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|NA|5|5|5|4|3|5|5|5|4|3|5|5|5|4|3||4|4|4|1|4|4|3|Met|The LCAP Survey conducted May-June of 2025, indicates that of the 16 teacher responses 18% (3) and 25% (4) agree that they are  able to effectively implement CA state standards/common core state standards and effectively implement ELD strategies based on professional development session(s) attended during the 2024-25 school year.|2025-06-10|2025
01100170112607|Envision Academy for Arts & Technology|2||4|3|4|3|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|4|4|3|Met||2025-06-05|2025
01100170123968|Community School for Creative Education|2|||||||||||||||||||||||||Not Met|||2025
01100170124172|Yu Ming Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|5|5|5|5|Met||2025-06-16|2025
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||2025-06-20|2025
01100170129403|Epic Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2025
01100170130625|Alternatives in Action|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|3|4|4|4|4|3|Met||2025-06-11|2025
01100170131581|Oakland Unity Middle|2||4|4|5|3|4|5|4|5|4|4|5|4|5|4|4|0|3|3|1|1|4|4|4|Met|The 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 ELA and Math Curriculua which are 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.|2025-06-11|2025
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||2025-06-10|2025
01100170136226|Opportunity Academy|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|4|0|5|5|5|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.|2025-06-10|2025
01100170137448|Aurum Preparatory Academy|2|This narrative summarizes the 2025 California School Dashboard indicators, providing insight into academic performance, student engagement, and school climate. It also highlights areas of growth, persistent challenges, and Aurum’s commitment to serving all students—especially those furthest from opportunity. Academic Performance In 2025, Aurum Preparatory Academy continued to face academic challenges in English Language Arts (ELA) and Mathematics, as measured by the California Assessment of Student Performance and Progress (CAASPP). While student performance remained below standard, internal data and instructional observations indicated increased engagement with rigorous curriculum and targeted supports, particularly for students with Individualized Education Plans (IEPs) and English Learners.  Despite the historical underperformance reflected in previous dashboard reports (2024 and earlier), Aurum invested in improved instructional strategies, small group intervention, and aligned professional development to help address learning gaps. Preliminary analysis suggests these interventions led to incremental academic growth among specific student groups, though not all gains may yet be reflected in state-reported outcomes. Local Indicators: Standards, Engagement, Access Aurum met all local indicator standards in 2025, including: - Implementation of State Academic Standards - Access to a Broad Course of Study - Parent and Family Engagement - Basic Services (Teachers, Facilities, Materials) - Local Climate Survey  These areas reflect the operational integrity and instructional focus maintained throughout the school’s final year, even as it prepared for closure.|3|3|3|3|4|4|4|3|3|4|4|4|2|3|4|0|2|4|4|0|4|4|4|Met|Equity & English Learner Progress Aurum served a student population with a high concentration of historically underserved groups: - Over 95% socioeconomically disadvantaged - More than 1 in 3 students identified as English Learners  English Learner progress remained a critical focus in 2025. While state data may continue to show limited movement in reclassification or performance color, internal monitoring showed gains in language acquisition benchmarks, particularly in middle grades. Aurum leveraged designated ELD blocks and integrated language development across content areas, reflecting our commitment to linguistic equity. Student Engagement & School Climate Aurum demonstrated notable strength in chronic absenteeism, maintaining one of the lowest rates in the region. The school consistently implemented proactive attendance practices, family communication, and community outreach. In 2025, chronic absenteeism remained well below the state average, reflecting a school culture rooted in relational accountability and high expectations.  Suspension rates remained an area for close monitoring. In its final year, Aurum took steps to reduce exclusionary discipline, increasing access to restorative practices and individualized behavior supports. The school’s Local Climate Survey, completed in spring 2025, revealed improved perceptions of safety, belonging, and student-adult relationships. Final Reflections As Aurum Preparatory Academy sunsets operations in 2025, this Dashboard narra|2025-06-26|2025
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||2025-06-09|2025
01100176001788|Cox Academy|2||5|3|5|4|4|5|3|5|3|4|4|3|4|3|3|3|3|3|3|3|4|4|4|Met||2025-06-10|2025
01100176002000|Lazear Charter Academy|2||5|3|5|3|4|5|3|5|4|4|4|3|4|4|3|3|3|3|3|3|4|4|4|Met||2025-06-10|2025
01316090000000|California School for the Blind (State Special Schl)|2|||||||||||||||||||||||||Not Met|||2025
01316170000000|California School for the Deaf-Fremont (State Special Schl)|2|||||||||||||||||||||||||Not Met|||2025
01611190000000|Alameda Unified|2|In 2023-24 the overall percentage of students who met district standards in ELA was 67.1 percent for ELA and 57.3 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 2023-24 the overall percentage of graduating seniors completing UC A-G requirements is 66.5% Disaggregated by ethnicity the highest percentage of seniors completing A-G requirements are Asian 78.4% EL 30.3%, White 76%, and Multiethnic students at 68.7%. The lowest percentages completing UC A-G requirement of students are students with disabilities at 25.2%. There subgroups fall in between these two groups with Socioeconomically disadvantaged students at 51%, Hispanic Latino 51.3%, English Learners at 30.3%, and African American at 39.7%. For 2023-24 the overall percentage of 12th grade students completing a Career Technical Education (CTE) is 30.8%. The overall percentage of High School Students Enrolled in CTE Pathway Coursework is 34.8%, and the percentage of students completing Career Pathway AND UC ‘a-g’ Completion: Percentage of 12th grade students completing Career Technical Education (CTE) Pathway AND UC ‘a-g’ requirements is 24.1%. 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||2025-06-24|2025
01611190119222|Nea Community Learning Center|2|Nea uses the STAR (1st-7th grades) and MAP (8th grade) assessments 3x/year and doing school-wide data analysis during staff and department times to review where learners are struggling and succeeding on embedded standards. Learners who require additional support are referred to additional small group instruction or office hours.  The staff will continue to hold monthly grade span/department, and staff meetings to guide the vertical alignment of the curriculum and CCSS. In addition, Nea will continue to develop a comprehensive academic program that will enable English learners to access all California standards and ELD standards. Students will achieve grade-level academic standards while meeting EL proficiency levels.  Nea curriculum adheres to the common core state standards for all academics. Grades TK-5 implement social emotional curriculum Toolbox as well as Words their Way spelling (grades 3rd-5th). During the school year (22/23) the middle school program began implementing mastery based grading grounded in rubrics and California standards.  Nea initial learner level diagnostics are measured through, MAP assessments (8th grade), STAR (2nd-7th), and other grade level specific pre-tests and reading assessments.  We use this data to guide progress and implementation of  state standards. These tools were selected because they provide the clearest path for teachers to easily indicate a learner's strengths and weaknesses. Teachers can use this information to help them guide appropriately leveled and rigorous instruction in the classroom.|5|4|4|5|4|5|4|4|4|4|4|4|4|4|4|0|3|5|5|0|5|5|5|Met||2025-06-12|2025
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|0|5|4|4|Met||2025-05-22|2025
01611190130609|Alameda Community Learning Center|2|ACLC uses the MAP assessments 3x/year and does school-wide data analysis during staff and department times to review where learners are struggling and succeeding on embedded standards. Learners who require additional support are referred to additional small group instruction or office hours.  The staff will continue to hold monthly grade span/department, and staff meetings to guide the vertical alignment of the curriculum and CCSS. In addition, ACLC will continue to develop a comprehensive academic program that will enable English learners to access all California standards and ELD standards. Students will achieve grade-level academic standards while meeting EL proficiency levels.  ACLC curriculum adheres to the common core state standards for all academics. During the school year (22/23) we began implementing mastery based grading grounded in rubrics and California standards.  ACLC initial learner level diagnostics are measured through, MAP assessments and other grade level specific pre-tests and reading assessments. We use this data to guide progress and implementation of  state standards. These tools were selected because they provide the clearest path for teachers to easily indicate a learner's strengths and weaknesses. Teachers can use this information to help them guide appropriately leveled and rigorous instruction in the classroom.|4|3|4|5|5|5|3|4|5|5|5|3|5|5|5|3|3|4|5|4|5|5|5|Met||2025-06-12|2025
01611270000000|Albany City Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|5|5|5|5|4|4|4|Met||2025-06-17|2025
01611430000000|Berkeley Unified|2||4|4|4|4|4|4|2|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-18|2025
01611500000000|Castro Valley Unified|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|4|Met||2025-06-25|2025
01611680000000|Emery Unified|2||4|4|3|4|5|5|5|5|5|5|4|4|4|4|4|2|3|3|4|4|4|5|3|Met||2025-06-25|2025
01611760000000|Fremont Unified|2||5|5|3|4|5|5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|Met||2025-06-25|2025
01611760130534|Circle of Independent 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||2025-06-17|2025
01611920000000|Hayward Unified|2||4|4|3|3|3|5|4|3|3|4|4|4|4|3|3|2|3|4|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 - History/Social Science (grades K-8) in 2024-25 - Health (grade 9) in 2024-25 - 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 9-12 in (2025-26) - Science grades 7-12 (2025-26) - Mathematics TK-12 (2026-27)|2025-06-25|2025
01611920108670|Leadership Public Schools - Hayward|2||5|4|5|5|5|5|3|5|5|5|5|4|4|5|5|4|3|5|5|5|5|4|4|Met||2025-06-25|2025
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.|2025-06-19|2025
01611920127944|Hayward Twin Oaks Montessori|2|Progress in implementing the state academic standards adopted by the state board and briefly describe why the LEA chose the selected measures or tools.|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|5|5|5|5|5|5|5|Met||2025-06-02|2025
01611920137646|Impact Academy of Arts & Technology|2||4|2|4|3|2|4|3|4|4|3|4|2|4|4|3|3|3|4|4|3|4|4|3|Met||2025-06-05|2025
01612000000000|Livermore Valley Joint Unified|2||5|3|4|4|4|5|4|4|4|3|5|5|5|4|3|5|4|4|4|5|4|4|3|Met||2025-06-17|2025
01612180000000|Mountain House Elementary|2||5|5|5|3|3|5|5|5|4|4|5|5|5|4|4|0|5|5|4|3|5|5|5|Met||2025-07-01|2025
01612340000000|Newark Unified|2||4|4|4|5|3|5|5|5|5|5|4|4|4|4|4|3|4|5|5|4|5|5|3|Met||2025-06-25|2025
01612420000000|New Haven Unified|2||4|4|4|3|3|4|4|4|4|3|4|4|4|3|3|3|2|4|3|4|4|3|3|Met||2025-06-17|2025
01612590000000|Oakland Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|4|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-2 UFLI Foundational Skills Curriculum  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.|2025-06-15|2025
01612590100065|Oakland Unity High|2|Our Charter Authorizer and the Accrediting Commission for Schools, the Western Association of Schools and Colleges have verified that all OUHS curricula are well aligned with Common Core State Standards and the Next Generation Science Standards (NGSS). All teachers and administrators hold the appropriate qualifications and all have the B.A. and many have an M.A. degree in the subjects they teach. Our turnover rate for our teachers is extremely low, so our new teachers receive intensive support from senior faculty with any areas of the curriculum that need to be strengthened in one-one coaching, in meetings of the subject area department, and in grade level teams. Education Specialists and Instructional Assistants support teachers in adapting and differentiating curriculum as needed. English Language Learners receive Specially Designed Academic Instruction in English (SDAIE) as well as small group ELD instruction.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Our Charter Authorizer and the Accrediting Commission for Schools, the Western Association of Schools and Colleges have verified that all OUHS curricula are well aligned with Common Core State Standards and the Next Generation Science Standards (NGSS). All teachers and administrators hold the appropriate qualifications and all have the B.A. and many have an M.A. degree in the subjects they teach. Our turnover rate for our teachers is extremely low, so our new teachers receive intensive support from senior faculty with any areas of the curriculum that need to be strengthened in one-one coaching, in meetings of the subject area department, and in grade level teams. Education Specialists and Instructional Assistants support teachers in adapting and differentiating curriculum as needed. English Language Learners receive Specially Designed Academic Instruction in English (SDAIE) as well as small group ELD instruction.|2025-06-11|2025
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|4|4|4|Met||2025-06-02|2025
01612590108944|Lighthouse Community Charter High|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|3|4|4|4|4|4|4|Met||2025-06-04|2025
01612590109819|Aspire Berkley Maynard 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||2025-06-18|2025
01612590111476|Achieve Academy|2||5|3|5|3|4|5|3|5|4|4|4|3|4|3|3|3|3|3|3|3|4|4|4|Met||2025-06-10|2025
01612590111856|AIMS College Prep High|2||5|4|5|4|5|5|5|5|5|5|5|4|5|5|5|1|4|5|5|5|5|5|5|Met||2025-06-16|2025
01612590114363|American Indian Public Charter School II|2||5|5|5|5|4|5|5|5|5|4|5|4|5|4|4|0|3|4|4|4|4|4|4|Met|For this school year, a lot of our work focused on targeting subgroups who were behind and trying to close the achievement gap as much as possible.  We had a lot of new systems in place this year, along with new curriculum choices.  Starting off the year for teacher professional development, we partnered with Strobel Education and Teach Like a Champion to deliver a 2-week series of professional development before the start of the school year.  This professional development continued throughout the year and covered topics that teachers wanted to learn more about and with what teachers were said to be struggling with through observations.  We then developed our own professional development calendar that had a different topic related to pedagogy, data, or classroom management each month.  Teachers were taught the information and able to demonstrate their knowledge and collaborate with their peers.  At the very start of the school year, students took a diagnostic assessment primed at informing each teacher just how much knowledge their students retained.  From there, teachers were able to group struggling students for tutoring and academic supports like intervention or Saturday School. This year, we purchased a new CA state aligned assessment program, NWEA.  We delivered 3 benchmarks during the year and all students in grades K-12 took these assessments.  Continuous professional development was provided by NWEA representatives after each benchmark.|2025-06-16|2025
01612590114868|Oakland Charter High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Not Met|||2025
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||3|3|3|Met||2025-06-12|2025
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||2025-06-10|2025
01612590115592|Learning Without Limits|2||5|3|5|4|4|5|3|5|4|4|4|3|4|4|3|3|3|3|3|3|4|4|4|Met||2025-06-10|2025
01612590118224|Aspire Golden State College Preparatory 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||2025-06-18|2025
01612590126748|LPS Oakland R & D Campus|2||4|4|4|4|4|4|4|5|4|4|4|4|5|3|3|5|3|2|4|5|4|3|3|Met||2025-06-25|2025
01612590128413|Aspire College 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||2025-06-18|2025
01612590129635|Downtown Charter Academy|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
01612590129932|East Bay Innovation Academy|2||4|3|4|5|4|4|3|4|4|4|4|3|4|4|4|4|3|5|4|4|4|4|4|Met||2025-06-11|2025
01612590130617|Oakland Military Institute, College Preparatory Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|3|4|5|4|4|5|Met||2025-06-25|2025
01612590130633|Lighthouse Community Charter|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|3|4|4|4|4|4|4|Met||2025-06-04|2025
01612590130666|Aspire Lionel Wilson College Preparatory 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||2025-06-18|2025
01612590130732|Aspire Triumph Technology 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||2025-06-18|2025
01612590132514|Francophone Charter School of Oakland|2||4|3|4|3|4|4|4|4|3|4|4|3|4|3|3|0|4|3|4|5|4|4|4|Met||2025-06-12|2025
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|4|4|4|4|4|4|Met||2025-06-04|2025
01612593030772|Oakland School for the Arts|2|||||||||||||||||||||||||Not Met|||2025
01612596111660|Oakland Charter Academy|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||2025-06-30|2025
01612596113807|AIMS College Prep Middle|2||5|4|5|4|4|4|4|5|4|4|4|4|5|4|4|0|4|4|4|4|4|4|4|Met|For this school year, a lot of our work focused on targeting subgroups who were behind and trying to close the achievement gap as much as possible.  We had a lot of new systems in place this year, along with new curriculum choices.  Starting off the year for teacher professional development, we partnered with Strobel Education and Teach Like a Champion to deliver a 2-week series of professional development before the start of the school year.  This professional development continued throughout the year and covered topics that teachers wanted to learn more about and with what teachers were said to be struggling with through observations.  We then developed our own professional development calendar that had a different topic related to pedagogy, data, or classroom management each month.  Teachers were taught the information and able to demonstrate their knowledge and collaborate with their peers.  At the very start of the school year, students took a diagnostic assessment primed at informing each teacher just how much knowledge their students retained.  From there, teachers were able to group struggling students for tutoring and academic supports like intervention or Saturday School. This year, we purchased a new CA state aligned assessment program, NWEA.  We delivered 3 benchmarks during the year and all students in grades K-12 took these assessments.  Continuous professional development was provided by NWEA representatives after each benchmark.|2025-06-16|2025
01612596117568|Aspire Monarch 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||2025-06-18|2025
01612596118608|ASCEND|2||5|3|5|3|4|5|3|5|3|4|4|3|4|3|3|3|3|3|4|3|4|4|4|Met||2025-06-10|2025
01612750000000|Piedmont City Unified|2|"To evaluate implementation of state standards, the district reviews its progress in adopting instructional materials aligned to those standards and in professional learning provided to support aligned instruction. Below is a summary of progress including highlights from elementary, middle and high school levels. **English Language Arts: • K-3: Foundational reading materials adopted in the Spring 2023. ""From Phonics to Reading"" was implemented in the 2023-24 school year. Grades 3-5: Spellography adopted as supplemental in June 2024. Elementary schools participated in the UC Berkeley California Reading and Literature Project (CRLP) and completed all modules in the 2024-25 school year. Board adopted new curriculum K-5 for 2025-26. -Beginning Development- • Grades 6-8 English curriculum components were adopted in spring of 2019. Implementation in 2019-2020 -Full Implementation- • Grades 9-12 English implementation of state standards in the last two years has focused on standard unpacking, articulation, essential learning outcomes. -Full Implementation- **English Language Development: Initial implementation. ELD was included in middle school adoption 2019. Addl materials purchased for high school ELD program for 2020-21. ELD teachers requesting additional professional development. -Initial Implementation- **Mathematics: K-5 using Bridges Mathematics. 6-12 using College Prep Math, adopted 2016.  -Full implementation and sustainability- **Next Generation Science Standards: Pilots and adoptions completed at K-8 in 2020-21 and implemented 2022-23. High school piloted materials in 2022-23, adopted Chemistry in 2023-24. Biology adopted new materials in May 2024. -Full Implementation- **History-Social Science: Pilot in middle school in 20-21, with adoption of TCI History Alive! in May 2022. High school materials piloted in 22-23, adopted materials in spring 2023. Implementation completed in the 2023-24 school year. Elementary schools interested in an adoption process -Full implementation at secondary- **Career Technical Education: Informational Technology Pathway built-out. Second pathway added in 2024-25. Acting and Stage Management Pathway added in 2024-25. -Full implementation- **Health Education Content Standards: Health Standards audit in winter/spring of 2020. Implementation of framework and the requirements of the California Healthy Youth Act delayed by pandemic. Secondary health curriculum adopted in May 2023. Middle school and high school health course approved in May 2023. -Initial implementation- **Physical Education Model Content Standards: -Full implementation- **Visual and Performing Arts):  Robust staffing and implementation K-12. Exploration and research on visual and performing arts at the elementary level. Design team to explore options in 2025-26. -Initial Implementation- **World Language:  New materials in Spanish 2024-25. French adopted May 2025 for 25-26. Elementary and Middle School design teams exploring addl opportunities. -Beg Dev-"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-25|2025
01612910000000|San Leandro Unified|2||4|4|4|4|4|5|5|5|5|4|5|4|4|4|4|4|4|4|4|4|5|4|4|Met|SLUSD has board-adopted curricula aligned to the State Standards in all content areas as a result of careful resource allocation and adoption processes that ensured a commitment to evaluating resources based on their alignment to standards. During the 2024-25 school year, monthly principal meetings focused on instructional walks to identify professional learning needs and align vision and practice to support daily implementation of standards. We continued professional development programs to provide opportunities for teachers to deepen their knowledge of the curriculum and standards.   This year’s professional learning framework focused on Universal Design for Learning. All teachers and administrators were surveyed on their professional learning needs for our large-scale professional development events so that gaps in foundational knowledge around standards or curriculum implementation can be addressed in a timely fashion. At the site level, the Teaching, Learning, and Educational Equity department collaborated with site leaders to support efforts to continuously improve standards based instruction through collaboration time and staff-based professional development opportunities.   Response truncated due to character limit. Full text available at slusd.us.|2025-06-17|2025
01613090000000|San Lorenzo Unified|2||4|3|4|4|4|3|3|4|4|4|3|3|3|3|3|4|4|4|5|4|3|3|3|Met||2025-06-17|2025
01613090101212|KIPP Summit Academy|2|In line with our mission to prepare all students for success in college and beyond, KIPP supports Common Core State Standards (“CCSS”) in grades K-12. The CCSS represent the knowledge and skills that prepare students for college and careers. These standards and assessments ensure that our students are ready to take on the rigors of college and future careers. We measure our progress in ELA and Math testing for students with similar demographics to those in our authorizing district and report our outcomes to our families in our annual Local Control and Accountability Plan process.  The content of KIPP curriculum focuses on building upon foundational skills coupled with an emphasis on higher- order thinking processes in all content areas. In accordance with state regulations, KIPP provides the standard age-appropriate curriculum for Mathematics, Science, English-Language Arts and History-Social Science at each grade level, K-12. State academic standards for ELA, ELD, and Math have been fully implemented. Progress toward fully implementing all other content standards are tracked on KIPP’s annual performance dashboard, with priority currently given to Next Generation Science Standards.  We set annual goals around usage of standards-aligned curriculum for our teachers and providing supports for our students to ensure progress in the classroom. KIPP conducted a specific curriculum selection process to determine the best tools to support standards-aligned classroom instruction. The school leadership teams, with feedback from teachers, selected programs and materials that are aligned with the school’s priorities in improving all students' standards-based mastery. Tools selected have a high potential for driving student growth on Common Core State Standards. Additionally, KIPP has adopted UC Berkeley Lawrence Hall of Science’s Amplify Science K-8 curriculum, which offers a rigorous approach to science instruction that leverages immersive simulations of the scientific phenomenon that support content development. This instruction is supplemented by backward planning to NGSS- aligned Interim assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||4|4|4|Met||2025-06-12|2025
01613090114421|KIPP King Collegiate High|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||4|4|4|Met||2025-06-12|2025
01750930000000|Dublin Unified|2||5|3|5|4|3|4|4|5|5|5|4|3|4|4|3|4|5|4|3|4|5|3|3|Met||2025-06-10|2025
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.|2025-06-26|2025
01751190000000|Sunol Glen Unified|2||4|3|5|5|5|4|3|5|5|5|4|3|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-24|2025
01771800000000|SBE - 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||2025-06-10|2025
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||2025-06-10|2025
02100250000000|Alpine County Office of Education|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|4|2|3|3|3|0|3|3|3|1|4|3|3|Met||2025-06-26|2025
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|4|2|3|3|3|0|3|3|3|1|4|3|3|Met|Standards for high school are not applicable to the TK-8 LEA.|2025-06-26|2025
03100330000000|Amador County Office of Education|2||4|3|2|3|2|4|4|2|4|4|3|2|3|3|3|3|3|3|4|2|2|2|1|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.|2025-06-18|2025
03739810000000|Amador County Unified|2||4|3|2|3|2|4|4|2|4|4|3|2|3|3|3|3|3|3|4|2|2|2|1|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.|2025-06-18|2025
04100410000000|Butte County Office of Education|2||3|3|3|3|3|4|4|3|3|3|3|2|3|2|2|2|2|4|2|1|3|2|2|Met||2025-06-16|2025
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||2025-06-13|2025
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||2025-06-16|2025
04100410136820|Achieve Charter High|2|||||||||||||||||||||||||Not Met For Two or More Years|||2025
04100410430090|Hearthstone|2||3|3|3|4|2|5|4|5|5|4|2|2|2|2|2|5|5|2|5|4|5|5|2|Met||2025-06-16|2025
04613820000000|Bangor Union Elementary|2||4|1|4|3|3|5|5|5|3|3|4|3|4|2|2|1|2|3|3|1|4|3|3|Met||2025-06-17|2025
04614080000000|Biggs Unified|2||5|5|5|4|5|5|4|5|4|5|5|5|5|4|5|4|5|5|4|5|5|5|5|Met||2025-06-25|2025
04614240000000|Chico Unified|2||4|4|4|4|4|5|5|5|4|4|5|4|4|4|4|4|4|4|4|4|5|5|4|Met||2025-06-25|2025
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|3|Met||2025-06-17|2025
04614240118042|Forest Ranch Charter|2||4|2|4|4|3|4|4|4|4|4|3|2|4|4|3|2|3|3|3|2|4|4|3|Met||2025-06-24|2025
04614240120394|Inspire School of Arts and Sciences|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||2025-06-09|2025
04614240121475|Sherwood Montessori|2||5|4|4|4|4|5|5|4|4|4|5|5|5|5|5|4|5|5|5|4|5|5|5|Met||2025-06-19|2025
04614240123810|Wildflower Open Classroom|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|5|3|3|1|4|4|4|Met||2025-06-16|2025
04614240137828|Pivot Charter School North Valley II|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
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||2025-06-25|2025
04614246113773|Chico Country Day|2|Grade level teams and vertical teams meet weekly and monthly to discuss implementation of CCSS and NGSS. Additionally, staff review summative and formative assessment results gathered to celebrate progress and make plans for changes in implementation if necessary.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-11|2025
04614246119523|Blue Oak Charter|2|Blue Oak faculty annually reviews grade-level standards to ensure they are addressed in block plans and practice periods as appropriate for TK-8th.  The Next Generation Science Standards are currently undergoing review.   Math texts are in review.|5|5|4|3|5|5|5|5|3|5|4|4|4|3|5|0|5|5|4|1|4|3|3|Met||2025-06-17|2025
04614320000000|Durham Unified|2||3|3|3|3|4|3|3|2|3|3|3|3|3|3|3|2|4|4|4|4|4|4|3|Met|The district has new CTE teachers so that area will need improvement. With the new math framework being adopted, the district is waiting for the state to adopt the correleting curriculum before adopting and training staff in new curriculum.|2025-06-18|2025
04614570000000|Golden Feather Union Elementary|2||4|3|4|3|2|4|4|4|3|3|4|4|4|3|2|0|4|4|3|0|4|4|4|Met||2025-06-25|2025
04614990000000|Manzanita Elementary|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|5|5|5|5|5|5|5|5|5|4|4|5|5|0|5|5|4|0|5|5|5|Met||2025-06-26|2025
04615070000000|Oroville City Elementary|2|OCESD uses multiple locally selected tools to monitor the implementation of state academic standards, including PLC data cycles with standards-based common assessments, site-level Standards Implementation Rubrics, curriculum review protocols, and instructional walkthroughs. These measures were selected to support data-driven instruction and ensure coherence across school sites.  In ELA and ELD, all schools use state-adopted materials, with PLCs focused on reading comprehension, writing with evidence, and integrated/designated ELD instruction. Teachers report strong alignment and confidence in lesson planning.  In math, implementation of Common Core Standards is in progress. Instruction is aligned to standards, though some pacing and depth gaps remain. NGSS is partially implemented, with integrated middle school units and elementary STEM kits introduced.  History–Social Science is taught using the updated framework, and the district is preparing for full curriculum adoption in 2025–26. CTE pathways are aligned with industry standards and include student input and advisory oversight.  Health, PE, VAPA, and World Language standards are implemented via site-developed units and pacing guides. PD and assessment alignment are developing in these areas.  OCESD continues to monitor progress through rubrics, assessments, and teacher input to ensure fidelity to state standards across content areas.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met|OCESD has made intentional investments in instructional leadership development to support standards implementation. Each site has a designated lead teacher who facilitates PLCs, ensuring alignment to content standards and consistency in assessment practices. Additionally, the district provides job-embedded coaching focused on lesson design and differentiation for English learners and students with disabilities. These structures have improved cross-grade collaboration and built educator capacity to implement rigorous, standards-aligned instruction.|2025-06-25|2025
04615070121509|Ipakanni Early College 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||2025-06-23|2025
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||2025-06-25|2025
04615150000000|Oroville Union High|2||4|4|4|4|4|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
04615230000000|Palermo Union Elementary|2||5|4|5|4|4|5|4|5|5|5|4|4|4|4|4|4|3|4|4|0|4|4|4|Met||2025-06-25|2025
04615310000000|Paradise Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|4|4|4|4|Met||2025-06-24|2025
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||2025-06-25|2025
04615316112585|HomeTech Charter|2||4|1|3|3|3|4|1|4|4|4|5|1|4|4|4|3|3|2|4|4|4|5|4|Met|HomeTech is very rarely attended by English learners.  Staff are prepared to implement as necessary, but there is no opportunity to evaluate long-term progress or capacity.|2025-06-17|2025
04615316112999|Paradise Charter Middle|2||5|5|5|5|4|5|4|5|5|4|5|5|5|5|5|2|5|5|3|2|4|4|4|Met||2025-06-12|2025
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||2025-06-30|2025
04615490000000|Thermalito Union Elementary|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|3|Not Met|Thermalito Used the Butte County Office of Education California Standard Implementation Metric of ELA/Literacy, Mathematics, English Language Development, along with other state standards which mirror the state measures.  Additionally, professional development in curriculum, collaboration of teaching strategies as well as participation in learning cycles, and Universal Design for Learning (UDL) were offered during the 2024-25 school year.   Art and music teachers provided instruction in the ARTS at all elementary schools along with periods of Art and Music being offered at Nelson Middle School.||2025
04733790000000|Pioneer Union Elementary|2|It explains that while many elements of MTSS and standards-based teaching are in place, staff still need more training and support to fully utilize supplemental programs and curriculum, especially in daily instruction. This implies that some standards (like NGSS or HSS) may still be in early phases.|3|3|3|2|2|5|5|5|4|4|4|3|4|2|2|0|2|3|2|0|4|3|3|Met||2025-06-18|2025
04755070000000|Gridley Unified|2||4|4|4|4|4|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|3|3|3|Met|The district maintained its implementation level in most academic areas, showed growth in Health Education, but saw a slight decrease in staff perceptions of targeted professional learning supports and needs identification. This suggests continued progress in standards implementation, but highlights the need to revisit individualized and group support systems for teachers. Additionally, science and social studies continue to remain somewhat lower in rating than ELA, math and ELD given the district's continued focus on those areas as priorities in training and curricular adoption in the past three years. With new science materials being adopted for 25-26 at the high school level and new science potentially coming at Sycamore for 26-27 following a 25-26 planned review, those numbers may change somewhat. The increase in health seems incongruous as well given that this has not been a focus area, but may reflect staff understanding about revisions to the district's wellness policy. The dip in teacher feeling about identifying professional learning needs warrants further discussion as the district drives in professional learning are generated from student performance on state and local benchmark assessments which have shown needs in math above ELA, ELD also above ELA, and special attention to students with disabilities and English Learner subgroups which have been decreasing in performance.|2025-06-25|2025
05100580000000|Calaveras County Office of Education|2||4|4|3|4|4|5|5|5|5|5|4|4|3|4|4|3|5|3|4|3|4|4|4|Met||2025-06-23|2025
05100580530154|Mountain Oaks|2|N/A|5|0|5|1|1|5|1|5|5|5|5|1|5|4|4|1|5|2|5|4|5|5|5|Met||2025-06-11|2025
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||2025-06-09|2025
05615640000000|Calaveras Unified|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|5|5|5|5|5|4|4|4|Met||2025-06-26|2025
05615720000000|Mark Twain Union Elementary|2||4|2|3|3|3|4|2|3|3|3|4|2|3|3|3|0|3|3|3|0|3|3|3|Met||2025-06-26|2025
05615800000000|Vallecito Union|2||3|3|3|3|2|4|3|4|3|4|3|3|3|3|3|2|3|4|2|1|4|3|4|Met|The VUSD Curriculum and Instruction Committee group provided individual scores for the self reflection survey, which were then collected for one composite score.|2025-06-18|2025
06100660000000|Colusa County Office of Education|2||4|4|4|4|4|4|4|4|4|4|4|3|3|4|3|4|4|4|4|3|4|4|3|Met||2025-06-18|2025
06615980000000|Colusa Unified|2||4|3|5|4|3|4|5|5|4|3|5|3|5|4|4|5|4|5|4|4|5|5|4|Met|Colusa Unified School District monitors the implementation of Academic Standards in a variety of ways.  CUSD 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. The California Standards and the District's emphasis on professional development with an emphasis of research based, high impact instructional strategies serve as the backbone for continuous improvement efforts.|2025-06-23|2025
06616060000000|Maxwell Unified|2||3|3|3|4|4|3|3|3|4|4|3|3|3|4|4|4|4|4|4|4|4|4|4|Met||2025-07-30|2025
06616140000000|Pierce Joint Unified|2||5|4|4|4|4|5|4|4|4|4|5|3|5|4|4|4|3|4|4|3|3|4|4|Met||2025-06-20|2025
06616220000000|Williams Unified|2||4|4|3|3|3|4|4|4|4|4|4|4|3|4|4|4|4|4|3|4|4|4|3|Met||2025-06-12|2025
07100740000000|Contra Costa County Office of Education|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|5|5|4|Met||2025-06-11|2025
07100740114470|Making Waves Academy|2||5|3|5|4|4|5|3|5|4|4|5|3|5|4|4|3|3|5|4|3|3|2|3|Met|Making Waves Academy has fully implemented and sustained the California State Standards in ELA, Math, and Physical Education. Science, History-Social Science, and Visual and Performing Arts have also reached full implementation, with continued efforts to strengthen instructional practices and interdisciplinary connections. Initial implementation is underway for Career Technical Education, Health Education, World Languages, and ELD, the latter of which remains a growth area, with targeted support needed to strengthen integrated and designated instruction aligned with state standards.  Professional learning systems are currently in the initial stages of identifying and addressing staff development needs. While we have begun using data and informal observation to shape group-level professional learning, more work is needed to develop robust systems for supporting individual teachers on standards not yet mastered. Plans are in place to strengthen coaching, deepen content-aligned training, and improve differentiated support for educators. Continued focus on ELD and CTE implementation, as well as expanding teacher capacity through personalized professional development, will support ongoing alignment to state academic standards.|2025-06-16|2025
07100740129528|Caliber: Beta Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|2|3|3|2|4|4|3|Met|Curriculum selection was guided by alignment with the Common Core. In the Spring of 23-24 and again in 24-25, 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.|2025-06-18|2025
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. (Canvas)  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||0|0|0||4|3|3|Met||2025-06-17|2025
07100740134114|Contra Costa School of Performing Arts|2|||||||||||||||||||||||||Not Met|||2025
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|4|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.|2025-06-04|2025
07100740730614|Golden Gate Community|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|5|5|4|Met||2025-06-11|2025
07100740731380|Clayton Valley Charter High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|5|5|Met||2025-06-11|2025
07100746118368|Manzanita Middle|2||5|3|5|4|5|5|3|5|5|5|4|4|4|4|4|0|4|4|3|0|4|4|4|Met||2025-06-25|2025
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|5|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 curricular materials to the Governing Board for adoption, teachers and administrators engage in a thorough review process to ensure that the recommended materials align with academic standards and curriculum frameworks. In partnership with faculty leaders, District administrators provide extensive professional development opportunities that address core 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 the summer. Over the past three years, professional development programming has focused on curriculum development, assessment and grading practices, a tiered system of academic support, and high-quality programming for English Learners. During the 2024-2025 school year, staff developed five new courses: Advanced Placement 3-D Art and Design, Advanced Placement Precalculus, Communications 2, Digital Music Production, and Video Production 4 Honors. All of these new courses have courses of study that align with relevant state content standards.|2025-06-04|2025
07616480000000|Antioch Unified|2||4|4|4|4|4|5|5|5|5|5|4|4|4|3|4|5|5|5|5|5|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.|2025-06-25|2025
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||2025-06-19|2025
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||2025-06-11|2025
07616486115703|Antioch Charter Academy|2|The K-8 curriculum is aligned with 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 and record-keeping system that works best for their level and needs.  K-3 students use the Montessori science curriculum, which includes 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 includes 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 who 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, a 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||2025-06-26|2025
07616550000000|Brentwood Union|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|0|5|4|4|0|5|5|5|Met||2025-06-18|2025
07616630000000|Byron Union Elementary|2||4|4|4|4|3|5|5|4|5|3|5|4|4|4|3|0|4|4|4|0|5|4|4|Met||2025-06-12|2025
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||2025-05-19|2025
07616710000000|Canyon Elementary|2||5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-20|2025
07616970000000|John Swett Unified|2||4|3|3|3|3|4|3|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
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||2025-06-11|2025
07617130000000|Lafayette Elementary|2||5|4|5|5|5|5|4|4|4|5|5|4|5|4|5|4|5|4|4|4|5|5|5|Met|The Lafayette School District continues to implement California State Standards through ongoing professional development, coaching, and teacher collaboration. Instructional staff engage in regular PLC and Curriculum Council meetings to align instruction and assessment practices. Site teams utilize MAP data, formative assessments, and benchmark results to inform instruction and monitor student progress. Looking ahead, the district will begin a new math curriculum adoption process in the 2025–26 school year to ensure alignment with updated standards and evolving instructional needs.|2025-06-11|2025
07617210000000|Liberty Union High|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||2025-06-18|2025
07617390000000|Martinez Unified|2||5|3|5|5|5|5|3|4|5|5|5|3|5|4|5|4|5|5|5|5|5|4|5|Met||2025-06-23|2025
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||2025-06-03|2025
07617540000000|Mt. Diablo Unified|2||5|3|5|3|4|5|4|5|4|4|5|3|5|4|4|4|4|5|5|5|4|4|4|Met||2025-06-25|2025
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||2025-06-11|2025
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||2025-06-17|2025
07617620000000|Oakley Union Elementary|2||4|3|3|3|2|4|4|3|3|2|4|3|3|3|2|0|3|4|3|4|4|4|3|Met|At OUESD, our commitment lies in aligning our curriculum & educational resources with the academic standards set by the State Board. We prioritize the continuous assessment & enhancement of our curriculum, instructional methods, assessments, & educational programs to ensure that every student receives a high-quality education. Engaging our staff in professional development & 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 & students. We are preparing to update our math materials in line with the release of the new Math 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. This comprehensive approach underscores our dedication to equipping every student with the tools and resources necessary for academic success.|2025-06-25|2025
07617700000000|Orinda Union|2||5|4|4|4|5|4|5|5|5|5|5|4|5|4|5|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.|2025-06-09|2025
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 highlights the PD supports we provide for each adopted curricula/standards-based curricula area. The current Grid was presented at the June 11, 2025 LCAP Board meeting (presentation available in Board Docs, use search term “LCAP”). 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 was in place for the current 2024-25 school year. Additionally, adoptions and PD and related support 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. In 2024-25 we expanded use of a new Equity Walkthrough tool to gather observational and qualitative data around instruction, including teaching to State Standards.  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||2025-06-11|2025
07617960000000|West Contra Costa Unified|2||3|3|4|4|3|3|4|4|5|3|2|3|4|3|3|5|5|5|5|5|3|3|3|Met||2025-06-25|2025
07617960101477|Leadership Public Schools: Richmond|2||4|4|4|5|5|5|4|4|5|5|5|3|4|5|5|5|5|5|5|4|4|4|4|Met||2025-06-25|2025
07617960110973|Richmond College Preparatory|2||5|3|5|3|2|5|4|5|4|2|5|3|5|3|3|1|4|4|4|1|5|4|4|Met||2025-06-26|2025
07617960126805|Richmond Charter Academy|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|5|5|5|0|4|4|4|Met||2025-06-30|2025
07617960129643|Richmond Charter Elementary-Benito Juarez|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
07617960132100|Aspire Richmond Ca. College Preparatory 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||2025-06-18|2025
07617960132118|Aspire Richmond Technology Academy|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||2025-06-18|2025
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 (Canvas).  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||2025-06-17|2025
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|2||4|4|4|2|2|4|4|4|2|2|4|3|4|1|1|0|3|1|1|4|4|4|3|Met||2025-06-24|2025
07618040000000|San Ramon Valley Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|Met||2025-06-17|2025
07618120000000|Walnut Creek Elementary|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|4|0|3|5|5|5|5|4|5|Met||2025-06-02|2025
07773540000000|SBE - John Henry High|2|||||||||||||||||||||||||Not Met|||2025
07773540132233|John Henry High|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|Met||2025-06-30|2025
08100820000000|Del Norte County Office of Education|2|N/A|3|3|3|2|2|4|4|4|4|4|4|4|4|3|3|4|4|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.|2025-06-30|2025
08100820830059|Castle Rock|2||5|5|5|4|5|5|4|5|4|5|5|4|5|4|4|5|4|4|4|4|5|5|4|Met||2025-06-30|2025
08618200000000|Del Norte County Unified|2||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 progress they are making towards 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 “iReady” 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 BeGlad 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.|2025-06-30|2025
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||2025-06-03|2025
09100900000000|El Dorado County Office of Education|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|5|3|1|4|4|4|Met|"Blue Ridge School provides instruction to incarcerated youth in what is considered to be a rural county. The school staff works with Probation as a closely connected team to ensure safety in the classroom 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."|2025-06-17|2025
09100900123521|Charter Home Study Academy|2||5|4|4|4|4|5|4|5|4|4|5|4|5|3|3|2|4|4|4|0|5|4|4|Met|Charter Home Study Academy provides a rigorous program based on 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 and IXL systems are utilized to monitor student academic progress. 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.|2025-06-18|2025
09100900136036|John Adams Academy - El Dorado Hills|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|4|4|4|4|5|3|3|Met||2025-06-26|2025
09100900930123|Mountainside Middle College High|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|Mountainside Middle College High School (MMCHS) provides a rigorous program based on 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 school 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.|2025-06-17|2025
09100900930131|Rite of Passage|2||5|3|5|3|5|5|3|5|4|5|5|4|5|3|4|3|3|4|2|3|4|4|4|Met||2025-06-17|2025
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 first year of implementing new instructional materials for elementary English language arts and provided associated professional development throughout the current year. Additionally, the District piloted Algebra and Geometry textbooks. 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/14sFjd1XSvmep6htAE_-opeOM1eaeGD2P7jIw4-OuajQ/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||2025-06-25|2025
09618380107227|Charter Montessori Valley View Campus|2|BUMI measures its implementation of standards by auditing its standards-aligned instructional material adoptions, reviewing professional development activities, and periodically surveying teachers and administrators.   BUMI is in full alignment with the State's English language arts, English language development, mathematics, and Next Generation Science Standards. It is noteworthy that BUMI was in its first year of implementing new instructional materials for elementary English language arts and provided associated professional development throughout the current year. Additionally, BUMI piloted Algebra and Geometry textbooks. BUMI middle school grades 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. BUMI'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/1lb1kcI-fJ-fnwhcpV0Zz-eJCScMkoukHylF7_iNf4kE/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||2025-06-25|2025
09618380111724|California Montessori Project-Shingle Springs Campus|2|CMP has Curriculum Guides that map back to the CA Standards for all Montessori lessons and materials. Based on feedback from AMS and WASC, 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. CMP uses the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment. CMP teachers administer an online placement assessment in the fall, winter and spring to track student growth over the course of the year. The i-Ready assessments are correlated to 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 allow 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 TK-3rd Montessori Albanesi Storyworks Jr. Informational Text SRA Reading Laboratory Instructional Level Spelling Handwriting & Keyboarding Without Tears Curriculum Associates: i Ready Reading Program & Teacher Toolbox Read Naturally Live SIPPS Writing Pathways Heggerty Phonemic Awareness WASECA 4th-6th Montessori Albanessi StoryWorks Informational Text Literature Circles & Historic Novels SRA Reading Laboratory Instructional Level Spelling Handwriting & Keyboarding Without Tears Read Naturally Live Curriculum Associates: i Ready Reading Program & Teacher Toolbox Writing Pathways SIPPS 7th-8th Houston Montessori Reproducible Materials Literature Circles & Historic Novels Curriculum Associates: i Ready Reading & Teacher Toolbox Writing Pathways Keyboarding Without Tears  MATH TK-K Montessori Albanesi Curriculum Associates: iReady Math & Teacher Toolbox 1st-3rd Montessori Albanesi Curriculum Associates: Ready Classroom, i Ready & Teacher Toolbox 4th-6th Montessori Albanesi Curriculum Associates: Ready Classroom, iReady & Teacher Toolbox 7th-8th Pearson Algebra, Geometry Curriculum Associates:Ready Classroom, iReady & Teacher Toolbox  SCIENCE TK/K Montessori: Botany, Zoology, Geography 1st-3rd Montessori: Botany, Zoology, Geography 4th-5th Montessori TCI: Science Alive! SRA 6th SRA 7th-8th TCI: Science Alive! Life and Physical Science Montessori  HISTORY/SOCIAL SCIENCE TK-3rd Montessori 4th-6th Montessori TCI: Social Studies Alive! California's Promise, Social Studies Alive! America's Past, History Alive! Ancient World 7th-8th Montessori History TCI: History Alive! The United States Through Industrialism & 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||2025-06-16|2025
09618380129965|Rising Sun Montessori|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|5|5|5|Met||2025-06-18|2025
09618380136200|Clarksville Charter|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2025-06-05|2025
09618380137919|Buckeye Union Mandarin Immersion Charter|2|BUMI measures its implementation of standards by auditing its standards-aligned instructional material adoptions, reviewing professional development activities, and periodically surveying teachers and administrators.   BUMI is in full alignment with the State's English language arts, English language development, mathematics, and Next Generation Science Standards. It is noteworthy that BUMI was in its first year of implementing new instructional materials for elementary English language arts and provided associated professional development throughout the current year. Additionally, BUMI piloted Algebra and Geometry textbooks. BUMI middle school grades 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. BUMI'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/1lb1kcI-fJ-fnwhcpV0Zz-eJCScMkoukHylF7_iNf4kE/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||2025-06-25|2025
09618380139006|Cottonwood|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|4|4|5|4|5|5|5|Met||2025-06-10|2025
09618460000000|Camino Union Elementary|2|Camino Union Elementary School District regularly and consistently tracks student progress and provides students with a broad, standards-aligned curriculum. To support this work, the district has adopted a comprehensive set of locally selected measures to monitor implementation of the academic standards adopted by the California State Board of Education (SBE). These tools include Kindergarten Readiness Assessments, BPST (Basic Phonics Skills Test), Sight Word Assessments, Running Records, iReady Diagnostic Assessments for both English Language Arts (ELA) and Mathematics, the CAASPP for ELA and Math, the English Language Proficiency Assessments for California (ELPAC), and the California School Dashboard. These measures were selected because they provide a balanced view of student learning across all grade levels and help educators make informed decisions about instruction, interventions, and supports.  The Kindergarten Assessment ensures students are screened early for foundational skills, helping to guide instruction and intervention from the beginning of their academic experience. BPST and Sight Word Assessments are used primarily in the early grades to track literacy development and phonics knowledge. Running Records are administered throughout K–5 to monitor fluency and comprehension. The iReady Diagnostic is used districtwide in both ELA and Math to measure students’ growth toward grade-level standards multiple times per year. CAASPP assessments in grades 3–8 offer summative data to measure how well students are mastering grade-level expectations in ELA and Math. ELPAC tracks the progress of English Learners toward language proficiency, and the California School Dashboard provides a broader view of student group performance, growth, and areas of need.  In addition to monitoring academic progress, Camino Union Elementary is committed to providing a robust, standards-aligned curriculum. The district is currently piloting, reviewing, and adopting materials aligned to the following state standards: Common Core State Standards for ELA and Mathematics, English Language Development Standards aligned to the Common Core, Next Generation Science Standards (NGSS), History-Social Science Framework, Physical Education Model Content Standards, and the Visual and Performing Arts Standards. This ensures students receive instruction that is not only academically rigorous but also well-rounded and comprehensive.  Overall, Camino Union Elementary School District has made consistent efforts to align instruction with state standards and to use data to guide decision-making. The district’s multi-measure system of assessments enables staff to identify trends, respond to learning needs in real-time, and support each student in reaching their full academic potential. The ongoing commitment to curriculum review and adoption further reflects district dedication to ensure teaching and learning remain current, engaging, and align with the state vision for student success|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.|2025-06-19|2025
09618460123125|Camino Polytechnic|2|Camino Union Elementary School District regularly and consistently tracks student progress and provides students with a broad, standards-aligned curriculum. To support this work, the district has adopted a comprehensive set of locally selected measures to monitor implementation of the academic standards adopted by the California State Board of Education (SBE). These tools include Kindergarten Readiness Assessments, BPST (Basic Phonics Skills Test), Sight Word Assessments, Running Records, iReady Diagnostic Assessments for both English Language Arts (ELA) and Mathematics, the CAASPP for ELA and Math, the English Language Proficiency Assessments for California (ELPAC), and the California School Dashboard. These measures were selected because they provide a balanced view of student learning across all grade levels and help educators make informed decisions about instruction, interventions, and supports.  The Kindergarten Assessment ensures students are screened early for foundational skills, helping to guide instruction and intervention from the beginning of their academic experience. BPST and Sight Word Assessments are used primarily in the early grades to track literacy development and phonics knowledge. Running Records are administered throughout K–5 to monitor fluency and comprehension. The iReady Diagnostic is used districtwide in both ELA and Math to measure students’ growth toward grade-level standards multiple times per year. CAASPP assessments in grades 3–8 offer summative data to measure how well students are mastering grade-level expectations in ELA and Math. ELPAC tracks the progress of English Learners toward language proficiency, and the California School Dashboard provides a broader view of student group performance, growth, and areas of need.  In addition to monitoring academic progress, Camino Union Elementary is committed to providing a robust, standards-aligned curriculum. The district is currently piloting, reviewing, and adopting materials aligned to the following state standards: Common Core State Standards for ELA and Mathematics, English Language Development Standards aligned to the Common Core, Next Generation Science Standards (NGSS), History-Social Science Framework, Physical Education Model Content Standards, and the Visual and Performing Arts Standards. This ensures students receive instruction that is not only academically rigorous but also well-rounded and comprehensive.  Overall, Camino Union Elementary School District has made consistent efforts to align instruction with state standards and to use data to guide decision-making. The district’s multi-measure system of assessments enables staff to identify trends, respond to learning needs in real-time, and support each student in reaching their full academic potential. The ongoing commitment to curriculum review and adoption further reflects district dedication to ensuring teaching and learning remain current, engaging, and aligned with state vision for student success|5|4|5|4|4|5|4|5|5|4|5|4|5|5|4|2|5|5|3|2|5|5|5|Met||2025-06-19|2025
09618530000000|El Dorado Union High|2||4|3|5|3|5|4|3|4|3|4|3|3|4|4|4|4|4|4|4|3|4|4|4|Met||2025-06-12|2025
09618530930214|Pacific Crest Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|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 and World Language 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, as well as access to our district's robust ROP offerings.|2025-06-12|2025
09618790000000|Gold Oak Union Elementary|2||3|3|4|3|3|4|3|4|4|4|4|3|4|3|3|2|2|3|2|1|3|3|3|Met|We use collaboration time strategically to focus on identifying essential standards, developing pacing guides, creating common assessments, and planning targeted interventions. This work has primarily centered on mathematics through our ongoing partnership with Cal Ed Partners. Teachers are supported with professional development aligned to our new curriculum and will continue to receive training as needed. To meet the needs of all learners, we have embedded supports for English Learners, Foster Youth, Homeless Students, Socioeconomically Disadvantaged Students, and Students with Disabilities. We are intentionally working to improve student outcomes by using data analysis and progress monitoring to guide instruction and inform decisions.|2025-06-12|2025
09618870000000|Gold Trail Union Elementary|2||5|3|5|5|4|1|3|4|5|3|5|3|5|5|4|1|4|5|3|1|5|5|5|Met||2025-06-10|2025
09618950000000|Indian Diggings Elementary|2|Indian Diggings Elementary School District operates a two-room school with an average ADA of 10 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.|5|3|5|5|4|4|3|4|4|3|5|3|5|5|4|3|4|4|5|0|5|5|5|Met||2025-06-12|2025
09619030000000|Lake Tahoe Unified|2||4|4|4|4|3|4|4|4|4|3|3|4|4|4|2|4|4|4|3|3|3|3|3|Met||2025-06-26|2025
09619110000000|Latrobe|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|3|3|5|3|3|5|5|5|Met||2025-06-17|2025
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||2025-06-12|2025
09619450000000|Pioneer Union|2||4|3|4|2|4|4|3|4|3|4|4|3|4|3|4|4|5|4|4|1|4|4|3|Met||2025-06-18|2025
09619520000000|Placerville Union Elementary|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|2|5|5|5|4|5|5|5|Met||2025-06-15|2025
09619600000000|Pollock Pines Elementary|2||4|3|5|5|4|4|4|4|5|4|4|4|4|4|4|0|4|4|4|0|4|3|3|Met|The district focused on providing professional development in math, science and social studies during the 2024-2025 school year.|2025-06-11|2025
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. Math Teachers are reviewing new Frameworks and connecting them to the CA Standards in preparation for reviewing, piloting, and adopting new math curriculum. 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.|2025-06-17|2025
09619860000000|Silver Fork Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|0|3|5|4|3|4|5|4|Met|Silver Fork is a small single district of 11 students. Teacher professional learning is geared to their self-identified needs.|2025-06-11|2025
09737830000000|Black Oak Mine Unified|2||4|3|5|4|3|5|4|5|4|3|4|3|5|4|3|5|3|5|4|4|4|4|3|Met||2025-06-18|2025
09737830121566|American River Charter|2||4|2|4|3|4|4|3|4|3|3|3|2|3|2|3|3|2|2|3|3|3|2|2|Met||2025-06-18|2025
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||2025-06-17|2025
10101080109991|Crescent View West Public Charter|2||5|5|5|4|4|5|4|4|4|3|4|4|4|4|4|4|5|5|4|4|4|4|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-05-29|2025
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||2025-06-23|2025
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 standards and goal-setting 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.|2025-06-18|2025
10101080127514|Kepler Neighborhood|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|5|5|5|0|4|4|5|Met||2025-06-11|2025
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||2025-06-16|2025
10101080140186|Clovis Global Academy|2||4|4|4|2|3|5|5|5|3|5|4|4|5|2|3|0|3|4|3|5|5|4|5|Met||2025-06-27|2025
10101086085112|Edison-Bethune Charter Academy|2||5|5|5|5|4|5|5|5|5|5|4|4|5|4|4|0|3|5|4|0|4|4|4|Met|EBCA does not offer Career Technical Education and World Language.  We have the Health Education Content Standards integrated into our PE Class.|2025-06-26|2025
10619940000000|Alvina Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|1|4|4|2|1|5|5|5|Met||2025-06-26|2025
10619946005730|Alvina Elementary Charter|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|1|4|4|2|1|5|5|5|Met||2025-06-26|2025
10620260000000|Big Creek Elementary|2|||||||||||||||||||||||||Not Met|||2025
10620420000000|Burrel Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|5|5|3|5|5|5|Met||2025-06-27|2025
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 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|4|5|5|5|5|4|5|0|5|5|5|0|5|5|5|Met|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, Next Gen Math, and Hattie's Visible Learning specifically Teacher Clarity as offered by Corwin. Clay will continue to provide professional development in these areas again in 25-26.  Clay School’s professional staff is dedicated to the success of all students as demonstrated by student achievement on formative and summative assessments. At designated intervals, formative assessments are administered to monitor student progress toward the acquisition of the CCSS in English Language Arts and Math, with support from classroom teachers and the reading intervention teacher. Beginning 2015 and each year thereafter, all students in grades 3-8 participate in the Common Core-aligned CAASPP summative assessment to measure academic achievement. All students are expected to make growth, and 75-80% of all students are expected to perform at or above grade level (proficiency). English Language Learners are expected to attain English Language Proficiency, as measured by the ELPAC. In 2024 Clay School was ranked #1 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.|2025-06-10|2025
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.|2025-06-11|2025
10621170118018|Clovis Online Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2|5|4|2|5|5|5|5|Met||2025-06-11|2025
10621250000000|Coalinga-Huron Unified|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-24|2025
10621580000000|Fowler Unified|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||2025-06-11|2025
10621660000000|Fresno Unified|2||5|5|5|3|3|5|4|5|4|3|5|5|4|4|3|4|4|4|4|4|5|5|4|Met||2025-06-18|2025
10621660106740|Aspen Valley Prep Academy|2||4|4|4|3|4|5|4|5|4|4|5|4|5|3|4|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
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.  Staff continually refining curriculum to reflect changes to CCSS through multiple professional development and curriculum planning days."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
10621660114553|University High|2|Priority 2 - Implementation of State Standards: 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 2025 A-G rate: 115/117=98.3% -Class of 2025 grad rate: 117/117=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||2025-06-03|2025
10621660121533|Morris E. Dailey Charter Elementary|2||4|3|5|5|5|5|4|5|5|4|5|4|5|5|5|4|4|5|5|4|5|5|5|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, and the school overall. Additional planning days were provided to review and plan for implementation of new ELA curriculum.|2025-05-20|2025
10621660133942|Aspen Meadow Public|2||5|4|5|3|3|5|5|5|5|4|5|3|5|3|3|0|2|5|5|0|4|4|4|Met||2025-06-17|2025
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||2025-06-17|2025
10621660140764|Golden Charter Academy|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||2025-06-27|2025
10621660140806|Aspen Ridge Public|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-17|2025
10621661030642|School of Unlimited Learning|2|School of Unlimited Learning received the Dashboard Alternative School Status (DASS) in 2018 in recognition of the unique student population we serve.  Further, more than 70% of SOUL students arrived at our school severely credit deficient.  It's not unusual for a student to enroll in their fourth year of high school with credits only through ninth grade.  Additionally, our student population tends to be highly transient, with over 30% of students having changed schools three or more times since the ninth grade.  This trend has increased since the last self-study.|4|3|4|3|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 or 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 students to 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.|2025-05-19|2025
10621661030840|Carter G. Woodson Public Charter|2||5|4|3|4|4|5|4|4|4|4|5|5|4|3|4|5|5|5|4|4|5|5|5|Met|Carter G. Woodson Public Charter School, a DASS school serving students with unique and often interrupted educational journeys, continues to make strong progress in implementing California academic standards. All core content areas follow standards-based pacing guides aligned to the Common Core and NGSS. In the past year, we expanded professional learning to include 19 sessions focused on the Workshop Model to support differentiated instruction in ELA and math. Additionally, 18 hands-on science trainings supported NGSS implementation with a focus on lab-based learning.  To strengthen instructional decision-making, we adopted a new norm-referenced benchmark assessment system that aligns with California standards and provides timely data for interventions. Teachers use this data during PLCs and coaching sessions to plan responsive, targeted instruction. Credentialing efforts remain a focus: we have reduced teacher misassignments by 6%, and several ELA teachers have obtained or are pursuing reading intervention credentials. English Learner support was expanded with integrated ELD strategies and the addition of designated ELD courses, helping ensure all students can access rigorous, standards-based instruction. These efforts reflect our mission to equip every student with the academic skills needed for postsecondary success.|2025-07-30|2025
10622400000000|Kingsburg Elementary Charter|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622400113142|Ronald W. Reagan Elementary|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622400114587|Island Community Day|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622406006704|Lincoln Elementary|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622406006712|Roosevelt Elementary|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622406006720|Washington Elementary|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622406108328|Rafer Johnson Junior High|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622406114805|Central Valley Home|2||5|5|5|5|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. Our professional development main focus is on English Language Arts. The three years prior to our ELA focus, our focus had been on math. Because KECSD is an elementary district, world language classes are not available.|2025-06-09|2025
10622570000000|Kingsburg Joint Union High|2||4|3|4|4|3|5|4|5|4|4|4|3|4|4|4|4|4|3|4|4|4|4|4|Met||2025-06-23|2025
10622650000000|Kings Canyon Joint 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|KCUSD maintains a commitment to providing and sustaining high-quality professional learning across all subject areas, including English Language Arts, Math, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. A key focus is integrated English Language Development (ELD), delivered through research-based instructional routines. To directly enhance classroom support, instructional coaches received specialized training in cognitive coaching, particularly focused on elementary and middle school mathematics classrooms. Capacity at school sites is systematically built through Professional Learning Community (PLC) processes, recognized as the foundation for student achievement and staff development. The district-level Teaching and Learning Coalition (TLC) strategically guides district PLC work and provides insight on next steps for professional development for site leaders.  Over the past year, teachers at all grade levels have collaboratively evaluated and integrated essential standards into a guaranteed and viable curriculum.  In 2025-2026, teachers will focus on aligning English Language Development standards with core content essential standards to improve integrated efforts.  Instructional coaches are integral to instructional improvement, actively supporting teachers through co-planning and co-teaching.  All professional learning is differentiated, drawing insights from both teacher and administrator feedback.|2025-06-10|2025
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, Science, 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.|2025-06-10|2025
10622650126292|Reedley Middle College High|2||5|5|5|5|4|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,Science, 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 2024-2025 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.|2025-06-10|2025
10622810000000|Laton Joint Unified|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|3|4|5|3|3|4|3|3|Met||2025-06-25|2025
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||2025-06-25|2025
10623310137661|California Virtual Academy at Fresno|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
10623560000000|Pacific Union Elementary|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|5|5|5|Met||2025-06-24|2025
10623640000000|Parlier Unified|2||5|5|4|4|4|5|5|5|4|4|5|5|5|4|4|5|3|4|4|4|4|4|4|Met||2025-06-17|2025
10623720000000|Pine Ridge Elementary|2||5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2025-06-18|2025
10623800000000|Raisin City Elementary|2||5|4|4|3|3|5|4|4|3|3|5|4|4|3|3|0|4|4|3|0|5|4|4|Met||2025-06-05|2025
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|2||5|5|5|4|4|4|5|5|4|3|5|4|5|4|4|4|5|5|4|4|4|4|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-05-29|2025
10624140000000|Sanger Unified|2||4|4|4|4|4|5|5|3|5|5|5|4|5|4|4|4|3|5|4|4|4|4|4|Met||2025-06-24|2025
10624146117865|Quail Lake Environmental Charter|2||4|4|4|4|4|5|3|5|5|5|5|4|5|4|4|4|3|5|4|4|4|4|4|Met||2025-06-24|2025
10624146117873|Sanger Academy Charter|2||4|4|4|4|4|5|3|5|5|5|5|4|5|4|4|4|3|5|4|4|4|4|4|Met||2025-06-24|2025
10624300000000|Selma Unified|2||4|4|5|3|3|4|4|4|4|4|3|4|4|2|2|4|3|4|4|3|3|3|3|Met||2025-06-24|2025
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||2025-06-24|2025
10625390000000|West Park Elementary|2||3|3|3|2|3|5|5|5|3|4|4|4|4|3|3|2|4|4|3|2|4|4|3|Met|"The 2025 survey of West Park School District teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. 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 making instructional materials that are aligned to the science standards and/or curriculum frameworks.    Instructional Materials:    2024 Comprehensive curriculum, Frog Street, Frog Street Press, (Pre K) TK  2024 Reading/language arts and English Language Development, Benchmark Advanced, Benchmark Education (K6)  2024 Reading/language arts and English Language Development, Introduction to Literature, Houghton Mifflin Harcourt (Grades 7-8)  2024 Mathematics, Into Math, Houghton Mifflin Harcourt (Grades K-8)  2005 Science, CA Inspire Science, McGraw Hill (Grades TK-5)  2005 Science, STEMscopes, California Accelerate Learning, Inc. (Grades 6-8) 2018 History/social science, California Studies Weekly, Studies Weekly (Grades TK-5) and        History Alive! California Series, Teachers Curriculum (Grades 6-8)   The district has adopted California Content Standards-aligned materials at all grade levels for ELA/ELD and mathematics with help from teacher leaders. The district will begin the adoption process for science curriculum aligned with the Next Generation Science Standards during the 2025-26 school year."|2025-06-26|2025
10625396112387|West Park Charter Academy|2||3|3|2|2|2|4|4|3|3|3|3|3|3|3|3|2|3|2|2|2|3|3|3|Met|"The 2025 survey of West Park Charter Academy teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. The overall ratings at the ""Beginning Development"" level indicate areas where attention is needed to improve outcomes for students. At West Park Charter Academy, staff is supported through professional development.    Instructional Materials:   2017 Reading/ Lang Arts, California Journeys, Houghton Mifflin Harcourt Common Core   Writing H.B.  (Grades K-6) 2012 Reading/language arts, Literature, Holt McDougal (Grades 7-10) (Grades 11-12) 2020 Science, Ca Elevate Science, Pearson (Grades K-8)  2020 Science, Integrated Science 1 (Bio): Ca Miller and Levine, Experience Bio: The Living Earth, SAVVAS Learning Co  2021 Science, Int. Science 2 (Chem): Ca Experience, Chemistry: In the Earth System Vols 1 & 2, Pearson 2007 Science, Phys. Sci. with Earth Sci., Glencoe (Grades 9-12)  2018 History/ Soc. Sci., California Studies Weekly (Grades K-6)  2019 History/ Soc. Sci., Magruder’s Am. Gov. CA Edition, SAVVAS Learning Company  2019 History/ Soc. Sci., Economics: Principles in Action CA Edition, Pearson  Digital instructional resources:  Reading/ Lang. Art: Lexia Core5, Lexia PowerUp, Lexia Reading Plus  Mathematics: IXL Career Tech. Ed. : Edmentum, Plato Courseware  During the 2024-25 school year, Edgenuity services were used to provide instruction in science, Soc. Sci., and math due to teacher shortages."|2025-06-26|2025
10625470000000|Westside Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|3|0|5|5|5|Met|The LEA has continued to push for a robust Visual and Performing Arts program, however due to the rural location and difficulty of finding teachers for the program the LEA continues to struggle to provide a robust program for the students.|2025-06-24|2025
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|Over the past school year, Yosemite Valley Charter has made significant progress in implementing state-adopted academic standards and curriculum frameworks. Teachers participated in focused professional development to support instruction aligned with the Common Core State Standards (CCSS) for ELA and Mathematics, Next Generation Science Standards (NGSS), and the History-Social Science framework.  Professional learning emphasized collaboration and targeted instructional strategies, helping educators better integrate standards into daily lessons. Supporting English Learners (EL) remained a priority, with training on aligning ELD standards with ELA instruction.  To ensure access to high-quality instructional materials, the school invested in updated resources that reflect current frameworks and support differentiated instruction and diverse learning needs.  Yosemite Valley Charter continues to refine its professional development by gathering staff feedback to guide future sessions. Collaborative teacher pairings and classroom walkthroughs were used to reinforce the practical application of new strategies.  As implementation efforts continue, the school remains committed to maintaining alignment with state standards and fostering a culture of continuous improvement.|2025-06-12|2025
10625470136523|Crescent View South II|2||5|5|5|4|4|4|5|5|4|3|5|4|5|4|4|4|5|5|4|4|4|4|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-05-29|2025
10738090000000|Firebaugh-Las Deltas Unified|2||4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|Met||2025-06-12|2025
10739650000000|Central Unified|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
10739990000000|Kerman Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|4|5|5|5|5|5|Met||2025-06-19|2025
10751270000000|Mendota Unified|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||2025-06-11|2025
10752340000000|Golden Plains Unified|2||3|3|3|2|2|5|5|5|5|5|3|3|3|3|3|5|5|5|4|5|3|3|3|Met||2025-06-10|2025
10752750000000|Sierra Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|3|3|3|3|Met||2025-06-23|2025
10754080000000|Riverdale Joint Unified|2||5|5|3|4|3|5|5|4|5|4|5|5|3|4|4|4|4|4|5|4|4|3|3|Met||2025-06-25|2025
10755980000000|Caruthers Unified|2||5|5|5|4|4|5|5|5|4|4|5|4|5|4|4|5|4|5|4|4|5|5|5|Met||2025-06-23|2025
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||2025-06-18|2025
10767781030774|W.E.B. DuBois Public Charter|2||4|5|3|3|4|4|5|3|3|4|4|5|3|3|4|5|4|4|4|4|5|4|4|Met||2025-07-30|2025
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|4|Met||2025-06-27|2025
11101160124909|Walden Academy|2||4|4|4|4|4|5|4|4|4|3|5|5|5|3|3|2|3|3|3|0|5|4|3|Met||2025-06-24|2025
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! 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.|2025-06-27|2025
11101161130103|William Finch|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|0|5|3|4|4|4|4|4|Met||2025-06-27|2025
11625540000000|Capay Joint Union Elementary|2||4|4|4|4|4|5|3|5|4|3|5|3|5|4|3|0|3|4|4|0|4|4|4|Met||2025-06-23|2025
11625960000000|Lake Elementary|2||4|3|4|4|4|4|4|5|4|4|4|3|3|3|3|3|3|4|3|0|4|4|4|Met||2025-06-24|2025
11625960139550|Lake View Charter|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|Met||2025-06-04|2025
11626380000000|Plaza Elementary|2||5|4|5|4|3|5|5|5|5|5|5|2|4|3|2|3|4|3|3|0|4|4|4|Met||2025-06-25|2025
11626460000000|Princeton Joint Unified|2||4|4|3|3|4|5|5|4|3|4|3|3|3|3|3|5|5|5|5|5|4|4|3|Met||2025-06-26|2025
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|3|3|2|5|1|4|4|2|4|1|3|3|2|3|4|4|2|2|4|3|3|Met||2025-06-26|2025
11626610000000|Willows Unified|2||3|3|3|3|3|4|3|3|4|4|3|3|3|3|3|4|3|4|3|3|4|4|4|Met|Willows Unified continues to implement California State Standards across grade levels and content areas. The district has adopted standards-aligned materials in Social Science, Science, World Languages, and most recently English Language Development (Vista curriculum), ensuring equitable access to high-quality instruction. The current focus is on strengthening implementation fidelity by identifying essential standards, using common grade-level assessments, and reinforcing Professional Learning Communities (PLCs) to support data-driven instruction. Instructional planning integrates Universal Design for Learning (UDL) to meet the needs of diverse learners, including students with disabilities and those below grade level. To support English Learners (ELs), the district prioritizes language acquisition and academic development through integrated and designated ELD instruction. Continued professional development supports research-based strategies that promote EL proficiency and reclassification. These efforts reflect Willows Unified’s commitment to high-quality, standards-aligned instruction that accelerates achievement for all students.|2025-06-26|2025
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|3|Met||2025-06-26|2025
11765620000000|Hamilton Unified|2||5|5|5|4|5|5|5|5|4|4|5|5|5|5|5|4|5|5|4|5|5|4|5|Met||2025-06-25|2025
12101240000000|Humboldt County Office of Education|2||4|4|4|4|4|5|5|5|2|5|5|5|4|4|5|3|4|4|3|3|4|4|4|Met||2025-06-11|2025
12101240134163|Northcoast Preparatory and Performing Arts Academy|2||5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|0|5|4|5|5|5|5|5|Met||2025-06-18|2025
12101240137364|Northern United - Humboldt Charter|2||5|4|5|3|5|5|5|5|4|4|5|5|5|4|4|4|4|4|4|3|4|4|4|Met||2025-06-26|2025
12101246008221|Agnes J. Johnson Charter|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|3|4|3|0|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 3 - 8, teachers administer the Renaissance STAR Enterprise tests in Reading and Math every month to assess students' progress toward mastery of the Common Core State Standards. In grades 1-2, teachers administer the Renaissance STAR Early Literacy tests in Reading and Enterprise in 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. All English Learners are assessed on the ELPAC Initial (as prescribed) and Summative.|2025-06-30|2025
12626790000000|Arcata Elementary|2||3|3|3|3|3|3|3|3|3|3|2|2|2|2|2|3|3|3|3|3|3|2|2|Met|The State Standards Implementation Reflection Tool indicates minimal 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, and standards aligned instructional materials (Math, ELA, and ELD). In order to better serve all District students, the ASD continues to implement actions/services related to implementation of the State Standards.|2025-06-18|2025
12626790109975|Fuente Nueva Charter|2|Fuente Nueva Charter uses a variety of learning materials to teach the Common Core State Standards. The teachers maintain a 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 number 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 due to teaching language arts in two languages. 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 provided 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 student's 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 comes 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 the 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||2025-06-16|2025
12626790111708|Union Street Charter|2|We use the standards as a guideline for instruction.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
12626790137653|Redwood Coast Montessori|2||3|3|3|3|3|4|4|4|3|4|4|4|3|3|3|3|3|3|4|3|3|3|3|Met||2025-06-18|2025
12626796120562|Coastal Grove Charter|2||5|5|5|4|5|5|4|5|5|5|5|4|4|4|5|0|4|5|5|0|5|5|5|Met||2025-06-25|2025
12626870000000|Northern Humboldt Union High|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|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. During the 25-26 school year, we will have classroom teachers on the LCAP writing team and the district Professional Development team and expect our ability to identify and provide professional learning needs will become more focused and aligned with teacher needs.|2025-06-18|2025
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."|2025-06-18|2025
12626870124263|Laurel Tree Charter|2|Our teachers have chosen to use Collaborative Classroom as our ELA program for 1st-5th grade.  6th-12th uses a combination of the CSU Expository Reading and Writing Curriculum units, Wit and Wisdom novel units and teacher-created units.   Both Collaborative Classroom and ERWC have ELD embedded in their units.  1st-5th uses the Investigations Math Series, and 6th-12th uses College Preparatory Math Curriculum.  We chose these because they incorporate group work and real-world problem-solving.    1st-6th uses teacher-developed outdoor science units, 7-8th uses CPO Science Texts in Physical and Life Sciences.  High School lab sciences are A-G approved and use a variety of texts.   Social Studies, Health Education, PE, Visual and Performing Arts, and World Language are teacher-developed units using the standards to guide curriculum development and implementation.|4|3|4|3|3|4|2|4|3|3|3|0|3|3|3|2|3|3|4|3|4|3|3|Met||2025-06-24|2025
12626950000000|Big Lagoon Union Elementary|2||3|3|3|3|4|4|4|3|3|3|3|3|3|3|3|3|2|3|3|0|2|2|2|Met||2025-06-24|2025
12627030000000|Blue Lake Union Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|5|3|4|4|4|Met||2025-06-25|2025
12627290000000|Bridgeville Elementary|2||4|5|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.|2025-06-17|2025
12627370000000|Cuddeback Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|3|1|5|5|5|Met||2025-06-25|2025
12627450000000|Cutten Elementary|2||4|3|5|4|4|5|5|5|4|5|5|3|5|4|4|3|4|5|5|0|4|4|4|Met||2025-06-24|2025
12627940000000|Fieldbrook Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-09|2025
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||2025-06-25|2025
12628280000000|Freshwater Elementary|2||4|4|5|4|3|4|4|4|4|3|4|4|4|3|3|3|4|4|5|2|4|3|3|Met||2025-06-16|2025
12628286116289|Freshwater Charter Middle|2||4|3|5|4|4|4|3|5|4|4|4|3|4|4|4|3|4|4|4|4|4|5|4|Met||2025-06-16|2025
12628360000000|Garfield Elementary|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|4|0|4|4|4|Met||2025-06-12|2025
12628510000000|Green Point Elementary|2||3|1|3|3|2|4|1|3|3|2|3|1|3|3|2|2|2|3|3|1|4|4|4|Met||2025-06-26|2025
12628850000000|Hydesville Elementary|2||3|2|2|3|2|3|2|4|4|3|2|2|2|2|2|2|2|3|2|1|2|2|2|Met||2025-06-17|2025
12628930000000|Jacoby Creek Elementary|2||5|4|5|3|4|5|5|5|4|5|5|4|4|4|4|3|4|4|4|3|4|4|4|Met||2025-06-09|2025
12629010000000|Klamath-Trinity Joint Unified|2||3|2|2|2|2|4|4|4|3|4|3|2|2|2|2|2|2|2|3|2|2|2|2|Met||2025-06-27|2025
12629190000000|Kneeland Elementary|2||5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-09|2025
12629270000000|Loleta Union Elementary|2||4|4|4|3|3|5|4|4|3|3|3|3|3|2|2|2|3|2|2|2|3|3|3|Met||2025-06-26|2025
12629350000000|Maple Creek Elementary|2|At our small rural school, we utilize several locally selected measures to track our progress in implementing state academic standards. Given our unique size with just two teachers, we've chosen assessment tools that are manageable yet effective for our context.  Our primary measures include teacher observation protocols, curriculum-embedded assessments, and collaborative staff meeting discussions. We selected these measures because they provide immediate feedback while being practical for our limited staff. Our teachers meet regularly to review student work samples and discuss instructional adjustments needed to better align with standards.  For ELA and Mathematics Common Core implementation, we track progress through curriculum-embedded assessments from our adopted programs, along with running records and skill inventories. For NGSS, we use performance-based assessments and project rubrics aligned to the standards.  In History-Social Science, our implementation progress is monitored through unit assessments and student work analysis. For Physical Education, we use modified FitnessGram components and skills checklists developed by our teachers. Our Visual Arts implementation is tracked through portfolio reviews and standards-aligned rubrics.  Overall, our school has made substantial progress implementing the academic standards across all subject areas. Our small size allows for nimble adjustments when needed, though we continue working to strengthen our instruction to better align with the most recent best practices based on the Science of Reading. Our locally created curriculum for PE and Visual Arts continues to be refined to ensure comprehensive standards coverage.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-16|2025
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 DIBLES 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. As a result, a committee has identified new Social Science and Science curriculum and Instructional Coaching is available for teachers in need of support in implementing the standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-09|2025
12629680000000|Orick Elementary|2||3|3|3|1|1|3|3|2|1|1|4|4|4|2|2|0|4|3|3|0|4|4|4|Met||2025-06-11|2025
12629760000000|Pacific Union Elementary|2||4|4|4|2|3|5|5|5|2|4|4|4|3|4|4|0|2|4|4|0|4|4|4|Met||2025-06-12|2025
12629760115154|Trillium Charter|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|0|4|4|3|3|4|4|4|Met||2025-06-06|2025
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. In 2024-2025, instructors continued to expand their effective use of adopted curriculum to increase student master of standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-10|2025
12630080000000|Rio Dell Elementary|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|5|Met||2025-06-26|2025
12630240000000|Scotia Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|3|5|5|5|Met||2025-06-17|2025
12630320000000|South Bay Union Elementary|2||4|3|2|3|3|4|4|3|4|4|4|4|3|4|4|1|4|4|4|1|4|4|3|Met||2025-06-26|2025
12630320111203|Alder Grove Charter School 2|2|Alder Grove Charter School operates one school with a total of 35 teachers. Currently, the school has 14 teachers in their 10th year or more with Alder Grove. All 34 teachers have independent study students and 15 teachers instruct students in optional on-campus 7th-12th grade core academic classes, while 7 teachers instruct in optional enrichment (elementary and elective) classes. Alder Grove has always allowed teachers/administrators to gain knowledge in state standards, subjects, and methods by attending conferences, taking classes, and attending workshops. Because we are a personalized learning school, AGCS has allowed teachers to tailor their professional development to their professional needs, and will continue to do so. Additionally, workshops have been offered on campus and virtually for subjects like social-emotional learning, interpersonal communication, assessment training, and math manipulatives. Teachers are always welcome, participate in, and oftentimes teach workshops on curriculum and other subjects during our twice-a-year parent weekend workshops. Students are assessed twice a year with schoolwide assessments and once a year with statewide assessments. Those assessment results inform standards-based instruction in all subject areas, academic support, and curriculum choices.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-10|2025
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||2025-06-26|2025
12630400000000|Southern Humboldt Joint Unified|2||4|2|3|3|4|5|5|5|5|5|3|2|3|3|3|3|3|2|3|3|3|3|3|Met||2025-06-27|2025
12630570000000|Trinidad Union Elementary|2||5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|0|4|3|5|0|5|4|4|Met||2025-06-23|2025
12753740000000|Ferndale Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|Met||2025-06-18|2025
12753820000000|Mattole Unified|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|5|5|5|4|5|5|5|Met||2025-06-30|2025
12755150000000|Eureka City Schools|2||4|4|3|3|3|5|5|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 both Amplify trainers and the district Literacy Instructional Coach. Grade levels met three times during the 2024-25 school year to refine their knowledge and practice, diving deeper into the curriculum. All grades K-12 created, administered, normed, and scored a grade-level writing benchmark that was also used for English Learner Reclassification. 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, and optional teacher academies. Teams of teachers and administrators attended various regional, state and national conferences focusing on competency-based learning implementation.  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.|2025-06-25|2025
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||2025-06-17|2025
12768020000000|Fortuna Elementary|2||4|5|4|3|3|4|4|4|3|3|4|3|4|3|3|0|4|4|3|0|3|3|3|Met|Although the District has a board-adopted math curriculum at all sites, the District has chosen to pilot a new math curriculum. A team of educators chose the curriculum based on a rubric. 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. Learning Targets based on CAASPP were focused on in PLCs this year. Teachers considered student achievement on each ELA and math target and developed specific instructional strategies to address each target.  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.|2025-06-12|2025
12768020124164|Redwood Preparatory Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|3|5|5|5|Met||2025-06-18|2025
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|0|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 All teachers received mathematics professional development throughout the school year. Agile Mind professional consultants 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. -HMH- teachers received Houghton Mifflin Harcourt (HMH) online and in-person professional development in life, physical science, and science dimension strategies and differentiated instruction, ensuring success in science implementation.|2025-06-23|2025
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 is now requiring 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 have gathered feedback and input regarding these new requirements and all educational partners are in agreement.|2025-06-23|2025
13630730000000|Brawley Elementary|2||4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|1|1|4|3|2|4|3|3|Met|BESD administered a locally selected survey to assess the district’s implementation of State Board-adopted academic standards. A total of 63 teachers and administrators participated in the survey, offering valuable insight into current practices and areas of growth across content areas. The results from this tool are being used to guide planning and priorities moving into the 2025–26 school year.  In the 25-26 school year, we will sustain and deepen our implementation of co-teaching models, aimed at increasing inclusive practices and supporting students with disabilities in general education classrooms. Professional development, planning time, and support will continue to be aligned to best practices in collaborative instruction. Second, we will intensify support for our English Learners, particularly long-term English Learners (LTELs) and students at risk of becoming LTELs. Our Newcomers Program will continue to provide individualized, language-rich support for newly arrived students to ease their transition and accelerate English acquisition. Additionally, our Dual Language Immersion (DLI) program, which will serve TK through 4th grade in 2025–26, is an important part of our commitment to biliteracy and high academic achievement for all language learners. Third, BESD will pilot new mathematics curriculum options aligned with the revised 2023 California Mathematics Framework. Teachers will receive targeted professional development on both curriculum and framework shifts.|2025-06-24|2025
13630810000000|Brawley Union High|2||4|3|4|3|3|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|3|3|Met||2025-06-25|2025
13630990000000|Calexico Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|3|3|3|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.|2025-06-26|2025
13631070000000|Calipatria Unified|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|The implementation of the California State Standards has resulted in significant improvements. The district and school sites are actively providing teachers with ongoing opportunities for collaboration and professional development. These meetings are specifically designed to: (1) develop comprehensive pacing guides that align with the standards to effectively meet the academic demands and rigor of the CAASPP assessments; (2) identify formative assessments that accurately reflect the rigor of the California Interim Assessments and CAASPP; and (3) establish a clear schedule for administering CAASPP Interim assessments in English Language Arts (ELA) and Mathematics.   Staff members have confidently reported full implementation of the ELA, Mathematics, and English Language Development standards. Paraeducators, teachers, and administrators have received training in effective instructional methods for delivering the curriculum. They have learned about both integrated and designated ELD instruction, and they continue to deepen their understanding of English learners and students with special needs while developing their instructional approaches and delivering effective instruction.   We will continue to review our pacing guides and assessments, and we will consistently integrate performance tasks across all content areas to help students develop literacy skills. The CUSD does not report any ratings of 1 or 2 in any of the five areas evaluated.|2025-06-23|2025
13631150000000|Central Union High|2||4|3|3|3|3|4|4|4|4|4|4|4|3|3|3|5|5|4|4|4|4|3|3|Met|Designated and Integrated ELD training was provided to all teachers in the 22-23 school year to assist teachers in understanding the EL Roadmap and the needs of students who are in their classes and need support with language. In the 24-25 school year, this work was continued with Ellevation training and professional development sessions in the ELD standards and four domains. This work will continue in 25-26. Inclusivity training for teachers in the areas of English Learners and Students with Disabilities was provided in 23-24, and work with WestEd in the area of Co-teaching was begun in 24-25. More work is needed in this area as about 25% of teachers who completed our survey shared that they did not feel prepared to support these populations fully. Continued training for both veteran and new teachers in the frameworks and standards has also been identified by staff and is necessary, especially in the core content areas. Continued departmental collaboration and increased cross-departmental collaboration, particularly during Collaborative Wednesdays, will positively impact CUHSD's progress in implementing the academic standards both site and district-wide. All materials adopted are aligned to the most recent State adoption.|2025-06-24|2025
13631230000000|El Centro Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|1|1|3|5|5|5|5|Met|The district implemented a new State Standards aligned English Language Arts and English Language Development curriculum during the 2024-25 school year. The district implemented a new state standards aligned Spanish World Language curriculum during the 2024-25 school year.. The district adopted a State Standards aligned mathematics curriculum with initial implementation in during the 2014-15 school year. 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 has extended this adoption for another year until June 2026 due to state approved math curriculum lists not being available during the 2024-25 school year. The district adopted a State Standards aligned History/Social Science with initial implementation during the 2019-20 school year. 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 District Content Specialist Teachers on Special Assignment (TOSAs), districtwide PLTs and department collaboration meetings, Math and Reading Foundations grade level specific training for teachers, site visits, collaborative time, and support from our District English Learner Resource Teacher.|2025-06-24|2025
13631230118455|Ballington Academy for the Arts and Sciences|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||2025-05-27|2025
13631230122663|Imperial Valley Home School Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|1|1|1|0|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 implemented the district’s newly adopted State Standards aligned English-Language Arts and English Language Development curriculum during the 2024-25 school year.  The school uses the district adopted State Standards aligned mathematics curriculum with initial implementation in the 2014-15 school year and has been extended until June 2026.  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.|2025-06-24|2025
13631310000000|Heber Elementary|2|The Heber Elementary School District has focused on the implementation of academic standards in English Language Arts, Mathematics, Next Generation Science Standards, History-Social Science, and Physical Education. For the 2025-2026 school year, Career and Technical Education (CTE) and English Language Development (ELD) will be two areas where we aim to achieve a more thorough and consistent implementation of the academic standards.|0|0|4|3|0|0|0|3|3|0|0|0|3|3|0|2|3|4|3|2|3|3|3|Met||2025-06-16|2025
13631490000000|Holtville Unified|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|4|3|4|4|4|3|3|3|Met||2025-06-18|2025
13631640000000|Imperial Unified|2||4|2|3|2|2|5|4|3|3|3|3|3|3|3|3|3|3|3|3|2|3|3|3|Met||2025-06-24|2025
13631720000000|Magnolia Union Elementary|2||5|3|4|3|4|5|4|4|5|4|5|3|4|4|4|3|3|4|4|3|5|5|4|Met||2025-06-17|2025
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||2025-06-16|2025
13631980000000|Meadows Union|2||3|3|3|1|1|3|3|3|1|1|3|3|3|1|1|3|3|3|4|0|3|3|3|Met||2025-06-26|2025
13632060000000|Mulberry Elementary|2||5|5|5|4|5|5|5|5|4|5|5|4|5|4|5|2|4|4|3|3|4|4|4|Met||2025-06-11|2025
13632140000000|San Pasqual Valley Unified|2||4|3|3|3|3|4|4|4|4|4|3|3|3|2|2|3|2|4|3|2|3|3|3|Met|San Pasqual Valley USD uses STAR Reading/Math, Focused Interim Assessments (FIAs), Synergy Analytics, and standards-based report cards (K–5) to monitor progress on academic standards. These tools were selected to provide real-time, standards-aligned data to guide instruction and support our high percentage (94.3%) of unduplicated students. The district also monitors CTE completion, A–G access, dual enrollment, and VAPA, PE, and Health course participation. Progress has been made in key areas. Elementary reading and math scores improved modestly, supported by foundational reading programs and Thinking Maps. The College/Career Indicator increased from 20.4% to 45% due to expanded dual enrollment and CTE access. EL progress improved (ELPI Yellow), though reclassification rates declined. ELD supports include Lexia English, structured talk protocols, and online tools aligned to ELPAC.  Challenges remain in secondary math and ELA, especially for EL, Homeless, and SWD students. Science achievement is uneven, with elementary gains but middle and high school declines. VAPA, World Language, and Health Ed standards are addressed through integrated coursework. SPVUSD continues to refine implementation with coaching, collaboration time, and data-informed planning.|2025-06-24|2025
13632220000000|Seeley Union Elementary|2|Seeley Union School District (SUSD) uses a combination of district-developed tools, formative assessments, and state-aligned benchmark assessments to monitor and evaluate progress toward full implementation of the California State Standards. The selected measures/tools include: CAASPP Results (SBAC for ELA and Math)-Used to evaluate student performance aligned to Common Core State Standards and identify instructional needs. STAR Diagnostic Assessments (ELA and Math)-Administered multiple times annually to track student growth, pinpoint skill gaps, and inform differentiated instruction. Benchmark Assessments and Common Formative Assessments-Developed by district instructional teams to align directly with state content standards in ELA, Math, and Science. ELPAC (English Language Proficiency Assessments for California)-Used to monitor English learners' progress toward English Language Development standards aligned with ELA Common Core. Classroom Observations and Walkthrough Tools-The principal and VP use observation protocols focused on evidence of standards-based instruction and student engagement. Tools were selected for their alignment with California content standards, ability to produce actionable data, and usefulness in guiding professional learning. STAR and CAASPP allow for longitudinal tracking, while local assessments offer grade-level and subject-specific insights.  ELPAC and walkthroughs help inform support needs for English learners and instructional quality respectively.  ELA and Mathematics instruction are fully aligned with Common Core. Curriculum includes close reading, evidence-based writing, and collaborative discussions. Teachers utilize STAR data to adjust instruction and provide targeted interventions. ELD instruction is integrated and designated; EL students receive daily instruction using materials aligned with ELD standards. ELPAC data shows consistent growth in language acquisition.  Next Generation Science Standards (NGSS) implementation is in progress. Teachers are using inquiry-based science units and phenomenon-based learning tasks. The district is in the process of adopting fully aligned instructional materials.  History–Social Science-Instructional materials and practices are increasingly aligned with the updated History-Social Science Framework. There is an emphasis on literacy integration, primary source analysis, and student inquiry.  Career Technical Education (CTE)-As a TK-8 district, SUSD incorporates foundational CTE principles through STEM units, digital literacy, and real-world application projects.  Health Education, Physical Education, Visual & Performing Arts, and World Language-Health and PE instruction align with state content standards and emphasize physical fitness, nutrition, and mental wellness. Visual and Performing Arts (VAPA) and World Language programs integrate standards-aligned instruction in music and visual art and are supported by our ELOP programs.|4|4|5|4|4|4|4|5|4|4|4|4|5|4|4|3|4|4|4|3|5|5|5|Met||2025-06-24|2025
13632300000000|Westmorland Union Elementary|2||3|3|3|2|2|4|4|4|3|4|3|3|3|2|2|2|2|3|2|1|2|2|2|Not Met|A total of 18 teachers and staff participated in the 2024–25 LCFF Priority 2 Reflection Tool. The average score across 23 indicators was 2.65, representing a slight decrease of 0.13 from the previous year’s average of 2.78. This year’s data reflects thoughtful self-assessment from staff and highlights both areas of progress and clear opportunities for growth. Two areas of strength included the full implementation of aligned instructional materials in ELA, Math, ELD, and History-Social Science, and the consistent use of standards-based curriculum across classrooms. Teachers report that they have the materials they need to support student learning in core academic subjects. Two areas of need are the implementation of the Next Generation Science Standards (NGSS) and the development of more intentional systems to identify and address the professional learning needs of teachers—both individually and collectively. Although math instructional materials are currently rated as fully implemented, teachers have voiced a clear desire to deepen their understanding of the revised 2023 California Mathematics Framework and to explore a timeline for reviewing and piloting new instructional materials that align with its guidance. One of the most important takeaways from this reflection process is the need to actively listen to our teachers and engage them as partners in shaping professional learning. To support meaningful implementation of standards, we must co-create professional development.||2025
14101400000000|Inyo County Office of Education|2||4|3|4|3|4|5|3|5|5|5|5|3|5|3|3|5|4|4|4|3|4|4|4|Met||2025-06-24|2025
14101400117994|YouthBuild Charter School of California|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|3|0|5|5|5|Met||2025-06-26|2025
14101400128447|The Education Corps|2||5|3|4|3|3|5|4|4|3|4|5|3|5|4|4|4|4|4|5|5|4|4|4|Met|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. 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 worked this year to adopt a new science curriculum which we purchased at the end of the year along with a supplementary curriculum. Both are better matched to NGSS. Additionally, we revised our history pacing guides to better align with the history framework. This upcoming school year we will undergo curriculum adoption for social studies and we are piloting a supplemental math software that assists students in practicing essential math skills.  We coach teachers on growth and development through classroom walk-throughs and observations. We started a teacher coaching program two years ago and this year hired expert teachers to be coaches.|2025-06-27|2025
14101400128454|College Bridge Academy|2||4|3|4|3|3|5|3|5|3|3|5|3|5|3|3|5|4|4|4|5|4|5|4|Met|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. 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 recently adopted a new science curriculum at the end of the 24-25 school year along with a supplementary curriculum. Both are better matched to NGSS. Additionally, we revised our history pacing guides to better align with the history framework. This upcoming school year we will undergo curriculum adoption for social studies and we are piloting a supplemental math software that assists students in practicing essential math skills.  We coach teachers on growth and development through classroom walk-throughs and formal observations. Each of our teachers is matched with a veteran teacher coach to work on their development throughout the year.|2025-06-27|2025
14632480000000|Big Pine 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||2025-06-02|2025
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||2025-06-17|2025
14632890000000|Lone Pine Unified|2||4|2|4|3|3|4|3|4|3|3|3|3|3|3|3|5|2|5|3|3|2|2|2|Met||2025-06-18|2025
14632970000000|Owens Valley Unified|2||5|4|5|4|4|5|5|5|4|5|4|4|5|4|4|4|3|3|5|5|4|4|3|Met||2025-06-02|2025
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||2025-06-12|2025
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||2025-06-12|2025
15101570000000|Kern County Office of Education|2||4|5|5|4|4|5|4|5|5|5|4|4|4|4|4|4|3|3|2|2|5|5|4|Met||2025-06-10|2025
15101570119669|Wonderful College Prep Academy|2||4|3|3|3|4|4|3|3|3|4|4|4|4|3|4|4|4|5|5|4|4|4|4|Met||2025-06-19|2025
15101570124040|Grow Academy Arvin|2||5|3|5|4|4|5|3|5|4|4|5|3|5|5|4|0|4|4|5|0|5|5|5|Met||2025-07-23|2025
15101570135467|Wonderful College Prep Academy - Lost Hills|2||4|3|3|3|4|4|3|3|3|4|4|4|4|3|4|4|4|5|5|4|4|4|4|Met||2025-06-19|2025
15101570142505|Central Academy of Arts and Technology|2|To monitor our progress in implementing the California academic standards, our school uses a variety of locally selected tools and measures. These include curriculum implementation rubrics, internal walkthrough tools aligned to instructional expectations, teacher reflection protocols, and professional learning logs. In addition, we review student iReady assessment data from benchmark assessments, curriculum-embedded tasks, and teacher-created common formative assessments to monitor the degree to which students are engaging with and mastering the standards.  The school invested heavily in literacy in the opening year through a partnership with Success For All. This program provided weekly assessments, tools for literacy tutoring, and collaborative learning that supported the success of all students.   We selected curricular tools and assessments that provide both quantitative and qualitative feedback that helps school leaders, instructional coaches, and teachers align planning, instruction, and support systems with state expectations. Our internal observation and feedback system includes a standards alignment check, ensuring that instructional delivery reflects the depth and rigor of the adopted standards. We also use structured collaboration time through PLCs to analyze student work and reflect on the alignment of instruction to grade-level expectations and alignment across grade levels.   Based on these tools and our internal progress monitoring, we have fully implemented the Common Core State Standards in English Language Arts and Mathematics, including integrated English Language Development (ELD) practices across content areas. Our science instruction is aligned with the Next Generation Science Standards and is supported by hands-on learning experiences and inquiry-based units. History-Social Science instruction is in transition, with full implementation targeted by the end of the current school year, using frameworks that emphasize inquiry, literacy, and civic engagement.   As and Arts and Technology academy, all students at our school participate in Visual and Performing Arts aligned to state standards and are implemented through our dedicated arts electives and integration into core instruction. All students also have technology integrated into their core classes and the opportunity to take electives in coding, robotics, and esports. These courses align to the CCSS standards in English and math and support student's overall development in these areas.   As a growing school, we remain committed to deepening our alignment to all content areas through curriculum review, focused professional development, and instructional coaching that supports standards-based teaching and learning.|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|As a newly established school, we have approached the implementation of state academic standards with intentionality and urgency. From the outset, we adopted high-quality, standards-aligned curricula in English Language Arts, Math, and Science to ensure every student has access to rigorous instruction. Our professional development is grounded in unpacking standards, understanding instructional shifts, and building teacher capacity to deliver grade-level content through inclusive, engaging methods.  We recognize that successful implementation requires more than materials; it requires a shared instructional vision and consistent support. To that end, we’ve built systems for instructional coaching, collaborative planning, and data reflection that help teachers continuously improve their alignment to the standards. Additionally, our integration of English Language Development strategies leveraging GLAD and UDL across content areas ensures that multilingual learners can access and engage with the curriculum meaningfully.  As the school expands to high school, we are still expanding offerings in areas like Dual Enrollment, CTE, Visual and Performing Arts, and World Language, our focus remains on purposeful implementation that grows with the needs of our students. Our progress in year one reflects a deep commitment to equity, access, and high expectations for all learners.||2025
15101570156364|Grow Public Schools|2||3|2|3|2|3|4|2|3|3|4|3|2|4|3|2|0|1|3|3|0|4|3|2|Met||2025-07-23|2025
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||2025-05-19|2025
15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|2||4|3|4|4|3|5|4|5|5|5|3|3|3|3|3|0|1|4|5|5|3|3|3|Met|Implementation of all State Standards is a priority at REALMS and in most areas we are well on our way. Art instruction was addressed and improved for the 2024-2025 school year.|2025-06-24|2025
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 (Butte County Survey) 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 this survey.  The Thoughtful Classroom Framework, embedded within district constructed rubrics, is 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 from actual implementation in the classroom. Using a 5 level rubric as indicated-1. Initial Awareness, 2.Developing Awareness, 3. Full Awareness, 4. Student Awareness, and 5. Full Implementation; data indicates the following:     *English Language Arts implementation- Level 3 with overall district gains in 4 of 5  areas: Standards, Instruction, and both Assessment. Alignment work and an updated textbook version support these gains.   *English Language Development implementation- Level 3 with gains in 5 of 6 areas: Defined Program, Data, Family Engagement, Equity and Access, and State Standards.  *Math implementation- Elementary Level 4 / Middle School Level 2: Significant work at the elementary levels with P3CC support has proven effective in math standards alignment work. District gains in all 5 measured areas: Standards, Planning, Instruction, math practices- especially both areas of Assessments.  *Science- Level 2 with support from incorporating the PITSCO curriculum and materials, standards implementation is trending higher in all 4 measured areas compared to prior year: Standards, Planning, Instruction, Assessment.  *History/Social Science implementation- Level 2 with growth in all 4 measured areas compared to previous year:  Standards, Planning, Instruction, Assessment *Career technical education - Level 2-  strongly promoted through the Expanded Learning Opportunity Program (ELOP) as students participate in joint programs with Kern High School District and contracted vendors.  *Health Education- Level 2  *Physical Education- Elementary Level 3  Middle School Level 2 based on student engagement in classes.  *Visual and Performing Arts- Level 3 moving toward Level 4 with art and music instruction at elementary schools and available electives at the middle school. *World Languages -  Level 3 - The district implements Dual Immersion classes Kindergarten to 7th grade and a middle school elective to provide World Language Access.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
15633210000000|Bakersfield City|2||3|3|3|3|3|4|4|4|3|3|3|3|3|3|3|2|2|4|4|1|4|4|3|Met||2025-06-24|2025
15633390000000|Beardsley Elementary|2||5|4|5|4|5|4|4|4|5|5|5|4|5|5|5|3|3|3|5|4|5|4|4|Met||2025-06-10|2025
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 three grade levels of a Next Generation science curriculum.  The purchasing cycle will continue each summer until each grade level has been purchased. The district is in the researching and developing phase of adopting a new World Language curriculum.  During the 2024-25 school year, the district used a free online program, DuoLingo, for World Language instruction.  Based on local stakeholder meetings with parent groups, board members, community members, staff and students, the stateholders desire more college/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|3|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 three grade levels of a Next Generation science curriculum.  The purchasing cycle will continue each summer until each grade level has been purchased. The district is in the researching and developing phase of adopting a new World Language curriculum.  During the 2024-25 school year, the district used a free online program, DuoLingo, for World Language instruction.  Based on local stakeholder meetings with parent groups, board members, community members, staff and students, the stateholders desire more college/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.|2025-06-12|2025
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||2025-06-24|2025
15633700000000|Buttonwillow 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||2025-06-11|2025
15633880000000|Caliente Union Elementary|2||5|4|4|4|4|5|5|5|4|4|5|5|5|4|4|0|4|4|3|3|4|4|3|Met||2025-06-17|2025
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 district technology programs. The district employs learning coordinators and academic coaches who specialize in new teacher support, mathematics, science, social studies,  English language arts, reading, and English language development. These team members provide invaluable instructional support as well as 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 and other appropriate professional development opportunities.|2025-06-11|2025
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, and English language development; these individualsmodel 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.|2025-06-11|2025
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|5|5|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, and applicable mathematics. Additionally, the district supports CAMSA with coaches specializing in new teacher support, English language arts, English language development, and science. These coaches model lessons, assist with curriculum development, and collaborate with individual teachers to enhance instructional practices.|2025-06-11|2025
15634046009369|Del Vista Math and Science 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|At DVMSA, continuous professional development and teacher collaboration remain fundamental to effective state standards implementation. Our twice-monthly late start Wednesdays continue to provide dedicated time for training, planning, and collaborative work around standards-based instruction. During the first late start session each month, administrators provide targeted training on key areas directly tied to state standards, including evidence-based reading strategies, comprehensive English learner supports, inquiry-based science instruction, mathematical practices, and educational technology integration. The second monthly late start focuses on teacher collaboration to analyze, adapt, and apply this learning into standards-aligned lesson design and implementation. Teachers demonstrate integration of professional learning through evidence in their lesson plans and instructional practices. This collaborative approach deepens understanding and ensures successful implementation of new strategies across all grade levels. All certificated staff receive ongoing professional learning specifically aligned to ELA, mathematics, Next Generation Science Standards, English Language Development, and educational technology standards. Teachers at DVMSA are provided comprehensive instructional coaching support, including in-classroom modeling, curriculum alignment assistance, and individualized coaching cycles tailored to teacher needs.|2025-06-11|2025
15634120000000|Delano Joint Union High|2|The Delano Joint Union High School District (DJUHSD) conducts an annual review of the implementation of academic standards across all subject areas. Since the full adoption of the Common Core State Standards in 2014, the English and Math departments have consistently reviewed and adjusted their Scope and Sequence to align with these standards. Our Science departments recently completed the third year of implementation for a new textbook and curriculum aligned with the Next Generation Science Standards (NGSS). Similarly, the World Language departments have finished their second year utilizing a newly adopted textbook. In Social Science, curriculum modifications and updates have continued in response to the 2016 State Framework. The ELD and ELA departments have collaboratively designed and fully implemented a districtwide English Language Development (ELD) initiative to support literacy across all subjects and courses. All core and non-core departments have received training on the ELD standards and instructional strategies. The effectiveness of these strategies is monitored through walk-through and observational data, complemented by support from peer academic coaches who facilitate professional development. Health Education standards, adopted in 2008, are under continuous review to maintain alignment with curriculum requirements. Health teachers participate in professional development every two years to stay current with California Healthy Kids Act guidelines. Likewise, Physical Education standards are regularly evaluated, and data from Physical Fitness Testing (PFT) is used to assess implementation fidelity. Every Career Technical Education (CTE) pathway and course undergoes ongoing review to ensure alignment with state CTE standards by industry sector. This process incorporates student interest surveys and course completion data. Visual and Performing Arts programs, which are part of the CTE pathways, also assess their alignment with state content standards. DJUHSD further ensures the implementation of academic standards through active engagement in Professional Learning Communities (PLCs) and focused Professional Development (PD). During biweekly PLC meetings, department teams collaboratively analyze data from local benchmark assessments (FACS), diagnostic tools, and state assessments.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-26|2025
15634200000000|Di Giorgio Elementary|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|0|5|5|4|0|5|5|5|Met||2025-06-30|2025
15634380000000|Edison Elementary|2||4|4|4|4|3|5|5|5|4|3|4|4|4|4|3|4|4|4|3|0|5|4|4|Met|EESD continues to strengthen standards-based instruction through sustained professional development, collaborative planning, and curriculum review cycles. In 2025, full implementation was maintained in English Language Arts, Mathematics, ELD, and NGSS, supported by structured walkthroughs, STAR assessment data, and teacher reflection tools. Staff engaged in targeted PD aligned to instructional priorities, including academic discourse, formative assessment, and scaffolding strategies for diverse learners.  History-Social Science and Visual and Performing Arts remain in developmental stages, with several sites expanding access and materials adoption underway. Instructional coaching, vertical planning, and peer observations are being scaled to support alignment in these areas. PLCs across grade levels continue to drive consistency and equity in lesson design. EESD’s focus remains on sustaining standards-based practices across all classrooms while building site-level capacity in subjects that are not yet fully implemented.|2025-06-23|2025
15634460000000|Elk Hills Elementary|2||5|5|5|2|1|5|5|5|2|1|5|5|5|2|1|0|2|5|1|0|5|5|5|Met||2025-06-12|2025
15634610000000|Fairfax Elementary|2||5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|1|4|4|4|Met||2025-06-26|2025
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||2025-06-12|2025
15634870000000|General Shafter Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|1|4|4|4|1|4|4|4|Met||2025-06-04|2025
15635030000000|Greenfield Union|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|3|4|4|3|3|3|3|Met||2025-06-11|2025
15635290000000|Kern High|2||4|4|4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|Met|Literacy and numeracy remain key instructional priorities across KHSD. District and site-level literacy teams conduct scans to identify trends, set goals, and guide action plans based on student and staff needs. Instruction is aligned with district literacy tenets: analytical reading, writing to learn, academic vocabulary, and focused note-taking. STAR Renaissance data informs instructional practices across content areas. In math, targeted coursework supports student success in Algebra and the math sequence required for graduation and A–G eligibility. In English, intervention courses help students reading below grade level, with teachers meeting regularly to adjust instruction based on student progress. English Language Development (ELD) is also a district focus. School sites have EL Task Forces that review data and create plans to support English Learners. Professional development in both designated and integrated ELD builds staff capacity around standards and effective strategies. Professional learning across core subjects continues to grow, focusing on authentic literacy, Tier I instruction, and standards alignment. KHSD is renewing its commitment to Professional Learning Communities, with year-round collaboration supporting teacher growth and student achievement.|2025-06-23|2025
15635291530435|Kern Workforce 2000 Academy|2||4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|3|3|3|Met|Literacy and numeracy remain key instructional focal points. District and site-level literacy councils utilize literacy scans to identify commonalities, plan professional learning based on staff needs, and establish a disciplinary literacy baseline. Additionally, the district uses STAR-Renaissance data 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, meeting the graduation and a-g requirements. Specific coursework has been designed 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 both teachers and students, focusing on authentic literacy, a guaranteed and viable curriculum, and effective Tier I instruction. Professional learning teams continue to collaborate and identify essential standards to ensure that courses of study are aligned with the current standards/frameworks. More collaborative time is needed in all curriculum areas as staff build resources, share best practices, and effectively assess academic progress, ensuring that all students learn at optimal levels.|2025-06-03|2025
15635450000000|Kernville Union Elementary|2||5|5|5|5|5|5|5|5|5|3|5|5|5|5|4|0|5|5|4|0|5|5|5|Met||2025-06-24|2025
15635520000000|Lakeside Union|2||5|3|5|5|5|5|4|5|5|5|5|4|5|5|5|2|5|5|3|2|4|4|4|Met||2025-06-17|2025
15635600000000|Lamont Elementary|2||5|4|4|5|4|5|4|5|5|4|4|4|4|4|4|2|3|5|3|3|4|4|4|Met|Lamont Elementary School District uses input from surveys, as well as formal and informal meetings with educational partners, to guide professional learning aligned to the implementation of state academic standards. In 2024–2025, the primary focus was on reading instruction and ELA standards, including integrated ELD strategies. Targeted professional development supported shifts toward foundational skills, comprehension, and learner-centered practices. Through collaboration with California Education Partners, the district has strengthened the implementation of the Common Core State Standards for Mathematics. This partnership has supported teachers in building conceptual understanding, using academic language in math, and engaging students in mathematical reasoning. These efforts reflect the district’s continued commitment to instructional alignment, equity, and ensuring all students have access to high-quality, standards-based instruction.|2025-06-24|2025
15635780000000|Richland Union Elementary|2||4|4|4|3|3|4|4|4|3|3|5|4|4|3|3|3|3|3|3|3|4|4|4|Met||2025-06-30|2025
15635780135186|Grow Academy Shafter|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|0|5|5|5|0|5|5|5|Met||2025-07-23|2025
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||2025-06-26|2025
15635940000000|Lost Hills Union Elementary|2||4|4|4|3|3|3|3|3|2|2|4|4|4|3|3|3|2|2|3|0|5|4|4|Met|Lost Hills Union School District continues to make strong progress in implementing state-adopted standards, particularly in ELA, ELD, and Math, supported by ongoing professional learning and collaborative structures. Instructional materials are fully aligned in core areas, though NGSS and History-Social Science materials are still being reviewed. Systems such as teacher collaboration, walkthroughs, and coaching are in place to support instructional improvement. The district is prioritizing further support for Science, History-Social Science, PE, and Health Education in the 2025-26 school year.|2025-06-19|2025
15636100000000|Maple Elementary|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|0|5|4|4|0|5|5|5|Met||2025-06-05|2025
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||2025-06-12|2025
15636280127209|Insight School of California|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|1|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.|2025-06-20|2025
15636280128504|Peak to Peak Mountain Charter|2|Peak to Peak Mountain Charter has sustained expected progress in implementing the academic standards adopted by the SBE based on locally selected measures through Board approved tools of STAR 360 and i-Ready meeting adopted academic standards in ELA (Common Core State Standards) and Mathematics (Common Core State Standards).|4|3|4|3|3|4|4|5|4|3|4|4|3|4|4|0|3|3|4|0|4|4|4|Met|Peak to Peak Mountain Charter's commitment and progress to implementation of state academic standards is verified through adopted textbook programs across the curriculum and extended ELA and Mathematics support through i-Ready software and STAR 360 assessments around instructional model of Highly Effective Teaching (HET).|2025-06-26|2025
15636280134312|Blue Ridge Academy|2|Blue Ridge Academy utilizes a set of locally selected tools to monitor progress in implementing the California State Standards across all subject areas. These include the Renaissance Star 360 Benchmark Assessments (administered twice annually in ELA and Math), curriculum-embedded formative assessments, progress monitoring for students with IEPs, and internal audits to ensure course alignment with state frameworks. These tools were selected for their ability to support our non-classroom based model, provide actionable data, and reflect alignment to the adopted academic standards.  Implementation Progress:  ELA & Math (Common Core Standards): Fully implemented through standards-aligned curricula, benchmark assessments, and teacher training. Instruction is differentiated based on assessment results and includes targeted interventions such as Fundations, Read 180, Math 180, and TouchMath for struggling learners.  English Language Development (ELD): Fully implemented with both designated and integrated supports. Student progress is tracked via ELPAC scores, reclassification data, and synchronous instruction requirements.  Next Generation Science Standards & History-Social Science: Fully implemented through standards-based course outlines and pacing guides. Instruction integrates inquiry-based learning and primary source analysis, supported by teacher training and curriculum reviews.  Career Technical Education (CTE): Students have access to CTE pathways and A–G approved courses. Progress is tracked through completion data and supported by counselors and instructional staff.  Health, PE, Visual & Performing Arts, World Languages: Standards-based access is provided via Master Agreements and course enrollment options. These subjects are implemented through vendor-supported instruction and reviewed for quality and alignment.  Across all areas, staff engage in professional learning focused on standards-based planning, instructional strategies, and assessment literacy. All state academic standards have been rated as fully implemented or fully implemented with sustainability through the local self-reflection tool. Blue Ridge Academy continues to strengthen its ability to deliver a rigorous, flexible, and equitable education to all students within its non-classroom based model.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
15636280137687|California Virtual Academy at Maricopa|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
15636280138131|Heartland Charter|2|HCS uses a few local tools to track progress for implementation of the state academic standards: 1) benchmark assessments, 2) Assignment Work Records (AWRs), 3) A-G curriculum outlines, 4) work sample review, 5) intervention assessments and data. Based upon these local tools, HCS 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 as well as providing 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 Assignment Work Record (AWR) 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. When there are gaps in learning, as evidenced by benchmark assessment reports, work samples, and within the Student Study Team (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 (MTSS).  Within MTSS, students may participate in utilizing intervention curriculum and small group or individual instruction, that assist in assessing student progress toward mastery of the standards, and 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||2025-06-26|2025
15636510000000|McKittrick Elementary|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|0|4|5|5|0|5|5|5|Met|We have a new Superintendent/ Principal. We are sending our staff to the County Office for training's on subjects and implementation.|2025-06-11|2025
15636690000000|Midway Elementary|2|||||||||||||||||||||||||Not Met|||2025
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||2025-06-03|2025
15636850000000|Muroc Joint Unified|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||2025-06-30|2025
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 2025-26 school year is to continue to familiarize teachers with the new math framework in preparation for reviewing instructional materials once the state adoption is complete. We are hoping to begin reviewing materials in the spring of 2026.  The LEA also plans to maintain its expanded elective opportunities at Norris Middle School and continue to 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.|2025-06-12|2025
15637190000000|Pond Union Elementary|2||4|3|4|3|4|5|5|5|5|5|3|3|3|3|3|3|2|3|2|2|3|3|3|Met||2025-06-24|2025
15637500000000|Rosedale Union Elementary|2||5|2|4|3|4|5|4|5|4|4|5|3|4|3|3|2|3|5|3|3|5|4|4|Met||2025-06-11|2025
15637680000000|Semitropic Elementary|2||4|4|5|3|3|5|5|4|3|4|5|4|5|3|3|2|2|3|2|2|4|4|4|Met||2025-06-12|2025
15637760000000|Southern Kern Unified|2||3|4|4|3|3|4|4|4|4|4|4|4|4|3|3|5|3|4|4|3|4|3|3|Met||2025-06-18|2025
15637840000000|South Fork Union|2|South Fork Union Elementary School District is using the CASSPP scores, Local indicators, such as benchmark assessments, report cards and supplemental assessment material such as IXL and Iready.|3|3|3|3|3|5|5|0|4|4|4|4|4|3|4|2|4|5|4|4|4|3|3|Met||2025-06-26|2025
15637920000000|Standard Elementary|2||3|3|3|2|3|4|4|4|4|4|3|3|3|3|3|2|4|4|2|0|3|2|2|Met||2025-06-17|2025
15638000000000|Taft City|2|Taft City School District (TCSD) adopted and fully implemented state-approved core curricula based on 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(2024-2025 last year with National Geographic. Switched to McGraw Hill Wonders starting 2025-2026), 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 in 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.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
15638180000000|Taft Union High|2||4|4|3|3|3|5|2|3|4|3|3|3|3|4|4|5|4|4|5|5|4|4|4|Met||2025-06-02|2025
15638260000000|Tehachapi Unified|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|3|4|5|4|4|4|4|Met||2025-06-24|2025
15638340000000|Vineland Elementary|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|1|4|4|4|Met|The Local Educational Agency (LEA) is actively progressing toward full implementation of the California State Standards by ensuring alignment of curriculum with the most current state-adopted frameworks and instructional materials. The LEA provides ongoing, targeted professional development to educators, focusing on the effective delivery of grade-level content and instructional strategies that promote student mastery. Through regular monitoring, evaluation, and stakeholder engagement, the LEA demonstrates a sustained commitment to equity, access, and continuous improvement in meeting all state academic standards requirements.|2025-06-23|2025
15638420000000|Wasco Union Elementary|2|For the 2024-2054 academic year, the Wasco Union Elementary School District (WUESD) continued its regular review of student academic growth. The data gathered for these reviews include formative assessments such as Acadiance, STAR Assessments, CAASPP Interim Assessments, EL Assessments, and Common Formative Assessments in the core curriculum. The abovementioned data is also available to all instructional staff and students using the AERIES and KiDS Portal to monitor student progress. Collaborative practices occurred not just at each school site, but teachers in the district quarterly met for grade-level meetings across the district. This joint articulation has helped establish consistent instructional practices, equitable intervention processes, and systematic instruction and assessment across all district classrooms. Each grade level, in turn, reported to a district administrator to facilitate prompt attention to the instructional needs of students. Teacher and administrative leaders meet annually using data to help identify weaknesses and prioritize professional development needs for the coming school year. This group found the district fully implemented each of the following subjects as much as possible during the 2024- 2025 academic year: 2024-2025 Academic Year: Mathematics TK-8 – Full Implementation English Language Arts TK-8 – Full Implementation English Language Development TK-8 – Full Implementation History/ Social Science TK-8 – Full Implementation NGSS Science TK-8 – Full Implementation Performance gaps exist in local common formative and in-state test assessments administered during the school year. These adverse effects are particularly noticed in the intermediate grade levels. Support staff at each school continue to monitor attendance, local assessments, and grades to identify students who have fallen behind during the school year. Further, many children continue to require social and emotional support and services. Data has identified the need to establish district grade-level teams to analyze student achievement data, identify essential standards, develop effective common formative assessments, and refine pacing guides. Continued professional development throughout the 2024-2025 academic year was offered for the abovementioned.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
15638590000000|Wasco Union High|2||4|4|4|4|4|4|4|4|4|4|5|5|4|5|5|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
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||2025-06-16|2025
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||2025-06-12|2025
15739080000000|McFarland Unified|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|5|4|5|5|5|5|5|5|Met||2025-06-12|2025
15751680000000|El Tejon Unified|2||4|3|5|5|4|5|4|5|4|4|4|4|5|4|4|5|4|5|5|4|5|4|4|Met||2025-06-16|2025
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||2025-06-11|2025
16638750000000|Armona Union Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|3|4|5|3|4|4|4|Met||2025-06-18|2025
16638750101717|Crossroads Charter Academy|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|3|Met||2025-06-18|2025
16638750112698|California Virtual Academy at Kings|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
16638830000000|Central Union Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|2|3|5|4|1|5|4|4|Met||2025-06-06|2025
16638910000000|Corcoran Joint Unified|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
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||2025-06-25|2025
16639250000000|Hanford Joint Union High|2||3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
16639250137901|Hanford Online Charter|2|N/A|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|4|Met|N/A|2025-06-24|2025
16639330000000|Island Union Elementary|2||5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|0|4|5|3|0|5|5|5|Met||2025-06-18|2025
16639336010466|Island Elementary|2||5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|0|4|5|3|0|5|5|5|Met||2025-06-18|2025
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||2025-06-24|2025
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||2025-06-24|2025
16639580000000|Kit Carson Union Elementary|2||4|4|3|3|3|4|5|3|3|4|3|4|3|3|4|0|3|3|3|0|4|4|4|Met||2025-06-18|2025
16639580136556|Kings Valley Academy II|2||5|5|5|4|4|4|5|5|4|3|5|4|5|4|4|4|5|5|4|4|4|4|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-05-29|2025
16639586113120|Mid Valley Alternative Charter|2||4|4|3|3|3|4|3|3|3|4|3|4|3|3|4|0|3|3|3|0|3|3|3|Met||2025-06-18|2025
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||2025-06-17|2025
16639740000000|Lemoore Union Elementary|2||5|4|4|3|2|4|4|4|3|2|4|4|4|2|2|1|5|5|5|1|4|4|5|Met|The LEA continues to make progress in implementing the academic standards adopted by the State Board of Education. During the 2024–25 school year, teacher teams across all grade levels engaged in focused professional learning communities (PLCs) to unpack the standards, identify essential and guaranteed standards, refine proficiency scales, and develop updated pacing guides. Instructional Resource Teachers (IRTs) provided site-level support to ensure alignment and consistency in implementation across all school sites. Despite continued progress, the LEA recognizes variability in implementation across school sites and is addressing this through differentiated site-based coaching and ongoing monitoring using classroom observation tools and student assessment data. The LEA remains committed to continuous improvement and equitable access to high-quality instruction aligned with state-adopted academic standards.|2025-06-17|2025
16639740100156|Lemoore University Elementary Charter|2||4|4|4|4|2|4|4|4|3|2|4|4|4|3|2|3|5|5|2|1|4|3|4|Met||2025-06-17|2025
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|LUHSD continues to advance the implementation of state-adopted academic standards through focused professional development for all staff. Based on staff surveys and administrative input, the district has prioritized refining curriculum implementation via the Professional Learning Communities (PLC) process rather than adopting new textbooks. Resources from General, Title II, and LCAP funds support these efforts. Currently, all teachers, support staff, and administrators are working with Solution Tree consultants to strengthen PLCs and Multi-tiered Systems of Support (MTSS). To meet diverse student needs, LUHSD has launched training centered on Universal Design for Learning (UDL). Targeted professional development has also been provided to specific departments: English teachers have engaged in Expository Reading and Writing Curriculum (ERWC) training, while math teachers have partnered with Lemoore College on standards alignment and received training through the Fresno County Office of Education. These initiatives reflect LUHSD’s commitment to instructional improvement and academic excellence.|2025-06-11|2025
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.|2025-06-12|2025
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.   Administration is also working to implement IXL as an intervention program at LOCPHS.|2025-06-12|2025
16639900000000|Pioneer Union Elementary|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|3|5|5|5|4|1|5|5|4|Met||2025-06-18|2025
16639900116699|Frontier Elementary|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|3|0|5|5|4|0|5|5|4|Met||2025-06-18|2025
16639906010557|Pioneer Elementary|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|3|0|5|5|4|0|5|5|4|Met||2025-06-18|2025
16639906110233|Pioneer Middle|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|3|5|5|5|4|1|5|5|4|Met||2025-06-18|2025
16739320000000|Reef-Sunset Unified|2||5|5|5|4|4|5|5|5|4|4|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
17101730000000|Lake County Office of Education|2||3|3|3|3|3|5|5|5|5|5|3|3|3|3|3|2|3|3|2|3|3|3|3|Met||2025-06-24|2025
17640140000000|Kelseyville 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||2025-06-17|2025
17640140141382|Shade Canyon|2|Shade Canyon School uses a combination of locally selected and state-required measures to track the implementation of California academic content standards while honoring its Public Waldorf-inspired educational philosophy. These tools include mCLASS DIBELS (all grades), mCLASS Math (beginning in grade 1), CAASPP ELA and Math testing (beginning in grade 3), teacher-developed rubrics, student portfolios, narrative progress reports, and a Waldorf mentorship model that supports standards-aligned instruction. In ELA, DIBELS assessments provide early literacy screening and ongoing monitoring in all grades. In math, Amplify’s tools support assessment and instructional planning from grade 1 onward. CAASPP testing began in spring 2025 with grade 3 students to establish state-aligned baseline data. These tools guide instruction and help identify students in need of targeted support. While no English Learners were enrolled in 24–25, the school completed ELPAC coordinator training, prepared bilingual outreach materials, and integrated language-rich instruction throughout the curriculum to prepare for future enrollment. NGSS are addressed through hands-on, nature-based lessons, science journals, and thematic blocks that emphasize inquiry and environmental awareness. History-Social Science is taught developmentally through storytelling, local culture studies, and seasonal festivals that build historical understanding. Visual and Performing Arts, Movement, and Handwork are deeply integrated across the curriculum. Students engage in watercolor painting, drama, music, clay modeling, knitting, fiber arts, and rhythmic movement, supporting standards in the arts and physical education. Students in grades 1–3 performed class plays for peers and families during the year. Health Education is approached holistically through daily wellness routines, social-emotional learning tools (such as the Harmony Room), participation in the state’s universal meals program, and outdoor activity. The school was recently recognized as a certified Blue Zones organization and continues to collaborate with Blue Zones to promote schoolwide well-being. World Language standards are addressed through weekly Spanish classes, where students are introduced to vocabulary, songs, and cultural traditions in age-appropriate ways. Although CTE and AP are not applicable at the elementary level, the school promotes practical skills through hands-on projects and real-world learning. Teachers receive support from Waldorf-trained mentors who assist with lesson planning and classroom observation to ensure California standards are met while maintaining the integrity of the school’s educational model. All students have access to standards-aligned materials, including a site license with Live Education. Through these practices, Shade Canyon is steadily implementing the full range of California academic content standards within a developmentally appropriate, arts-integrated framework.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
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 2025-26 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.|2025-06-25|2025
17640300000000|Lakeport Unified|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|3|3|3|3|3|3|3|3|Met||2025-06-16|2025
17640480000000|Lucerne Elementary|2||3|3|3|2|2|5|3|3|4|4|3|3|3|3|3|1|4|4|2|1|3|3|3|Met||2025-06-18|2025
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||2025-06-25|2025
17640550108340|Lake County International Charter|2||4|3|5|5|5|5|5|5|5|5|5|4|4|4|4|3|4|4|4|2|5|5|4|Met||2025-06-25|2025
17640550129601|California Online Public Schools North Bay|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||2025-06-10|2025
17769760000000|Upper Lake Unified|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|3|3|4|0|4|4|3|Met||2025-06-16|2025
18101810000000|Lassen County Office of Education|2|Due to the severity of disabilities among the students served, instructional programs are highly individualized based on each student's IEP. Emphasis is placed on communication, socialization, life skills, and academic growth.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-25|2025
18640890000000|Big Valley Joint Unified|2|||||||||||||||||||||||||Not Met|||2025
18641050000000|Janesville Union Elementary|2||4|4|3|3|3|4|4|3|4|3|4|4|3|4|3|3|4|4|3|2|4|3|3|Met||2025-06-17|2025
18641130000000|Johnstonville Elementary|2||2|2|2|2|2|4|4|4|3|3|3|2|2|2|2|2|2|2|2|2|2|2|2|Met||2025-06-17|2025
18641390000000|Lassen Union High|2|Implementation of State Academic Standards – Summary  Measures Used: SBAC, ELPAC, CAST, FitnessGram, NWEA MAP, writing benchmarks, unit assessments, performance tasks.  Why Chosen: Provide statewide accountability data plus timely, local feedback to guide instruction and intervention.  Progress:  ELA/ELD/Math: Aligned with Common Core; instruction guided by assessment data.  Science: NGSS expanding through inquiry-based instruction.  History-Social Science & Health: Early stages of adoption.  CTE: Enrollment and completion rates increasing.  PE, Arts, World Language: Standards-based instruction implemented; evidence of growth though access varies. Overall: LEA is making consistent progress in implementing all adopted standards while working to strengthen professional learning, curriculum alignment, and equity of access.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
18641620000000|Ravendale-Termo Elementary|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|3|2|2|3|4|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. Staff participate in learning opportunities that are provided to school personnel throughout the county. These training opportunities provide our staff with peer to peer collaboration time at a variety of grade levels.|2025-06-18|2025
18641700000000|Richmond Elementary|2||5|5|5|4|4|5|5|5|4|4|4|4|4|3|4|1|3|3|4|1|3|3|3|Met||2025-06-26|2025
18641880000000|Shaffer Union Elementary|2||5|4|3|4|4|4|4|4|4|4|5|3|4|3|3|2|4|4|3|3|3|2|2|Met||2025-06-17|2025
18641960000000|Susanville Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|5|4|3|2|2|3|3|2|4|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. Instructional staff have begun the piloting process for the new math framework and will identify new materials for adoption in the spring of 2026. 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 occurred 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 four 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.|2025-06-18|2025
18641960135756|Thompson Peak Charter|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|4|3|4|4|4|Met||2025-06-18|2025
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|4|Met|Westwood Unified School District has updated and adopted four core subject matter curriculum in last three years. Curricula in intervention materials, 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.|2025-06-18|2025
18750360000000|Fort Sage Unified|2|Standard Met but All actions and services were not fully implemented. The district will work toward implementing all goals an actions fully in the following year.|4|3|4|3|4|4|3|4|4|4|4|3|4|4|4|5|5|3|4|4|4|4|4|Met|We continue to have a slightly higher average/percentage than at the county level.|2025-07-09|2025
18750360121657|Mt. Lassen Charter|2|Mt. Lassen Charter School is a non-classroom based independent study, district dependent, public charter school. All educational resources are provided at no cost to students. Our school is unique in that we personalize our students' educational choices and offer a variety of instructional options and classes that are tailored to each student's needs and interests to implement the state academic standards. Mt. Lassen Charter School offers blended instructional strategies providing access to CCSS using textbooks and web-based programs. Students receive direct instruction from highly qualified teachers, have access to online classes including A - G courses and the opportunity to take college course work at Lassen Community College, Butte Community College, Cuesta College and California State University, Chico. Additionally, students may take advantage of credit recovery programs tailored to their specific needs.  Each student’s learning experience is customized and monitored through lesson plans, report cards and transcripts by their teacher to maximize student engagement and success while adhering to the state academic standards. This model benefits high-achieving students wishing to work ahead of a traditional classroom, as well as those at-risk students, needing special individualized attention. We strive to have a strong collaborative partnership with each student and parent in the school. We are here to serve each one of our students and offer meaningful academic support to the family.|4|4|5|3|4|4|4|5|3|4|4|4|5|4|4|3|4|4|3|3|5|5|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 (PLC's).  MLCS works as a professional learning community (PLC) 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 part of the success of students 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.|2025-07-09|2025
18750366010763|Long Valley|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|3|3|4|4|4|Met||2025-06-18|2025
19101990000000|Los Angeles County Office of Education|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|3|3|4|3|4|Met||2025-06-17|2025
19101990106880|Jardin de la Infancia|2||4|4|5|4|4|4|4|5|4|4|4|4|5|4|4|0|4|4|4|0|4|4|4|Met||2025-06-18|2025
19101990109660|Aspire Antonio Maria Lugo Academy|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19101990112128|Aspire Ollin University Preparatory Academy|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19101990115030|Magnolia Science Academy 3|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|4|5|Met||2025-06-26|2025
19101990115212|Magnolia Science Academy 2|2||5|4|5|4|4|5|5|5|5|5|5|4|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.|2025-06-26|2025
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.|2025-06-23|2025
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.|2025-06-23|2025
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||2025-06-18|2025
19101990134346|Intellectual Virtues Academy|2||5|5|5|5|5|4|4|5|5|4|5|5|5|5|5|3|4|3|4|4|5|5|4|Met||2025-06-04|2025
19101990135368|Alma Fuerte Public|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|5|3|0|4|4|4|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 and have graduated 2 very small cohorts of grade eight students in June 2025).. 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.|2025-06-23|2025
19101990135582|Westbrook Academy|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|4|5|5|5|Met|Westbrook Academy 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.|2025-06-12|2025
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 2023-24 school year, students grew an average of 188% of their annual growth goal for Reading Inventory, and 286% 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||2025-06-27|2025
19101990137166|Soleil Academy Charter|2||4|3|4|3|4|5|5|5|4|5|4|3|4|3|4|0|4|4|4|0|4|4|3|Met||2025-06-28|2025
19101990137679|Magnolia Science Academy 5|2||4|5|5|4|5|5|5|5|5|5|5|5|5|4|5|3|5|5|5|5|5|5|5|Met|MSA-5 has demonstrated a strong commitment to implementing California's academic standards across all subject areas. The school's instructional programs are fully aligned with the California State Standards, including the Common Core State Standards (CCSS) for English Language Arts and Mathematics, the Next Generation Science Standards (NGSS), and the California English Language Development (ELD) Standards.  Key actions undertaken include:  Professional Development: Teachers participate in ongoing professional development focused on standards-based instruction, data-driven decision-making, and differentiated instruction to meet the diverse needs of students.  Curriculum Alignment: The school has adopted and implemented curriculum materials that are aligned with state standards and ensuring consistency. MSA-5 is determined to improve rigor across grade levels and subjects as identified on California School Dashboard in response to increase CAASPP Math and ELA scores.   Assessment Practices: MSA-5 utilizes formative and summative assessments aligned with state standards to monitor student progress and inform instruction.  Support for English Learners: The school provides designated and integrated ELD instruction, ensuring that English learners have access to the core curriculum and are supported in developing language proficiency.  STEAM Integration: As a STEAM-focused school, MSA-5 integrates science, technology, engineering, arts, and mathematics into the curriculum, promotin|2025-06-26|2025
19101990138669|Da Vinci RISE High|2||4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|3|3|4|4|4|4|Met||2025-06-24|2025
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||2025-06-18|2025
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.|2025-06-23|2025
19101990140798|Bridges Preparatory Academy|2||4|4|5|4|5|5|5|5|5|5|4|4|5|4|5|0|4|5|3|0|4|5|4|Met||2025-06-16|2025
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||2025-06-26|2025
19101996116883|Odyssey Charter|2||4|3|4|3|3|4|3|5|4|4|4|3|4|2|2|1|2|3|2|1|4|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.|2025-06-24|2025
19101996119945|Magnolia Science Academy|2||4|4|4|3|4|5|5|5|5|4|4|4|4|4|4|3|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.|2025-06-26|2025
19642120000000|ABC Unified|2||5|4|5|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|Met|Professional learning for ABC Unified staff remains a key 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 to ensure that the professional learning has met their needs and to identify ways for ongoing, job-embedded, and meaningful support to be provided to staff. The focus of the training will be on early literacy, writing for upper grades and secondary education, and math fluency skills across all grade levels.|2025-06-17|2025
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|3|3|4|3|3|4|4|4|4|3|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.|2025-06-10|2025
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|3|3|4|3|3|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.|2025-06-10|2025
19642461996537|Desert Sands Charter|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|Overall, the school scored at a 4.56, which is full implementation of adopted academic and/or curriculum frameworks. This is a +0.16 increase from the previous year. Desert Sands worked this past year to ensure classes that fall into categories such as Physical Education, Health, Visual and Performing Arts, and World Languages will now and moving forward always adhere to established or updated academic standards.|2025-06-05|2025
19642610000000|Arcadia Unified|2||4|3|4|4|3|4|3|4|4|3|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
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 uses a systematic, multi-layered approach to implementing state standards and frameworks. Major curricular and instructional changes begin with the adoption of state-approved materials and targeted professional learning. Implementation follows an 8-year cycle that integrates curriculum rollout and sustained professional development. AUSD employs evidence-based practices in teacher learning, including coaching, professional learning communities, and embedded applications like lesson study. The District is committed to a culture of continuous improvement, so support for new standards continues through a multi-year professional learning plan that ensures ongoing instructional growth. This cycle authentically supports shifts in California’s academic standards. AUSD’s ongoing professional learning for all teachers centers on the District’s Academic Success Drivers: collaborative practices, cognitive rigor, and academic discourse. Educational Services leaders and staff utilized the state reflection tool to assess the implementation progress for the 2025 California School Dashboard. They identified a continued need to align and implement the History-Social Science and Next Generation Science Standards across all levels.|2025-06-24|2025
19642870000000|Baldwin Park Unified|2||4|4|3|4|4|5|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|Met||2025-06-24|2025
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 continues to offer a diverse instructional model grounded in flexibility, academic rigor, and student-centered learning. Students engage through a hybrid approach that includes independent study workbooks, online learning platforms, and direct instruction classes—tailored to meet the needs of our unique student population. The charter remains committed to providing relevant, standards-aligned curriculum and regularly adopts new courses through Edmentum, independent study materials, and the iLit program to support literacy development, especially for English Learners. All core courseware remains aligned to ELD standards, and iLit continues to serve as a cornerstone ELA intervention for multilingual learners.  This year, we have expanded our Career Technical Education (CTE) offerings. These additions aim to strengthen student readiness for postsecondary opportunities and increase performance on the College and Career Indicator. We have also deepened our partnerships with colleges to increase access to dual enrollment opportunities, allowing students to earn college credit while still in high school. This expansion of college and career readiness supports has provided broader pathways for students to meet A-G and CTE benchmarks while building skills aligned to their future goals. Staff training continues to focus on standards-aligned instruction and curricular best practices to ensure high-quality, equitable learning experiences for all students.|2025-06-23|2025
19642950000000|Bassett Unified|2|To monitor and support the implementation of the state-adopted academic standards, our local educational agency (LEA) utilizes a variety of locally selected measures and tools that provide both quantitative and qualitative data. These tools were chosen based on their alignment with the California State Standards, their effectiveness in guiding instructional planning, and their ability to provide actionable data for continuous improvement.  Locally Selected Measures and Tools:  ELA & ELD (CCSS): Our LEA uses district-wide benchmark assessments, interim assessments (e.g., i-Ready, MAP), and curriculum-embedded formative assessments aligned to the Common Core State Standards. We also use the English Learner Progress Indicator (ELPI) data and ELPAC results to track implementation of ELD standards.  Mathematics (CCSS): We use common formative and summative assessments, as well as performance tasks aligned to the Mathematical Practice Standards. Tools like i-Ready and local benchmark tests help monitor conceptual understanding and procedural fluency.  Next Generation Science Standards (NGSS): Our district adopted NGSS-aligned curriculum and science notebooks, with student performance assessed through hands-on investigations, formative assessments, and CAST results.  History-Social Science: We are implementing the California History-Social Science Framework using inquiry-based instructional practices and document-based questions (DBQs), monitored through classroom walkthroughs and common writing rubrics.  Career Technical Education (CTE): Student portfolios, pathway completion data, and industry-aligned performance tasks are used to measure progress. Advisory board feedback also helps ensure standards-aligned instruction.  Health and Physical Education: Teachers use curriculum-embedded assessments aligned to the Health Education Content Standards and Physical Education Model Content Standards. Progress is tracked through student fitness testing and health project evaluations.  Visual and Performing Arts & World Language: Rubrics aligned to state content standards are used in student performances, exhibitions, and portfolios to evaluate proficiency and creativity.  Rationale for Selected Tools:  These tools were selected to ensure that instruction is standards-aligned, accessible to all student populations, and capable of producing timely data to inform instruction and intervention. They provide a well-rounded picture of implementation progress across content areas, including both traditional academic indicators and performance-based assessments.|5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|4|4|5|5|5|5|4|4|Met||2025-06-24|2025
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 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. PLC implementation includes developing a guaranteed and viable curriculum including developing pacing guides and common assessments that are universally used to assess student standard attainment. The agreement (based on survey data) that curriculum is guaranteed and viable increased 6% from 53% to 59% this year. The annual professional development shows English language and Math as areas of needed increased professional development. Certificated and Classified staff also provided input as to their additional professional learning need in areas such as technology, special education, etc. This information is used to develop plans for next year. The district also 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 Fluency scores show an increase by 3% to 51% of 2nd grade students that met the foundational skills criteria and are considered readers by 3rd grade.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
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 an independent study program to meet the needs of students who 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|This year, BHUSD completed a full math curriculum adoption for grades TK–8, ensuring alignment with state standards and the instructional needs of our students. This adoption is part of a broader districtwide effort to strengthen curriculum and instruction across all content areas. Through regular SARC reporting, targeted teacher training, and ongoing dialogue with instructional leadership teams, parent groups, student focus groups, and site leadership, BHUSD has made significant strides in updating all core curriculum adoptions. Teachers have received timely professional development to effectively implement new resources, which has already begun to enhance instructional practices in classrooms. Additionally, the district has supported self-directed professional learning pathways, including National Board Certification, to deepen teacher expertise and elevate instructional quality. These coordinated efforts reflect our commitment to continuous improvement and delivering high-quality, standards-based instruction to every student.|2025-06-24|2025
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||2025-07-25|2025
19643370000000|Burbank Unified|2||5|5|5|4|4|5|5|5|4|5|4|4|5|4|4|5|5|5|3|4|3|4|4|Met||2025-06-18|2025
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||2025-06-26|2025
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.  Time within Summer PL Week was allocated to common assessment review, planning subsequent instruction, and sharing best practices.   Key points of progress include: 1) Five Instructional Coaches engaged in a total of 1,075 conferences/classroom observations, accounting for 42,050 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; 3) Math: PL focused on implementation of Integrated Mathematics curriculum, emphasizing hands-on concept lessons; MAP Growth assessments administered in Integrated Math I-III;  LOCUS assessment in Statistics; MDPT in Pre-Calculus and Calculus; 4) ELD: English Learner Specialist provided Designated & Integrated ELD PL focusing and reviewing the ELD Standards, with materials provided; EL Specialist and ELD Coordinators provided quarterly workshops; 5) Science: instructional program implemented fully; CAST Interim Assessments were administered in all Science classes; Health curriculum was embedded into all Biology classes, teachers were provided with 2 days of Positive Prevention Plus Curriculum Training 6) History-Social Science: supported implementation of CA History-Social Studies Framework; worked with UCLA History Project to redesign the World History, US History, and US Government curriculum (historical thinking skills, increasing cultural relevancy,  performance assessments); 7) CTE: Career Technical Education Program Specialists supported academy PL; summer academy work sessions; CTE-focused dual enrollment college courses; 8) VPA: Regional Arts Coordinator selected assemblies and facilitated Professional Development with explicit connections to content areas; CA Arts Project focused on 2019 VAPA Standards and Framework, aligning curriculum and assessments; 9) World Languages: focused on piloting two different textbook ensuring that the textbooks contained the skills and standards aligned to the 2019 World Language Standards and CA Framework; 10) Physical Education: Teachers continue to collaborate on curriculum maps and lessons to address CA PE Standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|The 11th annual Summer Professional Learning Week was attended by 172 staff. The August PL Day provided sessions on: Building Relationships for Safe Schools; Healing Burnout: Strategies for Renewal & Resilience, and; Introduction to Our New Assessment System.  Our October Optional PL Day, attended by 124 staff, provided the opportunity to engage in 4 of the following 90-minute workshops: CPR, First Aid, AED, Narcan; Legal Aspects of Discipline; Navigating IEPs; PBIS Refresher; School Funding & Accountability in CA; Strategies for De-Escalating Student Behavior; Understanding Community Schools.  Our November Optional PL Day was attended by 77 Certificated and 17 Classified staff, and provided an interactive keynote from Meena Srinivasan on Cultivating Well-Being Emotional Intelligence, Empathy, and Compassion, a session with Tom Schimmer on Grading from the Inside Out and workshops on Navigating IEPs: CV Teacher's Guide to Understanding & Implementation and Incorporating Culturally Sustaining Pedagogy to Engage Students & Families.  All teachers were invited to participate in LACOE’s Getting Reading Right: Filling in the the Gaps in the Secondary Classroom series to build deep teacher knowledge through evidence-based, instructional drill downs on each foundational skill as they apply to older readers and accessing grade level text. 12 teachers participated in the series.|2025-06-26|2025
19643520128488|Family First Charter|2|Our Teachers provide standards-based instruction aligned with the California state standards.  They provide direct instruction lessons in all the major academic disciplines constantly monitoring student outcomes through various formative and summative assessments unique to the students required courses for graduation.   Our main assessment delivery system is through the CASAS assessment program which provides important learning gain data and is also embedded to several standards.  Besides the direct instruction component we also provide paper based as well as computer based instructional curriculum which is directly based off California content standards in several academic disciplines.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|3|1|4|4|4|3|3|Met|Our ongoing professional development continues to be aligned with our LCAP/CSI needs while providing targeted interventions, standards-based instructional planning, and leveraging technology in the classroom.  We recently upgraded our student learning management system to offer standards-aligned updated course work in both the Imagine Edgenuity platform and the BYU Buzz platform. Our PLC teams continue their focus on data analysis, best practices, common formative assessments, and differentiated instruction.|2025-06-25|2025
19643520128496|New Opportunities Charter|2|Our Teachers provide standards-based instruction aligned with the California state standards.  They provide direct instruction lessons in all the major academic disciplines constantly monitoring student outcomes through various formative and summative assessments unique to the students required courses for graduation.   Our main assessment delivery system is through the CASAS assessment program which provides important learning gain data and is also embedded to several standards.  Besides the direct instruction component we also provide paper based as well as computer based instructional curriculum which is directly based off California content standards in several academic disciplines.|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|3|1|4|4|4|3|3|Met|Our ongoing professional development continues to be aligned with our LCAP/CSI needs while providing targeted interventions, standards-based instructional planning, and leveraging technology in the classroom.  We recently upgraded our student learning management system to offer standards-aligned updated course work in both the Imagine Edgenuity platform and the BYU Buzz platform. Our PLC teams continue their focus on data analysis, best practices, common formative assessments, and differentiated instruction.|2025-06-25|2025
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|The LEA has made substantial progress in implementing the academic standards adopted by the state board, achieving Full Implementation across all priority areas. Over the past year, we prioritized system-wide alignment through high-quality professional development, ensuring that instructional materials and classroom practices reflect the rigor of the adopted standards. Districtwide collaboration time, data-driven instructional practices, and job-embedded coaching have supported the consistent delivery of standards-based instruction.  While we have reached Full Implementation, we continue to reflect and refine our efforts to ensure sustainability and responsiveness to evolving student and educator needs. Instructional walkthroughs, professional learning communities (PLCs), and instructional leadership team meetings have been instrumental in identifying needs and tailoring support. Our ongoing adoption of new curriculum frameworks, particularly in science and history-social science, ensures instruction remains relevant and rigorous. Looking ahead, we will continue investing in teacher capacity, cross-content integration, and the strategic use of data to close achievement gaps and promote equitable outcomes.|2025-06-18|2025
19643940000000|Claremont Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|4|Met||2025-06-23|2025
19644360000000|Covina-Valley Unified|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|4|Met||2025-06-30|2025
19644440000000|Culver City Unified|2|Standard Met. CCUSD adopted a new Science curriculum and materials, and has implemented the new adoption in 2024-2025. The LCAP has metrics to reflect all the adopted academic standards in order to communicate with the community.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
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||2025-06-24|2025
19644690000000|Duarte Unified|2||4|4|4|3|3|3|3|3|3|2|4|4|4|4|3|4|3|3|3|3|4|4|4|Met|DUSD continues to make progress in implementing the academic standards adopted by the California State Board of Education. Instructional materials and curriculum frameworks are accessible to all teachers, supporting consistency in standards-based instruction across the district. Newly adopted K–8 science textbooks are fully aligned with the California Next Generation Science Standards (CA NGSS). Teachers are receiving ongoing professional development to support effective implementation and deepen their understanding of the standards. Educators also participate in Professional Learning Communities (PLCs) to collaboratively plan instruction, discuss student needs, and align lessons with academic standards. These structures help ensure a consistent focus on high-quality instruction and continuous improvement.|2025-06-26|2025
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|5|Met|OFL-D continues to implement a student-centered instructional model that blends hybrid learning modalities to meet diverse learner needs. Our approach includes self-paced study workbooks, in-person instruction, and digital platforms, fostering academic flexibility and engagement. We remain committed to regularly reviewing and enhancing our curriculum to ensure it remains rigorous, culturally relevant, and aligned with California State Standards. This year, we expanded digital course offerings through Edmentum and Bright Thinker Digital and updated our independent study curriculum. To support English Learners, we continue using the iLit program and have ensured new core curriculum aligns with ELD standards. Teachers receive training in evidence-based strategies for course delivery, English language development, and standards-focused instruction. To improve college and career readiness, OFL-D expanded Career and Technical Education (CTE) options and is identifying pathways aligned with student interests and workforce trends. The LEA also increased Dual Enrollment offerings to support college awareness and preparedness. Our Physical Education program continues a multi-year redesign to reflect state standards and emphasize wellness and lifelong fitness. This year marks the launch of a phased adoption of updated middle school curriculum to increase rigor, engagement, and vertical alignment. We use student feedback, assessments, and engagement data to drive instructional priorities|2025-06-26|2025
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|4|4|4|5|5|5|4|4|Met||2025-06-23|2025
19644690139535|Options For Youth - Duarte, Inc|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|OFY-Duarte’s instructional model is built on a hybrid learning approach that blends multiple teaching modalities. Students engage with curriculum through Edmentum (online platform), independent study workbooks, and iLit for English learners. The charter regularly evaluates and adopts curriculum that is aligned to State Standards and designed to support equitable, engaging, and relevant learning experiences for all students. To ensure effective implementation, teachers receive targeted professional development on best practices for courseware use, including an emphasis on standards alignment and English Language Development (ELD) integration across all core content areas. Expanding and strengthening college and career readiness, particularly through Career and Technical Education (CTE), remains a key focus. OFY-Duarte aims to maintain current offerings and increase access to career pathways through industry-recognized certifications. The charter continues to invest in an accessible and inclusive curriculum based on Universal Design for Learning (UDL). New online and workbook-based options are designed to increase student choice and align academic experiences with postsecondary interests and goals. Through ongoing exploration and adoption of high-quality instructional materials, OFY-Duarte is committed to fostering improved academic outcomes, stronger engagement, and the development of 21st-century skills for all learners.|2025-06-27|2025
19644770000000|Eastside Union Elementary|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|0|4|5|4|0|4|4|4|Met||2025-06-25|2025
19644850000000|East Whittier City Elementary|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|4|4|5|5|5|4|5|5|5|Met||2025-06-11|2025
19645010000000|El Monte City|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|3|4|4|4|0|5|5|5|Met|El Monte City School District (EMCSD) ensures all students have access to high-quality, standards-based instruction by investing in ongoing professional growth for educators. All learning aligns with California’s curriculum frameworks. Teachers receive a minimum of 18 hours of annual training in ELA, Math, Science, History-Social Science, and ELD. Administrators engage in year-round professional learning to strengthen instructional leadership. Grounded in equity, EMCSD supports educators through coaching, modeling, and collaboration. TOSAs provide job-embedded support that honors teacher expertise. Teachers collaborate regularly using the Plan-Do-Study-Act cycle to examine practice, review data, and co-develop strategies to improve student outcomes. Surveys, classroom walkthroughs, and peer partnerships help identify staff needs. Leaders provide targeted support in the standards that educators are working to master. Curriculum adoptions follow CDE guidelines and align to state standards: Math (2015), ELA (2017), History (2018), and Science (2021–22). Teachers are trained in evidence-based literacy and math plans to ensure rigorous, inclusive instruction. As a TK–8 district, World Language does not apply.|2025-06-23|2025
19645190000000|El Monte Union High|2||5|5|5|5|5|5|5|5|5|5|4|4|5|4|4|5|5|5|5|5|5|5|5|Met||2025-06-18|2025
19645270000000|El Rancho Unified|2|ERUSD is in full implementation of the Common Core Standards(CCSS) for ELA and Math and is working towards full implementation of the NGSS, ELD and other content standards for the 24-25 school year.  To monitor the implementation of state-adopted academic standards, El Rancho Unified School District uses a combination of locally selected tools and statewide assessments. Locally selected tools include internal benchmark assessments such as STAR Reading and Math, district walkthrough protocols aligned to standards-based instruction, course enrollment data (e.g.,CTE participation), and formative teacher feedback collected through professional development sessions. Additionally, ERUSD analyzes state assessment data, including CAASPP (ELA and Math), ELPAC, CAST, and reclassification rates, to assess implementation outcomes and identify areas for targeted support. These tools were selected for their alignment with the Common Core State Standards, Next Generation Science Standards , and English Language Development Standards. STAR assessments provide timely, actionable data to inform instruction, while CAASPP, ELPAC, and CAST offer a statewide comparison of student performance. Classroom walkthroughs and professional development reflections ensure that standards are translated effectively into teaching practices. ERUSD is in full implementation of the CCSS for ELA and Math and is actively working toward full implementation of the NGSS, ELD Standards, and other content area standards for the 24–25 school year. Progress toward implementation is evident in several areas. In 23–24, 54.7% of 11th grade students met or exceeded standards in ELA, while 22.1% did so in Math. At the elementary and middle school levels, ELA results were 38.7% for grade 5 and 33.6% for grade 8, while Math results were 24.1% for grade 5 and 22.4% for grade 8. The California School Dashboard reported an Orange performance level and a Distance from Standard (DFS) of -31 in ELA, and a Yellow performance level with a DFS of -71.1 in Math for grades 3–8 and 11. In Science,the 23–24 CAST results showed 22.4% of students met or exceeded standards districtwide. By grade level, 27.9% of 5th graders, 18% of 8th graders, and 21.6% of high school students demonstrated proficiency. Progress in implementing the ELD standards is reflected in an English Learner reclassification rate of 15.5% and an ELPAC proficiency rate of 13.4% in 23–24. These data points highlight a need to strengthen supports for EL students and continue building staff capacity in integrated and designated ELD instruction. ERUSD has also prioritized college and career readiness through expanded Career Technical Education offerings. In 24–25, 30% of high school students were enrolled in CTE pathways, with a 23–24 CTE completion rate of 16.5%.The district remains committed to strengthening standards-based instruction and closing achievement gaps through professional development, targeted intervention, and data-informed planning.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
19645350000000|El Segundo Unified|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|5|5|5|5|Met||2025-06-10|2025
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 2024-25 is at or above an average level of 3.  The following is a summary of the extent of standards implementation for each discipline for 2024-25. ELA – 3.5  Math – 2.9  ELD – 3.5  Next Generation Science Standards – 2.8  History/Social Science – 3.1 Physical Education – 2.2  Visual and Performing Arts – 4.7   Summary of 2024-25 Average Level: 3.4|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-26|2025
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 2023-2024 CAASPP, 59.79% (ELA) and 51.10% (Math) of students met or exceeded standards. On the 2023-2024 CAST, 42.24% 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 also piloted the use of a math formative assessment tool called Knowledgehook to provide additional resources to teachers to address misconceptions in mathematics. - 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 2023-2024 ELPAC results indicate that 16.70% of students performed at a Level 4.  In 2024-2025, approximately 18% of EL students reclassified to fluent English proficient during the school year. - 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. The Avant STAMP 4S and 4Se is used in the French, German, Japanese, Korean and Spanish programs. The ACTFL Assessment of Performance towards Proficiency in Languages (AAPPL) is used for Italian. These assessments assess students’ reading, writing, listening and speaking skills and results are shared annually with parents/guardians. - CTE Model Curriculum Standards guide 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. All CTE courses are A-G approved. Additional resources have been invested this year to ensure that CTE pathway completion data is accurate in the student information system. - 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 across sites with the inclusion of the “I Can” statements to guide students’ understanding of the skills they are gaining in VAPA programs.  Social Science departments currently work with organizations including the LACOE Center for History and Social Studies Education. Additional capstone courses like Ethnic Studies and AP African American studies provide expanded access.|4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
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 received feedback and guidance on professional development through input from our Professional Learning Focus Group, survey feedback, and collaboration with various working groups. The 2024-25 school year marked the beginning of our in-depth study of the new Math Framework to focus on an area of improvement. Additionally, we implemented a new Writing Benchmark at the elementary level and focused on our new English Language Development (ELD) adoption at the secondary level. Looking ahead to 2025-26, our focus will deepen on the Math Framework, including a pilot following the state adoption process. We will also continue to refine and expand our efforts in targeted ELD instruction, integrate the Science of Reading principles, and strengthen best-first instructional practices across all content areas. Professional development opportunities, including Early Out (K-8, Whitcomb), Late Start (GHS), and two full-targeted Professional Learning days, provide dedicated time for collaboration and growth across school sites. We will also have another year with our Educator Effectiveness Academies although they will be refined this upcoming year.|2025-07-26|2025
19645840000000|Gorman Joint|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|0|5|5|5|Met||2025-05-24|2025
19645841996305|Gorman Learning Center|2||5|5|5|4|3|5|5|5|4|4|4|4|4|3|3|4|5|3|4|4|5|5|4|Met||2025-06-26|2025
19645920000000|Hawthorne|2|In assessing progress toward implementing academic state standards, the District utilized a comprehensive set of measures, including professional development offerings, alignment of instructional materials, instructional schedules, pacing guides, unit planning meetings, common assessments, learning walks, classroom observation protocols, and instructional leadership team (ILT) efforts. These measures provide a clear and holistic picture of standards implementation across content areas.  Summary of Findings:  ELA and Mathematics: Common Core-aligned instructional programs are in place at all grade levels. The ELA/Math ILT, comprised of teachers, coaches, and administrators, meets regularly to analyze curriculum implementation, classroom observation data, and student learning outcomes. The team also designs professional development tailored to site needs, reviews CAASPP results, and uses Interim Assessment Blocks (IABs) to monitor progress and inform instruction. Research-based practices such as coaching, collaborative learning communities, unit planning, and data analysis support continuous improvement. Classroom observations and learning walks focus on standards implementation and fostering student-centered, collaborative learning environments.  English Language Development (ELD): A state-adopted ELD program is implemented district-wide at all grade levels. Multiple professional development sessions on ELD standards, frameworks, and evidence-based practices have been conducted. Both integrated and designated ELD instructional models are utilized to meet the needs of English Learners.  Science: NGSS-aligned instructional programs are implemented across all grade levels. District-wide professional development has focused on NGSS and the California NGSS Framework. The NGSS ILT, consisting of teachers and a STEM coach, meets regularly to engage in collaborative planning and professional learning community discussions.  History-Social Science: A state-adopted curriculum aligned to the California History-Social Science Framework is implemented at all grade levels.  Career Technical Education (CTE): Middle school students participate in career-focused academies offering sequences in fine arts, business, and world languages, or STEM. Industry partnerships provide students with authentic, relevant learning experiences that enhance engagement and prepare them for future careers.  Health Education, Physical Education, Visual and Performing, and World Language: A state-adopted curriculum aligned to state standards is being implemented.|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.|2025-06-25|2025
19645920100354|Hawthorne Math and Science Academy|2|To determine progress toward implementing academic standards, Hawthorne Math and Science Academy (HMSA) utilized multiple measures including department leadership collaboration, instructional materials alignment, and structured classroom observations. These measures provided a clear and comprehensive view of standards implementation across all subject areas. English Language Arts (ELA):  Students complete four years of college-preparatory English. Common Core-aligned instructional programs are in place at all grade levels. The English Department meets regularly to analyze and refine curriculum, ensuring vertical articulation of standards. Teachers utilize Interim Assessment Blocks (IABs) to monitor progress, and classroom observations emphasize student collaboration and engagement with texts. English Language Development (ELD):  Professional development has been provided on current ELD standards and frameworks. HMSA employs both integrated and designated ELD models to support multilingual learners in accessing rigorous academic content while building language skills. Mathematics:  All students complete four years of college-preparatory math. Common Core-aligned programs have been adopted and implemented schoolwide. The Math Department regularly reviews curriculum and instruction, and course sequencing has been restructured to enhance coherence. IABs are used to guide instruction, and classroom observations focus on students articulating their mathematical reasoning. Science:  Four years of laboratory science are required. Teachers participate in NGSS and AP Institute professional development to update curriculum and instructional strategies. Inquiry and application are emphasized through hands-on lab investigations. History-Social Science:  Three years are required, including newly adopted AP World History and U.S. History materials. Teachers engage in AP Institute training to ensure alignment with standards and college-readiness expectations. Career Technical Education (CTE):  Courses are offered in computer science, engineering, journalism, and entrepreneurship. Strong partnerships with industry professionals enrich instruction and support real-world learning. Health:  Health education is delivered through 9th-grade Biology, meeting the California Health Education Content Standards and the CA Healthy Youth Act. Physical Education (PE):  Two years of PE are required. PE teachers receive regular professional development, and support courses are offered for students who have not passed the Physical Fitness Test (PFT). Visual and Performing Arts:  One year of art is required. HMSA benefits from a regional arts coach, and the school is developing an Arts for All strategic plan.  World Language:  Three years of Spanish are required, with courses available for native and non-native speakers. In 2025, 48 students earned the Seal of Biliteracy, and 80 students received the Golden State Seal Merit Diploma from a graduating class of 124.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-25|2025
19646000000000|Hermosa Beach City Elementary|2||3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|0|4|4|4|4|4|4|4|Met|For the 2024–25 school year, the Hermosa Beach City School District made a strategic shift to explore a new English Language Arts (ELA) curriculum grounded in the Science of Reading. Since 2018, the district had implemented a balanced literacy model using Lucy Calkins’ Units of Study. However, after reviewing CAASPP data from 2020 on, district leaders saw that ELA performance had remained largely static. This led to a renewed focus on evidence-based practices that emphasize foundational skills, text complexity, knowledge building, and explicit instruction. To support this, the district launched “Everyone is a Reading Teacher,” a professional development series featuring themes from the Sold a Story podcast and Natalie Wexler’s The Knowledge Gap. The series concluded in January, preparing staff for the next phase. An ELA Adoption Committee—composed of certificated/classified staff, administrators, and parents—convened over four months to deepen knowledge, set a shared vision, review curricula, and gather input. In May 2025, the Board of Education approved adopting Wit & Wisdom (K–8), Geodes (K–3), and Fundations (TK–3). The committee also proposed a multi-year professional development plan to ensure effective implementation and alignment with Science of Reading principles.|2025-06-04|2025
19646260000000|Hughes-Elizabeth Lakes Union Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|4|4|4|Met||2025-06-10|2025
19646340000000|Inglewood Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|2|2|4|3|4|3|3|Met|The district is implementing both the Instructional Plan and MTSS Plan using Professional Learning Communities (PLCs) and the Cycle of Inquiry to strengthen the delivery of state academic standards. As schools identify students needing additional support, math and literacy intervention sections have been added to the academic program. Students are regularly assessed using i-Ready and DIBELS, and PLCs consistently analyze student data to guide instruction. Saturday School and after-school tutoring provide targeted support to help students achieve deeper understanding of grade-level standards. Teachers use Banked Time for collaboration, planning, and data review to make timely instructional adjustments.  As a result of our continued focus on student success, no schools were designated as CSI schools this year. We are proud of the progress across all campuses. All TK–5 schools implemented the CKLA Language Arts program, grades 6–8 use Amplify, and high schools have adopted StudySync. In mathematics, the SAAVAS Envision program continues to be used districtwide in TK–8.|2025-06-25|2025
19646340101667|Wilder's Preparatory Academy Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|4|0|4|4|4|Met|Academic excellence is the core of what is established at WPACS. To that regard, Wilder’s has full implementation of the state academic standards by using a curriculum that follows aligned Common Core Standards for all subject matters. For English Language Arts, the core curriculum is adopted from McGraw-Hill Reading Wonders. We use McGraw-Hill MyMath as the core curriculum and supplement with Next Gen Math. For Social Science we used McGraw-Hill Impact Social Studies and the McGraw-Hill Inspire Science this year. ELD standards and strategies are integrated in the core curriculum and daily instruction. We also track progress by using formal and informal assessments such as the CAASPP Interim Assessment Blocks for ELA and Math, DIBELS literacy assessments for K-5, NWEA MAP assessments for K-2, NextGen Math for grades 3-5, Renaissance DNA, Star Suite, CBM and Freckle for assessments.  Additionally, teachers incorporate the core curriculum with best practices and technology integration to help engage students in learning.   Our elementary grade levels follow a standard-based grading system to indicate if students have met academic standards. 90-100% Standards Exceeded, 80-89% Standards Met, 70-79% Standards Nearly Met, 69% and below Standards Not Met. Additionally, teachers collect work samples and anecdotal notes to assist with informing parents and administration of academic progress.|2025-06-25|2025
19646340116822|Wilder's Preparatory Academy Charter Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|4|4|4|Met||2025-06-23|2025
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||2025-06-26|2025
19646340128991|Grace Hopper STEM Academy|2|Grace Hopper S TEM Academy ensures that all books used in all core classes are state-approved texts, as they are crucial for providing students with a structured, reliable, and standardized learning experience. Teachers also receive textbook trainings be provide effective teaching, and learning for students, and to be able to adapt lessons to meet diverse needs. GHSA teachers create pacing plans or curriculum guides that are essential to them effieciently managing their time and curriculum, ensuring all material is covered with sufficient detail and depth. All pacing plans provide a structured roadmap for well organized unit & lesson plans. Pacing plans are also adapted to accommodate student needs and address unexpected challenges teachers face. All daily SWBAT (Student Will Be Able To) agendas, posted in all core classes, identifies targeted standards for all lessons, keeping students focused lessons purposeful. All GHSA formative intervention and assessment tools and programs are fully  aligned to the state's common core standards.|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|3|3|3|0|5|5|4|Not Met|||2025
19646341996529|City Honors International Preparatory High|2||3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-25|2025
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 2023-24 school year, students grew an average of 263% of their annual growth goal for Reading Inventory, and 286% 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||2025-06-27|2025
19646346014518|La Tijera Academy of Excellence Charter|2||4|3|4|3|3|4|3|4|3|3|4|3|3|3|3|1|1|4|4|1|4|4|4|Met||2025-06-25|2025
19646420000000|Keppel 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||2025-06-26|2025
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|Sage Oak Charter School is committed to implementing California State Board of Education academic standards for all students by ensuring instruction and assessments align with grade-level content and performance standards. Career Technical Education (CTE) is offered through school-designed pathways and partnerships with community colleges. Health education standards are met through textbooks and synchronous or asynchronous courses, aligning with the California Healthy Youth Act when applicable. Physical education standards can be met at home or through approved community providers. The school sets clear expectations for student learning in each grade and subject to ensure readiness for TK–12 and beyond. Ongoing analysis of student data informs professional development, training, and grade-level collaboration, enhancing teacher effectiveness in meeting students' academic needs.|2025-06-18|2025
19646590000000|La Canada Unified|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|LCUSD is dedicated to providing high-quality instruction aligned with rigorous academic standards. The district uses instructional materials based on the Common Core State Standards for Mathematics and English Language Arts, the Next Generation Science Standards for Science, the K–12 History-Social Science Framework, and AP Spanish. To ensure successful implementation and sustainability of these standards, LCUSD offers ongoing professional development for educators focused on research-based practices and effective use of Board-adopted curricula.  Since 2023, LCUSD has partnered with the Reading League to support elementary teachers with Science of Reading training, strengthening early literacy. During the 2024-25, the district adopted Step Up to Writing as a writing curriculum. Teacher leaders will collaborate with site and district staff to develop a scope and sequence and align grade-level strategies. Training will continue throughout the 2025-26 school year.  Professional development also covers educational technology and teaching strategies that align with district priorities. LCUSD values collaboration through structured planning time: elementary teachers meet on regular Collaboration Days, and 7-12 grade teachers participate in Professional Learning Community (PLC) sessions. These efforts promote continuous improvement and professional growth.|2025-06-24|2025
19646670000000|Lancaster Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-17|2025
19646670123174|Life Source International Charter|2|||||||||||||||||||||||||Not Met|||2025
19646670125559|iLEAD Lancaster Charter|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||2025-06-18|2025
19646830000000|Las Virgenes Unified|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|1|Met||2025-06-24|2025
19646910000000|Lawndale Elementary|2||5|5|4|4|3|5|5|5|3|3|5|4|5|4|2|0|4|5|5|0|4|3|3|Met||2025-06-26|2025
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.|2025-06-23|2025
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||2025-06-10|2025
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 88% of teachers reported they have attended/ participated in satisfactory professional development opportunities during the 2024-25 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, girls basketball, baseball and softball.|2025-05-22|2025
19647090107508|Century Community Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|0|5|4|4|Met||2025-06-11|2025
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 2023-24 school year, students grew an average of 256% of their annual growth goal for Reading Inventory, and 169% 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||2025-06-27|2025
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||2025-06-24|2025
19647250000000|Long Beach Unified|2|LBUSD has a comprehensive system of support for teachers to deepen implementation of the Common Core and support student success, particularly among unduplicated pupils. This infrastructure includes curriculum leads, coaches, trainers, teachers on special assignment, and content experts in ELA, Math, ELD, Science, History/Social Science, PE, Health, Literacy, Library, Visual/Performing Arts, World Language, Technology, and CTE. In 2024–25, the district continued implementation of Quality Core Instruction (QCI) face-to-face training. This effort supports teachers in providing rigorous, culturally responsive, and differentiated instruction that incorporates social-emotional learning. QCI is central to LBUSD’s instructional vision and grounded in the “Understandings & Expectations” tool, which promotes teacher clarity, collective efficacy, and instructional reflection. High-quality instruction in every classroom is key to ensuring student achievement and addressing equity gaps. To monitor implementation, LBUSD uses several locally selected formative assessments: iReady (ELA and Math, Grades 1–8): adaptive assessments used to identify student levels and guide differentiated instruction. Available in Spanish; ASR supports dual language and biliteracy development.   FRSA: foundational reading and fluency assessments used to inform instruction and monitor progress.   ELD: monitored using iReady and FRSA; aligned to Common Core ELA standards.   Science: Next Generation Science Standards implemented through Amplify curriculum.   History/Social Science: Document-Based Questions (DBQs).   CTE: Course sequence completion rates.   Health and PE: aligned to CA Health and Physical Education Model Content Standards.   Three local LCAP metrics further support Priority 2: M1.15: The number of interdisciplinary units created for elementary and middle school exceeded targets. In 2024–25, 17 units were deployed (TK, Grades 4, 5, and 8), surpassing the three-year goal of 9 units.   M1.16: QCI implementation survey results show strong teacher engagement. The percentage of teachers who agreed they would change practice due to QCI rose from 94% (2023 Semester 1) to 96% (2024 Semester 1).   M1.17: On QCI classroom visit surveys, teacher practice was rated using a 4-point scale in areas such as culturally relevant content, learning clarity, rigor, and engagement. Results showed promising increases across response ranges (2–4 and 3–4).   Overall, the district demonstrates full implementation and continued growth in professional learning, standards-aligned instruction, and teacher reflection. Minor gaps remain in identifying specific support strategies for History/Social Science and Visual/Performing Arts across all grade levels, which will be strengthened in future updates.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
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||2025-06-04|2025
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||2025-06-24|2025
19647330000000|Los Angeles Unified|2|Los Angeles Unified School District (LAUSD) continues to employ a comprehensive set of tools and strategies to monitor and advance our implementation of the state academic standards adopted by the California State Board of Education. This ongoing work is guided by a commitment to continuous improvement and equity in student learning outcomes.  Interim Assessments: LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. These assessments, aligned with the California academic standards, are administered three times a year—at the beginning, middle, and end—to inform instruction and support targeted intervention. Additionally, the District uses the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess foundational literacy skills in early grades, ensuring a strong start for our youngest learners.  State-Adopted Instructional Materials: LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks. These resources are used across all schools to deliver coherent instruction that builds sequentially from one grade level to the next, preparing students for college, career, and life success. Teachers continue to receive support in effectively utilizing these materials to deliver high-quality, standards-based instruction.  Teacher Observations and Feedback: Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). Particular attention is given to Standard 3: Delivery of Instruction, Element C1: Standards-Based Projects, Activities, and Assignments. These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   Student Performance Data: LAUSD continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, i-Ready, DIBELS, and other formative tools. This data is reviewed within the Plan-Do-Study-Act (PDSA) cycle to inform decision-making at the school and district levels. Trends and patterns are identified to celebrate strengths and address areas needing improvement, ensuring every student progresses toward mastery 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||2025-06-24|2025
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||2025-06-10|2025
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||2025-06-24|2025
19647330100677|High Tech LA|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|Parents/guardians regularly email our teachers and administration. Generally, these communications deal with individual student issues but they also serve to bring issues and ideas from the parents to the administration. Last year, issues surrounding student safety at school events, school dress code, and concerns about vaping were issues of concern brought about by parents/guardians.  The second method we sought parental input was through our Parent Association meetings. We held quarterly meetings last year.|2025-06-17|2025
19647330100743|Accelerated Charter Elementary|2||4|5|4|3|3|4|5|4|3|3|4|4|4|3|3|0|4|5|4|4|4|4|4|Met||2025-06-27|2025
19647330100750|Wallis Annenberg High|2||4|4|4|3|3|4|4|4|4|3|4|4|4|4|4|3|4|4|3|4|3|3|3|Met||2025-06-27|2025
19647330100800|Central City Value|2|Central City Value High School  uses the Northwest Evaluation Association (NWEA) System to track the implementation, mastery, and progress of the 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||2025-06-06|2025
19647330100867|KIPP Los Angeles College Preparatory|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330101196|ICEF View Park Preparatory High|2||5|5|5|5|5|5|4|5|5|5|5|4|5|5|4|5|5|5|5|4|5|4|4|Met||2025-06-26|2025
19647330101444|KIPP Academy of Opportunity|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330101659|CATCH Prep Charter High, Inc.|2|All A through G approved courses at CATCH Prep are aligned with California State Standards, including the Common Core State Standards for English Language Arts and Mathematics, the Next Generation Science Standards, and the History Social Science Framework. These standards guide curriculum design and instruction, ensuring that students receive a rigorous, high-quality education that prepares them for college, career, and life. Instruction emphasizes critical thinking, effective communication, and the real-world application of academic content. In English and social science, students build literacy through close reading, argumentative writing, and text analysis. Math instruction focuses on conceptual understanding and real-world problem-solving. Science courses emphasize hands-on inquiry and investigation, while history and social science foster civic engagement and evidence-based reasoning. Academic language development is embedded throughout the curriculum to support English Learners, students with disabilities, and all learners in accessing complex texts and concepts. Teachers use California State Standards to plan lessons, assess student learning, and tailor instruction to meet diverse student needs. Standards-aligned assessments and instructional rubrics are used to monitor progress and provide timely interventions. Instruction incorporates Universal Design for Learning, culturally responsive strategies, and project-based learning to ensure access and engagement for all students. Technology and collaborative learning structures are embedded to support digital fluency and academic confidence. All course outlines are developed using the University of California’s A through G templates and submitted through the UC Course Management Portal. This process ensures that courses meet the rigor required for UC and CSU eligibility and reflect the academic expectations of higher education. Teachers participate in ongoing professional development to support instructional quality, standards alignment, and equity-focused teaching. CATCH Prep also offers two Career Technical Education pathways: Financial Literacy and Digital Media. The Financial Literacy pathway prepares students with essential life skills in budgeting, saving, investing, and economic planning. The Digital Media pathway provides students with industry-relevant skills in video production, digital storytelling, and media content creation. Both pathways emphasize technical proficiency, portfolio development, and career readiness aligned with California’s CTE Model Curriculum Standards. Through its comprehensive and standards-based instructional program, CATCH Prep ensures every student graduates with the skills, knowledge, and mindset needed for success in college, career, and beyond.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|CATCH Prep continues to make significant progress in implementing California State Standards through a coherent instructional framework that emphasizes rigor, equity, and relevance. All courses are developed to meet A through G requirements and are submitted for approval through the UC Course Management Portal, ensuring alignment with the expectations of UC and CSU systems. Instruction is driven by the Common Core State Standards, the Next Generation Science Standards, and other California-adopted content frameworks. Teachers use these standards to guide lesson planning, assess student learning, and deliver instruction that builds literacy, numeracy, and critical thinking across all content areas. The school offers two Career Technical Education pathways—Financial Literacy and Digital Media—designed to complement core academics and provide students with real-world skills and postsecondary options. These programs integrate project-based learning and portfolio development, further reinforcing standards through applied practice. Ongoing professional development ensures that teachers remain current in best practices and that instructional strategies remain aligned with student needs and state expectations. Through data-driven instruction, a college-preparatory focus, and career readiness pathways, CATCH Prep remains committed to ensuring every student achieves academic success and long-term opportunity.|2025-06-16|2025
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 2023-24 school year, students grew an average of 216% of their annual growth goal for Reading Inventory, and 127% 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||2025-06-27|2025
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||2025-06-17|2025
19647330102335|Ocean Charter|2|OCS uses NWEA MAP assessments to locally track our students' progress in implementing the state academic standards.  This tool was selected for its rigor, ease of use, alignment with CA Common Core Standards, and its ability to generate detailed reports for individual students, student sub-groups, and grade levels.  In addition to NWEA MAP, OCS uses a variety of assessment tools to track student progress including DIBELS, Heggerty, and Envision, among others.  OCS also uses student-created Main Lesson Books to evaluate student progress in all areas, including visual arts.  Visual and Performing Arts are also measured through teacher observation and student reflection annually during  the class play block.  Physical Education progress is tracked through teacher-created rubrics as is progress in World Language.|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|0|5|5|5|5|5|5|4|Met||2025-06-26|2025
19647330102426|PUC Milagro Charter|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|0|4|5|4|0|5|5|5|Met|Data Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders|2025-06-05|2025
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 2023-24 school year, students grew an average of 209% of their annual growth goal for Reading Inventory, and 144% 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||2025-06-27|2025
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 Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	1:1 Coaching Cycles for Teachers|2025-06-05|2025
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||2025-06-10|2025
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Dr. Theodore Alexander Science Center 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||2025-06-17|2025
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||2025-06-07|2025
19647330106351|Ivy Academia|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||2025-06-13|2025
19647330106427|Synergy Charter Academy|2||4|4|5|4|4|5|5|5|5|4|5|4|5|4|4|0|3|3|4|0|4|5|4|Met|At the beginning of each school year, the 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.|2025-06-14|2025
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 2023-24 school year, students grew an average of 263% 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||2025-06-27|2025
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 2023-24 school year, students grew an average of 250% of their annual growth goal for Reading Inventory, and 287% 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||2025-06-27|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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.|2025-06-30|2025
19647330107755|Port of Los Angeles 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||2025-06-11|2025
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|2|CHAMPS utilizes Common Core and is aligned to California standards in all courses.|5|4|5|5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Individualized faculty professional development, including observational feedback cycle, is fully implemented and continuous.|2025-06-23|2025
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||2025-06-23|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330108910|ISANA Nascent Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|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.|2025-06-12|2025
19647330108928|Larchmont Charter|2||5|5|4|4|4|5|5|5|5|5|5|5|4|4|4|0|5|5|5|5|5|5|5|Met||2025-06-03|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330109884|James Jordan Middle|2||5|4|5|5|4|5|5|5|5|5|4|3|4|5|3|2|5|4|4|0|5|4|4|Met||2025-06-16|2025
19647330109934|Our Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|Met|Our Community School uses a variety of tools to monitor student progress.  Our school uses i-Ready to measure academic progress in the areas of English Language Arts and Mathematics. We administer three benchmarks throughout the school year (fall, winter, spring). Students are encouraged by the classroom teacher to utilize personalized learning plans from the i-Ready Curriculum to further overall academic progress.  This tool is used because it is one of the approved programs we can use to submit verified data for our Charter Authorizer.  Teachers go beyond this in implementing explicit instruction in a variety of ways.  The intervention team evaluates student progress after each benchmark is administered to determine next steps to support achievement in the areas of math and English Language Arts.  Additionally, students show early stages of language acquisition will receive additional support through the use of a supplemental program that is aligned with the current adopted ELA curriculum.  Our Community School uses Standards Based Grading practices to monitor overall student progress.  The purpose for using this method was based on research in alignment with equitable practices since students have the opportunity to keep trying towards mastery of the standards.|2025-06-25|2025
19647330110304|Los Angeles Academy of Arts and Enterprise|2|||||||||||||||||||||||||Not Met|||2025
19647330111211|New Heights Charter|2||4|3|5|3|4|4|3|5|4|4|4|3|5|4|4|0|3|3|3|2|4|4|4|Met||2025-06-18|2025
19647330111484|New Village Girls Academy|2||4|4|4|4|4|4|4|4|5|4|3|5|4|4|4|0|3|4|4|4|5|5|5|Met||2025-06-25|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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 2023-24 school year, students grew an average of 219% of their annual growth goal for Reading Inventory, and 222% 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||2025-06-27|2025
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 2023-24 school year, students grew an average of 217% of their annual growth goal for Reading Inventory, and 328% 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||2025-06-27|2025
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 2023-24 school year, students grew an average of 208% of their annual growth goal for Reading Inventory, and 100% 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||2025-06-27|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.|2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330112060|Hesby Oaks Leadership Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership 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||2025-06-17|2025
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 Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	1:1 Coaching Cycles for Teachers|2025-06-05|2025
19647330112235|California Creative Learning Academy|2||4|4|3|5|5|5|4|4|5|5|4|4|4|4|4|0|4|5|5|0|5|4|4|Met|We are strong in our interdisciplinary work and have created projects and units that weave the core subjects together to help students apply the content standards in more authentic and interconnected ways. We are working towards full implementation of mathematics program. Our Curriculum Committee has chosen a new math program to support our instruction, Open Up Resources. We are also seeking to work with UCLA CenterX Math Project to help strengthen teachers' mathematical understandings so that they may be better equipped to teach more complex mathematics.|2025-06-23|2025
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|3|5|5|5|Met||2025-06-24|2025
19647330114884|Aspire Junior Collegiate Academy|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
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.|2025-06-30|2025
19647330114967|Global Education Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|5|4|4|0|4|4|4|4|4|4|4|Met||2025-06-16|2025
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 utilizes a collaborative and systematic process to monitor the implementation of California State Standards as adopted by the State Board of Education. This process incorporates a variety of data sources, including both formal and informal student assessments, teacher observations, qualitative input from educators and school leaders, school climate survey results, professional development feedback and ratings, implementation artifacts from PD sessions, and broader stakeholder input.  Each year, Lead Teachers—representing all grade levels and special education—develop pacing and assessment plans. These plans are shared vertically across grade levels to promote alignment and coherence. Lead Teachers also meet regularly with school administration to review and address grade-level needs.  In addition, all instructional staff participate in monthly Instruction Committee meetings. These meetings serve as a collaborative forum for sharing ideas, discussing instructional practices, and approving new plans. Formal meeting minutes are distributed monthly to Charter School staff, the FCPS organization, and the FCPS Board of Directors during board meetings. Note: As an elementary school, the Charter School does not offer standalone Career Technical Education (CTE) or World Language (WL) programs. Instead, key elements from both areas are thoughtfully integrated into the general education curriculum to ensure early exposure and enrichment.|2025-06-12|2025
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|2|||||||||||||||||||||||||Not Met|||2025
19647330115139|Center for Advanced Learning|2||4|3|4|3|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-28|2025
19647330115253|Discovery Charter Preparatory #2|2||5|4|4|4|5|5|5|5|5|5|5|4|5|4|5|2|2|4|4|5|4|4|4|Met|A CTE program has been in development for three years with the 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 and Cyber Security CTE pathways in the 25-26 school year.|2025-06-26|2025
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||2025-06-26|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330117036|Enadia Way Technology Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.  As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology 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||2025-06-17|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330117614|New Los Angeles Charter|2||4|4|4|4|4|4|5|4|5|4|5|4|5|5|4|0|4|5|5|0|5|5|4|Met||2025-06-23|2025
19647330117622|Magnolia Science Academy 4|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|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/learning 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. Training is also provided to ensure these standards are being met while also supporting student-specific goals and accommodations in their IEPS.   MSA-4 is proud to be in the 2nd year of a career pathway program in Climate Change and Natural Science in par|2025-06-26|2025
19647330117648|Magnolia Science Academy 6|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|5|5|1|0|4|4|4|Met||2025-06-26|2025
19647330117655|Magnolia Science Academy 7|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|At Magnolia Science Academy-7 (MSA-7), all curricula and assessments are carefully aligned with state standards, including the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and others. Teachers receive ongoing professional development to ensure effective implementation of these standards.  For English Learners (ELs), instruction is tailored to their proficiency levels, and English Language Development (ELD) is delivered in alignment with the California ELD Standards and Framework. EL students have access to both core and supplemental ELD instructional materials. Teachers participate in targeted professional development focused on ELD standards and the integration of ELD into content instruction.  Each teacher at MSA-7 engages in a minimum of 18 hours of professional development annually, in addition to the two hours of weekly collaboration and training time embedded into the 2024–25 school year. These sessions focus on Common Core ELA/Literacy and Mathematics, ELD standards, and effective strategies for supporting ELs within the Common Core framework.  While ELA/Literacy, Math, and ELD have been primary areas of focus in recent years, MSA-7 also supports teacher development in NGSS, History-Social Science, Career Technical Education (CTE), Health Education, Physical Education, and Visual and Performing Arts. Additionally, staff receive training in Social Emotional Learning (SEL) and Positive Behavior Interventions and Supports (PBIS) .|2025-06-26|2025
19647330117846|Para Los Niños Middle|2||4|4|4|4|4|5|4|5|4|4|5|4|5|4|4|1|3|4|5|1|4|4|5|Met||2025-06-12|2025
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 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, as well as 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 continue to provide instructional support. We continue to develop in the area of Arts (Visual Art and Music) as this was the 2nd 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.|2025-06-14|2025
19647330117903|KIPP Raices Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330117911|New Millennium Secondary|2||4|4|5|4|5|4|4|5|4|4|4|4|4|4|4|3|5|5|5|5|4|4|4|Met|At NMSS, we recognize that not all students thrive under a one-size-fits-all curriculum. By offering targeted support programs outside of the traditional A-G course sequence, we are able to meet students where they are and accelerate their academic growth. Support classes such as READ 180 and ThinkCERCA focus on building foundational literacy and critical thinking skills, which are essential for success across all subject areas. Edgenuity provides flexible, standards-aligned credit recovery and enrichment options, allowing students to close gaps or move ahead based on their individual learning needs. Additionally, our dedicated teachers regularly give their time before school, during the school day, and after school to provide extended academic support, helping students master key concepts and stay on track. These collective efforts reinforce our commitment to equitable access, academic rigor, and holistic student achievement—ultimately strengthening the implementation of academic standards schoolwide.|2025-06-23|2025
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|5|4|5|Met||2025-06-26|2025
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||2025-06-26|2025
19647330117978|Goethe International Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|5|5|4|4|4|Met||2025-06-23|2025
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 2023-24 school year, students grew an average of 105% of their annual growth goal for Reading Inventory, and 190% 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||2025-06-27|2025
19647330119982|Equitas Academy Charter|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|5|5|5|Met||2025-06-25|2025
19647330120014|KIPP Endeavor College Preparatory Charter|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
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||2025-06-24|2025
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||2025-06-11|2025
19647330120071|New Designs Charter School-Watts|2||5|4|5|4|4|5|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|Met||2025-06-07|2025
19647330120097|Academia Moderna|2|||||||||||||||||||||||||Not Met|||2025
19647330120477|Aspire Titan Academy|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330120527|Watts Learning Center Charter Middle|2|||||||||||||||||||||||||Not Met|||2025
19647330121079|Ararat Charter|2||4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|0|4|4|4|4|5|5|5|Met||2025-06-18|2025
19647330121137|Ingenium Charter|2||4|3|4|3|3|4|4|4|3|4|4|4|4|3|3|0|2|4|3|0|4|3|3|Met||2025-06-09|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330121699|KIPP Empower Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330121707|KIPP Comienza Community Prep|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
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||2025-06-25|2025
19647330122242|TEACH Academy of Technologies|2|At TEACH Academy of Technologies, our middle school, the implementation of California State Academic Standards is guided by a focused commitment to academic rigor, instructional coherence, and equitable access for all student groups. Locally selected curriculum and assessment tools have been adopted based on educator, leader, and family input, with an emphasis on long-term student success and seamless transitions into high school.  Locally Selected Tools by Content Area: 	•	English Language Arts (ELA – Common Core): TEACH uses McGraw-Hill StudySync, a digital and print hybrid curriculum that offers complex texts, writing tasks, and skill development aligned to the Common Core. StudySync also allows teachers to differentiate instruction and engage students in collaborative and independent learning. 	•	English Language Development (ELD): For English Learners, StudySync’s ELD modules support designated and integrated instruction. Teachers use ELPAC results and formative tasks to tailor instruction and accelerate language acquisition. 	•	Mathematics (Common Core): Students receive instruction through a combination of McGraw-Hill Math and CPM (College Preparatory Mathematics). This dual approach supports conceptual understanding, mathematical discourse, and strategic problem solving. Students are placed in ability-grouped pathways to support readiness for Algebra I by grade 8. 	•	Next Generation Science Standards (NGSS): The science program is built on McGraw-Hill’s NGSS-aligned curriculum, which incorporates three-dimensional learning, inquiry labs, and real-world application of scientific practices. Teachers participate in ongoing professional learning to strengthen NGSS integration. 	•	History-Social Science: Students engage with McGraw-Hill’s History-Social Science materials aligned to the CA Framework. Instruction emphasizes historical thinking, source analysis, and integrated writing tasks that align with both content and ELA standards. 	•	World Language: Middle school students study Spanish using Vista Higher Learning’s Encuentros (©2022), which supports proficiency in reading, writing, speaking, and listening, aligned with California’s World Language Standards. 	•	Health and Physical Education: Health topics are addressed through advisory and integrated units focused on wellness, mental health, and nutrition. PE instruction is aligned with the CA Model Content Standards, ensuring students engage in physical fitness and skills development.  Rationale and Progress:  TEACH Academy of Technologies selected these tools for their proven effectiveness in schools serving similar student populations, and for their ability to support differentiation, skill scaffolding, and standards-aligned assessment. Instruction is monitored through lesson observations, collaborative planning, and student data analysis using iReady, NWEA MAP, and CAASPP Interim Assessment Blocks (IABs).  Teachers regularly use this data to adjust instruction and address learning gaps,|4|3|4|3|3|4|3|4|4|4|4|3|4|4|4|0|3|3|3|4|3|3|3|Met||2025-06-10|2025
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 2023-24 school year, students grew an average of 124% of their annual growth goal for Reading Inventory, and 128% 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||2025-06-27|2025
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|3|4|3|0|4|4|3|Met|Not applicable|2025-06-25|2025
19647330122564|Camino Nuevo Elementary #3|2||5|4|5|3|4|5|5|5|4|4|5|4|5|5|5|0|4|4|4|4|5|5|5|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 have also sponsored curriculum creation projects and built a bank of standards-aligned History/Social Science lessons for grades K-5.  All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2025-06-17|2025
19647330122606|PUC Lakeview Charter High|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|3|3|3|4|4|5|5|4|Met|Data Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	1:1 Coaching Cycles for Teachers|2025-06-05|2025
19647330122614|Aspire Gateway Academy Charter|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330122622|Aspire Firestone Academy Charter|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330122655|ISANA Octavia Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|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.|2025-06-12|2025
19647330122721|Aspire Pacific Academy|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330122739|Vista Charter Middle|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|4|5|5|4|Met||2025-06-23|2025
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|2025-06-26|2025
19647330122754|Valley Charter Elementary|2|||||||||||||||||||||||||Not Met|||2025
19647330122838|Valley Charter Middle|2|||||||||||||||||||||||||Not Met|||2025
19647330122861|Camino Nuevo Charter Academy #2|2||5|4|5|3|4|5|5|5|4|4|5|4|5|5|5|0|4|4|4|4|5|5|5|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 have also sponsored curriculum creation projects and built a bank of standards-aligned History/Social Science lessons for grades K-5.  All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2025-06-17|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.|2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330123158|Arts In Action Community Charter|2|||||||||||||||||||||||||Not Met|||2025
19647330123166|ISANA Palmati Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|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.|2025-06-12|2025
19647330123984|ISANA Cardinal Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|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.|2025-06-12|2025
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 2023-24 school year, students grew an average of 215% of their annual growth goal for Reading Inventory, and 179% 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||2025-06-27|2025
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 2023-24 school year, students grew an average of 161% of their annual growth goal for Reading Inventory, and 199% 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||2025-06-27|2025
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 2023-24 school year, students grew an average of 123% of their annual growth goal for Reading Inventory, and 193% 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||2025-06-27|2025
19647330124198|Extera Public|2||4|4|4|3|1|4|4|4|4|1|4|4|4|2|1|0|4|3|3|0|4|4|3|Met|Extera Public School completed a curriculum audit upon the return from distance learning, in the Fall of 2021, to analyze and prioritize current programming, curriculum, and instruction. Based on this, ELA became the ?rst 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 the 2023-2024 school year, teachers were retrained in using our Eureka Math curriculum, Common Core standards, mathematical shifts, and 8 mathematical practices. In addition, Extera underwent a curriculum adoption for Science this school year, and adopted Twig Science, which was one of the PD focuses for this school year. Teachers fully implemented TWIG Science after a universal training, followed by a PD mini-series that was optional. Extera Public School is currently in the process of beginning a curriculum adoption for History/ Social studies for grades TK-5. This process will begin during the 2025-2026 school year. Due to this, Extera PS received ones for social studies for items 1-3.|2025-06-17|2025
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||2025-06-24|2025
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 standardsaligned lessons that meet the school's implementation of the GLEAM instructional framework, ensuring that instruction is at grade-level, engaging, affirming, and meaningful.|2025-06-14|2025
19647330124784|Aspire Slauson Academy Charter|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330124792|Aspire Juanita Tate Academy Charter|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330124800|Aspire Inskeep Academy Charter|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330124818|Los Angeles Leadership Primary Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|0|4|4|5|5|4|4|5|Met||2025-06-18|2025
19647330124826|Camino Nuevo Charter Academy #4|2||5|4|5|3|4|5|5|5|4|4|5|4|5|5|5|0|4|4|4|4|5|5|5|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 have also sponsored curriculum creation projects and built a bank of standards-aligned History/Social Science lessons for grades K-5.  All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2025-06-17|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|2||4|4|4|4|4|5|5|5|5|5|5|5|5|4|5|3|5|5|5|5|4|4|4|Met|Data Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	Teacher surveys and feedback|2025-06-05|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
19647330125609|KIPP Philosophers Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330125625|KIPP Scholar Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330125641|KIPP Sol Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330125864|Ednovate - USC Hybrid High College Prep|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
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||2025-06-25|2025
19647330126169|Equitas Academy #2|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|5|5|5|Met||2025-06-25|2025
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|3|4|3|0|4|3|3|Met|Not applicable|2025-06-25|2025
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|3|0|4|3|3|Met|Not applicable|2025-06-25|2025
19647330126797|Aspire Centennial College Preparatory Academy|2||5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|4|Met||2025-06-18|2025
19647330127670|KIPP Iluminar Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330127886|City Language Immersion Charter|2||3|3|3|2|2|3|3|3|2|2|3|3|3|2|2|0|2|3|3|3|4|4|2|Met||2025-06-23|2025
19647330127894|Valor Academy High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|Met||2025-06-24|2025
19647330127910|Camino Nuevo High #2|2||5|4|5|3|4|5|5|4|4|4|5|4|5|5|5|0|4|4|4|4|5|5|5|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 have also sponsored curriculum creation projects and built a bank of standards-aligned History/Social Science lessons for grades K-5.  All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2025-06-17|2025
19647330127936|PREPA TEC - Los Angeles|2|||||||||||||||||||||||||Not Met|||2025
19647330127985|Ingenium Charter Middle|2||4|4|4|4|3|4|4|4|4|4|4|4|4|3|3|0|3|4|3|0|4|4|3|Met||2025-06-09|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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|5|5|5|5|Met||2025-06-11|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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||2025-06-11|2025
19647330128132|Extera Public School No. 2|2||4|4|4|3|1|4|4|4|4|2|4|4|4|3|2|0|4|4|3|0|5|4|4|Met|Extera Public School #2 (EPS 2) completed a curriculum audit upon the return from distance learning, in the Fall of 2021, to analyze and prioritize current programming, curriculum, and instruction. Based on this, ELA became the ?rst 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 the 2023-2024 school year, 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 was one of the PD focuses for this school year. Teachers fully implemented TWIG Science after a universal training, followed by a PD mini-series that was optional. Extera Public School #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 2025-2026 school year. Due to this, Extera PS #2 received ones for social studies for items 1-3.|2025-06-17|2025
19647330128371|New Horizons 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||2025-06-23|2025
19647330128512|KIPP Academy of Innovation|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
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 2023-24 school year, students grew an average of 167% of their annual growth goal for Reading Inventory, and 133% 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||2025-06-27|2025
19647330129460|KIPP Vida Preparatory Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
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|4|4|4|Met|Data Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	1:1 Coaching Cycles for Teachers|2025-06-05|2025
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 Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders|2025-06-05|2025
19647330129627|TEACH Tech Charter High|2|At TEACH Tech Charter High School, the implementation of California State Academic Standards is guided by a college- and career-readiness mission rooted in equity, rigor, and long-term academic preparation. Instruction is driven by carefully selected, standards-aligned curricular tools that were adopted through a collaborative process involving school leaders, teachers, and parents. The high school’s course offerings are designed to support A–G alignment, advanced coursework, and a seamless transition from foundational learning in the middle grades.  Locally Selected Tools by Content Area: 	•	English Language Arts (ELA – Common Core): The school uses McGraw-Hill’s StudySync, a rigorous ELA curriculum aligned to Common Core standards. StudySync supports analysis of complex texts, academic writing, and critical discourse, with integrated supports for English Learners and students with IEPs. 	•	English Language Development (ELD): Designated and integrated ELD instruction is supported by StudySync’s ELD resources, with lessons scaffolded by language proficiency level. ELPAC data and classroom assessments are used to track growth in reading, writing, listening, and speaking. 	•	Mathematics (Common Core): TEACH Tech uses CPM (College Preparatory Mathematics) across its math pathways, including Algebra I, Geometry, Algebra II, and Pre-Calculus. Efforts are underway to expand access to AP Statistics and AP Calculus, supported by ability-grouped math classes and aligned placement strategies. 	•	Next Generation Science Standards (NGSS): The school implements NGSS through McGraw-Hill’s science curriculum, focusing on inquiry-based labs, cross-disciplinary content, and science and engineering practices. Core science classes include Biology, Chemistry, and Environmental Science. 	•	History-Social Science: McGraw-Hill’s History-Social Science curriculum is used across World History, U.S. History, Government, and Economics. Lessons are aligned to the CA History-Social Science Framework and emphasize primary source analysis, civic engagement, and argumentative writing. 	•	Career Technical Education (CTE): TEACH Tech is expanding CTE course offerings. While formal pathways are still in development, the school currently offers courses aligned to business and health science sectors, and is working toward integrating dual enrollment and industry certification opportunities. 	•	Health Education: Health instruction is integrated into science and advisory programs and aligned with the California Health Education Standards. Topics include mental health, substance abuse prevention, and personal wellness. 	•	Physical Education (PE): PE courses are aligned to the CA Physical Education Model Content Standards, with a focus on lifelong fitness and skill development. 	•	Visual and Performing Arts (VAPA): VAPA offerings include visual arts and performance electives, supported by project-based learning and alignment to the CA Arts Standards. The school is exploring expansion of|4|3|4|3|3|4|3|4|4|4|4|3|4|4|4|3|3|3|3|4|3|3|3|Met|At TEACH Tech Charter High School, implementation of state academic standards is grounded in a college- and career-readiness model that emphasizes rigor, equity, and long-term academic planning. Core instruction in ELA, Math, Science, and History-Social Science is guided by McGraw-Hill and CPM curricula, all aligned to California State Standards. In Math, students are placed in ability-grouped pathways that progress toward advanced coursework such as AP Statistics and AP Calculus.  English Learners receive designated and integrated ELD support through StudySync, with progress tracked using ELPAC and local formative measures. Standards implementation is supported by regular use of NWEA MAP, CAASPP IABs, and teacher-developed assessments that guide instructional adjustments and targeted support.  High school students also have access to AP Spanish and college-prep electives, and the school is expanding offerings in Career Technical Education (CTE) to align with state frameworks. Schoolwide professional development supports lesson alignment, equity in grading, and culturally responsive instruction. TEACH High School’s long-term focus on vertical alignment ensures students enter high school prepared for rigorous content and graduate with access to postsecondary pathways.|2025-06-10|2025
19647330129650|Equitas Academy #3 Charter|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|Met||2025-06-25|2025
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||2025-06-06|2025
19647330129866|Village Charter Academy|2||5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|3|5|5|5|0|5|5|5|Met||2025-06-21|2025
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 utilizes a collaborative and systematic process to monitor the implementation of California State Standards as adopted by the State Board of Education. This process incorporates a variety of data sources, including both formal and informal student assessments, teacher observations, qualitative input from educators and school leaders, school climate survey results, professional development feedback and ratings, implementation artifacts from PD sessions, and broader stakeholder input.  Each year, Lead Teachers—representing all grade levels and special education—develop pacing and assessment plans. These plans are shared vertically across grade levels to promote alignment and coherence. Lead Teachers also meet regularly with school administration to review and address grade-level needs.  In addition, all instructional staff participate in monthly Instruction Committee meetings. These meetings serve as a collaborative forum for sharing ideas, discussing instructional practices, and approving new plans. Formal meeting minutes are distributed monthly to Charter School staff, the FCPS organization, and the FCPS Board of Directors during board meetings. Note: As an elementary school, the Charter School does not offer standalone Career Technical Education (CTE) or World Language (WL) programs. Instead, key elements from both areas are thoughtfully integrated into the general education curriculum to ensure early exposure and enrichment.|2025-06-12|2025
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 utilizes a collaborative and systematic process to monitor the implementation of California State Standards as adopted by the State Board of Education. This process incorporates a variety of data sources, including both formal and informal student assessments, teacher observations, qualitative input from educators and school leaders, school climate survey results, professional development feedback and ratings, implementation artifacts from PD sessions, and broader stakeholder input. Each year, Lead Teachers—representing all grade levels and special education—develop pacing and assessment plans. These plans are shared vertically across grade levels to promote alignment and coherence. Lead Teachers also meet regularly with school administration to review and address grade-level needs.  In addition, all instructional staff participate in monthly Instruction Committee meetings. These meetings serve as a collaborative forum for sharing ideas, discussing instructional practices, and approving new plans. Formal meeting minutes are distributed monthly to Charter School staff, the FCPS organization, and the FCPS Board of Directors during board meetings. Note: As an elementary school, the Charter School does not offer standalone Career Technical Education (CTE) or World Language (WL) programs. Instead, key elements from both areas are thoughtfully integrated into the general education curriculum to ensure early exposure and enrichment.|2025-06-12|2025
19647330131771|KIPP Ignite Academy|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330131797|KIPP Promesa Prep|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330131821|Collegiate Charter High School of Los Angeles|2||4|3|4|3|4|4|3|4|3|4|4|4|4|4|4|1|2|5|5|3|5|5|4|Met|Collegiate Charter High School of Los Angeles does not offer CTE courses, yet, but is anticipating adding them as our enrollment grows.|2025-06-25|2025
19647330131904|Libertas College Preparatory Charter|2||5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|0|4|5|4|0|5|4|4|Met||2025-06-07|2025
19647330132027|University Preparatory Value High|2|University Preparatory Value High School  uses the Northwest Evaluation Association (NWEA) System to track the implementation and progress of the 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||2025-06-06|2025
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|Due to our network-wide focus on college preparation for under-served communities, as well as our school's relatively small size, we have not focused on building a Career Technical Education program. Such a program would be prohibitively difficult to create given the limitations of our physical plant, as well as staffing while also focusing on the increasingly rigorous requirements of universities across the country.	|2025-06-11|2025
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.|2025-06-30|2025
19647330132282|Ednovate - East College Prep|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|0|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.|2025-06-12|2025
19647330132928|Anahuacalmecac International University Preparatory of North America|2|Anahuacalmecac measures Standards implementation using a range of locally selected tools—including PowerSchool, Student-Led Conferences, data analysis, surveys, and the California School Dashboard—providing insights aligned with Schoolwide Learner Goals and the LCAP. Implementation occurs regularly, with most systems reviewed at least three times annually. Progress on academic standards implementation is reported to the entire school community, then later as a non-consent item to the Council of Trustees at the same public meeting where the LCAP is adopted and published on the California School Dashboard. The governing board revisits progress throughout the year to ensure effectiveness and alignment with goals.  Curriculum and instruction align with the Common Core State Standards for English Language Arts, Common Core State Standards for Mathematics, Next Generation Science Standards, and the History-Social Science Framework. Teachers and school leadership collaborate regularly to design a continuum grounded in academic standards, school values, and cultural priorities. English Language Development standards are implemented by all teachers across subject areas through collaboration with EL teams and targeted supports. Fairness-focused supports address disparities among subgroups, including extended learning opportunities for SPED and EL students. IEP goals are tailored to individual needs and aligned with academic standards to ensure successful outcomes.  Career Technical Education is supported through interdisciplinary instruction and extended learning programs. The UC Climate Survivance course, developed in partnership with UC Davis, adapts the UC Agriculture and Natural Resources Climate Stewards certification for youth. Students may also gain CTE experience, certification, and academic credit through programs such as the IndigeNations Scholars Early College Summer Program and the Masewaltlalpixkayiotl Youth Fire Resurgence Corps.  Health Education Content Standards and Physical Education Model Content Standards are implemented through an integrated physical education and science curriculum and instruction aligned with required and student wellness initiatives. Health education is presented through a scientific lens by qualified individuals, including those from reputable organizations.  Visual and Performing Arts standards are addressed through traditional American Indian and contemporary Western forms, supported by student showcases and performances such as Danza Azteca, mural work, mixed-media sculpting, and interdisciplinary design. World Language instruction includes Spanish and Nawatl, with AP Spanish and Honors Nawatl Language courses available and expanding Indigenous language offerings through its Mitlatolli Language Revitalization Initiative. Beginning with TK-5th students, Anahuacalmecac offers a modified Dual Language Immersion program in English and Spanish that includes Nawatl as Language and Cultural enrichment.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|To identify professional learning needs of teacher groups, the school facilitates weekly professional development and interdisciplinary planning using CAASPP, NWEA, IABs, and formative data to target shared instructional gaps and align efforts across grade levels and content areas. Native-based unit planners, designed with cultural bearers and leadership, ensure academic standards align with school and state policy implemented and consistently integrate Indigenous knowledge systems aligned with all standards. Grade-level and content teams meet regularly to reflect on implementation progress and adjust as needed.  Individual teacher needs are addressed through collaborative data review with the Director of Education, classroom observations, coaching, and self-reflection tools. Mentorship is also provided to support new staff in aligning to academic and cultural expectations. This multi-tiered approach allows for targeted support and professional growth, responsive to each teacher’s development areas.  Support for standards not yet mastered includes modeling, peer mentorship, and resources like Newsela and CK12. These tools, combined with accommodations embedded in unit plans and comprehension-based grading, ensure all teachers are equipped to deliver standards-aligned instruction. Targeted follow-up support is provided during planning time and PD sessions. These practices are embedded in the school’s PD cycle and sustained through leadership and community collaboration.|2025-06-24|2025
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 Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	1:1 Coaching Cycles for Teachers|2025-06-05|2025
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 Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders •	1:1 Coaching Cycles for Teachers|2025-06-05|2025
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: PUC Teacher Development System  School Site Professional Development for Teachers (Scope and Sequence and Reflections) PUC-WIDE Professional Development for Leaders Regional Professional Development for Leaders 1:1 Coaching Cycles for Leaders 1:1 Coaching Cycles for Teachers|2025-06-05|2025
19647330133686|Equitas Academy 4|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|5|5|5|Met||2025-06-25|2025
19647330133694|Valor Academy Elementary|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||2025-06-24|2025
19647330133702|New Los Angeles Charter Elementary|2||5|4|4|4|4|5|4|5|5|5|5|4|4|4|4|0|5|5|5|0|5|4|4|Met||2025-06-23|2025
19647330133710|Girls Athletic Leadership School Los Angeles|2||5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|0|5|5|3|0|4|4|3|Met||2025-06-02|2025
19647330133868|Rise Kohyang High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|Met||2025-06-24|2025
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 2023-24 school year, students grew an average of 186% of their annual growth goal for Reading Inventory, and 153% 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||2025-06-27|2025
19647330134205|Arts in Action Community Middle|2|||||||||||||||||||||||||Not Met|||2025
19647330135509|Gabriella Charter 2|2||4|5|4|3|2|3|4|5|4|3|3|4|4|3|2|0|2|5|5|0|5|5|4|Met||2025-06-23|2025
19647330135517|KIPP Corazon Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
19647330135616|Crete Academy|2|||||||||||||||||||||||||Not Met|||2025
19647330135632|WISH Academy High|2|WISH Academy High School provides comprehensive implementation of professional learning standards for teaching and full alignment with all state-adopted academic standards and curriculum frameworks. Our educational program demonstrates unwavering commitment to academic excellence through rigorous standards-based instruction. Our comprehensive course offerings are meticulously designed in alignment with California Common Core Standards (www.cde.ca.gov/be/st/ss). All instructional materials are carefully selected based on three critical criteria: academic rigor, precise alignment with State Standards, and robust scaffolding opportunities to meet the diverse learning needs of all students. Collaboration forms the cornerstone of our instructional planning process. Teacher teams engage in systematic collaborative planning to develop detailed, data-driven pacing guides for all courses using evidence-based backward planning principles and highly effective instructional methodologies. Our educators begin with the clear objective of ensuring student mastery of all Common Core and State Standards, then strategically plan backward to determine the most effective instructional sequencing and delivery methods. Our strategic University Partnerships with Loyola Marymount University provide invaluable research-based analysis and feedback on our educational practices. These partnerships facilitate ongoing research and classroom observations that drive continuous improvement initiatives and contribute valuable insights to the broader educational community through documentation of best practices and evidence-based learning outcomes.|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 implement a comprehensive assessment system featuring meaningful, frequent assessments that adhere to verified data criteria for documenting and analyzing student academic progress over time. Student achievement data collected through both internal and external assessments empowers teachers to design responsive classroom instruction based on real-time student outcomes, enabling targeted program adjustments that address individual student needs and accelerate learning growth.|2025-06-24|2025
19647330135715|Ednovate - Esperanza College Prep|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|0|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.|2025-06-12|2025
19647330135723|Ednovate - Brio College Prep|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|0|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.|2025-06-12|2025
19647330135921|WISH Community|2|WISH Community School demonstrates a commitment to academic excellence through the comprehensive implementation of all state-adopted academic standards and professional learning frameworks. Our curriculum design process centers on alignment with California Common Core Standards and Next Generation Science Standards, ensuring that every instructional decision supports rigorous academic achievement. Our collaborative teaching teams employ sophisticated backward-planning methodologies, beginning with mastery expectations for all Common Core and State Standards and systematically designing instructional sequences that maximize student learning outcomes. This approach ensures that academic rigor is maintained while providing appropriate scaffolding and differentiation for diverse learners. Our strategic university partnerships with Loyola Marymount University and the University of Kansas SWIFT Center provide invaluable research-based insights and evidence-based practices that continuously refine our instructional methodologies. These collaborations result in data-driven improvements that benefit not only our students but also contribute to the broader educational research community. We implement a comprehensive assessment ecosystem that adheres to verified data criteria, enabling continuous monitoring and analysis of student academic progress. This multi-faceted approach to assessment provides educators with real-time insights that inform instructional decisions and program modifications, ensuring that each student's individual learning needs are met with precision and intentionality.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647330135954|ISANA Himalia Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|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.|2025-06-12|2025
19647330136986|STEM Preparatory 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||2025-06-25|2025
19647330136994|Rise Kohyang Elementary|2||5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|Met||2025-06-24|2025
19647330137463|California Creative Learning Academy MS|2||5|4|4|4|4|5|4|5|4|4|5|3|3|4|4|0|3|4|5|0|4|4|4|Met||2025-06-23|2025
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|As noted in Question #4, only the Physical Education Standards apply to the school.  HTLA Middle School has weekly Professional Development meetings to meet the professional needs of teachers and staff.  Individual teachers meet with their coach or administrator after an observation and they work on identifying skills they have not yet mastered and come up with next steps to focus on in the next observation.|2025-06-17|2025
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|4|2|4|4|4|Met||2025-06-28|2025
19647330137521|Vox Collegiate of Los Angeles|2||5|3|5|5|5|5|4|5|5|5|4|3|4|4|4|1|4|4|2|1|4|4|4|Met||2025-06-18|2025
19647330137562|Matrix for Success Academy|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|The LEA offers teachers ten full dedicated Professional Development Days, along with opportunities for teachers, administrators, and staff to attend requested workshops prior to the start of each school year. Additional professional development sessions focused on standards-based instruction are provided monthly throughout the academic year. All students—including unduplicated students and those with exceptional needs—will have equitable access to standards-aligned curriculum and supplemental instructional materials, as outlined in our charter.|2025-06-24|2025
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|0|5|5|5|Met||2025-06-24|2025
19647330137612|Valley International Preparatory High|2||4|4|5|3|5|4|4|4|3|4|5|4|5|3|5|1|4|1|5|3|4|4|4|Met||2025-06-04|2025
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|2|At TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary, the implementation of California State Academic Standards is driven by a strategic focus on early literacy, numeracy, and equity-centered instruction. The school leverages comprehensive, standards-aligned tools that were selected collaboratively by school leaders, teachers, and families, with an emphasis on long-term readiness and academic coherence across the K–12 continuum.  Locally Selected Tools by Content Area: 	•	English Language Arts (ELA – Common Core): TEACH Elementary uses McGraw-Hill Wonders, a robust, Common Core-aligned curriculum supporting foundational literacy, comprehension, writing, and language development. Wonders enables small-group instruction, differentiation, and integrated assessments. 	•	English Language Development (ELD): English Learners receive both designated and integrated ELD instruction through Wonders’ ELD resources, aligned to the ELA/ELD Framework. Instruction is scaffolded based on ELPAC proficiency levels and monitored via classroom assessments. 	•	Mathematics (Common Core): McGraw-Hill Math is the core curriculum, emphasizing concept development and problem-solving aligned to the Common Core. Student progress is tracked using iReady Math diagnostics, providing teachers with individualized growth data. 	•	Next Generation Science Standards (NGSS): Science instruction is supported by McGraw-Hill’s NGSS-aligned curriculum, which emphasizes hands-on inquiry, cross-cutting concepts, and real-world application of scientific principles. 	•	History-Social Science: The school uses McGraw-Hill’s History-Social Science materials, designed around the CA History-Social Science Framework. Students explore community, civics, and historical narratives through age-appropriate content and primary sources. 	•	Health Education: Health instruction follows the California Health Education Standards, integrated into science, physical education, and advisory activities with a focus on safety, wellness, and emotional regulation. 	•	Physical Education (PE): Standards-based PE instruction is delivered weekly, aligned with the CA Physical Education Model Content Standards, promoting physical fitness, cooperation, and motor skill development. 	•	Visual and Performing Arts (VAPA): Though a formal VAPA curriculum is not adopted, the school provides rotating enrichment blocks and project-based instruction aligned with the CA Arts Standards, especially in visual art and music. 	•	World Language: World language is not currently a formal program at the elementary level, but the school incorporates cultural awareness and bilingual exposure through schoolwide events and classroom activities.  Rationale and Progress:  TEACH Preparatory selected these tools to ensure alignment with the California standards, support inclusive instructional practices, and provide continuity for students across the TEACH K–12 system. The adoption process involved meaningful input from educators a|4|3|4|3|3|4|3|4|3|3|4|3|4|4|4|0|4|4|4|0|4|4|3|Met|At TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary, implementation of state-adopted academic standards is strengthened by intentional strategies that support instructional continuity, early intervention, and data-driven decision-making. A key feature is teacher “looping,” which allows educators to remain with students for two consecutive years—deepening relationships and ensuring consistent application of standards-aligned instruction.  Progress monitoring is supported through iReady Reading and Math, SmartyAnts for early literacy, and classroom-based formative assessments. Teachers meet regularly in PLCs to review data and adjust instruction aligned with the Common Core, NGSS, and CA History-Social Science Frameworks.  Designated and integrated ELD instruction is delivered using McGraw-Hill’s Wonders, with scaffolds aligned to the ELA/ELD Framework. Health and PE instruction follow California content standards and are embedded in weekly instruction and advisory blocks. Though formal VAPA and World Language curricula are in development, the school incorporates arts integration and cultural literacy through enrichment and community-based events, ensuring students experience a broad, standards-based education.|2025-06-10|2025
19647330138883|Equitas Academy 6|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|5|5|5|Met||2025-06-25|2025
19647330139089|Vista Horizon Global Academy|2||4|3|4|2|2|5|4|5|4|3|4|4|4|4|4|0|4|4|4|0|5|5|5|Met||2025-06-23|2025
19647330139097|Scholarship Prep - South Bay|2||5|4|5|5|5|5|5|5|4|5|5|4|5|4|5|0|4|4|4|0|4|5|5|Met||2025-06-19|2025
19647330139121|Equitas Academy 5|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|5|5|5|Met||2025-06-25|2025
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|3|4|3|0|4|4|4|Met|Not applicable|2025-06-25|2025
19647330140004|El Rio Community|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|3|3|4|4|4|3|3|Met||2025-06-23|2025
19647330140111|Invictus Leadership Academy|2|ILA utilizes iReady as our local assessment for student mastery of core academic standards adopted by the State Board of Education. Our selected assessment results during the 2024-25 academic year demonstrate strong student achievement growth and are the basis of our gauge of effective implementation of effective teaching strategies and academic standards.|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|0|5|5|4|Met||2025-06-26|2025
19647330140129|Ednovate - South LA College Prep|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|0|5|5|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.|2025-06-12|2025
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|3|4|3|0|4|4|4|Met|Not applicable|2025-06-25|2025
19647330164780|Ednovate - Encore Arts and Media College Prep|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|0|3|3|3|0|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.|2025-06-12|2025
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 adopted the Illustrative Math 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), Achieve3000 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|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
19647331931708|Chatsworth Charter High|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Chatsworth 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||2025-06-17|2025
19647331931864|Grover Cleveland Charter High|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647331932623|El Camino Real Charter High|2||4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|5|5|4|5|5|4|4|4|Met||2025-06-30|2025
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 2024-2025 GHC entered year two of the Understanding by Design implementation with a closer look at interventions and classroom learning activities. Teachers continued to work in teams across departments to deepen their understanding of UbD and how to implement it. GHC continued to support the implementation of Canvas/Toddle across both programs with nearly 100% of teachers regularly using Canvas/Toddle in the classes. GHC continued to provide training and support to teachers for advanced usage and capabilities of Canvas/Toddle. GHC continued to implement and refine the social-emotional learning programs at both programs, Capturing Kids' Hearts and Second Step.  This year, our faculty has deepened its expertise in instructional design through the Understanding by Design (UbD) framework, strengthened student connections through Capturing Kids’ Hearts (9-12) and Second Step (TK-8), and refined instructional communication and consistency in our third year of implementing Canvas LMS (6-12) and Toddle (TK-5). This year, we are highlighting three new priorities: NCUST classroom walkthroughs to enhance instructional equity, expanded dual enrollment opportunities to increase college access, and the implementation of Care Solace to provide broader wellness support for students and families.|2025-06-23|2025
19647331937226|Reseda Charter High|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Reseda 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||2025-07-24|2025
19647331938554|Sylmar Charter High|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647331938612|Taft Charter High|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.   Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.  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||2025-06-17|2025
19647331938885|University High School Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, University High School 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||2025-06-17|2025
19647331995836|Palisades Charter High|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|3|3|3|4|4|3|3|3|Met||2025-06-17|2025
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||2025-06-18|2025
19647336015986|Beckford Charter for Enriched Studies|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-17|2025
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||2025-06-17|2025
19647336016265|Calvert Charter for Enriched Studies|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Calvert 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||2025-06-17|2025
19647336016323|Canyon Charter Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336016356|Carpenter Community Charter|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|3|4|5|5|3|4|5|5|Met||2025-06-17|2025
19647336016562|Colfax Charter Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Colfax Charter ES 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|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336016729|Dearborn Elementary Charter Academy|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336016778|Dixie Canyon Community Charter|2|Dixie Canyon Community Charter School, as an affiliated charter of LAUSD, follows districtwide systems for implementing and monitoring state academic standards. Locally selected tools include:  LAUSD-adopted state standards-aligned instructional materials  i-Ready Diagnostic in ELA and Math to assess growth and placement three times per year  DIBELS for early literacy skill tracking  Classroom observations using LAUSD’s Teaching and Learning Framework (TLF)  Student performance analysis from CAASPP, Interim Assessments, and formative classroom assessments  These tools are used to guide instructional decisions, provide targeted professional development, and monitor implementation progress across standards. The TLF, particularly Standard 3: Delivery of Instruction, supports site leadership in providing actionable feedback to teachers based on evidence of standards-based practice.  Dixie Canyon has fully implemented the California Common Core Standards in ELA and Math across all grade levels. NGSS-aligned science instruction is supported through the FOSS curriculum and an onsite science enrichment teacher. History–Social Science instruction uses district-adopted, standards-aligned curriculum. Physical Education, Health, and Visual and Performing Arts are supported through PTA-funded instructors and itinerant LAUSD staff. English Language Development is implemented via integrated and designated ELD blocks aligned with the ELD standards. While Career Technical Education and World Language are not offered due to the school's TK–5 grade span, foundational skills in college and career readiness are emphasized through student presentations, project-based learning, and cross-disciplinary writing tasks.  Through formative data, structured collaboration time, and coaching, the school continuously reviews its instructional progress and adjusts practices accordingly. School leaders use data dashboards and assessment reports to analyze subgroup trends and tailor instructional supports. Professional development is ongoing and responsive to staff needs, with a focus on literacy, math instruction, differentiation, and equity-based practices.|4|3|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|5|5|0|4|4|4|Met|Dixie Canyon’s ILT and administrative leadership team meet regularly to review data and plan professional development aligned to district priorities. The school also participates in LAUSD’s network-wide literacy, numeracy, and equity initiatives.|2025-06-17|2025
19647336016869|El Oro Way Charter For Enriched Studies|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336016935|Encino Charter Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary 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||2025-06-17|2025
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 utilizes a collaborative and systematic process to monitor the implementation of California State Standards as adopted by the State Board of Education. This process incorporates a variety of data sources, including both formal and informal student assessments, teacher observations, qualitative input from educators and school leaders, school climate survey results, professional development feedback and ratings, implementation artifacts from PD sessions, and broader stakeholder input. Each year, Lead Teachers—representing all grade levels and special education—develop pacing and assessment plans. These plans are shared vertically across grade levels to promote alignment and coherence. Lead Teachers also meet regularly with school administration to review and address grade-level needs.  In addition, all instructional staff participate in monthly Instruction Committee meetings. These meetings serve as a collaborative forum for sharing ideas, discussing instructional practices, and approving new plans. Formal meeting minutes are distributed monthly to Charter School staff, the FCPS organization, and the FCPS Board of Directors during board meetings. Note: As an elementary school, the Charter School does not offer standalone Career Technical Education (CTE) or World Language (WL) programs. Instead, key elements from both areas are thoughtfully integrated into the general education curriculum to ensure early exposure and enrichment.|2025-06-12|2025
19647336017438|Hamlin Charter Academy|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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.|4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|4|5|5|0|5|4|5|Met||2025-06-17|2025
19647336017529|Haynes Charter For Enriched Studies|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Not Met|||2025
19647336017693|Justice Street Academy Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Justice St. 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||2025-06-17|2025
19647336017701|Kenter Canyon Elementary Charter|2|In conjunction with the Commission on Teacher Credentialing’s California Statewide Assignment Accountability System (CalSAAS), LAUSD annually audits master schedules and develops individualized site reports to include resolutions to misassignments.    In addition, LAUSD has met full compliance with Williams’s sufficiency requirements for the 2024-2025 academic year. Verification through teacher and principal submissions via the District's online portals confirms that 100% of students have access to core instructional materials, both at home and at school.   LAUSD performs school facility condition inspections annually according to State-mandated School Accountability Report Card (SARC) guidelines and a summary of ratings for Williams Facilities Inspections was used to determine performance standards. For 2024-25, schools received the “good repair” overall rating at inspection.   As an Affiliated Charter in Los Angeles Unified, YOUR SCHOOL NAME  is included in these policies and processes related to appropriately assigned teachers, curriculum-aligned instructional materials, and school facilities. Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Kenter Canyon 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||2025-06-17|2025
19647336017743|Knollwood Preparatory Academy|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336017891|Lockhurst Drive Charter Elementary|2|In conjunction with the Commission on Teacher Credentialing’s California Statewide Assignment Accountability System (CalSAAS), LAUSD annually audits master schedules and develops individualized site reports to include resolutions to misassignments.    In addition, LAUSD has met full compliance with Williams’s sufficiency requirements for the 2024-2025 academic year. Verification through teacher and principal submissions via the District's online portals confirms that 100% of students have access to core instructional materials, both at home and at school.   LAUSD performs school facility condition inspections annually according to State-mandated School Accountability Report Card (SARC) guidelines and a summary of ratings for Williams Facilities Inspections was used to determine performance standards. For 2024-25, schools received the “good repair” overall rating at inspection.   As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES  is included in these policies and processes related to appropriately assigned teachers, curriculum-aligned instructional materials, and school facilities.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
19647336018063|Marquez Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336018204|Montague Charter Academy|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|0|5|5|5|0|5|5|5|Not Met|||2025
19647336018287|Nestle Avenue Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Nestle 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||2025-06-17|2025
19647336018634|Palisades Charter Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Palisades CEl 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||2025-06-17|2025
19647336018642|Pacoima Charter Elementary|2|Pacoima Charter School uses the Aeries Student Information System (SIS) to track various analytics related to student enrollment and their progress in a wide range of courses. Pacoima Charter School has a student population where almost all students are eligible for Title I services, this includes English Learners and students with exceptional learning needs. Our program features the full inclusion model for students with disabilities. Our students with special needs are fully integrated into the general education setting and participate in the core instructional program alongside their peers. This approach promotes an inclusive and supportive learning environment. Furthermore, all English Learners at Pacoima Charter School are actively engaged in English Language Development (ELD) on a daily basis. This includes both designated ELD, where students receive targeted instruction in English language skills, and integrated ELD, where English language development is incorporated into their regular coursework. This dual approach helps English Learners build proficiency in English while also accessing the broader curriculum|5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|0|5|5|5|0|4|4|4|Met||2025-06-13|2025
19647336018725|Plainview Academic Charter Academy|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.   Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy 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||2025-06-17|2025
19647336018774|Pomelo Community Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336018923|Riverside Drive Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
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 utilizes a collaborative and systematic process to monitor the implementation of California State Standards as adopted by the State Board of Education. This process incorporates a variety of data sources, including both formal and informal student assessments, teacher observations, qualitative input from educators and school leaders, school climate survey results, professional development feedback and ratings, implementation artifacts from PD sessions, and broader stakeholder input. Each year, Lead Teachers—representing all grade levels and special education—develop pacing and assessment plans. These plans are shared vertically across grade levels to promote alignment and coherence. Lead Teachers also meet regularly with school administration to review and address grade-level needs. 2025-26 Local Performance Indicator Self-Reflection for Santa Monica Boulevard Community Charter School Page 8 of 25 In addition, all instructional staff participate in monthly Instruction Committee meetings. These meetings serve as a collaborative forum for sharing ideas, discussing instructional practices, and approving new plans. Formal meeting minutes are distributed monthly to Charter School staff, the FCPS organization, and the FCPS Board of Directors during board meetings. Note: As an elementary school, the Charter School does not offer standalone Career Technical Education (CTE) or World Language (WL) programs. Instead, key elements from both areas are thoughtfully integ|2025-06-12|2025
19647336019111|Serrania Avenue Charter For Enriched Studies|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Serrania Avenue 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||2025-06-17|2025
19647336019186|Sherman Oaks Elementary Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.   Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary 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||2025-06-17|2025
19647336019392|Superior Street Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
19647336019525|Topanga Elementary Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Topanga Elementary 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||2025-06-17|2025
19647336019533|Topeka Charter School For Advanced Studies|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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|5|5|5|0|5|5|5|Met||2025-06-17|2025
19647336019673|Van Gogh Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.   Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Van Gogh is included in these policies and processes related to the implementation of state academic standards.|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|4|4|4|0|4|5|4|Met|Provide any additional information that the LEA believes is relevant to understanding its progress on meeting the requirements for implementation of state academic standards.|2025-06-17|2025
19647336019715|Vaughn Next Century Learning Center|2||4|4|4|4|4|4|4|4|4|3|5|4|5|4|4|3|3|4|3|3|4|3|3|Met||2025-06-25|2025
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet 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||2025-06-17|2025
19647336019939|Westwood Charter Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336019954|Wilbur Charter For Enriched Academics|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics 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||2025-06-17|2025
19647336020036|Woodlake Elementary Community Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary 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||2025-06-17|2025
19647336020044|Woodland Hills Elementary Charter For Enriched Studies|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.   Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary 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||2025-06-17|2025
19647336057988|Emerson Community Charter|2||5|5|3|4|5|4|5|4|4|5|5|5|4|4|5|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
19647336058150|Louis Armstrong Middle|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Louis Armstrong Middle 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||2025-06-17|2025
19647336058267|Paul Revere Charter Middle|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336061477|George Ellery Hale Charter Academy|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336061543|Alfred B. Nobel Charter Middle|2|In conjunction with the Commission on Teacher Credentialing’s California Statewide Assignment Accountability System (CalSAAS), LAUSD annually audits master schedules and develops individualized site reports to include resolutions to misassignments. In addition, LAUSD has met full compliance with Williams’s sufficiency requirements for the 2024-2025 academic year. Verification through teacher and principal submissions via the District's online portals confirms that 100% of students have access to core instructional materials, both at home and at school. LAUSD performs school facility condition inspections annually according to State-mandated School Accountability Report Card (SARC) guidelines and a summary of ratings for Williams Facilities Inspections was used to determine performance standards. For 2024-25, schools received the “good repair” overall rating at inspection. As an Affiliated Charter School in Los Angeles Unified, Alfred B. Nobel Charter is included in these policies and processes related to appropriately assigned teachers, curriculum-aligned instructional materials, and school facilities.|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|0|5|5|5|5|5|5|5|Met||2025-06-17|2025
19647336061584|Gaspar De Portola Charter Middle|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Gaspar De Portola 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||2025-06-17|2025
19647336071435|Castlebay Lane Charter|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.  As an Affiliated Charter in Los Angeles Unified, Castlebay Lane 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||2025-06-17|2025
19647336094726|Community Magnet Charter Elementary|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   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||2025-06-17|2025
19647336097927|Open Charter Magnet|2|LAUSD continues to employ a comprehensive set of tools and strategies to monitor and advance implementation of the state academic standards adopted by the SBE. LAUSD consistently adopts and implements instructional materials approved by the state that are aligned with the California Standards and curricular frameworks.    Principals and instructional leaders regularly conduct classroom observations focused on the LAUSD Teaching and Learning Framework (TLF). These observations enable ongoing dialogue and professional learning, ensuring teachers receive actionable feedback and support as they refine their instructional practices in alignment with state standards.   LAUSD actively utilizes the i-Ready Diagnostic Assessment in Reading and Math to measure student placement and growth in relation to grade-level standards. Additionally, the District continuously analyzes student performance data from multiple sources, including the Smarter Balanced Assessments, DIBELS, and other formative tools.    Based on our locally selected measures and tools, LAUSD has made significant strides in implementing the academic standards adopted by the SBE 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.   As an Affiliated Charter in Los Angeles Unified, Open Charter Magnet 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||2025-06-17|2025
19647336112536|Accelerated|2||4|4|4|3|3|3|4|4|4|3|3|3|3|3|3|0|4|4|4|4|4|4|4|Met||2025-06-27|2025
19647336114912|Watts Learning Center|2|||||||||||||||||||||||||Not Met|||2025
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 Source  Professional Learning for Teachers •	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  Aligned Instructional Materials •	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  Support for Instructional Improvement •	PUC Teacher Development System •	1:1 Coaching for Teachers •	Regional Professional Development (Scope and Sequence and Reflections) •	School Site Professional Development (Scope and Sequence and Reflections) •	Leader Professional Development & 1:1 Coaching  Other Adopted Academic Standards •	Physical Education Scope and Sequence •	Visual Arts in Residency Program Scope and Sequence •	1:1 Coaching Cycles for Teachers  Support for Teachers and Administrators •	PUC Teacher Development System •	School Site Professional Development for Teachers (Scope and Sequence and Reflections) •	PUC-WIDE Professional Development for Leaders •	Regional Professional Development for Leaders •	1:1 Coaching Cycles for Leaders|2025-06-05|2025
19647336117048|ICEF View Park Preparatory Elementary|2||5|4|5|5|4|5|4|5|5|5|5|4|5|5|4|0|4|5|5|0|5|5|5|Met||2025-06-26|2025
19647336117667|Camino Nuevo Charter Academy|2||5|4|5|3|4|5|5|5|4|4|5|4|5|5|5|0|4|4|4|4|5|5|5|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 have also sponsored curriculum creation projects and built a bank of standards-aligned History/Social Science lessons for grades K-5.  All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2025-06-17|2025
19647336119044|Multicultural Learning Center|2||5|4|5|4|5|4|5|5|5|5|5|5|5|4|5|3|2|5|5|5|5|5|4|Met||2025-06-06|2025
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||2025-06-10|2025
19647336119903|Downtown Value|2|Downtown Value School uses the Northwest Evaluation Association (NWEA) System to track the implementation and progress of the 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||2025-06-06|2025
19647336120471|Puente Charter|2||5|5|4|4|4|5|5|5|5|4|5|5|5|4|4|0|3|5|4|0|4|5|5|Met||2025-06-11|2025
19647336120489|Para Los Niños Charter|2||4|4|4|4|4|5|4|5|4|4|5|4|5|4|4|1|3|4|5|1|4|4|5|Met||2025-06-12|2025
19647336121081|ICEF View Park Preparatory Middle|2||5|4|4|5|4|5|4|5|5|4|5|4|5|5|4|0|4|5|5|0|5|5|5|Met||2025-06-26|2025
19647580000000|Los Nietos|2||5|4|4|4|4|5|5|4|4|4|5|5|5|5|5|3|3|4|5|3|5|4|5|Met|Los Nietos School District prioritizes data-informed decision-making using grades, attendance, engagement, state assessments, and benchmarks to support individual student needs. In 2024-25, principals completed year-long data literacy professional development while the District implemented EduClimber platform with initial teacher training focusing on English Learners and underperforming students.  Local indicators show student growth: STAR 360 Reading increased to 38.4% at/above grade level (from 36.5%), while math decreased to 40.3% (from 42.8%), prompting renewed math instruction emphasis. TK-2 foundational skills improved 2.25 percentage points in ELA and 10 points in math.  The District fully implemented comprehensive TK-8 arts programming through Prop 28 and Community School funding. Elementary students engage in visual arts, choral music, and instrumental music weekly. Middle school offers multiple arts pathways in music, visual arts, and performance, reflecting commitment to whole-child education and creativity alongside academics.|2025-06-26|2025
19647740000000|Lynwood Unified|2||5|4|5|4|4|4|4|4|4|4|5|5|5|4|4|5|4|5|5|4|5|4|5|Met||2025-06-26|2025
19647900000000|Monrovia Unified|2||5|4|5|5|4|5|4|3|5|4|3|3|4|4|4|4|4|4|5|5|4|4|4|Met||2025-06-25|2025
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||2025-06-25|2025
19648160000000|Mountain View Elementary|2||4|3|3|2|3|5|5|5|3|5|3|3|3|3|3|0|4|5|5|4|4|4|3|Met|Based on the reflection of the 2024-2025 school year data which 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. Align literacy instruction to the Science of Reading.|2025-06-17|2025
19648320000000|Newhall|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|0|5|5|5|5|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. A group of teachers piloted several Social Studies curriculum over the course of the year, and a new adoption will be used in the 2025-2026 school year. Career Technical Education: As an elementary district, a Career Technical Education program is not implemented. World Languages: The Spanish Dual Language Immersion program has been fully implemented in grades K-6.|2025-06-24|2025
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||2025-06-23|2025
19648570000000|Palmdale Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|2|3|3|3|Met||2025-06-17|2025
19648570112714|Antelope Valley Learning Academy|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|Overall, the school scored at a 4.56, which is full implementation of adopted academic and/or curriculum frameworks. This is a +0.16 increase from the previous year. AVLA worked this past year to ensure classes that fall into categories such as Physical Education, Health, Visual and Performing Arts, and World Languages will now and moving forward always adhere to established or updated academic standards.|2025-06-05|2025
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|The Academy has expanded its instructional focus from STEM to STEAM, reflecting a commitment to integrating the arts into our core educational approach. This shift allows for more holistic, interdisciplinary learning experiences that foster creativity, innovation, and critical thinking. We are excited to enhance our arts offerings and provide students with a broader range of course options that support both academic and creative development.|2025-06-10|2025
19648570140889|Palmdale Academy Charter|2||5|4|2|4|5|5|4|2|4|5|4|4|3|4|4|3|4|4|4|4|4|4|4|Met|Based on the self-reflection scale, our LEA has made significant progress in implementing the academic standards adopted by the State Board, with most areas rated at full implementation. The instructional staff consistently integrates standards into planning, instruction, and assessment across content areas. However, Mathematics was identified as an area for growth. The recently adopted Mathematics Framework is still in the early stages of rollout. As such, we rated ourselves at a three (initial implementation) for identifying areas of improvement in Mathematics instruction, as teachers are actively exploring the new framework and beginning to adjust their practices. We rated ourselves at a two (beginning development) in two areas: aligning instructional materials to the new standards and providing professional learning specific to the updated Mathematics Framework. These lower ratings reflect the timing of the framework’s adoption rather than a lack of commitment. To address this, our LEA has begun planning focused professional development for the upcoming school year and is engaging in curriculum reviews to ensure alignment. We remain committed to full implementation and anticipate improved ratings as we progress through the adoption process.|2025-06-17|2025
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||2025-06-25|2025
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||2025-06-23|2025
19648810000000|Pasadena Unified|2||4|3|4|3|4|5|5|5|4|5|4|3|4|3|3|5|4|4|5|5|5|4|4|Met|Pasadena Unified School District has continued its focus on improving math, literacy, and graduation rates for all students. Building on the recently concluded 3-year project to implement high-quality instruction in middle schools, the district expanded this work to include high school mathematics during the 2024–25 school year. Additionally, PUSD has sustained the implementation of a standardized, designated ELD curriculum across K–12, supporting consistent districtwide implementation of ELD standards to better serve multilingual learners.|2025-06-26|2025
19648810113464|Aveson Global Leadership Academy|2|Aveson Global Leadership Academy (AGLA) utilizes a range of locally selected tools to monitor progress in implementing the academic standards adopted by the State Board of Education. These tools were chosen for their alignment with instructional goals, usability across grade levels, and ability to provide actionable data for continuous improvement. Core tools include iReady diagnostics (ELA and Math), CAASPP scores, curriculum-aligned unit assessments, classroom walkthrough observations, and student work analysis. The school also leverages curriculum mapping through Understanding by Design (UbD) and professional development tracking to monitor implementation depth and fidelity.  ELA (Common Core): Aveson implements the Lucy Calkins Units of Study for reading and writing, supported by SIPPS for foundational literacy. iReady Reading data and trimester writing assessments are used to measure student growth and instructional alignment. Teachers participate in PD on effective literacy strategies and standards-based rubric use.  ELD (Aligned to ELA Standards): English Learners are supported through integrated and designated instruction aligned with the California ELD standards. ELPAC data and teacher-led formative assessments are used to monitor progress. Teachers receive training on SIOP strategies and language scaffolds to ensure access to grade-level content.  Mathematics (Common Core): The school uses Eureka Math (Great Minds) and Illustrative Mathematics for core instruction, supported by iReady Math diagnostics and post-unit assessments. Teachers receive coaching from the Teacher Development Group and collaborate in UbD-aligned planning to ensure coherent standards-based instruction.  Next Generation Science Standards (NGSS): Instruction is aligned to NGSS using the PocketLab curriculum and project-based investigations. Teachers apply inquiry-based models and performance assessments. PD focused on three-dimensional learning has supported stronger classroom integration.  History-Social Science: The social studies curriculum integrates the California History-Social Science Framework using inquiry-driven units from Rethinking Schools. Student learning is assessed through projects, presentations, and schoolwide Celebrations of Learning. PD supports culturally relevant pedagogy and content rigor.  Career Technical Education (CTE): AGLA launched an internship/externship program for high school students, aligned to CTE standards and workplace competencies. Students also access Outlier.org courses for college credit, promoting real-world skill development.  Health and Physical Education Standards: Health and fitness are taught through the Open Phys Ed curriculum and assessed using the California Physical Fitness Test. Aveson also implements “More Than Just Sex” for 8th and 10th grade sexual health instruction, aligned to Health Education Content Standards.  Visual and Performing Arts: AGLA offers drama and choir through Blackbox theater and school-based|4|4|4|4|4|4|4|5|4|4|4|4|5|4|4|4|4|4|3|4|4|4|4|Met||2025-06-25|2025
19648810113472|Aveson School of Leaders|2|Aveson School of Leaders have used various measuring protocols and tools to monitor ELA student progress. Standardized Tests: Aveson monitors data via iReady assessments three times a year. Aveson also used CAASPP state standardized testing scores to set goals and monitor progress. Curriculum Alignment: LEAs used curriculum mapping tools and frameworks to ensure that classroom instructional materials and lesson plans aligned with the state academic standards, which helped Aveson align at a curricular level. Classroom Observations: LEAs conduct classroom observations and walkthroughs to assess how well teachers incorporate the state educational standards into their instructional practices. These observations also provided valuable qualitative data about how measures are being implemented effectively. Data Management Systems: LEAs employ data management systems to collect and analyze student performance, curriculum implementation, and professional development data. Google Classrooms, Progress Reports, and Map data were all referenced throughout the year. Teacher Professional Development: LEAs provide professional development opportunities for teachers to enhance their understanding and implementation of state academic standards and PML practice. Tracking participation and evaluating the impact of these professional development programs also helped Aveson measure the progress.   Implementing the academic standards adopted by the SBE involves various measures and tools depending on the specific academic standards. English Language Arts (ELA) - Common Core State Standards for ELA: The ELA curriculum and instructional materials align with the Common Core State Standards for ELA and our school-chosen curriculum of Lucy Calkins. Student-centered assessment rubrics and three writing assessments were implemented each trimester. Teachers receive professional development focused on understanding and implementing the ELA standards effectively during our SIPPS training and other online self-pacing guides. Student progress in ELA was assessed through standardized tests that are already aligned with the Common Core ELA standards and pre- and post-writing assessment data.   English Language Development (ELD) (Aligned to Common Core State Standards for ELA): Specialized instruction for English language learners (ELLs) to develop their language proficiency and meet the Common Core ELA standards through differentiation. ELD curriculum and instructional strategies may be aligned with the Common Core ELA standards. ELLs' progress in language development was assessed using language proficiency tests aligned with the ELD standards and ELPAC data.   Mathematics - Common Core State Standards for Mathematics: The mathematics curriculum and instructional materials align with the Common Core Math standards using our Great Minds/Eureka curriculum. Teachers received professional development through the Teacher Development Group (TDG) to deepen their understanding of the Math s|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-25|2025
19648810113894|Pasadena Rosebud Academy|2||5|4|5|4|4|5|4|5|4|4|5|4|4|4|4|0|3|4|4|0|4|4|4|Met||2025-06-26|2025
19648810118075|Learning Works|2||5|2|5|4|4|5|2|5|4|4|4|2|4|4|4|2|4|4|4|2|5|5|5|Met||2025-06-24|2025
19648810136945|OCS - South|2||4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|1|2|3|2|1|4|3|3|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.|2025-06-24|2025
19649070000000|Pomona Unified|2||4|4|4|4|3|5|5|5|3|5|4|4|4|3|3|4|3|5|5|3|4|3|4|Met||2025-06-25|2025
19649070115170|School of Extended Educational Options|2||4|4|4|4|3|5|5|5|3|5|4|4|4|3|3|4|3|5|5|3|4|3|4|Met||2025-06-25|2025
19649071996693|School of Arts and Enterprise|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||2025-06-24|2025
19649076021984|La Verne Science and Technology Charter|2||4|4|4|4|3|5|5|5|3|5|4|4|4|3|3|0|3|5|5|0|4|3|4|Met||2025-06-25|2025
19649310000000|Rosemead Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|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. The district also provided 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 analysis 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.|2025-06-26|2025
19649640000000|San Marino Unified|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|SMUSD takes pride in its continuous commitment to providing exemplary teaching and learning through the 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 2024-25 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”.|2025-06-24|2025
19649800000000|Santa Monica-Malibu Unified|2||4|5|4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|Met||2025-06-24|2025
19649980000000|Saugus Union|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|5|5|5|Met||2025-06-24|2025
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||2025-06-24|2025
19650370000000|South Whittier Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|5|4|4|Met|The South Whittier School District (SWSD) is committed to providing professional development to ensure rigorous, standards-aligned instruction in all content areas. Teachers engage in weekly PLCs and bi-monthly Data Chats to analyze data, refine practices, and monitor progress. Instructional coaches, consultants, and an instructional specialist provide targeted support to teachers, interventionists, and staff. SWSD has fully implemented ELA, Math, ELD, NGSS, and PE. Visual and Performing Arts (VAPA), Health (Teen Talk, Second Step, Zones of Regulation), and Spanish Dual Immersion are embedded in TK-8. Standards-based report cards, formative assessments, and ongoing training ensure alignment and equitable access. Next steps include deepening NGSS and ELD implementation and continuing to build teacher capacity through embedded coaching, collaborative planning, and data-driven reflection.|2025-06-24|2025
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, social science, 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|5|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.|2025-06-25|2025
19650520000000|Temple City Unified|2||5|3|4|4|1|5|5|5|4|3|4|4|4|4|4|5|5|5|5|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 year. We recently adopted new science curriculum and provided on-going professional development to support the teachers.  In 25-26, TCUSD will begin piloting math curriculum with a plan to adopt new textbooks in the 26-27 school year. The district is committed to providing the elementary staff with training on Be Glad strategies to support their English Learners; whereas the secondary staff is receiving support from EL Achieve. 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.|2025-06-25|2025
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 three 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||2025-06-17|2025
19650780000000|Valle Lindo Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|3|3|5|5|5|Met|Valle Lindo School District is fully committed to implementing California's academic standards in every classroom. Teachers engage in ongoing professional development to build expertise in the standards and apply effective, research-based instructional practices that promote academic rigor and equity.  We have adopted curriculum aligned to the state standards in English language arts, mathematics, science, and history-social science, with a strong focus on literacy, language development, and integration across content areas. Our Dual Language Immersion programs in Mandarin and Spanish are also aligned with state content and World Language Standards to ensure students achieve both academic and linguistic goals.  Using a Multi Tiered System of Supports, we ensure that all students, including English learners, students with disabilities, and others who need additional support, receive access to grade-level content along with targeted interventions and scaffolds. Instructional coaches and teacher teams use student data to guide instruction and improve outcomes.  Collaboration between educators, parents, school leaders, and district staff supports consistent implementation, reflection, and refinement of standards-based instruction.|2025-06-18|2025
19650940000000|West Covina Unified|2|During the 2024-2025 school year, the West Covina Unified School District continued to implement the adopted academic standards and/or curriculum frameworks. All elementary students participated in a comprehensive visual and performing arts program aligned with state standards, and every student had access to appropriate, standards-aligned instructional materials as verified through district curriculum lists and reports to the local governing board. Core textbooks and resources were provided in each subject, enabling students to fully engage with California State Standards. Notably, a new History-Social Science curriculum, Studies Weekly, was adopted for grades K–5, further strengthening the district’s alignment to the state framework in this content area. Professional learning to support these standards has been implemented and sustained in English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, and History-Social Science. Teacher and administrator participation in curriculum adoption committees, professional development, and professional learning communities reinforced the consistent use of high-quality instructional practices. Ongoing surveys of staff informed the planning of professional development and collaborative time, ensuring that training addressed site-specific needs and supported continuous improvement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
19650940112706|California Virtual Academy @ Los Angeles|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
19650946023527|San Jose Charter Academy|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|4|5|5|5|4|5|5|5|Met|San Jose Charter Academy (SJCA) delivers rigorous, standards-aligned instruction rooted in the California State Standards and supported by high-quality professional development and evidence-based practices. Teachers engage in ongoing assessment cycles and data analysis to address the academic, social-emotional, and physical needs of all students. Through our Multi-Tiered System of Supports (MTSS), we offer differentiated interventions that foster academic growth, behavioral support, and emotional well-being. SJCA builds strong school-community partnerships with agencies that help support student, family, and staff well-being, promoting a collaborative culture focused on student success. Educators participate in collaborative planning, embedded coaching, and professional learning centered on equity, social-emotional learning, and inclusive instruction. We also work closely with curricular teams to empower instruction and create growth focused environments. Technology is used to create a dynamic, relevant and student-centered ecosystem where learning is driven by a whole school goal-setting and partnership. These efforts have led to high performance and recognition as a 2025 California Distinguished School. We remain committed to closing achievement gaps for students with disabilities and our growing English learner population, ensuring equity, access, and success for every scholar.|2025-06-17|2025
19651020000000|Westside Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|4|4|4|4|3|2|4|4|1|4|4|4|Met||2025-06-17|2025
19651100000000|Whittier City|2||5|4|5|5|3|5|4|5|4|4|5|4|5|5|4|5|5|4|4|0|5|5|4|Met||2025-06-17|2025
19651280000000|Whittier Union High|2||5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|Met|The Whittier Union High School District has a well-established and highly sustainable approach to implementing academic standards. For over 15 years, Best Practice teams, comprised of teacher representatives from every school, have been instrumental in this effort. These teams are responsible for creating and refining common assessments aligned with academic standards across all core content areas. The results from these assessments are then used by the teams to pinpoint standards-based best instructional practices. This long-standing, cyclical process of developing common assessments and identifying effective teaching methods has fostered broad sustainability and continuous improvement in the district's educational approach.|2025-06-24|2025
19651360000000|William S. Hart Union High|2||5|4|4|4|4|5|5|5|5|5|5|4|4|4|4|5|5|5|5|5|5|4|4|Met||2025-06-25|2025
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.|2025-06-04|2025
19651360117234|Santa Clarita Valley International|2||5|4|5|4|4|5|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
19651361996263|Opportunities for Learning - William S. Hart|2||5|3|5|5|5|5|5|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 through independent study workbooks, direct instruction classes, and online learning. We continuously investigate new curricular options and rewrite courses so they are engaging, relevant, and State Standards-aligned. OFL-WSH continues to provide new courses through Edmentum, independent study workbooks, and iLit curriculum. The LEA has developed and implemented a new ALD curriculum to support our LTEL students with their language acquisition skills.  When new core courses are introduced, teachers are encouraged to take part in the training.  The training will instruct on best practices for the courseware and highlight key learnings and standards. All core courseware is aligned to ELD standards and use of the iLit program - a curriculum designed for English Learners.  CTE continues to be an area of focus to provide additional course offerings. We continue to identify areas we can strengthen our access to career and college curriculum and activities. A new curriculum platform, Lyla, will be implemented in the Fall of 2025. Through Lyla, students will have the ability to access the independent study curriculum via Chromebooks, laptop computers, and/or a smartphone and can complete their school assignments without internet access. This will be helpful for our Low-Income students. The Lyla curriculum content for middle school students has been revamped and should improve student outcomes over time.|2025-06-26|2025
19651510000000|Wilsona Elementary|2|Wilsona school district tracks student academic progress using the iReady Assessment Platform, which is given three times per year in the academic areas of 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 providers have established essential standards in ELA and Math aligned to State standards, as well as an updated instructional 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|2025-06-18|2025
19734370000000|Compton Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|5|4|5|4|5|5|4|4|Met|Compton Unified School District continues to make steady progress in implementing California’s academic standards. In the 2024–25 school year, the district completed the adoption process for new K–12 English Language Arts and Mathematics instructional materials. This adoption reflects the district’s commitment to providing all students with access to rigorous, standards-aligned curriculum. Full rollout and classroom implementation of the newly adopted materials will begin in the 2025–26 school year.  To support successful implementation, the district has planned professional development for teachers and administrators, including summer institutes, ongoing coaching, and site-based training aligned with the adopted resources. In addition, the district is expanding NGSS implementation in science, with a focus on CAST readiness and hands-on, inquiry-based instruction. History-Social Science training also continues, especially in grades 6–12, to deepen alignment with the state framework.  Compton USD is also making progress in integrating standards into Career Technical Education (CTE) and the Visual and Performing Arts (VAPA), offering students a broad, standards-based course of study. Regular district walkthroughs, needs assessments, and feedback from educators guide continuous improvement efforts. These initiatives demonstrate the district’s strong commitment to ensuring equity and fidelity in the implementation of California’s academic standards across all content areas.|2025-06-24|2025
19734370115725|Lifeline Education Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|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 plan 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 the last full site visit, granting a 6 year accreditation.  Lifeline continues to progress in the implementation of college and career / CTE standards.|2025-06-26|2025
19734370118760|Barack Obama Charter|2||4|3|4|3|3|4|4|4|3|4|4|4|4|3|3|0|2|4|3|0|4|3|3|Met||2025-06-09|2025
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:  •IXL Intervention Program •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|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|0|0|5|5|5|Met|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.|2025-06-11|2025
19734370134338|ISANA Achernar Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|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.|2025-06-12|2025
19734370137893|KIPP Compton Community|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
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 2023-24 school year, students grew an average of 152% 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||2025-06-27|2025
19734450000000|Hacienda la Puente Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|3|4|3|2|3|4|3|4|3|3|Met||2025-06-24|2025
19734520000000|Rowland Unified|2||5|5|5|4|3|5|5|5|5|5|4|4|4|4|4|5|3|5|5|5|5|3|3|Met||2025-06-12|2025
19734520120600|iQ Academy California-Los Angeles|2||4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|Met||2025-06-23|2025
19734600000000|Walnut Valley Unified|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||2025-06-18|2025
19752910000000|San Gabriel 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|San Gabriel Unified School District (SGUSD) uses a combination of educator feedback, curriculum adoption cycles, classroom observations, and professional learning data to measure progress in the implementation of state academic standards. These locally selected tools help guide strategic planning, inform instructional practices, and ensure alignment with the California State Standards. As of the 2024–2025 school year, SGUSD has reached full implementation in all content areas, including English Language Arts, English Language Development, Mathematics, History-Social Science, Science (NGSS), Career Technical Education, Physical Education, Visual and Performing Arts, and World Language. This implementation status reflects ongoing investments in aligned instructional materials, comprehensive professional learning opportunities, and consistent support systems for teachers and administrators. This year, SGUSD will be revisiting the Health Education Content Standards and grades 9-12 NGSS standards as part of the process of adopting a new health and 9-12 Science curriculum. The district is engaging teachers  and educational partners to ensure that the new curriculum aligns with current state standards and best practices. Professional learning and resource alignment will accompany this adoption process to ensure thoughtful and effective implementation in the years ahead. Through a collaborative, equity-driven approach, SGUSD remains focused on preparing all students with the knowledg|2025-06-24|2025
19752911996016|Options for Youth San Gabriel|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|At OFY–San Gabriel, our instructional model incorporates a flexible hybrid approach that includes independent study workbooks, direct instruction, and online learning to meet the diverse needs of our students. We are actively expanding our Career and Technical Education (CTE) offerings to align with student interests and better prepare them for future career opportunities. This includes the ongoing evaluation and refinement of courses to ensure they remain engaging, standards-aligned, and relevant to today’s workforce demands. Teachers receive targeted professional development focused on effective instructional strategies and mastery of core content and standards. Additionally, our curriculum is designed to support English Language Learners (ELLs and LTELs) through the integration of research-based programs such as iLit, which provide structured support for language development and academic success. 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.|2025-06-27|2025
19753090000000|Acton-Agua Dulce Unified|2||3|3|4|3|3|3|3|4|4|3|3|3|4|3|3|4|2|4|4|4|4|4|3|Met|The Multi Tier Systems of Support (MTSS) Team is actively working to improve support and communication in the implementation of academic standards in an effort to improve student learning outcomes for all student groups.|2025-06-26|2025
19753090127100|Assurance Learning Academy|2||4|4|5|4|5|4|4|5|4|5|5|4|4|4|5|5|4|4|5|4|4|5|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-05-30|2025
19753090131383|SIATech Academy South|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||2025-06-30|2025
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||2025-06-17|2025
19753090132654|California Pacific Charter- Los Angeles|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|4|4|4|Met||2025-06-17|2025
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||2025-06-18|2025
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||2025-06-21|2025
19753090136531|iLEAD Online Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
19753090136648|Options for Youth-Acton|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||2025-06-25|2025
19753090137703|Method Schools, LA|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|4|5|5|5|5|5|5|5|Met|Student interest has not supported the expansion of Method Schools' CTE program.  Despite the creation of a new Business Entrepreneurship pathway, students continue to primarily show interest in the previously existing pathways: Work Experience and Early Childhood Education.  Method Schools will continue to expand CTE offerings that align with student interests.  The Academy at Method Schools, a dual-enrollment school-within-a-school, completed its first full year in 2024/2025 with great success. All middle school science courses were rewritten to align with NGSS and updated 2-5 science courses were implemented in the 24/25 school year.  High School used Edmentum’s Courseware platform to access standards-based, NGSS-compliant courses. High school courses are currently undergoing revision to align with current frameworks and standards, including the addition of ethnic studies and financial literacy courses, in order to comply with EDC § 51226.7 and EDC § 51284.5. Reflecting a competency-based learning model that focuses on standards mastery while providing equitable learning opportunities for students of all abilities, these courses will be implemented on a tiered release starting with 9th and 10th grade courses in 2025/2026 followed by 11th and 12th grade in the 2026/2027 school year. All staff participate in professional development focused on access and equity in instruction and assessment.|2025-06-02|2025
19753090137786|Mission Academy|2||5|4|4|4|4|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|Met|Overall, the school scored at a 4.64 which is the full implementation of adopted academic and/or curriculum frameworks. This is a +.29 growth from last year. We improved in developing our curriculum frameworks in our next Generation Science Standards, Physical Education, and Health courses. We improved in developing our curriculum frameworks in English Language Arts and World Languages.|2025-06-06|2025
19753090138297|iLead Agua Dulce|2||4|4|4|4|3|4|5|5|4|4|4|4|3|3|3|3|3|4|4|4|5|5|5|Met||2025-06-17|2025
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|4|Met||2025-06-20|2025
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|Redondo Beach Unified School District’s professional development (PD) offerings are in response to student data, teacher and support staff feedback, and in collaboration with the district’s Professional Development Committee. In the 2024-2025 school year, RBUSD provided targeted PD, while also offering staff the opportunity to participate in choice offerings that would best meet their needs and would contribute to their professional growth.  Priorities for the year included strengthening best practices to support English learners, utilizing data to drive instruction, and engaging in cycles of inquiry around academic achievement and positive student outcomes. RBUSD completed its third year of a newly-adopted elementary ELA curriculum. In year three of the three-year implementation plan, elementary teachers focused on engaging and refining instructional decision-making, while aligning instruction to the recommended curriculum pacing. At the secondary level, PD focused on building collective efficacy and utilizing data to inform instruction.  With a diverse set of PD needs, RBUSD worked in collaboration with school sites to differentiate PD offerings tailored to grade-levels, content areas, and departments. Lastly, RBUSD continued the Instructional Leadership Team (ILT) model of shared leadership as it has proven successful for district schools. ILTs focus on using data to drive instructional decisions, engage in continuous cycles of inquiry, and establish shared accountability|2025-06-17|2025
19756630000000|SBE - New West Charter|2|||||||||||||||||||||||||Not Met|||2025
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||2025-06-17|2025
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|Alhambra USD is committed to successful CCSS implementation through comprehensive professional learning. Teachers have dedicated collaboration time for standards analysis, curriculum alignment, and assessment creation. Instructional coaches provide individualized classroom support focused on student needs. High-quality, standards-aligned materials are available in all classrooms, ensuring equitable instruction. The district fosters continuous improvement with instructional coaches modeling lessons, co-teaching, and facilitating data analysis. Bi-weekly collaborative time allows teachers to analyze work and plan aligned strategies.|2025-06-24|2025
19768690000000|Wiseburn Unified|2||4|3|4|3|2|4|4|4|4|2|4|3|4|4|2|1|3|4|4|3|5|4|4|Met||2025-06-26|2025
19768690119016|Da Vinci Science|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||2025-06-25|2025
19768690119636|Da Vinci Design|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|Met||2025-06-25|2025
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||2025-06-25|2025
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||2025-06-25|2025
19769680000000|SBE - Academia Avance Charter|2|||||||||||||||||||||||||Not Met|||2025
19769680109926|Academia Avance Charter|2|||||||||||||||||||||||||Not Met|||2025
20102070000000|Madera County Superintendent of Schools|2||5|5|3|2|3|5|5|3|2|3|3|3|3|1|3|3|2|3|3|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. The LEA has partnered with the Madera County Arts Council to increase student access to the Visual and Performing Arts.|2025-06-17|2025
20102070117184|Madera County Independent Academy|2||4|4|3|2|3|4|4|3|2|3|3|3|3|1|3|3|1|3|3|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 five 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 has partnered with the Madera County Arts Council to increase student access to the Visual and Performing Arts. The LEA utilizes a late start professional development program for all staff development which includes programmatic meetings for collaboration and peer learning.|2025-06-17|2025
20102072030229|Pioneer Technical Center|2||5|5|3|2|3|5|5|3|2|3|3|3|3|1|3|4|2|3|3|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. The LEA has partnered with the Madera County Arts Council to increase student access to the Visual and Performing Arts.|2025-06-17|2025
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, and explicit direct instruction across all curricular areas.  Continued professional development is scheduled for all staff in areas of need and improvement.|2025-06-24|2025
20651850000000|Bass Lake Joint Union Elementary|2||4|2|4|3|3|5|3|5|4|4|4|2|4|4|4|0|3|3|3|0|4|4|3|Met||2025-06-25|2025
20651850129015|Yosemite-Wawona Elementary Charter|2|YWECS provides educational experiences for its students that address these standards. Progress towards standards is measured locally by the goal setting activities and monitoring that occurs throughout the school year. Staff, individual students and their parents meet early on in the school year to set goals. These are re-visited weekly by staff and with parents and students throughout the school year at scheduled conferences. The size of the school allows for more frequent check-ins as needed.|3|3|3|3|3|3|3|3|3|3|3|3|3|0|3|0|3|3|4|0|4|4|3|Met||2025-06-24|2025
20651930000000|Chowchilla Elementary|2|The locally selected measures or tools that CESD uses to track progress in implementing the state academic standards are:  classroom walkthroughs and observation protocols to monitor the alignment of instruction to academic standards, professional learning participation and evaluation data to track the delivery and impact of training aligned to adopted standards, curriculum and instructional material inventories to assess availability and use of aligned, standards based curriculum, student assessment data to track student performance against grade level standards and PLC minutes and teacher reflection tools to track teacher engagement in standards focused planning and reflection.  In the area of English Language Arts we are at full implementation and sustainability, English Language Development is near full implementation, Mathematics is at full implementation, Next Generation Science Standards is in early implementation stages, History/Social Sciences is in early implementation stages, Career Technical Education is in beginning development, Health Education is in exploration phase, Physical Education Standards are at full implementation, Visual and Performing Arts at at exploration phase, and World Language is in beginning Development.  Overall, CESD has made strong progress in implementing ELA, Math, and PE standards supported by aligned materials, robust professional learning and student outcome data.  ELD implementation is progressing well with targeted areas for growth in teacher support and instructional consistency.  Science, History, and elective content areas remain in the early stages of implementation.|4|3|4|1|1|5|4|4|1|1|4|3|4|1|1|1|2|5|1|1|4|4|3|Met|Based on the information provided some priority next steps include initiating foundational professional learning with the Next Generation Science Standards, provide awareness sessions on new framework with history/social sciences and integration with literacy instruction, expanding coaching opportunities within English Language Development, as well as provided focused individualize teacher support for personalized goal setting and differentiate professional development around academic standards.|2025-06-30|2025
20652010000000|Chowchilla Union High|2||4|4|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|3|3|4|4|3|Met||2025-06-23|2025
20652430000000|Madera Unified|2||5|4|5|4|4|5|5|4|4|5|5|5|5|5|5|5|5|5|3|4|5|5|5|Met||2025-06-24|2025
20652430100016|Sherman Thomas Charter|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|0|3|5|4|0|4|4|3|Met||2025-06-24|2025
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||2025-06-12|2025
20652430118950|Sherman Thomas Charter High|2||5|4|4|5|5|5|4|4|5|5|4|4|4|4|4|0|3|5|5|4|4|4|4|Met||2025-06-24|2025
20652430134510|Sherman Thomas STEM Academy|2||4|4|5|5|3|4|4|5|4|5|4|4|4|4|4|0|3|3|2|0|4|4|4|Met||2025-06-24|2025
20652760000000|Raymond-Knowles Union Elementary|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|0|3|3|2|0|2|2|2|Met||2025-06-20|2025
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 all core areas (ELA, Math, Science and Social Science) has provided our school sites with the opportunity to fully implement our curriculum and to provide opportunites to support this implementation with professioanl learning as well as training and support on the frameworks. 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 25-26 with the expectations to improve to full implementation.  Additional staffing to focus on curriculum, and instruction to help provide targeted support to all teachers based on their needs allowed GVUSD to moved to Full Implementation in many areas with plans for continued focus in the 25-26 school year on Math through Professioanl Learning Communities to move to sustaninability and full implementation.|2025-06-04|2025
20756060000000|Chawanakee Unified|2|Currently Chawanakee Unified school district has identified their priority state standards within every subject area and grade level. Every site leader has a Success Plan with SMART Goals for  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. We chose the local measures and tools because they are highly aligned  the state standards and state assessments.  We utilize iReady, NWEA, FIABs, IABs, and interim assessment as benchmark assessments to measure our success. This past year we used the Teacher Tool kit to align our local assessments.|4|3|4|3|3|5|4|5|5|5|4|3|4|3|3|4|4|4|4|4|4|5|4|Met||2025-06-30|2025
20756060125021|Minarets Charter High|2|Currently Chawanakee Unified school district has identified their priority state standards within every subject area and grade level. Every site leader has a Success Plan with SMART Goals for  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. We chose the local measures and tools because they are highly aligned  the state standards and state assessments.  We utilize iReady, NWEA, FIABs, IABs, and interim assessment as benchmark assessments to measure our success. This past year we used the Teacher Tool kit to align our local assessments.|4|3|4|3|3|5|3|5|5|5|4|3|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
20756060132936|Chawanakee Academy Charter|2||4|3|4|4|4|4|4|5|5|5|3|3|3|3|3|5|4|5|5|5|5|3|5|Met||2025-06-30|2025
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||2025-06-26|2025
20764142030237|Glacier High School Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|5|5|5|5|Met||2025-06-17|2025
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||2025-06-17|2025
21102150000000|Marin County Office of Education|2||5|3|4|5|5|5|4|4|5|5|4|4|4|4|4|4|3|3|4|0|5|5|5|Met||2025-06-24|2025
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||2025-06-12|2025
21102152130102|Phoenix Academy|2|||||||||||||||||||||||||Not Met|||2025
21653000000000|Bolinas-Stinson Union|2||4|2|3|3|3|5|5|4|4|4|4|2|3|3|3|0|4|5|5|4|5|5|4|Met|"District teachers are fully certificated for their assignments, and in the last two years received professional development in English/Language Arts and the ""Science of Reading."" Teachers have also received training in English Language Development, Mathematics, Science, and Social Studies/History, but the professional development has not been systematically delivered to all teachers in these areas in the last several years. Each year's professional development focuses are now selected by school staff through the district's Local Control and Accountability Plan (LCAP) development and reflection processes."|2025-06-10|2025
21653180000000|Miller Creek 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||2025-06-10|2025
21653340000000|Kentfield Elementary|2||4|3|4|3|4|4|3|4|3|2|3|3|3|3|3|0|3|3|3|0|3|3|3|Met||2025-06-10|2025
21653420000000|Laguna Joint Elementary|2||4|4|4|3|3|5|4|4|4|4|5|4|4|3|3|0|4|4|5|0|5|5|5|Met||2025-06-03|2025
21653590000000|Lagunitas Elementary|2||4|3|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|3|3|3|3|Met||2025-06-18|2025
21653670000000|Larkspur-Corte Madera|2||4|3|4|3|4|5|3|5|3|5|5|3|5|3|4|4|3|4|4|4|4|4|4|Met||2025-06-11|2025
21653910000000|Mill Valley Elementary|2||4|3|3|2|1|4|3|4|3|2|4|3|4|3|3|0|3|5|4|4|4|4|3|Met||2025-06-05|2025
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. New ELA curriculum was adopted June 2025 for initial implementation during the 2025-26 school year. 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 2024-25 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||2025-06-18|2025
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||2025-06-24|2025
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 the Common Core State Standards during meetings. Novato Charter School has worked with the Essential Standards delineated by the Novato Unified School District to prioritize standards necessary to prepare for the subsequent grade level.|5|4|5|3|5|5|4|5|5|5|4|4|4|3|4|0|4|4|5|5|5|5|5|Met||2025-06-04|2025
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||2025-06-10|2025
21654330000000|Ross 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|Ross School has implemented the removal of student cell phones in all grades 5-8 by placing them in Yonder pouches. In grades K-4 students leave any watches or devices in their back packets.|2025-06-11|2025
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 Transitional Kindergarten Learning Foundations. In grades K-8 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-5 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-8 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 intervention teachers to support our learners as well as an RTI Coordinator. We have adopted a new math curriculum which will be implemented in 2025-26 and we will be piloting a new language arts curriculum, with an adoption likely for the 2026-27 school year.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-16|2025
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 beginning  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||2025-06-16|2025
21654740000000|Sausalito Marin City|2||4|3|4|3|4|4|3|4|4|4|4|3|4|3|3|0|3|4|4|0|3|3|3|Met||2025-06-12|2025
21654820000000|Tamalpais Union High|2||4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|3|3|4|4|4|4|5|4|Met||2025-06-24|2025
21733610000000|Shoreline Unified|2|In addition to state accountability measures, Shoreline Unified School district also employs local measures to track the effectiveness of our implementation of the state academic standards in all subject areas.    The district uses Fastbridge as a local progress monitoring tool in for ELA and Mathematics standards in grades 3-12, as well as for monitoring the social and emotional wellbeing of students.  Furthermore, many grade levels us locally development benchmark assessments to help track progress throughout the year.  Shoreline Unified School District's Curriculum and Instruction Committee, comprised of elementary and secondary teachers and administrators has develop a curriculum review and adoption cycle to monitor the review, implementation, and ongoing evaluation of curriculum and instructional practices.  In addition, subject matter-specific committees will form to support the adoption of new materials through a two-year process.  Our Shoreline Wellness team also participates in the ongoing review of health-based and social emotional learning curriculum.|5|4|2|2|5|5|4|2|2|5|4|4|2|2|4|5|4|5|5|4|5|5|4|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 continue through the 2025-2026 school year.|2025-06-17|2025
21750020000000|Ross Valley Elementary|2||5|4|5|4|4|5|5|5|4|5|5|4|5|4|4|3|4|4|5|4|5|5|4|Met||2025-06-25|2025
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||2025-06-26|2025
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||2025-06-26|2025
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||2025-06-23|2025
23102310000000|Mendocino County Office of Education|2||2|2|2|1|2|2|2|2|1|2|2|2|2|2|2|2|2|2|2|2|2|2|2|Met||2025-06-23|2025
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||2025-06-26|2025
23655570000000|Arena Union Elementary|2|MAP Assessments are computer-adaptive interim assessment aligned to the Common Core State Standards in Reading and Math, and General Science. At Arena Elementary school, MAP assessments are administered 2 times per year; during Fall and Winter. Teachers can access student scores after students complete the tests through detailed reports.  MAP assessments measure students’ academic achievement and identifies student needs for growth. mastery|5|5|3|4|4|5|5|5|5|5|5|5|4|4|5|0|4|4|4|0|5|5|4|Met||2025-06-25|2025
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||2025-06-25|2025
23655650000000|Fort Bragg Unified|2||4|4|3|4|4|4|4|4|4|4|5|5|3|3|4|4|4|4|4|4|4|3|3|Met|We are beginning professional development to support the implementation of the new Math Framework. We will also pilot Reading curricula for grades K-5 during the 2025-2026 school year.|2025-06-17|2025
23655650123737|Three Rivers Charter|2|||||||||||||||||||||||||Not Met|||2025
23655730000000|Manchester Union Elementary|2||3|3|3|4|2|4|4|4|4|3|3|3|3|3|3|0|4|4|4|4|3|3|3|Met||2025-06-24|2025
23655810000000|Mendocino Unified|2||5|4|5|5|4|5|5|5|5|5|4|4|4|4|4|5|5|5|4|5|5|5|5|Met||2025-06-10|2025
23655990000000|Point Arena Joint Union High|2||4|5|4|4|5|4|5|4|4|5|4|5|3|3|5|5|5|5|5|5|5|5|4|Met|What must Point Arena students achieve to be considered college-and-career ready? How will we assess each student's readiness? What actions will we take if a student has not achieved readiness? How can we enhance the experience for those who have? Vision and Commitment   Our vision is to create a safe, supportive, and collegial learning environment that emphasizes trauma-informed instruction. We are committed to a holistic educational approach that meets the diverse needs of our students, enabling them to heal, grow, and thrive. By fostering a culture of safety, compassion, and understanding, we aim to support all students in their academic, social, and emotional development. Our practices will equip students with tools to overcome challenges, build resilience, and prepare them for college, careers, and life. Core Values and Goals   In pursuing our vision, we reflect on our core values:    Authenticity: Maintaining integrity and originality through effective communication.   Respectfulness: Building self-awareness and collaboration through teamwork.   Responsibility: Encouraging ethical decision-making and digital citizenship through informed agency.  These values are vital for achieving excellence and balance, promoting diversity, equity, courage, resilience, lifelong learning, and a sense of belonging. Collaborative educational practices and interdisciplinary research will further prepare students for future challenges.|2025-06-25|2025
23656070000000|Round Valley Unified|2|||||||||||||||||||||||||Not Met|||2025
23656072330272|Eel River Charter|2||4|4|4|3|3|5|5|5|3|4|4|4|4|3|3|0|4|4|3|0|3|3|3|Met|Eel River Charter School is utilizing the McGraw Hill ELA Wonders and MyMath curricula, and Glencoe Math for the 6th grade, 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 in 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 parents convened for end of quarter awards assemblies, a family night Valentine making party in February with Maggie Steele, and a family and staff pancake breakfast in March. Parents decorated the school for Halloween, Dia de Muertos, and Christmas. In the 2024-25 school year, benchmark test results reported through the school year demonstrate that in Math 88% of students made a year’s growth and in ELA 84% of students made a year’s growth. However, it is noted that all students have improved from the beginning of the year. Results of our local parent questionnaire indicate the following: 100% of parents reported that school is following its mission statement, they have adequate access to teachers, and are satisfied with help from teachers. 98% see improvement in academic progress, 97% satisfied with child's progress.|2025-06-11|2025
23656150000000|Ukiah Unified|2||4|4|4|4|3|5|5|4|5|5|5|5|5|4|4|5|3|5|4|5|5|4|3|Met||2025-06-12|2025
23656150115055|River Oak Charter|2||4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|0|4|4|5|3|4|4|3|Met|"The school provides teachers 5 optional and 3 mandatory pre-service professional development days, weekly on-site professional development, and opportunities for teachers, administrators, and staff to attend workshops or conferences which align with our focus. Math has been an area of focus, which is evident in our test scores.   For the coming academic year, we will continue to prioritize reading using research-based curriculum from the University of Florida Literacy Institute (""UFLI"") which will introduce reading earlier in the student educational program than what is traditionally done in Waldorf Education. We will also engage teachers in Professional Development connection Waldorf philosophies with the Common Core Standards."|2025-06-09|2025
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||2025-06-26|2025
23656152330413|Redwood Collegiate Academy|2||4|3|4|4|4|5|4|5|5|5|4|3|4|4|4|0|4|4|5|5|5|4|3|Met||2025-06-10|2025
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||2025-06-10|2025
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. Tree of Life also administers the PFT  (Physical Fitness Test) each year for 5th and 7th grade, as required."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-16|2025
23656230000000|Willits Unified|2|Willits Unified School District uses a variety of locally selected tools to monitor progress in implementing the academic standards adopted by the State Board of Education. These tools include STAR Renaissance for ELA and Math, which provides standards-aligned, real-time data used for universal screening and progress monitoring. The district also relies on ELPAC results and reclassification data to assess implementation of the English Language Development standards. SBAC scores serve as a summative measure of student performance in ELA and Math. Additionally, teacher-developed pacing guides and common formative assessments (CFAs) created through Professional Learning Communities (PLCs) ensure instruction is aligned to the Common Core State Standards, Next Generation Science Standards (NGSS), and History-Social Science frameworks. Course enrollment and access data are also used to monitor implementation of standards in Career Technical Education (CTE), Visual and Performing Arts (VAPA), Physical Education, Health, and World Language.  Progress in implementing the academic standards has been evident across content areas. In ELA and Math, the district has adopted fully aligned curricula, and teachers receive ongoing professional development focused on high-impact instructional strategies, differentiation, and academic discourse. STAR assessment data indicates growth in early literacy and middle school math achievement. For English learners, the district has strengthened both designated and integrated ELD instruction aligned to ELA standards, resulting in improved reclassification rates and more targeted support. Science instruction has transitioned to NGSS-aligned practices, including inquiry-based learning and updated curriculum, particularly in middle and high school. History-Social Science teachers are implementing standards-aligned units that integrate literacy and critical thinking, with an Ethnic Studies course currently in development. The district has expanded CTE offerings in agriculture, health, and education through the Golden State Pathways Program, with dual enrollment opportunities through Mendocino College. Health and physical education standards are implemented through site-based curricula, and schools continue to offer daily physical activity. Access to Visual and Performing Arts and World Language instruction is increasing, with new courses and extracurricular options guided by student interest and LCAP input. Overall, Willits Unified is making steady progress toward full implementation of state-adopted standards, supported by aligned tools, collaborative planning, and a focus on equitable student outcomes.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
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|4|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 trainings over the summer and during the year.  The school works nationally recognized whole school mentor that helps problem solve and inspire the faculty regarding school based issues.|2025-06-26|2025
23656230125658|Willits Elementary Charter|2||5|4|3|3|3|5|4|4|4|4|5|5|5|5|5|0|1|5|5|5|4|4|4|Met||2025-06-24|2025
23656232330363|Willits Charter|2||5|4|4|5|4|5|4|5|5|5|4|4|4|4|4|4|4|2|4|4|3|4|4|Met||2025-06-24|2025
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||2025-06-26|2025
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||2025-06-26|2025
23752180000000|Leggett Valley Unified|2||3|3|3|4|3|3|3|3|3|3|3|3|3|3|3|3|4|4|3|3|3|3|3|Met||2025-06-25|2025
24102490000000|Merced County Office of Education|2||3|3|4|3|4|4|4|4|4|4|3|3|4|3|4|4|3|3|3|3|4|4|4|Met||2025-06-16|2025
24102490106518|Merced Scholars Charter|2||3|3|4|3|4|3|3|4|3|4|3|3|4|3|4|5|3|3|4|5|4|4|2|Met||2025-06-16|2025
24102490138032|Come Back Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|3|4|Met||2025-06-16|2025
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 Star Reading tracks students in grades 3 through 8.  For mathematics, district benchmarks are administered 3 times yearly in the form of the Star Math assessment.  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 support and enhance 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.  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||2025-06-24|2025
24656490000000|Ballico-Cressey Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|5|3|0|5|5|5|Met||2025-06-26|2025
24656496025381|Ballico-Cressey Community Charter|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|5|3|0|5|5|5|Met||2025-06-26|2025
24656800000000|El Nido Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|4|4|5|3|0|5|5|5|Met||2025-06-24|2025
24656980000000|Hilmar Unified|2||4|2|5|2|2|3|1|4|2|2|5|3|5|3|3|4|2|4|4|4|4|4|4|Met||2025-06-25|2025
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 2023-24 and 2024-25 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, 97% and 92.6%.  The 2023-24 and 2024-25 average response to the same question, but for ELD instruction only was 95% and 78.6%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-10|2025
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 2023-24 and 2024-25 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, 85% and 86.4%.  The 2023-24 and 2024-25 average response to the same question, but for ELD instruction only was 80% and 80.0%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-23|2025
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 CAASPP assessments and Teacher Tools as well as local benchmarks to measure student progress in these areas. In addition to these assessments, student reclassification rates and the percentage of English Learners progressing towards English language proficiency (ELPI) to measure progress in English Language Development. The district has adopted and utilizes state approved core curriculum for ELA, Math, Science and HSS and ensures the teaching of content standards.   Additional programs to formatively assess EL development and individualized support for EL students are also used.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
24657550000000|Los Banos Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|5|4|3|3|Met||2025-06-18|2025
24657630000000|McSwain Union Elementary|2|This goal is designed to enhance language proficiency, academic achievement, and equitable access to resources and communication for English learners, students with disabilities, and foster and homeless youth and their families. It was developed to support student groups that require the most intensive services to achieve academic success, based on analysis of prior performance indicators.  Progress toward this goal will be measured using local and state indicators, including ELPAC results, oral and written language assessments, and the integration of ELD standards in daily instruction. Student CAASPP scores will also be reviewed to evaluate effectiveness. Adjustments to instructional practices will be made in response to trends in these data points.  During the 2023–24 academic year, the district successfully implemented actions to support unduplicated pupils, English learners, and students with disabilities, ensuring 100% access to intended programs and services. Instruction was aligned with State and ELD standards, and assessment tools such as the ELPAC and CAASPP were used to monitor student progress.  While access and infrastructure goals were met, outcome data revealed key areas for improvement. Specifically, there was a decline in the percentage of English learners making progress toward English proficiency (from 42.6% to 33.8%) and lower CAASPP performance for students with disabilities in both ELA and math. These findings prompted midyear instructional adjustments, including expanded small-group designated ELD time and a review of IEP alignment to instruction.  Despite challenges such as staffing shortages and an increase in newcomer student enrollment, the district achieved several notable successes. These include consistent access to programs for all student groups, an average 30-point gain in ELPAC oral and written language scores, and improved instructional alignment through professional development and coaching.  To date, the actions taken have been partially effective in advancing this goal. Access-based targets have been fully met, reflecting strong implementation. Gains in ELPAC scale scores indicate that instructional strategies aligned with ELD standards are yielding positive results. However, the drop in English learner progress toward proficiency and CAASPP outcomes for students with disabilities highlight the need for more focused and intensive instructional interventions.  In response, the district will continue to leverage academic and social-emotional support from clinicians, particularly for students with more complex needs. Professional development for staff will remain a priority to ensure educators are equipped to differentiate instruction effectively. While progress has been made, ongoing refinement and targeted supports will be essential to fully meet the needs of these student groups.|4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|1|4|4|3|1|4|4|3|Met||2025-06-24|2025
24657710000000|Merced City Elementary|2||4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|2|2|4|2|0|3|3|3|Met||2025-06-24|2025
24657890000000|Merced Union High|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|5|4|4|5|5|4|3|3|Met|The Merced Union High School District is committed to ensuring all students graduate college and career ready. Students complete required courses that meet both academic and Career Technical Education goals, preparing them for success in any postsecondary path. MUHSD’s vision is for every graduate to earn a high school diploma along with CTE experience, certifications, and college credit.  To achieve this vision, MUHSD uses data to inform instruction, professional development, and student supports. The district offers rigorous, relevant programs designed to equip students with the skills and knowledge needed for college and careers. Instruction is rooted in California's academic standards and is evident in daily classroom instruction.  MUHSD has made strong progress in standards implementation through an equity-focused approach that includes professional development, curriculum alignment, and instructional coaching. Staff receive training in Common Core, NGSS, and ELD standards, supported by ongoing collaboration. Instructional materials across content areas are aligned with state standards and best practices. Teachers use assessment data to adjust instruction and support student learning. Standards implementation is fully integrated with the district’s college and career readiness efforts through aligned pathways and academies. MUHSD remains committed to continuous improvement and uses stakeholder input, observations, and student outcomes to monitor progress.|2025-06-11|2025
24658130000000|Plainsburg Union Elementary|2||4|4|4|4|4|5|5|5|4|5|4|4|4|3|3|0|3|5|3|0|4|4|4|Met||2025-06-12|2025
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 2023-24 and 2024-25 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, 92% and 94.6%.  The 2023-24 and 2024-25 average response to the same question, but for ELD instruction only was 88% and 91.1%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-19|2025
24658390000000|Snelling-Merced Falls Union Elementary|2||5|4|5|2|5|5|5|5|4|5|2|2|3|3|3|4|2|4|4|0|1|1|2|Met||2025-06-17|2025
24658620000000|Weaver Union|2||4|4|4|4|3|5|4|5|4|4|5|4|5|5|4|0|3|4|4|0|4|3|3|Met|Our survey results were calculated and either rounded up or down to the whole numbers above.|2025-06-20|2025
24658700000000|Winton|2||5|5|5|3|3|5|4|5|4|3|4|4|4|4|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."|2025-06-23|2025
24736190000000|Gustine 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||2025-06-25|2025
24737260000000|Merced River Union Elementary|2||5|4|5|4|3|5|4|5|5|3|5|5|5|5|3|0|4|4|3|0|5|5|5|Met||2025-06-09|2025
24753170000000|Dos Palos Oro Loma Joint Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|3|3|3|Met||2025-06-26|2025
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 2024-25 Delhi USD went through a deep dive into the NGSS standards in grades K-12. Teachers in grades 6-12 implemented the newly adopted Science curriculum, while grades TK-5 continued to receive professional development on the NGSS standards, which resulted in piloting/adopting new Science Curriculum for 2025-26. TK and K continued to dive deeper into the SEAL instructional practices and strategies, while first and second grade dove into the full SEAL Model. Grades 6-12 went through Expository Reading Writing Curriculum (ERWC) professional development internally with our Secondary Multilingual Program Specialist. In 2025-26, grades 4-6 will go much deeper into ""Number Talks"" implementation, and also with Concrete Representational Abstract (CRA). In 7-8 grades, Delhi USD implemented newly 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|3|2|3|2|2|3|3|2|2|2|3|3|4|4|4|3|3|3|Met||2025-06-10|2025
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|5|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.|2025-06-09|2025
25658960000000|Surprise Valley Joint Unified|2||3|2|3|3|3|4|2|3|3|4|2|2|2|2|2|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
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||2025-06-10|2025
25735930000000|Tulelake Basin Joint Unified|2||3|3|3|3|3|3|2|3|2|2|3|2|3|2|2|3|3|3|2|3|3|3|3|Met||2025-06-18|2025
26102640000000|Mono County Office of Education|2||3|2|3|3|3|3|3|4|4|4|3|3|3|3|3|2|4|3|4|5|4|4|4|Met|We have been using Edmentum Courseware classes since 2018 which are all aligned to the CA State Standards and could also meet a-g requirements, if needed. These classes are taken individually by students as needed for both credit recovery and/or first time credit to meet their graduation requirements. Since fall of 2023, JWCS students have also been taking classes using the UC Scout curriculum, which are a-g rigor, and aligned to the CA State Standards, as a whole class taught by the JWCS teacher using the provided curriculum from UC Scout.|2025-06-26|2025
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||2025-06-13|2025
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|5|4|4|Met||2025-06-18|2025
26736920000000|Mammoth Unified|2|Mammoth High School has made substantial progress in implementing Common Core State Standards for ELA and math. Most core content teachers are actively engaged in curriculum alignment through PLCs and have transitioned to standards-based grading practices in key courses. However, additional attention is needed to strengthen support for English Learners, particularly Long-Term English Learners (LTELs), and ensure full implementation of the ELD standards across content areas.  The implementation of the Next Generation Science Standards (NGSS) and the History-Social Science framework is still in development. Ongoing professional development and instructional planning time are needed to deepen alignment and instructional practices in these subject areas.  Career Technical Education (CTE) pathways in health sciences, culinary arts, and construction technology are aligned to the California CTE Model Curriculum Standards. A new CTE advisory committee was launched in 2024–25 to enhance industry alignment and expand work-based learning opportunities.  Visual and Performing Arts and Physical Education programs continue to follow the respective content standards, with progress monitored through performance-based assessments and student feedback. The Health curriculum is aligned with state content standards and is embedded within the freshman course sequence. World Language standards have not yet been fully adopted at the site level, and this remains a key area for growth in 2025.  Overall, the school continues to strengthen standards implementation through collaborative teacher leadership, student-centered data use, and targeted professional development.|4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|4|4|4|3|3|4|3|Met||2025-06-26|2025
27102720000000|Monterey County Office of Education|2|The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to It's local governing board at a regularly scheduled meeting and reports to educational partners and the public through The Dashboard.|4|4|4|4|4|4|4|0|3|4|4|4|4|4|4|3|4|4|4|4|4|4|4|Met||2025-06-25|2025
27102720112177|Monterey Bay Charter|2||5|4|4|3|4|5|4|4|4|4|4|4|4|4|4|5|4|4|5|4|5|5|4|Met|The public Waldorf model of the school is unique. Teachers align 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. Data is disaggregated, and student action plans are formed and monitored through the next assessment cycle.   MBCS has a sustainable internal professional development program implemented during weekly faculty meetings. Teachers are provided collaborative time to develop the curriculum and lead workshops on various topics during the year. Teachers attend annual training on standards and curriculum specific to the assigned grade level. Teachers participate in various local and state professional development opportunities to further develop their teaching practices and deepen their understanding of standards-based teaching, content delivery, and early literacy.|2025-06-03|2025
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||2025-06-25|2025
27102720124297|Bay View Academy|2||4|4|4|4|4|5|5|5|5|5|3|3|3|3|3|0|5|4|4|0|3|4|3|Met||2025-06-12|2025
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||2025-06-25|2025
27102726119663|Oasis Charter Public|2|Oasis Charter Public School monitors its progress in implementing state academic standards through a combination of curriculum adoption, staff training, and student assessment data. The primary tool used to assess student academic progress is the NWEA MAP Growth assessment, which is administered school wide three times each year. This adaptive assessment provides detailed, individualized data that supports instructional planning, identifies learning gaps, and measures growth over time. Oasis selected the NWEA MAP assessment because of its ability to deliver consistent, normed data aligned with Common Core State Standards across core content areas, and because it is especially effective in supporting differentiated instruction and small group interventions.  The school has adopted state-approved, standards-aligned curricula in English Language Arts, Mathematics, and other content areas across grades K–6. Implementation of the Common Core State Standards for ELA and Mathematics is supported through structured professional development and collaborative planning time. Teachers receive ongoing training in curriculum delivery and instructional strategies that align with state standards and support all learners, including English Language Learners. Oasis also emphasizes project-based learning. This approach supports alignment with standards in science, history-social science, and the arts by promoting interdisciplinary, inquiry-based learning experiences.  The school has also implemented the Next Generation Science Standards and provides enrichment programs that align with the Health Education Content Standards, Physical Education Model Content Standards, and Visual and Performing Arts Standards. Students participate in a range of enrichment activities including art, music, drama, dance, and hands-on STEM learning. These offerings ensure a well-rounded educational experience that supports the broader implementation of academic standards beyond core subjects.   Progress in standards implementation is additionally supported by the school’s use of collaborative professional learning structures. Teachers engage in regular data review cycles using MAP results and classroom assessments to inform instruction and identify students in need of targeted support. Instructional aides and the intervention team provide small group and one-on-one instruction aligned with grade-level standards and individualized learning goals. The school’s focus on inclusive practices and differentiated support has led to documented improvements in academic growth, including double the average gains in both ELA and mathematics compared to the prior school year.  Oasis Charter Public School remains committed to full implementation and sustainability of all state academic standards. Ongoing investment in teacher development, evidence-based instructional practices, and strategic use of student data ensures continued progress and equitable access to rigorous, standards-aligned instruction|4|5|5|4|4|4|5|5|4|4|4|4|4|4|4|0|4|4|5|0|5|5|4|Met|Oasis Charter Public School has adopted state-approved curricula aligned with the Common Core State Standards in ELA and Math, and supports implementation through targeted professional development, collaborative planning, and coaching. Oasis is also investing in project-based learning (PBL)  to integrate standards across subject areas in meaningful, student-centered ways. In addition to core instruction, students receive enrichment in art, music, dance, drama, STEM, and physical education, ensuring access to a broad course of study aligned with content standards. The school administers the NWEA MAP assessment three times a year, using the data to guide instruction, form small groups, and target interventions. Students demonstrated strong academic growth in the most recent year. These outcomes reflect a sustained and strategic approach to standards implementation focused on continuous improvement and equity.|2025-06-24|2025
27659610000000|Alisal Union|2||5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2025-06-25|2025
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||2025-06-10|2025
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||2025-06-18|2025
27659950000000|Chualar Union|2||4|4|4|4|3|4|4|4|4|3|5|5|5|4|4|1|4|3|3|5|4|4|4|Met||2025-06-25|2025
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.|2025-06-11|2025
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||2025-06-12|2025
27660500000000|King City Union|2||4|4|4|4|4|5|5|5|5|4|5|5|5|4|3|0|4|4|4|0|4|4|3|Met||2025-06-18|2025
27660680000000|South Monterey County Joint Union High|2|The District utilizes a combination of formative and summative assessment tools, curriculum implementation tracking, and professional development participation data to monitor progress in implementing the state-adopted academic standards. Locally selected measures include benchmark assessments aligned to the Common Core State Standards in English Language Arts and Mathematics, district-created pacing guides, and department-level curriculum mapping tools.   Additionally, the District monitors progress through participation in professional development sessions aligned to recently adopted frameworks, such as the California Math Framework and Next Generation Science Standards. Instructional walkthrough data and collaborative planning logs are also reviewed to assess the extent to which teachers are incorporating standards-aligned practices in the classroom.   These tools allow school and district leaders to make informed decisions about resource allocation, professional learning needs, and curriculum adjustments. By using multiple measures that are grounded in daily practice and instruction, the District ensures a comprehensive and practical approach to tracking implementation of academic standards across all content areas.  In English Language Arts (ELA) and Mathematics, teachers are implementing the Common Core State Standards with growing consistency. This work is supported by district-wide pacing guides, department collaboration time, and regular benchmark assessments.   For English Language Development (ELD), the district has aligned instruction to the ELA standards and integrated designated and integrated ELD strategies into core content areas. Teachers have received training in scaffolding techniques and formative assessment strategies to better support English Learners’ academic language development.   Implementation of the Next Generation Science Standards (NGSS) is underway, with updated curricula, science lab enhancements, and teacher participation in regional workshops and Science Framework trainings.    In History-Social Science, the district has mapped curriculum to reflect the California History-Social Science Framework and is incorporating literacy-based strategies and primary source analysis. Teachers are engaging in vertical articulation to ensure coherence across grade levels.   Career Technical Education (CTE) pathways continue to expand, offering students aligned coursework in agriculture, business, and health sciences. Advisory partnerships with industry professionals and articulated coursework with local community colleges support the alignment of CTE programs to state standards and workforce expectations.   The district has also integrated the Health Education and Physical Education Content Standards through structured PE programs and health courses that address physical wellness, nutrition, mental health, and substance prevention. Instruction is reinforced through district initiatives on social-emotional learning and student.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
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||2025-06-24|2025
27660840000000|Mission Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|0|5|5|5|Met||2025-06-11|2025
27660920000000|Monterey Peninsula Unified|2||4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|3|4|5|4|4|4|4|Met||2025-06-10|2025
27660922730240|Learning for Life Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|1|5|5|5|5|5|Met||2025-06-24|2025
27660926118962|International School of Monterey|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|3|2|2|4|4|4|4|3|3|Met|ISM teachers have aligned their work to ELA, math, science, and history-social science standards, embedding them in planning, instruction, and reporting. Staff collaboration supports ongoing implementation and improvement of academic standards. ISM is also increasing alignment with Health, World Language, Visual and Performing Arts (VAPA), CTE, and PE standards. In 2023–24, the school expanded its PE department, enabling more robust planning and integration of Health and PE standards. CTE standards are embedded in MYP Design, advisory, SEM sessions, and after-school programs. The 1:1 Chromebook program for grades 5–8 ensures equitable access to digital tools and standards-aligned resources. Rather than cyclically purchasing print materials, ISM invests in current online platforms, including iReady, which provides real-time data to guide instructional decisions and support targeted flex-time interventions. A science-of-reading-based language resource supports K–2 students in mastering foundational standards. In 2025–26, a full-time interventionist will enhance ELD support and K–2 language instruction. Teachers benefit from embedded collaboration time, including weekly Wednesday afternoons, three all-staff PD days, and two planning days for vertical and horizontal alignment. Focused teacher pairings and feedback from pedagogical leaders guide instructional improvement. Systems are in place to reflect on observation data and support professional growth tied to standards.|2025-06-10|2025
27661340000000|Pacific Grove Unified|2||5|4|5|4|5|5|4|5|4|5|3|3|3|3|3|5|3|5|5|5|4|3|3|Met||2025-06-05|2025
27661420000000|Salinas City Elementary|2|To monitor progress in implementing the academic standards adopted by the State Board of Education, Salinas City Elementary School District (SCESD) utilizes a variety of locally selected tools and measures that align with the Common Core State Standards (CCSS) and other content-specific state standards. These include STAR Early Literacy, STAR Reading, STAR Math, BPST, DIBELS Fluency (FLO/ORF), Writing Prompts and Rubrics, SBAC for ELA and Math, CAST-Science, CAASPP IABs, CAAs, CSAs, ELPAC and ALT results, Physical Fitness Test (PFT), and attendance reports. These measures were selected for their alignment to standards, their ability to support thoughtful and developmentally appropriate instruction across grade levels, and their ability to disaggregate data by student groups such as English Learners, Students with Disabilities, Foster Youth, Homeless students, and those who are Socioeconomically Disadvantaged.  The selected tools provide both formative and summative data, supporting educators in evaluating progress toward mastery of standards. For example, Lexile levels from Benchmark Advance/Adelante curriculum, STAR assessments, and SBAC ELA results offer multiple ways to monitor reading progress aligned to the ELA and ELD standards. Math progress is tracked using STAR Math and SBAC assessments aligned to CCSS for Mathematics. Next Generation Science Standards (NGSS) are implemented using embedded curriculum assessments and the CAASPP Science test, while social studies and writing implementation are assessed through teacher-created rubrics and unit assessments aligned to History-Social Science standards. Visual and Performing Arts standards are being addressed with support from credentialed music educators across schools, while student access to world languages is in the early stages of exploration with screener assessments such as STAR Spanish in Spanish Language Arts and Math. Health and PE standards are supported through scheduled instruction and fitness testing.  Progress in implementing these standards is also supported structurally and professionally. All curriculum is adopted through a collaborative process, including teacher pilots and leadership review, ensuring alignment with CDE-approved materials. Teachers receive two hours of Grade Level Release (GLR) time every three weeks to engage in professional learning communities. During GLR, Grade level teams utilize data within the PDSA (Plan-Do-Study-Act) cycle to monitor student learning, plan interventions, and adjust instruction.  In addition, teacher teams have time on minimum Thursday afternoons to collaborate and plan together.    Across the district, professional development remains a cornerstone of standards implementation. In the most recent year, over 100 professional development sessions were offered, covering content areas such as ELA, Math, ELD, Science, Early Learning, and Inclusive Practices, helping to build teacher capacity to implement standards effectively.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
27661590000000|Salinas Union High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|Met||2025-06-24|2025
27661670000000|San Antonio Union Elementary|2||4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|3|2|3|3|2|4|4|4|Met||2025-06-12|2025
27661750000000|San Ardo Union Elementary|2||5|4|5|4|4|5|5|5|5|5|4|3|4|3|3|0|5|5|4|0|3|2|3|Met||2025-06-18|2025
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|3|3|3|Met||2025-06-24|2025
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 2023-24, 26% met or exceeded SBAC standards district-wide; 36% scored at or above grade level on iReady in 2024-25. - Math: In 2023-24, 15% met or exceeded SBAC standards; 31% achieved grade-level performance on iReady in 2024-25. - Science: In 2023-24, 34% of 5th and 8th graders met or exceeded standards on the CAST. - Social Studies: 86% of Middle School students received a C or better in the 4th quarter of 2024-25. - Physical Education: 100% of schools met the minimum participation rate of 96% in the 2024-25 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||2025-06-25|2025
27662250000000|Spreckels Union Elementary|2||3|4|3|5|4|3|5|5|5|5|3|3|4|4|4|0|4|4|4|4|4|3|4|Met||2025-06-26|2025
27662330000000|Washington Union Elementary|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-18|2025
27738250000000|North Monterey County Unified|2||3|2|4|3|2|4|2|4|3|2|3|3|3|3|3|2|2|3|3|4|3|3|2|Met|This was the first year of implementing our new high school ELA curriculum materials and it happened during a year of district and site leadership transition. In many ways, the upcoming 25-26 school year is still our year 1 of implementation. Additionally, this year we piloted and will adopt new secondary designated ELD curricula as well as high school Spanish Language curriculum materials. We need to establish policies and systems that allow us to effectively assess the professional learning needs of our teachers and administrators with regard to to knowing how to effectively implement and use existing and new curricula. We also want to establish stronger systems and supports for teachers to identify and use essential standards. This upcoming year we will continue with staff professional learning on Teacher Clarity- where teachers clear engage students with clear learning objectives, language objectives, and success criteria. We also need to All of our students have access to board approved curricular materials.|2025-06-26|2025
27751500000000|Big Sur Unified|2||4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|1|1|1|2|2|4|5|4|Met||2025-06-12|2025
27751500118349|Big Sur Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|3|5|0|5|5|5|Met||2025-06-13|2025
27754400000000|Soledad Unified|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|5|4|Met||2025-06-25|2025
27754730000000|Gonzales Unified|2||3|2|3|3|2|3|2|3|3|3|2|2|2|2|3|4|3|3|3|2|4|3|2|Met|The Gonzales Unified School District implemented newly adopted math curriculum across all three school sites, including La Gloria Elementary School, Fairview Middle School, and Gonzales High School during the 2024-25 school year. Ongoing professional development and math communities of practice were implemented in which teachers and administrators focused on creating curriculum pacing guides emphasizing essential math standards, student data, root cause analysis to identify barriers to success, and planning focused on specific subgroup math academic achievement.   The district partnered with the non-profit Artist Ink to ensure that visual and performing arts instruction and enrichment were provided at all three schools.   The staff LCAP survey provided feedback on staff's perception of the overall professional development provided throughout the year. Additionally, staff provided comments on the type of professional learning they believe they would benefit from.|2025-06-24|2025
28102800000000|Napa County Office of Education|2||5|3|4|4|4|5|5|5|4|5|5|3|4|4|4|5|5|5|5|4|5|5|5|Met||2025-06-10|2025
28102800142034|Mayacamas Charter Middle|2|||||||||||||||||||||||||Not Met For Two or More Years|||2025
28102800148361|Mayacamas Countywide Middle|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|2|3|4|4|4|4|3|3|Met||2025-06-12|2025
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||2025-06-16|2025
28662580000000|Howell Mountain Elementary|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
28662660000000|Napa Valley Unified|2||4|3|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|4|Met|A key success during the 2024–25 school year was the launch of the NVUSD Instructional Leadership Team (ILT), a monthly convening of district and site leaders focused on strengthening the instructional core and deepening collective understanding of a Guaranteed and Viable Curriculum. Through shared analysis of Star Assessment and CAASPP data, the ILT identified areas of misalignment, particularly in mathematics, and began addressing gaps in vertical alignment across grade spans. Participants engaged in ongoing learning walks to examine current implementation of the instructional core and identify areas of progress and improvement. This drove professional learning at the site level during the March professional development day.  NVUSD continues to make progress with implementation as specified below: --Elementary demonstrates a strong implementation of early literacy, ELA and math. Science is progressing with the alignment of new science curriculum. History/Social Science is an area of growth.  --Secondary schools focused on the adoption of curricular resources in all content areas for the past three years. There was notable progress in implementation in 2024-2025. Teachers were able to identify and align priority standards and proficiency scales. Math and ELA are further along in this process. Science and History/Social Science are finalizing priority standards and proficiency scales, and will move to implementation in 25-26.|2025-06-26|2025
28662660108605|Stone Bridge|2||4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|5|5|4|Met||2025-06-11|2025
28662820000000|Pope Valley Union Elementary|2||4|3|4|2|2|4|4|4|4|4|4|3|4|3|2|0|2|3|2|0|4|4|4|Met|Pope Valley Elementary is making progress in implementing California’s academic standards - extensive training has been offered in the last two years to improve reading and writing instruction. The school's approach aligns with the California SBOE and NCOE’s commitment to academic excellence and student well-being, ensuring a supportive learning environment. To enhance curriculum implementation Pope Valley Elementary is prioritizing literacy and numeracy, supports for diverse learners, student-centered instruction, and social-emotional development, while integrating high-interest and hands-on activities into instruction.|2025-06-17|2025
28662900000000|Saint Helena Unified|2||4|3|4|3|4|5|4|5|4|5|4|4|4|4|4|5|3|4|4|4|4|4|4|Met||2025-06-12|2025
29102980000000|Nevada County Office of Education|2||4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|3|4|4|3|Met||2025-06-18|2025
29102980114314|Bitney Prep High|2||5|4|4|5|5|4|4|4|5|5|4|4|4|4|4|4|5|3|5|5|4|4|4|Met|Bitney's Teachers collaborate on an incredible amount in working on MTSS student supports, our Internship, and Advisory Programs. Because of Bitney Prep's small size, we have subject departments with only one or two teachers. It can be difficult for teachers to collaborate with other content area specialists. There are exceptions: for example, our Mathematics and English Departments have a significant amount of collaboration within their respective disciplines. Also, the English Department regularly collaborates with the Social Studies Department to coordinate cross-curricular learning experiences for their students. The high number of special education and 504 2025-26 Local Performance Indicator Self-Reflection for Bitney Preparatory High School Page 8 of 19 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. Over the last two years, our mathematics teacher has been a member of the Rural Mathematics Collaborative and has participated in frequent trainings focused on building Universal Design for Learning principles into our mathematics classes.|2025-06-25|2025
29102980114322|Yuba River Charter|2|In 2024-25 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 2024-25 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 real-time 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. In addition, evaluation of identified students was ongoing and included FastBridge assessments to inform ELA supports. For ELL students, the initial and summative state ELPAC assessments targeted both need and response to that need.  Student referrals for RTI Math were supported through the implementation of Fastbridge assessments and progress monitoring in the fall. Those results, along with locally created assessments, were used to inform instruction and to guide placement in leveled Big Ideas curriculum driven math classes.|5|3|4|3|5|4|0|0|4|5|5|4|5|4|5|4|4|5|5|5|4|0|4|Met|Yuba River Charter School continues to show strength in ELA, Math, History/Social Studies, Visual and Performing Arts and World Language. Summative assessments reveal a relative weakness in overall meeting of the Science standards. The LEA  continues to review current practices and investigate alternative approaches.|2025-06-11|2025
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|0|5|5|5|Met||2025-06-18|2025
29102980126219|Forest Charter|2|Option 2|5|5|5|3|3|5|5|5|4|4|5|5|5|3|3|4|5|5|5|5|5|5|3|Met|CTE:  We have added an in-person option for entrepreneurship, which has been successful. We are also looking to expand more CTE options and opportunties for classes at our other learning centers.|2025-06-10|2025
29102980126227|Twin Ridges Home Study Charter|2||5|2|5|5|5|5|3|5|5|5|5|4|5|4|4|0|3|5|4|0|3|3|3|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 regarding state standards.  TRHS also continues to provide professional development for teachers regarding the state standards as well as the TRHS provided standards aligned curriculum.    TRHS has developed a Curriculum Team to inventory current TRHS provided curriculum and investigate alternative standards based curricular options.  During the 24-25 school year, the Curriculum Team investigated several English Language Arts curricular options in response to the needs of the students.  TRHS families then piloted these different curriculums to analyze for best fit.  The team reviewed family feedback, took a proposal to the full teaching staff and TRHS Board of Directors to adopt these new ELA curricular options.  The staff has already decided that Math will be the focus for next year.    TRHS has identified the need to increase the opportunities for health curriculum and is in the process of investigating a health curriculum.  TRHS has also identified the need to provide a more robust and sequential Family Life program for middle grade students whose parents provide approval.  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.|2025-06-12|2025
29102980130823|EPIC de Cesar Chavez|2||4|4|4|4|5|5|5|5|5|5|4|5|4|4|5|4|3|3|4|5|4|4|4|Not Met|EPIC de Cesar Chavez provides 5 full days of professional development before and during the school year in which the state academic standards are reviewed with instructional staff. In addition, PLC time is provided weekly for teacher to meet and discuss their instructional practices and subject matter. Every course of study outline identifies the state academic standards that are to be taught for each course unit.||2025
29102982930147|John Muir Charter|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|Met|In 2024-25 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. In addition, JMCS has piloted curriculum that is specifically designed to engage our students through civic engagement and completing the State Seal of Civic Engagement. Finally, JMCS has expanded CTE, and in June 2025 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.|2025-06-11|2025
29663160000000|Chicago Park 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||2025-06-16|2025
29663160125013|Chicago Park Community Charter|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||2025-06-16|2025
29663240000000|Clear Creek Elementary|2|Use of the STAR 360 Reading and Math assessment windows is scheduled 4 times throughout the school year, and CAASPP to monitor and evaluate student progress. Teaching staff will participate in weekly collaboration activities to Review student data and analyze teaching strategies to promote quality instruction, improve student achievement, and identify intervention support needs for all students, but will focus on differentiated instructional strategies to support our low-income students.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-17|2025
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||2025-06-17|2025
29663326111140|Grass Valley Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
29663400000000|Nevada City Elementary|2|The district measures using tools such as our district Student Information System (SIS) as well as shared internal spreadsheets to support and track course offerings, and enrollment to offer enrollment in broad courses to all students. This system is able to track individual student schedules, as well as master schedules to ensure that all students are offered, have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We strive to provide a high-quality educational experience for all of our students in TK-8. In grades TK-6 English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, and STEAM (prescribed by governing board) courses are scheduled and all students have access to and are enrolled. Grades 7-8 study English Language Arts, Social Studies, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and prescribed by governing board STEAM and Health. Teachers and staff are appropriately assigned and students have access to a curriculum with standards-aligned instructional materials and access to the following: • English Language Arts • Mathematics • Science through the Next Generation Science Standards Integrated Approach • History/Social Science • Physical Education and Health • A Broad range of elective offerings from visual arts, bicycle repair, band and archery • Health Education • Visual and Performing Arts such as band, music and visual art|5|5|5|4|5|5|4|5|4|5|5|5|5|4|5|5|5|5|5|4|5|5|5|Met|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. These local assessments continue to provide consistent measurable|2025-06-17|2025
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 and 2024-25 academic years, 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 2025-26 academic year. Data from the Common Summative Assessments, which in some cases is the SBAC Interim Assessments, is being used to drive further prioritization of the ELOs and standards across all subjects and departments.|4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|5|5|5|4|5|4|3|3|Met||2025-06-16|2025
29663570124834|Sierra Academy of Expeditionary Learning|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|"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."|2025-06-17|2025
29663730000000|Pleasant Ridge Union Elementary|2||5|5|5|5|4|5|5|5|4|4|5|4|5|3|3|4|5|5|5|0|3|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' learning gaps. PRUSD offers ongoing professional development in the content areas of math and literacy. The district has Fridays set aside for grade-level trainings focused on literacy development. Staff have reported that not all professional development offered is a valuable use of their time.|2025-06-17|2025
29663730136424|Arete Charter Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|4|5|4|4|0|4|4|3|Met|Arete has met our Local Control and Accountability Goals in the areas that apply to our homeschool program. Arete is dedicated to enhancing its educational approaches to ensure all learners have fair access to achieve comparable results. This involves a sustained emphasis on Universal Design for Learning, thoughtful consideration of methods to support students facing academic challenges, the creation of dedicated time for focused small-group teaching within the school day for on campus students, inviting off campus students to come to school for small group or one on one intervention and a review of the current curriculum to identify areas where additional resources might be needed to bridge learning gaps. Arete provides continuous professional growth opportunities in mathematics, literacy, and writing.|2025-06-10|2025
29664070000000|Union Hill Elementary|2||5|5|5|4|5|4|4|4|3|4|5|4|5|3|4|3|4|4|4|3|4|4|4|Met||2025-06-17|2025
29664076027197|Union Hill Elementary|2||5|5|5|4|5|4|4|4|3|4|5|4|5|3|4|3|4|4|4|3|4|4|4|Met||2025-06-17|2025
29664150000000|Twin Ridges Elementary|2||4|2|4|3|3|4|2|4|3|3|4|2|4|3|3|2|4|2|2|0|4|4|4|Met|The teaching staff at Grizzly Hill requested training around essential standards and reading interventions. The past school year, we developed a tiered intervention schedule and introduced research based reading intervention curriculum for all students. This current school year, we start the year with two days of dedicated professional development identifying the essential standard per grade level in both ELA and Math. This foundational work allows us to move to standards based report cards this year which will provide our families with a clearer understanding of where their child is in their learning.|2025-06-13|2025
29768770000000|Penn Valley Union Elementary|2||4|4|3|3|4|4|4|3|3|5|3|3|3|3|5|0|5|5|5|0|2|2|2|Met||2025-06-18|2025
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 utilized in this program to support the diverse needs of all students.  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 used a new online comprehensive curriculum, Bright Thinker.|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|Met|Vantage Point completed the first year of new comprehensive curriculum rollout.  Although there were learning curves the first year has proven to be quite successful.|2025-06-18|2025
30103060000000|Orange County Department of Education|2||4|3|3|4|4|5|5|5|5|5|4|3|3|4|4|4|3|4|3|4|4|4|4|Met||2025-06-18|2025
30103060126037|Samueli Academy|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|5|4|4|4|4|5|4|4|Met||2025-06-24|2025
30103060132613|Vista Heritage Global Academy|2||4|3|4|2|2|5|4|5|4|2|4|4|4|4|4|3|4|4|4|0|4|3|3|Met||2025-06-23|2025
30103060132910|College and Career Preparatory Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|5|5|4|0|5|5|5|Met|We used the California Standards Implementation Reflection Tool as our basis for measurement in determining if we have met our criteria.|2025-06-18|2025
30103060133785|Oxford Preparatory Academy - Saddleback Valley|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|3|5|5|5|5|5|4|5|Met||2025-06-26|2025
30103060133959|Unity Middle College High|2|||||||||||||||||||||||||Not Met|||2025
30103060133983|Ednovate - Legacy College Prep.|2||4|4|4|3|5|4|4|4|3|5|5|5|5|5|5|0|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.|2025-06-12|2025
30103060134056|Orange County Academy of Sciences and Arts|2|OCASA Elementary uses a combination of internal and external tools to monitor the implementation of California’s adopted academic standards. These tools include curriculum alignment rubrics, professional development tracking systems, internal benchmark assessments, instructional walkthrough protocols, and annual stakeholder surveys. Additionally, state-aligned interim assessments in English Language Arts (ELA) and Mathematics provide data on how well instruction aligns to Common Core State Standards (CCSS). For content areas such as Science and History-Social Science, unit planning documents and student performance tasks are used to monitor progress toward full implementation. OCASA selected these tools because they provide both qualitative and quantitative feedback on instructional practices, curriculum fidelity, and student learning. The selected measures are embedded within our instructional leadership routines and allow school leaders and teachers to engage in regular cycles of inquiry, aligned to our instructional priorities. The tools are designed to be practical and adaptable to our school’s project-based, interdisciplinary instructional model, while ensuring full alignment with the California standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
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||2025-06-12|2025
30103060134288|Scholarship Prep - Orange County|2||5|4|5|4|5|5|4|5|4|5|4|4|4|4|4|0|4|4|4|0|4|5|4|Met||2025-06-19|2025
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|5|4|Met|Overall, the school scored at a 4.66, which is full implementation of adopted academic and/or curriculum frameworks. This is a +.03 point increase from last year. We continue to improve our academic system of support through an intentional redesign of our instructional program with a focus on core subjects, targeted intervention, and English Language Development. We demonstrated improvements in the critical areas of English Language Arts and Mathematics on the 2024 California Dashboard results. In English Language Arts, scores increased by 19.6 points and improved performance from Orange to Yellow. In Math, scores increased by 12.4 points to improve performance from Red to Orange. In the 2024-2025 school year, the school continues to enhance its academic focus by strengthening curriculum alignment with key standards, including Common Core for English and Math, Next Generation Science, CTE, CA Health, and World Language standards. The strategic focus is on closing achievement gaps for underperforming student subgroups through targeted instructional interventions informed by collaborative data analysis. To support this effort, the school utilizes Professional Learning Communities (PLCs) for Comprehensive Support and Improvement and Differentiated Assistance, which regularly review data and plan corrective actions. Additionally, an English Language Development Task Force has been established to monitor progress and assign interventions for English and Multilingual Learners.|2025-06-03|2025
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|5|Met||2025-06-10|2025
30103060137000|Vista Condor Global Academy|2||4|3|4|2|2|5|4|5|4|2|4|4|4|4|4|3|4|4|4|0|4|3|3|Met||2025-06-23|2025
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|2||5|4|4|3|3|5|4|4|4|4|5|4|4|4|4|0|4|4|4|0|5|5|4|Met||2025-06-26|2025
30103060138800|Suncoast Preparatory Academy|2||4|4|4|4|4|5|5|5|5|5|3|3|3|3|3|2|5|5|4|5|3|3|3|Met|Suncoast continues to make strong progress in implementing academic content and performance standards adopted by the State Board of Education. All students have access to standards-aligned materials through platforms such as IXL, SchoolsPLP, and CTC Math. Education Specialists (ESs) guide families in selecting virtual and homeschool curriculum aligned with CCSS and California ELD standards, ensuring personalized and rigorous learning plans. In 2024–25, we expanded our MTSS framework by launching a standards-aligned screening tool library and offering specialty reading training to MTSS and Student Services teams to strengthen early literacy intervention. We also improved internal tracking of academic progress using IXL Real-Time Diagnostic and Benchmarking tools. To support greater inclusivity, we adjusted our performance metric to track any IXL participation rather than daily use. This change supports our CAASPP Adventure initiative, which links IXL practice with test readiness efforts. Participation increased from 65% to 75%, helping close engagement gaps and reducing test anxiety. Finally, we’ve deepened professional development for ESs, with ongoing training on academic standards integration, informal assessment, and differentiated supports for diverse learners, ensuring quality instruction across all learning environments.|2025-06-23|2025
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|4|4|5|4|5|5|5|5|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.|2025-06-10|2025
30103060139469|International School for Science and Culture|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|5|Met||2025-06-26|2025
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||2025-06-12|2025
30103060140822|Irvine International Academy|2||5|4|5|4|4|5|4|4|4|3|5|4|5|4|4|0|3|3|3|5|5|4|4|Met||2025-06-10|2025
30103060141978|Vista Meridian Global Academy|2||3|2|2|3|3|3|2|3|4|4|3|2|3|4|3|4|3|3|3|4|3|4|3|Met||2025-06-23|2025
30103060142000|Explore Academy|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|3|3|3|0|4|4|4|Not Met|||2025
30103060142026|Oxford Preparatory Academy - Middle|2||5|5|5|4|4|5|5|5|5|5|5|4|5|4|4|5|5|5|5|5|5|4|5|Met||2025-06-26|2025
30103060142224|California Republic Leadership Academy Capistrano|2|The first stage of Classical Leadership Education is the grammar phase. Elementary scholars primarily focus on language acquisition. An example of the curriculum utilized by California Republic Leadership Academy Orange County is a combination of Core Knowledge sequence for Social Studies and Science, Next Generation Science Standards (“NGSS”), Systematic Phonics Instruction, Well Ordered Language (Grammar/Reading Comprehension), Writing and Rhetoric (Writing/Reading Comprehension), Singapore Math, Novel Studies, Core Knowledge Sequence Music/Art, Physical Education, Latin (3rd – 6), and Words Their Way (spelling) as the foundation for its educational program in grades TK-6. This curriculum and resources align with our belief that education in the classics is essential at all grade levels. This curriculum has been specifically adapted to meet the developmental needs of young learners, as it introduces scholars to the key concepts to be explored in great depth as they prepare for critical thought processes necessary to successfully navigate the rigor of the curriculum in the middle and high school years.  California Republic Leadership Academy Orange County curricula is supplemented with instructional materials and state standards-aligned textbooks to ensure that every scholar enrolled learns the Common Core State Standards required at each respective grade level. The Academy will regularly assess the curriculum and make any necessary changes based on scholar and program need.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-05-26|2025
30103060142570|California Republic Leadership Academy Yorba Linda|2|The first stage of Classical Leadership Education is the grammar phase. Elementary scholars primarily focus on language acquisition. An example of the curriculum utilized by California Republic Leadership Academy Orange County is a combination of Core Knowledge sequence for Social Studies and Science, Next Generation Science Standards (“NGSS”), Systematic Phonics Instruction, Well Ordered Language (Grammar/Reading Comprehension), Writing and Rhetoric (Writing/Reading Comprehension), Singapore Math, Novel Studies, Core Knowledge Sequence Music/Art, Physical Education, Latin (3rd – 6), and Words Their Way (spelling) as the foundation for its educational program in grades TK-6. This curriculum and resources align with our belief that education in the classics is essential at all grade levels. This curriculum has been specifically adapted to meet the developmental needs of young learners, as it introduces scholars to the key concepts to be explored in great depth as they prepare for critical thought processes necessary to successfully navigate the rigor of the curriculum in the middle and high school years.  California Republic Leadership Academy Orange County curricula is supplemented with instructional materials and state standards-aligned textbooks to ensure that every scholar enrolled learns the Common Core State Standards required at each respective grade level. The Academy will regularly assess the curriculum and make any necessary changes based on scholar and program need.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-05-26|2025
30103063030723|OCSA|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|Met||2025-07-31|2025
30647660000000|Lowell Joint|2||5|3|5|5|5|5|5|5|5|5|5|4|5|4|5|4|4|4|5|3|4|4|4|Not Met|Teachers continue to have time for planning as a grade level to discuss standards and instruction on a regular basis. There is Instructional Team Planning (ITP meetings) at the site during early-release Mondays, and 3-4 of those meetings are coordinated for district-wide grade-level meetings throughout the year. This is in addition to three professional development days. Support for science instruction was also provided through professional development on the new materials by publishers and Science Coordinators from OCDE to support understanding of NGSS standards. We have a World Language elective for Spanish at Rancho and a Dual Immersion program at one of our sites, which now serves TK-6th grade students. With the release of the mathematics framework, we have begun the process of reviewing new mathematics materials in 2026. We continue to use iReady to monitor student progress on state standards throughout the year for both Language Arts and Mathematics. Ongoing professional development was provided throughout the 2024-25 school year.||2025
30664230000000|Anaheim Elementary|2||4|4|4|4|4|4|4|4|3|4|4|4|4|3|3|0|3|4|4|4|4|4|3|Met|In order to elicit broader input in 2024-25 the self evaluation rubric was sent out to all teachers in survey format from January 15-24, 2025. There were 45 respondents.  Results were shared and discussed with our Curriculum, Instruction, & Assessment Steering Committee on March 5, 2025.|2025-06-18|2025
30664230131417|Vibrant Minds 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|"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 2023-24, 2024-25, and 2025-26 school years has been 100%. Therefore, the sustainability of our standards-based instructional program has increased. For the 2024-25 school year, we successfully changed 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! For 2025-26, we will also adopt Social Studies Alive! for Grades K-3. 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 one teachers' completion of the Induction Program to clear her Multiple Subjects Teaching Credential. For the 2024-25 school year, we also initiated our Teacher Residency Program involving four Resident Teachers and four Mentor Teachers to ""grow our own."""|2025-06-11|2025
30664236027379|Palm Lane Global Academy|2||4|4|5|4|4|4|4|5|4|4|5|3|5|3|4|0|4|5|4|0|4|4|4|Met||2025-06-23|2025
30664310000000|Anaheim Union High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|Met|The Coordinator of Professional Learning and Education Division administrators oversee 17 Curriculum Specialists who support teachers with the implementation of state standards, instructional materials and professional learning. Curriculum Specialists meet monthly with department chairpersons to build capacity on academic standards, frameworks, and instructional best practices. A “Teacher Lead Community Hub” has been developed on the learning management system for department chairs and other teacher leads as a way to to build their capacity to support school staff. All new department chairs are expected to attend the district onboarding professional learning to: 1) understand how the responsibilities of an AUHSD Department Chair serves as a critical lever for student growth and school-wide improvement; and 2) develop a deeper understanding of how to lead with purpose through building a collaborative department culture and facilitate professional learning that supports both teacher growth and student learning. A districtwide comprehensive Professional Learning Plan is developed by the Coordinator of Professional Learning with input from Curriculum Specialists, Education Division administrators, and school site teachers on special assignment (TOSA) and is based on district initiatives and teacher needs. The Teacher Support Network also provides support and mentorship to teachers focused on classroom instruction and delivery.|2025-06-05|2025
30664490000000|Brea-Olinda Unified|2||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 remains committed to implementing academic standards aligned with the State Board of Education and the Orange County Board of Education. The District adopted Next Generation Science Standards (NGSS)-aligned textbooks in 2020–2021 and History/Social Studies materials in 2022–2023. In 2024–2025, the District began preparing for a Math curriculum pilot for 2025–2026, with full adoption anticipated in 2026–2027. An ELA curriculum adoption will follow. Professional development for adopted materials is provided by BOUSD Instructional Coaches or publishers. In 2025–2026, the District will emphasize high-impact instructional strategies through the BOUSD Best First Instruction initiative. A key element of this focus is standards-based instruction, supported by professional development in content standards and frameworks. District-wide, BOUSD prioritizes formative assessment to guide instruction, supported by Professional Learning Communities (PLCs). Tools such as iReady, implemented in Grades 1–8, provide reliable diagnostic data to inform differentiated instruction. Ongoing data review helps identify staff professional development needs, which are addressed through site-based, district-led, or external training opportunities.|2025-06-26|2025
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 professional development sessions, including in-person and online training. The District maintains a partnership with the Cotsen Foundation 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.|2025-06-23|2025
30664640000000|Capistrano Unified|2||4|4|4|4|4|5|5|5|3|4|4|4|4|4|4|4|4|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|2025-06-18|2025
30664640106765|California Online Public Schools Southern California|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||2025-06-10|2025
30664640123729|Community Roots Academy|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|5|5|5|0|5|5|5|Met||2025-06-09|2025
30664640124743|Oxford Preparatory Academy - South Orange County|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|3|5|5|5|5|5|4|5|Met||2025-06-26|2025
30664640140061|OCASA College Prep|2|OCASA College Prep uses a comprehensive set of locally selected tools to monitor progress in implementing California’s adopted academic standards. These include standards-aligned curriculum maps, unit and lesson plan audits, classroom walkthrough protocols, common formative assessments, student performance tasks, and instructional coaching logs. In addition, OCASA utilizes the CAASPP Interim Assessment Blocks (IABs), benchmark assessments, and stakeholder input to track instructional alignment and student mastery. These tools were selected to provide a balanced picture of implementation fidelity, instructional quality, and student engagement with rigorous content. The tools are designed to support the school’s interdisciplinary, project-based instructional model while staying closely aligned to the state standards. They also allow instructional leaders and teachers to engage in meaningful data-driven dialogue and continuous improvement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
30664646117758|Journey|2||5|3|4|4|4|5|3|4|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|Met||2025-06-16|2025
30664646120356|Opportunities for Learning - Capistrano|2||5|4|5|4|5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|5|4|4|4|Met|OFL-Capo implements a hybrid instructional model that engages students through independent study workbooks, direct instruction, subject-specific cohorts, and online learning. The school regularly reviews and revises curriculum to ensure alignment with California State Standards and student needs. Core courses are delivered through Edmentum, iLit, and printed workbooks, providing multiple access points for diverse learners. Teachers receive training on newly adopted courses, focusing on best practices and key standards. All core courses integrate ELD standards, and iLit supports English Learners with designated ELD instruction. The school continues expanding CTE offerings and partners with Capistrano Unified to provide students access to additional CTE pathways. OFL-Capo is also piloting a new curriculum via Bright Thinker to broaden course options and better serve varying academic skill levels, supporting continued alignment with rigorous academic expectations.|2025-06-23|2025
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||2025-06-11|2025
30664800000000|Cypress Elementary|2||5|4|4|4|4|5|4|4|4|2|5|4|4|4|1|0|3|4|4|0|5|4|4|Met||2025-06-18|2025
30664980000000|Fountain Valley Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|4|5|4|4|5|5|5|5|5|5|Met||2025-06-18|2025
30665060000000|Fullerton Elementary|2||5|4|5|4|3|5|4|4|4|4|4|3|4|4|3|3|4|4|5|4|4|4|4|Met||2025-06-17|2025
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 piloted new instructional materials in the 2024/25 school year for adoption in the 25/26 school year. Math will begin piloting new materials in the 2025/26 school year for adoption into the 2026/27 school year.|2025-06-10|2025
30665220000000|Garden Grove Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|4|5|5|5|5|5|Met||2025-06-17|2025
30665300000000|Huntington Beach City Elementary|2||4|4|5|4|3|5|5|5|4|4|5|5|5|5|4|3|4|4|4|3|5|3|4|Met||2025-06-17|2025
30665300134221|Kinetic Academy|2||4|3|4|4|4|5|5|5|5|5|5|4|4|5|4|0|4|5|5|4|4|4|4|Met||2025-06-12|2025
30665480000000|Huntington Beach Union High|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|Met||2025-06-24|2025
30665550000000|Laguna Beach Unified|2||5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|4|4|5|4|4|Met||2025-06-09|2025
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 (98%) in LHCSD believe they are fully implementing the English Language Arts and Math Standards. LHCSD has 80% of its teachers fully implementing ELD, while 7% 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, 80% are fully implementing History/Social Science, and 73% 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 100% 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 2024-2025 school year, we increased the number of full-time credentialed VAPA teachers. 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||2025-06-26|2025
30665890000000|Magnolia Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|0|5|5|5|0|5|5|5|Met||2025-06-26|2025
30665970000000|Newport-Mesa Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|3|3|Met|In 2024–25, classroom-based teacher learning occurred through early release, late start, floater teacher coverage, and August/November staff development days. Secondary PD emphasized grade- and department-level collaboration with consultant support to strengthen first instruction. MS science teachers received unit-based PD and coaching from the science TOSA. MS and HS science teams began building formative/summative NGSS assessments. HS will begin year 2 of NGSS implementation using OpenSciEd in 2025–26. MS ELA continued StudySync implementation, focusing on ELA rigor and Designated ELD. HS ELA began implementing CSU’s Expository Reading and Writing Curriculum in grades 11–12. Math teachers developed pacing guides and began Building Thinking Classrooms training, which will continue in 2025–26. PE teachers prepared for new PE 1 and 2 courses launching in 2025–26. Arts, Elective, CTE, and World Language teachers engaged in similar PD. Elementary PD focused on math adoption, opinion writing (Write from the Beginning and Beyond), Thinking Maps, and Heggerty (P–2). Full-time support teachers, P–2 teachers, and Specialized Academic Instruction teachers received intensive literacy training through the nationally recognized LETRS program. The 2025–26 focus will be NGSS, expository writing, and continued math implementation.|2025-06-24|2025
30666130000000|Ocean View|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|4|4|3|5|5|5|Met||2025-06-24|2025
30666210000000|Orange 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||2025-06-18|2025
30666216085328|Santiago Charter 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.|2025-06-23|2025
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||2025-05-28|2025
30666470000000|Placentia-Yorba Linda Unified|2||5|4|4|4|4|3|4|4|4|4|4|4|4|4|4|5|5|4|4|4|5|4|4|Met||2025-06-17|2025
30666476068621|Orange County School of Computer Science|2|||||||||||||||||||||||||Not Met For Two or More Years|||2025
30666700000000|Santa Ana Unified|2||4|3|4|4|4|4|4|4|3|4|3|3|3|3|3|3|4|3|4|4|4|3|3|Met|SAUSD’s Student Achievement Board Priority outlines strategies to improve TK–12 outcomes, guided by the Framework for the Future, which includes the revised Vision, Mission, Values, Graduate Profile, Learner Progressions, and Learning Model. Staff received framework and curriculum training before the beginning of the school year. Additional PD included: •	Self-selected options (e.g., Thinking Maps) •	Administrator Leadership Symposium •	Curriculum specialists supported TK–12 teachers with CA standards and standards-aligned materials in ELA, Math, Social Science, Arts, and NGSS.  •	Ongoing individual/group training was provided. Science adoption continued for elementary. Graduate Profile and learner progressions were promoted. Key initiatives: •	K–8 Arts scope & sequence •	Grade 2 & 5 curriculum embedded assessment implementation (8th grade in development) •	6–12 site-based Arts alignment planning (LCAP/SPSA) •	Secondary Math/ELA training & lesson studies CLAS Teachers provided PD aligned to the Graduate Profile and Learning Model.  •	Program Specialists supported AVID, AP, GATE, induction, Adaptive Schools, PLTW, PBIS, co-teaching, IEPs, etc.  •	Future Ready Coaches provided just-in-time support. Dashboard Coaches supported ATSI/CSI sites. •	ELD was delivered through integrated/designated models with Tier 2 & 3 supports as  •	needed. •	Students access core instruction in CTE, Health, VAPA, PE, and PK–5 weekly music.  •	Updated World Language curriculum aligns with standards.|2025-06-24|2025
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||2025-06-16|2025
30666700106567|Nova Academy Early College High|2||4|5|4|2|4|4|5|4|2|4|3|5|3|1|3|0|4|2|4|4|3|3|3|Met||2025-06-25|2025
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 ELA) - 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||2025-06-11|2025
30666700135897|Advanced Learning Academy|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|Met|Under the SAUSD umbrella our board priority outlines strategies to improve TK-12 outcomes, guided by the Framework for the Future, which inclused the revised Vision, Mission, Values, Graduate Profile, Learner progressions, and Learning Model. Teachers received framework and curriculum training before teh beginning of the school year as well as additional PD to include Thinking Maps, APL, GATE certification, AP training, and administrator symposium. Curriculum specialists supported tk-12 teachers with CA standards and the implementation of standards-aligned materials in ELA, math, social sciene, arts, and NGSS. Ongoing training provided individually and in groups. Science adoption continued for elementary. CLAS teachers provided pd aligned to graduate profile and learning model. Program specialists supported AVID, AP, GATE, induction, PLTW, PBIS, IEPs, etc. ELD was delivered through integrated and designated models with tier 2 and 3 supports as needed. Students access core instruction in CTE, health, VAPA, PE and TK-5 weekly music. Updated world language curriculum aligns with standards.|2025-06-26|2025
30666706119127|El Sol Santa Ana Science and Arts Academy|2||5|4|4|4|4|5|5|4|4|4|5|4|4|4|4|3|3|3|4|5|4|4|4|Met||2025-06-12|2025
30666960000000|Savanna Elementary|2||5|5|5|5|3|5|5|5|5|3|5|5|5|5|3|2|3|4|3|1|5|5|5|Met||2025-06-03|2025
30667460000000|Westminster|2||4|4|4|4|4|5|5|5|5|5|3|3|3|4|4|0|5|5|4|5|5|4|4|Met|WSD is committed to implementing the academic standards adopted by the State Board. This year, we partnered with Orenda Education to complete a systems equity study, which included a rigorous analysis of key areas within our educational system such as core curriculum, standards alignment, instructional rigor, and student achievement. This work has led to a greater focus on student achievement and all the foundational elements that support it. As part of this effort, we engaged in unpacking the standards and recreating an assessment matrix to ensure we are teaching the standards with fidelity and rigor. Next year, we will build upon this foundation by developing assessments aligned to the matrix and conducting a deeper analysis of student data, on a regular basis, to drive continuous improvement.|2025-06-12|2025
30736350000000|Saddleback Valley Unified|2||4|3|4|4|3|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|3|3|Met||2025-06-12|2025
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||2025-06-23|2025
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||2025-06-24|2025
30736500142232|Irvine Chinese Immersion Academy|2|Locally Selected Measures and Tools:  Irvine Chinese Immersion Academy (ICIA) uses a variety of locally selected tools to monitor implementation of the California academic standards:  I-Ready Growth (ELA & Math, 1–8): Provides norm-referenced data aligned to CCSS, supporting differentiation and tracking student growth.  Standards-Aligned Benchmark Assessments: Trimester benchmarks in ELA, Math, Mandarin, and Science help evaluate mastery and inform instruction.  ELD Progress Monitoring Tools: Teachers use ELPAC-aligned rubrics and structured observations to monitor English Learners in all four domains.  Teacher-Created Unit Assessments: Standards-based rubrics guide instruction and assessment in History-Social Science, Science, PE, Visual/Performing Arts, and Mandarin.  Instructional Walkthroughs: Leadership conducts classroom observations to ensure fidelity to standards and quality of instruction.  These tools were selected for their alignment to standards, real-time feedback, and suitability for a dual-language immersion setting.|3|3|5|3|3|4|3|5|3|3|4|4|4|3|3|0|1|5|3|4|4|4|3|Met|Irvine Chinese Immersion Academy (ICIA) continues to make strong strides in implementing state academic standards through a strategic, student-centered approach that reflects both rigor and innovation. As a dual-language immersion school, ICIA aligns all instruction—across English and Mandarin—with California's adopted standards, ensuring coherence and equity for all learners.  Teachers engage in regular professional learning communities (PLCs) to unpack standards, calibrate assessments, and share best practices. Focused training in ELD strategies, inquiry-based instruction, and cross-disciplinary planning further enhances our standards implementation.  ICIA’s dual-language model fosters deep content understanding while promoting biliteracy. Our intentional use of performance-based assessments and integrated projects allows students to demonstrate mastery in multiple modalities.  To support sustainability, ICIA has invested in leadership development, curriculum mapping, and the ongoing review of instructional materials. Our commitment to continuous improvement ensures all students—regardless of language background—receive access to high-quality, standards-based learning experiences every day.|2025-06-17|2025
30739240000000|Los Alamitos Unified|2||5|4|5|4|4|5|5|5|5|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) and Thinking Maps. Student data is collected via the MAP Growth Assessment 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.|2025-06-24|2025
30768930000000|SBE - Magnolia Science Academy Santa Ana|2|||||||||||||||||||||||||Not Met|||2025
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 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.|2025-06-26|2025
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||2025-06-26|2025
31103140126904|Placer County Pathways Charter|2||4|3|4|4|4|5|4|5|5|5|5|4|4|4|4|5|5|1|5|5|5|5|5|Met||2025-06-26|2025
31667610000000|Ackerman Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|5|0|5|4|4|Met||2025-06-18|2025
31667616031009|Bowman Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|5|0|5|4|4|Met||2025-06-18|2025
31667790000000|Alta-Dutch Flat Union Elementary|2||5|5|5|3|5|5|5|5|3|5|3|3|3|3|3|2|2|4|4|1|5|4|3|Met||2025-06-11|2025
31667870000000|Auburn Union Elementary|2||4|4|4|4|4|5|5|5|5|5|3|3|3|3|3|0|4|4|3|3|4|4|3|Met||2025-06-13|2025
31667870126664|Alta Vista Community Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2025
31667950000000|Colfax Elementary|2||4|2|4|3|3|4|4|4|4|4|4|2|4|3|3|0|4|4|4|0|4|4|3|Met|Colfax ESD is focused on individualized instruction that supports every student’s academic growth. Teachers engage in ongoing professional development in instructional differentiation, Universal Design for Learning (UDL), social skills, and classroom management. Weekly PLC meetings allow teachers to review student data and refine instruction. CESD launched initiatives aligned with state standards. In ELA, teachers implemented the Sonday System to strengthen phonemic awareness, decoding, fluency, and comprehension through small-group lessons. TK–3 staff received Luminous Minds training on differentiated teaching and interventions. In math, iReady assessments guide targeted instruction. UDL implementation continued. Essential Learning Objectives and a new standards-based report card were implemented. A daily intervention block allowed reteaching of key skills. Additional staff reduced student-teacher ratios, enhancing literacy instruction. Special education staff trained in behavior intervention, while the Special Day Class expanded intensive services. SEL was taught weekly using Character Strong. Arts and theater education continued, and a new agriculture program and departmentalized structure began in middle school. For 2025–2026, training will include AVID, science, social studies CHAMPs, NCI, and structured literacy.|2025-06-25|2025
31668030000000|Dry Creek Joint Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|5|5|5|5|5|Met||2025-06-17|2025
31668290000000|Eureka Union|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|3|4|3|5|4|4|4|Met|With the adoption of newer, high-quality curricula that are closely aligned to both the Common Core State Standards (CCSS), Next Generation Science Standards, and English Language Development (ELD) standards, EUSD anticipates a more robust and coherent implementation of content standards across classrooms. In support of this effort, the district has launched an initiative to redesign Professional Learning Communities (PLCs) to deepen alignment with the CCSS in 2023. This work will focus on collaborative discussions and calibration around depth of knowledge and the level of rigor required to teach each standard effectively. High-quality instructional materials—vetted through EdReports—have been adopted for English Language Arts (K–8), Science (grades 4–5), and Mathematics (K–8). Notably, the new ELA curriculum is grounded in the Science of Reading, further strengthening foundational literacy instruction.|2025-06-11|2025
31668370000000|Foresthill Union Elementary|2||3|3|3|3|4|4|3|4|4|4|3|3|3|3|3|0|4|4|3|0|3|4|3|Met||2025-06-12|2025
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 2024-2025 school year, LUSD completed the first year of implementing 6-8 standards-aligned history and social-science curricula and adopted an updated, standards-aligned history and social-science curriculum for grades K-5.  Next school year, LUSD will follow the same pilot and adoption process for the science curriculum in grades K-5 and delve deeper into refining and expanding our implementation of the adopted 6-8 NGSS standards-aligned curriculum.|2025-06-12|2025
31668450117150|Loomis Basin Charter|2||5|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|5|5|5|5|5|5|5|Met|During the 2024-2025 school year, LBCS continued implementing 6-8 standards-aligned history and social-science curricula and updated editions of adopted curricula were purchased for the 25-26 school year. An updated, standards-aligned history and social-science curriculum for grades K-5 was piloted and purchased for use in the 25-26 school year.  Updated editions of the K-5 adopted math curricula were purchased for use in the 25-26 school year. In addition, in the 25-26 school year, LBCS will delve deeper into refining and expanding our implementation of the adopted 6-8 NGSS standards-aligned curriculum.|2025-06-12|2025
31668520000000|Newcastle Elementary|2||5|4|5|5|5|5|4|5|5|4|4|5|4|4|4|0|5|5|5|0|4|4|3|Met||2025-06-11|2025
31668520109827|Newcastle Charter|2||5|4|5|5|5|5|4|5|5|4|4|5|4|4|4|0|5|5|5|0|4|4|3|Met||2025-06-11|2025
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|All Creekside faculty are required to follow and administer California State Standards.|2025-06-16|2025
31668520121608|Harvest Ridge Cooperative Charter|2|Additional Resources and trainings for language development curriculum and assessments.|5|3|5|4|5|5|3|5|5|5|5|3|5|5|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."|2025-06-23|2025
31668520127928|Rocklin Academy Gateway|2||5|5|5|4|4|5|4|5|5|5|5|5|5|4|4|0|5|5|5|5|5|5|5|Met|Rocklin Academy Family of Schools dedicates multiple days each year to professional learning aligned with our Local Control and Accountability Plan (LCAP) goals and focused on deepening staff understanding of the California academic standards. These learning opportunities support consistent and high-quality standards-based instruction across all grade levels.|2025-06-23|2025
31668860000000|Placer Hills Union Elementary|2||4|3|5|3|1|3|3|5|3|1|4|4|4|3|2|0|4|5|4|0|5|5|3|Met||2025-06-11|2025
31668940000000|Placer Union High|2||5|3|4|4|4|5|4|5|5|5|5|5|5|5|5|4|3|4|4|4|5|5|5|Met||2025-06-17|2025
31668940138081|Maidu Virtual Charter Academy|2||5|3|4|4|4|5|5|5|5|5|5|5|5|5|5|4|3|4|4|4|4|4|3|Met|NA|2025-06-17|2025
31669100000000|Roseville City Elementary|2||5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|3|5|5|4|5|4|4|Met||2025-06-18|2025
31669280000000|Roseville Joint Union High|2||4|4|4|4|2|5|5|5|5|5|4|4|4|4|4|4|3|3|3|4|5|3|2|Met|Teachers have been engaged in extensive curricular redesigns and standards-based materials selection. An intentional and thorough district professional development plan, coupled with on-ground coaching through Teachers on Special Assignment and administrator classroom walk-throughs, has been developed and launched to support all of our curricular areas in standards alignment and selection of effective instructional materials.|2025-06-10|2025
31669280121418|John Adams Academy - Roseville|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|4|4|4|4|5|3|3|Met||2025-06-26|2025
31669280141622|New Pacific Charter - Roseville|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|3|5|5|5|Met||2025-06-16|2025
31669440000000|Tahoe-Truckee Unified|2||4|4|4|4|3|4|4|4|4|3|4|3|4|3|3|5|5|5|4|0|4|4|4|Met||2025-06-25|2025
31669440121624|Sierra Expeditionary Learning|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||2025-06-02|2025
31669510000000|Western Placer Unified|2||4|4|4|4|4|5|5|5|5|4|4|4|4|4|3|5|3|4|5|4|4|4|3|Met||2025-06-17|2025
31669510135871|John Adams Academy - Lincoln|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|4|4|4|4|5|3|3|Met||2025-06-26|2025
31669513130168|Horizon Charter|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|3|Met|HSS: Piloted Ethnic Studies Curriculum for High School 2024/2025. Curriculum is submitted for UCOP, A-G. ELD Curriculum will be piloted including the material used for Newcomers to better meet their needs.|2025-06-12|2025
31750850000000|Rocklin Unified|2||5|3|4|3|5|5|4|5|3|5|4|3|4|3|3|4|4|4|4|3|4|4|3|Met|Rocklin Unified School District (RUSD) has dedicated human, fiscal, and instructional resources to support professional development (PD) aligned to the California academic standards. The District is in full implementation of standards-aligned instruction in Mathematics, English Language Arts, History-Social Science, English Language Development (ELD), Career Technical Education (CTE), Physical Education, Visual and Performing Arts (VAPA), and Health Education. PD has been provided to support teacher implementation, with particular attention to ELD instruction and the new California Mathematics Framework adopted in 2023. RUSD leadership has actively engaged in exploring the framework’s implications, and staff have participated in PD to deepen their understanding of conceptual math skills and effective instructional practices. The District is in initial implementation of the Next Generation Science Standards (NGSS) and World Language Standards. To further support professional growth, RUSD continues to update its PD Plan, aligning trainings with priorities identified by the Professional Learning Committee and the Local Control and Accountability Plan (LCAP). Ongoing PD is provided through monthly district-wide sessions and weekly site-based collaboration, during which teachers plan instruction and monitor student progress. Instructional coaches in mathematics and special education offer additional support to teachers as they implement high-impact practices in their classrooms.|2025-06-18|2025
31750850117879|Maria Montessori Charter Academy|2||5|5|4|4|4|5|5|5|5|5|5|4|4|4|4|0|3|4|4|4|4|4|4|Met||2025-06-23|2025
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 dedicates multiple days each year to professional learning aligned with our Local Control and Accountability Plan (LCAP) goals and focused on deepening staff understanding of the California academic standards. These learning opportunities support consistent and high-quality standards-based instruction across all grade levels.|2025-06-23|2025
31750856118392|Rocklin Academy|2||5|4|4|4|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 (RAFOS) dedicates multiple days each year to professional learning aligned with LCAP goals and focused on deepening staff understanding of the California academic standards. These opportunities support consistent, high-quality standards-based instruction across all grade levels.|2025-06-23|2025
32103220000000|Plumas County Office of Education|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
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||2025-06-25|2025
32669693230083|Plumas Charter|2||4|3|4|4|4|5|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
33103300000000|Riverside County Office of Education|2||4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|3|3|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.|2025-06-18|2025
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|5|Met||2025-06-12|2025
33103300125237|Leadership Military Academy|2||4|4|4|4|4|5|4|4|5|5|4|4|4|4|4|2|4|3|3|4|5|4|4|Met||2025-06-18|2025
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 County (ISRC) continues to deepen its implementation of state-adopted academic standards through a strategic focus on high-quality instruction, targeted support, and inclusive curriculum practices. Professional development has been expanded and refined to equip educators with the tools and knowledge needed to deliver rigorous, standards-aligned instruction. These sessions are informed by ongoing classroom data and staff input, ensuring training is responsive to real-time needs. Instructional improvement at ISRC is grounded in a strong system of feedback and support. School leaders and instructional coaches conduct frequent classroom walkthroughs and coaching sessions, providing timely feedback that supports teachers in refining their craft and strengthening instructional alignment. A structured coaching cycle centered on collaborative planning, lesson internalization, and reflective dialogue drives continuous growth and helps translate standards into practice. Data analysis is embedded in the instructional culture. Teachers engage in regular review of student achievement data to inform planning, identify learning gaps, and adjust instruction. This is reinforced through Professional Learning Communities (PLCs), which promote collaboration, peer learning, and shared ownership of student outcomes. ISRC also takes a thoughtful, collaborative approach to curriculum adoption. The process includes input from teachers, students, and families.|2025-06-12|2025
33103300128397|CBK Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|Met|CBK Charter used the California Standards Self-Reflection Tool to measures its progress implementing state academic standards.|2025-06-17|2025
33103300128777|Gateway College and Career Academy|2||5|4|5|3|5|5|4|5|3|5|5|5|5|3|5|0|5|1|3|1|4|4|4|Met||2025-06-26|2025
33103300136168|Temecula International Academy|2||3|3|4|1|2|4|2|5|4|4|2|2|2|2|2|0|4|5|2|4|1|1|1|Met||2025-06-26|2025
33103300137836|Pivot Charter School Riverside|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
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|4|4|Met||2025-06-20|2025
33103300137869|Excelsior Charter School Corona-Norco|2|Excelsior Charter Schools Corona-Norco utilizes a set of locally selected tools to monitor progress in implementing the academic standards adopted by the State Board of Education. These tools were selected based on their alignment with state standards, ability to provide timely data, and compatibility with Excelsior’s hybrid instructional model.  Key tools include:  Canvas Learning Management System (LMS): Core platform for delivering standards-aligned instruction in ELA, Math, Science, and other content areas. Daily pacing guides ensure instructional consistency across all schools.  STAR Renaissance Assessments (ELA and Math): Administered quarterly to measure proficiency and growth aligned to Common Core State Standards. Selected for its adaptability and correlation to state assessments.  Smarter Balanced Interim Assessments (SBAC IABs/ICAs): Used throughout the year to measure student readiness in ELA and Math and support CAASPP preparation.  Internal Benchmark and Curriculum-Based Assessments: Unit tests and formative quizzes are embedded into all core courses to monitor mastery of standards.  Course Syllabi and Master Schedules: Reviewed annually to ensure standards alignment across all subject areas, including Visual and Performing Arts, World Language, Health, Physical Education, and CTE.  ELD Curriculum and Reclassification Tracking: Designated and Integrated ELD courses support English Learners with aligned instruction; progress is measured through STAR and reclassification data.  Transcript Audits, Dual Enrollment, and CTE Completion Tracking: Monitored regularly to ensure alignment with state standards and postsecondary readiness indicators.  Progress Summary:  English Language Arts and Math (CCSS): Systemwide implementation through Canvas, instructional coaches, and regular data reviews. Performance on STAR and CAASPP shows growth among several student groups, particularly Students with Disabilities and English Learners.  English Language Development (ELD): A full ELD curriculum was introduced in 2023–24. Improvements are noted in ELD attendance and reclassification tracking (Metric 2.47).  NGSS-Aligned Science: Fully integrated into secondary science courses, with teachers supported via professional learning communities and Canvas-based resources.  History-Social Science, VAPA, World Language, Health, and PE: Courses reflect state standards. Annual master schedule and transcript reviews confirm access and alignment.  Career Technical Education: Program offerings are aligned with CTE model standards. Course completion rates and dual enrollment participation have increased, supported by regular audits and equity reviews (Metrics 2.42–2.43).  Excelsior’s approach ensures comprehensive implementation and ongoing monitoring of state standards using integrated systems that support instructional fidelity, equity, and continuous improvement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-26|2025
33103300138024|Journey|2||5|5|5|4|4|5|5|5|4|4|5|4|5|4|4|2|2|4|3|1|5|5|3|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 specialists, English language development specialists, special education specialists, directors, and paraprofessionals who work closely with students, staff, administrators, and/or 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 ever changing 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, spring professional development, and ongoing Professional Learning Communities (PLCs) that cover a wide range of topics such as curriculum development, teaching English language development, entrepreneurial mindset, behavior management, and restorative practices. Additionally, our professional development emphasizes Universal Design for Learning (UDL) strategies, differentiated instruction, and the effective integration of technology to enhance student engagement and learning outcomes.|2025-06-27|2025
33103300138602|JCS - Pine Hills|2|See Option 2: Reflection Tool.|4|4|4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|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 Parent-Teacher Organizations and Educational Enrichment Partners help with the implementation of CTE, Health, P.E., VAPA, and World Language standards. Annually, the school focuses on teaching and learning goals appropriate for the collective community of educators and students, and we grow together in a collaborative, job-alike group 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.|2025-06-13|2025
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|2|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. The students also use IXL for rigorous practice in Reading and Math which provides teachers immediate feedback on student progress to inform instruction. Additionally, the iReady and IXL assessments are online allowing for immediate reporting to inform instruction. These assessments ensure our students are prepared for CAASPP Assessments including SBAC ELA and Math and CAST Science. English Learners are monitored through ELD Standards and Curriculum and annually on the ELPAC Summative. 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.|5|4|4|5|4|5|4|5|5|5|4|4|4|4|4|0|5|5|5|0|5|5|5|Met|Garvey/Allen STEAM Academy has made strong progress in implementing the academic standards adopted by the State Board by embedding them into a rigorous, culturally responsive, and arts-integrated model. The curriculum aligns with the Common Core State Standards, Next Generation Science Standards, English Language Development Standards, and other California content standards, and is delivered through a STEAM-focused framework that emphasizes project-based learning, academic discourse, and real-world application. Students, referred to as Achievers, benefit from a structured instructional model that includes extended learning time, dedicated Advisory periods for academic and social-emotional growth, and early access to Visual and Performing Arts and STEM electives. The school’s approach is particularly responsive to the needs of historically disenfranchised students, integrating culturally relevant pedagogy, trauma-informed practices, and high expectations supported by a “Dream Team” of Achievement Guides and Achievement Managers. Standards-aligned instruction is supported through continuous professional development, effective use of digital tools, and ongoing formative assessment to drive differentiated instruction and timely intervention. Together, these efforts provide a strong foundation for academic excellence, sustained student engagement, and equitable outcomes for all learners.|2025-06-25|2025
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||2025-06-24|2025
33316250000000|California School for the Deaf-Riverside (State Special Schl)|2|||||||||||||||||||||||||Not Met|||2025
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||2025-06-26|2025
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||2025-06-30|2025
33669930000000|Beaumont Unified|2|The Beaumont Unified School District (District) has selected several measures and tools to implement the California State Standards (CSS). For Math and Reading (K-8), the District uses the i-Ready Diagnostic, and for grades 9-12, the STAR Reading and Math assessments. This year, the District launched a pilot with the 8th-grade team to determine whether the Star Reading and Math assessments better support the needs of our middle school students. Additionally, the California Assessment of 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 that need support, facilitating monitoring of 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. Across all grade levels, core class instructional materials and devices are made available for all students.  The District is committed to fostering sustained implementation of all state-adopted academic standards. Staff capacity-building remains a key focus. Across all grade levels, teachers receive ongoing professional development aligned to the adopted standards. Instructional coaches continue to support classroom integration, particularly in English Language Arts (ELA), Mathematics, and English Language Development (ELD). One area of growth is in Next Generation Science Standards (NGSS), where science leads are engaged in lesson study cycles and adoption planning.  Educator feedback emphasizes the value of collaborative time and standards-aligned instructional resources. Data collection and reflection cycles have empowered teacher leaders to identify and replicate successful practices. Specific attention has been given to supporting English learners (ELs) through embedded ELD practices and access to core content. This ensures that implementation goes beyond curriculum adoption to include classroom-level practices that promote equity and engagement for all student groups.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-10|2025
33669930127142|Highland Academy|2||4|3|4|3|4|4|3|5|4|4|4|4|4|4|4|0|4|4|5|0|4|4|4|Met|Our school has made significant progress in the implementation of state academic standards, driven by a comprehensive approach to professional development, resource allocation, and targeted student support. Our staff benefits from ongoing professional learning opportunities, including workshops, collaborative planning, and data-driven analysis, all designed to deepen their understanding and enhance their delivery of California's academic content standards and curriculum frameworks. We ensure that all students have consistent access to current, standards-aligned instructional materials, encompassing both traditional and digital resources.  Our internal policies and programs are designed to align curriculum with state expectations, fostering a cohesive and challenging educational experience across all grade levels. We provide support for teachers and administrators through dedicated leadership, access to expert consultation, and a collaborative school culture that encourages continuous professional refinement. A key area of sustained focus involves providing specialized support for our English Learner (EL) students and those with special needs, ensuring equitable access to the curriculum through tailored professional development in effective integrated and designated strategies for these students.|2025-06-26|2025
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|Mission Vista Academy continues to add CTE coursework options based on student feedback to improve student participation in these courses and pathway completion rates.|2025-06-05|2025
33670330000000|Corona-Norco Unified|2||4|3|3|3|3|4|4|4|3|2|4|3|4|3|3|5|4|3|4|4|4|3|4|Met|The Corona-Norco Unified School District (CNUSD) is dedicated to continuous improvement, consistently seeking innovative ways to enhance educational experiences for all students. In alignment with this commitment, the district has initiated a comprehensive review of new science textbooks for elementary grades, with plans for adoption in the 2025–2026 school year, pending school board approval. Following this, history textbooks are slated for adoption in subsequent years, ensuring that instructional materials remain current and effective. Additionally, CNUSD maintains a steadfast focus on refining curriculum frameworks across all content areas to guarantee that students have access to essential knowledge and skills pivotal for their academic success. Recognizing the integral role of physical well-being in learning, the district continues to prioritize student health by adhering to California's Physical Education Model Content Standards. These standards emphasize the development of motor skills, fitness assessment, and the promotion of lifelong physical activity, underscoring CNUSD's holistic approach to fostering student achievement and well-being.|2025-06-17|2025
33670410000000|Desert Center Unified|2|Desert Center Unified School District uses a combination of locally selected measures to monitor the implementation of the state academic standards adopted by the California State Board of Education. These include instructional walkthroughs, teacher lesson plans and pacing guides, formative assessment data from I-Ready, and staff participation in professional development. These tools were selected for their alignment to our small, rural K–8 multi-grade model. They offer real-time insights into instructional delivery, allow for targeted teacher support, and inform resource planning. In English Language Arts (ELA) and Mathematics, teachers use adopted curriculum (McGraw Hill) and its formative assessment system (I-Ready) to drive standards-aligned instruction. I-Ready data informs small group instruction and intervention. Teacher lesson plans, supported with administrative walkthroughs, show standards-based objectives and scaffolded support. For English Language (EL), students receive integrated and designated instruction. The school also ensured that teachers received training aligned with certification pathways for supporting English Learners, strengthening instruction and compliance. It is acknowledged that further professional development opportunities for staff should be available for SY 2025–26. The Next Generation Science Standards (NGSS) are addressed through project-based learning and respective teachers have integrated into cross-curricular activities. Our lower grades use Mystery Science to support delivery of science standards.  Respective instructional staff members, teachers and para-educators, have attended the California STEAM Symposium, gaining strategies to implement aligned inquiry and design tasks. History-Social Science instruction aligns with the state framework, with integration of literacy and primary source analysis. There is a continued focus in increasing the integration of both Science and Social Studies as outlined in the SY 2025-26 LCAP. Health and Physical Education standards are implemented through regular instruction focused on fitness, safety, and wellness. Visual Arts instruction is integrated into classroom lessons, allowing students to engage creatively despite staffing limitations.  Art is also offered as a special one day per week for all students. Importantly, evidence from I-Ready Benchmark #3 at the end of the SY 2024–25 school year shows notable gains in both reading and math, with most students demonstrating growth toward or achievement of grade-level standards. These results validate that the district’s focus on standard-based instruction and aligned professional learning is having a measurable, positive impact on student achievement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|Health and Physical Education standards are implemented through regular instruction focused on fitness, safety, and wellness. Visual Arts instruction is integrated into classroom lessons, allowing students to engage creatively despite staffing limitations.  Art is also offered as a special one day per week for all students. The district launched AVID Elementary in SY 2024–25.  The focus was to establish schoolwide instructional routines that promote college and career readiness. In Year One, teachers began embedding WICOR strategies, such as collaboration, note-taking, and academic discourse into daily instruction. These practices increased student engagement and brought consistency across classrooms. College and university field trips became reality. Field trips became more educational opportunities with integrating presenters promoting college and career.  For Year-Two implementation, the district will deepen AVID through continued professional learning, with an emphasis on higher-level questioning, Socratic Seminars, and intentional lesson design that reinforces rigorous standards-based learning.   A focus area for SY 2025–26 is to strengthen horizontal articulation between the school’s three multi-grade teachers. This collaboration will support curriculum coherence, pacing alignment, and the development of common instructional strategies across classrooms.|2025-06-25|2025
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||2025-06-24|2025
33670586031959|George Washington Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|3|5|4|0|3|3|3|Met||2025-06-16|2025
33670586031991|Palm Desert Charter Middle|2|Palm Desert Charter Middle School (PDCMS) has fully implemented and continues to sustain the California Content Standards across all core subject areas. Teachers have access to and utilize appropriate, standards-aligned instructional materials in English Language Arts, Mathematics, Science, and History-Social Science. In addition, PDCMS has established a robust and collaborative Professional Learning Community (PLC) process that promotes data-driven instruction, continuous improvement, and alignment with grade-level expectations.  While the school has made strong progress in most academic areas, the implementation of a World Language program remains an area for growth. Due to a rolling three-year enrollment cap, PDCMS has experienced a decrease in funding, which has limited the ability to add new staffing positions. As a result, hiring a dedicated World Language teacher is currently not financially feasible. However, the school is committed to exploring creative solutions using existing staff capacity to determine whether a limited or exploratory World Language offering can be introduced in the near future. This remains a priority as we strive to provide students with a well-rounded and globally relevant|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|Met||2025-06-11|2025
33670820000000|Hemet Unified|2||5|5|4|4|4|5|5|5|4|4|5|5|5|5|5|4|5|4|5|4|4|4|4|Met||2025-06-17|2025
33670820120675|Western Center Academy|2||5|4|5|5|5|5|5|5|5|5|4|4|4|5|4|5|5|5|3|4|4|4|3|Met||2025-06-24|2025
33670900000000|Jurupa 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|At Jurupa Unified, we are relentlessly focused on ensuring all students receive a high-quality education aligned to the California State Standards.  Our implementation strategy centers on three core elements: professional learning, instructional materials, and ongoing support. 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. 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. Teachers receive training and resources to maximize the use of these materials. 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 other instructional leaders provide targeted feedback and identify areas for additional support. This might include tailored professional development or peer observation opportunities.|2025-06-24|2025
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||2025-06-10|2025
33671160109843|Santa Rosa 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||2025-06-10|2025
33671240000000|Moreno Valley Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|Met||2025-06-24|2025
33671570000000|Nuview Union|2||5|4|5|4|5|5|5|5|5|5|4|5|5|4|4|0|5|4|3|0|5|4|3|Met||2025-06-12|2025
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||2025-06-12|2025
33671730000000|Palm Springs Unified|2||5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
33671736032411|Cielo Vista Charter|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|Met||2025-06-24|2025
33671810000000|Palo Verde Unified|2||4|3|1|3|1|4|3|1|3|1|4|4|4|3|1|4|1|4|4|4|4|4|4|Met||2025-06-24|2025
33671810138610|Scale Leadership Academy - East|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|5|5|4|4|4|Met||2025-06-21|2025
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|0|1|0|4|5|1|3|2|4|Met|Perris Elementary School District is a TK-6 Elementary District. Career and Technical Educational, Health, and World Language do not apply to the Elementary School District|2025-06-12|2025
33671996105571|Innovative Horizons Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|0|5|5|5|0|5|5|5|Met||2025-06-05|2025
33672070000000|Perris Union High|2|During the 2024-25 school year, PUHSD implemented multiple strategic actions aimed at improving student proficiency in the academic standards adopted by the State Board of Education. While the core actions were implemented as planned, there were some substantive differences in how they were carried out across school sites, shaped by district leadership transitions, staffing shortages, and site-level capacity. PUHSD prioritized cross-curricular literacy development and math interventions through professional development, assessment tools, and class size reductions. Sites implemented reduced class sizes in reading intervention and foundational math sections, which contributed to measurable academic progress. The district also collaborated with the Riverside County Office of Education's Math Community of Practice, which supported vertical alignment and best practices in math instruction. However, midyear changes in district leadership—including the departure of the Director of Curriculum and Instruction and interim oversight by an Assistant Superintendent—led to interruptions in centralized support and fidelity monitoring, which created implementation variability among schools. Due to significant changes in leadership, the California Dashboard Tool Self reflection on the Academic Performance Standards was difficult to implement and no changes were able to be made to the previous overall score of 4.1. The District used CAASPP Interim Assessment Blocks (IABs) in ELA, Math, Science, and ELD to track progress in implementing the state academic standards as well as Renaissance STAR Diagnostic and Progress monitoring assessments.  Six-week Professional Learning Community cycles analyzed formative and summative data to enhance real-time instructional decision-making.   The district implemented  “Literacy Across the Curriculum” that helped integrate reading, writing, speaking, and critical thinking into all subject areas focusing on the State Board of Education adopted Standards. Professional development for content-area literacy and math support, combined with reduced class sizes in reading intervention courses and math support sections, contributed to measurable gains in both ELA and Math performance.  Implementation fidelity varied across sites, particularly where staffing shortages limited intervention support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
33672070101170|California Military Institute|2|The California Military Institute prioritized student achievement on the SBE standards in English Language Arts (ELA) and Mathematics so that our students will be adequately prepared to enter college and the workforce. CMI spent extensive time analyzing previous dashboard performance on the ELA and Math Indicators. Noting challenges in the overall performance and multiple subgroups, CMI decided to identify goals for the overall performance and all numerically significant subgroups that were in the Red or Orange categories. The district prioritizes services for English Learners and we included the English Learner Proficiency Indicator (ELPI) to include both English Learner Proficiency for California (ELPAC) and English Learner Reclassification rates. CMI identified this goal for focused attention by analyzing dashboard data with multiple stakeholder groups. The dashboard data was analyzed in the English Learner Leadership committee with teachers, administrators, and counselors, in subject area council committees consisting of ELA and math teachers, PUHSD administrative committees, and district and site level parent advisory committees such as the District English Learner Advisory Committee and the site English Learner Advisory Committee, school site council, and the district level Parent Advisory Committee.   The California Military Institute Implemented Action 1.1 – Literacy Across the Curriculum and Enhancement of the Core Curriculum. This action focused on increasing instructional rigor and relevance across content areas. Professional development was provided to teachers in ELA, math, science (NGSS), and social studies, with an emphasis on integrating literacy strategies and culturally responsive instructional practices.  Based on Dashboard data, this has not yet translated into improved outcomes at scale, possibly due to pacing gaps, varying teacher readiness, or inconsistent implementation of instructional shifts. CMI is focused on the refined use of data and PLC Structures: Professional Learning Communities (PLCs) will implement more frequent and structured six-week data cycles to respond in real time to student performance trends. This includes the use of formative assessments, interim benchmarks, and ELPAC practice assessments to better inform instructional adjustments.  Enhanced English Learner Supports: Due to the decline in English Learner progress (–13.4%) and low achievement in ELA and Math, targeted professional development will be provided on scaffolding strategies and the use of formative language development assessments.  To better evaluate the effectiveness of actions regarding the implementation of standards, additional internal metrics (such as formative assessment growth, ELD portfolio scores, and intervention attendance rates) will be tracked at the site level.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
33672150000000|Riverside Unified|2||4|4|4|4|4|5|4|5|4|5|4|4|4|4|4|5|5|4|5|4|4|4|4|Met||2025-06-26|2025
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||2025-06-25|2025
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 1,900 documented classroom visits during the 2024-25 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 2024-25 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. Additionally, during the 2024-25 school year, fourteen Ro-Mo model classrooms were available to all teachers to visit and learn the implementation of Universal Design for Learning (UDL) methods from expert teacher peers. Eighty teachers participated in the Ro-Mo classroom visits. 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||2025-06-17|2025
33672490000000|San Jacinto Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|Met||2025-06-16|2025
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|5|5|5|5|Met||2025-06-12|2025
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 of Student Performance and Progress (CAASPP), English Learner Proficiency Assessments for California (ELPAC), district benchmark assessments in ELA and Math, as well as teacher survey and professional development feedback.  During the 2024-25 school year, teachers were supported with professional development weekly (every Wednesday), from both their site and the district office. Weekly Professional Development trainings included:        - CVUSD Instructional Framework   - Teacher Clarity including Learning Intentions and Success Criteria   - Systematic Explicit Instruction and Gradual Release   - Lexile/Quantile   - Thinking Maps   - ELPAC and CAASPP Training   - Conscious Discipline   - Ages and Stages Questionnaires   - De-Escalation Strategies   - Early Literacy Strategies & Making the Connection to the Preschool Learning Foundations   - Literacy and Math Focus Areas   - K-2 Literacy Screener   - Vocabulary Development   - DRDP Assessment - Desired Results Developmental Profiles   - Beyond SST - Student Success Team   - Foundational Skills   Teachers were also provided with additional support and assistance from a district Instructional Coach. The instructional coaches built 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 was done through a variety of instructional practices that include: modeling, co-teaching, the Achievement-Focused coaching model, demonstration lessons, and data analysis and lesson planning between the teachers and the coach.   Additional training throughout the year also included: LETRS - Language Essentials for Teachers of Reading and Spelling; UCI Math training; Summit K12 for English Language Development; MasteryConnect for assessments; and Standards Academy for all content areas.   In addition to weekly professional development, CVUSD included 2 non-student days (October and March) during the school year that were dedicated to professional development for all certificated and classified staff. The training topics included:    - CVUSD Instructional Framework   - Teacher Clarity including Learning Intentions and Success Criteria   - Systematic Explicit Instruction and Gradual Release|3|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|3|3|3|Met|CVUSD used multiple measures to determine progress in implementing state academic standards including, but not limited to, results from CAASPP, ELPAC, district benchmark assessments, as well as teacher survey and professional development feedback.   During the 2024-25 school year, teachers were supported with professional development every Wednesday, from both their site and the district office. In addition to weekly professional development, 2 non-student days during the school year are dedicated to professional development for all certificated and classified staff. The main focus for 2024-25 was on the CVUSD instructional framework covering Teacher Clarity including Learning Intentions and Success Criteria, as well as Systematic Explicit Instruction and Gradual Release.  Teachers were provided with additional support and assistance from instructional coaches to 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 was done through a variety of instructional practices that included: modeling, co-teaching, data analysis, and lesson planning.  Additional training throughout the year also included: LETRS - Language Essentials for Teachers of Reading and Spelling; UCI Math training; Summit K12 for English Language Development; MasteryConnect for assessments; and Standards Academy for all content areas.|2025-06-26|2025
33736760121673|NOVA Academy - Coachella|2||2|2|5|1|4|2|2|5|5|2|2|2|3|1|3|2|2|3|2|2|2|3|2|Met||2025-06-25|2025
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||2025-06-12|2025
33751760120204|Sycamore Academy of Science and Cultural Arts|2||5|4|4|4|4|5|4|5|5|4|5|4|5|5|4|0|4|5|4|4|5|5|4|Met||2025-06-23|2025
33751920000000|Temecula Valley Unified|2||5|5|5|3|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|4|4|4|Met||2025-06-24|2025
33751923330917|Temecula Preparatory|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|0|5|4|5|5|5|5|5|Met|The Response to Intervention team plays an important role in working with teachers about the use of Tier I interventions. Grade level/department level meetings occur during an established time each week as part of our school’s Professional Learning Communities (PLCs). During 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.|2025-06-18|2025
33751926112551|Temecula Valley Charter|2||4|3|5|3|5|5|4|5|5|5|5|4|5|4|4|0|5|5|5|4|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 data from Fountas & Pinnell, IXL assessments and STAR assessments provided feedback to teachers for targeting instruction.|2025-06-09|2025
33752000000000|Murrieta Valley Unified|2||4|3|3|3|3|5|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|Met|At all grade levels, district-led work teams support the effective implementation of academic standards. These teams include teacher representatives from every school site who collaborate with district staff to develop common pacing guides and standards-aligned assessments. Weekly Professional Learning Team (PLT) meetings at school sites provide structured time for teachers to review these resources, plan instruction, and ensure all students receive access to grade-level content along with additional support when needed.  During this past year, World Language and AP English Language Arts teachers implemented newly adopted, standards-aligned curriculum. In addition, elementary teachers participated in a comprehensive review and pilot process for new math curriculum, which will be adopted for full implementation in the 2025–26 school year.|2025-06-12|2025
33752420000000|Val Verde Unified|2|Val Verde remains committed to the implementation of the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS), guided by the philosophy that those closest to instruction—teachers—should lead the work. In alignment with this belief, Val Verde offers a broad range of leadership opportunities for educators to contribute meaningfully and drive instructional initiatives.  Three interconnected teacher leadership teams support the district’s efforts in the effective implementation of the state standards: the Curriculum Council, Content-Specific Professional Learning Networks (PLNs), and Grade-Level PLNs. These groups collaborate to strengthen teaching practices and ensure coherence across the district.  The Curriculum Council functions as a collaborative decision-making body, co-led by the Val Verde Teachers Association and Educational Services. It includes teacher representatives from each school site, ensuring equitable input across the district. The council convenes multiple times per year to examine and make determinations on curriculum matters such as grading policies, instructional material adoption, and site-raised concerns.  The Curriculum Council and PLN teams work together to develop comprehensive curriculum guides—including Yearly Plans and Units of Study—and to design and use common assessments aligned with CCSS standards. These assessments support data-driven instruction through collaboration. The Council comprises representatives from all grade levels and subjects, along with district leaders, site administrators, and instructional coaches. Members are provided with dedicated release time throughout the year to fulfill their responsibilities.  Each PLN cohort is formed around either a grade level, content area, or a thematic focus such as STEAM, writing, technology, or English Learner Professional Development (ELPD). These groups engage in continuous learning and collaborative planning in partnership with Educational Services. Over time, PLN members become internal experts, delivering targeted professional development to their peers during District-Wide Professional Learning Days, Core Days, site-based staff meetings, Collaborative Coaching and Learning Sessions (CCLS), and department or grade-level meetings.  Val Verde teachers continue to benefit from a robust system of support that includes district-hosted workshops, site-level instructional coaching, and regular collaboration within grade-level or subject-alike professional learning communities. These opportunities are offered both during the academic year and summer, allowing teachers to engage in targeted professional growth. Educators are also encouraged to self-select workshops and sessions that align with their personal professional development goals. This culture of collaborative professionalism and teacher empowerment remains a cornerstone of Val Verde’s educational philosophy.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
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||2025-06-24|2025
34103480136275|Fortune|2||5|5|5|5|5|5|5|5|4|3|5|5|5|4|3|0|5|5|5|5|5|5|5|Met||2025-06-10|2025
34103480140160|American River Collegiate Academy|2||5|4|4|4|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 (RAFOS) dedicates multiple days each year to professional learning aligned with LCAP goals and focused on deepening staff understanding of the California academic standards. These opportunities support consistent, high-quality standards-based instruction across all grade levels.  For Question 4 under “Other Adopted Academic Standards,” both Career Technical Education (CTE) and World Language standards are not applicable to this elementary-only charter school. Per guidance from the California Department of Education, a rating of “5” was entered where “Not Applicable” was not an option. This narrative serves to explain that these standards do not apply to the program offered at this site.|2025-06-23|2025
34103480142091|Capital College & Career Academy|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|4|3|4|3|3|3|Met|We are entering our third year of operation and our enrollment and staffing is growing year over year. We have a number of established protocols for professional development but will continue to need to integrate new staff into the process.|2025-06-02|2025
34672800000000|Arcohe Union Elementary|2|NA|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|0|3|0|3|3|4|Met||2025-06-16|2025
34673140000000|Elk Grove Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|4|Met|EGUSD administers an annual School Staff Perspective 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 2024 and received 2,645 responses, representing about 82% 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, 55% of teachers indicated that they use district-adopted core materials for their content area more than 60% of the time.|2025-06-24|2025
34673140111732|California Montessori Project - Elk Grove Campus|2|CMP has Curriculum Guides that map back to the CA Standards for all Montessori lessons and materials. Additionally, based on feedback from AMS and WASC, 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, CMP uses the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment. 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 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 TK-3rd Montessori Language Arts, WASECA, Primary Phonics, Modern Curriculum Press, Houghton Mifflin, Educators Publishing Service Explode the Code, McGraw Hill SRA Reading Laboratory, Instructional Level Spelling, Handwriting Without Tears, Curriculum Associates: i Ready Learning, Read Naturally Live, SIPPS, Super Star Readers, Word Study Program, Albanesi, Heggerty Phonemic Awareness 4th-6th Montessori Language Arts, ETC, Wordly Wise, Literature Circles Novels, Instructional Level Spelling, Handwriting Without Tears, Curriculum Associates: i Ready Learning, SIPPS, Accelerated Reader, McGraw Hill SRA Reading Laboratory, Read Naturally Live, Word Study Program, Curriculum Associates: Ready Reading Classroom 7th-8th Houston Montessori Reproducible Materials, Literature Circles Novels, Curriculum Associates: i Ready Learning  MATH TK-K Montessori Math, Albanesi 1st-3rd Montessori Math Curriculum, Albanesi, Curriculum Associates: i Ready Learning and Ready Classroom Common Core Math 4th-6th Montessori Math, Curriculum Associates: Ready Learning and Classroom, ETC, Rocket Math 7th-8th Curriculum Associates: i Ready Classroom and Learning  SCIENCE TK/K Montessori Science: Botany, Zoology, Geography 1st-3rd Montessori Science: Botany, Zoology, Geography, Mystery Science 4th-5th Montessori Science, TCI Montessori 6th-8th TCI  HISTORY/SOCIAL SCIENCE TK-3rd Montessori History 4th-6th Montessori History, TCI:  Social Studies Alive! California's Promise and America's Past, History Alive! Ancient World 7th-8th TCI: History Alive! The US Through Industrialism and 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||2025-06-16|2025
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|4|5|5|4|4|4|4|Met||2025-06-17|2025
34673146112254|Elk Grove Charter|2||4|3|4|3|4|4|4|4|4|4|3|3|3|4|4|2|4|3|4|4|3|3|3|Met|The data shows staff perception from 13 of 18 respondents on a local school survey in 2025. The majority of areas were scored at levels 3 and 4 with a teacher responding with a level 1 for identifying professional learning needs of individual teachers. EGCS has no new teachers in 2024-25 and most teachers are assigned to a combination of ISP and direct instruction. A small number of teachers are assigned to solely ISP or workshop instruction. For the school’s implementation and providing of professional development all areas were rated at level 4 (Full Implementation) except for science/ELD which were rated at level 3 (Initial Implementation). The alignment of curriculum to standards were all level 4. 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 other academic standards were rated at various levels. CTE at level 2 (Beginning Development) and Physical Education at level 3. All other areas were ranked at level 4. As a non-classroom based program, PE has been an area of growth for the school along with the identification and development of a CTE pathway. The school’s hybrid model, small departments, and staff who may be required to teach a variety of subjects may contribute to changing data. All EGCS staff have access to EGUSD professional development and support at the district level.|2025-06-24|2025
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||2025-06-18|2025
34673300000000|Folsom-Cordova Unified|2||5|4|4|4|5|5|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
34673300106757|Folsom Cordova K-8 Community Charter|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||2025-06-18|2025
34673300142208|New Pacific Charter - Rancho Cordova|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||2025-06-16|2025
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|5|5|5|5|Met||2025-06-18|2025
34673550000000|Galt Joint Union High|2||4|4|4|4|4|5|5|4|5|5|5|4|3|4|5|5|3|4|5|5|5|4|4|Met|The English Language Arts, World Languages, English Language Development Departments have recently adopted new textbooks and participated in professional development and coaching around teaching to the standards using these new textbooks. New Health textbooks are being adopted for the 2025-26 school year along with Ethnic Studies textbooks. New Math textbooks will be adopted in the 2026-27 school year.|2025-06-12|2025
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. Specifically, RDUSD continues to struggle to find credentialed teachers in math and science. 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 2025-26 school year.|2025-06-24|2025
34674130114660|Delta Elementary Charter|2||4|2|5|4|4|4|2|5|4|4|5|5|5|5|5|0|2|3|5|0|4|4|4|Met||2025-06-26|2025
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.|2025-06-26|2025
34674210132019|Paseo Grande Charter|2||5|4|4|4|4|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|5|5|5|Met|Overall, the school scored at a 4.64, which is the full implementation of adopted academic and/or curriculum frameworks. This is a +.29 growth from last year. We improved in developing our curriculum frameworks in our next Generation Science Standards, Physical Education, and Health courses. We improved in developing our curriculum frameworks in English Language Arts and World Languages.|2025-06-23|2025
34674210137950|Marconi Learning Academy|2||5|5|5|4|4|4|5|5|4|3|5|4|5|4|4|4|5|5|4|4|4|4|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-06-23|2025
34674210140178|New Hope Charter|2||4|4|5|5|4|4|4|5|5|4|4|4|5|5|4|0|3|4|3|5|5|5|4|Met||2025-06-30|2025
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|3|3|3|Met||2025-06-26|2025
34674390101048|St. HOPE Public School 7|2||5|5|5|5|5|5|4|5|4|5|5|4|5|5|5|0|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 planned 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 were 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.|2025-06-25|2025
34674390101295|Sol Aureus College 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||2025-06-25|2025
34674390101881|Sacramento New Technology Early College High|2|The LEA is using our local information systems to track progress in implementing state academic standards. We are a single school LEA, defined as a small dependent charter school within the Sacramento City Unified School District. Based on our enrollment, the best data is provided by our local information systems. The LEA is at Full Implementation of the standards in all of the adopted academic standards.|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-26|2025
34674390101899|George Washington Carver School of Arts and Science|2||4|4|4|5|4|5|4|5|5|5|4|4|4|4|4|3|4|5|3|4|5|4|4|Met||2025-06-26|2025
34674390101907|The MET|2||4|4|3|3|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2025-06-26|2025
34674390102038|Sacramento Charter High|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|1|4|4|4|4|4|4|4|Met|We focus on providing all scholars with a high quality, rigorous, Common Core aligned curriculum. Our teachers planned rigorous Common Core aligned lessons. The school purchased new curriculum in math and English to implement in the 2024-25 school year.  This curriculum allows 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 were 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 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.|2025-06-25|2025
34674390102343|Aspire Capitol Heights Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
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||2025-06-26|2025
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 TK-3rd Montessori Language Arts, Word Building, Instructional Level Spelling, Handwriting/Keyboarding Without Tears, Curriculum Associates: i Ready Learning, Heggerty Reading, SIPPS, Zoophonics, Literature Circles Novels 4th-6th Montessori Language Arts, ETC Montessori Language Arts, Educators Publishing Service Wordly Wise, Literature Circles Novels, Instructional Level Spelling, Handwriting/Keyboarding Without Tears, Curriculum Associates: i Ready Learning, SIPPS, Accelerated Reader 7th-8th Houston Montessori Reproducible Materials, Literature Circles Novels, Curriculum Associates: i Ready Learning  MATH TK-3rd Montessori Math, Curriculum Associates: Ready instruction from the Teacher Toolbox Lessons/i Ready Learning and Classroom 4th-6th Montessori Math, Curriculum Associates: Ready instruction/practice workbooks/i Ready Learning and Classroom, ETC Montessori, Rocket Math 7th-8th Curriculum Associates: i Ready Classroom and Learning  SCIENCE TK/K Montessori Science: Botany, Zoology, Geography 1st-3rd Montessori Science: Botany, Zoology, Geography, Mystery Science 4th-5th Montessori Science, ETC Montessori 6th-8th TCI  HISTORY/SOCIAL SCIENCE TK-3rd Montessori History and Geography 4th-6th Montessori History, TCI:  Social Studies Alive! California's Promise and America's Past, History Alive! Ancient World 7th-8th TCI: History Alive! The US Through Industrialism and 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||2025-06-16|2025
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|2|Yav Pem Suab Academy (YPSA) uses a range of locally selected tools to monitor implementation of state academic standards, including NWEA MAP, CAASPP and CAST Interim Assessments, mid-trimester progress report cards, Reading Fluency Assessments (RFAs), and Teacher-Created Assessment Data (TCAD). These tools guide lesson planning, differentiation, and intervention aligned with Common Core, NGSS, and ELD standards. Teachers use daily collaboration time and weekly data cycles to adjust instruction based on scholar needs. Progress is evident through consistent use of standards-aligned instruction, Individual Learning Plans (ILPs), and inclusive practices that ensure all scholars, including English Learners and students with IEPs, receive targeted academic and social-emotional support.|3|3|3|3|2|4|3|3|3|3|3|3|3|3|3|1|2|3|3|3|3|2|2|Met||2025-06-11|2025
34674390123901|Capitol Collegiate Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|0|5|5|4|0|5|5|5|Met||2025-06-23|2025
34674390131136|New Joseph Bonnheim (NJB) Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|3|5|3|1|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 instructional coordinator and training specialist provided on site trainings and support for all teachers based on a needs assessment from teachers.|2025-06-26|2025
34674390135343|Growth Public|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|3|4|4|0|4|4|4|Met||2025-06-24|2025
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||2025-06-17|2025
34674396033799|Bowling Green Elementary|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|3|1|3|4|4|4|4|4|4|Met||2025-06-26|2025
34674470000000|San Juan Unified|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|4|4|Met||2025-06-24|2025
34674470112169|California Montessori Project-San Juan Campuses|2|CMP has Curriculum Guides that map back to the CA Standards for all Montessori lessons and materials. Additionally, based on feedback from AMS and WASC, 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, CMP uses the Curriculum Associates i-Ready Diagnostic Grade-Level Placements and State Test Proficiency Assessment. 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 correlated to 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 allow 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 TK-3rd Montessori Language Arts WASECA Primary Phonics Explode the Code SRA Reading Laboratory Instructional Level Spelling Handwriting Without Tears Curriculum Associates: i Ready Learning Read Naturally Live SIPPS Word Study Program Heggerty Phonemic Awareness Zoophonics 4th-6th Montessori Language Arts Word Study Program Literature Circles Novels Reading Laboratory Instructional Level Spelling Handwriting Without Tears Read Naturally Live Curriculum Associates: i Ready Learning, Ready Reading Classroom 7th-8th Houston Montessori Reproducible Materials Historic Literature Novels Literature Circles Novels Curriculum Associates: i Ready Learning TCI  MATH TK-K Montessori Math Curriculum Associates: iReady Math, Ready Common Core Math 1st-3rd Montessori Math Curriculum Associates: iReady Math, Ready Common Core Math 4th-6th Montessori Math Curriculum Associates: Ready instruction and practice workbooks, i Ready Learning ETC Montessori 7th-8th Curriculum Associates: Ready Classroom Common Core Math (AR, CAR)  SCIENCE TK-K Montessori Science: Botany, Zoology, Geography 1st-3rd Montessori Science: Botany, Zoology, Geography Mystery Science 4th-5th Montessori Science Science Studies Weekly ETC Montessori Science (AR, CAR) TCI Science Curriculum  6th-8th Science Studies Weekly TCI  HISTORY/SOCIAL SCIENCE TK-3rd Montessori History 4th-6th Montessori History TCI: Social Studies Alive! California's Promise TCI: Social Studies Alive! America's Past TCI History Alive! Ancient World 7th-8th Montessori History TCI: History Alive! The United States Through Industrialism TCI: 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||2025-06-16|2025
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||2025-06-04|2025
34674470120469|Aspire Alexander Twilight College Preparatory Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
34674470121467|Aspire Alexander Twilight Secondary Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
34674470128124|Gateway International|2|Local Measures: GIS utilizes the i-Ready Assessment as a local measure alongside the CAASPP testing. GIS selected the i-Ready Assessment due to its ability to pinpoint students' strengths and weaknesses, thereby facilitating data-driven, differentiated instruction. This assessment offers valid and reliable growth data, empowering teachers to monitor both annual and long-term student progress effectively. Students complete the screener three times throughout the school year—at the beginning, middle, and end—ensuring continuous and comprehensive tracking of their academic development.  Academic Standards: GIS uses board-approved curricula that are aligned to Common Core and Next Generation State Standards for core subjects. GIS is an authorized International Baccalaureate (IB) World School for the Primary Years Program (PYP) for TK-5th grade and the Middle Years Program (MYP) for 6th-8th grade. Other programs that have a direct impact on student culture and social connections include Music, Design, Russian and Spanish Instruction, Associate Student Body (ASB), After-School Program (ASP), and ASP clubs. These offerings play a critical role in the development of our students’ ability to be creative and function in our IB program. These programs are a strong element that aid in setting our school community apart. 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 lessons from different publishers. Administration narrowed down a list based on teacher input, and families were asked for feedback on the two finalist curricula and had an opportunity to view each of the offerings. This process helped us make an informed final decision.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
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||2025-06-04|2025
34674473430691|Options for Youth-San Juan|2||5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|3|5|5|5|5|4|4|4|Met|OFY–San Juan continues to offer a flexible instructional model that supports multiple learning styles. In order to meet the individual needs of our population, all students are given the option to complete requirements using a myriad of curriculum options that include independent study workbooks, direct instruction, and online coursework. In order to maintain student engagement we are committed to updating and diversifying our curriculum to ensure it is up to date, relevant,  and aligned with California State Standards. Students have access to new course options through both the Edmentum online platform and through printed workbooks, with new core course rollouts happening throughout the school year. These curriculum updates are supported by teacher training sessions that are focused on best practices and standards-based instruction. All core curriculum is aligned with English Language Development (ELD) standards, and English Learners benefit from the continued use of iLit, a specialized program designed to support their academic growth. Additionally, Long Term English Learners now have access to Academic Language Development (ALD) curriculum to support their growth towards reclassification. OFY–San Juan continues to prioritize access to Career and Technical Education (CTE), Dual Enrollment opportunities, and AP exams in order to expand course offerings and support strategies to promote post-secondary success.|2025-06-20|2025
34674473430717|Visions In Education|2||5|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.|2025-06-26|2025
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||2025-06-24|2025
34739730000000|Center Joint Unified|2||5|3|4|3|4|5|5|5|5|5|5|5|5|5|5|5|5|4|5|0|5|5|4|Met||2025-06-18|2025
34752830000000|Natomas Unified|2|NUSD implements state academic standards through consistent structures and systems at all school levels. This approach ensures equitable access and readiness for students and offers continuous PD for teachers and leaders. A key step taken in 2024-25 has been the development of a TK-12 Instructional Framework, a comprehensive and dynamic approach to teaching and learning that aligns implementation of state standards with NUSD’s vision, goals, and core values. It is our blueprint for teaching and learning. The Instructional Framework articulates and explicitly defines what all teachers should know and be able to do as part of daily classroom instruction. This includes assessment, core and supplemental materials, tiered interventions, instructional strategies, and aligned PD opportunities. Our Instructional Framework is a resource designed to support schools, teams, and individual staff to implement high quality first instruction and cultivate a learning environment where every student can thrive and achieve their full potential.  To track implementation progress, NUSD has established a district wide System of Assessments used across sites and grade levels. Since 2017, NUSD has employed the SBAC interim assessment blocks (IABs) for English Language Arts and mathematics. These IABs, supplemented by internal districtwide writing assessments and curriculum-embedded assessments, are pivotal in evaluating student performance and progress. More recently, NUSD has implemented i-Ready 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. In 2024-25, the district has also piloted intensive interventions for Math and Reading at the elementary grades which will be continued into 2025-26 and adopted an early reading screener system wide at grades K-2.  The implementation of state standards is further supported by regular classroom and Professional Learning Community (PLC) walkthroughs, followed by provision of formative feedback. Beginning in 2024-25, additional leadership development has been provided to site administrators to improve the quality and alignment of their formative feedback, support for PLCs, and overall strategic planning for continuous improvement at the site for improved student outcomes.  To bolster leadership, monthly district administration meetings focus on the district’s goals, with formative feedback, site-based PD, utilization of assessment data, and effective implementation of PLCs as key levers to achieve goals. 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-25|2025
34752830108860|Westlake Charter|2|Westlake Charter School continues to focus resources on fully implementing the state academic standards adopted by the State Board of Education (SBE). To monitor progress, WCS uses the NWEA MAP Growth assessments in ELA and mathematics as its locally selected tool. Administered twice annually, MAP provides nationally normed, standards-aligned data that help educators monitor student growth, inform instruction, and predict CAASPP performance. WCS chose MAP for its reliability, ease of use, and ability to provide timely, actionable data. To supplement MAP, WCS teachers created internal benchmark assessments aligned to priority ELA and math standards. These are reviewed regularly for alignment and used to guide instruction and targeted support. Since 2019–20, WCS has implemented Standards-Based Grading (SBG) practices across grades K–8 and high school to assess and communicate student mastery of academic standards. Staff engage in ongoing professional development in SBG and meet consistently in grade-level or department teams using the Professional Learning Community (PLC) model to analyze student data, align instruction, and improve outcomes. ELA instruction is based on the Common Core State Standards and supported by MAP and benchmark assessments. To meet the needs of English Learners, WCS integrates both designated and integrated ELD within the ELA block. Teachers utilize GLAD (Guided Language Acquisition Design) and QTEL (Quality Teaching for English Learners) strategies, with ongoing professional development provided. A Teacher on Special Assignment (TOSA) leads ELD support, facilitates PLCs, and provides resources aligned to the ELD standards and ELPAC. In science, history/social science, K-8 teachers use the Backward Design model to create interdisciplinary units aligned to the Next Generation Science Standards (NGSS) and the History-Social Science Framework. These thematic units are accessible to staff via an internal site and support integrated instruction across content areas. HS coursework is also focused on these standards.  WCS addresses Career Technical Education (CTE) standards through inquiry-based learning, 1:1 technology access, and college/career exploration. In our high school, our graduation requirements are aligned with the A–G requirements needed for admission to the UC and CSU systems. In addition to a rigorous set of graduation requirements, WCS students also have access to Dual Enrollment Courses and UC-approved embedded Honors Courses beginning in 10th grade. All K-8 students participate in Spanish (World Language), Art (Visual and Performing Arts), and Physical Education, taught by credentialed teachers using state standards. Health instruction is integrated into PE and science through the use of the Health Education Content Standards.  WCS continues to show substantial progress in implementing the full range of academic standards through strategic use of data, collaboration, professional learning, and curriculum design.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
34752830112425|Natomas Pacific Pathways Prep|2||5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-20|2025
34752830120113|Natomas Pacific Pathways Prep Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-05-20|2025
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||2025-06-10|2025
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||2025-05-20|2025
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||2025-06-11|2025
34765050000000|Twin Rivers Unified|2||4|4|4|4|4|5|5|5|5|5|4|3|4|4|3|5|3|4|5|5|4|4|3|Met||2025-06-24|2025
34765050101766|Community Outreach Academy|2||5|5|5|5|4|5|5|5|5|5|5|5|5|4|4|4|5|5|4|5|5|4|4|Met|We will continue to support our ELs in their acquisition of English, their academic achievement overall, and their social-emotional well-being.|2025-06-17|2025
34765050101832|Futures High|2|Futures High School, a Gateway Community Charters school, takes a comprehensive approach to implementing and monitoring the academic standards adopted by the State Board of Education.  Assessment and Monitoring: Futures uses iReady to monitor student progress toward proficiency in state academic standards, aligning with Gateway Community Charters and providing Tier 3 personalized learning for students performing below grade level. In addition to iReady, Futures uses state assessments (CAASPP and ELPAC) and College and Career Readiness Dashboard Indicators—including Dual Enrollment, AP, Honors, CTE participation, and graduation rates—to evaluate student and school performance.  Curriculum and Instruction: All new curriculum adoptions undergo a rigorous review process to ensure alignment with state standards and meet student needs.  Professional Development: Staff have participated in training focused on identifying and deconstructing essential standards to strengthen instructional alignment. Futures partnered with the county office to develop learning targets and success criteria rooted in standards. Implementation is monitored through inquiry cycles, teacher reflections, and walkthrough observations by peers and administrators.  Subject Area Standards Implementation:  ELA and Mathematics: Fully aligned with Common Core State Standards (CCSS), supported by instructional materials, collaborative planning, and staff development.  English Language Development (ELD): Fully implemented, with county-led training on integrated and designated ELD strategies.  Science (NGSS): Futures was an early adopter of the three-course NGSS model and continues full implementation.  History-Social Science (HSS): Fully aligned with standards and frameworks, with ongoing professional development through the county office.  Career Technical Education (CTE): Two fully implemented pathways promote both college and career readiness.  Health and Physical Education: Currently in the initial to full implementation phase, with continued curriculum alignment and staff training.  Visual and Performing Arts (VAPA): Courses are fully aligned with applicable standards.  World Language: Students have access to two fully standards-aligned foreign language pathways.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
34765050108415|Heritage Peak Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|4|5|Met||2025-06-16|2025
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.|5|5|5|5|5|5|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|4|4|Met||2025-06-24|2025
34765050108837|Community Collaborative Charter|2||4|4|4|3|4|4|3|3|3|4|3|3|4|3|3|4|3|3|3|3|4|3|4|Met|During the 2024-2025 school year, our school participated in a Math Community of Practice with other middle and high schools in our Charter group. This team identified essential standards and developed common assessments for all Math 6, Math 7, Algebra, Integrated Math 1 & Integrated Math 2. This work is attributed to increases in two of the areas above. We have continued to explore a wide variety of ELA and Math curriculum options that best serve students in the virtual programs. Our goal is to identify instructional best practices for both in-person and live, virtual learning programs during the 2025-26 school year. Our charter management organization has established a professional learning department tasked with working with schools and their respective leadership teams to provide training and coaching that meet the individual needs of teachers. One area for growth continues to be a process for adopted curriculum training for new teachers at the TK-5 and 6-8 grade levels, allowing resources to be used with fidelity, but also that doesn't have a cost comparable to what is purchased during the initial implementation.|2025-06-17|2025
34765050113878|Higher Learning Academy|2|"Higher Learning Academy is using state testing data (CAASPP, CAST, and ELPAC), our local benchmark assessment (i-Ready) and our embedded curriculum assessments as our tools to track progress in implementing state academic standards. At HLA we have worked hard to develop a culture of learning for both our scholars and our staff. To do this work we have prioritized ongoing collaboration and professional development with a focus on International Baccalaureate practices, ELD tools, SEL development and student agency. We have worked hard to ensure all of our instructional content is accessible to scholars at school and at home. HLA has a 1:1 technology ratio and these tools are used daily to support learning for all. HLA has high expectations for all our scholars while staff works to ensure we have scaffolding in place to support our culturally and linguistically responsive instructional techniques. This is done through IB units that are focused on the California Content Standards, aligned to a global context, support career and college aspirations, and have project based assessments designed to showcase student learning styles.  HLA uses  •       McGraw-Hill Wonders curriculum for: English Language Arts (ELA) - and English Language Development (ELD) (K-5th grade) •       McGraw Hill Study Sync for: English Language Arts (ELA) - and English Language Development (ELD) (6th-8th grade) •       SAVVAS EnVisions for Mathematics - Common Core State Standards for Mathematics •       Amplify for Next Generation Science Standards (K-8th grade) •       TCI History Alive for History-Social Science (6th-8th grade) •       Sonrisas Spanish for: World Language (K-5) and piloting  ""asi se dice"" for (6th-8th)"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
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||2025-06-17|2025
34765050130757|Highlands Community Charter|2||3|3|2|1|2|3|3|2|1|2|2|2|1|1|1|4|1|1|1|0|3|3|3|Met|HCCS is undergoing significant restructuring in curriculum, content delivery, and instructional practices including significantly lowered classroom capacity caps. HCCS plans to fully implement a more cohesive standards based instructional environment in the coming school year.|2025-06-26|2025
34765050139584|California Innovative Career Academy|2||2|2|1|1|1|3|3|3|1|3|2|2|2|1|2|4|1|1|1|5|3|3|3|Met|CICA will be experiencing significant growth and restructuring in the 2025-2026 academic year with a renewed focus on standards-aligned instruction as academic programs are refined and expanded.|2025-06-26|2025
34765056033336|Smythe Academy of Arts and Sciences|2||4|4|4|4|4|5|4|5|5|5|5|4|5|4|4|0|3|5|5|0|4|4|4|Met||2025-06-24|2025
34765056112643|Westside Preparatory Charter|2||4|4|5|3|3|5|4|5|5|4|5|4|5|4|4|3|3|4|5|5|4|4|4|Met||2025-06-24|2025
35103550000000|San Benito County Office of Education|2|The LEA uses a combination of locally selected tools and measures to monitor and support the implementation of the California State Board of Education-adopted academic standards. These include:   -	STAR 360 Assessments (Reading and Math) – Administered fall, winter, and spring to monitor academic progress and inform instruction.  -	CAASPP and ELPAC Results – Used to track standards-based performance in English Language Arts (ELA), Mathematics, and English Language Development (ELD).  -	Credit Recovery and Graduation Rates – Monitored quarterly to assess alignment to academic standards and timely student progress.  -	Weekly Staff Meetings – Dedicated to sharing student data and discussing best practices.  -	Performance-Based Assessments – Including essays, presentations, and project-based learning, aligned with state content standards. Student and Parent Surveys – Collected regularly to assess engagement and school climate.  The LEA implements state-adopted academic standards through trauma-informed, standards-aligned instruction that includes direct teaching, project-based learning, and formative assessments. ELA and ELD instruction is supported by targeted interventions, with 18.2% of English Learners reclassified. While no students met Math standards on the CAASPP, 67.1% showed growth on STAR 360. NGSS, History-Social Science, PE, and VAPA standards are integrated through inquiry-based projects, culturally relevant content, career-connected learning, and wellness-focused instruction. Due to the school’s unique setup, Career Technical Education (CTE) and World Language are offered through online platforms. Progress is monitored through multiple measures to ensure continuous improvement and student success.|4|4|4|3|4|4|3|4|3|3|4|3|4|3|3|3|4|4|4|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.|2025-06-26|2025
35674540000000|Bitterwater-Tully Elementary|2||3|2|3|3|2|4|3|4|4|2|3|3|3|4|1|0|2|3|3|0|3|3|3|Met||2025-06-18|2025
35674620000000|Cienega Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|4|0|4|4|4|Met|At Cienega School, we have adopted curriculum for ELA, ELD, Math, History, and Science.  We most recently adopted the Science and History curriculum four years ago, and those curricula have been fully implemented.  We adopted and implemented a new Math curriculum three years ago.  We are currently sampling different  and more current ELA and ELD curriculum|2025-06-10|2025
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||2025-06-24|2025
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||2025-06-09|2025
35674880000000|Jefferson Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|0|5|5|5|Not Met|Professional Development & Capacity Jefferson staff maintain consistent “5” ratings, demonstrating strong alignment with state standards and active participation in SBCOE professional learning. The Teacher/Principal undergoes two formal observations annually and facilitates monthly Principal Learning Network sessions.  Instructional Materials & Standards Implementation  ELA, Math, Science: Fully implemented using current, state-approved materials.  ELD: Strategies embedded within core instruction to support English learners.  History–Social Science: Adopted in 2022–23, fully implemented in 2023–24, with increasing use of primary sources.  Health, PE, VAPA: Supported through dedicated supplies, structured activities, and the Meet the Masters curriculum.  CTE & World Language: Not formally offered, but supplemental materials are available to support student interest.  Collaboration & Support The LEA utilizes SBCOE instructional networks, co-teaching models, and classroom walkthroughs to ensure ongoing improvement.  Leadership & Accountability With over 25 years of classroom experience and seven years as site leader, the Teacher/Principal identifies staff development needs, presents an annual PD plan to the School Board, and provides monthly progress updates.||2025
35675040000000|North County Joint Union Elementary|2|The District has adopted and currently implements standards based curriculum in English Language Arts, English Language Development, Mathematics, Next General Science Standards, and Physical Education Content Standards. The District has completed the pilot for History-Social Sciences and will adopt by July 1, 2025. The District is beginning development on Health Education and Visual and Performing Arts.  The District does not use Career Technical Education or World Language.|5|5|5|5|3|5|5|5|5|3|5|5|5|5|3||3|5|3|0|5|5|5|Met|Staff meets to discuss curriculum, assessments, and supported needed.|2025-06-24|2025
35675200000000|Panoche Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|1|1|1|0|4|4|4|Met|Panoche School District consists of a single one room school with typical enrollment of less than 8 students total in grades TK-8 and a single employee covering all duties within the district.  Due to the constraints of this unique situation, some courses, including CTE and World Languages, are not able to be offered at this time. Web-based alternatives are being researched.|2025-06-09|2025
35675380000000|San Benito High|2||5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|5|5|5|5|5|5|4|4|Met||2025-06-24|2025
35675530000000|Southside Elementary|2||4|4|4|5|5|5|5|5|5|5|4|4|4|4|4|0|4|4|3|0|4|4|4|Met||2025-07-09|2025
35675610000000|Tres Pinos Union Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|4|4|4|4|1|4|4|5|Met||2025-06-23|2025
35675790000000|Willow Grove Union Elementary|2|||||||||||||||||||||||||Not Met|||2025
35752590000000|Aromas - San Juan Unified|2|Aromas-San Juan Unified School District (ASJUSD) primarily relies on the professional expertise of administrators and teachers to assess the implementation of state academic standards. The district provides ongoing training to administrators, teachers, and classified staff on adopted standards-aligned curricula in English Language Arts (ELA), English Language Development (ELD), and Mathematics. In addition, ASJUSD has expanded its focus to include the implementation of the Next Generation Science Standards (NGSS) and the California History–Social Science Framework.  Curricular platforms, assessment tools, and data reporting systems are used to more closely monitor how academic standards are being applied in the classroom. These tools support instructional planning, student progress monitoring, and standards-based grading practices.  Professional development efforts include training on standards-based instruction and its integration into Common Core-aligned teaching, as well as support for NGSS-aligned science instruction and inquiry-based learning in History–Social Science. ASJUSD is committed to deepening implementation across all content areas and school sites and will continue to expand professional learning opportunities to ensure fidelity to state standards and improved outcomes for all students.|4|3|4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|3|3|Met|The LEA is making progress in all areas of academic standards implementation. In the new school year, we are prioritizing the adoption of high school history–social science and science instructional materials aligned with updated state standards and frameworks. We are also strengthening designated ELD instruction to better support English Learners. In mathematics, we are applying the newly adopted framework by using standards progressions to evaluate curriculum from TK through grade 12, ensuring alignment and developmental coherence. At the K–8 sites, we are building teacher capacity to implement the VAPA standards through integrated instruction across content areas. These efforts reflect our ongoing commitment to continuous improvement and high-quality, standards-aligned instruction for all students.|2025-06-18|2025
36103630000000|San Bernardino County Office of Education|2||4|4|3|2|3|5|4|2|3|4|4|4|2|3|3|3|4|3|3|3|4|4|4|Met||2025-06-09|2025
36103630115808|Norton Science and Language Academy|2||5|4|4|5|4|5|4|5|5|5|4|4|4|4|4|3|4|4|5|5|5|5|5|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. With the new California adoption of math curriculum in the fall of 2025, the school will be exploring the purchase of new curriculum aligned to the CCSS and the new Framework.  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. For 2025-2026, we are adopting AVID Excel curriculum to meet the needs of our English Learners and restructuring the master schedule to ensure EL students have ample opportunity to build their English skills.  The introduction and expansion of Career and Technical Education (CTE) programs signify a forward-thinking approach to preparing students for future careers. The focus is to continue to expand the school's CTE offerings based on student interest, staffing, and space.  The school is continuing its mandated health curriculum implementation, but is adopting a new version.|2025-06-09|2025
36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|2||5|4|4|4|4|5|4|4|4|4|5|4|5|5|4|0|4|5|4|4|5|5|4|Met||2025-06-23|2025
36103630140012|Entrepreneur High Fontana|2||4|3|4|3|4|4|3|4|3|3|4|3|4|3|3|3|3|4|2|4|4|3|3|Met|We continue to ensure the implementation of standards by checking teacher lesson plans in Chalk and providing observational feedback to teachers on state standards in Mosaic. We conduct between one to three 40-minute informal observations for teachers in years 1-3 of teaching depending on their tier of support. Additionally, teachers are formally evaluated and are provided feedback to enhance their instruction quarterly.|2025-06-27|2025
36103630142547|Inland 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|5|Met||2025-06-12|2025
36103633630761|Excelsior Charter|2|Narrative Response:  Excelsior Charter Schools utilizes a set of locally selected tools to monitor progress in implementing the academic standards adopted by the State Board of Education. These tools were selected based on their alignment with state standards, ability to provide timely data, and compatibility with Excelsior’s hybrid instructional model.  Key tools include:  Canvas Learning Management System (LMS): Core platform for delivering standards-aligned instruction in ELA, Math, Science, and other content areas. Daily pacing guides ensure instructional consistency across all schools.  STAR Renaissance Assessments (ELA and Math): Administered quarterly to measure proficiency and growth aligned to Common Core State Standards. Selected for its adaptability and correlation to state assessments.  Smarter Balanced Interim Assessments (SBAC IABs/ICAs): Used throughout the year to measure student readiness in ELA and Math and support CAASPP preparation.  Internal Benchmark and Curriculum-Based Assessments: Unit tests and formative quizzes are embedded into all core courses to monitor mastery of standards.  Course Syllabi and Master Schedules: Reviewed annually to ensure standards alignment across all subject areas, including Visual and Performing Arts, World Language, Health, Physical Education, and CTE.  ELD Curriculum and Reclassification Tracking: Designated and Integrated ELD courses support English Learners with aligned instruction; progress is measured through STAR and reclassification data.  Transcript Audits, Dual Enrollment, and CTE Completion Tracking: Monitored regularly to ensure alignment with state standards and postsecondary readiness indicators.  Progress Summary:  English Language Arts and Math (CCSS): Systemwide implementation through Canvas, instructional coaches, and regular data reviews. Performance on STAR and CAASPP shows growth among several student groups, particularly Students with Disabilities and English Learners.  English Language Development (ELD): A full ELD curriculum was introduced in 2023–24. Improvements are noted in ELD attendance and reclassification tracking (Metric 2.47).  NGSS-Aligned Science: Fully integrated into secondary science courses, with teachers supported via professional learning communities and Canvas-based resources.  History-Social Science, VAPA, World Language, Health, and PE: Courses reflect state standards. Annual master schedule and transcript reviews confirm access and alignment.  Career Technical Education: Program offerings are aligned with CTE model standards. Course completion rates and dual enrollment participation have increased, supported by regular audits and equity reviews (Metrics 2.42–2.43).  Excelsior’s approach ensures comprehensive implementation and ongoing monitoring of state standards using integrated systems that support instructional fidelity, equity, and continuous improvement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
36103636111918|Desert Trails Preparatory Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|5|5|5|Met||2025-06-19|2025
36675870000000|Adelanto Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|4|4|4|5|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 learning, 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. Yearly surveys are sent to teachers and administrators to identify needs and next steps for professional learning opportunities aligned to the implementation of the state standards.|2025-06-24|2025
36675870128462|Taylion High Desert Academy/Adelanto|2||5|4|4|4|4|5|4|4|4|4|5|4|3|3|3|4|4|4|4|4|5|5|4|Met||2025-06-27|2025
36675950000000|Alta Loma Elementary|2||5|4|3|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met|The Alta Loma School District (ALSD) is committed to providing a high-quality, standards-based education for all TK–8 students. To ensure alignment with state academic standards and compliance with requirements, the District annually reviews site master schedules, teacher credential assignments, and Williams reports. These reviews help ensure equitable access to credentialed teachers and a well-rounded instructional program.  Implementation of academic standards and frameworks are monitored through classroom walkthroughs, observations, and feedback from teachers, students, and families. This input provides insight on instructional practices and professional development priorities.  In addition to core subjects, all students receive instruction in health aligned to state content standards, physical education, and access to Arts Education. World language instruction is offered at both junior high schools.  To strengthen literacy, ALSD has implemented Science of Reading methodologies in grades K–2, with grades 3–5 teachers set to begin implementation in August 2025. In support of math achievement, teachers in grades 3–5 received training on the 2023 Math Framework during 2024–25, with K–2 training and coaching scheduled for 2025–26.|2025-06-11|2025
36676110000000|Barstow 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||2025-06-24|2025
36676370000000|Bear Valley Unified|2||4|4|4|3|4|4|5|4|4|5|4|4|4|4|4|4|5|4|4|5|3|3|3|Met||2025-06-18|2025
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||2025-06-12|2025
36676520000000|Chaffey Joint Union High|2||5|4|4|5|4|5|3|4|5|4|4|3|3|4|4|5|4|4|4|4|4|3|3|Met|The District is committed to implementing California’s standards. LCAP and staff surveys, reviews, and PD participation data, guide efforts to improve outcomes. ELA improved from 4 to 5 in professional learning and instructional materials. Mathematics improved in both areas following a curriculum adoption process. The new math curriculum was implemented, supported by two instructional coaches. CTE achieved a rating of 5. NGSS-aligned science instruction remains strong, emphasizing collaboration and inquiry. History-Social Science saw professional development focused on civics integration for the State Seal of Civic Engagement. ELD and World Languages made gains, revising course descriptions following a review of standards and framework. To meet the Ethnic Studies graduation requirement, ELA and Social Science teachers received training. This supported the development of an Ethnic Studies course, as well as the creation of U.S. History and ELA 10 courses. The District expanded training in SEL and trauma-informed practices to support students. In 2024–25, 87% of teachers reported satisfaction with the quality of professional learning and 87% indicated that PD effectively supports their instructional practice. The District increased efforts to identify individual and group professional learning needs. The Induction Program remains a key support for new teachers, offering targeted mentorship and instructional coaching to promote high-quality, standards-aligned instruction.|2025-06-11|2025
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. First, Collaborative Learning Rounds (CLR) at all school sites have provided valuable opportunities for administrators and teacher leaders to calibrate instructional practices and observe student learning. Following each round, the CLR team reconvenes as a whole group to provide feedback and determine next steps to inform instruction.  Second, this work was further expanded with the incorporation of CLRs through the Teaching and Learning Task Force as well as site-level CLRs, offering site leadership teams and teachers additional opportunities to align instructional practices and deepen collaboration within their school communities.  Third, to further inform our understanding of implementation, teachers, school site administrators, and district administrators contributed feedback through the Teaching and Learning Task Force survey, specifically addressing the application of the state academic standards in classrooms.  Fourth, administrative walkthroughs, modeled after the CLR process, have been routinely conducted by both site and district administrators across campuses. These walkthroughs serve as another layer of calibration and observation aligned with district expectations.  Fifth, the district has continued its work identifying essential standards, expanding this effort to include Physical Education, World Language, and Visual and Performing Arts, further aligning instruction across all content areas.  Collectively, these efforts form a comprehensive system embedded throughout all campuses, enabling the triangulation of data from teachers, site administrators, and district administrators. This system provides a well-rounded view of how state academic standards are being implemented. Information gathered through these multiple measures indicates consistent progress, supported by existing structures such as Professional Learning Communities, coach-supported structured release time, and CLRs, all of which contribute to ongoing reflection and continuous improvement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36676780137547|Allegiance STEAM Academy - Thrive|2||3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|2|4|5|4|4|3|3|3|Met||2025-06-17|2025
36676860000000|Colton Joint Unified|2||4|4|3|3|2|5|5|5|5|5|5|5|4|3|2|4|3|4|4|3|3|3|3|Met|Professional learning (PL) was provided at all levels, with ongoing support from TOAs, ELD specialists, and District CPSs. PL took place during teacher collaboration, staff meetings, after school, and during school breaks. Teachers worked together to develop standards-based lessons, enhancing existing resources.  This year’s PL emphasized differentiated instruction and support for English Learners and other significant subgroups. The full implementation of elementary enrichment teachers allowed more time for standards-based planning. Currently, 14 sites are using the CJUSD PL Framework.  Digital tools like Alludo, the district intranet, Google Classroom, and Q Communique supported online PL. Additional PL included Building Thinking Classrooms, LTER training, and UFLI instruction.  Language Support Services provided virtual and in-person PL, as well as in-class support for EL teachers across all grade levels. EL-specific PL focused on differentiated instruction, authentic discourse, formative assessment, and culturally and linguistically relevant teaching. A Dual Immersion Master Plan was completed, and a Multilingual English Learner Master Plan is in development.|2025-06-17|2025
36676940000000|Cucamonga Elementary|2||5|4|5|4|4|4|4|5|5|4|4|4|4|4|4|0|5|5|4|0|5|5|4|Met||2025-06-12|2025
36677020000000|Etiwanda Elementary|2|Etiwanda School District (ESD) employs a reflective self-assessment aligned to the California Standards for the Teaching Profession (CSTP) to evaluate teachers’ application of state standards from Kindergarten through 8th grade. Teachers reflect across four critical domains: 1. Mastery of content and subject standards 2. Effective organization and comprehension of instructional content 3. Instructional planning that integrates varied strategies to address diverse student needs 4. Utilizing assessment data from multiple sources to guide instruction  Teachers gauge their development using the CSTP’s tiered structure: Level 1 (Emerging), Level 2 (Exploring), Level 3 (Applying), Level 4 (Integrating), and Level 5 (Innovating). March 2025 survey results indicate that most ESD teachers assess themselves at Level 3 or higher. Specifically, 94% rated themselves highly in content mastery and organization, and 92% in both instructional planning and use of assessment data. Many have advanced to Level 4, effectively embedding state standards into instructional practice.  While results show strong implementation across core areas, newer educators in their first two years typically assess themselves at Levels 1 and 2, with 24% already at Level 3. These findings reinforce the importance of targeted growth opportunities and consistent support through coaching and mentorship.  To support novice teachers, ESD offers a two-year induction program accredited by the California Commission on Teacher Credentialing (CCTC), complemented by a New Teacher Academy held before the school year begins. These programs strengthen instructional strategies, classroom management, curriculum knowledge, and familiarity with educational resources.  ESD is committed to continuous professional learning grounded in authentic instructional needs of educators and students alike, emphasizing pedagogical proficiency and equitable student outcomes. Professional development is embedded in daily practice and encourages collaboration through grade-level planning and shared accountability.  In 2025–26, ESD will offer professional learning opportunities including full-day training workshops, individualized coaching, and grade-level collaboration. Optional after-school “SparkED” sessions will also be available. Topics will include building positive classroom environments, behavior management, collaborative backward planning for improvement, and implementation strategies aligned to the new math framework. These sessions support ESD’s continued commitment to excellence in teaching and student achievement.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
36677100000000|Fontana Unified|2||4|2|3|2|3|5|5|4|4|5|4|3|4|3|3|5|1|3|3|3|2|2|2|Met||2025-06-25|2025
36677100141952|Allegiance STEAM Academy - Thrive, Fontana|2||3|3|3|3|3|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|4|3|Met||2025-06-17|2025
36677360000000|Helendale Elementary|2||5|4|4|4|5|5|4|4|5|4|4|5|5|5|5|4|5|5|5|5|5|5|5|Met|LEA continues to implement the California State Standards across core content areas through the use of locally adopted, standards-aligned curriculum. Teachers receive ongoing professional development focused on instructional strategies that support mastery of English Language Arts (ELA), Mathematics, and Next Generation Science Standards (NGSS).|2025-06-25|2025
36677360116723|Academy of Careers and Exploration|2||5|4|4|4|5|5|4|4|5|4|5|4|4|5|4|4|5|5|5|5|5|5|5|Met|LEA continues to implement the California State Standards across core content areas through the use of locally adopted, standards-aligned curriculum. Teachers receive ongoing professional development focused on instructional strategies that support mastery of English Language Arts (ELA), Mathematics, and Next Generation Science Standards (NGSS).|2025-06-25|2025
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|5|Met||2025-06-12|2025
36677360130948|Independence Charter Academy|2|As a virtual LEA, implementation of state academic standards is guided by the use of comprehensive, standards-aligned digital curriculum platforms and teacher-created content that meet or exceed the expectations outlined by the California State Board of Education. The LEA utilizes multiple tools to monitor implementation and student progress, including gradebook analytics, standards-based assessments, student portfolio reviews, and teacher pacing guides. These tools were selected for their adaptability to an online environment and their alignment with California content standards.|4|3|4|4|3|5|4|5|5|3|5|4|5|4|3|5|5|0|5|5|3|3|4|Met|LEA uses reflection tools, curriculum reviews, and professional development tracking to monitor implementation of state academic standards. These tools were chosen for their alignment with virtual instruction and ability to measure both access and instructional quality. ELA, Math, NGSS, PE, Health, VAPA, and World Language standards are fully implemented or sustained across virtual classrooms. Instructional materials in these areas are standards-aligned and consistently available. ELD, History-Social Science, and CTE are in earlier stages of implementation, with ongoing efforts to build staff capacity and curriculum support. Professional learning is provided regularly, with a focus on ELA, Math, and Science. The LEA is expanding efforts to better identify individual teacher needs and improve support for ELD and History-Social Science instruction. Policy and program supports such as collaborative time and instructional coaching are helping improve consistency and standards alignment across the system.|2025-06-25|2025
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|Sage Oak Charter School is committed to implementing California State Board of Education academic standards for all students by ensuring instruction and assessments align with grade-level content and performance standards. Career Technical Education (CTE) is offered through school-designed pathways and partnerships with community colleges. Health education standards are met through textbooks and synchronous or asynchronous courses, aligning with the California Healthy Youth Act when applicable. Physical education standards can be met at home or through approved community providers. The school sets clear expectations for student learning in each grade and subject to ensure readiness for TK–12 and beyond. Ongoing analysis of student data informs professional development, training, and grade-level collaboration, enhancing teacher effectiveness in meeting students' academic needs.|2025-06-18|2025
36677360136937|Vista Norte Public Charter|2||4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|Met|Overall, the school scored at a 3.84, which is full implementation of adopted academic and/or curriculum frameworks. This is a 0.32 decrease from the previous year. We continued our progress developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We slightly decreased our implementation of our English Language Development framework. We held additional professional development days to support our staff.|2025-06-06|2025
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 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 is committed to ensuring that all students master grade-level standards across English Language Arts, mathematics, science, social studies, visual and performing arts, physical education, health, and world languages. As they progress, students are supported in becoming creative and critical thinkers, effective communicators, active community and global participants, and empowered, independent, and responsible learners.  Mission Statement Excel Academy will provide a flexible, personalized learning experience where teachers and parents collaborate to provide a 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 at EACS receive targeted ELD instruction delivered by credentialed educators holding a CLAD authorization. Instruction is provided through both asynchronous and synchronous formats to support language acquisition at all levels. Asynchronous instruction includes grade-level appropriate online programs, for example, TK–5: Lexia English, grades 6–12: English 3D, and grades 3–12: NoRedInk with EL teacher guidance. Synchronous instruction is provided in small-group settings and focuses on designated ELD standards to ensure students develop proficiency in listening, speaking, reading, and writing. Long-Term English Learners (LTELs) receive additional, individualized support through the Student Success Team (SST) process to address persistent language development needs and accelerate progress toward English proficiency. EACS provides a comprehensive science education aligned to the Next Generation Science Standards (NGSS) across all grade levels. Students in grades 7-12 have the opportunity to participate in teacher-led courses. Students in grades 7 and 8 engage in ETL science courses using the Bright Thinker curriculum, integrated with NGSS and supported by personalized lab kits that promote hands-on learning and scientific inquiry. High school students participate in ETL courses in biology, chemistry, and physics using the Bright Thinker curriculum to deepen their understanding of scientific concepts through rigorous, standards-based instruction.|2025-06-18|2025
36677770000000|Morongo Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|Met||2025-06-24|2025
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 97.3% of teachers rated the district at full implementation.  English Language Development - Teachers received training and instructional materials aligned to the current ELA/ELD standards.  Survey results show 75.6% 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 97.3% 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 63.6% of teachers rated the district at full implementation, while 24.2% 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 71.9% 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 89.7% 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 70.0% 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||2025-06-12|2025
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|3|3|3|Met||2025-06-10|2025
36678010000000|Needles Unified|2||4|4|4|4|2|4|4|4|2|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
36678190000000|Ontario-Montclair|2||5|5|4|3|4|5|5|2|5|4|5|5|5|3|3|0|2|5|4|5|4|4|3|Met|The Ontario-Montclair School District is committed to implementing the academic standards through professional development, instructional coaching, professional learning communities, and curriculum planning.  During the 2024-2025 school year, professional development sessions were offered via in-person, virtual, and asynchronous modules.  These sessions focused on all curricular areas such as math, science, writing, and reading.  Additionally, OMSD adopted a district-wide writing program, Write From the Beginning, for all elementary and K-8 sites, while all middle schools adopted the No Red Ink program.  Trainings were offered in the genre of narrative writing for Write From the Beginning, with sessions during the summer, after school, and during the school day.  Math Framework sessions were also integrated into the professional development modules that were planned and delivered by the district in anticipation of a math pilot during the 2025-2026 school year.|2025-06-26|2025
36678270000000|Oro Grande|2|Oro Grande School District is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses, provides teachers with personalized instructional plans, and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness, is on the approved diagnostic assessment list provided by the California Department of Education, and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Oro Grande School District implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270113928|Riverside Preparatory|2|Riverside Preparatory School is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses, provides teachers with personalized instructional plans for students, and compares student results to national norms. I-Ready is peer reviewed and is backed by research supporting its effectiveness, is on the approved diagnostic assessment list provided by the California Department of Education, and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Riverside Preparatory School implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments in state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137174|Mojave River Academy - Gold Canyon|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137182|Mojave River Academy - National Trails|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137190|Mojave River Academy - Oro Grande|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137208|Mojave River Academy - Route 66|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137216|Mojave River Academy - Rockview Park|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137224|Mojave River Academy - Silver Mountain|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678270137232|Mojave River Academy - Marble City|2|Mojave River Academy Schools is currently using English Language Arts and Math diagnostic assessments in Curriculum Associates’ i-Ready program in order to track students’ academic progress. The i-Ready benchmarks were selected as the standard measure due to a variety of factors, including detailed professional development provided to staff to highlight administration of the assessments and disaggregation of the data, as well as i-Ready’s adaptive assessment process that highlights students’ strengths and weaknesses; provides teachers with personalized instructional plans; and compares student results to national norms. I-Ready is peer reviewed and backed by research supporting its effectiveness; is on the approved diagnostic assessment list provided by the California Department of Education; and is approved by the NCII as both an academic screening tool and progress monitoring tool.  Mojave River Academy Schools implements all academic standards across all subject areas. This is achieved through content-specific training for all staff, adoption of approved curriculum in all subject areas, and the use of assessments as part of the state- and district-approved curriculum that is aligned with current academic standards.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
36678430000000|Redlands Unified|2||5|3|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
36678433630928|Grove|2||5|3|5|5|5|5|3|5|5|5|3|3|3|3|3|3|4|5|5|5|5|4|4|Met||2025-06-26|2025
36678500000000|Rialto Unified|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|5|4|4|4|4|3|3|3|Met||2025-06-25|2025
36678680000000|Rim of the World Unified|2||4|4|4|3|4|4|3|3|4|4|4|4|4|4|4|5|4|4|4|4|4|3|4|Met||2025-06-26|2025
36678760000000|San Bernardino City Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|4|Met|SBCUSD continued implementing Common Core State Standards, with ongoing TK-12 PD focused on Math, Early Literacy, Numeracy, Teacher Clarity, Inquiry-Based Learning, AVID, and Universal Design for Learning. Math Support Staff provided Tier 2 and 3 tutoring at secondary schools. Science PD aligned with NGSS and the CA Science Framework, incorporating Teacher Clarity. History-Social Science emphasized critical writing and historical thinking. Supplemental platforms like Study.com and Imagine Learning supported instruction. Career Technical Education (grades 9-12) and a K-12 Linked Learning program were sustained. New digital and printed World Language textbooks were adopted. Designated ELD (D-ELD) curriculum and schoolwide schedules were developed by EL level. Secondary EL students were assigned D-ELD courses. Teachers received PD on Designated and Integrated ELD, supported by program specialists who modeled lessons and coached. “ELD Look Fors” guided instruction, and multilingual staff and administrators conducted walkthroughs to identify best practices. Teachers received ELD portfolios to document EL progress. Demonstration teachers showcased instructional exemplars. Site administrators used walkthrough tools to provide feedback. Student interns and educational assistants supported ELs districtwide. Special education teachers received ELD-focused training from the Multilingual and Special Education Department.|2025-06-17|2025
36678760107730|ASA Charter|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|4|4|3|3|4|4|4|4|Met||2025-06-19|2025
36678760109850|Public Safety Academy|2||4|4|4|4|4|5|4|5|4|5|4|4|4|4|4|5|4|4|5|5|4|4|4|Met|PSA’s Teacher on Special Assignment (TOSA) in collaboration with the School Principal arrange personalized professional development for teachers, schedule focused learning walks, and coordinate induction for new teachers. TOSA and Principal began early implementation of “GLEAM” and “Conscious Discipline” strategies and will progress toward full schoolwide implementation in the coming year. PSA feels that these strategies are necessary to ensure all students access and are engaged in high-quality and standards-aligned instruction.|2025-06-18|2025
36678760117192|SOAR Charter Academy|2|N/A see reflection tool used|5|4|5|4|4|5|5|4|4|4|5|4|4|3|3|3|3|5|4|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 whole school PD based on the results. We also offer money to each credentialed staff member every other year to choose their own professional development during the school year to attend to individual professional development needs. This multi-year professional learning plan supports continuous improvement of instruction. Science of Reading remain on our radar for continued professional development, but we also have Math and ELA as our main focus right now due to our CAASPP and local assessment results not being where we want them. We have implemented various interventions for at risk students according to their Star Assessments over the years. We offer them support through our instructional aides, intervention program, and summer school program. We offer extended learning on our Mondays off as well. The focus for this coming school year is continuing learning restorative practices and counseling as we deal with our most struggling students and their behavior.|2025-06-17|2025
36678760120006|New Vision Middle|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|1|3|3|2|1|4|4|3|Met||2025-06-27|2025
36678760120568|Options for Youth-San Bernardino|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 are committed to providing an educational experience tailored to the needs of our diverse student population. Our model combines independent study workbooks, direct instruction, and a online platform to enhance student engagement and academic outcomes. We expanded our focus on EL Development and support for students. We launched a two-part Sheltered Instruction Observation Protocol training series to equip staff with effective strategies for supporting Long-Term English learners. Topics discussed were: Understanding LTELs, Complex Texts & Comprehension, Academic Rigor & Student Engagement. Additionally, we introduced a separate professional development series focused on supporting students with special needs, covering topics such as IEP implementation and classroom management. Students have access to a wide range of courses through online curriculum, which is reinforced by our independent study resources. For students who benefit from more direct instruction, we offer Small Group Instruction classes in core subjects including Math, English, and Science. Our teachers receive training focused on best practices, course content, and alignment with educational standards. We have resumed CTE classes in Veterinary Science, Visual Arts, Cosmetology, and Nursing, providing students with hands-on experience in high-demand career pathways. Our Pathways program promotes social-emotional development and cultural awareness through experiential learning opportunities.|2025-06-30|2025
36678760121343|iEmpire Academy|2||4|4|4|2|2|4|4|4|2|2|4|4|4|2|2|2|1|2|2|1|4|4|4|Met||2025-06-27|2025
36678760122317|Hardy Brown College Prep|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|0|5|5|5|0|5|5|5|Met||2025-06-10|2025
36678760126714|Woodward Leadership Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|2|3|3|2|3|3|3|Met||2025-06-09|2025
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|2||4|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|5|5|0|5|3|4|Met||2025-05-27|2025
36678760136952|Entrepreneur High|2||4|4|4|3|4|4|4|4|3|4|4|3|3|3|4|4|3|4|4|4|3|3|3|Met|N/A|2025-06-27|2025
36678760137935|Savant Preparatory Academy of Business|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||2025-06-18|2025
36678763630993|Provisional Accelerated Learning Academy|2|At PAL Charter Academy, we ensure that all students have access to a variety of academic and Career Technical Education (CTE) courses across our school sites. Academic courses are A-G approved by the State of California, and our CTE and elective options cover a wide range of interests and learning styles. Students can choose CTE/elective courses to meet graduation and district requirements. To support student success, we use individual academic transcripts and one-on-one meetings with guidance technicians as our primary local tools. These tools help create personalized graduation plans and ensure each student is enrolled in the most appropriate courses. We chose these measures because they offer a clear, student-specific view of progress and needs, allowing staff to provide tailored guidance and course selection. Course offerings are reviewed and updated each semester based on enrollment data, student interest, and transcript analysis. This approach ensures students continue to have access to relevant and engaging courses that support both academic achievement and career readiness. All courses are open to every student, reinforcing our commitment to equitable access and personalized learning pathways.|4|4|4|4|4|5|5|5|4|5|4|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-06-26|2025
36678920000000|Trona Joint Unified|2||4|4|4|3|3|4|4|4|4|4|3|3|3|3|3|3|4|4|3|4|4|3|3|Met||2025-06-26|2025
36679180000000|Victor Elementary|2||3|3|5|4|3|5|5|5|5|5|5|5|5|4|3|0|1|3|4|0|5|5|5|Met||2025-06-25|2025
36679186101927|Sixth Street Prep|2||4|4|5|3|3|5|5|5|5|5|5|5|5|3|3|0|4|5|5|0|5|5|5|Met||2025-06-25|2025
36679186118350|Mountain View Montessori Charter|2||4|4|5|3|3|5|5|5|5|5|5|5|5|3|3|0|4|5|5|0|5|5|5|Met||2025-06-25|2025
36679340000000|Victor Valley Union High|2||2|3|3|2|3|5|5|5|5|5|2|2|2|2|2|4|5|3|3|4|5|5|4|Met|VVUHSD recognizes that there is work to be done in the area of supporting teachers in implementing academic standards.  In the 25/26 school year, the district will partner with RISE to provide in-depth support of brain-based strategies and best first instruction.  Our district’s CTE programs integrate core academic standards, supporting students in developing essential ELA, math, and science skills alongside technical competencies. The State Board-adopted CTE Standards align pathway-specific and core academic standards, reinforcing cross-disciplinary learning. To support this, the district provides professional development through the annual Teach to Reach Conference. Pathway-specific pull-out days, where teachers refine course outlines to embed academic content. Additionally, as part of the MDCP JPA consortium, CTE educators collaborate regionally on curriculum development, ensuring alignment with core standards. This comprehensive approach prepares students for postsecondary education and careers by embedding rigorous academics within industry-relevant instruction.  The LEA has launched targeted professional learning to enhance instruction aligned with recently adopted standards and frameworks. Key initiatives include training department chairs on the new mathematics framework and providing district-wide professional learning on content standards. Collaborative time and classroom walkthroughs promote feedback and continuous improvement.|2025-06-26|2025
36679343630670|Options for Youth-Victor Valley Charter|2||5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|5|5|5|4|Met|OFY-VV implements a hybrid instructional model that engages students through independent study workbooks, direct instruction, and online learning. Continuous improvement drives us to regularly evaluate and update our curriculum to ensure it remains engaging, standards-aligned, and relevant to student needs. We introduce course offerings through Edmentum, independent study materials, and iLit curriculum. We encourage teacher participation in training sessions that cover course objectives, best practices for implementation, and alignment to state standards. All core curriculum is aligned with ELD standards. We are also exploring additional curricular support for Long-Term English Learners (LTELs), including plans to expand the use of Achieve 3000 to help strengthen reading and writing proficiency for this group. CTE continues to be a priority as we work to expand and sustain offerings. We are currently revamping several courses, including Physical Education, Integrated Math 1, 7th Grade Life Science, and 8th Grade U.S. History, to ensure alignment with California State Standards and grade-level expectations. we are introducing a new Small Group Instruction (SGI) Chemistry course that meets A-G requirements, along with Bright Thinker, an independent study curriculum that provides both physical packets and virtual learning options. We continue to identify and implement opportunities to increase access to college and career readiness content and experiences.|2025-06-27|2025
36679590000000|Yucaipa-Calimesa Joint Unified|2|English Language Arts – Common Core State Standards YCJUSD has made excellent progress in embedding the Common Core State Standards for English Language Arts. Our focus has been on fostering critical thinking, analytical reading, and evidence-based writing. Teachers have actively engaged in professional development focused on text complexity, close reading strategies, and the integration of writing across disciplines. Locally, we've observed an increase in student engagement and improvement in argumentative and informational writing skills, as evidenced by district-wide writing samples and performance tasks.  English Language Development (Aligned to CCSS for ELA) Our English Language Development (ELD) program has seen robust growth, aligning closely with the CCSS for ELA to support our diverse learner population. We have implemented targeted instructional strategies and resources designed to accelerate language acquisition while simultaneously providing access to grade-level content. Progress is being monitored through the use of formative assessments, student participation in academic discourse, and annual ELPAC results, all indicating improved language proficiency and academic achievement among our English Learners.  Mathematics – Common Core State Standards for Mathematics Implementation of the Common Core State Standards for Mathematics has been a priority, with a strong emphasis on conceptual understanding, problem-solving, and mathematical reasoning. Our educators have embraced instructional shifts towards deeper exploration of mathematical concepts, encouraging students to explain their thinking and apply mathematical practices. Local benchmark assessments and classroom observations demonstrate enhanced student ability to tackle multi-step problems and articulate their mathematical understanding.  Next Generation Science Standards (NGSS) YCJUSD is actively transitioning to the Next Generation Science Standards and adopting new curriculum.   Focusing on three-dimensional learning that integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts. We have invested in new instructional materials and provided extensive professional learning opportunities to equip teachers with the skills to facilitate inquiry-based learning. Student projects and scientific investigations are increasingly demonstrating a deeper understanding of scientific phenomena and the application of engineering design principles.  History-Social Science Progress in History-Social Science has centered on promoting historical thinking skills, civic engagement, and an understanding of diverse perspectives. Our curriculum encourages students to analyze primary and secondary sources, engage in civil discourse, and connect historical events to contemporary issues. Local assessments indicate that students are developing stronger analytical skills and a more nuanced understanding of historical narratives and civic responsibilities|4|3|4|4|3|4|4|4|5|3|4|3|4|4|3|5|2|5|5|4|4|4|3|Met||2025-06-17|2025
36679590114256|Inland Leaders Charter|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|3|4|5|3|4|5|5|5|Met||2025-06-30|2025
36679590124032|Competitive Edge Charter Academy (CECA)|2|English Language Arts – Common Core State Standards YCJUSD has made excellent progress in embedding the Common Core State Standards for English Language Arts. Our focus has been on fostering critical thinking, analytical reading, and evidence-based writing. Teachers have actively engaged in professional development focused on text complexity, close reading strategies, and the integration of writing across disciplines. Locally, we've observed an increase in student engagement and improvement in argumentative and informational writing skills, as evidenced by district-wide writing samples and performance tasks.  English Language Development (Aligned to CCSS for ELA) Our English Language Development (ELD) program has seen robust growth, aligning closely with the CCSS for ELA to support our diverse learner population. We have implemented targeted instructional strategies and resources designed to accelerate language acquisition while simultaneously providing access to grade-level content. Progress is being monitored through the use of formative assessments, student participation in academic discourse, and annual ELPAC results, all indicating improved language proficiency and academic achievement among our English Learners.  Mathematics – Common Core State Standards for Mathematics Implementation of the Common Core State Standards for Mathematics has been a priority, with a strong emphasis on conceptual understanding, problem-solving, and mathematical reasoning. Our educators have embraced instructional shifts towards deeper exploration of mathematical concepts, encouraging students to explain their thinking and apply mathematical practices. Local benchmark assessments and classroom observations demonstrate enhanced student ability to tackle multi-step problems and articulate their mathematical understanding.  Next Generation Science Standards (NGSS) YCJUSD is actively transitioning to the Next Generation Science Standards and adopting new curriculum.   Focusing on three-dimensional learning that integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts. We have invested in new instructional materials and provided extensive professional learning opportunities to equip teachers with the skills to facilitate inquiry-based learning. Student projects and scientific investigations are increasingly demonstrating a deeper understanding of scientific phenomena and the application of engineering design principles.  History-Social Science Progress in History-Social Science has centered on promoting historical thinking skills, civic engagement, and an understanding of diverse perspectives. Our curriculum encourages students to analyze primary and secondary sources, engage in civil discourse, and connect historical events to contemporary issues. Local assessments indicate that students are developing stronger analytical skills and a more nuanced understanding of historical narratives and civic responsibilities|4|4|3|4|3|4|4|0|5|3|4|3|4|4|3|5|2|5|5|4|4|4|3|Met||2025-06-17|2025
36738580000000|Baker Valley Unified|2||5|5|4|3|3|5|5|5|5|5|5|5|4|4|4|5|5|5|4|3|5|5|5|Met|The BVUSD has made significant strides in implementing the academic standards adopted by the State Board. Over the past academic year, professional development sessions have been held regularly to ensure that educators are fully aligned with the updated standards and instructional shifts. Additionally, the BVUSD has integrated new instructional materials that are standards-aligned and supported by evidence-based practices. To monitor progress, curriculum pacing guides have been revised and benchmark assessments have been implemented to provide actionable data on student mastery. BVUSD has also prioritized instructional coaching and support for teachers, particularly in the areas of literacy and mathematics, to ensure consistent implementation across grade levels. Furthermore, a focus on equitable access to high-quality instruction has led to targeted interventions and enrichment opportunities for underserved student populations. Feedback from school site leadership teams and classroom walkthrough data indicate steady improvement in instructional practices aligned with the standards. BVUSD remains committed to ongoing evaluation and stakeholder engagement to continuously refine its implementation strategy and improve student outcomes.|2025-06-26|2025
36738900000000|Silver Valley Unified|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|5|5|4|4|Met||2025-06-17|2025
36739570000000|Snowline Joint Unified|2||4|5|4|4|4|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|Met|Snowline Joint Unified School District (SJUSD) is deeply committed to boosting the effectiveness of state board-adopted academic standards through continuous professional development, coaching, and support for teachers. This initiative is designed to strengthen teachers' skills within Professional Learning Communities (PLCs), with a specific focus on utilizing student assessment data and evidence-based instructional practices. The district aims to ensure consistent, high-quality instruction and assessment across all grades, aligning these practices with essential grade-level standards to promote equity and improve student achievement, particularly for vulnerable student populations. Additionally, SJUSD provides ongoing coaching, network support, and training to teachers for delivering targeted support during designated and integrated English Language Development (ELD) instruction to both English Learners (EL) and Long-Term English Learners (LTEL). This concentrated effort is vital for enhancing English language proficiency and academic success among these students, ensuring their instruction is fully aligned with state-adopted academic standards. By prioritizing evidence-based practices and effective teaching strategies, the district strives to enhance the educational outcomes of English Learners and students with Limited English Proficiency (LEP), ultimately supporting their overall academic achievement and mastery of essential grade-level standards.|2025-06-24|2025
36750440000000|Hesperia Unified|2||3|3|5|3|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
36750440107516|Summit Leadership Academy-High Desert|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|4|4|4|5|4|4|3|Met||2025-06-11|2025
36750440112441|Pathways to College K8|2|Pathways to College K8 uses proficiency scales in the core content areas of English Language Arts (ELA), mathematics, science, and history-social studies to guide instructional planning and improve alignment with California’s adopted academic standards. These proficiency scales break down standards into measurable learning progressions, allowing teachers to clearly define what proficiency looks like at varying levels for each standard. Teachers use these scales to design lesson objectives, assess student learning, and adjust instruction to ensure all students make progress toward mastery. To ensure alignment and fidelity in instructional planning, school leadership uses Bullseye, a digital platform that facilitates the review of proficiency scales and their use by teachers. This tool allows administrators to provide timely, targeted feedback to staff, promoting continuous professional growth and strengthening instructional quality. Bullseye helps the leadership team monitor whether lesson plans are standards-based and appropriately scaffolded, and whether learning intentions and success criteria align with the identified proficiency scales. Pathways to College K8 selected these tools and measures because they provide a clear and consistent framework for both teaching and evaluating student progress. Bullseye enhances transparency and collaboration between teachers and administrators by streamlining the feedback process and offering a centralized location for instructional review. Together, these tools support high-quality instruction, ongoing reflection, and a school-wide culture of data-informed teaching practices. In terms of implementation of the State Board of Education–adopted academic standards, Pathways to College K8 has made steady progress. For English Language Arts and English Language Development, teachers use Common Core-aligned curricula supported by proficiency scales and scaffolded supports for English learners using GLAD strategies. Teachers emphasize reading comprehension, text-based writing, and academic vocabulary development. In mathematics, the school uses the enVision curriculum aligned to the Common Core State Standards, coupled with Cognitively Guided Instruction (CGI) and Building Thinking Classrooms strategies to support conceptual understanding and problem-solving. For science, the school implements the Next Generation Science Standards (NGSS) using HMH Science Dimensions, which fosters inquiry-based, hands-on learning experiences. History-social science instruction follows the California History-Social Science Framework and emphasizes historical thinking skills, primary sources, and civic engagement. Lesson design in these areas is also guided by proficiency scales and reviewed through Bullseye. Overall, Pathways to College K8 continues to strengthen its implementation of academic standards by aligning curriculum, instruction, and assessment to the adopted standards.|5|1|4|1|1|5|1|4|2|2|5|1|5|1|1|0|1|3|1|0|2|2|2|Met|N/A|2025-06-17|2025
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||2025-06-24|2025
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|2|||||||||||||||||||||||||Not Met|||2025
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||2025-06-20|2025
36750510000000|Lucerne Valley Unified|2||4|3|4|3|3|5|5|5|5|5|4|3|4|3|3|4|3|4|3|4|4|4|4|Met||2025-06-13|2025
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 have 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.   The Early Literacy Coordinator trained our entire staff on Structured Literacy throughout the school year. We have also adopted the Amira Reading Difficulty Risk Screener to implement starting in the 2025-2026 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 through the diverse language levels of each EL student. Every ELD class utilizes the CA ELD standards, EL teaching strategies, and best practices.|2025-06-12|2025
36750510136432|Alta Vista Innovation High|2||4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|Met|Overall, the school scored at a 3.84, which is full implementation of adopted academic and/or curriculum frameworks. This is a 0.33 decrease from the previous year. We continued our progress developing our curriculum frameworks in mathematics courses, CTE courses, health and visual and performing arts courses, and history courses. We slightly decreased our implementation of our English Language Development framework. We held additional professional development days to support our staff.|2025-06-03|2025
36750510136960|Elite Academic Academy - Lucerne|2|"To track progress in implementing the state academic standards, Elite Academic Academy uses a combination of digital tools, internal assessments, and professional learning systems. For English Language Arts (ELA) and Mathematics, we utilize iReady and iXL to monitor student progress and inform instruction. For English Language Development (ELD), we use ELPAC practice exams to ensure alignment with state expectations. Across all other content areas—including Science, History-Social Science, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and others—we rely on internally developed course assessments that are regularly analyzed during Professional Learning Community (PLC) data dives. In addition, our EliteX professional development fellowship provides structured opportunities for instructional growth. As part of this program, teachers submit recorded lessons which are reviewed and calibrated using our ""Teaching with Intention"" Guide. This process ensures consistent implementation of rigorous and relevant standards-based instruction. We selected these tools because they align with our instructional model, support personalized learning, and offer reliable data that informs real-time instruction. iReady and iXL provide actionable diagnostic information, while our internal assessments are tailored to the specific curriculum our students engage with. The EliteX program fosters ongoing teacher development and ensures curriculum delivery is standards-based and meaningful. Based on these measures, Elite Academic Academy is demonstrating successful implementation of all state academic standards. CTE pathways continue to expand annually, as does participation in our VAPA program. Our data-driven instructional approach, supported by strong professional learning systems, positions us for continued growth and excellence across all content areas."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-13|2025
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|2||5|5|5|4|3|5|5|5|4|4|4|4|4|3|3|4|5|3|4|4|5|5|4|Met||2025-06-26|2025
36750510138107|Southern California Flex Academy|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|0|5|5|4|5|5|5|5|Met||2025-06-11|2025
36750510139188|Granite Mountain Charter|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||2025-06-26|2025
36750690000000|Upland Unified|2|Upland Unified School District uses a variety of locally selected tools to monitor the implementation of state-adopted academic standards. These include curriculum adoption cycles, teacher and administrator surveys, professional development participation data, classroom observations, and analysis of student performance on local and state assessments. The district selected these measures to provide both qualitative and quantitative insight into instructional practices and implementation fidelity. Curriculum maps and pacing guides are reviewed regularly to ensure alignment with standards across all content areas.|4|4|4|4|3|4|4|4|4|3|4|3|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
36750770000000|Apple Valley Unified|2||5|5|3|4|5|5|5|4|5|5|4|4|3|4|4|5|5|4|4|5|4|4|4|Met||2025-06-12|2025
36750773631207|Academy for Academic Excellence|2||5|4|5|5|5|5|3|5|5|5|5|3|4|5|5|3|5|5|5|5|5|5|4|Met|The school has fully adopted California Standards-Aligned curriculum throughout grades TK-12. We are currently continuing our new CTE programs in Arts, Media, and Entertainment and Information and Communication Technologies with great interest and success. ELD is currently being implemented fully across the school. Teachers in the elementary grade levels are adopting a new version of Benchmark Advance and will be receiving additional professional development for our English Learners. With the new California adoption cycle for Mathematics this fall, the math department is reviewing our current adopted curriculum to determine a change in curriculum and math pathway for the future.|2025-06-09|2025
37103710000000|San Diego County Office of Education|2||5|4|5|5|5|5|4|5|5|5|4|4|4|3|4|4|4|3|3|3|4|4|4|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 have adopted a new ELA curriculum for all secondary grade levels. We are ensuring that our new ELA/ELD curriculum has 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.|2025-06-11|2025
37103710108548|Iftin Charter|2|Iftin Charter School (ICS) uses a variety of locally selected measures to monitor progress in implementing the California State Board of Education (SBE)-adopted academic standards. These include Measures of Academic Progress (MAP), CAASPP tools and interim assessments, Tools for Teachers, classroom-based assessments, and teacher observations. These tools provide actionable data that guide instruction and ensure alignment with state expectations. This year, CAASPP tools were a key focus of professional development, helping teachers improve instructional alignment with summative assessments. These measures support ICS’s LCAP goals and address the needs of its diverse student population, which includes a high percentage of English learners and students with interrupted formal education. Progress by content area: English Language Arts (ELA) & English Language Development (ELD): Fully implemented using Reach for Reading and integrated ELD strategies. Designated and integrated ELD instruction is supported by push-in services from ELD specialists and professional development in literacy and language acquisition. Mathematics: Full implementation of the Common Core State Standards through Eureka Math. Instruction is supported by IXL, MAP results, and CAASPP interim assessments to inform lesson planning, differentiation, and interventions. Next Generation Science Standards (NGSS): In the initial implementation phase. ICS uses Discovery Science and integrates STEM-based enrichment projects to foster inquiry and hands-on learning, particularly in grades 6–8. History-Social Science: ICS uses Studies Weekly, a standards-aligned and grade-appropriate curriculum that supports interactive instruction and historical thinking skills. Career Technical Education (CTE): In the exploration phase. While a formal CTE program is not yet in place, STEM activities at the middle school level emphasize foundational skills like critical thinking, communication, and problemsolving. Health and Physical Education: Fully implemented. PE and health instruction are provided by classroom teachers using content aligned with the California standards.  Visual and Performing Arts: Partial implementation. Primary students engage in visual arts through local artist partnerships. The school is exploring ways to expand opportunities in music and performing arts. World Language: Implementation is emerging. Students are exposed to multilingual content and cultural understanding through ELD, thematic units, and community cultural activities.  ICS supports standards implementation through PLCs, collaborative planning time, professional development, and the strategic use of assessment data. The 2024–25 LCAP prioritizes strengthening instructional alignment, improving support for English learners, and expanding access to intervention and enrichment opportunities to ensure equity and academic success for all learners.|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|0|4|4|2|0|4|4|4|Met|As a TK–8 public charter school serving a predominantly immigrant and English learner population, Iftin Charter School is committed to equitable access to state academic standards for all students. The school continues to invest in professional development, particularly around instructional planning aligned to CAASPP expectations, the use of interim assessments, and implementation of ELD strategies across content areas. Additional focus has been placed on supporting teachers with tools such as Eureka Math, Reach for Reading, Discovery Science, and Studies Weekly to ensure alignment with Common Core and NGSS. Iftin uses MAP and CAASPP tools to monitor progress and guide instruction, especially for students who enter significantly below grade level. Enrichment opportunities in STEM and visual arts help expand access to a broad curriculum. While progress has been made in implementing core subject standards, ICS is working to strengthen alignment in science, history, and the arts, and to provide more consistent access to high-quality instructional materials and technology for all students.|2025-06-27|2025
37103710124321|Howard Gardner Community Charter|2|HGCS utilizes a variety of curricula as its locally selected measures and tools to track progress in implementing state academic standards. These programs were chosen to support a comprehensive and engaging learning experience, fostering not only academic growth but also social-emotional development and critical thinking skills.  Locally Selected Measures/Tools and Rationale:  Frog Street TK: This research-based curriculum is used for Transitional Kindergarten to create a dynamic, hands-on learning environment. It was chosen to support the whole child by fostering early literacy, social-emotional development, cognitive growth, and physical coordination through engaging activities, songs, games, and interactive lessons. SAVVAS MyView Literacy (K-5) & SAVVAS MyPerspectives English Language Arts (6-8): These programs are used for English Language Arts. SAVVAS MyView provides a comprehensive, interactive learning experience for K-5 students, empowering them to explore and apply reading core concepts across subjects. SAVVAS MyPerspectives for grades 6-8 aims to inspire a love of reading, writing, and critical thinking by challenging students to explore various literary genres, develop analytical skills, and express ideas confidently. iReady Math (K-8): This curriculum was selected to foster hands-on problem-solving and critical thinking skills in mathematics. Its interactive, personalized approach encourages student independence and supports language acquisition by presenting concepts in clear, accessible language. Generation Genius Science (K-8): This program was chosen to make science fun and engaging through hands-on experiments and interactive lessons. It fosters curiosity and critical thinking, encouraging students to explore scientific concepts in real-world contexts and build problem-solving and inquiry skills. Caring School Community SEL Curriculum (K-8): This Social-Emotional Learning (SEL) curriculum is used to cultivate a positive, inclusive school culture where students feel valued and supported. It focuses on building emotional intelligence, empathy, and strong social connections, empowering students to thrive personally and academically. Benchmark Hello! (Newcomers) & Benchmark Advancing Language Learning (Middle School ELL): These curricula are used to support English Language Learners. Benchmark Hello! helps newcomers build a strong foundation in English language skills, promoting confidence and cultural responsiveness. Benchmark Advancing Language Learning provides targeted language development for middle school ELLs, emphasizing real-world language use and content mastery to help students thrive in all subjects. Write Brain (TK-8): This curriculum was chosen to inspire creativity and develop strong writing skills across all subjects. Its hands-on approach encourages self-expression through storytelling, critical thinking, and writing practice, helping students become effective communicators. Summary of Progress in Implementing Academ|4|3|4|2|2|4|3|4|2|2|4|3|4|2|2|1|4|4|1|0|4|4|4|Met|HGCS is actively exploring the implementation of Career Technical Education (CTE) programs. This initiative aims to provide students with practical skills and knowledge relevant to various career pathways, further enriching their academic experience and preparing them for future success. We are completing RIASEC based activities to help students identify their college and career paths at an early age.   Furthermore, HGCS is transitioning towards a project-based learning (PBL) approach across its curriculum. This pedagogical shift is designed to deepen student understanding by engaging them in real-world problems and collaborative projects, thereby fostering critical thinking, problem-solving, and creativity.  In addition, HGCS is committed to increasing academic rigor and empowering students to take greater ownership of their classroom experience. This involves challenging students with more complex tasks and encouraging them to be active participants in their learning journey, promoting independence and a deeper engagement with the academic standards.|2025-06-16|2025
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||2025-06-24|2025
37103710136085|Scholarship Prep - Oceanside|2||5|4|4|4|5|5|5|5|4|5|5|4|4|4|4|0|3|4|4|0|4|4|4|Met||2025-06-19|2025
37103710137695|Community Montessori|2||4|4|3|4|4|4|4|3|4|4|4|4|3|3|3|0|3|3|3|0|4|3|3|Met||2025-06-26|2025
37103710137752|Dimensions Collaborative|2||3|2|2|3|3|5|5|5|5|5|3|2|2|2|3|3|4|4|4|3|4|3|3|Met||2025-06-26|2025
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|5|Met||2025-06-12|2025
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||2025-05-19|2025
37103710138594|Dual Language Immersion North County|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|3|4|2|5|4|4|4|Met|Teachers participate in a collaborative and supportive system of professional development. Teachers have also been provided with additional time for meeting with colleagues.|2025-06-16|2025
37103710138792|JCS - Manzanita|2|See Option 2: Reflection Tool.|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|5|4|4|4|4|3|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 appropriate and sustainable. Annually, the LEA selects a professional development focus that is appropriate for the collective community of educators and students based on current data, and we grow together in a PLC format. In 24/25, the LEA's professional learning focus was centered around the SEL needs of the student community and capacity for staff to employ positive systems of behavior to improve school culture. The Leader in Me program (LiM) and Positive Behavior Interventions for Success (PBIS), and the application of these techniques/tools were the key actions that drove professional learning in 24/25. Additionally, teachers set individualized 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, and they were observed and provided professional growth feedback at least 2 times during the school year. Increasing the capacity to provide support for teachers to meet standards through professional learning plans (PIPs) is ongoing.|2025-06-13|2025
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||2025-06-11|2025
37679670000000|Alpine Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|4|Met||2025-06-25|2025
37679830000000|Borrego Springs Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|5|Met||2025-06-19|2025
37679830134890|San Diego Workforce Innovation High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|4|5|5|5|Met|The school scored a 4.80, Full Implementation of adopted academic and curriculum frameworks, resulting in no change 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.|2025-06-03|2025
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 Union School District has continued focus on the implementation of our literacy program. 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 regular analysis of academic data (including iReady and CORE) to focus on student achievement.  Cajon Valley has made it a priority to identify teacher needs based on an annual staff survey. 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. There is steady progress in implementing state academic content standards, as reflected in the feedback collected from teachers, site and district administrators, and instructional support staff. The strongest areas of implementation were observed in English Language Arts and Mathematics, which received consistently high ratings across roles. Educators are demonstrating increased confidence in their understanding of these standards and have access to the necessary tools and professional development to support instruction. Similarly, feedback indicates that recent efforts to support English Language Development (ELD) and multilingual learners are being recognized and implemented at the site level Areas of focus continue to include access to Social Studies and Science materials and support. For the 24/25 sch|2025-06-24|2025
37679910108563|EJE Elementary Academy Charter|2||5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|0|3|5|4|5|5|5|5|Met||2025-06-23|2025
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||2025-06-23|2025
37679910139394|Kidinnu Academy|2|Curriculum and Instruction at Kidinnu Academy At Kidinnu Academy, we believe all learning experiences should be purposeful and aligned to state standards. Instruction is designed around clearly articulated learning targets, ensuring that students understand what they are learning and why. Teachers assess student progress based on mastery of grade-level standards, and families are kept informed through our standards-aligned report card.  English Language Arts (ELA) and English Language Development (ELD) In ELA, teachers select from a variety of high-quality materials to meet student needs. Each lesson begins with a clear learning target, and instruction includes whole-group teaching, small-group differentiation, and individual support.  Our ELD program is fully aligned to state English Language Development standards. All students participate in integrated ELD throughout the day, and English learners also receive designated ELD in groups based on similar proficiency levels. During this time, students engage with rigorous, targeted materials to build their skills in reading, writing, listening, and speaking. To further support literacy, students use blended learning platforms such as Lexia and Lexia English, which provide personalized instruction.  Mathematics All students use Bridges, a state-approved math curriculum adopted by Kidinnu Academy. This program emphasizes conceptual understanding and problem-solving through hands-on, interactive learning experiences.  Science After a successful pilot year, we fully adopted Inspire Science, a state-approved curriculum aligned with the Next Generation Science Standards (NGSS). This year, all classrooms implemented this curriculum, offering students engaging, inquiry-based science instruction.  History–Social Science Instruction in history and social science is guided by California state standards. Lessons and units focus on building historical thinking, understanding communities, and exploring social and civic responsibility.  Physical Education and Health This year, we launched a new vended program to provide standards-aligned physical education and health instruction across all grade levels.  Additional Learning Opportunities While we do not offer formal Career Technical Education (CTE) programs at the elementary level, students are introduced to careers through thematic units. For example, second graders learn about community helpers and local professions.  We also offer heritage language instruction in Chaldean for students in grades 2 through 7, enriching students’ cultural knowledge and language development.|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|0|4|4|2|0|5|5|5|Met||2025-06-25|2025
37679910140558|Bostonia Global|2|Cajon Valley Union School District continues to prioritize the implementation of its literacy program, focusing on the science of reading, maximizing instructional time across Tiers 1–3, and using academic data (iReady, CORE) to drive student achievement. The district identifies teacher needs through an annual staff survey and gathers broader input through Gallup Staff, Student, and Family surveys. Triangulating this data helps inform decisions and supports. Steady progress is evident in the implementation of state academic content standards. Educators report growing confidence and access to tools and professional development. Support for English Language Development and multilingual learners is expanding across sites. Professional learning remains a district strength. Survey results highlight appreciation for the support provided in mastering standards. Alongside in-person sessions, staff access personalized, on-demand learning through the Alludo-based “Cajon 365” platform, offering digital badging and multiple conferences throughout the year. Focus areas for continued growth include access to Social Studies and Science materials and support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
37680070000000|Cardiff Elementary|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|0|4|5|4|0|5|5|5|Met||2025-06-09|2025
37680230000000|Chula Vista Elementary|2||5|4|4|3|3|5|5|5|5|3|5|5|5|4|3|0|5|5|5|0|5|4|4|Met||2025-06-11|2025
37680230119594|Leonardo da Vinci Health Sciences Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|0|5|5|5|5|5|4|5|Met|To support the effective implementation of the academic standards adopted by the state board, our Charter has established monthly Professional Learning Communities (PLCs) for all instructional staff. These PLCs provide structured time for educators to collaborate, analyze student data, align instruction to state standards, and share best practices. Additionally, we have designated two instructional coaches who work directly with teachers to provide targeted academic support, model effective instructional strategies, and guide professional growth. These efforts are aimed at improving instructional quality and ensuring consistent alignment with state academic standards across all classrooms.|2025-06-26|2025
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||2025-06-25|2025
37680236037956|Feaster (Mae L.) Charter|2|Feaster Charter School, in collaboration with its charter authorizer, the Chula Vista Elementary School District, adheres to the state’s curriculum cycle to adopt high-quality textbooks and instructional materials that align with California’s academic standards. The evaluation and selection process for these resources involves insights and recommendations from our Charter School committees, District committees, and community stakeholders.  All students have access to Board-approved textbooks and learning materials across all subject areas, ensuring compliance with the Williams Settlement’s requirements for textbook and curriculum access for every enrolled student. Feaster Charter School is scheduled for an audit from 2025 to 2028, reflecting our commitment to transparency and accountability.  Our reading, language arts, and mathematics curricula are aligned with the California Common Core Standards. All core subjects provide students with textbooks and supplementary instructional materials that are well-maintained and readily accessible. In addition, core materials are available online, and students can utilize school-provided iPads. We maintain a centralized inventory of books to accommodate the school’s growth needs.  Our vision is to equip students for success in the 21st century. We are dedicated to providing modern educational tools and the necessary infrastructure to support them. This includes investments in software applications that facilitate both formative and summative assessments, as well as enhancing literacy, mathematics, and language acquisition. Furthermore, our teachers utilize technology to streamline day-to-day operations, including attendance, report cards, and electronic communication.  The local educational tools employed at Feaster Charter School include:  Language Arts and ELD  -Benchmark Ready to Achieve: TK Focused on early literacy development -Benchmark Advance and Benchmark Steps to Advance K–6th: Comprehensive literacy curriculum -Amplify ELA 7th–8th Middle School English Language Arts Math -iReady Math TK-8th: Adaptive learning platform for math History/Social -Science Harcourt Social Studies TK–6th: Available in English and Spanish Foreign Language  -Benchmark Adelante TK–8th Foreign language acquisition: Spanish Science  -Discovery Education TK–6th: Interactive science curriculum -Amplify Science 7th–8th Middle school science program Health  -Decisions for Health TK–8th Health Education Curriculum  To assess students’ progress toward meeting educational standards, we implement both formal and informal formative and summative assessments throughout the academic year. Parents receive grade-level progress reports quarterly.  In the 2023-2024 academic year, CAASPP results showed that 37% of students met or exceeded the standards in English Language Arts, while 24% met or exceeded the standards in Mathematics. These results inform our ongoing efforts to improve educational outcomes and ensure every student thrives.|5|3|5|3|4|5|5|5|5|5|5|2|5|2|3|3|5|5|5|5|5|5|4|Met||2025-06-11|2025
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|Mueller and Bayfront annually measure progress implementing state academic standards.  Measures of academic progress are reported to local governing board frequently and as a part of the annual LCAP process, which is also shared with educational partners. Professional learning cycles are designed yearly and adjusted frequently to support teachers and staff in the implementation of academic standards. In addition, teachers are encouraged to attend professional learning.  We are continuing to work do develop the CTE program at the high school.  Health Education content and courses continue to be integrated into physical education courses.|2025-06-09|2025
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||2025-06-10|2025
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||2025-06-09|2025
37680236116859|Arroyo Vista Charter|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|5|0|4|5|5|0|5|4|5|Met|Arroyo Vista Charter realizes the importance of ongoing professional development in the area of science as we continue our learning with TWIG Science. This phenomena-based interactive program requires additional planning time for teachers in grades K-6 and professional development in the area of inquiry-based learning. All teachers received professional development from the CVESD Science Resource Teacher during 24-25 and additional learning opportunities will be provided in 25-26.  Arroyo Vista Charter adopted Illustrative Mathematics for grades K-5 at the beginning of the 24-25 school year.  Professional development will be provided to all teachers during the 25-26 school year after a year of exploration and implementation.|2025-05-22|2025
37680310000000|Coronado Unified|2||5|4|5|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|No additional comments at this time.|2025-06-18|2025
37680490000000|Dehesa Elementary|2||4|4|3|5|4|4|4|4|5|4|4|4|4|4|4|0|4|3|3|0|4|4|4|Met||2025-06-25|2025
37680490127118|The Heights 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||2025-06-30|2025
37680490129221|MethodSchools|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|4|5|5|5|5|5|5|5|Met|Student interest has not supported the expansion of Method Schools' CTE program.  Despite the creation of a new Business Entrepreneurship pathway, students continue to primarily show interest in the previously existing pathways: Work Experience and Early Childhood Education.  Method Schools will continue to expand CTE offerings that align with student interests.  The Academy at Method Schools, a dual-enrollment school-within-a-school, completed its first full year in 2024/2025 with great success. All middle school science courses were rewritten to align with NGSS and updated 2-5 science courses were implemented in the 24/25 school year.  High School used Edmentum’s Courseware platform to access standards-based, NGSS-compliant courses. High school courses are currently undergoing revision to align with current frameworks and standards, including the addition of ethnic studies and financial literacy courses, in order to comply with EDC § 51226.7 and EDC § 51284.5. Reflecting a competency-based learning model that focuses on standards mastery while providing equitable learning opportunities for students of all abilities, these courses will be implemented on a tiered release starting with 9th and 10th grade courses in 2025/2026 followed by 11th and 12th grade in the 2026/2027 school year. All staff participate in professional development focused on access and equity in instruction and assessment.|2025-06-02|2025
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||2025-06-13|2025
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||2025-06-25|2025
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||2025-06-18|2025
37680800000000|Encinitas Union Elementary|2||5|4|5|4|4|5|5|5|5|5|5|3|5|4|4|3|4|4|3|3|5|4|3|Met||2025-06-10|2025
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||2025-06-24|2025
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||2025-06-11|2025
37680986116776|Classical Academy|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||2025-05-19|2025
37681060000000|Escondido Union High|2|"EUHSD continues to prioritize the professional learning and instructional materials necessary to effectively implement the academic standards adopted by the State Board of Education (SBE) and to enhance instructional practices districtwide. To monitor progress, the district uses a variety of locally selected measures and tools, including formative and summative assessment data, instructional walkthrough data, professional learning participation metrics, and feedback collected through staff surveys and monthly subject-area council meetings. These tools were selected for their ability to provide both quantitative and qualitative insights into implementation progress and instructional effectiveness.  The district employs highly qualified Content Specialists in key academic areas—Mathematics, English Language Arts (ELA), English Language Development (ELD), and Science—who lead standards-aligned professional development and support the integration of best practices into daily instruction. EUHSD has also invested heavily in the development of a comprehensive professional development ""the Arc of Learning"" designed to meet the needs of all employee groups, including classified, certificated, and management staff. Professional learning sessions are aligned with state-adopted standards and are informed by real-time feedback and needs identified through regular collaboration with educators.  Monthly subject-area council meetings serve as a key platform for continuous feedback and improvement. These meetings bring together teachers and instructional leaders to discuss progress, share best practices, and address challenges. Through these structures, EUHSD has made significant strides in implementing the State Standards in ELA and Mathematics, the ELD Standards, and the Next Generation Science Standards (NGSS). The integration of these standards is reflected in updated curriculum maps, increased instructional coherence, and improved student engagement.  Progress is also being made in other content areas, including History-Social Science, Career Technical Education (CTE), Health Education, Physical Education, Visual and Performing Arts, and World Language. Curriculum development, cross-disciplinary collaboration, and targeted professional learning are ongoing to ensure alignment with adopted standards in each of these areas. EUHSD remains committed to a continuous improvement model that ensures all students have access to high-quality, standards-aligned instruction."|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 made the implementation of state-adopted academic standards a top priority by investing in professional learning and instructional material training. To support this effort, the district has hired highly qualified Content Specialists in key subject areas, including Mathematics, English Language Development, and Science. We have dedicated substantial financial and personnel resources to creating a comprehensive professional learning pathway that serves all classified, certificated, and management staff. Additionally, we regularly gather feedback through staff surveys and monthly subject-area council meetings, which include listening sessions with educators and leaders across all content areas to ensure ongoing alignment and improvement.|2025-06-17|2025
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||2025-05-19|2025
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||2025-06-24|2025
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||2025-06-11|2025
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. Our teachers have consistently provided standards-aligned instruction using appropriate materials. However, we continue to refine our instructional timelines through professional learning communities (PLCs) to ensure we meet the needs of our students and ensure program sustainability. Our focus for all our content areas of instruction is now on delivering standards-based instruction grounded in lesson design that promote independence and mastery. To support teachers with understanding standards we have embraced the PLCs to ensure our resources are aligned to support our student learning outcomes. This year FUESD completed its first year of VAPA days along with continued implementation of PLC wheel at each school site providing hands on learning experiences, dance, music, and drama and have begun exploring increasing access to VAPA and STEM. At our comprehensive middle school we will be offering and implementing CTE aligned electives to support growth in CTE in the 25-26 school year, broadening our courses of study offered.|2025-06-24|2025
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  system of professional learning communities and we are moving into our sixth year of full implementation of prioritized standards in ELA, math, science, social science, and English Language Development or ELD, and our third 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 occuring 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 have their own content area standards.   The VAPA Department will continue their work in the 2025-2026 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 and 2024-2025 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 2025-2026 school year in conjunction with addressing Senate Bill 224 for Mandatory Mental Health Curriculum.|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|3|3|3|5|4|3|3|Met||2025-06-24|2025
37681300000000|Grossmont Union High|2||3|4|3|3|4|4|4|4|4|4|3|3|3|3|3|5|4|4|4|4|4|3|3|Met||2025-06-12|2025
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||2025-06-25|2025
37681303731262|Steele Canyon High|2||4|3|3|4|3|4|4|4|3|3|5|3|5|4|3|4|4|4|4|4|4|4|3|Met|No additional comments at this time.|2025-06-25|2025
37681303732732|Helix High|2|Helix uses self-reflection rubrics to determine progress in the following areas related to standards implementation: Professional Learning Instructional Materials Improving the delivery of instruction Implementation of other adopted academic standards Support for Teachers and Administration|5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|5|5|5|4|4|5|5|5|Met||2025-06-23|2025
37681550000000|Jamul-Dulzura Union Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|2|4|3|5|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.|2025-06-26|2025
37681556117303|Greater San Diego Academy|2||3|3|5|5|5|4|5|5|5|5|4|3|5|4|4|5|3|4|5|5|4|4|3|Met||2025-06-26|2025
37681630000000|Julian Union Elementary|2||4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|2|1|4|4|4|Met||2025-06-12|2025
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|5|Met||2025-06-12|2025
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||2025-06-03|2025
37681630138156|JCS - Mountain Oaks|2|See Option 2: Reflection Tool.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|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. Other State Funding, Partnerships with Parent-Teacher Organizations, and Educational Enrichment Partners help to implement Health, P.E., and VAPA 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.  According to staff, improving the school’s ability to implement state academic standards is a work in progress. One challenge is having a single director overseeing two campuses, which limits the capacity for continued growth of both teaching and support staff. To foster improvement, the school needs better teacher retention, allowing staff to receive more specialized training, such as GATE training. However, this training is expensive and not feasible if teachers do not remain on the campus long-term, making it difficult to build sustained growth in this area.|2025-06-13|2025
37681630138628|JCS - Cedar Cove|2|See Option 2.|4|5|5|4|4|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|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 make the implementation of 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. Specific to the Home Study program, staff feedback indicates there are multiple curriculum choices for most subjects except Social Studies, where only Studies Weekly is available. They request an additional standards- based Social Studies curriculum, suggesting the Discovery Education textbooks (which students enjoy for Science) if available for Social Studies. Additionally, they share positive feedback about the Simplified Writing program, describing it as clear and effective, and express a desire to officially adopt it for next year, as it has been more straightforward than the writing component|2025-06-13|2025
37681630139402|Brookfield Engineering Science Technology Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|3|3|3|3|4|4|4|Met||2025-06-10|2025
37681633731239|Julian Charter|2|See Option 2: Reflection Tool.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|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 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. 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.  In a Spring 2025 Survey, staff were asked for feedback on how the LEA could improve its ability to implement state academic standards. Staff responded that there is a need for clearer alignment of standards for both students and teachers. Using standards checklists would help students track course alignment, while teachers could benefit from more concrete support in areas such as building effective Canvas courses, ensuring standards are met, and offering project-based learning and differentiation. While the school makes efforts to support teachers, more professional development is needed.|2025-06-13|2025
37681710000000|Julian Union High|2|||||||||||||||||||||||||Not Met|||2025
37681890000000|Lakeside Union Elementary|2||5|3|5|4|3|5|4|4|4|4|4|3|4|4|3|3|2|4|3|5|4|4|4|Met||2025-06-26|2025
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||2025-06-16|2025
37681896120901|Barona Indian Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|0|5|5|5|Met|At Barona 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 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.|2025-06-23|2025
37681970000000|La Mesa-Spring Valley|2||5|4|4|4|4|5|5|5|5|5|5|4|4|3|4|2|4|4|3|3|4|4|4|Met||2025-06-24|2025
37681970136408|Sparrow Academy|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|0|3|3|4|0|4|4|3|Met||2025-06-10|2025
37682050000000|Lemon Grove|2||4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|3|3|4|4|4|3|3|3|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 State 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 newly adopted K-6 History Social Science program, Savvas, will be implemented in the 2025-2026 school year. A Middle School Science program, StemScopes, was adopted in 2021-22 for middle school. A new TK-6 Science program, Amplify, was adopted in the 2023-24 school year.|2025-06-24|2025
37682130000000|Mountain Empire Unified|2||4|3|3|2|3|4|4|4|4|4|4|4|4|3|3|4|4|3|4|4|4|4|3|Met|Mountain Empire Unified continues to make steady progress toward full implementation of state academic standards. Current self-assessments show strong alignment in ELA, Physical Education, Health, World Languages, and VAPA, with developing implementation in ELD, Mathematics, and History/Social Science, and emerging implementation in Science. Efforts focus on strengthening Tier I instruction, equity-centered practices, and systemwide alignment to support access for all students. Professional learning is ongoing through collaborations with WestEd, Project Arise, the WRITE project, and UnBoundEd for ELA. This year, the district began reviewing its Wonders ELA materials through the UnBoundEd Curriculum Study, with release days as part of the UnBoundEd Curriculum Guidance Tool Pilot Study. Mountain Empire Unified recently adopted new 9–12 Science curriculum, and a TK–5 math curriculum review and pilot will begin in the upcoming year to strengthen cross-grade integration and full alignment with the California Math Framework.|2025-06-24|2025
37682130123224|San Diego Virtual|2|SDVS provides a robust curriculum to all students enrolled. Accommodations to the curriculum are implemented to best serve students' needs, and when additional support is needed, students are provided access to counselors and highly qualified teachers. SDVS implements a comprehensive, school-wide Benchmark Assessment program, administered three times a year, to identify, monitor, review, and assist students in need. SDVS also identifies 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 identified students. 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 implementation of staff-wide best practices to support our English Language Learners and Special Populations groups. 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, listening and comprehension development.|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|4|4|Met|San Diego Virtual School utilizes Edmentum Online Curriculum, which is carefully designed and updated each year to ensure that State Standards are met. At this time. San Diego Virtual School is continuing to improve equitable access to curriculu for our English Language Learners, as well as develop and implement an English Language Development curriculum embedded within the Edmentum Curriculum.|2025-06-05|2025
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||2025-06-21|2025
37682130129668|Motivated Youth Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|4|4|4|Met||2025-06-18|2025
37682130136978|Elite Academic Academy - Mountain Empire|2|"To track progress in implementing the state academic standards, Elite Academic Academy uses a combination of digital tools, internal assessments, and professional learning systems. For English Language Arts (ELA) and Mathematics, we utilize iReady and iXL to monitor student progress and inform instruction. For English Language Development (ELD), we use ELPAC practice exams to ensure alignment with state expectations. Across all other content areas—including Science, History-Social Science, Career Technical Education (CTE), Visual and Performing Arts (VAPA), and others—we rely on internally developed course assessments that are regularly analyzed during Professional Learning Community (PLC) data dives. In addition, our EliteX professional development fellowship provides structured opportunities for instructional growth. As part of this program, teachers submit recorded lessons which are reviewed and calibrated using our ""Teaching with Intention"" Guide. This process ensures consistent implementation of rigorous and relevant standards-based instruction. We selected these tools because they align with our instructional model, support personalized learning, and offer reliable data that informs real-time instruction. iReady and iXL provide actionable diagnostic information, while our internal assessments are tailored to the specific curriculum our students engage with. The EliteX program fosters ongoing teacher development and ensures curriculum delivery is standards-based and meaningful. Based on these measures, Elite Academic Academy is demonstrating successful implementation of all state academic standards. CTE pathways continue to expand annually, as does participation in our VAPA program. Our data-driven instructional approach, supported by strong professional learning systems, positions us for continued growth and excellence across all content areas."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
37682130138636|JCS - Pine Valley|2|See Option 2: Reflection Tool.|4|3|4|3|3|4|4|4|4|4|4|3|4|4|4|3|4|4|4|3|4|4|4|Met|The LEA has adopted NGSS Science curriculum. 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 implement CTE, Health, P.E., VAPA, and World Language standards appropriate and sustainable for the LEA. Staff are provided with collaborative time to plan interdisciplinary projects and make instructional materials aligned to the newly adopted standards. The LEA pays 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.  We asked staff for feedback on how the LEA could improve its ability to implement state academic standards. They stated that there is also a critical need for updated curriculum materials, particularly in K–8 social studies, where some textbooks are as much as 26 years old. Additionally, staff say they would benefit from refreshed training on academic standards, especially as new transitional kindergarten (TK) standards are introduced, including time to review and align resources such as School Pathways to the updated Preschool Through Kindergarten Learning Foundations (PTKLF).|2025-06-13|2025
37682210000000|National Elementary|2||5|5|5|4|1|5|5|5|4|1|5|5|5|5|1|0|3|3|3|0|5|5|4|Met||2025-06-11|2025
37682210101360|Integrity Charter|2||5|5|4|3|3|5|5|4|4|4|5|5|4|4|4|0|5|5|3|0|5|5|4|Met||2025-06-09|2025
37682960000000|Poway Unified|2||4|4|4|4|4|4|5|5|5|5|4|4|4|4|4|5|4|4|4|4|4|4|4|Met||2025-06-17|2025
37683040000000|Ramona City Unified|2||5|4|5|4|2|5|5|5|5|2|5|5|5|4|2|5|4|5|5|5|5|5|5|Met||2025-06-26|2025
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|5|4|4|4|Met||2025-06-17|2025
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 the 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: 4.3 English Language Development: 4.0 Mathematics: 4.2 Science: 3.7 History/Social Science: 3.7 Career Technical Education: 3.5 Health: 3.5 Physical Education: 4.2 Visual and Performing Arts: 4.0 World Languages: 4.0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-07-24|2025
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|5|4|Met||2025-06-23|2025
37683380101345|KIPP Adelante Preparatory Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|0|3|4|4|2|5|5|5|Met||2025-06-12|2025
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|5|4|Met||2025-06-23|2025
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||2025-06-25|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
37683380109033|King-Chavez Arts and Athletics Academy|2||4|4|4|4|4|5|5|5|5|5|4|5|4|4|4|0|4|5|5|4|4|4|4|Met||2025-06-04|2025
37683380109157|Magnolia Science Academy San Diego|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|5|5|5|5|5|Met|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.|2025-06-26|2025
37683380111898|Albert Einstein Academies|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|0|5|5|5|5|5|5|5|Met||2025-06-24|2025
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||2025-06-04|2025
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 engaged in ongoing Professional Development through whole staff professional learning, content PLCs, grade-level PLCs, and Collective Efficacy Cycles (CEC). Topics for staff professional development included Teacher Clarity (a research-based process that identifies the most critical parts of instruction: learning intentions, success criteria, and learning progressions), supporting Multilingual Learners, Gradual Release of Responsibility, and Attendance Intervention. 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 and CECs 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.|2025-05-27|2025
37683380118083|Innovations 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||2025-06-17|2025
37683380118851|King-Chavez Community High|2||5|3|4|3|4|5|4|5|4|5|4|4|4|4|4|4|4|5|5|5|4|4|3|Met||2025-06-04|2025
37683380119610|Gompers Preparatory Academy|2||5|4|5|5|5|4|3|4|4|4|4|3|4|4|4|3|4|4|5|5|4|4|4|Met|During the 24/25 school year, GPA launched the 7 Alignment Essentials that support all staff and students with specific routines and best practices. This alignment work is the second layer of support on top of the strong school culture at GPA. It has been key to elevating student achievement and the skills of our staff. GPA continues to provide professional development to support the growth of our staff in regard to standards-based learning, social emotional wellness, trauma informed strategies, and targeted instructional methods.|2025-06-17|2025
37683380121681|San Diego Global Vision Academy|2||5|4|5|3|3|5|4|4|4|4|5|4|4|3|3|0|4|4|3|0|5|5|5|Met||2025-06-18|2025
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.|2025-06-11|2025
37683380123778|Old Town Academy K-8 Charter|2||3|3|3|3|3|4|3|4|4|4|4|4|4|4|4|0|3|4|3|0|4|4|3|Met||2025-06-18|2025
37683380124347|City Heights Preparatory Charter|2||4|3|4|4|4|5|4|3|4|4|4|3|3|4|3|2|3|2|5|4|4|4|4|Met||2025-06-06|2025
37683380126730|Kavod Charter|2||4|3|5|2|2|5|3|5|3|3|5|4|5|3|3|0|3|3|3|5|4|4|4|Met|To better support students to access grade-level content we have added the following tools/curriculum.  Amplify mCLASS  as a reading diagnostic tool, Amplify Math, Wit & Wisdom (ELA), Teach your monster (ELA K-2), Character strong for social emotional learning and Epic.|2025-06-16|2025
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||2025-06-12|2025
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||2025-06-18|2025
37683380129395|Elevate|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||2025-06-09|2025
37683380131565|High Tech Elementary|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|3|5|3|4|5|4|Met||2025-06-23|2025
37683380131979|Ingenuity Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|4|4|4|4|5|4|4|Met|The LEA has made strong progress in implementing all academic standards adopted by the State Board of Education (SBE) through structured course offerings, alignment to California content standards, and the use of both synchronous and asynchronous instructional models. All students have access to courses aligned to the Common Core State Standards in English Language Arts and Mathematics, the Next Generation Science Standards, History-Social Science standards, and the English Language Development standards, ensuring a comprehensive, standards-based instructional program.  All A-G courses offered at the high school level are UC-approved and aligned with California state standards. Students receive instruction in core content areas from appropriately credentialed teachers during in-person instructional time. Additionally, for students in off-site learning environments or extended learning settings, courses are delivered through synchronous and asynchronous models to ensure continuous access to high-quality instruction.  Courses in Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Language are also available to students, aligned with their respective content standards. These offerings reflect the LEA’s commitment to ensuring all students, including those with diverse learning needs and schedules, receive a full, standards-aligned education. Through monitoring tools such as PowerSchool, the LEA ensures equitable enrollment and c|2025-06-09|2025
37683380135913|Urban Discovery Academy Charter|2||4|4|5|4|4|5|4|5|4|4|4|4|4|4|4|4|4|3|4|4|5|4|4|Met||2025-06-18|2025
37683380136663|America's Finest Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|4|5|4|4|4|Met||2025-06-23|2025
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||2025-06-26|2025
37683383731189|Preuss School UCSD|2|The Preuss School UC San Diego uses multiple measures to track its progress in implementing state academic standards. Tools include FastBridge universal screeners (ELA and Math, administered 3x/year), CAASPP, CAST, and ELPAC state assessments, department-led data reviews, teacher-created formative assessments, the Foundation for Scholar Transformation (F4ST) strategic framework (aligned to LCAP), and the Ellevation platform to monitor Multilingual Learners (MLs). These tools inform instruction and evaluate growth, particularly for English Learners, Long-Term Multilingual Learners (LTMLs), and scholars with disabilities. In English Language Arts (ELA), scholars perform above state averages, supported by data-informed Literacy Specialist interventions. All teachers are CLAD-certified. The ML program was restructured in 2023–24 to strengthen both integrated and designated ELD. The Ellevation platform supports real-time tracking of ML progress and reclassification. Mathematics remains an area of focus. Preuss maintains a detracked curriculum, with enrichment courses, reduced class sizes, and a Numeracy Specialist added to support MLs and students with disabilities. Implementation of the Next Generation Science Standards (NGSS) is underway. Following the CAST data review, the science curriculum is being realigned to deepen content knowledge across domains. History-Social Science emphasizes historical thinking, civic engagement, and diverse perspectives aligned with the Preuss Graduate Profile. Career Technical Education (CTE) encompasses pathways in engineering and robotics, offering expanded internships through the College and Workforce Development Office. Health & Physical Education integrates physical fitness, mental health, and lifestyle education, highlighted by a 6th-grade swimming program. The Visual and Performing Arts encompass visual arts, music, and AP Art History, enriched by partnerships with UC San Diego's arts programs. World Language (Spanish) aligns to state standards and supports heritage speakers and biliteracy through the California Seal of Biliteracy. This integrated approach reflects Preuss’s mission to ensure historically underrepresented, first-generation college-bound scholars receive rigorous, equitable, and standards-aligned instruction to prepare for success at four-year universities.|5|3|5|4|5|5|3|5|4|5|4|3|4|4|4|3|3|4|5|5|3|4|4|Met|The Preuss School UC San Diego has made significant strides in implementing state academic standards, guided by its strategic plan (F4ST) and LCAP. All faculty are fully credentialed, and a late-start Friday professional development model ensures time is dedicated weekly to cross-departmental collaboration, analysis of scholar work, and instructional alignment with the Common Core, NGSS, and ELD standards. The school employs Literacy and Numeracy Specialists who use FastBridge data to tailor interventions. Recent progress includes a restructured Multilingual Learner program, expanded Tier 1 support via PBIS, and the use of Ellevation to support reclassification of English Learners. NGSS implementation was strengthened by CAST analysis, prompting targeted domain-based curriculum revisions. Instructional walkthroughs and department-led Plan-Do-Study-Act cycles have informed professional learning priorities. In the arts and CTE, scholar pathways in engineering, robotics, AP Visual Arts, and music continue to grow. Reflective practices and professional learning continue to align with the Graduate Profile, stakeholder engagement through SSC, ELAC, and PTA.|2025-06-12|2025
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|5|4|Met||2025-06-23|2025
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||2025-06-26|2025
37683386039457|Darnall Charter|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|0|4|4|4|0|4|4|3|Met||2025-06-20|2025
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|KLA has fully adopted and implemented the California State Standards across all subjects. Professional development focuses on instructional rigor, ELD strategies, and Universal Design for Learning. Teachers engage in regular PLCs to review student work and align assessments with standards. The school has implemented Amplify Science, Amplify ELA, Amplify's CKLA, Bridges Math, and CPM Math all aligned with Cross curricular CA content standards.|2025-06-10|2025
37683386040018|Harriet Tubman Village Charter|2||4|3|4|3|3|4|4|4|3|3|4|4|4|4|4|0|3|3|3|0|4|4|4|Met||2025-06-24|2025
37683386040190|King-Chavez Primary Academy|2||4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|0|3|4|4|4|4|4|4|Met||2025-06-04|2025
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|OCS employed several tools to measure progress, including data from professional development, instructional materials, and classroom observations. The school self-assessed at the highest level—Full Implementation and Sustainability—across all core content areas, including ELA, ELD, mathematics, science, history-social science, career technical education, health, physical education, visual and performing arts, and world languages. Efforts such as ongoing professional development, standards-based curriculum adoption, and instructional coaching contributed to this progress. Collaboration across sites and departments helped reinforce high-quality instructional practices.|2025-06-09|2025
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||2025-06-18|2025
37683386115570|Museum|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|4|4|4|0|4|3|4|Met||2025-06-02|2025
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 in 22/23 and purchased the highly rated Magnetic Reading program in 24-25.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
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|5|4|Met||2025-06-23|2025
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 chosen measures include 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|4|5|5|5|5|4|5|4|5|0|5|5|5|0|5|4|5|Met|San Diego Cooperative Charter School is dedicated to achieving significant progress in implementing the academic standards set by the California State Board. We believe education has the power to transform lives and create brighter futures. As a cooperative charter school, we foster an inclusive and collaborative environment that nurtures each student’s unique talents and abilities.  We embrace the California State academic standards as a framework for academic excellence, ensuring our curriculum, teaching strategies, and assessments are aligned. Our highly qualified teachers integrate these standards into their lessons, empowering students to engage in critical thinking, problem-solving, and creativity.  In addition to classroom instruction, we provide extracurricular activities, field trips, and community engagement to offer a well-rounded education. These experiences enhance the standards and prepare students for future challenges.  We regularly assess student progress, using data to inform instruction and ensure students receive needed support. At San Diego Cooperative Charter School, we are proud of our progress and remain committed to continuous improvement, so that every student can thrive as a lifelong learner and an engaged community member.|2025-06-10|2025
37683386119598|King-Chavez Academy of Excellence|2||4|5|4|3|3|5|5|4|3|3|4|4|4|2|2|0|3|5|5|4|5|5|3|Met||2025-06-04|2025
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|Recommended instructional materials for adoption in 26-27 are comprehensive and include: English (grades 7-12); Human Anatomy & Physiology, Advanced Placement (AP) Courses including Calculus A/B & B/C, AP Social Sciences (including US History, World History, Government, and Macro/Microeconomics), AP Spanish, and AP Art History; and World Languages including ASL, Chinese, Spanish 4, 5, and Spanish for Spanish speakers.|2025-06-18|2025
37683530000000|San Pasqual Union Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|2|3|4|3|3|5|4|4|Met|San Pasqual Union School continues to make steady and sustained progress in implementing State Academic Standards.  Presently, we have fully implemented the English Language Arts and Mathematics standards curriculum.  Since the 2021/22 school year, the District has adopted standards-aligned curriculum for K-8th grade math curriculum, K-8th grade History/Social Science, and K-5th grade Science.|2025-06-25|2025
37683610000000|Santee|2||4|2|4|3|3|4|2|4|4|3|3|2|3|3|3|0|2|3|3|0|3|3|3|Met||2025-06-17|2025
37683790000000|San Ysidro Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|3|5|5|3|3|4|4|4|Met||2025-06-24|2025
37683870000000|Solana Beach Elementary|2||5|5|4|4|4|5|5|5|4|5|5|5|5|3|4|0|5|5|5|1|5|4|5|Met||2025-06-18|2025
37683950000000|South Bay Union|2||5|5|2|5|5|5|5|2|5|5|5|5|2|5|5|0|4|5|5|0|5|5|4|Met||2025-06-11|2025
37683956040505|Imperial Beach Charter|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||2025-06-11|2025
37683956040513|Nestor Language Academy Charter|2||5|5|4|5|5|5|5|4|4|4|5|5|4|4|4|2|3|4|4|5|4|4|4|Met||2025-06-11|2025
37684030000000|Spencer Valley Elementary|2||4|2|4|2|4|5|2|3|5|5|4|3|4|4|4|0|2|5|3|1|3|3|3|Met||2025-06-18|2025
37684030125401|Insight @ San Diego|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|1|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.|2025-06-25|2025
37684036120893|California Virtual Academy @ San Diego|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-25|2025
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||2025-06-23|2025
37684110126086|Hawking S.T.E.A.M. Charter|2||4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|0|4|4|4|4|4|4|4|Met||2025-06-25|2025
37684113731304|MAAC Community Charter|2|MAAC Community Charter School (MCCS) uses a combination of locally selected tools and systems to monitor progress toward implementing the California State Board-adopted academic standards. These include curriculum alignment reviews, teacher lesson plans, NWEA MAP assessments, classroom observations, instructional coaching feedback, and student work samples. We have also incorporated digital platforms such as iXL and Read 180 for real-time academic progress monitoring in English Language Arts (ELA) and Mathematics.  These tools were selected due to the school’s Dashboard Alternative School Status (DASS) designation, which requires flexible, real-time tracking of a highly mobile and diverse student population. MCCS serves predominantly socioeconomically disadvantaged students, including a high percentage of English Learners, and therefore prioritizes standards-aligned instruction that is both culturally responsive and scaffolded for student access.  Progress Summary:  English Language Arts & Mathematics (Common Core): MCCS has fully implemented CCSS in both subject areas. Teachers use MAP data to identify learning gaps and tailor instruction. Instructional aides provide small-group, high-dosage tutoring aligned to standards.  English Language Development (ELD): Integrated and designated ELD strategies are supported by coaching from the San Diego County Office of Education (SDCOE). Teachers are trained in GLAD strategies, and Read 180 has been introduced to support language development.  Next Generation Science Standards (NGSS): Standards-aligned curriculum is implemented across grade levels with hands-on lab components and real-world application lessons.  History-Social Science, Health, and PE Standards: Instruction incorporates civic engagement, SEL, and culturally relevant pedagogy, including substance abuse education and mental wellness modules.  Career Technical Education (CTE): MCCS offers multimedia and art pathways aligned to CTE standards and now includes dual enrollment through Southwestern College.  Visual and Performing Arts & World Languages: Integrated into elective courses and projects, though MCCS is working to expand consistent offerings in these areas.  Overall, MCCS has made strong progress implementing state standards across disciplines, with continued focus on equity, access, and individualized student support.|4|4|3|3|3|5|4|4|3|3|4|4|3|3|3|4|3|4|3|0|4|4|4|Met||2025-06-24|2025
37684370000000|Vallecitos Elementary|2|1.7- Local indicator (metric # in Goal 1 table) = Teachers appropriately assigned & fully credentialed. / What it measures = Whether every class is taught by a teacher with the correct credential. / Baseline = 93% / Outcome (Y1) = 100% (+7 pp) / Observations = All classrooms now meet assignment/credentialing rules, removing a basic barrier to full standards implementation. 1.8- Local indicator (metric # in Goal 1 table) = Pupils with sufficient access to standards-aligned instructional materials. / What it measures = Textbooks/adopted digital materials for CCSS, NGSS, ELD, and other applicable programs. / Baseline = 100% / Outcome (Y1) = 100% (no change). Observations = District maintained 100% materials sufficiency after annual Williams review. 1.13- Local indicator (metric # in Goal 1 table) = Teachers participating in PD focused on CCSS, NGSS and/or ELD. / What it measures = Breadth of staff training on the adopted standards. / Baseline = 100% of teachers provided PD in 23-24. / Outcome (Y1) = 100% in 24-25. / Observations = Metric shows full participation, but the narrative notes that the planned SIOP workshop was postponed; one substitute EL-conversation PD day was held instead, so the district captured participation even though the SIOP training was deferred. 1.14- Local indicator (metric # in Goal 1 table) = Students with access to a broad course of study (core + arts, PE, enrichment). / What it measures = Ensures State Standards are taught across all required subjects. / Baseline = 100% / Outcome (Y1) = 100% (no change). Observations = Full-day TK/K combo and a dedicated PE/Health teacher helped preserve breadth despite small-school staffing limits. Additional implementation-related metrics the district tracks under Goal 1: 1.9-ELPAC growth: (41% of ELs moved up = 1 level) and 1.10-Reclassification rate: (8%) illustrate how well ELD standards are taking hold. Gains in level movement suggest stronger instruction, but the dip in reclassification signals unfinished work. Student-outcome proxies—CAASPP ELA DFS improved from -11.4 to -5.9, yet CAASPP Math DFS slipped to -52.4. This implies that reading-standards implementation is outpacing math, which is expected given our intensive reading focus over the past 1.5 years. Overall Analysis: Strengths: All four core local indicators (credentialed teachers, materials sufficiency, universal standards-focused PD exposure, and broad course access) hit or held 100%. These are the building blocks the Dashboard “Implementation of State Standards” self-reflection expects. Gaps to address: The postponed SIOP training and unused Rosetta Stone licenses (Actions 1.12 & 1.13) were cited as possible factors in limiting deeper language-standard uptake. Math conceptual-learning lags behind ELA; professional development is being re-tooled to target math standards in 2025-26.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
37684520000000|Vista Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|Met||2025-06-26|2025
37684520106120|SIATech|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||2025-06-30|2025
37684520114264|North County Trade Tech High|2||4|4|4|4|4|5|5|5|5|4|4|4|4|4|4|5|4|4|5|3|4|4|4|Met||2025-06-10|2025
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|4|4|4|Met|N/A|2025-06-10|2025
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, Exact Path 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 Exact Path 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.  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 results, 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||2025-06-10|2025
37684523730942|Guajome Park Academy Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|3|4|4|5|5|5|5|Met|Guajome Park Academy Charter is committed to full implementation of California academic standards across all subject areas. Teachers receive ongoing professional development focused on Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and English Language Development (ELD) standards. Collaboration by grade level and department is ongoing to align instruction, review student data, and integrate best practices. Standards-aligned curricula and instructional materials are in place for ELA, math, science, and history–social science. Integrated ELD strategies are used across content areas to support English learners, and differentiated instruction is emphasized to meet the needs of all students, including those with IEPs and 504 plans. In 2024–25, the school is expanding its use of inquiry-based learning and performance tasks to promote deeper understanding and real-world application of standards. Culturally responsive teaching practices are being implemented to foster equity, relevance, and student engagement. This continued focus on standards implementation ensures students are developing the skills and knowledge necessary for success in college, career, and civic life.|2025-06-10|2025
37735510000000|Carlsbad Unified|2||5|3|5|4|3|5|3|4|4|3|5|3|4|4|3|3|3|4|5|4|4|4|3|Met||2025-06-18|2025
37735690000000|Oceanside Unified|2||4|4|4|3|3|5|5|5|4|4|3|3|3|3|4|5|4|5|3|4|4|4|4|Met||2025-05-20|2025
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||2025-05-19|2025
37735693731221|Pacific View Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|3|5|5|5|5|5|5|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.During the 2024-25 school year the school added an electives department chair and PLC to provide further guidance on implementing appropriate curriculum in all elective courses in addition to core courses. PVC continues to implement an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide. The focus for the 2023-24, 2024-25 and 2025-26 school years is to implement the Instructional Focus around reading, aligned to the EL Roadmap. Additionally, PVC will implement a SEL focus around PBIS in the 2025-26 school year.  The school will continue to provide targeted instructional coaching.|2025-06-25|2025
37737910000000|San Marcos Unified|2||5|4|4|4|3|4|4|4|5|4|4|4|4|4|4|4|3|4|5|5|5|5|4|Met||2025-06-26|2025
37737910138222|Pivot Charter School - San Diego II|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
37754160000000|Warner Unified|2||4|4|4|4|3|4|4|4|4|3|3|3|3|3|3|5|5|5|5|5|3|3|3|Met||2025-06-10|2025
37754160122796|All Tribes Elementary Charter|2|||||||||||||||||||||||||Not Met|||2025
37754160132472|California Pacific Charter - San Diego|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|4|4|4|Met||2025-06-17|2025
37754160138651|San Diego Mission Academy|2||5|4|4|4|4|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|5|5|5|Met|Overall, the school scored at a 4.64, which is the full implementation of adopted academic and/or curriculum frameworks. This is a +.29 growth from last year. We improved in developing our curriculum frameworks in our next Generation Science Standards, Physical Education, and Health courses. We improved in developing our curriculum frameworks in our English Language Arts and World Languages.|2025-06-06|2025
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|Sage Oak Charter School is committed to implementing California State Board of Education academic standards for all students by ensuring instruction and assessments align with grade-level content and performance standards. Career Technical Education (CTE) is offered through school-designed pathways and partnerships with community colleges. Health education standards are met through textbooks and synchronous or asynchronous courses, aligning with the California Healthy Youth Act when applicable. Physical education standards can be met at home or through approved community providers. The school sets clear expectations for student learning in each grade and subject to ensure readiness for TK–12 and beyond. Ongoing analysis of student data informs professional development, training, and grade-level collaboration, enhancing teacher effectiveness in meeting students' academic needs.|2025-06-18|2025
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 is committed to ensuring that all students master grade-level standards across English Language Arts, mathematics, science, social studies, visual and performing arts, physical education, health, and world languages. As they progress, students are supported in becoming creative and critical thinkers, effective communicators, active community and global participants, and empowered, independent, and responsible 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 at EACS receive targeted ELD instruction delivered by credentialed educators holding a CLAD authorization. Instruction is provided through both asynchronous and synchronous formats to support language acquisition at all levels. Asynchronous instruction includes grade-level appropriate online programs, for example, TK–5: Lexia English, grades 6–12: English 3D, and grades 3–12: NoRedInk with EL teacher guidance. Synchronous instruction is provided in small-group settings and focuses on designated ELD standards to ensure students develop proficiency in listening, speaking, reading, and writing. Long-Term English Learners (LTELs) receive additional, individualized support through the Student Success Team (SST) process to address persistent language development needs and accelerate progress toward English proficiency. EACS provides a comprehensive science education aligned to the Next Generation Science Standards (NGSS) across all grade levels. Students in grades 7-12 have the opportunity to participate in teacher-led courses. Students in grades 7 and 8 engage in ETL science courses using the Bright Thinker curriculum, integrated with NGSS and supported by personalized lab kits that promote hands-on learning and scientific inquiry. High school students participate in ETL courses in biology, chemistry, and physics using the Bright Thinker curriculum to deepen their understanding of scientific concepts through rigorous, standards-based instruction.|2025-06-18|2025
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|Pathways Academy'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.|2025-06-03|2025
37754166119275|All Tribes 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||2025-04-10|2025
37756140000000|Valley Center-Pauma Unified|2||4|3|5|3|3|5|4|5|4|3|5|4|5|3|3|4|2|5|4|4|5|4|4|Met|"VCPUSD has maintained its ""Met"" status for state standards implementation and has positive movement in several areas related to curriculum and the full implementation of new curriculum materials to meet all academic standards.  These areas were also noted on our self-reflection survey completed by our district and site leadership teams.  For each area the following work is being done or a plan has been put in place. History-Social Science: A new TK-5 curriculum will be adopted for the 2025-2026 school year, featuring a fully standards-aligned approach and professional development for staff to ensure sustainability.  Next Generation Science Standards: VCPUSD is transitioning science instruction to align with NGSS, with reported progress supported by feedback and self-reflection. A pilot process for grades 6-8 will review NGSS-aligned materials in 2025-2026, with training and support. Newly adopted materials are expected by the second half of 2025-2026 or the following year. Health Education Content Standards: Health education standards are integrated into physical education across all grades. The district will focus on mapping these standards and involving educational partners to meet state and local needs, with an emphasis on mental health and socio-emotional wellbeing. In 2025-2026, site teams will review alignment through model units and curriculum, focusing on secondary grades to identify additional needs and resources."|2025-06-26|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
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|5|4|Met||2025-06-23|2025
37764710138776|High Tech Elementary Mesa|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|2|5|3|4|5|4|Met||2025-06-23|2025
37768510000000|Bonsall Unified|2||4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|Bonsall Unified School District implemented a new History/Social Science curriculum for grades K-12 during the 2023-24 school year, supported by professional development provided in fall 2023 to ensure effective implementation. At the high school level, Spanish teachers also adopted new foreign language curriculum starting fall 2025. Recent adoptions in science, Spanish, and mathematics continue to be supported with ongoing professional development and resources.  The district’s ELD program continues to advance through frequent collaboration and the development of a revised English Learner Master Plan, updated reclassification criteria, and additional supplemental curriculum. The ELD team actively identifies staff needs and offers increased training opportunities focused on ELD standards and effective integrated ELD strategies.  Career Technical Education (CTE) and Early College programs are growing with support from a new CTE/Early College Counselor on Special Assignment who coordinates these initiatives. The Early College program offers students authentic college experiences by attending classes on a college campus while still in high school, providing valuable skills and fostering excitement for higher education in this small community.  World Language offerings at Bonsall High School have expanded to include Spanish 3 and AP Spanish. Professional development for CTE and AP courses continues to increase, supported by grant funding such as CTEIG, K12SWP, and the K16 Collabo|2025-06-25|2025
37768516113468|Vivian Banks Charter|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2025-06-06|2025
37770990000000|SBE - Altus Schools East County|2|||||||||||||||||||||||||Not Met|||2025
37770990136077|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||2025-06-24|2025
37771070000000|SBE - Altus Schools South Bay|2|||||||||||||||||||||||||Not Met|||2025
37771070136473|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||2025-06-24|2025
37771560000000|SBE - 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|5|Met||2025-06-12|2025
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|5|Met||2025-06-12|2025
37771640000000|SBE - College Preparatory Middle|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||2025-06-10|2025
37771640137356|College Preparatory Middle|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||2025-06-10|2025
37771720000000|SBE - Baypoint Preparatory Academy San Diego|2|||||||||||||||||||||||||Not Met|||2025
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|By pursuing excellence, BPA-SD aims to carry out its mission of providing a high-quality, student-focused education and fostering a supportive community committed to academic success and personal growth. The BPA-SD college-prep program is founded on collaboration with educational partners, fostering a fair and inclusive learning environment. BPA-SD leadership and families are dedicated to the comprehensive development of each student, offering a college-preparatory academic curriculum, social and emotional learning (SEL), cultural community events, and promoting healthy eating and physical activity habits to support the holistic development of every student (aligned with CA Local Control Funding Formula (LCFF) Priorities: from Cradle to Career). At BPA-SD, students benefit from the guidance of fully credentialed teachers who are closely supervised and fully compliant with the standards set by the California Commission on Teacher Credentialing (CTC). Every educator meets the rigorous standards set forth by the CTC, ensuring a high-quality educational experience that adheres to state regulations. These qualified teachers bring a wealth of knowledge and pedagogical skills to the classroom, demonstrating competence in educational best practices and a commitment to their ongoing professional development. BPA-SD's dedication to providing rigorous, college-prep instruction underscores its commitment to supporting student success.|2025-06-23|2025
38103890000000|San Francisco County Office of Education|2||4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|5|4|4|4|3|3|Met||2025-06-24|2025
38684780000000|San Francisco Unified|2||4|4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|5|4|4|4|3|3|Met||2025-06-24|2025
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, 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||4|4|4|Met||2025-06-12|2025
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||3|3|3|Met||2025-06-12|2025
38684780101774|Five Keys Charter (SF Sheriff's)|2|||||||||||||||||||||||||Not Met|||2025
38684780107300|City Arts & Leadership Academy|2||4|2|4|3|3|4|3|4|4|3|4|2|4|4|3|3|3|4|4|3|4|4|3|Met||2025-06-05|2025
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. We continued to build off the addition of the Department Heads from the previous year to provide deeper instructional support in 4 of the core content 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.|2025-06-30|2025
38684780123265|Gateway Middle|2|Curricular Review As a leadership team and in departmental groups at Gateway Middle School, we review curriculum and other instructional materials to ensure they are aligned with standards, updated and sufficient for student needs.  As needed, we have acquired new core and supplemental curricular/instructional materials, texts, software, etc. including materials for whole class instruction and tiered interventions.  All instructional materials are aligned to adopted standards and/or curriculum frameworks and are available to students in each of the subjects taught.  Our curricular review includes 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 Standards Career Technical Education Model Standards (as applicable) CA Health Education Content Standards CA Physical Education Model Content Standards CA Visual and Performing Arts Standards CA World Language Standards  Professional Development Related to Standards Teachers across departments attend workshops and professional development to become better acquainted with the teaching and learning related to standards and frameworks.  All teachers at Gateway have collaborative planning time and have paid time to update and improve curriculum plans.  In addition, we engage in classroom walkthroughs and provide teachers with observation feedback and coaching to improve practices.  Finally, Gateway Middle implements processes to identify the professional learning needs of the staff as a whole, teams of teachers, and individual teachers, so that we can continuously improve our educators’ efficacy in delivering instruction aligned to standards.    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 analyze 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.  Departmental professional development, as well as grade level teams, use this information to plan new professional development and acquire appropriate instructional materials.  Standard Met|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-05-21|2025
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||2025-06-05|2025
38684780127530|KIPP San Francisco College 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||3|3|3|Met||2025-06-12|2025
38684783830429|Life Learning Academy Charter|2||4|3|4|4|4|5|4|4|4|5|4|4|4|4|4|4|4|3|4|4|4|4|4|Met||2025-06-26|2025
38684783830437|Gateway High|2|Curricular Review As a leadership team and in departmental groups at Gateway High School, we review curriculum and other instructional materials to ensure they are aligned with standards, updated and sufficient for student needs.  As needed, we have acquired new core and supplemental curricular/instructional materials, texts, software, etc. including materials for whole class instruction and tiered interventions.  All instructional materials are aligned to adopted standards and/or curriculum frameworks and are available to students in each of the subjects taught.  Our curricular review includes 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 Standards Career Technical Education Model Standards (as applicable) CA Health Education Content Standards CA Physical Education Model Content Standards CA Visual and Performing Arts Standards CA World Language Standards  Professional Development Related to Standards Teachers across departments attend workshops and professional development to become better acquainted with the teaching and learning related to standards and frameworks.  All teachers at Gateway have collaborative planning time and have paid time to update and improve curriculum plans.  In addition, we engage in classroom walkthroughs and provide teachers with observation feedback and coaching to improve practices.  Finally, Gateway High implements processes to identify the professional learning needs of the staff as a whole, teams of teachers, and individual teachers, so that we can continuously improve our educators’ efficacy in delivering instruction aligned to standards.    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 analyze 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.  Departmental professional development, as well as grade level teams, use this information to plan new professional development and acquire appropriate instructional materials.  Standard Met|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-05-21|2025
38684786040935|Thomas Edison Charter Academy|2||4|4|3|3|3|4|4|3|3|3|4|4|4|3|3|4|4|5|5|4|4|3|3|Met|The LEA is beginning a new offering within the English Only program strand, which will add a Spanish Enrichment component. This is in response to community demand. As a result, some changes to curriculum throughout the grades is in progress, and new materials, training, PD will be required to get us to the point of sustainability. In addition, in response to assessment trends, we are making changes to academic programming to better meet the needs of our students. As a result, some areas where we were previously sustainable have moved into the implementation process as we rebuild sustainability with new resources. We are in the process of researching a new Math and ELA curriculum for adoption, which also leads us back into the initial implementation stage in some areas. This year after having success in larger PD settings, we are moving towards a focus on individual teacher needs and differentiating PD. Additional offerings will include PD in ELA for small group instruction, as well as working towards a full implementation of the Stephanie Harvey Toolkit and implementing this program in other content areas (Social Studies and Science) as well.|2025-06-17|2025
38684786112601|Creative Arts Charter|2||5|4|4|4|5|5|5|5|4|5|5|4|4|4|5|0|5|5|5|0|5|4|3|Met||2025-06-24|2025
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||2025-06-17|2025
38769270132183|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||2025-06-17|2025
38771310000000|SBE - 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, 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||4|4|4|Met||2025-06-12|2025
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, 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||4|4|4|Met||2025-06-12|2025
39103970000000|San Joaquin County Office of Education|2||3|2|3|2|3|4|3|4|3|4|4|3|4|2|4|4|3|3|4|1|4|4|4|Met||2025-06-20|2025
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|5|5|Met||2025-06-18|2025
39103970124958|TEAM Charter|2||5|5|5|3|3|5|5|5|4|4|5|4|4|3|3|0|2|5|4|0|5|5|4|Met||2025-06-30|2025
39103973930476|Venture Academy|2||4|4|4|4|4|3|3|4|5|4|4|4|4|4|4|4|4|5|5|4|5|4|3|Met||2025-06-18|2025
39685020000000|Escalon Unified|2||4|4|4|4|4|5|4|5|5|5|4|4|4|3|3|4|3|3|4|4|4|3|3|Met|NGSS-aligned instructional materials are adopted for all grade levels and content areas.  EUSD has developed an Ethnics Studies course for implementation in the 2025-26 school year.  Piloting of D-ELD curriculum began in the 2024-25 school year for both the middle school and the high school.  The NGSS-aligned science curriculum was adopted at the high school.  This also brought about a transition into a 3-course model of integrated science.   Significant resources were invested into professional development specifically designed for the DLI program, a Math partnership with SJCOE that promoted common language and best practices for math instruction in grades TK-12.  D-ELD instruction continued to be an area of focus with instructional coaches taking the leading role in helping staff teach the ELD standards.|2025-06-20|2025
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|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,the 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 for the parent and progress monitoring to ensure the student makes adequate progress in the identified area of need.   One of the challenges ECA faces in implementing academic standards is that new instructional materials are continually being developed, 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 an effective tool to monitor student access and mastery of grade-level academic standards and provide suitable, targeted intervention and student need dictates.  In reality, it is unlikely ECA will ever reach Full Implementation and Sustainability because of the constant need to review and align parent-selected materials to grade level standards.|2025-06-20|2025
39685440000000|Jefferson Elementary|2||4|4|5|5|5|5|4|5|5|5|4|3|4|4|4|0|5|5|4|0|4|4|3|Met||2025-06-17|2025
39685690000000|Lincoln Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|4|4|4|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, Dual Language Instruction, and English Language Development. The district also Provided 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 specialized curriculum is being implemented to introduce CTE in middle schools.|2025-06-25|2025
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||2025-06-25|2025
39685770000000|Linden Unified|2||4|3|3|4|5|4|4|3|5|5|4|5|3|4|4|5|5|5|5|5|3|3|4|Met||2025-06-27|2025
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||2025-06-17|2025
39685850101956|Aspire Benjamin Holt College Preparatory Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685850122580|Rio Valley Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|4|5|Met||2025-06-16|2025
39685850133678|Aspire Benjamin Holt Middle|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685856116594|Aspire Vincent Shalvey Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685856117675|Joe Serna Jr. 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||2025-05-21|2025
39685856118921|Aspire River Oaks Charter|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39685930000000|Manteca Unified|2||4|4|4|3|3|4|4|4|4|4|4|3|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-18|2025
39686190000000|New Hope Elementary|2||3|3|3|3|1|5|3|3|5|1|1|2|3|1|1|0|1|4|4|0|3|3|3|Met||2025-06-09|2025
39686270000000|New Jerusalem Elementary|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|0|4|4|3|0|4|4|5|Met||2025-06-24|2025
39686270117796|New Jerusalem|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|0|4|4|3|0|4|4|5|Met||2025-06-24|2025
39686270126755|ABLE Charter|2|ABLE Charter Schools uses a multi-faceted approach to monitor and advance the implementation of California’s adopted academic standards. Our primary tools include structured Professional Learning Communities (PLCs), school-wide instructional norms, formal walkthrough observations, student achievement data (CAASPP, STAR 360, ELPAC), and curriculum-specific internalization protocols.  These tools were selected because they provide real-time insights into teaching and learning practices, and allow educators to align instruction with standards while tailoring supports to student needs. PLCs allow teacher teams to analyze student data, review student work, and plan instruction collaboratively around standards. WIN Time, a daily Tier 2 intervention block, ensures differentiated support based on students’ specific academic gaps. Administrators and coaches conduct regular classroom walkthroughs using a shared rubric aligned to instructional standards and norms.  ABLE has made notable progress in standards implementation in 2024–25. All classrooms utilize adopted materials aligned to the Common Core State Standards for ELA and Mathematics. The Science of Reading framework is fully implemented in K–3, with professional development and curricular alignment in place. In math, Eureka Math and IXL support grade-level instruction, remediation, and enrichment. The Next Generation Science Standards (NGSS) are addressed through Mystery Science (K–5) and aligned units in middle and high school.  Teachers have been provided protected time for lesson internalization, assessment calibration, and content area literacy. Implementation is further supported by ongoing training in instructional norms, particularly focusing on learning objectives, student engagement, content-specific literacy, and higher-order questioning.  Successes include an increase in student achievement on the CAASPP (ELA DFS improved from -26.9 to -26.4 and Math DFS improved from -85.8 to -76.3) and in the percentage of English Learners making progress on the ELPAC (53.9%). Challenges include building the capacity of early-career teachers and ensuring fidelity to instructional expectations. To address this, ABLE continues to offer targeted PD, coaching, and support, and is sending a team to the June 2025 PLC at Work conference.  ABLE will continue to monitor implementation fidelity and expand capacity through our MTSS structure, dedicated PD time, and ongoing instructional leadership support.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
39686270127191|California Virtual Academy @ San Joaquin|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
39686270129890|Delta Home Charter|2||4|3|4|4|4|4|3|4|4|4|3|2|3|3|3|0|1|1|5|0|4|4|3|Met||2025-06-24|2025
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|5|5|Met||2025-06-16|2025
39686270132050|Astronaut Jose' M. Hernandez Academy|2||4|3|4|3|4|4|3|4|3|4|4|3|4|3|4|0|1|4|4|0|4|3|3|Met|Our school is a TK-8 school and some of the other adopted academic standards do not apply.  We are a newer independent charter. We continue to implement our site based curriculums and interventions 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.|2025-06-10|2025
39686270133116|Insight @ San Joaquin|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|1|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.|2025-06-25|2025
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||2025-06-24|2025
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||2025-06-24|2025
39686276119309|Delta Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|4|4|4|Met||2025-06-24|2025
39686350000000|Oak View 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||2025-06-26|2025
39686500000000|Ripon Unified|2||5|4|5|5|4|5|5|5|5|4|5|4|5|4|4|5|4|5|4|4|5|5|4|Met||2025-06-26|2025
39686500125849|California Online Public Schools Northern California|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||2025-06-10|2025
39686760000000|Stockton Unified|2||5|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-24|2025
39686760108647|Aspire Rosa Parks Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760111336|Pittman Charter|2||5|5|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-22|2025
39686760114876|Aspire Port City Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|2|Stallworth Charter is committed to increasing the consistency with which reading skills and strategies are taught in every K–8 classroom. The LEA formed a literacy team to ensure all teachers implement the school's researched-based program to build reading knowledge, multisyllabic word proficiency, and reading fluency. Additional support is provided to increase students scores in mathematics with tutoring and small group supports.|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|0|4|4|4|Met|Stallworth Charter utilizes various programs and assessments to monitor student progress throughout the year.|2025-06-13|2025
39686760118497|Aspire Langston Hughes Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760119743|Stockton Early College Academy|2||5|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-05|2025
39686760120725|Stockton Collegiate International Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|4|5|4|4|Met||2025-06-26|2025
39686760120733|Stockton Collegiate International Secondary|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|0|4|4|5|5|5|4|4|Met||2025-06-26|2025
39686760121541|Aspire APEX Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
39686760123802|Health Careers Academy|2||5|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-22|2025
39686760124248|Pacific Law Academy|2||5|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-20|2025
39686760136283|Team Charter Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|5|5|5|0|4|4|4|Met||2025-06-30|2025
39686760139865|Aspire Stockton 6-12 Secondary Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
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|3|3|3|3|Met||2025-06-24|2025
39686760139923|Aspire Arts & Sciences Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|5|4|4|4|4|5|4|4|4|4|Met||2025-06-18|2025
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||3|3|3|Met||2025-06-12|2025
39686760141358|KIPP University Park|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||3|3|3|Met||2025-06-12|2025
39686766042725|Nightingale Charter|2||5|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-05-23|2025
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|3|Met||2025-06-23|2025
39754990102384|Primary Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|5|5|5|5|5|5|Met||2025-06-09|2025
39754990102392|Millennium Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|5|5|5|5|5|Met||2025-06-09|2025
39754990139949|Tracy Independent Study 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|At Tracy Charter School, we implement California State Standards through a combination of online curriculum, credentialed teacher guidance, and regular student assessments.  Our primary instructional platform through Imagine Learning is aligned to the California State Standards and allows us to monitor real-time student progress across content areas. Teachers supplement the platform with targeted instruction and interventions based on student needs. Implementation progress is reviewed annually through internal assessments, FastBridge diagnostics, and stakeholder input gathered through the  annual LCAP survey and WASC self-study process.|2025-06-23|2025
39754996118665|Discovery Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|4|0|5|5|5|Met||2025-06-09|2025
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||2025-06-17|2025
39773880000000|Banta Unified|2||5|5|4|5|5|5|5|4|5|5|5|5|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. 2025-26 the District will partner with the San Joaquin County Office of Education to provide Math training throughout the year with a primary focus on adopted academic standards and/or curriculum frameworks for math.|2025-06-13|2025
39773880127134|River Islands Technology Academy II|2||3|2|4|4|2|4|3|4|3|3|3|3|4|3|3|0|2|3|3|0|4|4|3|Met||2025-06-18|2025
39773880131789|NextGeneration STEAM Academy|2||4|3|4|3|3|4|3|4|4|3|3|3|3|3|3|0|1|3|3|0|3|3|3|Met||2025-06-18|2025
39773880140392|Banta Charter|2||5|5|4|5|5|5|5|4|5|5|5|5|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. 2025-26 the Charter will partner with the Banta Unified School District and San Joaquin County Office of Education to provide Math training throughout the year with a primary focus on adopted academic standards and/or curriculum frameworks for math.|2025-06-13|2025
39773880141234|EPIC Academy|2||4|3|4|3|2|4|3|4|3|3|4|3|4|3|3|0|1|3|4|0|3|4|3|Met||2025-06-18|2025
39773880141242|River Islands High|2||3|2|3|3|4|3|2|4|3|4|3|2|3|2|3|4|4|4|4|4|3|3|3|Met||2025-06-18|2025
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||2025-06-18|2025
40104050101725|Grizzly ChalleNGe Charter|2|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.  Grizzly Challenge Charter School has a new cohort of students every six months. GCCS proctors ELPAC and CAASPP assessments with every spring cohort, however, we do not have longitudinal data on our students as they enroll with us from various districts from across the state and are only enrolled with us for one, five month school year. GCCS measures academic growth through proctoring the Test of Adult Basic Education (TABE). This assessment is given to all students upon enrollment and then again before they exit the program. The test measures academic abilities in mathematics, reading and language.|5|5|5|3|5|5|5|5|3|5|5|5|5|4|5|5|5|5|5|0|4|5|5|Met||2025-06-10|2025
40104050125807|Almond Acres Charter Academy|2||5|4|4|4|4|4|5|5|5|5|4|4|4|4|4|3|5|5|4|1|5|5|4|Met||2025-06-25|2025
40687000000000|Atascadero Unified|2||5|4|4|4|5|5|4|5|4|5|4|3|4|4|4|5|4|4|4|4|4|4|4|Met||2025-06-10|2025
40687260000000|Cayucos Elementary|2||4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|4|4|0|4|4|4|Met|Serving 190 students from Transitional Kindergarten through 8th grade in a single-school setting, Cayucos Elementary School District (CESD) prioritizes student success through a multi-faceted and standards-aligned approach. The California Department of Education's preliminary 2023-24 testing data highlights CESD's continued academic strength, outperforming the state average and maintaining its position as a leader in San Luis Obispo County, even as California continues its recovery from pandemic-related learning impacts. This consistent success is underpinned by several key factors directly related to standards implementation: ongoing, standards-focused professional development for all staff, ensuring a deep understanding of the California State Standards; a locally adapted and aligned curriculum that incorporates high-quality instructional materials and research-based best practices; and a comprehensive assessment system that includes formative, benchmark, and summative assessments to monitor student progress against the standards and inform instruction. Furthermore, our low class sizes facilitate individualized attention and targeted instruction aligned with these standards. A fully articulated Multi-Tiered System of Supports (MTSS) ensures timely and effective interventions for students needing additional support to meet grade-level standards, delivered by our experienced teachers (averaging 12 years) who are deeply familiar with the curriculum and instructional shifts.|2025-06-17|2025
40687590000000|Lucia Mar Unified|2||4|3|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-17|2025
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||2025-06-25|2025
40688090000000|San Luis Coastal Unified|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-03|2025
40688096043194|Bellevue-Santa Fe Charter|2||5|3|4|5|5|5|3|3|5|5|5|3|3|5|5|0|5|5|5|0|5|5|5|Met||2025-05-22|2025
40688250000000|San Miguel Joint Union|2|Teachers received ongoing professional development during the 2024/25 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||2025-07-31|2025
40688330000000|Shandon Joint Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|3|4|4|3|Met||2025-06-11|2025
40688410000000|Templeton Unified|2||4|5|4|5|4|4|5|5|5|4|4|4|5|5|4|5|5|5|5|5|5|4|4|Met|Adopting new math curriculum district wide has helped ensure our math instruction mirrors the adopted State Standards. Although we plan to adopt new ELA curriculum in the future, significant time was spend at the secondary level aligning instruction and assessments to standards and CAASP.|2025-06-26|2025
40754570000000|Paso Robles Joint Unified|2||4|4|4|4|4|5|4|4|3|3|4|4|3|3|3|4|4|5|4|4|3|3|3|Met||2025-06-10|2025
40754650000000|Coast Unified|2||5|4|4|3|4|5|4|5|4|5|5|4|4|3|4|5|4|5|4|4|4|4|3|Met||2025-06-26|2025
41104130000000|San Mateo County Office of Education|2||3|2|3|2|2|4|4|3|2|2|3|3|3|2|2|3|4|4|2|1|4|2|1|Met||2025-06-25|2025
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||2025-06-23|2025
41688580000000|Bayshore Elementary|2||4|4|4|3|4|5|5|5|5|5|4|4|4|4|4|2|4|4|4|0|4|4|4|Met||2025-06-17|2025
41688660000000|Belmont-Redwood Shores Elementary|2||3|3|3|3|3|4|4|5|5|5|3|3|3|3|3|3|4|4|3|4|4|4|4|Met||2025-06-12|2025
41688740000000|Brisbane Elementary|2||3|3|4|3|3|4|3|4|4|3|3|3|3|3|3|2|3|3|4|2|2|2|3|Met||2025-06-18|2025
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|4|3|Met|Career Technical Education Initiative: The District is developing a comprehensive Career Technical Education program for middle school students. In 2024-25, our middle school fully implemented a Career and Technical Education class around design and maker ideas, providing a strong foundation for this expanded initiative. To support continued program growth, we have applied for a matching funds grant and are partnering with the San Mateo County Office of Education and the K12 Strong Workforce and Middle School Consortium, which provide regional guidance and collaboration opportunities.  Professional Development Focus  In response to teacher feedback identifying behavioral supports as the top priority, we implemented comprehensive professional development initiatives. We provided targeted behavioral support training to ensure our educators could effectively support students across all core subjects. Additionally, we established an Inclusion Academy in partnership with Supporting Innovative Practices, offering specialized training that enhances our staff's capacity to address diverse learning needs and foster inclusive classroom environments for all students.|2025-06-17|2025
41688900000000|Cabrillo Unified|2||4|4|3|3|3|4|4|4|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|Met||2025-06-26|2025
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 made progress in the 2024-2025 school year and will continue this work in the upcolming year. Specific areas of continued focus are noted below. - The 2023 Math Framework was recently approved and HCSD educators have started becoming more familiar with the framework. Further work understanding the instructional shifts in the framework will continue next year. We plan to pilot SBE-approved instructional resources during Spring 2026 and adopt updated instructional materials to begin the 2026-2027 school year. - 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.  - The Crocker ELA team started an instructional materials review this year and will pilot two new resources during the 2025-2026 school year. We anticipate implementing new middle school ELA resources during the 2026-2027 school year.|2025-06-17|2025
41689160000000|Jefferson Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|4|4|4|5|4|2|Met||2025-06-25|2025
41689160112284|California Virtual Academy San Mateo|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-30|2025
41689240000000|Jefferson Union High|2||3|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|3|3|Met|Work at the district and site levels continue with scope and sequence work as well as work to develop student facing objectives. This year we took site level pilots to a district wide level, piloting curriculum in Physics, Chemistry, and 9th grade English classrooms. We are moving forward with an adoption in Science and continuing the pilot in English. Social Science is working to integrate civic engagement in all of our courses to reflect the state framework. Math will have a committee of folks coming together to determine the curriculums that we can pilot while working towards our new adoption.|2025-06-17|2025
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 (Canvas).  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|4|4|3|4|3|4|2|2|2|2|2|3|4|1|5|5|4|3|3|Met||2025-06-17|2025
41689320000000|Pacifica|2||3|3|3|3|2|3|3|4|3|1|4|1|4|3|1|2|4|3|3|3|3|2|3|Met|Pacifica School District is providing professional development for all grade level teachers to support implementation of academic standards and curricular frameworks.  Full professional development dates are being planned and developed for all curriculums including: ELA/ELL--Open Court; Math--CPM & Bridges ; NGSS--HMH (K-5) Carolina (6-8); History-Social Science--History Alive (K-8).  For availability of all instructional materials, new materials have been adopted in the areas of ELA/ELL (Open Court) to be distributed and utilized in the next academic year (25/26).  All other curriculum has been previously adopted and distributed to school sites.  Class sets of materials are provided for each school site, and students are provided with devices and digital licenses for equivalent instructional materials at home.  The implementation on academic standards are in full implementation in the area of Health Education, as Pacifica School District utilizes Health Connections to provide health education to students in 5th and 7th grade per California Education Code requirements.  Physical Education (PE), Visual and Performing Arts (VAPA) and World Language Standards are in the Initial Implementation stages.  PE is currently being taught by certificated teachers as well as having content provided by a contracted provider, Lagarza.  As the contracted provider is not certificated in Physical Education, but a support provider, Pacifica School District is in the implementation stages in PE.|2025-06-18|2025
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.  - - PreK and TK students take the IGDI assessment -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 inMath and  English Language Arts twice yearly.  - Students in 2nd-5th grade take the NWEA one additional time in the middle of the year.  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.  New History/Social Science materials were board adopted in December 2024 and staff organized a curriculum needs assessment for ELD in 2024-2025 and a new adoption is coming the board for consideration of approval on 6-26-2025.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-26|2025
41689570000000|Las Lomitas Elementary|2||4|3|4|5|5|5|3|5|5|5|4|3|4|4|4|3|4|5|4|4|4|4|4|Met||2025-06-11|2025
41689650000000|Menlo Park City Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|3|5|5|5|5|4|4|4|Met|MPCSD intentionally plans for professional learning based on data and the needs of our students.  As a result of the planning, our continued focus is on academic supports for our multilingual learners and students who are not yet at grade-level standards.  Next year we will direct our attention to students who are dually identified as multilingual learners with an IEP|2025-06-12|2025
41689730000000|Millbrae Elementary|2||4|4|4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|4|4|Met|In addition to the information provided, our LEA has made significant strides in implementing the academic standards. We continue to prioritize professional learning aligned with the California Common Core State Standards, particularly in ELA, Math, and Science. Recent efforts have included targeted training for educators on the new California Mathematics Framework and the integration of Universal Design for Learning (UDL) principles across content areas.  We are currently piloting the McGraw Hill Reveal Math program in TK–5, which aligns closely with the new math framework and emphasizes conceptual understanding, real-world application, and support for diverse learners. Initial teacher feedback has been positive, and data from the pilot will inform our full adoption for the 2025–26 school year.  Additionally, our instructional leadership teams regularly analyze student data to adjust curriculum implementation strategies and ensure alignment with state standards. We also continue to expand access to standards-aligned materials and resources for multilingual learners and students with disabilities.  Overall, we are committed to continuous improvement and equity-driven implementation of academic standards, with a strong focus on teacher support, instructional coherence, and student success.|2025-06-17|2025
41689810000000|Portola Valley Elementary|2||5|4|5|4|4|5|5|5|5|5|5|4|4|4|4|3|4|5|5|5|5|5|5|Met|During the 2024–2025 school year, the District began implementation of newly adopted curriculum materials in  English Language Arts (Grades TK–8) and Science (Grades 6–8), aligned with recently adopted state standards  and frameworks. While the transition to new materials may have temporarily impacted rhythm and pace of  instructional delivery, the District has proactively supported staff through comprehensive professional development  and ongoing implementation support to ensure a smooth rollout and effective integration into classroom instruction.|2025-06-17|2025
41689990000000|Ravenswood City Elementary|2||3|3|3|2|2|3|3|3|3|3|3|3|3|2|2|2|2|3|4|2|3|3|3|Met||2025-06-18|2025
41689990134197|Aspire East Palo Alto 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||2025-06-18|2025
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||3|3|3|Met||2025-06-12|2025
41690050000000|Redwood City Elementary|2||3|3|3|3|2|4|4|4|4|3|3|3|3|3|2|2|2|3|2|2|3|2|3|Met|Certificated staff local survey|2025-06-25|2025
41690050127282|Connect Community Charter|2||5|4|4|4|4|5|5|5|4|5|5|4|4|4|4|4|4|5|4|3|5|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 2024-25, Connect developed a newcomer program for students who are new to the country.  The community is changing and Connect is responsive to the changes. Connect has been providing in house professional development to teachers and staff.|2025-06-05|2025
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||3|3|3|Met||2025-06-12|2025
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||2025-06-11|2025
41690130000000|San Bruno Park Elementary|2||4|3|4|3|2|5|3|5|5|5|4|4|4|3|3|2|3|5|4|3|3|3|3|Met||2025-06-18|2025
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. Programs aligned to the Science of Reading were adopted on 6/12/25, and will be fully implemented in 25-26. 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 CPM 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 five of implementation, and K-5 is in year three 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.|2025-06-12|2025
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|4|4|4|3|4|Met|San Carlos Charter Learning Center brings over three decades of experience in fostering educator growth and professional excellence. Throughout our 30-plus year history, we have maintained an unwavering commitment to supporting our teachers and staff in identifying and pursuing meaningful professional development opportunities that align with both their individual career goals and our students' evolving needs. This dedication to continual improvement forms the cornerstone of our educational philosophy, driving innovation in our classrooms and ensuring that our educators remain at the forefront of best practices in teaching and learning. Our goal is a systematic approach to professional growth and a culture where reflection, collaboration, and advancement are not just encouraged but expected, resulting in a dynamic learning environment that benefits both our educational team and the learners we serve.  As a Charter school, San Carlos Charter (SCC), is not required to choose from the prescribed, state-approved, textbooks. SCC's curriculum is an interdisciplinary, resource-based program. As such, SCC does not use textbooks as part of our curriculum delivery. Educators curate and develop curriculum referenced to the CA state standards and benchmarks. Educators use multiple sources to provide relevant materials for instruction with our learners.|2025-06-09|2025
41690390000000|San Mateo-Foster City|2||4|4|4|4|4|5|5|5|5|3|4|4|4|4|3|5|5|5|4|3|4|4|4|Met||2025-06-26|2025
41690470000000|San Mateo Union High|2||4|4|4|4|4|4|3|3|3|3|4|3|3|3|3|4|4|4|4|4|3|4|4|Met|San Mateo Union High School District tracks implementation of state academic standards by having department chairs in each core subject area document how and when the standards are taught. This includes the Common Core State Standards for English Language Arts and Mathematics, the aligned English Language Development Standards, Next Generation Science Standards, History-Social Science Standards, Career Technical Education Standards, Health Education Content Standards, Physical Education Model Content Standards, Visual and Performing Arts Standards, and World Language Standards.  Department chairs serve as instructional leaders and work collaboratively with their teams to ensure that standards are embedded across course content and instructional practices. They report on alignment and instructional timing to help the district monitor progress and identify areas for support.  This approach was selected because it is grounded in teacher leadership and content-area expertise. It ensures monitoring is both practical and authentic to classroom instruction. It also fosters shared accountability and allows for ongoing reflection and improvement in delivering high-quality, standards-based education to all students.|2025-06-26|2025
41690470129759|Design Tech High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|1|4|4|4|3|3|Met||2025-06-11|2025
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, Health Education, Physical Education, VPA, and World Language.  ELA: In English Language Arts, we will enhance our reading intervention system with a new reading assessment. English course teams will receive support to align year-long scopes/sequences and analyze data from common end-of-unit assessments for CCSS-aligned units.  ELD: For English Language Development, we will continue implementing ELD 1 and 2 textbooks aligned to a scope and sequence developed from the CA ELA/ELD Framework. With curriculum units developed for ELD 3, we will strengthen Designated ELD and mainstream ELA instruction. Support will focus on integrating ELD practices by identifying and implementing priority ELD standards across ELD/ELA and content classes. We will revise and implement the EL Master Plan, focusing on curriculum, assessment, professional development, pathways, and services for English Learners. Additionally, we will pursue an alternative pathway for students qualifying under AB 2121.  Math: We will provide professional development and in-class coaching to support CCSS-Math implementation. Progress will be measured using course-specific benchmarks and an interim assessment. Departments will analyze results to inform instruction.  Science: Implementation of NGSS-aligned curriculum will continue, with exploration of open-source options like OpenSci Ed and supplementary tools such as Gizmos. Course teams will receive professional learning aligned to the California Science Framework. Site teams will analyze ICA and CAST data to guide instruction.  History-Social Science: Support will continue for alignment to the CA-HSS Framework and for effective Ethnic Studies instruction. Departments will analyze ICA data and curriculum-embedded assessments.  CTE: The District will continue building CTE pathways aligned to the 11 Elements of High-Quality CTE programs, including standards-aligned curriculum.  Health Education: A quarter-long Living Skills course addresses most Health Ed Content Standards. A cross-district committee revised the course's scope/sequence and materials to reflect recent standards updates. The Wellness Coordinator ensures standards are implemented in this course, biology, and P.E.  PE: Physical Education teams are using data-driven, standards-aligned collaboration to inform instruction.  VPA: Visual and Performing Arts departments are leveraging Prop 28 funds to expand access to arts education.  World Language: Departments are aligning high-leverage instructional practices and vertically aligning course learning 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.|2025-06-18|2025
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 (Canvas).  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||2025-06-17|2025
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 (Canvas).  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|3|4|2|2|2|2|2|3|4|1|5|5|4|3|3|Met||2025-06-17|2025
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 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 had a few staff members attend the district provided PD on Constructing Meaning. We allocated resources for a Bilingual Resource Teacher (.4 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.   We have continued to work  hard to further develop our EPAA Graduate Profile and our Defense of Learning Exhibition.  We look forward to having staff PD time to focus on our needs now that WASC and our charter renewal are over.  We look forward to providing PD to meet staff needs and 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 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 at the district level. We hope to have that be our focus to meet the demands of our students.|2025-06-18|2025
41690620139915|KIPP Esperanza High|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||3|3|3|Met||2025-06-12|2025
41690700000000|South San Francisco Unified|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|2|2|3|3|3|Met|SSFUSD has been focusing 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 developed and introduced to staff in English/math; training and implementation has been varied throughout the district. While there is agreement that there is value in districtwide common assessments, efforts to implement these consistently in K-12 English language Arts and in Mathematics have been challenged by multiple competing priorities and training time. New teachers, through induction program and mentoring, are introduced to the district's Educational Services resource hub including scope and sequence and instructional resources and receive support. ELA common assessments were implemented for 1 year in 22-23 and then DIBELs for universal screener and literacy assessment TK-5 since 22-23; in Math many schools have transitioned to using iXL assessments multiple times a year to monitor progress and a districtwide performance-based assessment was launched in 24-25 for grades 3 - Algebra 2.  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|2025-06-26|2025
41690880000000|Woodside 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||2025-06-12|2025
42104210000000|Santa Barbara County Office of Education|2||5|4|4|3|4|5|3|4|3|4|5|4|5|2|4|4|4|4|3|3|4|4|4|Met|To ensure consistent implementation of state-adopted academic standards, JCCS continued to utilize curriculum workgroups in ELA, Math, Ethnic Studies, and CTE during the 2024–25 school year. The ELA workgroup met six times with an educational consultant to develop unit plans, embed integrated ELD strategies, and create common assessments. A new ELD curriculum was adopted, and staff received training to support effective implementation. PLCs met bi-monthly to support instructional planning for JCCS’s unique student population.  In Mathematics, the workgroup met six times to deepen understanding of the CA Common Core State Standards and focused on identifying and approving a new curriculum. Teachers also received individualized coaching to strengthen instructional practices.  An Ethnic Studies workgroup was established to explore integration of the new graduation requirement. Members participated in three Communities of Practice to guide the development of courses aligned with the state framework.  The Manufacturing Pathway was transitioned from our Los Robles campus to Dos Puertas when the camp closed in June 2024. While the implementation was successful, the retirement of the CTE teacher in February 2025 put the program on pause; recruitment is currently underway.  JCCS remains committed to professional development and inter-departmental collaboration to ensure our curriculum and instruction reflect both the rigor of state standards and the needs of our students.|2025-06-18|2025
42691040000000|Ballard Elementary|2||5|3|5|3|4|5|5|5|5|5|5|3|5|4|4|0|3|4|4|0|4|4|4|Met||2025-06-13|2025
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||2025-06-12|2025
42691120111773|Family Partnership Charter|2||4|3|4|4|4|5|4|5|4|4|4|3|4|4|3|5|4|4|5|4|4|4|4|Met||2025-06-10|2025
42691120124255|Trivium Charter|2||5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|4|5|4|4|4|5|5|5|Met||2025-06-16|2025
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||2025-06-16|2025
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||2025-06-16|2025
42691200000000|Santa Maria-Bonita|2||5|3|5|3|4|5|5|5|5|5|4|4|4|4|4|4|4|4|3|5|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 continues to collaborate 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, career exploration opportunities have expanded 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 two-year 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.|2025-06-25|2025
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||2025-06-25|2025
42691460000000|Carpinteria Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|4|4|Met||2025-06-10|2025
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||2025-06-09|2025
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 2023-24 and 2024-25 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, 89% and 92.7%.  The 2023-24 and 2024-25 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||2025-06-10|2025
42691796118434|Santa Ynez Valley Charter|2|The school uses a survey instrument sent to all staff.|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|3|3|4|4|2|3|3|3|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 2024-25, 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.|2025-06-17|2025
42691950000000|Goleta Union Elementary|2||5|5|5|4|3|5|5|5|4|3|5|5|5|4|3|0|4|5|5|0|5|4|4|Met||2025-06-18|2025
42692030000000|Guadalupe Union Elementary|2||3|3|2|2|2|3|2|2|3|3|3|2|2|2|2|2|2|2|1|2|2|2|2|Met||2025-06-18|2025
42692110000000|Hope Elementary|2||5|4|4|5|5|5|4|4|5|5|5|4|4|4|4|0|4|3|3|0|4|4|4|Met|All certificated staff trained on LETRS, a 2-year course of reading instruction based on the science of reading. Additionally, it is part of the collective bargaining agreement that completion of this course is a condition of employment for the district.|2025-06-09|2025
42692290000000|Lompoc Unified|2||5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Lompoc Unified School District is currently engaging in learning about the newly State Adopted Math Framework at various levels across the District. In addition, math will begin looking into newly available materials that are aligned with the Math State Framework.|2025-06-24|2025
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 2023-24 and 2024-25 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 81.7%.  The 2023-24 and 2024-25 average response to the same question, but for ELD instruction only was 93% and 95.0%, 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||2025-06-18|2025
42692450000000|Los Olivos Elementary|2||4|4|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|4|3|4|4|4|4|Met|Los Olivos School offers Professional Development (PD) to all staff in the area of school safety, specifically Crisis Prevention Intervention. This professional development  is in preperation of having a special education (STEP 1) class on our Los Olivos campus in the fall. Professional development in the area of the Science of Reading through mentoring, as well as on consult will again be available.  We have also worked in partnership with the Santa Barbara County Office of Education to professionally develop and strenghten our TK-5 faculty in the area of standards based grading. Lastly, Los Olivos has instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks in all classrooms where the subject is taught to our (TK-5) teachers.|2025-06-23|2025
42692520000000|Montecito Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
42692600000000|Orcutt Union Elementary|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|3|4|5|4|1|4|3|3|Met|The district has moved forward with an off-cycle adoption in mathematics. This school year teachers in grades TK-5 and grades 6-8 participated in separate pilots before arriving at the same recommendation: to adopt Illustrative Mathematics v.360, published by Imagine Learning. Imagine IM is better aligned with California's new mathematics framework and presents a student-friendly, problem-based instructional structure. Imagine IM has been adopted by our board for 2025-2026 and beyond, and we anticipate that its will be a cornerstone for improved math achievement in the years to come.   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. Lakeview Junior High School is exploring adding a Project Lead the Way module in Medical Detectives in 2025-2026.|2025-06-18|2025
42692600116434|Orcutt Academy Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|5|4|4|4|3|3|Met|Orcutt Academy High School now has in place Career and Technical Education (CTE) pathways in the following industries: Information and Communication Technologies (Networking); Arts, Media, and Entertainment (Performing Arts); Education, Child Development, and Family Services (Child Development); and Health Science and Medical Technology (Patient Care). OAHS also has been successful in landing state grants – most recently a $750,000 Golden State Pathways Program grant – to support the networking, child development, and patient care pathways.  For grades TK-8, the district (including OAK-8) has moved forward with an off-cycle adoption in mathematics. This school year teachers in grades TK-5 and grades 6-8 participated in separate pilots before arriving at the same recommendation: to adopt Illustrative Mathematics v.360, published by Imagine Learning. Imagine IM is better aligned with California's new mathematics framework and presents a student-friendly, problem-based instructional structure. Imagine IM has been adopted by our board for 2025-2026 and beyond, and we anticipate that its will be a cornerstone for improved math achievement in the years to come. Meanwhile, the OAHS Math Department has had preliminary discussions about piloting new materials in 2025-2026.|2025-06-18|2025
42693100000000|Santa Maria Joint Union High|2||5|3|3|5|1|5|3|3|5|1|3|3|3|3|2|5|5|5|4|4|5|4|4|Met|As part of our district’s commitment to continuous improvement and collective efficacy, we have partnered with the Orenda Company to lead the Curriculum Alignment Project (CAP) aimed at strengthening instructional coherence across all grade levels and content areas. This collaborative initiative ensures that our curriculum is not only aligned with prioritized state standards, but also responsive to the needs of our students. Through ongoing professional learning and structured collaboration, we are equipping teachers with the tools and support they need to deliver rigorous high-quality instruction and assessment of student learning by using common cycle assessments. Assessment data will then be analyzed and disaggregated in grade level content teams and best instructional practices will be discussed so students and teachers benefit from high level professional collaboration. By fostering a shared understanding of learning goals and effective practices, this effort will ultimately enhance students' academic achievement and contribute to a more unified, impactful educational experience for all learners.|2025-06-13|2025
42693280000000|Santa Ynez Valley Union High|2||5|3|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-17|2025
42693360000000|Solvang Elementary|2||4|4|2|4|3|4|4|4|4|4|4|3|3|4|4|3|4|4|4|4|4|4|4|Met|"All students have access to curriculum, supplemental materials including platforms, library books, and in class or assigned technology. This standard was met for the local indicator for the California School Dashboard and is not only a state priority but research shows an essential component to student achievement. For example, researchers Chingos and Whitehurst (2021) argue that not only do materials impact learning, but also that they influence teachers' instructional choices and behavior, thus making the selection of instructional materials ""all the more important.""  The Solvang School District is committed to ensuring quality instruction and supports teachers in teaching the standards, identifying curriculum, and in professional development. Analysis of student-achievement data and teacher needs assessments helps to shape the District's professional development activities. The unique needs of unduplicated students identified in the analysis of student-achievement data impels the district to focus professional development first on meeting those needs, e.g., EL and reading strategies. As such the district prioritized teacher learning on English Language Development (Imperative for ELs), Socio-emotional Learning (a key component of creating a safe learning environment for FY and SED students) and in unpacking the new math framework and piloting new math curriculum for adoption and rollout in the 26-27 school year."|2025-06-25|2025
42693440000000|Vista del Mar Union|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|5|4|4|0|5|5|5|Met||2025-06-10|2025
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 2023-24 and 2024-25 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, 97% and 97.5%.  The 2023-24 and 2024-25 average response to the same question, but for ELD instruction only was 95% and 96.7%, respectively."|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
42750100138891|California Online Public Schools Central Coast|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||2025-06-10|2025
42767860000000|Santa Barbara Unified|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||2025-06-24|2025
42767866045918|Peabody Charter|2|Peabody Charter School (PCS) uses a variety of 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 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 to the state standards and provide teachers with formative data that they can use throughout the year to tailor their instruction to student needs better. 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 is linked to goals in the school’s LCAP. Other tools include data collected during grade-level Professional Learning Community (PLC) time, staff meeting discussions, and release time provided specifically to make progress in exactly these areas.  PCS has made progress in implementing math, ELA, ELD, and science standards. We are in the tenth year of using a new standards-based and aligned ELA/ELD curriculum in grades K-5. We are in the third year of using structured literacy materials to supplement the ELA curriculum in grades K-6. We are in the seventh year of using a standards-based math curriculum. We are in the tenth 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||2025-06-18|2025
42767866111603|Santa Barbara Charter|2|The teachers and Director of Education at Santa Barbara Charter School reviewed current curricula and frameworks and evaluated progress aligning instructional materials with recently adopted standards. Teachers collaborate weekly as a Professional Learning Community, identifying areas for improvement and selecting professional development priorities. Instead of using the LCFF reflection tool, staff chose this narrative summary to better describe progress and next steps.  Santa Barbara Charter School continues to offer professional development focused on full implementation and sustainability of Common Core State Standards (CCSS) in Math and English Language Arts. In 2024–25, our focus areas were CCSS mathematics and phonics/spelling using Morphographs:  Teachers implemented the CCSS-aligned Illustrative Mathematics curriculum in grades K–5 and continued using College Preparatory Mathematics for grade 6, aligning with local junior high curricula.  Teachers in the HomeBased Partnership worked closely with families of identified students to enhance CCSS math instruction and build standards-aligned mathematical fluency.  All classroom-based teachers piloted the Functional Phonics and Morphology program, which has already shown positive results in decoding and spelling skills.  Teachers used diagnostic, formative, and teacher-created assessments to monitor student progress. For 2025–26, we will adopt the DIBELS8 Reading Difficulties Risk Screener.  Individualized tutoring in math and reading continued to support students with unfinished learning.  Following the release of new History–Social Science standards, we are in the early stages of aligning curricula. In 2024–25, we are exploring integration with Project-Based Learning and our Inclusion, Diversity, Equity, and Access (IDEA) curriculum. Teachers in grades 4–6 are enhancing curriculum connections between overnight field trips, science, and ELA standards.  The NGSS science standards are now implemented consistently across all grade levels, based on teacher reports and administrative observations. We are in the initial stages of staff development for English Language Development (ELD). Physical Education focuses on movement and learning games. Visual and Performing Arts are integrated into the general education program through specialist-led offerings during 2024–25.  Our staff follows an annual cycle of continuous improvement in instructional strategies and delivery. Teachers and administrators work collaboratively to identify individual and group professional learning needs, maintaining full implementation and sustainability. Teachers lead the development of the school’s professional development plan, set annual goals for improvement, and participate in regular collaboration through weekly and monthly Teachers Council meetings. Goals are established both for the Council as a whole and for individual educators.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-10|2025
42767866118202|Adelante Charter|2||4|4|5|5|4|4|4|5|5|4|4|4|4|4|4|0|3|5|5|5|4|3|3|Met|Adelante Charter School uses aligned tools to monitor progress in implementing State Academic Standards (Priority 2), with a strong focus on bilingualism, biliteracy, and academic excellence. Our systems ensure coherence across both languages and support ongoing improvement. Key measures include:  STAR Renaissance assessments in English and Spanish (Math and Reading), given three times a year Formative Spanish and English literacy assessments (EDL/DRA) within our MTSS ELD data collection and use of Language Function Walls across all grades CAASPP data in ELA, Math, and Science (grades 3–6) Monthly Instructional Rounds and analysis during PLCs and staff meetings  Teachers use STAR and formative literacy data to guide instruction and identify students needing support. ELD instruction is aligned to both content and language standards, often integrated with social studies using GLAD strategies and cross-language transfer.  Instructional Rounds and team collaboration help identify trends and strengthen equity and consistency. These systems, along with input from staff and student data, inform our LCAP priorities.  Staff engaged in high-quality professional learning this year, including GLAD en español and Teaching for Biliteracy. Adelante uses a standards-aligned Spanish language arts curriculum, common math curriculum in Spanish K–6, and NGSS-aligned science (Spanish K–5, English in grade 6). We are also piloting new literacy-social studies integration resources.|2025-06-16|2025
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42772060000000|SBE - Olive Grove Charter - Lompoc|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42772060138370|Olive Grove Charter - Lompoc|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42772140000000|SBE - Olive Grove Charter - Buellton|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42772140138388|Olive Grove Charter - Buellton|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42772220000000|SBE - Olive Grove Charter - Santa Barbara|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
42772220138396|Olive Grove Charter - Santa Barbara|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|4|Met||2025-06-12|2025
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.|2025-06-18|2025
43104390106534|Bullis Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|4|4|0|4|5|5|5|5|5|4|Met||2025-06-23|2025
43104390111880|Discovery Charter|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|3|4|4|4|Met||2025-06-25|2025
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.|5|4|5|5|5|5|5|5|5|5|5|4|5|4|5|4|4|5|5|5|4|4|0|Met|UPA is dedicated to continual improvement and the fall of 2025 will bring expanded services to include: -Professional Development expansion including UDL -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|2025-05-18|2025
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||2025-06-11|2025
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||2025-06-18|2025
43104390119024|Rocketship Si Se Puede Academy|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|0|3|4|4|0|5|5|4|Met||2025-06-11|2025
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||2025-06-11|2025
43104390121483|Alpha: Cornerstone Academy Preparatory|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|4|4|0|5|4|4|Met||2025-06-11|2025
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|4|4|Met||2025-06-24|2025
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||2025-06-11|2025
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 (Canvas).  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||2025-06-17|2025
43104390124065|Sunrise Middle|2||4|5|5|3|4|4|5|5|4|5|4|5|5|3|4|0|3|3|3|5|4|4|4|Met||2025-06-24|2025
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||2025-06-11|2025
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||2025-06-11|2025
43104390127969|Discovery Charter II|2||4|4|4|3|4|5|5|5|5|5|4|4|4|3|4|0|4|4|4|3|4|4|4|Met||2025-06-25|2025
43104390129213|Alpha: Jose Hernandez|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|1|0|4|4|4|Met||2025-06-11|2025
43104390131110|Rocketship Fuerza Community Prep|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|0|3|4|4|0|5|5|4|Met||2025-06-11|2025
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|1|4|3|3|2|Met||2025-06-24|2025
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|2||4|4|4|2|4|4|4|4|2|4|4|4|4|4|4|0|1|1|1|4|4|4|3|Met||2025-06-24|2025
43104390133496|Rocketship Rising Stars|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||2025-06-11|2025
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||2025-06-26|2025
43693690000000|Alum Rock Union Elementary|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|4|4|4|4|3|3|Met|In the 2024–2025 school year, our district continues to deepen the implementation of academic standards through several systemwide initiatives. Building on the second year of full FOSS NGSS curriculum implementation, our teachers are refining instructional practices and maximizing hands-on, inquiry-based science learning aligned with the Next Generation Science Standards (NGSS). A key focus for next year is the development and launch of Universal Course Expectations across all grade levels and core content areas. These expectations are collaboratively designed by grade-level and department teams to ensure consistent, standards-aligned instruction districtwide. Each course includes clearly defined learning targets, aligned assessments, and common instructional materials. This initiative supports coherence across classrooms and schools and is foundational to our broader Multi-Tiered System of Support (MTSS) framework.|2025-06-26|2025
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||4|4|4|Met||2025-06-12|2025
43693690125526|Alpha: Blanca Alvarado|2||4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|0|4|5|4|0|4|4|4|Met||2025-06-11|2025
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||3|3|3|Met||2025-06-12|2025
43693770000000|Berryessa Union Elementary|2||4|3|4|4|3|5|5|5|5|5|3|3|3|3|3|0|2|3|3|0|4|3|3|Met||2025-06-25|2025
43693850000000|Cambrian|2||4|4|4|4|3|5|4|4|4|3|4|4|4|4|3|2|4|4|4|3|4|4|4|Met|The Cambrian School District (CSD) continues to make steady progress in implementing State Board-adopted academic standards through a multi-year curriculum framework. In 2024–25, professional development (PD) remained central to instructional improvement, with sessions focused on MTSS, SEL, GLAD, assessment practices, and Professional Learning Communities (PLCs), aligning with the CSD’s commitment to standards-based instruction. PD design was informed by staff input, with 83% of participants agreeing sessions supported instruction and 77.1% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Initial Implementation” (3), with ELA instructional materials rated “Full Implementation” (4). The district continues to build capacity in ELA, ELD, Math, and NGSS through professional development, coaching, and policy support. A recent needs assessment identified priority areas for future professional development, including GLAD certification, restorative practices, classroom management, Project-Based Learning (PBL), the Science of Reading, Social-Emotional Learning (SEL), and assessment literacy. CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2025-06-17|2025
43693856046445|Fammatre Elementary|2||4|4|4|4|3|5|4|4|4|3|4|4|4|4|3|0|4|4|4|0|4|4|4|Met|The Cambrian School District (CSD) continues to make steady progress in implementing State Board-adopted academic standards through a multi-year curriculum framework. In 2024–25, professional development (PD) remained central to instructional improvement, with sessions focused on MTSS, SEL, GLAD, assessment practices, and Professional Learning Communities (PLCs), aligning with the CSD’s commitment to standards-based instruction. PD design was informed by staff input, with 83% of participants agreeing sessions supported instruction and 77.1% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Initial Implementation” (3), with ELA instructional materials rated “Full Implementation” (4). The district continues to build capacity in ELA, ELD, Math, and NGSS through professional development, coaching, and policy support. A recent needs assessment identified priority areas for future professional development, including GLAD certification, restorative practices, classroom management, Project-Based Learning (PBL), the Science of Reading, Social-Emotional Learning (SEL), and assessment literacy. CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2025-06-17|2025
43693856046452|Farnham Charter|2||4|4|4|4|3|5|4|4|4|3|4|4|4|4|3|0|4|4|4|0|4|4|4|Met|The Cambrian School District (CSD) continues to make steady progress in implementing State Board-adopted academic standards through a multi-year curriculum framework. In 2024–25, professional development (PD) remained central to instructional improvement, with sessions focused on MTSS, SEL, GLAD, assessment practices, and Professional Learning Communities (PLCs), aligning with the CSD’s commitment to standards-based instruction. PD design was informed by staff input, with 83% of participants agreeing sessions supported instruction and 77.1% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Initial Implementation” (3), with ELA instructional materials rated “Full Implementation” (4). The district continues to build capacity in ELA, ELD, Math, and NGSS through professional development, coaching, and policy support. A recent needs assessment identified priority areas for future professional development, including GLAD certification, restorative practices, classroom management, Project-Based Learning (PBL), the Science of Reading, Social-Emotional Learning (SEL), and assessment literacy. CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2025-06-17|2025
43693856046486|Price Charter Middle|2||4|4|4|4|3|5|4|4|4|3|4|4|4|4|3|2|4|4|4|3|4|4|4|Met|The Cambrian School District (CSD) continues to make steady progress in implementing State Board-adopted academic standards through a multi-year curriculum framework. In 2024–25, professional development (PD) remained central to instructional improvement, with sessions focused on MTSS, SEL, GLAD, assessment practices, and Professional Learning Communities (PLCs), aligning with the CSD’s commitment to standards-based instruction. PD design was informed by staff input, with 83% of participants agreeing sessions supported instruction and 77.1% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Initial Implementation” (3), with ELA instructional materials rated “Full Implementation” (4). The district continues to build capacity in ELA, ELD, Math, and NGSS through professional development, coaching, and policy support. A recent needs assessment identified priority areas for future professional development, including GLAD certification, restorative practices, classroom management, Project-Based Learning (PBL), the Science of Reading, Social-Emotional Learning (SEL), and assessment literacy. CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2025-06-17|2025
43693856046494|Sartorette Charter|2||4|4|4|4|3|5|4|4|4|3|4|4|4|4|3|0|4|4|4|0|4|4|4|Met|The Cambrian School District (CSD) continues to make steady progress in implementing State Board-adopted academic standards through a multi-year curriculum framework. In 2024–25, professional development (PD) remained central to instructional improvement, with sessions focused on MTSS, SEL, GLAD, assessment practices, and Professional Learning Communities (PLCs), aligning with the CSD’s commitment to standards-based instruction. PD design was informed by staff input, with 83% of participants agreeing sessions supported instruction and 77.1% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Initial Implementation” (3), with ELA instructional materials rated “Full Implementation” (4). The district continues to build capacity in ELA, ELD, Math, and NGSS through professional development, coaching, and policy support. A recent needs assessment identified priority areas for future professional development, including GLAD certification, restorative practices, classroom management, Project-Based Learning (PBL), the Science of Reading, Social-Emotional Learning (SEL), and assessment literacy. CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2025-06-17|2025
43693930000000|Campbell Union|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693930106005|Village|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693930137273|Campbell School of Innovation|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046510|Blackford Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046536|Capri Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046544|Castlemont Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046577|Forest Hill Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046601|Lynhaven Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046619|Marshall Lane Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046627|Monroe Middle|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046668|Rolling Hills Middle|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43693936046692|Sherman Oaks Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|3|3|5|3|3|3|Met||2025-06-26|2025
43694010000000|Campbell Union High|2||4|4|4|3|3|5|4|4|3|3|3|3|3|3|3|3|4|4|4|4|3|3|2|Met||2025-06-26|2025
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. In recent years, we implemented new curriculum in Science, History Social-Science, Phonics and World Language. We also provided new supplemental materials in Math Intervention, Special Education, English Language Development (ELD) and TK Math. We expanded elementary music TK-5 (adding grades TK-3) via the state Prop 28 funds. Middle school arts electives also 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 5 (6-8); History-SS: 4 (K-5) and 5 (6-8); Career Tech: 4; Health: 4, PE: 5; Visual & Performing Arts: 3 (K-5) and 4 (6-8); World Language: 3. We anticipate that our ratings in World Language and elementary NGSS will continue to improve as we are in the process of 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||2025-06-12|2025
43694270000000|East Side Union High|2||4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2|4|4|4|4|3|3|Met|Beginning in the 2025-26 school year, ESUHSD will be transitioning from an Integrated math course sequence (Integrated Math 1-3) to a traditional course sequence (Geometry ? Algebra ? Algebra 2). For most ESUHSD students currently enrolled in the 2024-25 school year, there will be no change in their 4-year plan.    ESUHSD is committed to supporting all students' strengths and areas of growth.  Some students choose to participate in enrichment or acceleration opportunities in mathematics before they enter 9th grade to advance to higher-level courses. Individual circumstances and previous coursework are always taken into account when determining math placement.  To ensure validation of UC/CSU admissions requirements, some incoming 9th graders will remain on the integrated math pathway if they have already accelerated in math before 9th grade (see examples below).  All East Side schools are committed to supporting every student on an individual basis and ensuring they are scheduled into the appropriate math course.|2025-06-17|2025
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|2||4|3|3|3|3|5|3|4|5|4|4|3|4|4|4|3|3|3|3|3|4|4|3|Met||2025-06-16|2025
43694270116889|KIPP San Jose Collegiate|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||4|4|4|Met||2025-06-12|2025
43694270125617|ACE Charter High|2||5|3|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|3|5|5|5|3|Met|The school completely overhauled the Spanish language program this year, bringing in new curriculum and a new instructional model.|2025-06-18|2025
43694270130856|Luis Valdez Leadership Academy|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||2025-06-18|2025
43694270131995|B. Roberto Cruz Leadership Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|3|4|4|4|3|Met||2025-06-18|2025
43694270132274|Alpha Cindy Avitia High|2||4|4|4|4|4|5|5|5|2|5|5|5|5|5|5|0|3|4|5|5|5|4|4|Met||2025-06-11|2025
43694274330668|Latino College Preparatory Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|5|5|5|5|4|4|4|Met||2025-06-18|2025
43694274330676|San Jose Conservation Corps Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|3|3|3|0|4|4|4|Met||2025-06-26|2025
43694274330726|Escuela Popular Accelerated Family Learning|2||4|4|4|3|3|4|4|5|5|4|4|3|4|3|3|2|3|2|4|4|4|3|3|Met||2025-06-16|2025
43694350000000|Evergreen Elementary|2||5|4|4|4|4|5|5|5|5|5|4|4|4|3|3|0|4|5|4|5|5|5|4|Met||2025-06-30|2025
43694500000000|Franklin-McKinley Elementary|2||4|4|4|2|2|4|4|4|3|2|4|4|3|3|2|1|3|2|2|2|4|4|3|Met||2025-06-24|2025
43694500113662|Voices College-Bound Language Academy|2||3|2|3|2|1|4|2|4|4|1|4|2|4|3|3|0|1|1|1|4|4|4|4|Met||2025-06-24|2025
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|5|4|Met||2025-06-11|2025
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||2025-06-11|2025
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||4|4|4|Met||2025-06-12|2025
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||2025-06-18|2025
43694680000000|Fremont Union High|2|N/A. See Option #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||2025-06-17|2025
43694840000000|Gilroy Unified|2||4|3|4|4|4|5|4|5|5|5|4|4|4|4|4|4|5|4|4|4|4|4|4|Met||2025-05-29|2025
43694840123760|Gilroy Prep (a Navigator School)|2||3|3|4|3|2|4|3|4|3|2|5|3|5|3|2|2|2|4|2|2|5|4|4|Met||2025-06-09|2025
43694920000000|Lakeside Joint|2||4|3|4|4|4|5|5|4|5|5|5|4|5|3|4|0|5|5|4|0|4|4|4|Met||2025-06-25|2025
43695000000000|Loma Prieta Joint Union Elementary|2||5|4|4|4|2|5|4|5|4|3|5|5|5|3|2|3|5|5|5|5|5|5|4|Met|This year, we engaged in two curricular pilots.  Our K-5 teachers participated in a beta test pilot of the Amplify Desmos Math program.  After much input throughout the year, the team made the decision to adopt the curriculum which will help support a unified math approach in the elementary grades.  In addition, the staff spent the winter-spring piloting elementary science programs.  We will be adopting Carolina Biological in May 2025.  This will help to support our students as they prepare to eventually take the CA Science Test. In 2025-26, our district will be exploring core replacement materials for our K-8 History/Social Science program.  Once this is complete, we will have replaced all core subject instructional materials since 2021.|2025-06-11|2025
43695180000000|Los Altos Elementary|2||5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|3|5|5|5|5|5|5|5|Met||2025-06-02|2025
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||2025-06-04|2025
43695340000000|Los Gatos-Saratoga 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||2025-06-16|2025
43695420000000|Luther Burbank|2||4|3|4|3|4|4|4|4|4|4|3|3|3|3|3|0|4|4|3|0|5|5|4|Met||2025-06-24|2025
43695750000000|Moreland|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|4|5|4|4|Met|The Moreland School District continues to make intentional progress in implementing the academic standards adopted by the California State Board of Education. Our professional development efforts have been focused on deepening teacher understanding and application of the California Common Core State Standards (CCSS), the Next Generation Science Standards (NGSS), and the English Language Development (ELD) Standards.  In the 2024–25 school year, we launched a districtwide professional learning plan centered on strengthening Tier I literacy instruction and aligning core writing instruction with standards. This included grade-level collaboration sessions, data-driven lesson planning, and the integration of high-quality instructional materials. Additionally, Moreland has initiated a Standards-Based Grading Think Tank to ensure that our assessment and reporting systems accurately reflect student mastery of grade-level standards. We have also expanded the use of instructional coaches and teacher leaders to support implementation through ongoing classroom-based coaching and model lessons.  As part of our commitment to equity and access, we continue to analyze student achievement data, disaggregate results by student group, and use findings to refine our instructional strategies and interventions. The district’s multi-tiered systems of support (MTSS) framework also plays a key role in aligning standards-based instruction with student academic and behavioral needs.|2025-06-24|2025
43695830000000|Morgan Hill Unified|2||4|4|4|4|3|4|4|4|4|4|5|4|4|4|4|5|3|4|4|4|4|4|4|Met|MHUSD will continue its work with Professional Learning Communities/Teams, 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, math instruction, social-emotional learning and student wellness, school counseling practices, student engagement, and the development of equitable learning environments via health school climate and culture via Multi-Tiered System of Supports (MTSS) and PBIS. These efforts have shown results over the last several 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 (greater student opportunities via CTE, dual enrollment, AP courses, remediation, etc.) and facilitate meaningful learning and PD around the use of data tools. The 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, reach their unique potential, and graduate college, career, and civic life ready.|2025-06-24|2025
43695836118541|Charter School of Morgan Hill|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|4|4|4|4|5|5|5|Met|CSMH offers an academically demanding elementary and middle school program in which 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-world problems, leading to a better understanding of concepts and greater student engagement. More effective learning occurs when students can relate new information to past experiences, their community, and their culture. The staff embraced the Common Core State Standards and Next Generation Science Standards soon after their release. The staff has developed multiple projects over the past several years that address the standards and encourage students to think critically and problem-solve. The staff has also been required to develop year-long plans and annual SMART goals that demonstrate their implementation of the Common Core State Standards and Next Generation Science Standards. Through professional development opportunities, staff have had time to examine in-depth the Common Core State Standards and Next Generation Science Standards. CSMH has aligned teaching methodologies, instructional materials, and assessments to the state content standards.|2025-06-09|2025
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 - (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.  In 2023-24, the District adopted new ELA/early literacy curricula for elementary grades, Amplify Core Knowledge Language Arts and will pursue a new math adoption in 2025-26.|2025-06-12|2025
43696090000000|Mountain View-Los Altos 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|The Mountain View–Los Altos (MVLA) District is fully committed to the implementation of the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). To support this commitment, the district has invested significant resources in staffing, professional development, and curriculum support.  A team of four Teachers on Special Assignment (TOSAs) works in close partnership with classroom teachers to support the effective integration of these standards. Additionally, the Curriculum Institute offers ongoing professional learning opportunities, equipping educators with instructional strategies aligned to CCSS and NGSS.  Through strategic investment in resources and a sustained focus on teacher development, MVLA remains dedicated to providing all students with a high-quality education that prepares them for college, career, and lifelong success.|2025-06-16|2025
43696170000000|Mount Pleasant Elementary|2||5|4|5|3|4|5|5|5|5|5|4|4|4|4|4|0|3|4|5|5|4|4|4|Met|The district continues to make progress in implementing the California State Standards across all content areas. Professional development has been provided for educators in English Language Arts (ELA), Mathematics, and English Language Development (ELD), with an emphasis on instructional shifts, equity, and culturally responsive practices.  Instructional materials aligned to state standards have been adopted in core subject areas, and the Curriculum & Instruction Department regularly reviews resources to ensure continued alignment. In response to SB 114 and the district's focus on early literacy, a universal screener for foundational reading skills in grades K–2 will be fully implemented starting 2025–26 school year. Site leadership teams engage in ongoing data analysis and collaborative planning to support standards-based instruction. The district is also investing in differentiated support for educators, including instructional coaching, to strengthen classroom practice and student outcomes.|2025-06-25|2025
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|Ida Jew Academy continues to make progress in implementing the California State Standards across all content areas. Professional development has been provided for educators in English Language Arts (ELA), Mathematics, and English Language Development (ELD), with an emphasis on instructional shifts, equity, and culturally responsive practices. Instructional materials aligned to state standards have been adopted in core subject areas, and the Curriculum & Instruction Department regularly reviews resources to ensure continued alignment. In response to SB 114 and the district's focus on early literacy, a universal screener for foundational reading skills in grades K–2 will be fully implemented starting the 2025–26 school year.|2025-06-25|2025
43696250000000|Oak Grove Elementary|2||4|4|5|5|5|4|4|5|5|5|4|4|4|4|4|0|4|4|5|4|5|5|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.|2025-06-26|2025
43696330000000|Orchard Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2025-06-17|2025
43696410000000|Palo Alto Unified|2||5|5|5|4|5|5|5|5|5|5|5|5|4|4|5|5|4|4|5|5|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. Reading curriculum and materials are implemented in grades TK-5. Core and supplemental literature materials are implemented in grades 6-12. Math instructional materials are CCSS-aligned. History/Social Studies curricula are fully integrated from PK-12. The U.S. History textbook pilot and adoption is in process for Board Approval in June 2025. NGSS-aligned science materials are implemented in grades K-12. The implementation of English Language Development (ELD) standards is still in progress. PAUSD offers teachers opportunities to enhance knowledge and skills in state standards, Board-adopted curricula and research-based practices that align with district goals. Instructional supports for teachers include Teachers on Special Assignment, instructional coaching, collaborative planning, content-focused professional development, and secondary Professional Learning Communities (PLC). PAUSD incorporates a collaboration process among administrators, Induction Coaches, and TOSAS to facilitate educator development of mastery of standards they have not yet achieved and enhancing instruction that aligns with those standards.|2025-06-17|2025
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||2025-06-26|2025
43696660129718|Downtown College Preparatory Middle|2||5|3|3|4|5|3|3|5|4|4|4|4|4|4|4|1|1|4|4|1|5|3|3|Met||2025-06-24|2025
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||2025-06-18|2025
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||2025-06-24|2025
43696740000000|Santa Clara Unified|2||4|4|3|3|3|4|3|3|4|4|3|3|3|3|3|3|3|4|3|3|3|3|3|Met||2025-06-12|2025
43696820000000|Saratoga Union Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|Met||2025-06-04|2025
43696900000000|Sunnyvale|2||3|3|5|4|3|3|2|4|4|3|3|3|4|3|3|2|4|4|3|3|3|3|3|Met||2025-06-18|2025
43697080000000|Union Elementary|2||4|3|4|3|4|4|3|4|4|4|4|3|4|3|4|2|4|5|5|4|4|3|4|Met|USD continues to progress towards implementation and sustainability of the California State Standards in English Language Arts (ELA) and math. Since this was our first year of implementing our newly adopted Next Generation Science Standards (NGSS) curriculum, we determined that we maintained a level 3. In  the area of History/Social Studies, we indicated that we are now at the 4 (Full Implementation) level, up from a 3 last year as this was our second full year of implementing the adopted curriculum.   2024-25 marks the first full year of implementation of our USD Health Lessons in the TK-8th grades.  Because of this, we have determined that a 4 rating adequately represents our progression in the area of Health.   In the area of Career Technical Education we were proud of our work in re-emphasizing Science, Technology, Engineering, Arts, Mathematics (STEAM) at the elementary schools and STEM at Dartmouth Middle School (DMS). For all school sites, we created additional STEAM kits for each grade level and provided PD on how to best implement them.   Furthermore, other new additions that occurred this year include: Spanish elective classes at both middle schools, crafting and dance electives at UMS, additional Project Lead The Way units implemented at both middle schools, continued teacher training on our ELLevation (Multilingual Learner) PD  platform, middle school science collaboration days and TK-5 district grade level collaboration during our March 2025 PD Day.|2025-06-09|2025
43733870000000|Milpitas Unified|2||4|3|4|4|4|4|3|4|3|4|3|3|3|3|3|4|4|4|4|4|3|3|3|Met||2025-06-24|2025
43771490000000|SBE - KIPP Navigate College 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||4|4|4|Met||2025-06-12|2025
43771490137315|KIPP Navigate College 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||4|4|4|Met||2025-06-12|2025
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||2025-06-26|2025
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|0|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 student-centered 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 college partners. Students are able to enroll in dual enrollment courses, non-credit courses, and enrichment opportunities at the community college level. Eligible students are encouraged to co-enroll in our COE Career Technical Education adult programs as well.|2025-06-26|2025
44104474430252|Pacific Collegiate Charter|2||5|4|5|5|5|5|4|4|5|5|5|4|5|5|5|0|3|1|5|5|4|4|3|Met||2025-06-04|2025
44697320000000|Bonny Doon Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-12|2025
44697570000000|Happy Valley Elementary|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|0|5|0|5|5|5|Met||2025-06-18|2025
44697650000000|Live Oak Elementary|2||5|4|4|3|4|5|5|5|5|5|4|4|4|3|4|0|5|5|5|0|5|4|4|Met||2025-06-18|2025
44697650100388|Tierra Pacifica Charter|2||4|2|5|3|3|5|4|4|4|4|3|3|3|3|3|0|4|4|3|2|3|3|4|Met||2025-05-13|2025
44697730000000|Mountain Elementary|2||4|4|5|4|4|5|5|5|5|5|4|4|5|4|4|0|4|4|5|0|5|5|5|Met||2025-06-12|2025
44697810000000|Pacific Elementary|2||4|3|4|4|3|5|5|5|5|4|5|4|5|5|4|0|5|5|4|0|5|5|3|Met||2025-06-18|2025
44697990000000|Pajaro Valley Unified|2||4|4|4|4|4|4|4|5|5|5|4|3|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 district-wide 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. Pajaro Valley Unified is utilizing an Intellectual Preparation Protocol to provide the structure for Language Arts and Math Instruction with the adopted curriculum. SWUN math was introduced and implemented in the Spring at 2 elementary schools and one middle school.  Four elementary schools and two middle schools have been added for the coming 2025-2026 school year.  Additional supports and training are provided around reading foundational skills instruction for primary grade teachers through lesson studies, debriefs and modeling. Additionally, the district is prioritizing articulation of high school CTE pathways and working with the high schools to define their signature pathway.|2025-06-25|2025
44697990117804|Ceiba College Preparatory Academy|2|Ceiba College Preparatory Academy uses a combination of state-mandated assessments, benchmark assessments, teacher-developed tools, and instructional observation protocols to monitor progress in implementing state academic standards. These locally selected measures provide timely, actionable insights to guide instruction, target support, and ensure fidelity to the State Board of Education-adopted standards.  Selected Measures and Rationale:  Renaissance STAR Assessments are administered in ELA and math to measure student growth and proficiency. They offer quick, standards-aligned diagnostic data, which helps guide targeted interventions.  Curriculum-Based and Teacher-Developed Assessments are embedded in instruction to assess mastery of specific content standards. These tools allow for real-time instructional adjustment and deeper assessment of student understanding.  Classroom Observations and Instructional Rounds provide qualitative insights into the fidelity of standard implementation and student engagement across subjects and grade levels.  Rubrics and Checklists are used in ELA, science, arts, and project-based learning settings to provide structured, consistent feedback aligned with content standards.  CAASPP and ELPAC state assessments are used to ensure accountability and measure alignment to Common Core and ELD standards.  Instructional Coaching Cycles and PLC Collaboration Time support teachers in using assessment data, refining instructional practices, and improving alignment with state standards.  These tools were selected to provide a comprehensive picture of student learning and instructional quality,balancing quantitative data with qualitative feedback while also meeting accountability requirements and supporting continuous improvement.  Progress by Content Area:  English Language Arts (ELA): Students show growth in ELA on CAASPP and STAR. Classroom evidence supports implementation of Common Core reading, writing, and speaking/listening standards.  English Language Development (ELD): While designated ELD support has been in place, Ceiba identified low reclassification rates in 2023–24 and is working with the Santa Cruz County Office of Education.  Mathematics: Math achievement continues to improve, especially in grades 6–8. Progress in high school is steady, though more support is being added to address plateaus in performance after 8th grade.  Next Generation Science Standards (NGSS): Implementation is ongoing. Due to staffing changes, online instruction through Elevate Science was introduced. Performance on the CAST improved in 2024-25.  History–Social Science: Teachers are effectively integrating standards through project-based learning and performance assessments. Students demonstrate strong understanding of historical and civic concepts.  Career Technical Education (CTE): Ceiba does not currently offer on-site CTE pathways but students participate in dual enrollment at the community college|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||4|3|3|Met|Ceiba is committed to ensuring equitable access to high-quality, standards-aligned instruction for all students. In addition to the tools and measures previously described, Ceiba has embedded weekly professional learning and collaboration into its calendar, allowing teachers to refine lessons, analyze student work, and share best practices with AVID as the underlying pedagogy. Administrators and teacher leaders support ongoing development in areas such as academic discourse, Depth of Knowledge questioning, and culturally responsive pedagogy.  Technology integration continues to expand, with platforms like Synergy LMS, Khan Academy, Aleks, and Desmos used to personalize instruction and provide immediate feedback. English Learners receive both designated and integrated support, and a revised EL Master Plan in 2025–26 will expand peer mentoring and formative monitoring.  Ceiba’s inclusive instructional model ensures that students with IEPs access the core curriculum through directed studies, scaffolding, and accommodations. As a school focused on continuous improvement, Ceiba regularly uses data to identify areas for growth and adjust instructional strategies accordingly. This systems-based approach ensures all students benefit from rigorous, aligned instruction that prepares them for college, career, and civic engagement.|2025-06-17|2025
44697994430229|Pacific Coast Charter|2|||||||||||||||||||||||||Not Met|||2025
44697994430245|Diamond Technology Institute|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|4|3|5|4|4|4|4|Met||2025-05-20|2025
44697996049720|Linscott Charter|2||5|4|5|3|4|5|5|5|4|4|5|4|5|4|4|0|4|5|3|0|5|5|4|Met||2025-06-19|2025
44697996049829|Alianza Charter|2||5|4|5|5|5|5|3|5|5|4|5|4|5|4|5|0|4|4|4|5|4|4|4|Met|Alianza Charter School is currently working in collaboration with the Santa Cruz County Office of Education to strengthen our English Language Development (ELD) program and better meet the needs of our English Learners (ELs) and Long-Term English Learners (LTELs). With the support of the County team, we have begun a deep dive into the California English Learner Roadmap and ELD standards. This work includes professional development, data analysis, and strategic planning to ensure alignment with state academic standards and improve outcomes for our EL students.|2025-05-15|2025
44697996119077|Watsonville Charter School of the Arts|2||4|2|5|2|3|4|2|4|2|3|4|2|4|2|3|0|4|5|5|0|4|4|4|Met||2025-06-02|2025
44698070000000|San Lorenzo Valley Unified|2||5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|5|4|5|5|5|5|4|5|Met|San Lorenzo Valley Unified School District ensures that all professional development is aligned with district priorities, including benchmark assessments, the Next Generation Science Standards (NGSS) and environmental literacy, Positive Behavioral Interventions and Supports (PBIS), mathematics, attendance, special education, and school safety. The district has adopted and purchased curriculum and instructional materials in Mathematics, English Language Arts (ELA), English Language Development (ELD), Science, World Language, and History/Social Science. Pilot programs will be implemented, and action steps and training plans are developed collaboratively with staff, incorporating input and engagement from all stakeholders.|2025-06-11|2025
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 have 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.   The Early Literacy Coordinator trained our entire staff on Structured Literacy throughout the school year. We have also adopted the Amira Reading Difficulty Risk Screener to implement starting in the 2025-2026 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 through the diverse language levels of each EL student. Every ELD class utilizes the CA ELD standards, EL teaching strategies, and best practices.|2025-06-11|2025
44698074430179|SLVUSD Charter|2|N/A|5|3|4|4|4|5|3|4|4|4|4|3|4|4|3|3|5|5|5|5|4|5|4|Met|SLVUSD Charter School, as a dependent Charter school, partners with the San Lorenzo Valley Unified School District to ensure that all professional development is aligned with district priorities, including benchmark assessments, Next Generation Science Standards (NGSS) and Environmental Literacy, tiered positive behavior supports, mathematics, attendance, special education, and school safety.  The Charter has adopted and purchased curriculum and instructional materials in Mathematics, English Language Arts (ELA), Science, World Language, and English Language Development (ELD).  Pilot programs in History/Social Science and in all core academic areas in our homeschool programs will be implemented, and action steps and training plans are developed collaboratively with district and site staff, incorporating input and engagement from all stakeholders.|2025-06-04|2025
44698150000000|Santa Cruz City Elementary|2|Santa Cruz City Schools has successfully implemented all required academic content and performance standards across all grade spans, in alignment with California Education Code. Instruction in every subject area reflects the California Common Core State Standards, the California Curriculum Frameworks, and content-specific guidelines to ensure rigorous, relevant learning for all students. For grades TK–8, the district selects only State Board of Education–approved instructional materials to ensure alignment and quality.  The curriculum adoption process is collaborative, and educator led. Teacher representatives research and select materials to pilot, receive training, and teach pilot lessons in classrooms. Students and teachers provide feedback, and materials are evaluated using rubrics developed at the start of the pilot process. Open, structured dialogue occurs before any final decision is made, ensuring transparency and instructional relevance.  Elementary Schools: ELA instruction is delivered through Benchmark Workshop, supporting Common Core standards in reading, writing, and foundational skills. Eureka Math is used districtwide, supported by a multi-year improvement plan. Science instruction is aligned with the NGSS using FOSS kits for hands-on learning. History-social science is taught using TCI Social Studies Alive! and enhanced by local field trips. Visual and performing arts instruction is delivered by credentialed teachers, with all students participating in art and grades 3–5 participating in music. ELD is supported through both Designated and Integrated instruction, with a Newcomer teacher serving multiple sites.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-11|2025
44698230000000|Santa Cruz City High|2|At the secondary level, Santa Cruz City Schools uses a variety of locally selected tools to monitor implementation of the California state academic standards. These include curriculum maps, pacing guides, district-developed common assessments, and performance tasks modeled after CAASPP. Rubrics aligned to state standards are used to evaluate both instructional materials and student learning. Instructional walkthroughs, student work analysis, and collaboration through PLCs further support implementation monitoring. These tools were chosen for their ability to provide consistent, standards-based feedback across schools and grade spans, and to inform instructional decisions in real time.  In English Language Arts, teachers at all levels use Common Core-aligned curriculum. Elementary schools implement Benchmark Workshop, and middle schools follow curriculum maps and administer performance tasks aligned with CAASPP. For 2025–26, middle schools will pilot a new state-approved curriculum with enhanced support for English learners.  Mathematics instruction is fully aligned to the Common Core State Standards. Secondary schools use College Preparatory Mathematics (CPM), supported by professional learning through the Bay Area Mathematics Project. Elementary teachers implement standards-aligned math instruction with pacing guides and assessments that track student progress over time.  Science instruction across all grade levels is aligned with the Next Generation Science Standards (NGSS). Lead science teachers support implementation by developing essential standards and common assessments districtwide.  In History-Social Science, secondary teachers have been trained on the state framework and are implementing curriculum adopted in 2021–22. High schools introduced a new Ethnic Studies course in 2024–25 aligned with the state graduation requirement.  English Language Development is integrated across subjects, with teachers using ELD standards and strategies to support language growth. Progress is monitored through classroom observations, student work, and reclassification data.  In addition to the core academic areas, students have access to state-aligned instruction in Physical and Health Education, Visual and Performing Arts, World Languages, and Career Technical Education (CTE). CTE pathways continue to expand as resources and staffing allow, with courses focused on real-world skills and career readiness.  Through early staffing decisions, shared teaching assignments across sites, and a collaborative curriculum review process that includes teacher input and piloting, the district ensures all students have access to a broad, rigorous course of study. Regular data review and instructional feedback loops allow Santa Cruz City Schools to continuously strengthen standards implementation and equity of access across all schools.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-11|2025
44698234430187|Delta Charter|2||5|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|5|3|5|3|4|4|3|Met||2025-06-10|2025
44698490000000|Soquel Union Elementary|2||5|4|5|4|3|5|4|5|4|3|5|4|5|4|3|4|4|5|5|4|4|4|4|Met||2025-06-25|2025
44754320000000|Scotts Valley Unified|2||4|5|4|5|5|5|5|4|5|4|5|5|3|4|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.|2025-06-17|2025
44754320139410|California Online Public Schools Monterey Bay|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||2025-06-10|2025
44772480000000|SBE - Watsonville Prep|2|||||||||||||||||||||||||Not Met|||2025
44772480138909|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||2025-06-09|2025
45104540000000|Shasta County Office of Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|Met||2025-06-25|2025
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|4|4|Met|Chrysalis is doing a great job at ensuring our teachers are educating our students according to state standards. We are at the beginning phase for ELD as we currently do not have ANY ELD students. All of our teachers are trained, however. With no EL students to see how effective our strategies are, we can't judge progress well with no data for measurement.|2025-06-17|2025
45104540129957|Northern Summit Academy Shasta|2||4|4|5|4|4|5|5|5|5|5|4|4|4|4|4|5|5|4|4|3|5|5|5|Met||2025-06-12|2025
45104540132944|Redding STEM Academy|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|RSTEM has adopted California aligned curriculum for Math, English Language Arts, Science, and Social Studies. Teachers follow the frameworks for VAPA (arts) 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.|2025-06-12|2025
45698560000000|Anderson Union High|2||4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
45698564530333|Anderson New Technology High|2|"New Tech Network schools utilize project and problem-based learning to focus on 21st century skills.  As part of this network, we are a small dependent charter school in the Anderson Union High School District, with an enrollment cap of 225.  Staff and student interactions create a welcoming environment.  Our monthly student activities foster these positive relationships which support our student success.    At New Tech, we prepare our students for a successful future. Our student learning outcomes focus on teaching students the soft skills that leaders in the private and public sectors are looking for:  problem-solving, critical thinking, effective communication, collaboration, self-direction, adaptability, and work ethic.  To accomplish this, along with the traditional courses of study  (math, science, English, social sciences, etc.),  the teaching, modeling, and assessing of these essential soft skills are incorporated right alongside all course content.  To enhance these soft skills, our students are required to take college classes, complete an internship and participate in community service.  Our students leave New Tech with a well-practiced process of problem solving, and have the skills and tools needed to be contributing members in their community.   Project-based and problem-based learning is the backbone of the curriculum, which meets requirements for graduation and provides the opportunity to meet admission requirements to the UC/CSU systems or other institutions of higher education. This curriculum integrates core curricular subjects of English language arts and Social Science. Other curricular areas look to integrate over their course of study, with the majority of our students completing at least three years of science, and all students are required to complete four years of mathematics. In addition, students are required to successfully complete courses in physical education, vocational skills development, world language and visual and/or performing arts. In addition to the 230 credits required for graduation, all graduates complete a minimum 40 community service hours, 30 internships hours, 6 college credits and/or two years of CTE through Shasta-Trinity Regional Occupational Program (STROP).    On average, 85% of our students know and follow their ""next steps"" after graduation, whether it is a two or four year college, trade school, military, or the workforce. One of the key local metrics used to measure our effectiveness is student achievement as measured by our End-of-Year presentations, given orally by each student to a panel who provides feedback directly to the students. We are moving toward the expectation that at every grade level students will progressively improve their skill(s) until they are able to demonstrate a level of mastery at the end of their senior year."|2|3|2|2|2|3|3|3|3|3|3|3|1|3|3|2|2|2|5|5|2|2|1|Met|A new administrator and two new teachers in 2024-2025 has us spending a lot of time exploring and researching to gain a solid foundation of where we are, where we want to be and what we need to do to grow to get there. Beginning 2025-2026, we will have two new teachers as well and need to begin developing systems that support student learning and growth.|2025-06-18|2025
45698720000000|Bella Vista Elementary|2||5|5|5|4|1|5|5|5|4|1|5|5|5|4|4|3|4|5|5|1|5|5|5|Met||2025-06-11|2025
45698800000000|Black Butte Union Elementary|2||5|5|5|3|1|5|5|5|3|5|5|5|5|5|5|0|3|3|5|0|5|5|3|Met||2025-06-18|2025
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||2025-06-12|2025
45699140135624|Tree of Life International Charter|2|MATH Students At or Above Grade Level 2021-2025					 					 	2021	2022	2023	2024	2025 3rd	60%	36%	40%	52%	         58% 4th 	37%	        48%	         37%	24%	         56% 5th	0%	        34%	         39%	35%	31% 6th	40%	46%	28%	         48%	33% 7th	75%	         42%	27%	          18%	57% 8th	78%	         18%	         10%	           33% Schoolwide Average	38%	47%	    34%	34%	45% (2025) California Average	         34%	33%.   34%	35%	TBD. (2025)  ELA Students At or Above Grade Level 2021-2025					 					 	2021	2022	2023	2024	2025 3rd	54%	45%	56%	49%	40% 4th 	58%	52%	30%	33%	39% 5th	32%	39%	48%	37%	53% 6th	70%	36%	47%	48%	52% 7th	88%	33%	54%	44%	72% 8th	78%	         56%	60%	48% Schoolwide Average	54%	45%	47%	        44%	    50% California Average	           49%.      47%	46%	47%	 					 % EL Students	15%	   18%.   20%	22%	 % Low SES	         56%.   56%.   62%	 64%	 # Students TK-8	240	288	326	359	400					 	|5|4|5|4|5|5|5|5|5|5|5|5|5|4|4|4|4|5|5|5|5|5|5|Met|In 2024-25 we continued 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.  In 2025-26 we will ensure all staff is trained in both AVID and Project GLAD, identify specific classroom goals and strategies to increase student engagement and achievement, and continue to build our AR libraries in Spanish and English.|2025-06-25|2025
45699220000000|Castle Rock Union Elementary|2||4|2|4|3|4|4|2|4|5|4|4|2|4|3|4|0|4|5|4|0|4|4|4|Met||2025-06-11|2025
45699480000000|Columbia Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|0|3|4|3|0|3|3|3|Met||2025-06-27|2025
45699480134122|Redding School of the Arts|2||5|5|4|4|4|5|5|5|5|5|4|5|5|5|5|5|3|5|5|5|4|4|4|Met||2025-06-12|2025
45699480139543|Shasta View Academy|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|5|4|4|4|4|5|5|5|Met||2025-06-10|2025
45699480141580|Phoenix Charter Academy College View|2||4|2|5|5|5|5|2|5|5|5|5|2|5|5|5|4|5|5|5|5|5|5|5|Met||2025-06-03|2025
45699550000000|Cottonwood Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|3|5|5|4|Met||2025-06-25|2025
45699550121640|Cottonwood Creek Charter|2||4|3|4|2|2|4|3|4|3|3|3|3|3|3|3|0|2|2|2|0|4|4|3|Met||2025-06-19|2025
45699710000000|Enterprise Elementary|2||5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|5|5|5|1|5|4|4|Met||2025-06-04|2025
45699710135848|Redding Collegiate Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|3|5|5|4|Met||2025-06-04|2025
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||2025-06-25|2025
45699970000000|French Gulch-Whiskeytown Elementary|2|French Gulch-Whiskeytown school uses the currently adopted common core state curriculum to teach from and utilizes state testing along with Renaissance and IXL for progress reports and local testing and the PFT for physical fitness testing. Additionally, French Gulch-Whiskeytown school offers art time and music for all students and ceramics class along with an introduction to industrial arts to the 6th-8th grades.|3|3|3|3|4|4|4|4|4|4|3|3|2|3|4|0|4|4|3|0|3|3|3|Met|French Gulch-Whiskeytown is very small with only two classrooms. The school is constantly evolving with professional development now taking place in the social and emotional realm to help students and staff to achieve at a higher level in their learning with our new Leader in Me Program. We continue to work on supporting staff and getting the best professional learning training.|2025-06-13|2025
45700030000000|Grant Elementary|2||5|5|5|5|4|5|5|5|5|4|4|4|4|3|3|0|4|4|4|5|3|4|3|Met||2025-06-16|2025
45700110000000|Happy Valley Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|3|3|5|5|4|Met||2025-06-13|2025
45700290000000|Igo, Ono, Platina Union Elementary|2|State adopted textbooks are available and utilized at the school. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the school's assessment matrix contains assessments and benchmarks for TK-8th grade in which student progress towards the standard is measured.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
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.  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||2025-06-18|2025
45700520000000|Millville Elementary|2||5|1|5|4|4|5|1|5|5|5|5|1|5|4|4|2|3|5|4|2|5|5|4|Met||2025-06-11|2025
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) and adopted reading screener for appropriate grades. 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||2025-06-17|2025
45700860000000|Oak Run Elementary|2|Oak Run /School Staff and Administration understand that assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and funding. However, the California School Dashboard is and was not being utilized for assessment reports that guide our on-site or homeschool teachers' and students' teaching and learning strategies as the State Assessments do not reflect our students' strengths and struggles in the least. As a result of our internet connectivity in this very rural area for the 2021-2022 and 2022-2023 school-years, and many power outages that were out of our control, many students (more than 50%) were not able to complete the State Assessments that are reported and used in the California Schools' Dashboard, as students are only allotted a certain number of times that they can be signed in to take each assessment piece. Additionally, there were many struggles with getting new students into the CalPads online computer program in order for the TOMS or CAASPP online computer program to pick them up, so some students could not test at all. Therefore, the State Dashboard does not even minimally portray our students academic abilities. So, for those two school-years, we utilized local assessments instead. However, the 2023/2024 and 2024-2025 school-year was different. Our District was able to assess all students academic knowledge via the SBAC online exam and are currently awaiting those results. Due to Oak Run Elementary School District's status as a Small Necessary School located in the rural mountain area of Oak Run, California, the enrollment numbers are too low for the California State Dashboard to provide an Indicator Color Status for all performance levels. However, the Chronic Absenteeism indicator shows an orange status, reflecting a 6.4% increase in the rate of student absences compared to the previous school year. Student attendance is one of our biggest challenges at Oak Run School District. Families encourage their children to participate in activities such as logging, canning at home, poultry and beef processing for their families food supply, etc. Therefore, our LEA will strive to incorporate elective activities of the sort to encourage daily attendance and increase enrollment. Similarly, the suspension rate also displays an orange indicator, indicating a 3.1% increase in suspensions, which corresponds to one student being suspended—a higher number than the previous school year.  To mitigate the increase in absenteeism, our LEA is offering Independent Study with our new and improved I.S. contracts. With the increase in absenteeism, our LEA qualifies for Equity Multiplier funding.  NOTE: We have expended our Learning Recovery Emergency Block Grant funds. In May 2025, we completed a needs assessment should the Governor distribute more Learning Recovery Emergency Block Grant funds|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
45700940000000|Pacheco Union Elementary|2||4|4|4|4|4|4|4|4|3|3|4|3|4|3|3|3|3|5|4|0|4|4|4|Met|Pacheco Union School District experienced a change in leadership mid-year for the 2024-25 school year. The Superintendent/Principal was recruited for a position at a neighboring county office of education. An interim superintendent and an interim principal both came out of retirement to fill the leadership roles for the second half of the school year. In addition, funding from ESSER funds were depleted, causing some intervention teaching positions not to be filled. These changes have slowed momentum toward the positive progress and growth the district had been making in the past few years.|2025-06-16|2025
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 standard is measured.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-20|2025
45701100135889|Stellar Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|4|5|4|4|4|4|4|Met||2025-06-20|2025
45701106117931|Monarch Learning Center|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|3|4|3|2|4|4|4|Met||2025-06-18|2025
45701280000000|Shasta Union Elementary|2|State Adopted Textbooks are available and utilized at the school. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the school's assessment matrix contains assessments and benchmarks for TK-8th Grade in which student progress towards the standard is measured.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
45701360000000|Shasta Union High|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-16|2025
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||2025-06-11|2025
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|4|Met||2025-06-05|2025
45701690000000|Whitmore Union Elementary|2||4|3|4|3|3|5|5|5|5|5|4|4|4|3|3|0|3|4|4|0|5|5|5|Met|Whitmore 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.  As the 2023-2024 school year begins, 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.).  Most of the local indicators will be in the exploration or beginning stages because of the recent hire of new teachers, which is a total of 2, and that equates to 100% of our teachers for the on-site classrooms.  Update - 2/26/24 During the 2023-2024 school year, additional curriculum was purchased to ensure all|2025-06-23|2025
45737000000000|Mountain Union Elementary|2||5|5|5|2|2|5|5|5|2|2|4|4|4|2|2|0|3|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 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.).  In addition, the district is contracting with another LEA to provide 2 days a week of a Curriculum and Instruction Coach to help with everything aforementioned.|2025-06-18|2025
45752670000000|Gateway Unified|2||5|4|4|4|4|4|4|3|5|4|5|4|5|5|5|5|3|4|4|5|5|5|5|Met|Gateway Unified School District is proud to report steady progress in supporting teachers and administrators with the implementation of recently adopted academic standards and curriculum frameworks. Through a collaborative approach that centers on teacher leadership, data analysis, targeted professional development, and partnership with the county office, the district has made meaningful strides in ensuring that instructional practices and materials are fully aligned with state expectations.  The district has invested significantly in structured collaboration time and leadership development through our PLC Leads, District Literacy Team, and District Math Team. These teams, which include teachers, administrators, and instructional coaches, meet regularly to analyze student data and gather insights from teacher input surveys. This process ensures that decisions about curriculum adoption and professional learning are driven by real classroom needs and feedback from those closest to the work. The collaborative structures have strengthened the district’s capacity to implement the academic frameworks with fidelity and to support continuous improvement.  Gateway Unified has prioritized making high-quality, standards-aligned instructional materials available in all classrooms. This includes the selection and distribution of core materials and supplemental resources that align with the adopted curriculum frameworks in English Language Arts, Social Science, and Science, and are current|2025-06-25|2025
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||2025-06-12|2025
46104620000000|Sierra County Office of Education|2|In the narrative box provided on the Dashboard, identify the locally selected measures or tools that the LEA is using to track its progress in implementing the state academic standards adopted by the state board and briefly describe why the LEA chose the selected measures or tools. Additionally, summarize the LEA’s progress in implementing the academic standards adopted by the SBE, based on the locally selected measures or tools. The adopted academic standards are: • English Language Arts (ELA) – Common Core State Standards for ELA • 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 • Physical Education Model Content Standards • Visual and Performing Arts • World Language|5|3|2|4|4|5|5|5|5|5|4|3|4|3|3|4|3|4|4|3|5|5|3|Met||2025-06-24|2025
46701770000000|Sierra-Plumas Joint Unified|2||5|3|2|4|4|5|5|5|5|5|4|3|4|3|3|4|3|4|4|3|5|5|3|Met||2025-06-24|2025
47104700000000|Siskiyou County Office of Education|2||3|3|3|3|3|4|3|4|3|3|2|1|2|2|1|4|5|5|4|1|4|4|4|Met||2025-06-25|2025
47104700117168|Golden Eagle Charter|2||4|3|4|3|3|5|3|5|4|5|5|3|5|4|4|5|4|4|4|4|4|4|4|Met||2025-06-12|2025
47104700137372|Northern United - Siskiyou Charter|2||4|4|4|2|2|5|4|5|4|5|4|4|4|4|4|4|5|3|5|3|4|4|4|Met||2025-06-26|2025
47701850000000|Big Springs Union Elementary|2||5|3|4|2|3|4|4|4|4|4|4|4|4|3|3|1|4|4|3|4|3|4|3|Met||2025-06-11|2025
47701930000000|Bogus Elementary|2||5|4|5|4|3|5|5|5|4|3|4|4|4|3|3|0|4|3|4|3|4|4|4|Met||2025-06-17|2025
47702010000000|Butteville Union Elementary|2||5|3|5|4|5|5|3|5|4|5|5|3|5|4|5|2|4|5|4|4|5|4|3|Met||2025-06-24|2025
47702270000000|Delphic Elementary|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|3|4|5|3|1|5|5|5|Met||2025-06-11|2025
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||2025-06-30|2025
47702500000000|Dunsmuir Joint Union High|2||5|4|5|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|4|Met||2025-06-25|2025
47703180000000|Gazelle Union Elementary|2||4|1|4|3|3|5|1|5|5|3|4|4|4|4|4|3|3|3|3|1|3|3|3|Met||2025-06-23|2025
47703260000000|Grenada Elementary|2||5|3|5|4|4|5|5|5|5|5|5|3|5|4|4|5|5|5|4|2|4|4|4|Met|Grenada Elementary School District (GESD) annually measures its progress in implementing the state-adopted academic standards through staff input, administrative review, and survey data. These efforts are shared at a public meeting in conjunction with the adoption of the LCAP and reported to educational partners through the California School Dashboard. In 2024–25, GESD continued to implement Common Core State Standards in ELA and Math, the NGSS in Science, History-Social Science frameworks with a focus on consistency and instructional alignment. New adoptions, such as the Wonders ELA curriculum in grades K-5 as well as Frog Street for TK, have enhanced standards-based instruction and staff training. Professional development opportunities and coaching support were provided through EduSolutions and site-based collaboration time, supporting both newly hired and experienced educators. Instructional materials aligned to adopted standards are available in all classrooms, and curriculum implementation is regularly monitored. The district maintains full implementation or implementation with sustainability across most standards areas. Ongoing areas for growth include deepening integration of Universal Design for Learning (UDL) strategies, ensuring equity in science and arts instruction, world language, and refining data-driven supports for instructional improvement. These goals remain central to district planning and are reflected in both our LCAP and MTSS framework.|2025-06-26|2025
47703340000000|Happy Camp Union Elementary|2|||||||||||||||||||||||||Not Met|||2025
47703590000000|Hornbrook Elementary|2||5|3|5|3|4|5|3|5|4|5|5|3|4|3|4|3|5|4|4|3|4|5|4|Met||2025-06-19|2025
47703670000000|Junction Elementary|2||3|1|3|3|3|3|1|3|2|3|3|3|3|2|3|1|3|3|3|4|3|3|3|Met||2025-06-26|2025
47703750000000|Klamath River Union Elementary|2||4|3|3|4|3|4|4|3|5|4|5|4|3|4|3|0|3|4|3|2|3|3|3|Met||2025-06-26|2025
47703830000000|Little Shasta Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|3|5|5|5|Met||2025-06-25|2025
47704090000000|McCloud Union Elementary|2||5|1|5|5|4|5|1|5|5|4|5|1|5|5|4|0|4|4|4|0|5|5|5|Met|"We do not have English Language Learners so the score ""1"" is the only option for those questions, as there is no N/A for that category."|2025-06-20|2025
47704170000000|Montague Elementary|2||5|3|5|4|4|5|4|5|5|5|5|3|5|5|4|3|5|5|4|3|5|4|4|Met||2025-06-07|2025
47704250000000|Mt. Shasta Union Elementary|2||4|4|5|4|1|5|3|4|3|2|3|3|3|3|3|3|3|5|3|3|4|4|4|Met||2025-06-18|2025
47704580000000|Seiad Elementary|2|||||||||||||||||||||||||Not Met For Two or More Years|||2025
47704660000000|Siskiyou Union High|2||4|4|5|5|5|4|4|5|3|5|4|4|5|3|5|5|5|5|5|5|5|5|4|Met||2025-06-25|2025
47704820000000|Weed Union Elementary|2||4|3|4|2|1|4|3|4|2|2|3|3|3|2|2|3|3|4|3|2|5|3|3|Met||2025-06-26|2025
47704900000000|Willow Creek Elementary|2|Willow Creek Elementary School District tracks progress in implementing state academic standards using tools that align with our adopted instructional materials, support instruction in multi-grade classrooms, and provide flexibility for our small-school setting.  For English Language Arts (ELA), we use assessments embedded in the Wonders and Studysync curriculum along with teacher-created performance tasks. These tools help ensure that instruction is aligned with the Common Core State Standards and allow teachers to monitor reading comprehension, writing proficiency, and foundational literacy skills. Student writing is assessed using grade-level rubrics tied to the standards.  In Mathematics, we implement My Math assessments and classroom-based performance tasks aligned to the Common Core State Standards. Teachers use data from these assessments to guide instruction, differentiate support, and monitor student progress toward mastery.  For Next Generation Science Standards (NGSS), instruction emphasizes hands-on learning, inquiry, and real-world phenomena. Teachers use unit assessments and performance-based tasks to measure understanding of scientific concepts and practices.   History-Social Science instruction follows the California Framework and is integrated with reading and writing tasks to support cross-disciplinary learning. Teachers use project-based assessments and classroom discussions to evaluate student understanding of key historical events, civic responsibility, and geography.  Career Technical Education (CTE) content is embedded through career exploration activities in upper grades. While formal CTE pathways are not offered at the elementary level, students are introduced to various career fields through guest speakers, real-world projects, and thematic units that emphasize problem-solving and application.  Health Education is taught using topics that are often reinforced through social-emotional learning lessons and schoolwide wellness initiatives.  In Physical Education (PE), teachers implement the Physical Education Model Content Standards through weekly structured lessons focused on motor skills, fitness, and cooperative games.   Visual and Performing Arts instruction is delivered through integrated classroom projects, seasonal performances, and dedicated time for music and art. Student work is used to assess creativity, technique, and understanding of artistic concepts.  Overall, Willow Creek Elementary School District has made steady progress in implementing state academic standards. Our locally selected tools allow teachers to adapt instruction to student needs while maintaining fidelity to state frameworks. Continued collaboration, curriculum alignment, and professional development are key strategies supporting ongoing improvement in standards implementation.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
47705080000000|Yreka Union Elementary|2||4|3|4|2|2|5|5|5|5|5|4|3|3|3|2|2|3|5|2|1|3|3|3|Met||2025-06-24|2025
47705160000000|Yreka Union High|2||5|3|5|3|4|5|3|5|2|4|4|3|5|2|4|4|4|5|5|5|4|5|4|Met||2025-06-18|2025
47736840000000|Butte Valley Unified|2||3|3|2|1|1|5|2|2|1|1|2|1|1|1|1|3|1|1|4|3|2|2|1|Met|Nine out of ten general education elementary school staff have been hired in the last three years. Of these, nine out of ten are within the first five years of their teaching careers. Three held preliminary or clear credentials. We have focused on ELA and ELD, and to a lesser degree math, to build staff capacity. We have adopted supplemental standards-based curriculum and provided PD to support standards-based instruction with interventions. Next year, we will add NGSS as a focus area for BVES.  BVHS has experienced teachers in the core subjects. Standards-based curriculum has been adopted by the school board, and all staff in core subjects are fully credentialed. As staff retire over the next few years, a focus on recruiting, hiring, and retaining staff trained in standards-based instruction will be prioritized. For non-core classes, standards-based instruction and access to curriculum will be a focus for 2025-2026. We have a new Ag teacher and a new English teacher at the high school.|2025-06-25|2025
47764550000000|Scott Valley Unified|2|N/A|4|2|3|2|3|0|4|5|4|5|5|3|4|3|3|4|5|5|4|4|4|4|4|Met|N/A|2025-06-25|2025
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 2024-2025 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.|2025-06-25|2025
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||2025-06-10|2025
48705240000000|Benicia Unified|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|Met||2025-06-17|2025
48705320000000|Dixon Unified|2||3|5|1|3|4|4|5|1|3|4|4|5|2|3|3|2|4|3|3|4|3|3|3|Met||2025-06-26|2025
48705320122267|Dixon Montessori Charter|2||3|3|5|4|3|5|5|5|5|5|4|4|5|1|1|0|5|5|5|5|4|4|4|Met||2025-06-10|2025
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|The District’s self-evaluation reflects strong implementation of state academic standards and full alignment of instructional materials. While stability is evident, targeted improvements are prioritized to enhance student outcomes, particularly in mathematics. To support this, the District is adopting new research-based math materials to deepen conceptual understanding and problem-solving skills. Professional development is being strengthened to focus on best practices, differentiated instruction, and formative assessment.  The District is also refining its support for teachers and administrators by enhancing professional learning structures to better identify and address instructional needs. These improvements aim to strengthen teaching effectiveness and ensure all students receive high-quality, standards-aligned instruction. Ongoing monitoring and data analysis will guide continuous refinements to maximize student achievement and instructional success across all content areas.|2025-06-26|2025
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 and other district administrators during 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. 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: 4.57  ELD: 4.16  Math: 4.52  Science: 3.90  History-Social Science: 3.89   Career Technical Education 2.81  Health Education: 2.54  Physical Education 3.71  Visual and Performing Arts: 3.24  World Language 2.35"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
48705730000000|Vacaville Unified|2||4|4|4|4|4|4|4|3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
48705730129494|Kairos Public|2|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 for real-time data analysis and support the timely identification of students who may need additional resources or interventions.  The LEA chose these measures because they provide a comprehensive and multi-faceted approach to monitoring and improving student performance. The use of benchmark assessments and data-driven instruction ensures that the school's teaching methods are aligned with state standards and effective in promoting student learning. Professional development and teacher collaboration ensure that educators are well-equipped to deliver high-quality instruction. Feedback from students and parents ensures that the school remains responsive to the needs of its community. Lastly, performance tracking systems allow for ongoing monitoring and timely interventions, ensuring that all students have the opportunity to succeed.|5|3|5|5|4|5|3|5|5|4|4|3|4|4|4|3|3|5|3|2|4|4|4|Met||2025-06-18|2025
48705730135095|Ernest Kimme Charter Academy|2||5|4|5|4|4|5|4|5|5|5|4|4|5|5|5|3|5|1|5|0|5|4|5|Met||2025-05-22|2025
48705734830113|Buckingham Collegiate Charter Academy|2||4|3|4|4|3|4|4|4|4|3|4|4|4|4|4|4|3|4|4|4|4|4|4|Met||2025-06-12|2025
48705736051338|Fairmont Charter Elementary|2||4|3|4|4|4|3|3|3|3|3|4|4|3|3|4|0|4|4|4|0|4|3|4|Met||2025-06-12|2025
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||2025-06-18|2025
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||2025-06-18|2025
48705810134262|Caliber: ChangeMakers Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|2|3|3|2|4|4|3|Met|In the 2024-25 school year, Caliber ChangeMakers Academy hired two new Designated ELD teachers. As a result, our implementation of the ELD standards has improved.  Caliber ChangeMakers Academy has adopted standards-aligned curricula in every subject, and in the 2024-25 school year, held weekly professional development and co-planning time every week for teachers to internalize their units and upcoming lessons with an instructional coach. This process allowed for instructional coaches to identify the key learning needs of teachers in internalizing and delivering the curriculum.|2025-06-18|2025
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.|2025-06-09|2025
48705810139816|Griffin Academy High|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|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 Visual Arts and Music, and World Language. Additionally, students have the option to participate in Career Technical Education and academic through concurrent enrollment at the local community college.|2025-06-09|2025
48705814830196|MIT Academy|2||5|4|4|1|1|4|2|5|4|3|5|5|5|5|5|4|4|3|3|3|5|5|5|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 Visual Arts and Music, and World Language. Additionally, students have the option to participate in concurrent enrollment at the local community college for Career Technical Education in addition to academics.|2025-06-09|2025
48705816116255|Mare Island Technology Academy|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|5|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 will occur with leveled reading materials. There will be a writing component to accompany the reading component during intervention to increase comprehension.|2025-06-09|2025
49104960000000|Sonoma County Office of Education|2|The Sonoma County Office of Education (SCOE) uses a variety of locally selected measures and tools to monitor progress in implementing the state academic standards adopted by the State Board of Education. These tools are outlined in the Local Control and Accountability Plan (LCAP) and were selected to provide a comprehensive view of student achievement and instructional effectiveness across content areas.  To assess student proficiency in English Language Arts (ELA) and mathematics, SCOE utilizes local reading assessments, including IXL, which offer timely and actionable data to guide instruction. For students receiving English Language Development (ELD) services, SCOE uses multiple measures to track progress and support reclassification decisions. These measures include the English Language Proficiency Assessments for California (ELPAC), local reading assessment scores, staff recommendations, and input from parents. This data is reviewed three times per year to ensure English Learners are progressing appropriately toward reclassification.  Additional local tools include instructional walkthroughs conducted by leadership teams and teachers to monitor the implementation of standards-aligned instruction and ensure access to a broad course of study. Student progress in meeting the Common Core State Standards is also tracked through successful completion of coursework aligned with Individual Education Plans (IEPs) and Individual Learning Plans (ILPs), as well as through Career Technical Education (CTE) and Career Pathways programs, which are reported in the LCAP.  All SCOE students have access to a full standards-aligned curriculum.|4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|4|4|4|4|0|3|3|3|Met||2025-06-26|2025
49402460000000|Petaluma City Schools|2||5|3|5|3|4|5|4|5|3|4|2|2|3|2|2|4|5|5|5|5|4|2|2|Met||2025-06-27|2025
49402460131961|Petaluma Accelerated Charter|2||5|3|5|3|4|5|4|5|3|4|2|2|3|2|2|4|5|5|5|5|4|2|2|Met||2025-06-27|2025
49402460142554|Dual Language Immersion Academy Charter|2||5|3|5|3|4|5|4|5|3|4|2|2|3|2|2|4|5|5|5|5|4|2|2|Met||2025-06-27|2025
49402466051932|Mary Collins Charter School at Cherry Valley|2||5|3|5|3|4|5|4|5|3|4|2|2|3|2|2|4|5|5|5|5|4|2|2|Met||2025-06-27|2025
49402466051981|Penngrove Elementary|2||5|3|5|3|4|5|4|5|3|4|2|2|3|2|2|4|5|5|5|5|4|2|2|Met||2025-06-27|2025
49402466119036|Live Oak Charter|2|||||||||||||||||||||||||Not Met|||2025
49402530000000|Santa Rosa City Schools|2|At the elementary level grades TK-6 staff administers district-aligned benchmark assessments three times a year in reading, writing, and mathematics for students in grades K-6. For reading and math, students take a diagnostic assessment using the iReady online platform. These assessments generate comprehensive reports, including gradelevel equivalencies, and provide insight into students' foundational skills through Algebra I in math. The ELA assessment includes multiple subtests that evaluate decoding, vocabulary, and silent reading comprehension, offering a detailed picture of each student’s reading abilities. The iReady assessments ensure consistency across all K-6 classrooms in Santa Rosa City Schools. Additionally, the ELA diagnostic results contribute to determining English Learner (EL) redesignation eligibility. At the end of each trimester, students take benchmark assessments in math and writing that align with the districtadopted curriculum and assess mastery of Common Core State Standards (CCSS). To further assess reading accuracy and comprehension, teachers administer the DRA2 in grades K-2 and DIBELS in grades 3-6. All courses offered at the secondary level in SRCS are fully aligned to the common core curriculum and/or meet UC/CSU guidelines. District training in co-teaching, learning labs and differentiation will further support an increase in graduation rates throughout the district. These changes support a higher number of students with special needs to graduate with a diploma. With the new graduation requirements, fully implemented with the class of 2022, all English learners are in core content classes. With the passage of AB 2735, all ELs have access to a broad course of study as students are placed in general education classes meeting graduation requirements thus providing options for post-secondary education. Also, student enrollment in AP, IB, and Honors courses by ethnicity, socioeconomics, and other factors can be used to evaluate if students are accessing a wide array of courses. This, coupled with a master schedule review, provides data as to who is enrolled in classes by grades and demographics. And furthermore, graduation rates also provide indicators as to student access and enrollment in a broad course of study. At the elementary and secondary levels CAASPP proficiency in math, ELA, and science are used as a metric along with ELPAC growth and reclassification rates. At the secondary level percentage of D's and F's per subject are used, A-G completion, graduation rate, CTE completion, dual enrollment data, AP/IB pass rate and access are metrics used to identify progress and implementation of the state academic standards.|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|5|5|5|5|3|3|3|Met||2025-06-25|2025
49402530102533|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||2025-06-25|2025
49402530113530|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 perfo|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. Intervention and Enrichment Programs: To support all learners, we offer targeted i|2025-06-25|2025
49402530125831|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 French immersion 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 and have at least one period of co-teaching each week.. 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 2024, 100% 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.|2025-06-25|2025
49402530128074|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|4|4|4|4|4|3|4|4|4|4|4|4|4|Met|We have been working on our Professional Learning Teams to looks at formative assessments and how we are meeting all our students needs.|2025-06-25|2025
49402536116958|Kid Street Charter|2||5|5|5|5|4|5|5|5|5|5|5|4|5|5|5|0|5|4|5|0|5|5|5|Met||2025-06-26|2025
49705990000000|Alexander Valley Union Elementary|2||5|5|5|4|5|5|4|5|4|5|5|5|5|4|5|0|3|5|4|0|5|5|5|Met||2025-06-09|2025
49706070000000|West Sonoma County Union High|2||5|5|5|5|5|5|5|5|5|5|4|3|4|4|4|5|5|5|5|5|3|3|3|Met||2025-06-25|2025
49706150000000|Bellevue Union|2||5|5|4|2|1|5|5|5|1|1|5|5|5|2|1|0|1|5|3|0|5|3|4|Met|In the 2024-2025 school year, a great deal of emphasis was placed on building teacher capacity around math, english language arts, and autism. District offered professional development around Number talks, Core Instructional strategies for ELA, and two full training days on strategies for students with Autism.Teachers also received in class coaching by Math Specialists from SCOE. In addition they received two full days of training in strategies for students with Autism.|2025-06-17|2025
49706230000000|Bennett Valley Union Elementary|2|BVUSD meets the standards for this state priority. Our efforts to monitor and implement Priority 2 are reflected in the LCAP through Action 1.2 and Metrics 1.4 and 1.5. We continue to meet our targets in this area. At minimum, our goal is to ensure all classrooms benefit from highly effective, up-to-date, rigorous, standards-aligned, instructional practices and materials. BVUSD uses multiple tools to monitor implementation of state academic standards, continued universal access, student achievement data including formative and summative classroom assessments, trimester benchmark assessments, SBAC results, and perception data from educational partner surveys, and teacher collaboration cycles. Teacher teams engage in weekly PLC meetings to analyze data, reflect on instructional practices, and update curriculum maps annually. Each trimester, teams participate in full-day benchmark calibration sessions to align instruction and assessments. Ongoing and collaborative professional development is provided through initiatives like the California Principal Support Network (CAPS), peer observations, and collaborative planning. New teachers receive tiered support. Staff development is informed by group and individual needs and focused on equity and instructional goals. New teachers receive tiered support based on experience and need. Survey data indicates most teachers feel students are receiving a high-quality education and that they have the resources to deliver high-quality, standards-based instruction. All classrooms are equipped with board- and state-adopted instructional materials. Recent adoptions include a new K–3 ELA and science curriculum in 2024–25. Grades 4–6 will continue pilots and adoptions in 2025–26, followed by a districtwide math adoption (currently Eureka Math). Professional learning in English Language Development is prioritized in tandem with the ELA adoption.. Teachers participated in a WestEd training with Sonoma State University to support integration of scientific practices across classrooms. BVUSD maintains a strategic plan for arts instruction. With support from Prop 28 and BVEF, all students have access to visual and performing arts through credentialed art and music teachers, and after-school programs in band, chorus, dance, and theater. BVUSD continues to integrate history content with ELA instruction, particularly writing, nonfiction, and primary source analysis. A future curriculum adoption is planned. BVUSD integrates history-social science content with ELA through writing and primary sources, with a curriculum adoption planned. PE instruction meets the 100-min weekly minimum, and wellness programming like yoga is supported by BVAPT. PFT data confirm student fitness benchmarks are met. CTE and World Language standards do not formally apply at the elementary level, although BVUSD integrates career exploration via library/literacy programs and incorporates global cultures via social studies/arts.|5|4|5|4|4|5|4|5|5|4|5|4|5|4|4|0|4|5|5|0|4|5|5|Met||2025-06-12|2025
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 an intervention teacher and intervention instructional aides for reading, math and writing in 2024-25. The intervention trained and scheduled the aides) 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 2024-25 school year, we did see 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. During the 24-25 school year, we also trained our certificated and classified staff on social-emotional learning strategies. 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|3|4|4|4|0|5|4|4|Met|Over the years, 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. While we were presenting the SEL training, Step Up to Writing and EDI, the staff asked for and received more training in the areas identified. It let to the entirety of our professional development schedule for the 2025-26 school year.|2025-06-24|2025
49706496051635|Cinnabar Charter|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|4|4|4|0|5|4|4|Met|Over the years, 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. While we were presenting the SEL training, Step Up to Writing and EDI, the staff asked for and received more training in the areas identified. It let to the entirety of our professional development schedule for the 2025-26 school year.|2025-06-24|2025
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|CUSD adopted new Social Science curriculum in 2023-24. Mathematics curriculum is being reviewed for potential pilots in 2024-25 or 2025-26. CUSD's ELA last adoption ends in 2024-25 and will be examining curriculum in 2024-25 for pilots in 2025-26 or 2026-27.|2025-06-18|2025
49706720000000|Dunham Elementary|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|0|4|4|4|0|4|4|4|Met||2025-06-12|2025
49706720122440|Dunham Charter|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|0|4|4|4|0|4|4|4|Met||2025-06-12|2025
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||2025-06-17|2025
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||2025-06-17|2025
49706980000000|Fort Ross Elementary|2||4|4|3|3|3|4|4|3|3|3|4|4|3|3|3|0|3|3|3|0|4|4|3|Met||2025-06-23|2025
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||2025-06-25|2025
49707140000000|Gravenstein Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|5|5|Met||2025-06-17|2025
49707146051742|Gravenstein Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|5|5|Met||2025-06-17|2025
49707146051759|Hillcrest Middle|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|5|5|Met||2025-06-17|2025
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||2025-06-16|2025
49707220139048|California Pacific Charter - Sonoma|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|4|4|4|Met||2025-06-17|2025
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||2025-06-16|2025
49707300000000|Harmony Union Elementary|2||3|2|3|3|3|4|3|4|4|4|4|3|4|3|4|3|4|4|3|0|3|3|3|Met||2025-06-12|2025
49707306110639|Salmon Creek School - A Charter|2||3|2|3|3|3|4|3|4|4|4|4|3|4|3|4|3|4|4|3|0|3|3|3|Met||2025-06-12|2025
49707306120588|Pathways Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|3|Met||2025-06-17|2025
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||2025-06-09|2025
49707890000000|Kenwood|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|0|5|4|4|0|5|5|5|Met||2025-06-12|2025
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|Met||2025-06-19|2025
49707970107284|California Virtual Academy @ Sonoma|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-26|2025
49707970139568|Heartwood Charter|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2025-06-24|2025
49707970140228|Liberty Independent Study|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
49707976051833|Liberty Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
49708050000000|Mark West Union Elementary|2||5|4|4|4|3|5|5|5|4|3|5|4|4|4|3|3|3|4|4|2|5|4|4|Met|The district has made significant strides in implementing the academic standards adopted by the State Board of Education, with a focused approach to professional learning and instructional alignment. This year, all grade-level and content-area teams engaged in structured collaboration to identify and prioritize essential standards in English Language Arts (ELA). Teams met regularly during designated professional learning communities (PLCs) to unpack standards, and develop learning targets. This process has fostered greater coherence in instructional planning and supports equity in student learning outcomes across classrooms. To support the district-wide implementation of the new NGSS-aligned Discovery Education Science curriculum, all K-8 science teachers participated in onboarding sessions led by Discovery Education trainers. Recognizing the importance of integrated and designated ELD, the district expanded its support for English Learners by providing GLAD training for many K-6 teachers, instructional aides, and site administrators. This training has emphasized research-based strategies for language development embedded within content instruction. Teachers are now implementing GLAD strategies with increasing consistency. These efforts reflect the district’s commitment to high-quality teaching and learning, ensuring that all students have access to rigorous, standards-based instruction tailored to their needs.|2025-06-10|2025
49708050105890|Mark West Charter|2||5|4|4|4|3|5|5|5|4|3|5|4|4|4|3|3|3|4|4|2|5|4|4|Met|The district has made significant strides in implementing the academic standards adopted by the State Board of Education, with a focused approach to professional learning and instructional alignment. This year, all grade-level and content-area teams engaged in structured collaboration to identify and prioritize essential standards in English Language Arts (ELA). Teams met regularly during designated professional learning communities (PLCs) to unpack standards, and develop learning targets. This process has fostered greater coherence in instructional planning and supports equity in student learning outcomes across classrooms. To support the district-wide implementation of the new NGSS-aligned Discovery Education Science curriculum, all K-8 science teachers participated in onboarding sessions led by Discovery Education trainers. Recognizing the importance of integrated and designated ELD, the district expanded its support for English Learners by providing GLAD training for many K-6 teachers, instructional aides, and site administrators. This training has emphasized research-based strategies for language development embedded within content instruction. Teachers are now implementing GLAD strategies with increasing consistency. These efforts reflect the district’s commitment to high-quality teaching and learning, ensuring that all students have access to rigorous, standards-based instruction tailored to their needs.|2025-06-10|2025
49708056051858|San Miguel Elementary|2||5|4|4|4|3|5|5|5|4|3|5|4|4|4|3|3|3|4|4|2|5|4|4|Met|The district has made significant strides in implementing the academic standards adopted by the State Board of Education, with a focused approach to professional learning and instructional alignment. This year, all grade-level and content-area teams engaged in structured collaboration to identify and prioritize essential standards in English Language Arts (ELA). Teams met regularly during designated professional learning communities (PLCs) to unpack standards, and develop learning targets. This process has fostered greater coherence in instructional planning and supports equity in student learning outcomes across classrooms. To support the district-wide implementation of the new NGSS-aligned Discovery Education Science curriculum, all K-8 science teachers participated in onboarding sessions led by Discovery Education trainers. Recognizing the importance of integrated and designated ELD, the district expanded its support for English Learners by providing GLAD training for many K-6 teachers, instructional aides, and site administrators. This training has emphasized research-based strategies for language development embedded within content instruction. Teachers are now implementing GLAD strategies with increasing consistency. These efforts reflect the district’s commitment to high-quality teaching and learning, ensuring that all students have access to rigorous, standards-based instruction tailored to their needs.|2025-06-10|2025
49708056111066|John B. Riebli Elementary|2||5|4|4|4|3|5|5|5|4|3|5|4|4|4|3|3|3|4|4|2|5|4|4|Met|The district has made significant strides in implementing the academic standards adopted by the State Board of Education, with a focused approach to professional learning and instructional alignment. This year, all grade-level and content-area teams engaged in structured collaboration to identify and prioritize essential standards in English Language Arts (ELA). Teams met regularly during designated professional learning communities (PLCs) to unpack standards, and develop learning targets. This process has fostered greater coherence in instructional planning and supports equity in student learning outcomes across classrooms. To support the district-wide implementation of the new NGSS-aligned Discovery Education Science curriculum, all K-8 science teachers participated in onboarding sessions led by Discovery Education trainers. Recognizing the importance of integrated and designated ELD, the district expanded its support for English Learners by providing GLAD training for many K-6 teachers, instructional aides, and site administrators. This training has emphasized research-based strategies for language development embedded within content instruction. Teachers are now implementing GLAD strategies with increasing consistency. These efforts reflect the district’s commitment to high-quality teaching and learning, ensuring that all students have access to rigorous, standards-based instruction tailored to their needs.|2025-06-10|2025
49708130000000|Monte Rio Union Elementary|2||4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|0|3|4|4|3|4|4|4|Met||2025-06-17|2025
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||2025-06-11|2025
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||2025-06-11|2025
49708390138065|Pivot Charter School - North Bay|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-16|2025
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||2025-06-11|2025
49708470000000|Old Adobe Union|2||4|3|3|4|3|5|5|5|5|3|5|4|4|3|3|0|4|5|4|0|5|5|5|Met||2025-06-25|2025
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.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-18|2025
49708470127555|Loma Vista Immersion Academy|2||5|4|4|4|3|5|5|5|5|4|5|4|4|4|4|0|5|5|4|0|5|5|5|Met||2025-06-25|2025
49708476051924|Old Adobe Elementary Charter|2||5|4|5|4|3|5|4|5|4|3|5|3|5|5|4|0|5|5|4|0|5|4|5|Met||2025-06-25|2025
49708476072136|Miwok Valley Elementary Charter|2||5|4|4|4|3|5|5|4|4|3|5|4|4|3|3|0|5|5|4|0|4|4|4|Met|Academic content standards were implemented successfully based on the number of teachers who attended professional development offerings. Students in all grades participated in PE weekly either with their classroom teacher or the PE teacher and met the required PE minutes. Students in all grades participated in either music performances (band/choir), class plays, and/or monthly art projects. Students received instruction with aligned curriculums in the areas of ELA, ELD, Mathematics, NGSS, History and Health Education. We have measured our outcomes with the local measures STAR Math/STAR Reading, writing rubrics, the Youth Truth survey, LLI Benchmark Assessment, DIBELS, and standards based report cards. We have measured our outcomes with state and national measures of CAASPP and ELPAC. These tools were selected because they are computer adaptive and accurate indicators of students' progress over time. While summative in nature, classroom teachers also used formative assessment such as exit tickets and high cognitive demand tasks to monitor student progress and performance over time.|2025-06-25|2025
49708476114755|Sonoma Mountain Elementary|2||5|4|4|4|4|5|5|5|5|3|5|4|4|3|3|0|4|5|5|0|4|4|4|Met||2025-06-25|2025
49708700000000|Piner-Olivet Union Elementary|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|3|0|5|5|4|Met||2025-06-16|2025
49708700106344|Northwest Prep Charter|2||4|3|4|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|3|4|5|5|4|Met||2025-06-16|2025
49708706066344|Olivet Elementary Charter|2||4|3|4|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|3|0|5|5|4|Met||2025-06-16|2025
49708706109144|Morrice Schaefer Charter|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|3|0|5|5|4|Met||2025-06-16|2025
49708706113492|Piner-Olivet Charter|2||4|3|4|3|3|5|5|5|5|5|4|4|4|4|4|0|4|4|3|0|5|5|4|Met||2025-06-16|2025
49708880000000|Kashia Elementary|2||3|2|3|3|3|4|2|4|4|4|3|2|3|3|3|0|2|3|3|1|3|3|3|Met|Kashia Elementary School serves eight students in grades K-8.  Two credentialed teachers and one instructional assistant provide targeted, individualized instruction and enrichment activities, with additional cultural activities provided by an independent contractor.  Administration has been working with staff during the 2024-25 school year to identify areas in which more staff support and/or training is needed.|2025-06-11|2025
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|0|4|4|4|Met||2025-06-17|2025
49708960102525|Spring Lake Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
49708966052039|Manzanita Elementary Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
49708966052047|Whited Elementary Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
49708966052070|Village Elementary Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
49708966085229|Binkley Elementary Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|4|4|0|4|4|4|Met||2025-06-17|2025
49709040000000|Roseland|2||4|3|5|4|4|4|3|5|4|4|4|3|4|4|4|0|2|4|3|0|3|3|3|Met||2025-06-25|2025
49709040101923|Roseland Charter|2||4|4|4|4|4|4|3|4|4|4|5|4|4|4|4|1|4|5|3|5|3|3|3|Met||2025-06-24|2025
49709380000000|Sebastopol Union Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|0|3|3|4|0|4|5|5|Met||2025-06-12|2025
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 review 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|0|0|0|0|0|0|4|4|5|4|4|4|4|Met|We have adopted a 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.|2025-06-23|2025
49709530000000|Sonoma Valley Unified|2||3|3|3|2|2|4|3|3|3|3|3|3|3|2|2|3|3|3|3|2|3|3|3|Met|All students have access to district-adopted instructional materials across all content areas, in both print and digital formats. While implementation and use of materials may vary, the district is committed to fostering a culture of professional learning to ensure high-quality instruction. A key area of focus has been ELA with the Sobrato Early Academic Language (SEAL) program in Gr  K–2. This program supports our efforts to build language-rich, standards-aligned instruction. Plans are in place to expand SEAL to Gr 3–5 in 2025–2026 to ensure vertical articulation and alignment with state standards.At the secondary level, math teachers have participated in ongoing professional learning through SCOE, centered on the Building Thinking Classrooms (BTC) framework. In response to the revised CA  Mathematics Framework and in anticipation of a new textbook adoption, SVUSD has established a Math Committee to guide the review of instructional materials and identify future professional learning priorities. District-wide professional learning initiatives—such as Amira for K–5 reading fluency, SEAL for language development, and BTC for secondary math—demonstrate SVUSD’s commitment to standards implementation through strategic capacity-building. Feedback from educators highlights the need for more differentiated PD opportunities. The district continues to explore ways to provide high-quality, personalized PD  that aligns with both educator needs and the expectations of CA State Standards|2025-06-17|2025
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|4|4|4|Met||2025-06-18|2025
49709536111678|Sonoma 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||2025-06-30|2025
49709610000000|Twin Hills Union Elementary|2||4|4|4|3|2|4|4|4|3|2|3|3|3|3|3|0|3|3|3|0|2|2|2|Met||2025-06-26|2025
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||2025-06-26|2025
49709614930350|Sunridge Charter|2||4|3|4|3|4|4|3|4|3|4|3|2|4|4|4|0|4|5|5|4|3|3|3|Met||2025-06-26|2025
49709616052302|Twin Hills Charter Middle|2||5|4|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|4|5|3|3|3|Met||2025-06-26|2025
49709790000000|Two Rock Union|2||4|3|4|3|3|4|3|4|4|3|4|4|5|5|4|0|3|3|3|0|4|4|4|Met|Two Rock purchased NGSS curriculum for full implementation for the 2021-22 school year.|2025-06-26|2025
49709950000000|Waugh Elementary|2|For nearly 100 years, the Waugh School District has provided a high-quality, well-rounded educational experience to students in Northeast Petaluma and surrounding areas. Our two schools, Corona Creek and Meadow, have a long-standing tradition of academic excellence. On the Spring 2024 SBAC assessments, Waugh students significantly outperformed state averages—scoring 23.78 percentage points higher in English Language Arts and 30.3 points higher in Math. In the Science CAST, Waugh fifth graders scored 21.55 points above the state average. Most Waugh sixth graders transition to Kenilworth Junior High School in the Petaluma City Schools district, where they continue to grow as academic and societal leaders.  To monitor and support student progress toward mastery of Common Core Standards, Waugh employs a range of assessment tools. Our English Language Arts and Math curricula—adopted within the last decade—include built-in, standards-aligned assessments. A newly adopted Social Studies curriculum will be fully implemented in the 2024–2025 school year.  All students in grades 3–6 participate annually in the CAASPP assessments, and 100% of Waugh students have access to up-to-date instructional materials. In 2024–2025, students in grades 2–6 were also assessed using STAR Reading and Math. Spring 2025 results showed that 87% of students met or exceeded reading benchmarks, and 81% met or exceeded benchmarks in math. For kindergarten and first grade, DIBELS assessments showed that 87% of students performed within the “core” or “strategic” support levels.  Waugh ensures full implementation of content standards in English Language Arts, English Language Development, Math, Social Studies, Science, and Physical Education. The district continues to expand its weekly STEAM program and integrates Visual and Performing Arts through classroom activities as well as a districtwide music and arts program.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-12|2025
49710010000000|West Side Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|0|4|5|4|0|5|5|5|Met||2025-06-17|2025
49710190000000|Wilmar Union Elementary|2|The Wilmar Union School District continues to use a range of tools and strategies to monitor and support the implementation of state academic standards. These locally selected measures help guide instruction, identify areas for growth, and ensure alignment with the California State Standards.  State-Mandated Assessments: CAASPP, CAST, and ELPAC remain core components in evaluating student progress and guiding standards-aligned instruction. These assessments provide critical data on ELA, math, science, and language development.  Progress Monitoring Tools: The District regularly uses STAR Reading and STAR Math, Fountas & Pinnell Benchmark Assessments, and Smarter Balanced Interim Assessments to monitor student growth. These tools are directly aligned with the Common Core State Standards and are reviewed collaboratively by staff to inform instruction.  Primary Grade Assessment (TK–1): Teachers use ESGI for real-time data collection in TK through 1st grade. ESGI allows for targeted support and instruction in foundational ELA and math skills.  Observational and Formative Assessments: Anecdotal records, unit assessments, and Physical Fitness Testing (PFT) are used alongside formal measures to provide a holistic view of student performance across subject areas, including PE and Health Education standards.  Professional Development and Instructional Practices: Teachers participate in ongoing professional development focused on ELA, Math, ELD, and NGSS standards. In 2024–25, this included UDL (Universal Design for Learning) training to support equitable access to grade-level content. Teachers also received training in GLAD (Guided Language Acquisition Design) strategies to enhance ELD instruction.  Curriculum and Material Adoption: The District has fully implemented state-adopted materials in ELA, ELD, Math, NGSS, and History-Social Science. Teachers are supported in aligning daily instruction to standards using pacing guides and collaborative lesson planning.  Collaborative Practice: Peer coaching, grade-level team meetings, and regular review of student data are built into the professional culture. Teachers work together to reflect on instructional effectiveness, plan standards-based units, and refine teaching strategies.  Visual and Performing Arts, World Language, and CTE: Opportunities in these areas are expanding. Visual and performing arts integration occurs through classroom projects and enrichment offerings. The District continues exploring partnerships and scheduling structures that support broader access to CTE and World Language experiences. The District remains committed to continuous improvement, equity, and high expectations for all students through full and thoughtful implementation of state academic standards.|5|4|5|5|4|5|5|5|5|5|5|5|5|4|4|0|4|5|5|0|5|5|5|Met||2025-06-23|2025
49710350000000|Wright Elementary|2||5|4|5|3|5|5|4|5|4|5|5|5|4|4|5|0|4|5|5|0|5|5|4|Met||2025-06-26|2025
49710356052377|Wright Charter|2||5|4|5|3|5|5|4|5|4|5|5|5|4|4|5|0|4|5|5|0|5|5|4|Not Met|||2025
49738820000000|Cotati-Rohnert Park Unified|2|Cotati-Rohnert Park USD (CRPUSD) uses a variety of tools to monitor progress in implementing state-adopted academic standards. These include performance benchmarks, assessments, and data across ELA, Math, Science, History-Social Science, Career Technical Education (CTE), and more. This allows the district to identify both strengths and areas needing improvement.  Implementation of Academic Standards and Tools CRPUSD aligns instruction with state standards and uses student performance data to evaluate the impact of interventions and teaching strategies.  ELA & ELD: Differentiated literacy instruction, small-group interventions, and professional learning for teachers are used to support Multilingual Learners (MLL) and Students with Exceptional Needs (SWEN). ELPAC proficiency rose from 17.11% to 18.47% from 2023 to 2024. Long-Term English Learners (LTELs) also showed minimal growth.  Mathematics: Instruction emphasizes conceptual understanding, problem-solving, and real-world applications. In 2024–25, 52.0% of students were at or above benchmark per STAR Winter data, an increase from 47.43% the prior year. CAASPP scores improved, with students meeting or exceeding expectations rising from 24.68% (2022) to 25.67% (2023).  Science (NGSS): A new curriculum aligned with NGSS was adopted in 2023–24. It emphasizes hands-on, inquiry-based learning that enhances critical thinking and real-world engagement.  CTE: CRPUSD supports career and college readiness through CTE. In 2023–24, 23.6% of students completed a CTE pathway, slightly down from 24.2% the year before. Additionally, 12.1% of students completed both A–G and a CTE pathway.  Graduation, Attendance & Absenteeism CRPUSD tracks graduation rates and attendance to boost student engagement and success.  Graduation: Rates increased from 88.1% in 2022–23 to 89.5% in 2023–24.  Attendance: As of May 22, 2024, the overall attendance rate is 92.87%, showing improvement year over year.  Chronic Absenteeism: Decreased from 22.6% to 19.9% overall. Key subgroup improvements include Homeless students (38.4% to 23.0%) and African American students (25.6% to 18.2%).  Continuous Improvement CRPUSD uses performance data, attendance, and graduation metrics to make informed, data-driven decisions. While some student groups—including SWEN, American Indian students, and Foster Youth—still require targeted support, CRPUSD is committed to refining strategies and interventions to ensure all students have the opportunity to thrive academically.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-17|2025
49738820123786|Credo High|2||4|3|4|4|4|4|4|3|4|4|4|4|4|3|4|3|4|4|5|4|3|4|2|Met||2025-06-16|2025
49753580000000|Windsor Unified|2||4|4|4|3|3|5|5|4|3|3|5|5|4|3|3|3|4|4|4|4|3|3|3|Met||2025-06-10|2025
49753580114934|Village Charter|2||4|3|4|3|5|4|4|5|3|5|4|4|4|3|4|0|3|4|5|2|4|4|4|Met||2025-06-04|2025
49753586052369|Cali Calmecac Language Academy|2||5|4|5|5|4|5|4|4|4|4|4|4|4|4|4|0|5|5|5|5|5|5|4|Met||2025-06-19|2025
49753900000000|Healdsburg Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|5|4|5|5|5|5|4|5|Met||2025-06-18|2025
50105040000000|Stanislaus County Office of Education|2||4|3|4|4|4|5|4|4|4|5|4|3|4|4|4|5|4|5|5|3|5|4|4|Met|The Educational Options Division recently implemented the use of an instructional coach two days per week to enhance classroom instruction and support the integration of Universal Design for Learning (UDL) principles. The Division acknowledges the ongoing need to strengthen student engagement and the delivery of high-quality instruction. To address this, the Division will continue to prioritize professional development, instructional coaching, in-class modeling, and the development and use of common assessments.|2025-06-10|2025
50105040117457|Great Valley Academy|2||5|3|5|4|5|5|4|5|4|4|4|3|4|3|3|0|4|5|5|5|5|5|5|Met||2025-06-27|2025
50105040129023|Stanislaus Alternative Charter|2|N/A|5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|5|5|4|5|5|5|Met|N/A|2025-06-10|2025
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||2025-06-19|2025
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||2025-06-19|2025
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||2025-06-19|2025
50710430112292|Aspire Summit Charter Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
50710500000000|Chatom Union|2||5|4|5|5|4|5|5|5|5|5|5|4|5|5|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.|2025-06-24|2025
50710680000000|Denair Unified|2||5|4|5|5|5|5|5|5|5|5|5|3|5|5|5|4|5|5|5|5|5|5|4|Met||2025-06-12|2025
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||2025-06-12|2025
50710685030267|Denair Charter Academy|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|4|4|4|4|Met||2025-06-12|2025
50710760000000|Empire Union Elementary|2||4|3|4|3|4|4|4|4|3|3|4|3|4|3|3|0|2|4|4|1|4|4|4|Met||2025-06-26|2025
50710840000000|Gratton Elementary|2||5|4|5|4|4|4|5|4|4|5|4|4|5|4|4|4|4|5|4|0|5|5|5|Met|To note in area 4 (Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students), we are not required to implement a World Language curriculum.|2025-06-09|2025
50710840120089|Gratton Charter|2||5|4|5|4|4|4|5|4|4|5|4|4|5|4|4|4|4|5|4|0|5|5|5|Met|To note in area 4 (Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students), we are not required to implement a World Language curriculum.|2025-06-09|2025
50710920000000|Hart-Ransom Union Elementary|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|2|Met||2025-06-12|2025
50710926112965|Hart-Ransom Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|4|5|5|4|4|4|4|Met||2025-06-12|2025
50711000000000|Hickman Community Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|3|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. We currently work with the county Career Inspiration Center for CTE exploration with our Middle School students.|2025-06-16|2025
50711006052559|Hickman Elementary|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|3|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. We currently work with the county Career Inspiration Center for CTE exploration with our Middle School students.|2025-06-16|2025
50711006112627|Hickman Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|3|4|5|5|2|5|5|4|Met|We continue to research and add new STEM activities to our curriculum that engage students.  Our Home School students now have access to World Languages through several different programs.  We currently work with the COE Career Inspiration Center for CTE exploration with our Middle School students.|2025-06-16|2025
50711006116388|Hickman Middle|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|4|3|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. We currently work with the county Career Inspiration Center for CTE exploration with our Middle School students.|2025-06-16|2025
50711340000000|Keyes Union|2||5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|4|4|5|3|3|5|5|5|Met|Keyes Union School District continually seeks staff development and support for all staff to ensure that the State Academic Standards are taught daily in all classrooms. The full instructional curriculum is aligned and follows the State Academic Standards. Materials and professional development are also aligned. This is routinely verified by classroom walkthroughs, student work, assessment data, and staff evaluations|2025-06-10|2025
50711346113286|Keyes to Learning Charter|2|Keyes to Learning Charter School (KTL) is one school divided into three programs; CORE Academy (K-6), KEY Academy (7-12), and BlendED Academy (Tk-12-Independent Study).   Like all California public schools, KTL uses the California Assessment of Student Performance and Progress (CAASPP) as one of its measures of progress in the implementation of the SBE's academic standards. The curriculum and education programs utilized, KTL provide a variety of formative and summative assessments to guide academic and instructional decisions. KTL measures progress in the state standards through benchmark assessments, IXL,, Renaissance Learning reading and math assessments, ST Math, Amplify, and other locally created measurement tools.  English Language Arts, Science, History/social Science, Arts and ELD are fully implemented as well as Math.|4|4|4|4|3|5|5|5|5|5|5|4|5|5|5|0|5|4|5|4|5|5|5|Met||2025-06-10|2025
50711420000000|Knights Ferry Elementary|2||4|4|5|4|4|5|4|4|4|4|4|4|4|4|4|3|3|3|3|2|3|3|3|Met||2025-06-26|2025
50711670000000|Modesto City Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|3|Met||2025-06-23|2025
50711670137265|Aspire University Charter|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
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||2025-06-10|2025
50711750000000|Modesto City High|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|3|Met||2025-06-23|2025
50711750120212|Aspire Vanguard College Preparatory Academy|2||5|4|4|4|4|5|5|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
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|To note in area 4 (Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students), we are not required to implement a World Language curriculum. In addition to this, Paradise has a small staff population which should be considered when reviewing these averages.|2025-06-18|2025
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|To note in area 4 (Rate the LEA's progress implementing each of the following academic standards adopted by the State  Board for all students), we are not required to implement a World Language curriculum.  In addition to this, Paradise has a small staff population which should be considered when reviewing these averages.|2025-06-18|2025
50712170000000|Patterson Joint Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|Met||2025-06-16|2025
50712330000000|Roberts Ferry Union Elementary|2||5|4|4|4|4|5|4|5|4|4|5|4|4|3|3|0|4|4|5|0|4|4|4|Met||2025-06-10|2025
50712330121525|Roberts Ferry Charter School Academy|2||5|4|4|4|4|5|4|5|4|4|5|4|4|3|3|0|4|4|5|0|4|4|4|Met||2025-06-10|2025
50712660000000|Salida Union Elementary|2|N/A|5|5|3|4|4|5|5|5|4|5|4|4|4|4|4|0|5|5|5|0|5|4|4|Met|The district has continued to support elementary professional learning for staff in English Language Arts, ELD, mathematics, and the incorporation of technology tools. Middle school teachers participated in professional development through release days to support instruction in English Language Arts, Math, History-Social Science, and Science.  The district formed a committee to train on the newly adopted mathematics framework in preparation for the release of the SBE adoption list in November 2025.  Future training for mathematics should help staff understand how to plan teaching around Big Ideas, as well as, shift math instruction to use open, engaging tasks that invite students to ask questions and prioritize reasoning and justification during instruction. The district is in the initial implementation phase of the math framework changes.    The district also formed a committee to select a K-2 Reading Difficulties Screener, Including Risk of Dyslexia.  It was recommended that the district prioritize training at the beginning of the school year on the effective use of the adopted screener.  Teachers believe that the district has supported teachers professionally with Visual & Performing Arts standards. With the addition of two Visual Arts teachers, one at the elementary level and one at the middle school level,  the implementation of visual arts standards scores have increased in that area.  **Reviewed on February 13, 2025, with the District Curriculum Technology Committee.|2025-06-17|2025
50712660124768|Great Valley Academy - Salida|2||5|3|5|4|5|5|4|5|4|4|4|3|4|3|3|0|4|5|5|5|5|5|5|Met||2025-06-27|2025
50712740000000|Shiloh Elementary|2||4|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|5|4|0|4|4|4|Met|To note in area 4 (Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students): Shiloh School is not required to implement a World Language curriculum.|2025-06-10|2025
50712740121558|Shiloh Charter|2||4|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|5|4|0|4|4|4|Met|To note in area 4 (Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students): Shiloh School is not required to implement a World Language curriculum.|2025-06-10|2025
50712820000000|Stanislaus Union Elementary|2||4|3|1|4|4|4|3|1|4|4|4|4|1|4|4|3|4|4|4|4|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   The district is just starting to implement professional development to support all teachers in the newly adopted Math Framework. This will gain momentum next year across each of our school sites with a robust plan to engage teachers in learning about the framework and supporting them with the implementation of these math practices.  Also, we are moving into an adoption year with the new math curriculum and will have chosen it by May of 2026.  All of this to say that we anticipate our math rating will increase.   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 t|2025-06-05|2025
50712900000000|Sylvan Union Elementary|2|Sylvan Union School District uses an annual certificated staff survey as a locally selected tool to monitor progress in implementing the state academic standards adopted by the State Board of Education. The survey is distributed districtwide, and each school site communicates the survey window to its guiding coalition to ensure strong participation and highlight the value of staff input. Once the survey is completed, the data is disaggregated and reviewed by the Educational Services team. Findings are then shared and discussed at the Educational Services Leadership Team meeting to inform planning and professional development.  The district selected this tool because it provides direct feedback from classroom practitioners who are responsible for implementing the standards. This input helps identify strengths, gaps, and areas for support, allowing the district to make informed decisions that align with instructional goals and improve standards-based teaching and learning.|4|4|4|3|3|4|4|4|4|4|4|3|4|3|3|0|3|3|3|0|4|4|3|Met||2025-06-17|2025
50713240000000|Valley Home Joint Elementary|2||3|3|4|2|3|4|3|4|2|3|3|3|4|2|3|2|2|3|2|0|3|3|2|Met||2025-06-10|2025
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|5|4|4|4|Met||2025-06-16|2025
50755490000000|Hughson Unified|2||4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|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."|2025-06-10|2025
50755560000000|Riverbank 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|To support implementation of the academic standards adopted by the State Board, Riverbank Unified School District has provided multiple opportunities for educators to engage in focused professional learning. This year, a major emphasis has been placed on deepening teacher understanding of the new California Mathematics Framework. Teachers have participated in collaborative “deep dive” sessions, both within the district and in partnership with other districts across the county, to strengthen alignment with the framework’s emphasis on conceptual understanding, reasoning, and equitable instructional practices.  In addition, the district has prioritized systematic implementation of the California English Language Development (ELD) Standards in grades K–5. Professional learning and collaboration time have supported teachers in embedding integrated ELD strategies across content areas while also delivering effective designated ELD instruction. To further support language development, the district has invested in newcomer materials for English learners and designated ELD curriculum for elementary grades, ensuring that instructional tools are matched to student needs and language proficiency levels. These targeted actions reflect the district’s commitment to equity, access, and high-quality instruction aligned with California’s adopted academic standards.|2025-06-24|2025
50755560113852|Riverbank Language Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|4|4|5|5|4|4|Met|To support the implementation of the academic state standards RLA has provided regular professional development opportunities for teachers to engage in focused professional learning communities. For 2024-2025 a major emphasis was placed on sustaining the school's biliteracy initiatives and deepening the understanding and integration of the California Mathematics Standards through Building Thinking Classrooms (BTC). Teachers worked on the integration of Visible Learnning into our lesson design for core subjects while also focusing on developing language. A PLC focus was the alignment of K-8 instructional practices, collaborative grouping, targeted intervetion and access to equitable instructional practices for all students. In addition, RLA prioritizes the implementation of the California English Language Development (ELD) Standards accross our dual language immersion TK–8 program to better support all scholars. These targeted actions reflect the school's commitment to bilingualism and biliteracy at the completion of RLA's dual immersion program.|2025-06-24|2025
50755640000000|Oakdale Joint Unified|2||5|4|5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|Met||2025-06-09|2025
50755645030176|Oakdale Charter|2||5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|2|3|3|2|3|5|5|5|Met||2025-06-09|2025
50755720000000|Waterford Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|3|3|Met||2025-06-12|2025
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||2025-06-10|2025
50757390000000|Turlock Unified|2||5|4|5|3|5|5|5|5|3|5|4|3|5|3|3|4|2|4|4|3|5|5|4|Met||2025-06-17|2025
50757390124669|eCademy Charter at Crane|2||5|4|5|3|5|5|5|5|3|5|4|3|5|3|3|4|2|4|4|3|5|5|4|Met||2025-06-17|2025
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 7-12, including 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.|2025-06-20|2025
51105120000000|Sutter County Office of Education|2||5|5|5|4|5|5|5|5|4|5|4|5|4|3|4|4|5|5|4|4|5|4|4|Met||2025-06-18|2025
51105120138040|AeroSTEM Academy|2|||||||||||||||||||||||||Not Met|||2025
51105120140152|Pathways Charter Academy|2||5|4|5|5|5|5|5|5|4|4|5|5|5|4|4|4|4|5|4|4|5|5|5|Met||2025-06-18|2025
51713570000000|Brittan Elementary|2|Brittan Elementary School District is currently in full implementation of providing professional learning for teaching to the academic state standards and making instructional materials available in all classrooms.|5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|3|3|3|2|5|4|4|Met||2025-06-24|2025
51713650000000|Browns Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|3|3|5|5|1|5|5|5|Met||2025-06-12|2025
51713730000000|East Nicolaus Joint Union High|2||3|3|3|4|3|3|3|3|3|3|3|3|3|3|3|5|3|4|3|3|3|3|3|Met||2025-06-12|2025
51713810000000|Franklin Elementary|2||4|3|4|3|3|5|4|5|4|4|4|4|4|4|4|2|3|5|4|1|4|4|4|Met||2025-06-18|2025
51713990000000|Live Oak Unified|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||2025-06-12|2025
51714070000000|Marcum-Illinois Union Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|3|4|4|5|3|4|5|4|Met||2025-06-09|2025
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 have 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.   The Early Literacy Coordinator trained our entire staff on Structured Literacy throughout the school year. We have also adopted the Amira Reading Difficulty Risk Screener to implement starting in the 2025-2026 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 through the diverse language levels of each EL student. Every ELD class utilizes the CA ELD standards, EL teaching strategies, and best practices.|2025-06-10|2025
51714150000000|Meridian Elementary|2||4|1|4|3|3|4|1|4|3|3|2|1|2|1|2|1|4|2|2|1|3|1|1|Met||2025-06-26|2025
51714150129007|California Virtual Academy at Sutter|2||4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-23|2025
51714230000000|Nuestro Elementary|2||5|4|5|4|2|5|5|4|4|2|5|5|5|5|5|3|2|5|5|3|5|5|5|Met||2025-06-12|2025
51714230132977|Sutter Peak Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|5|Met||2025-06-16|2025
51714310000000|Pleasant Grove Joint Union|2||4|4|5|3|3|4|4|5|3|3|5|4|5|3|3|1|3|4|4|1|4|4|4|Met||2025-06-12|2025
51714490000000|Sutter Union High|2||3|4|5|4|5|4|5|4|5|5|3|4|4|4|5|4|4|5|4|3|4|4|4|Met||2025-06-18|2025
51714560000000|Winship-Robbins|2||5|5|5|5|4|5|5|5|5|4|4|4|4|4|4|1|3|5|5|1|5|3|3|Met||2025-06-18|2025
51714560133934|Feather River Charter|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|3|3|3|3|4|4|4|Met||2025-06-02|2025
51714640000000|Yuba City Unified|2|Yuba City Unified School District uses the Locally Selected Tools: CAASPP, I-Ready benchmarking, Ellevation for ELD, site-level standards audits, professional development/PLCs, and WASC/CDE reviews.  Progress Highlights:  Moderate initial proficiency levels (ELA ~38%, Math ~23%) with clear annual growth targets.  Access to grade-level, aligned instructional materials and course offerings district-wide.  Strengthening ELA/ELD supports with EL progress monitoring and reclassification goals.  Integration of NGSS, HSS, CTE pathways, VAPA, PE, Health Education, and World Language into curricular implementation plans.  Priorities and outcomes captured in YCUSD’s LCAP and reported via state tools and dashboards.|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 (YCUSD) continues to make strategic and intentional progress toward full implementation of the state-adopted academic content standards. In addition to monitoring student outcomes and curriculum alignment, the district has prioritized professional development, instructional leadership, and equitable access to rigorous content for all students.  YCUSD has invested in a multi-tiered system of support (MTSS) that integrates academic, behavioral, and social-emotional learning into daily practice. This system helps ensure that the implementation of standards is responsive to the diverse needs of our student population, including English learners, students with disabilities, and students experiencing poverty. Instructional staff are supported through a cycle of inquiry using assessment data (including I-Ready, CAASPP, and classroom-based measures) to inform planning and differentiated instruction.  Professional learning communities (PLCs), site teams collaboratively plan units, analyze student work, and adjust instruction to ensure alignment to standards. They meet weekly in order to accomplish this standards aligned work and analysis of student learning outcome data. YCUSD has also launched a coaching model in core academic subjects to further strengthen instructional delivery and support teachers with real-time implementation of the ELA, Math, ELD, and NGSS standards.|2025-06-24|2025
51714640107318|Twin Rivers Charter|2||5|3|5|5|3|5|3|5|5|4|5|3|5|5|4|0|4|4|5|0|5|5|5|Met||2025-06-11|2025
51714645130125|Yuba City Charter|2||5|4|4|4|4|5|4|5|4|4|5|4|4|4|4|5|4|5|5|5|5|5|5|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.  ELD will continue to be provided by a dedicated ELD teacher.  Students will also have access to learn other languages through Rosetta Stone.|2025-06-04|2025
52105200000000|Tehama County Department of Education|2||4|4|4|4|4|4|4|4|4|4|4|3|4|3|4|3|4|4|3|3|4|4|4|Met|At Tehama Oaks, we are committed to delivering a high-quality education through the focused and ongoing implementation of California’s academic content standards. We have fully implemented the Common Core State Standards in English Language Arts and Mathematics, alongside the History-Social Science standards. This work is supported by embedded professional learning and a schoolwide approach to instructional alignment grounded in shared practices and collaboration. Each classroom is equipped with standards-aligned materials that ensure access to rigorous content. Instruction in Career Technical Education has continued to expand, and we have placed increasing attention on health and physical education to support students' broader development and long-term success. We invest in staff capacity by offering development opportunities that are both structured and responsive to teacher needs. Co-planning and reflection are built into our instructional routines to support continuous improvement. Some content areas remain in early stages. English Language Development has been challenging to advance due to the limited duration of English learners’ enrollment. Likewise, facility limitations have made it difficult to deliver the hands-on learning that the Next Generation Science Standards require. Despite these challenges, we remain committed to expanding access to high-quality instruction for every student.|2025-06-25|2025
52105206119606|Lincoln Street|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|4|4|4|4|0|4|4|4|Met||2025-06-12|2025
52105206119671|Tehama eLearning Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|Met||2025-06-12|2025
52714720000000|Antelope Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|4|4|5|4|4|Met||2025-06-03|2025
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|5|5|4|4|4|4|4|Met||2025-06-03|2025
52714980000000|Corning Union Elementary|2|The LEA is using i-Ready, ELLevation, Dibels, CAASPP, ELPAC, Writing Prompts and Interim SBAC Assessments to track progress.  The assessment tools were selected to provide a full picture of each students progress.|5|5|4|4|1|5|5|4|4|1|5|4|5|4|3|2|5|5|5|1|4|4|3|Met||2025-06-18|2025
52715060000000|Corning Union High|2|English Language Arts (ELA): CUHSD has implemented Common Core State Standards for ELA in all classrooms. Teachers regularly engage in PLCs to analyze student writing, review assessment data, and calibrate expectations. New ELA instructional materials were adopted in 2023 to better align with CCSS.  English Language Development (ELD): ELD instruction is integrated across content areas, supported by a district-wide ELD Specialist. All ELD courses follow the California ELD Standards and are aligned to the CCSS for ELA. The district monitors EL student progress through ELPAC, teacher input, and course grades.  Mathematics: The district has fully implemented the Common Core State Standards for Mathematics. Teachers are engaged in ongoing training to support conceptual understanding and application. Math pathways have been revised to ensure all students, including English learners and students with disabilities, have access to rigorous coursework.  Next Generation Science Standards (NGSS): CUHSD has adopted NGSS-aligned instructional materials and implemented course revisions in Biology, Chemistry, and Physics. Science teachers participate in regional NGSS collaborative trainings and use inquiry-based learning approaches.  History–Social Science: The California History–Social Science Framework guides instruction. Teachers have integrated literacy strategies aligned to CCSS and regularly incorporate document-based questions (DBQs) and primary sources to support critical thinking.  Career Technical Education (CTE): CUHSD offers CTE courses that align with state CTE standards and industry frameworks. Dual enrollment opportunities and articulated pathways with local colleges have expanded student access to standards-based technical education.  Health Education & Physical Education: Health and PE courses follow state content standards. Teachers receive training in health topics relevant to today’s youth, and fitness assessments help guide instruction.  Visual and Performing Arts: The district offers Visual Art, Band, and Ceramics that follow state content standards. Student showcases and performances provide evidence of skill development and engagement.  World Languages: Spanish is offered as the primary world language, and instruction is aligned with California’s World Language Standards. Teachers emphasize communication, cultural awareness, and real-world applications.  Across all subjects, CUHSD continues to support standards implementation through professional development, curriculum alignment, and data-driven instructional practices. The district is committed to ensuring equitable access to rigorous, standards-aligned instruction for all students.|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|0|0|4|5|4|4|Met|Over the past  two years, Corning Union High School District has made consistent progress in implementing the state-adopted academic standards. Professional development efforts have focused on ELA/ELD integration, mathematics scaffolding strategies, and data-informed instruction across content areas. The district has adopted NGSS-aligned science materials and is piloting curriculum in history-social science that aligns to the new framework. Instructional coaches and classroom walkthroughs have helped identify areas for growth and support professional learning aligned to standards. In Career Technical Education (CTE), we have expanded course offerings, updated equipment, and collaborated with industry partners to ensure alignment with standards. Although implementation levels vary by department and site, we are transitioning from initial implementation toward full implementation across most areas, particularly in ELD, mathematics, and CTE. Identifying individual teacher needs and tailoring support through additional coaching remains a district priority. Continuous improvement efforts will focus on deepening standards-based instructional practices and increasing cross-curricular collaboration through the adoption of site based PLC's.|2025-06-19|2025
52715220000000|Evergreen Union|2||4|4|4|4|4|5|4|4|4|4|5|4|5|4|4|3|5|5|3|1|4|4|3|Met||2025-06-17|2025
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||2025-06-17|2025
52715300000000|Flournoy Union Elementary|2||4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|4|4|Met||2025-06-18|2025
52715480000000|Gerber Union Elementary|2||4|4|3|2|2|5|5|5|3|3|3|3|3|3|3|0|4|5|4|2|5|5|4|Met||2025-06-17|2025
52715550000000|Kirkwood Elementary|2||4|4|4|4|4|5|4|5|4|4|4|4|4|4|4|3|4|5|5|0|5|5|5|Met||2025-06-10|2025
52715630000000|Lassen View Union Elementary|2|English Language Arts- In addition to the CAASPP assessment for state testing results, we use I-Ready three times per year to monitor growth.  For K-1 students, the ESGI assessment helps teachers identify growth and academic progress.  For K-5 students, we implemented Reading Mastery this year and did an assessment with all K-5 students to place them in levels.  Benchmark assessments are used K-3 to monitor progress in our state adopted ELA curriculum.  In middle school, Membeam is used to improve vocabulary development.  We also use Accelerated Reader to monitor student individual reading.    English Language Development- In addition to everything we do in ELA, our second language students are assessed with the ELPAC for language development.  Mathematics- In addition to the CAASPP assessment for state results, we use the I-Ready assessment three times per year to monitor growth.  We also use our adopted curriculum (Math Expressions for K-2, Into Math for 3-5, and College Preparatory Math for 6-8) to assess students and monitor growth.    Next Generation Science Standards- The 5th and 8th Grade are tested on the CAASPP for science.  Our middle school uses a program called Zingy which assesses students after each lesson.    History-Social Science- In addition to the grade level curriculum, there are project-based learning lessons and other projects that students complete to show understanding of state standards  Career Technical Education- Our 8th graders attend a Career Day which is hosted by our county office of education.  Recently, I have participated in meetings and planning groups to apply for a career technical grant.    Health Education- Cal Fresh, a nutrition-based state funded group, is on campus monthly providing information regarding nutrition to numerous classes.  In addition, our Physical Education Teacher, provides some health education as part of the physical education program.    Physical Education- Lassen View has a full-time physical education teacher on staff who ensures the content standards are taught.  Students are assessed in a variety of activities including a timed run, push-ups, pull-ups, and flexibility measures.  Visual and Performing Arts- All students in grades K-6 have art education taught by their general education teacher.  Students in grades 7-8 have an art elective that can be chosen.  For music, we have a 40% teacher who teaches music to all K-6 graders every week.  Students in 7-8 have two electives in which to choose- Ensemble and/or Band.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-24|2025
52715710000000|Los Molinos Unified|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-19|2025
52716210000000|Red Bluff Union Elementary|2||4|4|4|3|3|5|5|5|4|3|4|4|4|3|3|3|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.|2025-06-19|2025
52716390000000|Red Bluff Joint Union High|2||4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|3|Met||2025-06-19|2025
52716470000000|Reeds Creek Elementary|2||3|1|3|3|3|3|1|3|3|3|3|1|3|3|3|1|1|1|2|1|1|1|1|Met||2025-06-19|2025
52716540000000|Richfield Elementary|2|Local Performance Indicator Narrative: Implementation of State Academic Standards Locally Selected Measures or Tools To monitor progress in implementing the state-adopted academic standards, Richfield Elementary School District utilizes a variety of locally selected tools and measures. These include:  ~Instructional materials review and adoption cycles aligned to state frameworks ~Grade-band team collaboration meetings  ~Administrative and peer instructional walkthroughs using standards-aligned observation tools ~Analysis of formative and benchmark assessment data (e.g., STAR 360, Lexia, teacher-developed CFAs) ~Curriculum mapping and pacing guide reviews ~Professional development participation tracking ~California Healthy Kids Survey (CHKS) and local SEL/MTSS fidelity assessments ~Stakeholder feedback from SSC, DELAC, and LCAP advisory meetings  These tools were selected to provide a holistic view of implementation efforts, combining instructional practices, materials access, teacher collaboration, and student outcomes. The combination of qualitative and quantitative data allows RESD to make data-informed decisions while responding to the needs of a small, rural K–8 district with a single school site.  Progress Summary by Content Area English Language Arts (ELA): RESD has reached full implementation of the Common Core State Standards for ELA. Professional development has focused on foundational reading, the Science of Reading, and aligned, district wide writing strategies.  English Language Development (ELD): The district is in partial implementation of both Designated and Integrated ELD standards, with credentialed staff providing instruction. However, stakeholder feedback and Dashboard performance indicate a need for improved fidelity in Designated ELD delivery. Ongoing training and EL progress monitoring have been prioritized for improvement in 2025–26.  Mathematics: RESD is in full implementation of the Common Core Math Standards, with adopted materials and structured support for Tier I instruction. Math assessment data is reviewed during regular leadership and Tier II team meetings.  Next Generation Science Standards (NGSS): RESD has partial implementation of NGSS. While all teachers have access to standards based science curriculum, instructional consistency and access to lab-based or project-based experiences remain areas for growth. During the 24/25 school year, RESD  completed a science adoption with plans to roll out newly adopted curriculum during the 25/26 school year. History-Social Science: RESD is in initial implementation of the revised History-Social Science framework. Instructional time and materials vary by grade level. The district is beginning the process of curriculum alignment and exploring supplemental resources that include culturally responsive and inquiry-based practices.  Career Technical Education (CTE): RESD has entered initial implementation through a new exploratory CTE program for grades 6–8. This program provide|5|0|5|3|3|5|5|5|4|3|5|4|5|4|3|4|4|5|4|3|5|5|5|Met||2025-06-18|2025
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||2025-06-18|2025
53105380125633|California Heritage Youthbuild Academy II|2|California Heritage YouthBuild Academy (CHYBA) utilizes Edgenuity as its primary instructional platform for delivering standards-aligned curriculum across all core and elective subject areas. Edgenuity provides comprehensive content aligned with California’s academic standards and frameworks in English Language Arts (ELA), Mathematics, Science (including NGSS), History-Social Science, Career Technical Education (CTE), Health Education, Physical Education, Visual and Performing Arts, and World Languages. This ensures all CHYBA students have access to high-quality, standards-based instruction in every subject area.  To monitor academic progress and inform instruction, CHYBA administers Renaissance Learning’s STAR Reading and STAR Math assessments throughout the school year. These tools provide reliable data on proficiency and growth, aligned to California standards, and are used by teachers to guide instructional planning and interventions.  CHYBA also implements Freckle ELA and Math as adaptive practice tools that align to standards and support differentiated instruction. Together, Edgenuity, STAR assessments, and Freckle form a cohesive, data-informed instructional system.  English Language Development (ELD) is integrated within the Edgenuity platform and supported by designated instructional time, teacher training in ELD strategies, and monitoring through local assessments and progress checks.  CTE implementation is a key focus area. CHYBA offers two fully developed, state-aligned CTE pathways in Construction and Culinary Arts, both of which include classroom instruction, hands-on skill development, industry certifications, and work-based learning. CHYBA is expanding its CTE offerings to include Cosmetology and Early Childhood Education, with other high-interest and labor-market-driven pathways in early development stages.  Visual and Performing Arts, Physical Education, Health Education, and World Languages are also available through Edgenuity, allowing CHYBA to offer a broader instructional program that aligns with state standards and supports student choice in elective areas.  Professional learning for teachers focuses on Deescalation Methods, Trauma-Informed Practices, SEL, Restorative Practices, differentiation, and instructional technology among other areas. Teachers meet weekly in PLCs to analyze student data, plan lessons, and participate in coaching and instructional rounds. Key supports include walkthroughs aligned to CSTPs, co-planning, and collaboration time.  CHYBA has made significant progress in implementing California’s adopted academic standards across all content areas by leveraging a robust digital curriculum, a clear assessment strategy, and consistent educator development structures.|3|2|3|2|3|4|4|4|4|4|3|2|3|3|4|3|4|4|4|4|4|4|3|Met|California Heritage YouthBuild Academy delivers a comprehensive, standards-aligned education primarily through Edgenuity, which provides curriculum across all core content areas and other adopted standards, including Visual Arts, Physical Education, Health, and World Languages. CHYBA has also fully implemented CTE pathways in Construction and Culinary Arts and is actively expanding to include Cosmetology and Early Childhood Education. Academic progress is measured using Renaissance STAR Math and Reading, and staff support is structured through weekly PLCs, focused walkthroughs, and an emphasis on continuous instructional improvement. While access to curriculum is fully implemented, professional learning efforts are still maturing, with targeted PD for ELD and NGSS identified as areas for growth.|2025-06-26|2025
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 2025 LCAP.|2025-06-10|2025
53716700000000|Coffee Creek Elementary|2|NA|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|5|5|5|Met|Coffee Creek Elementary School has a small student population, currently consisting of the grades 2 through 5th grade. With a small number of students, a frontier 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. Finally, this year, we purchased new PE equipment, and it has improved the number of skills we have been able to teach our students.|2025-06-12|2025
53716960000000|Douglas City Elementary|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|0|5|5|5|4|5|5|4|Met||2025-06-24|2025
53717380000000|Junction City Elementary|2||5|2|4|5|5|5|3|4|5|5|5|4|5|4|5|0|3|4|5|0|5|5|5|Met||2025-06-25|2025
53717460000000|Lewiston Elementary|2||5|3|5|3|4|5|4|5|3|4|5|4|5|3|5|0|4|5|3|0|3|3|3|Met|Lewiston Elementary has hired teachers and reached out to community partners who are committed to bringing the NGSS into practice and to take the learning outside of the science books. There are plans to attend more trainings in the 2025-26 school year and continued support and partnering with community partners.|2025-06-23|2025
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|3|Met||2025-06-28|2025
53738330000000|Southern Trinity Joint Unified|2|The district is using classroom assessments, benchmark testing, IXL, and CAASPP to track progress in implementing the state academic standards adopted by the state board of education. These measures were chosen because they provide a snapshot of students' learning at different points in the year and allow responsive intervention and review strategies to be implemented in the classroom, by after-school tutors, and to target individual/small group pull-out support. STJUSD continues to ensure that the academic standards adopted by the SBE are implemented in classrooms district-wide. During the Fall inservice, review and modify curricular maps to ensure standards are being covered. Vertical alignment meetings in the different core academic areas take place multiple times per academic year. Curriculum materials are reviewed annually to evaluate material needs, their effectiveness, and to make changes based on adoptions.|4|4|4|4|4|5|5|5|5|5|5|4|5|4|4|4|2|5|4|4|5|4|4|Met|na|2025-06-24|2025
53750280000000|Mountain Valley Unified|2||5|3|4|5|4|5|3|5|5|4|5|4|4|4|4|4|4|4|4|4|3|3|3|Met||2025-06-27|2025
53765130000000|Trinity Alps Unified|2||5|5|3|5|4|5|5|3|5|3|5|5|3|5|4|4|4|5|4|4|4|4|5|Met|NA|2025-06-18|2025
54105460000000|Tulare County Office of Education|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|2|4|3|3|5|5|5|Met||2025-06-04|2025
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 Standards, are 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.|2025-06-04|2025
54105460124057|Valley Life Charter|2|Curriculum Update: Valley Life Charter School (VLCS) adopted Into Literature and Into Reading by HMH as its new ELA curriculum in the 2024–2025 school year.  CAASPP Performance: 2024–2025 scores are not yet available. In 2023–2024, students scored 16.5 points below standard, showing a 3.5-point improvement from the prior year.  NWEA ELA & Reading Data: Fall 2024: 39% of students scored at or above grade level in ELA/Reading. Spring 2025: Reading: 45.14% at/above grade level (+5.92% growth)  ELA: 43.59% at/above grade level (+4.49% growth)  Math Performance Overview (2024–2025) Curriculum Update: VLCS currently uses Go Math and Savvas Math. The curriculum committee is awaiting California’s adoption of the new math framework before selecting a new math curriculum. Evaluation will include CAASPP and NWEA Growth Dashboard indicators.  CAASPP Performance: 2024–2025 data is pending. In 2023–2024, students scored 49.3 points below standard, reflecting an 8.2-point improvement from the previous year.  NWEA Math Data: Fall 2024: 29% at/above grade level Spring 2025: 50% at/above grade level (+20.91% growth)  Visual and Performing Arts (VAPA) Valley Life is committed to excellence in the Visual and Performing Arts, ensuring every student has access to creative and performance-based opportunities. TK–3rd Grade: Students participate in art, music, and dance. 4th–8th Grade: Students choose between Dance or PE, but are required to take a performance-based music class (band, orchestra, choir, etc.). Middle School Electives: A robust menu includes: Dance Choir Concert Choir Broadcasting Yearbook AV Tech Band Orchestra Drama  Annual Musical: VLCS produces a spring musical involving 90% of middle school students in various roles—on stage, behind the scenes, or set design. Program Benefits: VAPA at VLCS fosters creativity, confidence, teamwork, discipline, inclusivity, and community engagement.  World Language All students at Valley Life Charter School participate in Spanish instruction from Transitional Kindergarten (TK) through 8th grade, supporting bilingual literacy and global competency.|4|4|4|4|3|5|4|4|4|4|4|4|4|4|4|4|3|4|5|4|4|4|0|Met|"Valley Life Charter School is committed to continuous educator growth through strategic partnerships and focused professional development.  TCOE Partnership: VLCS contracts with the Tulare County Office of Education (TCOE) to provide high-quality professional development in: English Language Development (ELD) Math Science Visual and Performing Arts (VAPA)  2023–2024 Focus: Emphasis on grade-level collaboration Implementation of the Achievement Teams protocol, promoting data-driven instruction and team-based decisionmaking 2024–2025 Focus: Professional development centered on ""Building Thinking Classrooms"", a framework that promotes student engagement, critical thinking, and active learning in mathematics CCLA Grant Participation: VLCS joined the TCOE California Collaborative for Learning Acceleration (CCLA) grant. In 2024–2025, MTSS (Multi-Tiered System of Supports) teachers and lead teachers participated In 2025–2026, RSP (Resource Specialist Program) teachers will also attend, expanding the reach of evidencebased instructional practices across the school"|2025-06-09|2025
54105460125542|Sycamore Valley Academy|2|At Sycamore Valley Academy, teachers utilize assessment data from a variety of sources to inform instruction and monitor student progress, as outlined in the school’s charter petition. A central focus of our assessment approach is the analysis of authentic student work. This includes in-depth evaluations of student projects, classroom presentations, reading and writing assessments, and performance tasks that are scored using school-developed rubrics aligned to state standards. These assessments not only measure academic growth but also encourage students to demonstrate their understanding in meaningful, real-world ways.  In addition to authentic assessments, the school administers the nationally recognized iReady diagnostic assessment three times per year—fall, winter, and spring—to measure student proficiency in both reading and mathematics. iReady provides detailed data on individual student growth, grade-level readiness, and targeted instructional needs, which directly informs classroom instruction. The insights gathered from these benchmark assessments help teachers identify trends and tailor instruction to support student learning. Additionally, these tools help prepare students for the CAASPP (California Assessment of Student Performance and Progress) summative assessments administered in the spring. This comprehensive assessment system enables Sycamore Valley Academy to monitor progress toward mastery of California state standards throughout the year.  As part of our long-term commitment to academic success, Sycamore Valley Academy is implementing a board-approved strategic plan that guides instructional priorities and aligns schoolwide efforts. The assessment tools selected—both formative and summative—reflect our goal of capturing a holistic picture of student learning and using multiple measures to support continuous improvement in both academic and social-emotional development.  To ensure the LEA (Local Educational Agency) is making steady progress toward full implementation of the academic content and performance standards adopted by the State Board of Education (SBE), the school has established a strong professional support system for educators. Teachers benefit from ongoing coaching through regular classroom walkthroughs and observations conducted by school leadership and instructional coaches. These walkthroughs are designed to provide actionable feedback and encourage reflective teaching practices.  In addition, the school offers consistent professional development focused on research-based instructional strategies aligned to grade-level standards and the diverse needs of our students. Topics include differentiation, academic discourse, and the integration of literacy across content areas. Teachers also receive individualized coaching from the site-based instructional coach, who supports lesson planning, classroom management, and effective practices that help students access rigorous curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-16|2025
54105460135459|Blue Oak Academy|2|At Blue Oak Academy, teachers utilize assessment data from a variety of sources to inform instruction and monitor student progress, as outlined in the school’s charter petition. A central focus of our assessment approach is the analysis of authentic student work. This includes in-depth evaluations of student projects, classroom presentations, reading and writing assessments, and performance tasks that are scored using school-developed rubrics aligned to state standards. These assessments not only measure academic growth but also encourage students to demonstrate their understanding in meaningful, real-world ways.  In addition to authentic assessments, the school employs the nationally recognized iReady diagnostic assessment three times a year—fall, winter, and spring—to measure student proficiency in both reading and mathematics. iReady provides data on individual student growth, grade-level readiness, and instructional areas of need, which directly informs classroom instruction. The data gathered from these benchmarks supports our teachers in identifying trends and tailoring instruction to meet student needs. These benchmark assessments also serve as a preparatory foundation for the CAASPP (California Assessment of Student Performance and Progress) summative assessments administered in the spring. The integration of these tools ensures that Blue Oak Academy can continuously track student progress toward mastery of California state standards.  As part of our long-term vision for academic achievement, Blue Oak Academy is in its first year of implementing a comprehensive, board-approved strategic plan. This strategic plan was developed to guide instructional priorities, align schoolwide efforts, and ensure that the metrics we use—including both formative and summative assessment tools—support the academic and social-emotional growth of all students. The selection of these specific assessment tools reflects our commitment to providing a holistic picture of student learning and using multiple measures to drive continuous improvement.  To ensure the LEA (Local Educational Agency) is making adequate progress toward full implementation of the academic content and performance standards adopted by the State Board of Education (SBE), a strong system of professional support is in place for educators. Teachers receive ongoing, embedded coaching through regular classroom walkthroughs and observations conducted by site leadership and instructional coaches. These walkthroughs provide actionable feedback and are designed to foster reflective teaching practices.  Additionally, schoolwide professional development is provided on a regular basis, with a focus on research-based instructional strategies that are aligned to grade-level standards and the needs of our students. Topics have included differentiation, academic discourse, and the integration of literacy 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||2025-06-16|2025
54105465430327|La Sierra High|2|During the 2024-2025 school year, La Sierra implemented a new curriculum adoption for all core subjects for its respective middle school and high school programs. The following new curriculum adoptions are being implemented across all 7-12 grade level spans during the 2024-2025 school year:   ELA- McGraw Hill  Math & Science- Houghton Mifflin  Social Studies- National Geographic   In addition during the 2024-2025 school year, La Sierra continues to utilize 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 of every school year.   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 Fall 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 2025-2026 school year. Based on the continual improvements, in academics and school systems that are being implemented towards raising student achievement, La Sierra is confident that they will attain full accreditation via WASC for the 2026-2027 school year.   Lastly, La Sierra became eligible for technical assistance (Differentiated Assistance) in 2023-24, as a result of performance results relating to the 2023 Dashboard. La Sierra received guidance in school action planning via the Kern County Superintendent of Schools through the leadership of Dr. Tammy Gabel. As a result of improvements in academics and tiered systems and based on performance results reflected through the California Dashboard metrics, La Sierra is no longer eligible for Differentiated Assistance for the upcoming 2025-2026 school year. La Sierra is committed to continuous improvement in raising student achievement across all academic and social sectors. La Sierra is dedicated towards a continued focus on improving systems and programs to ensuring that every student is college and career ready upon graduating from the military academy.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|5|5|5|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 ELA, Math, Science and ELD 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. During the 2024-2025 school year, the La Sierra teaching staff has received ongoing professional training via the TCOE Curriculum and Supports Department towards implementing its new curriculum frameworks towards raising student learning outcomes with efficacy and fidelity.   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|2025-06-04|2025
54105466119291|Eleanor Roosevelt Community Learning Center|2|Eleanor Roosevelt Community Learning Center (ERCLC), a TK–12 public charter homeschool program, utilizes a variety of locally selected tools and measures to track the implementation of California State Board of Education-adopted academic standards. As a homeschool program that partners closely with parent educators, our focus is on flexible, personalized, and standards-aligned instruction across all subject areas.  To monitor progress, ERCLC uses the following key tools:  i-Ready Diagnostics (ELA and Math): Provides adaptive assessments to benchmark and monitor student growth and proficiency levels, aligned with Common Core State Standards.  Monthly Learning Records (MLRs): Completed by credentialed Educational Coordinators (ECs) in collaboration with parent educators to document standards-based instruction, student work, and progress.  Individual Learning Plans (ILPs): Developed for each student to set learning goals tied to academic standards, reviewed and updated regularly.  Milestone Reports and Portfolio Reviews: Standards-aligned formative and summative assessments used to capture holistic student growth in all core and enrichment subjects.  Specialized Curriculum Tools: Including standards-aligned materials like Mystery Science (NGSS), TCI (History-Social Science), and aligned homeschool curricula for CTE, VAPA, and World Language.  Implementation Progress by Content Area:  Focused effective implementation of content standards has resulted in significant academic growth by all student groups, as reflected in the 2024 California Dashboard.    ELA/ELD: Literacy instruction is integrated with writing portfolios, novel studies, and structured phonics, with additional supports for English Learners embedded through designated and integrated ELD strategies.  Mathematics:  Instruction is aligned to the CCSS and supported by visual models, real-life applications, and intervention plans documented in ILPs.  Next Generation Science Standards (NGSS): Mystery Science and hands-on experiments are used across grade levels. Students participate in science fairs and project-based learning activities that align with the NGSS performance expectations.  History-Social Science: TCI and custom-designed units guide instruction. Students engage in inquiry-based learning, primary source analysis, and civic engagement projects.  Career Technical Education (CTE): ERCLC is expanding CTE offerings through elective courses, job-shadowing opportunities, and parent-led vocational enrichment.   Health and Physical Education: Health content is integrated through nutrition, wellness, and safety units.   Visual and Performing Arts (VAPA): Students access music, theater, and visual arts instruction through both vendor-provided classes and in-house events.   World Language: ERCLC is piloting World Language opportunities through online platforms and family-taught curriculum. Initial efforts include Spanish and American Sign Language instruction.|3|2|3|2|2|4|2|4|3|3|3|2|3|2|2|3|2|2|4|2|3|3|2|Met|As a homeschool-based charter school, ERCLC operates in a unique educational context that emphasizes flexibility, parent partnership, and individualized learning. Our model enables families to co-design learning pathways that are aligned with California’s academic standards while being responsive to each child’s pace, interests, and developmental readiness.  Our commitment to standards-based education is reinforced through:  Ongoing professional development for Educational Coordinators focused on Common Core alignment, Universal Design for Learning (UDL), and differentiated instruction in a homeschool context.  Collaborative coaching with families, including regular check-ins, resource sharing, and guidance to ensure parent instructors are confident in implementing the standards.  Increased access to specialized supports, including targeted interventions in literacy and math, improved online and in-person special education services, and expanded MTSS structures.  New assessment structures, such as report card-aligned Milestone Reports and a digital platform for streamlined standards documentation  Community partnerships are supporting real-world application of standards, including project-based learning, wellness education, and access to arts and CTE enrichment.  Equity-focused initiatives are underway to ensure that socio-economically disadvantaged students, students with disabilities, and English Learners are supported with appropriate scaffolds.|2025-06-17|2025
54717950000000|Allensworth Elementary|2||5|5|5|3|4|5|5|5|3|4|5|5|5|3|4|3|5|5|3|2|5|5|5|Met||2025-06-13|2025
54718030000000|Alpaugh Unified|2||5|4|4|4|5|5|4|4|4|5|5|4|4|4|5|4|5|5|4|5|5|5|5|Met|We continue to employ an Academic Coach who is nationally recognized for expertise in Mathematics and student engagement. Our instructional approach is evolving toward more student-centered practices, which has led to improved student achievement and stronger alignment with academic standards.|2025-06-12|2025
54718030112458|California Online Public Schools Central Valley|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||2025-06-10|2025
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|The LEA is working diligently on staff development. The prior two years have been full of opportunities in Multi-Tiered Systems of Support or MTSS which teachers completed over a three-year period. Now, the LEA has the opportunity to implement the MTSS principles along side or woven into content curriculum. The LEA's goal is to provide teachers with two opportunities to gain content knowledge outside of the normal four-days of professional development and opening/closing processes. The District is also moving to a new instructional format for professional development by using Paideia to focus on saturating the training with rigor and purpose. The District still maintains ELD training hosted by the COE to continue to drive forward on those goals and actions. The District has planned adoptions of new supplemental curricula which will drive some of the professional development. However, the District is looking to drive two types of trainings: process trainings and standards trainings. The point is to drill down in data and observation to organize a more effective set of instructional methods. Without a clear path of guidance and training, the effort could be stifled.|2025-06-25|2025
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|Over the past school year, Monarch River Academy made significant progress in implementing state-adopted academic standards and curriculum frameworks. Teachers participated in targeted professional development aligned with the Common Core State Standards (CCSS) for ELA and Math, the Next Generation Science Standards (NGSS), and the History-Social Science framework.   Professional learning emphasized collaboration and effective instructional strategies to help educators integrate standards into daily lessons. Supporting English Learners (ELs) remained a priority, with training focused on aligning ELD standards with ELA instruction.  To ensure access to quality materials, Monarch River Academy invested in updated resources that support differentiation and meet diverse learning needs.  The school continues to refine professional development by collecting staff feedback to guide future sessions. Collaborative teacher pairings and classroom walkthroughs support the practical application of new strategies.  As the school works toward full implementation, ongoing feedback and support remain key to aligning with standards and promoting continuous improvement.|2025-06-10|2025
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||2025-06-18|2025
54718370000000|Burton Elementary|2||5|5|5|5|5|4|4|4|3|4|4|4|4|4|3|4|4|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.|2025-06-16|2025
54718370109009|Summit Charter Academy|2||5|5|5|5|5|4|4|4|3|4|4|4|4|4|3|4|4|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.|2025-06-16|2025
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|N/A|2025-06-12|2025
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|Cutler-Orosi Joint Unified School District is committed to implementing California Common Core State Standards (CCSS) across all grade levels and subjects. The district has adopted CCSS-aligned instructional materials for ELA, ELD, Math, History-Social Science, and Science (K–12). Assessments are aligned to state standards to ensure accurate progress monitoring. Weekly Professional Learning Communities (PLCs) allow teachers to analyze data, adjust instruction, and collaborate on lesson planning. Ongoing professional development and daily support from instructional coaches build teacher capacity and ensure high-quality instruction. For the 2025–2026 school year, COJUSD is focused on “Great Instruction the First Time” (GIFT), emphasizing first-time instructional success and collaborative engagement strategies that minimize the need for reteaching. This effort is designed to ensure that all students, especially those from underserved populations, have access to rigorous, standards-based instruction that prepares them for college, career, and future success.|2025-06-18|2025
54718940000000|Ducor Union Elementary|2||4|4|4|2|3|4|4|4|4|4|4|4|4|4|4|0|4|4|3|0|5|4|3|Met||2025-06-10|2025
54719020000000|Earlimart Elementary|2||4|3|4|3|2|4|4|4|3|1|4|3|3|2|2|2|2|4|4|1|3|3|3|Met||2025-06-17|2025
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|4|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.|2025-06-18|2025
54719510000000|Hot Springs Elementary|2||4|4|4|4|4|5|5|5|5|5|4|3|4|4|4|0|4|4|3|1|4|4|4|Met|Hot Springs School is a Necessary Small School, with a total enrollment of less than 20 students in grades Pre-K through 8. The district has no ELD students and has not had any for years. The District uses curriculum-based assessments, Renaissance STAR math and reading assessments, Lexia and teacher made assessments to measure progress of each student. With two teachers providing instruction, a reading specialist providing additional instruction and help in reading and an instructional aide providing additional help, students are easily monitored on a regular basis. All core instructional areas use current state adopted curriculum that includes the online portions and supplements this with Renaissance MYon reading, Lexia, and Heggerty Phonemic Awareness. With only a few families with students at the school, communication occurs on a regular basis, thus keeping parents updated and involved in their student's progress.|2025-06-12|2025
54719690000000|Kings River Union Elementary|2||4|5|4|4|3|4|5|4|4|3|4|5|4|4|3|0|3|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 collaborates with teachers once a week for the purpose of improving student outcome.  In addition, KRUE adopted an English Language Arts curriculum at the conclusion of the 2023-2024 school year which was implemented during the 2024-2025 school year in kindergarten-grade 8.|2025-06-24|2025
54719850000000|Liberty Elementary|2||4|4|4|3|3|5|5|5|4|5|4|4|4|4|3|0|5|4|4|0|5|5|4|Met|Our teachers have been deeply involved in developing curriculum pacing guides and selecting instructional materials that align with state standards.|2025-06-24|2025
54719930000000|Lindsay Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|5|5|3|4|5|5|5|5|Met||2025-06-23|2025
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||2025-06-23|2025
54720090000000|Monson-Sultana Joint Union Elementary|2||4|4|4|5|2|4|4|4|4|2|4|3|4|5|2|3|4|4|4|4|4|4|4|Met||2025-06-17|2025
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||2025-06-24|2025
54720250000000|Outside Creek Elementary|2||4|4|5|3|4|5|4|5|4|4|5|4|5|4|4|0|5|5|4|0|4|4|4|Met||2025-06-12|2025
54720330000000|Palo Verde Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|Met||2025-06-18|2025
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. The FIT report and Williams audit were utilized to verify our internal analysis. 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 Professional Development has been done extensively with the middle school ELA team over the past four years, and with the elementary team in the past 2 years as part of the standards/ instructional aligment work. Their primary focus has been on reading development and writing implementation as silos of professional development for the past 5 years. At the end of this year, additional PD with the grade level leads that reviewed the framework was done. The focus for 2022-2024 was on clarifying essential standards, unpacking them for clarity, and using the framework as a basis for instructional efficacy in those areas. In 2024-25 the focus became learning targets and common formative assessments for essential standards and using data to drive instruction/ interventions. · 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. (see above for more detail) · Mathematics – Common Core State Standards for Mathematics Extensive work for grades 6, 7, 8 at middle school and grades 3, 4, 5 have been done in this area. In addition, numeracy training aligned to early childhood development standards was provided for TK teachers in 2023-24. Additional alignment work with essential standards, unpacking those, and using the framework to increase the rigor and efficacy in those areas. In 2024-25 the focus became learning targets and common formative assessments for essential standards and using data to drive instruction/ interventions. 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 Initial training was done during the adoption of these standards, but little has been done since. There has been some work on integrated ELD in Math/Science/Social Studies areas that pertains to this content area. Classroom walkthroughs"|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|Additional Narrative- Continued/ Next Generation Science Standards Initial training was done during the adoption of these standards, but little has been done since. There has been some work on integrated ELD in Math/Science/Social Studies areas that pertains to this content area. Classroom walkthroughs show beginning standards implementation in this area. More systemic work is needed. · History-Social Science There has been some work on integrated ELD in Math/Science/Social Studies areas that pertains to this content area. This is an area of relative weakness. With the focus on math and ELA, social science standards have not been an area of PD focus. We will not be addressing this systemwide next year The focus will be on integrating ELD instructional supports and strategies aligned with the standards/frameworks. Classroom walkthroughs show standards implementation in this area. · Career Technical Education There has been some work on integrated ELD in Math/Science/Social Studies areas that pertains to this content area. This is an area of relative weakness. With the focus on math and ELA, CTE standards have not been an area of PD focus. We will not be addressing this systemwide next year. The focus will be on integrating ELD instructional supports and strategies aligned with the standards/frameworks. · 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|2025-06-24|2025
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||2025-06-17|2025
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||2025-07-16|2025
54720900000000|Rockford Elementary|2|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 surveys of teachers, staff and parents. Results confirm that over the past year, we have achieved “full implementation” or “full implementation and sustainability” in: English/Language Arts, English Language Development, Mathematics, Science, Visual and Performing Arts, Health, Physical Education, and History/Social Science. We are in the beginning implementation phase of the new Mathematics Framework to assure sustainability of this content area.  We continue the implementation of the Model Library Standards and Technology standards. We collaborate with our high school district to prepare students for the high school career paths as well as college academic preparedness.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
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||2025-06-10|2025
54721160000000|Sequoia Union Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|2|0|4|4|4|Met||2025-06-24|2025
54721166054340|Sequoia Elementary Charter|2|Sequoia Union uses the State Smarter Balanced FIAB's to track student progress in Language Arts and Math. The LEA has fully implemented 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 Content Standards, and the Physical Education Model Content Standards|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|Met||2025-06-24|2025
54721320000000|Springville Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-11|2025
54721400000000|Stone Corral Elementary|2||5|5|5|3|3|5|5|5|5|5|5|5|5|3|3|0|3|3|4|0|4|4|4|Met||2025-06-25|2025
54721400136507|Crescent Valley Public Charter II|2||5|5|5|4|4|4|5|5|4|3|5|4|5|4|4|4|5|5|4|4|4|4|4|Met|The school has maintained an overall average score of 4.39, reflecting Full Implementation of adopted academic standards and curriculum frameworks. While some areas have slightly adjusted, the school remains committed to supporting teachers and staff through professional learning, instructional materials, and policies that enhance instruction. Continued focus on targeted professional development and instructional support will ensure ongoing success in meeting academic standards.|2025-06-05|2025
54721570000000|Strathmore Union Elementary|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|4|4|3|0|5|4|4|Met|With our focus on data and analysis, we have seen exponential growth in our ability to identify teachers’ needs as a whole, which has allowed us to establish a clear, targeted plan for the upcoming school year.|2025-06-16|2025
54721730000000|Sundale Union Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|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 training given by our trained staff members on topics that need additional support.|2025-06-17|2025
54721810000000|Sunnyside Union Elementary|2||4|3|3|2|3|4|3|3|2|3|4|3|3|2|3|2|4|5|2|1|4|3|3|Met|Sunnyside Union School District continues to make intentional progress in implementing the academic standards adopted by the State Board of Education. Over the 2024–2025 school year, the district prioritized professional development aligned with the California Standards for English Language Arts, Mathematics and  English Language Development.  Instructional staff received training in short-cycle assessments, teacher clarity, and visible learning strategies to strengthen instructional coherence and improve student outcomes.  Additionally, the district has adopted a cross-curricular focus on student engagement strategies, including the implementation of Paideia Seminars and targeted academic discourse practices. These efforts have been particularly beneficial in supporting English learners and students performing below grade level.  Ongoing instructional coaching, including a Teacher on Special Assignment (TOSA), has provided teachers with on-site modeling, feedback, and collaborative planning time.  As a small, single-school district, Sunnyside maintains a close-knit culture of continuous improvement and shared responsibility, enabling rapid feedback cycles and adaptive support to ensure implementation of academic standards is consistent and meaningful across all grade levels.|2025-06-24|2025
54721990000000|Terra Bella Union Elementary|2||4|4|3|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|4|3|Met||2025-06-12|2025
54722070000000|Three Rivers Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|3|5|3|0|5|5|5|Met||2025-06-26|2025
54722150000000|Tipton Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|2|5|5|5|Met||2025-06-12|2025
54722230000000|Traver Joint Elementary|2||5|5|5|1|1|5|5|5|1|1|5|5|5|2|2|0|2|2|1|0|5|5|5|Met||2025-06-24|2025
54722310000000|Tulare City|2||4|4|5|4|4|5|4|5|4|4|4|4|4|4|4|2|4|5|5|1|4|4|4|Met||2025-06-24|2025
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 10 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. Social Studies teachers throughout the district meet regularly to review assessments, standards, and pacing guides.  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 were 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. The district has seen an increase in student reading levels with the efforts of the TOSA and an increased focus on our Reading Intervention Program. 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||2025-06-12|2025
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 10 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. Social Studies teachers throughout the district meet regularly to review assessments, standards, and pacing guides.  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 were 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. The district has seen an increase in student reading levels with the efforts of the TOSA and an increased focus on our Reading Intervention Program. 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||2025-06-12|2025
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 10 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. Social Studies teachers throughout the district meet regularly to review assessments, standards, and pacing guides.  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 were 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. The district has seen an increase in student reading levels with the efforts of the TOSA and an increased focus on our Reading Intervention Program. 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||2025-06-12|2025
54722560000000|Visalia Unified|2||5|3|5|3|2|5|4|5|5|4|4|3|4|3|2|5|5|4|4|4|4|3|4|Met||2025-06-12|2025
54722560109751|Visalia Charter Independent Study|2|English Language Arts –Full Implementation and Sustainability  English Language Development-Full Implementation and Sustainability  Mathematics- Full Implementation and Sustainability  Next Generation Science Standards-Full Implementation and Sustainability  History-Social Science- Full Implementation and Sustainability  Career Technical Education- Full Implementation and Sustainability  Health Education Content Standards-Full Implementation and Sustainability  Physical Education Model Content Standards-Full Implementation and Sustainability  Visual and Performing Arts- Full Implementation and Sustainability  World Language-Full Implementation and Sustainability|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2025-06-12|2025
54722560120659|Visalia Technical Early 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||2025-06-12|2025
54722560135863|Global Learning Charter|2|||||||||||||||||||||||||Not Met|||2025
54722566116909|Charter Home School Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|1|3|3|0|4|4|4|Met||2025-06-12|2025
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||2025-06-24|2025
54722980000000|Woodville Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|4|4|3|3|5|5|5|Met||2025-06-10|2025
54753250000000|Farmersville Unified|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|4|Met||2025-06-24|2025
54755230000000|Porterville Unified|2||4|3|4|3|3|4|3|4|4|4|4|3|4|3|3|4|4|4|4|3|4|4|4|Met||2025-06-26|2025
54755230114348|Butterfield Charter|2||4|4|4|3|3|4|4|4|4|4|4|3|4|3|3|4|4|4|4|3|4|4|4|Met||2025-06-26|2025
54755230116590|Harmony Magnet Academy|2||4|3|5|5|4|5|4|5|5|4|5|4|5|5|5|5|4|4|5|3|5|4|4|Met||2025-06-26|2025
54755230137968|Porterville Military Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|4|4|4|4|4|4|3|Met||2025-06-26|2025
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||2025-06-26|2025
54767940000000|Woodlake Unified|2|Woodlake Unified monitors the implementation of state academic standards through regular administrative classroom visits and the formal teacher evaluation process. These strategies provide direct observation of classroom instruction and are key tools for verifying that state standards are consistently being implemented. Data collected through these processes is included as part of the district’s Local Control and Accountability Plan (LCAP). In 2024-25, formal observations revealed that 100% of observed English Language Arts (ELA) and math lessons were aligned with state standards. Additionally, 87.7% of English Language Development (ELD) lessons and 78.5% of literacy lessons in history/social science and technical subjects were observed to be aligned with the appropriate standards.  To support standards-based instruction, WUSD purchased supplemental instructional materials in 2024-25 for K–8 ELA, K–8 math, and 9–12 ELD, while awaiting the state’s updated list of approved curriculum materials. For the 2025–26 school year, the district will purchase supplemental print materials for K–12 math and provide a digital math subscription for every K–5 student. In addition, school sites use Title I and LCAP funds to purchase additional instructional materials based on local needs. In recent years, the district adopted and implemented materials aligned to the Next Generation Science Standards (NGSS) in grades TK–8 and expanded to grades 9–12 in 2022–23. In 2023–24, instructional materials for 9–12 World Languages (Spanish and French) were also adopted and implemented.  WUSD provides weekly late start days and summer collaboration sessions to allow teachers to meet by grade level and content area to develop curriculum and assessments aligned to state standards. Targeted professional development is offered based on needs identified by teachers and site or district leadership. In 2024–25, the district focused on four key strategies to improve instruction and student outcomes: (1) expanding Achievement Teams certification training to include Division Chairs and Lead Teachers, (2) providing site administrators with ongoing leadership development to support Achievement Teams implementation, (3) increasing coaching days through TCOE Curriculum Specialists in ELA, Math, and ELD, and (4) providing resources and release time for staff to participate in professional learning, collaboration, and teacher-led 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||2025-06-18|2025
54768360000000|Exeter Unified|2||4|4|4|3|3|4|4|4|4|3|4|3|4|3|3|4|4|4|4|4|4|4|4|Met||2025-06-18|2025
55105530000000|Tuolumne County Superintendent of Schools|2||4|2|3|3|3|5|5|5|5|5|4|3|4|4|4|3|3|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 CTE Photography class was offered to TLC students in the 2024/25 school year.|2025-06-24|2025
55723060000000|Belleview Elementary|2||5|5|5|4|3|5|5|5|4|3|4|4|4|4|3|0|5|5|4|3|4|5|5|Met||2025-06-23|2025
55723480000000|Columbia Union|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|4|4|2|4|4|4|Met||2025-06-16|2025
55723550000000|Curtis Creek Elementary|2||3|2|2|2|2|4|3|4|3|3|3|3|3|2|3|0|2|3|3|0|2|2|2|Met|Curtis Creek has the curriculum available for all state standards and the curriculum needed to teach with effective instructional strategies.  Curtis Creek has a very inexperienced staff in grades 4-8, and as such the amount of aggregate time the five grade levels (10 teachers total) has spent on professional development focused on effective instructional strategies is minimal.  This lack of professional development and consistency within our staffing has been identified as a need and has been addressed in the LCAP.|2025-06-25|2025
55723630000000|Jamestown Elementary|2||4|3|4|4|4|5|4|5|5|5|5|3|4|4|3|3|4|4|5|5|4|4|4|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.|2025-06-25|2025
55723710000000|Sonora Elementary|2|The District is using CAASPP, I Ready, and BPST 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||2025-06-12|2025
55723890000000|Sonora Union High|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|5|4|4|4|4|3|3|3|Met||2025-06-23|2025
55723970000000|Soulsbyville Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|4|0|3|4|3|1|5|4|4|Met||2025-06-17|2025
55724050000000|Summerville Elementary|2|The Summerville Elementary School District is committed to ensuring that all students have access to highly qualified educators, standards-aligned instructional materials, and safe, well-maintained learning environments. These priorities are guided by the Governing Board and reflect input from educational partners, student needs, and the district’s focus on continuous school improvement.  To support the implementation of state academic standards, the district monitors progress annually using district benchmark assessments. These results are reviewed in relation to state data published on the California School Dashboard. Progress is shared with the Governing Board during public meetings and communicated widely to families and community partners through engagement opportunities, the district website, social media updates, and required state reporting platforms. This process ensures transparency and fosters ongoing collaboration to support high-quality teaching and learning for all students.|4|1|4|4|4|4|1|0|4|4|4|1|3|3|4|2|2|3|1|1|3|3|3|Met|With the support of the Governing Board, staff at Summerville Elementary School remain committed to selecting and implementing high-quality curricula that align with California state academic standards and meet the diverse learning needs of all students. Professional learning opportunities are thoughtfully planned each year based on staff input and identified instructional priorities.  Although the number of English Learners (ELs) enrolled remains small—currently fewer than five students—the district takes a deliberate and focused approach to ensure that these students receive content-rich, standards-aligned instruction tailored to their language development needs. As the EL population continues to grow, Summerville Elementary is prepared to build on its current efforts by expanding curriculum development, instructional strategies, and staff training to ensure all English Learners are fully supported in their academic success.|2025-06-18|2025
55724130000000|Summerville Union High|2||5|3|4|4|4|5|3|4|5|5|4|3|4|4|4|4|5|4|5|5|4|4|3|Met|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, CAASPP PD, and SPED PD and Stanislaus and San Joaquin Counties for ELA and math PD. This past year, math teachers started the implementation process of a new math adoption as well as returning to the traditional math track of Algebra 1, Geometry, Algebra 2, Pre-Calculus and have seen an increase in student achievement. Each of our departments is using its Professional Learning Community PLC time to work together to provide collaboration and articulation opportunities. LCFF funds have been allocated in our LCAP 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 2025 will include additional strategies to support student achievement through|2025-06-25|2025
55724130112276|Gold Rush Home Study Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|3|4|4|0|5|5|5|0|4|4|4|Met||2025-06-12|2025
55724135530191|Connections Visual and Performing Arts Academy|2||5|3|4|4|4|5|3|4|5|5|4|3|4|4|4|4|5|4|5|5|4|4|3|Met|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, CAASPP PD, and SPED PD and Stanislaus and San Joaquin Counties for ELA and math PD. This past year, math teachers started the implementation process of a new math adoption as well as returning to the traditional math track of Algebra 1, Geometry, Algebra 2, Pre-Calculus and have seen an increase in student achievement. Each of our departments is using its Professional Learning Community PLC time to work together to provide collaboration and articulation opportunities. LCFF funds have been allocated in our LCAP 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 2025 will include additional strategies to support student achievement through|2025-06-25|2025
55724210000000|Twain Harte|2||5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|2|3|5|2|0|3|3|4|Met||2025-06-19|2025
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|5|4|4|4|4|Met|The District continues to make progress in implementing state academic standards through strategic partnerships and targeted professional development. With support from county and state agencies, the District provides ongoing training aligned with state-adopted standards for both certificated and classified staff. Using MTSS grant funding, staff have participated in comprehensive training focused on improving instruction and student support. Targeted professional development has also been provided in Social-Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Agriculture/FFA.  In 2023–24, the District hired six new teachers. Each was paired with a mentor teacher to identify growth areas, address gaps in standards-based instruction, and receive tailored support. These efforts help ensure consistent, high-quality instruction across all classrooms.  The District remains committed to using student data to guide instruction, strengthening teaching practices through collaboration and coaching, and providing all students with access to a rigorous, standards-based education.|2025-06-25|2025
56105610000000|Ventura County Office of Education|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|5|5|2|4|5|4|5|Met||2025-06-26|2025
56105610109900|Vista Real Charter High|2||4|4|5|4|4|4|5|5|4|4|4|4|4|4|4|4|5|5|5|4|3|3|3|Met|"Overall, the school scored at a 4.13 which is full implementation of adopted academic and/or curriculum frameworks. This is a nominal decline of 0.05 points from last year. We made progress in several areas, showing strength in the implementation and alignment of instructional materials and standards across a variety of subjects. The high ratings, particularly in Math, reflect strong progress towards full implementation and sustainability, with instructional materials being effectively aligned and available in all classrooms. However, an area for growth is the support for teachers and administrators in identifying professional learning needs. The ratings of ""3"" in this category indicate that while some progress has been made in identifying the needs of staff to implement curriculum to fidelity, further development is needed to ensure more targeted support and continuous improvements."|2025-05-28|2025
56105610112417|Ventura Charter School of Arts and Global Education|2||5|5|1|5|5|5|5|1|5|5|5|5|1|5|5|0|5|5|5|0|5|5|5|Met|This year, we have assigned ourselves a rating of 1 on the local indicators for Mathematics due to our strategic focus on the upcoming mathematics curriculum adoption, scheduled for November 2025. While this rating reflects our current status, it also signals a pivotal transition point for our instructional practices and professional development.  Our low rating is not indicative of a lack of effort or commitment to student achievement, but rather a reflection of the shift in instructional focus as we prepare for a system-wide adoption of a new math curriculum. In anticipation of this change, our staff is intentionally dedicating time and resources to understanding the newly adopted standards and evaluating high-quality instructional materials aligned with the California Math Framework.  During this period, professional development efforts will be heavily centered on math instruction. Teachers and instructional staff will engage in collaborative learning, training sessions, and analysis of student needs to ensure a smooth and informed transition. This groundwork is essential to ensure fidelity of implementation, equity in access, and improved student outcomes moving forward.  We are confident that this period of preparation will lay a strong foundation for long-term growth in mathematics achievement. Our proactive approach demonstrates our commitment to providing students with rigorous, relevant, and standards-aligned math instruction under the new curriculum.|2025-06-26|2025
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 Dyslexia Screening and Reading Aptitude: Dibels mClass 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||2025-06-16|2025
56105610122713|River Oaks Academy|2|River Oaks Academy Charter (ROA) utilizes a comprehensive system of assessments to measure student progress and guide instruction. State-mandated assessments—including CAASPP, CAST, and PFT—are administered alongside our state-approved local assessment, i-Ready, which is given three times per year to monitor growth in English Language Arts and Mathematics.  To ensure a well-rounded evaluation of student learning, ROA also employs a variety of assessments in additional subject areas such as History-Social Science, Career Technical Education (CTE), Visual and Performing Arts, and World Languages.  Coaching teachers meet regularly with students, using these meetings as informal assessments to gauge understanding. Each student has an individual portfolio maintained by their teacher to track academic growth across subjects.  ROA coaching teachers meet regularly with their students and each meeting is an informal assessment of the content learned. Teachers, in addition, keep a portfolio on each student to show academic growth in each subject area.   High school students often take dual enrollment courses at local community colleges, demonstrating academic progress through college-level grades. They also participate in college readiness assessments, including the PSAT and SAT.  ROA is committed to high-quality instruction aligned with recently adopted academic standards and curriculum frameworks in ELA, ELD, Math, Science, and History-Social Science. The school provides ongoing professional development to support teachers in effectively implementing these standards, as well as those for CTE, Health Education, Physical Education, Visual and Performing Arts, and World Languages. Professional learning activities include identifying instructional needs for both groups and individual teachers, and offering targeted support to strengthen instructional delivery and mastery of standards.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|Met|ROA has fully implemented all academic standards adopted by the state board. ROA only uses content standard aligned materials and has regular meetings to check for growth. ROA teachers continuously attend activities and professional development to grow in all areas. They work collaboratively and share acquired knowledge with each other during the monthly curriculum, instruction, and assessment meetings as well as during their cohort collaborative time.|2025-06-04|2025
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 2023-24 CAASPP scores in which 81.35% of all MATES students met or exceeded standards in ELA. MATES has also been very successful in implementation of the California State Standards for Mathematics. In the 2023-24 school year, according to CAASPP, 81.87% of MATES students met or exceeded standards in Mathematics.   MATES meets the needs of English learners through both integrated and designated instruction in the ELA/ELD framework. 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 through thematic instruction, and MATES 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 arts 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 content from the core curriculum.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-05-19|2025
56724470000000|Briggs Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2025-06-05|2025
56724540000000|Fillmore Unified|2||4|3|4|4|4|5|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2025-06-03|2025
56724620000000|Hueneme Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|Met|HESD remains committed to fully implementing state academic standards and ensuring equitable, high-quality instruction for all students. In addition to the required elements already addressed, we offer the following context to support a more comprehensive understanding of our progress:  Professional Development Initiatives HESD has invested in ongoing, standards-aligned professional development for educators across grade levels and subject areas. This includes workshops on instructional shifts in English Language Arts and Mathematics and research-based strategies for supporting English learners and students with disabilities.  Curriculum Alignment and Adoption All adopted materials are aligned with current state standards. Where gaps are identified, supplemental resources have been procured or developed. Teachers have access to curriculum guides to ensure consistency and coherence.  Use of Data to Drive Instruction HESD has enhanced its data systems and practices to better monitor student progress toward mastery of grade-level standards, analyze formative and summative assessments, adjust instruction, and provide targeted interventions.  Technology Integration HESD continues to leverage technology to support standards-based instruction, including adaptive learning platforms, digital assessments, and tools that help teachers differentiate instruction and monitor student learning in real time.|2025-06-09|2025
56724700000000|Mesa Union Elementary|2||4|4|4|3|4|5|3|5|4|5|4|4|4|3|4|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 2024-2025 school year, which will extend into the 2025-2026 school year. During the 2024-2025 school year, Mesa Union implemented instructional materials in mathematics K-8 in order to have an entirely coherent and consistent approach to mathematics instruction. The implementation will continue into 2025-2026.|2025-06-12|2025
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||2025-06-18|2025
56725040000000|Mupu Elementary|2|Mupu Elementary School District uses a comprehensive set of local tools to monitor progress in implementing State Board-adopted academic standards. Key measures include the CA Dashboard Local Indicators Self-Reflection Tool, STAR Reading and Math assessments, Summative ELPAC, CAST, teacher surveys, and classroom observation data. These were selected to provide a balance of qualitative feedback and quantitative student achievement data. STAR assessments offer timely insights that help teachers tailor instruction, while the Self-Reflection Tool and PD participation records track instructional alignment with standards across all subjects.  In English Language Arts (ELA), Mupu has reached full implementation of Common Core State Standards, supported by PD in writing instruction and intervention tools like Lexia. However, with existing curriculum materials becoming outdated, a formal review is underway to guide the purchase of updated, standards-aligned resources. Mathematics instruction is also fully implemented with alignment to the new California Math Framework. Professional development, including math consultants and county collaborations, supports instructional shifts. ST Math is utilized for supplemental support, with STAR Math data guiding instructional decisions.  For English Language Development (ELD), implementation is progressing with expanded targeted support for ELs in grades 2-8. The district adopted a new yearlong program to prepare students for ELPAC content, and reclassification rates improved from 9% to 15.7% due to this focused intervention. Mupu remains committed to reducing the number of Long-Term English Learners through earlier support.  The Next Generation Science Standards (NGSS) are fully implemented. Hands-on projects and inquiry-based instruction are in place, though the district is working to improve CAST outcomes, particularly for low-income students. History-Social Science is also fully implemented with continued PD ensuring instruction is aligned with state standards.  Mupu reviews instructional materials annually to ensure alignment with standards in all subjects, including Health, PE, and Visual and Performing Arts. Additional strategies include vertical articulation between grade levels and partnerships with the local high school to align expectations. The district also integrates technology and small group instruction via instructional aides to meet the diverse needs of students, particularly unduplicated pupils and students with disabilities.  Overall, Mupu’s structured approach ensures standards are fully embedded in instruction, with continuous monitoring and targeted improvements guided by multiple data sources and teacher input.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0|Met||2025-06-18|2025
56725120000000|Ocean View|2||4|4|4|4|4|4|4|5|4|4|5|4|5|4|4|0|4|4|4|0|5|5|5|Met||2025-06-24|2025
56725200000000|Ojai Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|5|4|4|5|5|4|4|3|Met||2025-06-18|2025
56725205630405|Valley Oak Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|4|5|4|Met||2025-06-26|2025
56725380000000|Oxnard|2||5|4|4|4|4|5|5|5|5|5|5|5|5|4|4|0|4|4|5|5|4|4|4|Met||2025-06-18|2025
56725460000000|Oxnard Union High|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||2025-06-18|2025
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||2025-06-05|2025
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|4|5|5|5|5|5|Met||2025-06-23|2025
56725530000000|Pleasant Valley|2||5|4|5|5|5|5|5|4|5|5|5|4|5|5|5|4|4|5|4|4|5|5|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 and the examination of student needs was used to develop a multi-year professional learning plan.|2025-06-19|2025
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|4|4|4|Met||2025-05-01|2025
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|5|5|5|5|5|Met|We purchased a new Social Studies curriculum this year, and teachers are working on implementation. We also purchased some new math curriculum resources through Open UP that are enhancing our standards-based math instruction.|2025-06-24|2025
56725610000000|Rio Elementary|2|The Rio School District utilizes California state CAASPP assessment and assessment tools to track it's progress in the implementing the state academic standards for English Language Arts (ELA) - Common Core State Standards for ELA, Mathematics - Common Core State Standards for Mathematics and Next Generation Science Standards. The California ELPAC assessment is utilized to measure progress in English Language Development (ELD) (Aligned to Common Core State Standards for ELA).  The California Physical Fitness Test is given annually to 5th and 7th graders and provides data points to compare progress and plan for instruction in Physical Education Model Content Standards. The LEA has selected these measures to align to the CDE Dashboard accountability measures.  The district provides six Professional Learning Time (PLTs), two full professional development days and various curriculum council meetings to focus on content frameworks and standards. Integrated standards aligned curriculum helps to support cross cutting practices the address the Common Core Frameworks. Teachers have an additional 6 PLT sessions to collaborate on curriculum development with grade level or content area colleagues.|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|4|5|5|5|5|5|Met|RSD enhances engagement and learning while catering to diverse learning styles and interested in core subject matters by customization instruction to meet the unique needs of individual students or groups of students. This flexibility creates a more inclusive learning environment along with access to up-to-date and diverse content that can be regularly updated to reflect the latest knowledge and developments in various fields. This ensures 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.   Support for teachers and administrators includes the following:  PLT (professional learning time) sessions for the district to provide professional development related to CA Frameworks, PLT sessions for teachers to collaborate on instructional practices or curriculum development, professional development days related to the needs of teachers or staff as a whole, monthly staff meetings to address site and staff needs and various curriculum council meetings are held with a focus on CA Frameworks and cross cutting practices to support student learning.  Procedures are in place for teachers to attend conferences and workshops to support their individual needs to address the frameworks and needs of students.|2025-06-25|2025
56725790000000|Santa Clara Elementary|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|4|5|4|0|5|5|5|Met||2025-06-18|2025
56726030000000|Simi Valley Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|Met||2025-06-24|2025
56726110000000|Somis Union|2|Somis Union Shool District is implementing the state-adopted academic standards. We selected a combination of formative and summative assessment tools, classroom observation protocols, review of student work during staff meetings and surveys. Below is a brief description of the tools used:  Benchmark Assessments (ELA and Math): Administered by trimester to monitor student proficiency in alignment with the Common Core State Standards.  ELD Progress Monitoring Tool: Using locally developed rubrics aligned to the ELD standards.  NGSS-Aligned Science Tasks: Teachers use performance-based science assessments and unit pre-/post-tests to gauge alignment with Next Generation Science Standards.  Curriculum Mapping: Conduct annual reviews to ensure instructional materials are aligned to History-Social Science, Visual and Performing Arts, Health, Physical Education, and World Language standards.  CTE Program Evaluation Rubric: Used to ensure Career Technical Education pathways align with state standards and industry expectations.  Professional Learning Articulation and Surveys: Collected from staff to measure implementation fidelity and identify areas for professional growth.   Summary of Progress in Implementing Academic Standards:  English Language Arts & Mathematics: Benchmark assessments show gradual improvement in student performance, indicating standards-based instruction is taking place.  English Language Development: English learner progress, as measured by the local ELD rubric and the ELPAC, shows consistent language development gains. Targeted professional development has improved instructional scaffolding.  Next Generation Science Standards: Implementation is progressing, with full integration in grades 6–8 and partial integration in K–5. Teachers report increased confidence using the NGSS performance expectations.  History-Social Science: Curriculum maps are fully aligned in grades K–8.  Career Technical Education: All pathways have been reviewed and updated to align with CTE Model Curriculum Standards. Student enrollment and pathway completion rates are increasing and STEM has taken a major step forward with our automated garden.  Health and Physical Education: Standards-aligned lessons are implemented across K–12.   Visual and Performing Arts & World Language: Music instruction is guided by the adopted content standards, and course offerings continue to expand. Student feedback and participation data show growing interest and relevance.  Overall, we continue to invest in teacher training, instructional materials, and data systems to ensure full implementation and monitoring of the state-adopted standards.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|5|5|5|Met||2025-06-05|2025
56726520000000|Ventura Unified|2||4|3|4|4|4|4|3|4|4|4|4|4|4|3|3|4|5|4|5|5|4|4|3|Met||2025-06-24|2025
56737590000000|Conejo Valley Unified|2||5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|5|5|5|5|5|5|5|4|Met||2025-06-18|2025
56738740000000|Oak Park Unified|2||5|4|5|5|4|5|5|5|5|5|5|4|4|4|4|5|5|5|4|5|5|5|5|Met||2025-06-17|2025
56739400000000|Moorpark Unified|2||5|5|5|5|4|5|5|5|5|5|4|4|5|4|4|4|4|4|4|4|5|4|4|Met||2025-06-18|2025
56739400121426|IvyTech Charter|2||5|4|5|5|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 have completed the first year progression of class. Performing arts have been expanded to include outside vendors providing private music lessons for students.|2025-06-10|2025
56768280000000|Santa Paula Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|3|3|3|3|Met||2025-06-25|2025
57105790000000|Yolo County Office of Education|2||3|3|3|2|3|3|2|3|2|3|3|2|3|2|2|4|2|2|4|1|2|2|3|Met|YCOE has met this standard, which was demonstrated in our WASC Accreditation this year, but recognizes the need to continue to improve in this area and will work to do so.|2025-06-24|2025
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||2025-06-17|2025
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||2025-06-18|2025
57726780119578|Da Vinci Charter Academy|2||5|5|4|4|5|5|5|5|5|5|5|5|4|5|5|5|5|5|4|5|5|5|4|Met||2025-06-18|2025
57726860000000|Esparto Unified|2||3|3|3|3|3|5|5|5|5|5|3|3|3|3|3|3|4|5|3|4|2|3|2|Met||2025-06-11|2025
57726940000000|Washington Unified|2||3|3|3|3|2|3|3|3|3|2|3|3|3|2|2|4|4|4|4|3|3|3|3|Met||2025-06-26|2025
57726940124875|Sacramento Valley Charter|2||4|5|5|2|2|4|4|5|3|3|3|5|5|2|2|0|3|5|4|5|3|3|3|Met|Sacramento Valley Charter School will initiate its adoption of  viable Social Studies, Science, and English Language Arts Curriculum from K-8. Teachers and support staff will be fully trained and supported in implementation, and classroom teachers' progress in successful implementation will be monitored by the Instructional Coach and administrative team.|2025-06-26|2025
57726940131706|River Charter Schools Lighthouse Charter|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|0|4|4|5|2|5|5|5|Met||2025-06-26|2025
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||2025-06-26|2025
57727020000000|Winters Joint Unified|2||4|3|3|4|3|4|4|3|4|3|4|4|4|4|4|4|3|4|3|4|3|2|3|Met|In 2024–25, Winters JUSD advanced curriculum and instructional priorities through its Instructional Materials Adoption Plan. TK–5 teachers received History/Social Science framework training, with curriculum pilots planned for 2025–26. Grades 6–12 English teachers completed ERWC training, ensuring alignment across secondary schools. Math Framework training continued, supported by county offices. Teachers engaged in PLCs to align instruction with essential standards. CTE dual enrollment and future VAPA expansions were also prioritized. An area for growth is expansion of Health Education instruction.|2025-06-26|2025
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||2025-06-21|2025
57727100000000|Woodland Joint Unified|2||4|4|4|4|4|4|4|4|3|4|3|3|3|3|3|4|4|4|3|4|4|3|3|Met||2025-06-24|2025
57727100121749|Science & Technology Academy at Knights Landing|2||4|4|3|3|3|3|4|4|4|3|4|4|3|3|3|3|4|3|4|2|3|3|3|Met||2025-06-04|2025
58105870000000|Yuba County Office of Education|2||4|4|4|4|4|2|2|3|2|2|4|2|4|4|4|5|2|3|3|1|4|4|4|Met||2025-06-18|2025
58105870117242|Yuba Environmental Science Charter Academy|2||4|2|4|3|3|4|3|4|4|3|4|3|4|4|3|3|2|3|3|2|4|3|4|Met||2025-06-26|2025
58105875830112|Yuba County Career Preparatory Charter|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|4|5|4|4|0|5|5|4|Met||2025-06-18|2025
58727280000000|Camptonville Elementary|2||5|1|5|5|5|5|1|5|5|5|5|1|5|5|5|0|3|5|4|0|3|3|3|Met||2025-06-17|2025
58727286115935|CORE Charter|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||2025-06-26|2025
58727360000000|Marysville Joint Unified|2||4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|3|3|3|Met|MJUSD’s curriculum aligns with California State Standards in all classrooms, with an added emphasis on UPK-3 Literacy and ELD standards. To ensure comprehensive student success, a stronger focus on K-12 mathematics is needed.|2025-06-24|2025
58727360121632|Paragon Collegiate Academy|2||5|5|5|4|2|5|5|5|4|2|5|5|5|5|5|2|2|2|1|1|4|4|4|Met||2025-06-25|2025
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|5|5|5|5|4|4|Met|As a visual and performing arts charter school, our only CTE courses come from the arts and we are working on ensuring their alignment to the CTE Course Code Definitions by Sector and Pathways. Over the past two years, we have four teachers who have earned a CTE credential.|2025-06-24|2025
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. PLESD will be participating in a countywide Math adoption in  2025-26 for implementation in 2026-27.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2025-06-18|2025
58727510000000|Wheatland|2|To monitor progress in implementing the state-adopted academic standards, the local educational agency (LEA) uses a combination of district-developed benchmark assessments such as I-Ready, classroom observation tools aligned to standards, and curriculum implementation rubrics. These tools were selected because they provide timely, actionable data and are adaptable to the unique instructional practices and pacing of each school site. Benchmark assessments in English Language Arts (ELA), Mathematics, and Science are administered multiple times per year to measure student proficiency and guide instructional adjustments. Additionally, the LEA utilizes teacher reflection protocols and lesson study models to support standards-aligned instruction in subjects such as History-Social Science, Visual and Performing Arts, and World Languages. Based on these tools, the LEA has made significant progress in implementing the Common Core State Standards in ELA and Math, with increasing alignment in lesson planning and assessment practices. Implementation of the Next Generation Science Standards (NGSS) has expanded through targeted professional development, while integration of standards in Career Technical Education, Physical and Health Education, and the Arts continues to improve through cross-disciplinary collaboration and curriculum refinement. Overall, the LEA is demonstrating steady growth in aligning instruction with all state-adopted academic standards.|5|5|4|5|4|5|5|3|4|4|5|5|5|5|5|5|5|5|4|0|5|5|5|Met||2025-06-12|2025
58727516118806|Wheatland Charter Academy|2|To monitor progress in implementing the state-adopted academic standards, the local educational agency (LEA) uses a combination of district-developed benchmark assessments such as I-Ready, classroom observation tools aligned to standards, and curriculum implementation rubrics. These tools were selected because they provide timely, actionable data and are adaptable to the unique instructional practices and pacing of each school site. Benchmark assessments in English Language Arts (ELA), Mathematics, and Science are administered multiple times per year to measure student proficiency and guide instructional adjustments. Additionally, the LEA utilizes teacher reflection protocols and lesson study models to support standards-aligned instruction in subjects such as History-Social Science, Visual and Performing Arts, and World Languages. Based on these tools, the LEA has made significant progress in implementing the Common Core State Standards in ELA and Math, with increasing alignment in lesson planning and assessment practices. Implementation of the Next Generation Science Standards (NGSS) has expanded through targeted professional development, while integration of standards in Career Technical Education, Physical and Health Education, and the Arts continues to improve through cross-disciplinary collaboration and curriculum refinement. Overall, the LEA is demonstrating steady growth in aligning instruction with all state-adopted academic standards.|5|5|4|5|4|5|5|3|4|4|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2025-06-12|2025
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||2025-06-26|2025