of non-newcomer ELs accessing the CCSS in a setting with English-only peers: 2022-23: Elementary: 100%; Secondary: 100%. At the elementary level all students are accessing a broad course of study through the district’s adopted/implemented curricula in core subjects. In addition to this, students receive weekly instruction in music, media center studies, and physical education. AUSD continues to monitor the access to a broad course of study specific to English Learners. At the K-5 level the district continues to implement a CCSS-aligned curriculum. At the 6-12 level the district is engaging staff to further align curricula across sites. CCSS for ELA and Math are measured by the SBAC Performance of students in grades 3-8 and 11. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 01611190119222 Nea Community Learning Center 2 Nea uses NWEA Map for grades 6-12, Star for grades 1-5, the physical fitness tests in grades 5 & 7, as well as F&P reading assessments in grades K-5. 4 4 4 4 4 4 4 4 4 4 4 3 0 4 4 0 4 5 5 0 5 4 4 Met 2024-06-13 2024 01611190122085 The Academy of Alameda 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 0 4 4 5 2 5 4 4 Met 2024-06-13 2024 01611190130609 Alameda Community Learning Center 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 4 Met 2024-06-13 2024 01611270000000 Albany City Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 4 4 4 Met 2024-06-18 2024 01611430000000 Berkeley Unified 2 4 3 3 3 3 3 2 3 3 3 3 3 2 3 3 4 3 4 4 4 4 3 3 Met 2024-06-12 2024 01611500000000 Castro Valley Unified 2 4 3 4 4 4 5 4 5 5 5 4 3 4 4 4 4 5 5 5 4 5 5 4 Met 2024-06-26 2024 01611680000000 Emery Unified 2 4 4 5 3 3 5 5 5 5 5 4 5 5 3 4 3 2 4 5 4 4 5 4 Met 2024-06-26 2024 01611760000000 Fremont Unified 2 5 5 3 4 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 01611760130534 Circle of Independent Learning 2 5 5 4 3 2 5 4 5 3 4 5 3 5 5 5 4 5 1 5 5 5 4 4 Met 2024-06-14 2024 01611920000000 Hayward Unified 2 4 4 3 3 3 5 4 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 3 Met HUSD has made significant progress over the last few years in the adoption process of Common Core Standards-aligned instructional materials for HUSD students. Below is the current list of curriculum adoptions as well as upcoming adoptions: Current Adoptions - World Languages adoption in grades 7-12 (4 languages) in 2022-23 - Secondary English Language Arts (Into Literature, HMH) in 2021-22 - Elementary English/Spanish Language Arts and ELD (Advance/Adelante, Benchmark) in 2020-21 - Secondary ELD (Inside, Cengage) in 2019-20 - Elementary Mathematics in English/Spanish (Envisions Math) in 2016-17 Upcoming Adoptions - History/Social Science grades TK-8 (2024-25), grades 9-12 in (2025-26) - Health grades 9-12 (2024-25) - Science grades 7-12 (2024-25) - Mathematics TK-12 (2025-26) 2024-06-26 2024 01611920108670 Leadership Public Schools - Hayward 2 5 3 5 5 5 5 3 5 5 5 5 3 4 5 5 4 3 5 5 5 4 4 3 Met 2024-06-20 2024 01611920127696 Knowledge Enlightens You (KEY) Academy 2 4 4 4 4 4 5 4 5 4 4 4 4 4 3 3 2 3 4 3 4 4 4 4 Met KEY Academy's administration and staff are dedicated to professional growth, consistently seeking and sharing the latest educational research and best practices. Every Friday afternoon is reserved for staff collaboration and professional learning. During this time, we analyze student data, discuss teaching strategies, set goals, and reflect on our educational program. Additionally, we invite outside experts to our campus to enrich our professional learning sessions, ensuring we stay at the forefront of educational excellence. 2024-06-06 2024 01611920127944 Hayward Twin Oaks Montessori 2 5 4 4 5 5 5 4 5 5 5 5 4 5 5 5 1 5 5 4 5 5 5 5 Met 2024-06-27 2024 01611920137646 Impact Academy of Arts & Technology 2 Impact Academy utilizes a curriculum that is aligned to the California Common Core State Standards (CCSS) across all content areas and grade bands. By piloting and adopting standards-based curriculum and a teaching & learning cycle that promotes equitable instruction, we ensure that students are exposed to appropriate and rigorous grade level content throughout their Impact Academy experience. Additionally, annual goals for student achievement, as well as interim and formative assessments are used to assess the effectiveness of our instruction and support of student learning and continuous growth. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 01612000000000 Livermore Valley Joint Unified 2 5 3 4 4 4 5 4 4 4 3 5 4 4 4 3 4 4 4 4 4 4 4 3 Met 2024-06-18 2024 01612180000000 Mountain House Elementary 2 5 5 5 3 3 5 5 5 3 3 5 5 5 3 3 5 5 5 4 2 5 5 5 Met 2024-06-26 2024 01612340000000 Newark Unified 2 4 3 4 5 3 5 4 5 5 5 4 4 4 4 4 3 3 5 5 4 5 4 3 Met 2024-06-25 2024 01612420000000 New Haven Unified 2 4 4 4 3 3 4 4 4 4 3 4 4 4 3 2 3 2 4 2 4 4 4 4 Met 2024-06-18 2024 01612590000000 Oakland Unified 2 4 3 4 4 3 3 3 3 3 3 3 3 3 3 2 4 3 2 2 2 3 3 3 Met 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 four 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. 2024-06-26 2024 01612590100065 Oakland Unity High 2 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-12 2024 01612590106906 Bay Area Technology 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 4 5 5 5 5 Met 2024-06-03 2024 01612590108944 Lighthouse Community Charter High 2 4 4 4 3 3 4 4 4 4 4 4 4 4 3 3 4 3 3 3 4 4 4 4 Met 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. 2024-07-17 2024 01612590109819 Aspire Berkley Maynard Academy 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-20 2024 01612590111476 Achieve Academy 2 4 3 4 3 3 4 3 4 4 3 4 3 4 3 3 3 3 3 3 3 4 4 4 Met 2024-06-11 2024 01612590111856 AIMS College Prep High 2 5 4 5 3 4 5 5 5 5 4 5 4 5 5 4 1 4 5 5 5 5 5 5 Met The focus for the AIMS HS 2023/24 academic school year was to address learning loss garnered by students during the pandemic, a recommitment to academic excellence and, increased student engagement within the classroom. We observed by collecting data through assessments the need for additional intervention support and began planning for a Math and ELA Lab to address student challenges. We also began this year rebuilding our academic and student support teams, increasing inclusivity and togetherness within our community. This year we sought to engage parents through orientations, townhouse meetings, parent coffeehouses, cultural celebrations, and ParentSquare communications. We saw a small increase in parent engagement and are currently working with the community liaison and newly formed AIMS Parents United parent volunteer group to further gather parental influence and participation. We sought to further train teachers through professional development and engaging workshops. Trainings addressed pedoegy, classroom management, lesson planning, supporting english learners, special education students, among other topics used to increase skills and develop strategies. AP teachers were provided opportunities to attend trainings through Collegeboard to best train them on AP curriculum and preparing students for the AP Test. Throughout the 2023/24 school year we sought to build the AIMS community and support our various stakeholders by addressing student learning gaps. 2024-06-26 2024 01612590114363 American Indian Public Charter School II 2 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 0 4 3 3 3 4 4 4 Met The focus for this academic school year was to address learning gaps, professional learning training and teacher support. Our goals included assessing students' proficiency at the start of the year, monitoring all students with quarterly benchmarks, introducing data to teachers, and training teachers to use this data to develop personalized learning plans. Every year, we welcome many new students from various schools into our district. To address learning gaps, all students took a prerequisite skills test on the first day of school. The results of these assessments allowed teachers and administrators to identify the students who were struggling the most. From day one, the school community worked collaboratively to develop individualized performance improvement plans to help each student achieve proficiency. Throughout the year, benchmark assessments were conducted quarterly. There were a total of eight benchmarks, assessing reading, writing, language, and mathematics. These assessments enabled teachers to track the progress of each student, their entire class, and their peers at the same grade level. Using our new data program, Unified Insights, every student at the school had an individualized profile that included a history of past academic scores and their current proficiency levels. This comprehensive data allowed teachers to see relationships between academic grades, assessments, behavior details, and attendance. 2024-06-26 2024 01612590114868 Oakland Charter High 2 5 4 4 4 4 5 4 4 4 4 5 5 5 5 5 0 5 5 5 4 5 5 4 Met 2024-06-12 2024 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 Met 2024-06-11 2024 01612590115238 ARISE High 2 5 5 5 5 5 5 5 5 4 5 4 4 4 3 4 4 5 3 5 5 5 5 5 Met 2024-06-11 2024 01612590115592 Learning Without Limits 2 4 3 4 4 3 4 3 4 4 3 4 3 4 4 3 3 3 3 3 3 4 4 4 Met 2024-06-11 2024 01612590118224 Aspire Golden State College Preparatory Academy 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 01612590126748 LPS Oakland R & D Campus 2 4 4 5 4 3 4 4 5 3 4 4 4 5 3 3 5 1 1 3 5 3 3 3 Met 2024-06-20 2024 01612590128413 Aspire College Academy 2 Not Applicable 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-20 2024 01612590129635 Downtown Charter Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-12 2024 01612590129932 East Bay Innovation Academy 2 4 3 4 5 4 4 3 4 4 4 4 3 4 4 4 4 3 3 4 4 4 4 4 Met 2024-06-12 2024 01612590130617 Oakland Military Institute, College Preparatory Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 4 4 4 4 Met 2024-06-04 2024 01612590130633 Lighthouse Community Charter 2 4 4 4 3 3 4 4 4 4 4 4 4 4 3 3 4 3 3 3 4 4 4 4 Met 2024-07-17 2024 01612590130666 Aspire Lionel Wilson College Preparatory Academy 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 0 4 Met 2024-06-20 2024 01612590130732 Aspire Triumph Technology Academy 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-20 2024 01612590132514 Francophone Charter School of Oakland 2 4 4 4 3 4 4 4 4 4 4 3 3 4 3 3 0 3 3 3 4 4 4 3 Met 2024-06-12 2024 01612590134015 Lodestar: A Lighthouse Community Charter Public 2 4 4 4 3 3 4 4 4 4 4 4 4 4 3 3 4 3 3 3 4 4 4 4 Met 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. 2024-07-17 2024 01612593030772 Oakland School for the Arts 2 3 2 3 3 3 4 3 4 4 4 3 3 3 3 3 3 4 2 4 4 3 3 3 Met 2024-06-13 2024 01612596111660 Oakland Charter Academy 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 4 0 4 5 4 0 5 5 4 Met 2024-06-12 2024 01612596113807 AIMS College Prep Middle 2 4 4 4 4 4 4 4 5 4 4 4 4 5 4 4 0 4 4 4 4 4 4 4 Met The focus for this academic school year was to address the learning deficits from the years of the pandemic and virtual learning. Our goals included learning about students and their proficiency at the start of the year, monitoring all students with quarterly benchmarks, introducing data to the teachers, and having teachers learn how to make plans using this data. Every year, we get a lot of students that are new to our district from various schools. To address any learning gaps that might have occurred during the pandemic, all students took a prerequisite skills test the very first day of school. The results of these assessments helped teachers and administrators pinpoint the students that were struggling the most. From the first day forward, the school community helped to develop individualized performance improvement plans to help each student to become proficient. Throughout the year, benchmark assessments were given quarterly. There were a total of 8 benchmarks that assessed reading, writing, language, and mathematics. Teachers were able to track the progress of each student, their entire class, and their peers at the same grade level. With our new data program, Unified Insights, every student at the school had an individualized student profile with a history of past academic scores, as well as their current proficiency. Teachers were able to see relationships between academic grades, assessments, behavior details, and attendance. 2024-06-26 2024 01612596117568 Aspire Monarch Academy 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 Met Not Applicable 2024-06-20 2024 01612596117972 North Oakland Community Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 4 4 4 Met 2024-06-13 2024 01612596118608 ASCEND 2 4 3 4 2 3 4 3 4 3 3 4 3 4 3 3 3 3 3 4 3 4 4 4 Met 2024-06-11 2024 01612750000000 Piedmont City Unified 2 "To evaluate progress towards implementing state standards and curricular frameworks, the district evaluates its work in adopting instructional materials aligned to those standards and in professional learning provided to support aligned instruction. In a unified school district, progress in implementation must meet the needs and timelines of the various school levels. Below is a summary of progress including highlights from elementary, middle and high school levels. English Language Arts (2014 Framework): K-3: New foundational reading materials based on the science of reading materials were adopted in the Spring 2023. ""From Phonics to Reading"" was implemented in the 2023-24 school year. Grades 3-5: Spellography from the 95 Percent Group is currently being piloted 2023-24. The elementary schools are also participating in the UC Berkeley California Reading and Literature Project (CRLP) developing teachers' content knowledge and expanding their teaching strategies (guided by state-adopted frameworks, content standards, and the science of reading) through summer and academic-year institutes and professional development programing. Grades 6-8 English curriculum components were adopted in spring of 2019. Implementation began in the 2019-2020 school year of Units of Study for Teaching Reading, Units of Study for Teaching Writing, Membeam vocabulary, and No Red Ink Premium for grammar instruction. Currently in full implementation Grades 9-12 English implementation of state standards in the last two years has focused on standard unpacking, articulation, essential learning outcomes. Additionally the high schools have implemented a reading screener to better assess reading comprehension and have implemented intervention programs to ensure all students needs are attended to. Full implementation. Additional TK-12 professional learning focused on meeting the needs of all students through the lens of culturally responsive pedagogy, including eliminating biased approaches in instruction. English Language Development (Aligned to Common Core State Standards for English Language Arts) (2014 Framework): Initial implementation. ELD was included in middle school adoption 2019. Addl materials purchased for high school ELD program for 2020-21. Mathematics (2013 Framework): Full implementation and sustainability at all levels. K-5 using Bridges Mathematics. 6-12 using College Prep Math, adopted 2016. Essential Learning Outcomes generated at all levels. New framework expected to be released in 2023-24. Next Generation Science Standards (2016 Framework): overall initial implementation for 23-24. Pilots and adoptions completed at elementary and middle school in 2020-21 and implementations with professional development were completed in 2022-23. High school piloted materials in 2022-23, adopted Chemistry in 2023-24 and is in process for other core science titles. Implementations to continue to the 2024-25 school year. History-Social Science (2016 Framework): full implementat" 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 01612910000000 San Leandro Unified 2 5 5 5 5 4 5 4 5 5 4 4 4 4 4 4 4 4 4 4 4 5 4 4 Met SLUSD has board-adopted curricula aligned to the State Standards. During the 2023-24 school year, professional development was implemented to provide opportunities for teachers to deepen their knowledge of the curriculum and standards. This year’s professional learning framework was Universal Design for Learning, aligned with our Strategic Plan, and all teachers and administrators were surveyed on their professional learning needs for our large scale professional development events. At a site-level, the Teaching, Learning, and Educational Equity department collaborated with site leaders to support efforts to continuously improve instruction through collaboration time and staff-based professional development opportunities. There is a continued need to differentiate learning for teachers and systematize that differentiation and personalized learning. Our plan for next year, incorporating Action Research at multiple levels of the organization (teacher, administrator), is intended to address this need. 2024-06-18 2024 01613090000000 San Lorenzo Unified 2 4 4 4 4 4 4 3 4 4 4 3 3 3 3 3 4 4 4 5 4 4 4 3 Met 2024-06-18 2024 01613090101212 KIPP Summit Academy 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 Met 2024-06-11 2024 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 Met 2024-06-11 2024 01750930000000 Dublin Unified 2 4 3 5 4 3 4 3 5 5 5 3 3 3 3 3 4 4 4 4 5 5 3 3 Met 2024-06-11 2024 01751010000000 Pleasanton Unified 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 3 3 4 4 4 4 3 3 Met Based on the Instructional Materials Adoption Timeline, we have instructional materials aligned to academic standards for ELA/ELD and Math, and History/Social Science. Professional development opportunities are aligned to this timeline as well. We have programs and policies that support staff in areas where there is a need for improvement in instructional delivery. These include Job Embedded release time, collaboration time, professional development days, online learning opportunities, and Peer Assistance Review. 2024-06-27 2024 01751190000000 Sunol Glen Unified 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 0 4 4 4 0 5 5 5 Met Collaborative partnerships between the teachers, parents, and stakeholders are crucial in implementing and refining the provisions of the act to meet the evolving needs of our diverse student population and in creating a robust and inclusive education system that fosters student growth and achievement. Qualified teachers teaching within their credentialed area and participating in professional development are critical to student success. 2024-06-25 2024 01771800138289 Latitude 37.8 High 2 In alignment with State Priority 2, Latitude has developed Goal 1 of its LCAP to support the implementation of State Academic Standards. In this goal, Latitude seeks to provide an engaging, high-quality, rigorous, standards-aligned curriculum in a broad course of study that incorporates 21st century learning opportunities, including math, science, social studies, targeted English language development and language arts. To do so, the school will implement a rigorous whole child approach that not only meets the basic needs of students, but also takes into consideration their socio-emotional, academic and behavioral needs. Latitude’s approach to teaching and learning is driven by the design principles of personalization, relevance, integration and creativity, which in turn become the four pillars of the Latitude student learning experience. In alignment with these four design principles, student learning at Latitude occurs across four experiences: Advisory - Where students develop a sense of personal and community identity, as well as personalized learning pathways. Workshop - Where students hone foundational literacy, communication, and mathematical thinking skills. Studio - Where students investigate, document, and develop creative solutions to real challenges in Humanities and in Science and Design. Extended Learning Opportunities - Where students engage in off campus learning, through site visits, internships, service-learning experiences, and concurrent college enrollment classes. Key actions in the upcoming school year to support implementation of Academic State Standards within this program include development and implementation of: High Quality Project Based Learning plans, which clearly identify key learning targets and essential questions aligned to the CCSS, NGSS, and CSS; opportunities for real world learning; differentiation strategies; and project milestones/benchmarks. A personalized learning model to meet the diverse needs of students, supporting mastery of state standards at their optimal pace via a Workshop model. High-quality professional development aligned to high priority instructional practices that positively impact student academic achievement and social-emotional development. Latitude leverages diverse assessments to evaluate progress in implementation of state standards, which were selected based on their ability to inform instruction and program. These include 1) internally developed rubrics and checklists mapped against state standards, which are used monthly by the leadership team to evaluate student progress toward curricular outcomes, 2) the research-based, nationally normed NWEA MAP Assessment and PSAT Suite to gauge student growth and proficiency in English Language Arts and Mathematics, 3) the CAASPP assessments to evaluate student growth and mastery of state standards, and 4) UC/CSU course completion to evaluate college readiness. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met To be an educated person in the 21st century demands nothing less than global citizenship. Students are entering a world undergoing technological, cultural, linguistic, climatic, economic, and social disruption. The world students will face after they graduate will look different than the one today, both in terms of challenges and opportunities; the jobs of tomorrow look different than the jobs of today. In addition, the world is increasingly global and interconnected, requiring interdisciplinary, knowledgeable global citizens who can negotiate questions of justice and morality while grappling with the most complex problems facing our world, from climate change, to economic inequities, to international terrorism and conflict. To be prepared for this evolving world, the vision for Latitude graduates exceeds common notions of educational attainment and academic outcomes for students. The vision of the Latitude graduate is inclusive of college and career readiness. All Latitude students will graduate with A-G transcripts and powerful experiences across a broad array of career interests. Additionally, these college and career readiness indicators are a means to deeper life outcomes for all Latitude students. These outcomes include being able to articulate goals for themselves and having the ability to fulfill them. It also includes their ability to have agency and influence the world around them. 2024-06-11 2024 02100250000000 Alpine County Office of Education 2 4 1 3 3 3 5 5 5 5 5 3 1 3 2 2 0 3 3 3 1 4 3 3 Met 2024-06-27 2024 02613330000000 Alpine County Unified 2 ELA and ELD academic standards are delivered using HMH Journeys and California Collections. Progress in ELA standards is measured locally by the NWEA MAP assessments. Mathematics academic standards are delivered using McGraw-Hill My Math and Integrated Math. Progress in math standards is measured locally by the NWEA MAP assessment. NGSS academic standards are delivered using TWIG and Pearson's Elevate Science. History and Social Studies academic standards are delivered using Savvas My World and National Geographic curricula. 4 1 3 3 3 5 5 5 5 5 3 1 3 2 2 0 3 3 3 1 4 3 3 Met Standards for high school are not applicable to the TK-8 LEA. 2024-06-27 2024 03100330000000 Amador County Office of Education 2 4 4 3 4 3 5 5 3 4 4 3 3 3 3 3 5 3 3 3 3 4 4 3 Met Amador County Unified School District (ACUSD) is fully committed to implementing the state academic standards. We have accomplished foundational work to build in-depth understanding of the California Standards and Frameworks, including the ELA/ELD Framework and Standards for Mathematical Practice in order to promote increased achievement and best instructional practices. ACUSD provides centralized professional development, some site-based professional development, and content-specific professional development at the secondary level. Two Directors of Student Success support this work. Implementation of a Multi-tiered System of Supports (MTSS) with data cycles is underway to improve outcomes in the areas of graduation rate, improved A-G completion rate, increased academic achievement, increased CTE pathway enrollment and completion, improved attendance rate, and decreased suspension rate. 2024-06-20 2024 03739810000000 Amador County Unified 2 4 4 3 4 3 5 5 3 4 4 3 3 3 3 3 5 3 3 3 3 4 4 3 Met Amador County Unified School District (ACUSD) is fully committed to implementing the state academic standards. We have accomplished foundational work to build in-depth understanding of the California Standards and Frameworks, including the ELA/ELD Framework and Standards for Mathematical Practice in order to promote increased achievement and best instructional practices. ACUSD provides centralized professional development, some site-based professional development, and content-specific professional development at the secondary level. Two Directors of Student Success support this work. Implementation of a Multi-tiered System of Supports (MTSS) with data cycles is underway to improve outcomes in the areas of graduation rate, improved A-G completion rate, increased academic achievement, increased CTE pathway enrollment and completion, improved attendance rate, and decreased suspension rate. 2024-06-20 2024 04100410000000 Butte County Office of Education 2 4 3 4 3 3 5 4 4 3 4 4 3 4 3 3 2 2 3 2 1 4 4 3 Met 2024-06-24 2024 04100410114991 CORE Butte Charter 2 5 4 5 5 4 5 5 5 5 4 4 4 5 4 3 4 4 2 3 4 5 5 4 Met 2024-06-14 2024 04100410134213 Come Back Butte Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 1 5 5 5 Met 2024-06-24 2024 04100410430090 Hearthstone 2 5 4 5 5 5 5 4 5 5 5 5 3 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-24 2024 04613820000000 Bangor Union Elementary 2 Bangor LCAP Curriculum & Program Reflection for Priority 2 Local Indicator: The Teaching staff spent one and a half hours considering the Priority 2 Professional progress on 4/12/24. Availability in all classrooms Supporting staff for CCSS related instruction improvements Progress toward implementation by Standard SELF SCORE 2.95 out of 5 average, 25 questions. Last year our score was 2.375. We had 3 items have a “1” score, and 3 have a “5”. Administered over 90 minutes of discussion on 4/12/24 4 1 4 3 3 5 5 5 3 3 4 3 4 2 2 1 2 3 3 1 4 3 3 Met NA 2024-06-27 2024 04614080000000 Biggs Unified 2 4 4 4 4 4 5 5 4 4 5 5 5 4 4 4 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 04614240000000 Chico Unified 2 4 4 4 3 4 5 5 5 4 4 5 4 4 4 4 5 5 5 5 5 5 5 4 Met 2024-06-26 2024 04614240110551 Nord Country 2 5 3 5 5 2 5 2 5 5 3 4 2 5 5 2 0 5 3 5 5 5 4 1 Met 2024-06-26 2024 04614240118042 Forest Ranch Charter 2 4 2 4 3 3 4 4 4 4 3 3 2 3 4 3 2 3 3 3 1 3 3 3 Met 2024-06-25 2024 04614240120394 Inspire School of Arts and Sciences 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 Met 2024-06-10 2024 04614240121475 Sherwood Montessori 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 4 5 5 5 Met 2024-06-19 2024 04614240123810 Wildflower Open Classroom 2 4 4 4 3 3 4 4 4 3 3 4 4 4 3 3 0 5 3 3 0 4 4 4 Met 2024-06-20 2024 04614240137828 Pivot Charter School North Valley II 2 4 4 4 4 3 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 04614240141085 Achieve Charter School of Chico 2 5 4 4 5 5 5 5 5 5 5 5 4 4 5 5 3 4 3 4 3 5 5 5 Met This year we will implement newly adopted ELA curriculum K-8 and pilot a new Spanish curriculum. The following goals have been set for the 24-25 school year: -80% of observed lessons will utilize the curriculum tools and resources and be aligned to the corresponding standard -80% of observed lessons (in May) will allow students to do the majority of the work in service of the grade-level standards with scaffolding only when appropriate 2024-06-18 2024 04614246113773 Chico Country Day 2 5 4 5 4 4 5 5 5 4 4 5 4 5 4 4 0 5 5 5 0 5 5 4 Met Through the use of grade level teams and vertical teams our teachers and staff meet weekly and monthly to discuss implementation of common core standards. Additionally staff reviews summative and formative assessment results to celebrate progress and plan for changes and implementation where needed. Staff have multiple opportunites throughout the year for professional development and coaching to ensure common core implementation. 2024-06-14 2024 04614246119523 Blue Oak Charter 2 4 5 4 3 5 5 5 5 3 5 4 4 4 3 5 0 5 5 4 2 4 3 3 Met 2024-06-21 2024 04614320000000 Durham Unified 2 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 2 3 4 4 4 4 4 3 Met DUSD is waiting for the state to adopt math curriculum aligned to the newly approved California Math Framework before adopting new math materials. 2024-06-25 2024 04614570000000 Golden Feather Union Elementary 2 3 3 3 3 2 3 3 4 3 3 3 3 3 3 2 0 3 4 3 0 3 3 3 Met 2024-06-26 2024 04614990000000 Manzanita Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-27 2024 04615070000000 Oroville City Elementary 2 "Progress in implementing Academic Standards OCESD Standards Implementation Survey 2024 English Language Arts 10% Explore and Research 6% Beginning Development 35% Initial Implementation 58% Full Implementation English Language Development 12% Explore and Research 4% Beginning Development 27% Initial Implementation 57% Full Implementation Math 8% Explore and Research 15% Beginning Development 31% Initial Implementation 46% Full Implementation History 18% Explore and Research 12% Beginning Development 28% Initial Implementation 42% Full Implementation Science 27% Explore and Research 20% Beginning Development 23% Initial Implementation 30% Full Implementation OCESD Chooses the Standards Based Implementation Survey, due to the facts that it includes input from all Teachers and Site Administrators in the District. The survey also is done on a ""Untracking"" basis to ensure the accuracy of responses. 22-23 California Dashboard results for OCESD were below expected outcomes and demonstrated Red Indicators on the California Dashboard for 14 Different Subgroups for ELA and Math: ELA: English Learners, Foster Youth, Students with Disabilities, African American, American Indian, Hispanic, Two or More Races and White Students. MATH: English Learners, Homeless, Socioeconomically Disadvantaged, African America, Hispanic and Two or More Races. We also discovered that our IReady Data is not correlating to our State Test Scores and we have decided to implement the use of INSPECT Benchmarks for our local assessment data, PLC Focus and Intervention Planning. Our Dashboard Results demonstrated a stagnate and slight lowering of scores from the year before and required us to review local assessments that are currently in use as our guide for student intervention, test prep and academic deficiency support. A majority of Goal #2 from the previous LCAP included mandated program maintenance and we will update this goal to include our red indicator dashboard subgroups, as well as updating our local assessment strategy (including PLC Model with INSPECT Benchmarks). " 5 5 5 4 5 5 5 5 5 5 4 4 4 4 4 0 4 5 5 0 5 5 5 Met 2024-06-26 2024 04615070121509 Ipakanni Early College Charter 2 4 4 4 3 4 5 5 5 4 5 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-06-24 2024 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 Met 2024-06-26 2024 04615150000000 Oroville Union High 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 5 5 5 Met 2024-06-20 2024 04615230000000 Palermo Union Elementary 2 5 4 5 5 4 5 4 5 5 5 4 4 4 4 4 0 1 5 4 0 4 4 4 Met District-wide teachers have been trained in delivering instruction aligned to the most recently adopted content standards in ELA, math, history and science. Individual teachers and grade level teams have the option of participating in additional training as needed in these content areas.. In addition, each site will work with specific grade levels to meet specific needs related to the current curriculum frameworks and content area state standards. 2024-06-26 2024 04615310000000 Paradise Unified 2 5 4 5 4 4 5 3 5 4 4 5 3 5 3 3 3 3 4 4 2 4 4 5 Met In the past four years, PUSD has adopted new curricula for ELA, Science, and Social Studies, and upgraded our Math curriculum. This period has seen significant professional development to support these adoptions. We are collaborating closely with Creative Leadership Solutions to create curriculum guides, power standards, and common assessments, all within the framework of our Professional Learning Communities (PLCs). This work takes place on minimum days, PLC Wednesdays (each week), and through grade-level curriculum teams. It has been our top priority among our three district-wide initiatives over the last three years. 2024-06-25 2024 04615310110338 Achieve Charter School of Paradise Inc. 2 5 4 4 5 5 5 5 5 5 5 5 4 4 5 5 3 4 3 4 3 5 5 5 Met This year we will implement newly adopted ELA curriculum K-7 and pilot a new Spanish curriculum. The following goals have been set for the 24-25 school year: -80% of observed lessons will utilize the curriculum tools and resources and be aligned to the corresponding standard -80% of observed lessons (in May) will allow students to do the majority of the work in service of the grade-level standards with scaffolding only when appropriate 2024-06-18 2024 04615316112585 HomeTech Charter 2 4 1 4 4 4 4 4 4 4 4 5 2 4 4 5 3 3 3 4 4 4 5 4 Met 2024-06-27 2024 04615316112999 Paradise Charter Middle 2 5 5 4 4 4 5 4 5 5 4 5 4 4 4 4 2 4 4 2 1 4 4 4 Met 2024-06-11 2024 04615316113765 Children's Community Charter 2 5 4 5 4 4 5 4 5 5 4 5 4 5 5 5 4 5 5 3 4 5 5 4 Met 2024-06-05 2024 04615490000000 Thermalito Union Elementary 2 4 3 4 3 4 4 4 4 4 4 4 4 4 4 4 0 4 4 3 0 4 4 3 Met Thermalito used the Butte County Office of Education California Standards Implementation Metric of ELA/Literacy, Mathematics, and English Language Development, along with other state standards, which mirror the state measure. 2024-06-27 2024 04733790000000 Pioneer Union Elementary 2 4 4 4 4 3 5 5 5 5 5 4 4 4 4 3 0 3 4 4 0 4 4 4 Met 2024-06-26 2024 04755070000000 Gridley Unified 2 4 4 4 3 3 4 4 4 3 4 4 4 4 3 3 3 3 4 3 3 3 3 3 Met The above numbers reflect the AVERAGE response to the annual staff survey, rounded to the next closest whole number. Analysis of the modal (most commonly selected) level for each, when compared to previous years, shows consistent positivity about ELA. Others have historically swung from year to year. However, this year, the indicators almost all trended in a positive direction as shown in staff perceptions of ELD, Math, and science training which all increased up one full point. This was also seen in indicator 2 for curricular materials - last year, all rated a 3; this year ELA, ELD, and Math moved to 4. In indicator 3 which was also all at level 3 last year, ELA, ELD, and Math perceptions all rose to level 4. In indicator 4, arts and language instruction all rose to level 3 from 2. No scores went down with the exception of identifying the needs of teachers as a whole, which fell to a 3 from 4. The upward trend is believed to be the result of bringing back two fulltime instructional coach positions after a three year absence, the purchase at the end of 2022 of much-needed updated curriculum in math, science, and social studies in the elementary grades, and the hiring of an additional fulltime music teacher specifically to serve elementary grades. A possible explanation for the drop in perception about identifying the needs of teachers as a whole may be due to an increase in administration-driven trainings as opposed to teacher-choice trainings. 2024-06-26 2024 05100580000000 Calaveras County Office of Education 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 3 5 4 4 3 4 4 4 Met 2024-06-24 2024 05100580530154 Mountain Oaks 2 5 1 5 1 1 5 1 5 5 5 5 1 5 4 4 1 5 2 5 4 5 5 5 Met 2024-06-12 2024 05615560000000 Bret Harte Union High 2 5 5 5 4 4 5 5 4 4 4 5 5 5 4 4 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 05615640000000 Calaveras Unified 2 We continue to work to improve students’ mastery of core content standards. This work includes the recent adoption of ELA curriculum (Wonders & StudySync) and the 2022-23 adoption of math curriculum (i-Ready & Carnegie). In conjunction with our adoption of i-Ready curriculum, we are also using i-Ready diagnostic assessments at all grade levels to measure student progress and inform instruction in both math & ELA/reading. The data gathered from these assessments improves our teachers’ ability to provide differentiated support to all students. We have provided ongoing professional development and support for teacher collaboration in these efforts. We continue to provide support for all teacher to increase the rigor, relevance and engagement of our instruction through the implementation of Signature Instructional Practices (Academic Discussion, Formative Assessments and Writing). 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 05615720000000 Mark Twain Union Elementary 2 4 2 3 3 3 4 2 3 3 3 4 2 3 3 3 0 5 5 4 0 4 4 4 Met 2024-06-13 2024 05615800000000 Vallecito Union 2 NA - See LCFF Priority 2 (Option 2) for reporting 4 3 3 2 2 4 3 4 4 3 3 3 4 3 3 1 5 4 2 2 4 3 3 Met VUSD District administrators provided individual scores for the self reflection survey, which were then collected for one composite score. For the coming year the self reflection survey will be presented at a Curriculum and Instruction committee meeting for additional input. 2024-06-19 2024 06100660000000 Colusa County Office of Education 2 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 3 5 5 5 Met 2024-06-18 2024 06615980000000 Colusa Unified 2 4 3 5 5 3 4 5 5 5 3 5 3 5 5 4 5 4 5 4 5 5 5 4 Met 2024-06-24 2024 06616060000000 Maxwell Unified 2 4 3 3 2 3 4 3 4 2 4 4 2 4 2 4 4 4 4 3 4 4 3 3 Met 2024-06-19 2024 06616140000000 Pierce Joint Unified 2 4 3 4 3 4 5 4 4 3 4 5 2 5 3 4 4 3 4 3 3 3 3 3 Met 2024-06-24 2024 06616220000000 Williams Unified 2 4 4 4 3 3 5 5 5 5 5 4 4 4 3 3 5 4 4 4 5 4 4 4 Met 2024-06-18 2024 07100740000000 Contra Costa County Office of Education 2 5 4 5 4 4 5 5 5 5 5 5 4 5 5 5 5 5 4 4 5 5 5 5 Met 2024-06-12 2024 07100740114470 Making Waves Academy 2 3 3 3 2 2 4 4 4 3 3 4 3 4 4 4 3 2 5 3 2 3 3 3 Not Met "This year we partnered with Instructional Partners to increase our impact on mathematics and English language arts instruction. All teachers in English Language Arts, Mathematics, and English Language Development received professional learning for implementing curriculum based on Common Core Standards. All teachers were provided with an instructional coach that observed and provided feedback on a bi-weekly basis. Additionally, teachers were required to complete Week-at-a-Glances (WaaGs, aka. lesson plans) outlining the standards, objectives and activities they intended to cover the upcoming week. Working together, the teacher and coach reviewed the state standards to intentionally support curriculum pacing. Teachers received feedback on their WaaGs from an instructional coach. Teachers were evaluated three times over the course of the year using a rubric based on the TNTP rubric, one domain of which looks at ""Essential Content"" and the degree to which all students are engaged in content aligned to the appropriate standards for their subject and grade." 2024 07100740129528 Caliber: Beta Academy 2 4 4 4 4 3 4 4 4 4 4 4 3 4 4 3 2 2 3 3 2 4 4 3 Met Curriculum selection was guided by alignment with the Common Core. In the Spring of the prior year, teacher leaders and administration worked on scope and sequences, pacing calendars, unit plans. Most of the work around standards and curriculum internalization has occurred within the coach - teacher relationship, with foundations laid during summer professional development. In addition, teachers have monthly or quarterly roll off days, when coverage is provided for the classroom and teaching teams prepare for a new unit, review upcoming standards and analyze the data from the preceding unit. 2024-06-20 2024 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. 3 3 3 2 4 4 3 4 3 4 2 2 2 2 2 3 4 1 5 5 4 3 3 Met 2024-06-13 2024 07100740134114 Contra Costa School of Performing Arts 2 CoCoSPA is using iReady diagnostic assessments three times a year in all grades to review progress toward the standards. We also utilize iReady intervention tools to support success throughout the year. We offer office hours with teachers, coaching support for teachers around curriculum and instruction as well as optional tutoring support. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 Met 2024-06-25 2024 07100740137026 Invictus Academy of Richmond 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 2 3 2 4 3 4 4 4 Met Invictus uses Achievement First curriculum for ELA, Math, and Science. This curriculum is aligned to the Common Core State Standards and Next Gen Science Standards. Invictus invests heavily in professional development for teachers as well. Teachers spend time in August PD internalizing curriculum and use PD time throughout the year to adapt curriculum while maintaining fidelity to the standards. Each Spring, teachers are formally evaluated by leadership and set goals for the following year. The leadership team assesses the needs of the teaching staff as a whole for the following year to inform PD planning. 2024-06-26 2024 07100740730614 Golden Gate Community 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 4 4 4 4 4 4 4 4 Met 2024-06-12 2024 07100740731380 Clayton Valley Charter High 2 5 3 4 4 4 5 3 4 4 4 4 3 4 4 4 5 3 5 3 4 5 5 4 Met Clayton Valley Charter High School has launched a comprehensive Professional Learning plan for the 2022-2023 school year, focused on Universal Design for Learning (UDL) across all classrooms. This initiative aims to enhance educational support for an increasingly diverse student body. Throughout 2023-24, the school refined its Professional Development efforts through a rigorous analysis of qualitative and quantitative metrics, including NWEA MAP, CAASPP, AP results, classroom observations, and instructional coaching cycles. Additionally, in 2023-24, we implemented peer visitations to gather valuable insights from colleagues. The implementation of UDL practices is specifically geared towards narrowing the learning gap among various student subgroups, such as those with IEPs/504s and English Language Learners (ELLs). Clayton Valley Charter High School has bolstered its support framework by bringing on Math, Literacy, and Science coaches. These coaches collaborate with teachers and administrators to ensure the effective and sustainable implementation of state-adopted academic standards. This collaborative effort includes a strong emphasis on standards-based data analysis to facilitate high-quality planning and the delivery of skills-based lessons. 2024-06-12 2024 07100746118368 Manzanita Middle 2 Manzanita Middle has developed a broad goal to support students academically because a strong foundation in ELA and mathematics will help them to be successful in many other areas of need. If the school provides better access to technology, smaller class sizes, progress monitoring assessments, and after school tutoring then English learner, ELA and math local inventory scores will improve, and students will meet or exceed goals on the CAASPP ELA and Math exams. If the school provides programs to support English learners, English Learners will make progress on the ELPAC and attain reclassification. If the school provides curriculum and instructional materials, such as Wheatley, Great Minds: Eureka Math and Lexia, access to standards aligned instructional materials will increase. Finally, if the school provides increased professional development and collaboration opportunities for teachers, the school will be able to hire and retain credentialed instructors. Daily STEAM is integrated into Science instruction, taught by full-time STEAM teacher, with STEAM curriculum and materials provided. A variety of local and state assessment data is utilized to monitor student progress, and teachers receive regular professional development on implementation of curricular materials to address state standards across content areas. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-19 2024 07616300000000 Acalanes Union High 2 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 4 5 4 4 5 5 4 4 Met The AUHSD staff is fully implementing the State’s academic content standards in all content areas. Site administrators, working with faculty leaders, monitor the implementation of the academic standards throughout the school year. Before bringing curriculum materials to the Governing Board for adoption, teachers and administrators engage in a thorough review process to ensure that recommended materials align with academic standards and curriculum frameworks. In partnership with faculty leaders, District administrators provide extensive professional development opportunities that address key areas of growth for teachers. Staff engage in professional development during weekly meetings and collaboration sessions; in addition, the District provides three professional development days during the year and optional professional development days during summer. Over the past three years, professional development has focused on curriculum development, assessment and grading practices, a tiered system of support, and high-quality programming for English learners. An area of focus for the upcoming year will be strengthening Career Technology Education programs. During the 2023-24 school year, staff developed or revised four new courses: Statistics and Data Science, Broadcast Journalism, Spanish for Heritage Speakers, and a revised Ethnic Studies course (graduation requirement). All of these new or revised courses have courses of study that align with relevant state content standards. 2024-06-05 2024 07616480000000 Antioch Unified 2 4 3 4 3 4 5 5 5 5 5 4 3 3 3 3 5 4 5 5 4 4 4 4 Met All content areas have aligned instructional materials. Our ELA and math materials will be reviewed and updated with as the K-8 state adoption list is released and materials are approved for consideration. 2024-06-26 2024 07616480115063 Antioch Charter Academy II 2 The K-8 curriculum is aligned to the Common Core State Standards for English Language Arts and Mathematics. Each teacher has a tracking system to record what Common Core State Standards have been taught. We chose to have each teacher create a tracking/record-keeping system that works best for their level and needs. K-3 students use the Montessori science curriculum, including concepts from the Next Generation Science Standards. 4th - 8th grade science classes align with 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 health 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 Met 2024-06-13 2024 07616480137430 Rocketship Delta Prep 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 07616486115703 Antioch Charter Academy 2 The curriculum for K-8 The K-8 curriculum is aligned to the Common Core State Standards for English Language Arts and Mathematics. Each teacher has a tracking system to record what Common Core State Standards have been taught. We chose to have each teacher create a tracking/record keeping system that works best for their level and needs. K-3 students use the Montessori science curriculum which does include concepts that are from the Next Generation Science Standards. 4th-8th grade science classes are aligned to the Next Generation Science Standards. K-3 students use the Montessori Cultural curriculum which does include concepts that are from the History and the Social Science Standards. The 4th-8th grade students study concepts for the History-Social Science standards. Our school's Graduate Goals share some overlap with the Career Technical Education standards. In 7th or 8th grade students take a trimester long health class aligned to the Health Education Content Standards. Our students have weekly PE, music, art, pottery, and Personal Safety (Shaolin Kempo Karate). There is also a rotating visiting artist that teaches each trimester. That curriculum includes, but is not limited to, dance, drumming, storytelling, interpretive body movement, and improvisational theater. In addition, 4th through 8th grade students are offered multiple elective choices including, art, second language, and STEAM. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 07616550000000 Brentwood Union 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 0 4 4 4 0 5 5 5 Met 2024-06-18 2024 07616630000000 Byron Union Elementary 2 5 3 5 4 3 5 5 5 4 3 4 3 4 4 2 3 3 4 4 2 5 4 4 Met 2024-06-20 2024 07616630130930 Vista Oaks Charter 2 4 4 4 4 4 5 4 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-05-20 2024 07616710000000 Canyon Elementary 2 4 4 5 3 3 5 4 5 5 5 4 4 4 3 3 3 2 3 5 2 2 2 4 Met 2024-06-18 2024 07616970000000 John Swett Unified 2 4 3 3 3 3 4 3 4 3 3 4 4 4 2 2 4 4 4 4 4 4 3 4 Met The District has adopted new language arts materials at the elementary school level which are aligned to the CCSS and to the ELA/ELD framework. New NGSS materials are being implemented at the elementary and middle school levels. We have been implementing our new Social Studies textbook at our high school. 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. 2024-06-26 2024 07617050000000 Knightsen Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-07-24 2024 07617130000000 Lafayette Elementary 2 5 4 5 5 5 5 4 4 4 5 5 4 5 4 5 4 5 4 5 5 5 5 5 Met 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, coaching, and collaboration time with staff. 2024-06-12 2024 07617210000000 Liberty Union High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 4 4 Met 2024-06-18 2024 07617390000000 Martinez Unified 2 5 3 5 5 4 5 3 5 5 5 5 3 5 5 5 4 4 5 5 5 4 4 4 Met 2024-06-24 2024 07617470000000 Moraga Elementary 2 4 4 4 4 4 4 5 5 5 5 5 5 5 4 4 3 4 4 4 4 4 4 4 Met The District has successfully adopted and implemented CA Common Core standards in math and English Language Arts as well as California state standards in history-social science, Next Generation Science Standards, physical education, world language health, and visual and performing arts. Textbooks and materials have been adopted in these core subject areas. For each adoption, professional development is provided by district staff. 2024-06-11 2024 07617540000000 Mt. Diablo 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 Met 2024-06-26 2024 07617540134072 Rocketship Futuro Academy 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 07617546118087 Eagle Peak Montessori 2 Eagle Peak Montessori School chose the Renaissance STAR Test to provide us with individual student progress towards the state standards. We chose this specific assessment tool due to its potential to measure growth over time as well as the data it provides toward specific standards and areas of need for each student. The Renaissance program is also computer-based and allows students to become familiar with an online testing platform. Eagle Peak has adopted and is implementing the Common Core Standards for English/Language Arts, and Mathematics, the Next Generation Science Standards, History standards, Health Education, and Physical Education standards. These are implemented through the use of Montessori curriculum in regard to the academic areas. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 07617620000000 Oakley Union Elementary 2 4 3 2 3 2 4 3 2 3 2 4 3 2 3 2 0 2 3 2 2 3 3 3 Met At Oakley Union Elementary School District, our commitment lies in aligning our curriculum and educational resources with the academic standards set by the State Board. We prioritize the continuous assessment and enhancement of our curriculum, instructional methods, assessments, and educational programs to ensure that every student receives a high-quality education. Engaging our staff in professional development and collaborative learning teams remains a top priority as we strive to enhance our educational practices. Our curriculum not only meets State Standards but also incorporates various digital resources accessible to both teachers and students. We are preparing to update our math materials in line with the recent release of the new Math Framework, pending approval from the California Department of Education for resources aligned with this framework. Additionally, we are exploring options for new Social Studies instructional materials to enrich our curriculum further. To ensure comprehensive access to technology, we equip each classroom with Chromebooks, seamlessly integrating technology into classroom activities. Moreover, we extend learning beyond school hours by allowing parents to check out Chromebooks for their child's use at home. Recognizing the significance of internet access, we provide free pocket WiFi devices for parents to borrow, ensuring that students without internet access at home can effectively utilize online resources and complete assignments. 2024-06-26 2024 07617700000000 Orinda Union 2 5 4 5 4 4 4 4 5 5 5 4 4 5 4 4 2 4 5 5 5 5 5 4 Met Orinda Union School District believes in ongoing and continuous improvement and growth in the area of implementation of standards-aligned curriculum and evidence-based instructional practices. The California Dashboard demonstrates growth in all measured academic areas, with all groups of students achieving in the Green and Blue achievement ranges. Each year, teachers and staff analyze academic achievement data to develop and shape plans for supporting students who have not yet demonstrated proficiency. The District is highly engaged in the work of Professional Learning Communities and supporting staff to examine essential learning standards for each grade level and subject across the district. 2024-06-10 2024 07617880000000 Pittsburg Unified 2 "PUSD uses a variety of forms of evidence to validate the strength of our implementation of State Standards. Board meetings throughout the year include updates on textbook adoptions and related professional development. From our main website http://pittsburgusd.net one can click on ""Board Agenda"" lower left of the district landing page to see current info and to search our archives of Board Docs (magnifying glass upper right of the web page). We also maintain and report to the Board and the community an ""Implementation of State Standards Grid"" that summarizes the current status of adopted curricula in all of our Standards-Based Curricula Areas (e.g., ELA, Math, NGSS, World Languages, etc.). Additionally the Grid summarizes the PD supports we provide for each adopted curricula/standards-based curricula area. The current Grid was presented at the June 17, 2024 LCAP adoption Board meeting. Highlights of additional evidence and status are provided here, as well, for convenience: our standards-based curriculum adoptions are currently up-to-date, including having processes in place for any new adoptions that may be upcoming, to ensure that new adoptions are timely. For example, a new Math adoption was completed in the 2023-24 year and will be rolled out in the 2024-25 school year. Additionally, adoptions and PD and related supports for standards-based instruction are included in our LCAP Goals and Strategies. We also make use of key interim and performance-based common assessments, including iReady ELA and Math; MARS Tasks; Acadience; Early Literacy Observational Assessments that are standards-aligned, etc. We have had significant expansion over the last several years of our AP course- and CTE course/pathway- offerings, summarized in our LCAP. A districtwide professional learning and growth focus has been around the use of Understanding by Design (UbD) in the design of instructional units, transfer goals, and, most recently, learning targets (student-friendly learning targets to help increase agency and ownership for our PUSD learners). Through generous local funding we have maintained a strong commitment in dedicated FTE and curricular investments in the Arts and Music." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 07617960000000 West Contra Costa Unified 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 5 5 5 5 3 2 2 2 Not Met 2024 07617960101477 Leadership Public Schools: Richmond 2 4 4 5 4 4 4 4 4 4 4 5 5 5 5 5 4 5 5 5 4 5 5 5 Met The following academic standards are fully implemented: English Language Arts ELA) – Common Core State Standards for ELA, English Language Development (ELD) (Aligned to Common Core State Standards for ELA), Mathematics – Common Core State Standards for Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education, Health Education Content Standards, Health Education Content Standard, Physical Education Model Content Standards, Visual and Performing Arts, and World Language. Progress in improvements in the implementation of academic standards for English Language Development are due to the implementation of a strong ELD course sequence, network-align professional development using the EL Achieve framework, and the use and monitoring of a state approved curriculum for English Learners. Aligned academic strategies for Science and and addition of labs and field trips have enhanced student's preparation and interest in the sciences. 2024-06-20 2024 07617960110973 Richmond College Preparatory 2 5 4 5 4 4 5 3 5 4 4 4 3 5 3 3 1 4 4 3 1 5 4 4 Not Met 2024 07617960126805 Richmond Charter Academy 2 5 4 5 4 4 4 4 4 4 4 5 5 5 4 4 0 4 4 4 0 5 5 5 Met 2024-06-12 2024 07617960129643 Richmond Charter Elementary-Benito Juarez 2 4 3 4 3 4 4 3 4 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-12 2024 07617960132100 Aspire Richmond Ca. College Preparatory Academy 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-20 2024 07617960132118 Aspire Richmond Technology Academy 2 Not Applicable (See Option 2) 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-20 2024 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. 3 3 3 2 4 4 3 4 3 4 2 2 2 2 2 3 4 1 5 5 4 3 3 Met 2024-06-13 2024 07617960136903 Voices College-Bound Language Academy at West Contra Costa County 2 3 4 3 2 2 5 5 5 2 2 3 4 4 1 1 0 1 1 2 0 3 3 3 Met 2024-06-25 2024 07618040000000 San Ramon Valley Unified 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 4 5 Met 2024-06-18 2024 07618120000000 Walnut Creek Elementary 2 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 0 3 5 5 5 5 4 4 Met 2024-06-03 2024 07773540000000 SBE - John Henry High 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 2 3 5 4 4 4 4 4 Met 2024-06-12 2024 08100820000000 Del Norte County Office of Education 2 N/A 3 3 3 2 3 4 4 4 4 4 4 4 0 3 3 4 0 4 3 4 4 4 4 Met Teachers and administrative staff at Community School have access to the same state-adopted curriculum materials and training as teachers employed by DNUSD. The support they receive is similar to that which is provided to District teachers and administrators. 2024-06-27 2024 08100820830059 Castle Rock 2 N/A 5 4 5 4 5 5 4 5 5 5 4 4 4 4 4 1 4 4 4 4 4 4 4 Met 2024-06-27 2024 08618200000000 Del Norte County Unified 2 N/A 3 3 3 3 3 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 Met The District requires that all students in grades K-8 take trimester assessments to gauge the progress they are making toward mastery of their grade-level content standards. The data resulting from those assessments is used to provide teachers and support staff with the information needed to make decisions about instructional strategies and appropriate (tier 1 and tier 2) interventions. One of the assessments used for this is the “i-Ready” diagnostic test. The District also uses a CAASPP-aligned interim assessment instrument to gauge the extent to which students are successfully mastering the content standards, as well as areas that need further attention. District high school courses have standardized summative exams, which measure the extent to which students have mastered the academic standards in their scheduled courses. Staff who support English Learners are able to provide high-quality training in the BE-GLAD program, which addresses teaching strategies and evidence-based approaches to working with English Learners, in order to help them master academic standards and English learning goals and objectives. Moreover, all District teachers meet (monthly) in grade-level teams to address curriculum planning and instructional strategies, in order to address student mastery of standards based content. 2024-06-27 2024 08618200137729 Uncharted Shores Academy 2 2 2 2 2 2 4 4 4 4 4 2 2 2 2 2 0 5 2 2 0 2 2 2 Met USA has a new administrative team this year who will be developing plans for professional development over the course of the next year. 2024-06-18 2024 09100900000000 El Dorado County Office of Education 2 4 4 4 2 3 4 4 4 2 3 4 4 4 2 3 3 3 5 2 1 4 4 4 Met "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. Financial Literacy, Soft Skills for the Workplace, and YouScience Career Interest software have 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 implemented Dual Enrollment courses in collaboration with Lake Tahoe Community College. The courses are ""College Success"" where five students participated and completed the course, and ""Leave No Trace"" where 13 students participated and completed the course. In addition, LTCC offered an Introduction to Culinary Arts and two students completed this course gaining credit from the Community College and Blue Ridge School. Blue Ridge School also works in collaboration with Probation to implement Community Works," 2024-06-18 2024 09100900123521 Charter Alternative Program (CAP) 2 5 4 4 4 4 5 4 4 4 4 5 4 5 3 3 2 4 4 4 0 5 4 4 Met CAP - 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 and higher-level thinking skills are taught using units based on singular or cross-curricular subject areas. CHSA utilizes 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 iReady assessment system is utilized. Annual stakeholder surveys - 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. 2024-06-18 2024 09100900136036 John Adams Academy - El Dorado Hills 2 4 3 4 3 4 4 4 4 3 5 3 3 3 3 4 0 4 4 4 4 4 3 3 Met 2024-06-27 2024 09100900930123 Charter Community School Home Study Academy 2 4 4 4 4 4 4 4 5 4 5 5 4 5 4 4 3 4 4 4 4 4 4 4 Met 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 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 vulnerable, 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, ensure positive attendance, and 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. 2024-06-18 2024 09100900930131 Rite of Passage 2 5 3 5 3 5 5 3 5 3 5 5 4 5 3 4 3 2 4 1 4 5 5 5 Met Rite of Passage Charter High School serves incarcerated and social service referred youth from across the state of California in 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 occasionally occurs via webinar. During the 23-24 school year, the professional development focused mostly on supplemental curriculum offerings, learning to use new materials, and meeting the needs of the students who we currently serve. All students have access to Odysseyware curriculum as well as supplemental curriculum in mathematics, English, Science, and History. All programs are standards-aligned and staff has been trained to use them. Staff continues to learn about implementing the NGSS. 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. For ongoing PD, staff will continue to attend project-based learning training. 2024-06-18 2024 09618380000000 Buckeye Union Elementary 2 The District measures its implementation of standards by auditing its standards-aligned instructional material adoptions, reviewing professional development activities, and periodically surveying teachers and administrators. The District is in full alignment with the State's English language arts, English language development, mathematics, and Next Generation Science Standards. It is noteworthy that the District was in its second year of implementing new instructional materials in mathematics and provided associated professional development throughout the current year. Additionally, the District piloted English language arts materials and the Board has selected new materials for the coming year. Associated professional development will be provided. Middle school social studies are in full alignment with current State standards and elementary grade levels are in need of updated instructional materials in order to improve 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/1mRUPWA-QIt1APxPjBLPOmTEtq36iA1Tf_2epGSyOvH8/edit?usp=sharing. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 09618380107227 Charter Montessori Valley View Campus 2 The Charter measures its implementation of standards by auditing its standards-aligned instructional material adoptions, reviewing professional development activities, and periodically surveying teachers and administrators. The Charter is in full alignment with the State's English language arts, English language development, mathematics, and Next Generation Science Standards. It is noteworthy that the Charter implemented new instructional materials in mathematics and provided associated professional development throughout the year. Middle school social studies are in full alignment with current State standards and elementary grade levels are in need of updated instructional materials in order to improve 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 Charter'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/1mRUPWA-QIt1APxPjBLPOmTEtq36iA1Tf_2epGSyOvH8/edit?usp=sharing. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 09618380111724 California Montessori Project-Shingle Springs Campus 2 CMP has Curriculum Guides that map back to the California Standards for all of our Montessori lessons and materials. Additionally, based on feedback from the American Montessori Society and the Western Association of Schools and Colleges, CMP convened a group to investigate programs that would allow CMP to track students’ progress in standards mastery and provide a personalized digital learning experience for students. As a result of this work, CMP began using the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment 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 assessments give CMP teachers and school leaders opportunities to come together several times throughout the school year to adjust instruction based on student need. 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. CMP has integrated Curriculum Associates resources into its Montessori Curriculum Guides so that teachers can have access to multiple methods (Montessori material/lesson, Curriculum Associates resource, etc.) to teach the specific standard. ELA: Montessori Albanesi Language Arts Curriculum Scholastic Storyworks Jr. Informational Text Series McGraw Hill SRA Reading Laboratory Instructional Level Spelling Program Handwriting Without Tears Curriculum Associates: i Ready Reading Program & Teacher Toolbox Read Naturally Live Systematic Instruction in Phonological Awareness, Phonics, and Sight (SIPPS) Writing Pathways Keyboarding Without Tears Literary Resources Heggerty Phonemic Awareness WASECA Montessori Phonics Program Scholastic StoryWorks Informational Text Series Literature Circles Novels Historic Literature Novels Houston Montessori Reproducible Materials Math: Montessori Albanesi Math Curriculum Curriculum Associates: iReady Math & Teacher Toolbox Curriculum Associates: Ready Classroom Pearson Digits Math Program Pearson Algebra Pearson Geometry Science: Montessori Science Curriculum: Botany, Zoology, Geography Teacher’s Curriculum Institute: Science Alive! Science SRA Teacher's Curriculum: Science Alive! (Life and Physical Science) 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 Teacher’s Curriculum Institute: 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 Met 2024-06-10 2024 09618380129965 Rising Sun Montessori 2 4 4 4 4 4 5 5 5 5 5 5 4 4 4 4 0 4 4 4 0 5 5 5 Met 2024-06-04 2024 09618380136200 Clarksville Charter 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 4 3 4 5 5 5 4 Met 2024-06-13 2024 09618380137919 Buckeye Union Mandarin Immersion Charter 2 The District measures its implementation of standards by auditing its standards-aligned instructional material adoptions, reviewing professional development activities, and periodically surveying teachers and administrators. The District is in full alignment with the State's English language arts, English language development, mathematics, and Next Generation Science Standards. It is noteworthy that the District was in its second year of implementing new instructional materials in mathematics and provided associated professional development throughout the current year. Additionally, the District piloted English language arts materials and the Board has selected new materials for the coming year. Associated professional development will be provided. Middle school social studies are in full alignment with current State standards and elementary grade levels are in need of updated instructional materials in order to improve 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/1mRUPWA-QIt1APxPjBLPOmTEtq36iA1Tf_2epGSyOvH8/edit?usp=sharing. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 09618380139006 Cottonwood 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-11 2024 09618460000000 Camino Union Elementary 2 5 4 5 4 4 5 4 5 5 4 5 4 5 5 4 2 5 5 3 2 5 5 5 Met Camino Union School District has adopted Benchmark for ELA/ELD and Envision for Math. We have adopted Amplify for NGSS, and use Scott Foresman and other standards-based supplements for History. 2024-06-20 2024 09618460123125 Camino Polytechnic 2 5 4 5 4 4 5 4 5 5 4 5 4 5 5 4 2 5 5 3 2 5 5 5 Met Camino Union School District has adopted Benchmark for ELA/ELD and Envision for Math. We have adopted Amplify for NGSS, and use Scott Foresman and other standards-based supplements for History. 2024-06-20 2024 09618530000000 El Dorado Union High 2 4 3 4 4 4 4 4 4 3 3 4 3 4 3 3 4 5 4 4 4 4 4 4 Met 2024-06-13 2024 09618530930214 Pacific Crest Academy 2 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 4 5 5 5 5 5 Met As an Early College High School, students at PCA benefit from our partnership with Folsom Lake College to access dual enrollment classes in the areas of Visual and Performing Arts, World Language, and CTE. We offer a rotation of these courses so that all students can meet the graduation and/or A-G requirements. We also offer a thriving Internship program where students earn CTE credits through hands on experience in the field. 2024-06-13 2024 09618790000000 Gold Oak Union Elementary 2 GOUSD is using standards based assessment tools provided within our curriculum, as well as district benchmark assessments, and iReady diagnostic assessments to measure and monitor our students' progress and our success toward implementing state academic standards. This data is analyzed frequently throughout the year by administrators and in teacher collaboration sessions to ensure our effective implementation of of the academic standards adopted by the State Board of Education. We chose these measures and tools because they are research based and provide accurate measures of student progress. 4 3 4 3 3 4 3 4 5 4 4 3 4 3 3 1 2 4 2 1 4 3 4 Met GOUSD uses collaboration time to address our focused work on identifying essential standards, pacing, common assessments, and intervention. Collaboration time has primarily been targeted on math through our work with Cal Ed Partners. Teachers have received training in SIPPS and UDL to support student needs. Science is also a priority, as we adopted new materials that are aligned with NGSS this last spring. Our new science curriculum has been received and will be distributed to classrooms this summer. Teachers will be supported with professional development for our new science curriculum this fall. We have built in supports for students with identified needs including EL, Foster Youth, Homeless, Socioeconomically Disadvantaged Students, and Students with Disabilities. We are carefully addressing the need to increase student assessment scores/outcomes with focus and intent through data analysis and progress monitoring. 2024-06-25 2024 09618870000000 Gold Trail Union Elementary 2 5 3 4 5 3 4 4 1 5 3 5 4 1 5 3 1 4 5 5 1 5 5 5 Met GTUSD will be moving forward with adoptions of math in 2024-25 school year. We will move to ELA in the 2025-2026 school year following all Board Policies on adoptions, including inclusive practices for community partner input. We continually strive to meet all requirements and improve the learning environment for all GTUSD students. 2024-06-07 2024 09618950000000 Indian Diggings Elementary 2 5 3 5 4 4 4 3 4 3 3 5 3 5 4 4 3 3 4 4 0 5 5 5 Met Indian Diggings Elementary School District operates a two-room school with an average ADA of 20 students and one certificated employee. Professional development related to the standards is held in multiple venues as needed. All programs are standards-aligned and staff has been trained to use them. Staff continues to learn about implementing ELD in a multi age setting as the district has not had EL students in several years. 2024-04-10 2024 09619030000000 Lake Tahoe Unified 2 4 4 4 4 3 4 4 4 4 3 3 4 4 4 3 4 4 4 3 3 3 3 3 Met 2024-06-27 2024 09619110000000 Latrobe 2 - 5 3 5 4 5 5 0 5 5 5 5 3 5 3 5 3 3 5 3 3 5 5 5 Met NA 2024-06-16 2024 09619290000000 Mother Lode Union Elementary 2 4 4 4 4 4 4 4 2 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-06-12 2024 09619450000000 Pioneer Union 2 4 4 4 2 4 5 5 5 2 4 4 3 4 2 4 4 5 4 4 1 3 3 3 Met 2024-06-13 2024 09619520000000 Placerville Union Elementary 2 5 4 5 4 4 5 5 5 5 4 5 5 5 5 4 2 5 5 5 3 5 5 5 Met 2024-06-09 2024 09619600000000 Pollock Pines Elementary 2 4 4 5 5 3 5 4 5 5 4 4 4 4 4 3 0 4 5 4 0 4 4 4 Met 2024-06-13 2024 09619780000000 Rescue Union Elementary 2 5 4 5 4 4 5 5 5 5 4 5 3 5 4 4 4 5 5 5 5 5 5 5 Met The Rescue Union School District has prioritized the adoption of materials, professional development, instruction, and policies that support effective implementation of the California State Standards. Early on, we trained teachers and para-educators on the new Math and ELA/ELD standards, and when state recommended materials became available, our district was well-poised to review, pilot, and adopt materials that were aligned to the California State Standards. We recognize that ongoing professional development is always needed to ensure that our teachers are best prepared and that our students receive the highest quality instruction. We survey our staff each year to ascertain specific needs. We have also trained staff on the Next Generation Science Standards and the History-Social Science Framework. Elementary teachers have implemented new Science materials and have been trained in the program. Math Teachers are reviewing new Frameworks and connecting them to the CA Standards. We have also adopted policies such as “early release collaboration time” and set aside funds to allow teachers to observe peers and learn through coaching opportunities in an effort to support our teachers as we make these transitions. In response to educational partner feedback, the Rescue Union School District offers world language courses, visual and performing arts electives, and career technical education classes and supports these programs through funding outlined in our LCAP. 2024-06-25 2024 09619860000000 Silver Fork Elementary 2 5 5 5 5 3 5 5 5 5 5 5 5 5 5 4 0 3 5 4 4 4 5 4 Met 2024-06-13 2024 09737830000000 Black Oak Mine Unified 2 4 3 5 3 3 5 4 5 3 3 4 3 5 3 3 4 3 5 4 4 4 4 3 Met Based on our needs, in 2024-2027, we will focus on improving the following systems related to alignment to state standards: Standards alignment and selection of essential standards, further development of formative and summative assessments aligned to essential standards, and targeted interventions based on student proficiency on essential standards. We will also use District wide language arts and math assessments in our Renaissance platform. 2024-06-20 2024 09737830121566 American River Charter 2 4 2 4 4 4 4 3 4 3 3 3 2 3 2 3 3 2 2 3 3 3 2 2 Met 2024-07-09 2024 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 Met 2024-06-20 2024 10101080109991 Crescent View West Public Charter 2 5 5 5 4 5 5 4 4 4 5 4 4 4 4 5 4 5 5 4 3 4 4 4 Met Overall, the school scored at a 4.44, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.32 point growth from last year. We reevaluated our implementation of NGSS and downgraded it to 4. We are partnering with FCSS so that teachers are aligned to NGSS Curriculum as a result of training. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-06-06 2024 10101080111682 Hume Lake Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 4 5 5 4 4 5 5 4 Met 2024-06-17 2024 10101080119628 Big Picture Educational Academy 2 5 4 5 4 4 5 4 5 5 5 4 4 4 3 4 2 4 4 4 3 4 4 4 Met We have continued to implement a system wide approach to coaching 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 continued to conduct professional development for the entire school around growth mindset to increase their comfort with rigorous work and expand the knowledge base around CCSS and differentiation. In addition, we continue our cycle of curriculum adoption to ensure teachers have the most current models for their best practice instruction. 2024-06-27 2024 10101080127514 Kepler Neighborhood 2 5 3 5 3 5 5 3 5 3 5 5 2 5 3 5 0 5 5 5 0 4 4 5 Met 2024-06-18 2024 10101080136291 Career Technical Education Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-11 2024 10101080140186 Clovis Global Academy 2 4 4 4 2 2 5 5 5 3 3 4 4 4 3 3 0 3 4 3 5 5 5 3 Met 2024-06-27 2024 10101086085112 Edison-Bethune Charter Academy 2 5 5 5 5 4 5 5 5 5 5 4 4 4 4 4 0 3 5 4 0 4 4 4 Met EBCA does not offer Career Technical Education, Health Education Content Standards, and World Language. 2024-06-13 2024 10619940000000 Alvina Elementary 2 5 4 5 3 3 5 5 5 5 3 5 5 5 5 5 1 3 3 2 1 4 4 4 Met 2024-06-25 2024 10619946005730 Alvina Elementary Charter 2 5 4 5 3 3 5 5 5 5 3 5 5 5 5 5 1 3 3 2 1 4 4 4 Met 2024-06-25 2024 10620260000000 Big Creek Elementary 2 4 4 4 3 3 4 4 4 4 4 4 4 4 4 4 3 2 3 3 0 5 5 4 Met 2024-06-11 2024 10620420000000 Burrel Union Elementary 2 5 5 4 4 4 5 5 5 4 4 5 5 5 4 4 3 4 5 3 3 5 5 5 Met 2024-06-25 2024 10621090000000 Clay Joint Elementary 2 Students enrolled at Clay School will be supported with excellent conditions of learning. Students will be taught by educators who are appropriately credentialed. The school facilities are well maintained. ALL students (including English Learners, Special Education, Low Income, and homeless/foster students) have access to CCSS-aligned English Language Arts and Math instructional materials, research-based supplemental instructional and Multi-Tiered Systems of Support along with a broad course of instruction (English Language Arts, Math, Science, Social Studies, Music, Art, and Physical Education) in a normal school day. In addition, students in grades 4-8 have access to drama club and to compete in a progressive spelling bee; students in grades 5-8 have access to the band program and festival opportunities as well as honor choir, and students in grades 6-8 have electives such as art, gardening, beginning financing and entrepreneurship as well as access to the competitive sports program. 5 5 5 4 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 1 5 5 5 Met Clay hired two new teachers in 3rd and 7th/8th grade ELA/History during the 2023-2024 school year. 6th and 8th received professional development in integrating ELA/writing with History Social Science. Math support was provided for all Kindergarten through 8th grade specifically around vertical articulation throughout our instructional practices and vocabulary. We offer introductory CTE courses considering we are a K -8 campus with one class per grade for our 6-8 grade students during one elective period. These courses range from public speaking, art, entrepreneurship, beginning finances, gardening, and beginning sports training. Clay’s K-8 teachers participated in site-based Staff Development, with activities that focus on the use of Thinking Maps, Write From the Beginning and Hattie's Visible Learning specifically Teacher Clarity as offered by Corwin. Clay will continue to provide professional development on Amplify and CKLA, Thinking Maps, Teacher Clarity and Success Criteria from CORWIN. Clay School’s professional staff is dedicated to the success of all students as demonstrated by student achievement on formative and summative assessments. This year Clay School was ranked #1 in the 2024 Best Public Elementary School in Fresno County survey by NIche and maintained its number 1 ranking in CAASPP proficiency in both ELA and Math in Fresno County. It is our goal to maintain this level of excellence for the students and community of Clay Joint Elementary. 2024-06-11 2024 10621170000000 Clovis Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met The District continues to research the best available curriculum to meet the needs of its students. The Curriculum, Instruction and Accountability division works with school site administrators and teachers to gather input to help provide the very best and user friendly curriculum resources for teachers and students to use in the classroom. A needs assessment is given to help maintain an equitable refresh cycle of materials based on need, timeline of the release of new state frameworks, and available funding. Textbooks are periodically piloted in our schools and teacher committees are able to provide feedback during adoption cycles. Educational partners are also invited to review materials being considered for adoption as well as already adopted materials. The District also works closely with curriculum providers to make sure we are able to access the most up to date resources within our adopted textbook materials. 2024-06-12 2024 10621170118018 Clovis Online Charter 2 Clovis Online Charter is demonstrating strong performance on the California School Dashboard, with no indicators in the red zone. Our school's success, highlighted by a 93% graduation rate, stems from our focused program that offers rigorous, standards-based courses. We prioritize individualized student plans, maintain daily contact, and provide dedicated teachers, a high-quality curriculum, and comprehensive support for academic, social, emotional, and mental health needs. While there is room for growth when comparing our academic performance to our charter district, our Advanced Placement program excels with a 67% pass rate. Our growing enrollment allows us to tailor our approach to each student, in line with our district motto of nurturing excellence in mind, body, and spirit. Clovis Online has identified two key areas for improvement. First, our College and Career Indicator (CCI) shows lower rates, with 24.7% of students classified as Prepared and 20.2% as Approaching Prepared. Many students enter with credit deficiencies, highlighting the need to focus on college and career readiness alongside graduation rates. We aim to enhance A-G preparedness and develop CTE pathways in collaboration with CUSD alternative education programs. Second, mathematics performance is a concern, with students scoring 73.8 points below standard, placing us in the orange zone. This trend is consistent across all subgroups. Addressing these challenges is essential to ensure Clovis Online continues to thrive and effectively serve its students. 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 2 5 4 2 5 5 5 5 Met 2024-06-12 2024 10621250000000 Coalinga-Huron Unified 2 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 Met 2024-06-25 2024 10621580000000 Fowler Unified 2 4 4 4 3 3 4 4 4 3 3 4 4 4 3 3 3 3 4 4 3 3 3 3 Met 2024-06-12 2024 10621660000000 Fresno Unified 2 5 4 5 3 3 5 4 4 3 4 5 4 4 4 3 4 4 4 3 3 5 5 4 Met 2024-06-20 2024 10621660106740 Aspen Valley Prep Academy 2 5 4 5 3 3 5 5 5 4 4 5 4 5 4 4 0 3 5 4 0 5 5 5 Met 2024-06-27 2024 10621660114355 Sierra Charter 2 "The curriculum at SCS was rewritten by the instructional staff in 2016 to incorporate the new Common Core standards at all grade levels. Each summer the curriculum is revised and updated. ""i-Ready"" is the in-house assessment that is used to track student's progress of the standards and drive additional instruction. Imagine Edgenuity, an online curriculum is used for World Languages. Also, students may attend a local community college for additional courses." 5 5 4 4 4 5 5 5 5 4 5 5 5 5 5 2 3 4 3 3 5 5 5 Met 2024-06-13 2024 10621660114553 University High 2 UHS has chosen multiple measures to track the progress of our students. We use the CAASPP tests, A-G completion rates, PSAT tests and scores, PFT results, as well as AP scores. These assessments 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 four different (A-G approved) science courses over their 3-year program, including two 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 three years of A-G approved social science, four years of A-G approved Visual and Performing Class and three 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. Reportable data thus far: -Class of 2024 A-G rate: 106/110=96.4% -Class of 2024 grad rate: 110/110=100% State test scores, AP scores, etc. have not been released yet. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-06 2024 10621660121533 Morris E. Dailey Charter Elementary 2 4 3 5 5 5 5 3 5 5 4 5 4 5 5 5 4 4 5 5 4 5 4 4 Met Dailey continues to sustain its instructional program through their implementation 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. Additionally, Dailey additional time for staff to review data, frameworks, and plan for instruction collaboratively. Teachers also developed action plans with goals for their student growth. 2024-06-11 2024 10621660133942 Aspen Meadow Public 2 5 3 5 3 3 5 3 5 3 3 5 3 5 3 3 0 2 4 4 0 4 5 4 Met 2024-06-27 2024 10621660140038 Endeavor Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-18 2024 10621660140764 Golden Charter Academy 2 3 3 3 5 3 4 3 4 5 3 4 3 4 5 4 2 3 3 2 0 4 4 4 Met 2024-06-20 2024 10621660140806 Aspen Ridge Public 2 4 3 4 3 4 4 3 4 4 4 4 3 4 3 4 5 4 4 4 4 4 4 4 Met 2024-06-27 2024 10621661030642 School of Unlimited Learning 2 4 3 4 5 4 5 4 5 5 5 4 3 4 4 4 3 5 5 4 4 5 5 5 Met SOUL has chosen multiple measures to track the progress of our students. We use the CAASPP tests, Science, ELA and Math as well as NWEA benchmark scores. These assessments provide significant summative data that tells us how our students are performing compared to students in other schools. The use of NWEA as our internal benchmark helps us track individual student progress through our math and reading curriculum to ensure our school has a successful articulated curriculum. With the Next Generation Science Standards, our school expects students to take and complete three different (A-G approved) science courses. We also ensure Social Science, Visual and Performing Arts and World Language competency by requiring ALL students to take and pass three years of A-G approved social science, one year of A-G approved Visual and Performing Class and two years of a language other than English. Lastly SOUL uses State PFT scores of freshman. 2024-05-21 2024 10621661030840 Carter G. Woodson Public Charter 2 5 4 3 4 4 5 4 3 4 4 5 4 3 4 4 5 5 4 5 4 5 5 5 Met 2024-06-28 2024 10622400000000 Kingsburg Elementary Charter 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 3 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622400113142 Ronald W. Reagan Elementary 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 3 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622400114587 Island Community Day 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 4 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622406006704 Lincoln Elementary 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 4 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622406006712 Roosevelt Elementary 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 3 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622406006720 Washington Elementary 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 3 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622406108328 Rafer Johnson Junior High 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 3 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622406114805 Central Valley Home 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 4 4 4 4 4 3 5 5 5 Met The district continues to provide staff development in the area of integrated and designated ELD. Extra planning time with county office consultants is also embedded into the school year for designated ELD teachers. Next year, our professional development will focus on English Language Arts. The last three years our focus has been on math. Because KECSD is an elementary district, world language classes are not available. 2024-06-11 2024 10622570000000 Kingsburg Joint Union High 2 4 4 4 3 4 4 4 4 3 3 4 3 4 3 3 4 4 3 3 4 4 3 3 Met In comparing data to previous years, the district saw ELD and math be rated as full implementation over all questions. In question 1, progress on providing professional learning, ELA, ELD and History all increased from level 3 to level 4. In reviewing question 2, making instructional materials aligned to standards, ELD saw a level increase to level 4, but History saw a level decrease to level 3. Question 3, implementing policies and procedures, saw increases for both ELA and Math to level 4. When reviewing other adapted academic standards, question 4, CTE, Health, Visual/Performing Arts, and World Language remained at level 4, but PE dropped to level 3. When reviewing question 5, the LEA's success at engaging the following activities, there was mixed results. Identifying the professional learning needs of groups of teachers or staff as a whole remained at level 4. Identifying the professional learning of individual teachers and providing support for teachers in the standards not mastered, dropped to level 3. From other local surveys, teachers/staff report that the district improved on identifying needs of the whole, but remained consistent with individual need and mastery of standards. The results also mentioned that more specific training by department and specific ways to support students is needed for the the coming year. The district plans to base professional development around the request of the teacher/staff. 2024-06-24 2024 10622650000000 Kings Canyon Joint Unified 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 5 5 5 5 5 5 5 5 Met KCUSD remains dedicated in its commitment to fully implement and sustain content and professional learning across various disciplines. KCUSD continues professional learning tailored to integrated English Language Development (ELD) through research-based practices. To bolster classroom support, instructional coaches underwent training in cognitive coaching, with a specific emphasis on aiding elementary and middle school math teachers. A notable addition in 2023-2024 was the assignment of a dedicated instructional coach to support new teachers, complementing the existing practice of assigning mentor teachers to beginners. Capacity building across school sites happens through the Professional Learning Community (PLC) process, serving as the cornerstone for enhancing student achievement and staff capacity. Professional development through district “Leadership Academies” aims to build capacity and guide site leaders through PLC planning for their school sites, fostering continued student achievement through exemplary instruction. School site administrators received comprehensive training to strengthen PLCs, focusing on leadership team capacity building and establishing robust Response to Intervention (RTI) tiers of support. Beginning in 2022-2023, a concerted effort was made to evaluate essential standards and integrate them into the guaranteed and viable curriculum for all grades, a focus that will continue into 2024-2025. 2024-06-11 2024 10622650116640 Kings Canyon Online 2 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met In continued partnership with Kings Canyon Unified School District, Kings Canyon Online School continues to work on the full implementation and sustainability of content and professional learning in the areas of English Language Arts, Math, Career Technical Education, Health Education, Physical Education, Social Sciences, and World Languages. KC Online continues to implement various delivery models to support designated ELD for our EL students and continues to explore intervention strategies for struggling students. The center of all capacity building across school sites in KCUSD, including KCO, is the Professional Learning Community (PLC) process. Through ongoing professional development with administrators, teachers and District leaders, the PLC has become the foundation for growing student achievement and growing the capacity of all staff. The PLC process at KC Online may look different than it does at a traditional brick and mortar school. However, the overall goal remains the same: to increase student achievement through high quality instruction and student support. KC Online administration and teachers are supported in their journey to refine their collaborative team practices and their PLC processes through instructional coach support, teacher and administrator professional development, and district office guidance. 2024-06-11 2024 10622650126292 Reedley Middle College High 2 5 5 5 5 3 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 Met In continued partnership with Kings Canyon Unified School District, Reedley Middle College High School continues to work on the full implementation and sustainability of content and professional learning in the areas of English Language Arts, Math, Career Technical Education, Health Education, Physical Education, and the Social Sciences. RMCHS continues to develop professional learning for integrated ELD with research based instructional routines. The center of all capacity building across school sites in KCUSD, including RMCHS, is the Professional Learning Community (PLC) process. Through ongoing professional development with administrators, teachers and District leaders, the PLC has become the foundation for growing student achievement and capacity of all staff. The overall goal of PLC implementation is to increase student achievement through high quality instruction. In the 2023-2024 school year, additional professional development was provided, concentrated on curriculum development centered on essential standards, assessment development, and ongoing coaching support. Teachers at Reedley Middle College High School participated in collaborative teamwork alongside teachers from Reedley High School. Support for these initiatives is provided through both instructional coach support, teacher and administrator professional development, and district office guidance. 2024-06-11 2024 10622810000000 Laton Joint Unified 2 3 3 3 3 3 3 4 3 4 4 3 2 3 3 3 3 3 5 3 3 4 4 4 Met 2024-06-24 2024 10623230000000 Monroe Elementary 2 4 3 4 4 4 4 4 4 3 4 3 3 3 3 4 0 3 4 4 0 5 5 5 Met 2024-06-13 2024 10623310000000 Orange 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 Met 2024-06-26 2024 10623310137661 California Virtual Academy at Fresno 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-19 2024 10623560000000 Pacific Union Elementary 2 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 0 5 5 3 0 5 5 5 Met Pacific Union is a single school school district serving students in grades TK-8. Students in TK-8 have access to English Language Arts, Math, Social Studies, Visual and Performing Arts, Music, Health/SEL, Science, and Physical Education. Grades 7 and 8 use a rotating elective schedule to provide students with additional instruction in Art, Math, Science, and Technology. Pacific Union has a full-time, credentialed Music teacher who provides instruction in Band for grades 6-8 and Music Education to students in grades TK-5. 2024-06-25 2024 10623640000000 Parlier Unified 2 5 5 4 3 3 5 4 5 3 4 5 4 4 4 4 5 3 4 4 4 4 4 4 Met 2024-06-25 2024 10623720000000 Pine Ridge Elementary 2 5 4 5 5 5 5 4 5 4 5 4 4 4 4 4 0 5 5 5 0 4 4 5 Met 2024-06-19 2024 10623800000000 Raisin City Elementary 2 5 4 5 3 3 5 5 4 4 5 4 4 4 2 2 3 3 3 2 0 4 4 4 Met 2024-06-10 2024 10623800136499 Ambassador Phillip V. Sanchez II Public Charter 2 5 5 5 4 5 4 5 5 4 5 5 4 5 4 5 4 5 5 4 3 4 4 4 Met Overall, the school scored at a 4.44, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.32 point growth from last year. We reevaluated our implementation of NGSS and downgraded it to 4. We are partnering with FCSS so that teachers are aligned to NGSS Curriculum as a result of training. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-06-06 2024 10624140000000 Sanger Unified 2 4 3 4 3 3 5 3 5 5 5 5 4 5 3 4 3 3 5 4 4 4 4 4 Met 2024-06-25 2024 10624146117865 Quail Lake Environmental Charter 2 4 3 4 3 3 5 3 5 5 5 5 4 5 3 4 3 3 5 4 4 4 4 4 Met 2024-06-25 2024 10624146117873 Sanger Academy Charter 2 4 3 4 3 3 5 3 5 5 5 5 4 5 3 4 3 3 5 4 4 4 4 4 Met 2024-06-25 2024 10624300000000 Selma Unified 2 4 4 4 3 3 4 4 4 4 4 3 3 3 2 2 4 3 4 3 3 2 3 3 Met 2024-06-11 2024 10625130000000 Washington Colony Elementary 2 5 4 4 3 3 5 3 5 3 3 4 4 4 3 3 3 3 4 4 2 5 4 4 Met 2024-06-25 2024 10625390000000 West Park Elementary 2 3 3 3 2 2 4 4 4 3 3 3 3 3 2 2 3 3 4 2 2 3 3 3 Met "The 2024 survey of West Park School District teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. Teacher ratings ranged from low to high along the rating scale based on the teacher's years of experience and the grade level or content area of expertise. The overall ratings represent an average of the scores. The overall ratings at the ""Beginning Development"" level indicate areas where attention is needed to improve outcomes for students. One such area is the district's progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to academic standards. Programs may include effective use of teacher collaboration time, focused classroom walkthroughs by instructional leaders, and teacher mentorship opportunities for new teachers or teachers new to their grade level. A strategy implemented this year to achieve this objective is the formation of an Academic Leadership Team comprised of teacher representatives from each grade level. Teacher leaders are an important element in strengthening school improvement efforts. Effective administrators leverage the strengths of their most proficient and well-respected teachers to serve as curricular and instructional experts, models of excellence, and a resource to all teachers. " 2024-06-25 2024 10625396112387 West Park Charter Academy 2 3 2 3 2 2 4 3 4 3 3 2 2 2 2 2 3 3 4 2 2 3 2 2 Met "The 2024 survey of West Park Charter Academy teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. Teacher ratings ranged from low to high along the rating scale based on the teacher's years of experience and the grade level or content area of expertise. The overall ratings represent an average of the scores. The overall ratings at the ""Beginning Development"" level indicate areas where attention is needed to improve outcomes for students. For example, an area that needs attention is the academy's progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the academic standards. At West Park Charter Academy, programs to support staff in identifying areas where they can improve instruction may include professional development, teacher collaboration time, and teacher mentorship opportunities. 2024-25 Local Performance Indicator Self-Reflection for West Park Charter Academy Page 8 of 17 " 2024-06-25 2024 10625470000000 Westside Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 0 5 5 5 Met 2024-06-18 2024 10625470135103 Yosemite Valley Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 4 5 5 5 5 5 Met 2024-06-13 2024 10625470136523 Crescent View South II 2 5 5 5 4 5 4 5 5 4 5 5 4 5 4 5 4 5 5 4 3 4 4 4 Met Overall, the school scored at a 4.44, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.32 point growth from last year. We reevaluated our implementation of NGSS and downgraded it to 4. We are partnering with FCSS so that teachers are aligned to NGSS Curriculum as a result of training. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. In addition, we are using the Solution Tree PLC Model which provides a structured framework for educators to collaborate, focus on student learning, and continuously improve their practice to ensure high levels of achievement for all students. 2024-06-06 2024 10738090000000 Firebaugh-Las Deltas Unified 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 1 3 3 3 Met 2024-06-13 2024 10739650000000 Central Unified 2 4 4 4 3 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-25 2024 10739990000000 Kerman Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 Met KUSD has an ongoing professional development plan that addresses the needs of the staff and individual teachers. Sites schedule PD to meet the needs of their school, while the District organizes PD for topics from which all teachers and paraprofessionals can benefit. Staff surveys are distributed at least once a year to determine which PD staff members feel they need. Workshops and follow-up coaching on integrated ELD for teachers and paraprofessionals are ongoing, as the strategies taught will benefit all subject areas. Each school has an EL site lead. The site leads meet monthly and receive extra training to help teachers refine instructional practices and facilitate student-centered PLC collaboration. 2024-06-20 2024 10751270000000 Mendota Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 10752340000000 Golden Plains Unified 2 4 3 4 2 2 5 3 5 3 2 4 3 4 2 2 2 2 2 2 5 3 3 3 Met 2024-06-18 2024 10752750000000 Sierra Unified 2 3 3 3 3 3 3 4 4 3 3 3 3 3 3 3 3 3 4 3 4 2 3 3 Met Professional development and training in the utilization of materials is provided by the publisher as part of the initial cost of adoptions. Further professional development on aligning instruction with assessments has been requested by staff and will be provided by Fresno County Office of Education. 2024-06-20 2024 10754080000000 Riverdale Joint Unified 2 5 5 3 4 3 5 5 4 4 3 5 5 3 4 3 4 2 4 5 4 4 3 3 Met 2024-06-26 2024 10755980000000 Caruthers Unified 2 5 5 5 4 4 5 5 5 4 4 5 4 5 4 4 4 3 5 4 3 5 5 4 Met 2024-07-22 2024 10767780000000 Washington Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 10767781030774 W.E.B. DuBois Public Charter 2 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 5 4 4 4 4 5 5 5 Met 2024-06-28 2024 11101160000000 Glenn County Office of Education 2 4 3 4 2 2 4 4 4 2 2 3 3 3 2 2 5 5 5 3 2 5 5 5 Met 2024-06-28 2024 11101160124909 Walden Academy 2 4 4 4 3 3 4 4 4 3 2 4 4 4 2 2 2 2 3 3 0 4 3 2 Met 2024-06-25 2024 11101160130724 Success One! 2 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met Success One! Charter School’s program of instruction utilizes an extensive set of standards and competencies to guide curriculum and instruction that was developed and adapted in alignment with the California Common Core State Standards for grades 9-12, California English Language Development Standards, Workforce Innovation and Opportunity Act, and Western Association of School and Colleges to meet the needs of diverse learners, including underrepresented students, English Language Learners, Foster students, Homeless students and students with disabilities. Also, to meet the needs of all the students, Success One!, as a dependent charter of the Glenn County Office of Education, receives the support and services of all the different departments within GCOE, Student Services for Special Education, Foster Youth Services and Homeless Education, etc. Additionally, Success One!’s high school continues to offer UC A-G Approved College Preparation Courses that allow our students to successfully transition to postsecondary education.This reaffirms the commitment of the school to provide quality education. Lastly, Success One! offers career Technical Education (CTE) programs and pathways that enable students to graduate from Success One! not only with their high school diploma but also with the knowledge, skills, training, and certifications necessary to start their careers and become self-sufficient members of society. 2024-06-28 2024 11101161130103 William Finch 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 5 4 3 4 4 4 4 4 Met 2024-06-28 2024 11625540000000 Capay Joint Union Elementary 2 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 Met 2024-06-26 2024 11625960000000 Lake Elementary 2 4 3 4 4 3 4 4 5 4 4 4 3 3 3 3 3 3 4 3 2 4 4 4 Met 2024-06-25 2024 11625960139550 Lake View Charter 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 4 3 4 5 5 5 4 Met 2024-06-12 2024 11626380000000 Plaza Elementary 2 4 4 3 3 3 5 5 1 4 1 4 2 1 2 2 3 4 2 2 0 4 4 4 Met 2024-06-20 2024 11626460000000 Princeton Joint Unified 2 4 4 3 3 3 5 5 4 3 4 3 3 3 3 3 5 5 5 5 5 4 4 3 Met 2024-06-27 2024 11626530000000 Stony Creek Joint Unified 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 educational partners and the public through the Dashboard. 4 1 4 3 2 5 1 4 4 2 4 1 3 3 2 2 4 4 2 2 4 3 3 Met 2024-06-20 2024 11626610000000 Willows Unified 2 4 3 3 3 3 4 2 3 4 4 3 2 3 3 3 4 4 4 3 3 3 3 3 Met Willows Unified School District (WUSD) has achieved significant progress with the adoption of the K-5 History/Social Studies curriculum in 2022 and the NGSS Science curriculum for K-8 in 2023. The adoption process, along with ongoing professional development focused on alignment, implementation, and program planning, will continue to support our growth in adhering to current state standards and frameworks. Additionally, updates and curriculum adoptions for the high school foreign language program (grades 9-12) have been strengthened by the adoption of the Senderos program last Fall, despite maintaining a limited World Language program. The introduction of the Educator Effectiveness Block Grant, combined with site-based PLC work, will further enhance professional development efforts. These efforts will concentrate on vertical alignment, effective standards-aligned instructional practices, strategies to accelerate learning, Universal Design for Learning (UDL), and research-based best instructional practices for educational programs targeting at-risk pupils. Furthermore, programs and strategies aimed at increasing language acquisition for English Learners (EL) will be a continued focus. 2024-06-13 2024 11754810000000 Orland Joint Unified 2 4 4 4 3 4 4 4 4 3 4 3 3 3 3 3 4 4 4 4 4 4 4 2 Met 2024-06-26 2024 11765620000000 Hamilton Unified 2 5 5 5 4 5 5 5 5 4 4 5 5 5 4 4 4 5 5 2 5 5 4 4 Met N/A 2024-06-26 2024 12101240000000 Humboldt County Office of Education 2 4 4 4 4 4 5 5 4 1 4 5 5 4 4 5 3 4 4 3 3 4 4 4 Met 2024-06-12 2024 12101240134163 Northcoast Preparatory and Performing Arts Academy 2 5 5 4 4 5 5 5 4 4 5 5 5 4 4 4 0 4 4 5 5 5 5 5 Met 2024-06-05 2024 12101240137364 Northern United - Humboldt Charter 2 4 4 4 4 4 5 5 5 4 5 5 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-27 2024 12101246008221 Agnes J. Johnson Charter 2 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 4 4 3 4 4 4 Met Agnes J. Johnson Charter School (“AJJCS”) takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. In grades 2 - 8, teachers administer the Renaissance STAR tests in Reading and Math every month to assess students' progress toward mastery of the Common Core State Standards. In grades K-1, teachers administer the Renaissance STAR tests in Reading and Math three times per year. The Charter School selected this assessment since it is nationally normed, verifiable data, and provides in depth data reports that teachers can use to drive instruction and are easy for parents to read and understand. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our students in grades 5, 7, and 9 are assessed on the California Physical Fitness Test requirements. Our students in grades 3-8 and 11 are assessed on the state CAASPP test called SBAC in English Language Arts and Math, and our students in grades 5, 8, and 11 on the CAST in Science. 2024-06-27 2024 12626790000000 Arcata Elementary 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 4 2 3 3 3 Met The State Standards Implementation Reflection Tool indicates general progress in State Standards implementation. It is to be expected that some subject areas are further along in the implementation process due to the timing of various state adoptions and transitions to new state standards in some subject areas. Continued implementation 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 - implementation survey, student progress indicators, standards aligned instructional materials (Math, ELA, and ELD), and professional development logs. In order to better serve all District students, the ASD continues to implement actions/services related to implementation of the State Standards. 2024-06-18 2024 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. The scope and sequence documents also capture science and social studies standards that are connected with language arts in units of study. 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 with more individualized plans that meet the students learning needs. Services are provide both in and out of the classroom to support the students path to multilingualism. Grade level standards are accessed by providing specifically designed lessons to target the students individual needs. Mathematics is taught in Spanish by using Origo Slate Stepping Stones, a curriculum that is based on the Common Core State Standards. While California did not adopt this curriculum, it has been adopted in multiple other states including Texas where there are a large number of bilingual education programs. Students also benefit from educational software that supports their learning in mathematics. Teachers use Mystery Science to teach the Next Generation Science Standards (NGSS). Mystery Science offers lesson materials in English and Spanish and come with videos, worksheets and materials lists for hands on discovery learning lessons. In addition, teachers have developed units of study using a variety of curricular resources that teach the NGSS. In an area such as Arcata we have a diverse ecological landscape that offers many opportunities to further this practice. These resources include a school garden curriculum, a phenology garden curriculum, iNaturalist and more local tools that directly connect to NGSS learning targets. In fifth grade the teacher has adapted lessons created to teach NGSS in the practice of Traditional Ecological Knowledge so that they can be taught in Spanish. As a school that values visual and performing arts we have the tradition of holding an annual school readers theater performance. Each grade takes part in learning a song, creating a costume, and then performing on the big stage with lights and sound. The performance is often magical, but the preparations for the event are where the learning happens. While this is a once a year event, lessons that incorporate song, movement and art are a regular part of student instruction. The students use this culminating event to show off all they have learned. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 12626790111708 Union Street Charter 2 Union Street Charter implements standards in ways that are compatible with the mission and vision of the charter and the highly successful curriculum practices of past years. USC administers/monitors state standardized tests (CAASPP, Physical Fitness & science grade 5), DIBELS Reading Screening, M Class math and other measures of student progress and achievement are used to track academic growth. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 12626790137653 Redwood Coast Montessori 2 3 3 3 3 2 4 4 4 3 3 4 4 3 3 3 3 3 3 4 3 3 3 2 Met 2024-06-20 2024 12626796120562 Coastal Grove Charter 2 5 4 5 4 5 5 5 5 3 4 5 4 5 4 4 0 5 5 5 5 4 4 3 Met 2024-06-24 2024 12626870000000 Northern Humboldt Union High 2 3 3 3 3 3 5 5 5 5 5 3 3 3 3 3 4 3 3 4 4 4 4 3 Met As an action in our new LCAP, all departments will be co-creating updated Curriculum & Instruction Plans for each class in our catalog over the next few years. We are confident this work will improve our ability to fully implement and sustain the delivery of academic standards adopted by the state board. We acknowledge that our previous data collection method, which relied on a survey, had several limitations that may have impacted the accuracy of our findings. Upon reflection, we have identified three key areas where the survey methodology could be improved. First, the survey asked respondents to report on items that may have been outside their area of expertise, department, or direct responsibilities. Second, the language used in the survey questions was at times unclear, overly vague, and open to misinterpretation. Finally, the participation rate for the survey was below 50% of the total population polled, which may have led to a less representative sample. Moving forward, we are committed to refining our data collection processes to ensure that we gather accurate, relevant, and actionable information. Our team is actively working on developing a more targeted and user-friendly survey instrument, as well as exploring alternative methods to complement the survey data. We are confident that these improvements will enable us to better assess and report on our progress in implementing the state board's academic standards. 2024-06-20 2024 12626870107110 Six Rivers Charter High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 Met "In general Six Rivers oscillates between ""full implementation"" and ""full implementation and sustainability."" Goal 1 is the academic goal of the Six Rivers LCAP. The continuation of infusing Universal Design for Learning into a Multidisciplinary curriculum 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 Multidisciplinary Curriculum. In addition, staff will identify and implement effective instructional strategies and practices to be utilized by teachers to ensure CCSS are being adhered to. Tutoring, Instructional Aides, and academic advising will be provided to students in need. The Special Education Plan (SEP) includes increased use of interim assessments to help improve the CAASPP scores. We will implement the use of Universal Screeners in 9th-11th grade to help monitor student progress towards this goal. Moving forward, we are committed to refining our data collection processes to ensure that we gather accurate, relevant, and actionable information. Our district wide team is actively working on developing a more targeted and user-friendly survey instrument, as well as exploring alternative methods to complement the survey data. We are confident that these improvements will enable us to better assess and report on our progress in implementing the state board's academic standards." 2024-06-20 2024 12626870124263 Laurel Tree Charter 2 4 2 3 3 3 4 2 4 4 4 4 2 4 3 3 1 2 3 4 3 4 4 3 Met 2024-06-25 2024 12626950000000 Big Lagoon Union Elementary 2 3 3 3 3 2 3 3 3 4 3 2 2 3 2 2 2 2 2 3 3 2 2 2 Met 2024-06-13 2024 12627030000000 Blue Lake Union Elementary 2 4 4 5 5 4 5 5 5 5 5 5 5 5 4 5 0 4 5 5 3 4 4 4 Met 2024-06-26 2024 12627290000000 Bridgeville Elementary 2 4 4 5 4 4 5 5 5 5 5 5 5 5 5 5 1 4 4 5 2 5 5 5 Met The District is focused on providing academic support for the teaching staff in all areas by bringing outside support to the school site and encouraging and providing the necessary resources to allow staff to attend trainings off campus. This has required a significant commitment of resources due to the remote location of the school district and demonstrates the School Board's commitment to continuous improvement. 2024-06-11 2024 12627370000000 Cuddeback Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 3 3 3 2 5 5 5 Met 2024-06-26 2024 12627450000000 Cutten Elementary 2 4 3 5 3 3 5 5 5 3 4 5 3 5 5 4 3 5 5 5 0 5 5 5 Met 2024-06-25 2024 12627940000000 Fieldbrook Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-10 2024 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 Met 2024-06-12 2024 12628280000000 Freshwater Elementary 2 4 4 5 3 3 4 4 5 3 3 4 4 4 3 3 3 4 4 4 2 4 3 3 Met 2024-06-17 2024 12628286116289 Freshwater Charter Middle 2 4 4 5 3 3 4 4 5 3 3 4 4 4 3 3 3 4 4 4 2 4 3 3 Met 2024-06-17 2024 12628360000000 Garfield Elementary 2 4 1 4 4 4 4 2 4 4 4 4 1 4 4 4 2 3 4 4 2 4 4 4 Met Garfield School District does not currently have any ELD students. Career and Technical Model Curriculum standards are for Grades 7-12. 2024-06-06 2024 12628510000000 Green Point Elementary 2 3 1 3 3 2 3 1 3 3 2 2 1 3 3 2 2 2 3 3 1 4 4 3 Met 2024-06-27 2024 12628850000000 Hydesville Elementary 2 4 4 4 4 2 4 3 5 4 2 2 2 2 2 3 2 2 3 4 1 2 3 3 Met 2024-06-24 2024 12628930000000 Jacoby Creek Elementary 2 5 4 5 5 5 5 4 5 4 5 5 4 5 4 5 4 4 4 4 4 5 5 5 Met 2024-06-12 2024 12629010000000 Klamath-Trinity Joint Unified 2 4 5 3 2 2 4 4 3 2 2 4 1 2 2 2 3 3 4 4 2 2 1 2 Met 2024-06-28 2024 12629190000000 Kneeland Elementary 2 4 4 4 3 3 5 5 4 4 4 4 4 4 4 4 0 4 5 5 0 4 5 4 Met 2024-06-03 2024 12629270000000 Loleta Union Elementary 2 4 4 3 3 3 5 4 4 3 3 3 3 3 2 2 0 3 2 2 2 3 3 3 Met 2024-06-27 2024 12629350000000 Maple Creek Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 3 4 0 4 5 4 Met 2024-06-14 2024 12629500000000 McKinleyville Union Elementary 2 MUSD uses teacher input and benchmark assessments to track implementation of state academic standards adopted by the State Board of Education. The district chose benchmark measures such as DIBELS to provide data to guide instruction and interventions. Overall, the district has made progress in implementing the standards using driven discussion that focus on evidence based strategy implementation. Teacher input shows that teaching staff feel we are most successful at providing standards aligned materials and support for teachers as a whole. Teacher input indicates that implementation of Social Science and Science standards are an area of growth at the elementary sites and that identification of individual teacher's needs for standard implementation needs attention. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-10 2024 12629680000000 Orick Elementary 2 Staff was given the opportunity to complete several surveys soliciting input on implementation of state academic standards, the results of which are synthesized below. Orick School does not have English Learners at this time. The teacher turnover in our primary classroom and small data collection influences ratings substantially year to year. Professional Learning: All areas are in either full or initial implementation, with the exception of history social science and NGSS (science). Those areas are in the beginning implementation phase. Materials Available: NGSS (science) was explored this year, with a focus on open education resources. HSS (history/social science) will be adopted and implemented in the 24/25 year. All areas were indicated at least in the initial implementation phase. Support for Improvement: HSS (history/social science) is the content area that needs to be updated based on current content standards. Math and ELA are in full or initial implementation status. Implementation of Other Adopted Standards: All areas are in the initial implementation phase, foreign language and career technical are in the exploration phase. Identifying Areas of Needed Support: All areas are in full implementation status. Staff feels supported in receiving professional development and learning opportunities. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 12629760000000 Pacific Union Elementary 2 4 4 4 2 3 5 5 5 2 4 4 4 2 3 4 1 2 4 4 1 4 4 4 Met 2024-06-14 2024 12629760115154 Trillium Charter 2 5 5 5 4 4 5 5 5 5 4 5 5 5 5 5 0 4 5 4 0 5 5 5 Met 2024-06-25 2024 12629840000000 Peninsula Union 2 Following our Williams Review in fall of 2022, Peninsula staff conducted an inventory, assessment, curriculum piloting, and assessing process, and recommended new and existing curriculum for board adoption. ELA was completed first, with demonstrable sufficiency for all students in all grades. Math was next with measurable material sufficiency for all students in all grades. Finally, we piloted, assessed, and adopted new science curriculum for all students in all grades, which was ordered in June of 2023 to start this school year with sufficiency for all students in all grades. In 2023-2024, instructors have been growing their proficiency with the new curriculum materials, working together in collaborative time to share best practices, and attending professional development sessions, particularly in literacy instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 12630080000000 Rio Dell Elementary 2 5 4 4 4 4 4 4 5 3 5 4 4 4 4 4 4 4 4 4 3 4 4 5 Met 2024-06-27 2024 12630240000000 Scotia Union Elementary 2 5 4 5 4 5 5 5 5 5 5 5 5 5 5 5 3 5 5 4 3 5 5 5 Met 2024-06-20 2024 12630320000000 South Bay Union Elementary 2 4 3 2 3 3 4 4 3 4 4 3 4 3 4 4 1 3 4 4 1 4 4 3 Met 2024-06-26 2024 12630320111203 Alder Grove Charter School 2 2 4 3 4 4 3 4 3 4 3 3 4 3 4 3 4 4 4 3 3 4 3 4 4 Met 2024-06-11 2024 12630320124289 South Bay Charter 2 4 3 3 4 4 4 4 4 4 4 4 4 4 4 4 1 4 4 4 1 4 4 3 Met 2024-06-26 2024 12630400000000 Southern Humboldt Joint Unified 2 The following measures were taken through teacher surveys to rate the district's progress in: -providing professional learning for teachers on State Standards -providing standards-aligned instructional materials -supporting Staff in personal goals for continuous improvement of standards-based instruction -implementing other adopted academic standards -engaging in professional learning activities with teachers and school administrators These were based on all of the following standards based materials: 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 3 3 3 3 2 3 3 4 3 3 3 3 3 3 2 4 2 3 2 2 3 2 2 Met 2024-06-28 2024 12630570000000 Trinidad Union Elementary 2 4 4 4 4 5 5 5 5 5 5 4 4 4 4 4 0 4 3 5 3 5 4 4 Met 2024-06-24 2024 12753740000000 Ferndale Unified 2 4 3 4 5 3 4 4 5 5 2 5 4 5 5 2 4 4 4 2 4 3 3 3 Met 2024-06-20 2024 12753820000000 Mattole Unified 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-18 2024 12755150000000 Eureka City Schools 2 4 4 3 3 3 4 4 5 3 5 4 4 3 3 3 4 4 4 4 4 4 3 3 Met Year one of Amplify Core Knowledge Language Arts for elementary was in the 2023-24 school year; extensive professional development was offered to all elementary grade level teams, reading intervention teachers, and education specialists by Amplify trainers and the district Literacy Instructional Coach. Year two of Teacher Clarity professional development occurred in 2023-24, focusing on going deeper and sustaining best teaching strategies and lesson design. The work was supported by 6x6 walks by principals visiting six classrooms and interviewing six students for a total of 36 interviews per week, a variety of professional development workshops during PD days, optional teacher academies, and a three-day series of PD for 2nd-12th grade teachers in year 3-7 focused on instructional strategies and lesson design which was supported by CARE and Instructional Coaches. ECS offers a broad course of study that includes meeting all education codes and district board policies for graduation. Arts and music are taught at the elementary level, along with a wide variety of electives at the secondary level in both visual and performing arts and career technical education. 2024-06-27 2024 12755151230150 Pacific View Charter 2.0 2 4 4 3 4 4 4 4 4 5 5 5 3 5 4 4 4 4 4 4 3 5 5 4 Met "According to the 2023-2024 Data, the school is fully implementing all academic measures except world language standard implementation, ELD standard alignment, and professional learning for math. Those respected measures all received an initial implementation rating. Pacific View Charter had growth in ""Success at managing professional learning for staff and teachers.""" 2024-06-18 2024 12768020000000 Fortuna Elementary 2 4 4 4 3 3 4 4 3 3 3 3 3 3 3 3 1 4 4 3 1 3 3 3 Met Although the District has board-adopted math curriculum at all sites, the District chose to pilot new math programs during the 23-24 school year. These pilots will continue during the 24-25 school year. The district's CAASPP math scores have not improved, and with the adoption of a new math framework in California, this is an excellent time to adopt a new curriculum based on the new framework from the state. The District will work to improve feedback to teachers and provide more opportunities for teachers to learn from each other, such as instructional rounds and directed collaboration time focused on improving standards-based instruction and experiences for students overall. 2024-06-11 2024 12768020124164 Redwood Preparatory Charter 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 4 4 4 3 5 5 4 Met 2024-06-18 2024 13101320000000 Imperial County Office of Education 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 4 4 5 5 5 5 Met • ELA: All teachers participated in SAVVAS and SAVVAS Realize professional development and collaboration to discuss the scope and sequence of the ELA curriculum, ensuring implementation of the program, administration of assessments, and students’ participation in formal essay writing. Teachers share strategies and best practices in the implementation of the standards-based program. • History-Social Science: All teachers participated in SAVVAS History-Social Science Collaborative Instructional Planning during the summer session. Teachers worked with Brian Giddens, Educational Consultant in US History, World History, Government, and Economics. • Math: The Agile Mind curriculum was adopted and purchased this school year. All teachers received mathematics professional development throughout the school year. Am Norgren, Agile Mind professional consultant, regularly met with our teachers and administrators. Teachers also had the opportunity to collaborate with school district teachers to deepen educators’ capacity and exchange ideas. • SBAC Interim Assessments: Teachers continue to utilize the item specifications from the CAASPP system to align instruction to the state assessments. Teachers continue reviewing the blueprints in ELA and Math to prioritize instruction. 2024-06-24 2024 13101320134379 Imperial Pathways Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 3 4 5 4 4 Met Imperial Pathways Charter School would like to require students to take a Financial Literacy course and at least one course in the Visual and Performing Arts, in addition to their mandated 135 credit completion. We are currently gathering feedback and input regarding these potential requirements for feasibility from educational partners. 2024-06-24 2024 13630730000000 Brawley Elementary 2 4 4 4 3 3 4 4 4 3 3 4 4 4 3 3 2 3 3 2 2 3 3 3 Met 2024-06-27 2024 13630810000000 Brawley Union High 2 4 5 3 4 5 5 5 3 4 5 5 5 3 4 5 4 4 4 4 4 4 4 4 Met 2024-06-26 2024 13630990000000 Calexico Unified 2 4 4 4 3 3 4 4 4 4 4 4 3 4 3 3 4 3 3 2 4 3 3 3 Met • The primary areas of focus for staff development fall under the District’s Instructional Goals (Critical Thinking/Problem Solving, Ability to Apply Knowledge Across Disciplines, and Growth Mindset) and Educational Services Goals (Tier 1 Instruction, All Students Reading by 3rd Grade, & Elementary Reclassification). • Teachers have the most recent state-adopted materials in all content areas. Training is provided for newly adopted curriculum and/or new frameworks. • AVID strategies and technology are implemented districtwide. • We continue to refine standards alignment, district common assessments, data collection, data reflection sessions, and diagnostic assessments to determine instructional needs. Site and district administrators conduct classroom learning walks. • Professional development is delivered through release time for teachers. Two districtwide days are focused on curriculum alignment. Teachers are released to attend pre-approved workshops aligned to the District’s goals, with the expectation of disseminating their findings through instructional networking. Content-specific training may also be requested. • Teachers are supported through ongoing coaching by instructional coaches. • The District has established a common language, conducts surveys, and uses protocols for site observations to provide support and plan future training. • The District will provide support in the implementation of academic standards in health education and visual and performing arts. 2024-06-27 2024 13631070000000 Calipatria Unified 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 3 4 4 3 4 4 4 Met 2024-06-24 2024 13631150000000 Central Union High 2 4 3 3 3 3 4 4 4 4 4 4 3 3 3 3 5 4 4 4 4 4 4 3 Met While CUHSD has provided Designated and Integrated ELD training to teachers in the 22-23 school year with follow up in the 23-24 school year, we recognize the continued need to train and support both veteran and new teachers with regard to language acquisition, development, and support. We have hired two additional Instructional Coaches for the 24-25 school year to support our teachers in both language needs and inclusion/accessibility and we have partnered with both ICOE and WestEd for training in these areas. We have also heard from department chairs that there is a need to revisit frameworks, standards, and state assessment blueprints, in this post-pandemic era, to ensure that our curriculum and instruction are meeting grade level expectations and student needs. Additionally, we are continuing with our Teacher Clarity training and monitoring for ensuring that there is strategic lesson planning taking place and that both staff and students are aware of and working toward purposeful, grade appropriate learning targets (with identified success criteria that are gauged through instruction). We will also roll out the administration of the NWEA Map Growth assessment (in both ELA and math) with grades 9-11 to give us baseline and progress data with which we can make improved, strategic instructional decisions and monitor student growth throughout the year to better meet identified student needs. 2024-06-25 2024 13631230000000 El Centro Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 1 1 3 5 5 5 5 Met The district has adopted a new State Standards aligned English Language Arts and English Language Development curriculum with initial implementation in August 2024. The district has adopted a new state standards aligned Spanish World Language curriculum with initial implementation in August 2024. The district adopted a State Standards aligned mathematics curriculum with initial implementation in August 2014. The district extended this adoption in 2021 until June 2025 due to the disruption to the state adoption cycle by the COVID-19 Pandemic The district adopted a State Standards aligned History/Social Science with initial implementation in August 2019. The district adopted PITSCO Mission Labs aligned to State Standards (NGSS) for grades 3-6 for initial implementation during the 2022-23 school year. Science Studies Weekly was adopted for grades K-2 and District FOSS Science Kits for grades 7 & 8. The district continues to support teachers and site administrators in implementation and extended learning through Instructional Coaches at each site, districtwide PLTs and department collaboration meetings, Math and Reading Foundation Grade Level Specific training for teachers, site visits, collaborative time, and support from our District English Learner Resource Teacher. 2024-06-25 2024 13631230118455 Ballington Academy for the Arts and Sciences 2 !00% of Ballington Academy's implemented core curriculum is academic standards aligned 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 5 5 0 5 5 5 Met 2024-05-21 2024 13631230122663 Imperial Valley Home School Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 1 1 1 1 1 5 5 5 Met Imperial Valley Home School Academy is a dependent charter school that supports parents with schooling their children at home. Instruction takes place in the home with parents as the teachers. The school supports instruction by providing the curriculum and lessons, and voluntary enrichment and support lessons provided at the academy location. The school uses the district’s newly adopted State Standards aligned English-Language Arts and English Language Development curriculum in June 2024 that will be implemented in August 2024. The school uses the district adopted State Standards aligned mathematics curriculum with initial implementation in August 2014. 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. 2024-06-25 2024 13631310000000 Heber Elementary 2 4 3 4 3 3 4 4 4 3 3 4 4 4 3 3 3 3 3 2 2 4 4 4 Met The district is taking proactive steps toward enhancing its educational offerings. Currently, the district is moving towards embracing innovative math and language arts curricula, slated for adoption in the upcoming school years. Additionally, there's a commitment to maintaining and enhancing the Career Technical Education curriculum for 7th and 8th graders, ensuring broader access and continuous improvement. Furthermore, the district remains dedicated to enriching students' experiences through visual and performing arts, as well as world language classes at the Jr. High level. It's also expanding extracurricular opportunities with a music and arts program spanning Kindergarten through 8th grade. Looking ahead, the district is actively exploring the introduction of a dual-language program for lower grades in the next academic year, underscoring its commitment to providing diverse and comprehensive educational pathways for all students. 2024-06-17 2024 13631490000000 Holtville Unified 2 4 3 4 3 3 4 3 4 3 3 4 3 4 3 3 3 3 4 3 3 3 3 3 Met 2024-06-20 2024 13631640000000 Imperial Unified 2 3 3 3 3 3 5 4 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 Met 2024-06-27 2024 13631720000000 Magnolia Union Elementary 2 4 2 4 3 4 5 3 4 4 4 5 3 5 5 5 2 4 4 3 2 4 4 3 Met 2024-06-18 2024 13631800000000 McCabe Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 1 5 5 5 Met 2024-06-18 2024 13631980000000 Meadows Union 2 4 3 4 3 3 4 3 4 4 4 3 3 3 3 3 3 2 3 2 1 3 3 3 Met 2024-06-25 2024 13632060000000 Mulberry Elementary 2 5 5 5 4 5 5 5 5 4 5 5 4 5 4 5 0 4 4 3 3 4 4 4 Met 2024-06-12 2024 13632140000000 San Pasqual Valley Unified 2 Student engagement through structured academic talk has been a focus area for SPVE. Professional development was provided at the beginning of the school year and teachers have worked to infuse talk protocols into each subject area to enhance the language learning for all students. Although SPVE has had the same language arts materials for more than 8 years, teachers and the principal are finding the current adoption insufficient for meeting the needs of our learners. We have found the materials lacking in tools necessary for supporting teachers as they work to implement the science of reading for foundational reading skills and beyond. In 23-24, SPVE staff worked with new social studies materials. Our dashboard data shows that we are not making adequate progress in the development of language with our ELs. We have begun professional development to learn more about the ELD standards, how English works, and strategies that support language development during integrated and designated ELD time. IXL/STAR will be utilized to close the gaps in achievement and enrich those students who are performing at or above standard. IXL will be utilized during the instructional day and after school. STAR will be utilized grades 3-12 for district assessment and calibration. Contract for high school course audit review and master schedule design which allows students to enroll in A-G approved courses throughout their high school career. High School Math, ELA, and ELD Departments will receive coaching and lesson study for certificated staff and ELD paraprofessionals. The Middle School staff, the Elementary, and High School will continue to implement STEM related projects and workshops. These STEM projects will occur in STEM classes, ASES, and in math/science classes at the High School Level. These activities increase access to STEM for students to support STEM/CTE related opportunities post-secondary. The high school presently has FFA, Computers and Robotics. The Middle School has STEM within the curriculum and they have a computer class. At the middle school level credentialing makes it challenging to offer STEM specific classes. To improve College/Career Indicator, math scores at the middle school, and the graduation rate, we are strengthening our math instruction at the middle school to have a single subject math teacher. Then we are implementing support courses within the master schedule at the high school, in addition to tutoring and intervention throughout the day. The Middle School Single Subject Math teacher position has been added specifically to address the low math achievement demonstrated across the Middle School campus. Breathing a new math focus into the master schedule for SPVUSD's 6th - 8th grades is necessary to raise achievement levels and prepare students for high school math success. Targeted Feedback to staff leads to improved student outcomes, Data Driven Instruction and Coaching, Personal Reflective Practices. 4 3 3 3 2 4 3 3 4 3 2 2 2 2 2 2 2 4 3 2 3 2 2 Met Targeted Feedback to staff leads to improved student outcomes, Data Driven Instruction and Coaching, Personal Reflective Practices - conversational capacity, to support effective, open, and constructive dialogue with colleagues. Utilizing data-informed strategies, teachers will plan and implement actions to enhance student achievement in Mathematics and English Language Arts. Recognize and articulate the value of data-driven instruction, Interpret and analyze data reports within their content areas, Develop and plan actionable steps to enhance student achievement based on data analysis. 2024-06-18 2024 13632220000000 Seeley Union Elementary 2 Seeley Union School District utilizes a combination of assessments, surveys, and observational tools to track its progress in implementing the state academic standards adopted by the State Board of Education. The primary measures include: 1. Standardized Assessments: Smarter Balanced Assessments (SBA): Used for English Language Arts (ELA) and Mathematics to measure student proficiency and growth. California Science Test (CAST): Used for tracking progress in implementing the Next Generation Science Standards (NGSS). California Physical Fitness Test (PFT): Measures student fitness levels in relation to the Physical Education Model Content Standards. 2. Local Benchmark Assessments: Periodic benchmark tests aligned with state standards in ELA, Mathematics, and Science to monitor student progress throughout the academic year. 3. Teacher and Student Surveys: Surveys to gather feedback on the effectiveness of curriculum implementation, teaching practices, and student engagement. 4. Classroom Observations and Walkthroughs: Regular observations by administrators to ensure alignment with standards and effective teaching practices. 5. Curriculum and Instructional Material Reviews: Reviews to ensure that materials are aligned with state standards and effectively used in the classroom. SUSD chose these measures and tools because they provide comprehensive and actionable data on student performance and instructional effectiveness. Standardized assessments offer objective, comparable metrics across different schools and grade levels. Local benchmark assessments allow for timely interventions and support, ensuring that students stay on track throughout the year. Surveys provide insights into the qualitative aspects of teaching and learning, capturing the perspectives of both teachers and students. Classroom observations help ensure that instructional practices are aligned with the state standards, while curriculum reviews ensure that materials are up-to-date and relevant. 5 4 4 3 3 5 5 5 5 0 5 5 5 4 4 4 4 4 4 0 5 4 4 Met SUSD has made substantial progress in meeting the requirements for implementing state academic standards. Below is additional information that highlights this progress and provides a comprehensive understanding of the efforts undertaken by the LEA: Ongoing Professional Development: Seeley has established robust professional development programs that focus on state academic standards across all subject areas. These programs include workshops, seminars, and collaborative planning sessions that enable teachers to deepen their understanding and improve their instructional practices. Curriculum Alignment and Enhancement Curriculum Updates: Regular curriculum reviews are conducted to ensure alignment with state standards. Based on review findings, necessary updates and enhancements are made to the curriculum to maintain relevance and rigor. Integration of Technology: Seeley has integrated technology into the curriculum to support the implementation of state standards. Digital tools and resources are used to enhance student engagement and provide interactive learning experiences. Student Engagement and Achievement Enrichment Programs: A variety of enrichment programs, including after-school clubs, arts programs, and STEM initiatives, are offered to enhance student learning and engagement. Recognition of Student Achievement: Seeley celebrates student achievements in various ways, including awards, recognition ceremonies, and showcasing student work. 2024-06-25 2024 13632300000000 Westmorland Union Elementary 2 4 4 4 3 3 4 4 4 3 4 4 4 4 2 3 2 2 2 1 1 3 2 3 Met 2024-06-25 2024 14101400000000 Inyo County Office of Education 2 4 3 4 3 4 5 3 5 5 5 5 3 5 4 4 5 4 4 4 3 4 4 4 Met 2024-06-20 2024 14101400117994 YouthBuild Charter School of California 2 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 3 5 1 5 0 4 4 4 Met 2024-06-24 2024 14101400128447 The Education Corps 2 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 been created and teachers meet regularly to calibrate timelines and instruction. However, we are in the process of adding new courses and revising some of our existing courses to better connect with skills based instruction. The math team is working to connect our standards based curriculum to hands on projects in the classroom that make mathematics connect to real world applications. In 2018-19, we adopted an ELD curriculum for our long-term English Language Learner population that is CA standards-aligned. We continue to develop curriculum for our emerging English Language Learners and have added more ELD staff along with additional sheltered ELD classes combined with primary language instruction. We will be working on adopting a new science curriculum in the next two years that is better matched to NGSS and, in preparation, we have been providing teachers PD in understanding the NGSS standards. Additionally, we revised our history pacing guides to better align with the history framework. We coach teachers on growth and development through classroom walk-throughs and formal observations. We started a peer coaching and observation program two years ago and continue to refine and improve it with staff feedback. Teachers meet with their coaches and administration at various points throughout the year to reflect on their goals and progress. We have been working for the last two years to expand our CTE programming. We currently offer CTE certifications in nursing (CNA) and construction. Our focus this year is to offer paid work experience and internships to as many of our students who are interested in order to develop their work readiness and postsecondary career focus. We partner with Youthbuild, WIOA, Local Youth Source Centers, and Local Conservation Corps to offer this paid work experience to students. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-14 2024 14101400128454 College Bridge Academy 2 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 been created and teachers meet regularly to calibrate timelines and instruction. 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 and have fine-tuned its use over the last few years. The math team is working to connect our standards based curriculum to hands on projects in the classroom that make mathematics connect to real world applications. In 2018-19, we adopted an ELD curriculum for our long-term English Language Learner population that is CA standards-aligned. We continue to develop curriculum for our emerging English Language Learners and have added more ELD staff along with additional sheltered ELD classes combined with primary language instruction. We will be working on adopting a new science curriculum in the next two years that is better matched to NGSS and, in preparation, we have been providing teachers PD in understanding the NGSS standards. Additionally, we revised our history pacing guides to better align with the history framework. We coach teachers on growth and development through classroom walk-throughs and formal observations. We started a peer coaching and observation program two years ago and continue to refine and improve it with staff feedback. Teachers meet with their coaches and administration at various points throughout the year to reflect on their goals and progress. We have been working for the last two years to expand our CTE programming. We currently offer CTE certifications in nursing (CNA) and construction. Our focus this year is to offer paid work experience and internships to as many of our students who are interested in order to develop their work readiness and postsecondary career focus. We partner with Youthbuild, WIOA, Local Youth Source Centers, and Local Conservation Corps to offer this paid work experience to students. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-14 2024 14632480000000 Big Pine Unified 2 The LEA follows the State Board of Education's guidance teach Common Core State Standards in English Language Arts, Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education, Health Education Standards, Physical Education Model Content Standards, Visual and Performing Arts, and World Language. The LEA uses a Curriculum Map that is updated annually to track progress in implementing the state academic standards. The BPUSD Curriculum Map is a tool that guides vertical alignment and ensures proper compliance across grade levels and schools. The LEA further tracks progress in implementing state academic standards through reading, mathematics, and writing benchmark assessments. The LEA chose these assessments as measures to report student progress, promote equity for all students, and ensure standards are fully taught throughout the school year. These assessments are also used to measure progress of the LEA as an EL Education school (Expeditionary Learning) and its implementation of state academic standards through EL modules and expeditions. The LEA's progress in implementing the state academic standards can be shown and summarized through all secondary students completing A-G requirements to graduate with a 100% graduation rate where all students are college and career ready. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-27 2024 14632710000000 Death Valley Unified 2 3 3 3 3 3 4 4 4 3 4 2 2 2 2 2 2 2 3 3 4 4 4 4 Met 2024-06-13 2024 14632890000000 Lone Pine Unified 2 n/a 4 4 3 3 3 4 4 3 3 3 4 4 3 3 3 4 2 4 3 3 3 3 3 Met "• The need to create sustainable support and professional development for certificated staff and administrators is highlighted in this reflection toll. Continued steps must be taken in this area in order to better create classrooms that are engaging and curriculum that is accessible to all of our students across all grade levels." 2024-06-20 2024 14632970000000 Owens Valley Unified 2 5 3 5 4 4 5 5 5 4 5 4 4 4 4 4 3 3 3 3 3 4 3 3 Met 2024-06-04 2024 14633050000000 Round Valley Joint Elementary 2 5 4 5 5 4 5 4 5 5 4 5 4 5 5 4 5 5 5 5 1 5 5 5 Met 2024-06-12 2024 14766870000000 Bishop Unified 2 Teacher leaders across the district provided direct input on standards implementation: English Language Arts - Strong implementation of ELA standards across the district, especially in grades TK-5. Middle/High school areas of focus include vocabulary development, use of informational text to cite evidence, and common instruction around writing standards and skills. ELD - The District is compliant in ELD implementation. However, ELPI results and other success measures do not reflect the progress and overall student outcomes desired for our English Learners. ELD continues to be a focus area for the district. Math - Through common assessments and benchmark exams, students receive consistency across the math department. Math teachers are excited to tackle the upcoming challenge of adjusting curriculum to meet the new California Mathematics Framework Science - Strengths include the use of engaging activities and hands-on science lessons. The District addresses science & engineering practices, disciplinary core ideas, and cross-cutting concepts through the implementation of NGSS-aligned curriculum. History-Social Science - Content standards and social studies skills standards are implemented with fidelity, though at the TK-2 level, there is greater emphasis on ELA and math. A focus area for the middle/high school level are the reading and listening standards associated with Social Studies. Career Technical Education - The District offers a wide variety of standards-aligned, highly desirable CTE course offerings and pathways, especially for being a small, rural school. CTE offerings are relevant to our local area as well as the broader workforce. Health Education - Health Education standards are met across grade spans according to developmental levels of students and according to CHYA policies. Physical Education - All TK-12th grade students participate in regular physical activity and lessons connected to PE content standards. Visual and Performing Arts - Our small district has done a great job integrating VAPA standards and VAPA-based activities across grade spans. This has only been enhanced in recent years thanks to Prop 28 Arts Education funding. World Language - Our World Language Department focuses on and implements the updated CA World Language Content Standards with special attention on diverse perspectives, viewpoints and cultures. Bilingual literacy is valued and prioritized in the district in as early as Kindergarten where our K-5 Dual Immersion program is first offered. We are working on increasing family and community connections through our standards based activities, projects and assessments. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 15101570000000 Kern County Office of Education 2 4 4 5 4 4 5 4 5 5 5 3 3 3 3 3 4 3 3 2 2 5 5 4 Met 2024-06-06 2024 15101570119669 Wonderful College Prep Academy 2 4 4 4 3 3 4 4 4 3 3 4 4 4 4 4 2 3 4 4 4 4 4 4 Met 2024-06-20 2024 15101570124040 Grow Academy Arvin 2 5 4 5 4 4 5 5 5 4 4 5 5 5 5 4 0 4 4 5 0 5 5 5 Met 2024-06-24 2024 15101570135467 Wonderful College Prep Academy - Lost Hills 2 4 4 4 3 3 4 4 4 3 3 4 4 4 4 4 2 3 4 4 4 4 4 4 Met 2024-06-20 2024 15101571530492 Valley Oaks Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-05-20 2024 15101571530500 Ridgecrest Elementary Academy for Language, Music, and Science 2 4 3 4 3 3 4 4 4 4 4 3 3 3 3 3 0 1 3 4 4 3 3 3 Met 2024-06-27 2024 15633130000000 Arvin Union 2 The Arvin Union School District annually measures implementation of state standards using state summative and local formative assessments which provide information regarding student achievement, patterns of learning across the district, and areas of need. The district also utilizes the California State Standards Implementation metric for English Language Arts, Mathematics, History-Social Science, Next Generation Science Standards (NGSS), and English Language Development in order to gauge familiarity with frameworks and standards implementation on a continuum of growth. Certificated staff at each school site annually complete a survey to provide self-reflections. The Thoughtful Classroom Framework and district constructed rubrics are used during district walkthroughs to provide insight into current implementation levels, growth over time, and next steps. The district has chosen these tools to ensure our district is making decisions based on information gathered from staff firsthand and that our analysis reflects actual implementation in the classroom. Using a 5 level rubric, data indicates the following: English Language Arts implementation- Level 3 with gains in understanding of standards and strength areas of standards and planning. Math implementation - Level 3 with a strength in instruction. English Language Development implementation - Level 3 with strengths in defined program and use of data. History/Social Science and Physical Education/Health implementation - Level 2 while Science has been identified as a Level 2 with support from PITSCO implementation. Professional Learning teams focused on Language Arts and Math which also leads to acknowledgement of the foundations of social studies and science which are yet to be fully addressed leading to decreases in outcomes. The district implements Dual Immersion classes at the elementary with electives at the middle school to provide World Language Access and this has been identified as a Level 3 (Initial Implementation) following district review. Grades K through Sixth receive art instruction on a rotating basis from two single subject Art teachers focused on foundational art skills. Art electives are available at the middle school which expand students' exposure to multiple art medias. Implementation for both are Level 3. Visual and performing arts prompt research to develop programs as these areas are at the initial levels. Career technical education has been strongly promoted through the Expanded Learning Opportunity Program (ELOP) as students participate in joint programs with Kern High School District and contracted vendors. District and site leadership acknowledge closer alignment of self-reporting and classroom observations as staff have begun to clarify essential learnings utilizing state content frameworks. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met District support staff have provided professional development on frameworks with alignment teams who return to site based grade level teams with activities to build a new understanding of priorities and task analysis aligned to Depth of Knowledge Levels 1-4. Universal differentiated support and supplemental interventions were modified this year with new entry and exit cut points. Alignment of current assessments to the Smarter Balanced led to a new level of understanding regarding current district expectations which were not aligned to the levels of rigor of the state assessment and assessments are being modified accordingly. In addition, training for Professional Learning Teams and alignment training has led to more intense and specific actions being taken based on data following the foundational questions for PLT: Question 1. What do all students need to know? Question 2. How do you know if they learned it? Questions 3 and 4. What are next steps if they have learned the information and next steps for if they have not? 2024-06-25 2024 15633210000000 Bakersfield City 2 3 3 3 3 3 4 4 4 3 3 3 3 3 3 3 3 3 4 4 3 3 3 3 Met The Bakersfield City School District (BCSD) is committed to improving student outcomes through a robust professional development program and the effective implementation of state standards. By enhancing professional development opportunities, BCSD aims to support the Mission, Vision, Values, Priorities, and Competencies outlined in the Portrait of a Graduate. .Guaranteed Professional Development is provided at the site level and is an integral component within the Systems of Support. This ensures that all educators receive consistent, high-quality training aligned with district goals and state standards. By embedding professional development into the daily operations of each school, BCSD ensures that teachers have the necessary resources and support to implement effective instructional strategies. In addition to site-based training, BCSD offers district-level Professional Development. These sessions are provided during times when teachers are not on contract, allowing for a deeper exploration of curriculum and instructional strategies. This focused professional development enables teachers to enhance their skills and knowledge beyond the basics, fostering a more profound understanding of effective teaching practices. Through these targeted professional development initiatives, Bakersfield City School District is dedicated to improving the implementation of state standards and, consequently, student outcomes. 2024-06-25 2024 15633390000000 Beardsley Elementary 2 4 4 5 4 5 4 4 4 5 5 5 4 5 4 5 3 3 3 4 4 4 4 4 Met 2024-06-26 2024 15633540000000 Blake Elementary 2 The Blake School District has established solid foundation for implementing academic standards adopted by the state board. All English Language Arts, English Language Development, Mathematics, History-Social Science, Career Technical Education, Physical Education Model Content Standards and Visual and Performing Arts courses and curriculum are Common Core state standards. In the summer of 2024, the district purchased a next generation scienc curriculum. The district is in the researching and developing phase of adopting a new World Language curriculum. Based on local stakeholder meetings with parent groups, board members, community members, staff and students, the stateholders desire moremcollege/career/vocational instructional programs for the school. The district has adopted a college/career pathways curriculum. This will engage students in college and career studies, along with access to technology and the arts. 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 4 5 2 4 4 4 Met The Blake School District has established solid foundation for implementing academic standards adopted by the state board. All English Language Arts, English Language Development, Mathematics, History-Social Science, Career Technical Education, Physical Education Model Content Standards and Visual and Performing Arts courses and curriculum are Common Core state standards. In the summer of 2024, the district purchased a next generation scienc curriculum. The district is in the researching and developing phase of adopting a new World Language curriculum. Based on local stakeholder meetings with parent groups, board members, community members, staff and students, the stateholders desire moremcollege/career/vocational instructional programs for the school. The district has adopted a college/career pathways curriculum. This will engage students in college and career studies, along with access to technology and the arts. 2024-06-20 2024 15633620000000 Panama-Buena Vista Union 2 5 5 5 4 4 5 5 5 5 5 5 5 5 4 4 4 5 5 5 4 5 5 5 Met 2024-06-25 2024 15633700000000 Buttonwillow Union Elementary 2 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 0 3 5 4 0 5 5 5 Met All curriculum adoptions meet current adoption requirements. Daily classroom walk-throughs ensure that currently adopted materials are being utilized. Training is provided annually to ensure teachers have the knowledge to use the materials appropriately. 2024-06-13 2024 15633880000000 Caliente Union Elementary 2 Caliente Union School District is working with the ELA and Math coach hired through a contract with KCSOS to unwrap standards in the two areas. The coaches are helping to articulate the standards from TK-8th grade so that there is a flow of standards taught. The teachers are being intentional about planning for the following year to include 8 weeks of study followed by an assessment to track progress. Currently the teachers are using Acadience, Read Live/Naturally and Lexia to track reading progress. IMSE's are used from the Go Math curriculum to track progress towards meeting the math standards. IABs were not used this year as the pacing guides have not yet been put into implementation and are at the developing state. 4 4 3 3 4 4 4 4 3 3 4 4 3 3 3 0 3 4 3 3 4 4 4 Met 2024-06-18 2024 15634040000000 Delano Union Elementary 2 5 5 5 5 4 5 5 5 4 4 5 5 5 5 5 0 3 5 4 3 5 5 4 Met Professional development and collaboration are key components of the instructional program at the Delano Union Elementary School District. Twice a month, on late-start Wednesdays, teachers participate in training and structured planning sessions led by District Learning Coordinators. During these sessions, they discuss instructional practices, review assessment results, and design lessons to address student learning gaps. All teachers and site leaders have received training in reading and literacy strategies, English learner methods, mathematics (where applicable), social-emotional learning, and the use of technology. The district employs academic coaches specializing in new teacher support, mathematics, English language arts, and English language development. These coaches model lessons, assist with curriculum development, and collaborate with teachers to improve instructional practices. Additionally, curriculum facilitators from each site, representing various grade levels and subjects, support curriculum development and implementation by creating pacing guides, instructional materials, and assessments. Teachers have been trained in the use of district-adopted English language arts and mathematics curricula. In addition, they have also participated in NGSS rollout trainings, AVID Summer Institute, CUE, California Mathematics Council trainings, California Music Educators Conference, CAHPERD Conferences, and other professional development opportunities aligned to district goa 2024-06-26 2024 15634040120139 Nueva Vista Language Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 0 5 5 5 Met Professional development and collaboration are key components of the instructional program at Nueva Vista Language Academy. Two late start Wednesdays per month are dedicated to teacher training and structured planning time where teachers discuss instructional practices, review assessment results, and design lessons with a specific focus on addressing gaps in student learning. 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, science and technology. Nueva Vista Language Academy utilizes academic coaches and learning coordinators 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. Nueva Vista Language Academy is driven by multiple data sources. Throughout the year, NVLA teachers meet to analyze student data in reading and mathematics by creating Data Driven Action Plans. 2024-06-26 2024 15634046009351 Cecil Avenue Math and Science Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 3 5 5 0 4 4 5 Met Professional development and collaboration are integral to the instructional program at Cecil Avenue Math and Science Academy (CAMSA). Twice a month, on late start Wednesdays, teachers engage in training and structured planning time. During these sessions, they discuss instructional practices aligned with state adopted standards, analyze assessment results, and design standards aligned lessons focused on addressing student learning gaps. The site administration dedicates the first late start Wednesday of each month to professional development training, while the second is used for teachers to implement what they've learned. Collaboration among teachers is encouraged to deepen their understanding and enhance their lesson plans. Site administration expects teachers to incorporate the information from these trainings into their classroom instruction, as reflected in their lesson plans. All teachers and site leaders have received training in reading strategies, methods for English learners, inquiry-based science lessons, applicable mathematics, and technology. Additionally, the district supports CAMSA with coaches specializing in new teacher support, English language arts, English language development, science, and technology. These coaches model lessons, assist with curriculum development and collaborate with individual teachers to enhance instructional practices. 2024-06-26 2024 15634046009369 Del Vista Math and Science Academy 2 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 0 3 4 4 0 5 4 5 Met At DVMSA, continuous professional development and teacher collaboration are critical for effective state standards implementation. Twice monthly, late start Wednesdays provide dedicated time for training, planning, and teamwork around standards-based instruction. The first late start allows targeted training from administrators on key areas tied to state standards like reading strategies, English learner supports, inquiry science, math practices, and technology integration. The second late start has teachers collaborating to apply this learning into standards-aligned lessons. Teachers incorporate training by evidencing it in lesson plans. Collaboration deepens their understanding to successfully integrate new strategies. All teachers receive ongoing professional learning aligned to ELA, math, science, EL instruction, and ed tech standards. The district provides instructional coaching including modeling lessons, curriculum support, and personalized coaching cycles. These opportunities allow DVMSA to make consistent progress implementing state academic standards with fidelity. Teachers are expected to use their professional learning to enhance classroom instruction tied to the standards. 2024-06-26 2024 15634120000000 Delano Joint Union High 2 The DJUHSD annually measures the implementation of academic standards. Since 2014, when common core was fully implemented, the English and Math departments continuously review and modify their Scope and Sequence for the implementation of common core standards. Our science departments completed the second year of a new textbook and curriculum that is aligned with the Next Generation academic standards. Our World Language departments completed the first year of implementation of a new textbook as well. Our social science departments also continue to modify and revise the curriculum since the 2016 Framework was established. In addition, our ELD and ELA departments developed and fully implemented a district wide ELD initiative for literacy for every subject and course our district offers. All of our core subjects and our non-core departments have been trained on the ELD standards and ELD instructional strategies. These standards and strategies are actively monitored through the collection of walk-through data and observational data in addition to peer academic coaches who provide professional development. Health content standards, which were adopted in 2008, are continuously reviewed to ensure the curriculum is aligned. Our Health teachers are assigned professional development every two years to continuously update and implement the California Healthy Kids Act requirements. In addition, the Physical Education content standards are continuously reviewed to ensure our curriculum is aligned to the standards. Data from the PFT’s are used to monitor the implementation. Every CTE pathway and course is continuously reviewed and aligned to the CTE standards by industry sector. This process includes analyzing student interest through surveys and completion rates. The Visual and Performing Arts, which are part of our CTE pathway, also review the alignment with state content standards. The DJUHSD also monitors the implementation of academic standards through Professional Learning Communities and Professional Development. During the scheduled biweekly PLC’s, department cohorts analyze their local benchmark assessments’ data (FACS), diagnostic assessment data, and state assessment data. Furthermore, strategically throughout the year, we have scheduled Professional Development opportunities which focus on the refinement of benchmark assessments and curriculum. Finally, the results of the state testing assessments in Math, ELA, ELD, and Science confirm the implementation of the academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 15634200000000 Di Giorgio Elementary 2 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 0 5 5 4 0 4 5 5 Met 2024-06-26 2024 15634380000000 Edison Elementary 2 The Edison Elementary School District (EESD) tracks progress in implementing state academic standards using several key measures: 1. **STAR 360 Reading and Math Assessments**: These assessments provide data on student proficiency and growth in reading and mathematics. The EESD chose STAR 360 for its diagnostic capabilities, which help tailor instruction to individual student needs. 2. **Positive Behavioral Interventions and Supports (PBIS) Data**: This data tracks behavioral metrics, helping EESD ensure a supportive learning environment that fosters student engagement. 3. **Parent, Teacher, and Student Surveys**: Surveys collect feedback on the implementation of academic standards and the overall educational experience, providing valuable qualitative data for identifying areas of improvement. **Progress Summary**: - **English Language Arts (ELA) and English Language Development (ELD)**: STAR 360 results show improvements in reading comprehension and literacy. Interventions for English Language Learners have led to better language proficiency outcomes. - **Mathematics**: STAR 360 assessments indicate steady progress in mathematical reasoning and problem-solving. Professional development for teachers has strengthened math instruction. - **Next Generation Science Standards (NGSS)**: EESD has successfully integrated NGSS, with an emphasis on hands-on learning and scientific inquiry. Teacher surveys reflect strong adoption of these standards. - **History-Social Science**: The curriculum has been aligned with state standards, focusing on critical thinking and analysis of historical events. - **Career Technical Education (CTE)**: EESD is expanding CTE programs, enhancing students' practical skills and career readiness. - **Health Education and Physical Education Standards**: These programs have been enhanced to promote overall student well-being. - **Visual and Performing Arts**: Enriched programs in these areas support diverse learning opportunities and cultural understanding. Overall, EESD demonstrates effective implementation of state academic standards, with positive trends in assessment data and stakeholder feedback. Continued focus is placed on addressing gaps and ensuring all students have equitable access to quality education. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 0 5 5 5 Met 2024-06-26 2024 15634460000000 Elk Hills Elementary 2 5 4 5 3 1 5 5 5 3 2 5 5 5 3 2 0 4 5 2 0 5 5 5 Met 2024-06-13 2024 15634610000000 Fairfax Elementary 2 5 4 5 3 4 5 5 5 5 5 5 4 4 5 4 4 4 5 4 1 4 4 4 Met 2024-06-27 2024 15634790000000 Fruitvale Elementary 2 5 4 4 4 4 5 4 5 4 4 5 4 4 4 4 3 4 4 3 4 5 5 4 Met ELA-5 ratings: The District has an exceptional ELA curriculum, supplemental CCSS-aligned curriculum, and has held extensive professional development in the ELA standards. The Walk to Learn Reading Literacy System provides support and professional development in ELA surrounding the science of reading, data reflection, and targeted instruction of individual standards. Mathematics-4/5 ratings: The District Mathematics Program Specialists are deployed to provide professional learning and teach mathematics for the full year to an entire grade level. The Math Specialists model instruction to the grade-level team of teachers, and co-teach while providing instruction. STEM: The District has full implementation of STEM in the Jr. High with the PLTW and CTE Courses: Engineering, Design, and Modeling, Robotics, Computer Science, Medical Detectives, and Agriculture. The District also has extracurricular enrichment opportunities including CTE Summer Pathways, Coding Clubs/Competitions, Robotics Clubs/Competitions, Digital Photography, and STEAM nights. The District’s Expanded Learning Opportunities Program provides additional opportunities for STEM in TK-6th grade throughout the District. Visual and Performing Arts: The District has full implementation of Visual and Performing Arts in the Jr. High in extensive elective offerings. Elementary Music, Art, and Chorus is supplemented with Prop 28 funding. 2024-06-11 2024 15634870000000 General Shafter Elementary 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 5 0 3 4 3 0 4 4 4 Met 2024-06-05 2024 15635030000000 Greenfield Union 2 4 3 4 3 3 4 4 4 4 4 4 4 4 3 3 2 2 4 4 2 3 3 3 Met 2024-06-12 2024 15635290000000 Kern High 2 3 3 3 4 4 3 4 3 3 3 3 4 3 3 3 3 4 3 3 4 4 4 4 Met Literacy and numeracy continue to be instructional focal points. District and site-level literacy councils use literacy scans to determine commonalities, develop action plans to address student and staff needs, and to provide a baseline for disciplinary literacy. Additionally, STAR-Renaissance data is used to inform instructional practices across disciplines, guided by the district literacy tenets of analytical reading, writing to learn, academic vocabulary, and focused note taking. In math, specific coursework has been developed to enable students to successfully complete algebra and the math sequence to meet the graduation and a-g requirements. In English, specific coursework has been developed to support students reading well below grade level. Teachers who teach these intervention courses meet regularly to evaluate and adjust their instructional programs and practices. Designated and integrated English Language Development (ELD) has been another area of focus. Sites have assembled an EL Task Force whose function is to examine EL student data & create action plans to increase academic performance of ELs. Professional learning is provided for both designated and integrated ELD to bring more awareness to and implementation of ELD standards and strategies. Professional development in the other core areas continues to expand to meet the needs of the teacher and student with a focus on authentic literacy, a guaranteed viable curriculum, and effective Tier I instruction. 2024-06-24 2024 15635291530435 Kern Workforce 2000 Academy 2 3 3 3 4 4 3 4 3 3 3 3 3 3 3 3 3 4 3 3 4 4 4 4 Met Literacy and numeracy continue to be instructional focal points. District and site-level literacy councils use literacy scans to determine commonalities, develop action plans to address student and staff needs and provide a baseline for disciplinary literacy. Additionally, STAR-Renaissance data is used to inform instructional practices across disciplines, guided by the district literacy tenets of analytical reading, writing to learn, academic vocabulary, and focused note-taking. Specific coursework has been developed in math to enable students to successfully complete algebra and the math sequence to meet the graduation requirements. Specific coursework has been developed in English to support students reading well below grade level. Teachers who teach these intervention courses meet regularly to evaluate and adjust their instructional programs and practices. Professional development in the other core areas continues to expand to meet the needs of the teacher and student with a focus on authentic literacy, guaranteed and viable curriculum, and effective Tier I instruction. Professional Learning Teams continue to collaborate and identify essential standards to ensure courses of study are aligned. More collaborative time is needed to build resources, share best practices, and assess academic progress. 2024-05-21 2024 15635450000000 Kernville Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 2 5 2 0 5 5 5 Met 2024-06-25 2024 15635520000000 Lakeside Union 2 5 3 5 5 5 5 3 5 5 5 5 3 5 5 5 2 5 5 3 2 4 4 4 Met 2024-06-18 2024 15635600000000 Lamont Elementary 2 3 3 4 4 2 5 5 5 5 5 5 4 5 5 4 3 4 5 5 3 5 5 5 Met Over the course of the year, LESD has provided professional development opportunities for certificated staff and instructional aides. Through the Professional Learning Community (PLC) process, teachers have collaboratively identified essential standards and have begun the process of integrating these standards into daily math lessons. Such activities have facilitated a more cohesive approach to curriculum implementation, ensuring that instructional practices are aligned with the academic standards adopted by the state board. Additionally, ongoing support and training sessions have equipped our staff with tools and strategies to effectively deliver the curriculum and enhance student learning outcomes. The progress made in these areas underscores our commitment to continuous improvement and high-quality education for all students. 2024-06-25 2024 15635780000000 Richland Union Elementary 2 4 4 4 3 3 4 3 4 4 3 3 3 4 3 3 2 2 3 2 2 4 4 4 Met 2024-06-24 2024 15635780135186 Grow Academy Shafter 2 5 4 5 4 4 5 5 5 4 4 5 5 5 4 4 0 5 5 5 0 5 5 5 Met 2024-06-24 2024 15635860000000 Linns Valley-Poso Flat 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 Met 2024-06-27 2024 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 Assessments, 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 identifies effective practices: Defined Program, Data, Family Engagement/Communication, Equity and Access, Professional Learning, and State Standards Implementation. Rating Scare ranges from (lowest to highest): 1) Missing Elements, 2) Developing, 3) Core, 4) Core +, and 5) Exemplary. This tool was selected because it can effectively assist district staff identify processes, successes, needs, and areas of growth. Furthermore, this tool assists the leadership team to 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: 1. English Language Arts (ELA)- Common Core State Standards for ELA- 3.32 (Full Awareness) 2. English Language Development (ELD) (Aligned to Common Core State Standards for ELA)- 3.25 (Full Awareness) 3. Mathematics- Common Core State Standards for Mathematics- 2.86 (Developing Awareness) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 15636100000000 Maple Elementary 2 5 5 5 4 4 5 5 5 4 4 4 4 4 4 4 3 3 4 3 2 4 4 4 Met 2024-06-06 2024 15636280000000 Maricopa Unified 2 4 4 4 4 3 5 5 5 5 5 4 4 4 4 3 3 4 4 2 4 4 4 3 Met 2024-06-13 2024 15636280127209 Insight School of California 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 0 5 5 5 Met 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 received professional development both virtually and in-person. During these sessions, teachers receive support and training to deepen their understanding on standards and overall student support. Teachers are observed informally at least bi-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, trainer and instructional coach. 2024-06-17 2024 15636280128504 Peak to Peak Mountain Charter 2 Teachers contracted with Charter are appropriately assigned and credentialed in the multiple subjects elementary and Education Specialist areas for the pupils they are teaching in regular and special education. Charter will continue the implementation of state board adopted academic content and performance standards for all students. Charter is in position to increase Dashboard Mathematics CAASPP percent of Met and Exceeded using metric of 5% growth by Spring/2025. 100% of students have access and remain enrolled in a broad course of study (ELA, Mathematics, Health, Physical Education, HSS and Science). Programs and services will be developed and provided to low income, English learner and foster youth pupils. Programs and services will be developed and provided to students with disabilities. 5 4 5 4 5 5 5 5 5 5 5 5 5 4 5 0 3 5 5 0 5 5 5 Met An analysis on state testing reveals 2024 CAASPP results showed significant growth in Mathematics percent of students meeting or exceeding standard compared to 2022 and 2023 CAASPP scores. P2P made progress on 2024 state testing through Meeting or Exceeding Standards for Mathematics at 53% rate schoolwide in grades 3-8th compared to 48% in 2022. Mathematics growth has been a high priority broad goal for P2P over the previous three years. The Charter is committed to achieving excellence in math teaching and learning through adopted curriculum and instructional approaches grounded in best practices research following the HET Model. Furthermore, the Charter realizes the importance of 20th Century real-world experiences that provide guidance for mathematics learning to ensure students have a wide variety of options pursuing Science, Technology, Engineering, and Mathematics (STEM) to also include Art in the classrooms. After careful analysis of CAASPP and STAR 360 data, both actions were effective in making progress toward mathematics growth and achievement. Mathematics imbedded lessons around summer camp on June 24-26, 2024 and Mathematics Thematic aligned grade level lessons monthly beginning in August 2024 through June of 2025 are in place to enhance motivation and math themes across the grade levels toward a stronger mathematics and science culture that link overarching and key mathematics standards to each individual student. 2024-06-27 2024 15636280134312 Blue Ridge Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 15636280137687 California Virtual Academy at Maricopa 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-17 2024 15636280138131 Heartland Charter 2 To track progress toward the implementation of state academic standards adopted by the state board, Heartland uses a few local tools: 1) benchmark assessments (Renaissance STAR 360), 2) Assignment Work Records (AWRs), 3) A-G interactive curriculum outlines, 4) work sample review, 5) intervention program assessments. Based upon these local tools, Heartland Charter School is fully implementing the academic standards adopted by the SBE. All students are required to take the STAR 360 benchmark assessment at least twice per year in Reading/Early Literacy and Mathematics. Individual diagnostic reports, instructional planning reports, and growth reports are shared by the teacher with the parent/learning coach. These assessment reports provide data showing grade-level standards mastery and provide information regarding the state standards the student is ready to learn, which guide future instruction. In addition, this provides a way to track mastery of ELA and Math standards over time. All teachers prepare a grade level AWRs each semester for each student and in conjunction with parent input. The teacher uses the AWR to assign content standards in English language arts (ELA) (Common Core), mathematics (Common Core), science (Next Generation Science Standards-NGSS), History-Social Science, and, as applicable: Career Technical Education (CTE), Health Education, Physical Education, Visual and Performing Arts, and World Language. The AWR outlines which standards shall be taught/implemented during the semester and each month the teacher reviews student work with the student in the learning period meeting and assesses the student’s progress toward meeting the standards. The A-G interactive curriculum guides are used for high school courses to ensure that there is a clear focus upon the implementation and learning of specific course standards and so that key assignments are completed in accordance with UC/CSU requirements for A-G courses. Teachers, parents/learning coaches, and students collaborate in reviewing these curriculum outlines and the student work aligned with them to ensure that the standards are implemented and being met via frequent, one-to-one learning period meetings and other check-ins (phone/email/etc.). Each learning period, teachers review student work in each content area with the student and parent/learning coach. In doing so, the teacher reviews which standards have been implemented and mastered, and which standards are in progress. The plan for learning is reviewed, such that the implementation of standards continues. When there are gaps in learning, as evidenced by benchmark assessment reports, work samples, and within the SST process are determined, the SST team collaborates to provide appropriate support. The intervention support team provides intervention programs for students involved in the Multi-Tiered System of Supports, such as small group or individual instruction to promote standard mastery such that learning gaps are filled. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 15636510000000 McKittrick Elementary 2 5 5 4 4 5 5 5 4 4 5 5 5 5 4 5 0 4 5 4 0 4 4 4 Met We have a new Superintendent/ Principal. We are sending our staff to the County Office for trainings on subjects and implementation. 2024-06-11 2024 15636690000000 Midway Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 3 3 3 3 5 5 5 Met 2024-06-11 2024 15636770000000 Mojave Unified 2 4 4 4 3 3 4 4 4 4 4 4 4 4 3 3 5 4 5 5 5 3 3 3 Met 2024-06-12 2024 15636850000000 Muroc Joint Unified 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 5 4 4 4 4 4 Met 2024-06-24 2024 15636930000000 Norris Elementary 2 5 5 3 5 5 5 5 3 5 5 5 5 5 5 5 3 5 5 5 5 5 5 5 Met The LEA's focus for implementation of standards for the 2024-25 school year is to familiarize teachers with the new math framework in preparation for reviewing instructional materials once the state adoption is complete. The LEA also plans to continue its venture in expanding elective opportunities at Norris Middle School and provide more Career Technical Education focused electives to better prepare students for entering high school career pathways. We will be hiring or working in collaboration with CTE credentialed teachers to support this initiative. 2024-06-13 2024 15637190000000 Pond Union Elementary 2 4 3 4 1 4 4 3 4 1 4 3 3 3 1 3 1 1 2 2 1 3 3 3 Met 2024-06-25 2024 15637500000000 Rosedale Union Elementary 2 5 3 5 3 4 5 3 5 4 4 4 3 4 4 4 3 3 4 4 3 4 4 4 Met 2024-06-11 2024 15637680000000 Semitropic Elementary 2 4 4 1 5 5 4 4 1 5 5 4 4 1 5 5 0 2 2 1 0 4 4 4 Met 2024-06-13 2024 15637760000000 Southern Kern Unified 2 3 4 3 3 3 4 4 4 4 4 4 3 4 3 3 5 3 4 4 3 4 4 4 Met 2024-06-26 2024 15637840000000 South Fork Union 2 2024-2025 English Language Arts Adoption- Common Core State Standards for English Language Arts. McGraw Hill Journey K-5 2024 Reading/Language Arts My perspectives, Pearson Grades (6-8) 2016 Mathematics - Envision Math, Pearson 2016 Science Studies Weekly (K-6) Pearson Science (7-8) 2019 History/Social Studies Studies Weekly (K-5) California History Social Science Pearson (6-8) 4 3 3 3 3 5 3 3 3 3 4 3 3 3 3 2 3 4 4 4 3 3 3 Met State adoption of McGraw Hill Wonders in 2024 and implementation will be be the foundation of the English Arts program K-5. History adoption will be reviewed in 2024. A proposal for adoption will be made in 2025. Multiple genres of music training will be provided in 2024-2025. Recorders, Choir, Brass and Strings. 2024-06-27 2024 15637920000000 Standard Elementary 2 5 5 4 4 5 5 5 4 5 5 5 4 5 5 5 2 4 4 4 0 4 5 4 Met 2024-06-11 2024 15638000000000 Taft City 2 "Taft City School District (TCSD) adopted and fully implemented state-approved core curricula which includes CA State Common Core Standards. Our implementation of State Academic Standards is through the following curricula: • English Language Arts - Cengage Learning -National Geographic 4th-5th, adopted 2016; McGraw Hill Wonders - K-3rd and StudySync 6-8th, adopted 2016; • Math - Houghton Mifflin K-3 and 6-8 adopted 2015, Savvas/Pearson EnVision Math 4th-5th adopted 2015; • History/Social Science - McGraw Hill K-8 IMPACT - adopted 2019; • Science -McGraw Hill Inspire K-8 adopted 2022. The locally selected tools used to measure the implementation of the adopted academic standards are as follows. • English Language Arts - Renaissance STAR ELA annual initial assessment for baseline placement, Curriculum Associates iReady ELA assessments are used quarterly or in trimesters for progress monitoring and to track implementation of the state academic standards. McGraw Hill, National Geographic, and teacher-created assessments are utilized to measure standards taught and standards learned. • Math - Curriculum Associates iReady Math assessments are used quarterly or in trimesters for progress monitoring and to track implementation of the state academic standards. Houghton Mifflin, Savvas/Pearson EnVision, and teacher-created assessments are utilized to measure standards taught and standards learned. • History/Social Science and Science – McGraw Hill and teacher-created assessments are utilized to measure standards taught and standards learned in each content area. Performance-based projects are also used to assess standards not met, met, or mastered. Data is collected, reviewed, and used as an indicator of the quality of implementation of State Academic Standards. In addition, one of the uses of the annual Smarter Balance Assessment System of California (SBAC) is to measure the 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 Met Taft City School District is at full implementation of academic standards. We monitor and maintain implementation as measured by the metrics stated in the section above. We then report the results to its local governing board at the same board meeting as the adoption of the LCAP and budget. 2024-06-12 2024 15638180000000 Taft Union High 2 4 3 4 2 5 4 2 4 3 5 4 3 4 3 5 4 3 4 4 4 4 3 3 Met 2024-06-10 2024 15638260000000 Tehachapi Unified 2 5 3 3 4 4 4 3 3 4 4 4 4 4 4 3 4 3 4 4 4 4 3 3 Met 2024-05-25 2024 15638340000000 Vineland Elementary 2 5 3 4 2 3 4 3 4 4 4 3 2 4 2 1 3 1 5 2 1 3 3 3 Met The Vineland School District continues to make progress on meeting the requirements for implementing state academic standards. VSD adopted a new Science Curriculum in 2021-2022, which contain the Next Generation Science Content Standards for grades K-8. Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. VSD also adopted a new History Social Studies in 2022-2023. History/Social Studies programs are designed to draw our students into rigorous learning experiences to help them understand the world around them. VSD will be following the schedule for State Board of Education Adoption of K-12 Curriculum Frameworks and K-8 Instructional materials provided by the COE, Kern Superintendent of Schools. 2024-06-17 2024 15638420000000 Wasco Union Elementary 2 5 5 5 5 5 5 4 5 5 5 4 4 4 4 4 0 3 4 3 0 4 4 4 Met WUESD is consistently making progress on meeting the requirements for the implementation of state academic standards through a combination of professional development for teachers, curriculum alignment, and ongoing assessment and evaluation of student progress. The district places a strong emphasis on ensuring that all students have access to high-quality instructional materials and resources that align with the state academic standards. By fostering a collaborative environment and providing support for teachers and staff, WUESD is dedicated to continuously improving the implementation of state academic standards to enhance student learning outcomes. 2024-06-27 2024 15638590000000 Wasco Union High 2 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 15735440000000 Rio Bravo-Greeley Union Elementary 2 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-10 2024 15737420000000 Sierra Sands Unified 2 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5 5 4 3 Met 2024-06-20 2024 15739080000000 McFarland Unified 2 4 4 4 3 3 5 5 5 5 5 4 4 4 4 4 5 4 5 4 5 4 4 4 Met 2024-06-13 2024 15751680000000 El Tejon Unified 2 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 5 4 5 5 5 4 4 5 Met 2024-06-17 2024 16101650000000 Kings County Office of Education 2 5 5 4 4 4 5 5 5 5 4 5 5 5 5 4 4 4 4 4 4 5 5 5 Met 2024-06-12 2024 16638750000000 Armona Union Elementary 2 Armona Union Elementary School District continues to implement state academic standards in its TK-8 instructional program. All adopted curriculum is on the California Department of Education State Adopted List of Curriculum. All instruction is aligned to state common core standards. 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 3 3 4 5 3 4 4 4 Met 2024-06-12 2024 16638750101717 Crossroads Charter Academy 2 4 4 3 3 3 4 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 4 3 Met 2024-06-12 2024 16638750112698 California Virtual Academy at Kings 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-10 2024 16638830000000 Central Union Elementary 2 4 4 5 3 3 5 5 5 5 5 5 5 5 4 4 1 3 5 4 1 4 4 3 Met 2024-06-14 2024 16638910000000 Corcoran Joint Unified 2 4 4 4 3 3 4 4 4 3 3 4 4 4 3 3 4 4 4 4 4 3 3 3 Met 2024-06-26 2024 16639170000000 Hanford Elementary 2 4 4 4 3 3 5 5 5 5 5 4 4 4 4 4 1 3 5 4 2 5 5 5 Met 2024-06-26 2024 16639250000000 Hanford Joint Union High 2 5 4 5 5 5 4 4 4 4 4 4 4 4 4 4 5 4 5 4 4 4 4 4 Met 2024-06-25 2024 16639250137901 Hanford Online Charter 2 The local educational agency has selected the following measures and tools to track its progress in implementing the state academic standards: 1. Formative assessments: The agency regularly uses formative assessments to gauge students' understanding of academic standards. These assessments provide ongoing feedback to teachers and help identify areas that need additional focus. In 24/25, we will add an additional assessment tracking layer utilizing Edmentun's Exact Path program in math, reading, and language arts as an additional academic progress indicator. 2. Student work samples: The agency collects and reviews student work samples to assess whether academic standards are met. This provides tangible evidence of student learning and supports data-driven decision-making. 3. Teacher collaboration meetings: The agency holds regular collaborative meetings where teachers discuss student progress and share effective instructional strategies aligned with the state academic standards. The local educational agency chose these measures and tools because they provide a comprehensive and multifaceted approach to tracking progress in implementing the academic standards. Formative assessments offer real-time insights into student learning, student work samples provide tangible evidence of achievement, and teacher collaboration fosters a supportive and collaborative environment for sharing best practices. In terms of progress, the local educational agency has made significant strides in implementing the academic standards. Student performance data from formative assessments indicates a steady improvement in mastering the standards, and teacher collaboration has resulted in the adoption of effective instructional practices aligned with the state standards. Additionally, the regular review of student work samples has provided valuable insights into where further support and resources are needed to ensure all students meet academic standards. Overall, the agency's progress in implementing the academic standards is promising and reflective of a dedicated focus on student achievement. 5 4 5 5 5 5 4 5 5 5 5 4 5 5 0 4 5 5 5 5 5 5 4 Met N/A 2024-06-25 2024 16639330000000 Island Union Elementary 2 5 5 5 5 4 5 5 5 5 5 5 4 5 5 5 3 4 5 3 2 5 5 5 Met 2024-06-26 2024 16639336010466 Island Elementary 2 5 5 5 5 4 5 5 5 5 5 5 4 5 5 5 3 4 5 3 2 5 5 5 Met 2024-06-26 2024 16639410000000 Kings River-Hardwick Union Elementary 2 5 4 5 4 5 5 4 5 5 5 5 5 5 5 5 3 3 5 5 0 5 5 5 Met 2024-06-25 2024 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 0 5 5 5 Met 2024-06-25 2024 16639580000000 Kit Carson Union Elementary 2 5 4 4 3 3 5 5 3 3 4 4 4 3 3 4 0 3 3 3 0 4 4 4 Met 2024-06-19 2024 16639580136556 Kings Valley Academy II 2 5 5 5 4 5 4 5 5 4 5 5 4 5 4 5 4 5 5 4 3 4 4 4 Met Overall, the school scored at a 4.44, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.32 point growth from last year. We reevaluated our implementation of NGSS and downgraded it to 4. We are partnering with FCSS so that teachers are aligned to NGSS Curriculum as a result of training. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-06-06 2024 16639586113120 Mid Valley Alternative Charter 2 5 4 4 3 3 5 5 3 3 4 4 4 3 3 4 0 3 3 3 0 3 3 3 Met 2024-06-19 2024 16639660000000 Lakeside Union Elementary 2 5 5 5 4 2 4 4 4 4 2 4 4 4 3 2 3 3 5 3 3 5 5 5 Met 2024-06-25 2024 16639740000000 Lemoore Union Elementary 2 4 4 4 3 2 4 4 4 3 2 4 4 4 2 2 1 5 5 5 1 4 4 5 Met 2024-06-18 2024 16639740100156 Lemoore University Elementary Charter 2 4 4 4 4 2 4 4 4 3 2 4 4 4 2 2 2 5 5 1 1 4 3 4 Met 2024-06-18 2024 16639820000000 Lemoore Union High 2 5 4 5 4 4 5 4 5 4 4 5 5 5 4 4 4 4 4 5 5 5 5 4 Met 2024-06-27 2024 16639820110205 Lemoore Middle College High 2 5 5 5 4 4 5 5 5 4 4 5 5 4 4 4 0 5 5 5 5 5 5 5 Met 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. 2024-06-27 2024 16639820136234 Lemoore Online College Preparatory High 2 4 5 4 4 4 5 5 4 4 5 4 4 4 4 4 3 5 4 4 4 5 5 5 Met When reviewing staff survey data, as well as, surveying the administrative team, Lemoore Online College Preparatory High School has worked very hard to provide Professional Development opportunities for all staff. Lemoore Online has worked in conjunction with Edgenuity to offer standards-based curriculum frameworks in the Common Core and for the NGSS curriculum. The administration is currently working with Solution Tree consultants to further develop Professional Learning Communities, our MTSS system, and Homeroom with the goal of increasing student achievement. 2024-06-27 2024 16639900000000 Pioneer Union Elementary 2 5 4 5 4 3 5 5 5 5 4 5 4 5 4 3 4 4 5 4 1 5 5 5 Met 2024-06-13 2024 16639900116699 Frontier Elementary 2 5 4 5 4 3 5 5 5 5 4 5 4 5 4 3 4 4 5 4 0 5 5 5 Met 2024-06-13 2024 16639906010557 Pioneer Elementary 2 5 4 5 4 3 5 5 5 5 4 5 4 5 4 3 4 4 5 4 0 5 5 5 Met 2024-06-13 2024 16639906110233 Pioneer Middle 2 5 4 5 4 3 5 5 5 5 4 5 4 5 4 3 4 4 5 4 1 5 5 5 Met 2024-06-13 2024 16739320000000 Reef-Sunset Unified 2 5 5 5 4 4 5 5 5 3 3 3 3 3 3 3 2 3 3 2 3 3 2 2 Met 2024-06-20 2024 17101730000000 Lake County Office of Education 2 4 4 4 4 4 5 5 5 5 5 3 3 3 3 3 2 3 3 2 3 2 2 2 Met 2024-06-26 2024 17640140000000 Kelseyville Unified 2 KVUSD is at the Full Implementation stage of Implementation of State Academic Standards for Priority 2. The rating is based on the rating scale in the Self-Reflection Tool for Priority 2 provided by California Department of Education. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 17640220000000 Konocti Unified 2 4 3 3 3 3 5 3 4 3 3 5 3 3 3 3 4 3 3 3 3 4 4 4 Met As reported in the Konocti USD 2024-25 LCAP Annual Update, Goal 1, Outcome 2, The State Board of Education adopted Self-Reflection tool for the implementation of State Academic Standards showed a mean score of 3.45 (Initial Implementation) for all measured indicators. 2024-06-26 2024 17640300000000 Lakeport Unified 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Met During the 2023-2024 school year, LUSD approved a plan to move forward with hiring a Director of Curriculum and Instruction. This position will enable LUSD to efficiently and effectively implement embed academic standards in classroom instruction while also working to develop a comprehensive curriculum designed to meet the changing needs of students and families at LUSD. 2024-06-20 2024 17640480000000 Lucerne Elementary 2 4 1 3 3 3 4 1 4 3 4 4 3 4 2 2 1 4 4 2 1 2 3 2 Met 2024-06-18 2024 17640550000000 Middletown Unified 2 All teachers in Middletown Unified School District are implementing grade-level common core standards. Elementary and secondary schools have up-to-date curricula in both English and Math. The implementation of common core standards are implemented through our curricula and local unit assessments are given at the end of each unit to analyze where the students are in their learning. This assessment drives instruction for the next steps or reteach of the standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 17640550108340 Lake County International Charter 2 5 4 4 4 5 5 5 5 4 5 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-26 2024 17640550129601 California Connections Academy North Bay 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met 2024-06-04 2024 17769760000000 Upper Lake Unified 2 ULUSD is committed to providing high quality professional development and support to target our best first instruction based on the Common Core State Standards (CCSS). The district annually supports professional development, focusing on teaching from the standards (best, first instruction) and has committed to providing support to build lessons and work with colleagues on implementation of the CCSS throughout the school year. Whether single subject or multiple subject, teachers are focusing their instruction on the objective of the lesson which is pulled from the state standards and what students need to do to improve their learning. This includes the standards for;ELA, ELD, Math, NGSS, History-Social Science, Heath, CTE, PE, VAPA and languages. Teachers collaborate with coaches and colleagues to meet the standards and needs of the students. Progress is measured through the development of the units, lessons, attendance at targeted professional development opportunities, student progress on standards aligned assessments and classroom walk-throughs/observations. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met ULUSD seeks to provide the best place to work and learn. Employees are supported with professional development opportunities. 2024-06-18 2024 18101810000000 Lassen County Office of Education 2 Lassen County SELPA provides direct services for 9 moderate to severe students and utilizes instructional materials that meet the needs specified in the IEP's. We continue to have no ELL/ELD students enrolled, however we have programs and services that would enable English Learning to access CCSS and ELD standards to gain academic content knowledge and English language proficiency if a student enrolled. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 18640890000000 Big Valley Joint Unified 2 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 4 1 2 3 3 3 3 3 Met 2024-06-26 2024 18641050000000 Janesville Union Elementary 2 4 3 3 3 3 4 4 4 4 4 3 3 3 3 3 2 3 3 3 2 4 3 3 Met 2024-06-18 2024 18641130000000 Johnstonville Elementary 2 3 3 3 3 3 4 3 4 4 4 3 3 3 3 3 3 3 4 3 3 3 3 2 Met 2024-06-20 2024 18641390000000 Lassen Union High 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 Met 2024-06-26 2024 18641620000000 Ravendale-Termo Elementary 2 4 3 4 4 3 4 4 4 4 4 4 3 4 3 3 2 2 3 3 3 4 4 4 Met While professional development and training are difficult in our remote setting, staff is able to participate in training opportunities with other districts in Lassen County. At the beginning of each of the last few years, teaching staff has received training on best practices with current curriculum. Recently adopted Social Science and Next Generation Science Standards curriculum has been completed with the majority of the training being conducted online. These training opportunities provide our staff with peer to peer collaboration time at a variety of grade levels. 2024-06-26 2024 18641700000000 Richmond Elementary 2 5 5 5 4 4 5 5 5 4 4 4 5 3 3 4 2 1 3 4 1 3 3 3 Met 2024-06-27 2024 18641880000000 Shaffer Union Elementary 2 5 3 4 3 3 4 4 4 4 4 5 3 4 3 3 2 4 4 3 3 3 2 2 Met 2024-06-25 2024 18641960000000 Susanville Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 5 3 3 2 2 3 2 2 3 3 3 Met ELA/ELD, Mathematics, Science and Social Science curriculum that supports the CA State Standards have all been adopted and implemented in all classrooms. All teachers have had training on implementing the standards in Math and ELA. The Social Science Curriculum was adopted in the summer of 2019 and the training for the curriculum was limited. Science Curriculum that supports the Next Generation Science Standards (NGSS) was adopted in June of 2021. Training for these new materials occured online during the 2021-2022 school year with follow-up support the following year. The PLC process has now been in place for the past three years and will continue to be used in the future. The PLC process is integral in allowing our teaching staff time to strategize implementation of our adopted curriculum, study student results and make informed decisions for future lessons. 2024-06-26 2024 18641960135756 Thompson Peak Charter 2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 4 4 3 Met 2024-06-26 2024 18642040000000 Westwood Unified 2 5 5 5 5 5 5 4 5 5 5 4 4 4 4 4 5 2 3 4 3 4 4 3 Met Westwood Unified School District has updated and adopted four core subject matter curriculum in last two years. Curricula in math, science, Science of Reading, and social studies were adopted by the most recent state-adopted list. 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. 2024-06-20 2024 18750360000000 Fort Sage Unified 2 Standard Met but All actions and services were not fully implemented. The leadership did not actively and aggressively recruit for open teacher positions, Long term substitutes had to be hired to fill this gap. All students were not provided with adequate CCSS curriculum and most of the sites were clean and safe in which to learn. We have adjusted the goals for the 2023 2024 school year to more accurately show where the district is headed. The district will work toward implementing all goals an actions fully in the following year. 4 2 4 3 3 4 2 4 4 3 4 2 4 4 4 4 4 4 3 3 4 4 4 Met 76.8% is higher than the overall county level 2024-06-26 2024 18750360121657 Mt. Lassen Charter 2 4 4 4 3 3 4 4 4 3 4 4 3 4 3 4 3 3 3 3 3 5 4 4 Met Mt Lassen Charter and its staff are committed to implementing the academic standards adopted by the state board through a thoughtful and proven process. MLCS works as a professional learning community and has committed to making sure all students and staff have what they need to grow academically, socially and emotionally. Staff growth is as important because their successes ultimately benefit students and their growth. MLCS makes sure that staff have the opportunity to grow and improve their teaching skills and practices through instructional coaching, training, webinars, workshops and conferences. 2024-06-26 2024 18750366010763 Long Valley 2 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 4 3 3 3 3 4 4 3 Met 2024-06-26 2024 19101990000000 Los Angeles County Office of Education 2 4 4 4 4 5 4 4 4 4 5 4 4 4 4 5 3 3 4 3 3 4 3 4 Met 2024-06-18 2024 19101990106880 Jardin de la Infancia 2 5 5 5 4 4 5 5 5 5 5 4 4 4 4 4 0 4 4 4 0 4 4 4 Not Met 2024 19101990109660 Aspire Antonio Maria Lugo Academy 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19101990112128 Aspire Ollin University Preparatory Academy 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-20 2024 19101990115030 Magnolia Science Academy 3 2 5 5 5 4 4 5 5 5 4 4 4 4 4 4 4 3 3 5 5 5 5 5 5 Met MSA-3 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 40 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. 2024-06-17 2024 19101990115212 Magnolia Science Academy 2 2 5 4 5 5 5 5 5 5 5 5 5 5 5 4 4 3 4 5 5 5 5 5 5 Met MSA-2 ensures comprehensive alignment of curricula and assessments with educational standards such as CCSS and NGSS. We prioritize professional development for teachers, focusing on standards implementation and ELD instruction aligned with CA ELD standards. ELs receive tailored support based on proficiency levels, with access to both core and supplemental ELD materials. Our ongoing professional development covers a range of areas including Common Core ELA/Literacy, math, ELD standards integration, and strategies for supporting ELs across various content areas. In addition to ELA/Literacy, math, and ELD, MSA-2 offers support and professional development for NGSS, History- Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. We facilitate collaboration among teachers through dedicated time during Wednesday before school and early dismissal days, fostering the sharing of best practices among our 10 schools. MSA-2 leverages support from the home office, attending regular meetings to stay updated on academic standards progress and receive additional training and systems integration support for improved instruction and learning outcomes. 2024-06-17 2024 19101990121772 Environmental Charter Middle - Gardena 2 4 4 5 4 4 5 4 5 5 5 4 4 5 4 4 1 5 5 5 1 5 4 4 Met At ECMSG, 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/Art course sequence. Our Green Ambassadors course incorporates the California Education and the Environment Initiative. 2024-06-20 2024 19101990127498 Environmental Charter Middle - Inglewood 2 5 4 5 3 4 5 4 5 3 4 5 4 5 3 3 1 4 5 5 1 5 5 4 Met At ECMSI, 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 also teach College Readiness, where students develop important lifelong learning skills, but do not follow the Career Tech Ed standards within this class. 2024-06-20 2024 19101990128025 Lashon Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-19 2024 19101990132605 Valiente College Preparatory Charter 2 Not Met 2024 19101990134346 Intellectual Virtues Academy 2 5 5 5 4 5 4 4 4 4 4 5 5 5 4 5 0 4 2 4 5 5 5 4 Met 2024-06-05 2024 19101990134361 Russell Westbrook Why Not? Middle 2 5 4 5 5 4 4 4 5 4 4 5 4 5 5 4 4 5 5 5 0 5 5 5 Met Russell Westbrook Why Not? Middle School has prioritized the development of teachers' skills and effectiveness. The institution has made significant investments in high quality professional growth opportunities and bolstered coaching frameworks. This dedication to retaining current teachers and welcoming new ones has advanced the successful implementation of CC Standards. 2024-06-13 2024 19101990135368 Alma Fuerte Public 2 Alma Fuerte has implemented a comprehensive system of measures and tools to track our progress in implementing the state academic standards adopted by the California State Board of Education. These selected measures and tools have been carefully chosen to provide us with accurate and meaningful data on our students' learning and our overall performance as an educational agency. One of the measures we use is regular formative assessments administered throughout the school year. These assessments, aligned with the state academic standards, allow us to gauge students' understanding of the content and skills outlined in the standards. By regularly assessing our students' progress, we can identify areas of strength and areas that need improvement. This enables us to adjust our instructional strategies and interventions accordingly to ensure that all students at Alma Fuerte are on track to meet the standards. In addition to formative assessments, we also utilize summative assessments, NWEA, at the end of each grading period. These assessments provide a snapshot of our students' overall performance and help us evaluate the effectiveness of our instruction in alignment with the state standards. By analyzing the results of these assessments, we can identify trends and patterns that inform our decision-making processes and guide our professional development initiatives. This ensures that our instructional practices at Alma Fuerte are continuously improving to meet the needs of our students. To complement our assessment measures, we also collect and analyze qualitative data through classroom observations and student work samples. These qualitative measures provide valuable insights into the implementation of instructional strategies and the depth of students' understanding of the standards. By conducting regular classroom observations and reviewing student work, we can identify areas where additional support or enrichment is needed and make informed decisions on instructional improvements. This personalized approach at Alma Fuerte ensures that each student receives the necessary support to excel in their learning journey. We have also implemented a robust data management system at Alma Fuerte that allows us to collect, organize, and analyze student and school-level data. This system enables us to track individual student progress, monitor trends, and generate reports on various performance indicators. By having access to accurate and up-to-date data, we can make data-driven decisions and establish goals for improvement. This data management system at Alma Fuerte empowers us to assess our progress effectively and make informed decisions to enhance our implementation of the state academic standards. The selected measures and tools at Alma Fuerte were chosen based on their alignment with the state academic standards, ensuring that they accurately assess the content and skills outlined in the standards. 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 0 3 4 4 4 4 3 3 Met Since opening in 2017 with grades TK-2, Alma Fuerte Public School has made remarkable progress in meeting state academic standards. Our commitment to excellence has led us to expand our grade levels every year. We opened our full grade span in TK-8 in the 2023-2024 school year. To ensure a high-quality education, we have implemented a rigorous curriculum that covers a wide range of subjects, including English language arts, mathematics, science, social studies, arts, and entrepreneurship. However, we understand that curriculum alone is not enough. We believe that the key to improving instruction and student outcomes lies in investing in our teachers. At Alma Fuerte, we are dedicated to providing ongoing professional development opportunities for our educators. We recognize that teaching is a lifelong learning journey, and we value the importance of continuous growth and improvement. Through workshops, seminars, and collaborative learning communities, our teachers have the opportunity to enhance their instructional practices and stay updated on the latest research-based strategies. In addition to professional development, we also foster a culture of collaboration and support among our teaching staff. We encourage open dialogue and the sharing of best practices, creating a dynamic and enriching environment for both new and experienced teachers. 2024-06-24 2024 19101990135582 Westbrook Academy 2 5 4 5 4 5 5 4 5 4 5 5 4 5 5 4 5 5 5 5 4 5 5 5 Met Russell Westbrook Why Not High School 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 addition of new teachers has furthered the progress of CC Standards implementation. 2024-06-13 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 175% of their annual growth goal for Reading Inventory, and 195% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19101990137166 Soleil Academy Charter 2 4 4 4 4 3 5 4 5 4 4 4 4 4 4 4 0 3 4 3 0 5 5 5 Met 2024-06-22 2024 19101990137679 Magnolia Science Academy 5 2 4 5 5 4 5 5 5 5 5 5 4 5 5 4 5 3 5 5 5 5 5 5 4 Met MSA-5 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to English Learners (EL) s by proficiency level and ELD instruction is aligned to the CA ELD standards and MPS 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/Sex Education, Physical Education, Visual and Performing Arts, and World Languages. 2024-06-17 2024 19101990138669 Da Vinci RISE High 2 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 3 3 5 4 4 4 Met Da Vinci RISE 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 and while we are fully implementing the standards, we are still actively working to develop the very best and sustainable practices in each area. Da Vinci RISE implements a comprehensive common core aligned curriculum with 1:1, 24/7 technology access to the curriculum. We focus on quarterly student monitoring to ensure success, progress, and appropriateness of curriculum. 100% of our 2023-24 instructional curriculum maps included corresponding subject area CCSS and ELD standards and Frameworks for Instructional Design. In 2023-24 100% 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 frequent individual coaching meetings with site administrators, including observations, reflections on practice and implementation of standards, and professional development goals and supports. 2024-06-20 2024 19101990139170 Lashon Academy City 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-19 2024 19101990139345 We the People High 2 Not Met 2024 19101990140681 Environmental Charter High - Gardena 2 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 1 3 3 3 4 4 4 3 Met At ECHSG, the Career Technical Education standards and the Physical Education Model Standards are not currently in our charter petition. Health Education Content standards are included in the curriculum and provided to our students by Peer Health Exchange. Visual and Performing Arts standards, as well as World Language Standards, are A-G approved and fully implemented into our core art and Spanish classes. 2024-06-20 2024 19101990140772 KIPP Poder Public 2 Not Met 2024 19101990140798 Bridges Preparatory Academy 2 4 5 5 4 4 5 5 5 4 5 4 4 4 4 4 0 4 5 3 0 4 4 4 Met 2024-06-17 2024 19101990140962 The SEED School of Los Angeles County 2 4 3 4 3 3 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 4 Met 2024-06-27 2024 19101996116883 Odyssey Charter 2 4 4 4 3 3 5 4 5 4 4 4 3 4 2 2 1 2 3 2 1 5 4 4 Met Odyssey Charter School makes use of the CA state standards adopted by the State Board of Education in all the areas as indicated above and per our charter petition. Using the reflection tool on the Implementation of State Academic Standards (LCFF Priority 2), we have identified strengths and areas for improvement. 2024-06-18 2024 19101996119945 Magnolia Science Academy 2 4 4 4 3 4 5 5 5 5 4 4 4 4 4 4 2 3 3 5 5 3 4 4 Met 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 is aligned with the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs focusing 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, Health Education, Physical Education, Visual and Performing Arts, and World Languages. 2024-06-17 2024 19642120000000 ABC Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 3 3 Met Professional learning of ABC Unified staff continues to be a focus area. Teachers are offered summer training as well as during the school year. The trainings will focus on our multitiered systems of support, specifically examining Tier I strategies in the classroom. Teachers will be provided with surveys in order to ensure the professional learning has met their needs and identify ways for support to be ongoing, job-embedded and meaningful to staff. A focus on Universal Design for Learning will expand in the 2024-2025 school year to support the various student group's needs. The secondary and elementary teams will examine ways to engage History-Social Science teachers with updated practices and support specific to their content area needs. 2024-06-18 2024 19642460000000 Antelope Valley Union High 2 AVUHSD has adopted various measures and tools to monitor its progress in implementing the state academic standards set by the State Board of Education. These include standardized assessments aligned with the academic standards, curriculum alignment evaluations, teacher evaluations, District-wide formative assessments, and soliciting feedback from parents and the community. These measures were chosen for their ability to provide both quantitative and qualitative data on student performance, curriculum alignment, teacher effectiveness, and community perceptions. AVUHSD evaluates progress in implementing the academic standards through the analysis of these data sources. This analysis guides decision-making, resource allocation, and improvement strategies to ensure that students meet proficiency levels and that curriculum and instruction align effectively with state standards. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met AVUHSD believes that ongoing professional development for teachers and staff is crucial to meeting the requirements for implementation of state academic standards. This includes training sessions, workshops, and resources focused on understanding and effectively teaching the standards-aligned curriculum. AVUHSD also emphasizes the importance of collaboration among educators, instructional coaches, and administrators to share best practices, analyze student data, and adjust instructional strategies as needed. Furthermore, AVUHSD acknowledges the role of technology in supporting instruction and assessment aligned with state standards. By integrating technology tools and resources into classrooms, AVUHSD aims to enhance student engagement, personalized learning experiences, and data-driven decision-making. 2024-06-11 2024 19642460126003 Academies of the Antelope Valley 2 The Academies of the Antelope Valley have selected various measures and tools to track progress in implementing the state academic standards adopted by the State Board of Education. These include standardized assessments aligned with the academic standards, curriculum alignment evaluations, teacher evaluations, district-wide formative assessments, and feedback from parents and the community. These measures provide quantitative and qualitative data on student performance, curriculum alignment, teacher effectiveness, and community perceptions. The LEA's progress in implementing the academic standards is assessed through data analysis, which informs decision-making, resource allocation, and improvement strategies to ensure students meet proficiency levels and that curriculum and instruction align with state standards. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met In addition to the measures and tools already mentioned, the Academies of the Antelope Valley have implemented professional development programs for teachers focused on state academic standards and effective instructional practices. Regular collaborative meetings allow educators to share best practices and align their teaching methods. Furthermore, the integration of technology in classrooms enhances instructional delivery and student engagement. The district also conducts periodic reviews and updates of the curriculum to ensure it remains aligned with the latest state standards. Partnerships with local colleges and businesses provide students with real-world learning experiences and support the application of academic knowledge in practical settings. These initiatives collectively contribute to our progress in meeting the requirements for implementing state academic standards. 2024-06-11 2024 19642461996537 Desert Sands Charter 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 Met Overall, the school scored at a 4.40, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.31 increase from the previous year. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. We hosted additional professional development days to support our staff. 2024-05-30 2024 19642610000000 Arcadia Unified 2 4 4 5 4 3 5 4 5 4 3 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 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 Met AUSD has a systematic, layered approach to implementing state standards and frameworks. The District begins significant curricular and instructional changes with the adoption of state-approved instructional materials and professional learning around standards and frameworks. A multi-year implementation of curriculum and professional learning occurs on an eight-year cycle. In implementing state academic standards, AUSD utilizes evidence-based practices in teacher learning, such as coaching, professional learning communities, and ongoing job-embedded applications, for example, the lesson study process. AUSD is deeply committed to a culture of ongoing learning and improvement. Therefore, the professional learning, collaboration, and support initiated as the District implements new standards and frameworks continue through a multi-year professional learning plan supporting continuous improvement of instruction. This ongoing cycle serves to ensure that all shifts identified in California’s adopted academic standards are being instituted and sustained in an authentic manner. An ongoing professional learning initiative for all teachers at all levels focuses on AUSD’s Academic Success Drivers: collaborative practices, cognitive rigor, and academic discourse. AUSD Educational Services leadership, educational partners, and staff utilized the state reflection tool and identified a need to continue aligning the use of the History Social-Science and the Next Generation Science Standards. 2024-06-13 2024 19642870000000 Baldwin Park Unified 2 4 4 3 4 4 5 4 3 4 4 4 4 3 4 3 4 3 3 3 4 3 3 4 Met 2024-06-25 2024 19642871996479 Opportunities for Learning - Baldwin Park 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met OFL-BP offers a diverse instructional design blending hybrid learning styles. The charter offers learning via independent study workbooks, direct instruction classes, and online learning to best support the needs of our learners. The school constantly explores new curricular options to ensure engagement, relevance, and alignment with State Standards. New courses are regularly introduced via Edmentum, independent study workbooks, and the iLit curriculum. Teachers are encouraged to undergo training for new core courses, focusing on best practices and standards alignment. All core courseware is ELD standards-aligned, with a special emphasis on the iLit program for English Learners. CTE remains a priority, with efforts to expand course offerings and enhance existing ones. Efforts are ongoing to enhance access to career and college curriculum and activities, along with adopting new curriculum for core course subjects to better support our learners. 2024-06-24 2024 19642950000000 Bassett Unified 2 5 5 5 4 4 5 5 5 5 5 4 4 4 4 4 4 4 5 5 5 5 5 5 Met 2024-06-25 2024 19643030000000 Bellflower Unified 2 Bellflower Unified School District (BUSD) uses multiple measures to track the implementation of state academic standards including the Professional Learning Communities (PLC) implementation data, the District Instructional Rounds Classroom Observation tool, the annual Staff Professional Development Survey and data from local assessments. Teachers meet weekly as grade levels or departments in professional learning communities (PLCs) to collaborate on teaching the standards. During these meetings, teachers address the essential skills students will need to meet the standard being taught, how they will be assessed, what will be done if students are not meeting the standard or if students already know the standard. Teachers also reflect on the process after a standard has been covered. This is a continuous cycle of professional collaboration that ensures we are effectively implementing state academic standards. The PLC survey data is a self-reflection tool and provides information on each sites’ progress with implementing academic standards. The PLC tool allows sites to monitor their implementation from the pre-initiating, to the sustaining level. This year, 87% of sites were at the developing stage of building a collaborative culture. The annual professional development survey was updated this year at the district level, with certificated and classified staff participating in analyzing the results to determine the most impactful professional development to support implementation of the state standards. These collaborative conversations ensure that the district is making decisions for providing professional development opportunities based on teachers' and staff reported needs for the implementation of state academic standards and district initiatives. The results were used to provide meaningful buyback days allowing staff to select from a menu of offerings focused on effective standards implementation and to support staff in refining instructional practices. The district uses MAP Growth and Fluency assessments as local measures to track student progress in meeting and exceeding grade level standards in ELA and math in order to provide targeted support to students requiring additional help in meeting grade level standards. MAP Growth and Fluency reports also provide essential information about every students’ readiness for the rigor of the standards in ELA and math, which facilitates lesson planning that will meet the diverse needs in the classroom. Leadership team members share the data at their school sites to support teachers with implementation. Principals use the District Instructional Rounds Observation Tool during classroom walkthroughs to monitor implementation of grade level standards during daily instruction. This data and feedback is used to drive discussions at site staff development and PLC meetings to strengthen standards-based instruction and make adjustments to meet the needs of all students. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 19643110000000 Beverly Hills Unified 2 BHUSD has adopted iReady and NWEA for monitoring progress toward State standards in grades TK - 11th grade. In addition BHUSD has developed common assessments in almost all areas content areas to both formatively and summative monitoring of our students progress toward mastery of the academic standards. In addition BHUSD went through a curriculum audit through Generation Ready to ensure we are instructing the State Standards, aligned with A-G requirements, and provide a robust elective course offerings to our middle and high school students. BHUSD adopted the A-G requirements as our high school diploma requirements in our Board Policy BP/AR 6146.1 on May14, 2019. We have also had similar requirements dating back to August 27, 2013. We monitor every student each quarter through formative assessments to identify areas of growth for each individual student to ensure all students have access to and enrolled in a broad course of study. We offer close to 40 elective courses at our middle school and close to 50 at our high school. In our elementary schools we provide numerous levels of instruction and access to many electives like music, Maker Space, and art. We even offer extension programming before, during and after school for our unduplicated and exceptional students to add to their educational experience. We also offer independent study program to meet the needs of students that are working (actors/ models) to ensure they meet the A-G requirements. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met Through SARC reporting, conversation and training of teachers, follow up with our instructional leadership teams, follow up with parent groups, engaging with student groups, and leadership team BHUSD has updated adoptions on all content areas, provided timely teacher training to utilize new resources and increase instructional practices, while also creating self-directed professional learning opportunities for teachers through National Board certification. 2024-06-18 2024 19643290000000 Bonita Unified 2 5 4 5 4 3 5 4 5 4 4 5 4 5 4 4 4 3 5 4 5 5 4 4 Met 2024-06-26 2024 19643370000000 Burbank Unified 2 5 5 5 4 4 5 5 5 4 5 4 4 4 3 4 5 5 5 3 3 4 4 4 Met 2024-06-20 2024 19643450000000 Castaic Union 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-27 2024 19643520000000 Centinela Valley Union High 2 CVUHSD utilized qualitative and quantitative measures to assess implementation of content standards, including: professional learning (PL) opportunities; adoption of aligned curriculum and implementation training; instructional coaching across content areas; common assessment data, and; instructional walk-through data. Course Leads developed and adjusted common assessments and modified curriculum maps ensuring alignment to CA Standards and Frameworks. Time within Summer PL Week was allocated to common assessment review, planning subsequent instruction, and sharing best practices. Key points of progress include: 1) Six Instructional Coaches engaged in a total of 1,732 conferences/classroom observations, accounting for 69,012 minutes, and provided professional learning focused on pedagogical best practices; 2) ELA: instructional programs fully implemented; teachers continued revising the ERWC and Mirrors & Windows curriculum, adjusting based on student feedback and assessment data; STAR Reading assessment was administered to all students; UCLA Reading Project conducted a 3-day training on reading foundations and supporting students in reading grade level text; 2) Math: PL focused on implementation of Integrated Mathematics curriculum, emphasizing hands-on concept lessons; UCLA Math Project focused on leveraging curriculum to build on students’ strengths; MAP Growth assessments administered in Integrated Math I-III; LOCUS assessment in Statistics; MDPT in Pre-Calculus and Calculus; 3) ELD: English Learner Specialist provided Integrated ELD PL and academic language support (ProTalk, a districtwide initiative); EL Specialist and ELD Coordinators provided quarterly workshops; 4) Science: supported teachers with newly developed curriculum aligned to new instructional materials in Biology, Chemistry, Physics; 5) History-Social Science: supported implementation of CA History-Social Studies Framework; worked with UCLA History Project to redesign the World History and US History curriculum (historical thinking skills, increasing cultural relevancy, performance assessments); 6) CTE: Career Technical Education Program Specialists supported academy PL; summer academy work sessions; CTE-focused dual enrollment college courses; 7) Health: assisted Health teachers with CA Healthy Youth Act-compliant curriculum planning; 8) VPA: Regional Arts Coordinator facilitated assemblies, workshops, performances with explicit connections to content areas; CA Arts Project focused on 2019 VAPA Standards and Framework, aligning curriculum and assessments; 8) World Languages: refined implementation of World Language Framework and focused on vertical articulation of skills in Spanish, French, ASL; training provided by publishers to support curriculum map standards alignment and prepare for textbook adoption. 9) Physical Education: PL provided by LACOE to review standards and gain essential skills in observations, program assessments, feedback, and continuous growth in PE. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met The District also facilitated the 10th annual Summer Professional Learning Week, attended by 189 staff from across the District. The August PL Day provided staff with sessions on: Maximizing the 55-Minute Class Period for Student Learning & Engagement; Cultural Competency & Those I Serve, and; Balancing Acts: Navigating AI in Education for Integrity, Empowerment, and Engagement. Our October Optional PL Day, attended by 121 staff, focused on 1) Cultural Competency & the Third Space: Emphasizing asset Building & Community (developing interdisciplinary partnerships to engage students, families, and communities in designing curriculum where all partners are recognized and valued); 2) AI In Education Micro Course (how teachers can use AI tools to increase teacher productivity and enhance student learning); 3) Planning for Reading (structured ways to increase student comprehension of rigorous texts and strategies to support teachers' planning for reading, selecting text, and building vocabulary). All teachers were invited to participate in LACOE’s Getting Reading Right: Filling in the the Gaps in the Secondary Classroom Workshop series that builds deep teacher knowledge through evidence-based, instructional drill downs on each of the foundational skills as they apply to older readers and how to support them with reading grade level text. Over 50 teachers participated and a community of practice model with the first cohort of teachers will take place during the 24-25 school year. 2024-06-27 2024 19643520128488 Family First Charter 2 Not Met 2024 19643520128496 New Opportunities Charter 2 Not Met 2024 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 Met 2024-06-20 2024 19643940000000 Claremont Unified 2 5 4 4 4 4 5 5 5 5 5 5 4 5 4 5 4 5 5 5 5 5 5 4 Met Claremont Unified School District (CUSD) surveys teachers and administrators regarding their comfort level with implementing the California State Standards. This information is used to plan and provide professional development for the following year. Currently, 84% of certificated staff are either very comfortable or comfortable with implementing the CA standards for which they are responsible for teaching, down 4% from 2022-2023. Additionally, 91% of certificated staff agree that they have adequate curriculum, up 17% from 2022-2023. CUSD continues to provide professional development for grades K-12 in writing, Thinking Maps, the Next Generation Science Standards, History/Social Science framework as well as training teachers on culturally responsive teaching, arts integration, and social-emotional learning. In 2023-2024, new K-6 instructional materials for History/Social Science along with K-5 NGSS aligned instructional materials were implemented. Professional development for both adoptions took place in August and September 2023. The English Learner Facilitators and Director of Intervention/English Learner Programs continue to provide professional development resources in ELD standards to site administrators and teachers. Work continues with ensuring that staff are trained in the implementation of the ELD standards with fidelity. 2024-06-24 2024 19644360000000 Covina-Valley Unified 2 5 4 5 4 5 5 4 5 3 5 5 5 5 4 5 5 5 5 5 5 5 5 4 Met 2024-06-28 2024 19644440000000 Culver City Unified 2 9 indicators are rated full implementation and sustainability 12 indicators were rated full implementation 2 indicators were rated at initial implementation because CCUSD has adopted a new Science curriculum and materials. CCUSD will be implementing the new adoption in 2024-2025. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 19644510000000 Downey Unified 2 5 3 5 4 5 5 3 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 19644690000000 Duarte Unified 2 4 4 3 3 3 3 3 3 3 2 4 4 4 4 3 4 3 3 3 3 4 4 4 Met 2024-06-27 2024 19644690128736 Opportunities for Learning - Duarte 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 Met OFL-Duarte employs a multifaceted instructional design, integrating various hybrid learning approaches to captivate students. This includes self-paced study workbooks, face-to-face teaching sessions, and digital learning experiences. We are committed to consistently exploring innovative curricular choices, refining courses to be engaging, pertinent, and aligned with State Standards. Our school offers a range of new courses via the online platform, Edmentum, as well as through our independent study materials and the specialized iLit curriculum. As we roll out new core courses, we actively encourage our educators to participate in associated training sessions. These sessions cover optimal strategies for utilizing the courseware, emphasizing essential concepts and standards. All primary course materials are in sync with ELD standards, and we leverage the iLit program, tailored specifically for English Learners. In terms of Career and Technical Education (CTE), OFL-Duarte remains committed to expanding both our current and future course offerings. We're currently revamping our Physical Education program to align more closely with state standards and educational objectives. Furthermore, we're identifying ways to enhance our access to career-oriented and college preparatory curricula and activities. At the same time, we're initiating the process of integrating new textbooks and programs across all middle school core subjects. 2024-06-27 2024 19644690134858 California School of the Arts - San Gabriel Valley 2 Standards-Based Grading (SBG) at California School of the Arts - San Gabriel Valley measures student progress towards mastery of specific learning standards. This system of evaluation isolates the learning of content and mastery of skills from other factors such as behavior that can traditionally create bias within grading practices. Standards-Based Grading emphasizes a focus on creating purposeful assessments where there is a clear and direct connection to a standard or set of standards. Teachers at our school work within their specific departments to determine priority standards for students to engage in throughout the grade levels. This system allows for stronger communication between students, parents, and teachers about student performance on specific standards. A Standards-Based Gradebook at CSArts-SGV includes the following: summative assessments that are tied to a standard or set of standards - standards may include Common Core, NGSS, CTE, department core competencies or learning goals, and other subject-specific practices and skills as identified by the State of California, scores from our common 5-pt rubric, summative assessments that determine final marks, and formative assessments (such as homework or practice) that do not factor in final marks but provide teachers, students, and parents with valuable data and chances for feedback toward improvement. Teachers use other common benchmarks to measure students achievement of the state standards, including Interim Assessments from SBAC. All data from Interim and Summative assessments is regularly studied, disaggregated, and used to adjust instruction and learning goals. All syllabi and curriculum maps at CSArts-SGV utilize the various sets of standards from the state to frame the lesson planning for each course. This is an expectation and built into the very foundation of our school. Parents can access Standards Based Grade Reports to see their child's progress on specific standards. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 3 4 5 5 5 4 4 Met 2024-06-24 2024 19644690139535 Options For Youth - Duarte, Inc 2 5 5 5 4 4 5 5 5 4 5 5 5 5 5 4 4 5 4 5 5 5 5 4 Met OFY - Duarte's instructional design uses a hybrid learning approach that combines various teaching styles. Students access courses through the online platform Edmentum, independent study workbooks, and iLit curriculum for English learners. OFY-D continually researches curricular options to create engaging, relevant, State Standards-aligned courses that promote equitable learning outcomes for all students. To ensure high-quality course implementation, OFY-D encourages teachers to participate in training opportunities focused on best practices for courseware, emphasizing key learnings and standards. All core courseware aligns with English Language Development (ELD) standards. Strengthening our college and career curriculum, including Career and Technical Education (CTE), remains a priority. The charter aims to maintain current course offerings and expand access to career pathways through professional certifications. Our charter continues to expand on curricular online and student workbook options grounded in principles of universal design and accessibility. New curricular offerings expand student choice and provide opportunities to align post secondary goals with student interest. Our charter continues exploring new curricular options to make learning more accessible for all students. These new materials will enhance the learning experience, improve academic outcomes, and promote 21st-century learning skills. 2024-06-26 2024 19644770000000 Eastside Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 1 4 4 4 Met 2024-06-26 2024 19644850000000 East Whittier City Elementary 2 5 5 5 3 3 5 5 5 4 3 5 5 5 4 4 4 5 5 5 4 5 5 5 Met 2024-06-12 2024 19645010000000 El Monte City 2 5 5 5 5 5 5 5 5 4 5 5 5 5 4 5 3 4 4 4 0 5 5 5 Met The El Monte City School District remains dedicated to implementing California’s academic standards, employing various measures to gauge the progress of standards-driven professional learning and instruction. Professional learning is aligned with the state curriculum framework and standards, with teachers receiving a minimum of 18 hours annually across subjects such as English language arts, math, science, history-social science, and English language development. Administrators also engage in year-round professional learning activities. Emphasizing a coaching and modeling approach to bolster capacity and collective efficacy, the district leverages the expertise of teachers on special assignments to enhance instructional practices. Additionally, it utilizes improvement science’s plan-do-study-act process for continuous improvement during professional learning communities. The district's curriculum adoptions align with academic standards, ensuring that textbooks and instructional materials meet state requirements. Textbook adoptions adhere to the approved list provided by the state, with recent adoptions including math in 2015, reading and language arts in 2017, history/social science in 2018, and science in 2021 and 2022. Moreover, all teachers receive training on the district’s evidence-based literacy and math plan, further strengthening pedagogical practices. Notably, as a TK-8 district, World Language is not part of the adopted curriculum and thus is not applicable. 2024-06-17 2024 19645190000000 El Monte Union High 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 19645270000000 El Rancho Unified 2 4 3 4 3 3 4 3 4 3 3 4 4 4 3 2 5 4 4 4 4 4 4 3 Met 2024-06-25 2024 19645350000000 El Segundo Unified 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 0 4 4 4 4 4 4 4 Met Through SARC reporting, survey data, conversation and training of teachers, follow up with our instructional leadership teams, follow up with parent groups, engaging with student groups, holding vertical articulation meetings, and leadership team ESUSD has and continues to update adoptions in all content areas. Timely professional development is provided to utilize new resources and increase instructional practices, while also creating self-directed professional learning opportunities for teachers and administrators through Empower ESUSD, vertical articulation, and Alludo personalized professional development. 2024-06-25 2024 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 ultimate goal is to attain Level 4 (4 points) or above for each discipline. The annual target for 2023-24 is at or above an average level of 3. The following is a summary of the extent of standards implementation for each discipline for 2023-24. ELA – 3.4 Math – 3.5 ELD – 3.0 Next Generation Science Standards – 2.9 History/Social Science – 3.1 Physical Education – 2.7 Visual and Performing Arts – 4.4 Summary of 2023-24 Average Level: 3.3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-27 2024 19645680000000 Glendale Unified 2 The following measures are aligned to State Standards and are effective in measuring mastery of standards and 21st Century skills necessary for success in college, career and life. - GUSD uses CAASPP assessment results to measure ELA/Literacy in History/Social Science, Science, and Technical Subjects and mastery of Mathematics. CAASPP interim assessments gauge progress throughout the year. CAST data is used as the science indicator as it is directly alignment to the CA NGSS. On the 2022-2023 CAASPP, 62.04% (ELA) and 52.31% (Math) of students met or exceeded standards. On the 2022-2023 CAST, 42.10% of students met or exceeded standards. - The District uses ESGI for TK-K, i-Ready Reading and Mathematics assessments in Grades K-5, and NWEA MAP for Grades 6-12. - GUSD uses the FitnessGram as the Physical Fitness Test (PFT) to measure mastery of fitness levels based on the PE Standards. - Data from the Summative ELPAC measures the progress of English learners on the ELD standards. The 2022-2023 ELPAC results indicate that 19.83% of students performed at a Level 4. In 2023-2024, approximately 13% of EL students reclassified to fluent English proficient. - World languages, including dual language immersion programs, utilize locally determined assessments. Teachers are trained on the use of the ACTFL rubric to assess students’ language abilities. On the Avant STAMP 4S and 4Se (French, German, Japanese, Korean and Spanish), 69.8% of dual immersion students were on or above targets in Reading, 79.6% in Writing, 75.6% in Listening and 77.5% in Speaking. On the ACTFL Assessment of Performance towards Proficiency in Languages (AAPPL) used for Italian, 87.3% of dual language immersion students were on or above targets in Reading, 81.8% in Writing, 68.2% in Listening and 77.3% in Speaking. - The CTE Model Curriculum Standards (MCS) guides assessment of student mastery in CTE courses. The CAASPP assessments, CTE certificates of completion, and A-G course completion rates are indicators of student achievement with regard to College and Career Readiness. In addition to the test data, all CTE courses are A-G approved. - School-specific assessments serve to assess student mastery of the VAPA standards across all disciplines of the arts, as well as the Health Education and History-Social Studies content standards. VAPA course offerings were increased and supported the expansion of VAPA course offerings. Social Science departments currently work with organizations including the LACOE Center for History and Social Studies Education. For additional capstone courses used to provide expanded access and to measure student progress, courses like Ethnic Studies and AP African American studies have been added to the curriculum. 5 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 3 Met 2024-06-25 2024 19645760000000 Glendora Unified 2 4 3 3 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 Met Glendora Unified School District receives feedback, input, and guidance on the direction of professional development through the Professional Development Steering Committee, survey feedback, and collaboration with various working groups. Early out (K-8, Whitcomb) and Late Start (GHS) as well as 2 full-targeted Professional Development Days for all staff provide staff with time to collaborate within their school site and across district sites. The School year 23-24 saw the adoption of our new Science textbooks with supportive PD in that area. For the 24-25 we will begin our in-depth study of the new Math Framework to begin our adoption in 25-26. In 24-25, we will have also adopted Handwriting Without Tears for cursive handwriting support for grades 1-5. 2024-06-20 2024 19645840000000 Gorman Joint 2 4 4 4 4 3 4 4 4 3 3 4 4 4 4 4 4 3 5 5 0 4 4 4 Met 2024-06-25 2024 19645841996305 Gorman Learning Center 2 4 5 5 4 3 5 5 5 4 4 4 4 4 3 3 4 5 3 4 4 5 5 4 Met 2024-06-27 2024 19645920000000 Hawthorne 2 In determining progress toward implementing the academic state standards, the District selected a range of measures, including professional development offerings, instructional materials alignment, school site instructional schedules, pacing guides, unit planning meetings, District common assessments, learning walks, classroom observation protocols, and instructional leadership team efforts. The selected measures were deemed to provide a clear and comprehensive picture of standards implementation. A summary of the findings are as follows: ELA and mathematics: Common Core-aligned instructional programs are being implemented at all grade levels; an ELA/math Instructional Leadership Team (ILT) comprised of teachers, coaches, and administrators meets regularly to analyze and refine curriculum implementation, classroom observation practices and student learning, and to design professional development experiences that address specific school site needs; analyze the California Assessment of Student Performance and Progress (CAASPP) results, implement and analyze Interim Assessment Blocks (IABs) student results to gauge student learning and adjust instruction; research-based practices are implemented in teaching and learning environments, such as coaching, collaborative learning communities and ongoing learning through unit planning and data analysis; ELA/math classroom observations and learning walks are conducted with a focus on implementing academic state standards and a strong research-based curriculum program that supports student-centered learning, collaboration, and effective communication. English Language Development (ELD): a state-adopted ELD program is being implemented at all grade levels; multiple district-wide professional development sessions have been conducted on the current ELD standards, framework, and evidenced-based practices; both integrated and designated models are utilized. Science: NGSS-aligned instructional curriculum and programs are being implemented at all grade levels; district-wide professional development sessions focused on the NGSS and the CA NGSS framework have been conducted; an NGSS Instructional Leadership Team (ILT) comprised of teachers and District STEM coaches meet regularly for professional learning communities discussions and to lesson plan. History-Social Science: a state-adopted curriculum program has been implemented at all grade levels. 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 engaging and relevant. 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. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met The District is committed to implementing and providing universal access for all students to 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. 2024-06-26 2024 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 are 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 are required; Common Core-aligned instructional programs have been adopted and are being implemented at all grade levels; the Math Department meets regularly to analyze and refine curriculum; 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 the curriculum; application and inquiry are stressed through laboratory lessons. History-Social Science: 3 years of history-social science are required; newly adopted AP World History and the United States History are materials being utilized; teachers participate in AP Institute professional development to update the 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 courses to all ninth-grade students; the 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 a dedicated art teacher. World Language: 3 years of world language required; native and non-native Spanish courses offered; 47 recipients of Seal of Biliteracy in 2024 with the graduating class of 117 students. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met HMSA continues to implement community partnerships to enhance the academic curriculum. These classes provide additional opportunities in the fields of math, engineering, science, arts, and enterprise. HMSA offers an award-winning entrepreneurship class that exposes students to the real world of creating and implementing a business plan for an original idea or product. Life Skills is based on Social and Emotional Learning skills designed to help students transition to high school by creating empowering beliefs and habits that lead to success. The Life Skills curriculum is designed by partnership with the Legacy Mastery Academy. Teacher interventions include multiple scaffolds built into the curriculum along with additional one-on-one support provided by the teacher when necessary to support struggling students. The Special Education team supports students eligible for services. Due to the increase in students receiving special education services over the past few years, we continue to have a full-time Resource Teacher, two part-time paraprofessionals, and a part-time school psychologist and speech therapist as part of the HMSA staff. This allows them to provide academic support and service minutes for students in their regular content classes. Teachers and staff are trained in the latest educational best practices and technology. Continued professional development focuses on technology integration for lesson delivery using Zoom, Respondus Lockdown Browser, PowerSchool, iReady 2024-06-26 2024 19646000000000 Hermosa Beach City Elementary 2 4 3 5 4 5 5 3 5 4 5 4 3 5 4 5 4 3 5 4 4 3 4 4 Met Since returning back to school from the COVID pandemic, science has been a pivotal focus for the district. For the 2022-2023 school year, Hermosa Schools established a Science Vision Committee to align science pedagogy with the Next Generation Science Standards (NGSS). Middle school science teachers enhanced their understanding by attending the National Science Teaching Association Conference in Los Angeles, in the fall of 2023, where they learned about best practices, reviewed NGSS-aligned curricula, and collaborated with colleagues from across California. A Science Textbook Adoption Committee was formed in January 2024, consisting of educational partners, including all three middle school science teachers, the English Learner coordinator, a special education teacher, the Valley site principal, a library/media technician, and a parent representative. Throughout the school year, the committee convened multiple times to review the NGSS and the California Science Framework. Together, the committee developed a rubric to determine the essential criteria required to align with Hermosa Schools' unique needs. Using this rubric, the committee evaluated various curricula from the California Department of Education's approved list. Two curriculums were piloted in 2024. A recommendation for a new 5th-8th grade science curriculum will be presented to the Board of Education at the July 2024 regular meeting. In August, teachers will receive additional professional development on the new 2024-06-24 2024 19646260000000 Hughes-Elizabeth Lakes Union Elementary 2 5 5 5 5 5 5 5 5 5 5 4 4 5 4 4 0 4 5 4 0 5 5 4 Met 2024-05-14 2024 19646340000000 Inglewood Unified 2 3 3 3 3 3 4 3 3 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 Met The district is implementing the MTSS Plan with the Professional Learning Communities and Cycle of Inquiry processes to better implement state academic standards. As schools identify students requiring additional support, math and literacy intervention sections have been added to the academic program. Students are regularly assessed through i-Ready and Achieve 3000. Math 180 was utilized at the high school level to support student acquisition of the math standards. Schools regularly engage with analyzing student data through their Professional Learning Communities (PLC). Saturday School is another avenue for students to gain greater support and assistance in learning the standards to an exceptional level of understanding. Collaboration time was added to the schedule through Banked Time so teachers could meet, plan and analyze student data to make academic adjustments as needed. The CSI designated schools (Kelso, Beulah Payne, Woodworth-Monroe, and Worthington) as well as all TK classes throughout the district adopted the Amplify Language Arts programs CKLA for TK-5th grade and ELA for 6th - 8th grade. In addition to the Amplify Language Arts programs, IUSD adopted Savvas math program Investigations for all TK classes and enVision math for all Kindergarten through 8th grade. 2024-06-26 2024 19646340101667 Wilder's Preparatory Academy Charter 2 N/A 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 1 5 5 5 Met N/A 2024-06-17 2024 19646340116822 Wilder's Preparatory Academy Charter Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 1 5 5 5 Met N/A 2024-06-17 2024 19646340120303 ICEF Inglewood Elementary Charter Academy 2 5 4 5 5 4 5 4 5 5 4 5 4 5 4 4 0 4 5 5 0 5 5 5 Met 2024-06-20 2024 19646340128991 Grace Hopper STEM Academy 2 "Grace Hopper's primary focus is on preparing students for success in high school and beyond. Students who matriculate to high school scoring at or above grade level in English and English Language Arts are well prepared to deepen and expand their knowledge and skills which are the foundations for future academic success in ALL subjects, careers, or post-secondary education. As measured by the Easy-CBM fluency assessments, ninety-three percent (93%) of our students are able to read fluently with a prosodic voice. In 2023, 20.27 percent met or exceeded standard in ELA on the CAASPP. As a result of consistently sharing each student's performance on benchmarks and recognizing their progress, we had a greater number of students to increase their performance on the Star Renaissance which we believe will result in an increase in the percentage who will achieve or exceed grade level standards on the most recent State Assessments 2023-2024. As stated above, 'The Fall 2023 Star Renaissance Reading Benchmark Assessments indicated that only 13% (9 of 69 students) were performing at or above grade level. Thirty-seven students (69%) were three or more years below grade level in ELA. At GHSA grading is based on the mastery of the ELA standards as assessed by Star Renaissance domains, rubrics that evaluate argumentative essays, summaries of articles from multiple sources, and responses (written essays) to literature and poetry. There is an inconsistency across the grade levels on the focus of direct instruction on the ELA standards/domains by teachers. Consistent use of the Freckle Application was highly effective in improving students' growth in ELA domains. Being a Project Lead the Way school allows us to teach the next generation standards through hands-on projects created by the students. The History and Social Science standards are taught in the classroom but they are also a focus on the student's Debate Teams and voting campaigns. Health Education and Physical Education standards are taught through our contracted Fitness Program Xreme Unity. Student's academic and confidence/self-esteem grew with our use of positive reinforcement which included certificate, rewarded field trips and extra curricular events, posting students names on charts in the hallways and classrooms and constant communication with parents. We engage with parents to encourage their continuous, positive support of their children. Our methods must be rigorous but at the same time accessible, encouraging, and patient. Instructors must be vigilant observers of each student. We must assess each student's work and demeanor to determine why a student is ""stuck"" or not making progress and figure out how to systematically assist the student in becoming a confident learner. We will consistently employ resources that will allow each student to make one or more years of progress. This goal is, therefore, central to why we are a school." 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 3 3 3 3 3 4 4 4 Met "Grace Hopper is working tirelessly to improve the educational outcomes for all students. We are investing financial and human resources in the process of learning how to be more effective educators. These investments have resulted in our: 1. Receiving full WASC Accreditation from the Western Association of Schools and Colleges accreditation through the end of the current cycle ending on June 30, 2027 2. Passing the Williams core textbook sufficiency review for ELA, history, math, science, and health. 3. Scoring 100% on the Williams Facilities Evaluation-Posted on our Website and the SARC 4. Attending professional development meetings conducted by the El Dorado SELPA in San Diego and Long Beach, California. This training allowed administrators and instructional staff to increase and strengthen the depth of knowledge of special education practices allowing GHSA to better serve its special groups. " 2024-06-28 2024 19646341996529 City Honors International Preparatory High 2 "City Honors International Prep School uses a combination of tools to track our progress in implementing state academic standards: Curriculum Implementation Surveys: Teachers complete surveys to assess their comfort level and implementation of standards across all subjects. Classroom Observations: Administrators conduct regular observations using a rubric aligned with state standards. Professional Learning Community (PLC) Documentation: Grade-level and subject-area PLCs document their work on standards alignment and implementation. Student Performance Data: We analyze standardized test results and internal assessments to gauge standards mastery. We chose these measures for their comprehensive approach, combining teacher input, administrative oversight, collaborative work, and student outcomes. Progress in implementing academic standards: English Language Arts (ELA) and English Language Development (ELD): Strong implementation. Our ELA scores increased by 56.9 points, now 20.6 points above standard. ELD progress increased by 14.3%. Mathematics: Improving but needs focus. Scores increased by 32.8 points, but remain 132.7 points below standard. We've intensified teacher training and support. Next Generation Science Standards (NGSS): Moderate progress. New lab facilities support hands-on learning. Ongoing professional development for teachers. History-Social Science: Solid implementation. Integrated primary source analysis and inquiry-based learning across grades. Career Technical Education (CTE): Strong progress. Expanded course offerings and industry partnerships. Health and Physical Education: Consistent implementation. Updated curriculum to reflect current health standards and practices. Visual and Performing Arts (VAPA): Growing implementation. Increased course offerings and integrated arts across curricula. World Language: Strong implementation. Expanded language options and implemented immersion programs. Our ""Very High"" College/Career readiness rate (76.2% prepared) and Blue-level Graduation Rate (98.4%) reflect our overall progress in standards implementation. We're committed to continuous improvement, particularly in mathematics and science, to ensure all students master state academic standards. " 4 2 3 2 2 5 2 3 2 2 3 2 3 2 2 4 2 2 3 4 4 4 3 Met 2024-06-26 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 285% of their annual growth goal for Reading Inventory, and 220% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19646346014518 La Tijera K-8 Academy of Excellence Charter 2 5 3 4 3 3 5 3 5 3 3 4 3 3 3 3 3 3 4 5 1 5 5 5 Met 2024-06-26 2024 19646420000000 Keppel Union Elementary 2 5 4 5 4 4 5 4 5 4 4 4 4 4 4 4 0 3 3 3 0 4 4 4 Met 2024-06-25 2024 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 Met "The school's commitment to effectively implementing the academic standards adopted by the California State Board of Education for all students is evident in its 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 and partnering with community colleges. Health education content standards are met through textbooks, synchronous or asynchronous courses, and align with the California Healthy Youth Act when applicable. Additionally, the physical education 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, the school is preparing students for success in grades TK - 12 and beyond. The ongoing practice of analyzing student data is utilized during professional development/training and grade-level collaboration planning to enhance teacher knowledge, skill, and effectiveness in addressing student academic needs. " 2024-06-20 2024 19646590000000 La Canada Unified 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 Met LCUSD has adopted curricular materials and resources based on the Common Core State Standards in Mathematics, English Language Arts (ELA), AP Spanish, Science (NGSS), and K-12 History-Social Science and is fully implementing and sustaining these standards. To ensure high-quality instruction, LCUSD provides all teachers with access to professional development opportunities designed to deepen their knowledge and skills in the areas of state standards, Board-adopted curricula, and other research-based programs. This includes enhancing their technology skills and employing best practice strategies that support district goals. Furthermore, teachers benefit from collaborative planning sessions during elementary Collaboration Days and dedicated Professional Learning Community (PLC) time for LCHS 7-12, ensuring continuous support and growth. 2024-06-25 2024 19646670000000 Lancaster Elementary 2 5 3 5 5 5 5 5 5 5 5 5 3 5 5 5 0 5 5 5 0 5 5 5 Met Lancaster School District provides support to teachers through our Lancaster Learning Institute, and this year provided standard-based instruction training to align with our standards-based grading initiative. This was coupled with our focus on professional learning communities during the day for our elementary school teachers, and a focus on retraining our staff in how to more effectively and timely conduct collaborative team meetings. Lancaster will focus on building instructional leadership that supports and facilitates necessary training in the 24-25 school year. 2024-06-18 2024 19646670123174 Life Source International Charter 2 Life Source uses state adopted core curriculum which includes assessments which are directly aligned to the state adopted standards for the subject area. In addition, supplemental materials are used to further support the growth of students. Progress towards state standards in core subjects areas of ELA and Math is measured through Exact Path and other interim diagnostic tools for other subject areas. These sources are used in order to ensure that we measure progress against state standards and have a clear understanding of the needed supports to close the gaps in achievement. 4 4 4 3 4 4 4 4 3 3 4 4 4 4 4 0 3 3 3 3 4 4 4 Met 2024-06-13 2024 19646670125559 iLEAD Lancaster Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 19646830000000 Las Virgenes Unified 2 Standard: Local educational agency annually measures its progress implementing state academic standards and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the California School Dashboard (Dashboard). 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 0 Met 2024-06-18 2024 19646910000000 Lawndale Elementary 2 5 4 4 4 5 5 5 4 3 3 5 4 4 4 3 0 4 5 5 0 4 3 3 Met 2024-06-27 2024 19646911996438 Environmental Charter High - Lawndale 2 5 4 5 3 3 5 4 5 4 4 5 5 5 4 4 1 5 1 5 5 5 5 4 Met At ECHSL, the Career Technical Education standards and the Physical Education Model Standards are not currently in our charter petition. Health Education Content standards are included in the curriculum and provided to our students by Peer Health Exchange. Visual and Performing Arts standards, as well as World Language Standards, are A-G approved and fully implemented into our core art and Spanish classes. 2024-06-20 2024 19647090000000 Lennox 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 4 5 5 5 Met 2024-06-11 2024 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 Met Incoming freshmen enroll in an asynchronous Health course to satisfy the health education standards during the summer before starting ninth grade. Local survey data highlights how 80% of teachers reported they have attended/ participated in satisfactory professional development opportunities during the 2023-24 school year that will assist in their development as educators and be able to meet the needs of all students. Future professional development offerings will focus on how to implement AI in the classroom, continuing with the writing across the curriculum initiative, and meeting the needs of multilingual learners. 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, baseball and softball. 2024-05-30 2024 19647090107508 Century Community Charter 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 5 5 1 5 4 4 Met 2024-05-15 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 255% of their annual growth goal for Reading Inventory, and 175% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647170000000 Little Lake City Elementary 2 4 4 4 4 4 5 4 5 4 4 4 3 4 4 4 0 3 5 4 0 5 5 4 Met 2024-06-25 2024 19647250000000 Long Beach Unified 2 LBUSD has 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. In 2023-24, all teachers received Quality Core Instruction (QCI) face-to-face training, which engaged teachers to recommit to providing appropriate, thoughtful and differentiated instruction, inclusive of culturally responsive and social-emotional teaching. High quality core instruction in every classroom has the greatest potential to ensure all students meet state standards and to interrupt the patterns of historically marginalized student success. QCI is vital to student achievement and is anchored in LBUSD’s “Understandings & Expectations,” a planning tool that helps educators integrate key teacher practices into daily instruction, builds collective efficacy, promotes caring relationships with students, and inspires reflection throughout the instructional process. LBUSD uses the following local formative assessments: • iReady Math & ELA (1-8) The i-Ready Diagnostic is an adaptive assessment used to assess the grade level knowledge of a student in ELA and Math. The data is used to provide targeted instruction and support for students. Math is offered in Spanish and the Assessment of Spanish Reading (ASR) is offered to assess SLA skills. • FRSA The Foundational Reading / Fluency Skills Assessments (FRSA) is used for progress monitoring and informs the planning of instructional differentiation. The FRSA is used for Achievement Reports. • ELD: Aligned to Common Core State Standards for English Language Arts- (iReady, FRSA) • Science: Next Generation Science Standards (Amplify) • History/Social Science: DBQs • Career Tech Ed: CTE Course Sequence Completors • Health Ed: Health Ed Content Standards • Physical Ed: Physical Ed Model Content Standards The LCAP also includes 3 new local metrics that enhance Priority 2: • M1.15-Triple the number of interdisciplinary units created for Elementary and Middle Schools. • M1.16- Implementation of QCI strategies: Increase the percentage of teachers who “Agree” or “Strongly Agree” to the question “I plan to make changes to my practice as a result of this training.” on the Quality Core Instruction Exit Survey. • M1.17- Percent of favorable responses on the Quality Core Visit surveys in the areas of: Student Centered, Culturally Relevant Content; Clear and Explicit Learning Intention and Success Criteria; Standards-aligned Rigorous Task; Intentional and Consistent Engagement 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647250127506 Intellectual Virtues Academy of Long Beach 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-05 2024 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 Met 2024-07-01 2024 19647330000000 Los Angeles Unified 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 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 3 4 4 5 5 5 5 5 Met 2024-06-26 2024 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 Met 2024-06-25 2024 19647330100677 High Tech LA 2 5 4 4 4 5 5 4 5 4 5 5 4 5 4 5 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 19647330100743 Accelerated Charter Elementary 2 5 5 5 4 2 5 5 5 4 2 4 4 4 3 2 0 3 4 3 0 4 4 4 Met 2024-06-20 2024 19647330100750 Wallis Annenberg High 2 3 4 4 3 5 4 4 4 3 4 4 4 4 4 4 3 4 4 4 0 4 3 3 Met 2024-06-20 2024 19647330100800 Central City Value 2 Central City Value School uses the Northwest Evaluation Association (NWEA) System to track the implementation of state academic standards. The school chose this tool because NWEA assessments measure growth and proficiency and provide insights to help teachers plan for instruction and intervention. NWEA reports provide educators with valid, reliable, and predictive data they need to determine intervention to optimize student’s learning and growth. In addition to this assessment system, Health, Social Studies, and Physical Education curriculum assessments are used to monitor student progress in standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-07 2024 19647330100867 KIPP Los Angeles College Preparatory 2 Not Met 2024 19647330101196 ICEF View Park Preparatory High 2 5 5 5 5 5 5 4 5 5 5 5 4 5 4 4 5 5 5 5 4 5 4 4 Met 2024-06-20 2024 19647330101444 KIPP Academy of Opportunity 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At Opportunity in mathematics, 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. The curriculum has been rated ""Meets Expectations"" for alignment and usability by Ed Reports. For science education, 5-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum. Our 5th-8th grade long term English Learners benefit from the 3D curriculum. The 3D curriculum is tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons. Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students. " 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330101659 CATCH Prep Charter High, Inc. 2 CATCH Prep high school's A-G courses are aligned with both California State Standards and the Common Core State Standards. The California State Standards outline the knowledge, concepts, and skills students should acquire at each grade level, while the Common Core State Standards emphasize writing, research, and analysis of non-literary texts in subjects like history, science, and technical fields. The Common Core Standards also focus on applying mathematical concepts to real-world challenges, enabling students to develop a deep understanding and ability to apply math to novel situations. Additionally, these standards prioritize student collaboration, fluency with multimedia and technology, and the development of strong skills in complex reasoning, problem-solving, and communication. To meet these standards, CATCH Prep aligns its curriculum, assesses student progress, and designs support and intervention programs. Course descriptions are modeled after University of California templates to ensure that all A-G requirements are met. This comprehensive approach enables students to gain a well-rounded education that prepares them for success in higher education and beyond. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met At CATCH Prep, we cultivate a culture of lifelong learning that extends beyond our students to our faculty and staff. Our comprehensive professional development programs are designed to equip our staff with cutting-edge teaching methodologies, current knowledge, and innovative approaches in education. Our staff development focuses on four key areas aligned with our Signature Practices: increasing student achievement in math and English, writing across the curriculum, rigorous student-led instruction, and technology integration. To inform our instructional strategies, we collect student data through internal benchmarks and standardized assessments. This data helps us identify areas where teachers need support and informs our professional development initiatives. In 2023, we launched the CATCH Teaching Excellence Program, a rigorous professional development program aimed at helping our teachers reach their full potential. The program focuses on essential areas such as curriculum design, pedagogical strategies, classroom management, and socio-emotional learning support. Participants work closely with experienced mentors, engage in workshops and seminars, and collaborate with colleagues to share best practices. As we continue to invest in professional growth, we expect to see continued improvements in teaching practices and student performance. By prioritizing teacher growth and development, we foster a culture of excellence that benefits both our staff and students. 2024-06-26 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 178% of their annual growth goal for Reading Inventory, and 147% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330101683 Renaissance Arts Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-18 2024 19647330102335 Ocean Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 0 4 4 5 5 4 4 4 Met 2024-06-27 2024 19647330102426 PUC Milagro Charter 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 0 3 5 4 0 5 5 5 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 179% of their annual growth goal for Reading Inventory, and 173% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330102442 PUC Lakeview Charter Academy 2 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 0 4 4 4 3 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330102483 N.E.W. Academy Canoga Park 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 5 5 5 5 5 Met 2024-06-26 2024 19647330102491 Dr. Theodore T. Alexander Jr. Science Center 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Alexander Science is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647330102541 New Designs Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5 4 4 4 Met 2024-06-08 2024 19647330106351 Ivy Academia 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 3 5 5 0 5 5 5 Met 2024-06-07 2024 19647330106427 Synergy Charter Academy 2 4 4 5 3 4 5 5 5 5 4 5 4 5 4 4 0 3 3 3 0 4 4 4 Met In the beginning of each school year, administration and faculty meet as a whole-group to discuss the framework of Synergy's Professional Growth Plan (PGP). Our organization-wide instructional framework is based on GLEAM: grade-level, engaging, affirming and meaningful instruction. At the elementary level, we know our grade-level and engaging instruction is fully implemented so we have a current focus on continuing to engage and affirm students through productive struggle and specific feedback. Teachers have multiple check-in meetings throughout the year with the school principal during which they discuss successes and challenges that lie within and are outside of the scope of their individual PGP. At the end of the year there is a process of reflection and setting the groundwork for the following year to support continuous growth and improvement. 2024-06-15 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 217% of their annual growth goal for Reading Inventory, and 207% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 224% of their annual growth goal for Reading Inventory, and 214% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 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 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330106872 Bert Corona Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The LEA provides teachers 10 Professional Days and the opportunity for teachers, administrators, and staff to attend any workshop requested before school starts each year. Additional professional development opportunities addressing standards-based instruction are provided monthly throughout the school year; provided students with access to CCSS standards-aligned instructional materials and a broad course of study. All students, including all unduplicated students and students with exceptional needs, will have access to standards-aligned materials and additional instructional materials as outlined in our charter. Administrators engage in regular meetings to support impactful high-quality instruction, conduct regular instructional walk throughs as part of the observation and feedback/coaching cycle, and provide relevant weekly professional development. 2024-06-24 2024 19647330107755 Port of Los Angeles High 2 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 4 5 5 5 5 4 4 Met 2024-06-12 2024 19647330108878 CHAMPS - Charter HS of Arts-Multimedia & Performing 2 4 4 4 4 4 4 4 4 3 3 3 3 5 3 2 5 3 4 5 4 4 4 4 Met We continue to focus on improving and ensuring high quality instructional strategies that effectively move students toward content mastery and rigorous learning and enrichment experiences. One of our primary strategies for this is to continue our investment in instructional coaching and course alignment in all content areas, particularly math and English Language Arts. Our Director of Teaching and Learning works closely with our teachers to coach and collaborate with them to raise rigor, ensure best practices, and align lessons to state standards. In addition, we continue to increase support for new teachers and interns working with diverse student needs via the Director of Teaching and Learning. 2024-06-17 2024 19647330108886 Gabriella Charter 2 4 4 4 3 2 5 5 5 4 2 4 4 4 3 2 0 3 5 5 0 4 4 3 Met 2024-06-24 2024 19647330108894 Alliance Judy Ivie Burton Technology Academy High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330108910 ISANA Nascent Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 3 3 0 4 4 5 0 4 4 4 Met The LEA continues to implement instruction and utilize materials and curriculum that are aligned to the adopted state standards and curriculum frameworks. Professional development is provided to support both the teaching of standards and the implementation of standards aligned tools. 2024-06-11 2024 19647330108928 Larchmont Charter 2 5 4 5 4 4 5 5 5 5 5 4 4 4 4 4 0 4 5 5 4 4 4 4 Met 2024-06-04 2024 19647330108936 Alliance Collins Family College-Ready High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330109884 James Jordan Middle 2 5 4 5 5 4 5 5 5 5 5 4 3 4 5 3 2 5 4 3 0 5 4 4 Met 2024-06-27 2024 19647330109934 Our Community Charter 2 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 4 5 5 5 0 4 4 4 Met Our Community School is a TK-8th grade school and some of the adopted academic standards do not apply. 2024-06-26 2024 19647330110304 Los Angeles Academy of Arts and Enterprise 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-05-28 2024 19647330111211 New Heights Charter 2 4 4 5 5 5 4 4 5 5 4 4 3 5 4 3 0 3 3 3 2 4 4 4 Met 2024-06-19 2024 19647330111484 New Village Girls Academy 2 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-26 2024 19647330111492 Alliance Patti And Peter Neuwirth Leadership Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330111500 Alliance Dr. Olga Mohan High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330111518 Alliance Jack H. Skirball Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 223% of their annual growth goal for Reading Inventory, and 158% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 191% of their annual growth goal for Reading Inventory, and 217% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 241% of their annual growth goal for Reading Inventory, and 191% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330111641 Alliance Ouchi-O'Donovan 6-12 Complex 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330111658 Alliance Marc & Eva Stern Math and Science 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330112060 Hesby Oaks Leadership Charter 2 To track our students educational progress in implementing the state academic standards, Hesby Oaks is Local Plan, Teacher created assessments, CAASP, i-Ready, and Dibels. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 1 1 5 5 5 Met We believe that constant review and analyzing of our data helps us better understand where we are as a school and where we need to go. 2024-06-18 2024 19647330112201 PUC Excel Charter Academy 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 0 4 4 4 4 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330112235 California Creative Learning Academy 2 4 4 3 5 5 5 4 4 5 5 4 3 3 4 4 4 4 5 5 0 5 4 4 Met We are researching other programs for mathematics that allow for a constructivist approach to teaching and learning. Our use of Cognitively Guided Instruction and Context for Learning Mathematics prove to be aligned philosophically and help students develop deep knowledge, however they do not cover enough breadth with respect to all the standards that are being assessed in the California Assessment of Student Performance and Progress (CAASPP) 2024-06-25 2024 19647330112508 Stella High Charter Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 19647330114884 Aspire Junior Collegiate Academy 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330114959 Monsenor Oscar Romero Charter Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The LEA provides teachers 10 Professional Days and the opportunity for teachers, administrators, and staff to attend any workshop requested before school starts each year. Additional professional development opportunities addressing standards-based instruction are provided monthly throughout the school year; provided students with access to CCSS standards-aligned instructional materials and a broad course of study. All students, including all unduplicated students and students with exceptional needs, will have access to standards-aligned materials and additional instructional materials as outlined in our charter. Administrators engage in regular meetings to support impactful high-quality instruction, conduct regular instructional walk throughs as part of the observation and feedback/coaching cycle, and provide relevant weekly professional development. 2024-06-24 2024 19647330114967 Global Education Academy 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 1 3 4 4 4 4 4 4 Met 2024-06-28 2024 19647330115048 Fenton Primary Center 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The Charter School takes a collaborative and systematic approach to track progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback. Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings. Please Note: The Charter School serves students in elementary grades. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum. 2024-06-13 2024 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 2022-23 and 2023-24 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, 98% and 97%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was 93% and 90%, respectively." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-05-16 2024 19647330115139 Center for Advanced Learning 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-27 2024 19647330115253 Discovery Charter Preparatory #2 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 2 3 4 4 5 4 4 4 Met A CTE Program has been in development for two years with neighboring LA Mission College. We have implemented dual enrollment, and after much research and attending state CTE Conferences, we will be offering our students Police Academy, Cyber Security, CTE Pathways in 2024-2025 School Year. 2024-06-25 2024 19647330115287 ICEF Vista Middle Academy 2 4 5 5 4 4 5 5 5 5 5 5 5 5 4 4 0 5 5 5 0 4 4 4 Met 2024-06-20 2024 19647330116509 Alliance Morgan McKinzie High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330117036 Enadia Way Technology Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Enadia Way Tech Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647330117598 Alliance Piera Barbaglia Shaheen Health Services Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 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 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330117614 New Los Angeles Charter 2 4 3 3 4 3 4 4 3 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-24 2024 19647330117622 Magnolia Science Academy 4 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 5 5 5 5 Met MSA-4 is committed to ensuring that all curricula and assessments are meticulously aligned with educational standards, including CCSS and NGSS, to enhance educational outcomes. We engage teachers in comprehensive professional development focused on the effective implementation of these standards. Specifically, we offer tailored services to English Learners (ELs) by proficiency level, ensuring that ELD instruction is consistent with the CA ELD standards and framework. ELs benefit from both core and supplemental ELD instructional materials, and our teachers enhance their skills through professional development sessions specifically targeting ELD standards. Our faculty participates in a minimum of 40 hours of professional development annually, encompassing areas such as Common Core ELA/Literacy, Math, ELD Standards, and the integration of ELD standards into content areas. Training also includes strategies to support ELs within the Common Core ELA/ELD and Math curricula. While our primary focus has traditionally been on ELA/Literacy, Math, and ELD, MSA-4 has also expanded its professional development offerings to include NGSS, History-Social Science, Physical Education, Visual and Performing Arts, and World Languages. New for this academic year, MSA-4 is proud to introduce a career pathway program in Climate Change and Natural Science in partnership with West LA College. This initiative is designed to equip students with the knowledge and skills necessary to excel in these crit 2024-06-17 2024 19647330117648 Magnolia Science Academy 6 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 1 5 5 3 1 4 4 4 Met MSA-6 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 18 hours of professional development per year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-6 has also provided PD and supported our teachers on NGSS, History-Social Science, and Physical Education. 2024-06-17 2024 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 4 4 4 Met MSA-7 ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to EL students by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. EL students 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 in addition to the weekly two hours of staff collaboration and PD time built into the 2023-24 school year. PD includes the areas of Common Core ELA/Literacy, math, ELD Standards and integration of ELD standards into content areas, and training in strategies to support ELs with common core ELA/ELD and math curricula. While the primary focus has mostly been on the ELA/Literacy, math, and ELD over the past few years, MSA-7 has also provided PD and supported our teachers on NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, and Visual and Performing Arts. Staff members are also trained on Social Emotional Learning (SEL) supports and Positive Behavior Interventions and Supports (PBIS) for students. 2024-06-17 2024 19647330117846 Para Los Niños Middle 2 Not Met 2024 19647330117895 Synergy Kinetic Academy 2 4 3 4 4 4 4 3 5 5 5 4 4 4 4 4 3 4 3 2 0 4 4 4 Met We continue to provide ongoing professional development for all staff aligned with our instructional goals for the year and reflect on progress towards these goals. Teachers work with their Instructional Coordinators to develop professional learning goals aligned with Synergy’s instructional framework and in alignment with the GLEAM framework, ensuring that instruction is at grade-level, engaging, affirming, and meaningful. Instructional Coordinators provide weekly planning support, classroom observation, and feedback through the lens of these goals. We are fully implementing ELA, Math, History, and NGSS standards. Instructional Coordinators and teachers use proficiency scales as part of standards-based grading. Teachers continue to work with their Instructional Coordinators in weekly meetings and bi-monthly department meetings to unpack standards, review student data, and provide standards-based lesson planning support. We are in the initial implementation phase of our ELD program as we continue to develop our designated and integrated ELD practices. The Director of EL Programs and Services continues to provide instructional support. We are beginning to develop in the Arts (Visual Art and Music) as this was the first year we provided art to all 6th grade students and offered a choice of music or physical education to all 7th and 8th grade students. All teachers have 250 minutes of planning and preparation time per week to develop standards-aligned lessons and assessments. 2024-06-15 2024 19647330117903 KIPP Raices Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, our approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges Supplemented, by additional teacher-created resources. The curricula has been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330117911 New Millennium Secondary 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 educational partners and the public through the Dashboard. The Williams Review annually reviews the text and resources used in the academic classrooms. The district oversight annually reviews the adopted academic standards. Teachers collaborate annually to review text and resources in order to gauge the direction of the new school year. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-06-24 2024 19647330117937 ICEF Vista Elementary Academy 2 5 4 5 5 4 5 5 5 5 5 5 5 5 4 2 0 5 5 5 0 4 5 4 Met 2024-06-20 2024 19647330117952 ICEF Innovation Los Angeles Charter 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 0 4 4 5 0 5 5 5 Met 2024-06-20 2024 19647330117978 Goethe International Charter 2 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-24 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 128% of their annual growth goal for Reading Inventory, and 183% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. Our High School offers Physical Education, VAPA and Language courses that are aligned to state standards and support literacy across the curriculum through rigorous standards- aligned instruction. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330119982 Equitas Academy Charter 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 19647330120014 KIPP Endeavor College Preparatory Charter 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, our approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges, while 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum, while K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. Our 5th-8th grade long term English Learners benefit from the 3D curriculum Both Wonders and the 3D curriculum are tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 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 Met 2024-06-25 2024 19647330120030 Alliance College-Ready Middle Academy 4 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330120071 New Designs Charter School-Watts 2 5 4 5 4 4 5 4 5 4 4 5 4 5 4 4 4 4 4 4 4 4 4 4 Met 2024-06-08 2024 19647330120097 Academia Moderna 2 4 4 4 4 4 3 4 3 4 4 4 4 4 3 3 0 4 4 2 4 4 4 4 Met 2024-06-26 2024 19647330120477 Aspire Titan Academy 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330120527 Watts Learning Center Charter Middle 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-26 2024 19647330121079 Ararat Charter 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 0 3 5 5 5 5 5 5 Met 2024-06-06 2024 19647330121137 Ingenium Charter 2 4 3 4 3 3 4 4 5 3 4 4 4 4 2 2 0 2 4 3 0 4 4 3 Not Met 2024 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 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330121293 Alliance Tennenbaum Family Technology High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330121699 KIPP Empower Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, Kindergarten through 4th-grade teachers utilize Bridges Supplemented, by additional teacher-created resources. The curricula has been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons. Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330121707 KIPP Comienza Community Prep 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). KIPP Comienza’s approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges, while 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum, while K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. Our 5th-8th grade long term English Learners benefit from the 3D curriculum Both Wonders and the 3D curriculum are tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 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 Met 2024-06-26 2024 19647330122242 TEACH Academy of Technologies 2 Teach uses the following measures and tools to track progress in implementing the state academic standards: Each selection went through a rigorous selection process that included school leaders, teachers and parent input. Influential factors included the stability of the company providing curriculum, the ability to have a seamless K-12 system and evidence of effective outcomes with similar demographics. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 3 3 3 3 3 3 Met Each selection went through a rigorous selection process that included school leaders, teachers and parent input. Influential factors included the stability of the company providing curriculum, the ability to have a seamless K-12 system and evidence of effective outcomes with similar demographics. 2024-06-18 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 145% of their annual growth goal for Reading Inventory, and 138% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330122556 Citizens of the World Charter School Hollywood 2 4 3 5 3 3 4 4 5 3 3 3 4 5 3 3 0 4 5 5 0 4 4 3 Met 2024-06-30 2024 19647330122564 Camino Nuevo Elementary #3 2 5 4 5 3 3 5 5 5 4 4 5 4 5 5 5 0 4 4 4 4 5 5 4 Met Camino Nuevo Charter Academy has prioritized the implementation of aligned curriculum in ELA, Math, and ELD for all applicable students in all grades. For Next Generation Science Standards, we have prioritized the roll-out of aligned curriculum in grades 4-12 with some piloting teachers in grades K-3. For History and Social Science, we completed a multi-year partnership with the UCLA History and Geography Project to create and implement aligned curriculum for grades 6-12. We will explore expansion of NGSS and the History-Social Science Framework to lower grades in the coming years. For now, these grades receive science and social studies content integrated throughout our knowledge building ELA curriculum. 2024-06-18 2024 19647330122606 PUC Lakeview Charter High 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 3 2 4 4 4 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330122614 Aspire Gateway Academy Charter 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330122622 Aspire Firestone Academy Charter 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330122630 Para Los Niños - Evelyn Thurman Gratts Primary 2 Not Met 2024 19647330122655 ISANA Octavia Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 3 3 0 4 4 5 0 4 4 4 Met The LEA continues to implement instruction and utilize materials and curriculum that are aligned to the adopted state standards and curriculum frameworks. Professional development is provided to support both the teaching of standards and the implementation of standards aligned tools. 2024-06-11 2024 19647330122721 Aspire Pacific Academy 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 0 5 5 5 5 5 5 Met 2024-06-20 2024 19647330122739 Vista Charter Middle 2 5 4 5 4 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-10 2024 19647330122747 Magnolia Science Academy Bell 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 3 4 4 4 4 4 4 Met MSA Bell ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.). We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 36 hours of professional development per year 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. MTSS and PBIS 5. Increase learning loss interventions 6. Social emotional learning and teaching practices 7. Restorative practices 2024-06-17 2024 19647330122754 Valley Charter Elementary 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 0 5 5 5 0 5 5 4 Met 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 and the Revolutionary War musical). Each year, students complete a self-portrait that is included alongside their photos in the annual yearbook. 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. All of this work results in a high quality instructional program facilitated by highly effective teachers. 2024-06-27 2024 19647330122838 Valley Charter Middle 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 5 5 3 4 4 4 4 Met Valley Charter Middle School develops curricula backwards from standards and using a constructivist, project based approach that allows 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. For ELA, VCMS uses the reading and writing workshop curricula from Teachers’ College, Columbia University. For math, VCMS uses Eureka math, and for science and history VCMS uses TCI “Bring Science Alive” and “Bring History Alive” as the foundation for curricula and tasks. In addition to the standards related to the four core subject areas, VCMS has a robust physical education program that incorporates health standards, and this past year we implemented a world language program where our 7th and 8th grade students participate in Spanish classes. 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 leadership in order to understand staff needs, develop plans to address them, and develop a multi-tiered system of support for teachers. 2024-06-27 2024 19647330122861 Camino Nuevo Charter Academy #2 2 5 4 5 3 3 5 5 5 4 4 5 4 5 5 5 0 4 4 4 4 5 5 4 Met Camino Nuevo Charter Academy has prioritized the implementation of aligned curriculum in ELA, Math, and ELD for all applicable students in all grades. For Next Generation Science Standards, we have prioritized the roll-out of aligned curriculum in grades 4-12 with some piloting teachers in grades K-3. For History and Social Science, we completed a multi-year partnership with the UCLA History and Geography Project to create and implement aligned curriculum for grades 6-12. We will explore expansion of NGSS and the History-Social Science Framework to lower grades in the coming years. For now, these grades receive science and social studies content integrated throughout our knowledge building ELA curriculum. 2024-06-18 2024 19647330123133 Alliance Susan and Eric Smidt Technology High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330123141 Alliance Ted K. Tajima High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330123158 Arts In Action Community Charter 2 Arts in Action provides instruction that is common core aligned and aligned to California State standards. Arts in Action has fully implemented the State Board of Education adopted academic standards for all domains. Arts in Action ensures that students receive high quality standards based instruction through providing teachers with planning and collaboration time, professional development, professional learning communities, coaching and lesson and unit plan guidance. All curricular materials are also standards aligned. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met Arts in Action has comprehensive supports for students and staff in ensuring that state academic standards are taught and accessible to all students. 2024-06-29 2024 19647330123166 ISANA Palmati Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 3 3 0 4 4 5 0 4 4 4 Met The LEA continues to implement instruction and utilize materials and curriculum that are aligned to the adopted state standards and curriculum frameworks. Professional development is provided to support both the teaching of standards and the implementation of standards aligned tools. 2024-06-11 2024 19647330123984 ISANA Cardinal Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 3 3 0 4 4 5 0 4 4 4 Met The LEA continues to implement instruction and utilize materials and curriculum that are aligned to the adopted state standards and curriculum frameworks. Professional development is provided to support both the teaching of standards and the implementation of standards aligned tools. 2024-06-11 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 230% of their annual growth goal for Reading Inventory, and 189% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 158% of their annual growth goal for Reading Inventory, and 140% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 148% of their annual growth goal for Reading Inventory, and 165% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330124198 Extera Public 2 4 4 3 2 1 4 4 3 1 1 4 4 4 2 1 0 4 3 3 0 4 4 3 Met Extera completed a curriculum audit upon the return from distance learning to analyze and prioritize current programming, curriculum and instruction. Based on this, ELA became the first priority and underwent a robust curriculum adoption during the 2021-2022 school year (including ELA, ELD and literacy intervention). During the 2022-2023 school year, teachers were trained in all three curricula including Expeditionary Learning (ELA), SIPPs (literacy intervention) and EL Achieve (ELD) as well as common core ELA standards and ELA shifts. During this school year (2023-2024), teachers were retrained in using our Eureka Math curriculum, common core standards, math shifts and 8 mathematical practices. In addition, Extera underwent a curriculum adoption for Science this school year and adopted Twig Science, which will be one of the PD focuses for next school year. Extera is currently in the process of beginning a curriculum adoption for History/ Social studies for grades TK-8. This process will begin during the 2024-2025 school year. Due to this, Extera received ones for social studies for items 1-3, and 2s for Science in items 1-3. 2024-06-18 2024 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 Met 2024-06-25 2024 19647330124560 Synergy Quantum Academy 2 3 3 4 4 3 3 3 4 4 3 4 4 5 4 4 5 4 4 4 4 4 5 5 Met The school maintains consistent bi-weekly Instructional Leadership Team meetings to identify gaps and meet the needs of departments and individual teachers. Professional development plans are developed with input that comes directly from observation data and debriefs within the leadership team. All teachers receive weekly coaching, weekly lesson plan feedback, and are allowed planning days with their instructional coach to create standards-aligned lessons that meet the school's implementation of the GLEAM instructional framework, ensuring that instruction is at grade-level, engaging, affirming, and meaningful. 2024-06-15 2024 19647330124784 Aspire Slauson Academy Charter 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330124792 Aspire Juanita Tate Academy Charter 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330124800 Aspire Inskeep Academy Charter 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330124818 Los Angeles Leadership Primary Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 5 5 4 4 5 Met 2024-06-25 2024 19647330124826 Camino Nuevo Charter Academy #4 2 5 4 5 3 3 5 5 5 4 4 5 4 5 5 5 0 4 4 4 4 5 5 4 Met Camino Nuevo Charter Academy has prioritized the implementation of aligned curriculum in ELA, Math, and ELD for all applicable students in all grades. For Next Generation Science Standards, we have prioritized the roll-out of aligned curriculum in grades 4-12 with some piloting teachers in grades K-3. For History and Social Science, we completed a multi-year partnership with the UCLA History and Geography Project to create and implement aligned curriculum for grades 6-12. We will explore expansion of NGSS and the History-Social Science Framework to lower grades in the coming years. For now, these grades receive science and social studies content integrated throughout our knowledge building ELA curriculum. 2024-06-18 2024 19647330124891 Alliance Renee and Meyer Luskin Academy High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330124933 PUC Early College Academy for Leaders and Scholars (ECALS) 2 4 4 4 4 4 5 4 5 4 4 5 4 5 4 5 3 5 5 5 5 4 4 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330124941 Alliance Margaret M. Bloomfield Technology Academy High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330125609 KIPP Philosophers Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. The curriculum have been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum. Our 5th-8th grade long term English Learners benefit from the 3D curriculum. The 3D curriculum is tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330125625 KIPP Scholar Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At Scholar in mathematics, 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports. For science education, 5-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum.Our 5th-8th grade long term English Learners benefit from the 3D curriculum Both Wonders and the 3D curriculum are tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students. " 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330125641 KIPP Sol Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At Sol in mathematics, 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports. For science education, 5-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum.Our 5th-8th grade long term English Learners benefit from the 3D curriculum Both Wonders and the 3D curriculum are tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330125864 Ednovate - USC Hybrid High College Prep 2 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met Ednovate’s Academics Team provides schools with necessary tools and resources for academic excellence. With a focus on the Common Core Standards (CCSS), the team has implemented interim and pre/post assessments to ensure that the content is aligned with the CCSS and that logistics are appropriate. Additionally, the team is committed to supporting teachers through professional development and providing support for its curriculum. Ednovate has identified three instructional priorities to drive results and improve academic quality. 1) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Strong whole group Professional Development will complement targeted coaching at campus and network levels. 2) Building a common language around five keystones, evidence-based instructional best practices (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 support for all core content areas. We are working to provide consistent curriculum professional development for our newly adopted CCSS curriculum to our teachers and staff, to be in full implementation soon. 2024-06-13 2024 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 Met 2024-06-26 2024 19647330126169 Equitas Academy #2 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 19647330126177 Citizens of the World Charter School Silver Lake 2 4 3 5 3 3 4 4 5 3 3 3 4 5 3 3 0 5 5 4 4 4 3 3 Met 2024-06-30 2024 19647330126193 Citizens of the World Charter School Mar Vista 2 4 3 4 3 4 4 3 5 3 3 4 3 4 3 3 0 3 4 4 4 4 3 3 Met 2024-06-30 2024 19647330126797 Aspire Centennial College Preparatory Academy 2 Not Applicable (See Option 2) 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met 2024-06-20 2024 19647330127670 KIPP Iluminar Academy 2 Not Met 2024 19647330127886 City Language Immersion Charter 2 4 3 4 4 4 4 3 4 4 4 3 2 3 3 3 0 2 3 3 4 3 3 3 Met 2024-06-24 2024 19647330127894 Valor Academy High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 19647330127910 Camino Nuevo High #2 2 5 4 5 3 3 5 5 5 4 4 5 4 5 5 5 0 4 4 4 4 5 5 4 Met Camino Nuevo Charter Academy has prioritized the implementation of aligned curriculum in ELA, Math, and ELD for all applicable students in all grades. For Next Generation Science Standards, we have prioritized the roll-out of aligned curriculum in grades 4-12 with some piloting teachers in grades K-3. For History and Social Science, we completed a multi-year partnership with the UCLA History and Geography Project to create and implement aligned curriculum for grades 6-12. We will explore expansion of NGSS and the History-Social Science Framework to lower grades in the coming years. For now, these grades receive science and social studies content integrated throughout our knowledge building ELA curriculum. 2024-06-18 2024 19647330127936 PREPA TEC - Los Angeles 2 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-26 2024 19647330127985 Ingenium Charter Middle 2 4 3 4 3 3 4 4 5 4 4 4 4 4 3 3 0 2 4 3 0 4 4 3 Not Met 2024 19647330128009 Alliance Virgil Roberts Leadership Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330128033 Alliance College-Ready Middle Academy 8 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 0 5 5 5 Met 2024-06-05 2024 19647330128041 Alliance Kory Hunter Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330128058 Alliance College-Ready Middle Academy 12 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330128132 Extera Public School No. 2 2 4 4 3 2 1 4 4 3 1 1 4 4 4 2 1 0 4 3 3 0 4 4 3 Met Extera PS #2 completed a curriculum audit upon the return from distance learning to analyze and prioritize current programming, curriculum and instruction. Based on this, ELA became the first priority and underwent a robust curriculum adoption during the 2021-2022 school year (including ELA, ELD and literacy intervention). During the 2022-2023 school year, teachers were trained in all three curricula including Expeditionary Learning (ELA), SIPPs (literacy intervention) and EL Achieve (ELD) as well as common core ELA standards and ELA shifts. During this school year (2023-2024), teachers were retrained in using our Eureka Math curriculum, common core standards, math shifts and 8 mathematical practices. In addition, Extera PS #2 underwent a curriculum adoption for Science this school year and adopted Twig Science, which will be one of the PD focuses for next school year. Extera PS #2 is currently in the process of beginning a curriculum adoption for History/ Social studies for grades TK-5. This process will begin during the 2024-2025 school year. Due to this, Extera PS #2 received ones for social studies for items 1-3, and 2s for Science in items 1-3. 2024-06-18 2024 19647330128371 New Horizons Charter Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 0 5 5 5 Met 2024-06-25 2024 19647330128512 KIPP Academy of Innovation 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At Innovation, 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. The curriculum has been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting its alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum. Our 5th-8th grade long term English Learners benefit from the 3D curriculum. The 3D curriculum is tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons. Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 175% of their annual growth goal for Reading Inventory, and 162% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330129460 KIPP Vida Preparatory Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, our approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges Supplemented, by additional teacher-created resources. The curricula has been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 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 1 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330129619 PUC Community Charter Elementary 2 5 4 5 4 5 5 4 5 5 5 5 4 5 5 5 0 2 5 5 0 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330129627 TEACH Tech Charter High 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 3 3 3 3 3 3 Met Each selection went through a rigorous selection process that included school leaders, teachers and parent input. Influential factors included the stability of the company providing curriculum, the ability to have a seamless K-12 system and evidence of effective outcomes with similar demographics. 2024-06-18 2024 19647330129650 Equitas Academy #3 Charter 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 19647330129833 Global Education Academy 2 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 4 4 4 4 5 5 5 Met 2024-06-25 2024 19647330129858 Everest Value 2 Everest Value School uses the Northwest Evaluation Association (NWEA) System to track the implementation of state academic standards. The school chose this tool because NWEA assessments measure growth and proficiency and provide insights to help teachers plan for instruction and intervention. NWEA reports provide educators with valid, reliable, and predictive data they need to determine intervention to optimize student’s learning and growth. In addition to this assessment system, Health, Social Studies, and Physical Education curriculum assessments are used to monitor student progress in standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-07 2024 19647330129866 Village Charter Academy 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 3 5 5 5 0 5 5 5 Met 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 100% 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 continue to work toward 100% implementation in collaboration with our school community. 2024-06-15 2024 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 0 5 5 5 0 5 5 5 Met The Charter School takes a collaborative and systematic approach to track progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback. Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings. Please Note: The Charter School serves students in elementary grades. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum. 2024-06-13 2024 19647330131722 Fenton Charter Leadership Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The Charter School takes a collaborative and systematic approach to track progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback. Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings. Please Note: The Charter School serves students in elementary grades. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum. 2024-06-13 2024 19647330131771 KIPP Ignite Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, our approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges Supplemented, by additional teacher-created resources. The curricula has been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons. Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330131797 KIPP Promesa Prep 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). In mathematics, Kindergarten through 4th-grade teachers utilize Bridges Supplemented, by additional teacher-created resources. The curricula has been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-07-21 2024 19647330131821 Collegiate Charter High School of Los Angeles 2 4 2 4 4 4 4 1 4 3 4 4 1 4 4 4 1 3 4 4 4 3 4 4 Met Collegiate Charter High School of Los Angeles is a college prep school and does not offer CTE courses. 2024-06-26 2024 19647330131904 Libertas College Preparatory Charter 2 5 4 5 5 4 5 4 5 5 4 5 4 5 4 4 1 3 5 4 1 5 4 4 Met 2024-06-15 2024 19647330132027 University Preparatory Value High 2 University Preparatory Value High School Value School uses the Northwest Evaluation Association (NWEA) System to track the implementation of state academic standards. The school chose this tool because NWEA assessments measure growth and proficiency and provide insights to help teachers plan for instruction and intervention. NWEA reports provide educators with valid, reliable, and predictive data they need to determine intervention to optimize student’s learning and growth. In addition to this assessment system, Health, Social Studies, and Physical Education curriculum assessments are used to monitor student progress in standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-07 2024 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 0 4 4 4 5 5 5 5 Met 2024-06-05 2024 19647330132126 Bert Corona Charter High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met The LEA provides teachers 10 Professional Days and the opportunity for teachers, administrators, and staff to attend any workshop requested before school starts each year. Additional professional development opportunities addressing standards-based instruction are provided monthly throughout the school year; provided students with access to CCSS standards-aligned instructional materials and a broad course of study. All students, including all unduplicated students and students with exceptional needs, will have access to standards-aligned materials and additional instructional materials as outlined in our charter. Administrators engage in regular meetings to support impactful high-quality instruction, conduct regular instructional walk throughs as part of the observation and feedback/coaching cycle, and provide relevant weekly professional development. 2024-06-24 2024 19647330132282 Ednovate - East College Prep 2 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 2 4 4 4 4 5 5 5 Met Ednovate’s Academics Team provides schools with necessary tools and resources for academic excellence. With a focus on the Common Core Standards (CCSS), the team has implemented interim and pre/post assessments to ensure that the content is aligned with the CCSS and that logistics are appropriate. Additionally, the team is committed to supporting teachers through professional development and providing support for its curriculum. Ednovate has identified three instructional priorities to drive results and improve academic quality. 1) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Strong whole group Professional Development will complement targeted coaching at campus and network levels. 2) Building a common language around five keystones, evidence-based instructional best practices (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 support for all core content areas. We are working to provide consistent curriculum professional development for our newly adopted CCSS curriculum to our teachers and staff, to be in full implementation soon. 2024-06-13 2024 19647330132928 Anahuacalmecac International University Preparatory of North America 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-25 2024 19647330133272 PUC Triumph Charter Academy and PUC Triumph Charter High 2 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 3 4 5 5 4 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330133280 PUC Nueva Esperanza Charter Academy 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 0 4 4 4 0 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 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 3 4 4 4 5 5 4 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647330133686 Equitas Academy 4 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 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 Met 2024-06-25 2024 19647330133702 New Los Angeles Charter Elementary 2 5 4 4 4 4 5 4 5 5 4 4 4 4 4 4 0 5 5 5 0 5 4 4 Met 2024-06-24 2024 19647330133710 Girls Athletic Leadership School Los Angeles 2 The Girls Athletic Leadership School envisions a world where all young women, regardless of their background, are provided access to a personalized and holistic education that provides them with the opportunity to access the skills, knowledge, and self-determination to succeed in college and to develop as leaders in their communities and the world. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 0 4 0 5 5 5 Met 2024-06-12 2024 19647330133868 Rise Kohyang High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 221% of their annual growth goal for Reading Inventory, and 172% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19647330134205 Arts in Action Community Middle 2 Arts in Action provides instruction that is common core aligned and aligned to California State standards. Arts in Action has fully implemented the State Board of Education adopted academic standards for all domains. Arts in Action ensures that students receive high quality standards based instruction through providing teachers with planning and collaboration time, professional development, professional learning communities, coaching and lesson and unit plan guidance. All curricular materials are also standards aligned. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 Met Arts in Action has comprehensive supports for students and staff in ensuring that state academic standards are taught and accessible to all students. 2024-06-29 2024 19647330135509 Gabriella Charter 2 2 4 4 4 3 2 3 4 4 4 3 4 4 4 3 2 0 3 5 5 0 4 4 3 Met 2024-06-24 2024 19647330135517 KIPP Corazon Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At Corazon Academy, our approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges, while 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum, while K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. Our 5th-8th grade long term English Learners benefit from the 3D curriculum Both Wonders and the 3D curriculum are tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons. Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. School wide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 19647330135616 Crete Academy 2 3 3 4 2 2 3 3 4 2 2 3 3 4 2 2 0 4 4 4 0 4 4 3 Met Crete Academy takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level State academic standards. Teachers administer the Renaissance STAR assessments in Reading and Math each trimester to assess students' progress toward mastery of the State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Student progress in STEM is measured through performance-based activities. 2024-06-13 2024 19647330135632 WISH Academy High 2 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met WISH fully implements professional learning standards for teaching and state-adopted academic standards and/or curriculum frameworks. Our courses have been designed in alignment with the California Common Core standards (www.cde.ca.gov/be/st/ss) and materials used to support instruction are selected based on rigor, alignment with State Standards as well as opportunities for scaffolding to meet the needs of all learners. Given the importance of collaboration, teacher teams work together to develop detailed pacing plans for our courses using the key principles of backward planning and highly effective instruction techniques. Teachers start with the goal of having their students master all of the Common Core and State Standards and then plan backward to determine the most appropriate sequencing of instruction. University Partnerships with Loyola Marymount University and the University of Kansas SWIFT Center provide invaluable analysis and feedback on our practices through their research and observations. We administer a variety of meaningful assessments adhering to the verified data criteria to document and analyze student academic progress over time. Student achievement data gathered through internal and external assessments provide teachers the opportunity to design classroom instruction in response to student outcomes and allow program adjustments to best address students' individual needs. 2024-06-20 2024 19647330135715 Ednovate - Esperanza College Prep 2 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met Ednovate’s Academics Team provides schools with necessary tools and resources for academic excellence. With a focus on the Common Core Standards (CCSS), the team has implemented interim and pre/post assessments to ensure that the content is aligned with the CCSS and that logistics are appropriate. Additionally, the team is committed to supporting teachers through professional development and providing support for its curriculum. Ednovate has identified three instructional priorities to drive results and improve academic quality. 1) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Strong whole group Professional Development will complement targeted coaching at campus and network levels. 2) Building a common language around five keystones, evidence-based instructional best practices (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 support for all core content areas. We are working to provide consistent curriculum professional development for our newly adopted CCSS curriculum to our teachers and staff, to be in full implementation soon 2024-06-13 2024 19647330135723 Ednovate - Brio College Prep 2 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 2 5 5 4 5 5 5 5 Met Ednovate’s Academics Team provides schools with necessary tools and resources for academic excellence. With a focus on the Common Core Standards (CCSS), the team has implemented interim and pre/post assessments to ensure that the content is aligned with the CCSS and that logistics are appropriate. Additionally, the team is committed to supporting teachers through professional development and providing support for its curriculum. Ednovate has identified three instructional priorities to drive results and improve academic quality. 1) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Strong whole group Professional Development will complement targeted coaching at campus and network levels. 2) Building a common language around five keystones, evidence-based instructional best practices (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 support for all core content areas. We are working to provide consistent curriculum professional development for our newly adopted CCSS curriculum to our teachers and staff, to be in full implementation soon. 2024-06-13 2024 19647330135921 WISH Community 2 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 3 4 5 5 5 5 5 5 Met WISH fully implements professional learning standards for teaching and all state-adopted academic standards and curriculum frameworks. Our courses are designed in alignment with the California Common Core standards (www.cde.ca.gov/be/st/ss) and materials used to support instruction are selected based on rigor, alignment with State Standards, and opportunities for scaffolding to meet the needs of all learners. Teacher teams work together to develop detailed pacing plans using the key principles of backward planning and highly effective instructional techniques. Teachers start with the goal of having their students master all of the Common Core and State Standards and then plan backward to determine the most appropriate sequencing of instruction. Our University Partnerships with Loyola Marymount University and the University of Kansas SWIFT Center provide invaluable analysis and feedback on our practices through their research and observations. We administer a variety of meaningful assessments adhering to the verified data criteria to document and analyze student academic progress over time. Student achievement data gathered through internal and external assessments provide teachers the opportunity to design classroom instruction in response to student outcomes and allow program adjustments to best address students' individual needs. 2024-06-20 2024 19647330135954 ISANA Himalia Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 3 3 0 4 4 5 0 4 4 4 Met The LEA continues to implement instruction and utilize materials and curriculum that are aligned to the adopted state standards and curriculum frameworks. Professional development is provided to support both the teaching of standards and the implementation of standards aligned tools. 2024-06-11 2024 19647330136986 STEM Preparatory Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 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 Met 2024-06-25 2024 19647330137463 California Creative Learning Academy MS 2 5 3 4 3 3 5 4 5 4 4 5 3 3 4 4 3 3 4 5 0 3 3 3 Met We have had an influx of new staff onto the team, thus requiring more initial training than in previous years. 2024-06-25 2024 19647330137471 High Tech LA Middle 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-18 2024 19647330137513 Learning by Design Charter 2 ELA/ ELD - Lexia CORE 5, IXL, Readers and Writers Workshops (Units of Study/ Lucy Calkins), Ordin Gillingham, Haggerty, and Fountas and Pinnell Math - IXL and Eureka Math NGSS - Amplify Science and Nancy Larson and Scholastic News Social Studies - TCI Social Studies Alive! and Scholastic News Career Technology Education - Engineering and Design + Robotics Enrichment Classes Physical Education - Spark Physical Education Visual and Performing Arts - PBL Works Other Curricular supports and monitoring systems: Gale in Context PBL Works NWEA MAP 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 3 2 4 4 4 Met 2024-06-26 2024 19647330137521 Vox Collegiate of Los Angeles 2 5 4 5 5 5 5 4 5 5 5 4 3 4 4 4 0 4 3 2 0 4 4 4 Met Our school is dedicated to upholding academic excellence through the strategic use of performance data, continuous professional development, and a collaborative approach to teaching and learning. Academic Standards – Vox Collegiate remains committed to maintaining high academic standards, as outlined in the California Content Standards. We have implemented a robust system to ensure that these standards are met and exceeded through continuous monitoring and evaluation. Utilizing Student Performance Data - A critical aspect of our strategy involves the use of student performance data from both the NWEA MAP (Measures of Academic Progress) and the CAASPP (California Assessment of Student Performance and Progress) assessments. These data sources provide comprehensive insights into student learning and areas that require improvement. By analyzing this data, we can tailor our instructional approaches to meet the diverse needs of our students effectively. Our focus on professional development, collaborative planning, and individualized support creates an environment where both teachers and students can thrive. Professional Development Driven by Data - To enhance instructional quality and student outcomes, we have integrated the use of performance data into our professional development programs. Teachers engage in regular professional development sessions where they learn to interpret and apply data to their instructional practices. 2024-06-25 2024 19647330137562 Matrix for Success Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 4 4 5 5 5 5 Met The LEA provides teachers 10 Professional Days and the opportunity for teachers, administrators, and staff to attend any workshop requested before school starts each year. Additional professional development opportunities addressing standards-based instruction are provided monthly throughout the school year. All students, including all unduplicated students and students with exceptional needs, will have access to standards-aligned materials and additional instructional materials as outlined in our charter. 2024-06-25 2024 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 Met 2024-06-25 2024 19647330137612 Valley International Preparatory High 2 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 2 4 2 4 3 4 4 4 Not Met 2024 19647330138305 TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary 2 Teach uses the following measures and tools to track progress in implementing the state academic standards: Each selection went through a rigorous selection process that included school leaders, teachers and parent input. Influential factors included the stability of the company providing curriculum, the ability to have a seamless K-12 system and evidence of effective outcomes with similar demographics. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 3 3 3 3 3 3 Met Each selection went through a rigorous selection process that included school leaders, teachers and parent input. Influential factors included the stability of the company providing curriculum, the ability to have a seamless K-12 system and evidence of effective outcomes with similar demographics. 2024-06-18 2024 19647330138883 Equitas Academy 6 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 19647330139089 Vista Horizon Global Academy 2 5 4 5 4 5 5 4 5 5 5 4 4 4 3 4 2 3 5 4 1 5 5 5 Met 2024-06-10 2024 19647330139097 Scholarship Prep - South Bay 2 5 4 5 3 5 5 5 5 5 5 5 4 5 4 5 1 3 4 4 2 5 5 5 Met 2024-06-20 2024 19647330139121 Equitas Academy 5 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 19647330139832 Citizens of the World Charter School West Valley 2 4 4 5 4 4 4 5 5 4 4 4 4 5 4 4 0 4 4 4 0 4 4 4 Met 2024-06-30 2024 19647330140004 El Rio Community 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 0 3 3 3 3 3 3 3 Met 2024-06-26 2024 19647330140111 Invictus Leadership Academy 2 Not Met 2024 19647330140129 Ednovate - South LA College Prep 2 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 2 4 4 4 4 5 5 5 Met Ednovate’s Academics Team provides schools with necessary tools and resources for academic excellence. With a focus on the Common Core Standards (CCSS), the team has implemented interim and pre/post assessments to ensure that the content is aligned with the CCSS and that logistics are appropriate. Additionally, the team is committed to supporting teachers through professional development and providing support for its curriculum. Ednovate has identified three instructional priorities to drive results and improve academic quality. 1) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Strong whole group Professional Development will complement targeted coaching at campus and network levels. 2) Building a common language around five keystones, evidence-based instructional best practices (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 support for all core content areas. We are working to provide consistent curriculum professional development for our newly adopted CCSS curriculum to our teachers and staff, to be in full implementation soon. 2024-06-13 2024 19647330140749 Citizens of the World Charter School East Valley 2 4 3 5 4 4 4 4 5 4 4 4 4 5 4 4 0 4 5 4 3 4 4 4 Met 2024-06-30 2024 19647331931047 Birmingham Community Charter High 2 Birmingham Community Charter High School uses 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 has adopted an appropriate textbook series for Biology, Chemistry and Physics. The tools used to measure the progress of our students are the Smarter Balanced Assessments, Interim Comprehensive Assessments (ICAs), Interim Assessment Blocks (IABs), STAR Renaissance Assessments, NWEA Assessments, and ELPAC scores. These assessment tools were selected due to their greater validity and ability to produce both norm-referenced and criterion referenced data. 5 5 5 4 5 5 5 5 4 5 5 4 4 4 4 5 4 5 5 5 5 3 3 Met 2024-06-29 2024 19647331931708 Chatsworth Charter High 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647331931864 Grover Cleveland Charter High 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647331932623 El Camino Real Charter High 2 4 3 3 3 3 4 3 3 3 4 4 4 4 4 4 5 5 5 5 5 4 3 3 Met 2024-06-27 2024 19647331933746 Granada Hills Charter 2 4 4 5 4 4 4 5 5 4 4 5 4 4 4 4 5 4 5 4 5 4 4 4 Met For 2023-2024 GHC focused on the implementation of Canvas and Capturing Kids’ Hearts/Second Step, and began the projected three year implementation of Understanding by Design (UbD) in both campuses. UbD will support and deepen teachers' planning and ability to facilitate engaging lessons with authentic assessments that appropriately measure students’ learning. Lastly, Granada Hills Charter continued to address classroom-based and out-ofclassroom interventions and extension activities to support every student. For 2024-2025 GHC will enter year two of the Understanding by Design implementation with a closer look at interventions and classroom learning activities. Teachers will continue to work in teams across departments to deepen their understanding of UbD and how to implement it. GHC will also continue to support the implementation of Canvas/Toddle across both programs with nearly 100% of teachers regularly using Canvas/Toddle in the classes. GHC will continue to provide training and support to teachers for advanced usage and capabilities of Canvas/Toddle. GHC will also continue to implement and refine the social-emotional learning programs at both programs, Capturing Kids' Hearts and Second Step. 2024-06-24 2024 19647331937226 Reseda Charter High 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in Members, Board of Education - 5 - May 29, 2024 implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647331938554 Sylmar Charter High 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647331938612 Taft Charter High 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647331938885 University High School 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 Met 2024-06-18 2024 19647331995836 Palisades Charter High 2 PCHS will create pathways for advanced course enrollment in Math and Science by aligning the math curriculum with state standards and blueprints, and aligning the Science Curriculum with NGSS Standards and CAST blueprint, enhancing the curriculum with engaging, real-world relevance. a) Math courses will increase student support in CAASPP mathematics area achievement-level descriptors: concepts and procedures, problem-solving, modeling, data analysis, as well as communicating math reasoning. b) Science courses will increase student support in science content skills and student access to a curriculum aligned with the NGSS standards and the CAST blueprint. c) Math and Science course pathway development so that more students enroll in a fourth-year course 5 5 5 3 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 4 Met 2024-06-11 2024 19647331996610 Los Angeles Leadership Academy 2 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 3 5 5 5 5 5 4 4 Met 2024-06-25 2024 19647336015986 Beckford Charter for Enriched Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016240 Calabash Charter Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-18 2024 19647336016265 Calvert Charter for Enriched Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Calvert Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016323 Canyon Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016356 Carpenter Community Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016562 Colfax Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these policies and processes related to the implementation of state academic standards. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-18 2024 19647336016729 Dearborn Elementary Charter Academy 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016778 Dixie Canyon Community Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter, is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016869 El Oro Way Charter For Enriched Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336016935 Encino Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Encino Charter is included in these policies and processes related to the implementation of state academic standards. 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-18 2024 19647336017016 Fenton Avenue Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The Charter School takes a collaborative and systematic approach to track progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback. Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings. Please Note: The Charter School serves students in elementary grades. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum. 2024-06-13 2024 19647336017438 Hamlin Charter Academy 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336017529 Haynes Charter For Enriched Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336017693 Justice Street Academy Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Justice ES is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336017701 Kenter Canyon Elementary Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336017743 Knollwood Preparatory Academy 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336017891 Lockhurst Drive Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these policies and processes related to the implementation of state academic standards. 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 0 3 4 4 0 4 4 4 Met 2024-06-18 2024 19647336018063 Marquez Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336018204 Montague Charter Academy 2 5 5 5 4 4 5 5 5 5 4 5 4 5 5 4 0 5 5 4 0 5 5 5 Met 2024-05-30 2024 19647336018287 Nestle Avenue Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Nestle Ave. Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336018634 Palisades Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these policies and processes related to the implementation of state academic standards. 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 0 5 5 5 0 5 5 5 Met 2024-06-18 2024 19647336018642 Pacoima Charter Elementary 2 Pacoima Charter School implements a variety of researched based academic programs that address the California Common Core Standards, such as Success for All Reading Program, Wonders Reading ELA/ELD Program, HMH Science Dimensions, Ready Classroom Math, and Reach. Supplemental programs and resources are utilized to enhance lessons. Students are academically challenged on a daily basis through informal and formal assessments and observations, supplemental learning tools and interventions to address the needs of our different subgroups. PCS uses I-ready Diagnostic Benchmarks to assess students’ progress in mastering CCSS in math and reading. We chose the I-Ready Benchmark because it is an adaptive assessment tool that provides us with a more accurate view of where students are in regards to their understanding of ELA and math standards. We use the information to guide our instruction and determine areas of where professional development is needed. In addition, we use the assessments provided by our HMH science program to monitor students’ progress with NGSS. In regards to ELD, students’ progress is monitored using ELD portfolios and ELD assessments. Differentiation of instruction through tutoring and online programs is making a difference in student performance. Student knowledge of standards and expectations is growing and continues to impact student learning. Students know their goals through discussions and their goals are posted. Student-teacher conferences allow students to understand ways to improve. The Success for All program at Pacoima Charter School has provided consistent language arts strategies that are implemented in our primary grades. In addition, The Wonders Reading program is used to target the needs of students in grades two through five to ensure their growth as proficient readers. It teaches students comprehension strategies, such as summarization, clarification, graphic organizers, story structure, and prediction, so that students can become confident, strategic readers. Integrated English learner strategies are also used throughout the program to assist our English learners in accessing the reading content and skills while at the same time helping them to grow towards English Language proficiency. Supplemental resources and programs have been used to enhance the skills taught. For example, children are given time to read, for enjoyment, every morning with the Drop Everything and Read program. The dedicated English Language Development block of time, found in every grade level, allows teachers to address specific ELD common core standards using the Wonders Designated ELD program which is aligned to CA ELD standards. Students who struggle in language arts are given support to ensure their success. Students receive one-on-one tutoring using the computerized program, Lightening Squad. These programs are customized to the students’ needs and implement strategies used in our reading program 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-11 2024 19647336018725 Plainview Academic Charter Academy 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these policies and processes related to the implementation of state academic standards. 5 3 5 3 3 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 4 4 Met 2024-06-18 2024 19647336018774 Pomelo Community Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Pomelo Community Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336018923 Riverside Drive Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle, and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336019079 Santa Monica Boulevard Community Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The Charter School takes a collaborative and systematic approach to track progress in implementing the state academic standards adopted by the State Board of Education. The Charter School’s approach consists of informal and formal student assessment data, teacher observations, qualitative data from teachers and school leaders, school climate surveys, overall professional development ratings, artifacts and evidence of implementation from professional development sessions, and overall stakeholder feedback. Lead Teachers for each grade level, including special education, create pacing and assessment plans annually. Lead Teachers share assessment choices and data vertically to ensure consistency. Lead Teachers also meet with administration regularly to discuss grade level needs. The entire team also participates in monthly Instruction Committee meetings where topics are discussed, providing all stakeholders a “voice” and new plans are approved. The Instruction Committee provides monthly formal minutes to the Charter School staff, FCPS organization via email and the FCPS Board of Directors at the monthly Board meetings. Please Note: The Charter School serves students in elementary grades. Career Technical Education (CTE) and World Language (WL) are not implemented in isolation due to our grade level configuration. Elements from CTE and WL are integrated throughout the general education curriculum. 2024-06-13 2024 19647336019111 Serrania Avenue Charter For Enriched Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Serrania Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336019186 Sherman Oaks Elementary Charter 2 We use iReady for Math for grades Kindergarten through fifth grades and iReady for ELA for grades three through fifth grades three times a year. The CAASP is administered at the end of the year for grades three through fifth. The Dynamic Indicator of Basic Early Literacy skills (DIBEL's) is administered three times a year for grades Transitional Kindergarten through second grade. 5 5 5 5 5 5 5 5 5 5 4 4 4 5 5 0 5 5 4 0 5 5 5 Met 2024-06-18 2024 19647336019392 Superior Street Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these policies and processes related to the implementation of state academic standards. 5 5 5 5 5 5 5 0 5 5 5 5 4 5 4 0 5 5 5 0 4 4 4 Met 2024-06-18 2024 19647336019525 Topanga Elementary Charter 2 LAUSD employs a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. Key among these are: **Interim Assessments**: LAUSD utilizes i-Ready Diagnostic Assessments in Reading and Math, which align with state standards to measure student placement and growth towards grade-level expectations. Additionally, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assesses early literacy skills. These assessments are administered thrice yearly: at the beginning, middle, and end of the year. **State-Adopted Instructional Materials**: LAUSD adopts instructional materials aligned with the academic curriculum and grade-level standards. These materials support instruction and learning of the California Standards, following a scope and sequence that aligns with the California frameworks. Standards-aligned materials prepare students for subsequent grade levels and ultimately, college and career opportunities. **Teacher Observations and Feedback**: LAUSD principals regularly observe classrooms and provide feedback to teachers on the Teaching and Learning Framework (TLF) elements. Specifically, TLF Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments, aligns with tracking progress in implementing state academic standards. This ongoing process allows principals to monitor implementation and provide actionable feedback and support where needed. **Student Performance Data**: LAUSD uses Early Literacy and Smarter Balanced Assessments to identify Strategic Plan goals. Student performance data from standardized tests, interim assessments, and other formative assessments are analyzed to gauge student mastery of state standards. This data is utilized in the Plan, Do, Study, Act (PDSA) Cycle of Improvement, helping schools and the District identify trends and areas of strength or concern in implementation efforts. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 4 5 4 Met **Summary of Progress**: Based on these locally selected measures and tools, LAUSD has made significant strides in implementing the state academic standards using state-adopted curriculum and instructional resources. Interim assessments reveal strong alignment with standards across grade levels and subjects, with targeted professional development addressing areas needing improvement. Teacher observations and feedback indicate consistent enhancement in instructional practices, with teachers demonstrating a deeper understanding of standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter is included in these policies and processes related to the implementation of state academic standards. 2024-06-18 2024 19647336019533 Topeka Charter School For Advanced Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these policies and processes related to the implementation of state academic standards. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 5 5 0 5 5 5 Met 2024-06-18 2024 19647336019673 Van Gogh Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ES is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336019715 Vaughn Next Century Learning Center 2 4 4 4 3 4 5 5 5 5 5 4 4 4 4 4 5 4 5 4 5 5 5 4 Met 2024-06-26 2024 19647336019855 Welby Way Charter Elementary School And Gifted-High Ability Magnet 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Welby Way Charter ES is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336019939 Westwood Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336019954 Wilbur Charter For Enriched Academics 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. 2024-06-18 2024 19647336020036 Woodlake Elementary Community Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336020044 Woodland Hills Elementary Charter For Enriched Studies 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Woodland Hills CES is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336057988 Emerson Community Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Emerson CC is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336058150 Louis Armstrong Middle 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Armstrong is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336058267 Paul Revere Charter Middle 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336061477 George Ellery Hale Charter Academy 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336061543 Alfred B. Nobel Charter Middle 2 Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle is included in these policies and processes related to the implementation of state academic standards. 5 5 5 5 0 5 4 5 5 4 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-18 2024 19647336061584 Gaspar De Portola Charter Middle 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336071435 Castlebay Lane Charter 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary School is included in these policies and processes related to the implementation of state academic standards 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336094726 Community Magnet Charter Elementary 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336097927 Open Charter Magnet 2 LAUSD utilizes a variety of measures and tools to track its progress in implementing the state academic standards set forth by the State Board of Education. These include Interim Assessments: LAUSD is using i-Ready Diagnostic Assessment in Reading and Math that aligns with the state academic standards to measure a student's placement level and growth towards grade level standards. In addition, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure early literacy skills. These assessments are administered three times a year: beginning, middle and end of the year. State-Adopted Instructional Materials: LAUSD adopts state-adopted instructional materials that are aligned with the academic curriculum and grade level standards. Instructional materials support instruction and learning of the California Standards and follow a scope and sequence to align with the California frameworks. Standards-aligned instructional materials are used to deliver instruction that prepares students for subsequent grade levels and ultimately college and career opportunities. Teacher Observations and Feedback: LAUSD principals conduct regular classroom observations and provide feedback to teachers on the Teaching and Learning Framework elements (TFL). Specifically, the TLF Standard that aligns to tracking progress in implementing the state academic standards is Standard 3: Delivery of Instruction, Element c1: Standards-Based Projects, Activities, and Assignments. This ongoing process allows Principals to monitor implementation and provide actionable feedback and support where needed. Student Performance Data: LAUSD has identified Strategic Plan goals using Early Literacy and Smarter Balanced Assessments. Student performance data is analyzed from standardized tests, interim assessments, and other formative assessments to gauge how well students are mastering the state standards. Data is used with the Plan, Do, Study (PDSA) Cycle of Improvement that helps schools and the District identify trends and areas of strength or concern in our implementation efforts. Summary of Progress: Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the State Board of Education using state-adopted curriculum and instructional resources. The interim assessments have revealed strong alignment with the standards across grade levels and subject areas, with areas of improvement being addressed through targeted professional development. Teacher observations and feedback have shown consistent improvement in instructional practices, with teachers demonstrating a deeper understanding of the standards and their integration into daily instruction. As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter is included in these policies and processes related to the implementation of state academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 19647336112536 Accelerated 2 4 4 4 3 4 3 4 4 3 4 4 3 4 3 3 0 4 4 5 3 5 5 5 Met 2024-06-20 2024 19647336114912 Watts Learning Center 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 5 5 0 5 5 5 Met 2024-06-26 2024 19647336116750 PUC Community Charter Middle and PUC Community Charter Early College High 2 5 5 4 4 4 4 5 4 4 4 5 5 5 5 5 4 4 4 4 4 5 5 5 Met "Data Sources: ? Survey results from PUC-WIDE Professional Development ? PUC Teacher Development System ? 1:1 Coaching for Teachers ? School Site Professional Development for Teachers ? Leader Professional Development & Coaching Cycles ? Annual Scope and Sequence ? Unit and Weekly Lesson Plans ? Classroom-Based Learning Resources ? Site-based Professional Development and Coaching (All Contents) ? Leader Professional Development and Coaching ? PUC Teacher Development System ? Regional Professional Development (Scope and Sequence and Reflections) ? School Site Professional Development (Scope and Sequence and Reflections) ? Physical Education Scope and Sequence ? Visual Arts in Residency Program Scope and Sequence • School Site Professional Development for Teachers (Scope and Sequence and Reflections • PUC-WIDE Professional Development for Leader " 2024-06-13 2024 19647336117048 ICEF View Park Preparatory Elementary 2 5 3 5 5 4 5 4 5 5 4 5 3 5 5 3 0 4 5 5 0 5 5 5 Met 2024-06-20 2024 19647336117667 Camino Nuevo Charter Academy 2 5 4 5 3 3 5 5 5 4 4 5 4 5 5 5 0 4 4 4 4 5 5 4 Met Camino Nuevo Charter Academy has prioritized the implementation of aligned curriculum in ELA, Math, and ELD for all applicable students in all grades. For Next Generation Science Standards, we have prioritized the roll-out of aligned curriculum in grades 4-12 with some piloting teachers in grades K-3. For History and Social Science, we completed a multi-year partnership with the UCLA History and Geography Project to create and implement aligned curriculum for grades 6-12. We will explore expansion of NGSS and the History-Social Science Framework to lower grades in the coming years. For now, these grades receive science and social studies content integrated throughout our knowledge building ELA curriculum. 2024-06-18 2024 19647336119044 Multicultural Learning Center 2 5 4 5 3 5 4 5 5 5 5 5 5 5 4 5 3 2 5 4 5 5 5 3 Met 2024-06-20 2024 19647336119531 CHIME Institute's Schwarzenegger Community 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-18 2024 19647336119903 Downtown Value 2 Downtown Value School uses the Northwest Evaluation Association (NWEA) System to track the implementation of state academic standards. The school chose this tool because NWEA assessments measure growth and proficiency and provide insights to help teachers plan for instruction and intervention. NWEA reports provide educators with valid, reliable, and predictive data they need to determine intervention to optimize student’s learning and growth. In addition to this assessment system, Health, Social Studies, and Physical Education curriculum assessments are used to monitor student progress in standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-07 2024 19647336120471 Puente Charter 2 5 4 5 4 4 5 4 5 5 4 5 5 4 4 4 0 3 4 4 0 5 5 5 Met 2024-06-12 2024 19647336120489 Para Los Niños Charter 2 Not Met 2024 19647336121081 ICEF View Park Preparatory Middle 2 5 3 5 5 3 5 4 5 5 4 5 3 5 5 3 0 4 5 5 0 5 5 5 Met 2024-06-20 2024 19647580000000 Los Nietos 2 5 5 3 3 3 5 4 3 3 5 5 5 4 4 4 3 4 4 5 2 4 4 4 Not Met 2024 19647740000000 Lynwood Unified 2 5 4 4 4 4 4 4 4 4 4 5 5 5 4 4 5 4 5 5 4 5 4 4 Met 2024-06-27 2024 19647900000000 Monrovia Unified 2 5 4 5 3 3 5 5 5 4 4 5 5 5 3 3 5 5 5 5 5 5 4 4 Met 2024-06-26 2024 19648080000000 Montebello Unified 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 3 4 4 4 3 3 4 4 4 Met 2024-06-26 2024 19648160000000 Mountain View Elementary 2 N/A 4 3 3 2 0 5 5 5 2 5 3 3 3 3 3 3 4 5 5 4 4 4 3 Met Based on the reflection of the 2023-2024 school year data includes but is not limited to ELA and Math diagnostic data and CAASPP results, we have a plan to meet the professional needs of our teachers and restructure our instructional practices. 1. Create a PD plan to align to instructional needs 2. Utilize resources and partnerships to provide site PD and District PD (LACOE, the University of California Irvine Math Project, SEAL, UCLA-CRLP, and AVID) 3. Build Principal Capacity around instructional foci 4. Build Principal Capacity around walkthroughs, observations, how to give meaningful feedback, and build instructional next steps to support school sites 5. Support site admin to create meaningful PLC models at their school sites to support data reflection, instructional next steps, and lesson studies 6. Work with the science adoption committee to support the new science adoption aligned to NGSS and create PD next steps 7. Plan for 2023-2024 summer PD differentiated for teacher learning needs. 2024-06-20 2024 19648320000000 Newhall 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 0 5 5 5 4 5 5 5 Met The Newhall School District has achieved full implementation and sustainability in nearly all evaluated areas. History-Social Science: Instruction is guided by the current framework, supplemented by Studies Weekly in addition to the primary program, Reflections from Harcourt, published in 2007. The district is in the process of evaluating Social Studies programs in the upcoming school year for a possible curriculum pilot. Science: The district adopted Amplify Science in the summer of 2023. Career Technical Education: As an elementary district, a Career Technical Education program is not implemented. World Languages: The Spanish Dual Language Immersion program will be fully implemented in grades K-6 for the 2024-2025 school year. 2024-06-25 2024 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 Met Teacher professional development and collaboration times are provided and strengthen to support teachers in the implementation of standards, standards based instructional materials, and targeted interventions for students. NLMUSD is continuing to provide professional learning for our teachers and administrators in the area of academic standards and curriculum framework. Support for teacher collaboration will continue in the form of professional learning communities, site leadership teams and site intervention teams with a focus on Collective Efficacy. NLMUSD created monthly teacher PD Courses called BLAST (Blended Learning And Support for Teachers) with the goal to provide ample PD choice to our teachers. Teachers experience Schoology and other tools as learners, modeling strategies they can use in their teaching. Courses are leveled to help teachers choose (based on their needs and available time). 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 providing iTOSA intervention teachers and counselors to support in the form of targeted instruction and intervention to students. We are going to continue with technology training for parents, classified staff, and students as well. 2024-06-24 2024 19648570000000 Palmdale Elementary 2 5 4 4 3 4 5 5 5 4 4 4 4 4 4 4 1 3 4 4 2 4 5 4 Met 2024-06-18 2024 19648570112714 Antelope Valley Learning Academy 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 Met Overall, the school scored at a 4.40, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.31 increase from the previous year. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. We hosted additional professional development days to support our staff. 2024-05-30 2024 19648570125377 Palmdale Aerospace Academy 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 3 4 4 3 5 4 3 4 Met 2024-06-06 2024 19648570140889 Palmdale Academy Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 19648650000000 Palos Verdes Peninsula Unified 2 4 3 4 4 4 4 3 4 4 4 5 3 4 4 4 3 3 4 4 4 4 4 4 Met 2024-06-26 2024 19648730000000 Paramount Unified 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 4 5 4 4 3 3 3 Met 2024-06-25 2024 19648810000000 Pasadena Unified 2 4 3 5 4 4 5 5 5 5 5 4 3 4 4 4 5 4 4 4 4 4 3 4 Met Pasadena Unified School district has focused on improving math, literacy, and graduation rates for students. We recently concluded a 3-year project focused on implementing high-quality instruction in middle school. The learning for this project will be expanded to include high school math in the ensuing school year. Also, a standardized designated ELD curriculum was implemented this year in K-12. This has assisted us in implementing ELD standards consistently districtwide. 2024-06-27 2024 19648810113464 Aveson Global 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 Met 2024-06-20 2024 19648810113472 Aveson School of Leaders 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 19648810113894 Pasadena Rosebud Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 0 5 5 5 Met PRACS has met and exceeded the requirements for implementation of state academic standards. All of the curriculum and instructional materials (language arts, math, social studies, and science) are updated and common core aligned. Teachers have been fully trained on the implementation of the common core curriculum and receive on-going support and monitoring of progress of its implementation. 2024-06-20 2024 19648810118075 Learning Works 2 5 2 5 4 4 5 2 5 4 4 4 2 4 3 3 2 4 4 4 1 4 4 4 Met 2024-06-25 2024 19648810136945 OCS - South 2 4 3 4 3 3 4 3 4 3 3 3 3 3 3 3 1 2 2 2 1 4 3 2 Met 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. 2024-06-18 2024 19649070000000 Pomona Unified 2 4 4 4 3 2 4 4 4 4 1 3 3 3 2 2 4 4 4 4 4 4 3 3 Met 2024-06-26 2024 19649070115170 School of Extended Educational Options 2 4 4 4 3 2 4 4 4 4 1 3 3 3 2 2 4 4 4 4 4 4 3 3 Met 2024-06-26 2024 19649071996693 School of Arts and Enterprise 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 Met 2024-06-18 2024 19649076021984 La Verne Science and Technology Charter 2 4 4 4 3 2 4 4 4 4 1 3 3 3 3 1 0 4 4 4 0 4 3 3 Met 2024-06-26 2024 19649310000000 Rosemead Elementary 2 Rosemead School District has fully implemented the CA State Standards in English Language Arts, English Language Development, Mathematics, Science, and History Social Science. 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 2018-2021, 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 2019-20, 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 was to accelerate 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. The Rosemead School District 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 pilot materials 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. In 2022-23, a team of teachers from every school and every grade level piloted three state approved History/Social Science programs. The teachers unanimously selected TCI History Alive as the program to adopt. For the 2023-24 school year, we provided professional development for TCI History Alive at the beginning of the year as well as scheduled trainings throughout the year to build teacher’s capacity to effectively use the materials. 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 0 4 4 5 4 4 4 4 Met 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. For the past three years, 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 Advisory Meetings, School Site Council, ELAC and Title 1 parent meetings. 2024-06-27 2024 19649640000000 San Marino Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met SMUSD takes pride in its continuous commitment to providing exemplary teaching and learning through implementation of rigorous, standards-based professional development opportunities, research-based instructional programs and strategies districtwide. SMUSD maintained this commitment through continuous efforts to ensure full and or sustained implementation of academic standards across all content areas through site and district led professional development opportunities as needed. For the 2023-24 school year, SMUSD further deepened and expanded implementation efforts in various standards specific to this indicator. As such, the status of this indicator is marked as being “Met” 2024-06-25 2024 19649800000000 Santa Monica-Malibu Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 3 4 4 3 4 4 4 Met 2024-06-25 2024 19649980000000 Saugus Union 2 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-25 2024 19650290000000 South Pasadena Unified 2 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5 5 5 5 5 5 4 5 Met 2024-06-14 2024 19650370000000 South Whittier Elementary 2 South Whittier School District (SWSD) has placed significant emphasis on the implementation of the Common Core State Standards, and a variety of assessments are utilized to measure progress. As a district fully committed to continuous improvement, instructional leaders have been immersed in the Professional Learning Community (PLC) model as a guide to develop learning communities focused on collaboration in order to impact academic achievement. SWSD has a clear focus on student achievement and by cultivating a collaborative culture among all educator partners, site teams engage in data based decision making in an effort to improve instruction. Grade level, school level, and department teams meet on a regular basis to understand assessment data in order to unpack standards, align common formative assessments, plan instruction, and instructional moves. Teams review outcomes together and cycle through the process. All teachers follow pacing plans and assess students based on required SWSD trimester assessments. District benchmarks including STAR 360, fluency, writing, and Interim Assessment Blocks 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. 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 identify essential standards, unpack standard and identify success criteria. 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 implement these practices within the classroom. SWSD is at thefull implementation of the Next Generation Science Standards and exploration and research phase of implementation of History-Social Science. The district has adopted Teen Talk as part of the California Healthy Youth Act. The district is implementing Second Step to support the social-emotional needs of the classroom. SWSD is committed to offering visual and performing arts and after-school programmaing. The district offers Spanish Dual Immersion at two school sites: Los Altos and McKibben. 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 0 4 4 4 0 5 4 4 Met The South Whittier School District (SWSD) is committed to providing professional development to support high quality, rigorous instruction in all content areas. SWSD is especially proud of the growth in the areas of both English Language Arts and Mathematics. The district has developed a multi-year professional learning plan to provide continued support with the implementatoin of Common Core State standards and new frameworks. Many opportunities for professional development in literacy and math are offered throughout the year to build capacity and strengthen our instructional programs. Instructional coaches support the implementation of new learning at the school site. Contracted consultants are placed at each school site to provide differentiated support in best practices. In addition, an Instructional Specialists provides support and training is provided for intervention teachers and support staff to provide intervention services for struggling students. Teachers have weekly collaboration time embedded into their work day on Monday afternoons which allows them the opportunity to share best practices, create common assessments, and monitor student progress. Kindergarten through eighth grade teachers participate in Data Chats with their site principal and instructional coach bi-weekly to discuss and reflect upon best instructional practices based on assessment data. SWSD’s next steps includes deepening our work with Next Generation State Standards (NGSS) and ELD. 2024-06-18 2024 19650450000000 Sulphur Springs Union 2 The assessments that are used to track student progress vary depending on the specific goals and priorities of students and teachers. Using state and local standardized assessments assists in determining student progress in math, language arts, and science. The District is using i-Ready assessments, as well as, curriculum-based assessments to monitor growth and progress. The District also uses formative assessments during the learning process to provide feedback and monitor progress. The District has chosen to use these assessments to allow for ongoing adjustment of instruction to better meet the needs of students in all subject areas. The District also ensures that all educators are teaching using the state academic standards since the standards are benchmarks that outline what students should know and be able to do at each grade level in core subjects. The use of standards to guide instructional practices is important since they provide clarity and consistency for educators, students, and parents, and ensure consistency across all nine schools. The standards foster accountability, promote equity, and prepare the District's students for success, and ensure that the students are receiving a high-quality education that prepares them for college and careers. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 4 1 4 4 4 Met The Sulphur Springs Union School District considers various aspects that may impact the implementation of the state academic standards. The District utilizes researched-based standards aligned curriculum, implements professional development based on teachers' needs, and analyzes data from state and local assessments to make sound instructional decisions. The assessments are aligned to state standards, as well, to support and accelerate learning for all students. In addition, classroom instructional strategies and tools are used to measure student progress to ensure students have access to a well-rounded curriculum within the TK- 6 self-contained classrooms. Supporting teachers with providing differentiated instruction, such as small group learning and scaffolded curriculum, is a priority to adapt instruction to meet the diverse needs of students, including those with special needs, English language learners, and other students who may be in need of intervention and acceleration. 2024-06-26 2024 19650520000000 Temple City Unified 2 4 2 4 3 1 5 5 4 3 3 4 4 4 4 4 5 5 5 4 4 5 5 4 Met Temple City Unified School District supports our teachers with a clear plan for updating instructional materials and to provide professional development support for the next three years. In the 24-25 school year, the new science curriculum is going through initial implementation. In the 24-25 school year, TCUSD will begin piloting history/social sciences and creation of the the ethnic studies course content with a plan to implement the new elementary curriculum in 26-27. In 25-26, TCUSD will begin piloting math curriculum with a plan to adopt new textbooks in the 26-27 school year. Staff will receive an annual survey on Professional Development needs, which will help design professional development opportunities for the current school year, summer months, and the following school year. 2024-06-26 2024 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 Met 2024-06-18 2024 19650780000000 Valle Lindo Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-26 2024 19650940000000 West Covina Unified 2 During the 2023-2024 school year, the West Covina Unified School District continued to implement the adopted academic standards and/or curriculum frameworks. During the year, teachers fully implemented the new kindergarten through 5th grade science program (TWIG Science) and new 6th through 8th grade math curriculum (Imagine Learning). All elementary school students continued to participate in an elementary VAPA program based on the visual and performing arts standards. 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. 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 in 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. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 19650940112706 California Virtual Academy @ Los Angeles 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-10 2024 19650946023527 San Jose Charter Academy 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 4 5 5 5 4 5 5 5 Met SJCA integrates rigorous academics, professional development, and instructional methods aligned with California State Standards. We use diverse data analysis techniques to address students' unique academic, social-emotional, and physical needs. Leveraging the MTSS framework, we customize support for academic interventions, behavioral management, and social-emotional well-being, fostering community relationships. Educators commit to systematic, standards-based teaching, refining strategies through ongoing assessments and training in social-emotional learning, positive behavior interventions, and community-building. SJCA provides coaching and instructional support for teaching professionals, leveraging technology for dynamic learning. Professional development extends beyond workshops, promoting continuous improvement through collaborative team meetings and conferences. This approach enriches every student's academic journey, ensuring a robust education for success. Our efforts reflect very high rankings on the California Dashboard for all students and subgroups maintaining 47 points above standard in ELA. All students are high or very high in math; however, our focus narrows on students with disabilities who measure at -40.3 points from standard which prompts targeted, evidence-based support for their whole-child needs and teacher development and support. We continue to seek a model of equity in making sure all students in all groups receive the supports they need to thrive. 2024-06-18 2024 19651020000000 Westside Union Elementary 2 5 5 5 4 5 5 5 5 5 5 5 4 4 4 4 3 2 4 3 1 5 5 5 Met 2024-06-18 2024 19651100000000 Whittier City 2 5 4 5 5 4 5 4 5 5 4 5 4 5 5 4 0 4 4 4 0 5 5 5 Met 2024-06-18 2024 19651280000000 Whittier Union High 2 5 5 5 5 5 5 4 5 5 5 5 4 5 4 5 5 4 5 5 5 5 5 5 Met In order to receive a broad sample of responses, this survey was conducted during the LCAP Taskforce/Advisory so all stakeholders had the chance to share their opinions. The survey focuses on the above-mentioned areas. We are happy to see that our stakeholders rated us very high in most areas. The math PD rating increased because we purchased new math textbooks and the teachers received training. The ELD Policy and Program Support rating increased because we started a new EL Best Practices team, and our implementation of standards for CTE increased because our director worked more closely with those teachers. Our rating for the Next Generation Science Standards improved because we purchased new science textbooks that have the NGSS Standards embedded and we have scheduled training for our science teachers for the new textbooks. Additionally, these ratings were shared with our Director of Professional Learning because he strives for continuous improvement and is engaging our teachers on these topics. We will continue to utilize the content standards and frameworks within our collaborative groups which allows for the core content to be processed by our teachers and seamlessly woven into assessments and activities that they develop. This allows for full implementation and sustainability. 2024-06-25 2024 19651360000000 William S. Hart Union High 2 4 3 4 4 3 5 4 4 4 4 5 4 4 4 3 5 5 4 4 4 5 4 3 Met 2024-06-26 2024 19651360114439 Mission View Public 2 4 4 5 4 5 4 4 4 4 4 4 5 5 4 5 5 5 5 5 5 5 4 4 Met Overall, the school scored at a 4.46 and is averaged at Full Implementation and Sustainability of adopted academic and/or curriculum frameworks. This is no growth from last year. We improved in developing our curriculum frameworks in mathematics courses, science courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-05-30 2024 19651360117234 Santa Clarita Valley International 2 5 4 5 4 4 5 4 5 5 5 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-06-26 2024 19651361996263 Opportunities for Learning - William S. Hart 2 5 2 5 5 5 5 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met OFL- WSH offers an instructional design with a variety of hybrid learning styles 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- WSH continues to provide students new courses through the online curriculum platform, Edmentum, through our independent study workbooks, and through the iLit curriculum. The LEA is developing a new ALD curriculum to support our LTEL students with their language acquisition skills. This new curriculum is expected to be implemented in September of the 2024-25 school year. When new core courses are introduced, teachers are encouraged to take part in the training that accompanies these courses. The training will instruct on best practices for the courseware and highlight key learnings and standards. All of the core courseware is aligned to ELD standards and the school makes use of the iLit program - a curriculum specifically designed for English Learners. CTE continues to be an area of focus for OFL- WSH as it continues its efforts to provide additional course offerings and sustains current offerings. We are continuing to identify areas where we can strengthen our access to career and college curriculum and activities. Additionally, we are continuing our efforts of adopting new textbooks and programs across all of the middle school core course subject 2024-06-26 2024 19651510000000 Wilsona Elementary 2 Wilsona School District tracks student progress using iReady which is given three times per year in English Language Arts and Math. State Board adopted Curriculum assessments are given at the end of each unit. For all curricular areas. State provided interim block assessments are used in grades 3-8. 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 Title 1 meeting. 4 3 3 3 3 5 5 5 5 5 4 3 4 3 4 3 3 3 3 0 4 4 4 Met Wilsona teachers and administrators, along with our external consultant have established essential standards in ELA and Math as well as a walkthrough protocol. Wilsona is in the process of developing formative and benchmark assessments and revision of pacing guides to establish more frequent student progress monitoring. The district is working with an external consultant on strategies related to research on visible learning and success criteria. 2024-06-20 2024 19734370000000 Compton Unified 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 5 4 5 4 5 5 4 3 Met 2024-06-25 2024 19734370115725 Lifeline Education Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met Lifeline Education Charter has fully implemented the California Common Core State Content Standards across all subjects. All materials used in core and elective classes are aligned to the current California content standards. Lifeline has implemented a comprehensive professional development system for teachers and support staff. Teachers are provided with time for preparation and professional growth as part of their work schedule. WASC confirmed alignment to the California Common Core Content Standards and supporting professional development activities during a full site visit in 2023 and a 6 year accreditation. Lifeline continues to progress in the implementation of college and career / CTE standards. 2024-06-25 2024 19734370118760 Barack Obama Charter 2 The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational partners and the public through the Dashboard. 4 3 4 3 3 4 4 4 3 4 4 4 4 2 2 0 2 4 3 0 4 4 3 Met 2024-06-24 2024 19734370132845 Today's Fresh Start-Compton 2 Today's Fresh Start Charter School uses the McGraw Hill Curriculum for all content areas. Academic tools used by Today's Fresh Start Charter School to implement the standards adopted by the SBE are the following: • Illuminate Assessment Software • Study Island Assessment Software • McGraw Hill Curriculum Assessments • Northwest Evaluation Association (NWEA) MAP Assessment • CAASPP Interim Assessment Blocks Today's Fresh Start Charter provides a rigorous curriculum to our students where classroom teachers, SPED providers and EL Coordinators create comprehensive pacing plans in all grade levels and for all core content areas. The tools above are then used to measure the following: • Overview of key grade-level learning outcomes • Instructional content and practice considerations • Foundational skills to be systematically and explicitly taught with ample time for practice • Formative assessments to guide instructional modifications based on student progress monitoring • Priority clusters of standards-aligned to curricular resources, assessments, and prerequisite skills and knowledge Our assessment tools are intended to guide teachers in identifying prioritized standards upon which to focus lesson planning and guiding them toward resources that can best support students in attaining mastery of those standards. 5 5 5 4 5 5 5 5 0 5 5 5 5 5 5 0 5 5 5 3 5 5 5 Met 2024-06-26 2024 19734370134338 ISANA Achernar Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 3 3 0 4 4 5 0 4 4 4 Met The LEA continues to implement instruction and utilize materials and curriculum that are aligned to the adopted state standards and curriculum frameworks. Professional development is provided to support both the teaching of standards and the implementation of standards aligned tools. 2024-06-11 2024 19734370137240 Ingenium Clarion Charter Middle 2 4 3 4 3 3 4 4 4 3 4 4 4 4 3 3 0 2 4 1 0 4 4 3 Not Met 2024 19734370137893 KIPP Compton Community 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At KIPP Compton Community School, our approach varies by grade level: Kindergarten through 4th-grade teachers utilize Bridges, while 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports, reflecting their alignment with Next Generation Science Standards (NGSS). For science education, K-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. In addition to Amplify, K-4 teachers integrate other NGSS-aligned curricula such as FOSS and Twigs into their lessons. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum, while K-4 teachers use a variety of Common Core-aligned resources including Open Court Phonics and Wit and Wisdom. Wonders is used specifically for designated English Language Development (ELD) instruction across K-4 grades. Our 5th-8th grade long term English Learners benefit from the 3D curriculum Both Wonders and the 3D curriculum are tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Grade level teams (K-4) and content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students." 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 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 our school'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 i-Ready Common Core or i- 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. Science courses use Open Sci- Ed curriculum and assessments in Middle School. History courses use internally created curriculum resources aligned to the CA Social Studies Framework. Courses have an emphasis on literacy and writing through the analysis of primary and secondary sources and critical thinking skills. Teachers receive professional development sessions weekly 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. Our school 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. Department level and grade level collaboration takes place monthly to provide teachers time to plan collaboratively with their peers in support of student achievement. We use Reading Inventory and iReady assessments to measure literacy and math gains for each student. Students take universal academic assessments three or more times per year for progress monitoring. In the 2022-23 school year, students grew an average of 126% of their annual growth goal for Reading Inventory, and 142% of their growth goal in iReady. In addition to these two nationally normed assessments, our school receives student growth percentiles based on state assessment data from CORE. Growth data from these sources inform data -driven instruction at the school. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-28 2024 19734450000000 Hacienda la Puente Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 4 4 4 3 3 3 Met 2024-06-27 2024 19734520000000 Rowland Unified 2 Not Met 2024 19734520120600 iQ Academy California-Los Angeles 2 4 3 4 2 2 3 3 3 3 3 4 4 4 3 3 3 4 4 4 4 4 4 3 Not Met 2024 19734600000000 Walnut Valley Unified 2 5 4 5 4 4 5 4 5 4 4 4 3 4 4 3 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 19752910000000 San Gabriel Unified 2 5 3 5 5 4 5 4 5 5 4 4 4 5 5 5 3 5 5 5 5 5 5 5 Met 2024-06-24 2024 19752911996016 Options for Youth San Gabriel 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met Our instructional design at OFY - SG incorporates a diverse range of hybrid learning styles, including independent study workbooks, direct instruction classes, and online learning. We are continuously expanding our Career and Technical Education (CTE) offerings to better cater to students' interests and prepare them for their chosen career paths. This involves regularly assessing new courses and updating existing ones to ensure they are engaging, relevant, and aligned with State Standards. Teachers undergo specialized training for these courses, focusing on effective teaching methods and emphasizing key concepts and standards. Moreover, our curriculum is tailored to meet the needs of English Language Learners (ELLs and LTEL’s, utilizing programs like iLit that are specifically designed for this purpose. In addition to updating our CTE offerings, we will also pilot new and optional curriculum such as Bright Thinker, to ensure our students continue to have access to a broad course of study. We are committed to continuously identifying areas for improvement in our career and college readiness curriculum and activities. Our goal is to bridge learning gaps and promote holistic growth for all students, including through our comprehensive CTE offerings and further college readiness curriculum. 2024-06-27 2024 19753090000000 Acton-Agua Dulce Unified 2 4 3 4 3 3 5 5 5 5 5 3 3 3 3 3 3 1 4 3 4 4 3 2 Met 2024-06-27 2024 19753090127100 Assurance Learning Academy 2 4 4 5 4 5 4 5 5 4 5 5 5 4 4 5 5 5 5 5 5 5 5 4 Met Overall, the school scored at a 4.69 and is averaged at Full Implementation and Sustainability of adopted academic and/or curriculum frameworks. This is +.11 growth from last year. We improved in developing our curriculum frameworks in mathematics courses, science courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-05-30 2024 19753090131383 SIATech Academy South 2 4 3 3 3 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 4 3 3 Met 2024-06-18 2024 19753090131987 iLEAD Hybrid 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-27 2024 19753090132654 California Pacific Charter- Los Angeles 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 5 5 5 4 4 4 Met CalPac content teachers, particularly in the areas of ELA, Science, Social Studies, ELD, World Languages, and CTE have attended professional development and training on implementation of the content standards such as NGSS and have incorporated curriculum tools such as no red ink and AVID strategies into the curriculum to support grammar and writing development in students. Curriculum options continue to expand with increasing elective choices in the CTE, social studies, and world languages departments with new CTE pathways, African American History, Ethnic Studies, American Sign Language and Personal Finance. 2024-06-18 2024 19753090134619 Empower Generations 2 3 4 3 3 3 3 4 3 3 3 4 4 4 4 4 3 4 4 4 4 5 4 4 Met 2024-06-27 2024 19753090135145 Compass Charter Schools of Los Angeles 2 4 4 4 4 4 4 4 4 4 4 3 4 3 3 3 1 4 4 4 4 4 4 3 Met 2024-06-22 2024 19753090136531 iLEAD Online 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 19753090136648 Options for Youth-Acton 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 4 5 5 4 4 4 Met OFY - Acton has made significant progress in implementing the academic standards adopted by the state board through its versatile and dynamic instructional design. The school combines various hybrid learning styles, such as independent study workbooks, direct instruction classes, and online learning, to engage students effectively. Continuous evaluation of new curricular options ensures courses remain engaging, relevant, and aligned with State Standards. The school also utilizes the online curriculum platform Edmentum, independent study workbooks, and the iLit curriculum to deliver new courses to students. Teachers are offered professional development training opportunities for new core courses, learning best practices and standards, which helps maintain consistent and high-quality instruction. Core courses meet ELD standards, and the iLit program specifically supports English Learners. Recognizing LTEL students as a student subgroup on the California Dashboard, OFY - Acton will implement targeted writing interventions for LTEL students. These measures aim to provide additional support and enhance academic performance in English Language Arts. In the area of CTE, OFY - Acton prioritizes expanding course offerings and maintaining existing programs to support students' career and college readiness. The school continues to identify opportunities to strengthen access to career and college-focused curriculum and activities, enhancing student preparedness for future success. 2024-06-26 2024 19753090137703 Method Schools, LA 2 5 4 5 5 5 5 4 5 5 5 4 3 4 4 4 4 5 5 5 5 5 5 5 Met Method Schools expanded its CTE program to include a CCAP agreement with a local college to offer students an additional CTE pathway in Business besides the existing pathways. The CCAP agreement helped Method develop The Academy at Method schools, a dual enrollment school-within-a-school, where students are guided through the dual enrollment process from enrollment to graduation to maximize their completion of high school graduation and college transfer requirements. All middle school science courses were rewritten to align with NGSS and updated 2-5 science courses will be implemented in the 24/25 school year. High School will use Edmentum’s Courseware platform to access standards-based, NGSS-compliant courses, and the high school courses will be rewritten over the next two school years. All staff participate in professional development in the area of access and equity in instruction and assessment. Courses are being restructured to reflect a competency-based learning model that focuses on standards mastery while providing equitable learning opportunities for students of all abilities. 2024-06-13 2024 19753090137786 Mission Academy 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 3 5 5 4 4 5 4 5 Met Overall, the school scored at a 4.35 which is the full implementation of adopted academic and/or curriculum frameworks. This is a +.33 growth from last year. We improved in developing our curriculum frameworks in our next Generation Science Standards, Physical Education, and Health courses. 2024-06-05 2024 19753090138297 iLead Agua Dulce 2 4 4 5 5 5 4 4 5 5 5 5 4 5 5 5 3 5 5 4 4 5 5 5 Met 2024-06-25 2024 19753330000000 Manhattan Beach Unified 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 3 4 4 4 4 4 4 3 Met Fostering a culture of Professional Learning Communities (PLCs) remains a primary focus at MBUSD. PLCs are instrumental in enhancing our core curriculum, minimizing disparities in classroom experiences, and addressing the comprehensive needs of students. Through the Multi-Tiered System of Supports (MTSS) at MBUSD, universal screeners for reading and math are administered for grades 1-8, and a social-emotional screener is used for grades 6-12. The District's Educational Services Department leverages feedback from LCAP Surveys for Parents and Staff and collaborates with site leadership teams to fine-tune the professional development plan. Teachers on Special Assignment (TOSAs) support new MBUSD teachers in learning signature instructional practices and work alongside veteran staff who participate in professional development institutes focused on our Personalized Learning Framework, including Depth and Complexity/GATE standards and Project-Based Learning. TOSAs guide grade-level and department teams in identifying essential standards and selecting instructional materials. In the 2024-25 school year, MBUSD will continue to expand PLC practices. Grade-level and department teams will create and/or update essential standards and curriculum maps. Furthermore, MBUSD will review and adopt new instructional materials for elementary mathematics and high school History-Social Science in alignment with the State Board of Education’s revised content framework. 2024-06-20 2024 19753410000000 Redondo Beach Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 Met In the 2023-2024 school year, the Redondo Beach Unified school District’s approach to professional development (PD) was multifaceted. Priorities for the year included utilizing data to drive instruction, engaging in cycles of inquiry, utilizing accommodations and modifications to support all learners, and strengthening best practices to support English learners. RBUSD is in its second year of a newly-adopted elementary ELA curriculum. In year two of the three-year implementation plan, elementary teachers focused on supporting English learners through the curriculum and strengthening writing practices. RBUSD will continue to focus in the third year of implementation on writing and deepening teacher’s knowledge of the curriculum. At the secondary level, PD focused on building collective efficacy, utilizing data to inform instruction, and implementing accommodations and modifications effectively to support all learners. Further, RBUSD’s special education department provided both certificated and classified staff a host of PD opportunities including effective interventions for students with autism, behavior intervention training, and more. Lastly, RBUSD has found the Instructional Leadership Team (ILT) model of shared leadership successful, and will utilize the structure in the upcoming year to focus on using data to drive instructional decisions, engage in continuous cycles of inquiry, and establish shared accountability for student achievement and success. 2024-06-25 2024 19756636120158 New West Charter 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 5 4 4 4 4 Met 2024-06-18 2024 19757130000000 Alhambra Unified 2 5 4 5 4 5 5 4 5 3 5 5 4 5 3 5 5 4 4 5 5 4 4 4 Met The district's commitment to these key aspects signifies a holistic and strategic approach to improving instructional quality. The emphasis on alignment with academic standards, ongoing professional learning, and support mechanisms for educators highlights the goal of elevating teaching practices across the district. Successful engagement in professional learning based on individual and group needs highlights our commitment to personalized development and fostering a culture where educators are empowered to take ownership of their professional growth. 2024-06-25 2024 19768690000000 Wiseburn Unified 2 4 3 4 3 2 4 4 4 5 2 4 3 4 4 2 1 3 4 4 3 5 4 4 Met 2024-06-28 2024 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 Met 2024-06-18 2024 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 Met 2024-06-18 2024 19768690128728 Da Vinci Connect 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 4 4 4 5 5 5 Met 2024-06-18 2024 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 Met 2024-06-18 2024 19769680109926 Academia Avance Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 4 5 5 5 5 Met 2024-06-27 2024 19772890109942 Los Angeles College Prep Academy 2 Not Met 2024 20102070000000 Madera County Superintendent of Schools 2 4 4 5 2 4 5 5 2 2 4 4 4 4 2 4 3 1 1 1 1 4 3 3 Met Endeavor/Voyager staff utilizes a Curriculum Committee made up of teachers and administrators to evaluate current curriculum for alignment to the CCSS. During the last four years, Endeavor/Voyager has adopted four new programs including English Language Arts, English Language Development, Social Science, and Edgenuity Online Curriculum as a means of providing greater opportunities for A-G approved and CTE courses. Endeavor/Voyager staff will continue to evaluate all curricular areas to ensure alignment to the California Common Core State Standards, particularly in Science and Mathematics. 2024-06-18 2024 20102070117184 Madera County Independent Academy 2 4 4 4 2 2 4 4 4 2 4 4 4 4 1 2 3 1 2 1 1 5 4 4 Met The LEA utilizes a Curriculum Committee made up of teachers and administrators to evaluate current curriculum for alignment to the CCSS. During the last four years, the LEA has adopted five new programs including English-Language Arts, English Language Development (ELD), Social Science, Science and Math curricula. The LEA will continue to evaluate all curricular areas to ensure alignment to the California Common Core State Standards. The LEA utilizes a late start professional development program for all staff development which includes programmatic meetings for collaboration and peer learning. 2024-06-18 2024 20102072030229 Pioneer Technical Center 2 4 4 5 2 4 5 5 2 2 4 4 4 4 2 4 4 1 1 1 1 4 3 3 Met The LEA utilizes a Curriculum Committee made up of teachers and administrators to evaluate current curriculum for alignment to the CCSS. During the last four years, the LEA has adopted 4 new programs including English-Language Arts, English Language Development, Social Science, and Edgenuity Online Curriculum as a means of providing greater opportunities for A-G approved and CTE courses. The LEA will continue to evaluate all curricular areas to ensure alignment to the California Common Core State Standards, particularly in Science and Mathematics. 2024-06-18 2024 20651770000000 Alview-Dairyland Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The district has adopted curriculum specific to the California State Common Core Standards in ELA, ELD, Mathematics, History/Social Studies, and Science. Both campuses have a STEM lab and instructor. Students participate in project-based learning and all instruction is based on the NGSS. Teachers have received extensive professional development in ELA, ELD, Math, NGSS, CAASPP preparation, strategic thinking instruction(ClassTime), and explicit direct instruction across all curricular areas. Continued professional development is scheduled for all staff in areas of need and improvement. 2024-06-25 2024 20651850000000 Bass Lake Joint Union Elementary 2 The LEA is using iReady diagnostic testing to track its progress in implementing state academic standards in ELA and Math through the following steps: 1. Regularly administering iReady diagnostic assessments to evaluate student proficiency in key areas aligned with state standards. 2. Data Collection and Analysis - Collecting and analyzing assessment data to monitor student progress, identify learning gaps, and adjust instruction accordingly. 3.Personalized Learning - Using iReady's personalized learning paths to tailor instruction to individual student needs, ensuring that all students are progressing towards mastery of the standards. 4.Teacher Support - Providing teachers with detailed reports and actionable insights from iReady data to inform their instructional strategies and interventions. 5. Progress Monitoring - Continuously tracking student progress over time, using iReady data to measure the effectiveness of the LEA's implementation of the state standards and to make necessary adjustments. For Next Generation Science Standards and History-Social Science teachers are given the standards and are asked to track which standards are being taught throughout the year and collect data on students assessments of the standards. Our Health Education program meets the standards and is delivered to students by teachers who have been trained in the curriculum. All of our Physical Education teachers create their lessons and assessments around the grade level state standards. 4 4 4 0 3 4 4 4 4 4 4 0 4 4 4 1 4 4 3 2 4 4 4 Met 2024-06-26 2024 20651850129015 Yosemite-Wawona Elementary Charter 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 3 4 4 4 0 4 4 4 Met 2024-06-25 2024 20651930000000 Chowchilla Elementary 2 4 2 3 2 2 4 2 4 3 2 4 2 4 2 2 0 3 4 4 3 4 3 4 Met CESD is currently implementing the PLC process at all sites, which encourages teacher teams to carefully analyze student performance data, curricular materials, and best instructional practices to determine how to address students’ unique learning needs. Engaging in meaningful analysis and reflection has illuminated some areas of need that teams are working to address. In this process, teachers have modified, supplemented, and otherwise enhanced the existing curriculum to ensure it is closely aligned with grade-level essential standards and multiple depths of knowledge. While the teams have made excellent progress, there is still work to be done in this area. Therefore, CESD partnered with Solution Tree to have school site content coaches, directly from their company, to come on campuses multiple times a year to work with teacher teams. Additionally, CESD has formed an English Learner Task Force to analyze programs and services for English Learners, evaluate potential ELD curriculum adoptions, and implement English Learner interventions district-wide. CESD has also formed a Curriculum Council to analyze the effectiveness of current adopted curriculum in meeting students’ academic needs. 2024-06-25 2024 20652010000000 Chowchilla Union High 2 3 3 2 3 3 4 4 4 4 4 3 3 3 3 3 3 3 3 3 2 4 4 3 Met 2024-06-24 2024 20652430000000 Madera Unified 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 5 Met 2024-06-25 2024 20652430100016 Sherman Thomas Charter 2 5 4 5 5 4 5 4 5 5 4 4 3 4 4 4 0 3 5 4 0 4 4 3 Met 2024-06-25 2024 20652430107938 Liberty Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met We work throughout the school year to ensure that our teachers and students are utilizing the state-approved material to ensure that they have the resources needed to aid in teaching the concepts needed to help them succeed. To ensure the quality of our curriculum and instructional materials, we only utilize California Department of Education-approved publications in all of our classes. We recently implemented McGraw-Hill’s IMPACT Curriculum to replace an outdated history curriculum to better serve our TK-8th-grade students. To ensure the availability of our curriculum and instructional materials, almost every curriculum component or supplemental resource is available in a printed version and/or online within our online educational platforms. Furthermore, to ensure the currency of our curriculum and instructional materials, in April of each school year, our Teacher Support Department distributes a Curriculum Inventory Sheet for each teacher to fill out for their classroom. Each teacher fills out the sheet indicating the number of copies of each curriculum item in their classroom. Our inventory sheets record all teacher curriculum items and student curriculum items. We utilize these inventory spreadsheets to calculate the amount of curriculum material needed for the next school year. 2024-06-13 2024 20652430118950 Sherman Thomas Charter High 2 5 4 4 5 5 5 4 4 5 5 5 5 4 5 4 0 3 5 5 4 4 4 4 Met 2024-06-25 2024 20652430134510 Sherman Thomas STEM Academy 2 4 4 5 4 3 5 5 5 4 5 5 5 5 5 5 3 3 3 2 1 5 5 5 Met 2024-06-25 2024 20652760000000 Raymond-Knowles Union Elementary 2 5 3 5 5 5 5 4 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The Learning Director collaborates with staff on lesson planning and delivery, and provides timely feedback including suggestions for improvement. 2024-06-27 2024 20755800000000 Golden Valley Unified 2 4 4 4 3 3 5 3 5 5 3 4 3 4 4 4 4 3 4 3 4 4 4 4 Met Having access to curriculum, and adopted materials for NGSS has alowed GVUSD to move to the status of full implementation across all grade levels. In the area of World Languages GVUSD moved to the status of full implementation based growth in vertical alignment with high school foreign language being taught to middle school students, which allows for GVUSD students to complete four comprehensive years for a World Langauge. GVUSD has implemented Prop 28 and anticipates alginment in Visual and Performing Arts for grades TK-12 for the upcoming school year 24-25 with the expectations to improve to full implementation. Additional staffing to focus on curriculum, and instruction help provide targeted support to all teachers based on their needs allowing GVUSD to moved to Full Implementation. 2024-06-25 2024 20756060000000 Chawanakee Unified 2 CUSD Will utilize Option 2 for this Priority. 4 3 3 3 3 4 4 4 4 4 4 3 4 3 3 3 1 2 2 1 3 3 3 Met The District ensures that all students have access to standards-aligned curriculum in all subject areas. 2024-06-13 2024 20756060125021 Minarets Charter High 2 Not Met For Two or More Years 2024 20756060132936 Chawanakee Academy Charter 2 LEA will complete the optional reflection tool (Option 2). 4 3 3 3 3 4 4 4 4 4 4 3 4 3 3 0 1 2 2 2 3 3 3 Met The LEA ensures that all students have access to standards-aligned curriculum in all subject areas. 2024-06-13 2024 20764140000000 Yosemite Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 Met 2024-06-25 2024 20764142030237 Glacier High School Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-18 2024 20764146110076 Mountain Home Charter (Alternative) 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-18 2024 21102150000000 Marin County Office of Education 2 5 3 4 5 5 5 4 4 5 5 4 4 4 4 4 3 3 3 3 3 5 5 5 Met 2024-06-25 2024 21102150135350 Ross Valley Charter 2 4 4 4 4 4 5 4 4 4 4 3 3 3 3 3 0 3 3 4 0 4 4 4 Met 2024-06-13 2024 21102152130102 Phoenix Academy 2 5 3 4 5 5 5 4 4 5 5 4 4 4 4 4 3 3 3 3 3 5 5 5 Met 2024-06-24 2024 21653000000000 Bolinas-Stinson Union 2 4 5 3 3 3 5 5 5 4 5 4 4 3 3 3 0 5 5 5 4 3 3 3 Met Bolinas-Stinson Union School District staff, in the course of developing our 2024-27 Local Control Accountability Plan (LCAP), have identified Professional Development areas and set a four-year timeline for curriculum review and adoption in English/Language Arts, Mathematics, Science, and History/Social Science. 2024-06-18 2024 21653180000000 Miller Creek Elementary 2 The Miller Creek School District continues to prioritize high quality instruction by designing instruction and using resources that align with the California state standards. Miller Creek School District continues to invest in a TK-8 literacy program with a focus on developing strong foundational reading skills, independent reading skills, writing across content areas, and designing small group, targeted reading instruction. Professional development focused on implementation of recently adopted TK-2 foundational reading programs. 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 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. In 2022-23 a committee was established to review and pilot a new foundational reading program. Two curriculums were piloted, one was selected, and board approved for implementation in all classrooms in the 2023-24 school year. The district has a TK-8 NGSS aligned curriculum. 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. Teacher engagement and distributed leadership is cultivated in Lead Teams- a structure that allows focused curricular based conversations to happen in grades K-8. Teachers develop annual professional 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. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 5 5 5 5 4 5 Met 2024-06-06 2024 21653340000000 Kentfield Elementary 2 3 3 3 3 3 2 3 3 3 2 2 2 2 3 3 0 3 3 3 0 3 3 3 Met 2024-06-12 2024 21653420000000 Laguna Joint Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 5 4 0 5 5 5 Met 2024-06-04 2024 21653590000000 Lagunitas Elementary 2 Not Met 2024 21653670000000 Larkspur-Corte Madera 2 4 3 4 3 4 5 3 5 3 5 4 3 4 3 4 4 3 4 4 4 4 4 4 Met 2024-06-20 2024 21653910000000 Mill Valley Elementary 2 3 3 4 3 3 4 4 4 3 3 3 3 3 3 3 1 2 3 3 4 4 3 3 Met 2024-06-12 2024 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 TK-8 with opportunities for professional learning. Math curriculum is in full implementation with opportunities for professional learning. 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 opportunities for professional learning for History-Social Science framework during the 2017-18 and 2018-19 school years, which resulted in the use of approved supplemental materials to support board-adopted curriculum to reflect framework changes. Staff is supplementing with additional state-adopted curriculum in History-Social. Implementation of academic standards for health, PE, visual and performing arts is continuing. Nicasio School did not offer World Language courses during the 2023-24 school year. We currently are in the research phase of Career Technical Education. 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. Support for identified new staff, including individualized coaching and mentoring, is offered as appropriate. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 21654170000000 Novato Unified 2 5 4 5 5 5 5 4 5 5 4 5 4 5 5 5 4 5 5 5 5 4 4 4 Met 2024-06-25 2024 21654176113229 Novato Charter 2 Novato Charter School tracks progress in the implementation of state academic standards through teacher observations of work habits, grade-based formative and summative assessments, FastBridge Benchmark Assessments, and Dig Deeper Assessments, such as DIBELS, Sonday, and Read Naturally. FastBridge was selected because it is approved by the State of California for Charter Schools. The other assessments were selected because they are research-based and appropriate for our curriculum 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 studies Common Core State Standards during meetings. Novato Charter School has worked with the Essential Standards as delineated by the Novato Unified School District, to prioritize standards necessary to prepare for the subsequent grade level. 5 4 5 4 5 5 4 5 5 5 4 4 4 4 0 0 4 4 5 5 5 5 5 Met 2024-06-18 2024 21654250000000 Reed Union Elementary 2 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-11 2024 21654330000000 Ross Elementary 2 Ross School uses NWEA to track both the academic growth and achievement of all our students. These exams are given twice times a year (Aug., Jan.,) in the areas of math, reading, and science. All results are shared with parents. Parents are encouraged to build impact plans with classroom teachers in the fall to track the effectiveness of the teaching in the first semester. Our CAASSP student scores are another indicator that we are teaching the standards across the school. Last year we had 81% of the student body meet or exceed expectations in math and 87% meet or exceed expectations in reading; while in Science we increased from 62% met or exceeded to 63% met or exceeded standard. We have a K-8 Spanish program that aligns with state standards and is designed to have the 8th graders enter high school with at least one year advanced. We have a K-5 NGSS-aligned STEM program that all students participate in weekly and in grades 6-8, there are maker electives offered each semester. Our maker space also teachers career tech. standards along with 2D and 3D art courses. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 Met 2024-06-12 2024 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 as well as SBAC and ELPAC data. This year in TK we are using DRDP to measure student progress in line with the Preschool Learning Foundations. In grades K-5 we will be using iReady as a diagnostic assessment throughout the year to measure student progress in both math and language arts, as well as the iReady fluency and skills assessments. San Rafael City Elementary District continues to focus on having instruction, both curriculum and strategies aligned to the Common Core State Standards. We continue to prioritize professional development around PLCs, foundational literacy skills, math and integrated thematic instruction with strategies to support our English Learners through SEAL. 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. 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. We also have added intervention teachers to support our learners as well as an rTI system. We are also implementing Haggerty and Fundations this year to support foundational literacy skills across our schools. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 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 11 Career Technical Education Pathways aligned to state standards which include: Digital Media (MAX Academy), Digital Music, Education, Engineering Technology, Residential and Commercial Construction, Auto, Engineering Design, Filmmaking, Game Design, Graphic Design, and Journalism and Media Studies . 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 through standards based learning work where we have identified priority standards and will be building aligned assessments in addition to the use of an interim assessment platform in the 2024-25 school year. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 21654740000000 Sausalito Marin City 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 0 4 5 5 0 5 5 5 Met 2024-06-20 2024 21654820000000 Tamalpais Union High 2 The Tam District uses student scores on the CAASPP assessments in English Language Arts and mathematics as one measure to track our progress in implementing the state academic standards. Further, the District maintains a curriculum council that oversee the process of updating all courses of study and the process for instructional materials selection. All courses of study must align with the California State Standards. The curriculum council is facilitated by the Senior Director of Curriculum and Instruction and has representatives from each content area. English Language Arts (ELA) – Common Core State Standards for ELA-Full Implementation And Sustainability English Language Development (ELD) (Aligned to Common Core State Standards for ELA)-initial implementation Mathematics – Common Core State Standards for Mathematics-Full Implementation And Sustainability Next Generation Science Standards-Full Implementation And Sustainability History-Social Science-Full Implementation Career Technical Education-Initial implementation Health Education Content Standards-FullImplementation Physical Education Model Content Standards-Full Implementation And Sustainability Visual and Performing Arts-Full Implementation And Sustainability World Language-Full Implementation And Sustainability 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 21733610000000 Shoreline Unified 2 5 4 5 5 5 5 4 4 4 4 4 3 3 3 3 5 4 5 5 4 4 4 3 Met Over the last two years, our district Curriculum and Instruction team, comprised of representatives from teachers across the PK-12 continuum, as well as administrators, has developed a system for evaluating and updating curriculum, as well as a system for supporting instructional needs based on input from all staff. We are now in the process of implementing that system districtwide, and have identified addition time to support implementation, in an Early Release Wednesday program that we will pilot in the 2024-2025 school year. 2024-06-20 2024 21750020000000 Ross Valley Elementary 2 5 4 4 4 4 4 5 5 4 5 5 4 4 4 4 3 4 4 5 5 5 4 4 Met 2024-06-26 2024 22102230000000 Mariposa County Office of Education 2 3 3 3 3 3 4 3 4 4 4 3 3 3 3 3 4 4 4 4 4 4 3 3 Met 2024-06-27 2024 22655320000000 Mariposa County Unified 2 3 3 3 3 3 4 3 4 4 4 3 3 3 3 3 4 4 4 4 4 4 3 3 Met 2024-06-27 2024 22655320125823 Sierra Foothill Charter 2 4 4 4 4 4 5 5 5 5 4 4 4 4 4 4 0 3 4 4 0 4 4 4 Met 2024-06-18 2024 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 Met 2024-06-24 2024 23655400000000 Anderson Valley Unified 2 4 4 4 3 3 4 4 4 3 3 3 3 4 3 4 3 3 3 3 3 3 3 3 Met 2024-06-13 2024 23655570000000 Arena Union Elementary 2 5 4 4 4 5 5 4 4 3 5 5 4 3 3 5 0 2 3 3 0 5 4 4 Met 2024-06-26 2024 23655576116669 Pacific Community Charter 2 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 4 5 4 4 Met 2024-06-27 2024 23655650000000 Fort Bragg Unified 2 4 4 3 3 4 4 4 4 3 3 5 5 4 3 4 4 4 4 4 4 4 3 4 Met A new History-Social Science curriculum was adopted for the 2023-2024 school year. Science curricula were piloted. A new Science curriculum will be adopted for the 2024-2025 school year for grades K-5. 2024-06-20 2024 23655650123737 Three Rivers Charter 2 5 4 5 4 3 5 5 5 4 4 4 4 4 4 4 3 4 5 4 1 4 5 4 Met 2024-06-25 2024 23655730000000 Manchester Union Elementary 2 4 4 4 2 3 4 4 5 4 4 3 3 3 3 3 0 4 4 3 4 3 4 3 Met 2024-06-25 2024 23655810000000 Mendocino Unified 2 5 5 5 5 4 5 5 5 5 4 4 4 4 4 4 5 5 5 4 5 5 5 4 Met 2024-06-11 2024 23655990000000 Point Arena Joint Union High 2 Point Arena has been using MAP test scores as one of its multiple-measure mechanisms in its system-wide process to benchmark, inform instruction, and track progress in implementing academic standards. As of 24.25 District-wide, the MAP Math and MAP ELA components will be administered two times each year to measure for a baseline and then growth for vertical articulation and student placement purposes. This process not only informs instruction, but also it is a multiple measure correlated with the design of the master schedule at Point Arena High School each subsequent year. During the 23.24, school year, we had 12 CTE students complete their Capstone course, whereas, prior there had been none. The 23.24 master schedule featured re-branded CTE courses with each culminating in a Capstone offering. The AME: the Design, Visual, and Media Arts Pathway (Media Arts Tech I/II), the Production and Managerial Arts Pathway (Radio Communication Tech I/II), and the Performing Arts Pathway (Theater Arts Tech I/II); the EEU: the Environmental Resources Pathway (C-STEM Tech/Marine Science Tech); the MPD: the Welding and Materials Joining Pathway (Welding Tech I/II); the BCT: the Cabinetry, Millwork, and Woodworking Pathway (Wood Tech I/II); and the TI: the Systems Diagnostics, Service, and Repair Pathway (Auto Tech I/II) led to our first set of 12 CTE pathway completers. The Student Articulation Professional Learning Community (SAPLC) and the Curriculum Adoption and Resource Allocation Professional Learning Community (CARAPLC) driven by Dufour's Corollary Questions celebrated their second year impacting students achievement and tracking progress in implementing the academic standards. When Point Arena High School began asking what must students achieve to be considered proficient, how will we know each student has achieved proficiency, how will we respond when students have not achieved proficiency, and how can we extend and enrich the experience for students who have achieved proficiency two years ago; closing both the opportunity gap and the learning gap became our yearly mission. Because the Point Arena as a professional learning community again spent a second year considering the nexus between A-G and CTE offerings through the Duour's lens determining how best to equip the learning experience for English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities, Point Arena High School has progressed greatly in implementing the academic standards and correlating a high-leverage, viable and guaranteed A-G/CTE curriculum experience for all students. 4 4 4 4 4 5 5 5 3 3 3 3 3 3 3 4 5 5 5 3 5 4 4 Met 2024-06-26 2024 23656070000000 Round Valley Unified 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 4 5 5 4 4 4 Met 2024-06-10 2024 23656072330272 Eel River Charter 2 3 3 3 2 1 5 5 5 3 3 3 3 3 3 3 0 4 4 4 0 3 3 2 Met Eel River Charter School is utilizing the McGraw Hill ELA Wonders and MyMath curricula, and Glencoe Math for the 6th grade which were purchased in 2020. In addition, ERCS uses other resources such as Dreambox Learning, Fountas and Pinnell readers, Lexia, Scholastic guided reading sets, Accelerated Reader, 95% phonics program, Rosetta Stone(Spanish) and other leveled instructional materials. The climate of the school campus was friendly and helpful. Each classroom was harmonious, with very little time wasted on misbehavior. Students got along with each other and appreciated all the teachers, aides and staff. Parent support was also one of the school's successes. ERCS has brought the parents back on campus for end of quarter awards assemblies, a family night Valentine making party in February with Maggie Steele, a family and staff pancake breakfast in March, and an Open House in May with a catered taco dinner for all. Parents decorated the school for Halloween, Dia de Muertos, Christmas, and the 6th grade promotion ceremony. In the 2023-24 school year, benchmark test results reported through the school year demonstrate that in Math 85% of students made a year's growth and in ELA 90% of students made a year's growth. However, it is noted that all students have improved from the beginning of the year. 2024-06-20 2024 23656150000000 Ukiah Unified 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 3 5 5 5 4 4 4 Met 2024-06-13 2024 23656150115055 River Oak Charter 2 4 3 4 4 4 4 3 4 4 4 3 3 4 4 4 0 4 4 4 4 4 4 3 Met 2024-06-24 2024 23656150140814 Shanél Valley Academy 2 4 3 4 3 3 4 3 4 3 3 3 3 3 2 2 0 1 3 3 0 5 4 3 Met 2024-06-27 2024 23656152330413 Redwood Collegiate Academy 2 4 3 5 4 4 5 4 5 5 5 4 3 4 4 4 0 3 3 5 5 5 4 3 Met 2024-06-11 2024 23656152330454 Sequoia Career Academy 2 5 3 5 4 5 5 4 5 5 5 5 3 5 4 5 4 4 4 1 0 5 4 3 Met 2024-06-11 2024 23656156117386 Tree of Life Charter 2 "Besides the Smarter Balanced Summative Assessments for ELA and mathematics for grades 3-8 and the California Science Test for grade 5 and 7, Tree of Life Charter School administers the NWEA's MAP Growth Assessment for reading, language arts, and mathematics for all grade levels three times during the school year- Fall, Winter, and Spring. The MAP Growth Assessment was chosen because it is adaptive and gives specific data for each student on ""next steps"" for each subject matter. The school has also chosen to use Montessori Compass, an electronic recordkeeping platform. It is used by the teachers to keep track of the Montessori lessons given to students and produce progress reports twice per year. On the platform, the Montessori lessons are aligned with the state academic standards. This makes it easy for teachers to keep track of student progress and see how they align with the state academic standards. In addition, the students produce portfolios three times per year and present to their parents/guardians along with their teacher. These portfolios include all subjects: ELA, mathematics, science, physical education, the arts, history, and any other subject that they choose to study." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 23656230000000 Willits Unified 2 WUSD has made significant strides in implementing the academic standards adopted by the State Board of Education across various subject areas. Here's a summary of the progress based on locally selected measures and tools: English Language Arts (ELA) – Common Core State Standards for ELA Curriculum Alignment: The LEA has aligned its curriculum with the Common Core State Standards for ELA, ensuring that instructional materials and lesson plans reflect the required competencies. English Language Development (ELD) Integrated Instruction: ELD strategies have been integrated with ELA instruction to support English learners (ELs) in accessing grade-level content while developing language skills. Mathematics – Common Core State Standards for Mathematics Standards Implementation: The LEA has fully implemented the Common Core State Standards for Mathematics, focusing on conceptual understanding, procedural skills, and application. Next Generation Science Standards (NGSS) Curriculum Updates: Science curriculum has been updated to align with NGSS, emphasizing scientific practices, crosscutting concepts, and core ideas. History-Social Science Curricular Enhancements: The LEA has revised the history-social science curriculum to align with state standards, incorporating more diverse perspectives and critical thinking activities. Career Technical Education (CTE) Program Expansion: The LEA has expanded its CTE programs to align with state standards, offering more pathways in high-demand fields. Health Education Content Standards Comprehensive Curriculum: Health education curriculum has been revised to align with state standards, covering a wide range of topics including physical health, mental health, and wellness. Physical Education Model Content Standards Standards-Based Instruction: Physical education programs have been aligned with state standards, emphasizing physical fitness, motor skills, and personal and social responsibility. Visual and Performing Arts Curricular Integration: Visual and performing arts programs have been strengthened to meet state standards, integrating more opportunities for student creativity and expression. World Language Expanded Offerings: World language programs have been expanded to offer a wider range of languages and proficiency levels, aligning with state standards. Overall, WUSD has demonstrated a comprehensive and effective approach to implementing state-adopted academic standards across all subject areas, resulting in improved student outcomes and educational quality. 4 3 4 3 3 4 4 4 3 4 5 3 4 3 4 5 4 3 4 4 4 4 4 Met Regularly review and evaluate the effectiveness of the reading curricula, professional development programs, and intervention strategies. Gather input from teachers, administrators, parents, and students to inform continuous improvement efforts. By implementing these comprehensive support initiatives and maintaining a commitment to continuous improvement, WUSD aims to ensure that all students achieve reading proficiency by 3rd grade and continue to excel in literacy throughout their educational journey. 2024-07-13 2024 23656230112300 La Vida Charter 2 4 3 4 4 4 5 4 5 5 5 3 3 3 3 3 4 3 4 3 3 5 5 4 Met Every teacher at La Vida receives numerous professional development trainings. Most teachers are confident about standards in their specialty and still have areas to grow in other subjects. The Waldorf Education model is a focus at La Vida and all teachers received at least two one to two week long trainings per year. 2024-06-26 2024 23656230125658 Willits Elementary Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 4 4 4 4 4 4 Met 2024-06-25 2024 23656232330363 Willits Charter 2 5 4 5 5 4 5 4 5 5 5 4 4 4 4 4 4 4 2 4 4 3 4 4 Met 2024-06-25 2024 23738660000000 Potter Valley Community Unified 2 3 2 3 2 3 3 3 3 2 3 2 2 3 2 2 5 2 2 3 2 3 3 2 Met 2024-06-27 2024 23739160000000 Laytonville Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 3 Met 2024-06-27 2024 23752180000000 Leggett Valley Unified 2 4 2 4 4 4 4 2 3 4 4 4 3 3 3 4 4 4 4 3 4 3 3 3 Met 2024-06-24 2024 24102490000000 Merced County Office of Education 2 4 3 3 3 3 4 4 4 4 4 3 3 4 3 4 4 4 3 3 3 4 3 3 Met 2024-06-17 2024 24102490106518 Merced Scholars Charter 2 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 3 3 3 4 4 4 4 Met 2024-06-17 2024 24102490138032 Come Back Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 Met 2024-06-17 2024 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). Grades 5 and 8 participate in the California Science Test and grades 5 and 7 participate in the statewide Physical Fitness Test. In addition to these statewide measures, our district has many local indicators to track progress toward academic standards. For English/Language Arts and English Language Development, the district administers 3 benchmarks yearly. Student reading level data is tracked through the Developmental Reading Assessment in grades Kindergarten, 1, and 2 and the Reading Inventory tracks students in grades 3 through 8. For mathematics, district benchmarks are administered 3 times yearly in the form of the Math Inventory. 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 instruction and enrichment opportunities have served to provide multiple opportunities in grade levels K 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. The visual and performing arts are offered through site-level participation in our VAPA program under the guidance of a full-time Visual and Performing Arts teacher as well as a District Art teacher to bring these subjects alive at all elementary sites. 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 Met 2024-06-25 2024 24656490000000 Ballico-Cressey Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 0 5 5 5 Met 2024-06-27 2024 24656496025381 Ballico-Cressey Community Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 0 5 5 5 Met 2024-06-27 2024 24656800000000 El Nido Elementary 2 5 5 5 5 4 5 5 5 5 4 5 5 5 4 4 3 2 5 4 0 5 5 5 Met 2024-06-25 2024 24656980000000 Hilmar Unified 2 4 3 5 3 2 5 3 4 3 2 5 3 5 3 3 3 3 4 3 4 4 4 4 Met 2024-06-19 2024 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 2022-23 and 2023-24 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, 90% and 97%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was 89% and 95%, respectively." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 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 2022-23 and 2023-24 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, 91% and 85%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was 85% and 80%, respectively." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 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, Interim Comprehensive Assessments and local benchmarks to measure student progress in these areas. In addition to these assessments, LUSD uses the number of English Learners (EL) reclassified as Fluent English Proficient to measure progress in English Language Development. The district has adopted and utilizes state approved core curriculum for ELA, Math, Science and HSS as well as additional programs to formatively assess EL development and individualized support for EL students. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 24657550000000 Los Banos Unified 2 4 3 4 2 3 4 4 4 3 4 4 4 4 3 4 4 2 3 3 5 4 3 3 Met 2024-06-18 2024 24657630000000 McSwain Union Elementary 2 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 1 4 4 3 1 4 4 3 Met 2024-06-25 2024 24657710000000 Merced City Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 3 4 4 0 5 5 5 Met 2024-06-25 2024 24657890000000 Merced Union High 2 4 3 4 3 3 4 4 4 3 3 3 4 5 3 3 4 3 4 4 4 4 4 4 Met The Merced Union High School District employs various locally selected measures and tools to monitor its progress in implementing the state academic standards adopted by the State Board of Education. These measures include standardized and local assessments to evaluate student proficiency in core subjects, administrators walk-through data to support teaching and learning, tracking course completion rates to ensure students meet graduation requirements, and monitoring college and career readiness indicators by tracking achievements such as earning college credits, obtaining career technical education (CTE) certifications, and participating in work-based learning opportunities. Additionally, teacher evaluations and classroom observations provide data on instructional practices to ensure alignment with state standards, while feedback surveys from students, parents, and teachers help assess program effectiveness and identify areas for improvement. These measures offer comprehensive insights into student achievement, instructional quality, and program effectiveness, enabling the district to make informed decisions about professional development, curriculum adjustments, and targeted interventions. The district has made significant progress in implementing the state academic standards, as evidenced by the success of its students in various areas. All students take graduation-required courses that meet their academic and CTE needs, preparing them for postsecondary education and care 2024-06-12 2024 24658130000000 Plainsburg Union Elementary 2 4 4 4 3 3 5 5 5 3 5 4 4 4 3 3 0 1 5 1 0 4 4 4 Met 2024-06-13 2024 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 2022-23 and 2023-24 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, 94% and 92%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was 88% and 88%, respectively." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-27 2024 24658390000000 Snelling-Merced Falls Union Elementary 2 3 3 3 2 5 4 4 4 4 4 1 1 1 1 4 4 1 1 4 0 1 1 1 Met 2024-06-17 2024 24658620000000 Weaver Union 2 4 3 4 4 3 4 4 4 4 4 4 3 4 3 3 0 3 4 4 0 3 3 3 Met 2024-06-21 2024 24658700000000 Winton 2 5 5 5 3 3 5 4 5 3 3 4 4 4 3 3 5 5 5 5 5 4 4 3 Met "The section ""Other Adopted Academic Standards"" rating scale is marked ""5""; however, this section does not apply as Winton School District is a TK-8 district. It is requirement that a rating is selected. There was not a ""Not Applicable"" 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. In June 2023, Winton School District adopted National Geographic program titled ""Exploring Science"" as the science program for grades TK-5 and McGraw-Hill Education program titled ""CA Inspire Science"" as the science program for grades 6-8." 2024-06-24 2024 24736190000000 Gustine Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 4 4 Met NA 2024-06-26 2024 24737260000000 Merced River Union Elementary 2 5 4 5 4 2 5 4 5 5 2 5 4 5 5 2 0 5 2 4 0 5 5 5 Met 2024-06-10 2024 24753170000000 Dos Palos Oro Loma Joint Unified 2 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 5 4 4 4 4 3 3 3 Met 2024-06-24 2024 24753660000000 Delhi Unified 2 "Delhi USD monitors the implementation of state academic standards through the CDE Dashboard/CAASPP ELA and Math data. At the local level, Delhi USD uses NWEA Benchmark Assessments to monitor growth and progress for ELA and Math. This is amplified with purposeful professional development to administrators, teachers, and classified employees on our standards-based adopted curricula in Math, English Language Arts, ELD, Science, etc., as well as ongoing professional development on the NWEA platform. In 2023-24 Delhi USD went through a deep dive into the NGSS standards in grades K-12. Teachers in grades 6-12 piloted new Science curriculum, that led to adoption for 2024-25 implementation. Grades TK-5 began receiving professional development on the NGSS standards during this 2023-24 academic year, and will be exploring curriculum to pilot and adopt in 2024-25. Grades TK-1 received professional development through the SEAL/EBC Grant. TK and K continued to dive deeper into the SEAL instructional practices and strategies, while first grade did year one with the SEAL Instructional Model. Grades 6-12 went through Expository Reading Writing Curriculum (ERWC) professional development through Merced COE and CSU Sacramento to up the rigor and learning of our students, while building the capacity of our teachers. Lastly, grades K-6 received professional development through Merced COE on ""Number Talks"" to lay the foundation for Math literacy at our elementary school sites. In 2024-25, grades K-6 will go much deeper into ""Number Talks"" implementation, and also with the added instructional strategy of Concrete Representational Abstract (CRA). In 7-8 grades, Delhi USD adopted curriculum for World Language in Spanish to deepen students' Spanish Literacy who were in the Dual Language Program from elementary, to introduce Spanish to the monolingual students and to strengthen the pathway for California's SEAL of Biliteracy." 3 3 2 2 1 4 3 3 2 2 3 2 2 2 2 3 3 4 4 4 3 3 3 Met 2024-06-11 2024 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 let it reflect met without something being marked. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 0 Met MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked. 2024-06-10 2024 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 Met 2024-06-25 2024 25735850000000 Modoc Joint Unified 2 4 3 4 1 3 5 4 5 1 1 4 4 4 1 1 5 4 1 3 3 4 3 4 Met 2024-06-18 2024 25735930000000 Tulelake Basin Joint Unified 2 3 3 3 1 3 3 2 3 2 2 2 2 2 2 2 3 3 3 1 2 3 3 2 Met Surveys were developed and sent to all district families and staff through emails, social media and/or other direct means. Spanish versions were sent to families. At least 33% of the staff response indicated they didn’t have enough information to give the indicators a rating, while the parent surveys indicated 9%. 2024-06-18 2024 26102640000000 Mono County Office of Education 2 3 2 3 3 3 4 4 4 4 4 3 2 3 3 3 2 4 4 4 5 4 4 4 Met 2024-06-27 2024 26102640124990 Urban Corps of San Diego County Charter 2 2 3 2 2 2 4 4 4 4 4 3 3 2 2 2 1 3 2 3 0 4 3 2 Met 2024-06-28 2024 26736680000000 Eastern Sierra Unified 2 5 5 5 5 5 5 4 4 4 5 5 4 5 5 5 3 5 5 4 5 4 4 4 Met 2024-06-20 2024 26736920000000 Mammoth Unified 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 4 4 Met 2024-06-20 2024 27102720000000 Monterey County Office of Education 2 The Monterey County Office of Education annually presents curriculum for acceptance and adoption to the board. All students have access to standards based curriculum that provides a broad course of study. 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-26 2024 27102720112177 Monterey Bay Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 5 4 4 5 4 5 5 4 Met MBCS teachers attend an annual summer training funded by the school that provides professional development on standards and curriculum specific to the teacher’s assigned grade level. MBCS has a sustainable internal professional development program implemented during our weekly two-hour faculty meetings. Teachers are provided collaborative time to develop the curriculum, and teachers lead workshops on various topics during the year. Teachers participate in a variety of local and state-wide professional development opportunities throughout the school year to further develop their teaching practices and deepen their understanding of standards-based teaching. The school has an educator effectiveness professional development plan that supports goals outlined in the LCAP. Teachers align their instruction to state standards and monitor student progress using formative and summative evaluation methods. Student progress towards mastery of learning standards is monitored through Illuminate Fastbridge online benchmark testing for Math and English Language Arts administered three times annually. The results are evaluated by the Assessment Coordinator, Director(s) of Education, and Reading/Math Intervention Teachers at monthly Intervention Team meetings. Data is disaggregated and action plans for individual students are formed and monitored by the Director through the SST process as needed. MBCS has an established staff evaluation system. 2024-06-10 2024 27102720116491 Open Door Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-26 2024 27102720124297 Bay View Academy 2 For the 2023-2024 school year, several key initiatives and programs were implemented at Bay View Academy (BVA) to support student learning and well-being: 1. English Language Development (ELD) Support: A full-time equivalent (FTE) position for ELD was established at the Upper School (US) to provide explicit instruction and support for English Language Learners (ELLs) in navigating academic language, particularly in ELA, Humanities, and Science. There is a need for a part-time ELD teacher at the Lower School (LS) to ensure compliance with the requirement of at least 30 minutes of designated ELD daily for all ELLs. 2. K-4 Language Arts Intervention: A K-4 Language Arts Intervention Teacher effectively identified and supported students needing extra intervention in reading by assessing accuracy, fluency, and comprehension levels. Students were grouped homogeneously and received targeted instruction during differentiated ELA instruction time, resulting in significant progress for many students. 3. Math Intervention: A Math Intervention Specialist at the Lower Campus provided small-group support for students in grades first through fourth, identified through a data-driven inquiry cycle. After-school sessions on minimum day Wednesdays were offered for additional support. 4. Social Work Internship: Unfortunately, BVA was unable to secure MSW interns for the 2023-24 school year due to changes in supervision credentials. Plans are in place to meet credential requirements for the recruitment of interns in the following year. 5. Math Curriculum Coordination: The Math Curriculum Coordinator collaborates with teachers to create and modify math unit maps, incorporating differentiation, remediation, and acceleration strategies. Coaching, mentoring, and support in lesson creation and material ordering are provided to teachers and specialists. 6. Transitional Kindergarten (TK) Program: Year 2 of BVA's TK program continued with thematic units focusing on character traits, fostering hands-on learning experiences and parental involvement. 7. Student Wellness Surveys: Quarterly surveys are conducted to assess student well-being, sleep and eating habits, and the presence of trusted adults at school. Survey results inform modifications to lesson plans, classroom agreements, and cafeteria services to support students' physical and emotional needs. These initiatives reflect BVA's commitment to providing comprehensive support for student academic success and well-being, through targeted interventions, curriculum coordination, family engagement and holistic wellness programs. 4 3 4 4 4 5 3 5 5 5 3 3 3 3 3 0 5 4 4 0 3 4 3 Met 2024-06-13 2024 27102722730232 Monterey County Home Charter 2 5 4 3 2 3 4 4 4 4 4 5 5 4 2 4 0 5 5 5 2 4 4 4 Met 2024-06-26 2024 27102726119663 Oasis Charter Public 2 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 3 4 5 5 0 4 4 4 Met 2024-06-25 2024 27659610000000 Alisal Union 2 5 4 4 4 4 5 5 5 5 5 4 4 4 4 4 0 4 4 3 0 4 4 4 Met 2024-06-26 2024 27659790000000 Bradley Union Elementary 2 4 4 4 3 3 4 4 4 4 3 4 4 4 4 3 3 2 3 2 2 2 2 2 Met 2024-06-11 2024 27659870000000 Carmel Unified 2 5 4 5 5 5 5 4 5 5 5 5 4 4 4 4 5 5 5 5 5 5 5 5 Met CUSD’s ratings take into account the different phases of implementation of state standards, state frameworks, and instructional practices at each level: K-5, 6-8, and 9-12. During the Fall of 2022, CUSD implemented a newly adopted K-5 Mathematics instructional materials program and high school Integrated Math (Levels 1-3). In Spring of 2023, the Board of Education approved the recommendation for adoption of new World Language instructional materials for implementation in the 2023-24 school year. Instructional Materials for English Language Arts, inclusive of English Language Development, will be reviewed and considered for replacement at all grade levels in the coming school year. 2024-06-26 2024 27659950000000 Chualar Union 2 Chualar Unified Elementary School District and school ensure a battery of State, county and district-approved assessments are implemented strategically and on a timely basis. The district implements the following assessments, California Assessment of Student Performance and Progress (CAASPP), the English Language Proficiency Assessment for California (ELPAC), the Smarter Balanced Assessment Consortia (SBAC), iReady for Reading/Math, District approved curriculum with accompanying module assessments, 5th/7th grades Physical fitness test, Science assessment in grade 5th and 8th, the Basic Phonics Skills Test (BPST) phonics assessment, California Alternate Assessments [CAAs] for English Language Arts/Literacy [ELA] and Mathematics given in grades three through eight are based on assurance that all students are enrolled in a broad course of study. The district also ensures a battery of benchmark assessments are implemented during the course of curriculum paced instruction. Chualar Union School district achieved numerous successes during the 2023-24 school year. Data from the California Dashboard and Local Climate Survey demonstrate that CUESD has successfully established a safe and supportive learning environment. This positive atmosphere is consistently fostered by strong relationships among students, staff, parents, and the broader community. These achievements are evident in our metrics, with 85% of our educational partners reporting feeling safe and secure within our environment, and a minimal suspension rate of 0.7%. Additionally, there was a notable 53.3% increase in Math performance, and 61.4% of our English learners made progress during the year. Reflecting on successes and challenges, CUSD acknowledges the progress made in culture and climate while recognizing continued challenges. Successes include a 5.6% increase in English Learner (EL) students progressing towards English Language proficiency, an 11.9-point increase in ELA scores for students with disabilities, and a 6-point increase in Math scores for all students. Additionally, specific gains were observed in Math, such as a 5.9-point improvement for EL students, a 5.6-point increase for Hispanic students, a 7.4-point increase for socioeconomically disadvantaged students, and an 8.8-point increase for students with disabilities. This information was reported to the Board of Trustees during the LCAP presentation scheduled and held on June 25, 2024. 4 4 4 4 3 5 5 5 5 5 4 4 4 4 3 0 4 3 3 5 4 4 4 Met 2024-06-25 2024 27660270000000 Graves Elementary 2 4 4 5 4 4 5 4 5 5 5 5 4 5 5 5 2 4 4 4 1 4 4 4 Met GESD evaluates each student using a variety of assessments and diagnostic benchmarks including the CAASPP, iReady, McGraw Hill, cumulative file reviews, curriculum tests, and student individual check ins. This process allows for GESD to identify student learning needs and goals, and offers a broad course of study. Students may receive direct instruction, group instruction, or targeted intervention time. GESD ensures that all students have access to and are enrolled in a broad course of study. 2024-06-12 2024 27660350000000 Greenfield Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met The district is fully committed to implementing the California State Standards, ensuring all students receive a high-quality education aligned with the most recent academic guidelines. Our dedication to professional learning for teaching these standards is evident through comprehensive training programs and continuous support for educators. Since adopting the latest academic standards set by the California State Board of Education, we have made significant progress in enhancing our curriculum and instructional strategies. This success is largely due to the exceptional engagement of our teachers and administrators, who work collaboratively to meet and exceed the educational goals set forth by the state. Their collective efforts have created a dynamic learning environment where students are empowered to achieve their highest potential. 2024-06-20 2024 27660500000000 King City Union 2 KCUSD continued implementing the adopted English Language Arts/English Language Development and Mathematics programs aligned with the California Common Core State Standards. KCUSD has three English Learner Development TOSAs who support the ongoing professional development of all staff in the area of ELD. Weekly collaboration continues to be provided for teachers with a focus on the implementation of the standards, student data analysis, and specific lesson designs to meet the needs of all students. Additionally, professional development targeting mathematics instruction continued with the Monterey County Office of Education through a Professional Learning Network. Our school district also underwent a mathematics curriculum review to look at the district-adopted curriculum. Gaps within the standards were identified, and staff have already begun the work of standards mapping, unpacking, and lesson creating, which will be a year-long process into the 2024-25 school year to ensure student learning. Additionally, our science program continued as a focus into the 2023-24 school year, with ongoing professional development planned as we move forward. The district adopted a new history social science curriculum for full implementation in the 2024-25 school year. 4 4 4 4 3 5 5 5 4 3 4 5 5 3 2 0 3 4 4 0 4 4 3 Met 2024-06-18 2024 27660680000000 South Monterey County Joint Union High 2 COLLEGE AND CAREER READINESS INDICATOR: All Students: Pinnacle Coastal Valley High, Portola-Butler Continuation High English Learner: Districtwide, Greenfield High, King City High, Pinnacle Coastal Valley High, Portola-Butler Continuation High Hispanic: Pinnacle coastal Valley High, Portola-Butler Continuation High Homeless Youth: Pinnacle Coastal Valley High Socioeconomically Disadvantaged: Pinnacle Coastal Valley High, Portola-Butler Continuation High Students with Disabilities: Greenfield High, King City High, Pinnacle Coastal Valley High, Portola-Butler Continuation High ENGLISH LANGUAGE ARTS INDICATOR English Learner: Greenfield High, King City High Homeless Youth: Districtwide MATH INDICATOR: All Students: Districtwide English Learner: Greenfield High, King City High Hispanic: Districtwide, King City High Homeless Youth: Districtwide Socioeconomically Disadvantaged: Districtwide, King City High Students with Disabilities: Districtwide SUSPENSION INDICATOR: All Students: Greenfield High English Learner: Districtwide, Greenfield High Hispanic: Greenfield High Homeless Youth: Greenfield High Socioeconomically Disadvantaged: Greenfield High Students with Disabilities: Districtwide, Greenfield High Academic Performance: The district faced substantial challenges in Mathematics, where students, especially English learners and those with disabilities, performed well below standard. English Language Arts also presented difficulties, although there were some improvements. These outcomes highlight the urgency of targeted academic interventions to support these students more effectively. Graduation Rates and College/Career Readiness On a more positive note, the graduation rates have shown a steady increase, reflecting ongoing efforts to keep students engaged and progressing through their education. However, the low college and career readiness scores, particularly among English learners and students with disabilities, suggest that more needs to be done to prepare these students for life after high school. Suspension Rates The district has successfully implemented strategies that have reduced suspension rates. This is crucial as maintaining students in school is fundamental to their academic success and overall well-being. Support for Underserved Students The district has made strides in supporting underserved students by expanding access to academic support services and enhancing English Learner programs. Continuing to build on these efforts is essential for closing the achievement gap. Community and Parent Engagement Efforts to improve community and parent engagement have been fruitful, which is vital for creating a supportive educational environment. Strengthening these relationships helps enhance student success and community cohesion. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-12 2024 27660760000000 Lagunita Elementary 2 All adopted curriculum is from standards-based State Board-approved materials and publishers for ELA, Math, Science, & History. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 27660840000000 Mission Union Elementary 2 Mission Union School District will be utilizing the following measures and tools to track progress in implementing state academic standards: - SBAC test results for ELA, Math, and Science - ELPAC test results for EL learners - Accelerated Reader data for supplemental and intervention support in reading and comprehension In addition, the District will implement the following resources and actions: Individualized Learning Supports (material/staff) and training - Intervention materials and additional support staff will be made available to all students with an emphasis on English learners and socioeconomically disadvantaged students identified as more than one year below grade level in reading fluency and comprehension as measured by our local reading assessments. Staff development for certificated and classified staff, as well as supports for behavioral/social-emotional health and positive school climate, based on student/staff/community needs. Technology-Hardware and Software and training -Provide upgraded technology to students and teachers. This includes both hardware (computers, iPads), as well as software. Staff development for classified and certificated staff based on students' technology needs with an emphasis on low-income, foster youth, and English learner students to ensure a well rounded educational program. (don't charge when computers break low-income) access at home. Updated Curriculum in Social Studies and Science -Provide updated curriculum in Social Studies and Science for all grade levels aligned with CCSS and NGS Standards. After School Program focused on English Learners, Low-income Students, and Foster/HomelessYouth -After School Program model with 30 - 60 minutes of homework support (depending on individual student needs) and hired two staff members to help run the program 3 days a week. After homework activities were developed for students, including STEM activities, Lego building, additional sports, chess and checker clubs, board game playing, and other fun, social opportunities for students to engage and grow in. We look forward to continuing an After School Program model for the 2024-25 SY. 4 3 4 3 3 4 4 4 4 4 3 3 3 3 3 3 4 4 5 0 3 3 4 Met 2024-06-12 2024 27660920000000 Monterey Peninsula Unified 2 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 3 4 5 4 4 4 4 Met 2024-06-25 2024 27660922730240 Learning for Life Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 1 5 5 5 5 5 Met 2024-06-26 2024 27660926118962 International School of Monterey 2 5 3 5 5 5 4 3 4 4 4 4 3 4 4 4 1 3 3 3 4 5 4 4 Met -ISM teachers align their work with ELA, math, science, and history-social science standards, embedding them in planning and reporting. They collaborate effectively to achieve these academic standards. -ISM is increasing alignment with Health and World Language standards and began aligning with Visual and Performing Arts standards in 2019. The school is exploring CTE and PE standards. This year, the PE department expanded to one full-time and one part-time instructor, allowing more planning time. Future emphasis will be on incorporating PE and Health standards more robustly. -With a 1:1 Chromebook program for grades 5-8 and widespread computer access, ISM ensures students can explore academic standards. The school prioritizes current online resources over print resources. The iReady platform provides teachers with data on standards' effectiveness, aiding instructional decisions and supporting school-wide flex time for skill-specific student groups. A new language resource for K-2 students was also acquired. An interventionist will align ELD standards and support English Language Learners. -Teachers have collaborative time, including Wednesday afternoons and three full-day professional development sessions annually. Two additional days allow for planning with partners. The leadership team provides feedback during walkthroughs, and systems are in place to review feedback and set goals. Teachers receive support in areas identified by themselves and the administration. 2024-06-11 2024 27661340000000 Pacific Grove Unified 2 5 4 5 4 5 5 4 5 4 5 3 3 3 3 3 5 4 5 5 5 4 3 3 Met All of the materials used in all of our schools are aligned with the state academic standards. For English language arts, mathematics, and history social science, we have full implementation and sustainability at the elementary, middle, and high school levels. This means that we have an adopted curriculum that is used district wide at every grade level on a daily basis. Our English language development teachers, curate curriculum to support the learning of the academic language needed to access the general education curriculum. During designated support classes at every grade level, ELD teachers use the support materials in the adopted curriculum for language support. Science receives a rating of 3 because although a decision was made to adopt an elementary science curriculum in 2019, the district postponed the purchase of the curriculum during the pandemic. As we emerged from the pandemic and data indicated a need for instruction to focus on English Language Arts and Mathematics, the district devoted its professional development efforts to those areas rather than science. Also, our student performance on the California Science Test has not shown a decline from pre-pandemic levels for the fifth grade. Our secondary science programs are in complete alignment with the next generation science standards and would receive a rating of 5 indicating full, sustainable implementation. 2024-06-06 2024 27661420000000 Salinas City Elementary 2 The LEA has focussed measures, and also includes a variety of selected multiple measures and tools with the purpose of tracking its progress in implementing the state academic standards adopted by the state board. Depending on what is being measured, SCESD utilizes tools and measures that align with the Common Core State Standards (CCSS). Otherwise, the selected measures and tools go hand in hand with local and state measures, depending on the tool, and the measures sought. An example is the reporting of Lexile measures, embedded in the current ELA/SLA & ELD Board Adopted curriculum, Benchmark Advance/Adelante, as well as being reported via our district pre/mid/post assessment STAR Reading, and finally, as reported along with SBAC scores via CAASPP Score Reporting. The locally selected measures impact all students, ELs, SWD, Homeless, Foster Youth, Chronically Absent and include: STAR Early Literacy, STAR Reading, STAR Math, BPST, DIBELS Fluency FLO/ORF, Writing Prompt/Rubrics, Attendance reports, PFT, SBAC ELA, SBAC MATH, CAASPP Science and ELPAC results. These measures and/or tools used by the LEA have been selected in order to maintain a consistent focus towards implementing the academic standards adopted by the state board. All of the adopted curriculum is aligned with the common core state standards and were on the California Department of Education’s approved list. All curriculum goes through a vetting process allowing for piloting, collaboration, discussion and ultimate recommendation by certificated staff before approval by the local school board. This curriculum and the embedded standards driven assessments are key factors in helping teachers and site administrators when tracking in the minute, weekly, monthly, unit or chapter progress addressing key standards in ELA, Math, Science, Social Studies and ELD. Additionally, teachers annually update the scope and sequence of the core curriculum, and correlations between the adopted English Language curriculum and the adopted Science and Social Studies curriculum have been provided to the teachers for integration purposes. This also supports the use of embedded assessments. The district provides grade level teams with two (2) hours of Grade Level Release (GLR) planning time every two weeks in order to create a professional learning community. Teams use data as they work to utilize Cycles of Continuous Improvement using the PDSA: Plan, Do, Study and Act process. Administrators and school leadership teams meet often to review the results, monitor, adjust instruction, and provide intervention as needed. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 27661590000000 Salinas Union High 2 4 4 4 4 3 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 4 4 4 Met 2024-06-25 2024 27661670000000 San Antonio Union Elementary 2 3 2 4 4 3 4 3 4 4 3 3 3 4 4 3 3 2 2 2 2 3 3 3 Met 2024-06-13 2024 27661750000000 San Ardo Union Elementary 2 5 3 5 5 5 5 3 5 5 5 4 3 4 4 4 0 5 5 3 0 4 4 3 Met 2024-06-18 2024 27661830000000 San Lucas Union Elementary 2 3 3 3 1 1 3 3 3 3 1 3 3 3 3 3 1 3 4 3 0 2 2 2 Met 2024-06-06 2024 27661910000000 Santa Rita Union Elementary 2 The Local Education Agency (LEA) employs a suite of assessments to monitor the implementation of state standards across key subject areas: 1. **California Assessment of Student Performance and Progress (CAASPP) in ELA and Math**: - Aligns with California state standards, providing benchmarks for student performance and accountability across educational levels. 2. **iReady ELA and Math**: - Diagnostic tools identify student strengths and growth areas, offering personalized resources and facilitating continuous progress monitoring. 3. **English Language Proficiency Assessments for California (ELPAC)**: - Assesses non-native English speakers' language proficiency, supporting instructional decisions and resource allocation for English learners. 4. **Reclassification Rates**: - Tracks English learners' progress to proficiency, reflecting the effectiveness of language support programs and educational equity. 5. **California Science Test (CAST)**: - Evaluates understanding of the Next Generation Science Standards (NGSS), indicating STEM readiness. 6. **Social Studies Grades in Middle School**: - Monitors achievement and curriculum effectiveness in social studies through grade tracking. 7. **Physical Fitness Test (PFT) Participation Rates**: - Ensures student engagement in physical education, vital for health and compliance with state physical education requirements. Using these tools, the LEA effectively assesses state standards implementation, fostering improvements in educational quality and outcomes. Performance metrics for the 2022-23 and 2023-24 school years highlight areas of achievement and opportunities for growth across disciplines: - **ELA**: In 2022-23, 29% met or exceeded SBAC standards district-wide; 31% scored at or above grade level on iReady in 2023-24. - **Math**: In 2022-23, 17% met or exceeded SBAC standards; 25% achieved grade-level performance on iReady in 2023-24. - **Science**: In 2022-23, 14% of 5th and 8th graders met or exceeded standards on the CAST. - **Social Studies**: 84% of Middle School students received a C or better in the 4th quarter of 2023-24. - **Physical Education**: 50% of schools met the minimum participation rate of 96% in the 2022-23 PFT. These evaluations aid in continuous educational improvement, ensuring all students meet established academic standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 27662250000000 Spreckels Union Elementary 2 5 4 4 5 4 5 5 4 5 4 5 5 5 5 3 0 3 5 5 4 4 4 4 Met A new math program (I-Ready) was adopted and implemented during the 2023-24 school year at the middle school. The district has been successful in aligning classroom instruction to the newest ELA, Math, Science, and ELD standards as well as providing professional development in those areas. The district does not have Career Technical Education as a TK-8 district. 2024-06-18 2024 27662330000000 Washington Union Elementary 2 The Washington Union School District uses CAASPP scores for ELA and Mathematics for grades 3rd - 8th, CAST for 5th and 8th grade, a district wide writing assessment three times per year, criterion-referenced tests (CRT's) each trimester, standards based grading K-5 for ELA and Mathematics, and grammar/literature grades for grade levels 6th - 8th. 5 3 5 5 5 5 4 5 5 5 5 4 5 5 5 0 5 5 5 0 5 4 4 Met During the 2023-24 school year the WUSD implemented new math curriculum districtwide. The roll out included in-person and virtual professional development TK-8th grade. The WUSD has adopted new KN-8th grade ELA curriculum for the 2024-25 school year, professional development for launching the new curriculum has been scheduled before the end of the current school year and support workshops will be scheduled throughout the school year to support first year implementation. 2024-06-19 2024 27738250000000 North Monterey County Unified 2 3 2 4 3 2 3 2 4 3 2 3 2 4 2 2 3 2 4 3 3 3 4 4 Met Our implementation of academic standards varies by content area and grade level spans. We averaged according to the content and grade level spans when completing the self-reflection tool. This year, we had a particular emphasis in the area of Math, Science of Reading, new adoptions for high school World Language and English Language Arts. Although we had some planning days for Science, there was less emphasis on implementation at the elementary level. Our secondary Social Studies teachers regularly collaborate and leverage AVID strategies extensively, however, Social Studies implementation at the elementary level is much less comprehensive. We have had the opportunity to provide professional learning for a variety of content, arts integration strategies, new teacher development, and educational technology tools. However we currently lack a systematic approach to deepen implementation at the site level. We plan to develop a Districtwide plan with our new team this year. 2024-06-27 2024 27751500000000 Big Sur Unified 2 4 4 2 4 4 4 4 2 4 4 4 4 2 4 3 1 1 1 2 2 4 5 4 Met 2024-06-04 2024 27751500118349 Big Sur Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 3 5 0 5 5 5 Met 2024-06-20 2024 27754400000000 Soledad Unified 2 5 5 5 3 3 5 5 5 5 3 5 5 5 3 2 5 4 5 5 5 5 5 4 Met 2024-06-26 2024 27754730000000 Gonzales Unified 2 5 3 4 5 5 5 3 5 5 5 5 3 5 4 5 5 4 5 5 5 4 4 4 Met 2024-06-25 2024 28102800000000 Napa County Office of Education 2 5 3 3 3 4 5 5 5 4 5 5 3 3 3 4 5 5 5 4 3 5 5 5 Met 2024-06-18 2024 28662410000000 Calistoga Joint Unified 2 5 5 4 4 3 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 Met 2024-06-17 2024 28662580000000 Howell Mountain Elementary 2 5 3 5 5 5 5 5 5 5 5 5 4 5 4 5 0 2 2 4 1 5 5 4 Met 2024-06-18 2024 28662660000000 Napa Valley Unified 2 4 4 4 4 3 4 3 4 4 3 4 4 4 4 3 4 3 4 4 4 4 4 3 Met 2024-06-20 2024 28662660108605 Stone Bridge 2 Stone Bridge School opts to use Option 2 as a reflection tool. 4 1 4 3 3 4 2 4 3 4 4 2 4 3 3 0 3 3 5 5 5 5 4 Met 2024-06-25 2024 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 Met 2024-06-27 2024 28662900000000 Saint Helena Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met Math textbook adoption at the TK-8 was placed on hold since the Math Framework was not adopted until July 2023. The math departments decided to hold off another year to focus on implementing new strategies in our math classrooms as opposed to starting new instructional materials. The adoption of new math instructional materials will take place in 2025-2026. The district provides contracted collaboration periods within the teacher's schedules per week and has a professional development committee made up of teachers, site administrators, and district leads to determine PD for the teachers. Teachers and staff also have the capability to work on concentrated content areas within the school year and summertime, which many staff take advantage of. 2024-06-13 2024 29102980000000 Nevada County Office of Education 2 The academic program for the students at Earle Jamieson is provided by John Muir Charter Schools. John Muir submits their list of adopted instruction materials as material sufficiency to the Nevada County Board of Education. Students progress is monitored by John Muir Charter schools in the same manner as other students enrolled in John Muir and that progress monitoring is delineated by John Muir in their adopted Local Indicators. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 Met 2024-06-26 2024 29102980114314 Bitney Prep High 2 5 3 4 5 5 4 3 4 5 5 4 3 4 4 4 4 5 3 4 5 4 4 4 Met Bitney Prep has not had any English Language Development students for the last six years. We are prepared to work with ELD students when they enroll at BPHS, but we are not currently at a fully implemented or sustainable level because we have had these students so infrequently. Bitney's Teachers collaborate an incredible amount in working on our students' support, internship, and advisory programs. However, because we have subject departments with only one or two teachers, it can be difficult for them to collaborate with other content area specialists. There are exceptions, for example, our Mathematics and English Departments have a significant amount of collaboration. The high number of special education and 504 students that are placed in college preparatory academic classes also puts pressure on our instructional staff to provide appropriate accommodations while still meeting state adopted standards. Our Art Program has seen quite a bit of transition over the last three years and the standards and instructional delivery for these classes. This year the instructor in our Art Program fully implemented the California State Framework and Standards for our beginning Art Program. However, staff turnover has had an impact on the sustainable implementation of this program. The lack of PE facilities continues to limit the variety and scope of activities that students can participate in. 2024-06-17 2024 29102980114322 Yuba River Charter 2 In 2023/24 YRCS continued to embody it's charter as a Public Waldorf school. As such, YRCS implements it's adopted curriculum standards which are in alignment with the Common Core State standards for ELA and Math. History-Social Science curriculum is a key component of YRCS’s Waldorf-inspired curriculum, as teachers used the context of history to launch discourse on relevant contemporary issues having to do with climate change, social diversity and indigenous peoples. YRCS’s science curriculum is based in observation and inquiry, using and interpreting scientific explanations of the natural world, generating and evaluating scientific evidence and explanations, participating productively in scientific practices and discourse, and understanding the nature and development of scientific knowledge from an interdisciplinary perspective. Health Education Content Standards were addressed using the 2023-24 edition of the Advocates for Youth: Rights, Respect and Responsibility and Sexual Education curriculum in grades 7 and 8. Physical Education was met through rigorous games and movement that was focused on the stages of children’s physical development. The Visual and Performing arts were addressed through class plays, watercolor throughout the grades, musical instrument instruction beginning in first grade, handwork with natural fibers, and artwork with a variety of mediums in the specialized course of Cultural Arts. YRCS offers instructional Spanish in grades 1-8. Yuba River Charter School continued its use of FastBridge as a research-based universal screening and progress monitoring system for reading and math. YRCS selected FastBridge as an academic progress indicator to allow for flexibility in scheduling progress monitoring throughout the year and because its unique approach of combining computer-adaptive testing with curriculum-based measures. FastBridge assessments were undertaken in the fall, winter and spring to offer progress indicators as well as influence teacher modifications to curriculum based on realtime results. Additionally, YRCS continues to use the Smarter Balanced state online summative assessments as a measure to track progress in implementing the state academic standards adopted by the SBE. YRCS utilized beginning and end-of-year universal screening for Response to Intervention (RTI) needs, conducted for grades 1-8 using the Shelfelbine BPST and Sonday reading assessments. For ELL students, the initial and summative state ELPAC assessments targeted both need and response to that need. YRCS continues to expect class teachers to access grade level benchmarks and formative assessments created by the pedagogical administrator and based on the Alliance for Public Waldorf Education’s Recommendations for the Appropriate Placement of the Common Core Standards for Waldorf-inspired academic programs, supplied to them for use in measuring student progress toward Waldorf Aligned Common Core Standards for ELA and Math. 5 4 4 3 5 4 4 0 4 5 5 5 5 4 5 4 4 5 5 5 5 5 4 Met 2024-06-12 2024 29102980114330 Nevada City School of the Arts 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 4 5 3 5 1 5 5 5 Met 2024-06-13 2024 29102980126219 Forest Charter 2 5 5 5 3 3 5 5 5 3 3 5 5 5 3 3 4 5 5 5 5 5 5 5 Met CTE: We have added an in-person option for entrepreneurship, which has been successful. We are also looking to expand more CTE options at our other learning centers. starting in the 2024-25 school year, we are implementing a CTE lab to support students taking CTE classes. 2024-06-11 2024 29102980126227 Twin Ridges Home Study Charter 2 5 1 5 4 3 5 1 5 4 3 5 1 5 4 3 0 1 4 4 0 2 2 2 Met Twin Ridges Home Study Charter School provides students and families access to a variety of standards aligned instructional materials. TRHS is excited to continue increasing parent education as well as professional development for teachers regarding the state standards and TRHS provided standards aligned curriculum. TRHS has developed a Curriculum Team to inventory current TRHS provided curriculum and investigate alternative standards based curricular options. TRHS has identified the need to increase the opportunities for health curriculum. Administration will begin a reflective process to use with each member of the staff so that professional learning needs are identified and addressed each year. 2024-06-13 2024 29102980130823 EPIC de Cesar Chavez 2 4 3 3 3 4 4 3 4 3 3 3 3 3 3 3 5 2 3 4 4 4 4 3 Met 2024-07-01 2024 29102982930147 John Muir Charter 2 Student academic growth and performance is measured locally through student RenSTAR or TABE test scores which are administered at enrollment and in 4 month increments, these scores as well as credits earned, course completion, ELPAC scores, CASAS scores, 1-Year graduation rate, and both formal and informal assessments at the classroom level are used to provide data on student achievement in academic courses. Teachers submit survey data that indicates the curriculum they use to meet student learning needs and reports the methods and materials used to address state standards in all core subjects. 5 4 4 4 5 5 5 5 4 5 5 4 4 4 5 5 5 5 4 5 5 5 5 Met In 2023-24 JMCS completed an overhaul of all course outlines, aligning all course materials in core subjects to provide an a-g pathway for all students – all curricular materials are now in full adoption and use by JMCS teachers. Commencing in 2024-25 JMCS students can elect to pursue an a-g pathway for their diploma. In addition, JMCS has piloted curriculum that is specifically designed to engage our students through civic engagement and complete the State Seal of Civic Engagement. Finally, JMCS has expanded CTE, and in 2024-25 the first students to complete the Hospitality, Tourism, and Recreation pathway will graduate. JMCS offers Life Skills coursework that apply to workforce skills, with the goal to stimulate social-emotional as well as intellectual growth. JMCS utilizes data provided through surveys as well as internal testing to assess areas of need in terms of resources for student learning and engaging classroom experiences. 2024-06-12 2024 29663160000000 Chicago Park Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 4 5 5 5 Met 2024-06-20 2024 29663160125013 Chicago Park Community Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 4 5 5 5 Met 2024-06-20 2024 29663240000000 Clear Creek Elementary 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 2 5 5 4 1 4 4 4 Met 2024-06-18 2024 29663320000000 Grass Valley Elementary 2 4 3 4 3 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 Met Met 2024-06-18 2024 29663326111140 Grass Valley Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-18 2024 29663400000000 Nevada City Elementary 2 The Nevada City School District serves its students by providing access to the state academic standards in English Language Arts, mathematics, science, social studies, physical education, health, visual and performing arts, and a broad range of elective and enrichment offerings. Local measures and tools are used to track progress using adopted curriculum-embedded formative and summative assessments, STAR ELA and STAR math assessments, and district benchmark assessments. The district curriculum committee reviewed a variety of assessment tools in the 2021-22 school year and landed on STAR 360 as a consistent K-8 assessment in addition to district formative, summative, and benchmark assessments via the adopted curricula. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 Met 2024-06-18 2024 29663570000000 Nevada Joint Union High 2 Nevada Joint Union High School District formally introduced the Professional Learning Community (PLC) work starting in 2018-19. Since then there has been a subtle shift to district/site-led PLCs, as opposed to facilitated professional development. This is bringing about more awareness of the professional learning needs of individual teachers and the specific needs of departments. During the 2023-24 academic year, the PLC focus continued with the refinement of the Essential Learning Outcomes (ELOs), as they relate to the educational standards, as well as the development of Common Summative Assessments. Departments are at varying stages in their development of the Common Summative Assessment and this will continue to be a focus in the 2024-25 academic year. Data from the Common Summative Assessments is being used to drive further prioritization of the ELOs and standards across all subjects and departments. 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 5 5 5 5 4 3 3 Met As referenced in the previous narrative, NJUHSD is making progress in the PLC process for all departments and is in a phase of refining Common Summative Assessments by the department. The Common Summative Assessments will begin to provide data on student mastery of standards by site and specific teacher. This data will provide site and district administration with more specific data as to student mastery, enabling strategic support to site departments and teachers, where a need is shown. 2024-06-20 2024 29663570124834 Sierra Academy of Expeditionary Learning 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met "Sierra Academy of Expeditionary Learning (""SAEL"") takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. Our students in grade 9 are assessed on the California Physical Fitness Test requirements. Our students in grade 11 are assessed on the state CAASPP and CAST tests. Our teachers have designed curriculum in alignment with those standards since our launch. The Expeditionary Learning Education 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." 2024-06-18 2024 29663730000000 Pleasant Ridge Union Elementary 2 5 5 5 3 3 5 5 5 4 4 5 4 5 3 3 0 5 5 5 0 4 4 3 Met PRUSD continues to improve its practices in delivering curriculum for all students to have equal access for equitable outcomes. This includes a continued focus on Universal Design for Learning opportunities, reflection in how to reach students who struggle to achieve grade-level standards, development of opportunities for students to have small group intensive instruction during the school day, and reflect on the adopted curriculum to see the need for supplemental curriculum to address students's learning gaps. PRUSD offers ongoing professional development in the content areas of math and literacy. 2024-06-18 2024 29663730136424 Arete Charter Academy 2 4 3 4 3 3 5 3 5 5 5 4 3 4 3 3 0 3 3 3 0 4 4 3 Met Arete has met our Local Control and Accountability Goals in the areas that apply to our homeschool program. 2024-06-18 2024 29664070000000 Union Hill Elementary 2 5 4 4 3 4 5 5 5 4 5 4 4 4 4 4 4 4 4 4 3 5 4 4 Met Union Hill Middle School is exploring additional resources and support for Next Generation Science Standards (NGSS). NGSS curriculum will be adopted in the 2024-2025 school year. Additional professional learning in assessment that measures each standard was provided at the beginning of the 2023-2024 school year. Union Hill Middle School adopted a new standards-aligned curriculum for mathematics to be implemented in the 2024-2025 school year. Additionally, pacing guides and formative assessments have been developed by our teams. 2024-06-18 2024 29664076027197 Union Hill Elementary 2 5 4 5 3 4 5 5 5 3 5 5 4 5 4 4 4 4 4 4 3 5 5 3 Met Union Hill is in the process of training, updating our resources and implementing Next Generation Science Standards (NGSS) with fidelity. Union Hill Charter adopted Social Science curriculum to be implemented in 2024-2025. 2024-06-18 2024 29664150000000 Twin Ridges Elementary 2 3 2 3 3 3 4 2 3 2 3 4 2 4 3 3 0 4 3 4 1 4 4 4 Met 2024-06-18 2024 29768770000000 Penn Valley Union Elementary 2 4 4 5 4 5 5 5 1 5 5 5 5 1 5 5 0 5 5 5 0 5 5 5 Met 2024-06-12 2024 29768776111371 Vantage Point Charter 2 Vantage Point Charter School is an independent study program designed to create an alternative for students who do not want a traditional education setting. Upon enrollment, each student meets 1:1 with staff to create an individualized program plan best suits their needs. Students attend for various reasons, such as medical challenges, emotional needs, credit recovery, or to be able to work additional hours during the day. Various curricular programs are used in this program to support all student needs. State academic standards are used regardless of curriculum, and staff continue participating in professional development to learn and grow as standards change over time. Students in grades K-8 often follow the district curriculum when appropriate, and the 9-12 programs are WASC accredited to ensure students receive the education needed for college, the military, and/or the workforce. However, beginning in the 2024/25 school year, all students K - 12 will use a new online comprehensive curriculum, Bright Thinker. 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 0 3 3 3 Met Vantage Point Charter School just went through a WASC review. Through this process and collaboration with staff, strategic plans are being created and implemented. 2024-06-12 2024 30103060000000 Orange County Department of Education 2 4 2 3 4 4 5 5 5 5 5 4 2 3 4 4 4 3 4 3 4 4 4 4 Met 2024-06-18 2024 30103060126037 Samueli Academy 2 5 4 5 5 5 4 4 4 4 4 4 4 5 4 4 5 4 4 5 4 5 4 4 Met 2024-06-26 2024 30103060132613 Vista Heritage Global Academy 2 4 4 3 3 3 4 4 4 3 3 5 3 4 3 3 4 4 5 5 3 4 3 3 Met 2024-06-10 2024 30103060132910 College and Career Preparatory Academy 2 NA 4 2 0 4 4 5 5 5 5 5 4 2 3 4 4 3 4 4 3 4 4 4 4 Met We used the California Standards Implementation Reflection Tool as our basis for measurement in determining if we have met our criteria. 2024-06-18 2024 30103060133785 Oxford Preparatory Academy - Saddleback Valley 2 OPA utilizes the iReady assessments to track progress in implementing the state academic standards as we felt that system would be most beneficial. OPA is at full implementation and full implementation with sustainability in all academic standard areas. 5 4 5 4 4 5 4 5 5 5 4 4 4 4 4 3 4 4 4 4 5 4 4 Met 2024-06-28 2024 30103060133959 Unity Middle College High 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 4 2 4 4 3 Met 2024-06-27 2024 30103060133983 Ednovate - Legacy College Prep. 2 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 2 5 5 5 5 5 5 5 Met Ednovate’s Academics Team provides schools with necessary tools and resources for academic excellence. With a focus on the Common Core Standards (CCSS), the team has implemented interim and pre/post assessments to ensure that the content is aligned with the CCSS and that logistics are appropriate. Additionally, the team is committed to supporting teachers through professional development and providing support for its curriculum. Ednovate has identified three instructional priorities to drive results and improve academic quality. 1) A focus on grading for equity and strong gradebook analysis protocols to be used in coaching cycles at all Ednovate campuses. Strong whole group Professional Development will complement targeted coaching at campus and network levels. 2) Building a common language around five keystones, evidence-based instructional best practices (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 support for all core content areas. We are working to provide consistent curriculum professional development for our newly adopted CCSS curriculum to our teachers and staff, to be in full implementation soon. 2024-06-13 2024 30103060134056 Orange County Academy of Sciences and Arts 2 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-25 2024 30103060134239 Epic California Academy 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 1 5 4 4 4 4 3 3 Met 2024-06-06 2024 30103060134288 Scholarship Prep - Orange County 2 5 3 5 4 5 5 3 5 4 5 5 3 5 5 5 1 3 4 4 2 5 5 5 Met 2024-06-20 2024 30103060134841 Orange County Workforce Innovation High 2 5 5 5 5 5 5 4 5 5 5 5 4 4 5 5 5 5 4 4 4 5 4 4 Met Overall, the school scored at a 4.63, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.03 point increase from last year. While we continue to develop our curriculum frameworks both in core subjects and electives, and we have improved our implementation of our English Language Development framework, it is evident based on our California Dashboard student achievement data that there is still much work to do to get students to proficiency, particularly in mathematics and English. In the 2023-2024 school year, OCWIHS strengthened curricular resources and academic programs to improve alignment with the Common Core State Standards for English and Math, the Next Generation Science Standards, the CTE standards, the CA Health Standards, and the World Language Standards. Our strategic focus is centered on closing the achievement and graduation gaps for our identified underperforming student subgroups through targeted instructional interventions informed by collaborative data discussions and technical assistance from our designated Differentiated Assistance county-level support. Through continuing our Professional Learning Communities model, we’ve designated specific teams for Comprehensive Support and Improvement and Differentiated Assistance that meet regularly to review data and plan actions towards supporting students academically. An English Language Development Task Force was also formed this year. 2024-06-04 2024 30103060134940 Citrus Springs Charter 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 Met 2024-06-04 2024 30103060137000 Vista Condor Global Academy 2 3 2 3 2 2 3 2 3 3 2 4 2 4 2 3 3 4 4 3 3 4 4 3 Met 2024-06-10 2024 30103060137976 Tomorrow's Leadership Collaborative (TLC) Charter 2 4 4 4 3 3 5 4 4 4 4 5 4 4 4 4 0 3 4 4 0 4 5 4 Met 2024-06-18 2024 30103060138800 Suncoast Preparatory Academy 2 3 3 3 3 3 4 4 4 4 4 3 3 3 3 3 2 4 3 3 3 2 2 3 Met 2024-06-26 2024 30103060139352 Sycamore Creek Community Charter 2 Sycamore Creek Community Charter School (“SCCCS”) takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade-level state academic standards. In grades 2 - 8, teachers administer the NWEA MAP tests in Reading and Math each trimester to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in-depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. In grades TK-K, teachers administer multiple assessments: Ages and Stages Questionnaire ASQ-3, Main Lesson Block Assessment, Teacher Created Assessments, and Extra Lesson Assessments to measure progress. These assessments were chosen because they allow the teachers to assess student learning during specific units they are teaching. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Student progress in Visual Arts and Music is measured through performance-based activities since our charter petition is committed to showcasing student knowledge through presentations as part of our Waldorf focus. 4 3 4 3 3 5 4 5 5 5 4 4 4 4 4 4 4 5 5 4 5 5 5 Met SCCCS using another important tool which is relevant to understanding its progress implementing state academic standard. SCCCS’ Waldorf focus includes Howard Gardner’s research on multiple intelligences to include Intrapersonal Intelligence. Intrapersonal Intelligence is one’s ability to be introspective and self-reflective. Our program will help students to develop a deep understanding of the self; what their individual strengths or weaknesses are, what makes them unique, and learn to predict one's own reactions or emotions. We will focus on helping students to develop a strong sense of responsibility, self-reliance, and resilience, empowering them with the ability to be vital, disciplined, and hard-working individuals who take initiative, self-regulate, and are fully accountable for their own actions. We will strive to teach students to see others as individuals, not as members of a group, give of themselves, work to make ethical decisions, work cooperatively and understand and respect individual and cultural differences. Because of our looping model in which the students stay with the same teacher and students for multiple years, students will have the opportunity to learn the value of relationships, respect for each other, and for authority. Because our curriculum uses narrative, experiential learning, and visual aids, students will develop a sense of wonder and curiosity, enthusiasm and passion for learning. 2024-06-25 2024 30103060139469 International School for Science and Culture 2 5 5 5 5 5 5 5 5 5 5 5 5 5 4 3 4 4 5 4 5 5 4 5 Met 2024-06-30 2024 30103060139964 Orange County Classical Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-13 2024 30103060140822 Irvine International Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 5 5 5 5 Met 2024-06-18 2024 30103063030723 OCSA 2 OCSA utilizes CAASPP testing data to assess it's effectiveness of these standards, as well as school-based assessments collaboratively developed by teachers in Professional Learning Community meetings to assess student learning throughout the year. Additionally, OCSA engages in PE testing and ELPAC testing to measure student progress in these areas as well. 5 3 5 4 4 5 3 5 4 4 4 3 4 4 4 4 4 4 5 4 4 4 4 Met OCSA maintains a culture of reflection and innovation and is continuously looking for ways to improve teacher preparation and pedagogy. The school is currently engaged in a multi-year implementation of mastery teaching and learning across all curricular areas to elevate student learning and ensure a more equitable and consistent learning experience for all students. 2024-06-26 2024 30647660000000 Lowell Joint 2 5 3 3 5 5 5 5 3 5 5 5 3 3 4 5 4 4 4 5 3 4 4 4 Met Teachers plan as a grade level to discuss standards and instruction regularly at Instructional Team Planning (ITP meetings) at the site during early-release Mondays. 3-4 of those are coordinated for district-wide grade level meetings throughout the year in addition to three professional development days. All teachers received training on new science materials and DLI teachers for new materials as well. Ongoing support for science instruction was also provided through professional development on new materials by publishers and Science Coordinators from OCDE to support understanding of NGSS standards. For VAPA standards, additional staffing was hired with Prop 28 monies for more systemized art instruction for elementary with course offerings at Rancho. We partner with the Muckenthaler for afterschool programs. We have a World Language elective for Spanish at Rancho and a Dual Immersion program at one of our sites. With the new mathematics framework, we will begin reviewing new mathematics materials in 2024. We continue to use iReady to monitor student progress on state standards for both Language Arts and Mathematics. Ongoing professional development supports the analysis of data and subsequent planning for instruction to differentiate based on student need. This helps the development of mastery in standards for students and provides the springboard for training of teachers as they evaluate gaps in learning and need to make adjustments instructionally. 2024-06-17 2024 30664230000000 Anaheim Elementary 2 5 3 5 3 4 5 5 5 5 5 4 4 4 3 3 0 2 2 3 4 3 3 3 Met Our Curriculum, Instruction, & Assessment Steering committee consisting of classroom teachers, instructional TOSAs, site administrators, and district leadership met on April 8, 2024 to update our self-evaluation rubrics and gather input for improving the implementation of our state standards. 2024-06-12 2024 30664230131417 Vibrant Minds Charter 2 5 5 5 5 4 5 4 5 5 4 5 5 5 5 5 0 4 4 5 0 5 5 5 Met "While Vibrant Minds Charter School has had training and resources in place to effectively address the content standards across the curricular areas, consistency and sustainability were difficult to achieve because of past teacher turn-over. However, our teacher retention for the 2023-2024 and 2024-2025 schools years has been 100%. Therefore, the sustainability of our standards-based instructional program has increased. We continue to seek effective instructional resources for each curricular areas. For the 2024-2025 school year, we are changing our science program for Grades TK-6 to TCI's Bring Science Alive! and our history-social science program for Grades 4-6 to TCI's Social Studies Alive! We acknowledge that reading informational text in various content areas improves our scholars' comprehension and foundational knowledge. Our teachers participated in many forms of progressional development. Daily, they received 45 minutes of collaboration/planning time. The instructional staff also met on Wednesdays with a strong focus on standards-aligned instructional resources and planning. There were also three professional developmental days prior to the start of the school year, and two during the school year. We also supported three teachers' completion of the Induction Program to clear their multiple subjects teaching credential. For the 2024-2025 school year, we are also initiating our Teacher Residency Program so we can ""grow our own"" teachers for our future expansion. " 2024-06-12 2024 30664236027379 Palm Lane Global Academy 2 5 4 5 4 4 5 4 5 4 4 5 4 5 4 4 3 4 5 5 4 4 4 3 Met 2024-06-10 2024 30664310000000 Anaheim Union High 2 5 5 5 5 5 5 4 4 4 5 5 5 5 3 5 5 5 4 5 5 5 3 3 Met A district-wide comprehensive Professional Learning Plan is developed by the Coordinator of Professional Learning with support from each content area Curriculum Specialist and is reviewed by Educational Services. The plan includes opportunities for ongoing professional learning for teachers around academic standards and district drivers. Teacher collaboration days are built into the PL Plan to support teacher implementation of standards and to reflect on instructional practices. The district has invested in setting up math learning labs to provide professional learning and best practices for math teachers around implementation of math standards and mathematical practices. The Science Curriculum Specialist facilitated an instructional materials review for high school science teachers and will be adopting new science instructional materials aligned to the NGSS and CA science framework. All Curriculum Specialists meet monthly with department chairpersons to build capacity on academic standards, frameworks, and instructional best practices. Other systems of support the district has implemented to build capacity of teacher leaders to be able to support school staff include monthly workshops for 5Cs coaches (teachers on special assignment) at every site; Ed Tech coaches; and Community School Teacher Leads. The district is working to revamp a teacher support network to help identify the professional learning needs of individual teachers and provide the necessary support. 2024-06-13 2024 30664490000000 Brea-Olinda Unified 2 The District used the California Department of Education’s Self-Reflection Tool to survey district administrators in spring 2024on progress in areas of professional learning, instructional materials, and policies and programs that support improvement. 4 3 4 4 4 4 2 4 4 4 4 2 4 4 4 4 4 4 4 4 4 3 3 Met BOUSD continues to be deeply committed to the implementation of academic standards aligned to those of the State Board of Education and the Orange County Board of Education. Since the district adopted Next Generation Science Standards aligned textbooks in the 2020-2021 school year and a new textbook adoption for Social Studies in the 2022-2023 school year there has been a concerted effort to align textbook adoptions for Mathematics and English Language Arts into a textbook adoption cycle beginning in the 2025-2026 school year. Toward those ends the District continues to implement academic standards where none existed, or where such standards were applied loosely. There was purposeful professional development in the 2023-2024 school year covering Universal Design for Learning (UDL) and a re-examination of the best practices evident in Professional Learning Communities (These will continue in the 2024-2025 school year rooted in the systems of Culture, Accountability and Achievement). The district is committing additional resources, including funding, instructional materials, and technology, to support the professional development for teachers. The district is also aware that the state adopted academic standards are tied to assessment systems that measure student progress and hold schools accountable. BOUSD has implemented reliable and valid diagnostic tools like iReady in Grades 1-8 that will allow for a formative assessment of student performance. 2024-06-27 2024 30664560000000 Buena Park Elementary 2 5 5 5 4 4 5 5 5 5 5 5 5 5 4 4 4 4 5 4 4 5 5 5 Met The Buena Park School District is committed to providing professional learning opportunities for all staff, ensuring they are equipped with the knowledge and skills to teach academic standards and curriculum frameworks effectively, ultimately improving student achievement and success. Educators participate in various training sessions, including in-person and online training. The district maintains a partnership with the Cotsen mentoring program and Orange County Department of Education, enriching the professional development experience for staff. Along with professional development efforts, the District is steadfast in its commitment to curriculum excellence and alignment with State standards. The district has made significant investments in updating instructional materials to enhance the learning experience for students. Moreover, the District is dedicated to expanding Career Technical Education (CTE) opportunities, equipping students with practical skills and certifications that prepare them for future career paths. Collaborative efforts with high schools and colleges further enhance these opportunities, fostering a seamless transition from education to the workforce. By prioritizing professional development, curriculum alignment, and resource optimization, the Buena Park School District upholds its mission to provide a high-quality and equitable education for all students. 2024-06-24 2024 30664640000000 Capistrano Unified 2 4 3 4 4 4 5 5 5 3 4 4 4 4 3 4 4 3 5 4 4 5 4 4 Met Rating Scale Descriptors (lowest to highest): 1 - Exploration and Research Phase: • Studying frameworks • Studying other schools, data, committees, but no classroom action yet • Pre-awareness phase • Identifying resources 2 – Beginning Development • Develop action plan • Developing systems • Still no classroom action • Training development • Reviewing instructional materials • Pilot, no commitment • Research 3- Initial Implementation • Commitment to materials • Launched to teachers • Expectation all will implement • Trying out/Experimentation; need a lot of support 4- Full Implementation • Using at different levels of fidelity • Everyone has been provided support • More practice needed • Beginning levels of accountability 5- Full Implementation and Sustainability • Internal capacity at Sites and District • Everyone using at high levels over time with fidelity • Clear measure and evidence 2024-06-12 2024 30664640106765 California Online Public Schools Southern California 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met 2024-06-04 2024 30664640123729 Community Roots Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 5 5 0 5 5 5 Met 2024-06-10 2024 30664640124743 Oxford Preparatory Academy - South Orange County 2 OPA utilizes the iReady assessments to track progress in implementing the state academic standards as we felt that system would be most beneficial. OPA is at full implementation and full implementation with sustainability in all academic standard areas. 5 4 5 4 4 5 4 5 5 5 4 4 4 4 4 4 4 4 4 5 4 4 Met 2024-06-28 2024 30664640140061 OCASA College Prep 2 3 2 4 4 4 5 5 5 5 5 3 3 4 3 3 2 2 3 2 4 2 2 2 Met 2024-06-25 2024 30664646117758 Journey 2 4 3 4 4 5 5 5 5 4 5 4 4 4 4 4 4 3 5 5 3 4 4 4 Met 2024-06-25 2024 30664646120356 Opportunities for Learning - Capistrano 2 5 4 5 4 5 5 5 5 4 5 5 5 5 5 5 3 5 5 5 5 4 4 4 Met OFL-Capo offers an instructional design that incorporates a variety of hybrid learning styles to engage students through independent study workbooks, direct instruction classes, subject-specific cohorts, and online learning. It continuously investigates new curricular options and rewrites courses to ensure they are engaging, relevant, and aligned with State Standards. OFL-Capo provides students with new courses via the online curriculum platform Edmentum, independent study workbooks, and the iLit curriculum. When new core courses are introduced, teachers are encouraged to participate in the accompanying training, which covers best practices for the course and highlights key learnings and standards. All core courses are aligned with ELD standards, and the school has access to the iLit program-designated curriculum for ELLs. CTE remains a focus area for OFL-Capo, with ongoing efforts to expand CTE course offerings. The school has partnered with Capistrano Unified to enhance student access to CTE courses through their CTE program. Additionally, OFL-Capo is in the early stages of adopting a new curriculum through the Bright Thinker platform to diversify options forstudents and accommodate different skill levels. 2024-06-24 2024 30664720000000 Centralia Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-12 2024 30664800000000 Cypress Elementary 2 4 4 4 4 4 4 4 4 4 2 4 4 4 4 4 0 3 4 4 1 4 4 4 Met 2024-06-20 2024 30664980000000 Fountain Valley Elementary 2 N/A 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 3 4 5 5 4 5 5 5 Met Fountain Valley School District monitors the implementation of Academic Standards in a variety of ways. FVSD administrators and teachers engage in rigorous data analysis from various forms of summative and formative assessments for reading and math throughout the school year and use the data to drive decisions about how best to support students. In addition, Teachers on Special Assignments and content area experts within the education community provide ongoing support for teachers. The California Standards and the District's Signature Practices serve as the backbone for all professional growth activities. The high achievement of students on CAASPP (SBAC and ELPAC) assessments during the 2022-23 school year provides evidence of the strength of the District's academic program. 2024-06-20 2024 30665060000000 Fullerton Elementary 2 4 4 4 4 3 5 4 5 4 3 4 4 4 4 3 3 4 4 4 4 4 4 4 Met 2024-06-18 2024 30665140000000 Fullerton Joint Union High 2 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 4 5 4 4 4 5 4 4 Met Standard met, based on reflection tool responses. World Languages completed its adoption of instructional materials for Spanish, Spanish for Native Speakers, German, French, Korean, and Chinese. Math and Science will be piloting new instructional materials in the 2024/25 school year for adoption in the 25/26 school year. 2024-06-11 2024 30665220000000 Garden Grove Unified 2 5 5 5 5 5 5 5 5 5 5 5 4 5 4 4 5 5 4 5 5 5 5 5 Met 2024-06-18 2024 30665300000000 Huntington Beach City Elementary 2 4 4 5 4 2 5 5 5 4 2 5 5 5 4 2 3 4 4 4 3 5 3 4 Met 2024-06-18 2024 30665300134221 Kinetic Academy 2 3 3 4 3 4 5 5 5 5 5 5 4 4 5 4 0 4 5 5 4 4 4 4 Met 2024-06-13 2024 30665480000000 Huntington Beach Union High 2 4 5 4 4 4 5 5 5 4 5 4 5 5 4 4 4 5 5 5 5 4 5 4 Met 2024-06-25 2024 30665550000000 Laguna Beach Unified 2 5 5 3 5 5 5 4 3 5 5 5 4 5 4 5 5 5 5 4 4 5 4 5 Met 2024-06-10 2024 30665630000000 La Habra City Elementary 2 The La Habra City School District’s Mission Statement states that “...educational programs engage students in mastering the essential skills of reading, communication, mathematics, and information literacy.” The goal is to ensure that all students demonstrate grade-level proficiency in all content areas and to close the achievement gap between significant subgroups. We also seek to increase the number of English learners reclassified as English proficient. LHCSD opted to utilize teacher survey results to measure the implementation of standards. It is important to hear the voices of the classroom teachers to monitor progress and determine professional development needs. This survey was administered in the Spring of 2024. 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 (88%) in LHCSD believe they are fully implementing the English Language Arts and Math Standards. LHCSD has 77% of its teachers fully implementing ELD, while 17% are in the early or exploring stage of English Language Development, indicating a need for continued professional development. In the past, History/Social Science and Next Generation Science had lower percentages of full implementation. Currently, 72% are fully implementing History/Social Science and 53% are fully implementing Next Generation Science. Health education standards are met through our physical education program, Positive Behavior, Intervention and Supports model, social-emotional curriculum, and assemblies, and 94% of our teachers indicate they are either in the early or full stage of implementation. Our Elementary Physical Education Team provides 80 minutes of 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. With this as an area of growth during the 2023-2024 school year, the percentage of teachers fully implementing visual and performing arts was 56%. The area of career and technical education standards was also an area of growth and continued professional development with 20% of our teachers reporting full implementation. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-27 2024 30665890000000 Magnolia Elementary 2 5 5 5 3 5 5 5 5 3 5 5 5 5 2 5 0 5 5 5 0 5 5 5 Met 2024-06-27 2024 30665970000000 Newport-Mesa Unified 2 4 4 3 2 3 4 4 4 3 4 4 4 3 4 3 4 4 4 4 4 4 3 3 Met 2023-24 classroom-based teacher learning occurred through early release, late start, during-the-day training using the floater teacher team, and staff development days in August and November. Secondary PD focused on grade and department-level collaborative learning with consultant support to deliver high-quality first instruction. Middle school (MS) science had multiple PD sessions to help teachers prepare for each unit. ELA Middle school was in year 1 of implementing a new textbook with ongoing PD provided. Math teachers were provided course specific PD. MS and HS ELA and Math had facilitated alignment days where teachers from varying sites worked to align their curriculum. Similar opportunities were provided for Arts, Elective, CTE, World Language teachers. Elementary training was focused on the new History-Social Science adoption, Write from the Beginning and Beyond - narrative writing, Thinking Maps, and phonemic awareness and phonics using the Heggerty curriculum (P-2). Full-time support teachers, P-2 classroom teachers, and Specialized Academic Instruction teachers received intensive professional development in in foundational and fundamental reading and writing skills through a nationally recognized training program, “Language Essentials for Teachers of Reading and Spelling (LETRS).” The 2024-25 focus for professional development will be math and the 2025-26 focus will be NGSS. 2024-06-25 2024 30666130000000 Ocean View 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 4 4 0 5 5 5 Met 2024-06-25 2024 30666210000000 Orange Unified 2 OUSD has made advances in implementing the state adopted academic standards through high quality professional development that reflects evidence based best practices, as well as programs that support instruction and provide equitable learning opportunities for all learners. Write From the Beginning (WFTBB) is an advanced writing program that is purpose driven, genre based, targeted, and grade aligned K-8. Mathematics: OUSD curriculum provides rigorous content that is aligned to state standards and the Standards for Mathematical Practices. The Integrated Math Pathway in secondary allows for conceptual understanding of the content standards. Training is on math discourse, formative assessment, and mathematical practices. Common assessments are currently being piloted and our math training focused around rigor, engagement, and achievement. Our content experts provided additional training and coaching throughout the year. English Language Arts/English Language Development: Standards aligned curriculum for both ELA and ELD, has built in learning scaffolds and are fully digital for teacher, student, and parent access. A cohort of teachers participated in training in the science of reading and how to build reading fluency for all learners. Common ELA assessments are currently being piloted to ensure standards-based instruction and student success. 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 students. History-Social Science: OUSD has focused on assisting teachers with implementing the State Standards in Literacy within the core content area. Teachers have curriculum aligned to the most current standards and framework. Elementary teachers adopted new curriculum in 2021-2022. Next Generation Science Standards (NGSS): OUSD has engaged their science teachers in a shared responsibility for literacy by providing them with in-depth professional development. All grades recently adopted new curriculum. 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. VAPA teachers receive specific training related to VAPA. Career Technical Education: OUSD has implemented the Career Technical Education Model Curriculum Standards across all secondary schools with academic standards embedded into the curriculum both organically and deliberately. World Languages: OUSD supports teachers in developing students’ skills in 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 Met 2024-06-26 2024 30666216085328 Santiago Middle 2 100% of Santiago courses are aligned to current State Board of Education adopted standards. This is inclusive courses in English, Math, Science, History, Physical Education, Visual and Performing Arts, World Languages and Santiago's wide variety of Career Technical Education courses. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met Santiago is dedicated to providing the most enriching courses to students aligned to the expectations set forth by the California Department of Education. 2024-06-26 2024 30666216094874 El Rancho Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met 2024-05-29 2024 30666470000000 Placentia-Yorba Linda Unified 2 4 3 3 4 3 3 3 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 30666700000000 Santa Ana Unified 2 SAUSD’s Student Achievement Board Priority includes desired outcomes within a strategic three-year plan. This plan outlines the strategies to increase student achievement outcomes for grades TK-12. Curriculum specialists work with grade TK-12 teachers and department chairs regarding the CA standards and framework to support the implementation of adopted standards-aligned materials in ELA, Math, Social Science, and Science (NGSS). SAUSD’s TK-12 grade mathematics and language arts (ELA) core programs are implemented with state-approved curricula. SAUSD provides ongoing training opportunities for teachers as a group and individuals. Framework and curriculum training was provided for all grade 6-12 Social Studies teachers and engaged in the first year of elementary Social Studies textbook adoption implementation. Science curriculum adoptions for grades 6-12 have been completed, along with training on the new standards and frameworks. The Science adoption for Elementary grades is in the initial stages. Professional learning related to ethnic studies has prepared staff for the implementation of the newly adopted curriculum. The Teaching and Learning department team has added staff to provide additional support to increase student achievement. SAUSD’s ELA program includes integrated & designated ELD. SAUSD’s EL Program delivers tiered instruction where all ELs receive integrated and designated ELD. Students not making progress enter into the tier 2 program where they are provided intervention and support. Students who have not made sufficient progress in Tier 2 are then given a more intensive Tier 3 intervention that increases intensity and duration. Students have access to core instruction in Career Technical Education (CTE), Health, Visual and Performing Arts (VAPA), and Physical Education (PE). Music instruction is provided to PK-5 students weekly. More courses and professional development are being integrated into the secondary curriculum. SAUSD adopted an updated World Language Curriculum to align with current standards 4 3 4 3 4 4 4 4 3 4 3 3 3 3 3 3 4 3 4 4 4 3 3 Met 2024-06-25 2024 30666700101626 Edward B. Cole Academy 2 4 4 4 4 4 4 4 4 3 3 4 4 4 3 3 0 2 4 3 0 4 4 4 Met 2024-06-17 2024 30666700106567 Nova Academy Early College High 2 5 5 4 5 5 5 5 4 5 4 5 5 4 5 5 2 5 5 5 5 5 4 4 Met 2024-06-26 2024 30666700109066 Orange County Educational Arts Academy 2 English Language Arts (ELA) – Common Core State Standards for English/Language Arts – CAASPP Interims, DRA, STAR Reading , EL Education ELA curriculum culminating project. English Language Development (ELD) (Aligned to Common Core State Standards for E LA) - EngageNY curriculum speaking and listening performance tasks. Heggerty continuous assessment of phonemic awareness and phonics development. Mathematics – Common Core State Standards for Mathematics –CAASPP Interims, STAR Math, Eureka Math Square module assessments. Next Generation Science Standards –Teacher created performance assessments developed using STEMscopes, interdisciplinary expeditions. History-Social Science - Teacher created performance assessments, DBQ essays & interdisciplinary expeditions, TCI (Social Studies Alive, History Alive) integrated projects and assessments. Career Technical Education - OCEAA is working with EL Education to integrate CTE into Crew and science curricula. Entrepreneurship for Middle School students. Health Education Content Standards – OCEAA is integrating Mental Health as part of Crew. Self-assessment and surveys for students. Physical Education Model Content Standards – Physical Fitness Test. Visual and Performing Arts – California Visual and Performance standards & interdisciplinary expeditions. Integration with the Art of Education, Flex, and its elements of success criteria. World Language – Spanish language achievement is assessed using multiple measures, including: Developmental Reading Assessment, Adelante curriculum unit assessments, integrated science/social studies performance tasks & interdisciplinary expeditions, STAR reading in Spanish, Istation's Indicators of Progress (ISIP™). 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-12 2024 30666700135897 Advanced Learning Academy 2 4 3 4 3 4 4 4 4 3 4 3 3 3 3 3 3 4 3 4 4 4 3 3 Met Advanced Learning Academy's Student Achievement Board Priority includes desired outcomes within a strategic three-year plan. This plan outlines the strategies to increase student achievement outcomes for grades TK-12. Curriculum specialists work with grade TK-12 teachers and department chairs regarding the CA standards and framework to support the implementation of adopted standards-aligned materials in ELA, Math, Social Science, and Science (NGSS). Advanced Learning Academy's TK-12 grade mathematics and language arts (ELA) core programs are implemented with state-approved curricula. Advanced Learning Academy is provided ongoing training opportunities for teachers as a group and individuals. Framework and curriculum training was provided for all grade 6-12 Social Studies teachers and engaged in the first year of elementary Social Studies textbook adoption implementation. Science curriculum adoptions for grades 6-12 have been completed, along with training on the new standards and frameworks. The Science adoption for Elementary grades is in the initial stages. Professional learning related to ethnic studies has prepared staff for the implementation of the newly adopted curriculum. The Teaching and Learning department team has added staff to provide additional support to increase student achievement. Advanced Learning Acadmy's ELA program includes integrated & designated ELD. Our EL Program delivers tiered instruction where all ELs receive integrated and designated ELD. 2024-06-27 2024 30666706119127 El Sol Santa Ana Science and Arts Academy 2 5 4 4 4 4 5 5 4 4 4 5 5 4 4 4 3 4 4 4 5 4 4 4 Met 2024-06-13 2024 30666960000000 Savanna Elementary 2 5 5 5 5 1 5 5 5 5 1 5 5 5 5 1 0 2 4 3 0 5 5 5 Met 2024-06-04 2024 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 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 30736350000000 Saddleback Valley Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 5 2 3 3 3 4 3 3 Met 2024-06-13 2024 30736430000000 Tustin 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 Met 2024-06-24 2024 30736500000000 Irvine Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 30739240000000 Los Alamitos Unified 2 5 4 5 4 4 5 5 5 4 5 5 4 5 4 5 5 5 4 5 5 5 5 5 Met The primary areas of focus for staff development are the District’s Signature Practices: Cognitively Guided Instruction (CGI), Readers & Writers Workshop, Reading Foundations for the Common Core (RFCC), Thinking Maps and Depth and Complexity. Student data is collected via District benchmarks and various formal assessments, such as CAASPP and Fountas & Pinnell Leveled Reading Assessments, to determine instructional needs for teachers. The District provides annual training to ensure accurate calibration in the administration of reading and mathematics assessments in order to assess site vs. district-wide areas of concerns. Professional development is delivered by way of release time for teachers in all of the Signature Practices. Teachers new to the Los Alamitos Unified School District are placed on a five-year professional development plan. Teachers are placed into cohorts according to the number of years with the District and attend professional development sessions. Teachers are also released to attend pre-approved workshops and conferences with the expectation of disseminating their findings by way of instructional networking. The District also provides content specific training by departments or grade level teams. Teachers are supported through on-going, in-class coaching by District TOSAs. Site administrators provide regular, ongoing feedback by conducting classroom observations, setting individual goals for teachers, and by providing time for teacher collaboration. 2024-06-25 2024 30768930130765 Magnolia Science Academy Santa Ana 2 4 4 4 4 4 5 5 5 4 5 5 5 5 4 5 3 4 5 5 5 5 5 5 Met MSA-Santa Ana ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.) We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 24 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-Santa Ana has also provided PD and supported our teachers on MTSS and SEL learning and integration. 2024-06-17 2024 31103140000000 Placer County Office of Education 2 4 3 4 3 4 5 4 5 5 5 5 4 4 4 4 5 5 1 5 5 5 5 5 Met 2024-06-13 2024 31103140126904 Placer County Pathways Charter 2 4 4 4 4 3 5 4 5 5 5 5 4 4 4 4 5 5 1 5 5 5 4 5 Met 2024-06-13 2024 31667610000000 Ackerman Charter 2 5 5 5 5 4 5 5 5 5 4 5 4 5 4 4 0 3 5 5 0 4 3 4 Met 2024-06-20 2024 31667616031009 Bowman Charter 2 5 5 5 5 4 5 5 5 5 4 5 4 5 4 4 0 3 5 5 0 4 3 3 Met 2024-06-20 2024 31667790000000 Alta-Dutch Flat Union Elementary 2 5 5 5 3 5 5 5 5 2 4 3 3 3 3 3 2 2 4 3 1 5 4 3 Met 2024-06-26 2024 31667870000000 Auburn Union Elementary 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 1 5 3 5 4 5 5 5 Met Auburn Union School District (AUSD) annually measures its progress in implementing state academic standards then reports the results to the Board of Trustees local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. AUSD's TK-8 grades ensure that all students are enrolled in not only our core areas of standards-aligned Math, English Language Arts (ELA), Social Science, and Science, but also that students have the opportunity to be enrolled in the Visual and Performing Arts, Physical Education, and Designated English Language Development (ELD). AUSD adopted Wonders and Springboard, English Language Arts (ELA) curriculum, for implementation in 2020-2021. Wonders and Springboard have robust literacy and English language development components, as well as a tiered intervention approach that aligns with Multi-Tiered Systems of Support (MTSS), a framework used to give targeted support to struggling students early and quickly, focusing on the whole child. Wonder Works was implemented in the 2022-2023 school year and is being provided to Tier III Special Education students in order for them to receive the ELA content at a scaffolded level. AUSD continues to engage in the continuous improvement process through the Continuous Improvement Team’s Plan, Do, Study, Act, efforts to identify and support all students, specifically unduplicated students. MTSS data discussion meetings occur at each school site three times a year, 2024-06-18 2024 31667950000000 Colfax Elementary 2 4 1 4 4 2 4 4 4 4 3 4 2 4 3 3 1 4 4 4 1 4 3 3 Met Colfax ESD has implemented state board academic standards through multiple initiatives. In English Language Arts, educators received training on the Sonday System to improve students' phonemic awareness, decoding skills, fluency, and reading comprehension, applying it in small groups for targeted instruction. In mathematics, teachers were trained to use iReady assessments to identify specific standards needing reteaching in small groups or individually. Science instruction has been enhanced through training on a newly adopted curriculum to ensure quality initial teaching across all classrooms. During the 2023-2024 school year, all staff were trained in Universal Design for Learning strategies to eliminate learning barriers. Grade-level teachers identified Essential Learning Objectives for ELA and Math for grades TK-8, with formative assessments established as benchmarks every six weeks. A new report card, to be implemented in 2024-2025, will provide students and families with detailed information on mastery of these objectives. In 2024-2025, teachers will also receive professional development on the newly adopted Social Studies curriculum, and classified staff will receive training in Nonviolent Crisis Intervention (NCI). 2024-06-20 2024 31668030000000 Dry Creek Joint Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 5 Met 2024-06-18 2024 31668290000000 Eureka Union 2 EUSD engaged in a robust pilot and adoption process for numerous content areas: ELA, Math, Science (4-5th grade) and History/Social Studies. Teachers took 1-2 years piloting different programs to determine the high-quality curriculum (as reviewed by EdReports) that is of best fit to address district needs. The district also ensured parents and guardians are part of the process through information nights, pilot and adoption previews, etc. The last program adopted was for grade level Math (Grade 6) where board approval was secured for Savvas EnVision on June 10. 4 3 4 4 5 5 5 5 4 5 5 4 5 4 5 0 3 4 3 4 4 4 4 Met 2024-06-12 2024 31668370000000 Foresthill Union Elementary 2 3 3 3 3 2 4 4 3 3 3 3 3 3 3 2 0 3 4 4 2 3 3 3 Met FUSD's weekly PLC meetings have shifted to a highly intentional, data-driven MTSS approach, giving teachers time to explore their students' proficiencies and areas for growth, concurrently reflecting on and developing their own proficiencies and capacity-building. Through this process, both instructional coaching and student instruction has become more learner-centered and aligned. Essential standards in ELA and Mathematics have been identified at each grade level, mitigating learning gaps (both in subject matter proficiency and student group) 2024-06-20 2024 31668450000000 Loomis Union Elementary 2 4 3 4 3 3 5 3 5 3 3 5 3 5 3 3 1 3 4 4 4 5 4 3 Met During the 2023-2024 school year LUSD adopted an updated, standards aligned history social-science curriculum for grades 6-8 and began the piloting process for standards aligned HSS curriculum for grades K-5. In upcoming years LUSD will follow the same pilot and adoption process for science adoption in grades K-5. 2024-06-13 2024 31668450117150 Loomis Basin Charter 2 5 3 4 3 3 5 3 5 4 4 5 3 5 4 4 2 3 4 5 5 5 4 4 Met During the 2023-2024 school year LUSD and LBCS adopted an updated, standards aligned history social-science curriculum for grades 6-8 and began the piloting process for standards aligned HSS curriculum for grades K-5. In upcoming years LUSD and LBCS will follow the same pilot and adoption process for science adoption in grades K-5. 2024-06-13 2024 31668520000000 Newcastle Elementary 2 5 3 5 4 5 5 4 5 5 5 4 3 4 4 4 0 5 4 4 0 4 4 4 Met 2024-06-26 2024 31668520109827 Newcastle Charter 2 5 3 5 4 5 5 4 5 5 5 4 3 4 4 4 0 5 4 4 0 4 4 4 Met 2024-06-26 2024 31668520120105 Creekside Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 4 4 5 4 4 4 Met 2024-06-17 2024 31668520121608 Harvest Ridge Cooperative Charter 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 educational partners and the public through the Dashboard. 5 3 5 4 5 5 3 5 4 5 5 3 5 4 5 5 4 5 2 1 4 4 4 Met "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." 2024-06-27 2024 31668520127928 Rocklin Academy Gateway 2 5 5 5 3 4 5 4 5 5 5 5 5 5 4 4 0 5 4 5 5 5 5 5 Met Rocklin Academy Family of Schools embeds 13 days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned with LCAP goals and designed to enhance the depth of understanding of California academic standards. 2024-06-17 2024 31668860000000 Placer Hills Union Elementary 2 5 3 5 3 1 5 5 5 3 2 4 4 4 4 4 1 4 5 3 1 4 4 4 Met 2024-06-26 2024 31668940000000 Placer Union High 2 5 3 4 4 4 5 4 5 5 5 5 5 5 5 5 4 3 3 4 4 5 5 5 Met 2024-06-18 2024 31668940138081 Maidu Virtual Charter Academy 2 5 3 4 3 4 5 5 5 5 5 5 5 5 5 5 3 3 4 4 4 4 4 3 Met 2024-06-18 2024 31669100000000 Roseville City Elementary 2 5 4 4 3 4 5 5 5 5 4 5 4 4 4 3 5 2 4 5 4 5 4 4 Met 2024-06-20 2024 31669280000000 Roseville Joint Union High 2 In 2023-2024, RJUHSD completed several key initiatives to enhance its educational programs. A new curricular program for all college-preparatory English courses was adopted, supported by a 3-year professional development (PD) plan to align instructors with the ELA CCSS. The implementation of EL RISE and Integrated ELD practices was carried out across all content areas. Science coursework was more closely aligned to support NGSS, and newly adopted core resources provided the foundation for student learning outcomes. History and Social Science teachers engaged in curricular alignment discussions, with plans over the next three years to update their core curriculum to strengthen standards alignment. Health instructors, in the second year of a multi-year realignment, engaged in curricular conversations, updated instructional resources, and used PD to enhance content delivery centered on content standards. Physical Education teachers discussed curriculum alignment, focusing on major activities in units and assessment practices based on the PE Model Content Standards. Visual and Performing Arts (VAPA) instructors reaffirmed content relevance through discussions on essential outcomes, major activities, and assessment practices, strengthening standards alignment. Spanish instructors explored new core instructional materials and realigned standards and instructional practices for all levels of Spanish (1-4), while French instructors engaged in course-of-study alignment discussions, with an updated core material adoption scheduled for 2024-2025. Looking ahead to 2024-2025, RJUHSD plans to continue supporting English instructors through the 3-year PD plan to maintain alignment with ELA CCSS. The integration and refinement of EL RISE and ELD practices will be furthered across all content areas. Math curriculum refinement and enhancement will ensure robust instructional practices aligned with CCSS. Science coursework alignment and calibration to support NGSS will continue, with updates to core resources as needed. History and Social Science courses will be updated with the newly adopted core curriculum to strengthen standards alignment. Health instructors will progress into the next phase of the multi-year realignment, with continued updates to instructional resources and PD for enhanced content delivery. Physical Education teachers will further refine curriculum alignment, focusing on activities and assessments per the PE Model Content Standards. VAPA instructors will maintain discussions on essential outcomes and assessment practices to ensure continued relevance and standards alignment. Spanish instructors will implement the new core instructional materials, and French instructors will adopt updated core materials, completing the alignment with current standards and instructional practices. 4 3 4 3 2 5 5 5 5 5 4 4 4 4 4 4 3 3 3 4 5 3 2 Met 2024-06-11 2024 31669280121418 John Adams Academy - Roseville 2 4 3 4 4 4 4 3 4 4 4 3 3 3 3 4 3 4 4 4 4 4 3 3 Met 2024-06-27 2024 31669280141622 New Pacific School - Roseville 2 4 4 4 3 3 4 4 4 3 3 4 4 4 3 3 2 2 4 4 3 4 4 4 Met 2024-06-13 2024 31669440000000 Tahoe-Truckee Unified 2 4 4 4 4 3 4 3 4 4 2 4 3 4 3 3 4 4 5 3 3 4 4 3 Met 2024-06-26 2024 31669440121624 Sierra Expeditionary Learning 2 All core classes are designed with Common Core, Next Gen, and CA state standards. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 4 5 5 5 Met 2024-06-10 2024 31669510000000 Western Placer Unified 2 5 5 3 4 4 5 5 5 5 3 5 5 3 4 3 5 3 4 5 3 5 4 3 Met 2024-06-18 2024 31669510135871 John Adams Academy - Lincoln 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 3 4 4 4 4 5 3 3 Met 2024-06-27 2024 31669513130168 Horizon Charter 2 All Recommended Curriculum is reviewed for alignment with the CA CCSS and Frameworks. All Teachers are trained to support the CA CCSS and Frameworks, the Recommended Curriculum, and the implementation of the Frameworks. Families, home educators, are provided training and support to appropriately use the Recommended Curriculum, provided pacing guides, syllabi, or course outlines and the CA CCSS. Horizon uses Staff and Family Surveys to track progress in implementing the CA CCSS and Frameworks to ensure Horizon is providing sufficient training and support. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-05 2024 31750850000000 Rocklin Unified 2 5 3 4 3 5 5 4 5 3 5 4 3 4 2 3 4 4 4 4 3 4 4 3 Met Rocklin Unified School District (RUSD) has provided human, fiscal and instructional resources for professional learning for teachers to learn California academic standards. The District is in full implementation of Mathematics, English Language Arts, History Social Science and English Language Development (ELD) programs and has made progress towards providing professional development for ELD. RUSD is developing training and instruction for the Next Generation Science Standards following the CA adoption cycle. RUSD is also in full implementation of Career Technical Education (CTE) standards and standards aligned instruction for physical education, VAPA, and Health Education. New standards and a framework were recently released for World Language. The District engaged in an adoption process during the 2022-23 school year to select and adopt World Language curriculum for French and Spanish courses. The District continues to make progress updating the Professional Development Plan, fully implementing training determined by the Professional Learning Committee and aligned to the district LCAP. RUSD facilitates ongoing training through monthly district-wide professional learning and weekly collaborative time for teacher planning and monitoring of student progress. Teachers work with math and special education Instructional Coaches for support in their implementation of best practices. 2024-06-20 2024 31750850117879 Maria Montessori Charter Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 4 4 4 0 3 4 4 4 5 5 5 Met 2024-06-24 2024 31750850119487 Western Sierra Collegiate Academy 2 5 5 5 5 4 5 4 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met Rocklin Academy Family of Schools embeds 13 days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned with LCAP goals and designed to enhance the depth of understanding of California academic standards. 2024-06-17 2024 31750856118392 Rocklin Academy 2 5 5 5 3 4 5 4 5 4 5 5 5 5 4 4 0 5 4 5 0 5 5 5 Met Rocklin Academy Family of Schools embeds 13 days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned with LCAP goals and designed to enhance the depth of understanding of California academic standards. 2024-06-17 2024 32103220000000 Plumas County Office of Education 2 NA 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-21 2024 32669690000000 Plumas 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 Met 2024-06-21 2024 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 Not Met With no ELD students, it is difficult to gauge where the school is at with this criteria. All of the materials are available to us through our adopted curriculum, but we haven't had to use it. 2024 33103300000000 Riverside County Office of Education 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 Met RCOE Alternative Education used the California Standards Self-Reflection Tool to measures its progress implementing state academic standards. This survey and the findings of the Collaborative Instructional Reviews (CIRs) guide the instructional focus for professional development, PLC’s, and MTSS. The results of the CIR’s contributed to the creation of a Curriculum Task Force. The need for focused standard-aligned instruction is one of the contributing factors that is leading RCOE AE to focus on the GLEAM (Grade-Level, Engaging, Affirming, and Meaningful) lessons and the process of aligning curriculum to focus on standards instruction. 2024-06-05 2024 33103300110833 River Springs Charter 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 Met 2024-06-06 2024 33103300125237 Leadership Military Academy 2 4 3 4 4 4 4 4 4 5 5 4 3 4 4 4 0 4 3 3 4 4 4 4 Met 2024-06-20 2024 33103300125385 Imagine Schools, Riverside County 2 5 4 5 4 4 5 4 5 4 4 5 5 5 4 4 3 3 5 4 5 5 5 5 Met Imagine Schools Riverside (ISRC) continues to make progress in implementing state board-adopted academic standards through targeted professional development, instructional feedback, coaching, and curriculum selection. ISRC has increased professional development to enhance teachers' understanding of academic standards and instructional strategies, addressing specific needs identified through data and feedback. Consistent instructional feedback and observation are integral to ISRC's approach. Administrators and instructional coaches regularly observe classrooms, providing feedback to align teaching with state standards and improve practices. A structured coaching cycle, aligned with lesson planning, supports teachers in designing and delivering standard-based lessons. Coaches collaborate with teachers to plan, observe, and reflect on lessons, offering actionable feedback for continuous improvement. Data-driven instruction is emphasized, with regular data analysis sessions helping teachers adjust strategies based on student performance. Professional Learning Communities (PLCs) further support this by fostering collaboration and sharing best practices among teachers. ISRC has streamlined the curriculum selection process, involving staff, students, and families in decision-making. 2024-06-13 2024 33103300128397 CBK Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 Met CBK Charter used the California Standards Self-Reflection Tool to measures its progress implementing state academic standards. 2024-06-14 2024 33103300128777 Gateway College and Career Academy 2 5 3 5 1 5 5 3 5 1 5 5 5 5 2 5 0 4 2 3 2 5 5 5 Met 2024-06-27 2024 33103300136168 Temecula International Academy 2 4 3 5 4 4 4 3 4 4 4 4 3 4 4 4 0 4 4 3 5 4 4 3 Met 2024-06-27 2024 33103300137836 Pivot Charter School Riverside 2 4 4 4 4 3 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 33103300137851 Julia Lee Performing Arts Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 Met 2024-06-14 2024 33103300137869 Excelsior Charter School Corona-Norco 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met All students enrolled at Excelsior Charter School Corona-Norco have full access to their own copies of standards-aligned instructional materials at both school and at home. Excelsior Charter School Corona-Norco provides all students with a device and internet connection if needed to complete their school-work within our online learning management system. 2024-06-27 2024 33103300138024 Journey 2 5 5 5 4 4 5 5 5 4 4 5 4 5 3 3 0 2 3 3 0 5 5 5 Met At Journey School, we believe in providing comprehensive support to ensure the successful implementation of the academic standards adopted by the state board. Our dedicated team includes counseling, academic, ELD, and special education specialists, directors, and paraprofessionals who work closely with both administrators and teachers. This collaborative approach ensures that strong academic supports are consistently implemented across all levels. We pride ourselves on being data-driven and student-centered, adjusting our instruction to meet the evolving needs of our students and to fully support the adopted standards. To further this goal, we host a variety of professional development opportunities throughout the year. These include a summer symposium, a winter symposium, and ongoing Professional Learning Communities (PLCs) that cover a wide range of topics such as curriculum development, behavior management, and restorative practices. Through these efforts, we are committed to fostering an environment where both educators and students can thrive, ensuring that academic standards are not only met but exceeded. 2024-06-27 2024 33103300138602 JCS - Pine Hills 2 See Option 2. 5 4 5 4 3 5 5 5 4 4 4 3 4 4 4 2 3 3 4 4 3 4 4 Met 2024-06-14 2024 33103300139428 Garvey/Allen Visual & Performing Arts Academy for STEM 2 Garvey/Allen Visual& Performing Arts for STEM (“Garvey/Allen STEAM Academy”) takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. Teachers administer the iReady assessments in Reading and Math each trimester to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Student progress in Visual Arts and Music and STEM is measured through performance-based activities. 4 4 4 4 4 5 4 5 5 5 4 4 4 4 4 0 5 5 5 0 5 5 5 Met Garvey/Allen STEAM Academy using another important tool which is relevant to understanding its progress implementing state academic standard. Garvey/Allen STEAM Academy’ Waldorf focus includes Howard Gardner’s research on multiple intelligences to include Intrapersonal Intelligence. Intrapersonal Intelligence is one’s ability to be introspective and self-reflective. Our program will help students to develop a deep understanding of the self; what their individual strengths or weaknesses are, what makes them unique, and learn to predict one's own reactions or emotions. We will focus on helping students to develop a strong sense of responsibility, self-reliance, and resilience, empowering them with the ability to be vital, disciplined, and hard-working individuals who take initiative, self-regulate, and are fully accountable for their own actions. We will strive to teach students to see others as individuals, not as members of a group, give of themselves, work to make ethical decisions, work cooperatively and understand and respect individual and cultural differences. Because of our looping model in which the students stay with the same teacher and students for multiple years, students will have the opportunity to learn the value of relationships, respect for each other, and for authority. Because our curriculum uses narrative, experiential learning, and visual aids, students will develop a sense of wonder and curiosity, enthusiasm and passion for learning. 2024-06-27 2024 33103300140780 Audeo 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 Met 2024-06-26 2024 33669770000000 Alvord Unified 2 3 3 3 3 3 5 4 4 3 3 4 3 4 3 3 4 3 3 4 4 3 3 3 Met 2024-06-20 2024 33669850000000 Banning Unified 2 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 4 4 4 3 4 4 4 4 Met 2024-06-26 2024 33669930000000 Beaumont Unified 2 The Beaumont Unified School District (the District) has selected several measures and tools to implement the California State Standards (CSS). For Math and Reading (K-8), the District uses the iReady Diagnostic, and for grades 9-12, the STAR Reading and Math assessments. Additionally, the California Assessment for Student Performance and Progress (CAASPP) is administered to students in grades 3-8 and 11, and K-2 literacy is monitored through universal screeners. These assessments were chosen for several reasons. Firstly, they are scientifically valid and reliable, designed to measure student growth and development in mathematics and reading accurately. Secondly, they provide efficiently interpretable reports for teachers. These reports include data visualizations and other formats that clearly show student progress and pinpoint areas needing support, facilitating monitoring progress toward achieving the standards. Furthermore, the District has begun implementing interim assessments provided by the CAASPP. These formative assessments, conducted throughout the school year, include the Interim Assessment Blocks (IAB), the Focused Interim Assessment Blocks (FIAB), and the Interim Comprehensive Assessments (ICA). These tools comprehensively measure all CSS in English Language Arts (ELA) and mathematics. In addition, the District has started using literacy benchmarks as Performance Tasks (PTs) similar to those found on state assessments. During the 2024-25 school year, the District will implement these standards-based performance tasks using the adopted curriculum assessments. 5 5 4 4 3 5 4 4 4 3 5 4 4 4 3 5 5 5 5 5 5 4 5 Met The Beaumont Unified School District has consistently prioritized enhancing teachers' understanding of the California State Standards (CSS). The District facilitates a comprehensive understanding of academic progress among teachers, students, and families by implementing targeted assessments. This effort is complemented by a commitment to providing robust Professional Development (PD) focused on Best, First Instruction strategies, equipping teachers with essential resources to track and increase student achievement. This past year, the District initiated a District-wide adoption of an elementary science curriculum aligned with the Next Generation Science Standards (NGSS), incorporating feedback from educational partners. Collaboration with site administrators and educators has also emphasized Best, First Instruction to develop a comprehensive scope and sequence for English Language Arts (ELA) from kindergarten through grade 12. Last year's extensive training on the CSS for ELA received positive feedback, leading to extensive CSS training in math during the 2023-24 school year. The District is now moving toward a sustainability model to onboard new teachers with ELA and math standards training. 2024-06-11 2024 33669930127142 Highland Academy 2 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 0 3 4 5 2 4 4 4 Met 2024-06-20 2024 33669930139360 Mission Vista Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-06-13 2024 33670330000000 Corona-Norco Unified 2 4 3 3 3 3 4 4 4 3 3 4 4 4 4 4 4 4 4 4 4 3 3 3 Met CNUSD is dedicated to a journey of continuous improvement through the use of professional learning communities at all levels. Every staff member is part of a professional learning team, working together to establish goals, measure outcomes, and make necessary changes to ensure ongoing improvement. This dedication is particularly evident in the implementation of state standards, with teams creating lessons, assessments, interventions, and enrichment opportunities that align with these standards. Weekly Professional Learning Team meetings are held to review data and make adjustments to ensure all students have access to rigorous standards. At the elementary and intermediate levels, Teachers on Special Assignment at each site provide support to both students and teachers to promote student success. At the high school level, district-based Teachers on Special Assignment collaborate with subject area teams to develop common assessments and align practices to ensure consistent implementation of state standards across all sites. In addition, new textbook adoptions include multiple days of collaboration and training throughout the year in order to ensure all teachers are well-versed in the new materials and how to best utilize the tools contained within. 2024-06-18 2024 33670410000000 Desert Center Unified 2 "The teachers at Eagle Mountain Elementary School facilitate multi-grade level classroom that include three grade bands. Recent work in supporting teachers in delivering grade level standards came through with mentoring of RCOE academic coaches. The intent was identifying those grade level stands which are critical to support students transition from one grade level to another. With this was work on integrating cross curricular lessons that support work in mastery of grade level standards in a variety of content areas. Additional professional development continues with the school's formative assessment system I-Ready that helps teachers to adjust individual learning plans supporting student gaps and reinforcing areas that need reinforcement. Classroom teachers, as well as the school's paraprofessionals were provided attendance to the California STEAM Symposium. The opportunity to teachers to attend a variety of breakout sessions helped develop strategies and techniques to support students with mastery of grade level standards. Eagle Mountain School continues to make instructional materials that are recently approved to academic standards utilized in the classrooms. The school has updated textbooks aligned to standards. Students have access to hardcopies and electronic versions. Areas for improvement are supports for teachers of EL students and to be in place as the state updates and reveals its mathematics standards. To support teacher development, the school outreached to and used the services of the Riverside County Office of Education. This effort was to pair teachers with academic coaches employed by RCOE. This effort was to build capacity for our teachers in meeting the needs of students in multi-grade classrooms. In addition, the review of I-Ready learning plans helps support staff in identifying areas where they can improve in delivering instruction in academic standards in the content areas of mathematics and science. Areas such as collaborative time, focused classroom walkthrough, teacher pairing, and other procedures should be of priority to support teacher development in identifying areas where they can improve in delivering instruction aligned to standards. The school is striving for AVID integration. This will support teachers' utilization of WICOR strategies to support students in mastery of standards. The school needs to continue to be active in identifying the specific learning needs of individual teachers. The school will continue to bring a new teacher on board and looks forward to the bring all teachers together with collaboration time helping each build capacity in their respective classrooms. The staff is continuing to become more experienced, and ""all"" teachers will be appropriately certified or in a formal credentialling program. This work will help with the development of the teaching group as a whole and can be enhanced with school wide AVID integration." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 33670580000000 Desert Sands Unified 2 Desert Sands Unified School District employs standards-aligned instructional materials through a systematic adoption process. Teachers receive standards-aligned professional development facilitated by content area leaders. School and district administrators, instructional coaches and project facilitators support teachers in delivering State Academic Standards through classroom visits, instructional support, lesson studies and coaching cycles. Progress in implementing state academic standards is assessed using various measures including CAASPP and ELPAC results, i-Ready Diagnostic, DIBELS, surveys, and feedback. Teachers use formative assessments and Professional Learning Community (PLC) processes to share best practices. Professional development on technology use remains a priority, with district facilitators creating model lessons and offering classroom support. English learners receive designated and integrated ELD, additional language support through Imagine Language and Literacy. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 33670586031959 George Washington Charter 2 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 0 4 3 3 0 4 4 4 Met 2024-06-17 2024 33670586031991 Palm Desert Charter Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 Met PDCMS continues to implement an academic Spanish World Language Course. PDCMS has restructured the ELD program for the 2023-2024 school year to a full-inclusion model with ELD support for one period per day for all EL. To support our ML students, PDCMS is using the i Lit ELL curriculum in the ELD class. 2024-06-12 2024 33670820000000 Hemet Unified 2 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 4 5 4 5 4 4 4 4 Met 2024-06-18 2024 33670820120675 Western Center Academy 2 4 3 4 4 4 5 3 5 5 5 4 3 5 4 4 4 4 4 4 4 4 5 5 Met 2024-06-03 2024 33670900000000 Jurupa Unified 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 Met Jurupa Unified Commitment to Standards-Aligned Education At Jurupa Unified, we relentlessly focus on ensuring all students receive a high-quality education aligned with California State Standards. Our implementation strategy centers on three core elements: professional learning, instructional materials, and ongoing support. Robust Professional Learning We believe teachers are the key to student success. Therefore, we invest heavily in standards-focused professional learning. This includes district-wide workshops, grade-level collaborative planning sessions, and targeted coaching within content areas. Our professional learning delves deeply into the standards, unpacking their meaning and exploring best practices for effective instruction and assessment. Standards-Aligned Instructional Materials All Jurupa Unified classrooms have access to a comprehensive suite of standards-aligned instructional materials. Our curriculum adoption process is rigorous, with careful vetting to ensure materials fully support the depth and breadth of the California State Standards. Additionally, teachers receive training and resources to maximize the use of these materials. Ongoing Support and Improvement We recognize that teaching to the standards is a continuous journey. To foster growth, we prioritize collaborative time for teachers to analyze student data, share strategies, and refine their instructional approaches. Focused classroom walkthroughs by administrators and instruction 2024-06-24 2024 33671160000000 Menifee Union 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 3 4 4 4 Met 2024-06-13 2024 33671160109843 Santa Rosa Academy 2 Grade levels/departments use Otus to create formative (quick quizzes) and summative (every 6 weeks) common assessments in all grade levels/subjects. * Otus tracks student progress on state-adopted standards over time. * Renaissance STAR Math and Reading tests are aligned to state standards and are given as another measure to track and report student progress/mastery of standards. * Edgenuity is used to determine which students are not progressing as expected and require academic intervention and/or credit recovery. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-10 2024 33671240000000 Moreno Valley Unified 2 5 5 4 4 4 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 33671570000000 Nuview Union 2 5 4 4 4 5 5 4 4 4 5 4 4 4 4 4 0 4 4 3 0 5 4 4 Met 2024-06-13 2024 33671573331014 Nuview Bridge Early College High 2 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 3 5 5 5 5 5 5 5 Met 2024-06-04 2024 33671730000000 Palm Springs Unified 2 4 4 4 3 4 5 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 Met 2024-06-25 2024 33671736032411 Cielo Vista Charter 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 3 5 5 5 5 5 5 5 Met 2024-06-25 2024 33671810000000 Palo Verde Unified 2 K-12 ELA adopted, utilized K-12 Math adopted, utilized Next Gen Science Standards secondary curriculum adopted, utilized. Elementary curriculum to be adopted for 2024-2025 school year with professional development and a rolling release. 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 Met 2024-06-25 2024 33671810138610 Scale Leadership Academy - East 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 4 5 5 4 5 4 4 3 Met SCALE Leadership Academy East is actively enhancing the implementation of state academic standards, bolstered by the appointment of our first ELD coordinator and a full year with an assessment coordinator. These roles are pivotal in advancing our educational strategies and ensuring all students access quality instruction aligned with state standards. Key initiatives for 24-25 school year include: Data-Driven Instruction: Regular data reviews help pinpoint areas needing improvement, enabling targeted teacher support. Professional Development: Emphasis on skill enhancement related to unmastered standards. Resource Optimization: Ensuring instructional materials align with adopted standards and are accessible in all classrooms. Our progress is evident in our self-assessment using Option 2 of the Reflection Tool, with significant strides in the Common Core for English Language Arts, Mathematics, and the Next Generation Science Standards. We remain committed to transparency and continuous improvement. These efforts ensure our students are well-prepared for academic success and future endeavors. 2024-06-22 2024 33671990000000 Perris Elementary 2 The Perris Elementary School District is committed to providing high-quality education through the implementation of rigorous academic standards across all subjects. Our approach to English Language Arts (ELA), English Language Development (ELD), and Mathematics is grounded in the Common Core State Standards (CCSS), ensuring that our students receive a comprehensive and cohesive educational experience. English Language Arts (ELA). Our ELA program is aligned with the Common Core State Standards for ELA, which emphasize critical reading, writing, speaking, and listening skills. These standards are designed to prepare students for college and career readiness by focusing on key areas such as reading comprehension, textual analysis, and evidence-based writing. Our English Language Development (ELD) is aligned with the Common Core State Standards for ELA, our ELD program aims to support English Learners (ELs) in achieving proficiency in English while also mastering academic content. The ELD standards provide a framework for developing students' listening, speaking, reading, and writing skills in English. By integrating ELD with ELA instruction, we ensure that ELs have access to the same rigorous academic content as their peers, while also receiving targeted language support tailored to their proficiency levels.Our Mathematics curriculum is based on the Common Core State Standards for Mathematics, which emphasize conceptual understanding, procedural skills, and application. The standards focus on developing students' problem-solving abilities and mathematical reasoning through key domains such as number sense, algebraic thinking, geometry, and data analysis. By engaging students in hands-on activities and real-world problem solving, we aim to foster a deep understanding of mathematical concepts and prepare students for advanced mathematical studies and everyday life challenges. 4 4 4 3 2 5 5 3 3 2 5 5 5 3 2 1 1 4 5 1 3 1 4 Met Perris Elementary School District is a TK-6 Elementary School District. Career and Technical Educational, Health and World Langauge do not apply to the elementary school district. 2024-06-13 2024 33671996105571 Innovative Horizons Charter 2 The LEA chooses measures and tools that provide actionable data to inform instruction, support student learning, and ensure alignment with state standards. This comprehensive system includes common formative assessments, state exams, diagnostic screeners, and IAB benchmark assessments to track and improve the implementation of academic standards.*Common Formative Assessments-Description: Administered throughout the school year, these assessments evaluate student progress toward meeting state essential standards. Reason for Selection: They provide timely data, enabling educators to adjust instruction and provide targeted interventions. These assessments identify areas of struggle and success, aligning closely with state standards. Curriculum-Embedded Assessments-Description: Integrated into the daily curriculum, such as quizzes, unit tests, and performance tasks. Reason for Selection: Aligned with instructional materials and lessons, they offer continuous feedback to students and teachers about progress toward mastering standards.*Standardized Testing-Description: Includes state-mandated assessments like the Smarter Balanced Assessment Consortium (SBAC) tests or other standardized tests.Reason for Selection: These tests offer a common measure of student achievement across the state, facilitating comparisons and accountability. They align directly with state standards and provide summative data on student performance. Formative Assessments-Description: Informal assessments such as observations, discussions, and student reflections gauge understanding during the learning process.Reason for Selection: They help teachers adjust instruction in real-time to meet students' needs, promoting a deeper understanding of progress and engagement with standards daily. *Diagnostic Assessments-Description: Tools like diagnostic screeners determine strengths and weaknesses before instruction begins. Reason for Selection: Diagnostic assessments identify individual student needs, allowing for personalized instruction. They are crucial for setting baselines and monitoring growth over time.*Teacher Observations and Evaluations-Description: Structured classroom observations and evaluations by administrators or peer teachers.*Reason for Selection: Observations provide qualitative data on standards-based instruction and identify areas for professional development, ensuring teaching practices align with state standards. Our progress in implementing the academic standards adopted by the SBE, based on locally selected measures, is differentiated. While our students perform well on common formative assessments and show progress toward mastering essential standards, we recognize the importance of ensuring that students read at grade-level by the end of second grade and align our common formative assessments with CAASPP's rigor. Our math and ELA scores demonstrate that as students master reading skills, their ability to learn at high levels will improve significantly. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-06 2024 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 Met 2024-06-12 2024 33672070101170 California Military Institute 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-12 2024 33672150000000 Riverside Unified 2 4 3 4 4 4 4 4 4 3 4 4 4 4 3 4 5 5 4 4 4 4 4 4 Met 2024-06-27 2024 33672150126128 REACH Leadership STEAM Academy 2 4 4 5 5 4 5 4 5 5 5 5 4 5 4 4 3 4 5 4 3 4 4 4 Met 2024-06-25 2024 33672310000000 Romoland Elementary 2 Romoland School District’s progress in implementing the academic standards adopted by the State Board of 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 over 2,200 documented classroom visits during the 2023-24 school year. Additionally, the District has regular Professional Learning Community (PLC) teacher collaboration time built into the annual district schedule. Site administrators join the PLC sessions to engage in qualitative data analysis of academic standards implementation, as well as analysis of quantitative and qualitative student performance data on state and local assessments. Professional learning in support of teacher implementation of academic standards is available. Full-time site-based instructional coaches were available for the 2023-24 school year to support teachers through one-on-one, small group, and large group professional learning sessions. Session calendars are managed digitally and quantified to identify support service time provided to teachers. In addition to instructional coaches, professional learning opportunities are offered through: web-based professional learning resources, consultant support, school-site professional learning sessions, and conference/workshop attendance. All sessions are managed in a district online management system to quantify hours/time, participants, and session evaluations. 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 Met 2024-06-18 2024 33672490000000 San Jacinto Unified 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 4 4 Met 2024-06-17 2024 33672496114748 San Jacinto Valley Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 Met 2024-06-06 2024 33736760000000 Coachella Valley Unified 2 Coachella Valley Unified School District (CVUSD) annually measures progress implementing state academic standards. CVUSD 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 2023-24 school year, teachers were supported with professional development weekly (every Wednesday), from both their site and the district office. Weekly Professional Development trainings included: i-Ready Diagnostic Assessment and Data Monitoring; i-Ready Personalized Instruction; Integrated and Designated English Language Development and EL Data Review; Literacy Scaffolds and Strategies for English Learners; Best Practices in Reading and Writing Literacy; Writing using Claim-Evidence-Reasoning; Close Reading Strategies; UCI Math for Conceptual Understanding and Common Core Standards; AVID College and Career Readiness Skills and Strategies for Student Success; McGraw Hill Inspire Science; Houghton Mifflin Harcourt English 3D; Instructional Leadership; Positive Behavioral Interventions and Supports (PBIS); Transformational Justice; Differentiation and Small Group Instruction; LETRS Foundational Skills for Literacy; Read 180/System 44 Reading Intervention; Visual and Performing Arts Standards and Units of Study; Canvas LMS and MasteryConnect for assessments; and Instructional Leadership. Teachers are also provided with additional support and assistance from a district Instructional Coach. The instructional coaches build the capacity of teachers by integrating the use of evidence-based practices and strategies in all content areas, as well as various technologies, with an equity lens focused on the progress of all students. This is done through a variety of instructional practices that include: modeling, co-teaching, the cognitive coaching model, demonstration lessons, and data analysis and lesson planning between the teacher and the coach. In addition to weekly professional development, CVUSD includes 2 non-student days (October and March) during the school year that are dedicated to professional development for all certificated and classified staff. The training topics include: Preschool - Head Start Classroom Strategies for Social-Emotional-Behavioral Support; Building Academic Vocabulary to Promote Engagement; Sociocultural Competence in a Dual Language Classroom; Think-Pair-Share and English Learner Engagement Strategies; Function of Behavior and De-escalation Strategies; ALICE - Student and School Safety Training; Implementation of MTSS; Thinking Maps; Goalbook Toolkit Overview and Social-Emotional Well-being of Students. 4 4 4 3 3 5 4 5 4 4 3 3 3 3 3 4 3 3 3 3 3 3 3 Met 2024-06-27 2024 33736760121673 NOVA Academy - Coachella 2 3 3 4 3 3 3 3 4 3 4 1 2 4 3 3 2 3 5 3 5 4 3 3 Met 2024-06-26 2024 33751760000000 Lake Elsinore Unified 2 4 4 4 3 3 4 4 4 3 3 4 4 4 3 3 4 4 4 4 4 4 4 3 Met 2024-06-13 2024 33751760120204 Sycamore Academy of Science and Cultural Arts 2 5 3 4 4 4 5 3 5 5 4 5 3 5 4 4 0 5 5 5 3 5 5 5 Met 2024-06-25 2024 33751920000000 Temecula Valley Unified 2 5 5 5 3 5 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 4 5 4 Met 2024-06-13 2024 33751923330917 Temecula Preparatory 2 5 4 5 4 5 5 4 5 4 5 5 5 5 5 5 0 4 4 4 5 5 5 5 Met Teachers have an established time during the week to work in their Professional Learning Communities (PLCs). During their PLC time, teachers analyze student performance data, identify students who may need extra help, monitor student progress against state standards, and adjust their instruction accordingly. Additionally, teachers attend internal and external trainings in math, ELA, science, and other standards-based curricula. Professional development is designed to align closely with the school's goals and teacher needs, both of which are determined by student performance data. On a daily basis, the teachers at Temecula Preparatory School work with a standards-aligned curriculum in each subject area. They regularly use structured professional development time to assess the effectiveness of their methods in delivering skills and content based on these standards to their students. Furthermore, we observe and provide feedback to teachers and allow them to conduct peer evaluations. This system is designed to create a continuous cycle of improvement. 2024-06-19 2024 33751926112551 Temecula Valley Charter 2 TVCS is utilizing STAR Assessments and CAASPP testing to track achievement on state level standards in ELA, Science, and Mathematics. All teachers utilize state standards to guide instruction and develop syllabi (where appropriate). Curriculum has been adopted in TK-8th grade to align with state and local academic standards. New curriculum adoptions for the current school year include Frogstreet (TK), National Geographic (Elementary Science), FOSS Science (Middle School Science), Big Ideas 2 (Middle School Math) and TCI (Middle School Social Studies). On-going training in common core aligned curriculum including Wonders (Elementary EKA) and Eureka Math (Elementary Math) is integrated into yearly professional development for teachers. 4 2 5 3 5 5 4 5 5 5 4 3 5 4 4 5 5 5 5 5 5 5 5 Met During this school year TVCS partnered with PARSEC Education to conduct deep dives on student academic achievement data. This data was utilized in grade level PLCs for structuring instructions and interventions. Additionally, interim assessment ata form Fountas & Pinnell, IXL assessments and STAR assessments provided feedback to teachers for targeting instruction. 2024-06-10 2024 33752000000000 Murrieta Valley Unified 2 4 3 3 3 3 4 3 1 4 4 4 3 4 4 4 4 4 4 4 4 4 4 3 Met At all grade levels, district work teams are in place to support the implementation of academic standards. In these teams, teacher representatives from all school sites collaborate with district personnel to develop common pacing guides and assessments aligned to the standards. Professional Learning Teams meet weekly to discuss these resources and collaborate to ensure all students have access to standards-based instruction, as well as additional support in meeting the standards when needed. At the elementary level, there continues to be regular training and coaching support for teachers on curriculum and standards. This year, the focus was on conceptual math and foundational literacy skills. Instructional coaches also provided early childhood education training to all TK and preschool teachers and instructional assistants, and they helped support teachers in implementing the new social studies and science curriculum. The elementary team kicked off a pilot of mathematics curriculum which will occur during the 2024-25 school year. At the secondary level, social science teachers implemented newly adopted curriculum aligned to the standards. World Language and AP English Language Arts teachers reviewed materials to be adopted for the 2024-25 school year. 2024-06-13 2024 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, and 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 Met 2024-06-18 2024 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 Met SCOE teachers collaborate bi-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. 2024-06-25 2024 34103480136275 Fortune 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 5 5 5 5 Met 2024-06-11 2024 34103480140160 American River Collegiate Academy 2 5 4 4 3 4 5 5 5 5 5 5 5 5 4 4 0 5 5 5 0 5 5 5 Met "Rocklin Academy Family of Schools embeds 13 days into their calendar dedicated to professional learning opportunities for their teachers and staff. These are aligned with LCAP goals and designed to enhance the depth of understanding of California academic standards. The ""Physical Education Content Standards"" are not part of the American River Collegiate Academy charter. Therefore, as directed by a representative from the California Department of Education, a rating of ""5"" was indicated for our school for this response as it is not applicable to our site." 2024-06-17 2024 34672800000000 Arcohe Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-27 2024 34673140000000 Elk Grove Unified 2 4 3 4 3 4 4 4 4 4 4 4 4 4 4 3 4 3 3 3 4 4 4 4 Met EGUSD administers an annual Teaching and Learning 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. The survey was administered in Spring 2023 and received 1,183 responses, representing about 36% of teachers districtwide. Across all content standards, the percentage of teachers rating their implementation of state standards as Early Applying or Applying was 74%. The remaining 26% of teachers rated their implementation of state standards as Early Developing or Developing. Across all subjects, 48% of teachers indicated that they use district-adopted core materials for their content area at least 60% of the time or more. 2024-06-25 2024 34673140111732 California Montessori Project - Elk Grove Campus 2 CMP has Curriculum Guides that map back to the California Standards for all of our Montessori lessons and materials. Additionally, based on feedback from the American Montessori Society and the Western Association of Schools and Colleges, CMP convened a group to investigate programs that would allow CMP to track students’ progress in standards mastery and provide a personalized digital learning experience for students. As a result of this work, CMP began using the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment 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 assessments give CMP teachers and school leaders opportunities to come together several times throughout the school year to adjust instruction based on student need. 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. CMP has integrated Curriculum Associates resources into its Montessori Curriculum Guides so that teachers can have access to multiple methods (Montessori material/lesson, Curriculum Associates resource, etc.) to teach the specific standard. ELA: 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 Read Naturally Live Systematic Instruction in Phonological Awareness, Phonics, and Sight (SIPPS) Super Star Readers Montessori Research and Development - Word Study Program Albanesi Literary Resources Heggerty Phonemic Awareness Curriculum Associates: iReady Learning ETC Montessori Language Arts Educators Publishing Service Wordly Wise Literature Circles Novels Curriculum Associates: Ready Reading Classroom Houston Montessori Reproducible Materials Math: Montessori Math Curriculum Albanesi Math Curriculum Curriculum Associates: i Ready Learning Curriculum Associates: Ready Classroom Common Core Math ETC Montessori Math Science: Montessori Science Curriculum: Botany, Zoology, Geography Mystery Science Montessori Science Curriculum 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 Teacher’s Curriculum Institute: History Alive! The Medieval 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-10 2024 34673140137281 SAVA - Sacramento Academic and Vocational Academy - EGUSD 2 5 4 5 4 5 5 5 5 4 5 4 4 4 4 4 5 5 5 5 4 4 4 4 Met 2024-06-18 2024 34673146112254 Elk Grove Charter 2 4 4 4 3 4 4 3 4 3 4 3 3 3 3 3 3 4 4 4 4 3 3 3 Met The data shows staff perception from 15 of 17 respondents on a local school-wide-survey in 2024. Teachers rated all areas of the survey either at level 3 or level 4. EGCS has several new teachers this year, which explains the increase in level 3 areas and no level 5 areas. For the school’s implementation and providing of professional development all areas were rated at level 4 (Full Implementation) except for science which was rated at level 3 (Initial Implementation). The alignment of curriculum to standards were all level 4 except English Development and Science standards which the staff rated at level 3. The school’s progress on implementing policies and programs for staff to identify areas of need along with the support for teachers and administrators to engage in activities were all rated at level 3. The progress of the school in adopting academic standards were all rated at level 4 for Health, Physical Education, Visual and Performing Arts, and World Language; Career Technical Education was rated at level 3. The school’s hybrid model, small departments, and new teachers in 2023-24 may contribute to a decrease in the perception of implementation. As an independent study program, a wide range of teacher skills and credentials are legally permitted to deliver the program. As a “dependent” charter school of EGUSD, all EGCS staff have access to EGUSD professional development and support for both site and district level staff. 2024-06-25 2024 34673220000000 Elverta Joint Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 0 5 5 4 3 5 5 4 Met 2024-06-19 2024 34673300000000 Folsom-Cordova Unified 2 5 4 4 4 5 5 4 4 4 5 3 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 34673300106757 Folsom Cordova K-8 Community Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 4 4 0 4 4 4 Met 2024-06-04 2024 34673480000000 Galt Joint Union Elementary 2 5 5 5 4 3 5 5 5 4 4 5 5 5 4 4 3 3 5 5 4 5 5 5 Met 2024-06-18 2024 34673550000000 Galt Joint Union High 2 4 4 4 4 4 5 5 2 5 5 4 4 2 4 5 5 2 4 5 5 4 3 3 Met Most core subject areas, with the exception of Health and Math, have recently adopted new textbooks and participated in professional development and coaching around teaching to the standards using these new textbooks. New Health textbooks will be adopted in the 2024-25 school year and new Math textbooks will be adopted in the 2025-26 school year. 2024-06-20 2024 34674130000000 River Delta Joint Unified 2 5 4 5 3 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met The implementation of the state standards was progressing well prior to the pandemic. Since the pandemic and the increasing teacher shortage it has been more difficult to maintain implementation levels. RDUSD has provided human and financial resources toward the development of new teachers and intern teachers instructional skills and strategies. Teachers were offered professional development throughout the year on academic conversations and ELD instruction. The district administration completed walk throughs on each site to assess the level of implementation of our instructional initiatives. The data from the walkthroughs will inform our professional development plans for the 2024-25 school year. 2024-06-25 2024 34674130114660 Delta Elementary Charter 2 4 3 5 5 5 4 4 5 4 4 3 3 5 5 5 2 4 4 5 2 3 4 5 Met 2024-06-24 2024 34674210000000 Robla Elementary 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 2 3 5 5 4 5 5 5 Met The Robla School District continues its commitment to provide a learning environment that effectively addresses California's content standards while meeting students' individual needs. We continue to work with classroom teachers in transforming and refining their teaching practices to be aligned with current research on effective instruction. Teaching and administrative staff continue the implementation of grade level, site level, and administrator level Professional Learning Communities. We use student data to inform decision making, drive instruction and to provide a multi-tiered system of supports for our students. 2024-06-27 2024 34674210132019 Paseo Grande Charter 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 3 5 5 4 4 5 4 5 Met Overall, the school scored at a 4.35, which is the full implementation of adopted academic and/or curriculum frameworks. This is a +.23 growth from last year. We improved in developing our curriculum frameworks in our next Generation Science Standards, Physical Education, and Health courses. 2024-06-24 2024 34674210137950 Marconi Learning Academy 2 5 5 5 4 5 4 5 5 4 5 5 4 5 4 5 4 5 5 4 3 4 4 4 Met Overall, the school scored at a 4.44, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.32 point growth from last year. We reevaluated our implementation of NGSS and downgraded it to 4. We are partnering with FCSS so that teachers are aligned to NGSS Curriculum as a result of training. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-06-24 2024 34674210140178 New Hope Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 4 3 4 4 4 4 Met 2024-06-24 2024 34674390000000 Sacramento City Unified 2 4 3 4 3 3 3 3 3 3 3 4 4 4 4 4 3 3 4 3 3 2 2 2 Met SCUSD measured progress towards implementation of adopted standards and curriculum frameworks through a survey administered to school site administrators during the spring of 2024. This survey was administered to school site administrators during the spring of 2024 and was based on the California Department of Education's self-assessment tool. The results were analyzed based on the mode of responses received, providing valuable insights into our implementation efforts. 2024-06-20 2024 34674390101048 St. HOPE Public School 7 2 5 5 5 5 5 5 4 5 4 5 5 4 5 5 5 1 3 5 4 1 5 5 5 Met We focus on providing all scholars with a high quality, rigorous, Common Core aligned curriculum in ELA, Math, Science, and History across all grade levels. Our teachers plan rigorous Common Core aligned lessons. Scholars were assessed on a quarterly basis through benchmark exams which are aligned with the CAASPP/CAST so we are leading our scholars to meet or exceed on this important test. In addition, all scholars are assessed using the STAR assessment in ELA and math to review progress. All teachers at PS7 receive ongoing professional development (PD) to support them in implementing high quality Common Core aligned curriculum. PD sessions focus on planning, student engagement, data analysis, and more. PD is based on teacher needs and designed to support teachers in becoming the strongest they can be to provide scholars with high quality instruction. Teachers also receive biweekly observations and debriefs that focus on strengths, areas to push, and concrete next steps to implement to improve their teaching practice. This past year, PS7 expanded it's PD in order to support staff members in understanding the external factors that often impact students in the classroom. In order to build stronger relationships and support students and teachers in the classroom, PS7 hosted PD from external presenters on signs of trauma and how to support students experiencing trauma, substance abuse training and support, red cross training and support, and others. 2024-06-27 2024 34674390101295 Sol Aureus College Preparatory 2 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 0 3 3 3 0 4 4 4 Met 2024-06-26 2024 34674390101881 New Technology High 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 5 4 4 5 4 4 5 5 Met 2024-05-23 2024 34674390101899 George Washington Carver School of Arts and Science 2 4 4 5 5 4 4 4 5 5 5 4 4 4 4 4 3 4 5 4 4 5 4 4 Met 2024-06-20 2024 34674390101907 The MET 2 4 4 4 4 3 4 4 4 4 3 3 3 3 3 3 3 3 3 3 4 3 3 3 Met 2024-06-20 2024 34674390102038 Sacramento Charter High 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 4 4 4 4 4 4 4 Met We focus on providing all scholars with high quality, rigorous, Common Core aligned curriculum. Our teachers plan rigorous Common Core aligned lessons. The school purchased new curriculum in math and English to implement in the 2024-25 school year. This curriculum will allow for stronger alignment and support of both teachers and students. Scholars were assessed on a quarterly basis through benchmark exams which are designed with the 11th Grade CAASPP in mind. In addition, scholars in all grades are assessed two times during the year in math and ELA on the STAR assessment. All courses at Sac High are A-G approved to ensure all scholars have the opportunity to meet the UC/CSU course requirements. In addition, we started Panther Pipeline, a dual enrollment program, in 2023-24 to further expand courses to the college level. The Panther Pipeline offers scholars college courses on campus that allows them to earn both high school and college credit. All teachers at Sac High receive ongoing professional development (PD) to support them in implementing high quality Common Core aligned curriculum. PD sessions focus on planning, student engagement, data analysis, and more. PD is based on teacher needs and designed to support teachers in providing scholars with high quality instruction and intervention supports. Teachers also receive biweekly observations and debriefs that focus on strengths, areas to push, and concrete next steps to implement to improve their teaching practice. 2024-06-27 2024 34674390102343 Aspire Capitol Heights Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 34674390106898 The Language Academy of Sacramento 2 5 3 5 4 2 5 2 5 4 2 5 4 5 3 2 1 3 5 3 5 5 3 4 Met 2024-06-27 2024 34674390111757 California Montessori Project - Capitol Campus 2 CMP has Curriculum Guides that map back to the California Standards for all of our Montessori lessons and materials. Additionally, based on feedback from the American Montessori Society and the Western Association of Schools and Colleges, CMP convened a group to investigate programs that would allow CMP to track students’ progress in standards mastery and provide a personalized digital learning experience for students. As a result of this work, CMP began using the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment 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 assessments give CMP teachers and school leaders opportunities to come together several times throughout the school year to adjust instruction based on student need. 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. CMP has integrated Curriculum Associates resources into its Montessori Curriculum Guides so that teachers can have access to multiple methods (Montessori material/lesson, Curriculum Associates resource, etc.) to teach the specific standard. ELA • Montessori Language Arts Curriculum • Montessori Word Building Program • Educators Publishing Service Explode the Code • McGraw Hill SRA Reading Laboratory • Instructional Level Spelling Program • Handwriting and Keyboarding Without Tears • Curriculum Associates: i Ready Learning • Read Naturally and Read Naturally Live • SIPPS • Accelerated Reader • Zoophonics • ETC Montessori Language Arts • Educators Publishing Service Wordly Wise • Literature Circles Novels • Instructional Level Spelling Program • Curriculum Associates: Ready Reading Classroom • Houston Montessori Reproducible Materials Math: • Montessori Math Curriculum • Curriculum Associates: Ready instruction from the Teacher Toolbox Lessons • Curriculum Associates: i Ready Learning • Curriculum Associates: Practice workbooks • ETC Montessori Math • Rocket Math • Pearson - DIGITS . Science: • Montessori Science Curriculum: Botany, Zoology, Geography • Mystery Science • ETC Montessori Science • TCI Science Curriculum History/Social Science: • Montessori History and Geography Curriculum • 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 Met 2024-06-10 2024 34674390121665 Yav Pem Suab Academy - Preparing for the Future Charter 2 3 3 3 3 3 4 2 4 3 3 4 2 4 3 3 1 2 4 4 4 3 3 3 Met 2024-06-10 2024 34674390123901 Capitol Collegiate Academy 2 5 3 5 4 4 5 5 5 5 5 5 3 5 4 4 0 4 4 4 0 5 5 5 Met 2024-05-20 2024 34674390131136 New Joseph Bonnheim (NJB) Community Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 3 5 3 0 5 5 4 Met NJB provides standards based instruction. All teachers are provided three days professional learning prior to start of the school year as an opportunity to map out instruction and collaborate with grade level peers. All teachers have access through a district portent to sign up for trainings of their choice in all content areas throughout the school year. At the end of the 2024 school year, release days provided to teachers were used to bring the entire staff together to develop thematic learning using state adopted curriculum, Go Math and Benchmark, break down each unit to focus on essential standards, embed vertical articulation, and create common assessments so data could be used to drive future instruction. SIPPS, Dibels, I-Ready, and Frax math are utilized by teachers to support intervention in math, reading, and writing as a way to improve foundational skills which will ensure more students reach and exceed the minimum standards in content areas. A full-time EL Resource teacher provides support on to integrate the EL Roadmap into content areas and provides additional pull-out support of EL scholars. An 2024-25 Local Performance Indicator Self-Reflection for New Joseph Bonnheim Community Charter instructional coordinator and training specialist provided on site trainings and support for all teachers based on a needs assessment from teachers. 2024-06-20 2024 34674390135343 Growth Public 2 4 3 4 4 4 4 2 4 4 4 4 3 4 4 4 0 3 2 4 0 4 4 4 Met 2024-06-25 2024 34674390137406 SAVA - Sacramento Academic and Vocational Academy - SCUSD 2 5 4 5 4 5 5 5 5 4 5 4 4 4 4 4 5 5 5 5 4 4 4 4 Met 2024-06-18 2024 34674396033799 Bowling Green Elementary 2 5 5 5 4 4 5 5 5 4 4 4 4 4 3 3 0 2 4 4 4 4 4 4 Met 2024-06-20 2024 34674470000000 San Juan Unified 2 4 4 4 4 4 5 4 5 5 5 5 4 5 4 5 4 4 3 4 3 4 4 4 Met 2024-06-25 2024 34674470112169 California Montessori Project-San Juan Campuses 2 CMP has Curriculum Guides that map back to the California Standards for all of our Montessori lessons and materials. Additionally, based on feedback from the American Montessori Society and the Western Association of Schools and Colleges, CMP convened a group to investigate programs that would allow CMP to track students’ progress in standards mastery and provide a personalized digital learning experience for students. As a result of this work, CMP began using the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment 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 assessments give CMP teachers and school leaders opportunities to come together several times throughout the school year to adjust instruction based on student need. 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. CMP has integrated Curriculum Associates resources into its Montessori Curriculum Guides so that teachers can have access to multiple methods (Montessori material/lesson, Curriculum Associates resource, etc.) to teach the specific standard. ELA: 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 Read Naturally Live Systematic Instruction in Phonological Awareness, Phonics, and Sight Montessori Research and Development - Word Study Program Literary Resources Heggerty Phonemic Awareness Zoophonics Literature Circles Novels Curriculum Associates: Ready Reading Classroom Houston Montessori Reproducible Materials Historic Literature Novels Math: Montessori Math Curriculum Curriculum Associates: iReady Math Curriculum Associates: Ready Common Core Math Curriculum Associates: Ready instruction and practice workbooks Curriculum Associates: i Ready Learning ETC Montessori Math Curriculum Associates: Ready Classroom Common Core Math Science: Montessori Science Curriculum: Botany, Zoology, Geography Mystery 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 Teacher’s Curriculum Institute: 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 Met 2024-06-10 2024 34674470114983 Golden Valley River 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 3 3 3 Met 2024-06-05 2024 34674470120469 Aspire Alexander Twilight College Preparatory Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 34674470121467 Aspire Alexander Twilight Secondary Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 34674470128124 Gateway International 2 5 3 4 3 3 5 4 4 5 5 3 3 3 3 3 1 4 4 4 5 5 4 3 Met All adopted curriculum are board approved and aligned with Common Core State Standards. When adopting a new curriculum, teachers are provided training for the curriculum. During the 2023-24 school year, GIS adopted new social students curriculum for elementary and new science curriculum for middle school. The teachers participated in piloting some lessons from the different publishers. Admin narrowed down a list based on teacher input, families were asked for feedback on the two finalist curricula and an opportunity to view each of the curriculum. This process helped us make a final decision. 2024-06-18 2024 34674470132399 Golden Valley Orchard 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 3 3 3 Met 2024-06-05 2024 34674473430691 Options for Youth-San Juan 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 3 5 5 5 5 4 4 3 Met OFY - SJ offers a versatile instructional design encompassing various hybrid learning styles, engaging students through independent study workbooks, direct instruction classes, and online learning. We consistently explore new curricular options and revise courses to ensure they are captivating, pertinent, and aligned with State Standards (Goal 2 Action 8 - Broad Course of Study). Our school continues to introduce students to new courses via the online curriculum platform, Edmentum, and through independent study workbooks. When introducing new core courses, teachers are encouraged to participate in accompanying training sessions. These training sessions cover best practices for utilizing the courseware and emphasize key concepts and standards. All core courseware is aligned with English Language Development (ELD) standards, and we utilize the iLit program—a curriculum specifically tailored for English Learners (Goal 1 Action 4 - EL Individualized Support and Instruction). Continuing to prioritize Career and Technical Education (CTE) Dual Enrollment, and AP Exams, OFY - SJ endeavors to expand course offerings and implementation of new strategies to support college and career (Goal 3 Action 1-Expanding Post-Secondary Programs). We are in the initial phases of adopting new textbooks and programs across all middle school core course subjects. 2024-06-21 2024 34674473430717 Visions In Education 2 4 3 5 3 3 4 4 4 4 4 4 4 4 4 4 4 4 2 3 4 5 5 4 Met "VIsions In Education is implementing the state-adopted academic standards through several key initiatives. The organization-wide curriculum adoption project ensures alignment with these standards, involving a meticulous review and selection of instructional materials, supported by professional development for educators. A major focus on expanding the English Language Development (ELD) program addresses the needs of English learners by increasing ELD support team members, enhancing teacher training, and integrating ELD supports. Prop 28 implementation is underway, directing funds to bolster arts and music education through hiring additional educators and acquiring necessary resources, thus enriching the student experience. Additionally, Visions has a Professional Learning and Innovation Department dedicated to providing ongoing, research-based professional development, fostering innovative instructional strategies, and promoting continuous improvement and collaboration among teachers. These efforts collectively enhance instructional effectiveness and student outcomes, underscoring Vision's commitment to delivering a high-quality education. " 2024-06-27 2024 34674473430758 San Juan Choices Charter 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 34739730000000 Center Joint Unified 2 5 3 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 4 Met 2024-06-12 2024 34752830000000 Natomas Unified 2 The Natomas Unified School District (NUSD) staff diligently applies state academic standards through uniform structures and systems at all school levels. This approach ensures equitable access and readiness for students and offers continuous professional development for teachers and leaders. Since 2017, NUSD has employed the Smarter Balanced Assessment interim assessment blocks (IABs) for English Language Arts and mathematics. These IABs, supplemented by internal districtwide writing assessments initiated in 2022 and curriculum-embedded assessments, are pivotal in evaluating student performance and progress. More recently, NUSD has implemented iReady and IXL as Math and ELA diagnostic tools and personalized instruction support. These tools adhere to state standards, incorporate computer-adaptive question types, and help benchmark student progress against annual summative assessments. The implementation of state standards is further supported by regular classroom and Professional Learning Community (PLC) walkthroughs. To bolster leadership, monthly district administration meetings focus on four key commitments: formative feedback, site-based professional development, utilization of the NUSD System of Assessments, and effective implementation of PLCs. Additionally, site administrators receive ongoing, non-evaluative guidance through a coaching system that connects them in triads to discuss best practices and navigate leadership challenges. Further individualized support for administrators is provided regularly on-site by their supervisors and other district leaders. NUSD’s priority to build a cohesive instructional system is vital for enhancing student achievement. However, this endeavor faces challenges in Natomas due to high student mobility and chronic absenteeism rates. For instance, only 29% of NUSD 12th graders were with NUSD as Kindergarteners and only 47% of NUSD 12th graders were with NUSD as 8th graders. The lingering effects of the global pandemic further complicate these issues, disrupting learning and exacerbating absenteeism rates, highlighting the complexity of educational administration in the face of significant social challenges. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 34752830108860 Westlake Charter 2 Westlake Charter School continues to focus resources to fully implement the state academic standards adopted by the State Board of Education(SBE). As a locally selected measurement, WCS uses the NWEA MAP series of assessments to determine progress on the implementation of California State Standards. Students participate in NWEA MAP testing two times a year, and the instructional staff uses the nationally normed data to monitor student progress on ELA and math standards. Additionally, NWEA provides information that helps to predict student performance on CAASPP. WCS K-8 instructional staff created and vetted benchmark assessments for priority standards in math and ELA. These assessments monitor students’ progress on California State Standards. Benchmarks are reviewed annually. Additionally, WCS Instructional staff received professional development focused on Standards-Based Grading practices. Since the 2019-20 school year, these practices have been used to monitor students' progress on California State Standards on a Standards-Based Report Card in K-8 grades and Standards-Based grading practices in our high school program. These practices are consistently reviewed and adjusted to support student learning and outcomes. Instructional staff meets weekly in grade-level meetings where the PLC model is used to collaborate on standards, frameworks, and student data. In addition to math and ELA standards, WCS staff focus on all academic standards adopted by the SBE through backward design work. WCS staff uses Wiggins’ Backwards Design model to create units of study integrating Next Generation Science and history/social science standards into units of study. K-8 Teachers at WCS design thematic units of study where multiple subjects and standards are integrated into each unit of study. These units and grade-level scope and sequences are accessible to all staff on our school’s internal website. WCS continues to develop professional development focused on ELD standards to support its EL students and the ELPAC assessment. WCS has a Teacher on Special Assignment who focuses on ELD development and supports staff in classrooms, during grade-level PLC time, and provides essential resources. At WCS, students use 1:1 technology to enhance instruction and address career and technical standards. All students are enrolled in Spanish, Art, and Physical Education classes in K-8th grade. These courses are led by credentialed teachers and designed using the California State Standards. In our high school, our graduation requirements are aligned with the A-G requirements needed for admission to the UC and CSU system. In addition to a rigorous set of graduation requirements, WCS students have access to Dual Enrollment Courses and UC-approved embedded Honors Courses beginning in 10th grade. WCS demonstrates strong progress in the implementation of content standards by continually investing in the professional development of its instructional staff. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 34752830112425 Natomas Pacific Pathways Prep 2 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 0 5 5 5 5 5 5 5 Met 2024-06-04 2024 34752830120113 Natomas Pacific Pathways Prep Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-04 2024 34752830126060 Leroy Greene Academy 2 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 2 4 5 5 5 4 4 4 Met 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 IABs 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 observe 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 on staff input, centering on rigor and instruction of California Common Core Standards. Lastly, the administration provides consistent feedback on standard-based instruction to their staff. 2024-06-13 2024 34752830134049 Natomas Pacific Pathways Prep Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met NP3 Elementary School provides all students, including unduplicated students and individuals with exceptional needs, access to a college preparatory course of study. 2024-06-04 2024 34752833430659 Natomas Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 Met 2024-06-13 2024 34765050000000 Twin Rivers Unified 2 4 4 4 4 4 5 5 5 5 5 4 3 4 4 3 0 3 4 5 5 4 4 3 Met 2024-06-25 2024 34765050101766 Community Outreach Academy 2 5 4 5 4 4 5 5 5 5 5 5 4 5 4 4 4 4 5 4 5 5 4 4 Met 2024-06-18 2024 34765050101832 Futures High 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 3 3 5 3 5 5 5 5 Met 2024-06-18 2024 34765050108415 Heritage Peak Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 3 5 5 5 4 4 5 Met 2024-06-17 2024 34765050108795 Creative Connections Arts Academy 2 Creative Connections Arts Academy (CCAA) in Sacramento has chosen, in conjunction with Twin Rivers USD (TRUSD), several measures or tools to track its progress in implementing the state academic standards adopted by the State Board of Education (SBE). These measures or tools have been specifically selected to ensure comprehensive monitoring and evaluation of the implementation of various academic standards. The tools that we use are the California Assessment of Student Performance and Progress and TRUSD district adopted Benchmark assessments. CCAA has adopted numerous tools and measures to ensure adherence to and implementation of State Common Core Standards. For English Language Arts (ELA) and English Language Development (ELD), CCAA utilizes formative and summative assessments, such as reading comprehension tests, writing portfolios, and language proficiency assessments. These assessments provide valuable insights into students' progress in mastering the Common Core State Standards for ELA and the aligned ELD standards. In Mathematics, CCAA employs a combination of standardized tests, performance tasks, and problem-solving assessments to gauge students' proficiency in the Common Core State Standards for Mathematics. These measures allow for ongoing evaluation of students' mathematical knowledge, skills, and problem-solving abilities. To track progress in implementing the Next Generation Science Standards, CCAA utilizes project-based assessments, laboratory reports, and science inquiry tasks. These measures enable the assessment of students' understanding of scientific concepts, their ability to apply scientific practices, and their engagement in scientific investigations. For History-Social Science, CCAA implements performance-based assessments, research projects, and document-based questioning. These tools help assess students' knowledge of historical events, critical thinking skills, and ability to analyze primary and secondary sources. In Career Technical Education (CTE), CCAA monitors progress through industry-standard assessments, portfolio reviews, and project-based evaluations. These measures assess students' mastery of career-specific skills, their application of knowledge in real-world contexts, and their readiness for career pathways. For Health Education Content Standards, CCAA utilizes pre- and post-assessments, health behavior surveys, and health project evaluations. These tools help assess students' understanding of health concepts, their ability to make informed decisions, and their adoption of healthy behaviors. In Physical Education, CCAA tracks progress through fitness assessments, skill-based evaluations, and participation rubrics. These measures evaluate students' physical fitness levels, motor skills, and their engagement and effort in physical activities. To assess progress in Visual and Performing Arts, CCAA employs performance assessments, portfolio reviews, and critiques. These measures evaluate students' arti 5 5 5 5 5 5 4 5 5 5 4 4 4 4 4 4 4 4 5 5 4 4 4 Met Creative Connections Arts Academy (CCAA) in Sacramento believes it is essential to highlight the following additional information regarding its progress in implementing the academic standards adopted by the State Board of Education: Integration of Arts across the Curriculum: CCAA emphasizes the integration of arts education into all academic subjects, fostering a creative and interdisciplinary learning environment. This approach enhances students' understanding and application of the academic standards across multiple domains, including ELA, mathematics, science, social studies, and career technical education. Professional Development for Educators: CCAA provides ongoing professional development opportunities for its educators to deepen their understanding of the academic standards and refine their instructional practices. This investment in professional growth ensures that teachers are equipped with the necessary knowledge and skills to effectively implement the standards in their classrooms. Collaborative Partnerships: CCAA actively collaborates with community organizations, local artists, and industry professionals to enrich students' learning experiences. These partnerships provide opportunities for students to engage in authentic, real-world applications of the academic standards, enhancing their understanding and motivation. Individualized Support for Students: CCAA recognizes the importance of meeting the diverse needs of its students. CCAA continues to implement a 2024-06-25 2024 34765050108837 Community Collaborative Charter 2 4 4 4 3 4 4 3 3 3 4 3 3 3 3 3 4 3 3 3 3 4 4 4 Met 2024-06-18 2024 34765050113878 Higher Learning Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2 3 4 2 4 4 4 4 Met 2024-06-18 2024 34765050114272 SAVA - Sacramento Academic and Vocational Academy 2 5 4 5 4 5 5 5 5 4 5 4 4 4 4 4 5 5 5 5 4 4 4 4 Met 2024-06-18 2024 34765050130757 Highlands Community Charter 2 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 1 1 2 0 5 5 4 Met 2024-06-27 2024 34765050139584 California Innovative Career Academy 2 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 1 1 2 0 4 4 4 Met Our staff has received targeted, customized professional development from the curriculum team, teacher trainers, and professional trainers from our vendors and partners throughout the school year, and this training remains ongoing. We also have live chats that offer and provide immediate support from the curriculum team in real-time. We also utilize various methods for determining areas of focus for teacher training. These areas of focus include teachers self-reporting about areas in which they need support, supervisors and principals monitoring and supporting teachers, and utilizing data from student progress and data gathered from within our various curriculum platforms to determine areas of need for specific and targeted support that we can offer staff. We also offer recurring support (in some cases weekly), providing open office hours available with both the Curriculum Support staff, and outside vendors. This year we moved from initial implementation to full usage of comprehensive curricula across all programs. The curriculum team provides materials housed in a well-organized, digital forum that is curated and kept up-to-date on a daily and weekly basis. Our curriculum is designed to allow for ongoing quality control and continuous improvement. We have also built-in a system for staff to be able to provide feedback, suggestions, and requests on an ongoing basis to ensure both the highest quality of curriculum, and expedient responses to any issues or errors. 2024-06-27 2024 34765056033336 Smythe Academy of Arts and Sciences 2 4 3 4 4 4 5 4 5 5 5 5 4 5 4 4 0 3 5 5 0 4 4 4 Met 2024-06-25 2024 34765056112643 Westside Preparatory Charter 2 4 4 5 3 3 5 4 5 4 4 5 4 5 4 4 3 4 4 5 5 4 4 4 Met 2024-06-25 2024 35103550000000 San Benito County Office of Education 2 The LEA provided professional development each year and has partnered with Total School Solutions to provide additional support in the implementation of the state adopted standards. There has been an emphasis on English Language Development the last couple of years and the LEA is providing additional professional development in Math and ELA in during the 23-24 school year. Art integration has also been a point of emphasis in all of the schools. The principal completes informal walk throughs and conducts drop in observations to track and measure the progress in implementing the state academic standards for each subject area. 4 4 4 3 4 4 3 4 3 3 4 3 4 3 3 3 3 3 3 3 4 4 4 Met San Benito County Office of Education operates four alternative education programs including Santa Ana Opportunity School, San Andreas Continuation High School, Pinnacles Community School and Pinnacles Juvenile Hall. Some courses and programs, including World Languages and CTE, are only offered to students though an online course option due to physical space and limitations within the physical school setting. Each Thursday a minimum day is held which allows professional learning for teachers and support staff to provided the support and collaboration needed for teachers implement the academic standards. 2024-06-27 2024 35674540000000 Bitterwater-Tully Elementary 2 3 2 3 3 2 4 3 4 4 1 3 3 3 4 1 0 2 3 3 0 2 2 3 Met 2024-06-26 2024 35674620000000 Cienega Union Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 4 4 4 1 4 4 4 Met At Cienega School we have adopted a curriculum for ELA, ELD, Math, History, and Science. We most recently adopted the science and History curriculum 3 years ago. Those curriculums have been fully implemented. We have adopted and implemented a new Math curriculum at the beginning of the 2023-2024 year. In the 2024-2025 school year, we are planning to research and pilot a new ELA and ELD curriculum, with full implementation planned for the 2025-2026 school year. 2024-06-13 2024 35674700000000 Hollister 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 Met The Hollister School District leverages its Local Control Accountability Plan (LCAP) funding to introduce Career Technical Education (CTE) and Visual and Performing Arts (VAPA) elective programs at its comprehensive middle schools. These initiatives are meticulously aligned with state standards and are designed to transition students into local high schools and post-secondary institutions seamlessly. Furthermore, the district has meticulously identified core curriculum, supplemental instructional resources, and effective research-based strategies. These are bolstered by sustained professional development opportunities, comprising initial training sessions, followed by ongoing professional learning to deepen educators' practices. Moreover, site-based capacity building initiatives are in place to foster systemic schoolwide improvement. In line with these efforts, all teachers are encouraged to engage in professional development tailored to their individual needs, ensuring a holistic approach to educator support and development within the Hollister School District. 2024-06-25 2024 35674700127688 Hollister Prep 2 4 3 4 4 3 4 3 4 4 3 5 3 5 4 3 2 2 3 3 2 5 4 4 Met 2024-06-26 2024 35674880000000 Jefferson Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met PD: The 5s are indicative of the current Jefferson employee's ability to receive professional learning on current academic standards as well as opportunities for training available through the SBCOE. Instructional Materials: ELA, science and math are current adoptions. ELD resources are integrated into each of these curricular areas and not a standalone adoption. History-Social Science was fully implemented 2023-2024. Staff Development:Opportunities for collaboration, classroom walkthroughs, and teaching pairings take place through the SBCOE. The Teacher/Principal receives two required observations per year as well as monthly PLN sessions with other principals throughout the county. Other Adopted Standards: Jefferson staff has access to these standards and materials that support these standards. There is no formal adoption of a program for each of these curricular areas; rather, the teacher has a variety of materials she or he can use to teach such as PE equipment, Meet the Masters art program, art supplies. World Language and Career Technical Education is not offered at Jefferson. 2024-06-19 2024 35675040000000 North County Joint Union Elementary 2 The North County Joint Union School District uses the following measures to track student academic progress: CAASPP ELA, Math, Science for 3rd-8th grade students, ELPAC summative scores for TK- 8th grade English Learners, District Writing Assessments, Phonics and reading fluency assessments for K-3rd grade, ESGI reading and math assessments for TK/K, i-Ready diagnostic assessments for 1st-8th grade in Reading and Math. 5 5 5 4 3 5 5 5 4 3 5 5 5 4 3 0 3 5 3 0 5 5 5 Met The North County Joint Union School District uses the following measures to track student academic progress: CAASPP ELA, Math, Science for 3rd-8th grade students, ELPAC summative scores for TK- 8th grade English Learners, District Writing Assessments, Phonics and reading fluency assessments for K-3rd grade, ESGI reading and math assessments for TK/K, i-Ready diagnostic assessments for 1st-8th grade in Reading and Math. 2024-06-20 2024 35675200000000 Panoche Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 1 1 1 1 4 4 4 Met 2024-06-17 2024 35675380000000 San Benito High 2 5 4 5 5 5 5 4 5 5 4 5 4 5 4 4 5 4 5 5 5 5 4 4 Met 2024-06-25 2024 35675530000000 Southside Elementary 2 5 4 5 4 4 5 4 5 5 5 4 4 4 4 4 1 3 5 4 1 4 4 4 Met Our teachers have been involved in the research and selection of all state adopted instructional materials. Staff member have the ability to select individual professional development topics related to content and curriculum. All teachers have the option to participate in the San Benito County wide math initiative. Participation in the math initiative includes math coaching and professional development. 2024-06-06 2024 35675610000000 Tres Pinos Union Elementary 2 5 5 5 5 5 5 5 5 5 5 4 4 4 5 5 4 4 3 4 1 4 4 5 Met 2024-06-24 2024 35675790000000 Willow Grove Union Elementary 2 Willow Grove Union School District is made up of one school, Willow Grove Elementary School. This school encompasses all grades TK through 8th grades for a very rural population of students. The current enrollment at the school is 22 students for all grades. Due to the low enrollment of students in the school, and at each grade level, no scores or specific information (i.e. scores or reflection data) that would be attributed to individual families or students is noted on the Dashboard. Assessing achievement in Language Arts, Math, Science, Health, Social Science, PE: Teachers use multiple tools to check their completed instruction of the state standards and the student progress in understanding the standards being taught. Through staff development and information sharing, teachers create a checklist of standards to mark off as they complete instruction throughout the year. Learning Plans: Teachers use these assessment results to create individualized learning plans tailored to each student's specific needs and abilities. Progress monitoring: Regular assessments enable teachers to track growth over time, helping them gauge the effectiveness of their instruction and interventions. Data-driven decision making: The detailed reports and analytics allow our teachers to make informed decisions about curriculum adjustments, grouping strategies, and additional resources to implement with our students for better achievement. Early intervention: By identifying struggling students early, teachers provide targeted support before small issues become major obstacles to learning. In addition for language arts, science and math, we use the Renaissance Assessments with all students to provide up-to-date feedback on student performance. This allows teachers to quickly identify areas where students may be struggling or excelling. We find it very beneficial to use the Renaissance Assessment with all students. However, it gives our staff increased information for our bilingual students. Renaissance Assessment can help monitor bilingual student's progress in both languages, allowing teachers to identify where the student is in English and what their skill level is in their own language. This allows our teachers to plan for more instructional support where indicated in English. Vocabulary-focused assessments: The system can provide targeted vocabulary assessments, helping teachers pinpoint specific areas where bilingual students are struggling with word knowledge in either language. Adaptive testing: Renaissance's adaptive testing feature is particularly useful for bilingual students with low vocabulary, as it adjusts the difficulty level based on student responses, preventing frustration and providing a more accurate picture of their abilities. We also have non-bilingual students with low vocabulary skills and this helps staff with their progress as well. 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 0 3 3 3 0 4 4 4 Met Willow Grove includes a staff of two fully credentialed teachers and a part time administrator. The administrator provides in-depth support and training to teachers to identify learning needs and plan for professional development. The principal also meets with the teachers twice or more during each trimester for a day of discussion and review of the implementation of state standards, individual student needs/instruction, and teaching techniques,. (The principal has over thirty years of school experience and continues to be engaged in Professional Development opportunities and collaborates with the SBCOE to meet these goals.) 2024-06-11 2024 35752590000000 Aromas - San Juan Unified 2 4 3 4 3 3 4 3 4 3 3 4 3 4 3 3 3 3 4 3 3 3 3 3 Met 2024-06-20 2024 36103630000000 San Bernardino County Office of Education 2 4 2 3 2 3 5 2 2 3 4 4 2 2 3 3 3 4 3 2 3 3 3 3 Met 2024-06-10 2024 36103630115808 Norton Science and Language Academy 2 5 5 4 5 5 5 5 4 5 5 5 4 4 5 5 3 5 5 5 5 4 5 4 Met The school is proactive in its initiatives and commitments to ongoing improvement in the areas that are identified as initial or full implementation in the following ways. To address the newly adopted Mathematics Frameworks, the school is integrating them into both the curriculum and professional development for math teachers in the upcoming school year to stay current with educational standards and ensure students receive quality instruction in mathematics. To provide inclusive education and support the diverse needs of its student body, the school is focused on reviewing and implementing an English Language Development (ELD) curriculum for secondary levels, 6-12, to support students who are learning English as a second language. 2024-06-10 2024 36103630139147 Sycamore Academy of Science and Cultural Arts - Chino Valley 2 5 3 4 4 4 5 3 5 5 4 5 3 5 4 4 0 5 5 5 3 5 5 5 Met 2024-06-25 2024 36103630140012 Entrepreneur High Fontana 2 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 3 4 4 2 4 4 3 3 Met We ensure the implementation of standards by checking teacher lesson plans and providing feedback weekly on state standards. We also conduct three 40-minute informal observations for teachers in years 1-3 of teaching. 2024-06-27 2024 36103633630761 Excelsior Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met All students enrolled at Excelsior Charter Schools have full access to their own copies of standards-aligned instructional materials at both school and at home. Excelsior Charter School Corona-Norco provides all students with a device and internet connection if needed to complete their school-work within our online learning management system. 2024-06-27 2024 36103636111918 Desert Trails Preparatory Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 5 4 5 5 5 Met 2024-06-27 2024 36675870000000 Adelanto Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 5 4 4 5 5 5 Met The Adelanto Elementary School District is committed to meeting the requirements for implementing state academic standards, ensuring all students receive a high-quality, standards-aligned education that prepares them for future success. Professional development, curriculum alignment efforts, data analysis, protocol creation, stakeholder engagement through increased educational partnership meetings, technology integration, equity and access, and a reflection cycle of continuous improvement support the district's work and progress in this area. 2024-06-25 2024 36675870128462 Taylion High Desert Academy/Adelanto 2 4 3 4 4 3 4 3 4 4 4 4 3 4 4 4 3 4 4 3 3 5 5 4 Met As a DASS charter school serving high-risk students, Taylion has been dedicated in developing programs to support its at-promise students. Consequently, the school will be replacing all curricula during the 2024-25 school year in order to provide students with standards based, A-G aligned core classes, electives, and CTE pathways for all of Taylion’s TK-12th grade students. In addition to this curriculum upgrade, Taylion offers various intervention opportunities. Edmentum’s Exact Path program provides diagnostic assessments three times a year from which student data is acquired and individual learning paths are created for each student in ELA, reading, and math. A robust online and onsite tutoring program is also available for all Taylion students. Study halls and personal tutoring sessions are offered for any student, five days a week. These sessions are provided both online and in person for all courses in which a student might need support. 2024-06-20 2024 36675950000000 Alta Loma Elementary 2 Alta Loma School District (ALSD) provides a high-quality, standards-based curriculum for grades TK-8 in all subject areas. Each year, the District reviews site master schedules, teacher credentialing assignments, and Williams reports to ensure educational compliance and meet student needs. The District monitors the implementation of state standards and curriculum through classroom walkthroughs, observations, and feedback from teachers, students, and parents. Furthermore, all students have access to health education content standards, physical education, visual and performing arts activities at all grade levels, and world language classes at the two junior high schools. 5 4 3 3 3 4 4 3 3 3 5 5 5 5 5 0 5 5 5 5 5 5 5 Met In an effort to improve student literacy, Alta Loma School District (ALSD) has begun early implementation of the Science of Reading methodologies to supplement the current ELA curriculum. K-2 teachers were trained in the spring of 2024, and implementation began around this same time. Grades 3-5 teachers will be trained in the spring of 2025, with implementation starting in August of 2025. ALSD will also provide professional development and coaching support for integrating literacy across the curriculum. In efforts to improve math achievement, ALSD will work with teachers during the 2024-25 school year to implement the new 2023 Math Framework and design activities that are relevant, engaging, and reflect evidence-based practices as outlined in the new framework. Teachers in grades K-8 will receive professional development, guidance, and coaching support starting in August of 2024. 2024-06-12 2024 36676110000000 Barstow Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 36676370000000 Bear Valley Unified 2 5 4 4 3 4 5 4 4 4 4 4 4 4 4 4 5 5 4 4 4 3 3 4 Met 2024-06-17 2024 36676450000000 Central Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-13 2024 36676520000000 Chaffey Joint Union High 2 4 3 3 5 4 4 3 3 5 4 4 4 3 4 4 4 4 4 3 4 3 3 3 Met The District values teacher feedback, customizing PD to cater to diverse student needs, ensuring they meet established content standards and frameworks. The District provides comprehensive professional learning opportunities for all teachers. District teacher and LCAP surveys direct the professional learning and standards implementation, providing feedback on teacher satisfaction and learning needs. About 80% of teacher respondents voiced high satisfaction with their professional development (PD) opportunities. In the last five years, educators, chairs, and coaches collaborated intensively, focusing on the diversification of curriculum and curricular alignment and redesign to increase engagement and in all content areas. Amid pandemic-triggered community trauma, there was an emphasis on integrating social-emotional learning. Additionally, science educators refocused their curricula towards the Next Generation Science Standards, promoting lab collaborations for enhanced critical thinking. To improve CAASPP math scores and curriculum cohesion, a textbook pilot began, orienting teachers to the Standards for Mathematical Practice and Common Core State Standards. This entailed a rigorous exploration of curricula, culminating in analytical rubrics addressing critical thinking, accessibility, and alignment. The District is committed to supporting teachers new to the profession and thus continued to provide targeted mentorship and instructional support through its Induction program. 2024-06-12 2024 36676780000000 Chino Valley Unified 2 Chino Valley Unified School District has identified locally selected tools to monitor progress on the implementation of the state academic standards: (1.) Collaborative Learning Rounds (CLR) at all school sites have provided opportunities for administrators and teacher leaders to calibrate instructional practices and observe student learning. (2.) Teachers, school site administrators, and district administrators have provided feedback via the Teaching and Learning Task Force survey on the implementation of the state standards as well as (3.) administrative walkthroughs, including school site administrators and district administrators, that routinely occur on each campus. These practices are part of our district wide systems that occur at all campuses and provides an opportunity to triangulate data from teachers, school site administrators, and district administrators to assist in painting a comprehensive view of the implementation of the state academic standards. Information gathered from the multiple measures indicate that we are making progress in implementing all academic standards utilizing existing systems that are in place (Professional Learning Communities, coach support through structured release time, and CLRs) to reflect and make continuous improvement. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 36676780137547 Allegiance STEAM Academy - Thrive 2 3 4 4 4 4 4 4 4 4 4 5 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-26 2024 36676860000000 Colton Joint Unified 2 4 3 3 2 2 4 3 4 5 4 3 3 3 3 3 3 3 4 2 3 3 2 3 Met Professional learning (PL) was provided at all levels as teachers received ongoing support from TOA’s, ELD specialists, and District CPS’s. PL was offered during teacher collaboration, staff meetings, after school, and during school breaks. Teachers collaborated to develop standards based lessons adding to existing resources. PL for the school year included a focus on instruction and support for English Learners. The implementation of enrichment teachers at the elementary provided time to focus on standards and lesson planning. We piloted the CJUSD PL Framework at 5 sites this year. We used a digital hub called Alludo for online PL, support with applications on our district intranet, use of the district’s LMS(Google Classroom), and Q Communique. In addition, as all teachers received a promethean panel for their classroom last year and continued PL was provided on its operation and use.. Language Support Services’ provides virtual and in-person PL for teachers of EL’s and in-class support for teachers throughout the year. Professional Learning specific to EL’s targets elementary, middle and high school, with an emphasis on authentic discourse, formative assessment and culturally and linguistically relevant instruction. An intensive EL Support Plan was implemented to guide future work on PL around Designated and Integrated ELD Instruction. 2024-06-25 2024 36676940000000 Cucamonga Elementary 2 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-13 2024 36677020000000 Etiwanda Elementary 2 "To assess the implementation of state standards from Kindergarten through 8th grade, the Etiwanda School District (ESD) utilizes a self-reflection tool aligned with the California Standards for the Teaching Profession (CSTP). This tool evaluates teachers across four key areas: Demonstrating knowledge of subject matter and content standards. Understanding and organizing subject matter for student learning. Planning instruction that incorporates diverse strategies to meet the needs of all students. Using assessment data from various sources to inform 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 and provide the framework for this self-assessment. According to our March 2024 survey data, the vast majority of ESD teachers have self-rated as Level 3 Applying or higher. Specifically, 95% excel in subject matter and content standards knowledge, 96% in understanding and organizing subject matter, 96% in planning instruction, and 94% in using assessment data effectively. Furthermore, many teachers have reached Level 4 Integrating, successfully incorporating state standards into their teaching. While the results are largely positive, indicating effective implementation of content standards in core subject areas such as mathematics, language arts, English language development, science, social studies, and physical education, there is a continued need among newer teachers. Most new educators rank at Levels 1 and 2, highlighting ongoing requirements for professional development. To support our newest teachers, ESD offers a comprehensive induction program accredited by the CCTC, along with a New Teacher Academy held the week before the school year begins. These programs are designed to improve instructional practices, classroom management, curriculum knowledge, and familiarity with supplementary programs. ESD is committed to ongoing professional development, guided by the belief that effective learning for teachers is rooted in the real needs of both students and educators, focused on content and pedagogy, as well as equitable outcomes for all learners. Professional learning is continuous and embedded in daily practice, fostering collaboration and shared accountability. For the 2024-25 school year, ESD teachers will benefit from a variety of professional learning opportunities. These include full-day development sessions, coaching, and collaborative grade-level work, as well as optional after-school ""Bit & Byte"" sessions. Through these efforts, ESD continues to promote high-quality teaching and learning, ensuring all students achieve their educational best." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 36677100000000 Fontana Unified 2 4 4 3 3 3 5 4 3 4 4 4 3 3 3 3 4 3 3 3 3 2 2 2 Met 2024-06-19 2024 36677360000000 Helendale Elementary 2 4 3 4 4 3 5 4 4 5 5 5 4 4 5 4 3 5 5 5 5 4 3 4 Met 2024-06-26 2024 36677360116723 Academy of Careers and Exploration 2 5 4 4 5 4 5 4 4 5 4 5 4 4 5 4 4 5 5 5 5 5 5 5 Met 2024-06-26 2024 36677360128439 Empire Springs Charter 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 Met 2024-06-06 2024 36677360130948 Independence Charter Academy 2 4 3 4 4 3 5 4 5 5 3 5 4 5 5 4 3 5 5 5 5 3 3 4 Met 2024-06-26 2024 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 Met The school's commitment to effectively implementing the academic standards adopted by the California State Board of Education for all students is evident in its 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 and partnering with community colleges. Health education content standards are met through textbooks, synchronous or asynchronous courses, and align with the California Healthy Youth Act when applicable. Additionally, the physical education 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, the school is preparing students for success in grades TK - 12 and beyond. The ongoing practice of analyzing student data is utilized during professional development/training and grade-level collaboration planning to enhance teacher knowledge, skill, and effectiveness in addressing student academic needs. 2024-06-20 2024 36677360136937 Vista Norte Public Charter 2 5 5 5 5 5 4 4 5 4 4 4 4 4 4 4 4 5 4 4 3 4 3 4 Met Overall, the school scored at a 4.16, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.15 increase from the previous year. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. We hosted additional professional development days to support the staff at our school. 2024-06-05 2024 36677360139576 Excel Academy Charter 2 Excel Academy Charter School (EACS) delivers a high-quality model of education rooted in personalized learning, flexible schedules, and proven multi-tiered systems of support for all TK-12 grade students. EACS offers students various equity based curriculum options that are vetted for standards alignment and a high level of rigor. Teachers, students, and parents consistently collaborate to properly pace and design an instructional program to successfully work through grade-level Common Core State Standards with pre-approved curriculum options. EACS gathers baseline data from internal assessments, such as the i-Ready benchmark diagnostic assessments in English language arts (ELA) and mathematics, the English Language Proficiency Assessments for California (ELPAC), and the California Assessment of Student Performance and Progress (CAASPP) results. The goal of EACS is to increase the percentage of students who are meeting or exceeding standards in both ELA and math by 2% each year. All assessment results are regularly presented to the local governing board, to educational partners, and through the California School Dashboard. EACS has established baseline data of college and career readiness and strives to increase this by 2% annually. EACS aims for students to complete all standards in ELA, math, science, social studies, visual and performing arts, physical education, health, and world languages while working to be creative and complex thinkers, effective communicators, community and global participants, and empowered, independent learners. Mission Statement - Excel Academy Charter School will provide a flexible, personalized learning experience where teachers and parents collaborate to provide academic excellence and social and emotional foundations to instill a love for learning in each individual student. 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 Met All English Learner (EL) students complete assigned targeted ELD curriculum and virtual live instruction that is taught by a Crosscultural, Language, and Academic Development (CLAD) credentialed educator. EL students receive both asynchronous instruction through online programs and synchronous, small group designated instruction. For asynchronous work, EL students in grades K-3 utilize Imagine Language and Literacy, and students in grades 4-12 complete lessons through English 3D with support from their EL teacher. In addition to the assigned ELD online curriculum and designated instruction, Long-Term English Learners (LTELs) receive individualized intervention through the Student Success Team (SST) to gain English proficiency. ETL science courses are offered to students in grades 7-8. Students will be using the Bright Thinker curriculum along with integrated NGSS standards and personalized lab kits that will provide students a hands-on opportunity to generate problem solving and answer scientific questions. Students in grades 9-12 also participate in ETL courses using Bright Thinker curriculum (i.e. biology, chemistry, and physics). 2024-06-20 2024 36677770000000 Morongo Unified 2 5 5 5 4 5 5 5 5 5 5 5 4 4 4 4 5 5 5 5 5 4 4 4 Met 2024-06-25 2024 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 a 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 100% 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 83.7% 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 100% of teachers rated the district at full implementation. Next Generation Science Standards –This is our seventh year of intensive and ongoing training for our teachers. This has been conducted in phases depending on grade level. Survey results showed 66.7% of teachers rated the district at full implementation, while 27.8% 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 68.5% 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 90.9% 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 67.8% 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 full 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 Met 2024-06-13 2024 36677930000000 Mt. Baldy Joint Elementary 2 4 3 4 3 4 5 5 5 5 5 4 3 4 3 3 0 3 3 2 1 5 5 4 Met 2024-06-13 2024 36678010000000 Needles Unified 2 4 4 4 4 2 4 4 4 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 36678190000000 Ontario-Montclair 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 2 2 5 3 4 5 5 4 Met The Ontario-Montclair School District is committed to implementing the academic standards through professional development, instructional coaching, and curriculum planning. During the 2023-2024 school year, all K-5 teachers were trained in the newly adopted History-Social Science curriculum. In addition, various professional development modules were created for teachers in areas such as math, science, writing, and reading. Teachers had opportunities to participate in these sessions both in-person and through asynchronous sessions. The newly-approved math Framework will continue to be an area of focus for the 2024-2025 school year. This past year teachers participated in three sessions where they explored the new Framework and analyzed the new components. This work will continue into the 2024-2025 school year. 2024-06-20 2024 36678270000000 Oro Grande 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-07-12 2024 36678270113928 Riverside Preparatory 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-07-12 2024 36678270137174 Mojave River Academy - Gold Canyon 2 5 4 3 4 5 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678270137182 Mojave River Academy - National Trails 2 5 4 3 4 4 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678270137190 Mojave River Academy - Oro Grande 2 5 4 3 4 4 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678270137208 Mojave River Academy - Route 66 2 5 4 3 4 4 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678270137216 Mojave River Academy - Rockview Park 2 5 4 3 4 4 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678270137224 Mojave River Academy - Silver Mountain 2 5 4 3 4 4 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678270137232 Mojave River Academy - Marble City 2 5 4 3 4 4 5 5 5 5 5 5 5 4 4 4 3 3 4 5 5 5 5 5 Met 2024-06-12 2024 36678430000000 Redlands Unified 2 RUSD has made excellent progress on the implementation of State Academic Standards. Based on the local survey, ELA and Math are experiencing full implementation and sustainability in all areas. Additionally, NGSS and HSS are at full implementation, nearing sustainability. On-going professional learning takes place to build staff capacity in Academic State Standards, as well as best practices for instruction. 5 4 5 4 4 5 5 5 4 4 5 5 5 4 4 4 4 4 5 4 4 4 4 Met 2024-06-11 2024 36678433630928 Grove 2 N/A 5 4 0 5 5 5 5 5 5 5 5 4 5 5 5 2 5 5 5 5 5 5 4 Met Grove continues to use categorical restricted funds to provide opportunities for teaching staff to access professional development, and scheduling regular times for on-campus training and preparation. Moving forward, Grove has created additional time for staff development through additional early release days. Grove is just beginning to implement a CTE program with a dedicated coordinator and the beginnings of a pathway curriculum. 2024-06-27 2024 36678500000000 Rialto Unified 2 5 5 5 4 4 5 5 5 4 4 4 4 4 4 4 5 4 4 4 4 4 3 4 Met 2024-06-26 2024 36678680000000 Rim of the World Unified 2 4 3 3 4 4 5 5 4 4 5 3 3 3 3 3 5 3 4 4 4 3 3 2 Met 2024-06-27 2024 36678760000000 San Bernardino City Unified 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 4 4 4 Met SBCUSD continued with Common Core State Standards. Ongoing professional development (PD) was provided with a focus on TK-12 Math, Early Literacy, Numeracy, Teacher Clarity, Inquiry-Based Learning, AVID, and Universal Design for Learning. Elementary Resident Guest Teachers (RGT) provide Tier 2 and Tier 3 support at school sites with PD in early literacy and numeracy. Teachers receive ongoing mentoring and support implementing the new practice. Math RGTs provide Tier 2 and Tier 3 tutoring support in secondary schools. Science PD was rooted in the NGSS and the CA Science Framework with Teacher Clarity. History-Social Science emphasized critical writing and historical thinking. Supplemental digital platforms were purchased, such as Study.Com and Imagine Learning, to support skills and content development. Career Technical Education in grades 9-12, and a Linked Learning program K-12, are fully implemented and sustained. SBCUSD implemented new digital and printed World Language course textbooks. Designated ELD curriculum was identified for all secondary schools based on EL level. Designated ELD courses were retrofitted with language development and planned PD’s. Integrated ELD standards are embedded in the curricular guides. Revamped placement charts are used for accurate EL placement at secondary schools. All school sites were provided Multi-Tiered Support System Teachers on Special Assignment with PD to improve teaching and learning practices. 2024-06-18 2024 36678760107730 ASA Charter 2 4 3 4 4 4 5 4 5 5 5 4 3 4 4 4 3 3 2 3 3 4 4 4 Met 2024-06-26 2024 36678760109850 Public Safety Academy 2 4 3 3 3 4 5 4 4 4 5 4 3 3 3 4 5 5 4 4 4 4 3 4 Met 2024-06-19 2024 36678760117192 SOAR Charter Academy 2 5 4 5 3 4 5 5 4 3 4 5 4 4 3 3 3 3 5 3 1 5 5 4 Met Professional learning, collaboration, and support are an ongoing focus at SOAR. We design professional development based on a needs assessment of our teaching staff given every spring and discussion throughout the school year. We then develop the whole school PD based on the results. Math and ELA are our main focus right now due to our CAASPP Results. All staff are receiving training in the science of reading to better support our students. We also have been piloting additional supplemental math curriculum: Primary Math and Snap it. We have implemented various interventions for at risk students according to their STAR assessments. We offer them support from our grade level instructional aides and our summer school program. We now offer extended learning on our Mondays off as well. Another focus for this coming school year is restorative practices as we work to better serve our most struggling students. 2024-06-18 2024 36678760120006 New Vision Middle 2 4 4 4 4 4 5 5 5 4 4 4 4 4 4 4 0 3 3 3 0 4 4 3 Met N/A 2024-06-27 2024 36678760120568 Options for Youth-San Bernardino 2 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 4 5 5 5 4 4 Met OFY-SB is dedicated to providing an innovative educational experience using various learning models. Our strategy enhances student engagement and outcomes through independent study workbooks, direct instruction classes, and a comprehensive online platform. We emphasized meeting English Language Development (ELD) standards and supporting students with special needs. This year, we initiated a 6-part SIOP training series for our staff to better support English learners, and a separate professional development series focused on strategies for students with special needs, from IEP implementation to classroom management. Students can access a diverse range of courses through the Edmentum online curriculum, supported by our independent study workbooks. We also offer Small Group Instruction classes in core subjects like Math, English, and Science for students who benefit from more direct support. Each new course is accompanied by training for our teachers, focusing on best practices, course-specific knowledge, and educational standards. We've resumed in-person Career Technical Education (CTE) classes in Veterinary Science, Visual Arts, and Cosmetology. Our Pathways trips program enriches students' social-emotional growth and cultural awareness with trips to locations like Mexico, Scandinavia, and Washington DC, including a Black History and Culture tour. 2024-06-18 2024 36678760121343 iEmpire Academy 2 4 4 4 2 2 4 4 4 3 3 4 3 4 3 3 0 2 2 2 0 4 4 4 Met N/A 2024-06-27 2024 36678760122317 Hardy Brown College Prep 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 0 5 5 5 Met 2024-06-11 2024 36678760126714 Woodward Leadership Academy 2 3 2 3 3 3 3 2 3 3 3 3 2 3 3 3 2 2 3 2 2 3 3 3 Met 2024-06-24 2024 36678760133892 Ballington Academy for the Arts and Sciences - San Bernardino 2 4 5 3 1 2 5 5 4 4 5 5 5 5 3 3 0 2 3 4 0 5 5 4 Met 2024-05-21 2024 36678760136952 Entrepreneur High 2 4 4 4 3 4 4 4 4 3 4 4 3 3 3 4 4 3 4 4 4 4 4 4 Met N/A 2024-06-27 2024 36678760137935 Savant Preparatory Academy of Business 2 The foundation of our success is establishing a culture of high expectations for all our scholars. Our rigorous standards-aligned materials are taught to fidelity. Across subjects, we seek to increase students’ voices and foster critical thinking by emphasizing productive struggle, learning by doing, and utilizing discourse to learn new concepts. We use data to drive instruction and ensure our system’s adults are accountable for academic results. Individualized instruction is vital, especially for our students struggling to achieve mastery, so we utilize intersession time for small groups, targeted support, and instruction. Our teachers are highly valued professionals, and we treat them as such by promoting a culture of planning and professional development aligned to their needs and abilities. Savant Prep teachers continue to provide formative and summative assessments, regardless of which model of learning in which we find ourselves. By accurately assessing and measuring individual student reading levels and making a comparison to their last known reading level from the previous school year, we have formed our instruction and created effective small group guided reading lessons to address learning loss. This information has been relayed to parents via messages from teachers using various platforms, our student-led Parent/ Teacher Conferences, Progress Reports and Report Cards. Various other assessments have been used to gauge reading level, reading comprehension, phonological awareness, and overall math standards mastery (Common Core State Standards - CCSS). Assessment tools used this year have included: CAASPP Interim Assessments, Envision Math Diagnostic Assessments, Wonders Assessments, NWEA, informal running records, and others. With baseline scores and ongoing local assessments, we measure and monitor student progress toward their individual learning goals. 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 4 2 5 2 2 5 5 5 Met 2024-06-25 2024 36678763630993 Provisional Accelerated Learning Academy 2 Students at PAL Charter academy have a wide range of CTE and academic courses available to take at our schools. All school sites in PAL Charter Academy share their course offerings. Academic courses are all A-G approved by the state of CA and all CTE/elective courses range in subjects that represent various learning styles and forms of activities. All students may enroll into their choice of CTE/elective courses to complete school and district requirements. The student’s guidance technician will meet with individual students to map out the best course of study toward graduation. The mapping of courses is derived from the individual student’s transcripts. The offering of courses at PAL Charter Academy are updated each trimester depending on the course needs of our student population and the CTE likes by our students. All students have access to the courses and they are available for the students. 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 Met 2024-06-27 2024 36678920000000 Trona Joint Unified 2 3 3 3 3 3 3 3 2 2 3 3 3 3 3 2 3 2 3 3 3 3 3 3 Met TJUSD is working to develop professional development activities which are meaningful and sustainable for all levels of educational professionals including teachers, administrators, and educational support staff. For example all district employees will be included in professional development in August 2024 orientation activities. 2024-06-27 2024 36679180000000 Victor Elementary 2 1 1 5 3 2 5 5 5 5 5 5 5 5 3 3 0 2 3 3 0 5 5 5 Met 2024-06-26 2024 36679186101927 Sixth Street Prep 2 1 1 5 3 2 5 5 5 5 5 5 5 5 3 3 0 2 3 3 0 5 5 5 Met 2024-06-26 2024 36679186118350 Mountain View Montessori Charter 2 1 1 5 3 2 5 5 5 5 5 5 5 5 3 3 0 2 3 3 0 5 5 5 Met 2024-06-26 2024 36679340000000 Victor Valley Union High 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 3 3 4 4 5 5 4 Met 2024-06-27 2024 36679343630670 Options for Youth-Victor Valley Charter 2 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 4 5 5 5 5 5 4 4 Met OFY - VV employs a variety of hybrid learning styles in its instructional design, engaging students through independent study workbooks, direct instruction classes, and online learning. We are committed to continually exploring new curriculum options and updating our courses to ensure they are engaging, relevant, and aligned with State Standards. We persistently introduce new courses to students via the online curriculum platform, Edmentum, our independent study workbooks, and the iLit curriculum. When new core courses are launched, we encourage our teachers to attend the associated training sessions. These sessions include discussions on the best practices for the courseware and emphasize the key objectives and standards for student learning. All our core courseware aligns with ELD standards, and we utilize the iLit program, a curriculum specifically designed for English Learners. OFY-VV is also exploring curriculum programs to cater to the needs of LTEL students, including plans to increase enrollment in Achieve 3000 to enhance the reading and writing skills of LTEL students. Career and Technical Education (CTE) remains a focal point for OFY - VV as we continue to strive to expand our course offerings and maintain our current ones. We are revamping our curriculum for Physical Education, Integrated Math 1, 7th Grade Life Science, and 8th Grade US History to better align with state standards and subject expectations. 2024-06-28 2024 36679590000000 Yucaipa-Calimesa Joint Unified 2 4 3 4 4 3 4 4 4 4 2 4 3 4 4 2 5 2 5 5 4 4 4 4 Met 2024-06-18 2024 36679590114256 Inland Leaders Charter 2 5 4 5 5 4 5 4 5 5 4 5 4 5 5 4 2 4 5 3 4 5 5 5 Met 2024-06-24 2024 36679590124032 Competitive Edge Charter Academy (CECA) 2 5 5 5 4 4 5 4 5 5 4 5 5 5 4 4 5 5 5 4 4 5 5 5 Met 2024-06-18 2024 36738580000000 Baker Valley Unified 2 The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational partners and the public through the Dashboard. 5 5 4 3 3 5 5 5 5 5 5 5 4 4 4 4 4 4 3 3 5 5 5 Met 2024-06-18 2024 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 Met 2024-06-18 2024 36739570000000 Snowline Joint Unified 2 5 5 4 4 4 5 5 5 5 5 4 4 4 4 4 5 5 5 5 5 4 4 4 Met Snowline JUSD is committed to enhancing the implementation of state board-adopted academic standards by providing teachers with continuous professional development, coaching, and support. This initiative aims to strengthen teachers' abilities to work effectively within Professional Learning Communities (PLCs), focusing on student assessment data and evidence-based instructional practices. The district-wide implementation ensures that all students receive consistent, high-quality instruction and assessment aligned with essential grade-level standards, promoting equity and improving student achievement, especially for vulnerable populations. Additionally, the district will provide ongoing coaching, network support, and training to teachers to deliver targeted support during designated and integrated English Language Development (ELD) instruction for English learners (EL) and long-term English learners (LTEL). This effort aims to enhance their English language proficiency and academic success, ensuring that instruction is aligned with state-adopted academic standards. By focusing on evidence-based practices and effective teaching strategies, the district seeks to improve the educational outcomes of EL and LTEL students, thereby supporting their overall academic achievement and mastery of essential grade-level standards. 2024-06-25 2024 36750440000000 Hesperia Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-10 2024 36750440107516 Summit Leadership Academy-High Desert 2 4 2 4 4 4 5 3 5 5 5 3 3 3 4 3 3 4 4 4 5 4 4 3 Met 2024-04-23 2024 36750440112441 Pathways to College K8 2 4 2 4 3 4 4 2 4 3 4 5 2 4 3 4 0 3 4 3 0 4 4 3 Met N/A 2024-06-18 2024 36750440114389 Mirus Secondary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 36750440116707 Encore Jr./Sr. High School for the Performing and Visual Arts 2 5 5 5 5 5 5 5 5 5 5 3 3 3 3 3 4 2 2 4 5 3 3 3 Met It's crucial to transparently communicate that our school is currently undergoing a reimagination phase. This phase necessitates a deliberate and careful approach to implementing the state standards due to the unique challenges our school is facing. While progress may be slower than desired, it's imperative to assure stakeholders that steps are being taken to move forward effectively. Firstly, we have recently made a significant investment in purchasing curriculum materials that are aligned with the state standards. This step demonstrates our commitment to ensuring that students receive instruction that is in line with academic expectations set by the state. However, we acknowledge that simply acquiring the curriculum is not sufficient; teachers need adequate time and support to familiarize themselves with it and integrate it into their instructional practices. The adoption of our new curriculum, carefully aligned with state standards, has provided our educators with robust resources to deliver high-quality instruction. Teachers have been empowered to engage students in meaningful learning experiences that are both rigorous and relevant. As a result, we have observed notable growth in student achievement in subjects such as mathematics, language arts, science, and social studies. Furthermore, our commitment to data chats and goal setting has enabled us to identify areas of strength and areas in need of improvement with precision. Through collaborative discussions and targeted 2024-06-25 2024 36750440118059 LaVerne Elementary Preparatory Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 5 4 5 5 5 Met 2024-06-26 2024 36750510000000 Lucerne Valley Unified 2 4 3 4 3 3 4 3 4 3 3 4 3 4 3 3 4 3 4 3 4 4 3 4 Met 2024-06-13 2024 36750510115089 Sky Mountain Charter 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 4 4 Met All of our high school science courses are aligned with NGSS. We continue to grow our CTE program and added an Education pathway. Our individualized approach to professional development involves using goal setting, data from teacher evaluations, and schoolwide strategic planning. We begin with a school-wide Professional Development day dedicated to aspects of our focus for improvement. Teachers participate in PD workshops on focus areas in cohorts that meet throughout the school year. This includes PD on our school's Writing Initiative. The Early Literacy Coordinator continues to provide staff training, evidence-based resources, policy development regarding early literacy, and universal dyslexia screening that aligns with Structured Literacy. All school administrators will undergo Structured Literacy training before the start of the 24/25 school year. We track progress towards one of our LCAP goals by monitoring the number of monthly trainings we provide parents. Many of these relate to state content standards. Parents and staff work together to help students achieve standards based learning. The EL Department tracks and monitors EL student progress and aligns ELD instruction accordingly. Each ELD class utilizes the CA ELD standards, EL teaching strategies, and best practices. 2024-06-04 2024 36750510136432 Alta Vista Innovation High 2 5 5 5 5 5 4 4 5 4 4 4 4 4 4 4 4 5 4 4 3 4 3 4 Met Overall, the school scored at a 4.17, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.13 increase from the previous year. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. We hosted additional professional development days to support our staff. 2024-06-04 2024 36750510136960 Elite Academic Academy - Lucerne 2 4 3 4 3 4 4 3 4 3 4 3 3 3 2 3 4 2 4 4 3 4 4 3 Met Our LEA operates as a non-classroom based charter school, devoid of the conventional classroom setup. Over the past four years, we have dedicated ourselves to integrating a high school curriculum, thoughtfully crafted by our team of experts, into the subjects of English Language Arts (ELA), mathematics, and History/Social Studies. This curriculum not only adheres to California State Standards but also caters to the distinct educational needs of our students. Our commitment extends to empowering our educators with comprehensive professional development, centering on the National Standards for Online Learning, curriculum development, and fostering student engagement. This ensures that our teachers can veer away from the confines of traditional online curricula, often characterized by multiple-choice assessments and lacking in academic rigor. Additionally, we've established a dedicated Student Support Department, which has played a pivotal role in enhancing our Multi-Tiered System of Supports (MTSS) plan. This department is instrumental in bolstering the academic achievement of all our students and charting a clear path towards improved English Language Development (ELD) instruction. 2024-06-11 2024 36750510137794 Gorman Learning Center San Bernardino/Santa Clarita 2 4 5 5 4 3 5 5 5 4 4 4 4 4 3 3 4 5 3 4 4 5 5 4 Met 2024-06-27 2024 36750510138107 Southern California Flex Academy 2 4 5 4 4 4 5 5 5 5 5 5 4 5 4 4 2 4 4 4 4 4 4 4 Met 2024-06-12 2024 36750510139188 Granite Mountain Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 5 5 5 Met 2024-06-27 2024 36750690000000 Upland Unified 2 4 4 4 3 3 4 4 4 4 3 4 3 4 3 3 3 3 4 4 4 3 3 3 Met 2024-06-25 2024 36750770000000 Apple Valley Unified 2 5 4 3 4 4 5 5 4 5 5 4 4 3 3 4 5 5 4 4 5 4 4 4 Met Apple Valley Unified School District enjoys a robust professional learning culture with strong teacher attendance in training and input in the adoption process. The areas with lower self-evaluation come from the lack of available curriculum for adoption that aligns with the new Mathematics framework. That work will proceed over the next year. A critical area of strength for Apple Valley Unified is not only the teacher's willingness to participate in professional learning but also the on-site instructional coaching that is available at every school site to allow for job-embedded learning. 2024-06-13 2024 36750773631207 Academy for Academic Excellence 2 5 3 4 4 5 5 3 4 5 5 5 3 4 4 5 3 5 5 5 5 5 5 4 Met The school is currently working with teaching staff to implement ELD standards, both integrated and designated through curriculum design and professional development for instructional strategies. CDE introduced a new mathematics framework in the summer of 2023. The school is receiving professional development through the curricula publishers and updated materials to reflect the changes presented within the new framework. Middle school grades have adopted a new Science curriculum, NGSS-aligned and state-adopted, for the 24-25 school year and will receive implementation training throughout the first year of adoption. 2024-06-10 2024 37103710000000 San Diego County Office of Education 2 1 4 1 5 5 3 4 5 5 5 4 4 4 3 4 4 4 3 3 3 4 4 3 Met Our LEA is an alternative school district (Juvenile Court and Community Schools). We have used the last several years to implement our integrated ELD instructional framework and are continuing to progress through the pilot/adoption of new ELA curriculum for all secondary grade levels. We are ensuring that our new piloted ELA/ELD curriculum have all supports needed for the differentiation in instruction for our myriad of students. In addition, our ELD standards are continually embedded throughout. 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 Math curriculum, our Science curriculum and our adopted US and World History, Government and Economics. Our goal is to continue to have fully integrated core content areas with our English Language Development standards. Aligning our curriculum in all content areas is on ongoing process. 2024-06-12 2024 37103710108548 Iftin Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 4 3 0 4 4 3 Met At Iftin Charter School (ICS), primarily serving at-risk students in San Diego County, we offer a tailored program to meet each student's needs, guiding them to achieve expected levels across core curricular areas. ICS supports teachers with ongoing professional development to effectively use both new and existing print and digital curricula. Given the wide range of academic levels among entering students, many of whom have limited English skills, the school provides ELD development and cultural opportunities during and after school. Diagnostic and leveled programs gauge student progress and adjust accordingly. The goals of the 2024 LCAP address student learning gaps through data analysis, new programs for English learners, individual teacher development, and meeting parent and student needs. Our approach emphasizes data-driven instructional practices and interventions. Regular assessments help tailor instruction to student needs. We engage parents and the community through workshops, meetings, and feedback sessions to ensure educational needs and cultural values are met. We are committed to integrating technology into our curriculum, providing students with digital tools that enhance learning and prepare them for the future. Recognizing the challenges faced by at-risk students, ICS offers robust social-emotional learning (SEL) programs to support their well-being and academic success. Our staff collaborates to share best practices, discuss progress, and develop strategies 2024-06-14 2024 37103710124321 Howard Gardner Community Charter 2 3 3 3 2 1 3 3 3 2 1 4 3 4 2 2 0 4 4 1 0 4 4 4 Met 2024-06-20 2024 37103710134577 Audeo Charter II 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 37103710136085 Scholarship Prep - Oceanside 2 5 4 5 3 4 5 5 5 5 5 5 5 5 4 5 1 3 5 4 2 5 5 5 Met 2024-06-20 2024 37103710137695 Community Montessori 2 At Community Montessori, we employ a comprehensive approach to formal assessments. We use the I-Ready system to evaluate student performance in English Language Arts and Mathematics against grade-level standards, incorporating data from the CAASPP. Additionally, regular tests and quizzes across all subjects help monitor student learning. For older students, project-based learning is a key component, with rubrics utilized to assess progress and identify areas for improvement. For students in TK through third grade, we meticulously track their advancement through the California Phonetic Reading Program to ensure a solid foundation in reading skills. As part of our Montessori philosophy, we place a strong emphasis on detailed observations of students' work and behavior. This is complemented by ongoing communication with parents and guardians to provide a holistic view of each student's educational journey. At Community Montessori, we are dedicated to adhering to the academic standards prescribed by the State Board of Education. Here's an overview of our progress across various subjects: English Language Arts & Development: We fully integrate the Common Core State Standards, emphasizing literacy and tailored learning strategies for diverse student needs, including English language learners. Mathematics: We use Montessori materials like number rods and golden beads to deeply embed hands-on learning and practical application of the Common Core standards from an early age. Science: Our project-based approach nurtures curiosity and scientific inquiry, aligning with the Next Generation Science Standards through active experiments and explorations. History-Social Science: We engage students with history and social sciences through interactive storytelling and projects that connect historical events to contemporary issues. Career Technical Education: We introduce practical life skills and technology, preparing students for future careers with project-based explorations. Health Education: Daily activities incorporate lessons on nutrition, hygiene, and mental health, following the Health Education Content Standards. Physical Education: Activities are designed to enhance motor skills and team participation, ensuring a safe and nurturing environment. Arts: Our curriculum emphasizes visual and performing arts, allowing students to explore various media and performance arts, fostering emotional and intellectual growth. World Language: We expose students to different languages and cultures, building communication skills through interactive and immersive activities. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-21 2024 37103710137752 Dimensions Collaborative 2 In accordance with Dimensions Collaborative School's mission to develop personalized, robust learning plans that adapt to individual student needs and aspirations, our local educational agency (LEA) employs a variety of measures and tools to track and evaluate the effective implementation of the state academic standards adopted by the State Board of Education. These tools are designed to align with our educational philosophy, which emphasizes self-directed learning and the holistic development of each student. Selected Measures and Tools: Comprehensive Assessments: These standardized tests are periodically administered to evaluate student proficiency in core subjects like English Language Arts, Mathematics, and Science according to the Common Core State Standards and Next Generation Science Standards. Project-Based Evaluations: This method assesses student learning through projects that integrate various academic disciplines, reflecting real-world applications and encouraging critical thinking and problem-solving skills. Personalized Learning Portfolios: Each student maintains a portfolio that documents their learning journey across all subjects, including Visual and Performing Arts, World Language, and Physical Education, providing a personalized view of their progress and areas for growth. Rationale for Selection: The LEA chose these measures for their ability to provide comprehensive, nuanced insights into each student’s learning progress and needs. The use of personalized learning portfolios, for example, supports our mission by fostering an environment where education is tailored to the individual's strengths, interests, and learning style. This method not only respects the student's unique developmental pace but also promotes self-awareness and intrinsic motivation. Progress Based on Measures: English Language Arts and Mathematics: The integration of project-based evaluations has been particularly effective in enhancing student engagement and understanding in these subjects, leading to higher performance in standardized assessments. Science and Technology: Utilizing the Next Generation Science Standards, our project-based approach has led to notable improvements in scientific literacy and inquiry skills among students. Arts and Humanities: Personalized learning portfolios have revealed significant student growth in creative expressions and historical analytical skills, especially in Visual Arts and History-Social Science. Physical and Health Education: Regular physical assessments and health education evaluations indicate that students are not only learning about healthy lifestyles but also applying this knowledge in practical ways. Overall, our LEA’s chosen tools and measures have proven effective in tracking and enhancing our adherence to state standards. The positive outcomes observed across different academic disciplines underscore our commitment to a personalized, student-centered approach to education. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-21 2024 37103710138016 Pacific Springs Charter 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 0 5 5 5 0 5 5 4 Met 2024-06-06 2024 37103710138404 Classical Academy Vista 2 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 0 5 5 5 0 5 5 4 Met 2024-05-20 2024 37103710138594 Dual Language Immersion North County 2 DLINC uses a variety of both summative and formative assessments. Our most formal summative assessments are the Smarter Balanced test and well as the California Spanish Assessments. We use these assessments to compare our students' progress to that of students in schools similar to ours as well as schools at the county and state levels. We use NWEA MAP three times per year for grades 1 and 2, twice per year for grades 3-8, and once at the end of the school year for kindergarteners. This is our local verified data source by which quotidian instructional decisions are made. Fifth and eighth graders take the California Science Test and fifth and seventh graders take physical fitness tests. Finally, all teachers use formative assessments which are included in our curriculum adoptions. Students complete a daily math exit ticket to demonstrate comprehension of the concepts taught on any given day. They also complete spelling tests, vocabulary quizzes, research projects, art projects, and formal and informal writing assignments. Our intention in selecting a wide variety of metrics is to ensure that all students, regardless of ability, background and learning style, have a means of showing what they have learned. The diversity of assessments mirrors the multiple means of instruction used in dual language immersion. At the time of writing, SBAC scores for 2024 have not yet arrived. However, NWEA scores show significant growth in Math for third, fourth and eighth grades. NWEA MAP uses two metrics: growth and achievement. While student achievement is slow but steady, our overall growth is at the 90th percentile. This indicates that we are moving the needle and students are progressing. As a dual language immersion program, we strive to deliver language instruction through as many modalities as possible. For this reason, we have made good progress in the implementation of science, social studies, CTE, PE and VAPA. Students take science and social studies in Spanish and there is an emphasis on presentation is these areas. We have a bilingual, credentialed art and music teacher, a full time PE teacher and students are fully immersed in two languages daily. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-03 2024 37103710138792 JCS - Manzanita 2 See Option 2. 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 2 3 3 3 4 4 4 4 Met Curriculum and resources aligned to CCSS and CA standards of learning have been adopted and implemented by the LEA for several years. Professional Learning for teachers has been provided to utilize curriculum and best impact student learning and differentiation based on need in all areas. Partnerships with Educational Enrichment Partners help to implement CTE, Health, P.E., VAPA, and World Language standards that are appropriate and sustainable. Annually, we intend for the school to focus on teaching and learning goals appropriate for the collective community of educators and students and we grow together in a PLC format. Teachers set professional goals based on assessment data from NWEA MAP which was administered three times in the school year. Teachers revised goals based on the results of the assessments. Teachers were observed 2-3 times during the school year and completed self-reflections of the lessons as they applied to Appropriate Challenges within the Zone of Proximal Development for students and self-selected concepts in customization and community building. Increasing the capacity to provide support for teachers to meet standards through professional learning plans (PIPs) is ongoing. 2024-06-14 2024 37103716119119 Literacy First Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 4 5 5 5 5 Met 2024-06-11 2024 37679670000000 Alpine Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 4 Met 2024-06-18 2024 37679830000000 Borrego Springs Unified 2 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 4 2 5 5 5 5 5 5 Met 2024-06-20 2024 37679830134890 San Diego Workforce Innovation High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 5 5 Met The school scored a 4.80: Full Implementation of adopted academic and curriculum frameworks, a +0.82 growth from last year. All academic and curriculum frameworks have been implemented for the core subjects. The school increased the implementation of the English Language Development framework. 2024-06-04 2024 37679910000000 Cajon Valley Union 2 4 3 4 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 Met "Cajon Valley is focusing attention on implementing and expanding our Literacy Program in all schools over the next three years. This strategic program will emphasize professional learning in the science of reading, the ability to maximize instructional time for Tier 1, Tier 2, and Tier 3 learning needs, and utilizing growth data from iReady Diagnostic Assessments and CORE to focus on student achievement. 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. For the 2023/2024 school year, we administered a local survey to staff around the strengths and needs associated with Priority 2 areas. Additionally, we utilize Gallup Staff, Student, and Family surveys to assess areas of strength and need. We will continue to triangulate this data, with parent and student surveys administered through Gallup. An area to highlight on the priority 2 reflection survey provided to staff was a feeling supported around ELA and Math professional learning but Social Studies and Science materials and professional learning are still a need. In addition to in person opportunities throughout the year, professional learning is available through the Alludo based platform, ""Cajon 365"". All certificated staff have access to on demand professional learning that supports learning in all of Cajon Valley's curriculum." 2024-06-25 2024 37679910108563 EJE Elementary Academy Charter 2 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 0 3 5 5 5 5 5 5 Met 2024-06-18 2024 37679910119255 EJE Middle Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-18 2024 37679910139394 Kidinnu Academy 2 Kidinnu Academy believes that all learning experiences should be driven by a clear, articulated purpose and be standards aligned. In English Language Arts, the teachers are able to choose from a variety of materials. Each lesson’s learning target will be shared with the students and students will be assessed based on their level of mastery as it pertains to each standard. We have a standards aligned report card that communicates each child’s proficiency to parents/guardians. English Language Development is similarly aligned to the state standards. 100% of students engage in a multitude of various reading, writing, speaking, and listening activities with both the whole class and in differentiated small groups. Students also receive designated ELD where they are grouped with students who are at the same or similar level of English proficiency. During that time students access appropriately rigorous, differentiated material that specifically targets English language development. Beyond the reading and writing material selected by the teacher, the students also have access to blended learning programs like Lexia and Lexia English. For math, all students have access to Bridges, a state approved and Kidinnu Academy adopted curriculum. After careful review and a pilot year, the teachers recommended an adoption of the NGSS aligned and state approved Inspire Science. This year all classrooms implemented this science curriculum. For history and social science, lessons and units of study are determined by the state standards. This year we also began a vended contract to bring in standards aligned with Physical Education and Health. As an elementary school, we do not have Career Technical elements, other than those incorporated in other units of study. For example, in second grade students learn about the local community and may learn about various professionals that support the community. Currently, we offer Chaldean language classes to our 2nd - 6th grade students. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 37679910140558 Bostonia Global 2 "Bostonia Global is committed to enhancing and expanding our Literacy Program across all schools over the next three years. This strategic initiative will prioritize professional learning in the science of reading, optimize instructional time for Tier 1, Tier 2, and Tier 3 learning needs, and utilize growth data from iReady Diagnostic Assessments and CORE to drive student achievement. We are also offering continual evaluation of curriculum and standards-based professional learning in mathematics. To better support our teachers, Bostonia Global conducts an annual staff survey to identify needs. For the 2023/2024 school year, a local survey was administered to assess strengths and areas for improvement in Priority 2 areas. Additionally, we use Gallup surveys for staff, students, and families to gather comprehensive feedback. An important finding from the Priority 2 reflection survey indicated that while there is strong support for professional learning in ELA and Math, there is still a need for materials and professional development in Social Studies and Science. Professional learning opportunities are available throughout the year, including through the Alludo-based platform ""Cajon 365."" All certificated staff have access to on-demand professional learning that supports all curriculum areas. This personalized professional development is tailored to teacher choice and need, facilitated through digital badging and in-person conferences held multiple times during the school year. Over the past year, district, college, and university leaders have collaborated to develop a Portraits of Graduates framework, establishing clear expectations for graduation. This framework includes a set of competencies designed to uphold high expectations for students, with priority standards embedded within these competencies. A comprehensive rubric defining these competencies for high school students is now complete, with rubrics for grades 3-5 and 6-8 in development. These rubrics outline learning intentions and a progression path leading to college and career success. Each student, in partnership with their advisor, develops a dynamic Individual Learning Plan (ILP) that outlines a personalized pathway from TK to beyond high school. Students gather evidence of their knowledge, skills, and dispositions throughout their educational journey. Each trimester, students participate in Exhibitions that showcase their learning and growth, receiving feedback from families, peers, and advisors. This authentic assessment system tracks both academic and socio-emotional progress and actively involves families in the learning process, ensuring that no student is overlooked and fostering reciprocal accountability among students, families, and the school. Under the new school venture fund, NWEA math and literacy assessments are embedded into our curricular framework to support." 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 4 5 4 5 5 4 5 Met 2024-06-25 2024 37680070000000 Cardiff Elementary 2 Cardiff Schools provides several professional learning opportunities that support teaching the academic standards. This was our first year implementing ii-Ready reading and mathematics curriculum and diagnostic program in order to provide more concise personalized instruction in these core content areas for students in their classrooms. This year a committee of teachers representing grades K-6 piloted Studies Weekly and it was Board approved as our new Social Science curriculum beginning in the 2045-25 school year. Cardiff Schools contracted Mike Fitchett, author of Building Computational Fluency, to provide professional development to each grade level including special education and instructional assistants. We also had grade level professional development with iReady focused on My Path and analyzing individual diagnostic data to inform instruction. Each site has a dedicated science teacher who collaborates with classroom teachers to ensure NGSS are fully implemented. Our two physical education teachers regularly collaborate and expand their knowledge around implementation of PE standards and new site equipment. Site principals along with the superintendent, walk through all classrooms at least once a week to ensure the adopted academic standards are being implemented in all classrooms including special education classes. Additionally, Cardiff Schools has a Personalized Learning Team and a social emotional learning committee with representatives from each grade level, special education and district leadership. The committees recognize the need for instructional materials that are aligned to academic standards and regularly reviews curriculum needs and provide support across all courses. The committees also support and represent the staff in identifying areas of instructional delivery that need attention to help identify the professional learning needs of the staff. This year the PLT researched and developed ideas around personalized learning across several subject matters and showcased their findings in an all staff professional development. Administration seeks input from teachers throughout the year in regards to curriculum, technology and professional development needs. Cardiff Schools dismisses students early on Wednesday afternoons which allows teachers the time for grade level needs, collaboration, staff meetings and professional development. This practice encourages collaboration across grade levels and with intervention teachers, special education and specialty teachers. Through site walkthroughs, committee work, release time and surveys seeking teacher input, Cardiff Schools is able to successfully implement policies and programs that support staff in areas of need, identify areas of instructional delivery that need improvement, implement all academic standards and engage teachers and administrators in identifying the professional learning needs of the group and individuals. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 37680230000000 Chula Vista Elementary 2 5 4 4 3 3 5 5 5 3 3 5 5 5 4 3 0 3 3 4 0 4 4 4 Met 2024-06-12 2024 37680230119594 Leonardo da Vinci Health Sciences Charter 2 5 4 5 4 4 5 4 5 5 5 5 4 5 4 4 4 5 5 3 5 5 4 4 Met 2024-06-27 2024 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 Met 2024-06-26 2024 37680236037956 Feaster (Mae L.) Charter 2 Feaster Charter School and its charter authorizer, the Chula Vista Elementary School District, follow the state’s curriculum cycle to adopt updated, high-quality textbooks and related materials. The evaluation and adoption of textbooks and instructional materials are based on committee recommendations of our Charter School, the District’s school staff, and community members. All students can access Board-approved textbooks and learning resources for all subject areas. We also meet William's Settlement textbook and curriculum access for all enrolled students. The reading/language arts and mathematics curricula are aligned with California Common Core Standards. Our students have access to textbooks and supportive instructional materials in all core subjects, which are in good condition. Core materials are also available online; all students can access a school-provided iPad. An inventory of books is warehoused centrally for the growth needs of the school. The school’s vision is to prepare students to succeed in the 21st Century and is committed to providing students with 21st-century tools and the necessary infrastructure to support said tools. The school also invested in software applications to assist with formative and summative assessments, literacy skills, mathematics, and language acquisition. In addition, teachers are integrating technology tools to facilitate day-to-day tasks such as attendance, report cards, and electronic communication. Local Tools include: Reading/Language Arts Benchmark Universe, Amplify ELA, Illustrative Mathematics, iReady Reading and Math, Achieve3000, Amplify Discovery Science, Relections History/SS, Imagine Learning English, Adopted Curriculum embedded assessments, and CASSPP (ELA, Math, Science). Students' progress towards standards is measured through formal and informal formative and summative assessments throughout the school year. Grade-level progress reports are provided to parents quarterly during the academic school year. CAASPP results for ELA and Math are as follows: ELA 39% meeting or exceeding and Math 24% meeting or exceeding in 2022-2023. 5 5 5 4 4 5 5 5 5 5 5 5 4 4 4 3 4 5 4 4 4 4 4 Met 2024-06-04 2024 37680236037980 Mueller Charter (Robert L.) 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 Met 2024-06-06 2024 37680236111322 Discovery Charter 2 5 4 5 5 4 5 4 5 4 4 5 4 5 5 4 3 3 4 5 5 5 5 4 Met 2024-06-11 2024 37680236115778 Chula Vista Learning Community Charter 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 5 5 5 5 5 5 5 5 Met 2024-06-10 2024 37680236116859 Arroyo Vista Charter 2 5 4 5 3 4 5 5 5 5 5 5 4 5 3 4 0 4 5 5 5 5 4 4 Met Arroyo Vista Charter realizes the importance of ongoing professional development in the area of science as we embark on a new material adoption with TWIG Science. This phenomena-based interactive program will require additional planning time for teachers in grades K-6 and professional development in the area of inquiry-based learning. 2024-06-06 2024 37680310000000 Coronado 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 Met 2024-06-20 2024 37680490000000 Dehesa Elementary 2 4 4 2 5 4 4 4 4 5 4 4 4 4 4 4 0 4 3 2 0 4 4 4 Met 2024-06-26 2024 37680490127118 The Heights Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-17 2024 37680490129221 MethodSchools 2 5 4 5 5 5 5 4 5 5 5 4 3 4 4 4 4 5 5 5 5 5 5 5 Met Method Schools expanded its CTE program to include a CCAP agreement with a local college to offer students an additional CTE pathway in Business besides the existing pathways. The CCAP agreement helped Method develop The Academy at Method schools, a dual enrollment school-within-a-school, where students are guided through the dual enrollment process from enrollment to graduation to maximize their completion of high school graduation and college transfer requirements. All middle school science courses were rewritten to align with NGSS and updated 2-5 science courses will be implemented in the 24/25 school year. High School will use Edmentum’s Courseware platform to access standards-based, NGSS-compliant courses, and the high school courses will be rewritten over the next two school years. All staff participate in professional development in the area of access and equity in instruction and assessment. Courses are being restructured to reflect a competency-based learning model that focuses on standards mastery while providing equitable learning opportunities for students of all abilities. 2024-06-13 2024 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 Met 2024-06-21 2024 37680490136416 Pacific Coast Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 Met 2024-06-27 2024 37680490136614 Diego Hills Central Public Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 3 5 5 5 Met The school scored a 4.76: Full Implementation of adopted academic and curriculum frameworks, a +0.78 growth from last year. All academic and curriculum frameworks have been implemented for the core subjects. The school increased the implementation of the English Language Development framework. 2024-06-03 2024 37680560000000 Del Mar Union Elementary 2 5 4 5 5 4 5 5 5 5 5 5 4 5 5 4 0 5 5 5 5 5 5 5 Met 2024-06-26 2024 37680800000000 Encinitas Union Elementary 2 5 3 5 4 4 5 5 5 5 5 5 3 5 4 4 3 4 4 3 3 4 4 3 Met 2024-06-18 2024 37680980000000 Escondido Union 2 4 4 4 4 4 5 5 5 5 5 4 3 4 4 4 4 4 4 4 3 4 4 4 Met 2024-06-20 2024 37680980101535 Heritage K-8 Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 5 5 3 5 5 5 Met 2024-06-12 2024 37680986116776 Classical Academy 2 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 4 5 5 5 5 5 5 4 Met 2024-05-20 2024 37681060000000 Escondido Union High 2 EUHSD continues to prioritize professional learning and instructional materials necessary for successfully implementing the academic standards adopted by the SBE and improving instructional practice. The district has highly qualified Content Specialists in critical academic areas (Math, English Language Arts, English Language Development and Science), and has focused significant funding and human resources toward developing an arc of professional learning appropriate for all classified, certificated and management staff, the district consistently surveys and facilitates listening sessions with staff and leadership from each content area in a monthly subject-area council meeting. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met EUHSD has prioritized the professional learning and instructional material training necessary for successfully implementing the academic standards adopted by the SBE and improving instructional practice. We have hired highly qualified Content Specialists in critical academic areas (Math, English Language Development and Science), we have focused significant funding and human resources toward developing an arc of professional learning appropriate for all classified, certificated and management staff, and we have consistently surveyed and facilitated listening sessions with staff and leadership from each of our content areas in a monthly subject-area council meeting. 2024-06-18 2024 37681060111195 Classical Academy High 2 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 4 5 5 5 5 5 5 4 Met 2024-05-20 2024 37681060137034 Altus Schools North 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 Met 2024-06-26 2024 37681063731023 Escondido Charter High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 Met 2024-06-12 2024 37681140000000 Fallbrook Union Elementary 2 5 5 5 4 5 5 5 5 4 5 5 4 5 4 5 3 3 5 3 4 5 4 3 Met Fallbrook Union Elementary School District (FUESD) continues to implement the use of adopted core curriculum across grades PK-8th. While our teachers have provided standards-aligned instruction using standards-aligned materials, our second year of full implementation has moved us to sustainability. Our focus for all our content areas of instruction is now on delivering standards based instruction grounded in lesson design that promote independance and mastery. To support teachers with understanding standards we have revisited and begun a strong PLC initiative. This year FUESD completed its third year of a VAPA wheel at each school site providing dance, music, and drama and have begun exploring increasing access to VAPA standards through Prop 28. This plan will be used to provide support and guidance to our schools as they develop their Prop 28 Arts Education plans. 2024-06-27 2024 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 nested professional learning communities' system and we are moving into our fifth year of full implementation of prioritized standards in ELA, math, science, social science, and English Language Development or ELD, and our second year of implementation in World Language. Each department has common assessments to measure student proficiency of the standards and 3 data reflection sessions or DRS sessions per semester/trimester, to reflect on data and identify best practices and instructional strategies with a focus on English language learners and students with disabilities. To build upon this work, all departments will participate in department based instructional learning walks to identify best practices that will support students' understanding of the standards and will allow teachers to collaborate and refine instructional strategies that best support students. CTE was onboarded in the 2021-2022 school year, and they continue to reference 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 with cognizance of the work that is occurring in other courses that can be supplemented in the CTE program. Visual and Performing Arts has engaged in similar work at the end of the 2022-2023 school year but without the common assessments due to the fact that each course has their own content area standards. The VAPA Department will continue their work in the 2024-2025 school year as they embark in department based instructional walks to refine instructional strategies tied to their standards. The English Language Development Department has backwards mapped priority standards from the English Language Proficiency Assessment for California and identified common assessments across 5 units. The department analyzes students’ progress and engages in reflective practices to address ideal methods to support students' access to the ELD Standards. The World Language Department began to develop their own matrix of essential standards and common assessments during the 2022-2023 school year and continued their work and common assessments during the 2023-2024 school year with a greater emphasis on instructional strategies and department-based learning walks to refine their practice. The Physical Education and Health Education content standards will be reviewed in the 2024-2025 school year in conjunction with addressing Senate Bill 224 for Mandatory Mental Health Curriculum. 5 5 5 5 5 5 4 5 5 5 4 4 4 4 4 4 4 4 4 5 4 3 3 Met 2024-06-26 2024 37681300000000 Grossmont Union High 2 4 4 3 3 4 4 4 4 4 4 4 4 4 4 4 5 5 4 4 4 5 5 5 Met 2024-06-13 2024 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 Met 2024-06-26 2024 37681303731262 Steele Canyon High 2 4 3 3 4 3 4 3 4 3 3 5 3 5 4 3 4 4 4 4 4 4 4 3 Met No additional comments at this time. 2024-06-26 2024 37681303732732 Helix High 2 5 5 5 5 5 5 5 5 5 5 5 4 5 4 4 5 4 5 4 5 5 5 5 Met 2024-06-24 2024 37681550000000 Jamul-Dulzura Union Elementary 2 4 3 4 5 4 5 5 5 5 5 4 4 4 5 4 0 2 4 3 4 4 4 4 Met The district is in the process of revising our evaluation system to improve the identification of professional learning needs of individual teachers and staff in order to provide individualized support as needed. 2024-06-20 2024 37681556117303 Greater San Diego Academy 2 3 3 5 5 5 4 5 5 5 5 4 3 5 4 4 3 3 4 5 5 4 3 3 Met 2024-06-20 2024 37681630000000 Julian Union Elementary 2 5 5 5 4 3 5 5 4 4 3 4 4 4 4 4 0 3 4 3 2 4 3 4 Met 2024-06-12 2024 37681630128421 Harbor Springs Charter 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 Met 2024-06-06 2024 37681630137109 Diego Valley East Public Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 3 5 5 5 Met The school scored a 4.78: Full Implementation of adopted academic and curriculum frameworks, a +0.78 growth from last year. All academic and curriculum frameworks have been implemented for the core subjects. The school increased the implementation of the English Language Development framework. 2024-06-03 2024 37681630138156 JCS - Mountain Oaks 2 See Option 2. 5 4 5 4 4 4 4 5 4 4 5 3 5 5 5 2 2 2 4 1 5 5 4 Met Curriculum and resources aligned to CCSS and CA standards of learning have been adopted and implemented by the LEA for several years. Professional Learning for teachers has been provided to utilize curriculum and best impact student learning and differentiation based on need in all areas. JCS-Mountain Oaks is a TK-8 charter; therefore, while we value our students being prepared for Career and Technical Education, CTE opportunities are primarily available through Career Fairs, Guest Speakers, and self-directed projects. Partnerships with Parent-Teacher Organizations and Educational Enrichment Partners help to make the implementation of CTE, Health, P.E., VAPA, and World Language standards appropriate and sustainable for our school. Annually, the school focuses on teaching and learning goals appropriate for the collective community of educators and students and we grow together in a PLC format. Individual teachers also write SMART goals to address their personal and professional learning needs. Increasing the capacity to provide support for teachers to meet standards through professional learning plans (PIPs) is ongoing. 2024-06-14 2024 37681630138628 JCS - Cedar Cove 2 N/A 5 4 0 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 5 5 3 Met Curriculum and resources aligned to CCSS and CA standards of learning have been adopted and implemented for several years at JCS-Cedar Cove. Professional Learning for teachers has been provided to utilize curriculum and best impact student learning and differentiation based on need in all areas. Partnerships with Parent-Teacher Organizations and Educational Enrichment Partners help to implement CTE, Health, P.E., VAPA, and World Language standards appropriate and sustainable. Annually, the school focuses on teaching and learning goals appropriate for the collective community of educators and students and we grow together in a PLC format. Individual teachers also write SMART goals to address their personal and professional learning needs. Increasing the capacity to provide support for teachers to meet standards through professional learning plans (PIPs) is ongoing. 2024-06-14 2024 37681630139402 Brookfield Engineering Science Technology Academy 2 4 4 4 4 4 5 5 5 5 5 3 4 3 3 3 3 3 3 3 3 4 4 4 Met 2024-06-11 2024 37681633731239 Julian Charter 2 See Option 2. 4 3 4 5 3 4 3 4 5 3 3 3 3 3 3 3 3 3 3 3 5 5 5 Met Curriculum and resources aligned to CCSS and CA standards of learning have been adopted and implemented by the LEA for several years. Professional Learning for teachers has been provided to utilize curriculum and best impact student learning and differentiation based on need in all areas. Partnerships with Parent-Teacher Organizations and Educational Enrichment Partners help to make the implementation of CTE, Health, P.E., VAPA, and World Language standards appropriate and sustainable. (Note--Although we have a CTE program, we have not set up our SIS adequately to capture the data correctly. We need to work on this to ensure that our data is correct going forward.) Annually, the school focuses on teaching and learning goals appropriate for the collective community of educators and students and we grow together in a PLC format. Individual teachers also write SMART goals to address their personal and professional learning needs. Increasing the capacity to provide support for teachers to meet standards through professional learning plans (PIPs) is ongoing. 2024-06-14 2024 37681710000000 Julian Union High 2 5 5 4 4 3 5 5 4 4 3 5 5 4 4 3 5 5 4 4 5 4 4 4 Met 2024-06-13 2024 37681890000000 Lakeside Union Elementary 2 4 3 5 5 1 4 3 4 4 2 4 3 5 5 1 3 3 3 3 3 4 4 4 Met 2024-06-20 2024 37681893731072 River Valley Charter 2 5 3 4 4 4 5 3 5 4 4 5 4 5 5 5 2 3 4 5 5 4 4 4 Met 2024-06-10 2024 37681896120901 Barona Indian Charter 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 3 4 4 3 4 5 5 5 Met At Barona Indian Charter School, accountability means we are responsible for student learning. To be truly responsible, as educators, we utilize timely and easily administered assessments and informative reports. These assessments are aligned with California State Content Standards and provide prescriptive data that allows Barona Indian Charter School to efficiently plan and implement instruction. Using the iReady Diagnostic & Instruction platform, an interactive online learning program that helps students build essential skills in reading and mathematics, teachers can identify the specific skills each student needs to develop and measure academic growth throughout the school year. The California Department of Education (CDE) has identified i-Ready as an approved diagnostic assessment tool. Through this approach, we are able to maintain our academic focus of continuous learning; continuous progress. 2024-06-24 2024 37681970000000 La Mesa-Spring Valley 2 5 4 4 3 5 5 5 5 5 5 5 4 4 3 4 0 4 4 3 3 4 4 4 Met 2024-06-25 2024 37681970136408 Sparrow Academy 2 Sparrow Academy is a TK-8th grade charter school guided by the core principles of public Waldorf education. Our approach to education is based on the understanding that we are guiding complex individuals toward their highest potential as human beings. This includes engaging their intellect, developing their resilience, opening their hearts, and moving their bodies. Sparrow Academy is proud to be the first and, so far, only public Waldorf school in San Diego County. Waldorf education is a worldwide movement in 74 countries with over 1,000 Waldorf schools and almost 2,000 Waldorf kindergartens worldwide. This model was originally limited to tuition-based schools, but since the beginning of the charter movement in 1994, public Waldorf schools have taken off. There are now nearly 60 schools in 14 states who, like us, are members of the Alliance for Public Waldorf Education. “Our highest endeavor must be to develop free human beings who are able, of themselves, to impart purpose and direction to their lives.” Rudolf Steiner, Founder of Waldorf Education Just like other successful public schools, we hold high expectations for our students. Our state-credentialed teachers plan their lessons to meet common core standards, and our students in grades 3-8 participate in CAASPP testing annually. Like other schools, the subjects taught at Sparrow Academy include math, reading, writing, grammar, social studies/history, science, and physical education. What’s different is that some standards are postponed to later grades to meet the developmental needs of the children more closely at each grade. Our school is also media-free and we postpone the use of technology until middle school. Specialty classes include handwork, Spanish, string instruments, and games (a Waldorf version of PE). Recorders, singing, movement, and class plays are all part of a well-rounded education at Sparrow and are not electives. Our students become adept at public speaking and performing, developing poise, teamwork, and focus. Sparrow students also complete the NWEA Language Arts and Math assessments at the beginning and end of the school year in grades 3-8. 4 3 4 4 4 4 3 4 4 4 3 2 3 3 3 0 3 4 4 4 3 3 3 Met Sparrow Academy had multiple administrative leaders in the first semester of this school year. Due to this instability at the start of the year, teachers were not receiving as much professional development as expected. 2024-06-13 2024 37682050000000 Lemon Grove 2 4 3 4 3 2 4 4 4 4 4 4 3 4 4 3 2 2 4 2 2 4 3 4 Met All LGSD students have Common Core aligned instructional materials for home and school use. Additionally, students and teachers have accounts which provide them with access to digital resources. The district adopted the Stated approved English Language Arts (ELA) program Benchmark Advance/ Adelante for grades TK-6 and StudySync for grades 7-8. Both ELA programs incorporate integrated and designated English Language Development instruction. The district adopted State approved Mathematics program for grades TK-8 is Go Math! 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. A new Middle School Science program, STEMScopes, was adopted in 2021-22 for middle school. Elementary teachers in Lemon Grove implemented the new Amplify Science materials in the 2023-24 school year. 2024-06-25 2024 37682130000000 Mountain Empire Unified 2 4 4 3 3 3 4 4 4 4 4 4 4 4 3 3 4 4 3 3 4 3 3 3 Met ### Progress on Implementing State Academic Standards Mountain Empire Unified School District (MEUSD) is committed to meeting state academic standards through our LCAP Goal and Strategic Plan, supporting our vision of the Portrait of an Adult. This vision encompasses preparing students for success in college, career, and life. We have a professional development plan that is reviewed and refined annually to ensure it meets the evolving needs of students and staff, aligning with our strategic vision. To further support this, MEUSD is establishing a comprehensive districtwide onboarding system for new staff across all roles. This system is designed to build capacity, foster mentorship, and cultivate a sense of belonging among employees. By focusing on continuous improvement and support, we ensure that our educators are well-equipped to deliver high-quality education, thereby effectively implementing state academic standards. 2024-06-25 2024 37682130123224 San Diego Virtual 2 SDVS provides a robust curriculum to all students enrolled. Adaptations to the curriculum are implemented to best serve students' needs, and when additional support is needed, students are provided access to counselors and teachers. SDVS has also implemented a comprehensive, school-wide Benchmark Assessment program to identify, monitor, review, and assist students in need. SDVS also diagnoses students in need of growth through the yearly CAASPP results. After review, our school makes adjustments on areas of focus and implements intervention strategies for the identified individuals. SDVS remains current with the Common Core Standards, adopted by the State Board of Education, by continuously reviewing the current curriculum and making improvements where necessary. The improvements are created and implemented by the highly qualified teachers. One content area that SDVS is devoting itself to this year is the creation of staff-wide best practices to support our English Language Learners. In doing so, SDVS is working to align the English Language Arts standards to a comprehensive EL program that closely monitors, remediates, and accommodates the students identified to participate. These students will be provided with additional resources and highly qualified teachers to assist them with vocabulary building and comprehension development. 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 4 3 3 4 4 5 4 4 Met 2024-05-16 2024 37682130127084 Compass Charter Schools of San Diego 2 4 4 4 4 4 4 4 4 4 4 3 4 3 3 3 1 4 4 4 4 4 4 3 Met 2024-06-22 2024 37682130129668 Motivated Youth Academy 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 2 4 4 4 4 4 4 4 Met 2024-06-20 2024 37682130136978 Elite Academic Academy - Mountain Empire 2 4 3 4 3 4 4 3 4 3 4 3 3 3 2 3 4 2 4 4 3 4 4 3 Met 2024-06-11 2024 37682130138636 JCS - Pine Valley 2 See Option 2. 2 4 2 3 3 3 3 3 3 3 3 3 3 3 3 3 5 4 2 5 4 4 3 Met We have adopted the NGSS Science curriculum. Our ELD students have curricula aligned to the ELD standards and all students saw growth this year. Partnerships with Educational Enrichment Partners and sister schools help to make the implementation of CTE, Health, P.E., VAPA, and World Language standards appropriate and sustainable. We have provided the staff with collaborative time to plan interdisciplinary projects and make instructional materials aligned to the newly adopted standards. We have paid for teacher induction. Annually, the school focuses on teaching and learning goals appropriate for the collective community of educators and students and we grow together in a PLC format. Individual teachers also write SMART goals to address their personal and professional learning needs. Increasing the capacity to provide support for teachers to meet standards through professional learning plans (PIPs) is ongoing. 2024-06-14 2024 37682210000000 National Elementary 2 5 5 5 4 1 5 5 5 4 1 5 5 5 3 1 0 4 4 3 0 5 3 3 Met 2024-06-26 2024 37682210101360 Integrity Charter 2 5 4 5 3 3 5 4 5 3 3 5 5 5 3 3 0 4 5 2 0 4 5 4 Met 2024-06-10 2024 37682960000000 Poway Unified 2 5 4 5 4 4 4 4 4 5 4 4 4 4 4 4 5 4 4 3 5 5 5 4 Met Visual and Performing Arts: 2023-24 was year one of the Proposition 28: The Arts and Music in Schools Funding Guarantee and Accountability Act; therefore, we are in initial implementation. 2024-06-13 2024 37683040000000 Ramona City Unified 2 5 4 5 5 2 5 5 5 5 2 5 5 5 5 5 5 3 5 5 5 5 5 5 Met 2024-06-27 2024 37683120000000 Rancho Santa Fe Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-25 2024 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: 4.1 • Mathematics: 4.4 • Science: 3.9 • History/Social Science: 4.1 • Career Technical Education: 4.0 • Health: 3.6 • Physical Education: 4.3 • Visual and Performing Arts: 3.8 • World Languages: 4.3" 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 37683380101204 High Tech Middle 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37683380101345 KIPP Adelante Preparatory Academy 2 "At KIPP SoCal, we are committed to providing rigorous, Common Core-aligned education for all students from Kindergarten through 8th grade. Our curriculum ensures that students receive comprehensive instruction in math, science, and English Language Arts (ELA). At Adelante in mathematics, 5th through 8th-grade teachers implement iReady Classroom Mathematics, supplemented by additional teacher-created resources. Both curricula have been rated ""Meets Expectations"" for alignment and usability by Ed Reports. For science education, 5-8th grade teachers use the Amplify Science curriculum, which also meets the standards of Next Generation Science Standards (NGSS) as assessed by Ed Reports. For ELA, 5th-8th grade teachers use the Reading Reconsider curriculum.Our 5th-8th grade long term English Learners benefit from the 3D curriculum. The 3D curriculum is tailored to align with California's English Language Development standards. In History - Social Science, our educators follow the 2016 California History - Social Studies framework, using resources like History Alive to plan engaging units and lessons.Our art, music, PE, and Spanish instructors align their curriculum planning with state frameworks and standards, ensuring a well-rounded education for our students. Professional development (PD) at KIPP SoCal is rooted in the KIPP SoCal Teacher Practice Rubric, which identifies 16 essential teacher competencies across four categories: Classroom Culture, Lesson Execution, Planning/Internalization, and Data Analysis and Action. Teachers engage in ongoing professional development through three structures: 1. Schoolwide PD every Monday afternoon, utilizing early dismissal days for students to focus on school-wide initiatives, instructional trends, and training. 2. Content teams (5th-8th) participate in small-group, differentiated PD sessions focused on lesson planning, internalization, data analysis, and reteaching strategies. 3. Individualized coaching is provided through regular lesson observations and coaching meetings with instructional coaches (e.g., principal, assistant principal, or dean), who offer personalized feedback and support for continuous growth. This approach ensures that our educators are equipped with the tools and support needed to deliver high-quality instruction that meets the diverse needs of our students " 5 5 5 5 3 5 5 5 5 3 4 4 4 5 3 1 3 4 4 2 5 5 5 Met 2024-06-21 2024 37683380106732 High Tech High International 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 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 Met 2024-06-26 2024 37683380107573 High Tech Middle Media Arts 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37683380108787 High Tech High Media Arts 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37683380109033 King-Chavez Arts and Athletics Academy 2 4 4 4 3 3 5 5 5 5 5 4 5 4 4 3 0 2 5 5 3 4 4 4 Met 2024-06-05 2024 37683380109157 Magnolia Science Academy San Diego 2 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 3 3 5 5 5 5 5 5 Met MSA-San Diego ensures that all curricula and assessments meet the standards, with teachers engaging in professional development focused on implementing these standards (CCSS, NGSS, etc.). We support English Learners (ELs) based on their proficiency levels, aligning ELD instruction with the CA ELD standards and framework. ELs have access to both core and supplemental ELD instructional materials, and teachers attend professional development sessions centered on ELD standards. Our teachers complete at least 18 hours of professional development annually, covering areas such as Common Core ELA/Literacy, math, ELD standards, and integrating ELD standards into content areas, along with strategies to support ELs in these curricula. While the emphasis has primarily been on ELA/Literacy, math, and ELD in recent years, MSA-San Diego has also offered professional development and support in NGSS, History-Social Science, Physical Education, Visual and Performing Arts, MTSS, SEL, and personalized professional development. Additionally, a TOSA (Teacher on Special Assignment) leader is identified for all 10 Magnolia Public Schools to provide monthly professional development for each department. 2024-06-17 2024 37683380111898 Albert Einstein Academies 2 5 3 5 5 5 5 3 5 5 5 5 3 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 37683380111906 King-Chavez Preparatory Academy 2 5 4 4 4 4 5 4 4 4 4 5 5 4 4 4 4 4 4 2 4 3 3 3 Met 2024-06-05 2024 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 Met Teachers are provided time regularly each month to participate in Professional Development with a focus for the 2023-2024 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 every morning for further professional learning, including content PLCs and grade level PLCs to work on improving teaching and learning. Data analysis drove the focus of these PLCs to include numeracy and effective literacy strategies, such as close reading, and targeted strategies to support our Multilingual Learners. The coaching cycles support this through regular meetings with coplanning and coteaching, supported by the analysis of student data to ensure student learning. All teachers 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. 2024-06-12 2024 37683380118083 Innovations Academy 2 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-25 2024 37683380118851 King-Chavez Community High 2 5 3 4 3 4 5 3 5 3 5 4 4 4 4 4 4 4 5 5 5 4 4 3 Met 2024-06-05 2024 37683380119610 Gompers Preparatory 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 Met During the 23/24 school year, GPA continued to experience staffing shortages that impact all aspects of the organization. The rating of our ELD work above shows this impact, as we have moved back into an Initial Implementation phase in order to take a step back and address the needs of our EL learners more effectively. GPA continues to provide professional development to support the growth of our staff in regards to standards based learning, social emotional wellness, trauma informed strategies, and targeted instructional methods. 2024-06-18 2024 37683380121681 San Diego Global Vision Academy 2 5 3 4 3 3 5 4 4 4 4 5 4 4 4 4 0 3 3 3 0 5 5 5 Met 2024-06-19 2024 37683380122788 School for Entrepreneurship and Technology 2 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 4 5 5 5 5 4 4 4 Met All of our 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, and in the 2024 LCAP we are encouraging teachers to go to conferences, etc. by including conference attendance as a prompt on formal evaluations. 2024-06-12 2024 37683380123778 Old Town Academy K-8 Charter 2 N/A 3 3 3 3 3 4 3 4 4 4 3 3 3 3 3 3 4 3 4 4 3 Met 2024-06-03 2024 37683380124347 City Heights Preparatory Charter 2 4 4 3 3 3 4 4 3 3 3 4 3 3 4 3 2 2 2 5 4 4 4 4 Met 2024-06-07 2024 37683380126730 Kavod Charter 2 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 0 5 5 5 5 5 5 5 Met Teacher input is shared with administration via the Instructional Leader Liaison Committee (ILLC). 2024-06-20 2024 37683380127647 e3 Civic High 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met 2024-06-06 2024 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 Met 2024-06-18 2024 37683380129395 Elevate 2 5 4 5 5 5 5 5 5 5 5 4 4 4 4 4 0 4 5 5 0 5 5 5 Met 2024-06-24 2024 37683380131565 High Tech Elementary 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37683380131979 Ingenuity Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 4 4 Met 2024-06-10 2024 37683380135913 Urban Discovery Academy Charter 2 4 3 5 4 4 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 Met UDA is fully implementing all state standards and providing relevant support to teachers in the areas of curriculum and instruction. We recently adpoted a TK-6th grade ELA curriculum and a K-12 math curriculum. We are enhancing our ELD program next school year with additional courses and supports. We are also adding an additional CTE program next school year. 2024-06-26 2024 37683380136663 America's Finest Charter 2 3 3 3 2 2 5 5 5 5 5 3 3 3 3 3 4 5 4 5 5 5 3 3 Met N/A 2024-06-24 2024 37683383730959 Altus Schools Charter School of San Diego 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 37683383731189 Preuss School UCSD 2 The Preuss School UC San Diego employs various measures and tools to track its progress in implementing state academic standards. Firstly, all teaching staff are credentialed and hold degrees in their subjects, ensuring subject matter expertise and professional standards adherence. Regular audits of scholar access to instructional materials and technology guarantee that all scholars have the necessary educational resources, promoting equity. The school sets rigorous literacy, numeracy, and Next Generation Science goals to enhance scholar competencies in key academic areas. To prepare scholars for college-level work, The Preuss School documents vertical articulation and cross-curricular planning within its college preparatory curriculum. Enrollment and performance in de-tracked core subjects and Advanced Placement (AP) classes are monitored to promote inclusivity and academic rigor. A seven-year college prep advisory period supports long-term academic planning and readiness for higher education. The school tracks progress through comprehensive assessments, including ELPAC, Fitnessgram, PSAT for grades 8-10, and SAT for grades 11-12, ensuring alignment with state standards. Additional support programs like the Saturday Enrichment Academy and summer school for credit recovery help scholars meet A-G college entrance requirements. Monitoring the support for English Learners, foster youth, scholars in transition, and those with IEPs and 504 plans ensures all scholars receive the individualized assistance they need. Academic tutoring is available during school, after school, at the Saturday Enrichment Academy, and through a mentoring program, providing continuous support and guidance. Participation in academic and service clubs is encouraged to foster well-rounded development and engagement in school life beyond academics. These measures align with state standards and address the diverse needs of The Preuss School's scholar body, ensuring a rigorous and equitable education that prepares all scholars for college and future success. 5 3 5 5 5 5 3 5 5 5 4 3 4 4 4 1 5 5 5 5 3 3 3 Met Coming out of the pandemic and adjusting to changes in the enrollment policy that reduce barriers for scholars to gain admissions has proven to be a challenge at The Preuss School UC San Diego. Over the past two years, the subgroup that contains scholars with disabilities has performed far below standards in three of the four performance areas. This has resulted in the designation as a school receiving Differentiated Assistance. The school has developed a focus on literacy and numeracy at the 6-8 level. This focus has included hiring a literacy specialist and a numeracy specialist. These specialist organize and support the support classes within their discipline. With this new focus comes a change in the focus of our professional development strategies. This focus has also uncovered areas where our support can improve, such as our English Language Development program. The Preuss School currently does not offer Career and Technical Education courses. However, as our electives have changed throughout the years, there may be an opportunity to investigate such offerings. 2024-06-20 2024 37683383731247 High Tech High 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37683383731395 Altus Schools Audeo 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 37683386039457 Darnall Charter 2 2 2 3 2 2 2 2 3 2 2 2 2 3 2 2 0 1 2 2 0 3 3 3 Met 2024-06-25 2024 37683386039812 Keiller 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 Met 2024-06-11 2024 37683386040018 Harriet Tubman Village Charter 2 4 3 4 2 3 4 4 4 2 3 4 4 4 3 4 2 3 3 3 2 4 4 4 Met 2024-06-18 2024 37683386040190 King-Chavez Primary Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 4 4 4 4 4 4 Met 2024-06-05 2024 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 Met 2024-06-10 2024 37683386113211 McGill School of Success 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 0 5 5 5 0 4 5 4 Met 2024-06-13 2024 37683386115570 Museum 2 4 3 4 3 1 4 3 4 4 2 5 3 5 3 3 2 5 5 5 3 4 3 4 Met 2024-06-10 2024 37683386117279 Holly Drive Leadership Academy 2 Holly Drive Leadership Academy’s academic program (K-8) is guided by the approved Common Core State Standards for ELA, ELD standards, Common Core State Standards for Math, and Next Generation Science standards. All students have access to standards-aligned curriculum in their core subjects and we provide professional development in both the CA state standards and the aligned curriculum we are using. HDLA purchased the highly rated (based on Ed Reports) i-Ready Classroom Mathematics curriculum and professional development last year and is in the process of purchasing new ELA curriculum for 24-25. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-24 2024 37683386117683 High Tech Elementary Explorer 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37683386119168 San Diego Cooperative Charter 2 San Diego Cooperative Charter School (SDCCS) has selected a combination of assessments to track its progress in implementing the state academic standards. The measures are NWEA Map assessments, CAASPP (California Assessment of Student Performance and Progress), and Orton Gillingham Reading Assessments. These assessments have been carefully selected to provide a comprehensive view of student achievement and inform instructional decisions. Firstly, SDCCS utilizes NWEA Map assessments to measure student growth in various subject areas, including English Language Arts (ELA) and Mathematics. These computer-adaptive assessments are aligned with the Common Core State Standards and provide detailed information about individual student performance, growth, and areas of strength or weakness. The adaptive nature of the assessments ensures that each student receives questions at an appropriate level, resulting in accurate and reliable data. SDCCS chose NWEA Map assessments for their ability to provide timely feedback and inform personalized instruction, allowing teachers to tailor their teaching to meet the specific needs of each student. Secondly, SDCCS utilizes the CAASPP assessments, which are administered by the state of California. These assessments measure student proficiency in ELA/literacy, Mathematics, and other content areas aligned with the state academic standards. CAASPP assessments provide valuable information about student achievement at the state and school levels. SDCCS selected these assessments to ensure alignment with the state standards and to monitor the overall progress of its students in comparison to their peers statewide. The results of CAASPP assessments help guide the school's curriculum planning and instructional strategies. Lastly, SDCCS employs the Orton Gillingham Reading Assessments to specifically evaluate students' reading abilities and identify potential reading difficulties or dyslexia. These assessments are based on the Orton Gillingham approach, which is a structured, multisensory method for teaching reading, spelling, and writing. By using these assessments, SDCCS can identify students who may require targeted intervention or additional support in reading. The Orton Gillingham Reading Assessments help inform the school's specialized reading instruction and enable early intervention for struggling readers. The combination of NWEA Map assessments, CAASPP, and Orton Gillingham Reading Assessments allows SDCCS to obtain a comprehensive understanding of student progress and ensure effective implementation of the state academic standards. These assessments provide valuable insights into individual student growth, areas of improvement, and areas of strength. The data collected from these assessments is regularly analyzed by teachers, administrators, and support staff to inform instructional decisions, differentiate instruction, and provide targeted interventions where needed. Based on these selected measures, 5 4 5 5 5 5 5 5 5 5 5 4 5 4 5 0 5 5 5 0 5 4 5 Met San Diego Cooperative Charter School is committed to making significant progress in implementing the academic standards adopted by the California State Board. We firmly believe in the power of education to transform lives and create a brighter future for our students. As a cooperative charter school, we strive to create an inclusive and collaborative learning environment that nurtures the unique talents and abilities of each student. We understand that the academic standards set by the California State Board are designed to provide a comprehensive and rigorous education for our students. We embrace these standards as a roadmap for academic excellence and are dedicated to ensuring that our curriculum, instructional strategies, and assessments align with them. Our highly qualified and dedicated teachers work tirelessly to integrate the state standards into their lesson plans, ensuring that students receive the knowledge and skills necessary for success. We believe in a student-centered approach that fosters critical thinking, problem-solving, and creativity. By incorporating the state standards into our teaching practices, we empower students to become active participants in their own learning journey. In addition to classroom instruction, we recognize the importance of providing a well-rounded education that includes extracurricular activities, field trips, and community engagement. We believe that these experiences complement and enhance the academic standards, providing s 2024-06-11 2024 37683386119598 King-Chavez Academy of Excellence 2 4 5 4 3 3 5 5 5 3 3 4 4 4 2 2 0 3 4 5 4 5 5 3 Met 2024-06-05 2024 37683460000000 San Dieguito Union High 2 5 4 5 5 5 4 4 4 5 4 4 4 4 4 4 4 5 5 5 4 4 4 4 Met 2024-06-20 2024 37683530000000 San Pasqual Union Elementary 2 5 4 5 4 3 5 4 5 3 3 5 4 5 4 3 2 3 4 4 3 5 4 4 Met 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, the District adopted TK-5th grade Next Generation Science Standards-aligned curriculum. In 2022/23, the District adopted a middle school math curriculum. In 2023, the District adopted a new middle school History/Social Science curriculum. The District is currently piloting K-5th grade History/Social Science curriculum for adoption consideration. 2024-06-25 2024 37683610000000 Santee 2 5 3 5 4 3 5 5 5 5 5 3 3 3 3 3 0 5 4 3 2 5 5 3 Met The Santee School District has taken the opportunity afforded by a new LCAP cycle and new district leadership to make changes to how these ratings are developed in the self-reflection process. This has resulted in some ratings being surprisingly lower than they were in previous years. 2024-06-18 2024 37683790000000 San Ysidro Elementary 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 3 5 5 3 3 3 5 5 Met 2024-06-20 2024 37683870000000 Solana Beach Elementary 2 5 5 5 4 3 5 5 5 4 3 5 5 5 3 3 0 5 5 5 1 5 4 5 Met 2024-06-20 2024 37683950000000 South Bay Union 2 4 5 4 4 4 4 5 4 4 4 4 5 4 4 4 0 3 4 5 4 5 5 4 Met 2024-06-20 2024 37683956040505 Imperial Beach Charter 2 4 5 4 4 4 5 5 5 4 4 4 5 4 4 4 0 3 5 4 0 5 5 5 Met 2024-06-20 2024 37683956040513 Nestor Language Academy Charter 2 Some of the local measures we are using to track growth and/or progress are iReady for English Language Arts and Math. We also utilize a standards based curriculum for all subject areas in the English and Spanish language. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-20 2024 37684030000000 Spencer Valley Elementary 2 5 2 5 2 5 5 2 5 5 5 5 2 5 5 5 0 2 5 3 2 5 4 4 Met 2024-06-17 2024 37684030125401 Insight @ San Diego 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 0 5 5 5 Met 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 received professional development both virtually and in-person. During these sessions, teachers receive support and training to deepen their understanding on standards and overall student support. Teachers are observed informally at least bi-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, trainer and instructional coach. 2024-06-17 2024 37684036120893 California Virtual Academy @ San Diego 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-17 2024 37684110000000 Sweetwater Union High 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 Met 2024-06-24 2024 37684110126086 Hawking S.T.E.A.M. Charter 2 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-26 2024 37684113731304 MAAC Community Charter 2 5 5 4 5 5 5 5 4 5 5 3 4 3 3 3 4 5 5 4 4 4 4 4 Met 2024-06-25 2024 37684370000000 Vallecitos Elementary 2 4 4 4 3 2 5 4 4 3 3 4 4 3 3 2 3 5 5 1 0 4 4 4 Met 2024-06-18 2024 37684520000000 Vista Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 Met 2024-06-20 2024 37684520106120 SIATech 2 4 3 3 3 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 4 3 3 Met 2024-06-18 2024 37684520114264 North County Trade Tech High 2 5 4 5 5 5 5 4 5 5 5 4 3 4 5 4 5 4 4 5 5 5 4 4 Met 2024-06-11 2024 37684520124917 Guajome Learning Centers 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 5 5 5 5 Met 2024-06-11 2024 37684520128223 Bella Mente Montessori Academy 2 Bella Mente uses a comprehensive student assessment and evaluation system to monitor the academic progress of all of our students towards the state academic standards. Formative assessments, such as teacher-driven tests, projects, presentations, writing assignments, etc., as well as summative assessments, such as unit tests, cumulative projects, NWEA tests, etc., are woven into the teaching and learning fabric of the school. Formative and summative assessments are given at various intervals of the year and include NWEA MAPs in the areas of Reading (TK-8), Language (4-8), and Math (TK-8). The language test in grades 1-2 is given at the end of the year as a benchmark gauge and for continuing vertical alignment discussion. The tools selected have a proven record when reviewing student success towards the standards. MAPs Reading Fluency is given in TK/Kindergarten. These assessments are valuable tools, providing not only students current levels of progress, but also predictors of achievement on student performance on the state summative tests. Teachers have received training on analyzing student RTI scores, where their areas for growth are, in order to provide data driven instruction and plan for intervention lessons during Intervention block times. English Learners are initially assessed via the ELPAC initial assessments if their Home Language Surveys not a language other than English. Our EL Specialist monitors their progress both formally and informally. Identified EL students are assessed in the spring through the Summative ELPAC test, with the expectation that they progress in Reading/Writing, Speaking/Listening. Our EL students are all mainstreamed in the general education classroom and receive support from the EL Specialist, receive intervention and practice in the areas for growth identified within their ELPAC score reports and academic standards the EL Specialist and classroom teacher collaborate on. Students meeting the criteria for reclassification are monitored by the EL Specialist to ensure continued academic success. EL students with IEP services receive an updated Present Level of Performance and parents are informed of their progress at IEP meetings. Publisher assessments are used to measure progress towards Next Generation Science, History-Social Science, and Heath Education standards. 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 1 4 4 1 1 4 4 4 Met 2024-06-18 2024 37684523730942 Guajome Park Academy Charter 2 5 4 5 5 5 5 5 5 4 4 5 5 5 5 5 5 3 4 4 5 5 5 5 Met 2024-06-13 2024 37735510000000 Carlsbad Unified 2 5 3 5 4 5 5 4 5 4 4 5 3 5 4 4 4 4 5 5 5 4 4 4 Met 2024-06-26 2024 37735690000000 Oceanside Unified 2 5 4 5 3 4 5 5 5 3 4 4 4 3 2 3 5 5 3 3 4 4 4 4 Met 2024-06-11 2024 37735690136267 Coastal Academy Charter 2 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 4 5 5 5 5 5 5 4 Met 2024-05-20 2024 37735693731221 Pacific View Charter 2 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, PVC employs a Director of Curriculum and Instruction who supervises the implementation and standards alignment for all PVC 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 Department Chairs 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. This year, PVC implemented an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide. The focus for the 2023-24 and the 2024-25 school years is to implement the Instructional Focus around reading, 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. 5 5 5 5 5 5 5 5 5 0 5 4 5 5 5 2 5 5 4 4 5 4 4 Met Pacific View Charter is committed to implementing the state academic standards in a way that makes content comprehensible for all students in all grade levels. To ensure this, PVC employs a Director of Curriculum and Instruction who supervises the implementation and standards alignment for all PVC 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 Department Chairs 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. This year, PVC implemented an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide. The focus for the 2023-24 and the 2024-25 school years is to implement the Instructional Focus around reading, 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. 2024-06-18 2024 37737910000000 San Marcos Unified 2 5 4 4 4 4 5 5 4 5 5 4 4 4 4 4 4 3 4 5 5 5 4 4 Met 2024-06-20 2024 37737910138222 Pivot Charter School - San Diego II 2 4 4 4 4 3 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 37754160000000 Warner Unified 2 4 4 4 4 2 4 4 4 4 2 3 3 3 3 2 5 5 5 5 5 3 3 3 Met 2024-06-11 2024 37754160122796 All Tribes Elementary Charter 2 ATAICS has made strides ensuring that its schools meet their requirements for appropriately assigned teachers, access to curriculum-aligned instruction materials and safe clean and functional school facilities. Teacher recruitment and retention is a priority for the governing body of ATAICS. ATAICS has recruitment strategies to attract highly qualified teachers. These include partnerships with local universities offering competitive salaries and providing comprehensive benefit packages. Continuous professional development opportunities are provided to ensure teachers are equipped with the latest instructional strategies and content knowledge. All students have access to curriculum aligned instructional materials. All instructional materials are aligned with state standards and the ATAICS curriculum. ATAICS has purchased digital resources and learning management systems. ATAICS ensures all students regardless of location or demographic have access to the same high quality instructional materials as their off reservation peers. Regular maintenance schedules ensure ATAICS is a safe clean and functional school facility. HVAC systems, plumbing, electrical systems, and structural integrity are all inspected regularly. Investments have been made to upgrade facilities to meet modern education and safety standards. Administration ensures that all school buildings are equipped with the necessary safety features like fire alarms and secure entrances. 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 4 4 4 4 4 5 5 5 Met 2024-06-20 2024 37754160132472 California Pacific Charter - San Diego 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 5 5 5 4 4 4 Met CalPac content teachers, particularly in the areas of ELA, Science, Social Studies, ELD, World Languages, and CTE have attended professional development and training on implementation of the content standards such as NGSS and have incorporated curriculum tools such as no red ink and AVID strategies into the curriculum to support grammar and writing development in students. Curriculum options continue to expand with increasing elective choices in the CTE, social studies, and world languages departments with new CTE pathways, African American History, Ethnic Studies, American Sign Language and Personal Finance. 2024-06-18 2024 37754160138651 San Diego Mission Academy 2 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 3 5 5 4 4 5 4 5 Met Overall, the school scored at a 4.35, which is the full implementation of adopted academic and/or curriculum frameworks. This is a +.33 growth from last year. We improved in developing our curriculum frameworks in our next Generation Science Standards, Physical Education, and Health courses. 2024-06-05 2024 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 Met "The school's commitment to effectively implementing the academic standards adopted by the California State Board of Education for all students is evident in its 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 and partnering with community colleges. Health education content standards are met through textbooks, synchronous or asynchronous courses, and align with the California Healthy Youth Act when applicable. Additionally, the physical education 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, the school is preparing students for success in grades TK - 12 and beyond. The ongoing practice of analyzing student data is utilized during professional development/training and grade-level collaboration planning to enhance teacher knowledge, skill, and effectiveness in addressing student academic needs. " 2024-06-20 2024 37754160139386 Excel Academy Charter 2 Excel Academy Charter School (EACS) delivers a high-quality model of education rooted in personalized learning, flexible schedules, and proven multi-tiered systems of support for all TK-12 grade students. EACS offers students various equity based curriculum options that are vetted for standards alignment and a high level of rigor. Teachers, students, and parents consistently collaborate to properly pace and design an instructional program to successfully work through grade-level Common Core State Standards with pre-approved curriculum options. EACS gathers baseline data from internal assessments, such as the i-Ready benchmark diagnostic assessments in English language arts (ELA) and mathematics, the English Language Proficiency Assessments for California (ELPAC), and the California Assessment of Student Performance and Progress (CAASPP) results. The goal of EACS is to increase the percentage of students who are meeting or exceeding standards in both ELA and math by 2% each year. All assessment results are regularly presented to the local governing board, to educational partners, and through the California School Dashboard. EACS has established baseline data of college and career readiness and strives to increase this by 2% annually. EACS aims for students to complete all standards in ELA, math, science, social studies, visual and performing arts, physical education, health, and world languages while working to be creative and complex thinkers, effective communicators, community and global participants, and empowered, independent learners. Mission Statement - Excel Academy Charter School will provide a flexible, personalized learning experience where teachers and parents collaborate to provide academic excellence and social and emotional foundations to instill a love for learning in each individual student. 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 Met All English Learner (EL) students complete assigned targeted ELD curriculum and virtual live instruction that is taught by a Crosscultural, Language, and Academic Development (CLAD) credentialed educator. EL students receive both asynchronous instruction through online programs and synchronous, small group designated instruction. For asynchronous work, EL students in grades K-3 utilize Imagine Language and Literacy, and students in grades 4-12 complete lessons through English 3D with support from their EL teacher. In addition to the assigned ELD online curriculum and designated instruction, Long-Term English Learners (LTELs) receive individualized intervention through the Student Success Team (SST) to gain English proficiency. ETL science courses are offered to students in grades 7-8. Students will be using the Bright Thinker curriculum along with integrated NGSS standards and personalized lab kits that will provide students a hands-on opportunity to generate problem solving and answer scientific questions. Students in grades 9-12 also participate in ETL courses using Bright Thinker curriculum (i.e. biology, chemistry, and physics). 2024-06-20 2024 37754160139451 Pathways Academy Charter School - 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 Met PACSAE's 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 establishing clear expectations for teachers and students of what students are expected to learn, we are preparing our students for success in grades 9 - 12 and beyond. We have a continued practice of analyzing student data to identify professional development and training to enhance teacher knowledge, skill, and effectiveness to address student academic needs. 2024-06-04 2024 37754166119275 All Tribes Charter 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 4 5 4 4 4 5 4 5 Met ATAICS has a dedicated team that ensures all curricula are aligned with state academic standards. Teachers are trained to deliver standards based instruction ensuring that classroom activities and assessments are directly aligned with state standards. Professional development is presented in the form of focus training and collaborative learning. Trainings are focused on understanding and implementing state standards. Collaborative learning is exercised during professional learning communities (PLC’s) each week following the staff meeting. These PLC’s allow teachers to share best practices develop common assessments and align instructional strategies with state standards. Instructional coaches, standard aligned materials, are instructional resources provided by ATAICS to support classroom teachers. By focusing in these areas ATAICS is making significant progress in meeting requirements for implementing state academic standards, ensuring that all students have the opportunity to achieve academic success 2024-06-20 2024 37756140000000 Valley Center-Pauma Unified 2 See Option 2 - Reflection Tool 4 3 4 2 2 5 4 4 0 2 4 4 3 3 2 3 2 3 3 3 5 3 4 Met VCPUSD is in progress in several areas related to curriculum and the full implementation of newer academic standards. For each area the following work is being done or a plan has been put in place. History-Social Science: At the elementary level the feedback received suggests a need for additional training and support for teachers in how to best incorporate these standards into their lesson planning. New supplemental materials will be reviewed and piloted over the coming school year with the goal of understanding how to best implement academic standards in this areas. Next Generation Science Standards: VCPUSD has engaged in a multi-year process to transition our current approach to science instruction to align better with the Next Generation Science Standards (NGSS). At the elementary grades new curriculum has been adopted and pacing/implementation guides have been developed. VCPUSD has been working closely with the San Diego County Office of Education (SDCOE) for the past three years and this will continue into 2024-2025 with scope and sequence work leading to the exploration of new materials for instruction at the secondary level. Health Education Content Standards: At all grade levels health education standards are part of physical education. The growth for the district that will occur will be mapping out how these standards are integrated and how to best involve all educational partners in meeting both state and local school community needs. 2024-06-20 2024 37764710000000 SBC - High Tech High 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710114678 High Tech High Chula Vista 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710114694 High Tech High North County 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710119271 High Tech Middle North County 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710123042 High Tech Middle Chula Vista 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710123059 High Tech Elementary Chula Vista 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710127605 High Tech Elementary North County 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710137067 High Tech High Mesa 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710138768 High Tech Middle Mesa 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 2 5 3 4 4 4 Met 2024-06-18 2024 37764710138776 High Tech Elementary Mesa 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 5 3 4 4 4 Met 2024-06-18 2024 37768510000000 Bonsall Unified 2 4 4 4 4 4 5 4 4 4 4 4 4 3 4 4 3 4 4 4 4 4 4 4 Met BUSD implemented new History/Social Science curriculum in grades K-12 in 2023-2024. The new adoption included PD that was provided in the fall of 2023 to support implementation. Science teachers at the high school level also implemented new science curriculum starting in the fall of 2023. ELA, science, and mathematics have been supported with more recent adoptions, along with ongoing PD and resources. The district ELD program continues to improve through frequent collaboration and through the development of a revised English Learner Master Plan. The district ELD team continues to identify needs and offer further opportunities for increased training for staff in ELD standards and effective strategies for integrated ELD. We are also supporting the development of our CTE and Early College programs through the support of our new CTE/Early College Counselor on Special Assignment who is coordinating these programs. Our Early College program lets students experience authentic college life while still in high school, attending classes on an actual college campus. For a small community like Bonsall, this is an incredible opportunity for students to develop crucial skills and foster an excitement for higher education. Our World Language offerings at the high school level expanded this year, and we now offer Spanish 3 and AP Spanish at Bonsall High School. We have secured additional grants to support PD and growth as well, such as CTEIG, K12SWP, GSPP, and more. 2024-06-26 2024 37768516113468 Vivian Banks Charter 2 Not Met For Two or More Years 2024 37770990000000 SBE - Altus Schools 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 Met 2024-06-26 2024 37771070000000 SBE - Altus Schools South Bay 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 37771560137323 Vista Springs Charter 2 5 4 5 4 4 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 5 5 4 Met 2024-06-06 2024 37771640137356 College Preparatory Middle 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 5 3 2 4 4 4 Met 2024-06-12 2024 37771720138099 Baypoint Preparatory Academy - San Diego 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met BPA-SD utilizes a blended learning, station-rotation model to educate its diverse students including at-risk students. To facilitate this, students participate in a rigorous, relevant, college-prep curriculum with cutting-edge educational technology and resources. BPA-SD’s curriculum is based on Common Core State Standards (CCSS) and supports BPA-SD’s mission statement and Schoolwide Learner Outcomes. Time is spent between working independently, collaboratively, and in daily small group instruction. BPA-SD’s academic model and adopted curricula provide equitable and academically differentiated instruction for all BPA-SD students, including the student group populations of at-risk students. All BPA-SD students accessed the differentiated curriculum through small group instruction while utilizing resources such as Houghton Mifflin’s Journeys, Heggerty-Phonics, Wordly Wise-Vocabulary, Go Math, ELA and MAT i-Ready Programs, Eureka Math, Pearson ELA, Discovery Education, Mystery Science/Generation Genius, Meet the Masters (art), and Second Step (social-emotional learning), etc. Daily, students participated in the teacher-center (teacher station rotation), where the instructional staff applied a higher order of thinking (engagement, representation, action, and expression: application, analysis, evaluation, and creativity) to increase the rigor of the student's instruction. In addition, BPA-SD’s assessments include i-Ready diagnostics and CAASPP Interim Assessment Blocks. 2024-06-25 2024 38103890000000 San Francisco County Office of Education 2 3 3 3 4 3 4 4 4 4 3 4 4 3 4 3 4 4 5 4 4 4 4 4 Met 2024-06-25 2024 38684780000000 San Francisco Unified 2 N/A 3 3 3 4 3 4 4 4 4 3 4 4 0 4 3 4 4 5 4 4 4 4 4 Met N/A 2024-06-25 2024 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 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 Met 2024-06-11 2024 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 Met 2024-06-11 2024 38684780101774 Five Keys Charter (SF Sheriff's) 2 4 4 4 4 4 4 3 4 4 4 4 3 4 3 4 5 4 3 4 3 4 4 3 Met This school year we continued to develop new instructional initiatives. Our central addition was the creation of academic departments and the position of department heads. Four teachers adopted the role and led instructional training and material development for their subject areas (ELA, Social Studies, Math, Science). We also built additional supports and added courses into our curriculum program. This included additional WIOA curriculum adoption focused on literacy, including Burlington English, and supplements for the ELD materials. In the Social Studies program, we adopted units from the Choices Program from Brown University. In Math, we launched a Math Foundations course to support students in accessing high school level math and completed revisions to the core Algebra course. Other new initiatives include a pilot of a new Visual Art curriculum and expansion of online course offerings across subjects. 2024-06-27 2024 38684780107300 City Arts & Leadership Academy 2 City Arts & Leadership Academy utilizes a curriculum that is aligned to the California Common Core State Standards (CCSS) across all content areas and grade bands. By piloting and adopting standards-based curriculum and a teaching & learning cycle that promotes equitable instruction, we ensure that students are exposed to appropriate and rigorous grade level content throughout their City Arts & Leadership Academy experience. Additionally, annual goals for student achievement, as well as interim and formative assessments are used to assess the effectiveness of our instruction and support of student learning and continuous growth. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 38684780118141 Five Keys Independence HS (SF Sheriff's) 2 4 4 4 4 4 4 3 4 4 4 4 3 4 3 4 4 5 3 4 3 4 4 3 Met This school year we continued to develop new instructional initiatives. Our central addition was the creation of academic departments and the position of department heads. Four teachers adopted the role and led instructional training and material development for their subject areas (ELA, Social Studies, Math, Science). We also built additional supports and added courses into our curriculum program. This included additional WIOA curriculum adoption focused on literacy, including Burlington English, and supplements for the ELD materials. In the Social Studies program, we adopted units from the Choices Program from Brown University. In Math, we launched a Math Foundations course to support students in accessing high school level math and completed revisions to the core Algebra course. Other new initiatives include a pilot of a new Visual Art curriculum and expansion of online course offerings across subjects. 2024-06-27 2024 38684780123265 Gateway Middle 2 "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 ? Career Technical Education (as applicable) ? 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 to become better acquainted with the teaching and learning related to standards and frameworks. They also used paid time to update curriculum plans. 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 grades and assessments 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. " 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-05-22 2024 38684780123505 Mission Preparatory 2 4 4 4 4 3 5 5 5 4 4 5 5 4 4 4 0 5 5 4 0 5 5 5 Met 2024-06-06 2024 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 Met 2024-06-11 2024 38684783830429 Life Learning Academy Charter 2 4 3 4 4 4 5 4 4 4 4 5 4 4 4 4 4 5 3 5 4 5 5 4 Met 2024-06-25 2024 38684783830437 Gateway High 2 "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 ? Career Technical Education (as applicable) ? 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 to become better acquainted with the teaching and learning related to standards and frameworks. They also used paid time to update curriculum plans. 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 grades and assessments 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. " 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-05-22 2024 38684786040935 Thomas Edison Charter Academy 2 3 4 3 3 3 4 4 5 3 3 4 4 4 3 3 5 4 5 5 5 5 4 3 Met The LEA has made some changes to academic programming to better meet the needs of our students and community after reviewing recent data provided. As a result, some areas where we were previously sustainable have moved into the implementation process as we rebuild sustainability with new resources. 2024-06-18 2024 38684786112601 Creative Arts Charter 2 4 4 4 4 5 4 4 5 4 5 4 4 4 4 5 0 5 5 5 0 5 4 4 Met 2024-06-25 2024 38769270000000 SBE - The New School of San Francisco 2 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 3 4 4 4 Met 2024-06-25 2024 38771310137307 KIPP Bayview Elementary 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 Met 2024-06-11 2024 39103970000000 San Joaquin County Office of Education 2 3 2 3 3 3 5 3 5 3 5 4 3 4 3 4 4 3 3 3 1 5 4 4 Met Based on a review of the data (CA Dashboard/Dataquest), local assessments, classroom observations, and survey feedback, there is a need to focus on subject- specific professional learning, project-based learning, and EL instructional strategies. There needs to be an improvement in providing world language courses for students, as well as enhancing science courses to ensure students are engaged in lab-based activities aligned with the Next Generation Science Standards. The LEA also needs to continue providing tiered support for new and struggling teachers to ensure they are able to effectively teach the academic standards. 2024-06-20 2024 39103970120717 one.Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 4 5 Met 2024-06-18 2024 39103970124958 TEAM Charter 2 N/A 5 5 5 3 3 5 5 5 4 4 5 4 4 3 3 2 2 5 4 1 5 5 4 Met N/A 2024-06-26 2024 39103973930476 Venture Academy 2 4 4 4 4 4 3 3 3 4 4 4 4 4 4 4 4 4 4 5 4 4 3 3 Met 2024-06-20 2024 39685020000000 Escalon Unified 2 4 4 4 4 4 5 4 5 5 5 4 4 4 3 3 4 3 3 5 4 4 3 3 Met 2024-06-20 2024 39685020126011 Escalon Charter Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met Student access and accountability to the academic standards is the primary focus of ECA. In the homeschool program, parents are responsible for selecting appropriate materials to use in instructing their children. Working in partnership with the parent (teacher of record), the ECA consulting teacher role focuses on supporting the parent in making the connections between the selected materials and grade level academic standards. Through benchmarking and appropriate targeted assessment, the consulting teacher can identify the student's specific learning gaps and provide targeted support to the parent and progress monitoring tools to ensure the student makes adequate progress in the identified areas of need. One of the challenges ECA faces in implementing academic standards is that new instructional materials are continually being selected by parents, which requires the consulting teacher to familiarize themself with the new materials and their direct, and indirect, alignment to the standards. In this sense, the consistent utilization of standardized measures, like Renaissance's STAR platform, provide ECA with effective tools to monitor student access and mastery of grade level academic standards and provide suitable, targeted intervention as student need dictates. In reality, it is unlikely ECA will ever reach Full Implementation and Sustainability, because of the need to constantly review and align parent selected materials to grade level standards. 2024-06-20 2024 39685440000000 Jefferson Elementary 2 5 4 4 5 5 5 4 5 5 5 4 3 4 4 4 0 5 5 4 0 3 4 3 Met 2024-06-20 2024 39685690000000 Lincoln Unified 2 5 5 5 4 4 5 5 5 5 5 5 5 5 4 5 4 5 5 5 5 4 4 4 Met Lincoln Unified School District uses curriculum that is aligned with academic standards across all subjects. Teachers receive extensive professional development in Math, Science, Social Science, and EnglishLanguage Development. The district is also introducing professional development for art education in elementary schools to support art standards and prepare students for secondary art courses. Career Technical Education classes are already fully implemented in high schools, and a pilot program is currently underway to introduce CTE curriculum in middle schools, with plans for full implementation in the coming year. 2024-06-26 2024 39685690132415 John McCandless Charter 2 4 4 4 4 3 5 5 5 5 5 4 4 4 4 4 4 5 5 5 0 4 4 4 Met 2024-06-25 2024 39685770000000 Linden Unified 2 4 4 3 3 3 4 4 3 5 4 4 4 4 4 3 5 4 5 4 4 4 4 3 Met 2024-06-21 2024 39685850000000 Lodi Unified 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 39685850101956 Aspire Benjamin Holt College Preparatory Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 0 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39685850122580 Rio Valley Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 3 5 5 5 5 4 5 Met Rio Valley Charter School leverages educational data to implement aligned curricula and instructional programs that meet the highest standards for all students. Our institution actively seeks and provides diverse curricular supports based on established benchmarks. Emphasis is placed on core subjects, including mathematics, language arts, science, and social studies. We develop and maintain comprehensive course descriptions and syllabi, while also administering end-of-course assessments to ensure thorough content mastery. To gauge student progress and identify specific needs, our students engage in normed growth projection testing twice per academic year, at the beginning of each semester. These assessments, known as NWEA MAP tests, furnish our educators with valuable data to accurately ascertain student requirements and tailor instruction accordingly, aligning with the established standards. Our teaching staff analyzes the data obtained from NWEA MAP tests to continuously monitor the growth of both grade-level cohorts and individual students. We offer an extensive selection of coursework options that support state standards. These options encompass concurrent enrollment in community colleges, volunteer opportunities, homeschool co-operatives, workshops, and local recreation classes. Moreover, we provide supplementary coursework through online programs aligned with Common Core Standards, such as Edmentum programs, Discovery Ed, and Khan Academy. 2024-06-17 2024 39685850133678 Aspire Benjamin Holt Middle 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39685856116594 Aspire Vincent Shalvey Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39685856117675 Joe Serna Jr. Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met 2024-05-15 2024 39685856118921 Aspire River Oaks Charter 2 Not Applicable (See Option 2) 4 4 3 3 3 0 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39685930000000 Manteca Unified 2 4 2 2 2 2 4 4 4 4 4 4 4 4 3 3 5 4 4 4 4 2 3 2 Met 2024-06-18 2024 39686190000000 New Hope Elementary 2 4 4 1 2 1 5 4 2 1 1 1 1 1 1 1 0 1 3 3 1 3 3 3 Met 2024-06-18 2024 39686270000000 New Jerusalem Elementary 2 4 4 3 3 3 4 4 4 3 4 4 4 4 4 4 3 2 2 3 3 4 4 4 Met 2024-06-25 2024 39686270117796 New Jerusalem 2 4 4 3 3 3 4 4 4 4 4 4 4 4 3 4 3 3 2 3 2 4 4 4 Met 2024-06-25 2024 39686270126755 ABLE Charter 2 5 3 5 4 4 5 5 5 4 4 4 4 4 4 4 0 3 3 3 3 4 4 4 Met 2024-06-17 2024 39686270127191 California Virtual Academy @ San Joaquin 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-13 2024 39686270129890 Delta Home Charter 2 4 3 4 4 4 4 3 4 3 4 3 2 3 3 3 0 1 4 1 0 3 3 3 Met 2024-06-25 2024 39686270129916 Valley View Charter Prep 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 3 5 5 5 5 4 5 Met 2024-06-13 2024 39686270132050 Astronaut Jose' M. Hernandez Academy 2 4 3 4 3 4 4 3 4 3 4 4 3 4 3 4 4 3 4 3 4 3 3 3 Met Our school is a TK-8 school and some of the other adopted academic standards do not apply. This is our first year as an independent charter. We invested in a few new school- wide curriculums that also serves as a curriculum to be implemented in our plan to transform our LEA into a high quality school that supports students in reading. We believe this innovative educational approach will significantly enhance our students’ academic achievements and cultural understanding 2024-06-11 2024 39686270133116 Insight @ San Joaquin 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 0 5 5 5 Met 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 received professional development both virtually and in-person. During these sessions, teachers receive support and training to deepen their understanding on standards and overall student support. Teachers are observed informally at least bi-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, trainer and instructional coach. 2024-06-14 2024 39686270136028 Delta Keys Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 39686270136135 Delta Charter Online 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 4 2 4 5 5 5 Met 2024-06-25 2024 39686276119309 Delta Charter 2 4 3 4 3 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 4 Met 2024-06-25 2024 39686350000000 Oak View Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 5 5 0 5 5 5 Met 2024-06-27 2024 39686500000000 Ripon Unified 2 5 4 5 5 3 5 5 5 5 3 5 4 5 4 3 5 4 5 4 4 5 5 4 Met 2024-06-27 2024 39686500125849 California Connections Academy Northern California 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met 2024-06-04 2024 39686760000000 Stockton Unified 2 4 5 4 4 4 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-25 2024 39686760108647 Aspire Rosa Parks Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39686760111336 Pittman Charter 2 4 5 4 4 4 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-05-20 2024 39686760114876 Aspire Port City Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39686760117853 Dr. Lewis Dolphin Stallworth Sr. Charter 2 4 4 5 5 5 4 4 5 5 5 4 4 5 5 5 0 1 3 2 0 4 4 4 Met 2024-06-19 2024 39686760118497 Aspire Langston Hughes Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 0 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39686760119743 Stockton Early College Academy 2 4 5 4 4 4 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-05-09 2024 39686760120725 Stockton Collegiate International Elementary 2 4 5 4 4 4 4 5 4 4 4 4 4 4 4 4 0 3 3 5 3 5 4 4 Met 2024-06-27 2024 39686760120733 Stockton Collegiate International Secondary 2 5 4 5 5 5 5 5 5 5 5 4 4 4 4 4 0 3 4 4 5 5 4 4 Met 2024-06-27 2024 39686760121541 Aspire APEX Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39686760123802 Health Careers Academy 2 4 5 4 4 4 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-05-16 2024 39686760124248 Pacific Law Academy 2 4 5 4 4 4 5 5 4 5 4 5 5 4 5 4 4 4 4 4 4 4 4 4 Met 2024-05-21 2024 39686760136283 Team Charter Academy 2 TCA uses locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, including unduplicated student groups and individuals with exceptional needs. Access to a broad course of study is annually reviewed by the Instructional Support TEAM, Director(s) of Education, and Special Education Director through our walkthroughs, observations, and review of our student information system, PowerSchool. TEAM Charter Academy 6th grade students and one 7th grade cohort of students are enrolled in self-contained classrooms in which they receive instruction from a credentialed multiple subject teacher. The remaining 7th and 8th grade students travel in cohorts to receive instruction in all core and elective classes from single subject credentialed teachers. A master schedule is utilized to ensure all students have access to all core and elective subjects. 100% of the students at TEAM Charter Academy have access to a broad course of study. All students (including unduplicated students and students with disabilities) in 6th-8th grade are enrolled in English, Math, History-Social Science, and Science, Physical Education and an elective course or PBL. Leadership and AVID are offered as an alternative to intervention. The PBL course offering is reserved for our students in self-contained classes. TCA has increased our staff with more support staff to work with teachers, students, and families to help ensure all students can access the curriculum. This support system includes our school counselor, administrators, attendance clerk, resource teachers, the Special Education director, and the school nurse. We are implementing a new MTSS plan that includes a series of training for the staff to become certified. In addition, will implement the following actions: • Regular observations, walkthroughs, and feedback for teachers. • Regularly monitor student progress and provide needed support and intervention • Provide professional learning to teachers and administrators on evidence-based instructional strategies • Improve and increase tutoring options for students to improve grades • Continue to provide information to parents, students, and educational partners about grade level requirements and how to access students' grades • Continue to ensure that all grade levels are offered the required subject areas • Continue to work with the MTSS committee to implement district and site multi-tiered systems of support that will address academic, behavioral, and social-emotional needs to provide a learning environment where all learners can be successful 5 5 5 4 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 39686760139865 Aspire Stockton 6-12 Secondary Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39686760139907 Voices College Bound Language Academy at Stockton 2 4 3 4 1 2 4 4 4 1 2 4 3 4 1 2 0 1 1 2 0 3 3 3 Met In the 2023-24 school year, Voices Stockton experienced a shift in staff, including the hiring of a new principal. While we have returning staff share our best practices for understanding, unpacking, assessing and learning from standards in our professional learning community, Voices Stockton had a couple new teachers and had to introduce them to curriculum and best practices. Voices Stockton is currently exploring different curriculum in certain grades, as we undergo curriculum reviews, though we are sustaining our protocols to support teachers regardless of the curriculum (for example, internalization protocols). 2024-06-25 2024 39686760139923 Aspire Arts & Sciences Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 39686760140616 KIPP Stockton 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 Met 2024-06-11 2024 39686760141358 KIPP University Park 2 In line with our mission to prepare all students for success in college and beyond, KIPP will support 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 will be ready to take on the rigors of college and future careers. We will 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 will focus on building upon foundational skills coupled with an emphasis on higher-order thinking processes in all content areas. In accordance with state regulations, KIPP will provide the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12. In year 1, state academic standards for ELA, ELD, and Math will be fully implemented. Progress toward fully implementing all other content standards will be tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards. We will 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 has 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 will adopt 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 will be 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 Met 2024-06-11 2024 39686766042725 Nightingale Charter 2 4 5 4 4 4 5 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-05-31 2024 39754990000000 Tracy Joint 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 Met 2024-06-25 2024 39754990102384 Primary Charter 2 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 0 3 5 5 0 5 5 5 Met 2024-06-10 2024 39754990102392 Millennium Charter 2 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-10 2024 39754990139949 Tracy Independent Study Charter 2 At Tracy Charter School, we've chosen some specific tools to help us track our progress - mainly our online learning platform. This platform is designed to align with California State Standards, making sure that all of our subjects are covered thoroughly. By using this technology, we're able to monitor how our students are doing, allowing us to make adjustments and provide the support they need to succeed. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 5 4 4 Met 2024-06-25 2024 39754996118665 Discovery Charter 2 5 4 5 4 5 5 4 5 4 5 5 3 5 4 5 0 4 5 3 0 5 5 5 Met 2024-06-10 2024 39767600000000 Lammersville Joint Unified 2 4 4 4 4 4 5 5 5 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 Met 2024-06-18 2024 39773880000000 Banta Unified 2 5 5 4 5 5 5 5 4 5 5 3 3 4 5 5 0 5 5 5 0 5 5 5 Met 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. 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. New Math curriculum, along with PD for Math was phased in 2023-24. 2024-06-21 2024 39773880127134 River Islands Technology Academy II 2 4 2 5 3 2 4 2 4 4 2 3 2 5 3 1 0 1 3 4 0 3 2 3 Met 2024-06-20 2024 39773880131789 NextGeneration STEAM Academy 2 3 3 5 3 2 4 3 4 4 3 4 3 4 3 2 0 1 3 3 0 4 3 3 Met 2024-06-20 2024 39773880140392 Banta Charter 2 5 5 4 5 5 5 5 4 5 5 3 3 4 5 5 0 5 5 5 0 5 5 5 Met 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. 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. New Math curriculum, along with PD for Math was phased in 2023-24. 2024-06-21 2024 39773880141234 EPIC Academy 2 4 3 5 4 2 4 4 4 4 3 4 3 5 4 2 0 2 3 4 0 4 4 4 Met 2024-06-20 2024 39773880141242 River Islands High 2 4 4 4 3 3 4 4 4 3 3 4 4 3 3 4 4 4 4 2 4 3 4 4 Met 2024-06-20 2024 40104050000000 San Luis Obispo County Office of Education 2 4 3 5 4 4 4 3 4 4 4 4 4 4 4 4 5 5 4 4 3 5 5 5 Met 2024-06-20 2024 40104050101725 Grizzly ChalleNGe Charter 2 5 5 5 3 5 5 5 5 3 5 5 5 5 3 5 5 5 5 5 0 5 5 5 Met State academic standards are fully implemented and sustained except for NGSS where teachers are participating in professional development towards these standards. Grizzly Challenge Charter School does not currently offer foreign language courses or traditional lab science classes. 2024-06-06 2024 40104050125807 Almond Acres Charter Academy 2 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 2 4 5 4 1 5 4 4 Met 2024-06-26 2024 40687000000000 Atascadero Unified 2 5 4 4 4 5 5 5 4 5 5 5 4 4 4 4 5 4 4 4 4 4 4 4 Met 2024-06-11 2024 40687260000000 Cayucos Elementary 2 "Cayucos Elementary School District performed strongly on the California Assessment of Performance and Progress (CAASPP) in 2023. Cayucos Elementary School District (CESD) student population had an enrollment of 171 students (2022-23), 39.2% Socioeconomically disadvantaged, 4.7% English Learners, and 0% Foster Youth. (Note: CESD does not have significant data for English Learners, Homeless, Two or More Races, and Students with Disabilities due to the sample size). CESD students perform well in the following areas: English language arts and Math. Our overall status as a district is Green. Additionally, ""standard met"" in Basics, Implementation of Academic Standards, Parent Engagement, Local Climate Survey, and Access to a Broad Course of Study. 62% of students at CESD in 5th and 7th grade performed at or above grade level on the CAST (State Science Assessment), which is significantly above the state average of 30%. 100% of our students successfully completed the Physical Education state assessment and have access to California State PE standards on a weekly basis. In the following areas: History -Social Science, Visual and Performing Arts, and Next Generation Science Standards credentialed teacher instruct our students and plan their lessons aligned to state standards. In a deeper dive into the English language arts performance, the following data was discovered: CESD's overall ELA performance is 40.6 above standard for all students, which is a maintained level from the 2022 data. No student groups performed in the Red status, our Hispanic student group performed at the Orange status, with Socioeconomically Disadvantaged students performing at Green status and White students performing at Blue status. Our school staff is exploring at greater depth the performance of our Hispanic students as the 31 students who make up this group performance had a 14.6 decline over last year's performance. Our Coordination of Services Team and classroom teachers have looked specifically at this student group and can make individual plans for success for each student. In the area of Mathematics, All student data performed 17.9 points above standard, which increased by 5.1 points. No student groups performed in the Blue, Red, or Orange performance levels. Both Hispanic and Socioeconomically Disadvantage students performed at the Yellow status level (both of these groups maintained their status level compared to the 2022 data), with White students performing in the Green band. Local data is collected three times a year at CESD. Currently, we use DIBELS (Dynamic Indicators of Basic Early Literacy Skills) for both math and reading- grades Tk-6, and NWEA MAP assessments. NWEA MAP Growth is a nationally normed, standardized achievement test that measures what students know and informs what they're ready to learn next by using a computer adaptive test that adjusts to the ability and knowledge of the student. CESD conducts ""data dives"" with multiple grade-lev" 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 3 3 4 4 0 4 4 4 Met CESD is a small one-school, school district with an enrollment of 178 students. We service TK-8 grade levels. In the area of academic achievement, the California Department of Education released our State of California 2022-23 testing data. As a State, the data show continued signs of recovery compared to 2021 and 2022, though English language arts and mathematics scores are still down from pre-pandemic levels throughout California. Cayucos Elementary School District continues to show promising results compared to California as a whole, and performs at the top of San Luis Obispo County. CESD has very low class size ratios, a fully articulated intervention plan (MTSS) and students receive high quality instruction by mostly veteran teachers (average of 12 years). We have a fully articulated intervention system driven by student data and research based interventions. Additionally, CESD has implemented Positive Behavior Interventions and Supports to complement our Character Counts, Second Step, and Olweus support. 2024-06-18 2024 40687590000000 Lucia Mar Unified 2 4 4 4 3 2 4 4 4 3 2 4 4 4 3 2 4 4 4 3 2 4 4 3 Met 2024-06-18 2024 40687910000000 Pleasant Valley Joint Union Elementary 2 5 5 5 5 4 5 4 5 5 4 5 4 5 4 4 0 4 5 4 0 4 4 4 Met 2024-06-18 2024 40688090000000 San Luis Coastal Unified 2 3 3 5 5 4 3 3 5 5 4 3 3 5 5 4 5 5 5 4 5 5 5 5 Met 2024-06-04 2024 40688096043194 Bellevue-Santa Fe Charter 2 5 3 3 5 5 5 3 3 5 5 5 3 5 5 5 0 3 5 5 0 5 5 5 Met We are waiting for the State textbook adoption to align with the new State Mathematics framework. All of our students, at this time, are English proficient so there is no focus on English Language Development. For 2024/25, we have formed a faculty committee assigned to better align our health education standards with the State requirements. 2024-05-28 2024 40688250000000 San Miguel Joint Union 2 Teachers received ongoing professional development during the 2022/23 school year in the areas of English Language Arts and English Language Development standards. Adopted Academic Standards Include: Common Core Standards for English Language Arts Common Core Standards for Mathematics ELD Standards Next Generation Science Standards History-Social Science Standards/ Framework Physical Education Model Content Standards Visual and Performing Arts Professional Development: Professional Development days Early Release Wednesdays for PD and PLCs TIP program Mentors for interns 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-27 2024 40688330000000 Shandon Joint Unified 2 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 2 3 4 4 4 Met 2024-06-25 2024 40688410000000 Templeton Unified 2 3 4 3 5 3 1 5 5 5 3 4 4 5 5 3 4 5 5 5 5 5 4 4 Met 2024-06-27 2024 40754570000000 Paso Robles Joint Unified 2 4 4 3 3 3 4 4 3 4 3 4 3 3 3 3 4 3 4 4 3 4 4 3 Met The progress in professional development and professional learning is lower in history and science as we are currently in the first year of implementation and adoption at the elementary level. This is anticipated to increase in the coming years. In response to the adoption of the new CA state framework for mathematics, we are reviewing our available curriculum options to plan for a current adoption with clear alignment to the new framework and state standards. Survey results are used to determine professional learning needs for staff alongside data review and reflection to surface priorities and focus for the upcoming school year. 2024-06-25 2024 40754650000000 Coast Unified 2 5 4 4 4 4 5 4 5 5 5 5 4 5 4 5 5 5 5 4 5 4 4 4 Met 2024-06-27 2024 41104130000000 San Mateo County Office of Education 2 SMCOE uses curriculum-aligned assessments to measure progress toward mastery of Common Core Standards. In addition, student progress is regularly monitored by our Academic Counselor and Teachers on Special Assignment (TOSAs), and additional supports are provided as indicated. 3 1 3 1 1 4 4 3 1 1 4 4 3 1 1 3 4 4 3 1 4 2 1 Met 2024-06-26 2024 41104130135269 Oxford Day Academy 2 4 4 4 4 4 3 3 4 4 3 4 4 4 4 4 2 3 3 4 4 4 5 5 Met 2024-06-03 2024 41688580000000 Bayshore Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 2 5 5 4 0 4 4 4 Met 2024-06-20 2024 41688660000000 Belmont-Redwood Shores Elementary 2 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 0 3 3 2 3 3 3 3 Met 2024-06-20 2024 41688740000000 Brisbane Elementary 2 4 4 5 4 4 4 4 5 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-26 2024 41688820000000 Burlingame Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 2 4 4 4 3 4 3 3 Met The District is in the process of implementing a new and robust Career Technical Education program at the middle school level. We have applied for a grant that would award matching funds and are collaborating with the San Mateo County Office of Education and the K12 Strong Workforce and Middle School Consortium, which are providing guidance and collaborative opportunities for districts in the area. There is also a new focus on professional development. Based on feedback from teachers, the highest area of need is English Language Development (ELD), especially for newcomers. We are working to integrate ELD professional learning into the English language arts, math, and science curricula. 2024-06-18 2024 41688900000000 Cabrillo Unified 2 4 3 4 4 3 4 3 4 4 3 4 4 3 4 3 4 3 3 4 4 4 3 3 Met 2024-06-13 2024 41689080000000 Hillsborough City Elementary 2 4 2 3 3 3 4 3 3 4 3 4 3 4 4 4 4 4 4 4 4 4 3 3 Met HCSD continues to make progress toward implementing state-board adopted academic standards and frameworks. We see opportunity in refining our systems for collaborating with individual teachers to help them identify their learning needs and in supporting teachers to identify standards where they need more support. We plan to address this work more fully in the 2024-2025 school year. Some curricular areas are still in progress as noted below. - The 2023 Math Framework was recently approved and HCSD has started becoming more familiar with the framework. We hope to adopt updated instructional materials in two years and will continue to deepen our understanding of the standards and new framework in the meantime. - ELD materials were recently purchased to support English Learners. More work needs to be done in this area with all staff. - We continue to work through the History Social Science standards with elementary staff and review instructional materials. This work will be ongoing. 2024-06-18 2024 41689160000000 Jefferson Elementary 2 5 5 5 5 4 5 5 5 5 5 4 4 4 4 4 0 5 5 5 4 5 5 5 Met 2024-06-26 2024 41689160112284 California Virtual Academy San Mateo 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-11 2024 41689240000000 Jefferson Union High 2 3 4 4 3 4 4 4 3 3 4 4 4 4 3 4 4 4 4 4 4 4 3 3 Met All subject areas continued work not only at the district level but at the site level as they continued collaboration to create student facing objectives for each course. We have piloted curriculum in physics and English courses this year and will continue the work of updating our instructional materials in those subjects next year. A major area of focus is on our math courses. Though we continue to offer cohesive professional learning opportunities and collaboration, our test scores across the district tells us there is more work to be done. We will specifically adding focus to supporting site teams in implementing more formative assessments. 2024-06-18 2024 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. 3 3 3 2 0 4 3 4 3 4 2 2 2 2 2 3 4 1 5 5 4 3 3 Met 2024-06-13 2024 41689320000000 Pacifica 2 4 3 4 4 2 4 3 4 4 3 3 2 4 3 1 2 3 4 3 0 3 3 2 Met 2024-06-12 2024 41689400000000 La Honda-Pescadero Unified 2 LHPUSD uses the following local measures at the student, teacher and administrative levels to track progress in implementing the state academic standards. Student: Local assessments augment the state-mandated California Assessment of Student Performance and Progress (CAASPP) program to provide timely reports of implementation of state standards. -Kindergarteners take the Brigance Kindergarten Readiness Assessment in the first few weeks of school. -Students in grades TK-5 take the DIBELS-8 Reading assessment three times per year. -Students in 2nd-11th take the NWEA Measures of Academic Progress in Math and English Language Arts twice yearly. These results are organized on a data profile for each multiple subject classroom teacher and utilized to designate students who may need Tier 2 support to progress academically. These tools were selected due to their alignment with the CAASPP assessments and the ease of use and reporting. Teachers Teachers utilize standards-based curriculum with students on a daily basis. Teachers are involved in reviewing, piloting and selecting materials in the adoption process In 2023-2024, LHPUSD moved to a Science of Reading literacy program in grades TK-5th grade and piloted materials in each classroom. Professional development was also provided to teachers. Efforts are underway in 2024-2025 to replace previously adopted materials with new materials in the following subject areas: ELD High School History/ Social Science High School Health TK-5th grade ELA 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-27 2024 41689570000000 Las Lomitas Elementary 2 4 3 4 4 3 5 2 5 5 5 4 2 4 4 4 3 3 5 4 4 4 4 4 Met 2024-06-12 2024 41689650000000 Menlo Park City Elementary 2 4 5 5 5 4 5 5 5 5 5 4 5 5 5 4 0 5 5 5 5 5 5 5 Met 2024-06-13 2024 41689730000000 Millbrae Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 3 3 4 4 4 4 3 3 Met 2024-06-25 2024 41689810000000 Portola Valley Elementary 2 4 4 5 4 5 5 5 5 3 5 4 4 5 4 5 3 4 5 5 5 4 5 5 Met During the 2023-2024 school year the District was engaged in piloting curriculum materials in ELA (grades TK - 8) and Science (grades 6-8). This was also Year 2 of implementation of the Science curriculum in grades TK-5. This had some impact on the delivery of instruction and materials particularly for Science. 2024-06-13 2024 41689990000000 Ravenswood City Elementary 2 3 3 3 2 2 3 3 3 3 2 3 3 2 2 2 2 2 3 4 2 3 3 2 Met 2024-06-27 2024 41689990134197 Aspire East Palo Alto Charter 2 Not Applicable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-20 2024 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 Met 2024-06-11 2024 41690050000000 Redwood City Elementary 2 4 3 3 2 2 4 4 4 3 3 4 3 3 3 3 2 3 3 3 2 3 2 3 Met Self-reflection tool - District credentialed staff survey 2024-06-26 2024 41690050127282 Connect Community Charter 2 4 4 4 4 4 5 5 5 4 5 4 4 4 4 4 4 4 5 4 1 4 5 4 Met Connect uses another important tool which is relevant to understanding its progress implementing state academic standard. Connect fully implements a social emotional learning (“SEL”) curriculum based on “Six Seconds.” Teachers have received training and follow-up support in fully implementing the SEL curriculum. The focus on SEL helps students to set goals, self-regulate their emotions, and focus on the task at hand which helps them to meet state academic standards. In 2023-24, Connect welcomed 20 students who are new to the educational system in the United States. Connect has been actively engaged in program development and professional development to address the needs of the “newcomer” students. The newcomers’ are about 15% of the school community. The community is changing, and in 2022-23, Connect’s stability rate was 84% and its non-stability rate was 16%. 2024-06-06 2024 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 Met 2024-06-11 2024 41690050132076 Rocketship Redwood City 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 41690130000000 San Bruno Park Elementary 2 3 4 2 3 2 4 4 4 5 3 3 4 3 3 3 2 3 4 2 2 3 3 3 Met 2024-06-18 2024 41690210000000 San Carlos Elementary 2 5 3 5 4 4 5 3 5 5 5 4 3 5 4 4 2 4 5 4 3 4 4 4 Met SCSD is fully implementing ELA curriculum and providing professional development (PD) for teachers, K-8. Teachers are also piloting programs aligned to the Science of Reading. Structures to monitor progress and resources for instruction for English Learners are being refined, and the reclassification process has been revised and fully implemented. The District is fully implementing Math in Focus in grades K-5, and Big Ideas and College Preparatory Mathematics in 6-8. Teachers are provided with ongoing PD in both programs. STEMScopes, an NGSS-aligned curriculum, was adopted in spring 2021, and teachers received PD throughout the previous two school years. Updated History curriculum for grades 6-8 is in year four of implementation, and K-5 is in year two of implementation and training. 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 and STEM experiences (P-8) and elective classes. 2024-06-13 2024 41690216112213 San Carlos Charter Learning Center 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 3 4 4 4 4 Met 2024-06-10 2024 41690390000000 San Mateo-Foster City 2 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 Met Standard: LEA annually measures its progress implementing state academic standards and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. Date Approved by Local Governing Board: June 27, 2024 2024-06-27 2024 41690470000000 San Mateo Union High 2 4 3 4 4 4 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 Met The District continues to provide high-quality professional learning to teachers, standards-aligned instructional materials and focused support to all teachers via the Instructional Coaching program. 2024-06-20 2024 41690470129759 Design Tech High 2 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 0 3 2 4 5 4 3 3 Met 2024-06-18 2024 41690620000000 Sequoia Union High 2 SUHSD will continue to select, create, and support implementation of curriculum materials aligned to Common Core, ELD Standards, Next Generation Science Standards, History/Social Science standards, CTE standards-aligned curriculum, Health Education, Physical Education, VPA and World Language: ELA: Improve upon the efficacy of our reading intervention system, following an intensive self-study of our reading program. English course teams will receive support to align year-long course scopes/sequences and to analyze data from common end-of-unit assessments for CCSS-aligned instructional units. ELD: Support effective implementation of ELD 1/2 textbooks, aligning to a scope and sequence developed from the CA ELA/ELD Framework. Having developed curriculum units at the ELD 3 level, continue to provide strong support for Designated ELD, as well as instruction in mainstream ELA standards. Support sites to align integrated ELD practices, including identifying and implementing priority ELD standards, across ELD/ELA and content area classes. Update, revise, implement and monitor our EL Master plan, which includes a focus on curriculum, assessment, professional development, course pathways, and student services for English Learner students. Pursue the development of an alternative pathway for students who qualify for AB 2121. Math: Provide professional development and in-class coaching to support implementation of balanced rigor, as defined by the Common Core. Measure progress using course-specific benchmarks and an interim comprehensive assessment. Math departments will analyze data from these assessments and make data-based instructional decisions. Science: Support the implementation of Next Generation Science Standards-aligned curriculum, exploring open-source materials including OpenSci Ed. Support supplementary curriculum resources such as Gizmos. Course teams will receive robust professional learning support to align instructional practices with the California Science Framework. Site teams will analyze both ICA and CAST data, making data-informed instructional choices. History-Social Science: Support alignment to the CA-HSS Framework and to support effective instruction in the Ethnic Studies classroom. Social Science departments will analyze data from the ICA and common curriculum-embedded assessments. Career Technical Education: Build our CTE pathways in alignment to the 11 Elements of High-Quality CTE programs, including standards-aligned curriculum. Health Ed: Offer a quarter-long living skills class during which most of the Health Education Content Standards are addressed. Revised the course's scope/sequence and instructional materials to align with changes to the standards. All required health standards are implemented in this course, biology, and P.E. PE: data-driven, standards-aligned collaboration VPA: Ensure expanded access to arts education (Prop 28) World Language: Aligning high-leverage instructional practices & course objectives 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met In addition to the curriculum alignment to the CCSS, NGSS, and CA HSS Framework, the District has focused on supporting instructional shifts towards 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, and an afternoon PD throughout the year. Additionally, in order to ensure that all students have access to standards-aligned content, a major focus of professional development is on integrated ELD strategies, and student discussion in particular. Approximately 50% of SUHSD faculty have participated in a multi-day training institute focused on embedding language support in content area teaching. 2024-06-26 2024 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. 3 3 3 2 4 4 3 4 3 4 2 2 2 2 2 3 4 1 5 5 4 3 3 Met 2024-06-13 2024 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. 3 3 3 2 4 4 3 4 0 4 2 2 2 2 2 3 4 1 5 5 4 3 3 Met 2024-06-13 2024 41690620126722 East Palo Alto Academy 2 "We continue to implement our CCSS pacing guides, developed in collaboration with external consultants. These guides are on our website. Leveraging the ELA Common Core language standards as a foundation, other departments have collaborated with external consultants to create CCSS pacing guides in Social Studies, Math, and World Languages. The Science department has adopted the NGSS as the framework for developing pacing guides in Physics, Biology, and Chemistry. In the academic year 2023-2024. In Math we continue our collaboration with Jack Dieckmann of Stanford to ensure vertical alignment of Math practices. We are receiving additional support through The Algebra and Geometry Project, to rethink Algebra instruction and cultivate a positive ""math mindset"" approach. During the previous school year, we implemented co-planning and co-teaching practices in Algebra, involving a special education teacher. We have also continued to prioritize co-teaching in English classes alongside our special education colleagues to address differentiated learning needs during initial instruction. Our ongoing partnership with EL Achieve and Constructing Meaning aims to equip teachers with language acquisition strategies. We also collaborated with district coach Salvadora Calonje to disseminate effective practices for structured student discourse. During our Wednesday PD several teachers chose to work with Calonje for a seven lesson PD cycle. We allocated resources for a Bilingual Resource Teacher (.2 FTE). In addition to supporting our Multilingual Learners and Long Term English Learners, the BRT monitored students designated as RFEP and provided classroom support to enhance instruction for English Learners across all proficiency levels. Our school-wide reading culture is reinforced with quarterly implementation of the Scholastic Reading Inventory, complemented by daily Universal Reading periods of 20 minutes. We continue our CTE partnership with Foothill College to offer early college courses on our campus; taught by Foothill professors with EPAA teacher support. We have a liberal arts option such as Art 4-A Drawing and Sociology 28. Additionally, we introduced a Kinesiology pathway, featuring KINS 16 A, B, and C courses. To assess our progress towards standards mastery, teachers utilize district-wide Interim SBAC assessments (ICA) alongside various standards-based formative and summative assessments. As a culminating annual assessment, all students are required to complete an interdisciplinary presentation, the Defense of Learning Exhibition, incorporating our Graduate Profile." 5 3 5 5 5 4 4 4 4 4 4 3 4 4 4 5 3 1 5 5 4 4 4 Met In addition to the curriculum alignment to the CCSS, NGSS, and CA HSS framework, EPAA has focused on supporting instructional shifts towards further rigor and engagement in all content areas. Professional development was offered school-wide every Wednesday. We worked hard to further develop our EPAA Graduate Profile and our Defense of Learning Exhibition. We also engaged in Critical Friends Groups of choice that included Equitable Grading, College & Career Preparations, Developing Quality Projects (PBL Gold Standard), National Boards, DeEscalation, and Productive Student Talk. We look forward to growing in our implementation of ELD standards and supporting the large number of EL students at EPAA. We are eager to redesignate more of our long-term English Learners. District-wide this was also achieved through several structures including two all-staff PD days, a Teacher Orientation Week, a summer PD Institute, and afternoon PD throughout the year. In the 2023-24 school year, over 500 professional development sessions were offered. 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. 2024-06-26 2024 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 Met 2024-06-11 2024 41690700000000 South San Francisco Unified 2 3 3 3 2 2 3 3 3 3 3 3 3 3 2 2 1 2 1 1 2 3 3 3 Met SSFUSD is focused on the implementation of the scope and sequence for English Language Arts, ELD, mathematics, science, and social science (secondary only). In 22-23, scope and sequence were implemented in English/math along with districtwide common assessments were implemented in K-12 English language Arts and in Mathematics in grades 6-12; in 23-24, the Social Studies department created end of unit assessments for grades 6, 7, and 8. During the 22 -23 school year, during monthly collaboration, teams of teachers started the scope and sequence process in World language (Spanish), all social science courses (6th, 7th, 8th, World History, US History). At the high school level, Ethnic Studies and Health course teams implemented new instructional materials (Health) and courses (Intro to Ethnic Studies) based on updated scope and sequence work completed the previous year. As part of our two-year Strategic Plan community engagement and development, we are developing an instructional vision and corresponding walk-through tool/evaluation rubric so we can monitor implementation of instructional practices aligned with the District's scope and sequence and vision. In 23-24, SSFUSD began implementation of newly adopted science curriculum in TK - 8 and completed the review process to adopt new instructional materials for high school for the 24-25 school year. SSFUSD started piloting math instructional materials in 23-24 and will continue the pilot and review process in 24-25. 2024-06-20 2024 41690880000000 Woodside Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-21 2024 42104210000000 Santa Barbara County Office of Education 2 5 4 4 2 4 5 3 4 3 4 5 4 4 2 4 4 4 4 3 3 4 4 4 Met To ensure consistent implementation of our adopted curriculum, JCCS established curriculum workgroups in English Language Arts (ELA), mathematics, and Career Technical Education (CTE). The ELA workgroup met six times this year with an Educational Consultant specializing in Character Based Literacy, our ELA curriculum. Their goals were to create unit plans, embed integrated English Language Development (ELD) strategies, and develop common assessments. Additionally, an ELD workgroup was formed to identify a new ELD curriculum. Professional Learning Communities (PLCs) began meeting bi-monthly with all teaching staff to develop targeted strategies in ELA/ELD for JCCS’s unique student population. The math workgroup convened five times this year for professional development to deepen teachers' understanding of the California Common Core State Standards for Mathematics. They focused on common instructional routines and strategies, as well as implementing the National Council of Teachers of Mathematics (NCTM) Equitable Mathematics Teaching Practices. Additionally, two of the three workgroup teachers received two sessions of one-on-one coaching, while the third member received one day of coaching. Lastly this past year, the JCCS and CTE Director collaborated to enhance the Manufacturing Pathway. However, in February 2024, Los Robles, the school where the Manufacturing Pathway was located, closed. This necessitated a pause in the program until it could be transitioned to DPS. 2024-06-20 2024 42691040000000 Ballard Elementary 2 BSD has identified several key measures and tools to track progress in implementing the state academic standards adopted by the state board. These include: Formative Assessments: Used to monitor student understanding and proficiency in real-time, enabling timely instructional adjustments. Standardized Testing (CAASPP): Utilized to measure student performance against state standards in English Language Arts (ELA) and Mathematics. Benchmark Assessments: Conducted periodically (3 times a year) to assess student learning in ELA and Mathematics. Curriculum-Embedded Performance Tasks: Implemented in subjects such as History-Social Science and Science to gauge application of knowledge and skills. State Physical Fitness Test (PFT): Used to assess physical fitness levels of students (test results reported in grade 5) We selected these measures and tools to ensure a comprehensive approach to tracking progress. These tools provide a balanced view of student achievement and areas needing improvement. Summary of Progress Overall, Ballard is making commendable progress in implementing the state academic standards, with evidence of student improvement across all subject areas. The selected measures and tools are effectively capturing the multifaceted nature of student learning and providing valuable data to guide instructional practices. English Language Arts (ELA) – Common Core State Standards for ELA: Students are demonstrating steady improvement in reading comprehension and writing skills, as evidenced by increasing scores on benchmark assessments and CAASPP. Teachers report effective integration of literacy across other content areas. Mathematics – Common Core State Standards for Mathematics: Benchmark assessments show consistent growth in mathematical reasoning and problem-solving abilities. There is a noted increase in student performance on CAASPP mathematics assessments. Next Generation Science Standards (NGSS): Curriculum-embedded performance tasks reveal strong student engagement and understanding of scientific concepts and practices. History-Social Science: Curriculum-embedded performance tasks reveal strong student engagement and understanding of history-social science concepts and practices. Health Education Content Standards: Student surveys and class PE discussions indicate a growing awareness and understanding of health and wellness topics. Students are actively participating in healthy activities and are demonstrating healthy behaviors. Physical Education Standards: PFT data results show improved physical fitness levels among students, with a higher percentage meeting age-appropriate benchmarks. Visual and Performing Arts: Student portfolios showcase creativity and artistic growth. Participation in arts programs is high (more than 50% of students participating in the school-wide drama program), reflecting strong student interest and achievement. 5 3 5 3 3 5 5 5 5 5 5 3 5 4 4 0 3 4 4 0 4 4 4 Met 2024-06-27 2024 42691120000000 Blochman Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 1 4 3 3 1 5 5 5 Met 2024-06-11 2024 42691120111773 Family Partnership Charter 2 4 3 4 4 4 5 4 5 5 5 4 3 4 4 4 3 4 4 4 4 5 5 5 Met 2024-06-18 2024 42691120124255 Trivium 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 Met 2024-06-17 2024 42691120137877 Trivium Charter School Adventure 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5 5 5 5 Met 2024-06-17 2024 42691120137885 Trivium Charter School Voyage 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 4 5 5 5 5 Met 2024-06-17 2024 42691200000000 Santa Maria-Bonita 2 5 3 5 3 4 5 5 5 5 5 4 4 4 4 4 4 4 4 3 0 4 4 3 Met The district has worked diligently to provide the resources, the professional learning, and the structures to our junior highs to ensure that all students have access to high quality instructional material, that the electives are all college and career focused with literacy standards embedded throughout the learning experience, and that CTE offerings are provided to all students. The district has collaborated with the high school district to provide students in 8th grade with high school level Spanish, allowing all students to enter high school on the A-G Pathway met. Additionally, a complete overhaul of career exploration occurred to include the development of a course that all 7th grade students take as part of a 7th grade wheel. The district has also just completed a math adoption process along with intensive professional learning for all teachers of math around the Mathematical Practices in preparation for appropriate implementation of the new curriculum adoption. 2024-06-26 2024 42691380000000 Buellton Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 3 2 5 5 5 Met 2024-06-20 2024 42691460000000 Carpinteria Unified 2 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 4 5 4 5 4 4 4 Met 2024-06-11 2024 42691610000000 Cold Spring Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-10 2024 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 2022-23 and 2023-24 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, 90% and 89%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was 100% and 100%, respectively." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 42691796118434 Santa Ynez Valley Charter 2 The school annually measures its progress implementing state academic standards using a self-reflecting tool completed by teaching staff. This tool is selected because it gives the most accurate reflection of how well the school is implementing state standards. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3 4 4 4 Met There is a desire from teachers to engage in more professional learning opportunities related to their subjects. The main source of professional development in 2023-24, other than PD and PLC meetings, was Responsive Classroom training. Teachers expressed an interest in connecting with/observing colleagues in other area schools. Teachers also shared the need to update social studies and writing curriculum/materials. 2024-06-18 2024 42691950000000 Goleta Union Elementary 2 5 5 5 5 2 5 5 5 5 2 5 5 5 5 2 4 4 4 3 3 5 5 5 Met 2024-06-05 2024 42692030000000 Guadalupe Union Elementary 2 3 2 3 2 3 5 3 5 5 5 5 2 3 3 1 4 1 3 1 2 3 3 2 Met Input for these self-reflection tools was collected during GUSD Curriculum Council meetings, whereby Certificated representatives discussed each category, topic, and rating scales with their grade level/department team to submit their final ratings. All ratings were used to finalize a district-wide rating for each area of our Implementation of State Academic Standards (LCFF Priority 2). The results, along with all optional narrative comments, will be used to inform future actions in the 2024-25 LCAP. 2024-06-18 2024 42692110000000 Hope Elementary 2 5 4 4 3 3 5 4 4 3 3 4 4 4 3 3 1 2 2 2 1 4 4 3 Met The district has implemented 95% as a new component to our ELA instruction. 2024-06-10 2024 42692290000000 Lompoc Unified 2 5 5 2 5 2 5 5 1 5 2 5 5 1 4 3 5 1 5 3 4 5 4 5 Met Locally selected measures for this response are based on our Lompoc Standards Alignment Project, recent adoption of Math State Framework, recent changes in guidance around Health instruction/standards, pilot of History/Social Sciences at TK-6 grades, newly adopted VAPA curriculum, and recently adopted World Language curriculum. Leadership continues to support teacher implementation of programs with professional development and planning time. 2024-06-25 2024 42692290116921 Manzanita Public Charter 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 2022-23 and 2023-24 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/A and 90%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was N/A and 93%, respectively. The 2022-23 data for implementation data was entered as N/A because the LEA began using a new survey tool in the 2023-24 school year to measure this outcome. The 2023-24 school year data will be the new baseline." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-19 2024 42692450000000 Los Olivos Elementary 2 100% of Los Olivos teachers teach content performance standards for all students including ELA/ELD, and Math, Science, History, PE and Health. (K-5) Science uses FOSS which follows Next Generation Science Standards (NGSS), and middle school uses STEMSCOPES which is also NGSS aligned. 100% of our teachers are trained in California standards as related to their subject matter area. In the area of PE, our 5th grade and 7th grade students participate annually in the physical fitness test and results are shared on our School Accountability Report card (SARC). We offer Career Technical education (CTE) courses for our middle school grades 6-8 through Paxton Patterson. Middle School has flown a Spanish position but it is yet to be filled. 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 4 5 5 3 3 4 4 4 Met 2024-06-24 2024 42692520000000 Montecito Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-11 2024 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 Met 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. 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. In math, the district is considering an off-cycle adoption to better align classroom instruction with California's new mathematical framework. 2024-06-18 2024 42692600116434 Orcutt Academy Charter 2 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 5 3 3 4 3 3 Met Orcutt Academy High School has worked to establish Career and Technical Education (CTE) pathways in Information and Communication Technologies (Networking); Arts, Media, and Entertainment (Performing Arts); and Education, Child Development, and Family Services (Child Development). In 2024-2025 OAHS will launch a pathway in Health Sciences and Medical Technology (Patient Care). A strong partnership with Allan Hancock College and a new Golden State Pathways Program implementation grant will help. OAK-8 has benefited from the district's adoption of 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. In math, the district is considering an off-cycle adoption in grades TK-8 to better align classroom instruction with California's new mathematical framework. 2024-06-18 2024 42693100000000 Santa Maria Joint Union High 2 5 3 3 5 1 5 3 3 3 1 3 3 3 2 2 5 5 5 4 4 5 3 4 Met 2024-06-12 2024 42693280000000 Santa Ynez Valley 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 2022-23 and 2023-24 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, No Data and 90%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was No Data and 90%, respectively. The 2022-23 data for implementation data was entered as N/A because the LEA began using a new survey tool in the 2023-24 school year to measure this outcome. The 2023-24 school year data will be the new baseline." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 42693360000000 Solvang Elementary 2 4 3 4 4 3 5 4 5 4 4 3 4 3 4 2 3 5 5 4 4 4 4 4 Met 2024-06-26 2024 42693440000000 Vista del Mar Union 2 5 4 5 4 4 5 5 5 5 5 5 5 5 5 5 4 5 4 4 4 5 5 5 Met 2024-06-13 2024 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 2022-23 and 2023-24 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, 98% and 97%. The 2022-23 and 2023-24 average response to the same question, but for ELD instruction only was 74% and 95%, respectively." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-27 2024 42750100138891 California Connections Academy Central Coast 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met 2024-06-04 2024 42767860000000 Santa Barbara Unified 2 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 Met 2024-06-25 2024 42767866045918 Peabody Charter 2 Peabody Charter School (PCS) uses various measures to track its progress in implementing state academic standards. These measures include: • Student achievement data obtained through STAR Renaissance (Math & ELA) • Formative literacy assessments through the Multi-tiered system of support (MTSS) program • 3-6 survey data collected from each teacher • ELD data gathered from each grade level and teacher • Annual 3-6 CAASPP data STAR Renaissance data is gathered four (4) times a year. These assessments are aligned with state standards and provide teachers with formative data that they can use throughout the year to better tailor their instruction to student needs. The data is also valuable when passed to the teachers who will receive the students 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 linked to the school’s LCAP goals. Other tools include data collected during grade level Professional Learning Community (PLC) time, staff meeting discussions, and release time provided expressly to make progress in precisely these areas. PCS has made progress in implementing math, ELA, ELD, and science standards. We are in the ninth year of using a new standards-based and aligned ELA/ELD curriculum in grades K-5. We are in the sixth year of using a standards-based math curriculum. We are in the ninth year of using a standards-aligned science curriculum. PCS has particular goals this year in designated and integrated English Language Development and schoolwide literacy. With the LCAP calling for strengthening our multi-tiered system of support (MTSS) for literacy and a 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 Met 2024-06-19 2024 42767866111603 Santa Barbara Charter 2 "The teachers and Director of Education at Santa Barbara Charter School examined the curriculum and frameworks in use at school, and also examined our progress in making instructional materials align to the recently adopted standards. Teachers work as a Professional Learning Community on a weekly basis, and the teachers collectively determine areas of improvement and select professional learning needs. Teachers referenced the LCFF reflection tool provided, and opted to complete this narrative summary, as it allows us to more clearly describe our progress and next steps. Santa Barbara Charter School continues to provide professional development opportunities for teachers and other staff with the Common Core State Standards in Math and English Language Arts, in order to maintain full implementation and sustainability. During 2023-24, we focused on CCSS mathematics, specifically: · Teachers continued to implement the new CCSS curriculum -- Illustrated Mathematics -- in grades K-5. We continued to implement the College Preparatory Math curriculum for grade 6, in alignment with the curriculum implemented by many district junior high schools. · 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. · Individual students continued to receive additional math and reading tutoring support in areas of need and unfinished learning. 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 2023-24 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. Teachers in grades 3-6 received a planning grant for aligning the overnight field trips to the science and ELA standards. 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. PE standards are focused on movement and learning games. Visual and Performing Arts opportunities were incorporated into the general education curriculum through our specialist-based offering during 2023-24. The teaching staff engages in a continuous improvement cycle annually, which relates to teaching strategies and delivery of instruction. Teachers and school administrators are engaged with identifying professional learning needs of both individual teachers and the entire teaching staff at the level of full implementation and sustainability. Teachers drive professional development." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-12 2024 42767866118202 Adelante Charter 2 4 4 4 5 3 4 4 4 5 3 3 3 3 4 3 0 3 5 5 5 4 3 3 Met Adelante Charter School has advanced the implementation of State Academic Standards through comprehensive professional development and collaborative practices. Job-embedded professional learning has enhanced teaching methods, particularly in ELD (both integrated and designated), supported by non-student days and release time for staff collaboration. Teachers have developed ELD units (GLAD) around the Social Studies Framework and grade-level standards. The focus on elevating Spanish literacy instruction through the Common Core State Standards in Español, guided by a university professor, has improved articulation across grades. Engagement with organizations like CABE has enabled teachers to attend and present at conferences and visit other dual-language programs. In Math, we have common instructional materials in Spanish, ensuring unified language, common practices, and clear learning progressions from K-6. Health and human development is currently taught in 6th grade, with plans to start this instruction in earlier grades next year. This year, we implemented Instructional Rounds, allowing grade-level teams to visit classrooms to identify strengths and areas for growth, emphasizing common instructional practices and equity for all students. Establishing a culture of evaluation cycles, with actionable feedback from the Executive Director/Principal, has further supported professional growth. Standards-based report cards are used to monitor progress and mastery of standards. 2024-06-21 2024 42771980138362 Olive Grove Charter - Orcutt/Santa Maria 2 5 4 5 5 5 5 5 5 5 5 4 4 4 4 4 2 5 5 5 5 4 4 3 Met 2024-06-13 2024 42772060138370 Olive Grove Charter - Lompoc 2 5 4 5 5 5 5 5 5 5 5 4 4 4 4 4 2 5 5 5 5 4 4 3 Met 2024-06-13 2024 42772140138388 Olive Grove Charter - Buellton 2 5 4 5 5 5 5 5 5 5 5 4 4 4 4 4 2 5 5 5 5 4 4 3 Met 2024-06-13 2024 42772220138396 Olive Grove Charter - Santa Barbara 2 5 4 5 5 5 5 5 5 5 5 4 4 4 4 4 2 5 5 5 5 4 4 3 Met 2024-06-13 2024 43104390000000 Santa Clara County Office of Education 2 The Santa Clara County Office of Education (SCCOE) and the Educational Services Division (ESD) utilize measures to track progress in implementing the state academic standards. These metrics are indicated in the Local Control Accountability Plan (LCAP). Student proficiency in ELA and math is determined by using local reading assessments to include the Renaissance Star reading and math assessments and the Student Annual Needs Determination Inventory (SANDI). Progress of students receiving English Language acquisition services is determined through analysis of multiple measures to include: (a) English Language Proficiency Achievement Levels (ELPAC), (b) student proficiency in reading on local reading assessments, (c) staff recommendation, and (d) parent recommendation. These multiple measures are utilized three times a year to determine the reclassification status of students who receive English Learners services. Other local tools for tracking student progress on Common Core State Standards includes: (a) student performance on learning platforms to include Edgenuity, (b) instructional walk-throughs by leadership teams and teachers to support implementation of a broad course of study, and (c) student completion of coursework as aligned in Individual Education Plans and Individual Learning Plans. Edgenuity also offers opportunities for students to pursue courses that are A-G aligned. Completion of Career Pathways and Career Technical Education certifications and coursework are reported in the LCAP. Student progress is measured quarterly through local assessments and individual student progress measurement is continuous as individual teachers and school teams monitor student progress. The Educational Services team chooses these tools and metrics based on their opportunity to provide timely assessment of student progress in an individualized manner. Currently, all SCCOE students have access to a full standards-aligned curriculum. 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 5 5 5 5 4 5 5 5 Met Santa Clara County Office of Education and the Educational Services Division provide high-quality professional development for staff regarding implementation of state-approved Common Core Standards and a broad course of study. Specialized training for staff in supporting the needs of students who identify as English Learners and Students with Disabilities in the classroom is a continuous process. 2024-06-12 2024 43104390106534 Bullis Charter 2 4 5 5 5 4 5 5 5 4 4 5 5 5 5 5 0 4 5 5 5 5 4 5 Met 2024-06-24 2024 43104390111880 Discovery Charter 2 4 3 4 3 4 4 3 4 3 4 4 4 4 4 4 0 4 4 4 3 4 4 3 Met 2024-06-26 2024 43104390113431 University Preparatory Academy Charter 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 educational partners and the public through the Dashboard. 4 4 5 4 4 5 0 4 4 5 4 0 5 4 4 4 4 5 5 5 4 4 4 Met UPA is dedicated to continual improvement and the fall of 2021 will bring expanded services to include: -Professional Development expansion -Course level assessments and vertical alignment of subjects -Grade level meetings focused on student success -Increased outreach services and home visits -Investment in senior projects and internships -Expanded Parent University or parent help groups 2024-05-30 2024 43104390113704 Rocketship Mateo Sheedy Elementary 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390116814 ACE Empower Academy 2 5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 2 4 0 4 4 4 Met 2024-06-18 2024 43104390119024 Rocketship Si Se Puede Academy 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390120642 Rocketship Los Suenos Academy 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390121483 Alpha: Cornerstone Academy Preparatory 2 4 3 4 3 3 4 4 4 4 4 3 3 3 2 2 0 4 4 4 0 4 4 3 Met 2024-06-18 2024 43104390123257 Downtown College Prep - Alum Rock 2 5 3 3 4 5 3 3 5 4 4 4 4 4 4 4 2 1 4 4 5 5 3 3 Met 2024-06-18 2024 43104390123281 Rocketship Discovery Prep 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 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. 3 3 3 2 4 4 3 4 3 4 2 2 2 2 2 3 4 1 5 5 4 3 3 Met 2024-06-13 2024 43104390124065 Sunrise Middle 2 4 4 5 3 4 4 4 5 3 5 4 4 5 3 4 0 3 3 3 0 4 4 4 Met 2024-06-26 2024 43104390125781 Rocketship Academy Brilliant Minds 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390125799 Rocketship Alma Academy 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390127969 Discovery Charter II 2 4 3 4 3 4 4 3 4 3 4 4 4 4 3 4 0 4 4 4 3 4 4 3 Met 2024-06-26 2024 43104390129213 Alpha: Jose Hernandez 2 4 3 4 3 3 4 4 4 4 3 3 3 3 3 2 0 3 4 1 0 3 3 3 Met 2024-06-18 2024 43104390131110 Rocketship Fuerza Community Prep 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390131748 Voices College-Bound Language Academy at Morgan Hill 2 4 4 4 3 3 4 4 5 2 2 4 4 5 2 2 0 1 1 2 0 4 4 4 Met 2024-06-25 2024 43104390132530 Voices College-Bound Language Academy at Mt. Pleasant 2 3 3 3 2 2 4 5 5 3 3 3 3 4 2 2 0 2 1 2 0 2 3 3 Met In the 2023-2024 school year, Voices Mount Pleasant (MP) experienced a shift in staff, including the hiring of a new principal. While we have returning staff share our best practices for understanding, unpacking, assessing and learning from standards in our professional learning community, many of our teachers were new and Voices had to introduce them to curriculum and best practices. Voices MP’s new principal was focused on transforming the culture for staff and students and she had success in doing that this year. Voices MP is hoping to build off of that growth by leaning more into identifying the professional learning needs of staff and developing them. We are currently exploring different curricula in certain grades, as we undergo curriculum reviews, though we are sustaining our protocols to support teachers regardless of the curriculum (for example, internalization protocols or data analysis protocols). 2024-06-25 2024 43104390133496 Rocketship Rising Stars 2 5 5 5 4 4 5 5 5 4 4 5 5 5 5 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 43104390135087 Opportunity Youth Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 5 5 4 4 Met n/a 2024-06-27 2024 43693690000000 Alum Rock Union Elementary 2 4 4 4 3 3 4 4 4 4 4 4 4 4 3 3 3 3 4 3 1 3 3 3 Met In the 2023-2024 school year, we are continuing our journey with the FOSS NGSS curriculum, now in its second full year of implementation. Teachers are deepening their collaboration on best practices and maximizing hands-on science experiences. Based on staff surveys professional learning during the 2024-2025 school will focus around MTSS and collaboration. 2024-06-27 2024 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 Met 2024-06-11 2024 43693690125526 Alpha: Blanca Alvarado 2 5 5 5 4 2 5 4 5 2 2 5 4 5 1 1 0 2 5 5 0 5 3 3 Met 2024-06-18 2024 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 Met 2024-06-11 2024 43693770000000 Berryessa Union Elementary 2 4 3 4 4 3 5 5 5 5 4 3 3 2 3 2 0 2 3 2 1 4 3 2 Met 2024-06-26 2024 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 Met "The Curriculum and Staff Development (CSD) framework outlines a multi-year plan for implementing subject area standards, instructional materials, and professional development. District-wide professional development days focus on identified areas of need based on staff feedback, ensuring teachers are well-prepared to instruct students effectively. Ongoing training covers initiatives such as Multi-Tiered System of Supports, Social-Emotional Learning, Assessment, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Feedback indicates high satisfaction (83% ""Agree"" or ""Strongly Agree"") with sessions enhancing instructional practices and content knowledge. Future priorities include enhancing student achievement in physical education and science, improving language skills (particularly Spanish), adopting restorative justice practices, and integrating technology and mental health awareness into teaching strategies." 2024-06-20 2024 43693856046445 Fammatre Elementary 2 5 4 5 4 4 5 4 5 4 4 5 5 5 4 4 4 5 5 4 3 5 5 5 Met "The Curriculum and Staff Development (CSD) framework outlines a multi-year plan for implementing subject area standards, instructional materials, and professional development. District-wide professional development days focus on identified areas of need based on staff feedback, ensuring teachers are well-prepared to instruct students effectively. Ongoing training covers initiatives such as Multi-Tiered System of Supports, Social-Emotional Learning, Assessment, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Feedback indicates high satisfaction (83% ""Agree"" or ""Strongly Agree"") with sessions enhancing instructional practices and content knowledge. Future priorities include enhancing student achievement in physical education and science, improving language skills (particularly Spanish), adopting restorative justice practices, and integrating technology and mental health awareness into teaching strategies." 2024-06-20 2024 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 Met "The Curriculum and Staff Development (CSD) framework outlines a multi-year plan for implementing subject area standards, instructional materials, and professional development. District-wide professional development days focus on identified areas of need based on staff feedback, ensuring teachers are well-prepared to instruct students effectively. Ongoing training covers initiatives such as Multi-Tiered System of Supports, Social-Emotional Learning, Assessment, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Feedback indicates high satisfaction (83% ""Agree"" or ""Strongly Agree"") with sessions enhancing instructional practices and content knowledge. Future priorities include enhancing student achievement in physical education and science, improving language skills (particularly Spanish), adopting restorative justice practices, and integrating technology and mental health awareness into teaching strategies." 2024-06-20 2024 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 Met "The Curriculum and Staff Development (CSD) framework outlines a multi-year plan for implementing subject area standards, instructional materials, and professional development. District-wide professional development days focus on identified areas of need based on staff feedback, ensuring teachers are well-prepared to instruct students effectively. Ongoing training covers initiatives such as Multi-Tiered System of Supports, Social-Emotional Learning, Assessment, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Feedback indicates high satisfaction (83% ""Agree"" or ""Strongly Agree"") with sessions enhancing instructional practices and content knowledge. Future priorities include enhancing student achievement in physical education and science, improving language skills (particularly Spanish), adopting restorative justice practices, and integrating technology and mental health awareness into teaching strategies." 2024-06-20 2024 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 Met "The Curriculum and Staff Development (CSD) framework outlines a multi-year plan for implementing subject area standards, instructional materials, and professional development. District-wide professional development days focus on identified areas of need based on staff feedback, ensuring teachers are well-prepared to instruct students effectively. Ongoing training covers initiatives such as Multi-Tiered System of Supports, Social-Emotional Learning, Assessment, Guided Language Acquisition by Design, Educational Technology, and Professional Learning Communities. Feedback indicates high satisfaction (83% ""Agree"" or ""Strongly Agree"") with sessions enhancing instructional practices and content knowledge. Future priorities include enhancing student achievement in physical education and science, improving language skills (particularly Spanish), adopting restorative justice practices, and integrating technology and mental health awareness into teaching strategies." 2024-06-20 2024 43693930000000 Campbell Union 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693930106005 Village 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693930137273 Campbell School of Innovation 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046510 Blackford Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046536 Capri Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046544 Castlemont Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046577 Forest Hill Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046601 Lynhaven Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046619 Marshall Lane Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046627 Monroe Middle 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046668 Rolling Hills Middle 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43693936046692 Sherman Oaks Elementary 2 4 4 4 3 3 4 3 4 4 2 4 3 4 4 1 0 3 4 4 1 3 4 3 Met School Instructional Leadership Teams (ILTs) complete the Implementation of State Academic Standards self-reflection, and note the positive impact of the science curriculum and training, professional development, and collaboration and support from coaches and specialists. ILTs surfaced a need for culturally relevant resources that align to the social studies framework, professional development to support multilingual and newcomer students, differentiation and choice in professional development, and training in social-emotional learning. In 23.24, CUSD offered professional development in: TWIG Science, LETRS, The Writing Revolution, GLAD Strategies, Understanding Language for new to CUSD teachers teaching Designated ELD, Human Growth and Development, and Early Learning. In March, teachers were able to participate in a professional development day focused on access and learning for all. AIM (Art, Innovation and Music) was introduced at all sites, with students receiving instruction in the areas of arts, music, and innovation, providing time in the school day for teachers to collaborate as Professional Learning Communities (PLCs). For 24.25, CUSD continues a focus on High Quality First Instruction, our anti-bias and anti-racism work, Multi-Tiered Systems of Support (MTSS), PLCs, Positive Behavior Supports and Intervention (PBIS), Tiered Instruction, and support for newcomer and English Learner students. Mathematics and reading/language arts in grades 3-8 are also areas of focus. 2024-06-20 2024 43694010000000 Campbell Union High 2 4 4 4 3 4 4 4 4 4 4 3 3 3 3 3 4 4 4 4 4 3 3 3 Met 2024-06-20 2024 43694190000000 Cupertino Union 2 CUSD excels in addressing academic standards. Principals and site leadership teams completed a local survey to track our progress. Principals met with Educational Services Directors to reflect on progress and areas of need. We chose this method because we have found that we get actionable, targeted feedback from our school sites using this tool and process. We are making strong progress in implementing the academic standards adopted by the State Board of Education. We are supporting professional learning and implementing new practices in key areas including: ELA (including phonics), NGSS, History Social-Science, ELD, and Mathematics. We regularly update our curriculum. This school year, we implemented a new curriculum in History Social-Science K-5 as well as a new phonics curriculum in K-2. We also adopted new curricula to support World Language instruction in middle school and new science materials for Grades 3-5, aligned to our middle school curriculum. We also provided new supplemental materials in Math Intervention, Special Education, English Language Development (ELD) and TK Math. Next areas of focus include Science, elementary Math Intervention, ELD and Middle School World Language as we continue to develop these areas. Additionally, we strive to increase student experiences with the arts across all of our sites. In 2024-2025, we will expand elementary music TK-5 (adding grades TK-3 over the last two school years) via the state Prop 28 funds. Middle school arts electives also will continue to receive Prop 28 funds to enhance their programs. In addition, we continue to focus on preparing students for the future through our Portrait of a Learner which identifies a set of transferable, durable competencies that complement state academic standards. In all of these areas, we used the rating scale from the reflection tool to record our progress in implementing the academic standards. ELA: 5; ELD: 4; Math 5, NGSS: 3 (TK-5) and 4 (6-8); History-SS: 4 (K-5) and 4 (6-8); Career Tech: 4; Health: 4, PE: 4; Visual & Performing Arts: 3; World Language: 1. We anticipate that our ratings in World Language and elementary NGSS will improve by spring 2025 as we are in the process of training teachers and implementing new, state approved curriculum in these areas. We also aim for improved ratings in Visual and Performing Arts as we continue to expand arts via Prop 28 and other resources. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 43694270000000 East Side Union High 2 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 2 3 4 4 4 3 3 Met In alignment with Assembly Bill 181, the implementation of the State Academic Standards has expanded to the courses and instructional materials for our students with extensive support needs so they can obtain a high school diploma under the new Alternate Diploma Pathway. To support the teachers of the specialized academic instruction courses under the new pathway, general education content area coordinators meet monthly with the teachers to support them with specific content instruction, strategies and implementation of the curriculum map aligned to the state academic standards. 2024-06-20 2024 43694270107151 Escuela Popular/Center for Training and Careers, Family Learning 2 4 3 3 4 4 5 3 4 5 4 4 3 4 4 4 3 3 3 3 3 4 4 3 Met 2024-06-25 2024 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 Met 2024-06-11 2024 43694270125617 ACE Charter High 2 5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 1 3 3 3 5 5 5 3 Met 2024-06-18 2024 43694270130856 Luis Valdez Leadership Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 5 4 5 4 4 4 Met 2024-06-27 2024 43694270131995 B. Roberto Cruz Leadership Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 3 3 5 4 4 4 Met 2024-06-27 2024 43694270132274 Alpha Cindy Avitia High 2 4 4 4 3 4 5 5 5 3 3 4 4 4 4 4 0 3 4 5 5 5 4 4 Met 2024-06-18 2024 43694274330668 Latino College Preparatory Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 5 5 4 4 4 Met 2024-06-27 2024 43694274330676 San Jose Conservation Corps Charter 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 3 2 2 0 4 4 4 Met 2024-06-27 2024 43694274330726 Escuela Popular Accelerated Family Learning 2 4 4 5 3 3 4 4 5 4 4 4 3 4 3 3 2 4 2 4 4 4 3 3 Met 2024-06-25 2024 43694350000000 Evergreen Elementary 2 5 4 3 4 3 5 5 5 5 5 4 4 3 2 2 1 4 5 3 5 4 4 4 Met 2024-06-27 2024 43694500000000 Franklin-McKinley Elementary 2 4 3 4 2 2 4 4 4 3 2 4 3 3 3 2 1 3 2 2 2 4 4 3 Met 2024-06-11 2024 43694500113662 Voices College-Bound Language Academy 2 4 4 4 2 2 4 4 4 2 2 5 4 5 2 2 0 2 1 2 0 4 4 3 Met In the 2023-24 school year, we experienced a shift in staff, including the hiring of a new principal. While we have returning staff share our best practices for understanding, unpacking, assessing and learning from standards in our professional learning community, many of our teachers were new and we had to introduce them to curriculum and best practices. We are currently exploring different curriculum in certain grades, as we undergo curriculum reviews, though we are sustaining our protocols to support teachers regardless of the curriculum (for example, internalization protocols). 2024-06-25 2024 43694500123299 Rocketship Mosaic Elementary 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 4 4 Met 2024-06-13 2024 43694500128108 Rocketship Spark Academy 2 5 5 5 4 4 5 5 5 5 4 5 5 5 4 4 0 3 4 4 0 5 5 4 Met 2024-06-13 2024 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 Met 2024-06-11 2024 43694500129247 ACE Esperanza Middle 2 5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 2 4 0 4 4 4 Met 2024-06-18 2024 43694680000000 Fremont Union High 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 5 5 5 4 4 4 Met 2024-06-18 2024 43694840000000 Gilroy Unified 2 4 3 4 3 3 5 4 5 4 4 4 4 4 3 3 4 5 4 4 4 4 4 4 Met 2024-05-30 2024 43694840123760 Gilroy Prep (a Navigator School) 2 3 3 4 3 2 4 3 4 3 2 4 3 4 3 2 5 3 5 3 2 5 4 4 Met 2024-06-17 2024 43694920000000 Lakeside Joint 2 4 3 4 4 3 5 5 4 5 3 4 4 4 3 3 0 5 5 3 0 4 4 4 Met 2024-06-27 2024 43695000000000 Loma Prieta Joint Union Elementary 2 5 4 4 4 2 5 4 4 4 3 5 5 5 3 2 3 4 5 5 5 5 5 4 Met 2024-06-12 2024 43695180000000 Los Altos Elementary 2 5 4 4 4 3 5 5 5 5 5 5 5 5 5 5 2 3 3 5 5 5 5 5 Met 2024-06-10 2024 43695260000000 Los Gatos Union Elementary 2 4 3 4 4 4 5 5 5 5 5 4 3 4 4 4 5 5 5 5 5 5 5 5 Met 2024-06-05 2024 43695340000000 Los Gatos-Saratoga Union High 2 4 3 4 3 4 4 3 4 4 4 4 3 4 3 4 4 4 4 4 4 3 3 3 Met 2024-06-25 2024 43695420000000 Luther Burbank 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 3 0 4 4 3 0 5 5 4 Met 2024-06-18 2024 43695750000000 Moreland 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-25 2024 43695830000000 Morgan Hill Unified 2 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 Met In the 2024-25 academic year, MHUSD will continue advancing its initiatives with Professional Learning Communities, curriculum alignment, and data-driven instruction and decision-making. The district remains committed to providing professional development through the PLC/Professional Learning Teams (PLT) model, focusing on curriculum alignment, literacy, and math instruction, social-emotional learning and student wellness, school counseling practices, and the development of equitable learning environments via a Multi-Tiered System of Supports (MTSS). These efforts have begun to show promising results over the past 1-2 years. Throughout this journey, MHUSD has been dedicated to deepening the understanding and use of data by offering grade-level/content teams the training they need to reflect on and improve curriculum, instruction, and assessment. This includes developing instructional strategies that boost student engagement and facilitate meaningful learning. The ultimate goal is to deliver a Guaranteed & Viable Curriculum to all students from TK through 12th grade, ensuring vertical and horizontal alignment across all school sites and grade levels. This alignment will help ensure that all students achieve high levels of learning and graduate college, career, and civic life ready. 2024-06-18 2024 43695836118541 Charter School of Morgan Hill 2 5 4 5 5 5 5 4 5 4 5 5 4 5 5 5 0 4 4 4 4 5 5 5 Met 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, leading 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 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 year long plans and annual SMART goals that demonstrate their implementation of the Common Core State Standards and Next Generation Science Standards. Through Professional Learning Communities and 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. 2024-06-25 2024 43695910000000 Mountain View Whisman 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 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 1.0 Social Studies, 1.0 ELA, and 1.0 science coach and 1.0 math coach. 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 2021-22 the District focused on providing professional development on differentiation and equity practices. In 2022-23 the District implemented the initial phases of its MTSS plan, and in 2023-24 adopted new ELA/early literacy curricula for elementary grades - Amplify Core Knowledge Language Arts. 2024-06-13 2024 43696090000000 Mountain View-Los Altos Union High 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met The MVLA District fully commits to implementing the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). We've invested significant resources in this endeavor, including dedicated staff, professional development, and curriculum support. Our team of four Teachers on Special Assignments (TOSAs) collaborates closely with teachers to ensure the successful integration of these standards. The Curriculum Institute provides ongoing professional learning opportunities, empowering teachers to implement effective instructional strategies aligned with CCSS and NGSS. Through strategic resource allocation and a focus on teacher growth, MVLA is dedicated to providing students with a high-quality education that prepares them for success. 2024-06-07 2024 43696170000000 Mount Pleasant Elementary 2 5 4 4 3 3 5 5 5 5 5 3 3 3 3 3 0 3 3 4 5 4 4 3 Met 2024-06-26 2024 43696176048045 Ida Jew Academies 2 5 4 4 3 3 5 5 5 5 5 3 3 3 3 3 0 3 3 4 5 4 4 3 Met 2024-06-26 2024 43696250000000 Oak Grove Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 Met 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 and using EdReports ratings; selecting and piloting up to two programs; conducting comparison studies to inform program selection; involving educational partners in program examinations; conducting professional development; and identifying site leads to serve as implementation experts who can provide ongoing coaching support. Core curriculum implementation monitoring is supported with administrative observations, peer to peer observations, and coaching support. Monitoring of student and educator access to online resources is providing an additional level of monitoring, in terms of student and teacher usage data and impact reporting. 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 standards-based core curriculum. 2024-06-20 2024 43696330000000 Orchard Elementary 2 5 4 4 5 4 5 4 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 4 Met Orchard has actively collaborated with the County Office to enhance the implementation of state academic standards. This partnership has included leveraging high-impact professional development opportunities during the summer, focused on equipping educators. These professional development sessions have been instrumental in aligning teaching practices with the state standards, fostering a deeper understanding among teachers, and improving instructional quality. Additionally, the LEA has implemented a continuous improvement model that includes regular feedback loops, data analysis, and targeted interventions to address areas of need. 2024-06-18 2024 43696410000000 Palo Alto Unified 2 5 5 5 4 5 5 5 5 5 5 5 4 4 4 5 5 4 4 5 4 5 4 3 Met PAUSD is dedicated to meeting the needs of every student by considering standards and instructional practices from an anti-racist and culturally responsive perspective. This approach includes eliminating biased methods in instruction and grading. The district's ratings reflect the different stages of implementation in different grade levels: PK-5, 6-8, and 9-12. In grades PK-5, reading materials are fully implemented and core and supplemental literature materials were implemented in grades 6-12. Math instructional materials aligned with the CCSS and history/social studies materials are fully integrated from PK-12. PK-5 adopted NGSS-aligned science curriculum, and grades 6-8 have fully implemented NGSS-aligned science materials. High school science teachers are implementing NGSS-aligned instructional materials. The implementation of ELD standards is still in progress. PAUSD offers opportunities for all teachers to enhance their knowledge and skills in state standards, Board-adopted curricula, research-based programs, and best practices that align with district goals. Additional supports provided include a Director of Literacy, dedicated time for classroom observations, instructional coaching, collaborative planning, and secondary PLC time. PAUSD is expanding support to systematically assist staff in developing their mastery of standards they have not yet achieved and enhancing instruction that aligns with those standards. 2024-06-18 2024 43696660000000 San Jose Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met 2024-06-28 2024 43696660129718 Downtown College Preparatory Middle 2 5 3 3 4 5 3 3 5 4 4 4 4 4 4 1 2 1 4 4 5 5 3 3 Met 2024-06-18 2024 43696660131656 ACE Inspire Academy 2 5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 2 4 0 4 4 4 Met 2024-06-18 2024 43696664330585 Downtown College Preparatory 2 5 3 3 4 5 3 3 5 4 4 4 4 4 4 4 2 1 4 4 5 5 3 3 Met 2024-06-18 2024 43696740000000 Santa Clara Unified 2 3 3 3 3 3 4 3 3 4 3 3 3 3 3 3 3 3 4 2 3 3 3 2 Met 2024-06-13 2024 43696820000000 Saratoga Union Elementary 2 5 5 5 5 4 5 5 5 5 5 5 5 5 5 4 4 5 5 5 4 5 4 4 Met 2024-06-13 2024 43696900000000 Sunnyvale 2 4 4 4 4 4 4 3 4 4 4 4 3 3 3 3 2 4 4 4 3 4 4 3 Met 2024-06-20 2024 43697080000000 Union Elementary 2 4 3 4 3 3 4 3 4 3 4 4 3 4 2 4 2 3 5 5 3 4 3 4 Met USD continues to progress towards implementation and sustainability of the California State Standards in English Language Arts (ELA) and math. Furthermore, we have determined an increased rating from 2 to 3 in the area of Next Generation Science Standards (NGSS) as we adopted a science curriculum district wide. We provided Professional Development (PD) on the curriculum and will offer follow up training so all teachers have a deep understanding of the NGSS framework. In Social Studies, we indicated that we are at the 4 (Full Implementation) level, up from a 3 due to the fact that we purchased a new curriculum and provided PD both last year and this year. Last year a team worked together with our district nurse to develop Health lessons for each grade level. Teachers were trained and piloted the lessons in the spring. Because of this, we indicated that a 3 rating (of initial implementation) adequately represents our progression in the area of Health. In Career Technical Education (CTE), we continue to emphasize Science, Technology, Engineering, Arts, Mathematics (STEAM) at the elementary schools and STEM at Dartmouth Middle School (DMS). We created 3 STEAM kits for each grade level TK-8 and will be developing more in future years. We also expanded our art elective at DMS so more and will be incorporating advanced art classes in the 2024-25 school year. Both middle schools will offer new Project Lead the Way units in the fall. We also added a Spanish elective at DMS. 2024-06-10 2024 43733870000000 Milpitas Unified 2 4 3 4 4 3 4 3 3 3 4 3 3 3 3 3 3 3 4 4 4 3 3 3 Met 2024-06-25 2024 43771490137315 KIPP Navigate College Prep 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 Met 2024-06-11 2024 44104470000000 Santa Cruz County Office of Education 2 4 4 4 4 4 4 3 4 3 3 4 4 4 4 4 4 5 4 4 3 4 4 4 Met 2024-06-27 2024 44104470136572 Santa Cruz County Career Advancement Charter 2 4 3 3 3 3 4 4 4 4 4 4 4 4 3 3 4 3 4 3 3 4 3 4 Met The Career Advancement Charter works to identify and provide targeted professional learning for all teachers and support staff to ensure all students are prepared for college and career standards. A primary focus is building engaging and common interdisciplinary curriculum for our individual student needs. Our program is studentcentered and values community input. We hope to foster a collaborative teaching and learning environment where our academic standards for professional learning, curriculum, policies and programs are implemented, sustainable, and versatile to better prepare our students. We will continue to use data to make informed decisions that guide programming. Students are supported in navigating the many responsibilities including family, work, personal responsibilities, and school. We work with our Adult Education consortium to align instructional resources and initiatives when possible. Additionally, we support our CAC students in the enrollment process with our community 2024-25 Local Performance Indicator Self-Reflection for Career Advancement Charter, Santa Cruz County Office of Education Page 8 of 17 college partners. Students are able to enroll in dual enrollment courses, non-credit courses, and enrichment opportunities at the community college level. 2024-06-27 2024 44104474430252 Pacific Collegiate Charter 2 5 4 4 5 5 5 4 4 5 5 4 3 4 4 4 1 3 1 5 5 4 4 3 Met PCS has a rich college preparatory program that engages students in substantive learning across the curriculum. All students have access to a wide variety of Advanced Placement (AP) courses, and complete UC/CSU a-g requirements by the time they graduate. Focus areas for the 2021-2024 LCAP include providing effectie instruction and Tier 1 supports for English learners and students with disabilities. PCS does not currently offer many Career and Technical Education (CTE) courses, but is exploring and beginning to offer CTE courses in Computer Science/Engineering, Digital Media/Arts, and other pathways. 2024-06-05 2024 44697320000000 Bonny Doon Union Elementary 2 5 4 5 5 5 5 4 5 5 5 4 4 4 4 4 3 3 5 4 1 5 5 5 Not Met 2024 44697570000000 Happy Valley Elementary 2 5 5 4 5 4 5 5 5 5 5 5 5 5 5 5 0 4 4 5 0 5 5 5 Met 2024-06-18 2024 44697650000000 Live Oak Elementary 2 5 4 4 3 3 5 5 5 4 5 4 4 4 3 3 0 3 4 4 0 5 4 3 Met 2024-06-26 2024 44697650100388 Tierra Pacifica Charter 2 4 3 4 3 3 5 4 2 4 2 3 3 3 3 3 3 3 4 3 2 3 3 3 Met "1. All TK-3rd grade teachers have trained or are being trained in Science of Reading. There have been training in all other subject areas pre-pandemic, but with a newer staff, some will need to be trained depending on previous experience. 2. ELA curriculum has recently been acquired for all classrooms. Currently, ELA, Math and Science curriculum all have EL scaffolding included. We are currently exploring the new math framework. We currently use History Alive! in most classrooms, with supplemental materials that align with our obligation to ""provide an educational environment free from discrimination and hate by 1) The use of primary sources, especially the first-person testimony of survivors and eyewitnesses; and 2) Inquiry-based instruction that invites students to explore the impact of atrocities and genocide on individuals and communities. (CDE, May 7, 2024) 3. Staff is afforded collaborative time at one staff meeting per month, but more time is needed and certainly desired. 4. Middle schoolers are afforded opportunities to learn non-academic skills through our electives cycles. Spanish has historically been taught in multiple grades by volunteers and is not always offered to everyone depending on availability. 5. With a small and very collaborative staff, needs are identified and prioritized easily. Focus of admin has been on mentoring teachers newest to the field of teaching with help provided by veteran teachers." 2024-05-28 2024 44697730000000 Mountain Elementary 2 4 4 4 4 4 5 5 5 5 5 3 3 3 3 3 0 4 5 5 0 3 4 3 Met 2024-06-13 2024 44697810000000 Pacific Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 3 0 4 4 4 Met 2024-06-12 2024 44697990000000 Pajaro Valley Unified 2 4 4 4 4 4 4 4 5 5 5 4 4 4 4 4 5 4 5 4 5 4 4 5 Met PVUSD has provided training and coaching on Common Core Aligned Curriculum for all teachers throughout the year, utilizing early release Fridays. The training and coaching is done on-going and systematically districtwide with a focus on state aligned, adopted curriculum. Currently, the district is focused on refining practices around English language development, High School English and implementing Next Generation Science Standards (at the elementary level). 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 to prepare students to be college, career ready upon high school graduation. 2024-06-24 2024 44697990117804 Ceiba College Preparatory Academy 2 Strengths Ceiba College Preparatory Academy demonstrated commendable strengths, particularly in the academic growth of its students. Throughout the school year, there has been noticeable growth in STAR reading and math scores across various grade levels. This consistent improvement reflects our instructional strategies' effectiveness and our teaching staff's dedication. Additionally, the same cohort of students has shown significant achievement gains in the California Assessment of Student Performance and Progress (CAASPP) in Grades 6, 7, 8, and 11. This growth underscores our commitment to fostering academic excellence and preparing our students for future success. Areas for Growth Despite these strengths, there are areas where we need to improve. The performance on the California Science Test (CAST) has been identified as an area requiring focused attention. Enhancing our science curriculum and providing targeted support to students will be critical in raising achievement levels in this subject. Additionally, the reclassification rate of English learners for the 2023-24 school year has shown a decline, with detailed data to be shared in August 2024. Addressing this issue will involve examining our reclassification criteria and support systems to ensure that English learners progress and achieve language proficiency at expected rates. Another significant area for growth is the implementation of the English Language Development (ELD) curriculum. The current implementation has been identified as poor, indicating a need for revisiting and refining our approach. Strengthening the ELD curriculum and its delivery will be essential in supporting our English learners more effectively. Furthermore, professional learning needs for staff have been identified, particularly in the areas of English language supports and Webb’s Depth of Knowledge (DOK) rigor for assignments and assessments. Providing comprehensive professional development in these areas will equip our educators with the necessary skills and strategies to enhance instructional quality and student engagement. By addressing these areas for growth, we aim to build on our existing strengths and ensure that all students receive a high-quality education that prepares them for future success. Continuous improvement and targeted interventions will be key in achieving our goals and maintaining our commitment to academic excellence and equity. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 44697994430229 Pacific Coast Charter 2 2 2 2 2 2 3 3 3 3 3 3 2 3 3 3 2 2 2 2 2 2 2 2 Met 2024-06-27 2024 44697994430245 Diamond Technology Institute 2 5 5 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 4 5 5 5 5 5 Met 2024-05-28 2024 44697996049720 Linscott Charter 2 5 3 5 2 4 5 3 4 2 4 4 3 4 2 4 0 3 3 3 0 5 4 3 Met 2024-06-19 2024 44697996049829 Alianza Charter 2 "Alianza Charter School utilizes a comprehensive array of measures and tools to track its progress in implementing the state academic standards adopted by the State Board of Education. These tools include: 1. Benchmark Assessments: Administered at the end of each trimester, DRA2provides educators and their classrooms a criterion-based, authentic benchmark/interim assessment evaluating student reading level and reading behaviors in Kindergarten through Grade 8. DRA2 determines independent or instructional levels on reading engagement, oral reading fluency, and reading comprehension. For struggling readers, DRA2helps create instructional groupings and informs instructional practice through progress monitoring and targeted skill-based interventions. We do this same assessment for Spanish Reading, but the Spanish version called EDL. 2. Teacher Evaluations, Observations, and Lesson Plans: Conducted biannually, these evaluations focus on ensuring effective instructional practices and adherence to state standards. Observations provide qualitative insights into classroom dynamics and instructional methodologies. 3. Interim Assessments: The NWEA MAP Test (Measures of Academic Progress) is an assessment tool used to measure achievement and growth in math, reading, and language use. This test helps educators know where students are academically and informs instructional strategies to ensure that students can reach academic achievement. 4. Professional Development Feedback: Regular feedback from teachers participating in professional development programs ensures that training is relevant, effective, and aligned with the state standards. This feedback loop helps refine instructional strategies and curriculum implementation. Rationale for Selected Measures or Tools Alianza selected these measures and tools due to their ability to provide detailed, actionable insights into both student learning and instructional effectiveness. Benchmark assessments offer frequent, objective data on student progress, which is essential for making informed instructional decisions. Teacher evaluations complement the quantitative data from assessments, giving a holistic view of the teaching and learning process. Interim assessments reports enable us to identify and address learning gaps promptly, while professional development feedback ensures that teachers are continuously improving their practices in alignment with state standards. Summary of Progress Based on the locally selected measures and tools, the LEA has made significant strides in implementing the academic standards adopted by the State Board of Education. Overall, the LEA's use of these comprehensive tools and measures has facilitated a robust and effective implementation of the state academic standards. This has resulted in notable improvements in student learning outcomes across all subject areas, demonstrating the LEA's commitment to high-quality education and continuous improvement. " 5 4 5 4 4 5 3 5 4 4 5 4 5 4 4 0 4 4 3 5 5 5 4 Met 2024-05-30 2024 44697996119077 Watsonville Charter School of the Arts 2 The locally selected measures or tools utilized by the Watsonville Charter School of the Arts to track progress in implementing the state academic standards include: Common Core State Standards for English Language Arts (ELA) Common Core State Standards for Mathematics Next Generation Science Standards (NGSS) Visual and Performing Arts Standards These measures were chosen because they align directly with the adopted academic standards by the State Board of Education and provide comprehensive frameworks for assessing student learning and curriculum alignment. Summary of Progress: ELA and Mathematics: The school has made significant strides in aligning curriculum and instructional practices with the Common Core State Standards. Ongoing assessment and data analysis indicate steady progress in student proficiency and mastery of ELA and Math standards. Science: Implementation of the Next Generation Science Standards has led to enriched inquiry-based learning experiences and increased student engagement in science education. Visual and Performing Arts: Efforts to integrate the Visual and Performing Arts Standards into the curriculum have resulted in enhanced creativity, expression, and appreciation for the arts among students. Overall, the Watsonville Charter School of the Arts demonstrates commendable progress in implementing the state academic standards across multiple subject areas, fostering a well-rounded educational experience that prepares students for success in college, career, and beyond. 4 3 5 3 5 2 2 5 4 5 5 3 5 3 3 0 5 5 5 0 5 5 5 Met 2024-05-14 2024 44698070000000 San Lorenzo Valley Unified 2 5 4 4 4 4 5 4 4 4 4 5 4 4 4 4 5 4 4 5 5 5 4 5 Met 2024-06-12 2024 44698070110007 Ocean Grove Charter 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 4 4 Met All of our high school science courses are aligned with NGSS. We continue to grow our CTE program and added an Education pathway. Our individualized approach to professional development involves using goal setting, data from teacher evaluations, and schoolwide strategic planning. We begin with a school-wide Professional Development day dedicated to aspects of our focus for improvement. Teachers participate in PD workshops on focus areas in cohorts that meet throughout the school year. This includes PD on our school's Writing Initiative. The Early Literacy Coordinator continues to provide staff training, evidence-based resources, policy development regarding early literacy, and universal dyslexia screening that aligns with Structured Literacy. All school administrators will undergo Structured Literacy training before the start of the 24/25 school year. We track progress towards one of our LCAP goals by monitoring the number of monthly trainings we provide parents. Many of these relate to state content standards. Parents and staff work together to help students achieve standards based learning. The EL Department tracks and monitors EL student progress and aligns ELD instruction accordingly. Each ELD class utilizes the CA ELD standards, EL teaching strategies, and best practices. 2024-06-04 2024 44698074430179 SLVUSD Charter 2 4 3 4 4 3 4 3 4 4 3 5 3 4 4 3 3 4 4 4 4 4 4 3 Met 2024-06-05 2024 44698150000000 Santa Cruz City Elementary 2 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. All schools in the district have agreed to focus on moving towards an Integrated English Language Development approach over the next five years, meaning English Language Development standards, instructional strategies, and scaffolds and supports are used in all content areas by all teachers throughout the school. The district is currently planning on professional development and continued implementation of Integrated English Language Development. Mathematics: Santa Cruz City elementary schools use the math Common Core State Standards and are in the seventh year of using the Eureka Mathematics program. Each site has a designated Math RtI coordinator who supports intervention for students using Do the Math curriculum. . Next Generation Science Standards: Santa Cruz City elementary schools are in year five of Next Generation Science Standards implementation. Teachers use the FOSS Next Generation Science Kits for hands-on exploration in the classroom. History-Social Science:Santa Cruz elementary schools adopted TCI Social Studies Alive! And implemented in 2023. Ongoing professional development is provided in teaching social studies. Visual and Performing Arts: The district’s credentialed visual and performing arts teachers follow the standards for their content area as well as the district curriculum master plan and are integrating integrated English Language Development into their respective courses. All elementary children receive art classes. Students in grade 1st - 5th have music instruction, and 4th and 5th graders can be a member of the band program. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-12 2024 44698230000000 Santa Cruz City High 2 Santa Cruz City Schools' secondary program has fully implemented the academic standards adopted by the State Board of Education: English Language Arts: Both Middle and High school English Language Arts teachers have Common Core aligned lessons and Scope and Sequences. 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 ten and high school is in year eight of College Preparatory Mathematics (CPM) 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 offered in the local area and the adopted curriculum reflects updated standards and framework aligned curriculum. Career Technical Education: Career Technical Education teachers and classes are aligned to the outlined state descriptions and teachers are working to incorporate the necessary Leadership standards. Health Education, Physical Education, Visual and Performing Arts, and World Language have all fully implemented current state standards and engage in professional development to support this implementation. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-12 2024 44698234430187 Delta Charter 2 In the 24-25 school year, Delta is piloting standards-based, school-wide assessments with a common scoring rubric. 5 5 5 4 4 5 5 5 4 4 4 4 4 4 4 2 5 2 3 0 4 4 4 Met 2024-06-11 2024 44698490000000 Soquel Union Elementary 2 5 4 5 4 3 5 4 5 4 3 5 4 5 4 3 4 4 4 4 4 4 4 4 Met 2024-06-26 2024 44754320000000 Scotts Valley Unified 2 4 5 4 5 5 5 5 4 5 4 5 5 3 5 5 5 5 5 5 5 5 5 5 Met Scotts Valley Unified School District aligns all professional development with district initiatives, including benchmark assessments, NGSS and environmental literacy, PBIS (Positive Behavior Intervention and Supports), Math, attendance, special education and safety. Curriculum and textbooks have been adopted and purchased in Math, ELA, ELD, Science, World Language, and History/Social Science. The District will pilot Action steps and trainings are determined collaboratively with staff and include stakeholder input and engagement. 2024-06-18 2024 44754320139410 California Online Public Schools Monterey Bay 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met 2024-06-04 2024 44772480000000 SBE - Watsonville Prep 2 4 3 4 4 3 4 3 4 4 3 5 3 5 4 3 2 2 3 3 2 5 4 4 Met 2024-06-17 2024 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, Access Classes, CORE Assessment, and MAP skills. Access to Edgenuity assures students have access to advanced coursework. Edgenuity courses are based on well-established, 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 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. Edgenuity has allowed us to offer more A-G options. Canvas course development has provided opportunities to incorporate Social-emotional learning (SEL) online. Increasing dual enrollment has led to an increase in credit recovery. Access classes have targeted essential concept recovery to address learning loss. Students are beginning to have more access to peer communication and collaboration using the Canvas platform and other online sources that provide access and success for all students. We intend to provide blended learning opportunities and intensive one-to-one attention to students and their families. 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 4 4 5 5 5 5 5 5 Met 2024-06-26 2024 45104540111674 Chrysalis Charter 2 5 2 3 4 4 4 2 4 4 4 4 2 4 4 4 1 4 5 3 2 5 5 5 Met 2024-06-06 2024 45104540129957 Northern Summit Academy Shasta 2 Northern Summit Academy staff uses curricula, and materials that align with the CA State Academic Standards in all courses. Local assessments are used to track student progress towards grade level proficiency. These assessment tools include NWEA MAP, Next Gen Math, publisher assessments, and IXL. Annually, all grades 3-8 and 11 students participate in the CAASPP tests., grades 5,7, and 9 complete the CA Physical Fitness tests, and the ELPAC is administered as appropriate. 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 5 4 4 3 5 5 5 Met NSA provides standards based intervention for K-8 and high school students, Special Education students are fully integrated into all general education, grade level standards based classes and curricula. 2024-06-25 2024 45104540132944 Redding STEM Academy 2 5 4 5 5 4 5 5 5 5 5 5 4 5 5 4 0 4 5 4 0 5 5 5 Met RSTEM has adopted California aligned curriculum for Math, English Language Arts, Science, and Social Studies. Teachers follow the frameworks for art and P.E. The school recognizes the importance of teacher growth. Professional development is a priority for the staff. Staff are able to choose different learning opportunities and administration works with the school team to determine which subject areas to focus on during the school year for professional development. 2024-06-12 2024 45698560000000 Anderson Union High 2 4 4 5 3 4 4 4 5 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 Met 2024-06-18 2024 45698564530333 Anderson New Technology High 2 We have seen an overall growth in our enrollment over the previous two years; however, with our small enrollment, much of the data is still suppressed to protect the individual identity of our students. We are pleased with a zero suspension rate. CAST (California Standards Test for Science) highlighted that students continue to see positive growth exceeding the standard. This trend shows that the science curriculum is effective and helps the academic achievement of our students from below standards to meeting/exceeding standards. We continue to use multiple measures of summative feedback as a means of reflection within the evolution of our instructional model. The success of our seniors during their capstone presentation/interview validates our New Tech model in meeting standards. 4 4 5 5 4 4 4 5 5 4 4 4 5 5 4 3 3 4 4 4 4 4 4 Met 2024-06-18 2024 45698720000000 Bella Vista Elementary 2 5 5 5 3 1 5 5 5 3 1 5 5 5 4 4 3 4 5 5 1 5 5 5 Met 2024-06-14 2024 45698800000000 Black Butte Union Elementary 2 5 5 5 1 1 5 5 5 3 5 5 5 5 5 5 1 3 3 5 5 5 5 3 Met 2024-06-20 2024 45699140000000 Cascade Union Elementary 2 We have adopted McGraw Hill Wonders curriculum (TK-5) and Engage New York( 6-8) for English language arts. We plan to pilot a new English Language Arts (ELA) program in the 2025-2026 school year. English Language Development is embedded in our ELA programs. Everyday Math (TK-5) and College Preparatory Mathematics (6-8) are our current mathematics adoption. We will pilot mathematics in 2022-2023 school year. In 2026, we will pilot programs in History-Social Studies once the State Board approves recommendations for the adoption list. Science was adopted in 2020. Grades TK-5 adopted the Delta Education FOSS program and grades 6-8 adopted Houghton Mifflin Harcourt Science in 2019. In 2018, we adopted the History Social Studies Studies Weekly for (TK-5) and McGraw Hill/BASE Health and Social Emotional Learning curriculum (6-8). Spanish and American Sign Language are provided as an elective and visual and performing arts are embedded throughout the program. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 45699140135624 Tree of Life International Charter 2 "English Language Arts (ELA) - Common Core State Standards for ELA: CAASPP ELA. 45% 2022; 47% 2023 • English Language Development (ELD) (Aligned to Common Core State Standards for ELA): ELPAC 77% making progress 2022; 43% making progress 2023. • Mathematics - Common Core State Standards for Mathematics: CAASPP Math. 47% Prof. 2022; 34% Prof. 2023 • Next Generation Science Standards: CAST 5th and 8th Grades.2022: 22% 5th; 55% 8th grade; 2023: 5th 42%; 8th 27% • History-Social Science: Unit Assessments • Career Technical Education: Career fair; College week; 8th Grd College Visits and 5 week career internships • Health Education Content Standards: 5th grade ""Our changing Bodies""; 6th Reproduction (Science); 7-8 HEART (Health Education and Relationship Training • Physical Education Model Content Standards: California Physical Fitness Test 5th and 8th grade: 100% participation • Visual and Performing Arts: Performances/Participation in Choir, Dance, Band, Strings, Art electives 100% participation • World Language: Spanish; Korean; French; ASL" 5 4 4 3 4 4 4 4 4 4 5 4 5 4 4 4 4 5 5 5 4 4 4 Met In 2022-23 we focused on implementation of a new math program in grades K-5, Everyday Math, and new program in 6th-8th CSTEM. We had PD with UC Davis trainers on mastering the math standards at all grade levels. In 2023-24 we will focus on ELD instruction and standards and make sure all teachers have participated in a two day In-person GLAD training, as well as adopting STEM SCOPES Math in MS. In 2024-25 we will continue our focus on Math instruction and Math fluency for all, increased use of interim assessment data to inform instruction, individual and classroom goal setting, small group instruction in math, teacher goal setting and collaborative work in Learning Crews. 2024-06-11 2024 45699220000000 Castle Rock Union Elementary 2 4 1 3 3 1 4 1 4 5 1 4 1 4 3 2 0 3 5 3 0 3 3 3 Met 2024-06-12 2024 45699480000000 Columbia Elementary 2 4 4 4 3 4 4 4 4 3 4 4 3 4 3 3 0 2 3 2 0 2 2 2 Met 2024-06-21 2024 45699480134122 Redding School of the Arts 2 5 5 3 3 3 5 5 4 4 4 4 5 5 4 4 4 3 4 5 5 4 4 4 Met 2024-06-13 2024 45699480139543 Shasta View Academy 2 Shasta View Academy had two students classified as English Language Learners enrolled in the 2023-2024 school year. 5 4 5 4 4 5 4 5 4 4 5 4 5 4 4 4 5 5 4 4 5 5 5 Met 2024-06-13 2024 45699480141580 Phoenix Charter Academy College View 2 5 3 4 5 5 5 3 5 5 5 4 3 4 4 4 3 4 5 5 5 5 4 4 Met 2024-06-11 2024 45699550000000 Cottonwood Union Elementary 2 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 3 4 4 2 2 5 5 4 Met 2024-06-26 2024 45699550121640 Cottonwood Creek Charter 2 4 4 4 2 2 4 4 4 3 3 3 3 3 3 3 2 2 2 2 2 5 4 3 Met 2024-06-17 2024 45699710000000 Enterprise Elementary 2 5 4 4 4 4 5 5 5 5 5 4 4 4 4 4 1 5 5 5 1 5 4 4 Met 2024-06-12 2024 45699710135848 Redding Collegiate Academy 2 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 5 3 4 4 4 Met 2024-06-12 2024 45699890000000 Fall River Joint Unified 2 5 3 5 5 5 5 3 5 5 5 4 2 4 4 4 5 3 5 4 4 5 5 4 Met 2024-06-26 2024 45699970000000 French Gulch-Whiskeytown Elementary 2 5 5 4 3 4 5 5 5 5 5 5 5 5 4 4 0 5 5 5 0 5 5 4 Not Met For Two or More Years 2024 45700030000000 Grant Elementary 2 5 5 5 4 5 5 5 4 4 4 3 3 3 3 3 3 4 4 4 5 3 3 3 Met 2024-06-20 2024 45700110000000 Happy Valley Union Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 3 3 2 3 5 5 4 Met 2024-06-28 2024 45700290000000 Igo, Ono, Platina Union Elementary 2 State adopted textbooks are available and utilized at each site. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the district-wide Redding School District Assessment Matrix contains district-wide assessments and benchmarks for TK-8th Grade in which student progress towards the standards is measured. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 45700450000000 Junction Elementary 2 A majority of staff believe that there is full implementation and sustainability in the following areas: ELA- California State Standards ELD (Aligned to ELA Standards) Mathematics- California State Standards A majority of the staff felt we needed to explore and research the following areas: Next Generation Science Standards History Social Standards Academic Standards- A majority of staff believe the district is making progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks. Academic Standards-A majority of staff believe the district is making 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). Other Adopted Academic Standards- A majority of staff believe the district is making progress in implementing the academic standards adopted by the state board of education for all students in the following areas:. Health Education Content Standards Physical Education Model Content Standards Visual and Performing Arts Staff believe that we are in the beginning stages of development in the following areas: Career Technical Education World Language Due to our small district and limited staffing, we find it a challenge to consistently provide world language and CTE electives at the middle school level. We have written grants and have reached out to our high school districts to partner in CTE or stronger workforce without success. Support for Teachers & Administrators- A majority of staff believe the district is making progress at engaging in the following activities with teachers and school administrators in the following areas: The staff annually identify the professional learning needs as a whole and the needs of individual teachers. The district provides support for teachers on the standards they have not yet mastered. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 45700520000000 Millville Elementary 2 5 1 5 4 5 5 1 5 5 5 5 1 5 4 4 2 2 5 5 3 5 5 4 Met 2024-06-11 2024 45700780000000 North Cow Creek Elementary 2 The staff would like to see the following for professional development next year: science, SIPPS for new staff, Capturing Kids Hearts, PBIS, strategies for English Learners, Restorative Practices, social studies, Study Sync alternatives (systematic writing strategies). They would like the option to attend professional development outside the district. The staff believe math, science, and English language arts curriculum are the strongest and indicated a need to improve social studies, visual and performing arts, PE, and world language. They believe the social studies curriculum is especially outdated. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-21 2024 45700860000000 Oak Run Elementary 2 English Language Arts (ELA) – Common Core State Standards for ELA, English Language Development (ELD) (Aligned to Common Core State Standards for ELA), 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 standards are all taught by highly qualified teachers, according to the state standards at Oak Run Elementary School District. 5 5 5 4 4 5 5 5 4 4 5 5 5 5 5 4 4 4 5 4 5 5 5 Met The CAASPP state test was not taken into consideration for the 2021/2022 and 2022/2023 school years because our internet services did not allow for that to happen. 2024-07-12 2024 45700940000000 Pacheco Union Elementary 2 Pacheco Union School District tracks and reports academic progress based on the state academic standards through targeted and consistent tracking and reporting means. English Language Arts (ELA) – Common Core State Standards (CCSS); utilize IXL Diagnostics and ELA instruction to track progress and provide personalized learning paths, as well as SBAC Interim Assessments to measure proficiency and progress. D District Common Assessments monitor mastery of key ELA skills, aligned with state academic standards. English Language Development (ELD) - we utilize ELPAC to assess English proficiency for non-native speakers, in correlation to IXL for ELT integrated with ELA supports for targeted instruction and Tier 2 ELA and literacy instructional interventions at all grade levels. Mathematics – Tracking and reporting of instruction and data on the Common Core State Standards (CCSS) with support and assessment data from IXL Diagnostic and Instruction to offer personalized learning and progress monitoring, SBAC Interim Assessments to evaluates math proficiency, Grade and District-level Common Math Assessments. Science - ensuring implementation of NGSS, CAST administration for grades 5 and 8 to assess NGSS understanding, STEMscopes & STEM activities for NGSS-aligned resources and assessments. History/Social Science - Common Assessments to monitor understanding of historical concepts and vertical teams to ensure focus on multi-disciplines Health Education Content Standards - Instruction on Health Education Curriculum Assessments to evaluate knowledge of health concepts. Physical Education Model Content Standards - Physical Fitness Testing (PFT), Annual fitness assessments, and Skill-based Assessments to evaluate proficiency in physical activities. Visual and Performing Arts -Art and Music Performance Assessments to evaluate student work in the arts, extracurricular opportunities to to include school plays/musicals, music ensembles, musical theory, and art exhibitions. Coding and Computer Science Focus - Code.org and Scratch Assessments to track progress in coding and computer science. project-based assessments to evaluate the application of coding skills. Foreign Language Opportunities - Language Proficiency Assessments to evaluates language skills, cultural projects to assess understanding of cultural contexts. Career and Technical Education (CTE) Topics -Forensic Science Assessments, STEM-related Project Assessments, Agricultural Science Projects to include gardening and agriculture. Data-Driven Instruction and Intervention/Enrichment- Data Analysis Tools to support WYN/Intervention data analysis, RTI (Response to Intervention) Programs to provide structured support based on data of student academic learning. These tools ensure the effective implementation of state standards and support the academic growth of all students. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 5 5 5 4 5 5 5 Met 2024-06-12 2024 45701100000000 Redding Elementary 2 State Adopted Textbooks are available and utilized at each site. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the district-wide Redding School District Assessment Matrix contains district-wide assessments and benchmarks for TK-8th Grade in which student progress towards the standards is measured. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 45701100135889 Stellar Charter 2 4 4 5 4 4 5 5 5 5 5 4 4 4 4 4 4 5 4 5 4 5 5 5 Met 2024-06-20 2024 45701106117931 Monarch Learning Center 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 3 4 3 5 5 5 Met 2024-06-25 2024 45701280000000 Shasta Union Elementary 2 State adopted textbooks are available and utilized at each site. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the district-wide Redding School District Assessment Matrix contains district-wide assessments and benchmarks for TK-8th Grade in which student progress towards the standards is measured. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 45701360000000 Shasta 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 Met 2024-06-11 2024 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 Met 2024-06-12 2024 45701364530267 Shasta Charter Academy 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 5 4 5 5 5 Met 2024-06-06 2024 45701690000000 Whitmore Union Elementary 2 4 3 4 2 2 5 5 5 5 5 4 4 3 2 2 0 2 4 4 0 4 4 4 Met During the 2023-2024 school year, additional curriculum was purchased to ensure all students had state adopted materials, including new middle school NGSS curriculum, StemScopes, as well as additional textbooks for History/Social Studies, My World. Likewise, the district purchased new ELA curriculum for all students K-8, which was Wonders for K-5 and StudySync for 6-8. Professional development has been provided for the teachers in ELA and Math. Our science teacher was given the opportunity to have some training for the new curriculum as well. The district purchased Clever to help with the access to the digital versions of all the new curriculum. With the partnership of the IT department from Shasta Union High School District, the Whitmore Elementary School District has been slowly getting technology upgrades that correlate with the new digital curriculum, although, there is still much work and improvement for this aspect of curriculum access. 2024-06-25 2024 45737000000000 Mountain Union Elementary 2 5 5 5 3 3 5 5 5 5 5 4 4 4 3 3 4 4 4 1 0 4 4 4 Met Mountain Union Elementary School District continues to work on the professional development and training needed to move toward full implementation. Over the last couple of years, there has been an influx and turnover of both site administrators and certificated employees (teachers). This has hampered the progress and momentum of professional development opportunities and planning. The district is partnering with Shasta County Office of Education to systematically and strategically set up professional development time for school teachers and leaders in the following areas: lesson development with a focus on universally designed lessons, assessments, progress monitoring, and multi-grade lesson plans; stipends and additional time teachers and leaders to attend workshops that focus on early literacy and evidence-based strategies for high-quality instruction; additional training with county leaders focusing on positive behavioral intervention systems (PBIS) and classroom management strategies; and county instructional coaches on campus helping in all aforementioned areas, including use of technology (Google Classroom, Clever, etc.). 2024-06-26 2024 45752670000000 Gateway Unified 2 5 5 5 5 5 4 4 4 4 4 4 4 4 4 4 5 3 4 4 5 5 4 4 Met 2024-06-26 2024 45752670113407 Rocky Point Charter 2 4 4 4 3 2 4 4 4 3 2 5 5 5 4 4 2 3 4 3 2 4 4 4 Met 2024-06-20 2024 46104620000000 Sierra County Office of Education 2 4 3 2 4 4 5 5 5 5 5 4 3 3 3 3 4 2 5 3 3 5 5 3 Met 2024-06-25 2024 46701770000000 Sierra-Plumas Joint Unified 2 4 3 2 4 4 5 5 5 5 5 4 3 4 3 3 4 2 5 3 3 5 5 3 Met 2024-06-25 2024 47104700000000 Siskiyou County Office of Education 2 3 3 3 3 3 3 3 3 3 3 1 1 1 2 1 4 5 5 4 1 3 4 4 Met 2024-06-26 2024 47104700117168 Golden Eagle Charter 2 4 3 4 3 3 5 3 5 4 5 5 3 5 4 4 5 4 3 3 4 5 4 4 Met 2024-06-17 2024 47104700137372 Northern United - Siskiyou Charter 2 4 4 4 4 2 4 4 4 4 4 3 4 3 4 2 4 3 5 4 3 3 3 3 Met 2024-06-27 2024 47701850000000 Big Springs Union Elementary 2 The Local Educational Agency (LEA) has chosen several measures and tools to track its progress in implementing the state academic standards adopted by the State Board of Education. These include: Standardized Assessments: The LEA utilizes standardized assessments aligned with the Common Core State Standards for English Language Arts (ELA) and Mathematics, as well as the Next Generation Science Standards (NGSS). These assessments provide quantitative data on student performance and mastery of the standards. Curriculum Alignment Reviews: The LEA conducts regular reviews of curriculum materials to ensure alignment with the adopted academic standards. This includes reviewing textbooks, instructional resources, and lesson plans to verify that they cover the content and skills outlined in the standards. Observations and Walkthroughs: School administrators and instructional coaches conduct classroom observations and walkthroughs to assess the implementation of the academic standards in teaching practices. They look for evidence of standards-aligned instruction, student engagement, and differentiation to meet diverse learner needs. Professional Development Participation: The LEA tracks participation in professional development opportunities related to the adopted academic standards. This includes workshops, seminars, and training sessions designed to support teachers in understanding and implementing the standards effectively. Student Work Samples: Teachers collect and analyze student work samples to gauge student progress and mastery of the academic standards. These samples provide qualitative evidence of student learning and understanding across various content areas. Based on these measures and tools, the LEA has made significant progress in implementing the adopted academic standards. Standardized assessment data indicate steady improvement in student achievement in ELA, Mathematics, and Science, with a growing percentage of students meeting or exceeding proficiency benchmarks. Curriculum alignment reviews have ensured that instructional materials are closely aligned with the standards, providing teachers with the resources needed to deliver high-quality instruction. Classroom observations and walkthroughs have shown evidence of standards-aligned teaching practices, with teachers effectively incorporating the standards into their lesson planning and delivery. Additionally, participation in professional development opportunities has increased teacher capacity in understanding and implementing the standards effectively, leading to improved student outcomes. Overall, the LEA's efforts in tracking progress and implementing the academic standards have resulted in positive outcomes for students across various content areas. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 47701930000000 Bogus Elementary 2 5 4 5 4 3 5 5 5 4 3 4 4 4 3 3 1 4 3 4 2 4 4 4 Met 2024-06-12 2024 47702010000000 Butteville Union Elementary 2 5 3 5 4 5 5 3 5 4 5 5 3 5 4 5 0 3 4 5 3 5 4 3 Met 2024-07-25 2024 47702270000000 Delphic Elementary 2 4 2 3 3 3 5 2 5 3 5 5 2 4 4 4 2 4 5 2 1 4 4 4 Met 2024-06-12 2024 47702430000000 Dunsmuir Elementary 2 5 4 4 3 4 5 5 5 4 5 5 4 5 4 4 4 2 3 3 1 4 4 4 Met 2024-06-25 2024 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 4 4 4 Met We continue to seek professional development on engagement and attendance issues. for staff as a whole. We anticipate additional professional development for new college classes and to reach our goal of having everyone certified in all their classes. 2024-06-12 2024 47703180000000 Gazelle Union Elementary 2 4 1 4 3 3 5 1 5 5 3 4 4 4 4 4 3 3 3 2 1 3 3 3 Met 2024-06-27 2024 47703260000000 Grenada Elementary 2 5 4 5 4 5 5 5 5 5 5 3 2 3 3 2 3 5 5 3 2 3 3 3 Met 2024-06-20 2024 47703340000000 Happy Camp Union Elementary 2 3 3 2 2 2 3 3 2 2 2 3 3 3 2 2 2 2 3 1 1 4 4 4 Met 2024-06-26 2024 47703590000000 Hornbrook Elementary 2 5 3 5 3 4 5 5 5 5 4 4 3 5 4 4 3 5 5 3 2 4 4 4 Met 2024-06-25 2024 47703670000000 Junction Elementary 2 3 1 3 3 3 3 1 3 2 3 3 3 3 2 4 1 3 3 3 4 3 3 3 Met 2024-06-28 2024 47703750000000 Klamath River Union Elementary 2 3 3 3 4 4 5 5 5 2 2 4 4 4 2 2 4 4 4 2 2 3 3 3 Met 2024-06-18 2024 47703830000000 Little Shasta Elementary 2 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 4 4 4 5 1 4 4 4 Met 2024-06-20 2024 47704090000000 McCloud Union Elementary 2 The LEA uses several academic tools to measure progress in standards implementation. The staff is small (3.88 full-time teachers), and collaboration is easy via conversation and meetings. Built-in curriculum assessments address access to the core curriculum, especially ELA and math. Additionally, programs like ESGI assess emergent readers, and STAR assesses upper grade level reading and math progress. The LEA currently has no EL Students, so an ELD program is not being utilized. Math progress has increased in the last few years at the LEA due to the purchase of Go Math for upper-grade levels and continued fidelity in using Houghton Mifflin math. GO Math and Eureka Math for lower-grade levels. NGSS are addressed via a consistent textbook program, especially via the FOSS kits and hands-on science labs with Jason Singleton of SCOE. History-social science needs are met via the online of Studies Weekly, which has a hard copy version the LEA provides. The LEA also has supplemental magazines from Discover Kids for upper-grade levels to supplement instruction. 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 TK-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. 5 1 5 5 5 5 1 5 5 5 5 1 5 5 5 0 1 1 1 0 0 5 5 Met Regarding ELD (Aligned to ELA Standards), our LEA does not have any EL students, so this is exploratory currently (rating 1) until the LEA receives EL students. Regarding Section 4 of this document, these course offerings are for upper-grade level students, and our LEA is a TK-8 school that does not offer high school courses. 2024-06-21 2024 47704170000000 Montague Elementary 2 5 5 5 4 4 5 5 5 5 5 5 4 4 4 5 3 5 5 3 3 5 4 4 Met 2024-06-20 2024 47704250000000 Mt. Shasta Union Elementary 2 5 3 5 3 2 5 3 5 3 2 4 3 4 3 2 3 3 4 3 1 4 4 3 Met 2024-07-16 2024 47704580000000 Seiad Elementary 2 Not Met 2024 47704660000000 Siskiyou Union High 2 Siskiyou Union has utilized a PLC process to ensure that teachers are working collaboratively to utilize a continuous cycle of improvement process to evaluate the implementation of academic standards and instructional practices that support students in attaining a high level of outcomes across all academic and career technical programs. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-27 2024 47704820000000 Weed Union Elementary 2 4 3 4 2 1 4 3 4 2 2 3 3 3 2 2 3 3 4 2 3 5 3 3 Met 2024-06-27 2024 47704900000000 Willow Creek Elementary 2 5 5 5 5 3 5 5 5 4 3 4 4 4 3 3 0 2 3 4 0 4 4 4 Met 2024-06-20 2024 47705080000000 Yreka Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 2 5 5 1 4 3 3 Met 2024-06-25 2024 47705160000000 Yreka Union High 2 5 3 5 3 4 5 3 5 2 4 4 3 4 2 4 4 4 5 5 5 4 4 4 Met 2024-06-19 2024 47736840000000 Butte Valley Unified 2 3 2 2 1 1 5 2 2 1 1 2 1 1 1 1 3 1 1 4 2 1 1 1 Met 2024-06-28 2024 47764550000000 Scott Valley Unified 2 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 5 4 4 5 5 5 3 Met 2024-06-25 2024 48104880000000 Solano 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 Met 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 instructional lessons, assessments, and activities in English Language Arts, Mathematics, English Language Development (Designated and Integrated), and History/Social Science. Project-based learning opportunities in science and math and increased use of the Innovation Lab during the 2023-2024 school year will continue to provide students with rigorous instruction and hands on experiences that promote higher levels or academic proficiency in these content areas. 2024-06-26 2024 48104880139030 Elite Public 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 3 4 4 3 4 Met 2024-06-11 2024 48705240000000 Benicia Unified 2 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 5 4 5 4 5 4 4 4 Met 2024-06-13 2024 48705320000000 Dixon Unified 2 3 4 3 4 4 4 4 4 4 4 3 4 2 3 3 4 4 3 3 4 3 3 2 Met 2024-06-20 2024 48705320122267 Dixon Montessori Charter 2 "English Language Arts (ELA) – Common Core State Standards for ELA Selected Measures: Smarter Balanced Summative Assessments ELA and STAR Renaissance The school goal was to achieve the ""Green"" level on the California School Dashboard in ELA and it was done successfully. English Language Development (ELD) (Aligned to Common Core State Standards for ELA) Students progressing or completing the English Language Proficiency Assessments for California. Mathematics – Common Core State Standards for Mathematics Selected Measures: Smarter Balanced Summative Assessments Math and STAR Renaissance The school goal was to achieve the ""Green"" level on the California School Dashboard in Math and it was done successfully. Next Generation Science Standards Selected Measures: Smarter Balanced Summative Assessments California Science Test The school goal was to achieve the ""Green"" level on the California School Dashboard in Science and it was done successfully. History-Social Science Classroom assessments Career Technical Education NA Health Education Content Standards Offer and complete Health Education courses aligned with California Standards in 5th and 8th grade. Physical Education Model Content Standards Physical Fitness Testing (PFT) completion rate. Expectation that 100% of students completed the assessments and it was done successfully Visual and Performing Arts Class assessments World Language Class assessments " 4 4 5 5 4 5 5 5 5 5 4 4 4 5 4 0 5 5 4 4 4 4 4 Met 2024-06-11 2024 48705400000000 Fairfield-Suisun Unified 2 5 4 4 4 4 5 5 5 5 5 5 4 4 4 4 4 4 4 4 4 3 3 3 Met "In comparison to prior years, the District rated higher on the “District’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks in mathematics”, 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 in English Language Development, Mathematics, and Next Generation Science Standards”, and the “District’s progress implementing each of the following academic standards adopted by the state board for all students in Career Technical Education and World Languages."" In comparison to prior years, the District rated lower on the “District’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks for History Social Science.” In the 2023/24 school year, the District focused extensively on Ethnic Studies professional development." 2024-06-27 2024 48705650000000 Travis Unified 2 "Travis Unified used multiple measures to determine the progress in the implementation of state adopted academic standards and the implementation of those standards. Fidelity data is collected at each site through the use of curriculum maps and pacing guides by subject and grade level to ensure that all staff are familiar with the standards and have the resources to access the approved materials. This data is cross checked by site principals' classroom visits. Our observation tool includes areas for ""state adopted curriculum,"" which is measured through administrator walk-throughs and formal observations. Travis Unified also asks teachers directly about their implementation and teaching of the standards during the school year. This is included in our annual staff LCAP survey, which is provided to all staff. This was chosen as a triangulating point because access to materials (as shown in the fidelity data) and observation data (through administrator walk throughs) only capture a ""moment in time"" evaluation. Teachers are the best situated to evaluate their own progress. Collecting the data through an anonymous survey also promotes reflection and encourages honest feedback. Although the district reports the data only by subject area for the Dashboard metrics, leadership shares the data with site leadership and the School Board disaggregated by grade band to help pinpoint areas of increased training and support. Additionally, all staff are asked specifically if they need additional training on the standards. In 2023-24, all staff members who requested additional professional development in English Language Arts and/or math were offered training in that subject. Teacher standards implementation data is collected using a 5-point scale (Excellent = 5 to Poor = 1). Below are the average teacher implementation data scores for each subject area: English Language Arts (ELA) Average; 4.44 English Language Development (ELD) 3.99 Mathematics 4.31 NGSS Science 3.55 History-Social Science 3.72 Career Technical Education 2.26 Health Education 2.39 (removing class this year) Physical Education 3.54 Visual and Performing Arts 2.89 World Language 2.06" 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 48705730000000 Vacaville Unified 2 4 3 4 4 4 3 3 3 4 3 4 4 3 4 4 4 4 4 4 4 4 4 3 Met 2024-06-27 2024 48705730129494 Kairos Public 2 5 3 5 5 4 5 3 5 5 4 5 3 5 5 4 3 3 5 3 1 5 5 5 Met The Local Educational Agency (LEA) at Kairos Public Schools utilizes several locally selected measures or tools to track its progress in implementing the state academic standards adopted by the state board. These measures include: Benchmark Assessments: Regular benchmark assessments are conducted to monitor student progress and ensure alignment with state standards. These assessments provide data on student performance, allowing the school to identify areas where students are excelling or need additional support. Data-Driven Instruction: The use of data-driven instruction helps tailor teaching methods to meet the specific needs of students. This involves analyzing assessment data to inform instructional practices and interventions, ensuring that teaching strategies are effective and targeted. Teacher Collaboration and Professional Development: Regular professional development and collaborative planning sessions for teachers are essential. These sessions focus on state standards, effective teaching strategies, and data analysis to improve instruction and student outcomes. Student and Parent Feedback: Surveys and feedback mechanisms from students and parents provide insights into the effectiveness of the curriculum and teaching practices. This feedback is used to make necessary adjustments to better meet the needs of the school community. Performance Tracking Systems: The school employs performance tracking systems to monitor student progress continuously. These systems allow f 2024-06-18 2024 48705730135095 Ernest Kimme Charter Academy 2 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 2 5 4 5 0 5 5 5 Met 2024-06-27 2024 48705734830113 Buckingham Collegiate Charter Academy 2 3 3 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 3 4 4 4 4 Met 2024-06-13 2024 48705736051338 Fairmont Charter Elementary 2 4 3 4 4 4 3 3 3 3 3 4 4 3 3 4 0 3 4 4 0 4 4 3 Met 2024-06-13 2024 48705810000000 Vallejo City Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 4 3 4 4 4 4 Met 2024-06-26 2024 48705810115469 Vallejo Charter 2 3 3 3 3 3 4 4 4 4 4 3 3 3 3 3 0 3 4 4 0 4 4 4 Met 2024-06-26 2024 48705810134262 Caliber: ChangeMakers Academy 2 4 3 4 4 3 4 3 4 4 4 4 3 4 3 3 2 2 3 3 2 4 4 3 Met Curriculum selection, having taken place a few years ago for Math and ELA, was guided by alignment with the Common Core. Science and Social Studies curricula was also identified at this time. Over the summer, teacher leaders and administration work on scope and sequences, pacing calendars, unit plans. Most of the work around standards and curriculum internalization has occurred within the coach - teacher relationship, with foundations laid during summer professional development. 2024-06-20 2024 48705810137380 MIT Griffin Academy Middle 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 0 3 5 2 0 4 4 4 Met MIT Griffin Academy Middle School takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. In grades 6 - 8, teachers administer the NWEA MAP tests in Reading and Math three times per year to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. 2024-06-25 2024 48705810139816 Griffin Academy High 2 4 4 2 5 4 5 5 5 5 5 4 4 4 4 4 3 3 5 5 5 4 4 4 Met Griffin Academy High School takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. In grades 9-12, teachers administer the NWEA MAP tests in Reading and Math three times per year to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Student progress in Career Technical Education, Visual Arts and Music, and World Language. Additionally, students have the option to participate in concurrent enrollment at the local community college. 2024-06-25 2024 48705814830196 MIT Academy 2 5 4 3 3 3 3 4 5 4 4 4 4 4 4 4 4 2 3 4 5 5 4 4 Met MIT Academy takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. Our greatest strength is that the Instructional Coach trains staff and facilitates bi-weekly site trainings where staff trains each other. We are focusing on implementing a matrix for the essential standards and aligning lessons to standards. In grades 9-12, teachers administer the NWEA MAP tests in Reading and Math three times per year to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Student progress in Career Technical Education, Visual Arts and Music, and World Language. Additionally, students have the option to participate in concurrent enrollment at the local community college. 2024-06-25 2024 48705816116255 Mare Island Technology Academy 2 4 4 4 3 4 4 4 4 4 4 3 4 4 4 4 0 4 4 4 0 4 4 4 Met Mare Island Technology Academy takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. In grades 6 - 8, teachers administer the NWEA MAP tests in Reading and Math three times per year to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Moving forward, the Charter School will ensure implementation of adopted curriculum with fidelity. Additionally, the Charter School will provide school-wide writing workshops during the Advisory period to support students' written communication. Literacy intervention and support with leveled reading materials. There will be a writing component to accompany the reading to increase comprehension. 2024-06-25 2024 49104960000000 Sonoma County Office of Education 2 3 3 2 4 4 2 2 2 4 3 3 3 3 3 3 3 3 2 1 1 4 4 3 Met 2024-06-27 2024 49402460000000 Petaluma City Schools 2 5 3 5 3 4 5 4 5 4 4 2 2 3 1 1 4 5 5 5 5 4 2 2 Met 2024-06-26 2024 49402460131961 Petaluma Accelerated Charter 2 5 3 5 3 4 5 4 5 4 4 2 2 3 1 1 4 5 5 5 5 4 2 2 Met 2024-06-26 2024 49402466051981 Penngrove Elementary 2 5 3 5 3 4 5 4 5 4 4 2 2 3 1 1 4 5 5 5 5 4 2 2 Met 2024-06-26 2024 49402466119036 Live Oak Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-27 2024 49705990000000 Alexander Valley Union Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 0 4 5 4 0 4 4 4 Met 2024-06-10 2024 49706070000000 West Sonoma County Union High 2 5 5 5 5 5 5 5 5 5 5 3 3 3 3 3 5 5 5 5 5 3 3 3 Met 2024-06-26 2024 49706150000000 Bellevue Union 2 5 5 4 2 1 5 5 5 1 1 5 5 5 3 3 0 1 5 3 0 5 3 4 Met 2024-06-18 2024 49706230000000 Bennett Valley Union Elementary 2 We track our progress in each area based upon student access to board-adopted materials, student performance, and survey results from teachers. We have board and state-approved materials in all areas, but we are in the process of updating them all. We are in the process of new adoptions for science and ELA. TK-3 will begin with new programs in 2024-25, and we plan to have updated programs for grades 4-6 by the end of the 2025-26 school year. Student performance is based upon formative classroom assessments (ongoing), locally administered grade-level assessments (each trimester), and annual state assessments (SBAC). Survey data confirms the majority of teachers feel students are getting a high-quality education and to a lesser degree (but still a majority), that they have resources to provide high-quality, standards-based instruction. Teacher teams update standards-aligned curriculum maps (annually), discuss progress (weekly), and calibrate around benchmarks, practices, and other key characteristics of a professional learning team (once a trimester). We offer tiered support for new teachers. To support standards-based instruction, a team of teacher leaders and principals joined the CAPS Network in 2023-24 - a 3-year professional learning opportunity to leverage professional learning teams to enhance teacher practice, establish equitable school systems, and initiate systemic change through evidence-based action plans. Primary source and nonfiction titles are integrated in every grade level and benchmark writing assessments are delivered three times per year. ELD: Teachers will re-engage in professional learning in ELD, as we onboard new ELA programs. When Eureka Math was adopted, BVUSD teachers worked with our County Office of Education and Marilyn Burns Math Solutions, and we continue to use the Eureka program. When NGSS emerged, BVUSD teachers collaborated with West Ed and Sonoma State University adjunct faculty. We’ve have a strategic plan for Arts Instruction, and with Prop 28 and BVEF (our parent-led foundation), we’ve hired a credentialed art & music teacher, and will continue to offer dance, band, chorus, and a new theater program. Standards have not changed significantly in History/Social Studies, but BVUSD has been purposeful in implementing lessons that are more deeply integrated with ELA. There will be a future text adoption in History Social Studies. Our PFT data confirms students are meeting physical fitness standards. All classes have at least 100 minutes per week of PE and our Bennett Valley Alliance of Parents and Teachers (BVAPT) provides a yoga program for students. Career Tech Educational and World Language Standards don't fully apply to elementary schools. However, to the extent practical, we integrate career tech in our library and language arts programs. Some World Languages/Cultures are integrated into social studies, and visual and performing arts curricula. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 49706490000000 Cinnabar Elementary 2 The Cinnabar School District’s mission includes the intent to build on the traditions of excellence, discipline and community involvement by creating a safe and stimulating environment, which prepares students to be lifelong learners and responsible citizens. In that effort, Cinnabar has worked hard coming out of the pandemic to help students through the learning loss that took place during that time. We use common core curriculum, extra supports (in the form of intervention instructional aides for reading, math and writing in 2023-24 under the guidance of our RSP/Intervention/EL teacher) to help fill in the gaps and catch students up academically. Cinnabar is in the full implementation phase with it’s common core ELA and math curriculum, adopting a schoolwide math curriculum in 2020, and it uses a number of assessments to measure student progress throughout the year. Students are assessed using formative and summative assessments throughout the year based on the adopted curriculum, which all students have access too. Our teachers and intervention teams use DIBELS assessments and STAR math assessments. During the 2023-24 school year, we did see consistent growth in both reading and math fundamentals in student by student analysis. There is also full implementation of all grade level subject matters standards for ELD, Social Sciences, Science and Physical education. Our charter and district are on the same site with kindergarten the lone grade level that is elementary, and grades TK and 1-8 are charter. As a result, the information for local indicators is basically the same. We are combining the two LCAPs in the new 2024-25 LCAP. 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 0 4 4 4 0 4 4 4 Met This past year, every teacher did a self-evaluation and goal setting to determine where they need individual professional development, and we also analyzed site needs as a team and offered opportunities for growth and improvement. 2024-06-27 2024 49706496051635 Cinnabar Charter 2 The Cinnabar School District’s mission includes the intent to build on the traditions of excellence, discipline and community involvement by creating a safe and stimulating environment, which prepares students to be lifelong learners and responsible citizens. In that effort, Cinnabar has worked hard coming out of the pandemic to help students through the learning loss that took place during that time. We use common core curriculum, extra supports (in the form of intervention instructional aides for reading, math and writing in 2023-24 under the guidance of our RSP/Intervention/EL teacher) to help fill in the gaps and catch students up academically. Cinnabar is in the full implementation phase with it’s common core ELA and math curriculum, adopting a schoolwide math curriculum in 2020, and it uses a number of assessments to measure student progress throughout the year. Students are assessed using formative and summative assessments throughout the year based on the adopted curriculum, which all students have access too. Our teachers and intervention teams use DIBELS assessments and STAR math assessments. During the 2023-24 school year, we did see consistent growth in both reading and math fundamentals in student by student analysis. There is also full implementation of all grade level subject matters standards for ELD, Social Sciences, Science and Physical education. Our charter and district are on the same site with kindergarten the lone grade level that is elementary, and grades TK and 1-8 are charter. As a result, the information for local indicators is basically the same. We are combining the two LCAPs in the new 2024-25 LCAP. 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 0 4 4 4 0 4 4 4 Met This past year, every teacher did a self-evaluation and goal setting to determine where they need individual professional development, and we also analyzed site needs as a team and offered opportunities for growth and improvement. 2024-06-27 2024 49706560000000 Cloverdale Unified 2 2 2 2 2 2 3 3 3 3 3 2 2 2 2 2 2 2 3 2 3 2 2 2 Met 2024-06-12 2024 49706720000000 Dunham Elementary 2 Standardized Assessments: Examples: Statewide standardized tests (e.g., Smarter Balanced Assessment Consortium (SBAC). Rationale: These assessments provide a consistent measure of student performance across the state, allowing LEAs to compare their progress with state benchmarks and other districts. They are designed to assess students' mastery of state standards. Local Benchmark Assessments: Examples: Interim or formative assessments created or adopted by the LEA (e.g., NWEA MAP, i-Ready). Rationale: Local benchmark assessments allow for more frequent monitoring of student progress throughout the year. They provide timely data that can inform instruction and identify students who need additional support. Curriculum-Based Measures: Examples: Teacher-created assessments, performance tasks, and projects aligned with the state standards. Rationale: These measures are directly aligned with 5 4 5 5 4 5 4 5 5 4 5 4 5 5 4 0 4 4 4 0 4 5 4 Met 2024-06-06 2024 49706720122440 Dunham Charter 2 Standardized Assessments: Examples: Statewide standardized tests (e.g., Smarter Balanced Assessment Consortium (SBAC). Rationale: These assessments provide a consistent measure of student performance across the state, allowing LEAs to compare their progress with state benchmarks and other districts. They are designed to assess students' mastery of state standards. Local Benchmark Assessments: Examples: Interim or formative assessments created or adopted by the LEA (e.g., NWEA MAP, i-Ready). Rationale: Local benchmark assessments allow for more frequent monitoring of student progress throughout the year. They provide timely data that can inform instruction and identify students who need additional support. Curriculum-Based Measures: Examples: Teacher-created assessments, performance tasks, and projects aligned with the state standards. Rationale: These measures are directly aligned with 5 4 5 5 4 5 4 5 5 4 5 4 5 5 4 0 4 4 4 0 4 5 4 Met 2024-06-06 2024 49706800000000 Forestville Union Elementary 2 5 5 4 4 5 5 5 4 4 5 4 4 4 4 4 0 2 3 4 0 4 4 3 Met 2024-06-20 2024 49706800112987 Forestville Academy 2 5 5 4 4 5 5 5 4 4 5 4 4 4 4 4 0 2 3 4 0 4 4 3 Met Forestville Union School District continues to monitor the implementation of the state academic standards as well as to support teachers in the successful implementation. This is an ongoing process often requiring the need to adjust our support with a variety of professional development opportunities. The inclusion of social-emotional learning is intended to help both students and staff better learn and implement, respectively, the state academic standards 2024-06-20 2024 49706980000000 Fort Ross Elementary 2 5 4 5 3 3 5 4 5 3 3 4 4 4 3 3 0 2 3 3 0 4 4 3 Met 2024-06-18 2024 49707060000000 Geyserville Unified 2 4 3 4 2 4 4 3 4 2 4 4 3 4 2 4 5 5 5 5 5 3 3 3 Met 2024-06-26 2024 49707140000000 Gravenstein Union Elementary 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 Met GUSD is in year 3 of adopting a Multi Tiered System of Supports (MTSS) to support the implementation of Board Vision and Mission Statements as well as LCAP goals and action items. We will continue to identify and sustain best practices that support our progress in implementing the state academic standards, gather data on student progress, and refine or improve our practices in the categories listed above in support of our MTSS. 2024-06-11 2024 49707146051742 Gravenstein Elementary 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 Met GUSD is in year 3 of adopting a Multi Tiered System of Supports (MTSS) to support the implementation of Board Vision and Mission Statements as well as LCAP goals and action items. We will continue to identify and sustain best practices that support our progress in implementing the state academic standards, gather data on student progress, and refine or improve our practices in the categories listed above in support of our MTSS. 2024-06-11 2024 49707146051759 Hillcrest Middle 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 Met GUSD is in year 3 of adopting a Multi Tiered System of Supports (MTSS) to support the implementation of Board Vision and Mission Statements as well as LCAP goals and action items. We will continue to identify and sustain best practices that support our progress in implementing the state academic standards, gather data on student progress, and refine or improve our practices in the categories listed above in support of our MTSS. 2024-06-11 2024 49707220000000 Guerneville Elementary 2 5 3 5 5 5 5 4 5 3 4 5 4 5 3 4 0 3 5 3 0 4 4 4 Met 2024-06-24 2024 49707220139048 California Pacific Charter - Sonoma 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 5 5 5 5 4 4 4 Met CalPac content teachers, particularly in the areas of ELA, Science, Social Studies, ELD, World Languages, and CTE have attended professional development and training on implementation of the content standards such as NGSS and have incorporated curriculum tools such as no red ink and AVID strategies into the curriculum to support grammar and writing development in students. Curriculum options continue to expand with increasing elective choices in the CTE, social studies, and world languages departments with new CTE pathways, African American History, Ethnic Studies, American Sign Language and Personal Finance. 2024-06-18 2024 49707226051767 Guerneville Elementary (Charter) 2 5 3 5 5 5 5 4 5 3 4 5 4 5 3 4 0 3 5 3 0 4 4 4 Met 2024-06-24 2024 49707300000000 Harmony Union Elementary 2 3 2 3 2 3 4 3 3 2 4 3 2 2 2 2 2 4 4 3 0 3 3 3 Met 2024-06-14 2024 49707306110639 Salmon Creek School - A Charter 2 3 2 3 2 3 4 3 3 2 4 3 2 2 2 2 2 4 4 3 0 3 3 3 Met 2024-06-14 2024 49707306120588 Pathways Charter 2 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 3 3 3 4 4 3 Met 2024-06-18 2024 49707630000000 Horicon Elementary 2 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 0 4 4 4 0 4 4 4 Met 2024-06-10 2024 49707890000000 Kenwood 2 5 5 5 4 4 5 5 5 4 4 5 4 5 5 5 0 4 4 4 0 5 5 5 Met 2024-06-06 2024 49707970000000 Liberty Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Not Met 2024 49707970107284 California Virtual Academy @ Sonoma 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-12 2024 49707970139568 Heartwood Charter 2 We are in independent study program and approach this in alternative ways compared to site based schools. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-24 2024 49707970140228 Liberty Independent Study 2 This past year, the LEA did not enroll any students but was prepared to address the academic standards approved by the State if students did enroll. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-20 2024 49707976051833 Liberty Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-20 2024 49708050000000 Mark West Union Elementary 2 5 4 4 3 3 5 5 5 3 3 5 4 4 3 2 3 3 4 4 2 5 4 4 Met Professional learning has focused on emphasizing structured literacy programs and science of reading research with implementation of the current ELA curriculum. Future professional development will add instructional methods and best practices for support English Learners language acquisition and comprehension. Staff will receive support and collaboration time to support professional development in science as we move into our first year implementing Discovery Education Science Techbook for California NGSS in TK/Kindergarten through 8th Grade. Feedback surveys will continue to be provided at the end of each professional development session to support more individualized professional learning and identification of standards and/or areas that have not yet been mastered by our teachers and staff. Access to other adopted academic standards will continue and increase through Proposition 28 funding and development of programs for students in such areas as Visual and Performing Arts. 2024-06-04 2024 49708050105890 Mark West Charter 2 5 4 4 3 3 5 5 5 3 3 5 4 4 3 2 3 3 4 4 2 5 4 4 Met Professional learning has focused on emphasizing structured literacy programs and science of reading research with implementation of the current ELA curriculum. Future professional development will add instructional methods and best practices for support English Learners language acquisition and comprehension. Staff will receive support and collaboration time to support professional development in science as we move into our first year implementing Discovery Education Science Techbook for California NGSS in TK/Kindergarten through 8th Grade. Feedback surveys will continue to be provided at the end of each professional development session to support more individualized professional learning and identification of standards and/or areas that have not yet been mastered by our teachers and staff. Access to other adopted academic standards will continue and increase through Proposition 28 funding and development of programs for students in such areas as Visual and Performing Arts. 2024-06-04 2024 49708056051858 San Miguel Elementary 2 5 4 4 3 3 5 5 5 3 3 5 4 4 3 2 3 3 4 4 2 5 4 4 Met Professional learning has focused on emhasizing structured literacy programs and science of reading research with implementation of the current ELA curriculum. Future professional development will add instructional methods and best practices for support English Learners language acquisition and comprehension. Staff will receive support and collaboration time to support professional development in science as we move into our first year implementing Discovery Education Science Techbook for California NGSS in TK/Kindergarten through 8th Grade. Feedback surveys will continue to be provided at the end of each professional development session to support more individualized professional learning and identification of standards and/or areas that have not yet been mastered by our teachers and staff. Access to other adopted academic standards will continue and increase through Proposition 28 funding and development of programs for students in such areas as Visual and Performing Arts. 2024-06-04 2024 49708056111066 John B. Riebli Elementary 2 5 4 4 3 3 5 5 5 3 3 5 4 4 3 2 3 3 4 4 2 5 4 4 Met Professional learning has focused on emphasizing structured literacy programs and science of reading research with implementation of the current ELA curriculum. Future professional development will add instructional methods and best practices for support English Learners language acquisition and comprehension. Staff will receive support and collaboration time to support professional development in science as we move into our first year implementing Discovery Education Science Techbook for California NGSS in TK/Kindergarten through 8th Grade. Feedback surveys will continue to be provided at the end of each professional development session to support more individualized professional learning and identification of standards and/or areas that have not yet been mastered by our teachers and staff. Access to other adopted academic standards will continue and increase through Proposition 28 funding and development of programs for students in such areas as Visual and Performing Arts. 2024-06-04 2024 49708130000000 Monte Rio Union Elementary 2 4 4 4 4 4 5 4 4 4 4 5 4 4 4 4 0 3 4 4 3 4 4 4 Met 2024-06-20 2024 49708210000000 Montgomery Elementary 2 4 4 4 4 4 5 5 5 5 5 3 3 3 3 3 0 2 3 3 0 4 4 3 Met 2024-06-17 2024 49708390000000 Oak Grove Union Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 2 5 4 0 4 4 4 Met 2024-06-20 2024 49708390138065 Pivot Charter School - North Bay 2 4 4 4 4 3 5 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 49708396051890 Oak Grove Elementary/Willowside Middle 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 2 5 4 0 4 4 4 Met 2024-06-20 2024 49708470000000 Old Adobe Union 2 4 3 4 4 3 5 5 5 5 3 4 3 4 4 3 0 3 5 4 0 3 3 3 Met 2024-06-27 2024 49708470119750 River Montessori Elementary Charter 2 River Montessori Charter School utilizes the easyCBM Assessment to provide individual student progress toward state standards. This specific assessment tool was selected due to its potential to measure growth over time with data demonstrating specific standards and areas of need for each student. As a computer-based assessment, the easyCBM allows students to become familiar with an online testing platform. RMCS has adopted, and is implementing Common Core Standards, for English/Language Arts, Mathematics, Next Generation Science Standards, History standards, Heath Education, and Physical Education standards which are implemented via Montessori pedagogy, curriculum, and didactics in the required academic areas. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-26 2024 49708470127555 Loma Vista Immersion Academy 2 4 3 4 4 2 5 5 5 5 2 4 3 4 4 2 0 3 5 4 0 3 3 3 Met 2024-06-27 2024 49708476051924 Old Adobe Elementary Charter 2 4 3 4 4 2 5 5 4 4 2 4 3 4 5 2 0 3 5 4 0 3 3 3 Met 2024-06-27 2024 49708476072136 Miwok Valley Elementary Charter 2 4 3 4 4 2 5 5 5 5 2 4 3 4 4 2 0 3 5 4 0 3 3 3 Met 2024-06-27 2024 49708476114755 Sonoma Mountain Elementary 2 4 3 5 5 3 4 4 5 4 3 4 3 4 4 2 0 3 5 5 0 3 3 3 Met 2024-06-27 2024 49708700000000 Piner-Olivet Union Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 0 3 4 3 0 5 4 3 Met 2024-06-12 2024 49708700106344 Northwest Prep Charter 2 4 3 4 4 4 5 5 5 5 5 4 4 4 4 4 3 3 4 3 3 5 5 4 Met 2024-06-12 2024 49708706066344 Olivet Elementary Charter 2 4 3 4 4 4 5 5 5 5 5 4 4 4 4 4 0 3 4 3 0 5 5 4 Met 2024-06-12 2024 49708706109144 Morrice Schaefer Charter 2 4 3 4 4 4 5 5 5 5 5 4 4 4 4 4 0 3 4 3 0 5 5 4 Met 2024-06-12 2024 49708706113492 Piner-Olivet Charter 2 4 3 5 3 4 5 5 5 5 5 4 4 4 4 4 0 3 4 3 0 5 5 4 Met 2024-06-12 2024 49708880000000 Kashia Elementary 2 2 2 2 2 2 4 4 4 4 4 2 2 2 2 2 1 2 3 3 1 2 2 2 Met Kashia Elementary School serves eight students in grades K-8. A fully-credentialled teacher and an instructional assistant provide targeted, individualized instruction and enrichment activities, with additional activities provided by an independent contractor. Administration has been working with staff during the 2023-24 school year to identify areas in which more staff support and/or training is needed. 2024-06-10 2024 49708960000000 Rincon Valley Union Elementary 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 4 4 5 4 4 4 Met 2024-06-18 2024 49708960102525 Spring Lake Charter 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 4 4 5 4 4 4 Met 2024-06-18 2024 49708966052039 Manzanita Elementary Charter 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 4 4 5 4 4 4 Met 2024-06-18 2024 49708966052047 Whited Elementary Charter 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 4 4 5 4 4 4 Met 2024-06-18 2024 49708966052070 Village Elementary Charter 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 4 4 5 4 4 4 Met 2024-06-18 2024 49708966085229 Binkley Elementary Charter 2 5 4 5 4 5 5 4 5 4 5 5 4 5 4 5 0 4 4 4 5 4 4 4 Met 2024-06-18 2024 49709040000000 Roseland 2 4 3 4 4 3 4 3 5 4 4 4 4 5 4 3 0 3 4 3 0 4 3 3 Met 2024-06-20 2024 49709040101923 Roseland Charter 2 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 1 4 4 1 2 3 3 4 Met 2024-06-18 2024 49709120113530 Santa Rosa Charter School for the Arts 2 Santa Rosa Charter School for the Arts (SRCSA) employs a comprehensive suite of locally selected measures and tools to track progress in implementing the state academic standards adopted by the State Board of Education (SBE). These measures and tools were chosen to align with the unique focus of our arts-integrated curriculum and to provide a holistic view of student achievement across various disciplines. Our selected tools include: Standards-Based Report Cards: These are used across all grades to provide detailed insights into student proficiency in English Language Arts (ELA), Mathematics, and other content areas. Benchmark Assessments: Administered thrice yearly to monitor student progress in ELA and Mathematics, helping identify areas needing targeted intervention. Performance Tasks and Portfolios: These assess students' application of knowledge and skills in real-world contexts, particularly in Visual and Performing Arts (VAPA). Teacher Created Assessments: Tailored to our curriculum, these assessments allow for flexibility in evaluating student progress in subjects like History-Social Science and Next Generation Science Standards (NGSS). Student Surveys and Self-Assessments: These tools gauge student engagement and self-perceived growth, particularly in Health Education and Physical Education. Classroom Observations and Walkthroughs: Conducted regularly to ensure fidelity in the implementation of standards and to provide formative feedback to educators. Progress in Implementing Academic Standards English Language Arts (ELA) and English Language Development (ELD): SRCSA has fully integrated the Common Core State Standards (CCSS) for ELA and ELD into our curriculum. Benchmark assessments indicate a steady increase in reading and writing proficiency, with notable improvements in students' analytical and critical thinking skills. Our focus on differentiated instruction and targeted interventions for English learners has led to significant gains in language acquisition and fluency. Mathematics: The CCSS for Mathematics are implemented through problem-based learning and hands-on activities that foster deep conceptual understanding. Benchmark data shows continuous growth in students' mathematical reasoning and problem-solving abilities. Teacher collaboration and professional development in math instruction have further enhanced our program's effectiveness. Next Generation Science Standards (NGSS): Our science curriculum emphasizes inquiry-based learning and integration with the arts. Students engage in experiments, projects, and performances that demonstrate their understanding of scientific concepts. Local assessments reveal that students are developing strong skills in scientific inquiry and application. History-Social Science: Using a thematic and project-based approach, we align our history-social science instruction with state standards. Students explore historical events and social issues through research projects, presentations, and p 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met Santa Rosa Charter School for the Arts (SRCSA) is dedicated to providing a comprehensive and integrated educational experience that not only meets but exceeds the state academic standards adopted by the State Board of Education. Several key initiatives and strategies further illustrate our commitment to continuous improvement and student success: Arts Integration Across Curriculum: Our unique approach to integrating arts into all areas of the curriculum enhances student engagement and deepens understanding. By incorporating visual and performing arts into subjects like ELA, Mathematics, Science, and Social Studies, we create a dynamic learning environment that fosters creativity, critical thinking, and collaboration. Professional Development: We prioritize ongoing professional development for our teachers, focusing on best practices in arts integration, differentiated instruction, and formative assessment. This commitment to professional growth ensures that our educators are well-equipped to implement the standards effectively and adapt to the diverse needs of our students. Collaborative Learning Communities: Teachers work collaboratively in Professional Learning Communities (PLCs) to analyze student data, share instructional strategies, and develop common assessments. This collaborative approach promotes consistency and rigor in the implementation of academic standards across all grade levels. 2024-06-26 2024 49709120125831 Santa Rosa French-American Charter (SRFACS) 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 0 5 5 5 5 5 5 5 Met SRFACS students thrive in a dual language French-English program that supports students in becoming multilingual global citizens. Instructional materials are provided in French and English. Grade level teaching teams comprised of French and American teachers closely collaborate including during weekly collaboration time. At the end of their elementary years, all SRFACS students take the DELF (Diplome d'Etudes en Langue Francaise), a test of proficiency in the French language. In 2023, 97% of 6th grade students passed the A2 exam and 94% of 6th grade students passed the more challenging B1 exam. 94% of 5th graders passed the A2 exam and will take the B1 exam as 6th graders. Historically, virtually all students pass the DELF. Multilingual skills are an important tool for college and career readiness as well as being an asset in our global community. 2024-06-26 2024 49709120128074 Cesar Chavez Language Academy 2 CCLA administers district aligned benchmarks three times a year for reading, writing and mathematics in Spanish and English. Students in grades K-6 use a diagnostic assessment using an online platform. The assessments provide comprehensive reports including grade level equivalencies in both reading and math. The math assessments examine students' mathematical understanding of foundational skills through Algebra I. The ELA assessment provides information on each student's reading abilities through multiple subsets beginning with decoding, decoding sub-tests, moving into vocabulary, and finally finishing with silent reading comprehension. The online assessment provides uniformity among all grade levels across Santa Rosa City Schools in grades K-6. The ELA diagnostic assessment is used as part of our English Learner redesignation criteria. Students are given benchmark assessments at the end of each trimester in mathematics and writing that align with our district adopted curriculum to assess students mastery of CCSS taught. Elementary teachers use the DRA2 assessment for grades K-2 and DIBELS in grades 3-6 to test for reading accuracy and comprehension. 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 Met 2024-06-26 2024 49709126116958 Kid Street Charter 2 5 4 5 4 4 5 4 5 5 4 5 5 5 5 5 0 5 4 5 0 5 5 5 Met 2024-06-19 2024 49709200102533 Santa Rosa Accelerated Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-26 2024 49709380000000 Sebastopol Union Elementary 2 5 4 5 3 3 5 4 5 3 3 5 4 5 3 3 0 3 3 3 0 4 5 5 Met 2024-06-13 2024 49709386113039 Sebastopol Independent Charter 2 Sebastopol Charter has adopted standards based on California standards and Waldorf education standards for Language Arts and Mathematics. We use Eureka Math Squared for grades 1-8 math instruction. We use SuperKids for reading and writing instruction in grades 1-3. Our teachers in upper grades have received professional development in Writing Revolutions. The board of directors annually reviews the CAASPP scores to make sure that the students are progressing and achieving according to the school's goals. Students in grades 1-8 are also assessed periodically with Illuminate Fastbridge benchmark assessments 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 TK-8 are taught Spanish as a world language. 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 5 5 5 4 4 4 4 Met We have adopted California standards-based curriculum for all subjects and we provide periodic professional development to teachers in implementing the standards properly. We provide proper instructional materials to students. Our CAASPP and CAST scores show strong progress and learning for our students. Most of our students have CAASPP and CAST scores that meet or exceed the standard. 2024-06-17 2024 49709530000000 Sonoma Valley Unified 2 3 3 3 3 3 4 4 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 49709530105866 Woodland Star Charter 2 4 4 4 4 5 4 4 4 4 5 4 4 4 4 5 0 2 2 5 5 3 3 4 Met 2024-06-20 2024 49709536111678 Sonoma Charter 2 4 3 5 4 4 5 3 5 4 4 4 3 4 4 4 0 5 4 5 0 4 4 4 Met 2024-06-25 2024 49709610000000 Twin Hills Union Elementary 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-27 2024 49709614930319 Orchard View 2 3 2 3 3 3 4 2 4 4 3 3 3 4 4 3 3 4 3 3 3 4 4 3 Met 2024-06-26 2024 49709614930350 Sunridge Charter 2 4 4 3 3 3 3 4 3 3 4 4 4 4 4 4 0 3 5 5 5 4 4 4 Met 2024-06-27 2024 49709616052302 Twin Hills Charter Middle 2 THCMS utilizes regularly updated standards aligned curriculum (i.e. Amplify, TCI, and NGSS aligned activities). All of our teachers are appropriately credentialed and our students take regular progress monitoring benchmark assessments. 4 4 4 4 4 5 2 5 3 5 4 4 4 4 4 5 5 5 3 4 3 3 3 Met 2024-06-27 2024 49709790000000 Two Rock Union 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 3 0 4 4 4 Met 2024-06-20 2024 49709950000000 Waugh Elementary 2 For nearly a century the Waugh School District has provided a high quality and well rounded educational experience to students residing in Northeast Petaluma and the surrounding areas. Corona Creek and Meadow have a long history of strong performance on state tests and in the Spring 2023 SBAC test, Waugh’s ELA scores (students testing at or above grade level) were 27.18 points higher than the state average. In the Math portion of the SBAC, our students tested 31.12 points higher than the state average. In Science CAST, Waugh 5th grade students performed 17.89 points above the state average. 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 8 years, and students are regularly assessed using the provided curriculum based measures. The district also recently piloted and ultimately adopted a new social studies curriculum which will be fully implemented in the 2024/2025 school year. 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. During the 2023/2024 school year, Waugh 2nd-6th grade students were assessed using the STAR Reading and Math. Spring 2024 Star Reading indicated that 76.6% of students were at/above benchmark. Spring 2024 Star Math scores indicated that 77.7% of students were at/above benchmarks. In grades K and 1, students are assessed using the DIBELS reading assessment, and in the Spring of 2024 86% of students met the “core” or “strategic” areas. 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. The District continues to enhance a weekly STEAM program for all students, and Visual and Performing Arts are embedded in classroom programs and in the district’s music program. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 49710010000000 West Side Union Elementary 2 5 5 5 2 3 5 5 5 3 3 5 5 5 5 5 0 3 5 4 0 4 4 5 Met 2024-06-18 2024 49710190000000 Wilmar Union Elementary 2 The Wilmar Union School District employs various measures to gauge progress in implementing state academic standards: State-Mandated Assessments: This includes CAASPP, CAST, ELPAC, and other mandated assessments, directly tying into standards-based instruction and learning. Progress Monitoring Assessments: STAR Reading, STAR Math, Fauntas and Pinnell Running Records, Smarter Balanced Interim Assessments are utilized to monitor progress, aligning with California's Common Core State Standards. ESGI: Specifically used for Transitional Kindergarten to 1st grade for assessment, monitoring, and instructional insights. Observational and Evaluative Tools: Anecdotal observations, unit tests, and assessments, as well as Physical Fitness Testing (PFT), foster discussions among educators and administrators on standards, instruction, and learning strategies. The District's strategic, multi-year approach involves adopting state-approved instructional materials, providing professional development opportunities for teachers focused on standards-based instruction, and integrating ELA, ELD, Mathematics, and History-Social Science standards fully into the curriculum. Peer coaching, collaborative analysis, and continuous data assessment reinforce the implementation of state academic standards, promoting a culture of ongoing learning and improvement for both students and staff. 5 4 5 5 4 5 5 5 5 5 5 5 5 5 4 0 4 5 2 0 5 5 5 Met 2024-06-24 2024 49710350000000 Wright Elementary 2 5 4 5 3 5 5 4 5 3 5 5 5 4 3 5 0 3 5 5 0 5 5 4 Met 2024-06-27 2024 49710356052377 Wright Charter 2 5 4 5 3 5 5 4 5 3 5 5 5 4 3 5 0 3 5 5 0 5 5 4 Met 2024-06-27 2024 49738820000000 Cotati-Rohnert Park Unified 2 4 4 3 3 1 4 4 3 3 1 4 4 3 3 1 5 3 4 3 3 5 5 5 Met In addition to the information provided in the Dashboard, the LEA believes it's important to highlight key updates regarding the implementation of academic standards adopted by the state board. Firstly, we are excited to announce the adoption of new science curriculum for the 2024-2025 school year, enhancing our students' access to rigorous and relevant scientific content aligned with state standards. For the 2024-25 school year the district will conduct a thorough evaluation and obtain educational partner input for the implementation of Ethnic Studies for the 2025-26 school year. Furthermore, preparations are underway to begin the adoption process for Social Studies curriculum in the 2025-2026 school year, ensuring comprehensive coverage of all subject areas. In terms of professional development, Mathematics has seen significant progress with several workshops scheduled this year, though further sessions will be required to fully support teachers in implementing the standards effectively. Additionally, there have been robust professional development opportunities provided for English Language Arts (ELA) and English Language Development (ELD), aimed at equipping educators with the necessary tools and strategies to address the academic standards effectively. These updates demonstrate our ongoing commitment to ensuring high-quality instruction aligned with state standards across all subject areas. 2024-06-18 2024 49738820123786 Credo High 2 3 3 3 3 3 4 3 4 4 4 4 2 4 3 4 2 4 4 5 3 3 3 2 Met In 2023 Credo hired an Education Director who is responsible for working with departments and individual teachers on developing professional development plans. Professional development takes place in weekly faculty meetings. The school has prioritized subject-specific professional development, Waldorf Training, and professional development centered on data-informed practices as key areas of focus. 2024-06-11 2024 49753580000000 Windsor Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-27 2024 49753580114934 Village Charter 2 Village Charter School has adopted standards based on California standards and locally developed that support the developmental model 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 formally assessed at each trimester 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. The visual and performing arts are incorporated into K-8 curriculum daily through the instruction of singing, drumming, string instruments, and drama performances Students in grades k-8 are exposed to Spanish as a world language. 5 5 4 4 4 5 5 4 3 4 5 5 5 4 4 0 4 5 5 0 5 5 5 Met VCS has adopted California standards-based curriculum for all subjects and we provide periodic professional development to teachers in implementing the standards properly. We provide proper instructional materials to students. Our CAASPP and CAST scores show strong progress and learning for our students. Most of our students have CAASPP and CAST scores that meet or exceed the standard. 2024-06-06 2024 49753586052369 Cali Calmecac Language Academy 2 Not Met 2024 49753900000000 Healdsburg Unified 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 5 4 5 4 5 Met 2024-06-20 2024 50105040000000 Stanislaus County Office of Education 2 5 3 5 4 5 5 3 5 4 5 5 3 5 4 5 5 4 5 5 3 5 5 5 Met 2024-06-11 2024 50105040117457 Great Valley Academy 2 5 3 5 4 5 5 3 5 4 4 4 3 4 3 3 2 3 5 5 4 4 4 4 Met 2024-06-24 2024 50105040129023 Stanislaus Alternative Charter 2 The LEA annually measures its progress in implementing state academic standards; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. 5 3 5 4 5 5 3 5 4 5 5 3 5 4 5 5 4 5 5 3 5 5 5 Met N/A 2024-06-11 2024 50710430000000 Ceres Unified 2 4 3 4 3 3 4 4 5 4 4 4 4 4 3 3 4 4 4 4 5 5 5 4 Met 2024-06-20 2024 50710430107128 Whitmore Charter School of Art & Technology 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 5 5 5 Met 2024-06-20 2024 50710430107136 Whitmore Charter High 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 3 1 4 4 4 4 5 5 5 Met 2024-06-20 2024 50710430112292 Aspire Summit Charter Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 50710500000000 Chatom Union 2 5 4 5 5 4 5 5 5 5 5 5 4 5 4 2 2 5 5 3 1 5 5 4 Met The information collected utilizing the CDE Reflection Tool represents an average rating of the two schools within the District. The individual rating per site varies due to the date in which the core curricular programs were first adopted and implemented. 2024-06-25 2024 50710680000000 Denair Unified 2 5 4 5 5 5 5 4 5 5 5 4 3 4 4 4 4 5 5 5 5 4 4 4 Met 2024-06-13 2024 50710680132662 Denair Elementary Charter Academy 2 5 4 5 3 4 5 4 5 4 4 5 4 4 3 4 3 3 5 4 5 4 4 4 Met 2024-06-13 2024 50710685030267 Denair Charter Academy 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 5 5 5 5 4 4 4 4 Met 2024-06-13 2024 50710760000000 Empire Union Elementary 2 4 4 4 4 4 4 4 4 4 4 4 3 4 3 3 0 3 4 4 0 4 4 4 Met 2024-06-20 2024 50710840000000 Gratton Elementary 2 5 4 5 4 4 5 5 5 4 4 5 4 5 4 4 3 4 4 4 3 5 5 5 Met 2024-06-10 2024 50710840120089 Gratton Charter 2 5 4 5 4 4 5 5 5 4 4 5 4 5 4 4 3 4 4 4 3 5 5 5 Met 2024-06-10 2024 50710920000000 Hart-Ransom Union Elementary 2 2 2 2 1 2 3 3 2 1 2 2 2 1 1 2 1 1 1 1 1 2 1 2 Met 2024-06-13 2024 50710926112965 Hart-Ransom Charter 2 5 5 4 4 4 5 5 4 4 4 5 5 5 4 5 0 4 5 4 4 5 4 4 Met 2024-06-13 2024 50711000000000 Hickman Community Charter 2 5 5 5 4 3 5 5 5 5 4 5 5 5 5 4 2 4 5 5 2 5 5 4 Met 2024-06-17 2024 50711006052559 Hickman Elementary 2 5 5 5 4 3 5 5 5 5 4 5 5 5 5 4 2 4 5 5 2 5 5 4 Met We continue to research and add new STEAM activities to our curriculum that ingage students. Our Home School students now have access to World languages through several different programs. 2024-06-17 2024 50711006112627 Hickman Charter 2 5 5 5 4 3 5 5 5 5 4 5 5 5 5 4 2 4 5 5 2 5 5 4 Met 2024-06-17 2024 50711006116388 Hickman Middle 2 5 5 5 4 3 5 5 5 5 4 5 5 5 5 4 2 4 5 5 2 5 5 4 Met We continue to research and add new STEAM activities to our curriculum that engage students. Our Home School students now have access to World languages through several different programs. 2024-06-17 2024 50711340000000 Keyes Union 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2 4 5 3 1 4 4 4 Met The district continues to provide professional development based on the learning needs of individual teachers and based on standards and a quality academic instructional program. 2024-06-25 2024 50711346113286 Keyes to Learning Charter 2 4 4 4 4 4 5 4 5 4 5 4 4 4 4 4 0 4 4 4 4 4 4 4 Met 2024-06-25 2024 50711420000000 Knights Ferry Elementary 2 The district used the reflection tool to look at curriculum as well as regular meetings with the teacher Leadership team as well as monthly parent meetings to collect data on program offerings covering state standards. These methods were chosen as the all the core curriculum has been implemented for many years (except science which is new); are directly connected to state standards and state adopted materials. Thus the reflection tool #2 is not suitable. More work is needed on instruction in art related specifically to state standards we well as CTE and PE. These are in the beginning phases of implementation. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-19 2024 50711670000000 Modesto City Elementary 2 5 3 5 5 5 5 4 5 5 5 5 5 5 5 5 4 5 5 5 5 4 4 3 Met 2024-06-17 2024 50711670137265 Aspire University Charter 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 4 3 3 3 3 4 4 3 Met 2024-06-20 2024 50711670138057 Connecting Waters Charter School - Central Valley 2 The LEA (Local Education Agency) utilizes an Education Plan tailored to each student to monitor the comprehensive comprehension and execution of state standards annually. This personalized approach aligns curriculum and instruction with individual student needs. The LEA's leadership team and PAC (Parent Advisory Committee) analyze survey data to identify areas necessitating further professional development for both educators and parents. This dynamic system ensures that the implementation of all adopted state academic standards is finely tuned to each student's unique educational journey, fostering a holistic approach to academic excellence. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 50711750000000 Modesto City High 2 5 3 5 5 5 5 4 5 5 5 5 5 5 5 5 4 5 5 5 5 4 4 3 Met 2024-06-17 2024 50711750120212 Aspire Vanguard College Preparatory Academy 2 Not Applicable (See Option 2) 4 4 3 3 3 5 5 3 3 3 4 3 3 3 3 3 3 3 3 3 4 4 3 Met 2024-06-20 2024 50712090000000 Paradise Elementary 2 4 3 4 4 4 5 4 5 4 4 4 3 4 3 3 4 3 4 3 3 5 5 4 Met 2024-06-19 2024 50712090112383 Paradise Charter 2 4 3 4 4 4 5 4 5 4 4 4 3 4 3 3 4 3 4 3 3 5 5 4 Met 2024-06-19 2024 50712170000000 Patterson Joint 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 Met During the 2021/22 and 2022/23 school years, PJUSD did not complete the Local Performance Indicator Self Reflection Report. Therefore, the data in the Implementation of State Academic Standards section will serve as baseline data for the 2024/25 LCAP and subsequent school years. During the 2023/24 school year, PJUSD committed to ensuring all staff were trained and coached on the adopted standards, frameworks, and instructional materials. Specifically, staff was trained on our ELA curriculum, Wonders, and math curriculum, Eureka Math. This will continue in 2024/25 and will also include ELD standards and curriculum and more opportunities for professional development and coaching for secondary teachers. Additionally, instructional coaching began in PJUSD during the 2023/24 school year and will continue into the 2024/25 school year and beyond. Ongoing professional development on standards, frameworks, adopted curriculum, coaching are addressed in Actions 1.8, 5.1, 5.3, and 5.4 of the 2024/25 LCAP. 2024-06-10 2024 50712330000000 Roberts Ferry Union Elementary 2 4 4 4 4 4 5 5 5 4 4 5 4 5 4 4 4 4 4 4 4 4 4 4 Met 2024-06-11 2024 50712330121525 Roberts Ferry Charter School Academy 2 4 4 4 4 4 5 5 5 4 4 5 4 5 4 4 4 4 4 4 4 4 4 4 Met 2024-06-11 2024 50712660000000 Salida Union Elementary 2 N/A 5 5 5 4 4 5 5 5 4 5 4 4 4 3 3 0 5 5 3 0 5 3 3 Met The district has continued to support professional learning for staff on accelerated learning in reading and mathematics. Training focused on universally designing lessons to address barriers and ensure student academic success. Emphasis on learning intentions and success criteria was woven into lesson design. The district has continued to support elementary professional learning for staff on accelerated learning in reading, mathematics and the incorporation of technology tools. Middle school teachers also participated in professional development through release days to design lessons in English Language Arts, math, History Social Science and Science. It was recommended that the district continue to support the work with adopted instructional materials in English Language Arts and refreshed materials Designated ELD for elementary schools. For mathematics, the district should form a committee to train in the 2024-25 school year on the changes in the mathematics framework to prepare for the release of SBE adoption list in November 2025. Teachers believe that the district has supported teachers professionally with Visual & Performing Arts standards. **Reviewed and agreed upon on February 15, 2024 with District Curriculum Technology Curriculum. 2024-06-18 2024 50712660124768 Great Valley Academy - Salida 2 5 3 5 4 5 5 3 5 4 4 4 3 4 3 3 2 4 5 5 4 4 4 4 Met 2024-06-24 2024 50712740000000 Shiloh Elementary 2 Shiloh School prioritizes the instruction of the state academic standards in applicable areas. The district employs highly-qualified teachers to provide instruction of state academic standards. All students are provided with state-adopted curricula aligned to the standards. Additionally, supplemental resources are used to provide intervention for students identified as needing support with specific standards. The district administration provides oversight throughout the year to verify the use of materials, local benchmark testing is used to monitor student progress and inform teachers, and state assessment results are analyzed to identify areas for improvement. The instructional team meets regularly to determine professional development goals to target identified areas for improvement. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 50712740121558 Shiloh Charter 2 Shiloh School prioritizes the instruction of the state academic standards in applicable areas. The district employs highly-qualified teachers to provide instruction of state academic standards. All students are provided with state-adopted curricula aligned to the standards. Additionally, supplemental resources are used to provide intervention for students identified as needing support with specific standards. The district administration provides oversight throughout the year to verify the use of materials, local benchmark testing is used to monitor student progress and inform teachers, and state assessment results are analyzed to identify areas for improvement. The instructional team meets regularly to determine professional development goals to target identified areas for improvement. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 50712820000000 Stanislaus Union Elementary 2 4 3 4 3 3 4 3 4 3 3 3 3 3 3 3 3 4 4 4 3 3 3 3 Met Professional learning opportunities were provided throughout the year with a focus on the following topics: Professional Learning Communities Response to Intervention/MTSS strategies Effective Tier 1 Instruction GLAD strategies for English Learners Depth & Complexity for all students included the gifted and talented Early literacy and the Science of Reading Universal Pre-Kindergarten: developmentally appropriate practice and learning through play Professional development was provided by the Brilliance Project, Solution Tree, GLAD, J Taylor Education for Depth & Complexity, and district coaches. Sites continued to create and implement the Guaranteed Viable Curriculum through a Team Teaching Assessing Cycle. Each learning cycle consists of choosing an essential standard to focus on, unwrapping/deconstructing the essential standard, creating learning targets and success criteria, creating common and summative assessments, teaching the standard, reviewing the data from the assessments, and providing additional time and support to students that have not yet achieved mastery. The district will continue to make progress towards the implementation of academic standards while also focusing on filling in gaps regarding basic skills that became wider due to the pandemic. It is equally important to create continuity and equity of programs across our district. SUSD chose to use 4 platforms to assist in filling in learning gaps: Lexia, Reflex Math, Dreambox, iReady. 2024-06-13 2024 50712900000000 Sylvan Union Elementary 2 Annually, we survey certificated staff to gather their feedback on the district's progress in implementing state academic standards. Additionally, each school site informs its guiding coalition about the survey window and emphasizes the importance of feedback from educational partners. Once the survey is completed and the data is analyzed, the Educational Services team reviews the results and shares them at both the Educational Services Leadership team meeting and the Local Governing Board meeting. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 0 3 3 4 0 4 4 3 Met 2024-06-18 2024 50713240000000 Valley Home Joint Elementary 2 Not Met For Two or More Years 2024 50736010000000 Newman-Crows Landing Unified 2 5 4 4 3 4 5 4 5 4 4 5 4 5 3 4 5 5 5 5 4 4 4 4 Met 2024-06-24 2024 50755490000000 Hughson Unified 2 4 3 4 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3 3 Met "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." 2024-06-11 2024 50755560000000 Riverbank Unified 2 4 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 Met A unified approach to enhancing the instructional program is evident in the Local Control and Accountability Plan (LCAP) goals and actions, SARC reports, and the School Plan for Student Achievement (SPSA) for each school site. This strategy includes delivering standards-aligned instruction with integrated interventions for struggling students; targeted small group instruction; implementation of assessment tools that include screeners and formative assessments in ELA and math to guide instruction; systematic progress monitoring of students at intervals throughout the school year; and creating a supportive environment with ongoing professional development for teachers. Additionally, the district has identified core curriculum components in ELA and math, supplemental instructional resources, and research-based strategies, reinforced through a comprehensive districtwide professional learning plan and site-based, schoolwide support tailored to meet individual teacher needs. 2024-06-25 2024 50755560113852 Riverbank Language Academy 2 Riverbank Language Academy has integrated a balanced literacy approach to develop student's biliteracy in reading and writing through the workshop model. All students have access to a highly rigorous course of study in ELA, Spanish, Mathematics, Social Sciences, Health and Physical Education, and Science. A special focus is given to students that are part of RLA's unduplicated count; the school has additional instructional support for students with unique and exceptional needs. Students that receive special education support are mainstreamed in regular education classes providing access to a broad course to develop students' social-emotional and academic skills. Students graduate from RLA as bilingual scholars prepared for advanced placement courses in Spanish at the high school level. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met Riverbank Language Academy's performance on the CAASPP test for the prior year (sprong 2023) showed notable results in both English Language Arts (ELA) and Mathematics. In ELA, the percentage of students who met or exceeded the standard was 46.09%. For Mathematics, 37.53% of Riverbank Language Academy students met or exceeded the standard. In Science, 28.57% of the students met or exceeded the standard. Additionally, English Learners at RLA do exceptionally well with an average of 50% of the students demonstrating progress toward full redesignation. 2024-06-12 2024 50755640000000 Oakdale Joint Unified 2 5 4 5 4 4 5 4 5 4 5 5 5 5 4 4 5 5 5 5 4 5 5 5 Met 2024-06-10 2024 50755645030176 Oakdale Charter 2 5 5 4 4 5 5 5 5 5 5 5 5 5 5 5 2 2 3 1 1 5 5 5 Met 2024-06-10 2024 50755720000000 Waterford Unified 2 4 4 4 4 4 4 4 4 3 4 4 3 4 3 4 3 3 3 3 3 4 3 3 Met 2024-06-17 2024 50755725030317 Connecting Waters Charter 2 The LEA (Local Education Agency) utilizes an Education Plan tailored to each student to monitor the comprehensive comprehension and execution of state standards annually. This personalized approach aligns curriculum and instruction with individual student needs. The LEA's leadership team and PAC (Parent Advisory Committee) analyze survey data to identify areas necessitating further professional development for both educators and parents. This dynamic system ensures that the implementation of all adopted state academic standards is finely tuned to each student's unique educational journey, fostering a holistic approach to academic excellence. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-11 2024 50757390000000 Turlock Unified 2 5 4 5 3 5 5 5 5 3 5 4 3 5 3 3 4 2 4 3 2 5 5 4 Met 2024-06-18 2024 50757390124669 eCademy Charter at Crane 2 5 4 5 3 5 5 5 5 3 5 4 3 5 3 3 4 2 4 3 2 5 5 4 Met 2024-06-18 2024 50757390131185 Fusion Charter 2 4 3 3 3 3 4 4 4 4 4 4 3 3 4 4 4 2 2 3 1 4 4 3 Met For Grades 9-12 and students working independently off campus, Fusion uses the Edmentum online curriculum which is continually updated to meet state standards. Professional development is provided to new and continuing faculty and staff in the curriculum platform. In addition, Fusion Charter faculty and staff provide peer support and training in differentiating instruction with an at-risk population of students, many of whom have experienced trauma. 2024-06-28 2024 51105120000000 Sutter County Office of Education 2 5 4 5 5 5 5 5 5 5 5 3 2 3 2 2 2 3 3 2 1 5 3 2 Met 2024-06-20 2024 51105120138040 AeroSTEM Academy 2 Utilizing local staff questionnaire to track progress. 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 5 2 0 5 5 3 3 3 Met Staff turnover has impacted progress in identifying staff development needs. 5 of 6 teachers were new to the site for the 23/24 school year. This led to staff having to learn the specific curriculum while teaching. Staff also implemented new learning management, data management and behavior management systems. Training for the year centered on gaining base knowledge of all new systems. 2024-06-24 2024 51105120140152 Pathways Charter Academy 2 5 4 5 5 5 5 5 5 5 5 3 2 3 2 2 3 3 3 2 1 5 3 2 Met 2024-06-20 2024 51713570000000 Brittan Elementary 2 4 4 4 4 5 5 5 5 4 5 5 5 5 4 5 0 3 4 5 3 5 5 4 Met 2024-06-25 2024 51713650000000 Browns Elementary 2 5 4 5 4 5 5 5 5 5 5 5 4 5 5 5 3 2 5 4 1 5 5 5 Met 2024-06-13 2024 51713730000000 East Nicolaus Joint Union High 2 3 3 3 3 3 3 3 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-13 2024 51713810000000 Franklin Elementary 2 4 3 4 3 4 5 4 5 4 4 4 4 4 4 4 1 3 5 4 1 4 4 4 Met 2024-06-20 2024 51713990000000 Live Oak Unified 2 5 4 5 4 5 5 4 5 4 4 5 4 5 4 5 5 4 5 4 4 5 5 5 Met 2024-06-12 2024 51714070000000 Marcum-Illinois Union Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 3 4 4 4 2 4 4 4 Met 2024-06-17 2024 51714070109793 South Sutter Charter 2 5 4 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 4 4 Met All of our high school science courses are aligned with NGSS. We continue to grow our CTE program and added an Education pathway. Our individualized approach to professional development involves using goal setting, data from teacher evaluations, and schoolwide strategic planning. We begin with a school-wide Professional Development day dedicated to aspects of our focus for improvement. Teachers participate in PD workshops on focus areas in cohorts that meet throughout the school year. This includes PD on our school's Writing Initiative. The Early Literacy Coordinator continues to provide staff training, evidence-based resources, policy development regarding early literacy, and universal dyslexia screening that aligns with Structured Literacy. All school administrators will undergo Structured Literacy training before the start of the 24/25 school year. We track progress towards one of our LCAP goals by monitoring the number of monthly trainings we provide parents. Many of these relate to state content standards. Parents and staff work together to help students achieve standards based learning. The EL Department tracks and monitors EL student progress and aligns ELD instruction accordingly. Each ELD class utilizes the CA ELD standards,EL teaching strategies, and best practices. 2024-06-04 2024 51714150000000 Meridian Elementary 2 3 2 3 2 3 3 3 3 3 3 2 2 2 2 2 3 5 5 3 1 3 2 2 Met 2024-06-20 2024 51714150129007 California Virtual Academy at Sutter 2 3 3 4 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 2 3 3 3 Met 2024-06-12 2024 51714230000000 Nuestro Elementary 2 4 4 4 3 2 4 4 4 3 2 4 4 4 3 2 3 3 5 3 2 4 3 3 Met 2024-06-13 2024 51714230132977 Sutter Peak Charter Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 3 5 5 5 4 4 5 Met 2024-06-13 2024 51714310000000 Pleasant Grove Joint Union 2 4 3 5 3 2 4 3 4 3 2 4 4 4 2 2 1 2 3 3 1 4 4 3 Met 2024-06-13 2024 51714490000000 Sutter Union High 2 3 3 4 3 5 3 5 5 5 5 3 4 3 3 5 5 4 5 4 3 4 3 3 Met 2024-06-18 2024 51714560000000 Winship-Robbins 2 5 5 5 4 4 5 5 5 4 4 4 4 4 4 4 1 3 5 5 1 4 3 3 Met 2024-06-18 2024 51714560133934 Feather River Charter 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 5 4 3 4 5 5 5 4 Met 2024-06-14 2024 51714640000000 Yuba City Unified 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met Yuba City Unified School District provides relevant, engaging, and robust professional development to staff in regards to meeting the academic content standards. We provide designated and integrated ELD professional development strands, AVID strands, literacy and math professional development that is grade appropriate and comprehensive. We provide K-8 Math coaching and curriculum implementation for site leadership and site teaching staff. We provide annual and yearly professional development in the introduction, development and implementation of AVID districtwide to support literacy across all content and grade spans. For administrators, we do leadership meetings bi monthly that include professional development that is both instructional and culture focused. We provide multiple feedback avenues for our professional development with our staff to help inform our focus for our professional development days. We have developed a three year professional development plan that addresses our three LCAP broad goals and provides congruence and alignment with them. Both our core content areas and our CTE areas are sustained through our professional development towards the state academic standards. 2024-06-25 2024 51714640107318 Twin Rivers Charter 2 5 4 5 4 3 5 4 5 4 3 5 4 5 4 3 1 4 4 5 1 4 4 3 Met 2024-06-12 2024 51714645130125 Yuba City Charter 2 4 4 4 4 4 5 4 5 4 4 4 4 4 4 4 5 4 5 5 5 4 4 4 Met YCCS has adopted Science and Social studies curriculum in TK-7 grades. Curriculums are well established in 8th-12th grade for Science and Social Studies. YCCS plans on piloting new elementary Math curriculum in the 25-26 school year when the new state math standards have been adopted and new curriculum is available. YCCS uses Go Math in elementary and CPM math as well as Delta math in eight and high school courses. Wonders will continue to be used as the elementary ELA curriculum for next two years. Career Technical Education programs continue to be developed with pathways: 4 pathways in Agricultural And Natural Resources, 4 in Arts, Media and Entertainment ,and 1 in Hospitality, Tourism and Recreation. YCCS will continue Professional Development for its staff through curriculum training and student progress through NWEA training as well as professional development targeted toward ELD. Staff will also have access to Professional Development through our Vice Principal, workshops, Induction training and staff mentors. Spanish Language will continue to be taught in elementary and available to all high school students. Students will also have access to learn other languages through Rosetta Stone. 2024-06-05 2024 52105200000000 Tehama County Department of Education 2 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 4 4 3 3 4 4 4 Met 2024-06-26 2024 52105206119606 Lincoln Street 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 4 5 5 5 4 Met 2024-06-13 2024 52105206119671 Tehama eLearning Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 3 5 5 5 Met 2024-06-13 2024 52714720000000 Antelope Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 5 4 4 Met 2024-06-27 2024 52714720134403 Lassen-Antelope Volcanic Academy (LAVA) 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 5 5 Met 2024-06-27 2024 52714980000000 Corning Union Elementary 2 5 4 4 3 1 4 4 4 4 1 5 3 5 4 3 1 5 5 5 1 4 4 3 Met 2024-06-25 2024 52715060000000 Corning Union High 2 5 4 5 5 5 5 5 5 5 5 5 4 5 5 5 4 5 5 5 4 5 4 4 Met 2024-06-20 2024 52715220000000 Evergreen Union 2 4 4 4 4 4 5 4 4 4 4 5 4 5 4 4 2 5 5 3 1 4 4 3 Met 2024-06-25 2024 52715220132597 Evergreen Institute of Excellence 2 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 5 3 4 4 4 3 3 3 Met Under #3 in this section- EIE is rating a 3, due to the lack of students currently or typically enrolled do not require an ELD curriculum. We have it available, but has not been used. Under #4- Again we have the required state curriculum, but parents opt-out of using state adopted Health curriculum. Under #5- Although EIE attends multiple Professional Developments, there has not been a specific identification of whole group needs or individual needs. Being a non-classroom based charter we do not have a typical set up to assess individual teacher' standards mastery. 2024-06-25 2024 52715300000000 Flournoy Union Elementary 2 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 2 3 5 4 1 4 4 4 Met 2024-06-20 2024 52715480000000 Gerber Union Elementary 2 4 4 4 2 2 5 5 5 3 3 4 4 4 3 3 3 4 4 3 3 4 4 3 Met 2024-06-18 2024 52715550000000 Kirkwood Elementary 2 4 4 4 4 4 5 4 5 4 4 4 4 4 4 4 2 4 5 5 1 5 5 5 Met 2024-06-11 2024 52715630000000 Lassen View Union Elementary 2 4 4 4 3 3 5 5 5 4 4 4 4 4 3 3 4 2 5 5 1 4 4 3 Met 2024-06-18 2024 52715710000000 Los Molinos Unified 2 5 5 5 4 4 5 4 5 4 4 5 5 5 4 4 5 5 5 3 5 5 5 5 Met 2024-06-20 2024 52716210000000 Red Bluff Union Elementary 2 4 4 4 3 3 5 5 5 4 3 4 4 4 3 3 2 3 5 3 1 5 4 3 Met Implementation of the academic standards using the board adopted standards-aligned curriculum continues to be a priority. Continued support is provided in various forms including instructional coaching, collaboration, and professional learning sessions to enhance implementation and knowledge about content, standards, assessment, and pedagogy aligned to evidence-based practices. 2024-06-20 2024 52716390000000 Red Bluff Joint Union High 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 Met 2024-06-20 2024 52716470000000 Reeds Creek Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 3 4 3 3 5 2 1 4 4 4 Met 2024-06-20 2024 52716540000000 Richfield Elementary 2 4 4 4 3 3 5 5 5 4 3 5 4 5 4 3 3 3 4 3 1 4 4 4 Met 2024-06-18 2024 53105380000000 Trinity County Office of Education 2 5 1 5 4 4 4 1 4 3 3 4 1 4 3 3 3 3 4 3 3 4 4 4 Met 2024-06-19 2024 53105380125633 California Heritage Youthbuild Academy II 2 3 3 3 3 3 4 4 4 4 4 4 3 3 3 3 4 3 4 4 3 4 4 3 Met Implementation Strategies: CHYBA continues to utilize Edgenuity, a state-aligned curriculum, benefiting from the company's ongoing efforts to ensure alignment with the most current educational standards. Edgenuity regularly updates and maintains the curriculum, ensuring our students receive instruction that meets the latest educational requirements. This alignment supports our goal of providing a high-quality education that adheres to state standards. Professional Development: This year, CHYBA has expanded professional development opportunities through Edgenuity. Our teachers and staff have engaged in a broad range of staff development offerings designed to support educators in aligning Edgenuity coursework with the individualized learning needs of our students. These resources have enhanced our staff's understanding and implementation of state standards within the Edgenuity curriculum, ensuring effective teaching practices. Monitoring and Assessment: To effectively assess our students' mastery of state standards, CHYBA continues to utilize tools within Edgenuity and Renaissance Learning. These tools offer various assessment options that enable us to gauge student progress and proficiency in alignment with state standards. This year, we have also integrated additional formative assessments to provide more immediate feedback on student performance. By leveraging these assessment resources, we can track student growth, identify areas for improvement, and make data-informed in 2024-06-27 2024 53716620000000 Burnt Ranch Elementary 2 5 5 5 4 5 5 5 5 4 5 4 4 5 4 4 4 4 5 4 3 4 4 4 Met This survey was completed by 6 certificated staff members, the data was averaged, it is important to note that many of the ratings were over 4.0, the conventional rounding method was used. The survey data was considered when planning actions for the 2024 LCAP. 2024-06-11 2024 53716700000000 Coffee Creek Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 5 5 3 1 5 5 5 Met Coffee Creek Elementary School has a small student population consisting of the grades K through 4th grade. With a small number of students, rural school location, and elementary school grade levels, implementing Career Technical Training is not a priority for our students. We introduce them to different careers that are possible through STEM activities and literature studies. Furthermore, World Language Studies falls into the category of not being a priority. Visual Arts instruction has increased with weekly art lessons using a variety of mediums. All of our students participated in the Youth Art Contest this year. We purchased new PE equipment, and it has improved the number of skills we have been able to teach our students. 2024-06-14 2024 53716960000000 Douglas City Elementary 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 0 5 5 5 4 4 4 4 Met 2024-06-26 2024 53717380000000 Junction City Elementary 2 5 2 4 5 5 5 3 4 5 5 5 4 5 4 5 5 3 4 5 3 5 5 4 Met 2024-06-26 2024 53717460000000 Lewiston Elementary 2 5 3 5 3 4 5 4 5 3 4 5 4 5 3 5 0 4 5 3 0 4 4 4 Met Lewiston Elementary has hired teachers who are committed to bringing the NGSS into practice and to take the learning outside the science books. They have attended trainings and there are plans to attend more in the 2023-24 school year. 2024-06-18 2024 53717610000000 Trinity Center Elementary 2 4 2 4 3 3 5 2 5 3 3 3 3 3 3 3 2 3 3 4 2 4 4 4 Met 2024-06-30 2024 53738330000000 Southern Trinity Joint Unified 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 3 2 5 3 4 5 3 2 Met 2024-06-25 2024 53750280000000 Mountain Valley Unified 2 5 3 5 5 5 5 3 5 5 5 5 3 5 5 5 4 5 5 4 4 3 3 3 Met 2024-06-26 2024 53765130000000 Trinity Alps Unified 2 5 5 3 5 4 5 5 3 5 3 5 5 3 5 4 4 4 5 5 4 4 4 5 Met 2024-06-19 2024 54105460000000 Tulare County Office of Education 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 1 4 1 1 5 5 5 Met The Court and Community Schools lack Dashboard data due to the small enrollment at both schools. However, both schools provide all students with rigorous curriculum and instruction in English, Math, ELD and Science. Students have access to CTE at both sites. 2024-06-12 2024 54105460119602 University Preparatory High 2 "The LEA annually measures its progress in implementing state academic standards through its subject area course outlines. These subject outlines have been aligned to the California State Standards and the ""a-g"" expectations of the University of California system. The LEA determined the course outlines represent the most accurate measure of how the California State Standards are measured because the depth of learning can be measured through classroom assessments, CAASPP testing, and college preparedness/performance. The results of how well students acquire the knowledge, as stated in the California State Stands, is shared with its local governing board at a regularly scheduled meeting and reported to its educational partners and the public through the California Dashboard." 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met University Preparatory High School continues to review student learning outcomes in connection to the California State Standards to ensure that students graduate from UPHS with a strong foundation in all state standards and that students can use said foundation to successfully transfer to a community, four-year college/university post-graduation, or a career technical program. 2024-06-12 2024 54105460124057 Valley Life Charter 2 Valley Life has utilized Reading and Writing Units of Study for over seven years. Feedback from teachers and administrators who have used both Units of Study and HMH may indicate that HMH provides a more effective or user-friendly approach for their particular context. This feedback played a significant role in deciding to switch programs. Staff felt that UoS had not been updated to reflect the latest research in literacy instruction; schools might consider switching to a program like HMH, which regularly updates its materials to incorporate new findings and best practices. The UoS approach is often associated with a workshop model that emphasizes student choice and independent reading; some educators may prefer the more balanced literacy approach of HMH, which combines phonics, guided reading, and other instructional methods. VLCS will use the ELA and NWEA Growth dashboard indicators to assess the new curriculum. Although 2023-2024 CAASPP data isn't available, the new baseline for ELA is based on the Fastbridge aReading Assessment that shows the following percentages as being proficient - either at or near standard: 1st Grade 69%; 2nd Grade 54%; 3rd Grade 65.79%; 4th Grade 63.16%; 5th Grade 54.43%; 6th grade.46%; 7th Grade 42.25%; 8th Grade 47.22%. VLCS currently uses the Go Math and Saavas Math curriculums. The curriculum committee is waiting for the newest math foundation's adoption to begin adopting the math curriculum. VLCS will assess the new curriculum using the Math and NWEA Growth dashboard indicators. Although 2023-2024 CAASPP data isn't available, the new baseline for Math is based on the Fastbridge aMath Assessment that shows the following percentages as being proficient - either at or near standard: 1st Grade 60%; 2nd Grade 51%; 3rd Grade 57%; 4th Grade 47.37%; 5th Grade 58.10%; 6th grade.68%; 7th Grade 39.44%; 8th Grade 40.28%. Next Generation Science Standards—Valley Life uses HMH for the Science curriculum. One middle school teacher and a teacher meet with 4th—6th-grade students twice weekly for hands-on experimental learning. History-Social Studies curriculum includes Studies Weekly and teacher-created resources. 100% of Valley Life's 8th-grade class passed the Constitution Test with 70% or higher. Visual Performing Arts - Valley Life excels at the Visual and Performing Arts. Valley Life has hired quality educators and has ongoing professional development. All students must be enrolled in a VAPA Class. TK - 3rd, all receive art, music, and dance. 4th - 8th grade students can do dance or PE but must all take a performance-based class (Music). Students have the option to take band or orchestra. Middle school students may pick through a menu of classes, which include Dance, Choir, Concert Choir, Broadcasting, Yearbook, AV Tech, Band, Orchestra, and Drama. Each Spring, 90% of the middle school students are involved in our Spring Musical, either on stage, designing the set, or behind the scenes. All students take Spanish 4 3 4 5 5 4 3 5 5 5 4 2 5 5 5 4 3 4 5 5 4 4 4 Met "Valley Life Contracts with the Tulare County Office of Education for professional development in ELA, ELD, Math, Science, and VAPA. In 23-24, VLCS focused on grade-level collaboration and will follow the Achievement Team protocol. In 24-25, VLCS PD will focus on ""Building Thinking Classrooms.""" 2024-06-10 2024 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, presentations, reading and writing assessments with rubrics. In addition, we implement the national standardized assessment tool with iReady testing three times per year, leading up to the CAASP testing in the spring. The school moved to the implementation of a new local assessment: iReady in order to improve data collection processes. 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. In order to ensure the LEA makes adequate progress in implementing the academic standards adopted by the SBE, 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 Met 2024-06-18 2024 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 iReady testing three times per year, leading up to the CAASP testing in the spring. The school moved to the implementation of a new local assessment: iReady in order to improve data collection processes. 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. In order to ensure the LEA makes adequate progress in implementing the academic standards adopted by the SBE, 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 Met 2024-06-18 2024 54105465430327 La Sierra High 2 During the 2023-2024 school year, the staff of La Sierra underwent a thorough new curriculum adoption process for all core subjects for its respective middle school and high school programs. The following new curriculum adoptions will be implemented across all 7-12 grade level spans during the upcoming 2024-2025 school year: ELA- McGraw Hill Math & Science- Houghton Mifflin Social Studies- National Geographic In addition during the 2023-2024 school year, La Sierra also began utilizing the STAR Renaissance program as an internal district assessment to analyze individual and collective student progress as it pertains to grade level standards in English Language Arts and Mathematics. Students complete the STAR exams in Reading and Math four times during the course of the school year. The STAR exams have proven to be a valuable data piece of assessment in preparing our students towards meeting grade level standards in preparation for CAASPP testing during the Spring Semester. Removed from this, La Sierra also completed a WASC Self Study visit during March of 2024. Based on the WASC visit, La Sierra has been placed on probationary accreditation status through June 30th, 2026 with a two day visit scheduled during the Spring Semester of the 2025-2026 school year. The WASC commission has identified that La Sierra needs to make improvements with relation to growth in the following areas: English Language Arts, Mathematics, College and Career and Tiered Student Supports. Based on the feedback received from the self study visit, La Sierra has developed and submitted to the WASC commission a school action plan that details La Sierra's academic and social goals for ongoing school improvement measures. The WASC action plan that La Sierra has submitted to the WASC Commission is in direct alignment with the site's LCAP goals for the upcoming 2024-2025 school year. 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 3 3 4 4 4 Met La Sierra uses the advent of STAR, CAASPP, ELPAC and Site based formative and summative assessments to measure student growth as well as the application of college placement exams to evaluate implementation of the state standards for ongoing school improvement measures. La Sierra also receives coaching in ELD and ELA via the TCOE Curriculum and Supports Department for the implementation of the site’s Multi-tiered Systems of Support for student academic and social advancement efforts. Due to its new curriculum adoption, La Sierra has utilized the Spring Semester and Summer of 2024 to provide professional training to its teaching staff in preparation for the new curriculum implementation for the upcoming 2024-2025 school year. All La Sierra teachers meet on a weekly basis through the Professional Learning Community framework. The weekly PLC meetings serve as a foundation for La Sierra teachers to discuss and review grade level student data as well as reflect on best strategies for improving instruction towards raising student achievement across all academic core subject strands. La Sierra also holds monthly Student Study Team meetings to review and provide support to identified students who need additional academic and behavioral intervention. La Sierra utilizes its Community School teacher to provide Tier 2/Tier 3 academic and behavioral support to the site's at-promise students for student capacity building efforts towards raising student achievement over time. 2024-06-12 2024 54105466119291 Eleanor Roosevelt Community Learning Center 2 2 2 3 2 2 4 2 4 3 2 2 1 3 2 2 3 2 2 3 2 3 2 2 Met ERCLC has introduced the i-Ready diagnostic assessments, conducted biannually in Math and Reading, to better measure student success in standards-aligned assessments. This change has been positively received by both families and staff. While there's always room for improvement, i-Ready offers a more effective tool for tracking progress in English Language Arts and Mathematics according to State Academic Standards. These assessments help monitor each child's development, facilitating personalized learning plans and necessary interventions. In addition to utilizing i-Ready, the team has thoroughly reviewed the Dashboard and established more targeted achievement goals in areas requiring improvement. The curriculum at ERCLC aligns with the SBE-adopted academic standards across various subjects, including English Language Arts (ELA), Mathematics, English Language Development (ELD), Next Generation Science Standards (NGSS), History-Social Science (History-SS), Career Technical Education (CTE), Health, Physical Education (PE), Visual and Performing Arts (VAPA), and World Languages. Student progress is measured through monthly Learning Records and progress towards graduation for high school students. As an accredited homeschool program, ERCLC ensures that curriculum and instruction are supervised by highly qualified teachers responsible for each course. 2024-06-11 2024 54717950000000 Allensworth Elementary 2 4 4 5 3 4 5 5 5 3 4 5 5 4 3 4 1 2 4 3 0 4 4 4 Met 2024-06-18 2024 54718030000000 Alpaugh Unified 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 2 5 5 4 5 5 5 5 Met 2024-06-27 2024 54718030112458 California Online Public Schools Central Valley 2 4 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 5 Met 2024-06-04 2024 54718110000000 Alta Vista Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 4 0 4 4 3 Met 2024-06-20 2024 54718110139477 Monarch River Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 4 5 5 5 5 5 Met 2024-06-18 2024 54718290000000 Buena Vista Elementary 2 5 5 5 3 3 5 5 5 4 4 5 5 5 4 4 2 3 4 3 2 4 4 4 Met 2024-06-20 2024 54718370000000 Burton Elementary 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 3 3 4 3 4 4 4 Met 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. 2024-06-17 2024 54718370109009 Summit Charter Academy 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 3 3 4 3 4 4 4 Met 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. 2024-06-17 2024 54718520000000 Columbine Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 Met 2024-06-13 2024 54718600000000 Cutler-Orosi Joint Unified 2 4 4 4 4 4 4 4 4 4 4 5 4 4 5 5 4 4 4 4 4 4 4 4 Met "The District is committed to the effective implementation of the California Common Core State Standards (CCSS). We've adopted CCSS-aligned materials for English Language Arts, ELD, Mathematics, History-Social Science, and Science for grades K-12. Our assessments align with CCSS to ensure consistent measurement of student progress. Weekly Professional Learning Communities (PLCs) allow teachers to analyze data and align instruction with CCSS. We invest substantially in professional development, recognizing that highly effective teachers are crucial for student success. Instructional coaches provide daily, just-in-time support, and district and site leaders facilitate ongoing professional learning. For the 2023-2024 school year, our focus is on ""Great Instruction the First Time"" (GIFT), enhanced by collaborative engagement strategies. This approach emphasizes delivering high-quality instruction from the outset, minimizing the need for reteaching. Our efforts ensure that all students, especially those from underserved backgrounds, receive a rigorous, standards-aligned education, preparing them for college and career success." 2024-06-20 2024 54718940000000 Ducor Union Elementary 2 4 5 4 3 3 5 5 5 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-25 2024 54719020000000 Earlimart Elementary 2 5 4 5 3 3 5 4 5 3 3 5 4 5 3 3 3 4 5 5 3 5 5 5 Met 2024-06-18 2024 54719440000000 Hope Elementary 2 Effective implementation of all state content and performance standards is critical for student success. Hope Elementary's leadership team conducts a rigorous annual evaluation of the implementation of state standards through conversation and 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. Results confirm that we continue to fully implement and sustain implementation in all content areas including: English/Language Arts, English Language Development, Mathematics, Next Generation Science Standards, History-Social Science, Health Education Content Standards, Physical Education Model Content Standards, Visual and Performing Arts, Model Library Standards, and World Language. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 0 5 5 5 Met Hope School 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 educational partners and the public through the Dashboard as well as School Site Council, ELAC, and PAC meetings. 2024-06-12 2024 54719510000000 Hot Springs Elementary 2 4 3 4 4 4 4 3 4 3 4 4 3 4 4 4 0 3 4 3 0 4 4 4 Met 2024-06-13 2024 54719690000000 Kings River Union Elementary 2 Kings River Union Elementary School District (KRUESD) is in full implementation of English Language Arts and Mathematics Common Core State Standards in addition to English Language Development standards and Next Generation Science Standards. The district uses Smarter Balanced Interim Assessments as well as local benchmarks. KRUESD continued to instruct using the district-developed Units of Study in ELA. These Units of Study are taught across all grade levels and integrate Science, History-Social Science, ELA, and Math standards to achieve content mastery across curricular disciplines. The Units of Study are followed by a standards-aligned performance task and/or assessment. To measure reading standards and determine reading levels, TK-3rd grade students complete the Developmental Reading Assessment 2-3 times annually. An additional measure in ELA and in Math, for grades 3-8, was provided by FastBridge screeners, aReading and aMath. ELA curriculum adoption is the immediate focus followed by Social Science. Across the district, math standards are taught using the adopted curriculum and supplemented when needed. Students are assessed using the benchmarks and other assessments provided by the publisher. KRUESD has adopted curriculum aligned with Next Generation Science Standards across our system. Teachers requesting and/or requiring NGSS professional development participate in the learning as needed. KRUESD teachers have received multiple years of professional development and support with regard to the Common Core State Standards and the instructional practices to effectively teach the standards. KRUESD instructional staff submit weekly lesson plans indicating the standards taught and assessed in each content area. Professional learning communities analyze data, collaborate to determine most effective teaching strategies and areas of improvement. The instructional staff continues to strengthen their understanding of all state academic standards through professional development onsite, instructional coaching, and attendance at conferences and training that align with our instructional priorities as identified by our most recent student data. Students have access to CTE though it is limited. The school's Academic Counselor leads a group of students from grades 6-8 through the CTE pathway opportunities. Kings River University, visits college campuses, participates in activities around CTE standards and hears from guest speakers regarding next level CTE pathway opportunities. Students in all grade levels have a daily, designated time for PE where they perform physical activities that meet the standards. Students in grades 3-8 are assessed throughout the school year on progress toward the Physical Fitness Test. All students are taught the Visual and Performing Arts standards. General education teachers teach these standards within the classroom setting but students are also taught by the school's part-time art teacher. 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 0 0 5 4 0 4 4 3 Met KRUESD maintains status in progress in many areas of implementing academic standards. However, there has been significant improvement in implementing English Language Development standards. KRUE employs an English Learner Specialist who supports all teachers in Designated ELD as well as Integrated ELD. The EL Specialists, in collaboration with a county consultant, has created standard- aligned units of study and progress monitoring assessments to guide instruction. Teachers have received continuous professional learning that includes analyzing data, planning, instruction and reflecting. The EL Specialists is an active member in grade-level professional learning communities and meets with teachers once a week for the purpose of improving student outcome. Also implemented to support teachers and students were peer observations. Teachers spent the day observing other teachers during Designated ELD as this was the focus during the 2023-2024 school year. The EL Specialist and county consultant collaborated with these teachers to identify areas they would like to improve upon after observing student learning in peer observations. In addition, KRUE realized the need for an English Language Arts curriculum and has intentions of implementing the adopted program at the start of the 2024-2025 school year. 2024-06-24 2024 54719850000000 Liberty Elementary 2 4 4 4 3 3 5 5 5 4 5 4 4 4 4 4 0 4 5 4 0 5 5 4 Met Our teachers have been engaged in extensive curricular pacing and standards-based materials selection restructuring. 2024-06-25 2024 54719930000000 Lindsay Unified 2 5 5 5 4 4 5 5 5 5 5 5 5 5 4 4 5 5 3 3 5 5 5 5 Met 2024-06-24 2024 54719930124776 Loma Vista Charter 2 5 5 5 4 4 5 5 5 5 5 5 5 5 4 4 5 5 5 5 3 5 5 5 Met 2024-06-24 2024 54720090000000 Monson-Sultana Joint Union Elementary 2 4 4 4 5 2 4 3 4 5 2 4 4 4 5 2 4 5 5 5 1 5 5 4 Met 2024-06-18 2024 54720170000000 Oak Valley Union Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met 2024-06-25 2024 54720250000000 Outside Creek Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 0 4 4 4 0 4 4 4 Met 2024-06-13 2024 54720330000000 Palo Verde Union Elementary 2 5 5 4 4 5 5 5 4 4 5 5 5 5 5 5 4 5 5 5 0 5 5 5 Met Local evaluation includes examination of the impact of multiple criteria including recruitment and retention of highly effective teachers, multi-level professional development geared to teachers and school professional development plans, aligned core instructional materials, multi-dimensional supplementary materials for differentiation of instruction, remedial and intervention programs targeting specific student learning needs, schoolwide literacy programs and strategies (such as “designated” and “integrated” English language development and schoolwide learning strategies, local benchmark testing to allow timely intervention and remediation, local examination of student work, and administrative support and monitoring. This evaluation is accomplished through annual teacher and staff surveys, administrative monitoring of lesson plans, mentored observation and coaching in the classroom, and other local records. All of Palo Verde’s students matriculate to high schools where they enter and are prepared for success in UC/CSU completion pathways, Career/Technical Education and World Language courses of study. 2024-06-18 2024 54720410000000 Pixley Union Elementary 2 "Pixley Utilized classroom walkthrough data as well as purchase order and inventory of materials in the core areas. Instructional staff leaders are surveyed as well. Additionally, the leadership Curriculum, Instruction and Assessment team- composed of site admin, district admin., intervention specialists, and grade level lead teachers- met to review the self-reflection tool and discuss the areas of implementation. As part of our assessment with this information, we create a ""next steps"" to maximizing implementation and learning in each of the core standards areas. English Language Arts (ELA) – Common Core State Standards for ELA Classroom walkthroughs in this area show implementation of the standards, but with a lower level of rigor expected of student actions/engagement in the work. The unpacking of the standards and discussions related to frameworks for next year are meant to work on this area of need identified by the Expanded CIA team. English Language Development (ELD) (Aligned to Common Core State Standards for ELA) Professional development has been done at the middle school this year, but the elementary has not focused on this area in quite a while. This work will be aligned with the ELA standards/benchmark, since those are combined. Mathematics – Common Core State Standards for Mathematics Classroom walkthroughs in this area show implementation of the standards, but with a lower level of rigor expected of student actions/engagement in the work. The unpacking of the standards and discussions related to frameworks for next year are meant to work on this area of need identified by the Expanded CIA team. Next Generation Science Standards, History-Social Science Standards, CTE, World Languages With the focus on math and ELA, science standards have not been an area of PD focus. We will not be addressing this systemwide next year, but anticipate it for 2025-2026 PD planning. Health Education Content Standards Pixley utilized the CDE option to not provide a health education course, however, the required units are covered with students in the Spring of each year, aligned to the key components of the standards and framework for this area. Physical Education Model Content Standards Professional Development in this area has not been done in quite a few years. We will be increasing this for the 2024-2025 school year for our two instructional staff focusing on Physical Education instruction. Visual and Performing Arts Course alignment with the Visual and Performing Arts standards has been done with the hiring of a new art teacher for 2024-2025 and new music teacher. Professional development will be provided for both staff members as part of their teaching start." 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-18 2024 54720580000000 Pleasant View Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 1 5 5 3 1 5 5 5 Met 2024-06-25 2024 54720820000000 Richgrove Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 3 4 5 5 5 5 4 4 Met 2024-06-12 2024 54720900000000 Rockford Elementary 2 5 4 4 4 5 5 4 4 4 5 5 4 4 4 5 0 5 5 5 0 5 5 5 Met Effective implementation of all state content and performance standards is critical for student success. 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. 2024-06-20 2024 54721080000000 Saucelito Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 Met 2024-06-11 2024 54721160000000 Sequoia Union Elementary 2 4 3 3 4 3 5 4 5 4 4 3 2 3 3 3 2 1 4 2 1 3 3 3 Met 2024-06-20 2024 54721166054340 Sequoia Elementary Charter 2 4 3 3 4 3 5 4 5 4 4 3 2 3 3 3 2 1 4 2 1 3 3 3 Met 2024-06-20 2024 54721320000000 Springville Union Elementary 2 4 4 4 3 3 4 4 4 4 4 4 4 4 3 3 3 4 4 3 1 4 4 4 Met 2024-06-24 2024 54721400000000 Stone Corral Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 3 3 4 4 3 5 5 5 Met Stone Corral annually measures its progress in meeting the Williams settlement requirements at 100%, and promptly addresses any complaints or other deficiencies identified throughout the academic year; and provides information annually on progress meeting this standard to its local governing board and to educational partners and the public through the evaluation rubrics. 2024-06-20 2024 54721400136507 Crescent Valley Public Charter II 2 5 5 5 4 5 4 5 5 4 5 5 4 5 4 5 4 5 5 4 3 4 4 4 Met Overall, the school scored at a 4.44, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.32 point growth from last year. We reevaluated our implementation of NGSS and downgraded it to 4. We are partnering with FCSS so that teachers are aligned to NGSS Curriculum as a result of training. We improved in developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We also increased our implementation of our English Language Development framework. 2024-05-30 2024 54721570000000 Strathmore Union Elementary 2 3 3 3 3 3 4 4 4 4 4 3 3 3 3 3 0 4 4 3 0 3 3 3 Met 2024-06-17 2024 54721730000000 Sundale Union Elementary 2 5 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 4 5 5 5 5 Met Sundale provides professional development for the staff through the Tulare County Office of Education's offerings in addition to contracting with consultants to provide support on campus as well as attending trainings given by our trained staff members of topics that need additional support. 2024-06-18 2024 54721810000000 Sunnyside Union Elementary 2 3 3 3 2 3 3 3 3 2 3 3 3 3 2 3 2 4 4 3 1 3 3 3 Met Sunnyside is making progress on meet the requirements, but has hopes to dig deeper into curriculum development for the following school school. 2024-06-24 2024 54721990000000 Terra Bella Union Elementary 2 4 4 4 4 3 4 4 4 4 3 4 4 4 4 3 4 4 4 3 3 4 4 3 Met 2024-06-14 2024 54722070000000 Three Rivers Union Elementary 2 100% of our current district adopted instructional materials remain aligned to the state standards. 100% of our teachers align their daily lessons to the state standards The Administration conducts regular classroom walk-throughs to assess instruction and lesson delivery. 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 0 3 3 3 0 4 4 4 Met 2024-06-12 2024 54722150000000 Tipton Elementary 2 5 4 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 3 5 5 5 Met 2024-06-11 2024 54722230000000 Traver Joint Elementary 2 5 5 5 2 2 5 5 5 1 1 5 5 5 2 2 5 5 5 2 2 5 5 5 Met 2024-06-25 2024 54722310000000 Tulare City 2 4 4 4 4 4 5 5 5 4 5 4 4 4 4 4 2 4 4 4 1 4 4 4 Met 2024-06-25 2024 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 9 years ago, our district and schools continue to refine the implementation through revising the curriculum and its alignment to the standards. ELA and Mathematics have created and use common summative assessments to measure growth of students. 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. ELD coaches collaborate with all teachers, identifying strengths and areas for growth, and support ELD students in all of their courses. In the 23-24 school year, we initiated and participated in ELD Articulation Meetings with all of our K-8 Feeder School Districts, in effort to support our EL students even better. 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. Health content standards were implemented in Freshmen Studies, beginning in the 2021-2022 school year. 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. History teachers recently developed District Common Semester Assessments that will be implemented in the 24-25 school year in Government, Economics, US History, and World History. Through the implementation of a PLC cultures, our departments and subject matter teams continuously review the standards and align the curriculum accordingly. TJUHSD created a TOSA position to support teachers and students in the area of literacy. Additionally, the TOSA supports all teachers and students in writing across the curriculum and reading. CTE teachers meet weekly on their own campuses, and once a month with other CTE teachers throughout the district to discuss curriculum, job skills, and review feedback from CTE Advisory and Partner meetings. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 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 9 years ago, our district and schools continue to refine the implementation through revising the curriculum and its alignment to the standards. ELA and Mathematics have created and use common summative assessments to measure growth of students. 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. ELD coaches collaborate with all teachers, identifying strengths and areas for growth, and support ELD students in all of their courses. In the 23-24 school year, we initiated and participated in ELD Articulation Meetings with all of our K-8 Feeder School Districts, in effort to support our EL students even better. 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. Health content standards were implemented in Freshmen Studies, beginning in the 2021-2022 school year. 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. History teachers recently developed District Common Semester Assessments that will be implemented in the 24-25 school year in Government, Economics, US History, and World History. Through the implementation of a PLC cultures, our departments and subject matter teams continuously review the standards and align the curriculum accordingly. TJUHSD created a TOSA position to support teachers and students in the area of literacy. Additionally, the TOSA supports all teachers and students in writing across the curriculum and reading. CTE teachers meet weekly on their own campuses, and once a month with other CTE teachers throughout the district to discuss curriculum, job skills, and review feedback from CTE Advisory and Partner meetings. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 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 9 years ago, our district and schools continue to refine the implementation through revising the curriculum and its alignment to the standards. ELA and Mathematics have created and use common summative assessments to measure growth of students. 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. ELD coaches collaborate with all teachers, identifying strengths and areas for growth, and support ELD students in all of their courses. In the 23-24 school year, we initiated and participated in ELD Articulation Meetings with all of our K-8 Feeder School Districts, in effort to support our EL students even better. 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. Health content standards were implemented in Freshmen Studies, beginning in the 2021-2022 school year. 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. History teachers recently developed District Common Semester Assessments that will be implemented in the 24-25 school year in Government, Economics, US History, and World History. Through the implementation of a PLC cultures, our departments and subject matter teams continuously review the standards and align the curriculum accordingly. TJUHSD created a TOSA position to support teachers and students in the area of literacy. Additionally, the TOSA supports all teachers and students in writing across the curriculum and reading. CTE teachers meet weekly on their own campuses, and once a month with other CTE teachers throughout the district to discuss curriculum, job skills, and review feedback from CTE Advisory and Partner meetings. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-13 2024 54722560000000 Visalia Unified 2 4 3 5 3 2 5 4 5 5 4 3 3 4 2 2 5 5 4 4 3 3 3 3 Met 2024-06-18 2024 54722560109751 Visalia Charter Independent Study 2 English Language Arts –Full Implementation English Language Development-Full Implementation Mathematics- Full Implementation Next Generation Science Standards-Full Implementation History-Social Science- Full Implementation Career Technical Education- Full Implementation Health Education Content Standards-Full Implementation Physical Education Model Content Standards-Full Implementation Visual and Performing Arts- Full Implementation World Language-Full Implementation 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-18 2024 54722560120659 Visalia Technical Early College 2 "Visalia Technical Early College (VTEC) High School has worked diligently over the past three years to hire and replace vacant positions properly credentialed to teachers to ensure students have the very best educational experience. VTEC High School works closely with Visalia Unified School District (VUSD) Library Services and Curriculum and Instruction to ensure all students can access stands-based instructional materials. This includes textbooks, supplemental materials, laboratory equipment facilities, and instructional tools. VTEC and VUSD have invested in the campus to fix and maintain some of the older buildings and structures to ""good repair."" This includes our CTE and Art facilities, campus exterior areas, and the addition of a multi-purpose room." 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 Met 2024-06-18 2024 54722560135863 Global Learning Charter 2 5 4 5 4 4 5 5 5 5 5 4 4 4 4 4 0 4 4 5 5 5 5 5 Met 2024-06-18 2024 54722566116909 Charter Home School Academy 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 0 4 4 4 0 4 4 4 Met 2024-06-18 2024 54722640000000 Waukena Joint Union Elementary 2 5 5 5 4 5 5 5 5 4 5 5 5 5 4 5 2 4 4 1 2 3 3 3 Met 2024-06-12 2024 54722980000000 Woodville Union Elementary 2 5 5 5 4 4 5 5 5 4 4 5 5 5 4 4 5 5 5 3 0 5 5 5 Met 2024-06-11 2024 54753250000000 Farmersville Unified 2 4 3 4 3 3 4 3 4 3 3 4 3 4 3 3 3 4 4 3 3 4 3 4 Met 2024-06-25 2024 54755230000000 Porterville Unified 2 4 3 4 3 3 4 3 4 4 4 4 3 4 3 3 4 3 4 4 3 4 4 4 Met 2024-06-27 2024 54755230114348 Butterfield Charter 2 4 3 4 3 3 4 3 4 3 3 4 3 4 3 3 5 3 4 4 3 4 4 4 Met 2024-06-27 2024 54755230116590 Harmony Magnet Academy 2 5 4 5 5 5 5 4 5 4 5 5 5 5 5 5 5 4 5 5 5 4 4 5 Met 2024-06-27 2024 54755230137968 Porterville Military Academy 2 3 3 3 3 3 4 4 4 4 4 3 3 3 3 3 3 3 3 1 3 4 4 4 Met 2024-06-27 2024 54755310000000 Dinuba Unified 2 5 5 5 4 5 5 5 5 5 5 5 4 5 4 5 5 4 5 5 4 5 5 5 Met 2024-06-27 2024 54767940000000 Woodlake Unified 2 Woodlake Unified monitors the implementation of state academic standards through administrative classroom visits and the formal 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. For 2023-24, formal teacher lesson observations indicated 100% of English and 100% of math lessons appropriately addressed state English Language Arts(ELA) and math standards. Likewise, high implementation of standards for English Language Development (ELD) was evident in 93% of lessons observed and standards for Literacy in History/Social Science and Technical Subjects was evident in 93% of lessons observed. New instructional materials aligned to Next Generation Science Standards (NGSS) were purchased in 2022-23 for grades 9-12. Previously, NGSS instructional materials were adopted and implemented in grades TK-8 in 2021. In 2023-24, WUSD adopted and implemented instructional materials for grade 9-12 World Languages (Spanish and French). In 2024-25, WUSD is planning on purchasing supplemental instructional materials for English Language Arts, math and English Language Development pending the state providing a new list of materials based on adoption cycles. Weekly late start days and summer collaboration time is provided for teachers by grade level and/or content area to meet and develop curriculum/assessments aligned to state standards. Other focused training is offered and /or provided based on identified needs by teachers and district/school site administration. To improve standards-aligned instruction in 2023-24, WUSD focused on (1) training and implementation of Achievement Teams practices, (2) ongoing teacher training opportunities and in-class coaching provided by WUSD Instructional Coaches and Tulare County Office of Education (TCOE) Curriculum Specialists, and (3) teacher-led instructional rounds to complete peer observation cycles. These efforts will be enhanced in 2024-25 by (1) expanding Achievement Teams certification training to Division Chairs and Lead teachers, (2) Providing school site administrators ongoing leadership training and support on implementation of Achievement Teams, (3) Increasing support days by TCOE Curriculum Specialists with a focus on ELA, Math, ELD and meeting needs of English learners, and (4) providing resources and release time for staff to engage in ongoing professional learning, collaboration and teacher lead instructional rounds. 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 Met 2024-06-12 2024 54768360000000 Exeter Unified 2 4 4 4 4 1 4 3 4 4 1 4 3 4 4 1 3 3 4 3 4 4 4 3 Met 2024-06-20 2024 55105530000000 Tuolumne County Superintendent of Schools 2 4 3 4 3 3 5 5 5 5 5 4 3 4 4 4 3 4 3 3 3 4 4 3 Met 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, Health and History/Social Science materials have been 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. The Math Coordinator and STEM Consultant have attended monthly curriculum meetings to provide information, updates and strategies to teachers. Developing more opportunities for students in CTE, work experience and dual enrollment programs continues to be a focus. A new CTE Law Enforcement course was offered in 2021/22 and 2022/23 and the first semester of 2023/24. 2024-06-25 2024 55723060000000 Belleview Elementary 2 5 5 5 4 3 5 5 5 5 3 4 4 4 4 3 0 5 5 3 2 4 5 5 Met 2024-06-20 2024 55723480000000 Columbia Union 2 The district will be using local monitoring instruments that includes, but not limited to, common curriculum based measurements in the four (4) core content area, iReady interim assessments, CAASPP English Language Arts and Math scores, CAST scores, the PFT, and California Dashboard indicators (Chronic Absenteeism and Suspension Rates). The district has acquired new curriculum materials to have proper scaffolding, created a new schedule that promotes common instructional minutes and intervention, and has been providing training to ensure there are common expectations, measurements, resources, and practices, having all employee receiving the same or comparable training will assist in conversations about PLCs, MTSS, pedagogy, and the curriculum. 5 5 4 3 4 4 5 4 4 4 4 4 4 3 4 4 3 4 3 1 4 4 4 Met In addition to the curriculum and training efforts mentioned previously, the district has been able to drastically reduce its turnover with certificated and classified staff and administration while also being able to be fully staffed in special education and intervention services for the upcoming school year. 2024-06-10 2024 55723550000000 Curtis Creek Elementary 2 4 2 4 3 3 5 2 5 4 4 3 1 3 3 3 1 3 4 2 1 3 2 1 Met Staff development and training will occur as curriculum is chosen by staff and adopted by the Board. Professional development will reflect the needs of staff and what data shows is needed. 2024-06-20 2024 55723630000000 Jamestown Elementary 2 4 3 4 4 4 5 4 5 5 5 4 3 4 4 3 3 4 3 5 4 4 4 3 Met Designated ELD is improving and will need 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, although some attention should focus on providing more career exploration and life skills. The addition of a curriculum an instructional coach has been valuable and has made significant improvements in curriculum and standards based instruction, in addition to the identification and implementation of essential standards and the development of pacing guides. 2024-06-26 2024 55723710000000 Sonora Elementary 2 The District is using CAASPP, I Ready, and ESGI assessment tools as wells a report cards and teacher observations. 4 3 5 3 4 4 3 4 3 4 4 3 4 4 4 1 2 4 4 1 4 4 4 Met 2024-06-18 2024 55723890000000 Sonora Union High 2 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 4 4 4 3 3 3 Met The Sonora Union High School District is dedicated to ensuring all students have access to state board-adopted textbooks and curriculum materials that align with current academic standards. As part of our commitment, we have made significant strides in updating our educational resources: English and Science Curriculum: New curriculum materials for English and Science were adopted prior to this academic year and have been actively used in classrooms starting this year. This ensures that the instructional content is both relevant and aligned with the latest state standards. Textbook Updates: We have ensured that all classes use state board-adopted textbooks and curriculum adopted within the last ten years. This guarantees that our instructional materials are up-to-date, providing students with current and comprehensive content??. Standards-Based Materials: Through these efforts, the Sonora Union High School District is committed to aligning our educational practices with state board standards, ensuring that all students receive a high-quality education that prepares them for future success. 2024-06-10 2024 55723970000000 Soulsbyville Elementary 2 5 4 5 4 5 5 5 5 5 5 5 5 4 4 4 0 2 4 3 1 4 4 3 Met 2024-06-18 2024 55724050000000 Summerville Elementary 2 The Summerville Elementary School District has prioritized hiring and supporting highly qualified teachers, providing instructional materials that are age-appropriate and relevant for all students, and maintaining facilities that are in exemplary condition. These standards have been established and held under the direction of the Governing Board based on community interest, student needs, and feedback provided by the school community through continuous improvement of the school. Summerville Elementary annually measures its progress in implementing state academic standards using district benchmark tests and compares these marks to the data published on the California School Dashboard. The school then reports the results to the Governing Board at a regularly scheduled meeting and reports to educational partners and the public through parent and community engagement meetings, regular communication posted on the school website and social media pages, and to the California School Dashboard. 4 1 4 4 4 4 1 4 4 4 4 1 3 3 4 0 1 3 1 1 3 3 3 Met 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 Summerville Elementary is small (less than 5), school staff makes a specific and targeted 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. 2024-06-19 2024 55724130000000 Summerville Union High 2 Summerville Union High School District has made progress in implementing the academic standards adopted by the SBE. Our local measures have included the use of classroom-based assessments, benchmark assessments from our adoptions as available, interim assessments in ELA, math and science from the CAASPP website, Renaissance 360 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. We have completed three years of math professional development and look forward to increased student achievement. Each of our departments is using its 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 learning. PD for the fall of 2024 will include strategies to support student achievement through the implementation of a flex period four days per week. 4 2 4 4 3 5 2 3 5 3 3 2 4 5 4 3 4 4 4 4 4 4 3 Met 2024-06-26 2024 55724130112276 Gold Rush Home Study Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 0 5 5 5 Met GRCS teachers are well-trained in implementation of state academic standards and curriculum frameworks, and all students have access to Common Core curriculum, supplemental learning materials, and Chromebooks. All GRCS teachers participate in monthly First Friday professional development determined by instructional needs. 2023-24 PD focus was on engagement, rigor, and relevance, interim assessments, safety, and social-emotional support. Administration and teachers also engaged in conferences and webinars that related to their roles/subjects. GRCS will provide GLAD training opportunities for teachers to enhance instructional strategies for English Learners. 2024-06-06 2024 55724135530191 Connections Visual and Performing Arts Academy 2 Summerville Union High School District has made progress in implementing the academic standards adopted by the SBE. Our local measures have included the use of classroom-based assessments, benchmark assessments from our adoptions as available, interim assessments in ELA, math and science from the CAASPP website, Renaissance 360 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. We have completed three years of math professional development and look forward to increased student achievement. Each of our departments is using its 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 learning. PD for the fall of 2024 will include strategies to support student achievement through the implementation of a flex period four days per week. 4 2 4 4 3 5 2 3 5 3 3 2 4 5 4 3 4 4 4 4 4 4 3 Met 2024-06-26 2024 55724210000000 Twain Harte 2 5 5 5 4 4 5 5 5 5 5 4 4 4 4 4 0 3 4 3 0 5 5 5 Met 2024-06-26 2024 55751840000000 Big Oak Flat-Groveland Unified 2 5 4 5 5 4 5 5 5 5 5 5 4 4 4 4 5 5 5 4 4 5 4 3 Met The District collaborates with the county and state for professional development. Our district was awarded the MTSS grant, which is an in-depth all encompassing professional development on how to provide quality instruction for all staff -classified and certificated. Additional staff have attended SEL Training, PBIS and Agriculture/FFA training. In the 2023-24 school year, the LEA hired six new teachers. We have mentor teachers paired with these individuals to determine which standards they have not mastered, so the LEA can provide professional development in those areas. 2024-06-26 2024 56105610000000 Ventura County Office of Education 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 1 1 4 4 3 Met 2024-06-24 2024 56105610109900 Vista Real Charter High 2 4 4 3 3 5 4 5 4 4 4 4 5 4 4 5 3 5 5 4 4 5 4 4 Met Overall, the school scored at a 4.18 which is just above full implementation of adopted academic and/or curriculum frameworks. This is a +0.34 point growth over last year. One area that had a slight decline was in professional learning to support teaching to the state standards. Our focus this school year was on PLC, rather than individual content area support. We felt it was necessary to understand the schoolwide cycle of improvement before narrowing down support for each core subject. Overall, we saw an improvement in implementation and sustainability. We have a strong curriculum and established procedures to develop materials and support the teaching of academic content and will continue to build on this with focused professional developments in the coming year. 2024-05-28 2024 56105610112417 Ventura Charter School of Arts and Global Education 2 5 4 5 5 5 5 4 5 5 5 5 5 5 5 5 0 4 5 4 0 5 5 5 Met 2024-06-20 2024 56105610121756 BRIDGES Charter 2 Bridges is fully implementing all of the state standards across all required subject areas for TK-8th grade. Bridges has adopted multiple measures for tracking student progress and the implementations of standards across all content areas. These multiple measures provide us with a broad view of student achievement and allow us to better adapt our instruction to support student learning and achievement. English Language Arts (ELA) – Common Core State Standards for ELA: NWEA Map Growth, CAASPP Assessments, and local assessments English Language Development (ELD) (Aligned to Common Core State Standards for ELA): EL Plans, CAASPP Assessments, ELPAC, local assessment, NWEA Map Growth Mathematics – Common Core State Standards for Mathematics: CAASPP Assessments, NWEA Map Growth, local assessments Next Generation Science Standards: CAST, local assessments History-Social Science: local assessments Career Technical Education: local assessments Health Education Content Standards: local assessments Physical Education Model Content Standards: PFT, local assessments Visual and Performing Arts: local assessments World Language: local assessments Bridges annually measures its progress implementing state academic standards through our LCAP; our Charter Excellence committee reviews schoolwide learning data and reports the results to the governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-17 2024 56105610122713 River Oaks Academy 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 5 5 5 Met n/a 2024-06-06 2024 56105616055974 Meadows Arts and Technology Elementary 2 MATES has been very successful in implementing the California State Standards, as demonstrated by the California Distinguished School Award that MATES received in 2023, and continued student performance well above state and county averages on the CAASPP. This is evidenced in the 2022-2023 CAASPP scores in which 80.61% of all MATES students met or exceeded standards in ELA. The MATES teachers worked hard to continue implementing the ELA/ELD framework aligned to the California State Standards for ELA. Based on the 2022-2023 CAASPP scores, 76.92% of English Learners met or exceeded standards in ELA. MATES creates annual goals for English Learners, and in the fall of 2023, based on ELPAC results and academic performance, 43% of English Learners were re-designated as RFEP. MATES has also been very successful in implementation of the California State Standards for Mathematics. In the 2022-23 school year, according to CAASPP, 80.71% of MATES students met or exceeded standards in Mathematics. MATES teachers have fully implemented the Next Generation Science Standards using the STEMscopes curriculum. MATES prides itself on integrating History-Social Science into the curriculum. Students are exposed to the state adopted standards on a regular basis, and adopted Pearson's My World curriculum in the 4th and 5th grades. MATES provides students with physical education using the Physical Education Model Content Standards. As an art and technology school, MATES does an outstanding job integrating the visual and performing arts standards into the curriculum. The school hosts an annual Winter Art Gallery in which art created as a part of thematic units is displayed. Each student proudly displays 2-3 art pieces. Additionally, each grade level has at least one musical performance per year integrating either the science or social science curriculum. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-05-20 2024 56724470000000 Briggs Elementary 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 0 4 5 5 0 5 5 4 Met 2024-06-06 2024 56724540000000 Fillmore Unified 2 4 3 4 3 3 5 4 4 3 5 4 4 4 4 4 4 3 4 4 4 4 4 4 Met 2024-06-04 2024 56724620000000 Hueneme Elementary 2 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 3 4 4 4 5 5 4 Met 2024-06-24 2024 56724700000000 Mesa Union Elementary 2 4 4 4 3 4 4 4 4 3 4 5 3 5 4 5 0 3 3 4 0 3 3 4 Met Mesa Union School District continues to strive for the implementation of instructional materials and learning routines which further the district's Framework for the Future and Learner Profile. Mesa Union has implemented several instructional materials and programs which have advanced efforts for student-centered learning. Mesa Union has become an AVID (Advancement Via Individual Determination) school, implementing the AVID program to further college and career readiness. In English-Language Arts, Mesa Union has transitioned to a multi-sensory approach to foundational literacy in early childhood. In regard to implementation of NGSS standards, Mesa Union has fully adopted and implemented NGSS-aligned materials in middle school (Grades 6-8). To date, Mesa Union continues to employ transitional materials in grades TK-5. However, there is active participation in a statewide pilot of NGSS-materials during the 2023-2024 school year, which will extend into the 2024-2025 school year. During the 2024-2025 school year, Mesa Union will implement instructional materials in mathematics K-8 in order to have an entirely coherent and consistent approach to mathematics instruction. 2024-06-13 2024 56724705630363 Golden Valley Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 5 5 5 5 5 5 Met 2024-06-10 2024 56725040000000 Mupu Elementary 2 Mupu School District utilizes all state adopted materials aligned to state standards in every classroom. Teachers utilize the state standards as a guideline and report cards are aligned to those standards. As the state updates frameworks and adopts new materials Mupu will purchase up to date state aligned materials for each subject area. 4 3 3 4 5 4 4 4 4 4 4 3 3 4 4 0 5 5 4 0 4 4 4 Met With the adoption of the new mathematic framework Mupu will begin trainings for teachers to support the framework alignment to classroom instruction. 2024-06-20 2024 56725120000000 Ocean View 2 4 3 4 4 3 4 4 5 4 3 5 4 5 4 3 2 3 3 4 5 5 5 5 Met 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. 2024-06-25 2024 56725200000000 Ojai Unified 2 4 4 4 4 4 4 4 4 4 4 4 3 3 3 4 5 4 4 5 5 4 4 3 Met 2024-06-26 2024 56725205630405 Valley Oak Charter 2 5 5 5 4 4 5 5 5 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 Met 2024-06-13 2024 56725380000000 Oxnard 2 5 4 4 4 4 5 5 5 5 5 4 4 4 4 4 1 3 3 3 5 4 4 4 Met 2024-06-26 2024 56725460000000 Oxnard Union High 2 5 4 5 3 4 5 4 5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-17 2024 56725460115105 Camarillo Academy of Progressive 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 Met 2024-06-06 2024 56725460120634 Architecture, Construction & Engineering Charter High (ACE) 2 We chose option 2. 4 3 5 4 4 4 0 5 4 4 4 3 5 4 4 5 3 4 5 4 5 5 5 Met ACE is in the initial implementation phase of the integration of ELD standards. 2024-06-13 2024 56725530000000 Pleasant Valley 2 5 4 4 5 5 5 5 4 5 5 5 4 5 4 4 3 3 4 3 4 5 4 4 Met PVSD has adopted and fully implemented standards-aligned materials in all core subject areas. In prioritizing areas for professional learning, PVSD utilized a consistent feedback process that surveyed teachers throughout the year on the effectiveness of professional learning provided and queried them on areas of need. Data from the surveys was used to develop the 2024-25 PVSD Professional Learning Plan. 2024-06-19 2024 56725530139592 Peak Prep Pleasant Valley 2 4 4 4 4 4 5 5 5 4 5 5 5 5 4 5 5 5 5 5 4 5 4 5 Met 2024-06-05 2024 56725536120620 University Preparation Charter School at CSU Channel Islands 2 5 5 5 5 3 5 5 5 5 3 5 5 5 5 3 1 5 5 4 5 5 5 5 Met 2024-06-19 2024 56725610000000 Rio Elementary 2 RSD utilizes a local performance indicator self-reflection process to monitor its progress in implementing the state academic standards. Using this process and tool allows the LEA to reflect annually on the needs identified by the data on the state dashboard. RSD also utilizes the annual CA Assessment of Student Performance and Progress (CAASPP) assessments and teacher tools, including Focused Interim Assessment Block (FIABs)/Interim Assessment Blocks (IABs) and Interim Comprehensive Assessment (ICA) in order to reflect and evaluate progress in the implementation of state academic standards. Progress towards monitoring a broad course of study including Visual and Performing Arts, World Language, Physical Education, Health and Career Technical Education are accomplished through the evaluation of survey tools, review of master schedules, community showcases and ongoing collaboration with experts in the field. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met RSD enhances engagement and interactive learning while catering to diverse learning styles and interests, in core subject matters, through the customization of instruction to meet the unique needs of students. Teachers have access to a variety of curriculum that aligns with specific learning goals and content standards and allow content to be adapted to various skill levels. This flexibility helps create a more inclusive learning environment and promotes personalized education along with access to up-to-date and diverse digital content that can be regularly updated. This ensures that the curriculum supports a wider range of content from diverse sources, perspectives, and cultural backgrounds. It allows educators to incorporate relevant, real-world examples and fosters critical thinking and global awareness among students. To support teacher efficacy and evidence-based instructional strategies, the LEA provides individual and group coaching, through teachers on special assignments, to support classroom instruction in core subject areas. Curriculum support is further provided through partnerships with local universities, the County Office of Education, and other agencies to develop and enhance curriculum and instruction utilizing academic content standards. Input from educational partners indicates a need to assist parents in understanding state standards and frameworks. Various opportunities for parent engagement will help support a deeper understanding of curriculum. 2024-06-26 2024 56725790000000 Santa Clara Elementary 2 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 0 3 5 4 0 5 5 5 Met 2024-06-18 2024 56726030000000 Simi Valley Unified 2 5 4 5 4 5 5 5 5 5 5 5 5 5 5 5 5 3 4 5 5 5 5 5 Met 2024-06-25 2024 56726110000000 Somis Union 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Met 2024-06-14 2024 56726520000000 Ventura Unified 2 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 4 4 4 3 Met 2024-06-25 2024 56737590000000 Conejo Valley Unified 2 4 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 Met 2024-06-20 2024 56738740000000 Oak Park Unified 2 5 4 5 5 4 5 5 5 5 5 5 4 4 4 4 5 4 5 4 5 5 5 5 Met 2024-06-18 2024 56739400000000 Moorpark Unified 2 5 5 5 4 3 5 5 5 5 3 4 4 4 4 4 4 4 4 3 3 5 4 4 Met 2024-06-20 2024 56739400121426 IvyTech Charter 2 5 4 5 4 5 5 5 5 5 5 5 5 5 5 5 3 5 5 3 5 5 5 5 Met 4) CTE program has been established and the first cohort of students has completed the first year progression of each pathway. Performing arts have been expanded to include outside vendors providing private music lessons for students. 2024-06-25 2024 56768280000000 Santa Paula Unified 2 4 3 4 3 3 4 3 4 4 4 4 3 4 3 3 3 3 4 3 4 3 3 3 Met 2024-06-26 2024 57105790000000 Yolo County Office of Education 2 2 2 4 1 2 2 1 5 2 3 2 1 2 2 2 3 1 1 3 1 1 3 4 Met 2024-06-28 2024 57105790132464 Empowering Possibilities International Charter 2 5 4 5 4 4 5 4 5 5 5 5 4 5 4 4 3 3 4 4 4 5 4 4 Met 2024-06-18 2024 57726780000000 Davis Joint Unified 2 5 5 3 5 4 5 5 1 5 5 5 5 3 4 5 5 5 5 4 5 5 5 5 Met 2024-06-20 2024 57726780119578 Da Vinci Charter Academy 2 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 Met na 2024-06-20 2024 57726860000000 Esparto Unified 2 3 2 3 3 3 5 5 5 5 5 3 3 3 3 3 2 3 4 3 4 2 3 2 Met 2024-06-12 2024 57726940000000 Washington Unified 2 3 3 3 3 2 3 3 3 3 2 3 3 3 3 2 3 3 4 3 3 3 3 3 Met 2024-06-27 2024 57726940124875 Sacramento Valley Charter 2 SVCS requires all teachers to plan their daily activities centered around academic content standards. The curriculum and instructional materials further emphasize mastery of these standards. An array of assessment plans measures students’ proficiency in demonstrating mastery of standards. It also helps in identifying the learning needs of diverse groups of students and providing them with appropriate support as needed. 5 4 5 5 5 5 4 5 5 5 5 4 5 5 5 3 4 4 3 5 4 5 4 Met 2024-06-06 2024 57726940131706 River Charter Schools Lighthouse Charter 2 4 3 4 4 4 4 3 4 3 4 4 4 4 4 4 2 4 4 5 2 5 5 5 Met 2024-06-24 2024 57726940135939 Washington Middle College High 2 4 4 4 4 4 5 5 5 5 5 4 4 4 4 4 0 4 4 4 4 5 4 5 Met Washington Middle College does not provide Career Technical Education as a middle college. Students are dually enrolled in college courses through Sacramento City College. All Foreign Language, VAPA, Health education and Physical Education are taken through the community college. 2024-06-27 2024 57727020000000 Winters Joint Unified 2 1 3 3 4 1 1 4 2 4 3 4 4 4 4 4 4 3 4 2 4 3 2 3 Met The District implements an Instructional Materials Adoption Plan to prioritize framework training and pilot/selection of State Board of Education (SBE) adopted curricula. In 2023-2024, the District adopted Next Generation Science Standards (NGSS) curriculum for grades 9-12 and supported teachers and administrators in the secondary NGSS pilot/adoption process through a partnership with the Sacramento Area Science Project (SASP). The District also adopted a Transitional Kindergarten curriculum in alignment with the State’s publication of the Preschool/Transitional Kindergarten Learning Foundations. Winters JUSD has moved into the Initial Implementation phase of CCSS Math Framework professional learning for educators with TK-5 training supported by the Yolo County Office of Education in the Spring of 2024. Additional Math Framework training will be offered during the 2024-2025 school year. The District continues to enhance its Career Technical Education (CTE) offerings through dual enrollment opportunities. Areas for continued growth include expanding Health Education and Visual and Performing Arts (VAPA) course offerings. The District identifies and responds to the collective and individual professional learning needs of teachers through classroom walk-throughs, site and District level professional development events, Professional Learning Communities (PLCs), and a Professional Growth Cycle (PGC). 2024-06-20 2024 57727020139436 Compass Charter School of Yolo 2 4 4 4 4 4 4 4 4 4 4 3 4 3 3 3 1 4 4 4 4 4 4 3 Met 2024-06-22 2024 57727100000000 Woodland Joint Unified 2 WJUSD has standards-aligned materials for teachers and students in every subject area, with the addition of the new science adoption during the 2023-24 school year. In terms of how well the academic standards are implemented, the district looks at the academic achievement data for students, which is available for English Language Arts, English Language Development, Mathematics, and Science, to determine the district’s progress. The academic achievement data which is provided by the statewide summative assessments in each of those areas, as outlined in the Local Control and Accountability Plan and reported in the California School Dashboard shows that students across the district are not meeting grade level standards. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Met 2024-06-25 2024 57727100121749 Science & Technology Academy at Knights Landing 2 5 5 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 Met 2024-06-12 2024 58105870000000 Yuba County Office of Education 2 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 5 2 3 3 0 4 4 4 Met 2024-06-20 2024 58105870117242 Yuba Environmental Science Charter Academy 2 3 2 4 3 3 4 3 4 4 3 4 3 4 4 3 2 2 3 3 0 4 3 3 Met 2024-06-27 2024 58105875830112 Yuba County Career Preparatory Charter 2 4 4 4 3 4 5 5 5 3 4 4 4 4 3 4 4 4 4 4 2 5 5 4 Met 2024-05-28 2024 58727280000000 Camptonville Elementary 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 4 4 4 0 5 5 5 Met 2024-06-18 2024 58727286115935 CORE Charter 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 Met 2024-06-27 2024 58727360000000 Marysville Joint Unified 2 4 3 4 3 4 4 3 4 4 4 4 3 4 4 4 4 3 4 3 4 4 4 4 Met MJUSD has a current curriculum in all classrooms aligned with California State Standards. However, MJUSD needs to continue to provide professional development in our California Standards as well as integrating our ELD standards into all curricular areas. 2024-06-25 2024 58727360121632 Paragon Collegiate Academy 2 5 5 5 4 2 5 5 5 4 2 5 5 5 5 5 3 2 2 2 2 4 4 4 Met 2024-06-20 2024 58727365830138 Marysville Charter Academy for the Arts 2 5 5 5 4 5 5 5 5 5 5 5 5 5 4 5 3 4 4 5 5 4 4 4 Met 2024-06-25 2024 58727440000000 Plumas Lake Elementary 2 PLESD administration has developed a staff development and curriculum adoption plan for the CA 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. In 2022-23, the district purchased the Houghton Mifflin Science Curriculum for middle school that is aligned to the science standards. In 2021-22 the District purchased the National Geographic Social Studies curriculum for the middle school. 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 Met 2024-06-20 2024 58727510000000 Wheatland 2 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. 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Met 2024-06-26 2024 58727516118806 Wheatland Charter Academy 2 Not Met 2024 58727690000000 Wheatland Union High 2 4 3 4 3 4 5 4 4 4 2 5 4 5 4 3 5 4 4 4 4 4 3 4 Met 2024-06-27 2024