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||5|5|1|4|3|5|5|2|4|3|5|5|2|4|3|2|4|4|4|1|3|3|3|Met|The new Math adoption by the California Department of Education in 2025 has resulted in our LEA's Exploration and Research Phase for both Implementation of State Academic Standards and delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks during the 2025-26 academic year. We have begun the process of exploring curricular options.|2026-06-09|2026 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||2026-06-04|2026 01100170114363|American Indian Public Charter School II|2||4|5|4|3|4|4|5|4|4|4|4|5|4|2|3|0|2|4|3|4|4|4|4|Met|AIMS PROGRESS: Standard Met AIMS has strengthened implementation through: Professional learning cycles of inquiry (AIMS Way Plans) Data-driven instructional planning MTSS and SST redesign English Learner supports Strategic academic planning The district continues monitoring: ELA growth Mathematics growth English Learner progress Intervention effectiveness ACOE MOU Goal 8a and Goal 8b remain on track.|2026-06-12|2026 01100170123968|Community School for Creative Education|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 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||2026-06-11|2026 01100170125567|Urban Montessori Charter|2|||||||||||||||||||||||||Not Met|||2026 01100170126748|LPS Oakland R & D Campus|2||4|4|4|4|4|4|4|4|4|4|4|4|5|3|3|5|3|1|5|5|4|3|3|Met||2026-06-18|2026 01100170129403|Epic Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 01100170130625|Alternatives in Action|2||4|3|4|4|4|5|4|4|4|4|4|3|3|4|4|4|3|4|4|5|4|4|3|Met||2026-06-25|2026 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 Curriculum 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.|2026-06-10|2026 01100170136101|Connecting Waters Charter - East Bay|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|2|3|3|3|Met|Connecting Waters Charter School - East Bay has set a goal within the LCAP to target areas of need for professional development to ensure students are supported with targeted supplemental supports in a program we are calling “Tiger Time”. This very targeted goal is supported by the LCAP, administration, and staff members to boost student achievement. The 2024-25 school year was the first year of exploration for the program. The 2025-26 school year was the initial year of implementation after professional development for staff. The program was highly praised by students and parents. A fully implemented program is now in place and improving program outcomes will be the focus of the 2026-27 school year.|2026-06-22|2026 01100170136226|Opportunity Academy|2||5|5|1|5|5|5|5|5|5|5|4|5|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 languages, and the students have to earn elective credits in Ethnic Studies beginning in the 2026-2027 school year. With the newly adopted Math by the CDE, the LEA must explore options for secondary education that is aligned to the recently adopted academic standards/math curriculum framework beginning in the 2026-2027 school year.|2026-06-09|2026 01100170137448|Aurum Preparatory Academy|2|||||||||||||||||||||||||Not Met|||2026 01100170138867|Hayward Collegiate Charter|2|Hayward Collegiate Charter School uses a variety of locally selected measures and tools to monitor progress in implementing California State Academic Standards. These measures include instructional walkthroughs, professional development tracking, instruct|5|4|5|4|3|5|5|5|5|3|5|5|5|3|3|2|4|4|4|1|5|5|5|Met|Hayward Collegiate Charter School continues to make strong progress in implementing California State Academic Standards, as reflected in its Local Indicator rating of Standard Met. The school has achieved Full Implementation and Sustainability in key areas including English Language Arts and Mathematics professional learning, instructional materials, and staff support systems. All classrooms have access to standards-aligned instructional materials in English Language Arts, English Language Development, Mathematics, and Next Generation Science Standards. Ongoing professional development, instructional coaching, collaborative planning, and regular review of student achievement data support continuous improvement in standards-based instruction. The school continues to strengthen implementation in History-Social Science, Career Technical Education, and World Language through ongoing curriculum development and instructional planning. Hayward Collegiate remains committed to ensuring all students have access to rigorous, standards-aligned instruction that supports academic achievement and college and career readiness.|2026-06-15|2026 01100176001788|Cox Academy|2||5|3|5|4|5|5|3|5|5|5|5|3|5|3|5|3|3|4|3|3|5|4|4|Met||2026-06-09|2026 01100176002000|Lazear Charter Academy|2||5|3|5|4|5|5|3|5|5|5|5|3|5|3|5|3|3|4|3|3|5|4|4|Met||2026-06-09|2026 01316090000000|California School for the Blind (State Special Schl)|2|||||||||||||||||||||||||Not Met|||2026 01316170000000|California School for the Deaf-Fremont (State Special Schl)|2|||||||||||||||||||||||||Not Met|||2026 01611190000000|Alameda Unified|2|Implementation of Academic Standards — Narrative Summary Alameda Unified School District (AUSD) uses multiple locally selected measures to track progress in implementing state academic standards. The primary tools are the STAR Reading and Math assessments|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 01611190119222|Nea Community Learning Center|2|Nea uses mainly Engage NY math curriculum based on its alignment to standards, rigor and inquiry-based model. Science uses StemScopes, FOSS and Mystery Science. History is based on the TCI framework, and English uses various curricula including grade leve|4|4|4|4|4|4|3|4|4|0|4|4|4|4|4|0|4|5|5|0|5|4|4|Met||2026-06-11|2026 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|3|5|4|4|Met||2026-06-11|2026 01611190130609|Alameda Community Learning Center|2|ACLC uses mainly Engage NY math curriculum based on its alignment to standards, rigor and inquiry-based model. Science uses StemScopes and FOSS. History is based on the TCI framework, and English uses various curricula including grade level novel studies,|3|3|5|5|5|4|3|5|5|5|4|3|4|4|4|3|3|5|5|4|5|5|3|Met||2026-06-11|2026 01611270000000|Albany City Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|4|4|Met||2026-06-18|2026 01611430000000|Berkeley Unified|2||4|4|4|4|4|4|4|2|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|Met||2026-06-17|2026 01611500000000|Castro Valley Unified|2||4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|4|5|5|5|5|5|5|4|Met||2026-06-24|2026 01611680000000|Emery Unified|2||5|5|5|1|5|5|5|5|5|5|4|4|4|1|5|3|4|5|5|2|4|4|4|Met||2026-06-24|2026 01611760000000|Fremont Unified|2||5|4|4|4|5|5|4|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|Met||2026-06-24|2026 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||2026-06-16|2026 01611920000000|Hayward Unified|2||4|4|3|4|3|4|4|4|4|4|4|4|4|3|3|3|3|4|4|4|4|3|4|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 - Science grades 7-12 (2025-26) - 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 (2026-27) - Mathematics TK-12 (2026-27)|2026-06-24|2026 01611920108670|Leadership Public Schools - Hayward|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|1|5|5|5|5|3|Met|This year (2025-26), LPS Hayward professional development focused on literacy strategies to increase student talk and decrease teacher talk. This focus was emphasized across content areas and normed across grade level classrooms so that student would experience similar strategies across their school day experiences. Staff were provided with multiple literacy strategies to explore in their classrooms. Teams then chose one to focus on across grade levels and classrooms, sometimes video recording their teaching practice, and reporting out what worked well and what needed adjusting. The topics were addressed at Site Leadership Team meetings and Grade Level Team meetings.|2026-06-18|2026 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|i-Ready diagnostic data from 2025–26 shows measurable growth in both ELA and Mathematics, reflecting sustained investment in standards-aligned instruction and targeted intervention. All core teachers hold EL authorizations, and ELD standards are delivered through both integrated and designated ELD across the TK–8 program. KEY Academy reserves every Friday afternoon for staff collaboration and professional learning, when teachers analyze i-Ready and other data, refine standards-aligned strategies, set goals, and reflect on practice. Outside experts are also invited to campus to enrich these sessions. ELA and Mathematics materials are rated Full Implementation and Sustainability and are available in every classroom and online to support learning at home—an important equity consideration. Developing areas include Career Technical Education (Beginning Development, given our TK–8 span) and Health Education and Visual and Performing Arts (Initial Implementation). NGSS and History–Social Science supports are also at Initial Implementation and will be a priority next year, as KEY Academy pursues continuous improvement across all SBE-adopted standards.|2026-06-25|2026 01611920127944|Hayward Twin Oaks Montessori|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|3|5|5|5|5|5|5|5|Met||2026-06-22|2026 01611920137646|Impact Academy of Arts & Technology|2||4|2|4|3|3|4|3|4|3|3|4|2|4|3|3|3|3|4|4|3|4|4|3|Met||2026-06-04|2026 01612000000000|Livermore Valley Joint Unified|2||5|4|4|5|4|5|4|5|5|3|5|4|4|4|3|5|5|5|5|5|5|5|5|Met||2026-06-16|2026 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||2026-06-19|2026 01612340000000|Newark Unified|2||3|3|2|2|3|3|3|2|2|3|3|3|3|2|2|4|3|4|3|4|3|3|2|Met||2026-06-17|2026 01612420000000|New Haven Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|2|4|3|4|4|4|3|Met||2026-06-16|2026 01612590000000|Oakland Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|4|4|4|3|3|Met|OUSD has completed the steps for adopting high quality instructional materials for all subject areas- a process that spanned over the last 5 years. Teachers participate in foundational professional learning grounded in the CA academic standards and new adoptions. OUSD has invested in the strategy of assigning teachers on special assignment to lead professional learning at their school site and has developed a professional learning community to support TSAs to continually sharpen their skills in coaching teachers and developing quality school based professional learning. In the coming year, there will be a new adoption of history/social studies materials once the CDE adopts the new framework. We have adopted updated curriculum in the following subject areas: - HS Chemistry: Labaids - HS Physics: OpenSciEd - World Language: Cheng and Tsui Integrated Chinese - HS Environmental Science AP: Friedland and Relyea - HS World History, US History, US Government AP: McGraw Hill - HS Ethnic Studies - 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|2026-06-24|2026 01612590100065|Oakland Unity 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||2026-06-10|2026 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||2026-06-01|2026 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||2026-06-30|2026 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||2026-06-18|2026 01612590111476|Achieve Academy|2||5|3|5|4|5|5|3|5|5|5|5|3|5|3|5|3|3|4|3|3|5|4|4|Met||2026-06-09|2026 01612590111856|AIMS College Prep High|2||4|5|4|4|4|5|5|5|5|5|4|5|4|4|4|3|3|4|4|4|4|4|3|Met|AIMS PROGRESS: Standard Met AIMS has strengthened implementation through: Professional learning cycles of inquiry (AIMS Way Plans) Data-driven instructional planning MTSS and SST redesign English Learner supports Strategic academic planning The district continues monitoring: ELA growth Mathematics growth English Learner progress Intervention effectiveness|2026-06-12|2026 01612590114363|American Indian Public Charter School II|2|||||||||||||||||||||||||Not Met|||2026 01612590114868|Oakland Charter High|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 01612590115238|ARISE High|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|Met||2026-06-09|2026 01612590115592|Learning Without Limits|2||5|3|5|4|5|5|3|5|5|5|5|3|5|3|5|3|3|4|3|3|5|4|4|Met||2026-06-09|2026 01612590118224|Aspire Golden State College Preparatory 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||2026-06-18|2026 01612590126748|LPS Oakland R & D Campus|2||4|4|4|4|4|4|4|4|4|4|4|4|5|3|3|5|3|1|5|5|4|4|3|Met||2026-06-18|2026 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||2026-06-18|2026 01612590129635|Downtown Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2026-06-11|2026 01612590129932|East Bay Innovation Academy|2||4|3|5|4|4|5|3|5|5|4|4|3|4|4|4|0|3|4|4|0|4|4|4|Met||2026-06-15|2026 01612590130617|Oakland Military Institute, College Preparatory Academy|2|See Option 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|OMI demonstrates strong progress toward full implementation of state academic standards, with most content areas rated at Level 4 (Full Implementation) and select programs, including Career Technical Education and World Language, at Level 5 (Sustainability), reflecting established systems and consistent instructional practice. The school has prioritized aligned instructional materials and professional learning, ensuring all core subjects are supported with standards-based curriculum and ongoing coaching. Structured collaboration, including department work, instructional leadership teams, and targeted teacher support, enables continuous refinement of standards- aligned instruction. OMI’s commitment to data-driven improvement is evident through the use of benchmark assessments and progress monitoring systems to adjust instruction and interventions, particularly for English Learners, students with disabilities, and other unduplicated groups. Areas for continued growth include moving from full implementation to sustained, consistent practice across all disciplines, particularly in Physical Education (currently at Level 3), and deepening the integration of literacy, writing, and academic discourse across content areas. Next steps include strengthening MTSS, expanding intervention supports, and continuing to build teacher capacity through coaching and aligned professional development to ensure all students achieve at high levels.|2026-06-11|2026 01612590130633|Lighthouse Community Charter|2|Reflection Tool responses below.|4|4|4|3|3|4|4|4|4|4|4|0|4|3|3|4|3|4|4|4|4|4|4|Met||2026-06-30|2026 01612590130666|Aspire Lionel Wilson 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||2026-06-18|2026 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||2026-06-18|2026 01612590132514|Francophone Charter School of Oakland|2|To monitor the successful implementation of the California Academic Standards, Francophone uses multiple measures that provide meaningful data on student achievement, instructional effectiveness, and continuous improvement. These measures include state as|4|4|4|4|4|4|4|4|4|4|4|3|4|3|4|0|3|4|3|4|4|4|4|Met|We continuously support the professional growth of our teachers through regular classroom observations, individualized coaching sessions, and dedicated common planning time. Teachers also participate in weekly instructional professional development that is driven by student data analysis and identified instructional needs. These ongoing opportunities promote collaboration, strengthen instructional practices, and ensure effective implementation of the California Academic Standards.|2026-06-24|2026 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||2026-06-30|2026 01612593030772|Oakland School for the Arts|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 01612596111660|Oakland Charter Academy|2||3|3|3|3|3|4|4|4|4|4|4|4|4|4|4|0|3|3|3|0|4|4|4|Met||2026-06-11|2026 01612596113807|AIMS College Prep Middle|2||4|5|4|3|4|4|5|4|4|4|4|5|4|3|3|0|2|4|3|4|4|4|4|Met|AIMS PROGRESS: Standard Met AIMS has strengthened implementation through: Professional learning cycles of inquiry (AIMS Way Plans) Data-driven instructional planning MTSS and SST redesign English Learner supports Strategic academic planning The district continues monitoring: ELA growth Mathematics growth English Learner progress Intervention effectiveness ACOE MOU Goal 8a and Goal 8b remain on track.|2026-06-12|2026 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||2026-06-18|2026 01612596118608|ASCEND|2||5|3|5|4|5|5|3|5|5|5|5|3|5|3|5|3|3|4|4|3|5|4|4|Met||2026-06-09|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|5|3|5|4|3|0|0|0|Met||2026-06-17|2026 01612910000000|San Leandro Unified|2||5|4|4|4|4|5|5|5|5|4|5|4|4|4|4|4|4|4|4|4|5|4|4|Met|SLUSD maintains board-adopted curricula aligned to State Standards across all content areas, ensuring resources are evaluated for standards alignment. During the 2025–26 school year, professional learning focused on instructional walks to identify site needs, embedding Universal Design for Learning (UDL) in PD, and conducting action research at elementary sites to support high-leverage strategies. Secondary PD strengthened alignment through collaboration and common planning to improve data-informed instruction. Under the 2026–27 Strategic Action Plan, the district will continue these efforts: All TK–5 teachers will engage in standards-aligned PD for ELA and mathematics, with TK–2 teachers entering the second year of LETRS training alongside phonics curriculum. Secondary teachers (6–12) will participate in ongoing collaborative learning and dedicated districtwide PD days. Capacity building for site leaders will focus on deepening alignment by unpacking priority standards and refining common assessments to support instructional coherence.|2026-06-16|2026 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||2026-06-16|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 01740050000000|Tri-Valley ROP|2|||||||||||||||||||||||||Not Met|||2026 01740130000000|Eden Area ROP|2|||||||||||||||||||||||||Not Met|||2026 01740210000000|Mission Valley ROC/P|2|||||||||||||||||||||||||Not Met|||2026 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|4|3|Met||2026-06-23|2026 01751010000000|Pleasanton Unified|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|3|Met||2026-06-25|2026 01751190000000|Sunol Glen Unified|2||4|4|5|5|5|4|3|5|5|5|4|3|4|5|5|0|5|5|5|0|4|4|4|Met||2026-06-23|2026 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 c|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 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 c|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 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 i-Ready assessments. Mathematics academic standards are delivered using McGraw-Hill My Math and Integrated Mat|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.|2026-06-25|2026 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 i-Ready assessments. Mathematics academic standards are delivered using McGraw-Hill My Math and Integrated Mat|4|1|3|3|3|5|5|5|5|5|4|2|3|3|3|0|3|3|3|1|4|3|3|Met||2026-06-25|2026 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|2|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. Our MTSS leadership teams 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.|2026-06-17|2026 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|2|Met||2026-06-17|2026 03748560000000|Amador County ROP|2|||||||||||||||||||||||||Not Met|||2026 04100410000000|Butte County Office of Education|2||4|4|4|5|5|5|4|4|4|4|4|4|4|4|4|3|4|4|4|1|5|5|5|Met|Butte County Office of Education continues to support implementation of state academic standards across its alternative education and special education programs through standards-aligned curriculum, local assessment systems, professional learning, and ongoing review of student performance data. BCOE programs serve students with varied educational histories, short-term enrollment patterns, and individualized learning needs, so the LEA uses both local and state measures to monitor progress and inform instructional support. Across programs, students are provided access to standards-based instruction through adopted curriculum, online learning platforms, adapted materials, and individualized supports aligned to student need. Professional learning, coaching, collaboration, and site-based support help staff strengthen implementation of academic standards, including accommodations and modifications for students receiving special education services. Local data show progress in several areas, including increased graduation rates, gains in CAST performance, and improvement in some local reading and mathematics outcomes. At the same time, results continue to show ongoing need in areas such as CAASPP performance, math achievement, and writing. BCOE will continue refining instructional supports, using assessment data, and strengthening staff capacity to improve access to and implementation of state academic standards across programs.|2026-06-15|2026 04100410114991|CORE Butte Charter|2||5|4|5|5|4|5|5|5|5|4|4|4|5|4|3|5|5|2|3|4|5|5|4|Met||2026-06-12|2026 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|Come Back Butte Charter School continues to support implementation of state academic standards through standards-aligned curriculum, an independent study instructional model, professional learning, instructional coaching, and ongoing review of local student performance data. Local measures, including i-Ready results, course completion, credit-earning trends, and student progress monitoring, indicate growth in several areas during the current cycle, particularly in reading, mathematics, and average credits earned. While many students enter the program with significant learning gaps and interrupted educational histories, local data suggest that students are making progress over time with targeted academic support, individualized instruction, and intervention. CBBC will continue using local and state data, staff collaboration, and program review to refine implementation and strengthen support for student learning across content areas.|2026-06-15|2026 04100410136820|Achieve Charter High|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 04100410141085|Achieve Charter|2||4|2|3|2|2|5|5|5|5|5|4|3|3|3|3|2|3|3|4|1|4|4|3|Met||2026-06-02|2026 04100410430090|Hearthstone|2||4|2|3|4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|4|4|5|4|5|Met|Dashboard results and other local data reflect positive progress in ELA and mathematics, supporting Hearthstone’s continued implementation of academic standards. This progress reflects a continued focus on standards-based instruction, targeted interventions, professional learning, and collaborative planning to support student learning. Hearthstone School continues to use curriculum reviews, classroom observations, local assessments, course completion data, and state assessment results to monitor implementation across content areas.|2026-06-15|2026 04613820000000|Bangor Union Elementary|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||2026-06-18|2026 04614080000000|Biggs Unified|2|The local educational agency reflect on each academic standards through out the year. Our data show the district maintains 4 and 5 in each adopted acadmic standard|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|4|4|4|4|5|5|4|5|Met||2026-06-24|2026 04614240000000|Chico Unified|2||4|4|4|4|4|5|5|5|5|4|5|4|4|4|4|5|5|4|5|5|5|5|4|Met||2026-06-24|2026 04614240110551|Nord Country|2||5|4|5|5|3|5|3|5|5|3|4|3|5|5|3|0|5|3|5|5|5|4|2|Met||2026-06-22|2026 04614240118042|Forest Ranch Charter|2||4|3|4|4|3|4|4|4|4|4|3|2|4|4|3|2|3|3|3|2|4|4|3|Met||2026-06-23|2026 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||2026-06-08|2026 04614240121475|Sherwood Montessori|2|The LEA annually measures its progress implementing state academic standards using CAASPP results and Star Renaissance Early Literacy, Reading, and Math assessments; the LEA then reports the results to its local governing board/body at the same public mee|5|5|4|4|4|5|5|4|4|4|5|5|5|5|5|4|5|5|5|4|5|5|5|Met||2026-06-18|2026 04614240123810|Wildflower Open Classroom|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|5|3|3|1|4|4|4|Met||2026-06-08|2026 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||2026-06-16|2026 04614240141085|Achieve Charter School of Chico|2|||||||||||||||||||||||||Not Met|||2026 04614246113773|Chico Country Day|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||2026-06-12|2026 04614246119523|Blue Oak Charter|2||5|5|4|3|5|5|5|5|3|5|4|4|4|3|5|0|5|5|4|1|4|3|3|Met||2026-06-11|2026 04614320000000|Durham Unified|2||3|3|3|4|4|4|4|3|4|4|3|3|3|3|3|2|4|4|4|4|4|2|2|Met||2026-06-24|2026 04614570000000|Golden Feather Union Elementary|2||4|3|4|4|3|4|4|4|4|3|4|3|4|4|3|1|1|2|3|1|4|4|4|Met||2026-06-24|2026 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 thr|3|2|2|1|1|5|3|2|4|5|4|4|4|4|4|0|1|5|4|0|5|5|3|Met||2026-06-17|2026 04615070000000|Oroville City 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|To strengthen its standards-aligned instructional framework, OCESD transitioned to Renaissance DNA Inspect as its primary interim assessment tool for ELA and Math benchmarking. This system provides actionable, standards mapped diagnostic data that directly informs site-level Professional Learning Communities (PLCs) and cross-district collaboration. PLC teams use these local metrics during minimum-day PLC planning sessions to monitor progress, address priority standards, and refine instructional pacing. Crucially, OCESD leverages this interim assessment data alongside state Dashboard results and CAASPP summative assessment results to explicitly identify and target specific student groups experiencing performance disparities. This real-time data disaggregation with Inspect empowers schools to design targeted, multi-tiered intervention sessions, optimize resource deployment (such as literacy coaches), and tailor instruction to close equity gaps for high-need subgroups. By integrating local assessment data into structural PLC workflows, OCESD ensures a continuous improvement loop that supports rigorous academic standard implementation for every student.|2026-06-24|2026 04615070121509|Ipakanni Early College Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|5|5|Met||2026-06-22|2026 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||2026-05-19|2026 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||2026-06-24|2026 04615230000000|Palermo Union Elementary|2||4|4|3|4|4|4|4|5|5|5|5|5|3|3|3|3|3|4|4|0|3|4|4|Met||2026-06-24|2026 04615310000000|Paradise Unified|2||4|4|4|4|4|4|4|4|5|5|4|4|4|4|4|4|3|4|3|4|4|4|4|Met||2026-07-28|2026 04615310110338|Achieve Charter School of Paradise Inc.|2|||||||||||||||||||||||||Not Met|||2026 04615316112585|HomeTech Charter|2||4|1|3|3|3|4|1|4|4|4|5|1|4|4|4|0|3|2|4|0|4|5|4|Met||2026-06-16|2026 04615316112999|Paradise Charter Middle|2||5|5|5|5|4|5|4|5|5|4|5|5|5|5|5|0|5|5|3|0|4|4|4|Met||2026-06-11|2026 04615316113765|Children's Community Charter|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|3|4|5|3|2|4|4|4|Met||2026-06-02|2026 04615490000000|Thermalito Union Elementary|2|Thermalito Union Elementary School District uses the Butte County Office of Education California Standards Implementation, curriculum review, instructional walkthroughs, collaborative teacher planning, CAASPP results, ELPAC and ELPI data, Basic Phonics Sk|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 04733790000000|Pioneer Union Elementary|2||4|4|4|3|2|5|4|5|3|3|4|3|4|4|3|1|2|2|2|0|4|4|4|Met||2026-06-18|2026 04746820000000|Butte County ROP|2|||||||||||||||||||||||||Not Met|||2026 04755070000000|Gridley Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|4|4|4|Met|The above numbers reflect the AVERAGE response to the annual staff survey, rounded to the next closest whole number. In cases where there was a clear modal discrepancy where the most frequent response to a question was counteracted by a few low responses, that was also taken into account. When compared to last year, Professional Development: Dropped from Full (4) to Initial Implementation (3) for both Next Generation Science (NGSS) and History-Social Science. ELA, ELD, and Math maintained full implementation. Instructional Materials successfully increased from 3 to 4 for Science and Social Science, meaning teachers feel fully equipped with the required curriculum. Coaching & Other Standards: Remained unchanged, signaling a potential gap in targeted instructional coaching for the subjects that experienced the PD drop. Systemic Support advanced universally from 3 to 4 across all categories, reflecting major improvements in identifying and supporting staff and individual teacher needs. Overall, the data indicate that the decline in Science and Social Science implementation is not a resource issue, as materials access actually improved. Instead, it highlights a training gap. This is consistent with district priorities aligned to literacy and math (tied for first), followed by science, social studies, and then the other curricular areas. Fortunately, the district has built a powerful foundation: teachers feel they have the physical tools they need.|2026-06-24|2026 05100580000000|Calaveras County Office of Education|2||4|4|4|4|4|5|5|4|5|5|4|4|4|4|4|4|4|3|4|4|4|4|4|Met||2026-06-29|2026 05100580530154|Mountain Oaks|2||5|1|5|1|1|5|1|5|5|5|5|1|5|4|4|1|5|2|5|4|5|5|5|Met||2026-06-10|2026 05615560000000|Bret Harte Union High|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2026-06-01|2026 05615640000000|Calaveras Unified|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|Met||2026-06-25|2026 05615720000000|Mark Twain Union Elementary|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|4|4|4|0|4|4|4|Met|Implementation of the Standards is addressed in LCAP Action 1.1 Implementation of the Standards.|2026-06-18|2026 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 (administrators) provided individual scores for the self reflection survey,which were then collected for one composite score.|2026-06-17|2026 06100660000000|Colusa County Office of Education|2||4|4|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|5|4|4|Met||2026-06-17|2026 06615980000000|Colusa Unified|2||4|3|5|4|3|4|4|5|4|3|4|3|5|4|4|5|4|4|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.|2026-06-22|2026 06616060000000|Maxwell Unified|2||3|3|3|4|3|3|3|3|5|3|3|3|3|3|3|4|4|4|4|4|4|4|4|Met||2026-06-24|2026 06616140000000|Pierce Joint Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|5|3|3|4|3|4|4|4|4|3|3|Met||2026-06-22|2026 06616220000000|Williams Unified|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||2026-06-12|2026 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||2026-06-10|2026 07100740114470|Making Waves Academy|2||4|3|4|4|2|4|4|4|4|2|4|2|4|4|2|3|4|5|4|4|3|4|3|Met|During the 2024-25 school year, Making Waves Academy experienced a mid-year transition in ELD leadership that impacted the coordination and implementation of supports for English Learners. A new ELD Coordinator was hired near the start of the current school year, allowing the school to reestablish systems and strengthen support for English Learners. Through Year 2 of Differentiated Assistance, the school has implemented more consistent monitoring of English Learner progress and dedicated targeted instructional time during the school day to support language development and academic achievement. These efforts are expected to positively impact future outcomes for this student group. The school also saw significant improvement in its graduation rate, moving from Orange to Blue on the California Dashboard. This growth was supported by a focused effort on credit recovery, progress monitoring, and early intervention for students at risk of failing courses. While overall ELA performance declined, analysis identified the need for greater consistency and alignment in instructional practices. In response, the school hired a full-time ELA Instructional Coach with a strong record of success in ELA instruction. Across both mathematics and English language arts, the school has deepened its instructional coaching practices with a focus on increasing rigor, ensuring consistent implementation of grade-level curriculum and instructional materials, and expanding opportunities for higher-order|2026-06-15|2026 07100740126805|Richmond Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|4|0|5|5|5|Met||2026-06-11|2026 07100740129528|Caliber: Beta Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|2|4|4|4|Met||2026-06-18|2026 07100740129684|Summit Public School K2|2|At Summit K2, we have designed our curriculum and student experience to support student mastery of the California content standards adopted by the State Board of Education. Each year we review curriculum for standards alignment and we use a regular five|3|3|3|2|4|4|3|4|3|4|2|2|2|2|2|3|4|1|5|5|4|3|3|Met||2026-06-11|2026 07100740134114|Contra Costa School of Performing Arts|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 07100740137026|Invictus Academy of Richmond|2||4|3|4|4|4|5|3|3|3|4|5|3|3|3|4|0|3|3|4|4|4|4|4|Met|During the 2025–2026 school year, Invictus Academy of Richmond focused on implementing the GLEAM framework as a schoolwide approach to strengthening teaching and learning. Through professional development, coaching, classroom observations, and collaborative planning, staff worked to align instruction to a shared vision of rigorous, engaging, and student-centered learning. This work increased consistency across classrooms, strengthened student engagement, and expanded opportunities for critical thinking and collaboration. While implementation remains ongoing, Invictus made meaningful progress toward greater instructional coherence. Invictus continues to invest in professional development. Teachers participate in curriculum-focused learning each August and engage in ongoing collaboration throughout the year to refine instruction and maintain standards alignment. Teacher evaluations, goal-setting processes, and analysis of schoolwide needs help determine professional development priorities. In 2026–2027, Invictus will adopt a new mathematics curriculum designed to strengthen standards-aligned instruction and improve student outcomes. Teachers will receive professional development, coaching, and collaborative planning support to ensure successful implementation and strengthen mathematics instruction across grade levels.|2026-06-03|2026 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||2026-06-10|2026 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||2026-06-10|2026 07100746118368|Manzanita Middle|2|||||||||||||||||||||||||Not Met|||2026 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 academic standards throughout the school year. Before adopting curriculum, teachers, administrators, and the Governing Board ensure that recommended materials align with academic standards and curriculum frameworks. In partnership with faculty leaders, District administrators provide extensive professional development opportunities that address core areas of growth for teachers. Professional development occurs throughout the school year, and optional summer professional development sessions are available to all teachers. Key areas of focus for professional development include programming for English language learners, the District's tiered system of academic support, effective grading practices, and AI literacy. A dedicated March Professional Development day specifically focused on AI literacy to strengthen evidence-based instructional strategies, strategic AI integration, and cross-district collaboration. The District is expanding its course offerings in 2026–2027 to include new courses, and all new courses have courses of study that align with relevant state content standards. Additionally, the Advanced Automotive Engineering curriculum was revised for UC/CSU A-G approval, strengthening technical pathways within the District.|2026-06-03|2026 07616480000000|Antioch Unified|2|N/A|4|4|4|4|4|5|5|5|5|5|0|4|4|3|4|5|0|5|5|5|4|4|4|Met|All content areas have aligned instructional materials. Our K-8 math materials are in the process of adoption and selected from the state adoption list of approved materials. Our ELA materials will be reviewed and updated when the K-8 state adoption list is released, and materials are approved for consideration.|2026-06-17|2026 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/rec|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 07616480137430|Rocketship Delta 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||2026-06-11|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 07616550000000|Brentwood Union|2||4|4|4|4|3|4|5|4|4|3|5|5|5|4|4|0|5|4|4|0|5|5|5|Met||2026-06-17|2026 07616630000000|Byron Union Elementary|2||5|4|5|4|4|5|4|5|5|4|5|4|4|4|4|0|4|4|4|0|5|4|4|Met||2026-06-11|2026 07616630130930|Vista Oaks Charter|2||4|4|4|4|4|5|4|5|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|Met||2026-05-19|2026 07616710000000|Canyon Elementary|2|Canyon Elementary School District continues to implement California State Standards across all content areas, including English Language Arts, English Language Development, Mathematics, Next Generation Science, HistorySocial Science, Health Education, Phy|4|4|5|4|5|5|5|5|5|5|3|3|4|3|4|0|3|5|5|0|4|4|3|Met||2026-06-16|2026 07616970000000|John Swett Unified|2||4|3|3|3|3|4|3|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026 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|.|2026-06-24|2026 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 Curriculum Council meetings, site collaboration structures, and cross-site professional learning opportunities to align instruction and assessment practices. Site teams utilize MAP data, formative assessments, and benchmark results to inform instruction and monitor student progress. During the 2025–26 school year, the district completed a K–8 mathematics curriculum pilot and adoption process aligned to the California Mathematics Framework. Looking ahead, the district will begin implementation planning for the newly adopted K–8 math curriculum and engage in a middle school English Language Arts pilot during the 2026–27 school year to continue strengthening instructional alignment and student outcomes across content areas.|2026-06-09|2026 07617210000000|Liberty Union High|2||4|4|4|4|3|4|5|5|5|5|4|5|5|5|5|4|4|4|4|5|5|5|4|Met||2026-06-17|2026 07617390000000|Martinez Unified|2||5|4|5|5|5|5|4|4|5|5|5|4|5|4|5|5|5|5|5|5|5|4|5|Met||2026-06-22|2026 07617470000000|Moraga Elementary|2|Moraga School District uses a combination of state metrics (CAASPP) and local indicators (common formative assessments, district-wide assessments) to monitor student learning of the academic standards. These measures are utilized because they give a comb|4|4|4|4|4|5|5|5|5|5|5|5|5|4|4|0|4|4|4|4|4|4|4|Met||2026-06-09|2026 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|District staff collect feedback from teacher participants following professional development activities to evaluate effectiveness and identify future training needs. Survey results are analyzed to inform ongoing professional learning opportunities and ensure that professional development is responsive to staff needs and district priorities. In addition, site and district administrators receive instructional coaching and leadership support designed to strengthen instructional leadership practices, support implementation of district initiatives, and improve outcomes for students.|2026-06-24|2026 07617540134072|Rocketship Futuro 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||2026-06-11|2026 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 provide|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-08|2026 07617620000000|Oakley Union Elementary|2||4|4|3|3|2|4|4|3|3|2|4|3|3|3|2|0|3|4|3|4|4|4|3|Met|At Oakley Union Elementary School District, our commitment lies in aligning our curriculum and educational resources with the academic standards set by the State Board. We prioritize the continuous assessment and enhancement of our curriculum, instructional methods, assessments, and educational programs to ensure that every student receives a high-quality education. Engaging our staff in professional development and collaborative learning teams remains a top priority as we strive to enhance our educational practices. Our curriculum not only meets State Standards but also incorporates various digital resources accessible to both teachers and students. We have started piloting our math materials in line with the new Math Framework, and resources aligned with this framework in partnership with UnboundEd using the Science of Implementation. 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.|2026-06-17|2026 07617700000000|Orinda Union|2||5|4|5|4|5|5|5|5|5|5|5|4|5|4|5|3|5|5|5|5|5|5|5|Met|Orinda Union School District is committed to continuous improvement in implementing standards-aligned curriculum and evidence-based instructional practices. The California Dashboard reflects strong academic performance and growth across all measured areas, with all student groups performing within the Green and Blue achievement ranges. District staff continues to engage in ongoing cycles of inquiry through Professional Learning Communities, collaboratively examining and unpacking essential standards to support both student learning and teacher practice. Each year, teachers and staff analyze academic achievement data to identify areas of need and develop targeted plans to support students who have not yet demonstrated proficiency. Through this collaborative and reflective process, the District remains focused on ensuring high levels of learning and success for all students.|2026-06-08|2026 07617880000000|Pittsburg Unified|2||4|3|3|4|3|5|5|5|5|3|4|4|3|2|2|3|4|4|4|4|4|3|3|Met|PUSD uses a variety of ways to assess our progress in implementing the academic standards adopted by the state board. We use formative assessments, like iReady for benchmarks three times a year. We previously used Acadience to assess our early literacy and selected to use DIBELS to meet the new state requirement. We assess beginning, middle, and end of year. We use the ELPAC for our English language learners and also use the iReady assessment for part of our reclassification criteria. We use the Seal of Biliteracy to assess our progress in increasing students who are biliterate. We also use the Advanced Placement exams to assess the number of students taking and passing the exams. PUSD uses the College and Career Indicator to assess progress towards A-G completion as well as the CTE pathway completions and dual enrollment courses. As part of our focus on culturally responsive, best, first instruction, we have developed a way to capture the qualitative data from our Equity Walkthroughs. We also added focus groups as part of our data collection, including groups with students, parents and families, and staff. PUSD reports on progress to the Board on a regular basis. We have fall data reports once the official CAASPP results are released and when the dashboard is released; the mid-year LCAP report, and the data summaries included in the LCAP and SPSAs. In addition, the Board hosts at least one data workshop focused on grades, attendance and discipline to unpack data deeply.|2026-06-17|2026 07617960000000|West Contra Costa Unified|2||3|3|5|5|3|3|4|5|5|3|2|3|5|4|3|5|5|5|5|5|3|3|3|Met||2026-06-24|2026 07617960101477|Leadership Public Schools: Richmond|2||5|5|5|5|5|5|4|4|5|5|5|3|4|5|5|5|5|5|5|4|4|4|4|Met|The following academic standards are fully implemented: English Language Arts ELA) – Common Core State Standards for ELA, English Language Development (ELD) (Aligned to Common Core State Standards for ELA), Mathematics – Common Core State Standards for Mathematics, Next Generation Science Standards, History- Social Science, Career Technical Education, Health Education Content Standards, Health Education Content Standard, Physical Education Model Content Standards, Visual and Performing Arts, and World Language. Progress in improvements in the implementation of academic standards for English Language Development are due to the implementation of a strong ELD course sequence, network-align professional development using the EL Achieve framework, and the use and monitoring of a state approved curriculum for English Learners. Aligned academic strategies for Science and and addition of labs and field trips have enhanced student's preparation and interest in the sciences.|2026-06-18|2026 07617960110973|Richmond College Preparatory|2||5|4|5|3|3|5|5|5|5|5|5|5|5|3|3|0|4|5|4|4|5|5|4|Met|Richmond College Prep has made meaningful progress toward implementing state academic standards across subject areas. We hired a full-time ELD Program Coordinator to support teachers with instruction for multilingual learners and to strengthen alignment with ELD standards. To foster staff collaboration and deepen instructional practice, we added monthly early-release days dedicated to professional development. In the 2025–26 school year, we are implementing TCI as a schoolwide History-Social Science curriculum to ensure consistent, standardsaligned instruction. We are also expanding our course offerings to include Spanish and AVID, supporting our LCAP goal to increase college and career readiness aligned to state standards. These strategic investments reflect our continued commitment to instructional coherence, teacher development, and equitable access to high-quality materials and support.|2026-06-22|2026 07617960126805|Richmond Charter Academy|2|||||||||||||||||||||||||Not Met|||2026 07617960129643|Richmond Charter Elementary-Benito Juarez|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|4|4|4|0|5|5|5|Met||2026-06-11|2026 07617960132100|Aspire Richmond Ca. College Preparatory 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||2026-06-18|2026 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||2026-06-18|2026 07617960133637|Summit Public School: Tamalpais|2|"""At Summit Tam, we have designed our curriculum and student experience to support student mastery of the California content standards adopted by the State Board of Education. Each year we review curriculum for standards alignment and we use a regular fiv"|3|3|3|2|4|4|3|4|3|4|2|2|2|2|2|3|4|1|5|5|4|3|3|Met||2026-06-11|2026 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|0|3|1|1|4|4|4|3|Met||2026-06-24|2026 07618040000000|San Ramon Valley Unified|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|5|Met||2026-06-16|2026 07618120000000|Walnut Creek Elementary|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|3|5|5|5|5|4|5|Met||2026-06-08|2026 07743440000000|Contra Costa County ROP|2|||||||||||||||||||||||||Not Met|||2026 07773540000000|SBE - John Henry High|2|||||||||||||||||||||||||Not Met|||2026 07773540132233|John Henry High|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|4|4|4|Met||2026-06-11|2026 08100820000000|Del Norte County Office of Education|2|N/A|3|3|3|2|3|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.|2026-06-25|2026 08100820830059|Castle Rock|2||5|5|4|4|4|5|5|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-25|2026 08618200000000|Del Norte County Unified|2|N/A|3|3|3|3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|Met|The District requires that all students in grades K-8 take trimester assessments to gauge the progress they are making 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 “i-Ready” diagnostic test. The District also uses a CAASPP aligned interim assessment instrument to gauge the extent to which students are successfully mastering the content standards, as well as areas that need further attention. District high school courses have standardized summative exams, which measure the extent to which students have mastered the academic standards in their scheduled courses. Staff who support English Learners are able to provide high quality training in the 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.|2026-06-25|2026 08618200137729|Uncharted Shores Academy|2||3|2|3|2|3|4|4|4|4|4|3|2|3|2|2|0|5|2|3|0|3|3|3|Met|USA consistently works with its teaching teams to develop core competencies and skills to help them successfully implement the academic standards adopted by the state. The 2026/27 School Year will find the school in its first year as an LEA for the purposes of special education and the school intends on placing a significant amount of its professional development focus during the 26/26 SY on training staff to support students with disabilities.|2026-06-09|2026 08743510000000|Del Norte County ROP|2|||||||||||||||||||||||||Not Met|||2026 09100900000000|El Dorado County Office of Education|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|4|3|3|5|4|0|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 closely with Probation as a team to ensure classroom safety and promote cohesion between school and life in the facility. We strive to improve instructional practices by using the latest classroom technology to enhance access to current events and support group instruction. Blue Ridge School also works in collaboration with Probation to implement Community Works, a leadership and character development-based curriculum, which aligns with state standards for English Language Arts (ELA) and College and Career Readiness. The students also have access to the local district-adopted textbooks, as appropriate, to facilitate transition between schools. To determine individual student needs, we use the IXL assessment as both an initial baseline and an ongoing tool to measure student progress. Stakeholder surveys indicate that students feel safe at school, enjoy direct and group instruction, and are interested in learning more about opportunities beyond high school, such as attending junior college, obtaining employment, or attending trade schools.|2026-06-16|2026 09100900123521|Charter Home Study Academy|2||5|4|4|4|4|5|4|5|4|4|5|4|5|4|4|2|4|4|4|0|5|4|4|Met|Charter Home Study Academy provides a rigorous program base that meets or exceeds State Standards. Gradelevel courses of study are used with each individual student as appropriate. Academic and higher-level thinking skills are taught using units based on singular or cross-curricular subject areas. CHSA utilizes instructional technology to enhance instruction, better meet students’ learning needs, and improve access to the curriculum. State-approved instructional materials are provided to all students for core content as part of a comprehensive plan to ensure that all students will be college and career ready. In order to determine and regularly assess students’ needs and progress, the iReady assessment 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.|2026-06-16|2026 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|4|4|Met||2026-06-04|2026 09100900930123|Mountainside Middle College High|2||4|4|4|4|4|5|4|5|4|5|5|4|4|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 they are college- and career-ready. To determine and regularly assess students’ needs and progress, the IXL assessment system is used.|2026-06-16|2026 09100900930131|Rite of Passage|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|4|3|4|4|2|2|4|4|4|Met|Rite of Passage Charter High School serves incarcerated and social service-referred youth from across the state of California in multiple sites. Professional development related to the standards is held on-site at least two times per year (in addition to other professional development) and occasionally occurs via webinar.) During the 25-26 school year, the professional development focused mostly on curriculum offerings, learning to use new materials, and meeting the needs of the students whom we currently serve. All students have access to the Odysseyware curriculum as well as supplemental curriculum in mathematics, English, Science, and History. All programs are standards-aligned, and staff have been trained to use them.|2026-06-16|2026 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 most recent survey of teac|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 09618380107227|Charter Montessori Valley View Campus|2|The Charter measures its implementation of standards by auditing its standards-aligned instructional material adoptions, reviewing professional development activities, and periodically surveying teachers and administrators. The Charter is in alignment wit|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 09618380111724|California Montessori Project-Shingle Springs Campus|2|CMP has Curriculum Guides that map back to the California Standards for all Montessori lessons and materials. Based on feedback from the American Montessori Society and WASC, CMP began using Curriculum Associates i-Ready Diagnostic Assessments in 2019-20.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-22|2026 09618380129965|Rising Sun Montessori|2||5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|0|4|4|4|3|5|5|5|Met||2026-06-23|2026 09618380136200|Clarksville Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|4|3|4|5|5|5|4|Met||2026-06-11|2026 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. The Charter is in alignment with the S|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 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||2026-06-23|2026 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|5|4|5|4|4|5|4|5|5|4|5|4|5|5|4|3|5|5|3|2|0|4|4|Met|Camino Union School District has adopted Benchmark for ELA/ELD and Envision for Math. We have adopted Amplify for NGSS.|2026-06-18|2026 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|5|4|5|4|4|5|4|5|5|4|5|4|5|5|4|3|5|5|3|2|4|4|4|Met|Camino Union School District has adopted Benchmark for ELA/ELD and Envision for Math. We have adopted Amplify for NGSS.|2026-06-18|2026 09618530000000|El Dorado Union High|2||4|3|5|4|5|4|4|5|4|4|4|3|4|3|4|4|4|4|3|4|4|4|4|Met||2026-06-11|2026 09618530930214|Pacific Crest Academy|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|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.|2026-06-11|2026 09618790000000|Gold Oak Union Elementary|2|GOUSD continues to implement California State Standards across all content areas. Professional development during 2025–26 focused primarily on literacy and mathematics instruction, standards-based teaching practices, data-informed instruction, and strateg|4|2|3|4|3|4|2|1|3|4|2|1|3|2|2|1|1|1|1|0|3|3|3|Met|Gold Oak Union School District continues to implement California State Standards across all content areas through standards-aligned curriculum, professional learning, and data-informed instructional practices. During the 2025–26 school year, professional development focused primarily on mathematics instruction, including evidence-based practices, foundational skills, and strategies to support diverse learners. Teachers utilized iReady diagnostic assessments, CAASPP data, and other local measures to monitor student progress and adjust instruction. The district also continued collaboration with the El Dorado County SELPA and El Dorado County Office of Education to strengthen inclusive practices and support access to grade-level standards for Students with Disabilities. These efforts support consistent implementation of state standards and address the needs of all student groups, particularly those identified through Differentiated Assistance.|2026-06-18|2026 09618870000000|Gold Trail Union Elementary|2||5|3|5|5|4|3|3|5|5|4|5|4|5|5|4|1|5|5|3|0|5|5|5|Met||2026-06-10|2026 09618950000000|Indian Diggings Elementary|2||5|3|5|5|5|4|3|4|4|4|5|3|5|5|5|4|4|4|5|0|5|5|5|Met|Omo Rancho 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.|2026-04-08|2026 09619030000000|Lake Tahoe Unified|2||4|4|4|4|3|4|4|4|4|3|3|4|4|4|3|4|4|4|4|4|3|3|3|Met||2026-06-25|2026 09619110000000|Latrobe|2||5|3|5|5|5|5|5|5|5|5|5|4|5|5|5|3|3|5|3|3|5|5|5|Met||2026-07-16|2026 09619290000000|Mother Lode Union Elementary|2||4|4|4|4|5|4|4|3|5|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2026-06-10|2026 09619450000000|Pioneer Union|2||5|4|4|3|4|5|5|5|4|5|4|4|4|3|4|0|5|4|4|0|4|4|4|Met||2026-06-18|2026 09619520000000|Placerville Union Elementary|2||5|4|5|4|4|4|4|5|5|4|5|5|5|4|4|2|5|5|5|4|5|5|5|Met||2026-06-12|2026 09619600000000|Pollock Pines Elementary|2||3|3|4|4|3|4|4|3|5|5|4|3|4|4|3|0|4|5|4|0|4|4|3|Met|PPESD has focused on updating content adoptions over the last three years. In addition to science and historysocial science programs, currently the distict is focusing on adopting a new math curriculm to align with the current math framework and standards.|2026-06-10|2026 09619780000000|Rescue Union Elementary|2||5|4|3|4|5|5|5|5|5|4|5|3|3|5|5|4|5|5|5|5|5|5|5|Met||2026-06-16|2026 09619860000000|Silver Fork Elementary|2||4|3|5|4|3|5|4|4|5|5|4|4|4|5|4|0|3|5|5|3|5|5|4|Met|Silver Fork is a small single district of 12 students. Teacher professional learning is geared to their self-identified needs.|2026-06-10|2026 09737830000000|Black Oak Mine Unified|2||4|4|5|4|3|5|4|5|5|4|4|4|5|4|4|5|3|4|4|4|5|4|4|Met|Black Oak Mine Unified School District continues to demonstrate strong progress in implementing state academic standards across all discipline areas, maintaining robust support systems for both staff and administrators. Moving forward, BOMUSD will maintain its strong foundation in core disciplines while strategically broadening professional learning and standards alignment across all subject areas.|2026-06-18|2026 09737830121566|American River Charter|2||4|4|4|4|4|4|3|4|3|4|4|3|4|4|4|3|3|3|3|3|4|4|4|Met||2026-06-18|2026 09743770000000|Central Sierra ROP|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-18|2026 10101080109991|Crescent View West Public Charter|2||5|5|5|4|5|4|4|5|4|5|5|4|5|4|4|4|5|5|5|4|4|5|4|Met|The school has maintained an overall average score of 4.51, 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.|2026-05-28|2026 10101080111682|Hume Lake Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-22|2026 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.|2026-06-19|2026 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||2026-06-17|2026 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||2026-06-09|2026 10101080140186|Clovis Global Academy|2||4|4|5|3|3|5|5|5|5|5|4|4|5|4|4|0|3|4|3|5|5|4|4|Met||2026-06-29|2026 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||2026-06-18|2026 10619940000000|Alvina Elementary|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||2026-06-25|2026 10619946005730|Alvina Elementary Charter|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||2026-06-25|2026 10620260000000|Big Creek Elementary|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|0|4|4|4|0|4|4|4|Met||2026-06-09|2026 10620420000000|Burrel Union Elementary|2|Burrel Union Elementary School District measures the implementation of California State Academic Standards through a variety of locally selected measures and tools, including classroom observations, lesson plan reviews, professional development, teacher c|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 10621090000000|Clay Joint Elementary|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|0|5|5|5|0|5|5|5|Met|We offer limited introductory CTE courses considering we are a K -8 campus with one class per grade for our 6-8 grade students during one elective period. These courses range from public speaking, art, entrepreneurship, beginning finances, and gardening/horticulture, depending on what the kids sign up for and availability of staff. We do not offer world language but have offered online Spanish for those who so desire in the past. Clay’s K-8 teachers participated in site-based Staff Development, with activities that focus on the use of Thinking Maps, Write From the Beginning and Hattie's Visible Learning specifically Teacher Clarity and Success Criteria as offered by Corwin. Clay will continue to provide professional development on Amplify and CKLA for all teachers again in 2026-27 as well as continued training in Thinking Maps, Teacher Clarity and Success Criteria inside our PLCs. We will also retrain in how to generate teacher-made materials, generate reports, and how to analyze data and monitor progress using iReady, Aeries, and Next Gen Math. The school has wireless carts complete with Chromebooks (32 each) allowing Internet access when used at any location. District Administration participated in PLC collaborative meeting sessions throughout the school year connected to Fresno County, a Superintendent Symposium, Small School District Association Conference, and Threat Assessment training.|2026-06-09|2026 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.|2026-06-10|2026 10621170118018|Clovis Online Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|5|5|5|Met|Clovis Online School continually researches and evaluates the most effective curriculum options to meet the diverse needs of its students. The Curriculum, Instruction, and Accountability division collaborates with site administrators and teachers to gather input and identify high-quality, user-friendly instructional resources for use in the classroom. A formal needs assessment is conducted to support an equitable refresh cycle for instructional materials taking into account program needs, the release of updated state frameworks, and available funding. Textbooks and instructional resources are periodically piloted across school sites, with teacher committees providing valuable feedback during adoption cycles. Educational partners are also invited to review both potential new adoptions and currently used materials. In addition, Clovis Online School works closely with curriculum providers to ensure ongoing access to the most current updates and resources within adopted instructional programs.|2026-06-10|2026 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|4|3|3|Met||2026-06-23|2026 10621580000000|Fowler Unified|2|Fowler Unified School District (FUSD) utilizes multiple locally selected measures and tools to monitor and evaluate the implementation of California’s adopted academic standards across all content areas. These include i-Ready diagnostic and growth assessm|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 10621660000000|Fresno Unified|2||5|5|5|3|3|5|5|4|4|3|5|5|4|4|3|4|5|5|4|4|5|5|4|Met||2026-06-17|2026 10621660106740|Aspen Valley Prep Academy|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||2026-06-09|2026 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 used to track student progress|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 10621660114553|University High|2|UHS has chosen multiple measures to track the progress of our students. We use the CAASPP tests, A-G completion rates, PSAT tests and scores, as well as AP scores. These assessments provide significant summative data that tells us how our students are pe|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-01|2026 10621660121533|Morris E. Dailey Charter Elementary|2||5|4|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. 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 attend mathematics trainings as well as time for implementation.|2026-06-16|2026 10621660133942|Aspen Meadow Public|2||5|5|5|4|4|5|5|5|5|5|4|5|5|4|3|0|3|5|5|0|5|5|5|Met||2026-06-09|2026 10621660140038|Endeavor Charter|2||5|5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026 10621660140764|Golden Charter Academy|2||4|4|4|3|2|4|4|4|4|3|3|3|4|3|3|2|2|4|4|0|4|4|3|Met|This year, we have adopted a new math curriculum and increased professional development opportunities for grade levels and individual teachers to help prepare students for successful SBAC testing. We look forward to providing more in-depth professional development that will increase rigorous instructional practices. We will continue to align our pedagogical practices to our LCAP civic environmental stewardship goals as well as increase our utilization of the student data and scores as a primary metric to demonstrate our commitment to data-driven decisions and practices.|2026-06-18|2026 10621660140806|Aspen Ridge Public|2||5|3|4|5|4|5|4|5|5|4|4|3|4|4|4|0|4|5|4|4|4|4|4|Met||2026-06-09|2026 10621661030642|School of Unlimited Learning|2|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 co|4|4|4|4|4|5|4|5|5|5|4|3|4|4|4|3|5|5|4|4|5|5|5|Met||2026-05-12|2026 10621661030840|Carter G. Woodson Public Charter|2||4|4|4|3|5|4|4|4|3|4|4|4|4|3|5|5|4|4|4|0|4|3|4|Met||2026-06-29|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 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. We are currently field testing different math curriculum, and we will select one to implement for the 26-27 school year. Because KECSD is an elementary district, world language classes are not available.|2026-06-08|2026 10622570000000|Kingsburg Joint Union High|2||4|3|4|3|4|4|4|4|3|4|4|4|3|3|3|4|4|3|4|4|4|3|3|Met|In comparing data to previous years, the district remains fairly consistent, typically falling within either the Initial Implementation or Full Implementation stages. The district has noted that the Next Generation Standards continue to remain in the Initial Implementation stage across the LEA’s progress in providing professional learning, aligning instructional materials, and implementing policies or programs that support staff in identifying areas for growth in delivering instruction. Last year, the district scored at the Sustainability level in ELA and Math for instructional materials; however, this year those areas dropped to a level 4, which still reflects Full Implementation. The area with the greatest concentration in the Initial Implementation stage this year was the LEA’s progress in implementing policies or programs to support staff in identifying areas for instructional improvement. Examples of these supports include collaborative time, focused classroom walkthroughs, and teacher pairing. The areas that received level 3 ratings included Math, Next Generation Science, and History. For Question 3, related to implementing policies and procedures, results remained consistent with the previous year, with Physical Education being the only standard that remained at a level 3.|2026-06-22|2026 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 remains committed to providing high-quality professional learning across all content areas, including English Language Arts, Mathematics, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. A key focus continues to be integrated English Language Development (ELD) through research-based instructional practices, while expanding supports for long-term English learners. Instructional coaches have also received training in cognitive coaching to strengthen support for elementary and middle school mathematics instruction. The district develops staff and leadership capacity through its Professional Learning Community (PLC) framework. The Teaching and Learning Coalition (TLC) guides PLC implementation and helps establish professional learning priorities. Teachers across grade levels have collaborated to refine essential standards and strengthen a guaranteed and viable curriculum. In 2026–2027, collaborative teams will place greater emphasis on analyzing student learning and improving instructional practices through the PLC process. Instructional coaches support continuous improvement through co-planning, co-teaching, modeling, and feedback. Professional learning is differentiated and informed by teacher and administrator input to ensure it remains relevant, responsive, and focused on improving student outcomes.|2026-06-23|2026 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 Professional Learning Community (PLC) process serves as the cornerstone of capacity building across all Kings Canyon Unified School District sites, including KC Online (KCO). Sustained professional development for administrators, teachers, and district leaders has established the PLC framework as our foundation for enhancing student achievement and staff capability. While the PLC process at KC Online is tailored to fit a virtual environment rather than a traditional brick-and-mortar setting, the core objective remains unchanged: driving student success through high-quality instruction and robust support. To continually refine these collaborative practices, KC Online staff receive ongoing guidance from instructional coaches, targeted professional development, and district office leadership.|2026-06-23|2026 10622650126292|Reedley Middle College High|2||5|5|5|5|3|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|Met|In ongoing partnership with Kings Canyon Unified School District (KCUSD), Reedley Middle College High School (RMCHS) remains dedicated to fully implementing and sustaining rigorous academic content and professional learning. This focus spans English Language Arts, Math, Career Technical Education, Health Education, Science, Physical Education, and the Social Sciences. Additionally, RMCHS is actively developing professional learning for integrated English Language Development (ELD) using research-based instructional routines. The Professional Learning Community (PLC) process serves as the core of all capacity-building efforts across KCUSD sites, including RMCHS. Through continuous professional development for administrators, teachers, and district leaders, the PLC framework has become the foundation for driving student achievement and enhancing staff capabilities, with the ultimate goal of boosting student success through high-quality instruction. During the 2025-2026 school year, professional development focused heavily on curriculum design tied to essential standards, assessment development, and targeted coaching. Notably, RMCHS teachers engaged in collaborative teamwork with their peers at Reedley High School. These initiatives continue to be sustained through instructional coaching, administrator and teacher workshops, and strategic guidance from the district office.|2026-06-23|2026 10622810000000|Laton Joint Unified|2||3|3|4|3|3|4|4|4|3|3|4|3|4|3|3|3|3|3|2|3|3|3|3|Met||2026-06-24|2026 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||2026-06-24|2026 10623310137661|California Virtual Academy at Fresno|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-10|2026 10623560000000|Pacific Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|5|5|5|Met|Pacific Union is a single school school district serving students in grades TK-8. Students in TK-8 have access to English Language Arts, Math, Social Studies, Visual and Performing Arts, Music, Health/SEL, Science, and Physical Education. Pacific Union has an art curriculum for all grades. Pacific Union has a full-time, credentialed Music teacher who provides instruction in Band for grades 6-8 and Music Education to students in grades TK-5.|2026-06-30|2026 10623640000000|Parlier Unified|2||5|5|4|3|3|5|4|4|3|4|5|4|4|4|4|5|3|4|4|4|4|4|4|Met||2026-06-23|2026 10623720000000|Pine Ridge Elementary|2||5|4|5|4|4|5|4|5|4|4|5|4|5|5|5|0|4|5|4|0|5|5|5|Met||2026-06-11|2026 10623800000000|Raisin City Elementary|2||5|4|4|3|3|5|4|5|3|3|5|5|4|3|3|0|3|4|3|0|5|5|4|Met||2026-06-04|2026 10623800136499|Ambassador Phillip V. Sanchez II Public Charter|2||5|5|5|4|5|4|5|5|4|4|5|4|5|4|5|4|5|5|5|4|4|5|4|Met|The school has maintained an overall average score of 4.55, 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.|2026-05-28|2026 10624140000000|Sanger Unified|2|Sanger Unified School District uses multiple locally selected measures to monitor the implementation of state academic standards across all content areas. These include instructional materials adoption aligned to state standards, classroom walkthrough too|4|4|4|4|4|5|5|5|5|5|5|5|5|4|4|4|3|5|4|4|4|4|4|Met||2026-06-23|2026 10624146117865|Quail Lake Environmental Charter|2|Sanger Unified School District uses multiple locally selected measures to monitor the implementation of state academic standards across all content areas. These include instructional materials adoption aligned to state standards, classroom walkthrough too|4|4|4|4|4|5|5|5|5|5|5|5|5|4|4|4|3|5|4|4|4|4|4|Met||2026-06-23|2026 10624146117873|Sanger Academy Charter|2|Sanger Unified School District uses multiple locally selected measures to monitor the implementation of state academic standards across all content areas. These include instructional materials adoption aligned to state standards, classroom walkthrough too|4|4|4|4|4|5|5|5|5|5|5|5|5|4|4|4|3|5|0|4|4|4|4|Met||2026-06-23|2026 10624300000000|Selma Unified|2||4|4|5|3|3|4|5|5|4|4|4|4|4|3|3|4|3|4|4|4|4|3|4|Met||2026-06-23|2026 10625130000000|Washington Colony Elementary|2||5|4|4|3|4|5|3|5|3|4|5|4|5|3|3|3|3|4|4|3|5|4|4|Met||2026-06-30|2026 10625390000000|West Park Elementary|2||3|3|3|2|3|5|5|5|3|3|3|3|3|3|3|2|4|4|4|2|3|3|3|Met|"The 2026 survey of West Park School District teachers provided insight to inform the ratings of LCFF Priority 2: Implementation of State Standards. Teacher ratings ranged from low to high based on years of experience and grade level/content expertise. Overall ratings represent an average of the scores. Ratings at the ""Beginning Development"" level indicate areas needing improvement, including instructional materials aligned to science standards and curriculum frameworks. Instructional Materials: 2024 Frog Street Threes, Frog Street Press (PreK) 2024 Frog Street, Frog Street Press (TK) 2024 Benchmark Advanced, Benchmark Education, ELA/ELD (K-6) 2024 Introduction to Literature, Houghton Mifflin Harcourt, ELA/ELD (7-8) 2024 Into Math, Houghton Mifflin Harcourt (K-8) 2005 CA Inspire Science, McGraw Hill (TK-5) 2005 STEMscopes, California Accelerate Learning, Inc. (6-8) 2018 California Studies Weekly (TK-5) 2018 History Alive! California Series (6-8) The district has adopted California Content Standards-aligned instructional materials in ELA/ELD and mathematics at all grade levels. However, the district needs to begin adopting a new science curriculum aligned to the Next Generation Science Standards due to declining California Science Test results. In 2025, 7.7% of West Park School District/West Park Elementary School students in Grades 5 and 8 met or exceeded science standards, compared to 27.1% in Fresno County and 33.0% statewide."|2026-06-23|2026 10625396112387|West Park Charter Academy|2||3|3|2|2|2|4|4|3|3|3|3|3|3|3|3|3|3|2|2|2|3|3|3|Met|"The 2026 survey of West Park Charter Academy teachers informed LCFF Priority 2: Implementation of State Standards. Teacher ratings varied based on years of experience and grade level/content expertise. Overall ratings represent average scores. One area that improved from ""Beginning Development"" in 2024-25 to ""Initial Implementation"" in 2025-26 was Career Technical Education (CTE). The Charter invested in a dedicated CTE counselor to lead pathway development, student advising, industry partnerships, dual enrollment, internships, and career readiness. As the program expands, implementation is expected to reach ""Full Implementation."" Instructional Materials: ELA—California Journeys (K-6), Literature (7-10), American Literature (11-12); Mathematics—EnVisionMath (K-5), Digits (6-8), Algebra Readiness, Pre-Algebra, Algebra 1, Algebra 2, Geometry, Math with Business Applications, Consumer Mathematics; Science—California Elevate Science (K-8), Experience Biology, Experience Chemistry, Physical Science with Earth Science (9-12); History/Social Science—California Studies Weekly (K-6), World Geography, World History, U.S. History, American Government, Economics. Digital Resources: Lexia Core5, Lexia PowerUp, Reading Plus (ELA); IXL (Math); Edmentum and Plato Courseware (CTE). During 2025-26, Edgenuity provided science and math instruction due to teacher shortages."|2026-06-23|2026 10625470000000|Westside Elementary|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|0|5|5|4|0|5|5|5|Met||2026-06-23|2026 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|Yosemite Valley Charter continued strong implementation of state-adopted academic standards and curriculum frameworks during the 2025–26 school year, with most areas reflecting Full Implementation and Sustainability. The LEA maintained professional learning systems, instructional supports, and standards-aligned curriculum across independent study and Virtual Academy models. Staff participated in professional development aligned to CCSS, ELD Standards, NGSS, and History-Social Science standards, including PPDP, MTSS collaboration, intervention training, assessment training, technology integration, and collaborative planning. Feedback, coaching, and data review guided instructional refinement. Students accessed standards-based curriculum, interventions, enrichment, and learning supports. Technology, digital curriculum, assessment systems, and intervention resources supported accessibility and differentiated instruction. The LEA demonstrated strong implementation in VAPA, World Language, Health Education, and Physical Education while expanding CTE and college and career readiness pathways. Ongoing refinement is guided by educational partner feedback and student performance data.|2026-06-18|2026 10625470136523|Crescent View South II|2||5|5|5|4|5|4|5|5|4|4|5|4|5|4|5|4|5|5|5|4|4|5|4|Met|The school has maintained an overall average score of 4.55, 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.|2026-05-28|2026 10738090000000|Firebaugh-Las Deltas Unified|2||4|4|3|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|Met||2026-06-11|2026 10739650000000|Central Unified|2||4|4|4|3|3|4|3|4|3|3|3|3|3|3|3|3|3|4|4|3|3|3|3|Met|Survey results indicate that Central Unified is currently in a period of significant organizational transition and continuous improvement. While respondents rated many Priority 2 indicators within the Initial Implementation to Full Implementation range, the results also reflect the district's ongoing efforts to recalibrate systems, practices, and expectations as part of a new strategic direction. During the 2025–26 school year, Central Unified welcomed a new Superintendent, a new Assistant Superintendent of Educational Services, and three new Educational Services directors. In addition, most cabinet-level administrators have been in the district for less than two years. As new leadership has worked collaboratively to establish a shared vision for teaching and learning, the district has undertaken a comprehensive review of instructional systems, professional learning structures, and implementation practices. This work has included the adoption of a new mathematics curriculum, an increased emphasis on Professional Learning Communities (PLCs), data fluency, and instructional observations designed to support continuous improvement. The district also participated in a Federal Program Monitoring (FPM) review, which identified opportunities to strengthen processes, protocols, and systems to better support instructional implementation and compliance requirements. The district is revising and refining several practices to ensure greater coherence and effectiveness.|2026-06-23|2026 10739990000000|Kerman Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|4|5|5|5|Met||2026-06-18|2026 10741530000000|Valley ROP|2|||||||||||||||||||||||||Not Met|||2026 10742600000000|Fresno ROP|2|||||||||||||||||||||||||Not Met|||2026 10751270000000|Mendota Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026 10752340000000|Golden Plains Unified|2||3|3|3|3|3|5|5|5|5|5|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-09|2026 10752750000000|Sierra Unified|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|4|4|3|4|3|3|Met||2026-06-22|2026 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||2026-06-24|2026 10755980000000|Caruthers Unified|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||2026-06-22|2026 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|4|4|Met||2026-06-24|2026 10767781030774|W.E.B. DuBois Public Charter|2||4|4|4|3|4|4|4|4|3|4|4|4|3|3|5|5|4|5|4|0|4|3|4|Met||2026-06-29|2026 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||2026-06-26|2026 11101160124909|Walden Academy|2||5|4|5|4|5|5|4|4|3|3|5|5|5|4|4|3|3|3|2|0|5|4|3|Met||2026-05-26|2026 11101160130724|Success One!|2||5|4|5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 11101161130103|William Finch|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|5|4|3|4|4|4|4|4|Met||2026-06-25|2026 11625540000000|Capay Joint Union Elementary|2||3|2|3|2|2|4|2|4|3|2|2|2|2|2|2|1|2|2|3|1|3|3|3|Met||2026-06-25|2026 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||2026-06-24|2026 11625960139550|Lake View Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|4|3|4|5|5|5|4|Met||2026-06-10|2026 11626380000000|Plaza Elementary|2||5|4|5|4|3|5|5|5|5|5|5|3|4|3|2|4|4|4|4|0|4|4|4|Met||2026-06-25|2026 11626460000000|Princeton Joint Unified|2||5|4|3|3|4|5|5|3|4|4|4|3|3|3|4|5|5|5|3|2|3|3|3|Met||2026-06-25|2026 11626530000000|Stony Creek Joint Unified|2|The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard.|4|1|4|3|2|5|1|5|4|2|4|1|4|3|2|3|4|4|2|2|4|4|3|Met||2026-06-25|2026 11626610000000|Willows Unified|2||4|3|4|3|3|4|3|4|4|4|4|4|4|4|4|4|4|5|4|4|4|3|3|Met|Willows Unified School District continues to make progress in implementing the California State Standards through the adoption of standards-aligned instructional materials across all grade levels and content areas. Recent adoptions include the Vista English Language Development (ELD) curriculum and Vista Temas for AP Spanish. With the release of California's new Mathematics Framework, the district is evaluating TK–8 mathematics curricula and plans to pilot two programs during the 2026–27 school year. The district's current focus is strengthening implementation by identifying essential standards, developing common grade-level assessments, and reinforcing Professional Learning Community (PLC) practices to support collaborative, data-informed instruction. WUSD is also expanding the use of evidence-based instructional strategies and Universal Design for Learning (UDL) to increase access and engagement for all students, particularly those who are at risk. Supporting English learners remains a priority through implementation of the Vista ELD curriculum and ongoing professional learning focused on research-based instructional practices that promote language development and reclassification. These efforts are designed to improve instructional quality, ensure equitable access to rigorous learning, and increase student achievement across all schools.|2026-06-25|2026 11743850000000|Glenn County ROP|2|||||||||||||||||||||||||Not Met|||2026 11754810000000|Orland 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||2026-06-25|2026 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||2026-06-24|2026 12101240000000|Humboldt County Office of Education|2||4|4|4|4|4|5|5|5|3|5|5|5|4|4|5|3|4|4|3|3|4|4|4|Met||2026-06-10|2026 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|NPA uses the standards as a guideline for instruction.|2026-06-18|2026 12101240137364|Northern United - Humboldt Charter|2||4|4|5|4|4|3|4|3|4|4|4|4|4|4|4|4|3|4|5|4|4|4|4|Met||2026-06-30|2026 12101246008221|Agnes J. Johnson Charter|2|||||||||||||||||||||||||Not Met|||2026 12626790000000|Arcata Elementary|2||3|3|3|4|3|3|3|3|4|3|3|3|3|3|3|3|4|4|5|3|3|3|2|Met|The State Standards Implementation Reflection Tool indicates 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. 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.|2026-06-18|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 12626790111708|Union Street Charter|2|Union Street Charter implements standards in ways that are compatible with the mission and vision of the charter and the highly successful curriculum practices of past years. USC administers/monitors state standardized tests (CAASPP, Physical Fitness & sc|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 12626790137653|Redwood Coast Montessori|2||3|3|3|3|3|4|4|4|4|4|2|2|2|2|2|0|2|4|4|4|3|3|2|Met||2026-06-24|2026 12626796120562|Coastal Grove 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||2026-06-22|2026 12626870000000|Northern Humboldt Union High|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|3|4|4|4|4|5|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. This year, we included classroom teachers on the LCAP writing team. During the 25-26 school year and again in the 26-27 school year, we have classroom teachers on 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. We have an annual survey to determine teacher PD needs. The results are analyzed by our district PD team to determine our PD goals and focus for the coming year|2026-06-16|2026 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 have implemented 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."|2026-06-16|2026 12626870124263|Laurel Tree Charter|2|English: In the last two years we have purchased and implemented The Collaborative Classroom and SIPPS curriculum for our 1st-3rd grade. Over the past four years, we have purchased class sets of all book sets for the Wit and Wisdom Curriculum. We chose th|0|2|4|4|4|4|0|4|3|5|0|2|3|3|4|2|3|3|4|3|4|4|3|Met||2026-06-25|2026 12626950000000|Big Lagoon Union Elementary|2|Big Lagoon Union Elementary School District uses a variety of locally selected measures to monitor progress in implementing California's adopted academic standards. Teachers provide daily instruction in English Language Arts, Mathematics, History-Social S|3|3|3|3|4|3|3|3|4|3|3|3|3|3|3|2|2|3|3|3|3|3|3|Met|All of our staff engaged in professional learning this school year related to health and well being (CPR, epi-pen, and first aid training) and related to the Native American Model Studies Curriculum. All staff also had individual professional goals they met by attending workshops and trainings closely synched with their needs and interests to better serve their students and in their roles and capacities.|2026-06-12|2026 12627030000000|Blue Lake Union Elementary|2||5|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|4|4|5|3|4|4|4|Met|Blue Lake Union Elementary School District continues to make strong progress in implementing California’s state academic standards. Across most content areas, teachers are using standards-aligned instructional materials, grade-level expectations, classroom instruction, student work, and assessment data to support student learning. As a small district, we rely on collaboration, staff meetings, professional learning, classroom observations, and ongoing conversations about student needs to help staff reflect on instruction and identify areas for growth. These structures allow teachers and administrators to work together to strengthen instruction, improve alignment, and respond to the needs of students. While many areas are fully implemented, we recognize that not all areas are yet fully sustainable. The District will be adopting new mathematics curriculum this year, and this will require continued professional learning, planning time, and support as teachers implement the new materials across grade levels. World Language remains an area of developing implementation, while Career Technical Education is marked N/A because it is not applicable to the District’s TK–8 instructional program. Overall, the District rates itself as fully implemented in most areas, with continued focus on sustainability, consistency, vertical alignment, and effective standards-based instruction for all students.|2026-06-25|2026 12627290000000|Bridgeville Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|2|5|5|5|Met||2026-06-17|2026 12627370000000|Cuddeback Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|3|3|3|5|5|5|Met||2026-06-24|2026 12627450000000|Cutten Elementary|2||4|3|4|3|3|4|3|4|4|4|4|3|4|3|3|2|3|3|4|3|4|4|4|Met||2026-06-23|2026 12627940000000|Fieldbrook 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||2026-06-08|2026 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||2026-06-10|2026 12628280000000|Freshwater Elementary|2||4|4|4|3|3|3|3|4|3|3|4|3|4|3|3|3|4|4|4|2|4|4|4|Met||2026-06-15|2026 12628286116289|Freshwater Charter Middle|2|In May of 2026, Freshwater Charter Middle School teachers completed the CDE survey for Priority Two. The following data was reported.|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-15|2026 12628360000000|Garfield Elementary|2||4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|2|3|4|4|2|4|4|4|Met|Garfield School District does not currently have any ELD students. Career and Technical Model Curriculum standards are for Grade 7-12.|2026-06-12|2026 12628510000000|Green Point Elementary|2|||||||||||||||||||||||||Not Met|||2026 12628850000000|Hydesville Elementary|2||3|2|2|3|3|3|2|4|4|3|2|2|3|3|3|2|3|3|3|2|3|3|3|Met||2026-06-09|2026 12628930000000|Jacoby Creek Elementary|2||5|4|5|4|5|5|4|5|4|5|5|4|5|5|5|0|4|4|4|4|5|5|5|Met||2026-06-08|2026 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|NA|2026-06-26|2026 12629190000000|Kneeland Elementary|2|The LEA has fully implemented state adopted ELA, Mathematics, History, and Science curriculum based on common core state standards. The LEA has implemented and is sustaining a broad visual and performing arts program based on state standards. The LEA fo|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2026-06-18|2026 12629270000000|Loleta Union Elementary|2|||||||||||||||||||||||||Not Met|||2026 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 c|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-15|2026 12629500000000|McKinleyville Union Elementary|2||3|3|4|3|3|4|4|4|4|4|4|3|4|3|3|0|3|3|4|4|4|4|3|Met||2026-06-08|2026 12629680000000|Orick Elementary|2||4|4|4|3|2|4|4|4|3|2|5|5|4|3|2|0|4|4|3|1|4|4|4|Met||2026-06-11|2026 12629760000000|Pacific Union Elementary|2||4|4|4|2|3|5|5|5|3|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2026-06-11|2026 12629760115154|Trillium Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|5|5|0|4|5|4|0|5|5|5|Met|All curriculum is designed through teacher-collaboration using a combination of CA state adopted curriculum, supplemental materials, online learning tools, hands-on activities, and integrated art, literature, field trips or in-class activities.|2026-06-05|2026 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 suffi|5|5|2|4|4|5|5|2|4|4|5|5|2|4|4|0|5|4|5|0|5|4|5|Met||2026-06-09|2026 12630080000000|Rio Dell Elementary|2|Some of the locally selected measures that the District uses to track progress in implementation of the state academic standards are administrative classroom observations, grade level team meetings to curriculum map the content, formative and summative as|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|5|Met||2026-06-25|2026 12630240000000|Scotia Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|4|3|5|5|5|Met||2026-06-18|2026 12630320000000|South Bay Union Elementary|2||4|3|3|4|3|4|4|3|4|4|4|4|3|4|4|1|4|4|4|1|4|4|3|Met||2026-06-18|2026 12630320111203|Alder Grove Charter School 2|2||5|3|4|4|4|5|3|4|4|4|5|3|4|4|4|5|4|3|4|4|3|4|4|Met||2026-06-30|2026 12630320124289|South Bay Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|1|4|4|3|Met||2026-06-18|2026 12630400000000|Southern Humboldt Joint Unified|2||5|2|5|5|5|5|5|5|5|5|3|2|3|3|3|3|3|2|3|3|4|4|3|Met||2026-06-26|2026 12630570000000|Trinidad Union Elementary|2||5|4|4|5|5|5|5|5|5|5|5|4|4|5|4|0|5|3|5|0|5|4|4|Met||2026-06-22|2026 12743930000000|Humboldt County ROP|2|||||||||||||||||||||||||Not Met|||2026 12753740000000|Ferndale Unified|2||5|3|4|5|4|5|4|4|5|4|4|4|4|4|3|5|4|4|3|4|4|4|3|Met||2026-06-10|2026 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||2026-06-24|2026 12755150000000|Eureka City Schools|2||4|4|3|3|3|5|5|5|3|5|4|4|3|3|3|4|5|4|4|4|4|3|3|Met|The first year of Amplify Core Knowledge Language Arts for elementary was 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 and twice in the 2025-26 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. In 2025-26, elementary and high schools added a second benchmark writing. Year four of Teacher Clarity professional development occurred in 2025-26, focusing on going deeper and sustaining best teaching strategies and lesson design, along with regular instructional walks by site administrators, who asked three clarity questions of 6 students in 6 classrooms each week. A variety of professional development workshops during PD days, book clubs, and optional teacher academies were also offered. Teams of teachers and administrators attended various regional, state, and national conferences focused on implementing competency-based learning. 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.|2026-06-25|2026 12755151230150|Pacific View Charter 2.0|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|Met||2026-06-09|2026 12768020000000|Fortuna Elementary|2||4|4|4|3|3|4|4|4|4|3|4|4|4|3|3|0|4|4|4|0|4|4|3|Met|The District continues to focus on improving standards-based instruction and student achievement. While maintaining a Board-adopted mathematics curriculum, FESD is piloting Amplify Desmos Mathematics to better align with California’s Mathematics Framework and improve student outcomes. PLCs focused on Learning Targets aligned to CAASPP standards, with teachers analyzing student performance data and implementing targeted instructional strategies in ELA and mathematics. The District is also exploring a pilot of Amplify Core Knowledge Language Arts (CKLA) & ELA across all grade levels. Professional development has been provided to support effective implementation of instructional materials aligned with state standards and frameworks. To support visual and performing arts standards, the District employs a 1.0 FTE art teacher serving all four schools. Certificated staff participated in a Districtwide study of The Prepared Classroom, focused on high-impact instructional practices. Classroom walkthroughs and collaboration opportunities support implementation and continuous improvement in teaching and learning.|2026-06-11|2026 12768020124164|Redwood Preparatory Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|5|4|4|0|4|4|4|0|5|5|5|Met||2026-06-17|2026 13101320000000|Imperial County Office of Education|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|5|5|5|5|Met|-ELA: All teachers participated in SAVVAS and SAVVAS Realize professional development and collaboration to discuss the scope and sequence of the ELA curriculum, ensuring implementation of the program, administration of assessments, and students’ participation in formal essay writing. Teachers share strategies and best practices in the implementation of the standards-based program. -History-Social Science: All teachers participated in SAVVAS History-Social Science Collaborative Instructional Planning during the summer session. Teachers worked with SAVVAS 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.|2026-06-22|2026 13101320134379|Imperial Pathways Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|4|4|Met|Imperial Pathways Charter School is now assigning students to take a Financial Literacy as an elective course and at least one course in the Visual and Performing Arts, in addition to their mandated 135 credit completion. We have gathered feedback and input regarding these new requirements and all educational partners are in agreement.|2026-06-08|2026 13630730000000|Brawley Elementary|2||4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|3|3|4|3|1|4|3|4|Met|In Spring 2026, BESD administered a locally selected survey to assess the district’s implementation of State Board-adopted academic standards. A total of 73 teachers and administrators participated providing valuable input on current practices and areas for continued growth. Survey results are being used to guide planning and priorities for the 2026–27 school year. BESD will focus on three key areas. First, we will sustain and deepen co-teaching models to increase inclusive practices and support students with disabilities in general education classrooms. Professional development, planning time, and ongoing support will continue to align with best practices in collaborative instruction. Second, we will strengthen support for English Learners, especially LTELs and students at risk of becoming LTELs. The Newcomers Program will continue to provide individualized, language-rich support for newly arrived students, while the DLI program, serving TK through 5th grade in 2026–27, will support biliteracy and academic achievement. Third, BESD will implement a new mathematics curriculum aligned with the revised 2023 California Mathematics Framework. Teachers will receive targeted professional development and ongoing staff feedback will help shape a responsive and meaningful professional learning calendar.|2026-06-30|2026 13630810000000|Brawley Union High|2||4|5|4|5|4|5|5|3|4|4|3|5|4|3|4|4|2|2|3|4|4|3|3|Met||2026-06-24|2026 13630990000000|Calexico Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|3|3|2|4|3|3|3|Met|• The primary areas of focus for staff development fall under the District’s Instructional Goals (Critical Thinking/Problem Solving, Ability to Apply Knowledge Across Disciplines, and Growth Mindset) and Educational Services Goals (Tier 1 Instruction, All Students Reading by 3rd Grade, & Elementary Reclassification). • Teachers have the most recent state-adopted materials in all content areas. Training is provided for newly adopted curriculum and/or new frameworks. • AVID strategies and technology are implemented districtwide. • We continue to refine standards alignment, district common assessments, data collection, data reflection sessions, and diagnostic assessments to determine instructional needs. Site and district administrators conduct classroom learning walks. • Professional development is delivered through release time for teachers. Two districtwide days are focused on curriculum alignment. Teachers are released to attend pre-approved workshops aligned to the District’s goals, with the expectation of disseminating their findings through instructional networking. Content-specific training may also be requested. • 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.|2026-06-25|2026 13631070000000|Calipatria 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||2026-06-22|2026 13631150000000|Central Union High|2||4|3|3|4|3|4|4|4|4|4|4|4|3|4|3|5|5|4|4|5|4|3|3|Met||2026-06-23|2026 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 adopted a new State approved Mathematics curriculum for grades K-8 in May 2026 with implementation beginning in the 2026-27 school year. 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 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.|2026-06-16|2026 13631230118455|Ballington Academy for the Arts and Sciences|2||5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|0|2|5|5|0|5|5|5|Met||2026-05-26|2026 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 adopted a new State approved Mathematics curriculum for grades K-8 in May 2026 with implementation beginning in the 2026-27 school year. 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 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.|2026-06-16|2026 13631310000000|Heber Elementary|2|Heber Elementary School District monitors the implementation of the California State Academic Standards through staff implementation surveys aligned to the California Department of Education's Priority 2 Reflection Tool, professional learning feedback, cu|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-22|2026 13631490000000|Holtville 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||2026-06-17|2026 13631640000000|Imperial Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|Met|Overall ratings reflect ongoing improvements driven by professional development facilitated by both internal academic coaches and external partners, such as our County Office of Education. Furthermore, collaborative grade-level teacher groups have been instrumental in supporting standards alignment and enhancing instructional practices. Building on this success, we have established district-wide math and English Learner lead teams, with plans to launch an ELA team next year to further strengthen our collaborative efforts in teaching and learning. Moving forward, an area of focus will be prioritizing strengthening the support for individual teacher professional development. While we have made progress in identifying and supporting group needs, we will focus on refining our processes for identifying individual learning needs and providing targeted support for standards mastery.|2026-06-25|2026 13631720000000|Magnolia Union Elementary|2||5|3|5|3|3|5|3|4|5|4|5|3|5|4|4|4|4|4|4|3|5|5|4|Met|The district is working on a plan with the COE to facilitate ELD PD for the upcoming school year to strengthen our practices in this area.|2026-06-23|2026 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||2026-06-22|2026 13631980000000|Meadows Union|2||4|3|4|3|2|5|4|5|4|2|4|4|4|4|4|3|3|4|4|3|4|4|4|Met||2026-06-23|2026 13632060000000|Mulberry Elementary|2||5|5|5|4|5|5|5|5|4|5|5|4|5|4|5|3|4|4|3|3|4|4|4|Met||2026-06-10|2026 13632140000000|San Pasqual Valley Unified|2|San Pasqual Valley Unified School District monitors implementation of state academic standards through multiple locally selected tools, including STAR benchmark assessments, IXL diagnostics and skill data, CAASPP Interim Assessments/IABs/ICAs, common form|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 13632220000000|Seeley Union Elementary|2|Seeley Union School District utilizes multiple locally selected measures and tools to monitor the implementation of California State Academic Standards. These tools were selected because they provide meaningful data on student achievement, instructional e|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|Overall, local measures indicate that Seeley Union School District continues to make steady progress in implementing California's academic standards through standards-aligned instruction, ongoing professional development, data-driven decision-making, and targeted support for all learners.|2026-06-23|2026 13632300000000|Westmorland Union Elementary|2||4|3|4|3|3|4|3|4|3|4|4|3|4|3|4|2|2|3|2|1|3|3|3|Met|Westmorland Union Elementary School District continues to strengthen implementation of state academic standards through a collaborative culture focused on student achievement. Teachers regularly work in grade-level and cross-grade teams to analyze data, align instruction, and implement differentiated teaching strategies. Students have access to multiple academic supports, including tutoring, ASES, and Expanded Learning Opportunities Program (ELOP) services. District and site leadership provide ongoing support and professional learning focused on improving instruction and student outcomes. Staff feedback indicates a positive school climate where students are generally engaged in learning. Challenges include limited instructional time, classroom interruptions, and increasing academic and social-emotional student needs. Staff have identified the need for stronger alignment of instructional practices, updated materials, and continued professional development. Student behavior, attendance, and learning gaps also impact progress, particularly for students requiring intensive support. The district remains focused on improving instructional consistency, expanding staff training, and strengthening systems that support student engagement and academic success.|2026-06-24|2026 13744010000000|Imperial Valley ROP|2|||||||||||||||||||||||||Not Met|||2026 14101400000000|Inyo County Office of Education|2||4|4|4|3|4|5|5|5|4|5|4|4|4|4|4|3|5|5|5|5|4|4|3|Met||2026-06-15|2026 14101400117994|YouthBuild Charter School of California|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|3|0|5|5|5|Met||2026-06-16|2026 14101400128447|The Education Corps|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|5|5|4|5|5|4|Met||2026-06-19|2026 14101400128454|College Bridge Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|4|Met||2026-06-19|2026 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||2026-06-01|2026 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||2026-06-04|2026 14632890000000|Lone Pine Unified|2|During the 2025-26 school year, Lone Pine Unified School District continued to strengthen implementation of California's academic standards through collaboration, instructional planning, and professional learning. District leadership worked alongside teac|4|2|3|3|4|4|3|3|3|4|2|2|2|2|2|5|2|4|3|1|2|2|2|Met||2026-06-30|2026 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||2026-06-02|2026 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||2026-06-10|2026 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 dev|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 15101570000000|Kern County Office of Education|2||4|5|4|4|4|5|4|5|5|5|4|4|4|4|4|4|3|3|2|2|5|5|4|Met||2026-06-09|2026 15101570119669|Wonderful College Prep Academy|2||4|4|4|4|5|5|5|5|5|5|4|5|4|4|4|4|5|5|4|4|4|5|4|Met||2026-06-18|2026 15101570124040|Grow Academy Arvin|2|||||||||||||||||||||||||Not Met|||2026 15101570135467|Wonderful College Prep Academy - Lost Hills|2||4|4|4|4|5|5|5|5|5|5|4|5|4|4|4|4|5|5|4|4|4|5|4|Met||2026-06-18|2026 15101570142505|Central Academy of Arts and Technology|2|The Central Academy of Arts and Technology (CAAT) has fully implemented California's academic standards through a rigorous, coherent instructional program designed to prepare every student for college, career, and life. Teachers receive ongoing profession|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-30|2026 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||2026-06-22|2026 15101571530492|Valley Oaks Charter|2||5|5|3|5|5|5|5|3|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-18|2026 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.|2026-06-18|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 15633210000000|Bakersfield City|2||4|4|4|3|3|4|4|4|4|3|4|4|4|3|3|2|4|4|4|1|4|4|4|Met||2026-06-23|2026 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||2026-06-23|2026 15633540000000|Blake Elementary|2|Blake Elementary School District uses multiple locally selected measures and tools to monitor progress in implementing California State Academic Standards. These measures include classroom observations, standards-aligned curriculum materials, local assess|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|4|4|5|3|4|4|4|Met|Blake Elementary School District continues to implement California State Academic Standards through a combination of standards-aligned curriculum, professional learning, local assessment data, and individualized instructional supports. Due to the district’s small size and one-room TK–8 instructional model, staff are able to closely monitor student progress and adapt instruction to meet individual student needs. During the 2025–26 school year, the district partnered with Kern County Superintendent of Schools to provide ongoing professional development and coaching support in English Language Arts, Mathematics, classroom engagement strategies, and differentiated instruction. Professional learning focused on strengthening foundational literacy skills, small-group instruction, student engagement, and standards-based instructional practices. The district utilizes STAR Reading, STAR Mathematics, and DIBELS assessments to monitor student progress and identify instructional needs. These assessments are administered multiple times throughout the school year and are used to guide intervention supports and instructional planning. All students continue to have access to standards-aligned instructional materials in English Language Arts, Mathematics, Science, and History-Social Science. English Learners receive integrated English Language Development support throughout the instructional day, with instruction aligned to both ELD and Common Core State Standards.|2026-06-10|2026 15633620000000|Panama-Buena Vista Union|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|5|5|Met||2026-06-23|2026 15633700000000|Buttonwillow Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|4|5|4|4|4|5|5|5|0|5|5|5|Met|All curriculum adoptions meet current adoption requirements. Daily classroom walk-throughs ensure that currently adopted materials are being utilized. Math has been a training focus over the past year and will continue into the 26-27 school year.|2026-06-10|2026 15633880000000|Caliente Union Elementary|2||5|5|4|4|4|5|5|5|4|4|5|5|5|4|4|3|4|4|3|3|4|4|5|Met||2026-06-17|2026 15634040000000|Delano Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|5|4|5|5|5|4|4|5|5|4|Met|Delano Union School District continues to support the implementation of California's academic standards through a comprehensive system of professional learning, instructional coaching, collaboration, and curriculum support. Twice each month, teachers participate in professional learning and collaborative planning during late-start Wednesdays. These sessions are facilitated by district Learning Coordinators, site administrators, instructional coaches, and teacher leaders and focus on the effective implementation of California State Standards. Topics include standards-based instruction, assessment and data analysis, differentiated instruction, literacy and reading strategies, English learner supports, mathematics instruction, social-emotional learning, and the effective integration of educational technology. The district provides ongoing support through Learning Coordinators and Academic Coaches who specialize in English language arts, reading, English language development, mathematics, science, social studies, and new teacher induction and support. These instructional leaders provide job-embedded coaching, model lessons, curriculum implementation support, classroom observation and feedback, and professional learning aligned to district goals and student needs. Curriculum Facilitators representing multiple grade levels and content areas collaborate with district staff to support the implementation of state standards.|2026-06-10|2026 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 individuals model and design lessons, assist with curriculum development, and collaborate with individual teachers to improve instructional practices. A member of each grade level serves as a district curriculum facilitator to support curriculum development and implementation process by creating pacing guides, instructional materials and assessments. Teachers engage in ongoing data analysis to identify trends in student performance, monitor progress toward learning goals, and make informed instructional decisions that support continuous improvement.|2026-06-10|2026 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 key components of the instructional program at Cecil Avenue Math and Science Academy (CAMSA). Twice each month during late-start Wednesdays, teachers participate in professional development and collaborative planning focused on state-adopted standards, analysis of assessment data, and standards-based lesson design to address student learning needs. The first monthly session is dedicated to training led by site administration, while the second provides time for teachers to implement and refine learned strategies through collaboration. Teachers and site leaders receive training in reading strategies, instruction for English learners, inquiry-based science, and mathematics. In addition, district instructional coaches support staff through lesson modeling, curriculum development, and individualized collaboration to strengthen instructional practices.|2026-06-10|2026 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|5|4|0|5|5|5|Met|At DVMSA, continuous professional development and teacher collaboration remain fundamental to effective state standards implementation. Designated late start Wednesdays provide structured time for training, data analysis, and collaborative planning aligned to CCSS ELA, Mathematics, ELD, and NGSS. Professional learning is facilitated by site administrators and the Resource Teacher, covering language acquisition strategies, data-driven instruction, Thinking Maps, behavioral support, and AVID implementation. Three annual data presentations and regular ELA, Math, and ELD articulation meetings support timely instructional adjustments schoolwide. In 2025-26, DVMSA expanded instructional support through the addition of a Math Science Instructional Support Teacher, providing lesson modeling and targeted professional development alongside the Reading Intervention Teacher both roles prioritizing unduplicated pupils. Grade Level Chairs convened more frequently, including pre-year planning sessions that strengthened instructional coherence and intervention alignment. Teachers receive comprehensive coaching through in-classroom modeling, curriculum alignment support, and individualized coaching cycles. AVID implementation was deepened through Summer Institute participation. All certificated and classified staff participate in ongoing professional learning directly tied to adopted state standards.|2026-06-10|2026 15634120000000|Delano Joint Union High|2|The Delano Joint Union High School District (DJUHSD) annually reviews the implementation of academic standards to ensure curriculum, instruction, and assessment practices remain aligned with California state requirements. Through ongoing collaboration and|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-29|2026 15634200000000|Di Giorgio Elementary|2||4|4|4|4|4|4|4|3|3|3|5|4|3|3|3|4|4|4|2|2|4|4|4|Met||2026-06-24|2026 15634380000000|Edison Elementary|2|Edison Elementary School District measures its progress in implementing California State Academic Standards through a variety of local measures and continuous improvement processes. These measures include classroom walkthroughs, Professional Learning Comm|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|Met|Edison Elementary School District has continued to strengthen the implementation of California State Academic Standards through a comprehensive system of professional learning, collaborative planning, instructional coaching, and ongoing progress monitoring. During the 2025–26 school year, the district expanded the use of Professional Learning Communities (PLCs), Achievement Teams, and classroom walkthroughs to improve alignment between curriculum, instruction, assessment, and state standards. Teachers engaged in regular collaboration focused on essential standards, instructional pacing, data analysis, and evidence-based instructional practices. These efforts contributed to increased consistency in standards-based instruction across grade levels and content areas. The district also strengthened its Multi-Tiered System of Supports (MTSS) framework to ensure students receive timely academic, behavioral, and social-emotional interventions while maintaining access to rigorous grade-level instruction. Implementation of designated and integrated English Language Development (ELD) remained a priority. English learners received daily designated ELD instruction, while teachers received ongoing professional development to support language acquisition across all content areas. As reflected in local and state data, the district observed continued improvement in English Learner Progress Indicator outcomes and increased consistency in ELD implementation.|2026-06-22|2026 15634460000000|Elk Hills Elementary|2||5|5|4|4|2|5|5|4|4|2|5|5|4|4|2|0|4|5|2|0|5|5|5|Met||2026-06-18|2026 15634610000000|Fairfax Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|3|4|4|4|Met||2026-06-25|2026 15634790000000|Fruitvale Elementary|2||5|4|4|4|4|5|4|5|4|4|5|4|4|4|4|3|4|4|4|4|5|5|4|Met||2026-06-11|2026 15634870000000|General Shafter Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|4|4|3|3|3|Met||2026-06-11|2026 15635030000000|Greenfield Union|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|3|4|4|3|4|4|4|Met||2026-06-10|2026 15635290000000|Kern High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|Met|Literacy and numeracy continue to be instructional priorities across KHSD. District and site literacy teams analyze data, identify trends, set goals, and develop action plans to address student and staff needs. Instruction is guided by the district’s literacy framework, emphasizing analytical reading, writing to learn, academic vocabulary, and focused note-taking. STAR Renaissance data is used to inform instructional decisions across content areas. In mathematics, targeted coursework and supports help students succeed in Algebra and complete the math sequence required for graduation and A–G eligibility. In English, intervention courses support students performing below grade level, with teachers regularly reviewing data and adjusting instruction to meet student needs. English Language Development (ELD) remains a district focus. School-based EL Task Forces review student data and develop plans to improve outcomes for English Learners. Professional development in designated and integrated ELD strengthens staff capacity to implement standards-based instruction and effective language supports. Professional learning continues to expand across core subjects, with an emphasis on authentic literacy, strong Tier I instruction, and standards alignment. KHSD is also strengthening its commitment to Professional Learning Communities, fostering ongoing collaboration that supports educator growth and improved student achievement.|2026-06-22|2026 15635291530435|Kern Workforce 2000 Academy|2|Kern Workforce Academy is committed to implementing California's academic standards through a comprehensive system of curriculum development, professional learning, instructional collaboration, and continuous improvement. During the 2025–2026 school year,|4|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|5|Met|Kern Workforce Academy has established systems to support the consistent implementation of California's academic standards across all instructional programs. During the 2025–2026 school year, Workforce strengthened Professional Learning Teams (PLTs) to improve curriculum alignment, pacing, essential standards, common formative assessments, and instructional practices across its six instructional sites. Teachers participated in collaborative planning, targeted professional learning, and instructional coaching to strengthen standards-based instruction and ensure consistency for students regardless of campus location. Workforce continues to refine instructional practices by transitioning from packet-based instruction to engaging, teacher-led learning experiences that emphasize literacy, critical thinking, collaboration, and meaningful student-teacher relationships. Student progress is monitored through formative assessments and data analysis to inform instruction and targeted interventions. Implementation is sustained through ongoing collaboration, classroom observations, instructional coaching, and regular review of student performance data. Feedback from teachers, students, families, and educational partners is used to guide professional learning and continuous improvement. Workforce remains committed to refining instructional practices and ensuring all students have equitable access to high-quality, standards-aligned instruction.|2026-06-02|2026 15635450000000|Kernville Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-30|2026 15635520000000|Lakeside Union|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2026-06-16|2026 15635600000000|Lamont Elementary|2||4|3|4|4|2|5|5|5|5|5|5|3|5|4|3|0|3|5|3|4|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 2025–2026, the primary focus continued to be 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.|2026-06-09|2026 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||2026-06-22|2026 15635780135186|Grow Academy Shafter|2|||||||||||||||||||||||||Not Met|||2026 15635860000000|Linns Valley-Poso Flat Union|2||5|5|3|3|5|5|5|3|3|5|5|5|3|3|5|3|5|4|4|2|5|5|5|Met|The district is in the process of adopting a new math and science curriculum that will be implemented in the 2026-27 school year. Training for staff in implementing these new programs will occur during the summer of 2026. The district has also purchased an additional 95% ELA program, to be implemented in 4th and 5th grades in the 2026-27 school year. Career and Technical Education is in the beginning stages of implementation. The district is researching world language options to implement in the 2026-27 school year.|2026-06-24|2026 15635940000000|Lost Hills Union Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|1|1|1|1|1|5|5|5|Met||2026-06-18|2026 15636100000000|Maple Elementary|2||5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|0|5|4|4|0|5|4|5|Met||2026-06-11|2026 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||2026-06-18|2026 15636280127209|Insight School of California|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|5|0|5|4|5|Met||2026-06-12|2026 15636280128504|Peak to Peak Mountain Charter|2|||||||||||||||||||||||||Not Met|||2026 15636280134312|Blue Ridge Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026 15636280137687|California Virtual Academy at Maricopa|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-11|2026 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 u|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 15636510000000|McKittrick Elementary|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||2026-06-09|2026 15636690000000|Midway Elementary|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||2026-06-16|2026 15636770000000|Mojave Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|3|4|5|4|5|5|5|3|3|3|Met||2026-06-30|2026 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||2026-06-30|2026 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 2026-27 school year is to provide more in depth training on the new math framework in conjunction with piloting selected math instructional materials. We are planning to select a curriculum to adopt in the spring of 2027 with full implementation in the 2027-28 school year. 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.|2026-06-11|2026 15637190000000|Pond Union Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|2|3|3|0|4|4|4|Met||2026-06-23|2026 15637500000000|Rosedale Union Elementary|2||5|4|5|4|5|5|3|5|4|5|5|3|5|4|5|4|5|5|5|5|5|5|5|Met||2026-06-09|2026 15637680000000|Semitropic Elementary|2||4|4|5|4|3|5|5|4|3|4|5|4|5|4|3|0|3|3|3|0|5|4|5|Met||2026-06-11|2026 15637760000000|Southern Kern Unified|2||3|4|4|3|3|3|4|3|4|4|4|4|4|3|3|4|3|4|3|3|4|4|3|Met||2026-06-17|2026 15637840000000|South Fork Union|2|South Fork Union Elementary School District is using the CASSPP scores, local indicators, interim assessments, report cards and supplemental assessment tools such as IXL, iReady and Amira as measurements to track the progress of students toward implementi|3|3|3|3|3|5|5|4|4|4|4|4|4|4|4|2|4|5|4|4|4|3|3|Met||2026-06-26|2026 15637920000000|Standard Elementary|2||4|3|4|3|4|5|5|5|5|5|4|4|3|4|3|3|4|4|3|0|4|3|3|Met||2026-06-16|2026 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 Learn|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-17|2026 15638180000000|Taft Union High|2||4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|5|5|4|4|4|Met||2026-06-08|2026 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||2026-06-18|2026 15638340000000|Vineland Elementary|2||4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|3|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|2026-06-15|2026 15638420000000|Wasco Union Elementary|2|During the 2025-26 academic year, the Wasco Union Elementary School District (WUESD) continued its systematic review of student academic growth and achievement. Data sources used to monitor student progress included formative assessments such as Acadience|4|3|3|3|3|5|4|2|4|4|4|4|3|4|4|5|4|4|3|0|4|3|5|Met|During the 2025–26 school year, WUESD continued to make progress in implementing California State Academic Standards across all content areas. The district maintained standards-aligned instructional materials and professional learning opportunities in English Language Arts, English Language Development, Mathematics, Next Generation Science Standards, and History-Social Science. Teachers had access to adopted instructional materials and participated in ongoing professional development designed to strengthen standards-based instructional practices. A significant focus during the year was the implementation of a newly adopted K-5 mathematics curriculum. District leadership, instructional coaches, administrators, and teacher leaders collaborated to provide professional learning, coaching support, and opportunities for feedback as teachers transitioned to the new program. While implementation efforts have been positive, the district recognizes that sustained support, monitoring, and refinement will be necessary to ensure consistent and effective instructional practices. Additionally, the district is preparing for the adoption of instructional materials for grades 6-8 mathematics, which will further strengthen alignment and coherence across grade levels. The district continues to support teachers through collaborative grade-level meetings, data analysis cycles (achievement teams), instructional walkthroughs (Mosaic), and targeted professional learning opportunities. Administrators|2026-06-23|2026 15638590000000|Wasco Union High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-25|2026 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||2026-06-12|2026 15737420000000|Sierra Sands Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|Met||2026-06-11|2026 15737420165233|Opportunities for Learning - Ridgecrest|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|OFL-Ridgecrest operated under the OFL-WSH charter for many years. The 2025–26 school year marks its first year as its own LEA. OFL-Ridgecrest continues to offer a variety of hybrid learning options through independent study workbooks, direct instruction classes, and online learning. The school continuously reviews curricular options and revises courses to ensure they remain engaging, relevant, and aligned to State Standards. OFL-Ridgecrest continues to provide courses through Edmentum, independent study workbooks, iLit curriculum, and ALD curriculum. In Spring 2026, the school implemented the Lyla curriculum platform, allowing students to access independent study curriculum through Chromebooks, laptops, or smartphones and complete assignments without internet access, which is especially beneficial for Low-Income students. The Lyla middle school curriculum is also being revised to improve student outcomes over time. When new courses are introduced, teachers are encouraged to participate in training focused on best practices, key learnings, and standards alignment. All core courseware is aligned to ELD standards. The iLit program supports English Learners, while the ALD program supports Long-Term English Learners. CTE remains an area of focus, with course offerings adjusted based on student interests. OFL-Ridgecrest also continues to strengthen access to college and career curriculum and activities.|2026-06-29|2026 15739080000000|McFarland Unified|2||5|5|5|4|3|5|5|5|5|5|4|5|5|4|4|5|4|5|5|5|4|4|4|Met||2026-06-18|2026 15747650000000|Kern County ROP|2|||||||||||||||||||||||||Not Met|||2026 15748070000000|Kern High ROC|2|||||||||||||||||||||||||Not Met|||2026 15751680000000|El Tejon Unified|2||5|4|5|5|5|5|4|5|5|5|5|4|5|4|3|5|4|4|4|4|5|4|4|Met||2026-06-15|2026 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||2026-06-09|2026 16638750000000|Armona Union Elementary|2|Armona Union Elementary School District continues to implement state academic standards in its TK-8 instructional program. All adopted curriculum is on the California Department of Education State Adopted List of Curriculum. All instruction is aligned t|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|3|4|4|4|Met||2026-06-10|2026 16638750101717|Crossroads Charter Academy|2||4|4|4|3|3|5|5|5|5|5|4|4|4|3|3|4|4|4|4|4|4|4|3|Met|Crossroads Charter Academy recognizes the crucial role of professional development in enhancing the effectiveness of our independent study program. To address the areas of greatest need, we are aiming to provide targeted professional development opportunities for our teaching staff in the following key areas: ELA, Math, and ELD. Additionally, we are working on providing enhanced support for students with disabilities and enhancing MTSS structures with a focus on Beyond SST supports. Implementation Plan To address these professional development needs, the LEA will: 1. Identify and Prioritize Needs: Conduct surveys and focus groups with teaching staff to identify specific professional development needs in each area. 2. Partner with Providers: Establish partnerships with professional development organizations 3. Schedule Regular Training: Organize regular professional development sessions, including workshops, webinars, and collaborative learning communities. 4. Monitor and Evaluate: Implement a system to monitor the effectiveness of professional development initiatives and make adjustments based on feedback from teaching staff. By investing in targeted professional development, our school will empower teachers to deliver high-quality, engaging, and effective instruction in ELA, Math, and ELD, ultimately enhancing the learning experience for our students in the independent study program.|2026-06-10|2026 16638750112698|California Virtual Academy at Kings|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-10|2026 16638830000000|Central Union Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|3|4|5|4|1|5|4|4|Met|Criteria: Assessment of the LEA performance on meeting the standard: Met|2026-06-12|2026 16638910000000|Corcoran Joint Unified|2||4|4|4|3|3|4|4|4|4|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2026-06-24|2026 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||2026-06-24|2026 16639250000000|Hanford Joint Union High|2||3|3|4|4|3|2|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|Not Met|||2026 16639250137901|Hanford Online Charter|2|Locally Selected Measures and Tools: Hanford Online Charter utilizes a combination of internal formative assessments, curriculum-embedded analytics, and Edmentum’s Exact Path diagnostic program (specifically for Math, Reading, and Language Arts). Why Cho|5|4|4|4|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|4|Met|N/A|2026-06-09|2026 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||2026-06-24|2026 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||2026-06-24|2026 16639410000000|Kings River-Hardwick Union Elementary|2||5|4|4|3|5|5|4|5|4|5|5|5|5|3|4|3|3|5|5|0|5|5|5|Met||2026-06-23|2026 16639416010474|Kings River-Hardwick Elementary|2||5|4|4|3|5|5|4|5|3|4|5|5|5|3|4|3|3|5|5|0|5|5|5|Met||2026-06-23|2026 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||2026-06-18|2026 16639580136556|Kings Valley Academy II|2||5|5|5|4|5|4|5|5|4|4|5|4|5|4|5|4|5|5|5|4|4|5|4|Met|The school has maintained an overall average score of 4.55, 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.|2026-05-28|2026 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||2026-06-18|2026 16639660000000|Lakeside Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|2|2|3|5|3|3|4|4|4|Met||2026-06-16|2026 16639740000000|Lemoore Union Elementary|2||5|4|3|3|2|4|4|4|4|2|5|4|5|3|2|0|5|5|5|0|5|4|5|Met|The LEA continues to make progress in implementing the academic standards adopted by the State Board of Education. During the 2025–26 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. On the most recent teacher survey administered in February 2026, 92% of teachers reported that their understanding of the California Content Standards for their subject area and/or grade level had improved over the past year. Of those respondents, 26% reported a moderate improvement and 66% reported a significant improvement.|2026-06-16|2026 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||2026-06-16|2026 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|In addition to the provided information, LUHSD believes it is essential to highlight further efforts and progress made in implementing academic standards adopted by the State Board. When analyzing staff survey data and gathering input from the administrative team, LUHSD has prioritized providing professional development opportunities for all staff members. During the 2025–2026 school year, LUHSD had no new textbook adoptions; however, the district concentrated on refining curriculum implementation through the Professional Learning Communities (PLC) process. LUHSD also worked to adopt a new Social Science curriculum to be implemented during the 2026–2027 school year. To support staff development, LUHSD allocates resources from General, Title II, and LCAP funding streams. Currently, all site teachers, support staff, and administration are engaged in collaboration with Solution Tree consultants to enhance Professional Learning Communities and Multi-Tiered Systems of Support (MTSS). In addition, staff members participate in English Learner (EL) Networks through Kings County to strengthen instructional practices and improve support for English Learners through collaboration, training, and the sharing of effective strategies. To address diverse learning needs, LUHSD has initiated professional development sessions centered on Universal Design for Learning (UDL). Additionally, specific departments, such as the English and math departments, have undergone targeted training sessions.|2026-05-28|2026 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 New Social Science textbooks and 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.|2026-06-11|2026 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 district staff to further develop our MTSS system, and Homeroom with the goal of increasing student achievement. Additionally, the staff participated in professional development with IXL as this was the first year to fully implement IXL as an intervention program at LOCPHS.|2026-06-11|2026 16639900000000|Pioneer Union Elementary|2||5|5|5|4|2|4|3|4|4|3|4|3|3|3|2|3|4|4|4|1|4|4|3|Met||2026-06-17|2026 16639900116699|Frontier Elementary|2||5|5|5|4|2|4|3|4|4|3|4|3|3|3|2|3|4|4|4|1|4|4|3|Met||2026-06-17|2026 16639906010557|Pioneer Elementary|2||5|5|5|4|2|4|3|4|4|3|4|3|3|3|2|3|4|4|4|1|4|4|3|Met||2026-06-17|2026 16639906110233|Pioneer Middle|2||5|5|5|4|2|4|3|4|4|3|4|3|3|3|2|3|4|4|4|1|4|4|3|Met||2026-06-17|2026 16739320000000|Reef-Sunset Unified|2|RSUSD measures standards implementation progress through multiple locally selected data sources including STAR Early Literacy, STAR Reading, STAR Math, CAASPP/SBAC, ELPAC, Achievement Team PLC data, Schoolzilla, Panorama, and CA Dashboard indicators. Thes|5|5|5|4|4|5|5|5|4|4|4|4|4|4|0|4|4|4|4|4|4|4|4|Met|In 2024-25, RSUSD continued making measurable academic progress across core standards areas. ELA Distance from Standard improved district-wide by +5.9 points from the 2022-23 baseline (-89.2 to -83.3). STAR Reading improved to 64.6% meeting typical growth, and STAR Math improved to 58%. English Learners showed the strongest ELA gains of any subgroup (+18.7 points from baseline), and ELPAC proficiency rates now exceed Year 3 targets ahead of schedule. Grade 11 ELA college preparedness nearly doubled from 19.1% to 35.29%, already exceeding the Year 3 target. CTE pathway completion grew to 8.9% and the combined A-G AND CTE completion rate reached 8%, surpassing the Year 3 target of 6.2%. AP Spanish pass rates remain strong at 96%. A new Goal 1, Action 1.7 (TOSA Reading Specialist Literacy Support) formalizes and expands the district's structured literacy program beginning in 2026-27, deploying 2 TOSA Reading Specialists with planned expansion to 6 total positions by 2028-29 as grant funding transitions to LCAP. The district continues contracted professional learning with Advanced Collaborative Solutions, Fresno County Superintendent of Schools, and Kings County Office of Education.|2026-06-18|2026 16747080000000|Kings County ROP|2|||||||||||||||||||||||||Not Met|||2026 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|2|2|2|Met||2026-06-23|2026 17640140000000|Kelseyville Unified|2||5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|5|5|4|4|Met||2026-06-16|2026 17640140141382|Shade Canyon|2||3|2|3|2|3|4|3|4|4|4|3|2|3|3|3|0|2|4|5|3|4|4|4|Met||2026-06-02|2026 17640220000000|Konocti Unified|2||4|3|4|3|3|5|3|4|3|3|5|3|4|3|3|4|3|3|4|3|4|4|4|Met|As reported in the Konocti USD 2026-27 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 3.56 (Initial Implementation) for all measured indicators.|2026-06-24|2026 17640300000000|Lakeport Unified|2|Lakeport Unified School District monitors implementation of California State Academic Standards through multiple locally selected measures, including classroom walkthroughs, curriculum implementation reviews, universal screening data, CAASPP results, Engl|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 17640480000000|Lucerne Elementary|2||4|3|4|3|3|5|3|5|5|5|5|3|5|5|5|0|2|3|3|3|4|3|3|Met||2026-06-24|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 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||2026-06-11|2026 17640550129601|California Online Public Schools North Bay|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 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||2026-06-15|2026 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.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 18640890000000|Big Valley Joint Unified|2|BVJUSD has fully implemented CCSS for ELA and Math. ELD aligned to CCSS and NGSS. The Fidelity Integrity Assessment tool tracks the progress of implementing CCSS, ELD, and NGSS.|4|4|4|5|5|4|4|4|4|4|4|4|4|4|5|4|1|2|3|3|3|3|3|Met|Big Valley Jr/Sr High School has updated three core subject matter curriculum in the last three years. Staff reviewed the new math curriculum and some participated in the LCOE curriculum training. BV staff has decided to pilot 1 or 2 companies for the upcoming year. Science and social studies were adopted by the most recent state-adopted list. English-Language Arts was updated in 2016. The teaching staff continues to implement the integrated ELD instructional framework, and the updated current core curriculum has embedded supports and levels for all students. Big Valley Elementary updated science curriculum has embedded supports and levels for all students. Big Valley Elementary updated science curriculum materials and professional development was provided in 2024. BVES anticipates updated math and ELA curricula as the State adoption process allows.|2026-06-24|2026 18641050000000|Janesville Union Elementary|2||4|4|3|3|3|4|4|3|3|3|4|4|3|3|3|3|3|2|2|2|4|4|4|Met|Janesville Union School District continues to support the implementation of California State Standards through ongoing professional development, collaborative data analysis, and the use of standards-aligned instructional materials. During the 2025–26 school year, the District expanded instructional supports through the implementation of a supplemental mathematics program and targeted professional learning to strengthen standards-based instruction and improve student outcomes in mathematics.|2026-06-20|2026 18641130000000|Johnstonville Elementary|2||3|3|3|3|3|3|3|3|3|3|3|3|3|2|2|1|2|2|2|2|2|2|3|Met||2026-06-25|2026 18641390000000|Lassen Union High|2||5|4|5|5|5|5|4|4|4|5|5|4|5|5|5|5|5|5|5|5|5|5|5|Met||2026-07-23|2026 18641620000000|Ravendale-Termo Elementary|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|3|0|3|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 and through the Lassen County Office of Education. 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.|2026-06-18|2026 18641700000000|Richmond Elementary|2||5|3|5|3|3|5|3|3|4|4|4|3|4|3|4|1|4|3|4|1|4|4|3|Met||2026-06-25|2026 18641880000000|Shaffer Union Elementary|2||5|5|4|5|5|5|5|4|5|5|5|3|5|4|4|3|4|4|3|3|3|2|2|Met||2026-06-16|2026 18641960000000|Susanville Elementary|2||4|4|4|4|4|4|4|5|4|4|4|4|5|4|3|2|2|4|3|2|4|4|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 engaged in the piloting process for the new math adoption following initial work with the new math framework and have identified 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 five 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.|2026-06-18|2026 18641960135756|Thompson Peak Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|Met||2026-06-17|2026 18642040000000|Westwood Unified|2||5|5|5|5|5|5|4|5|5|5|4|4|4|4|4|5|3|4|4|3|4|4|4|Met|Westwood Unified School District teachers participated in the Community of Practice for the math curriculum adoption. Teachers narrowed down the curriculums to two and they are scheduled to pilot them next year. Curricula in intervention materials, science, Science of Reading, and social studies were adopted by the most recent state-adopted list in the last four years. 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.|2026-06-18|2026 18747400000000|Lassen ROP|2|||||||||||||||||||||||||Not Met|||2026 18750360000000|Fort Sage Unified|2|Standard Met but All actions and services were not fully implemented. Most of the sites were clean and safe in which to learn. We have adjusted the goals for the 2025 2026 school year to more accurately show where the district is headed. The district will|4|3|2|5|4|4|3|2|5|4|3|2|2|4|3|5|5|3|4|4|4|4|3|Met|Five out of the 6 general education teachers have been hired in the last three years. Of these, all are within the first five years of their teaching careers. Three held preliminary or clear credentials. We have focused on realigning our curriculum to state standards to build staff capacity. We have provided PD to support instruction /UDL.|2026-06-25|2026 18750360121657|Mt. Lassen Charter|2||4|4|5|3|4|4|4|5|3|4|3|4|4|3|3|3|4|4|3|3|5|5|5|Met||2026-06-25|2026 18750366010763|Long Valley|2||4|3|4|4|4|4|3|4|3|4|3|3|3|3|3|4|3|3|3|4|3|3|3|Met||2026-06-17|2026 19101990000000|Los Angeles County Office of Education|2|To maintain and build on this progress, LACOE will continue providing professional development and learning for teachers of current curriculum and strategies which are research-based. LACOE ensures instructional materials are aligned to the standards and|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|3|3|4|3|3|4|4|4|Met|LACOE schools will continue to make progress with the implementation of academic standards adopted by the state board. Ongoing professional development in all four content areas are offered throughout the school year for the state standards in English/Language Arts, Social Studies, Mathematics and Science. Data is reviewed to focus on needs of the students.|2026-06-16|2026 19101990106880|Jardin de la Infancia|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||2026-06-25|2026 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||2026-06-18|2026 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||2026-06-18|2026 19101990115030|Magnolia Science Academy 3|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|2|2|5|5|5|5|5|5|Met||2026-06-17|2026 19101990115212|Magnolia Science Academy 2|2||5|4|5|4|4|5|5|4|4|5|5|4|5|3|4|3|4|5|5|5|5|5|5|Met|MSA-2 ensures comprehensive alignment of curriculum and assessments with educational standards, including CCSS and NGSS. We prioritize high-quality professional development for teachers, with a focus on standards implementation and ELD instruction aligned with California ELD standards. English Learners receive differentiated support based on proficiency levels, with access to both core and supplemental ELD materials. Ongoing professional development addresses Common Core ELA/Literacy, mathematics, ELD integration, and effective strategies for supporting ELs across content areas. In addition to ELA/Literacy, mathematics, and ELD, MSA-2 provides support and professional development in NGSS, History-Social Science, Career Technical Education, Health Education, Physical Education, Visual and Performing Arts, and World Languages. Structured collaboration time is provided during Wednesday after-school sessions and early dismissal days, allowing teachers to share best practices across our network of 11 schools. MSA-2 also leverages Home Office support through regular meetings to monitor progress on academic standards, receive targeted training, and strengthen systems integration to improve instruction and student learning outcomes.|2026-06-17|2026 19101990121772|Environmental Charter Middle - Gardena|2||4|4|5|4|4|4|4|5|5|5|5|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 uses the California Environmental Principles and Concepts (EPCs) as a framework and has fully incorporated Next Generation Science Standards (NGSS), including explicit emphasis on Science and Engineering Practices (SEPs).|2026-06-22|2026 19101990125641|KIPP Sol Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19101990127498|Environmental Charter Middle - Inglewood|2||5|4|5|4|4|4|4|5|4|4|5|4|5|4|4|1|5|5|5|1|5|5|5|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 uses the California Environmental Principles and Concepts (EPCs) Education and the Environment Initiative (EEI) as a framework and has fully incorporated Next Generation Science Standards (NGSS), including explicit emphasis on Science and Engineering Practices (SEPs). We also teach College Readiness,, where students develop essential college, career, and life readiness skills., but do not follow the Career Tech Ed standards within this class.|2026-06-22|2026 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||2026-06-10|2026 19101990134346|Intellectual Virtues Academy|2||5|5|5|5|5|4|4|5|5|5|5|5|5|5|5|3|4|4|5|4|5|5|4|Met||2026-06-03|2026 19101990135368|Alma Fuerte Public|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|0|3|3|4|Met||2026-06-23|2026 19101990135582|Westbrook Academy|2||4|4|4|5|5|5|4|4|5|5|3|3|3|5|5|5|5|5|5|5|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.|2026-06-25|2026 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” mat|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19101990137166|Soleil Academy Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2026-06-27|2026 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 is committed to implementing California’s academic standards across all subject areas. Instructional programs are aligned with the California State Standards, including the Common Core State Standards for English Language Arts and Mathematics, the Next Generation Science Standards, and the California English Language Development Standards. To support standards-based instruction, teachers participate in ongoing professional development focused on data-driven decision-making, differentiated instruction, and strategies that meet diverse student needs. The school also uses state-aligned curriculum materials to promote consistency and continues to strengthen rigor across grade levels and subjects in response to California School Dashboard results and the need to improve CAASPP Math and ELA outcomes. MSA-5 uses formative and summative assessments aligned to state standards to monitor student progress and guide instruction. English learners receive designated and integrated ELD instruction, ensuring access to the core curriculum while developing language proficiency. As a STEAM-focused school, MSA-5 integrates science, technology, engineering, arts, and mathematics throughout instruction to promote interdisciplinary learning, problem-solving, and critical thinking. Together, these efforts reflect MSA-5’s commitment to providing all students with a high-quality, standards-aligned education that prepares them for college and career success.|2026-06-17|2026 19101990138669|Da Vinci RISE High|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-10|2026 19101990140681|Environmental Charter High - Gardena|2||5|4|5|4|4|4|3|4|4|4|4|3|4|4|4|3|3|2|3|4|4|4|4|Met|At ECHSG, the Career Technical Education standards and the Physical Education Model Standards are not currently in our charter petition. However, we are on track to begin our first official launch of a CTE pathway through our Environmental Leadership Pathway in the 26-27 school year. Health Education Content standards are included in the curriculum and provided to our students. 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.|2026-06-22|2026 19101990140798|Bridges Preparatory Academy|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||2026-06-22|2026 19101990140962|The SEED School of Los Angeles County|2||4|3|4|3|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|3|4|4|4|Met||2026-06-25|2026 19101991996610|Los Angeles Leadership Academy|2||5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-16|2026 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.|2026-06-23|2026 19101996119945|Magnolia Science Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|5|3|3|3|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.|2026-06-17|2026 19642120000000|ABC Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|3|3|Met|ABC Unified continued implementing California academic standards through professional learning and instructional support across all content areas. District ratings reflected full implementation in English Language Arts (ELA), English Language Development (ELD), mathematics, Next Generation Science Standards (NGSS), and History-Social Science. The District provided summer and school-year professional learning to strengthen Tier I instruction within a Multi-Tiered System of Supports (MTSS), with an emphasis on early literacy, upper-grade writing, and mathematics fluency based on student performance data and educational partner feedback. Standards-aligned instructional materials were available across classrooms, and educators engaged in collaboration, classroom walkthroughs, and instructional support to strengthen teaching practices. District data, classroom observations, and staff feedback indicated a need for additional support in NGSS and History-Social Science instruction, collaborative planning, instructional coaching, and differentiated professional learning to strengthen instructional implementation. The District will continue expanding job-embedded professional learning, collaborative planning, and coaching while monitoring implementation through staff feedback, classroom evidence, local assessment data, and state indicators to improve instructional consistency and student outcomes.|2026-06-16|2026 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 evalua|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|4|4|4|Met|AVUHSD believes that ongoing professional development for teachers and staff is crucial to meeting the requirements for implementation of state academic standards. This includes training sessions, workshops, and resources focused on understanding and effectively teaching the standards-aligned curriculum. AVUHSD also emphasizes the importance of collaboration among educators, instructional coaches, and administrators to share best practices, analyze student data, and adjust instructional strategies as needed. Furthermore, AVUHSD acknowledges the role of technology in supporting instruction and assessment aligned with state standards. By integrating technology tools and resources into classrooms, AVUHSD aims to enhance student engagement, personalized learning experiences, and data-driven decision-making.|2026-06-09|2026 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 standard|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|4|4|4|Met|In addition to the measures and tools already mentioned, the Academies of the Antelope Valley have implemented professional development programs for teachers focused on state academic standards and effective instructional practices. Regular collaborative meetings allow educators to share best practices and align their teaching methods. Furthermore, the integration of technology in classrooms enhances instructional delivery and student engagement. The district also conducts periodic reviews and updates of the curriculum to ensure it remains aligned with the latest state standards. Partnerships with local colleges and businesses provide students with real-world learning experiences and support the application of academic knowledge in practical settings. These initiatives collectively contribute to our progress in meeting the requirements for implementing state academic standards.|2026-06-09|2026 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|5|4|Met|The school has maintained an overall average score of 4.63, 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.|2026-06-04|2026 19642610000000|Arcadia Unified|2||5|5|5|5|4|4|1|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026 19642790000000|Azusa Unified|2||5|5|5|3|4|5|5|5|4|4|5|5|5|3|4|5|5|5|5|5|5|5|5|Met|Azusa Unified School District (AUSD) utilizes a systematic, multi-year approach to implementing State academic standards by pairing state-approved instructional materials with aligned, sustained professional learning. Rather than using isolated training events, AUSD fosters a culture of continuous improvement through job-embedded professional learning communities (PLCs), instructional coaching, and collaborative lesson-study processes. A District-wide initiative for all educators focuses on AUSD's core Academic Success Drivers: Collaborative Practices for teamwork, Cognitive Rigor for higher-order thinking, and Academic Discourse for language acquisition. To determine its current implementation stage for the 2026 California School Dashboard, AUSD leadership and educational partners collaborated to complete the State self-reflection tool. While core implementation remains robust across foundational subjects, this review identified opportunities for targeted growth. Moving into the 2026-2027 school year, the District will focus its professional learning plans, PLC collaborations, coaching cycles, and instructional resources on deepening classroom alignment and systematic implementation of the Next Generation Science Standards (NGSS) and the History-Social Science (HSS) Framework across all educational levels.|2026-06-23|2026 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|Not Met|||2026 19642871996479|Opportunities for Learning - Baldwin Park|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-BP continues to provide a flexible and student-focused instructional program designed to support the diverse academic needs of its students. Instruction is delivered through a combination of independent study materials, digital learning platforms, and teacher-led classes that promote both academic growth and personalized learning. The school remains dedicated to offering rigorous, standards-based coursework through resources such as Edmentum, LYLA, independent study curriculum, and iLit, which continues to support language and literacy development for English Learners. Coursework across content areas remains aligned to ELD standards to ensure multilingual learners receive integrated academic support. The LEA also continues to maintain and strengthen its College and Career Readiness initiatives through ongoing CTE pathways and expanded postsecondary opportunities. Students continue to have access to dual enrollment courses, including onsite Mt. SAC offerings such as American Sign Language, allowing them to earn college credit while enrolled in high school. Additional collaboration with college and adult school partners is being explored to further connect students with career and postsecondary pathways. Professional learning for staff remains centered on effective instructional practices, equitable access, and the use of engaging curriculum and technology to support student achievement.|2026-06-22|2026 19642950000000|Bassett Unified|2||5|5|5|4|5|5|5|5|5|5|5|4|5|5|5|4|5|4|4|5|5|4|4|Met||2026-06-23|2026 19643030000000|Bellflower Unified|2|Bellflower Unified School District (BUSD) uses multiple measures to track the implementation of state academic standards including data from the LCAP Survey focusing on Professional Learning Communities (PLC) implementation, the annual Staff Professional|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 19643110000000|Beverly Hills Unified|2|The Beverly Hills Unified School District (BHUSD) uses multiple locally selected measures to monitor implementation of California's adopted academic standards across all content areas. These measures include i-Ready for English Language Arts and Mathemati|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|BHUSD is committed to continuous improvement by regularly reviewing student achievement data, providing ongoing professional learning, and refining instructional practices to ensure full implementation of California's academic standards. The district's sustained growth in student achievement reflects its commitment to high-quality, standards-based instruction and equitable learning opportunities for all students.|2026-06-23|2026 19643290000000|Bonita Unified|2||5|4|5|4|3|5|4|5|4|4|5|4|5|4|4|5|3|5|5|5|5|5|4|Met||2026-06-24|2026 19643370000000|Burbank Unified|2||5|5|5|4|4|3|5|3|4|4|4|4|5|4|4|5|5|5|4|4|3|4|4|Met||2026-06-25|2026 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||2026-06-25|2026 19643520000000|Centinela Valley Union High|2|CVUHSD rates itself as Met for implementation of state academic standards. The District used qualitative and quantitative measures to assess implementation, including professional learning, aligned curriculum, instructional coaching, common assessment dat|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|The District also facilitated the 12th annual Summer Professional Learning Week, attended by 163 staff from across the District. The August PL Day focused on strengthening districtwide implementation of Professional Learning Communities through sessions titled “Stronger Together: Launching Our Districtwide PLC Journey,” “Supporting Every Student: Systems That Work,” and “Clarity Counts: Connecting Data to Daily Decisions.” Our October Optional PL Day, attended by 128 staff, provided educators with the opportunity to engage in four 90-minute workshops aligned to District priorities. Session topics included AI literacy, inclusive classroom practices, data-driven support for Long-Term English Learners, legal aspects of school discipline, and diversifying storytelling in the classroom. The District also provided Adaptive Schools training for Instructional Coaches, Department Chairs, and administrators to strengthen collaboration, shared leadership, and standards-aligned planning. Cognitive Coaching also supported reflective practices that help educators refine instruction and improve student learning.|2026-06-25|2026 19643520128488|Family First Charter|2|As an LEA we have strengthened our academic standards in several key areas of which know include visual and performing arts standards. Our Teachers continue to provide full standards-based instruction aligned with the California state standards. They pro|4|4|4|3|4|4|4|4|3|4|4|4|4|3|0|4|3|1|3|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 for special needs populations as well as unduplicated pupils. This past year we also focused on specific research-based academic interventions on the SBAC/CAASP state assessments in the applicable academic areas of English Language Arts and Mathematics. Our teachers are also increasing their direct instructional minutes to assist students who may be struggling with attaining mastery of state standards.|2026-06-24|2026 19643520128496|New Opportunities Charter|2|As an LEA we have strengthened our academic standards in several key areas of which now include visual and performing arts standards. Our Teachers continue to provide full standards-based instruction aligned with the California state standards. They prov|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|3|1|3|4|4|3|0|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 for special needs populations as well as unduplicated pupils. This past year we also focused on specific research-based academic interventions on the SBAC/CAASP state assessments in the applicable academic areas of English Language Arts and Mathematics. Our teachers are also increasing their direct instructional minutes to assist students who may be struggling with attaining mastery of state standards.|2026-06-24|2026 19643780000000|Charter Oak Unified|2||5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|5|4|4|5|5|5|5|5|Met||2026-06-18|2026 19643940000000|Claremont Unified|2||5|5|5|5|4|5|5|5|5|5|5|4|5|5|4|4|4|4|5|4|5|4|4|Met|Claremont Unified School District (CUSD) surveys teachers and administrators regarding their comfort level with implementing the California State Standards. This information is used to plan and provide professional development for the following year. Currently, 82% of certificated staff are either very comfortable or comfortable with implementing the CA standards for which they are responsible for teaching, up 1% from 2024-2025. It is worth noting that only 2% of certificated staff are uncomfortable teaching the standards and 16% feel the question is not applicable. Additionally, 71% of certificated staff agree that they have adequate curriculum, with 10% disagreeing, and 18% feeling the question is not applicable. CUSD continues to provide professional development for grades K-12 in early literacy, writing, and the Math framework, as well as training teachers on culturally responsive teaching, arts integration, and socialemotional learning. Vertical articulation and collaboration meetings are held annually to ensure grade-level teachers and content specific teachers have time dedicated to ensuring the implementation of California State Standards. The English Learner Facilitators and Director of Intervention and English Learner Programs continue to provide professional development resources in ELD standards to site administrators and teachers. Work continues with ensuring that staff are trained in the implementation of the ELD standards with fidelity.|2026-06-22|2026 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||2026-06-29|2026 19644440000000|Culver City Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026 19644510000000|Downey 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||2026-06-23|2026 19644690000000|Duarte Unified|2||4|4|4|4|3|3|3|3|3|3|4|4|4|4|4|4|3|3|3|3|3|3|3|Met|Duarte Unified School District continues to make progress in implementing state academic standards through a districtwide focus on high-quality instruction, professional learning, instructional materials, and data-informed collaboration. The District provides standards-aligned instructional materials across grade levels and monitors implementation through observations, teacher collaboration, assessment data, and site-level planning. Professional development remains central to strengthening standards implementation. Teachers participate in learning focused on effective instruction, assessment, differentiation, English Learner support, and intervention. The District is also prioritizing mathematics through professional learning focused on the California Mathematics Framework. Duarte Unified supports English Learners through designated and integrated English Language Development aligned to California ELD Standards. Training in language acquisition and academic vocabulary helps teachers support multilingual learners in accessing grade-level standards. Collaboration time allows teachers to analyze student work and assessment data, identify learning gaps, and plan targeted instruction. These structures support consistency across classrooms and timely intervention and enrichment. Duarte Unified remains committed to ensuring all students have access to standards-aligned instruction and supports needed to meet grade-level expectations.|2026-06-25|2026 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|The LEA continues to implement a student-centered instructional model that integrates hybrid learning to meet diverse student needs. Our approach includes self-paced workbooks, targeted in-person instruction, and digital learning platforms that promote flexibility, engagement, and individualized support. This year, we strengthened digital learning through Edmentum and Bright Thinker Digital while enhancing our independent study curriculum. English Learners are supported through the iLit program, ELD-aligned instruction, and ongoing teacher training in standards-based practices. To support college and career readiness, the LEA expanded Career and Technical Education (CTE) opportunities and continues exploring pathways aligned with student interests and workforce needs. Dual Enrollment access has also increased, helping students build college awareness and readiness. The Physical Education program remains in a multi-year redesign focused on California standards, student wellness, and lifelong fitness. The LEA is also continuing the phased adoption of updated middle school curriculum and instructional materials across core subject areas to strengthen rigor, engagement, and vertical alignment of standards. Student feedback, local assessment data, and engagement metrics continue to guide instructional decisions and improvement efforts as we remain committed to equity, access, and innovation.|2026-06-25|2026 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 facto|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|5|4|4|Met||2026-06-22|2026 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 hybrid model blends small-group instruction, experiential learning and independent studies. Students engage online through Edmentum, independent workbooks, small group direct instruction, and designated English Language Development (ELD). The charter adopts a curriculum aligned with the CA Common Core and the Next Generation Science Standards (NGSS) to support equitable, engaging, and relevant learning. To ensure successful implementation, staff receive targeted professional development focused on standards alignment, courseware best practices, and support for all learners. By investing in an accessible, inclusive curriculum grounded in Universal Design for Learning (UDL), the charter increases student choice and aligns academic experiences with postsecondary interests and goals. Through high-quality instructional materials, OFY-Duarte is committed to fostering improved academic outcomes, stronger engagement, and 21st-century skills for all learners. Expanding and strengthening college and career readiness through Career and Technical Education (CTE) and access to Dual Enrollment remain key focuses. OFY-Duarte is developing specific CTE pathways that offer industry-recognized certifications (FESTO, Adobe) in high-demand careers to ensure students have access to competitive workplace skills.|2026-06-29|2026 19644770000000|Eastside Union Elementary|2||4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|1|4|5|4|0|4|4|4|Met||2026-06-24|2026 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|Not Met|||2026 19645010000000|El Monte City|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|3|5|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.|2026-06-15|2026 19645190000000|El Monte Union High|2||5|5|4|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|The El Monte Union High School District continues to strengthen implementation of the California State Standards through a coherent, districtwide instructional vision focused on equitable access to rigorous, standards-aligned instruction. Analysis of implementation evidence indicates increased coherence across schools as a result of a multi-year instructional plan that aligns professional learning, instructional coaching, leadership development, and continuous improvement. The district has prioritized implementation of Evidence-Based Practices (EBPs), including Content and Language Objectives, Welcoming and Inclusive Learning Environments, and Structured Academic Discussions. Professional learning and coaching support educators in increasing student engagement, academic discourse, conceptual understanding, and equitable participation in grade-level instruction. Implementation is monitored through instructional learning walks, calibration activities, Professional Learning Communities (PLCs), and Instructional Leadership Team meetings. These structures provide opportunities to review evidence of implementation, analyze common formative assessment and student learning data, and identify responsive instructional supports. Key learnings indicate that a common instructional language, shared expectations, and aligned professional learning have strengthened districtwide coherence. The district will continue refining PLC practices, monitoring EBP implementation, and using student l|2026-06-17|2026 19645270000000|El Rancho Unified|2|ERUSD is fully implementing the Common Core Standards for ELA and Math and is working toward full implementation of the NGSS, ELD, and other content standards for the 2025-2026 school year. To monitor the implementation of state-adopted academic standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-29|2026 19645350000000|El Segundo Unified|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|3|5|5|5|5|5|5|5|Met|ESUSD uses a structured, systemwide approach to implement California State Standards across all content areas. Measures/Tools Used: - PLC structures for ongoing instructional planning and data analysis - Common benchmarks and essential standards aligned TK–12 - Local assessment systems for monitoring progress - Vertical articulation protocols across grade spans Evidence of Implementation: - Districtwide development and calibration of essential standards and pacing guides - Established benchmark systems with defined timelines and revision processes - Regular collaborative data analysis cycles embedded in PLCs and leadership meetings - Integration of MTSS frameworks to connect standards-based instruction with intervention systems The district is at full implementation moving toward sustainability, with strong systems for standards alignment and data use. The next phase focuses on refining instructional practices to improve outcomes for English Learners and Students with Disabilities.|2026-06-23|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 19645680000000|Glendale Unified|2|The following measures are aligned to State Standards and are effective in measuring mastery of standards the skills necessary for success in college, career and life. - GUSD uses CAASPP assessment results to measure achievement in ELA/Literacy, Mathemat|4|4|4|4|4|4|4|4|4|4|4|3|4|3|3|4|4|4|4|4|4|3|3|Met||2026-06-23|2026 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 continues to demonstrate strong progress in implementing state-adopted academic standards through aligned professional learning, instructional materials, and systems of support. Ongoing feedback from the Professional Learning Focus Group, staff surveys, and collaborative working groups ensures that professional development remains responsive to staff needs and focused on improving standards-aligned instruction. During the 2025–26 school year, the district deepened its focus on the California Mathematics Framework through continued study and the initiation of a structured pilot aligned to the state adoption process. Professional learning also emphasized strengthening targeted English Language Development (ELD) instruction, integrating Science of Reading principles, and reinforcing best-first instructional practices across all content areas. Dedicated collaboration time was provided through Early Out (K–8, Whitcomb), Late Start (GHS), and targeted professional learning days, in addition to refined Educator Effectiveness Academies that supported ongoing professional learning and instructional improvement. Looking ahead to 2026–27, the district will prioritize mathematics adoption and professional learning aligned to the California Mathematics Framework to ensure consistent, high-quality implementation across all classrooms. The district will also continue to expand the implementation of the Science of Reading and focus on empowering all learners|2026-06-25|2026 19645840000000|Gorman Joint|2|Gorman School has made excellent progress in implementing the academic standards adopted by the State Board of Education. Our rigorous curriculum meets the Common Core Stath Lane Standards for Englisguage Arts, and our English learners receive English Lan|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|Met||2026-06-29|2026 19645841996305|Gorman Learning Center|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|5|5|4|4|5|5|4|Met||2026-06-18|2026 19645920000000|Hawthorne|2|In assessing progress toward the implementation of academic state standards, the District used multiple measures, including professional development, aligned instructional materials, instructional schedules, pacing guides, unit planning, common assessment|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 19645920100354|Hawthorne Math and Science Academy|2|To determine progress toward implementing academic standards, Hawthorne Math and Science Academy (HMSA) used department collaboration, standards-aligned instructional materials, professional development, classroom observations, and student performance dat|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|Hawthorne Math and Science Academy (HMSA) continues to demonstrate strong implementation of California State Academic Standards through rigorous curriculum, high-quality instruction, professional learning, and data-driven decision making. During the 2025–26 school year, departments collaborated to refine curriculum maps, pacing guides, common assessments, and instructional practices to ensure alignment with California State Standards and College and Career Readiness Standards. HMSA also adopted new standards-aligned English Language Arts materials for grades 9–11 and updated Advanced Placement instructional resources, ensuring students have access to current, high-quality curriculum. Professional development remained a priority, with teachers participating in training focused on standards-based instruction, differentiation, formative assessment, educational technology, and instructional best practices. Professional Learning Communities (PLCs) met regularly to analyze student work, review assessment data, calibrate instruction, and develop targeted interventions. Staff also received training on Canvas, PowerSchool, Respondus LockDown Browser, Blocksi, IXL, and other digital instructional tools.|2026-06-24|2026 19646000000000|Hermosa Beach City Elementary|2||4|3|4|4|4|5|4|4|4|4|4|4|4|4|4|0|4|4|4|4|4|4|4|Met|For the 2025–26 school year, the Hermosa Beach City School District continued its focus on improving student achievement in English Language Arts (ELA) through the implementation of evidence-based instructional practices aligned with the Science of Reading. District leaders analyzed local assessment data from 2020 forward and identified that ELA performance had remained relatively static, prompting a strategic shift toward a more comprehensive and research-based K–8 ELA curriculum. To support this initiative, the district began implementation of the Wit & Wisdom curriculum and provided two full days of professional development prior to the start of the school year to introduce teachers to the curriculum framework, instructional practices, and implementation expectations. Professional learning continued throughout the year and included training and coaching in Geodes literacy resources, writing instruction, fidelity walkthroughs, grade-level collaboration, instructional coaching, and administrator coaching to ensure consistent implementation across schools and classrooms. The district also prioritized support for new teachers through targeted professional development opportunities. New elementary teachers received training in Fundations and Eureka Math to strengthen instructional delivery in foundational literacy and mathematics.|2026-06-24|2026 19646260000000|Hughes-Elizabeth Lakes Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|5|5|4|0|4|4|4|Met|HELUS is working toward adoption of a new math curriculum, including educational partner input and exploration of all the options.|2026-06-18|2026 19646340000000|Inglewood Unified|2||4|3|3|3|3|4|3|4|3|3|3|3|3|3|3|3|2|3|3|3|3|3|3|Met|The District continues to implement its Instructional Plan and Multi-Tiered System of Supports (MTSS) through Professional Learning Communities (PLCs) and the Cycle of Inquiry to strengthen instruction and improve student outcomes. PLCs regularly analyze data from i-Ready and DIBELS to identify student needs, monitor progress, and guide instructional decisions. Schools have expanded literacy and mathematics intervention opportunities, while Saturday School and after-school tutoring provide additional academic support for students needing acceleration. Teachers also utilize Banked Time for collaboration, lesson planning, and data analysis to ensure timely instructional adjustments. These efforts have contributed to positive outcomes across the District, including no schools being identified for Comprehensive Support and Improvement (CSI) status this year. To support high-quality instruction, all TK–5 schools implement CKLA, grades 6–8 utilize Amplify ELA, high schools use StudySync, and TK–8 schools continue implementing SAAVAS enVision Mathematics, ensuring access to rigorous, standards-aligned curriculum districtwide.|2026-06-24|2026 19646340101667|Wilder's Preparatory Academy Charter|2|N/A|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|3|0|5|5|5|Met||2026-06-24|2026 19646340116822|Wilder's Preparatory Academy Charter Middle|2|N/A|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|3|0|5|5|5|Met|N/A|2026-06-24|2026 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||2026-06-18|2026 19646340128991|Grace Hopper STEM Academy|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 19646341996529|City Honors International Preparatory High|2||4|3|4|3|4|4|4|4|3|4|4|3|4|3|4|4|4|4|3|4|4|4|4|Met|City Honors is at full implementation across most of our core content areas. English Language Arts, Mathematics, and History–Social Science each score a 4 in professional learning for new standards, instructional materials alignment, and the policies that support delivery of instruction. English Language Development and Next Generation Science Standards are at a 3, reflecting initial implementation as teachers continue building capacity in these areas. Staff feedback aligns with these ratings — staff respondents reported that instruction is aligned to state standards and that students have standards-aligned materials. Strengthening ELD strategies and science instruction is our identified next step.|2026-06-24|2026 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” ma"|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19646346014518|La Tijera Academy of Excellence Charter|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|3|4|3|4|1|4|4|4|Met||2026-06-24|2026 19646420000000|Keppel Union Elementary|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||2026-06-25|2026 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 through standards-aligned instruction, curriculum, and assessments. Students have access to a broad course of study, including Career Technical Education (CTE) pathways developed through school programs and community college partnerships. Health education standards are addressed through approved curriculum and synchronous or asynchronous courses that align with the California Healthy Youth Act when applicable. Physical education standards may be completed through home-based instruction or approved community programs. The school establishes clear grade-level learning expectations to ensure students are prepared for success in TK–12 education and future college and career pathways. Ongoing analysis of student achievement data informs professional development, staff training, and grade-level collaboration to strengthen instructional practices and improve student outcomes. Through personalized learning, targeted supports, and continuous improvement efforts, Sage Oak ensures all students have access to rigorous, engaging, and standards-based educational opportunities.|2026-06-18|2026 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|La Cañada Unified School District (LCUSD) is committed to delivering rigorous, high-quality instruction that prepares students for the future. Our curriculum is grounded in the Common Core State Standards for Mathematics and ELA, the Next Generation Science Standards (NGSS), and the K–12 History-Social Science Framework. To ensure effective implementation, we invest in our educators through targeted initiatives. Since 2023, our partnership with The Reading League has strengthened early literacy instruction. Teachers in grades K-6 use DIBELS to monitor foundational reading skills, while students needing additional support receive intervention through Boost Reading and Imagine Sonday System. In mathematics, Math in Focus has been adopted as the TK–5 instructional program beginning in 2026-27, following a comprehensive evaluation process that incorporated input from teachers and families. Following the adoption of Step Up to Writing in 2024-25, grade-level teams have aligned writing instruction through updated ELA pacing guides. Professional development also includes educational technology and teaching strategies aligned with district priorities. LCUSD values collaboration through structured planning time; elementary teachers meet on regular Collaboration Days, and 7-12 teachers participate in Professional Learning Community sessions. These efforts support continuous improvement, professional growth, and stronger student learning.|2026-06-23|2026 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|4|4|Met||2026-06-16|2026 19646670123174|Life Source International Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 19646670125559|iLEAD Lancaster Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026 19646830000000|Las Virgenes 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||2026-06-23|2026 19646910000000|Lawndale Elementary|2||5|5|5|4|3|5|5|5|5|3|5|4|5|4|3|0|5|5|5|0|4|4|4|Met||2026-06-25|2026 19646911996438|Environmental Charter High - Lawndale|2||5|4|5|4|4|5|4|5|4|4|5|5|5|4|4|3|5|2|5|5|5|4|4|Met|At ECHSL, the Career Technical Education standards and the Physical Education Model Standards are not currently in our charter petition. However, we are on track to begin our first official launch of a CTE pathway through our Environmental Leadership Pathway in the 26-27 school year. Health Education Content standards are included in the curriculum and provided to our students. 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.|2026-06-22|2026 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||2026-06-16|2026 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|During the summer of 2025, the incoming freshmen enrolled in an asynchronous Health course to satisfy the health education standards before starting ninth grade. Local survey data highlights how 92% of teachers reported they have attended/ participated in satisfactory professional development opportunities during the 2025-2026 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, continue with the writing across the curriculum initiative, and how to meet the needs of multilingual learners and students with exceptionalities through the Universal Design for Learning (UDL) framework. 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.|2026-05-28|2026 19647090107508|Century Community Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|0|5|4|4|Met||2026-06-01|2026 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” ma"|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19647170000000|Little Lake City Elementary|2||4|4|4|4|4|3|4|5|4|3|4|4|4|4|4|5|3|5|4|0|5|5|5|Met||2026-06-23|2026 19647250000000|Long Beach Unified|2|LBUSD implements state academic standards through a shared instructional approach rather than through isolated curriculum work. Quality Core Instruction (QCI) and the district's Understandings Framework set expectations for instruction that is standards-b|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|LBUSD will continue strengthening standards implementation by connecting academic actions in Goal 1, school-based supports in Goal 7, and curriculum/professional learning actions in Goal 8. In 2026-27, the district will use a tiered curriculum-support model so every school receives clear guidance while schools with greater Dashboard and student-group needs receive more targeted assistance. The work will emphasize QCI, formative assessment, multilingual learner support, inclusive practices for students with disabilities, and coaching that helps teachers turn standards into rigorous daily instruction.|2026-06-17|2026 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||2026-06-03|2026 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||2026-06-28|2026 19647330000000|Los Angeles Unified|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 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||2026-06-23|2026 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||2026-06-23|2026 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. For example, issues surrounding student safety at school events, school dress code, and concerns about vaping have been issues of concern brought about by parents/guardians. The second method we seek parental input is through our Parent Association, SSC and ELAC meetings.|2026-06-16|2026 19647330100743|Accelerated Charter Elementary|2||4|5|4|3|3|4|5|5|3|3|4|4|4|3|3|0|4|5|4|4|4|4|4|Met||2026-06-10|2026 19647330100750|Wallis Annenberg High|2||5|4|4|3|3|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|3|3|3|Met||2026-06-10|2026 19647330100800|Central City Value|2|Central City Value High School uses multiple locally selected measures to monitor implementation of the California academic standards and student progress across its grades 9–12 course of study. These measures include course schedules, standards-aligned c|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-05|2026 19647330100867|KIPP Los Angeles College Preparatory|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330101196|ICEF View Park Preparatory High|2||5|5|5|5|5|5|4|5|5|5|5|4|5|4|4|5|5|5|5|4|5|5|5|Met||2026-06-18|2026 19647330101444|KIPP Academy of Opportunity|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330101659|CATCH Prep Charter High, 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|CATCH Prep Charter High School's educational program is aligned with California State Standards, including the Common Core State Standards, California Next Generation Science Standards (CA NGSS), History-Social Science Framework, English Language Development Standards, and Career Technical Education (CTE) Model Curriculum Standards. All A-G approved courses provide rigorous, standards-based instruction that prepares students for college, career, and civic life. Teachers use state standards to guide curriculum, instruction, assessment, and intervention. Students engage in critical thinking, problem solving, academic discourse, research, and real-world learning across all content areas. Academic language development is embedded throughout the curriculum to support diverse learners. CATCH Prep utilizes standards-aligned assessments and a Multi-Tiered System of Supports (MTSS) to monitor progress and provide targeted intervention. Instruction incorporates Universal Design for Learning (UDL), culturally responsive practices, project-based learning, and technology integration to promote access and engagement. Students also have opportunities to participate in dual enrollment and CTE pathways in Digital Media and Financial Literacy. Through its comprehensive standards-based program, CATCH Prep ensures students graduate prepared for success in college, career, and lifelong learning.|2026-06-29|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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||2026-06-23|2026 19647330102335|Ocean Charter|2||5|5|4|4|4|4|4|4|4|4|5|5|4|4|4|0|5|5|5|5|5|5|4|Met||2026-06-25|2026 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||2026-06-10|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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||2026-06-10|2026 19647330102483|N.E.W. Academy Canoga Park|2|||||||||||||||||||||||||Not Met|||2026 19647330102491|Dr. Theodore T. Alexander Jr. Science Center|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|0|5|4|5|Met||2026-06-16|2026 19647330102541|New Designs Charter|2|N/A|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|Met|N/A|2026-06-13|2026 19647330106351|Ivy Academia|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|3|0|5|5|4|Met||2026-06-12|2026 19647330106427|Synergy Charter Academy|2||5|4|5|4|4|5|5|5|5|4|5|4|5|4|4|0|3|3|5|0|5|5|5|Met|In the beginning of each school year, administration and faculty meet as a whole-group to discuss the framework of Synergy's Professional Growth Plan (PGP). Our organization-wide instructional framework is based on GLEAM: grade-level, engaging, affirming and meaningful instruction. At the elementary level, we know our grade-level and engaging instruction is fully implemented so we have a current focus on continuing to engage and affirm students through productive struggle and specific feedback. Teachers have multiple check-in meetings throughout the year with the school principal during which they discuss successes and challenges that lie within and are outside of the scope of their individual PGP. At the end of the year there is a process of reflection and setting the groundwork for the following year to support continuous growth and improvement.|2026-06-13|2026 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” ma"|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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.|2026-06-10|2026 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.|2026-06-29|2026 19647330107755|Port of Los Angeles 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||2026-06-10|2026 19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|2||5|4|5|4|4|5|4|5|4|4|5|5|4|5|5|5|4|4|5|4|4|4|4|Met|CHAMPS continues to focus on improving and ensuring high quality instructional strategies that effectively move students toward content mastery and rigorous learning and enrichment experiences. One of our primary strategies for is to continue our investment in the instructional coaching and course alignment in all content areas, particularly math and English Language Arts. Our Director of Teaching and Learning works closely with our teachers to coach and collaborate with them to raise rigor and align lessons with state standards. In addition, we continue to increase support for new teachers and interns working with diverse student needs via the Director of Teaching and Learning.|2026-06-22|2026 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||2026-06-22|2026 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.|2026-06-10|2026 19647330108910|ISANA Nascent Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|3|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.|2026-06-12|2026 19647330108928|Larchmont Charter|2|Larchmont Charter School continues to strengthen implementation of California State Standards through a coordinated TK-12 approach focused on instructional alignment, professional learning, and continuous improvement. During the 2025-26 school year, the s|5|5|4|4|4|5|5|5|5|5|5|5|4|4|4|0|5|5|0|5|5|5|5|Met||2026-06-02|2026 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.|2026-06-10|2026 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||2026-06-02|2026 19647330109934|Our Community|2||5|5|5|5|5|5|5|2|5|5|5|5|5|5|5|0|5|5|1|0|5|5|5|Met|In 2025-2026, Our Community School piloted several math publishers that were approved by the State Board of Education and we have decided to adopt one of the approved curriculums. In the 2026-2027 school year, we will have a Math TOSA to support teachers and work collaboratively to align instruction from this new publisher to the updated standards in the Math Framework.|2026-06-24|2026 19647330110304|Los Angeles Academy of Arts and Enterprise|2|Los Angeles Academy of Arts and Enterprise uses multiple locally selected measures and tools to monitor implementation of the SBE-adopted academic standards. These include CAASPP/CAST and interim assessment data, ELPAC and reclassification data, common fo|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|5|5|5|4|3|3|Met|LAAAE’s progress in implementing state academic standards should be understood within the school’s broader Strategic Instructional Leadership Framework for Student Success. The framework is designed to strengthen academic excellence, equity, college and career readiness, English Learner and Students with Disabilities support, attendance and engagement, and leadership/instructional capacity. Standards implementation is not treated as a compliance activity, but as part of a schoolwide improvement cycle connected to instruction, assessment, intervention, and student support. LAAAE continues to build more consistent systems for standards-aligned instruction across all departments. This includes the use of CAASPP interim assessments, classroom evidence, PLC/CPT data conversations, EL progress monitoring, reclassification tracking, course access review, and student work analysis. The school’s arts and enterprise mission also supports implementation of Visual and Performing Arts, Career Technical Education, and college/career readiness standards through access to arts, media, business, entrepreneurship, and related pathway experiences. While student achievement data shows that continued improvement is needed, LAAAE has established clearer systems to monitor progress, identify gaps, and respond through targeted intervention, instructional coaching, data-driven instruction, and cross-disciplinary literacy work. The LEA’s next step is to deepen consistency across classrooms so that e|2026-06-24|2026 19647330111211|New Heights Charter|2||4|3|4|4|4|4|3|4|4|4|4|4|4|4|3|0|3|3|3|0|4|4|4|Met||2026-06-17|2026 19647330111484|New Village Girls Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|4|4|4|5|5|5|Met||2026-06-24|2026 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.|2026-06-10|2026 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.|2026-06-10|2026 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.|2026-06-10|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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” ma"|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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.|2026-06-10|2026 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.|2026-06-10|2026 19647330112060|Hesby Oaks Leadership Academy|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647330112201|PUC Excel Charter Academy|2|||||||||||||||||||||||||Not Met|||2026 19647330112235|California Creative Learning Academy|2||4|4|4|5|5|5|4|4|5|5|4|4|4|4|4|0|4|5|5|0|5|5|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. The implementation of our new math program has been successful with teacher teams, and continued work is needed to become more familiar with the program's trajectory for mathematical content standards and practices.|2026-05-18|2026 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|4|5|5|5|Met||2026-06-23|2026 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||2026-06-18|2026 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 workshop 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.|2026-06-29|2026 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||2026-06-23|2026 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 employs a collaborative and systematic process to monitor the implementation of the California State Standards adopted by the State Board of Education. This process draws upon multiple sources of evidence, including formal and informal student assessments, classroom observations, educator and school leader feedback, school climate survey results, professional development evaluations, implementation artifacts from professional learning sessions, and input from a broad range of stakeholders. Each year, Lead Teachers representing all grade levels and special education programs develop pacing guides and assessment plans. These plans are reviewed across grade levels to promote vertical alignment, instructional consistency, and continuity of learning. Lead Teachers also meet regularly with school administrators to identify, discuss, and address grade level priorities and instructional needs. Additionally, all instructional staff participate in monthly Instruction Committee meetings. These meetings provide a structured forum for collaboration, allowing staff to share best practices, discuss instructional strategies, review student learning outcomes, and approve new initiatives and instructional plans. Formal meeting minutes are distributed each month to Charter School staff, the FCPS organization, and the FCPS Board of Directors as part of the Board's regular meeting materials. As an elementary school, the Charter School does not offer separate Career Technical Ed|2026-06-11|2026 19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 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||2026-06-13|2026 19647330115253|Discovery Charter Preparatory #2|2||5|4|4|4|5|5|5|5|5|5|5|4|5|4|5|3|3|4|4|5|4|4|4|Met|With our continued partnership with Los Angeles Mission College, we successfully implemented CTE pathways during the 2025–2026 school year, expanding access to a broader range of courses for our students. As we deepen our collaboration with Mission College and support students in exploring their interests, we remain committed to further growing our CTE and dual enrollment opportunities. The LEA continues to make steady progress in implementing the academic standards adopted by the State Board. Efforts during the reporting period focused on strengthening standards-aligned instruction, increasing educator capacity through ongoing professional learning, and using student performance data to inform instructional decisions. Teachers and instructional leaders engaged in collaborative planning and data analysis to ensure consistent implementation of grade-level standards across classrooms. The LEA also expanded supports for diverse student populations, including English learners, students with disabilities, and students performing below grade level, through targeted interventions and differentiated instructional strategies. Curriculum resources and instructional materials were reviewed and refined to ensure alignment with current state standards and to promote equitable access to rigorous learning opportunities. In addition, the LEA continues to monitor implementation through classroom observations, assessment data, and stakeholder feedback.|2026-06-17|2026 19647330115287|ICEF Vista Middle Academy|2||4|5|5|4|4|5|5|5|5|5|5|5|5|4|2|0|5|5|5|0|5|5|5|Met||2026-06-18|2026 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.|2026-06-10|2026 19647330117036|Enadia Way Technology Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|0|5|5|4|Met||2026-06-16|2026 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.|2026-06-10|2026 19647330117606|Alliance Leichtman-Levine FF 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.|2026-06-10|2026 19647330117614|New Los Angeles Charter|2||5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-22|2026 19647330117622|Magnolia Science Academy 4|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|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.|2026-06-17|2026 19647330117648|Magnolia Science Academy 6|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|5|5|5|0|4|4|4|Met||2026-06-17|2026 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|5|5|5|5|Met|At Magnolia Science Academy-7, instructional programs and assessments are designed to align with California state standards, including the Common Core State Standards, Next Generation Science Standards, California ELD Standards, and other applicable frameworks. Teachers participate in ongoing professional learning to support effective standards implementation. Instruction for English Learners is differentiated based on language proficiency levels. ELD instruction is aligned to the California ELD Standards and Framework, and students receive access to core and supplemental ELD resources and supports. Teachers also receive professional development focused on ELD strategies and integrating language development across academic content areas. Each teacher completes at least 18 hours of annual professional development, along with two hours of weekly collaboration and training built into the 2025–26 academic calendar. Training emphasizes Common Core ELA/Literacy and Mathematics, ELD standards, and instructional practices that support English Learners in rigorous academic settings. While recent professional development has focused mainly on ELA/Literacy, Mathematics, and ELD, MSA-7 also supports implementation of NGSS, History-Social Science, Health Education, Physical Education, and Visual and Performing Arts. Staff also receive training in SEL and PBIS to promote a positive, inclusive, and student-centered school environment.|2026-06-17|2026 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||2026-06-11|2026 19647330117895|Synergy Kinetic Academy|2||4|3|4|4|4|5|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 continues to provide instructional support. We continue to develop in the area of Arts (Visual Art and Music) as this was the 3rd year we offered the choice of art, music, or physical education as an elective. All teachers have 250 minutes of planning and preparation time per week to develop standards-aligned lessons and assessments. All teachers meet in department teams twice/month.|2026-06-13|2026 19647330117903|KIPP Raices Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330117911|New Millennium Secondary|2|||||||||||||||||||||||||Not Met|||2026 19647330117937|ICEF Vista Elementary Academy|2||5|4|5|5|3|5|5|5|5|5|5|5|5|4|2|0|5|5|5|0|5|5|5|Met||2026-06-18|2026 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||2026-06-18|2026 19647330117978|Goethe International 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||2026-06-22|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19647330119982|Equitas Academy 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||2026-06-25|2026 19647330120014|KIPP Endeavor College Preparatory Charter|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 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||2026-06-23|2026 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|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.|2026-06-10|2026 19647330120071|New Designs Charter School-Watts|2|N/A|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|Met|N/A|2026-06-13|2026 19647330120097|Academia Moderna|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||2026-06-30|2026 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||2026-06-18|2026 19647330120527|Watts Learning Center Charter Middle|2||4|4|4|4|4|3|4|3|3|4|4|4|4|4|4|0|2|4|4|0|4|4|4|Met||2026-06-24|2026 19647330121079|Ararat Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|4|5|5|5|Met||2026-06-18|2026 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||2026-06-08|2026 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.|2026-06-10|2026 19647330121293|Alliance Tennenbaum Family Technology High|2|||||||||||||||||||||||||Not Met|||2026 19647330121699|KIPP Empower Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|5|5|3|5|5|5|Met||2026-06-11|2026 19647330121707|KIPP Comienza Community Prep|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330121848|Crown Preparatory 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||2026-06-24|2026 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 curr|4|3|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|4|4|0|0|4|3|Met||2026-05-26|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19647330122556|Citizens of the World Charter School Hollywood|2||5|3|5|3|3|5|4|5|3|3|4|4|5|3|3|0|3|4|3|0|5|4|3|Met|CWC Hollywood has continued to strengthen its implementation of state-adopted academic standards across all grade levels. The full implementation of Fishtank ELA curriculum, now expanding across additional grade levels, has been a primary driver of improvement in standards alignment and instructional coherence. Ongoing MTSS supports and instructional coaching continue to reinforce consistent, high-quality delivery of grade-level content for all students.|2026-06-17|2026 19647330122564|Camino Nuevo Elementary #3|2||5|4|5|3|4|5|5|5|4|4|5|4|5|4|4|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 K-12. 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 to build standards-aligned History/Social Science units and lessons for grades K-5. All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2026-06-16|2026 19647330122606|PUC Lakeview Charter High|2||4|4|4|4|4|4|4|4|4|4|5|5|5|5|5|3|3|4|4|4|5|5|4|Met||2026-06-10|2026 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||2026-06-18|2026 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||2026-06-18|2026 19647330122655|ISANA Octavia Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|3|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.|2026-06-12|2026 19647330122721|Aspire Pacific Academy|2||5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|4|5|5|5|5|4|4|4|Met||2026-06-18|2026 19647330122739|Vista Charter Middle|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|4|5|5|5|4|Met||2026-06-15|2026 19647330122747|Magnolia Science Academy Bell|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|4|4|4|4|4|4|Met|MSA Bell ensures all curricula and assessments are aligned to the standards and that teachers participate in professional development on the implementation of standards (CCSS, NGSS, etc.). We provide services to ELs by proficiency level and ELD instruction is aligned to the CA ELD standards and framework. ELs have access to core and supplemental ELD instructional materials; teachers attend PDs whose focus is on ELD standards. Our teachers participate in at least 36 hours of professional development per year in areas such as: 1. Common Core ELA/Literacy, math 2. Supports and Intervention for Students with Disabilities, especially Universal Design for Learning (UDL) 3. ELD Standards and integration of ELD standards into content areas 4. MTSS and PBIS 5. Increase learning loss interventions 6. Social emotional learning and teaching practices 7. Restorative practices|2026-06-17|2026 19647330122754|Valley Charter Elementary|2|VCES has selected Option 2- reflection tool|5|4|5|5|5|5|4|5|5|0|5|4|5|5|5|0|5|5|5|0|5|5|4|Met|Valley Charter Elementary School (VCES) has carefully selected and adopted curricula in ELA and mathematics that aligns strongly with the Common Core state standards and prides itself on its unique project-based curricula that allows students to engage in authentic, meaningful projects that support them to learn and demonstrate mastery in relation to the Next Generation Science Standards and the California social science standards. In addition to the standards related to the four core subject areas, VCES has a robust physical education program that incorporates health standards, and a program that integrates the arts- particularly music and visual arts- seamlessly into projects in science and history. In addition, we have robust whole school, grade level, and 1:1 coaching professional learning.|2026-06-26|2026 19647330122838|Valley Charter Middle|2||4|3|4|4|4|3|4|4|4|4|3|3|4|4|4|0|4|4|3|0|4|4|4|Met|"VCMS develops curricula backwards from standards and designs tasks that allow students to engage in authentic, meaningful projects to learn and demonstrate mastery of common core standards in ELA and mathematics, Next Generation standards in science, and the California social science standards in history. For ELA, VCMS uses the Reading Reconsidered Curriculum from Teach Like a Champion, for math VCMS uses a combination of Eureka math squared materials and Teach to One Roadmaps from New Classrooms, and for history and science, VCMS uses the TCI ""Bring Science Alive"" and ""Bring History Alive"" curricula. EL Achieve is the curriculum used for our designated English Language Develoption and our art and PE courses are planned backwards from state standards."|2026-06-25|2026 19647330122861|Camino Nuevo Charter Academy #2|2||5|4|5|3|4|5|4|5|3|4|5|5|5|4|4|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 K-12. 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 to build standards-aligned History/Social Science units and lessons for grades K-5. All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2026-06-16|2026 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.|2026-06-10|2026 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.|2026-06-10|2026 19647330123158|Arts In Action 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|Arts in Action has a rigorous schedule of professional development through 15 pupil-free professional development days each school year. Comprehensive coaching, professional development, and PLC time is provided to staff, as well as external professional development opportunities.|2026-06-13|2026 19647330123166|ISANA Palmati Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|3|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.|2026-06-12|2026 19647330123984|ISANA Cardinal Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|3|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|2026-06-12|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 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||2026-06-16|2026 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||2026-06-23|2026 19647330124560|Synergy Quantum Academy|2||3|3|4|4|3|3|3|4|4|3|4|3|4|4|4|5|4|4|4|4|4|5|5|Met|The school maintains consistent bi-weekly Instructional Leadership Team meetings to identify gaps and meet the needs of departments and individual teachers. Professional development plans are developed with input that comes directly from observation data and debriefs within the leadership team. All teachers receive weekly coaching, weekly lesson plan feedback, and are allowed planning days with their instructional coach to create standards- aligned lessons that meet the school's implementation of the GLEAM instructional framework, ensuring that instruction is at grade-level, engaging, affirming, and meaningful.|2026-06-13|2026 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||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-18|2026 19647330124818|Los Angeles Leadership Primary Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|5|5|4|4|5|Met||2026-06-16|2026 19647330124826|Camino Nuevo Charter Academy #4|2||5|4|5|3|4|5|5|5|4|4|5|4|5|4|4|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 K-12. 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 to build standards-aligned History/Social Science units and lessons for grades K-5. All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2026-06-16|2026 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.|2026-06-10|2026 19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|2|||||||||||||||||||||||||Not Met|||2026 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.|2026-06-10|2026 19647330125609|KIPP Philosophers Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330125625|KIPP Scholar Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330125641|KIPP Sol Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330125864|Ednovate - USC Hybrid High College Prep|2||4|5|4|4|5|4|5|4|4|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.|2026-06-04|2026 19647330126136|Math and Science College Preparatory|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||2026-06-24|2026 19647330126169|Equitas Academy #2|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||2026-06-25|2026 19647330126177|Citizens of the World Charter School Silver Lake|2||5|3|5|3|3|5|4|5|3|3|5|4|5|3|3|0|3|4|3|0|5|3|3|Met|CWC Silver Lake has continued to strengthen its implementation of state-adopted academic standards across all grade levels. The full implementation of Fishtank ELA curriculum, now expanding across additional grade levels, has been a primary driver of improvement in standards alignment and instructional coherence. Ongoing MTSS supports and instructional coaching continue to reinforce consistent, high-quality delivery of grade-level content for all students.|2026-06-17|2026 19647330126193|Citizens of the World Charter School Mar Vista|2||5|3|4|3|4|5|3|5|3|3|5|3|4|3|3|0|3|4|3|0|5|3|3|Met|"CWC Mar Vista has continued to strengthen its implementation of state-adopted academic standards across all grade levels. The full implementation of Fishtank ELA curriculum, now expanding across additional grade levels, has been a primary driver of improvement in standards alignment and instructional coherence. Ongoing MTSS supports and instructional coaching continue to reinforce consistent, high-quality delivery of grade-level content for all students."""|2026-06-17|2026 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||2026-06-18|2026 19647330127670|KIPP Iluminar Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330127886|City Language Immersion Charter|2||3|3|3|2|3|3|3|3|3|3|3|3|3|3|3|0|3|4|3|4|3|3|3|Met||2026-06-22|2026 19647330127894|Valor Academy High|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||2026-06-23|2026 19647330127910|Camino Nuevo High #2|2||5|4|5|3|4|5|5|5|4|4|5|4|5|4|4|0|4|4|4|4|5|5|5|Met||2026-06-16|2026 19647330127936|PREPA TEC - Los Angeles|2||4|3|4|3|3|4|3|4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-30|2026 19647330127985|Ingenium Charter Middle|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|4|3|0|4|3|3|Met||2026-06-08|2026 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.|2026-06-10|2026 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|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.|2026-06-10|2026 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.|2026-06-10|2026 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|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.|2026-06-10|2026 19647330128132|Extera Public School No. 2|2||5|4|4|3|2|4|5|4|4|2|4|5|4|3|2|0|4|4|3|0|5|4|4|Met|Extera Public School No. 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 PS 2 has focused on enhancing ELA instruction through PD this school year.|2026-06-16|2026 19647330128371|New Horizons Charter Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|4|4|0|5|5|5|Met||2026-06-24|2026 19647330128512|KIPP Academy of Innovation|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19647330129460|KIPP Vida Preparatory Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 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||2026-06-10|2026 19647330129619|PUC Community Charter Elementary|2||5|4|5|4|5|5|4|5|5|5|5|4|5|5|5|0|4|5|5|0|5|5|4|Met||2026-06-10|2026 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, sta|4|3|4|3|3|4|3|4|4|4|4|3|4|4|4|3|3|3|3|4|3|3|3|Met||2026-05-26|2026 19647330129650|Equitas Academy #3 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||2026-06-25|2026 19647330129858|Everest Value|2|Everest Value School uses NWEA assessments, curriculum-embedded assessments, standards-aligned instructional materials, teacher collaboration, classroom observations, and student work to monitor implementation of the California academic standards applicab|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-05|2026 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||2026-06-17|2026 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 employs a collaborative and systematic process to monitor the implementation of the California State Standards adopted by the State Board of Education. This process draws upon multiple sources of evidence, including formal and informal student assessments, classroom observations, educator and school leader feedback, school climate survey results, professional development evaluations, implementation artifacts from professional learning sessions, and input from a broad range of stakeholders. Each year, Lead Teachers representing all grade levels and special education programs develop pacing guides and assessment plans. These plans are reviewed across grade levels to promote vertical alignment, instructional consistency, and continuity of learning. Lead Teachers also meet regularly with school administrators to identify, discuss, and address grade level priorities and instructional needs. Additionally, all instructional staff participate in monthly Instruction Committee meetings. These meetings provide a structured forum for collaboration, allowing staff to share best practices, discuss instructional strategies, review student learning outcomes, and approve new initiatives and instructional plans. Formal meeting minutes are distributed each month to Charter School staff, the FCPS organization, and the FCPS Board of Directors as part of the Board's regular meeting materials. As an elementary school, the Charter School does not offer separate Career Technical Ed|2026-06-11|2026 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 uses a collaborative and systematic process to monitor implementation of the California State Standards. Multiple sources of evidence are reviewed, including student assessment data, classroom observations, educator and administrator feedback, school climate surveys, professional development evaluations, implementation artifacts, and stakeholder input. Each year, Lead Teachers representing all grade levels and special education programs develop pacing guides and assessment plans. These plans are reviewed across grade levels to ensure vertical alignment, instructional consistency, and continuity of learning. Lead Teachers also meet regularly with administrators to identify priorities, address instructional needs, and support continuous improvement. All instructional staff participate in monthly Instruction Committee meetings, which provide a structured forum for collaboration and professional learning. During these meetings, staff share best practices, review student learning outcomes, discuss instructional strategies, and evaluate proposed initiatives. Meeting minutes are distributed monthly to school staff, the FCPS organization, and the FCPS Board of Directors as part of the Board’s regular meeting materials. As an elementary school, the Charter School does not offer standalone Career Technical Education (CTE) or World Language programs. Instead, concepts and skills related to these areas are intentionally integrated into the general education curriculum.|2026-06-11|2026 19647330131771|KIPP Ignite Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330131797|KIPP Promesa Prep|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330131821|Equitas Collegiate High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|4|5|5|4|5|5|5|Met||2026-06-25|2026 19647330131904|Libertas College Preparatory Charter|2||5|4|5|5|4|5|4|5|4|4|5|4|5|4|4|0|4|5|4|0|5|4|4|Met||2026-06-13|2026 19647330132027|University Preparatory Value High|2|University Prep Value High School uses multiple locally selected measures to monitor implementation of the California academic standards and student progress across its grades 9–12 course of study. Measures include NWEA and other local assessments, course|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-05|2026 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.|2026-06-10|2026 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. All teachers have been trained on CAASPP and ELPAC question formats. The RACE strategy (Respond, Answer, Cite, Explain) is being taught school-wide to support short-response writing. Thinking Maps have been reintroduced across content areas. Advisory teachers confer with students before and after each NWEA MAP diagnostic to discuss progress and set individualized growth goals.Grade distributions are analyzed each grading period to identify areas of need and plan reteaching before the end of each term.LACOE Writing Support: The organization collaborated with LACOE to deliver multiple PD sessions on ""Writing Across the Curriculum. 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."|2026-06-29|2026 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.|2026-06-04|2026 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 a|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, 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 and are implemented and consistently integrated with Indigenous knowledge systems that are 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.|2026-06-24|2026 19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|2||5|4|4|4|5|5|5|4|4|5|5|5|5|5|5|2|4|5|5|5|5|5|4|Met||2026-06-10|2026 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||2026-06-10|2026 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||2026-06-10|2026 19647330133686|Equitas Academy 4|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||2026-06-25|2026 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||2026-06-23|2026 19647330133702|New Los Angeles Charter Elementary|2||5|4|4|4|4|5|4|5|5|5|5|4|4|4|4|0|4|5|5|0|5|5|4|Met||2026-06-22|2026 19647330133710|Girls Athletic Leadership School Los Angeles|2||5|5|5|5|5|5|5|5|4|4|5|5|4|4|5|0|5|5|4|0|4|4|3|Met||2026-06-11|2026 19647330133868|Rise Kohyang High|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||2026-06-23|2026 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” mat|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19647330134205|Arts in Action Community 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|Arts in Action provides 15 additional pupil free professional development days for teachers and administrators, as well as robust coaching cycles, weekly PLC blocks, planning periods, and external conference opportunities.|2026-06-13|2026 19647330135509|Gabriella Charter 2|2||4|5|4|3|3|4|4|5|4|3|3|4|4|3|2|0|2|5|5|0|5|5|4|Met||2026-06-22|2026 19647330135517|KIPP Corazon Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 19647330135616|Crete Academy|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 19647330135632|WISH Academy High|2|WISH Academy High School tracks its progress in implementing the state academic standards adopted by the State Board of Education through a combination of locally selected measures: regular instructional walkthroughs and classroom observations, curriculum|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|WISH Academy High School has reached full implementation and sustainability across all measured areas of state academic standards implementation, 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 Language. This level of implementation reflects years of sustained investment in professional learning, standards-aligned instructional materials, and ongoing support systems for teachers and administrators. WISH Academy provides regular, embedded professional learning opportunities for staff, both as a whole group and individually, ensuring teachers have the tools and support needed to deliver standards-aligned instruction with confidence. Standards-aligned instructional materials are consistently available in every classroom where each subject is taught. WISH Academy sustains this work through ongoing collaborative structures, including focused instructional walkthroughs, curriculum audits, and dedicated collaborative planning time, all of which allow staff to continuously identify areas of strength and opportunities for growth. Administrators work closely with teachers to identify professional learning needs at both the individual and group level, and targeted support is provided for staff as they continue to deepen their practice.|2026-06-29|2026 19647330135715|Ednovate - Esperanza College Prep|2||4|5|4|4|5|4|5|4|4|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.|2026-06-04|2026 19647330135723|Ednovate - Brio College Prep|2||4|5|4|3|5|4|5|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.|2026-06-04|2026 19647330135921|WISH Community|2|WISH Community TK-8 tracks its progress in implementing the state academic standards adopted by the State Board of Education through a combination of locally selected measures: regular instructional walkthroughs and classroom observations, curriculum audi|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|WISH Community TK-8 has demonstrated strong and consistent implementation of state academic standards across all content areas, supported by regular instructional walkthroughs, curriculum audits, and ongoing analysis of benchmark assessment data. This work is grounded in WISH's six tenets, including co-teaching and collaboration, differentiated instruction, and a research-to-practice approach, which ensure standards-aligned instruction is delivered in ways that meet the needs of all learners. WISH Community's small class sizes allow teachers to closely monitor individual student progress toward standards mastery and make timely instructional adjustments. Ongoing professional learning, paired with regular curriculum audits, ensures teachers remain well equipped to deliver standards-aligned instruction across English Language Arts, Mathematics, Next Generation Science Standards, History-Social Science, and all other adopted content areas. As a Professional Development School for Loyola Marymount University's School of Education, WISH Community continues to strengthen its instructional practices through this partnership, ensuring standards implementation remains rigorous, current, and reflective of best practices in the field.|2026-06-29|2026 19647330135954|ISANA Himalia Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|3|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.|2026-06-12|2026 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||2026-06-24|2026 19647330136994|Rise Kohyang Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|5|5|0|5|5|5|Met||2026-06-23|2026 19647330137463|California Creative Learning Academy MS|2|||||||||||||||||||||||||Not Met|||2026 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.|2026-06-16|2026 19647330137513|Learning by Design Charter|2|ELA/ ELD - Lexia CORE 5, Readers and Writers Workshops (Units of Study/ Lucy Calkins), Ordin Gillingham, Haggerty, and Fountas and Pinnell Math - Eureka Math NGSS - Amplify Science, Nancy Larson and Scholastic News Social Studies - TCI Social Studies Aliv|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|3|2|4|4|4|Met||2026-03-07|2026 19647330137521|Vox Collegiate of Los Angeles|2||5|3|5|5|5|5|3|5|5|5|4|3|4|4|4|1|4|4|3|1|5|5|4|Met||2026-06-17|2026 19647330137562|Matrix for Success 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 LEA provides teachers 10 Professional Days and the opportunity for teachers, administrators, and staff to attend any workshop requested before school starts each year. Additional professional development opportunities addressing standards-based instruction are provided monthly throughout the school year. All students, including all unduplicated students and students with exceptional needs, will have access to standards-aligned materials and additional instructional materials as outlined in our charter.|2026-06-23|2026 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||2026-06-23|2026 19647330137612|Valley International Preparatory High|2||5|4|5|4|5|4|4|4|4|4|5|4|5|4|5|2|4|2|4|3|4|4|4|Met||2026-06-03|2026 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 comprehens|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|4|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.|2026-05-26|2026 19647330138883|Equitas Academy 6|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||2026-06-25|2026 19647330139089|Vista Horizon Global Academy|2||5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|0|4|5|5|0|5|5|5|Met||2026-06-15|2026 19647330139097|Scholarship Prep - South Bay|2||5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|3|3|3|2|5|4|4|Met||2026-06-18|2026 19647330139121|Equitas Academy 5|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||2026-06-25|2026 19647330139832|Citizens of the World Charter School West Valley|2||5|4|5|4|4|5|5|5|4|4|5|4|5|4|4|0|3|4|3|0|5|4|4|Met|CWC West Valley has continued to strengthen its implementation of state-adopted academic standards across all grade levels. The full implementation of Fishtank ELA curriculum, now expanding across additional grade levels, has been a primary driver of improvement in standards alignment and instructional coherence. Ongoing MTSS supports and instructional coaching continue to reinforce consistent, high-quality delivery of grade-level content for all students.|2026-06-17|2026 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||2026-06-25|2026 19647330140111|Invictus Leadership Academy|2|ILA has made significant progress in implementing state standards through our core curricula and innovative C-STEAM program. CAASPP ELA proficiency has grown from 9.1% (2023-24) to a preliminary 29% (2025-26), and Math from 2% to a preliminary 24% over th|4|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0|4|4|4|0|4|4|4|Met||2026-06-18|2026 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.|2026-06-04|2026 19647330140749|Citizens of the World Charter School East Valley|2||5|3|5|4|4|5|4|5|4|4|5|4|5|4|4|0|3|4|3|0|5|4|4|Met|CWC East Valley has continued to strengthen its implementation of state-adopted academic standards across all grade levels. The full implementation of Fishtank ELA curriculum, now expanding across additional grade levels, has been a primary driver of improvement in standards alignment and instructional coherence. Ongoing MTSS supports and instructional coaching continue to reinforce consistent, high-quality delivery of grade-level content for all students.|2026-06-17|2026 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.|2026-06-04|2026 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 sp|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-27|2026 19647331931708|Chatsworth Charter High|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026 19647331932623|El Camino Real Charter High|2||5|5|4|4|5|5|5|4|4|5|4|4|4|4|4|5|5|4|5|5|5|4|4|Met||2026-06-25|2026 19647331933746|Granada Hills Charter|2||4|5|5|4|4|4|5|5|5|4|5|5|4|4|4|5|4|5|4|5|4|4|4|Met|For 2025–2026, GHC continued to deepen implementation of its core instructional and student support initiatives while refining systems based on educational partner feedback. Faculty continued to strengthen instructional design through the Understanding by Design framework, with an emphasis on vertical and horizontal alignment, meaningful classroom learning activities, assessment design, and the use of student data to inform instruction and intervention. GHC also continued to support consistent use of Canvas and Toddle across both programs, with ongoing attention to instructional communication, access to assignments and grades, and the use of learning management systems to help students and families monitor academic progress. GHC also continued implementation of schoolwide social-emotional and relationship-building programs, including Capturing Kids’ Hearts in grades 9–12 and Second Step in TK–8. These efforts were reinforced through counseling and wellness supports, parent workshops, Care Solace, the Wellness Center, and ongoing communication about student well-being, safety, belonging, and school climate. Educational partner feedback from Possip, the School Climate Survey, PTSA, SSC/LCAP Advisory, and standing committees affirmed the importance of continuing to strengthen student wellness, peer relationships, discipline consistency, and family access to support.|2026-06-22|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647331938554|Sylmar 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|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-approved instructional materials, aligned curricular resources, professional learning, and ongoing analysis of student outcomes. Principals and instructional leaders regularly engage in classroom observations and instructional support cycles grounded in the LAUSD Teaching and Learning Framework. These practices promote ongoing professional dialogue, strengthen instructional coherence, and provide teachers with actionable feedback to improve standards-aligned instruction. LAUSD further monitors student progress through multiple locally selected measures, including the i-Ready Diagnostic in Reading and Mathematics, DIBELS, Smarter Balanced assessments, and other formative and interim assessment tools. These data sources are used to inform instructional planning, identify areas of need, and guide targeted supports for schools and students. Taken together, these measures reflect LAUSD’s continued progress in implementing the academic standards adopted by the SBE through aligned curriculum, instructional resources, data- informed improvement, and focused professional learning. As an Affiliated Charter School in LAUSD, Sylmar Charter High is included in these policies and processes related to the implementation of state academic stand|2026-06-16|2026 19647331938612|Taft Charter High|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647331938885|University High School Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026 19647331995836|Palisades Charter High|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|3|4|4|3|3|3|Met||2026-06-09|2026 19647331996610|Los Angeles Leadership Academy|2|||||||||||||||||||||||||Not Met|||2026 19647336015986|Beckford Charter for Enriched Studies|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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||2026-06-17|2026 19647336016265|Calvert Charter for Enriched Studies|2|||||||||||||||||||||||||Not Met|||2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336016356|Carpenter 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336016562|Colfax Charter Elementary|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336016778|Dixie Canyon Community Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336016869|El Oro Way Charter for Enriched Studies|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336016935|Encino Charter Elementary|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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 employs a collaborative and systematic process to monitor the implementation of the California State Standards adopted by the State Board of Education. This process draws upon multiple sources of evidence, including formal and informal student assessments, classroom observations, educator and school leader feedback, school climate survey results, professional development evaluations, implementation artifacts from professional learning sessions, and input from a broad range of stakeholders. Each year, Lead Teachers representing all grade levels and special education programs develop pacing guides and assessment plans. These plans are reviewed across grade levels to promote vertical alignment, instructional consistency, and continuity of learning. Lead Teachers also meet regularly with school administrators to identify, discuss, and address grade level priorities and instructional needs. Additionally, all instructional staff participate in monthly Instruction Committee meetings. These meetings provide a structured forum for collaboration, allowing staff to share best practices, discuss instructional strategies, review student learning outcomes, and approve new initiatives and instructional plans. Formal meeting minutes are distributed each month to Charter School staff, the FCPS organization, and the FCPS Board of Directors as part of the Board's regular meeting materials. As an elementary school, the Charter School does not offer separate CTE.|2026-06-11|2026 19647336017438|Hamlin Charter Academy|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336017529|Haynes 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336017693|Justice Street Academy Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336017701|Kenter Canyon Elementary Charter|2|LAUSD continues to employ 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 Calif|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336017743|Knollwood Preparatory Academy|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336017891|Lockhurst Drive Charter Elementary|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|0|5|5|5|0|5|4|5|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336018204|Montague 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|MCA rated itself at Full Implementation and Sustainability because the Charter School has established and sustained systems to ensure implementation of the academic standards adopted by the State Board. Standards aligned instruction is implemented across core content areas, including ELA, ELD, mathematics, science, history, and the arts and sciences program. Teachers have access to standards aligned curriculum, instructional materials, digital resources, student learning supplies, and assessment tools to support instruction and monitor student progress. MCA continues to use professional development, collaboration, data analysis, and formative assessment results to strengthen instructional practice and ensure that standards-based instruction is responsive to student needs. Staff development has focused on data driven instructional decision making, differentiated instruction, supports for ELs and SWD, inclusion practices, technology integration, and cross curricular approaches that integrate ELD into arts and sciences. MCA also uses local assessments, including iReady, DIBELS, SBAC Interim Assessment Blocks, NWEA Science, and other tools to monitor student growth and inform interventions. MCA’s implementation is supported through leadership, teacher collaboration, instructional technology, MTSS interventions, and enrichment opportunities. The Charter School will continue to sustain and refine these systems to support instruction, academic growth, and improved outcomes.|2026-05-28|2026 19647336018287|Nestle Avenue Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336018634|Palisades Charter Elementary|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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 e|5|5|5|4|5|5|5|5|5|5|4|4|4|4|4|0|5|5|5|0|4|4|4|Met||2026-06-09|2026 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|5|4|5|5|4|5|5|5|5|5|5|4|5|5|4|0|5|5|5|0|5|4|4|Met|Plainview ACA renewed its Affiliated Charter Petition with the end goal of becoming a LAUSD STEAM certified School within five years.|2026-06-16|2026 19647336018774|Pomelo Community Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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 employs a collaborative and systematic process to monitor the implementation of the California State Standards adopted by the State Board of Education. This process draws upon multiple sources of evidence, including formal and informal student assessments, classroom observations, educator and school leader feedback, school climate survey results, professional development evaluations, implementation artifacts from professional learning sessions, and input from a broad range of stakeholders. Each year, Lead Teachers representing all grade levels and special education programs develop pacing guides and assessment plans. These plans are reviewed across grade levels to promote vertical alignment, instructional consistency, and continuity of learning. Lead Teachers also meet regularly with school administrators to identify, discuss, and address grade level priorities and instructional needs. Additionally, all instructional staff participate in monthly Instruction Committee meetings. These meetings provide a structured forum for collaboration, allowing staff to share best practices, discuss instructional strategies, review student learning outcomes, and approve new initiatives and instructional plans. Formal meeting minutes are distributed each month to Charter School staff, the FCPS organization, and the FCPS Board of Directors as part of the Board's regular meeting materials. As an elementary school, the Charter School does not offer separate Career Technical Ed|2026-06-11|2026 19647336019111|Serrania Avenue Charter for Enriched Studies|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336019186|Sherman Oaks Elementary Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336019525|Topanga Elementary Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-16|2026 19647336019715|Vaughn Next Century Learning Center|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|3|3|3|4|3|3|Met||2026-06-24|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336019939|Westwood Charter Elementary|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336020036|Woodlake Elementary Community Charter|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336057988|Emerson Community Charter|2||5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|4|5|5|4|0|5|4|4|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Not Met|||2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336061543|Alfred B. Nobel Charter Middle|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336061584|Gaspar De Portola Charter Middle|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|Met||2026-06-16|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336094726|Community Magnet Charter Elementary|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336097927|Open Charter Magnet|2|LAUSD continues to employ a comprehensive set of systems, tools, and instructional supports to monitor and advance implementation of the California academic standards adopted by the SBE. The District supports this work using state-adopted and District-app|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 19647336112536|Accelerated|2||4|4|4|3|3|3|4|4|4|3|3|3|3|3|3|4|4|4|4|4|4|4|4|Met||2026-06-10|2026 19647336114912|Watts Learning Center|2||5|4|5|5|4|5|5|5|5|5|5|4|5|5|4|0|3|5|5|0|5|5|5|Met||2026-06-24|2026 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||2026-06-10|2026 19647336117048|ICEF View Park Preparatory Elementary|2||5|4|5|5|3|5|4|5|5|5|5|4|5|5|3|0|4|5|5|0|5|5|5|Met||2026-06-18|2026 19647336117667|Camino Nuevo Charter Academy|2||5|4|5|3|4|5|5|5|4|4|5|4|5|4|4|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 K-12. 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 to build standards-aligned History/Social Science units and lessons for grades K-5. All K-5 grades also receive science and social studies content integrated throughout our knowledge building language arts curriculum.|2026-06-16|2026 19647336119044|Multicultural Learning Center|2||5|4|5|2|2|5|5|5|5|5|5|5|5|2|5|2|2|5|5|2|5|5|5|Met||2026-06-23|2026 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|CHIME has effectively implemented standards aligned, engaging instruction at high levels for many years and acts as a professional development school for California State University Northridge. CHIME's academic performance consistently outperforms the local district and state averages.|2026-06-23|2026 19647336119903|Downtown Value|2|Downtown Value School uses multiple locally selected measures to monitor implementation of the California academic standards and student progress across its TK–8 program. These measures include NWEA assessments, curriculum-embedded assessments, standards-|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-05|2026 19647336120158|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||2026-06-23|2026 19647336120471|Puente Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|4|4|0|3|5|4|0|5|5|5|Met||2026-06-10|2026 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||2026-06-11|2026 19647336121081|ICEF View Park Preparatory Middle|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|5|0|4|5|5|0|5|5|5|Met||2026-06-18|2026 19647580000000|Los Nietos|2||4|5|5|4|5|4|5|5|5|5|4|5|5|5|5|3|4|4|5|3|5|5|5|Met|The Los Nietos School District continues to prioritize data-informed decision-making to improve student outcomes. The district remains committed to analyzing multiple data sources, including grades, attendance, engagement with online programs, state assessment results, and benchmark assessments, to ensure tailored support is provided to meet individual student needs. This data-driven approach allows for focused allocation of resources to students who require the most support. During the 2025-26 school year, site principals continued to engage in data-informed literacy decisions. This work deepened leadership capacity to interpret and act on a wide range of student data. In addition, the district continued implementing EduClimber as a comprehensive data platform to support staff in monitoring student progress, with a focus on English Learners and students not yet meeting proficiency standards. Training sessions for teachers have continued, laying the groundwork for a consistent and accessible way to interpret and respond to student data. On LNSD's local indicators, student growth continues to be evident. According to STAR 360 Reading data, 55.1% of students in grades 3–8 scored at or above grade level in ELA, representing a significant increase from 38.4% in the prior year. Math proficiency also demonstrated substantial improvement, with 58.67% of students scoring at or above grade level compared to 40.3% the year before. Foundational skill development for students in grades T|2026-06-25|2026 19647740000000|Lynwood Unified|2||4|4|4|2|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-25|2026 19647900000000|Monrovia Unified|2|Each standard implementation is monitored through multiple measures including state and local, formative and summative evaluations including observational feedback and partnerships with curriculum providers and consultants for ongoing support and implemen|5|0|5|3|3|5|5|5|4|3|5|0|5|3|3|5|5|4|5|5|5|5|4|Met||2026-06-24|2026 19648080000000|Montebello Unified|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|Met||2026-06-24|2026 19648160000000|Mountain View Elementary|2||4|4|3|3|4|5|5|5|4|5|4|4|4|3|3|0|4|5|5|4|4|4|3|Met|Based on the reflection of the 2025-2026 school year data which includes, but is not limited to ELA and Math diagnostic data and CAASPP results, we continue with our 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.|2026-06-16|2026 19648320000000|Newhall|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||2026-06-23|2026 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||2026-06-22|2026 19648570000000|Palmdale Elementary|2||5|5|5|3|4|5|5|5|4|4|5|3|5|3|3|3|3|5|3|1|3|4|2|Met|In Priority 2, Implementation of State Standards, we recorded growth. In both Professional Development and Instructional Materials, we moved from a Level 4 to a Level 5 in ELA, ELD, and Math. We maintained Level 4s in History and Social Science. We are aware that this work will continue to be crucial for teachers as we focus on the academic frameworks for Math and ELA (literacy) moving into the 26-27 school year. Regarding how we identify professional learning needs, we improved our ability to assess individual teacher needs, reaching Level 4. However, our rating for supporting teachers on standards they have not yet mastered shifted down to Level 2.We have a significant number of staff who receive support from the Teacher Support Department as they work toward probation/permanent credentialing status. This data provides a direct focus for our instructional coaching and site administrative support of the instructional program in this upcoming final year of the LCAP cycle.|2026-06-23|2026 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|5|4|Met|The school has maintained an overall average score of 4.63, 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.|2026-06-04|2026 19648570125377|Palmdale Aerospace Academy|2|The Palmdale Aerospace Academy utilizes a multi-tiered monitoring system to track the implementation of the State Board of Education academic standards. This approach relies on three key measures: Annual Professional Learning & Instructional Materials: Th|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|4|4|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. TPAA has had an Instructional Coach at the elementary school, and this school year, we were able to hire an Instructional Coach for our middle school and high school.|2026-06-16|2026 19648570140889|Palmdale Academy Charter|2|||||||||||||||||||||||||Not Met|||2026 19648650000000|Palos Verdes Peninsula Unified|2||5|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|Met||2026-06-24|2026 19648730000000|Paramount Unified|2||4|4|4|4|4|5|5|3|5|5|4|4|4|4|4|5|4|5|4|4|4|4|4|Met||2026-06-24|2026 19648810000000|Pasadena Unified|2|Pasadena Unified School District continued advancing state standards implementation during the 2025–26 school year. The district maintained full implementation of standards-aligned instructional materials across all grade levels and content areas while pr|4|3|5|4|4|5|4|5|4|5|4|4|3|4|4|5|4|4|5|4|5|3|4|Met||2026-06-25|2026 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, us|4|4|4|3|4|5|4|4|3|4|4|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-25|2026 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|5|3|5|3|4|5|5|5|5|5|4|4|4|3|3|0|5|4|5|0|5|5|5|Met||2026-06-25|2026 19648810113894|Pasadena Rosebud Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|3|0|4|4|4|Met||2026-06-29|2026 19648810118075|Learning Works|2||5|2|5|4|4|5|2|4|4|4|5|3|5|5|4|2|5|5|5|2|5|5|5|Met||2026-07-23|2026 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.|2026-06-23|2026 19649070000000|Pomona Unified|2||4|4|4|4|4|5|5|5|5|5|4|4|4|3|3|4|3|5|5|4|4|4|4|Met||2026-06-24|2026 19649070115170|School of Extended Educational Options|2||4|4|4|4|4|5|5|5|5|5|4|4|4|3|3|4|3|5|5|4|4|4|4|Met||2026-06-11|2026 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|5|5|5|Met||2026-05-05|2026 19649076021984|La Verne Science and Technology Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|3|3|4|3|5|5|4|4|4|4|Met||2026-06-17|2026 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||2026-06-25|2026 19649640000000|San Marino Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|SMUSD takes pride in its continuous commitment to providing exemplary teaching and learning through 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 2025/26 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”.|2026-06-23|2026 19649800000000|Santa Monica-Malibu Unified|2||5|5|4|4|4|4|5|4|5|4|5|4|4|5|4|4|3|3|4|4|4|4|4|Met||2026-06-23|2026 19649980000000|Saugus 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||2026-06-30|2026 19650290000000|South Pasadena Unified|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-16|2026 19650370000000|South Whittier Elementary|2|The South Whittier School District (SWSD) remains committed to full implementation of the California State Standards, with a focus on collaboration, data-driven instruction, and equitable access for all students. Teachers and leaders engage in weekly Prof|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|5|5|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 Professional Learning Communities (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. During the 2025–2026 school year, SWSD met its targets by achieving Full Implementation (Level 4) across all core subject areas as measured by local self-assessment tools. The district has fully implemented state standards using high-quality, adopted instructional materials for ELA, Math, ELD, NGSS and PE. The district went through the currciulum pilot for History/Social Science. Visual and Performing Arts (VAPA), Health (Teen Talk, Second Step, Zones of Regulation), and the Spanish Dual Immersion program are deeply embedded in the TK–8 instructional matrix. Standards-based report cards, formative assessments, and ongoing training ensure complete alignment and equitable access for all unduplicated student groups. Moving forward, the district will focus on deepening the strategic integration of NGSS and ELD implementation. SWSD remains committed to continuing to build teacher capacity through embedded coaching, collaborative planning, and data-driven reflection to sustain and elevate these instructional standards.|2026-06-23|2026 19650450000000|Sulphur Springs Union|2|The District addresses areas of concern related to standards implementation through a continuous cycle of data analysis, professional learning, instructional support, and targeted intervention. State and local assessment data, including CAASPP, i-Ready di|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|1|5|5|5|Met|The District is observing positive outcomes from its current standards implementation practices. Local assessment data, classroom performance measures, and state assessment results indicate continued student growth and achievement across multiple student groups. Teachers are increasingly utilizing data to inform instruction, collaborate through Professional Learning Communities, and implement evidence-based instructional practices aligned to grade-level standards. Professional development efforts focused on foundational literacy, differentiated instruction, English learner supports, and collaborative planning have strengthened instructional consistency across schools and increased access to rigorous learning opportunities for all students. While the District continues to identify areas for improvement and refine instructional practices, current data trends and student performance outcomes suggest that the District's comprehensive approach to standards implementation is contributing to improved student learning, greater equity of access, and increased capacity among educators to meet the needs of all learners.|2026-06-24|2026 19650520000000|Temple City Unified|2||5|3|4|4|2|5|5|5|5|4|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 years. We are piloting a new elementary social science curriculum and provided on-going professional development to support the teachers. In 26-27, TCUSD will begin piloting math curriculum with a plan to adopt new textbooks in the 27-28 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.|2026-06-24|2026 19650600000000|Torrance 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||2026-06-16|2026 19650780000000|Valle Lindo Elementary|2|Valle Lindo Elementary School District uses several locally selected measures and tools to track its progress in implementing the state academic standards adopted by the State Board of Education. These tools include annual reviews of curriculum adoption a|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|Valle Lindo Elementary School District has made meaningful progress in the implementation of the state academic standards adopted by the State Board of Education. A notable strength in the district's implementation efforts is its Dual Immersion program, which reflects the district's commitment to biliteracy, multicultural competence, and full implementation of the World Language standards. Through the Dual Immersion program, students develop proficiency in both English and a target language while accessing grade-level, standards-aligned content across core subject areas. This program strengthens implementation of the English Language Arts, English Language Development, and World Language standards, while promoting cultural awareness and high academic achievement for both English learners and English-speaking students. Beyond the Dual Immersion program, the district continues to support standards implementation through the use of standards-aligned instructional materials, ongoing professional development, and collaborative planning time for teachers. Classroom walkthroughs, teacher reflection surveys, and assessment data are used to monitor implementation with fidelity and identify areas for continued growth. The district provides targeted support for English learners through integrated and designated English Language Development, ensuring equitable access to grade-level content. Professional learning focuses on effective, standards-based instructional strategies.|2026-06-17|2026 19650940000000|West Covina Unified|2|During the 2025-2026 school year, the West Covina Unified School District continued to implement the adopted academic standards and/or curriculum frameworks. Core textbooks and resources were provided in each subject, and every student had access to appro|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 19650940112706|California Virtual Academy @ Los Angeles|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 19650946023527|San Jose Charter Academy|2||5|5|5|5|4|5|5|5|4|4|5|5|5|5|4|4|5|5|5|4|5|5|5|Met|Through our Multi-Tiered System of Supports (MTSS), SJCA provides differentiated interventions that promote academic progress, positive behavior, and emotional well-being. When needs are identified, staff research effective strategies, develop targeted professional learning, and adjust practices accordingly. Teachers engage in collaborative planning, embedded coaching, and learning focused on equity, inclusive instruction, social-emotional learning, and effective curriculum implementation. SJCA also values school-community partnerships that support students, families, and staff, and uses technology to create relevant learning connected to schoolwide goals and continuous improvement. These collective efforts have contributed to strong student outcomes, including recognition as a 2025 CA Distinguished School and placement on the Educational Results Partnership 2025 Honor Roll. SJCA remains committed to closing achievement gaps for students with disabilities and our growing English learner population by ensuring equitable access, meaningful support, and success for all.|2026-06-16|2026 19651020000000|Westside Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|4|4|3|4|4|1|4|4|4|Met||2026-06-16|2026 19651100000000|Whittier City|2||5|4|5|5|3|5|4|5|5|3|5|4|5|5|4|1|3|5|3|2|5|5|4|Met||2026-06-16|2026 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. This internal approach provides a high degree of buy-in which is reflected in district learning results.|2026-06-23|2026 19651360000000|William S. Hart Union High|2||5|4|4|4|5|5|5|5|5|5|5|4|4|4|4|5|5|5|5|5|5|5|4|Met||2026-06-24|2026 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|5|4|Met|The school has maintained an overall average score of 4.53, 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.|2026-06-03|2026 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||2026-06-24|2026 19651361996263|Opportunities for Learning - William S. Hart|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|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, iLit curriculum, and ALD curriculum. A new curriculum platform, Lyla, was implemented in the Spring of 2026 where the students have the availability to access the independent study curriculum via Chromebooks, laptop computers, and/or smartphone and can complete their school assignments without internet access. This is especially helpful for our Low-Income students. The Lyla curriculum content for middle school students is being revamped and should improve student outcomes over time. When new courses are introduced, teachers are encouraged to take part in training to learn best practices for the courseware and highlights of key learnings and standards. All core courseware is aligned to ELD standards. The iLit program is a curriculum designed for English Learners, and the ALD program is a curriculum designed for Long Term English Learners. CTE continues to be an area of focus to provide additional course offerings and are adjusted based on identified areas of student interests. We continue to identify ways to strengthen access to college and career curriculum and activities.|2026-06-29|2026 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|4|3|4|3|3|5|5|5|5|5|4|3|4|3|4|0|4|4|4|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 continued refinement 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|2026-06-18|2026 19734370000000|Compton Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|4|4|5|5|5|5|4|5|Met|Compton Unified School District continues to provide comprehensive professional learning, standards-aligned instructional materials, and ongoing coaching and support to ensure high-quality instruction for all students. Through collaborative planning, instructional coaching, classroom walkthroughs, and targeted professional development, teachers and administrators regularly refine instructional practices aligned to California's academic standards.|2026-06-23|2026 19734370115725|Lifeline Education Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|4|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. During our recent WASC Mid-Cycle review, our commitment to high academic standards was reaffirmed. In addition, Lifeline continues to expand opportunities for college and career readiness through the implementation of Career Technical Education (CTE) pathways and the development of partnerships with local colleges and community organizations. These efforts support students in preparing for postsecondary education and future career opportunities.|2026-06-30|2026 19734370118760|Barack Obama Charter|2||4|3|4|3|3|4|4|4|3|4|4|4|4|3|3|0|2|4|4|0|4|3|3|Met||2026-06-08|2026 19734370132845|Today's Fresh Start-Compton|2|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) continued to implement the McGraw Hill curriculum across all core content areas, including English Language Arts, Mathematics, Science, and Social Studies, to ensure instructional c|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-25|2026 19734370134338|ISANA Achernar Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|3|3|0|3|3|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.|2026-06-12|2026 19734370137893|KIPP Compton Community|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|5|5|3|5|5|5|Met||2026-06-11|2026 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” ma"|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-26|2026 19734450000000|Hacienda la Puente Unified|2|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|3|3|3|3|3|3|3|3|3|3|3|3|3|3|0|3|1|3|3|3|3|3|3|Met||2026-06-25|2026 19734520000000|Rowland Unified|2||5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|5|3|5|5|5|5|4|4|Met||2026-06-25|2026 19734520120600|iQ Academy California-Los Angeles|2||5|4|5|3|3|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-16|2026 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||2026-06-17|2026 19741950000000|San Gabriel Valley Regional Occupational Program|2|||||||||||||||||||||||||Not Met|||2026 19743280000000|Tri-Cities ROP|2|||||||||||||||||||||||||Not Met|||2026 19743360000000|Southern California ROC|2|||||||||||||||||||||||||Not Met|||2026 19744270000000|Long Beach Unified ROP|2|||||||||||||||||||||||||Not Met|||2026 19744350000000|Los Angeles Unified ROCP|2|||||||||||||||||||||||||Not Met|||2026 19744430000000|Los Angeles County ROP|2|||||||||||||||||||||||||Not Met|||2026 19747730000000|Hart ROP|2|||||||||||||||||||||||||Not Met|||2026 19747990000000|Antelope Valley ROP|2|||||||||||||||||||||||||Not Met|||2026 19748310000000|Compton Unified ROP|2|||||||||||||||||||||||||Not Met|||2026 19748490000000|San Antonio ROP|2|||||||||||||||||||||||||Not Met|||2026 19752910000000|San Gabriel Unified|2||4|3|4|4|5|5|3|4|4|4|4|3|4|4|4|3|4|4|5|5|5|5|4|Met||2026-06-23|2026 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|The LEA instructional model incorporates a flexible hybrid approach that includes independent study, direct instruction, and online coursework to meet the diverse academic needs of students. The LEA continues refining Career and Technical Education (CTE) pathways to align with student interests, industry trends, and workforce demands while expanding access to World Languages, Visual and Performing Arts, and Physical Education courses through dual enrollment partnerships. Curriculum and instructional support for English learners continue through implementation of research-based programs such as iLit, which provide structured support for language acquisition. During Spring 2026, the LEA developed new scope and sequence documents for ELA, mathematics, and science courses offered in a direct instruction format to strengthen alignment to state academic standards. Teachers participate in ongoing professional development focused on standards-based instruction, effective instructional strategies, data analysis, and strengthening core content knowledge to support student learning outcomes. The LEA remains committed to continuous improvement in college and career readiness programs, curriculum development, and student support systems. Through ongoing review of student performance data and instructional practices, the LEA continues working to address learning gaps, strengthen student engagement, and support the academic, personal, and career readiness growth of all students.|2026-06-25|2026 19753090000000|Acton-Agua Dulce Unified|2|Acton Agua Dulce USD uses a variety of locally selected measures and tools to monitor progress in implementing California State Board of Education (SBE) adopted academic standards. These measures include Renaissance Star assessment data, i-Ready diagnosti|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|3|4|4|4|4|4|3|Met||2026-06-11|2026 19753090127100|Assurance Learning Academy|2||5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|5|5|5|5|4|5|4|Met|The school has maintained an overall average score of 4.60, 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.|2026-06-04|2026 19753090131383|SIATech Academy South|2||5|5|4|4|4|5|5|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-16|2026 19753090131987|iLEAD Hybrid|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|4|4|5|5|5|5|4|Met||2026-06-23|2026 19753090132654|California Pacific Charter- Los Angeles|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||2026-06-16|2026 19753090134619|Empower Generations|2||3|4|3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|Met||2026-06-24|2026 19753090135145|Compass Charter Schools of Los Angeles|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|4|4|4|4|5|5|4|Met||2026-06-13|2026 19753090136531|iLEAD Online Charter|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||2026-06-23|2026 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||2026-06-29|2026 19753090137703|Method Schools, LA|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||2026-06-03|2026 19753090137786|Mission Academy|2||5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|5|5|5|Met||2026-06-05|2026 19753090138297|iLead Agua Dulce|2||4|4|4|4|4|5|5|5|4|4|4|4|4|3|3|3|3|3|3|3|3|4|4|Met||2026-06-23|2026 19753330000000|Manhattan Beach Unified|2||5|4|5|4|4|4|3|5|5|5|4|4|4|4|4|4|4|5|5|5|4|4|4|Met|The District remains committed to supporting and strengthening Professional Learning Communities (PLCs) as a foundational component of continuous improvement. PLCs continue to play a critical role in enhancing curriculum implementation, promoting consistency in instructional practices across classrooms, and addressing the academic, social-emotional, and behavioral needs of all students. As part of the District’s Multi-Tiered System of Supports (MTSS), MBUSD continues to administer universal screeners in reading and mathematics for students in grades 1–8, as well as in select English and mathematics courses at Mira Costa High School. In partnership with Beach Cities Health District, the District also continues implementation of the Tri-District Social-Emotional Learning Survey for students in grades 3–12. Data from these assessments and surveys provide valuable information to guide instructional decisions, intervention planning, and student support services. The Educational Services Department regularly reviews feedback from LCAP surveys completed by parents and staff and collaborates with site leadership teams to refine professional learning opportunities across the District. Teachers on Special Assignment (TOSAs) continue to support new teachers in implementing MBUSD’s signature instructional practices while also partnering with experienced educators through professional learning institutes focused on the Personalized Learning Framework, including Depth and Complexity/GATE|2026-06-18|2026 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|RBUSD’s professional development (PD) offerings are responsive to student data, teacher and support staff feedback, and collaboration with the District's PD Committee. In 2025-2026, RBUSD provided targeted PD while also offering staff the opportunity to participate in choice offerings that met their needs and contributed to their professional growth. RBUSD offers elementary and middle school students access to a comprehensive, knowledge-building English Language Arts curriculum in grades K-8. Teacher PD generally focused on screening for reading difficulties, engaging in and refining instructional decision-making, aligning instruction to the recommended curriculum pacing, and engaging students with complex, grade-level texts to simultaneously build literacy skills and deep, cross-curricular knowledge. At the secondary level, PD focused on building collective efficacy and utilizing data to inform instruction. In addition, time and effort focused on revisiting grading policies among departments. 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. ILT has proven successful across District schools. ILTs focus on using data to drive instructional decisions, engaging in continuous cycles of inquiry, and establishing shared accountability for student achievement and success.|2026-06-16|2026 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||2026-06-23|2026 19757130000000|Alhambra Unified|2||5|4|5|5|5|5|4|5|4|5|5|4|5|4|5|5|4|5|5|5|5|4|4|Met|Based on the California School Dashboard’s Local Indicator for Implementation of Academic Standards (Priority 2), Alhambra Unified School District has made steady progress in implementing the academic standards adopted by the State Board of Education. We have fully implemented core standards in areas such as English Language Arts and Mathematics, while continuing to strengthen implementation across all content areas. Our progress is grounded in a strong commitment to successful Common Core State Standards (CCSS) implementation through comprehensive professional learning. Teachers engage in dedicated collaboration time to analyze standards, align curriculum, and develop assessments, with bi-weekly opportunities to examine student work, analyze data, and plan standards-aligned instructional strategies. Instructional coaches provide individualized, classroom-based support by modeling lessons, co-teaching, and facilitating data-driven conversations focused on student needs. Additionally, high-quality, standards-aligned instructional materials are available in every classroom to ensure equitable access to rigorous instruction. Through these intentional systems and supports, we continue to foster a culture of continuous improvement and high-quality teaching and learning across the district.|2026-06-23|2026 19768690000000|Wiseburn Unified|2||4|3|4|4|2|4|3|4|4|2|4|3|4|4|2|1|3|4|4|3|4|4|4|Met||2026-06-25|2026 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||2026-06-26|2026 19768690119636|Da Vinci Design|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||2026-06-26|2026 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||2026-06-26|2026 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||2026-06-26|2026 19769680109926|Academia Avance Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 19770160000000|California Advancing Pathways for Students in Los Angeles County ROC/P|2|||||||||||||||||||||||||Not Met|||2026 20102070000000|Madera County Superintendent of Schools|2||4|4|4|2|3|5|5|4|2|4|4|4|4|1|3|5|3|3|2|1|4|4|4|Met|The LEA utilizes a Curriculum Committee made up of teachers and administrators to evaluate current curriculum for alignment to the CCSS. During the last four years, the LEA has adopted 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. During 2025-26, the curriculum committee, with ongoing dialogue with FCSS and CAES staff, selected a new math curriculum to be implemented during the 2026-27 school year. The LEA will continue to evaluate all curricular areas to ensure alignment to the California Common Core State Standards, particularly in Science. The LEA has partnered with the Madera County Arts Council to increase student access to the Visual and Performing Arts.|2026-06-16|2026 20102070117184|Madera County Independent Academy|2||4|4|4|2|3|4|4|3|2|3|4|4|4|1|3|3|1|3|4|1|4|4|4|Met|The LEA utilizes a Curriculum Committee made up of teachers and administrators to evaluate current curriculum for alignment to the CCSS. During the last five years, the LEA has adopted five new programs, including English- Language Arts, English Language Development (ELD), Social Science, Science and Math (2026) 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. The newest curriculum adoption, mathematics, will be implemented during the 2026-27 school year.|2026-06-16|2026 20102072030229|Pioneer Technical Center|2||4|4|4|2|3|5|5|4|2|4|4|4|4|1|3|5|3|3|2|1|4|4|4|Met|The LEA utilizes a Curriculum Committee made up of teachers and administrators to evaluate current curriculum for alignment to the CCSS. During the last five 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. During the 2025-26, the curriculum committee, with ongoing dialogue with FCSS and CAES staff, selected a new math curriculum to be implemented during 2026- 27 school year. The LEA will continue to evaluate all curricular areas to ensure alignment to the California Common Core State Standards, particularly in Science. The LEA has partnered with the Madera County Arts Council to increase student access to the Visual and Performing Arts.|2026-06-16|2026 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. In addition, 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 areas of need for all staff.|2026-06-23|2026 20651850000000|Bass Lake Joint Union Elementary|2|The LEA has made substantial progress in implementing state academic standards, primarily driven by a comprehensive approach that includes curriculum alignment, targeted professional development, and revised assessment practices. This year, a five-year ac|4|3|4|4|4|5|3|5|5|5|5|2|5|5|5|0|0|4|4|0|4|4|4|Met||2026-06-24|2026 20651850129015|Yosemite-Wawona Elementary Charter|2|The Yosemite-Wawona Elementary Charter School is a standards-based program. Student progress towards proficiency in ELA and Math are tracked through CAASPP results. 100% of the students met the goal of a 5 point increase in ELA and 88% met the goal in Mat|4|1|4|4|4|4|1|4|4|4|4|1|4|4|4|3|4|4|4|1|4|4|0|Met||2026-06-23|2026 20651930000000|Chowchilla Elementary|2||4|3|4|2|2|4|3|4|3|2|4|3|4|2|2|0|2|4|3|0|4|4|4|Met||2026-06-22|2026 20652010000000|Chowchilla Union High|2||4|4|3|3|3|5|4|4|4|4|4|4|3|3|3|5|4|5|3|4|4|4|4|Met||2026-06-08|2026 20652430000000|Madera Unified|2||4|4|4|4|4|5|4|4|4|5|5|5|5|5|5|5|5|5|3|3|5|5|5|Met||2026-06-23|2026 20652430100016|Sherman Thomas Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|5|1|5|5|5|Met||2026-06-23|2026 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||2026-06-18|2026 20652430118950|Sherman Thomas Charter High|2||5|4|4|5|5|5|4|4|5|5|4|4|4|4|4|1|3|5|5|4|4|4|4|Met||2026-06-23|2026 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||2026-06-23|2026 20652760000000|Raymond-Knowles Union Elementary|2|Raymond-Knowles Union Elementary School District monitors implementation of the California State Academic Standards through a combination of locally selected measures, including professional development, classroom observations, lesson planning collaborati|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-26|2026 20755800000000|Golden Valley Unified|2||4|3|4|2|2|5|4|5|5|4|5|4|5|5|4|4|3|4|4|4|4|4|4|Met|"Guaranteed access to adopted, standards-aligned curriculum across all core content areas (ELA, Mathematics, Science, and Social Science) has empowered GVUSD school sites to achieve deep classroom implementation. This foundational access has been fortified by targeted professional learning, framework training, and instructional support. Notably, in World Languages, the district advanced to ""Full Implementation"" by expanding vertical alignment, allowing middle school students to access high school foreign language courses and complete a comprehensive four-year pathway. Furthermore, GVUSD has strategically deployed Proposition 28 funding to align Visual and Performing Arts (VAPA) programs across grades TK–12, with the expectation of reaching ""Full Implementation"" during the 2025–26 school year. The addition of dedicated curriculum and instruction staff has provided crucial, differentiated support to teachers, accelerating the district's progress toward full implementation across multiple disciplines. Looking ahead to the 2026–27 school year, GVUSD will maintain a rigorous focus on mathematics, utilizing Professional Learning Communities (PLCs) to drive instruction toward long-term sustainability and full implementation. Concurrently, the district continues to expand Parental Involvement and Family Engagement strategies to ensure educational goals are supported both in the classroom and at home."|2026-06-25|2026 20756060000000|Chawanakee Unified|2||5|3|4|3|3|4|4|4|4|4|4|3|4|3|3|3|3|2|2|3|4|4|4|Met||2026-06-17|2026 20756060125021|Minarets Charter High|2||5|3|4|3|3|4|4|4|4|4|4|3|4|3|3|3|3|2|2|3|4|4|4|Met||2026-06-17|2026 20756060132936|Chawanakee Academy Charter|2||5|3|4|3|3|4|4|4|4|4|4|3|4|3|3|3|3|2|3|3|4|4|4|Met||2026-06-17|2026 20764140000000|Yosemite Unified|2|All core curriculum is state-approved and standards-aligned.|4|5|5|4|4|4|5|5|4|4|4|5|5|5|4|4|4|4|4|4|5|4|4|Met||2026-06-25|2026 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||2026-06-16|2026 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|0|5|5|5|Met||2026-06-16|2026 21102150000000|Marin County Office of Education|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2|3|2|4|0|5|5|4|Met||2026-06-23|2026 21102150135350|Ross Valley Charter|2||4|4|4|4|4|5|4|4|4|4|3|3|3|3|3|1|3|3|4|1|4|4|4|Met||2026-06-24|2026 21102152130102|Phoenix Academy|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 21653000000000|Bolinas-Stinson Union|2||5|3|3|3|3|5|3|5|4|4|5|5|3|3|3|5|5|5|5|3|5|4|4|Met|The school coordinates focused and sustained professional development with our curriculum adoption cycle.|2026-06-23|2026 21653180000000|Miller Creek Elementary|2|The Miller Creek School District continues to prioritize high quality instruction by designing instruction and using resources that align with the California state standards. Miller Creek School District continues to invest in a TK-8 literacy program wit|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 21653340000000|Kentfield Elementary|2||4|4|4|3|4|4|3|4|3|2|3|3|3|3|3|0|4|4|4|0|4|3|3|Met||2026-06-09|2026 21653420000000|Laguna Joint Elementary|2||5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-02|2026 21653590000000|Lagunitas Elementary|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|3|4|4|Met||2026-06-17|2026 21653670000000|Larkspur-Corte Madera|2||3|3|4|2|4|4|3|5|3|5|5|3|5|3|4|4|3|4|4|4|5|4|4|Met||2026-06-10|2026 21653910000000|Mill Valley Elementary|2||4|3|3|2|1|4|3|4|3|2|4|4|4|3|3|0|3|5|4|4|4|4|3|Met||2026-06-18|2026 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 in|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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|The Novato Unified District Leadership Team conducted a survey review with site administration to determine the level of progress regarding the implementation of state academic standards. In addition to the survey, staff also completed a Thought Exchange survey to share thoughts and needs to determine areas of professional learning. In separate district department specific surveys, staff were once again asked how to better support with professional development needs, and the main theme of that feedback was to increase professional learning that meets specific department/teacher/staff needs.|2026-06-23|2026 21654176113229|Novato Charter|2|Novato Charter School tracks progress in implementing 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, Sond|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4||4|4|4|4|4|4|4|Met||2026-06-03|2026 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||2026-06-08|2026 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||2026-06-03|2026 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 im|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 21654660000000|San Rafael City High|2|San Rafael City High School District measures progress in implementing the Common Core State Standards in a variety of ways. Classroom grading periods and report cards, teacher feedback and surveys are used to evaluate progress in implementing CCSS. Stude|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 21654740000000|Sausalito Marin City|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|2|4|4|4|3|4|4|3|Met||2026-06-25|2026 21654820000000|Tamalpais 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||2026-06-23|2026 21733610000000|Shoreline Unified|2||5|4|2|2|5|5|4|2|2|5|4|4|2|2|4|5|5|5|5|4|5|4|4|Met||2026-06-18|2026 21746580000000|Marin County ROP|2|||||||||||||||||||||||||Not Met|||2026 21750020000000|Ross Valley Elementary|2||5|4|5|4|4|5|5|5|4|5|5|4|5|4|4|0|3|4|5|4|5|5|4|Met||2026-06-17|2026 22102230000000|Mariposa County Office of Education|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|4|4|4|Met||2026-06-28|2026 22655320000000|Mariposa County Unified|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|4|4|4|4|4|4|4|4|Met||2026-06-18|2026 22655320125823|Sierra Foothill Charter|2|Sierra Foothill Charter School (SFCS) is committed to providing equitable access to high-quality education by fully implementing the academic standards adopted by the California State Board of Education. To monitor and evaluate our progress, SFCS employs|4|4|4|4|4|5|5|5|5|4|4|4|4|4|4|0|3|4|4|0|4|4|4|Met||2026-06-22|2026 23102310000000|Mendocino County Office of Education|2||2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|2|Met||2026-06-10|2026 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||2026-06-25|2026 23655570000000|Arena Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|0|4|4|3|0|5|4|4|Met||2026-06-24|2026 23655576116669|Pacific Community Charter|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|0|4|3|4|4|5|5|4|Met||2026-06-22|2026 23655650000000|Fort Bragg Unified|2||4|4|3|4|4|4|4|4|4|4|5|5|3|3|4|5|4|4|5|4|4|3|3|Met|We are preparing to pilot new math curricula for grades TK-8. We continue to work with MCOE and other regional providers to support teacher access to high quality professional development in standards implementation.|2026-06-18|2026 23655650123737|Three Rivers Charter|2||4|2|4|4|3|5|2|4|4|4|4|3|4|4|4|0|3|3|4|0|4|4|4|Met||2026-06-16|2026 23655730000000|Manchester Union Elementary|2||3|3|3|3|3|4|4|4|4|2|3|3|3|3|2|0|3|4|3|4|3|3|3|Met||2026-06-16|2026 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||2026-06-09|2026 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.|2026-06-24|2026 23656070000000|Round Valley Unified|2||5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|4|4|4|Met||2026-06-29|2026 23656072330272|Eel River Charter|2||4|4|4|4|3|5|5|5|4|4|4|4|4|4|3|0|4|4|4|0|4|4|4|Met|Eel River Charter School is utilizing the McGraw Hill ELA Wonders and Innovamat curricula for grades K-3 and Bright Thinker online curricula for 4 core subjects for the 4-6th grade students. In addition, ERCS uses other resources such as Scholastic magazines and Time for Kids magazines, Lexia Core, Scholastic guided reading sets, 95% Phonics and other leveled instructional materials. The climate of the school campus was friendly and helpful. 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. The Renaissance Learning Star Assessments are administered quarterly to provide data on individual students' progress throughout the year. In the year of 2025-26, in ELA 92% of the students, and in Math 85% of the students were either at grade level or 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 they feel that the school is following its mission statement 100% of parents reported adequate communication to teachers 98% see progress in their child's academics over the year.|2026-06-24|2026 23656150000000|Ukiah Unified|2||5|4|4|4|4|5|5|4|5|5|5|5|5|5|5|4|4|5|5|4|5|4|4|Met||2026-06-11|2026 23656150115055|River Oak Charter|2||4|3|4|5|4|4|3|4|5|4|3|3|4|4|4|0|4|4|5|3|4|4|3|Met|"The school provides teachers 5 optional and 3 mandator pre-service professional development days, weekly onsite 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. We are looking into a new math program for our younger grades and will be bringing in PD for our teachers. 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, connecting Waldorf philosophies with the Common Core Standards. We are working with the Mendocino County Office of Education on Best Practices in working with our English Language Learners. This is an ongoing, two year endeavor."|2026-05-11|2026 23656150140814|Shanél Valley 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||2026-06-25|2026 23656152330413|Redwood Collegiate Academy|2||4|3|4|4|4|5|4|5|5|5|4|3|4|4|4|0|4|5|5|5|5|4|3|Met||2026-06-09|2026 23656152330454|Sequoia Career Academy|2||5|4|5|4|5|5|4|5|5|5|5|4|5|4|5|4|4|4|1|0|5|4|3|Met||2026-06-09|2026 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 mathema|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 23656230000000|Willits Unified|2||4|3|4|3|3|4|4|4|3|4|5|3|4|3|4|5|4|3|4|4|4|4|4|Met||2026-06-16|2026 23656230112300|La Vida Charter|2||4|3|4|4|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|5|4|3|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 with a nationally recognized whole school mentor that helps problem solve and inspire the faculty regarding school based issues.|2026-06-24|2026 23656230125658|Willits Elementary Charter|2|Willits Elementary Charter School follows state curriculum standards. For English Language Arts, we use Raz Kids, Dibels, and Probe to assess student reading levels. We are using LETRS training to identify struggling students in reading and to provide int|4|4|4|4|4|5|4|3|3|4|4|4|3|3|3||2|3|4|4|4|3|3|Met|Teachers meet weekly to discuss teaching and learning, focusing on data and what teachers will do to help struggling students and to extend the students who are proficient in that skill. Teachers plan some projects together that address a school-wide theme. Teachers are working to align math teaching across grades as well. This year, the school faced many staffing challenges, which has impacted our progress. We had a teacher die and a teacher quit and the staff are reeling from both of these incidents. We luckily were able to hire 2 teachers who smoothly joined the team and bonded with the students. Illnesses plagued the school for most of the school year, impacting both teachers and students. In addition, we have seen unprecedented behavior from students and have spent a lot of staff time and resources on supporting students to self-regulate, develop more resilience and develop pro-social skills.|2026-06-23|2026 23656232330363|Willits Charter|2||5|4|4|5|4|5|4|5|5|5|4|4|4|4|4|4|4|2|4|4|4|4|4|Met||2026-06-23|2026 23738660000000|Potter Valley Community Unified|2||4|3|4|3|3|4|3|4|2|3|3|3|3|2|2|5|2|3|3|2|4|4|3|Met||2026-06-24|2026 23739160000000|Laytonville Unified|2||4|4|2|4|4|4|4|2|4|4|4|4|2|4|4|4|4|4|4|4|3|4|3|Met||2026-06-25|2026 23744680000000|Mendocino County ROC/ROP|2|||||||||||||||||||||||||Not Met|||2026 23752180000000|Leggett Valley Unified|2|To track progress in implementing the State Board of Education (SBE)-adopted academic standards, our Local Educational Agency (LEA) utilizes district-wide benchmark assessments, administrative classroom observations, regular educator feedback tools, and a|3|3|3|4|3|3|3|3|4|3|3|3|3|4|3|3|4|4|3|5|4|4|4|Met||2026-06-29|2026 24102490000000|Merced County Office of Education|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|4|4|4|Met||2026-06-15|2026 24102490106518|Merced Scholars Charter|2||4|3|4|3|3|5|4|5|4|4|4|3|4|3|3|4|3|4|3|3|4|4|3|Met||2026-06-15|2026 24102490138032|Come Back Charter|2||3|2|3|3|3|4|2|4|4|3|3|2|3|3|3|3|2|2|2|0|3|2|3|Met||2026-06-15|2026 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 participat|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 24656490000000|Ballico-Cressey Elementary|2||5|4|5|5|5|5|4|5|3|3|5|5|5|3|3|0|5|5|4|0|5|5|5|Met||2026-06-25|2026 24656496025381|Ballico-Cressey Community Charter|2||4|3|4|3|3|5|5|5|5|5|4|4|4|3|3|0|3|5|3|0|5|5|5|Met||2026-06-25|2026 24656800000000|El Nido Elementary|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|4|4|5|4|0|5|5|5|Met|As an elementary district, El Nido ESD has continued to invest in a robust CTE program for grades 7-8 aligned to the Common Core State Standards and Career Technical Education Standards through the use of grant and LCAP funding. We are pleased with the success and plan on continuing the program. We also expanded our Performing Arts programming this year and will seek ways to continue to find qualified staff as well as sustained funding to maintain or expand.|2026-06-23|2026 24656980000000|Hilmar Unified|2||4|4|5|2|2|4|4|4|3|3|5|4|5|3|3|5|3|4|4|5|4|4|4|Met||2026-06-22|2026 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 clar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 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 clar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 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 both CAASPP state assessments, local assessments and observable data to measure student progress. In addition t|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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||2026-06-17|2026 24657630000000|McSwain Union Elementary|2|Not Applicablle|4|3|4|4|4|4|4|4|4|0|4|3|4|4|4|1|4|4|3|1|4|4|3|Met||2026-06-23|2026 24657710000000|Merced City Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|2|4|3|3|4|4|4|Met||2026-06-23|2026 24657890000000|Merced Union High|2||5|4|5|4|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|4|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.|2026-06-10|2026 24658130000000|Plainsburg Union Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|4|0|4|4|4|Met||2026-06-18|2026 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 clar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 24658390000000|Snelling-Merced Falls Union Elementary|2||5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|4|1|4|4|0|2|2|3|Met||2026-06-15|2026 24658620000000|Weaver Union|2||4|3|4|4|4|5|5|5|5|5|4|3|4|4|4|0|4|3|4|0|4|3|3|Met||2026-06-18|2026 24658700000000|Winton|2||5|5|1|4|4|5|4|1|4|4|4|4|4|4|4|0|5|5|5|0|4|4|4|Met|The Winton School District is fully implementing common core standards. 2025-2026 has been a research and development year for the newly approved state math curriculum for adoption. A math curriculum committee was formed and had the opportunity to view and explore the state approved options. The Winton School District plans to continue the research with a deeper dive into evaluation of the curriculum options to find the best fit for the students of Winton. Plans for 2026-2027 include evaluation and piloting for an adoption and full implementation in 2027-2028.|2026-06-15|2026 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||2026-06-24|2026 24737260000000|Merced River Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|3|4|4|0|5|5|5|Met||2026-06-15|2026 24744760000000|Merced County ROP|2|||||||||||||||||||||||||Not Met|||2026 24753170000000|Dos Palos Oro Loma Joint 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||2026-06-18|2026 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 pur|3|4|2|4|3|4|4|2|3|4|3|3|2|3|2|4|3|4|4|4|3|3|3|Met||2026-06-09|2026 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|5|5|5|5|5|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.|2026-06-08|2026 25658960000000|Surprise Valley Joint Unified|2||4|4|4|3|4|4|4|4|4|4|3|3|3|3|3|3|4|4|4|2|3|4|3|Met||2026-06-25|2026 25735850000000|Modoc Joint Unified|2||2|3|3|4|4|3|3|3|4|4|3|3|3|3|3|5|3|2|3|3|3|3|3|Met||2026-06-17|2026 25735930000000|Tulelake Basin Joint 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||2026-06-17|2026 25744500000000|Modoc County ROP|2|||||||||||||||||||||||||Not Met|||2026 26102640000000|Mono County Office of Education|2||2|3|2|2|2|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. Edmentum also has CTE classes. 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.|2026-06-25|2026 26102640124990|Urban Corps of San Diego County Charter|2||3|3|2|2|2|4|4|4|4|4|4|4|3|3|3|2|3|2|4|1|4|3|3|Met||2026-06-26|2026 26736680000000|Eastern Sierra Unified|2||5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|2|5|5|5|5|5|4|3|Met||2026-06-10|2026 26736920000000|Mammoth Unified|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|4|4|4|3|5|4|3|Met|Mammoth Unified School District continues to make progress implementing California’s academic standards. English Language Arts and Mathematics are in full implementation, supported by standards-aligned instructional materials, Professional Learning Communities, common assessments, data analysis, instructional coaching, and professional learning focused on effective Tier I instruction. The District continues to strengthen implementation of English Language Development, Next Generation Science, History-Social Science, Career Technical Education, and World Language standards through targeted professional learning, curriculum review, collaboration, and instructional improvement. MUSD uses High Reliability Schools and Marzano instructional strategies, classroom walkthroughs, collaborative planning, i-Ready and other assessment data, and differentiated interventions to identify instructional needs and support teachers and administrators. Additional materials were provided for Transitional Kindergarten enrollment growth, and supplemental materials and technology support access to the core curriculum for English Learners, socioeconomically disadvantaged students, and students with disabilities. Continued priorities include strengthening mathematics pedagogy, integrated and designated ELD, standards-aligned Tier I instruction, progress monitoring, and equitable access to rigorous learning opportunities.|2026-06-25|2026 27102720000000|Monterey County Office of Education|2||4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|3|4|4|4|4|4|4|4|Met||2026-06-24|2026 27102720112177|Monterey Bay Charter|2|The public Waldorf school model is unique. Teachers align instruction with state standards and monitor student progress through formative and summative assessments. Student progress towards mastery of learning standards is monitored through Illuminate Fas|5|4|4|3|4|5|4|4|3|4|4|4|4|3|4|5|4|4|5|5|5|5|4|Met|1-MBCS teachers attend an annual summer training funded by the school that provides professional development on standards and curriculum specific to the teachers’ assigned grade level. MBCS has a sustainable internal professional development program implemented during our weekly two-hour faculty meetings. Teachers are provided collaborative time to develop the curriculum, and teachers lead workshops on various topics during the year. Teachers participate in various local and state-wide professional development opportunities throughout the school year to further develop their teaching practices and deepen their understanding of standards-based teaching. The school has an educator effectiveness professional development plan supporting the LCAP goals. 2-Teachers align their instruction to state standards and monitor student progress using formative and summative evaluation methods. Student progress towards mastery of learning standards is monitored through Illuminate Fastbridge online benchmark testing for Math and English Language Arts, administered three times annually. The Assessment Coordinator, Director(s) of Education, and Reading/Math Intervention Teachers evaluate the results at monthly Intervention Team meetings. Data is disaggregated, and the Director forms and monitors action plans for individual students through the SST process as needed.|2026-06-09|2026 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||2026-06-24|2026 27102720124297|Bay View Academy|2|The LEA uses multiple locally selected measures to monitor the implementation of California State Board of Education adopted academic standards and to assess student progress. These measures were selected because they provide timely, standards-aligned dat|5|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|4|4|4|3|4|3|3|Met||2026-06-09|2026 27102722730232|Monterey County Home Charter|2||5|5|4|2|3|4|4|4|4|4|5|5|4|3|4|0|5|5|5|3|4|4|4|Met||2026-06-24|2026 27102726119663|Oasis Charter Public|2||4|4|4|4|4|4|4|4|4|4|3|4|3|3|3|0|4|4|5|0|5|5|5|Met||2026-06-30|2026 27659610000000|Alisal Union|2||5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met|The Local Educational Agency continues to make significant progress in implementing California's academic standards across all content areas. The district self-assessed at the highest level (5) in all areas of Priority 2, with the exception of Mathematics, which received a rating of 4. This rating reflects that implementation of the California Mathematics Framework and instructional practices is well underway, with continued efforts to strengthen consistent, high-quality implementation across all classrooms. The district is providing ongoing professional learning, instructional coaching, curriculum support, and opportunities for teacher collaboration to build educator capacity and ensure students have access to rigorous, standards-aligned mathematics instruction. The district will continue to monitor implementation and refine supports to achieve full implementation while sustaining strong performance in all other academic content areas.|2026-06-24|2026 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||2026-06-09|2026 27659870000000|Carmel Unified|2||4|4|5|4|4|4|3|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met|CUSD’s ratings take into account the different phases of implementation of state standards, state frameworks, and instructional practices at each level: K-5, 6-8, and 9-12. During the Fall of 2026, CUSD will be piloting the new English Language Arts (ELA) curriculum aligned to the state ELA framework.|2026-06-17|2026 27659950000000|Chualar Union|2|All students' academic progress is assessed and results analyzed to ensure students are consistently working at the level of proximal development. Students' academic success is tracked based on results of the following assessments. The following include b|4|4|4|4|3|5|5|5|4|4|5|5|5|4|4|0|4|3|4|5|4|4|4|Met||2026-06-10|2026 27660270000000|Graves Elementary|2||4|4|5|4|4|5|4|5|5|5|5|4|5|5|5|0|1|4|4|0|4|4|4|Met|GESD evaluates each student using a variety of assessments and diagnostic benchmarks including the CAASPP, Renaissance Star Testing, 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.|2026-06-09|2026 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||2026-06-18|2026 27660500000000|King City Union|2||4|4|5|4|4|5|5|5|5|4|5|5|5|4|4|0|4|4|4|0|4|4|4|Met||2026-06-16|2026 27660680000000|South Monterey County Joint Union High|2|South Monterey County Joint Union High School District uses a variety of locally selected measures and tools to monitor implementation of the California State Academic Standards. These include benchmark and state assessment data, curriculum implementation|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-10|2026 27660760000000|Lagunita Elementary|2||2|2|5|5|4|5|5|5|5|5|5|5|5|4|4|0|2|5|4|0|5|5|5|Met||2026-06-23|2026 27660840000000|Mission Union Elementary|2|We are currently using I-Ready performance data to ascertain growth in all areas of the Common Core standards and the alignment of other indicators. We are using Professional Learning Communities to ensure that learning and growth are happening across a|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|0|4|4|4|4|5|5|5|Met|Teachers and administrator-trainees are given ample opportunities to receive and provide professional development at the district and county level. The training is tailored to the goals set by the teachers and administrative-trainees.|2026-06-10|2026 27660920000000|Monterey Peninsula Unified|2||5|4|5|4|4|5|5|5|5|5|4|4|4|4|4|5|4|4|5|5|4|4|4|Met||2026-06-09|2026 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||2026-06-23|2026 27660926118962|International School of Monterey|2||4|4|4|4|3|3|3|4|4|3|4|4|4|4|4|2|2|4|4|4|4|3|3|Met|ISM teachers align instruction and reporting with ELA, math, science, and history-social science standards. Staff collaboration supports implementation, and the school is exploring an upgraded online planning system to strengthen instructional alignment and design. ISM deepens alignment with Health and PE standards, sustains its Visual and Performing Arts alignment, and integrates CTE standards through MYP Design, advisory, SEM, and after-school programs. Health and PE integration across grades remains a priority. ISM provides access to standards-aligned digital resources through 1:1 Chromebooks in grades 5–8 and widespread device access schoolwide. Prioritizing digital tools helps maintain current, high-quality materials. i-Ready data supports targeted instruction, small-group acceleration, and decisions based on standards mastery. In K–2, consistent use of a science-of-reading language resource strengthens foundational skills. A full-time interventionist aligns ELD standards and provides targeted support for English learners small group work and the K–2 program. Teachers collaborate during weekly Wednesday professional development, three full-day alignment sessions, and two partner-planning days. Grade-level teams work in team pairings, while the pedagogical leadership team conducts walkthroughs, analyzes observation data, and provides targeted feedback. Overall, teachers consistently reflect on and refine standards-aligned instruction to deepen student learning.|2026-06-16|2026 27661340000000|Pacific Grove Unified|2||5|4|5|4|5|5|4|5|4|5|4|3|3|3|4|5|4|5|5|5|4|3|3|Met|A detailed explanation of the above ratings is available in PGUSD Local Indicators report presented to the board on June 4th, 2026.|2026-06-04|2026 27661420000000|Salinas City Elementary|2|Salinas City Elementary School District (SCESD) annually monitors progress in implementing California State Board of Education academic standards through locally selected measures aligned to state priorities and instructional goals. These include STAR Ass|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|3|3|3|Met||2026-06-23|2026 27661670000000|San Antonio Union Elementary|2||4|3|5|4|4|5|3|5|4|4|4|3|5|4|4|3|3|3|3|4|5|5|4|Met||2026-06-11|2026 27661750000000|San Ardo Union Elementary|2||5|3|5|4|4|5|3|5|5|5|4|3|4|3|3|0|4|4|4|0|3|3|3|Met||2026-06-10|2026 27661830000000|San Lucas Union Elementary|2||4|3|3|3|4|5|4|5|5|5|3|3|4|3|4|0|4|4|3|0|2|2|2|Met||2026-06-17|2026 27661910000000|Santa Rita Union Elementary|2|Santa Rita Union School District measures implementation of state academic standards through classroom observations, instructional rounds, professional learning participation, curriculum implementation monitoring, benchmark assessment data, English Learne|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 27662250000000|Spreckels Union Elementary|2||4|4|4|4|4|4|5|5|5|5|4|4|4|4|4|0|3|4|4|4|4|4|4|Met|Both schools have adopted (SES: 2025-26) or will adopt (BVMS: 2026-27) new English language arts curricula. Professional development will be ongoing.|2026-06-25|2026 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|4|4|Met||2026-06-17|2026 27738250000000|North Monterey County Unified|2||4|2|3|2|2|4|3|4|3|4|3|3|3|3|3|3|3|4|4|4|4|3|3|Met|This year the LEA completed the adoption process for a middle school ELA curriculum and K–8 mathematics instructional materials. Additionally, a new ELD curriculum was adopted at the high school level, and professional development was provided to support teachers in implementing the new ELD instructional materials. The LEA also provided biliteracy training focused on translanguaging and strategies to support the development of students' bilingualism and biliteracy. Content-specific professional development was offered during district professional development days. For example, physical education teachers received targeted training on standards implementation and effective instructional practices. During the summer, the LEA launched its first Curriculum, Instruction, and Assessment (CIA) Week. During this collaborative time, teachers worked together to identify priority standards, develop curriculum guides, and align assessments to those instructional priorities. 2026-27 Local Performance Indicator Self-Reflection for North Monterey County Unified School District Page 8 of 21 In addition, through our Tier 1 Networks, we supported school sites in implementing Plan-Do-Study-Act (PDSA) continuous improvement cycles. This work strengthened teams’ focus on student learning outcomes by grounding instruction in essential standards and connecting those standards to specific literacy strategies.|2026-06-25|2026 27740540000000|Mission Trails ROP|2|||||||||||||||||||||||||Not Met|||2026 27751500000000|Big Sur Unified|2||5|4|3|5|3|2|2|2|4|2|4|3|3|5|3|0|2|2|2|2|4|4|4|Met||2026-06-11|2026 27751500118349|Big Sur Charter|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|0|4|2|5|0|5|5|5|Met||2026-06-11|2026 27754400000000|Soledad Unified|2||4|4|3|4|4|4|4|3|4|4|4|5|4|4|4|4|4|4|4|4|5|4|5|Met|Soledad Unified School District views implementation of state academic standards as an ongoing process of continuous improvement. District and site teams regularly review student data, classroom observations, local assessments, PLC discussions, and educational partner feedback to monitor progress and inform next steps. The district maintains systems that support standards-aligned instruction through professional learning, instructional coaching, collaborative planning, administrator feedback, and analysis of student outcomes. These structures help ensure access to quality instructional materials and consistent implementation of adopted academic standards. Current efforts focus on strengthening instructional coherence, supporting effective teaching practices, expanding access for multilingual learners and students with exceptional needs, and promoting equitable learning opportunities for all students. The district remains committed to ongoing reflection, collaboration, and continuous improvement to sustain implementation and improve outcomes for all student groups.|2026-06-24|2026 27754730000000|Gonzales Unified|2|LEA uses multiple locally selected measures and tools to monitor progress in implementing California's academic standards. -Classroom walkthroughs - Professional Learning Communities - Instructional Rounds - District Benchmarks Assessments -ELPAC result|4|3|3|2|3|4|3|4|2|3|3|3|3|3|3|4|4|4|3|3|4|3|3|Met|Gonzales Unified School District has strengthened implementation of state academic standards through a streamlined system of instruction, assessment, and professional learning. The district has established Professional Learning Community (PLC) structures and a PLC handbook to guide the ongoing cycle of inquiry focused on standards-based instruction. The use of DnA Illuminate supports benchmark and common formative assessments aligned to California Standards, providing data to inform instruction and targeted interventions. Professional development through EL Achieve has built teacher capacity in high-leverage instructional strategies, particularly for English Language Learners. Additionally, targeted math professional development at Fairview Middle School and Gonzales High School has supported alignment with the standards for Mathematical Practices. The district has also implemented districtwide classroom walkthrough using a standardized walkthrough tool, enabling administrators to provide timely, evidence-based feedback to teachers on instructional practices and alignment to standards. These efforts reflect a cohesive approach to ensuring rigorous, standards-aligned instruction for all students.|2026-06-23|2026 28102800000000|Napa County Office of Education|2||5|3|4|4|4|5|5|5|4|4|5|3|4|4|4|5|5|5|5|4|5|5|5|Met||2026-06-09|2026 28102800142034|Mayacamas Charter Middle|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 28102800148361|Mayacamas Countywide Middle|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|2|3|4|4|0|3|3|3|Met||2026-06-18|2026 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||2026-06-22|2026 28662580000000|Howell Mountain Elementary|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||2026-06-16|2026 28662660000000|Napa Valley Unified|2||4|3|4|4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|3|4|Met|To support understanding of NVUSD's progress implementing the academic standards adopted by the State Board of Education, the following information highlights key successes, areas of growth, and persistent challenges. Key successes include defining priority standards, proficiency scales, and common assessments for ELA and math across all grade levels, with Science and History/Social Science finalization completed in 2025-2026. Secondary teachers received training from administrators and teacher leaders on this guaranteed and viable curriculum, while elementary teachers engaged in grade-level math coaching on standards-based learning. Principals monitor implementation through Guaranteed and Viable Checkpoints and Data Dialogues. For areas of growth during the 2026-2027 school year, NVUSD is focusing on expanding common assessment usage within PLCs for all ELA and math classes, and fully implementing common assessments in science. We are also continuing History/Social Science training to develop proficiency scales and assessments, expanding the District Writing Assessment to grades K-12, and strengthening designated ELD through training and learning walks. Secondary ELD will utilize supplemental resources to support the unique needs of LTELs in accessing grade level standards.|2026-06-25|2026 28662660108605|Stone Bridge|2||4|3|4|3|3|4|3|4|3|4|4|3|4|3|3|0|3|3|5|3|5|5|4|Met||2026-06-09|2026 28662820000000|Pope Valley Union Elementary|2||4|3|4|2|2|4|4|4|4|4|4|3|4|3|3|0|2|3|3|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 State 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.|2026-06-16|2026 28662900000000|Saint Helena Unified|2||4|4|5|4|4|5|4|3|4|5|5|4|4|4|4|5|5|5|4|5|4|4|4|Met|"SHUSD addresses the Common Core State Standards through a heavy reliance on Professional Learning Communities (PLCs) to bridge the gap between the aging curriculum and the current grade level and content standards. SHUSD is currently in a transitional phase regarding instructional materials. There is a district-wide focus on Mathematics, with K–8 currently piloting or engaging in the first formal adoption process in over a decade. English Language Arts curriculum has not seen an adoption cycle in over 10 years. While it remains aligned to standards, formal adoption is ""on deck"" only after the math cycle concludes. The High School lacks a formal textbook adoption cycle or internal review process, while Middle School elective offerings (VPA and Foreign Language) are constrained by trimester schedules, limiting full standards coverage. The most significant ""time and money"" investment has been in PLCs. This is the primary vehicle for identifying prioritized standards and adjusting instruction. Beyond PLCs, PD has been successful in specific areas like the California Math Framework, Thinking Maps (implemented across all classrooms), and Renaissance (which requires further capacity building). SHUSD has limited PD days, which restricts the ability to provide centralized whole-group or individual teacher development."|2026-06-11|2026 28744840000000|Napa County ROP|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-17|2026 29102980114314|Bitney Prep High|2||5|3|4|5|5|4|3|5|4|5|4|3|4|4|4|4|5|4|5|5|4|4|4|Met|Bitney Prep has not had any English Language Development students for the last seven years. We are prepared to work with ELD students when they enroll at BPHS, but we are not currently at a fully implemented or sustainable level because we have had these students so infrequently. Bitney's Teachers collaborate 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 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 three 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.|2026-06-09|2026 29102980114322|Yuba River Charter|2|In 2025-26 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|5|4|4|3|5|4|4|5|4|5|5|4|5|4|5|4|5|5|5|5|4|3|3|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, however our Waldorf curriculum provides for us curriculum that is more in line with our understanding of child development and learning of true scientific methodology, including an emphasis on a phenomenology. The LEA continues to review current practices and implement alternative approaches. A priority going into the 2026-2027 school year is to increase the pedagogical support received by teachers throughout out the school year.|2026-06-10|2026 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|4|5|0|5|5|5|Met||2026-06-16|2026 29102980126219|Forest Charter|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 are adding an in-person and online hybrid option for entrepreneurship in the fall of 2026. Our in person class has been successful, but we want to expand this option to our students who live outside of Nevada City.|2026-06-09|2026 29102980126227|Twin Ridges Home Study Charter|2||5|2|5|5|5|5|3|4|5|5|5|4|5|4|4|0|3|5|4|0|3|4|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 new ELA curriculum was fully implemented during the 2025-2026 school year. TRHS has identified the need to increase the opportunities for health curriculum and is in the process of investigating a health curriculum. During the 2025-2026 school year, a new Family Life curriculum and classes were offered to 7th and 8th grade students. Administration implements a reflective process to use with each member of the staff so that professional learning needs are identified and addressed each year.|2026-06-11|2026 29102980130823|EPIC de Cesar Chavez|2|All courses taught at EPIC de Cesar Chavez have the following State standards identified, with course alignment, and a Board approved Course of Study: Common Core State Standards and English Language Proficiency standards for English Language Arts and Eng|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|3|4|5|5|5|4|5|Met|EPIC de Cesar Chavez teachers have multiple subject credentials for instruction in self-contained classrooms. As such, some teachers need additional assistance teaching the math and science standards. This assistance is provided by appropriately credentialed Teachers on Special Assignment (TOSAs). Weekly Professional Learning Community time and summer session times have been used for teachers to identify Power Standards for each subject matter. In addition, work-force development, Career. Technical Education, College and Career Readiness, and ESL standards are identified for each subject matter as applied to students aged 18 and over.|2026-06-26|2026 29102982930147|John Muir Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|5|5|5|Met|In 2025-26 JMCS staff worked from newly revised course outlines which showed clear objectives, aligning all course materials in core subjects, providing an a-g pathway for all students. In addition, JMCS has piloted curriculum that is specifically designed to engage our EL students to ensure that the academic needs of all students, especially in language and literacy, are being met. Finally, JMCS has expanded CTE, and in June 2026 the first students to complete the Hospitality, Tourism, and Recreation pathway while participating in College Credit Courses (formerly Dual Enrollment) will graduate. JMCS offers Life Skills coursework that applies to workforce skills, with the goal to stimulate social-emotional as well as intellectual growth. JMCS utilizes data provided through the CDE Dashboard Indicators, surveys, as well as local assessments to inform areas of need and to ensure students have meaningful learning opportunities and engaging classroom experiences.|2026-06-10|2026 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||2026-06-11|2026 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||2026-06-11|2026 29663240000000|Clear Creek Elementary|2|Use of STAR 360 Reading and Math assessment windows scheduled 4 times throughout the school year and Caaspp to monitor and evaluate student progress. Grades TK-2 will use Amplify Dibbles to assess literacy yearly. Teaching staff will participate in weekl|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-16|2026 29663320000000|Grass Valley Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|3|3|3|Met||2026-06-16|2026 29663326111140|Grass Valley Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-16|2026 29663400000000|Nevada City Elementary|2||5|5|4|4|5|5|4|1|4|5|5|5|1|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 EnglishLanguage 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.|2026-06-16|2026 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 i|4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|5|5|5|4|5|4|4|4|Met|As referenced in the previous narrative, NJUHSD is making progress in the PLC process for all departments and is in a phase of refining Common Summative Assessments by department. The Common Summative Assessments are beginning to provide data on student mastery of standards by site and specific teacher. These results are providing site and district administration with more specific data related to student mastery, enabling strategic support to site departments and teachers, where a need is shown. During the 2025-26 academic years, administrators and teachers implemented a practice of instructional rounds to be able to better understand the level of implementation of standards based education and better identify the professional learning needs of indiviual teachers, departments, and the staff as a whole.|2026-06-15|2026 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||2026-06-25|2026 29663730000000|Pleasant Ridge Union Elementary|2||5|5|3|5|5|5|5|5|5|5|5|4|3|4|4|4|5|5|5|0|3|4|3|Met|Refining Curriculum & Student Equity PRUSD remains committed to leveling the playing field, continuously updating its instructional practices so all students receive equal access to a high-quality education and equitable outcomes. To meet students where they are, the district is focusing on four key areas: Universal Design for Learning (UDL): Maintaining a strong focus on flexible learning frameworks that accommodate all learners.|2026-06-02|2026 29663730136424|Arete Charter Academy|2||5|5|5|4|4|5|5|5|5|5|5|4|5|4|3|4|5|4|4|0|4|4|3|Met|Refining Curriculum & Student Equity: 2026-27 Goals Arete has successfully met the Local Control and Accountability Goals applicable to our homeschool program and remains dedicated to enhancing educational approaches to ensure all learners have fair access to comparable results. In alignment with the Pleasant Ridge Union Elementary School District (PRUSD), Arete is committed to leveling the playing field by refining instructional practices through four key areas: Universal Design for Learning (UDL): Maintaining a sustained emphasis on flexible learning frameworks that accommodate the diverse needs of all learners. Targeted Support: Rethinking strategies and thoughtfully considering methods to better support students facing academic challenges or struggling to meet grade-level standards. Expanded Intervention: Creating dedicated time for focused, intensive small-group teaching during the school day for on-campus students, while inviting off-campus students to participate in one-on-one or small-group interventions. Curriculum Audits: Reviewing current core materials to identify learning gaps and introducing effective supplemental resources where needed. Professional Development & Continuous Growth To support these equity goals, Arete and PRUSD provide ongoing professional growth opportunities centered on mathematics, literacy, and writing. This includes dedicated training sessions specifically tailored to literacy development.|2026-06-02|2026 29664070000000|Union Hill Elementary|2||5|4|4|3|4|5|5|5|4|5|4|4|4|4|4|4|4|4|4|3|5|4|4|Met||2026-06-16|2026 29664076027197|Union Hill Elementary|2||5|4|5|3|4|5|5|5|4|5|5|4|5|4|4|4|4|4|4|3|5|5|4|Met||2026-06-16|2026 29664150000000|Twin Ridges Elementary|2||4|3|3|3|4|4|3|3|3|4|4|3|4|3|3|0|4|3|4|1|4|5|4|Met||2026-06-23|2026 29768770000000|Penn Valley Union Elementary|2||4|4|3|3|4|4|4|3|3|3|3|3|3|3|3|0|5|5|5|0|3|3|2|Met||2026-06-10|2026 29768776111371|Vantage Point Charter|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|0|3|3|3|Met|During the 2025–2026 school year, Vantage Point Charter School continued to strengthen implementation of California State Academic Standards through ongoing professional collaboration, individualized instruction, and data-informed decision-making. Staff remained committed to continuous improvement by monitoring student progress, refining instructional practices, and providing personalized support to help every student achieve academic success.|2026-06-10|2026 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||2026-06-17|2026 30103060126037|Samueli 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||2026-06-29|2026 30103060132613|Vista Heritage Global Academy|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|5|4|4|4|0|5|4|4|Met||2026-06-15|2026 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.|2026-06-17|2026 30103060133785|Oxford Preparatory Academy - Saddleback Valley|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||2026-06-25|2026 30103060133959|Unity Middle College High|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 30103060133983|Ednovate - Legacy College Prep.|2||4|4|4|4|5|4|4|4|4|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.|2026-06-04|2026 30103060134056|Orange County Academy of Sciences and Arts|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||2026-06-28|2026 30103060134239|Epic California Academy|2|Epic California Academy measures implementation of California academic standards through annual curriculum reviews, teacher observations, professional development participation, student assessment data, curriculum progress monitoring, and ongoing administ|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|5|3|4|4|4|3|3|Met||2026-06-17|2026 30103060134288|Scholarship Prep - Orange County|2||4|4|4|3|4|5|5|5|5|5|4|4|4|4|4|3|4|4|4|3|5|5|5|Met||2026-06-18|2026 30103060134841|Orange County Workforce Innovation High|2||5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|4|4|4|5|5|4|Met|The school has maintained an overall average score of 4.73, 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.|2026-05-26|2026 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||2026-06-09|2026 30103060137000|Vista Condor Global Academy|2||4|4|4|3|3|5|5|5|5|5|5|5|5|4|4|0|4|4|4|0|5|4|4|Met||2026-06-15|2026 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|2||4|4|4|3|3|5|4|5|5|5|4|4|5|4|4|0|4|4|5|0|5|5|4|Met||2026-06-16|2026 30103060138800|Suncoast Preparatory Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|2|5|5|5|5|4|4|3|Met|Suncoast continues to make strong progress in implementing academic content and performance standards. All students access standards-aligned materials through IXL, SchoolsPLP, CTC Math, and BrainPOP EL. Education Specialists guide families in selecting curricula aligned with CCSS and California ELD standards, ensuring personalized, rigorous learning plans. In 2025–26, we expanded our MTSS framework by adding a standards-aligned screening library, now offering at least 8 options across Math and ELA for each grade span, and provided specialty reading training to MTSS and Student Services teams to strengthen early literacy intervention. To support assessment readiness, the CAASPP Adventure Program paired IXL practice with test preparation supports and family communication. CAASPP participation increased 10% over the 2024–25 school year. We also formalized new accountability metrics for Early Assessment Program (EAP) outcomes and Advanced Placement (AP) participation to strengthen postsecondary-readiness monitoring. While the window has just closed, preliminary data shows that 76% of eligible 11th graders participated in the 2025–26 testing window. Professional development for ESs continued, with training focused on integrating academic standards, informal assessment, and differentiated supports for diverse learners. We are also on track to launch two Career Technical Education pathways in 2026–27, expanding standards-aligned course options for high school students.|2026-06-23|2026 30103060139352|Sycamore Creek Community Charter|2|||||||||||||||||||||||||Not Met|||2026 30103060139469|International School for Science and Culture|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|Met||2026-06-25|2026 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||2026-06-11|2026 30103060140822|Irvine International Academy|2||5|4|5|4|4|5|4|4|4|4|5|4|5|4|4|0|5|3|3|5|5|4|4|Met|Irvine International Academy offers a standards-aligned dual language immersion program that is committed to the full implementation of California State Standards across all subject areas, regardless of the language of instruction. Through rigorous, high-quality teaching in both Mandarin and English, all students have equitable access to grade-level content and opportunities for academic success.|2026-06-23|2026 30103060141978|Vista Meridian Global Academy|2||4|3|4|4|3|5|3|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-15|2026 30103060142000|Explore Academy|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|5|5|Met||2026-06-23|2026 30103060142026|Oxford Preparatory Academy - Middle|2||5|4|5|5|4|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|Met||2026-06-25|2026 30103060142224|California Republic Leadership Academy Capistrano|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|0|2|4|4|3|4|4|4|Met||2026-06-11|2026 30103060142570|California Republic Leadership Academy Yorba Linda|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|0|2|4|4|3|4|4|4|Met||2026-06-11|2026 30103060165217|Magnolia Science Academy - Orange County|2||4|4|4|3|4|4|3|4|3|4|3|3|3|3|3|0|3|4|2|0|3|3|3|Met||2026-06-17|2026 30103060165225|Orange 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||2026-06-09|2026 30103060165266|Sycamore Creek Community Charter II|2|SCCCS II uses locally selected measures and tools to track progress in implementing the State academic standards adopted by the SBE, including the Common Core State Standards for ELA and Mathematics, ELD Standards aligned to the ELA standards, Next Genera|4|3|4|4|4|5|5|5|5|5|5|4|4|4|4|0|4|5|5|4|5|5|5|Met|SCCCS II’s implementation of State academic standards is strengthened by its Public Waldorf educational approach, which supports academic learning through narrative, experiential instruction, visual arts, hands-on activities, and developmentally appropriate practices. In addition to standards-aligned instruction, SCCCS II emphasizes the development of the whole child, including students’ ability to reflect on their learning, understand their strengths and areas for growth, self-regulate, and take responsibility for their actions. This focus supports students in becoming disciplined, resilient, curious, and engaged learners. SCCCS II also supports implementation of the academic standards through a looping model, in which students may remain with the same teacher and peer group for multiple years. This model strengthens relationships, trust, classroom culture, and individualized understanding of student academic and social emotional needs. Through this approach, teachers are better able to support students’ progress toward grade-level standards while also fostering respect, collaboration, ethical decision-making, and appreciation for individual and cultural differences. SCCCS II believes that strong relationships, meaningful learning experiences, and student self-reflection support deeper engagement with academic content and continued progress toward mastery of the State standards.|2026-06-23|2026 30103060165357|Orange County Academy of Sciences and Arts III|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||2026-06-28|2026 30103063030723|OCSA|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||2026-06-17|2026 30647660000000|Lowell Joint|2||5|5|3|5|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|4|4|4|4|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 three of those meetings are coordinated for district-wide grade-level meetings throughout the year. This is in addition to three professional development days and three district-led Mondays. Support for science and math instruction was provided through professional development related to the NGSS standards and the California Math Framework. We have an Advanced Spanish elective at Rancho for 7th and 8th grade students and a Spanish Dual Immersion program at Jordan Elementary, which serves TK-6th grade students. With the release of the California approved math publisher list and our participation in Vision Driven Math with Orange County Department of Education, we have created our math adoption process. 2026-2027 will serve as the year to winnow the list to two publishers to pilot district-wide with a potential adoption decision occurring in 2027. We continue to utilize iReady to monitor student progress on state standards throughout the year for both Reading and Mathematics. Ongoing professional development was provided throughout the 2026-27 school year.|2026-06-22|2026 30664230000000|Anaheim Elementary|2||4|4|4|3|3|5|5|5|4|4|4|4|4|3|3|0|4|4|4|5|4|4|4|Met|Results gathered through Curriculum, Instruction, & Assessment Steering Committee on 4/15/26.|2026-06-17|2026 30664230131417|Vibrant Minds 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|Vibrant Minds Charter School has adopted curriculum that align to the state academic standards in the areas of English language arts, mathematics, science, and history/social studies. In the areas of health education, physical education, visual and performing arts, and English Language Development, various resources are purchased to support the teaching of the standards. To support our instructional staff's growth in effective instructional pedagogy, two coordinators provide planning support and coaching.|2026-06-24|2026 30664236027379|Palm Lane Global Academy|2||4|3|5|4|5|5|4|5|5|5|5|5|5|5|5|0|5|5|5|0|4|5|4|Met||2026-06-15|2026 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|4|4|Met|There are 17 Curriculum Specialists who oversee various content areas and programs. With guidance and support from the Director of Curriculum, Instruction, and Professional Learning each Curriculum Specialist supports teachers with implementation of the standards, instructional materials and professional learning. All Curriculum Specialists meet monthly with department chairpersons to build capacity on academic standards, frameworks, and instructional best practices. 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 to support both teacher growth and student learning. A professional learning survey is developed with input from the district’s Teacher Input Group and is administered at the end of the school. A comprehensive Professional Learning plan is developed with input from Education Division administrators, Curriculum Specialists, site administrators, and school site teachers on special assignment (TOSA) and is based on district initiatives and teacher needs. Teacher collaboration days are built into the PL Plan to support teacher implementation of standards and to reflect on instructional practices.|2026-06-11|2026 30664490000000|Brea-Olinda Unified|2|The District used the California Department of Education’s Self-Reflection Tool to survey district administrators in spring 2025 on progress in areas of professional learning, instructional materials, and policies and programs that support improvement.|4|3|4|4|4|4|2|4|4|4|4|2|4|4|4|4|4|4|4|4|4|3|3|Met|BOUSD 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.|2026-06-25|2026 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 remains committed to providing high-quality professional learning to ensure staff effectively implement California’s academic standards and curriculum frameworks. Throughout the year, educators participated in in-person workshops, collaborative planning, coaching, and online training. The District prioritizes curriculum alignment and instructional excellence by providing standards-aligned instructional materials and targeted professional learning. Following the adoption of a new K–5 mathematics curriculum, teachers are receiving ongoing support for successful implementation. Collaborative structures enable educators to refine instructional practices, analyze student learning, and implement effective, standards-aligned strategies. District and site leaders regularly identify professional learning needs to provide targeted support for individuals and teams. The District has also launched its K–5 ELA Vision to strengthen Tier 1 literacy instruction and established a Transitional Kindergarten workgroup to support integrated early literacy practices. Buena Park continues to implement ELA, ELD, and Mathematics standards while strengthening NGSS and History-Social Science. By investing in professional learning, updated instructional materials, and collaborative support, the District advances equitable learning opportunities and improved outcomes for all students.|2026-06-25|2026 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|Capistrano Unified School District demonstrates strong implementation of California academic standards across all content areas. The District has established systems for professional learning, instructional support, curriculum alignment, and continuous improvement that support implementation of ELA, ELD, Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education, Health Education, Visual and Performing Arts, Physical Education, and World Language standards. Most standards areas are rated at Full Implementation, reflecting consistent use of standards-aligned instructional materials, collaborative planning, professional learning, and site and District-level support. The District also maintains processes to identify professional learning needs and provide differentiated support for teachers and administrators. Areas rated at Full Implementation and Sustainability reflect established systems, resources, expertise, and monitoring processes. Overall, the District has moved beyond initial implementation and maintains strong systems that support continuous improvement while continuing to strengthen consistency and instructional effectiveness across schools.|2026-06-10|2026 30664640106765|California Online Public Schools Southern California|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 30664640123729|Community Roots Academy|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|0|5|4|4|Met||2026-06-08|2026 30664640124743|Oxford Preparatory Academy - South Orange County|2||5|4|5|4|4|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|5|5|Met||2026-06-25|2026 30664640140061|OCASA College Prep|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|Met||2026-06-28|2026 30664646117758|Journey|2||4|3|4|5|5|4|3|4|5|5|3|3|3|3|3|4|4|5|5|4|4|4|4|Met||2026-06-15|2026 30664646120356|Opportunities for Learning - Capistrano|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|4|Met|OFL-Capo implements a hybrid instructional model that includes independent study, direct instruction, subject-specific cohorts, and online learning to ensure access to standards-aligned instruction for all students. The school regularly reviews and updates curriculum to maintain alignment with CA Standards and to respond to evolving student needs. Core courses are delivered through multiple modalities and curriculum options, providing equitable access for diverse learners. ELD standards are integrated across core content areas, with designated ELD instruction supported through iLit to meet the needs of English Learners. Teachers receive ongoing professional development on adopted curriculum, instructional strategies, and standards alignment, supporting consistent and effective implementation. The school continues to expand CTE opportunities and collaborates with Capistrano Unified to increase access to additional CTE pathways. To support sustainability and continuous improvement, OFL-Capo is piloting the Lyla digital curriculum platform to expand course offerings and better meet varying academic skill levels while maintaining alignment with rigorous state standards.|2026-06-22|2026 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||2026-06-12|2026 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|5|4|Met||2026-06-18|2026 30664980000000|Fountain Valley Elementary|2||5|5|5|4|5|5|5|4|5|5|5|5|5|4|5|0|5|5|5|5|5|5|5|Met||2026-06-18|2026 30665060000000|Fullerton Elementary|2||5|4|5|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-22|2026 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 began piloting new materials in the 2025/26 school year for adoption into the 2026/27 school year.|2026-06-09|2026 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||2026-06-16|2026 30665300000000|Huntington Beach City Elementary|2||4|4|5|4|4|5|5|5|5|5|5|5|5|5|5|3|4|4|5|4|5|4|4|Met||2026-06-16|2026 30665300134221|Kinetic Academy|2||5|4|5|4|4|5|5|5|5|5|5|4|5|5|5|0|4|5|5|4|4|4|4|Met||2026-06-11|2026 30665480000000|Huntington Beach Union High|2||5|4|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|4|4|4|Met||2026-06-30|2026 30665550000000|Laguna Beach Unified|2||5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|5|5|4|5|5|4|4|Met||2026-06-08|2026 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 demonst|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 30665890000000|Magnolia Elementary|2||5|5|5|3|5|5|5|1|5|5|5|5|5|3|5|0|5|5|5|0|5|5|5|Met|Magnolia School District is in the process of selecting a high-quality instructional material for the area of mathematics. The District has been professional learning around the 2023 Revised Mathematical Standards. A District Math Steering Committee has participated with the Orange County Department of Education's Vision Driven Math Consortium along with other OC school district to network and learn more about the process for adopting a new curriculum. The goal for MSD is to adopt a high-quality math curriculum for the 2027-2028 school year. A Math Adoption Committee will research, learn, and implement curriculum and make a selection to take to the Board for approval by June 2027. The next curricular area that will be researched and vetted will be in the area of English Language Arts / English Language Development.|2026-06-25|2026 30665970000000|Newport-Mesa Unified|2||4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|3|3|Met|In 2025-26, classroom-based PD occurred through early release, late start, and during-the-day training, plus four non-student PD days in August and November. Secondary PD emphasized grade- and department-level collaboration with consultant support for high quality first instruction. MS science teachers received unit-based PD and TOSA coaching; MS/HS teams built NGSS assessments. HS began year 3 of NGSS/OpenSciEd. MS ELA continued StudySync, focusing on rigor and Designated ELD. HS ELA implemented CSU's Expository Reading and Writing Curriculum (ERWC) in grades 11-12. Math teachers continued Building Thinking Classrooms, extended to a 6th grade pilot. PE teachers launched new PE 1/2 courses. Arts, Elective, CTE, and World Language teachers received comparable PD. 2026-27 secondary focus: continued NGSS/OpenSciEd, ERWC, and Building Thinking Classrooms. Elementary PD focused on math adoption, Cognitively Guided Instruction (grade 3), expository writing (Write from the Beginning and Beyond), Thinking Maps, and Heggerty phonics (P-2). Support, P-2, and SAI teachers completed LETRS literacy training. 2026-27 elementary focus: continued math implementation and literacy foundations. District TOSAs (Teaching & Learning, ELD, Newcomer, Educational Technology, secondary content, and four new Academic Innovation for GATE) provided ongoing coaching and curriculum support districtwide, alongside secondary site-level instructional content and instructional technology coaches.|2026-06-23|2026 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||2026-06-23|2026 30666210000000|Orange Unified|2|OUSD remains committed to implementing state-adopted academic standards through aligned instructional systems, professional learning, and continuous improvement efforts across all schools. The district continues supporting standards-based instruction thro|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-04|2026 30666216085328|Santiago Charter Middle|2|Santiago Charter Middle School uses several locally selected measures to monitor implementation of California's academic standards, including curriculum alignment reviews, classroom observations, Professional Learning Community (PLC) collaboration, benchm|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-05-20|2026 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||2026-06-03|2026 30666470000000|Placentia-Yorba Linda Unified|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|4|4|4|4|4|4|Met||2026-06-16|2026 30666476068621|Orange County School of Computer Science|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|4|4|4|4|4|4|Met||2026-06-16|2026 30666700000000|Santa Ana Unified|2||4|3|4|4|4|4|4|4|4|4|3|4|3|3|3|3|4|3|4|4|4|3|3|Met||2026-06-23|2026 30666700101626|Edward B. Cole Academy|2||3|3|3|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|4|0|4|4|3|Met||2026-06-17|2026 30666700106567|Nova Academy Early College High|2||4|4|4|2|4|4|4|4|4|4|4|4|3|3|4|0|4|4|4|4|3|3|3|Met||2026-06-25|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-10|2026 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|3|Met|Advanced Learning Academy's Student Achievement Board Priority includes desired outcomes within a strategic three-year plan. This plan outlines the strategies to increase student achievement outcomes for grades TK-12. Curriculum specialists work with grade TK-12 teachers and department chairs regarding the CA standards and framework to support the implementation of adopted standards-aligned materials in ELA, Math, Social Science, and Science (NGSS). Advanced Learning Academy's TK-12 grade mathematics and language arts (ELA) core programs are implemented with state-approved curricula. Advanced Learning Academy is provided ongoing training opportunities for teachers as a group and individuals. Framework and curriculum training was provided for all grade 6-12 Social Studies teachers and engaged in the first year of elementary Social Studies textbook adoption implementation. Science curriculum adoptions for grades 6-12 have been completed, along with training on the new standards and frameworks. The Science adoption for Elementary grades is in the initial stages. Professional learning related to ethnic studies has prepared staff for the implementation of the newly adopted curriculum. The Teaching and Learning department team has added staff to provide additional support to increase student achievement. Advanced Learning Acadmy's ELA program includes integrated & designated ELD. Our EL Program delivers tiered instruction where all ELs receive integrated and designated ELD.|2026-06-26|2026 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|4|4|4|5|4|4|4|Met||2026-06-11|2026 30666960000000|Savanna Elementary|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|2|3|4|5|1|5|5|5|Met||2026-06-09|2026 30667460000000|Westminster|2||4|4|4|4|4|5|5|5|5|5|3|3|4|4|4|0|5|5|5|5|5|4|4|Met|WSD is committed to implementing the academic standards adopted by the State Board of Education. Last year, we partnered with Orenda Education to conduct a systems equity study that included a rigorous analysis of core curriculum, standards alignment, instructional rigor, and student achievement. This work sharpened our district-wide focus on student achievement and the foundational elements that support it. Building on that foundation, this year we engaged in a comprehensive process of standards and curriculum alignment, unpacking the standards and developing assessment matrices at each grade level to ensure instruction is delivered with fidelity and rigor across all school sites, and ensuring that we were progress monitoring high leverage standards. In the coming year, we will continue to refine our assessment matrices and strengthen our systems by developing aligned assessments and conducting deeper, more regular analysis of student data to drive continuous improvement and ensure all students have access to high-quality, standards-aligned instruction.|2026-06-11|2026 30736350000000|Saddleback Valley Unified|2||4|3|4|3|3|4|4|4|4|3|3|3|3|3|3|3|2|3|3|3|3|3|3|Met||2026-06-11|2026 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||2026-06-22|2026 30736500000000|Irvine Unified|2||5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|Met|Irvine Unified School District has achieved Full Implementation and Sustainability across ELA, ELD, Next Generation Science Standards, History-Social Science, and all other adopted academic standards, supported by aligned instructional materials and sustained professional learning at all grade spans. In mathematics — the one standard currently rated at Full Implementation — the district has launched a phased, multi-year adoption. A K–8 adoption committee is currently receiving professional learning on the updated mathematics framework and candidate instructional materials. The K–8 adoption timeline proceeds as follows: a formal classroom pilot launches in 2026–27; comprehensive training for all K–8 teachers is delivered in Spring 2027; and new materials are in full classroom use by Fall 2027. A parallel secondary process begins Fall 2026 with the convening of a 9–12 adoption committee, material selection in Spring 2027, a pilot phase in 2027–28, and full implementation in 2028–29. This structured, phased approach ensures pedagogical preparation precedes material adoption at every level and that all educators are equipped to deliver rigorous, standards-aligned mathematics instruction.|2026-06-23|2026 30736500142232|Irvine Chinese Immersion Academy|2|Irvine Chinese Immersion Academy (ICIA) uses curriculum reviews, classroom observations, instructional walkthroughs, teacher collaboration, professional development, student assessment data, and stakeholder feedback to monitor implementation of California|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 30739240000000|Los Alamitos Unified|2||5|5|4|5|5|5|5|4|5|5|5|4|3|5|5|5|5|5|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, Quick Phonics Survey, Amira, mclass and Easy CBM to determine instructional needs. 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.|2026-06-23|2026 30741040000000|North Orange County ROP-Adult|2|||||||||||||||||||||||||Not Met|||2026 30741120000000|College and Career Advantage|2|||||||||||||||||||||||||Not Met|||2026 30741200000000|Coastline ROP|2|||||||||||||||||||||||||Not Met|||2026 30742520000000|Central Orange County CTE Partnership (CTEp)|2|||||||||||||||||||||||||Not Met|||2026 30768930000000|SBE - Magnolia Science Academy Santa Ana|2|||||||||||||||||||||||||Not Met|||2026 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.|2026-06-17|2026 31103140000000|Placer County Office of Education|2||4|4|4|4|4|5|4|5|5|5|5|4|4|5|4|5|5|2|5|5|5|5|5|Met||2026-06-25|2026 31103140126904|Placer County Pathways Charter|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|2|5|5|5|5|5|Met||2026-06-25|2026 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||2026-06-17|2026 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||2026-06-17|2026 31667790000000|Alta-Dutch Flat Union Elementary|2||5|5|5|3|5|5|5|5|4|5|4|3|4|4|4|0|2|4|4|0|5|4|3|Met||2026-06-10|2026 31667870000000|Auburn Union Elementary|2||4|4|4|4|4|5|5|5|5|5|3|3|3|3|3|0|4|4|4|0|4|4|3|Met||2026-06-18|2026 31667870126664|Alta Vista Community Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 31667950000000|Colfax Elementary|2||4|3|3|3|3|4|4|4|4|4|4|3|4|3|3|1|4|4|4|1|4|4|3|Met|Colfax Elementary School functions as a collaborative learning community committed to providing individualized, standards-aligned instruction that supports all students in meeting grade-level expectations. Teachers participate in ongoing professional learning focused on instructional differentiation, Universal Design for Learning (UDL), social-emotional learning, and data-driven instruction. Weekly Professional Learning Community (PLC) meetings are used to analyze student data and refine instructional practices. During 2025–2026, TK–3 teachers received University of Florida Literacy Institute (UFLI) training to strengthen foundational reading skills. Grades 4–8 implemented Smarter Balanced Focused Interim Assessment Blocks (FIABs) using pre- and post-assessments to monitor growth and improve standards alignment. Students in grades 4–8 also participated in individual academic goal-setting conferences. The District maintained a daily intervention block and partnered with a tutoring agency to provide reading support for TK–3 and math tutoring for grades 4–8. Students also received weekly Second Step social-emotional learning instruction. The District continued AVID, Safe School Ambassadors, a middle school enrichment block, and art and garden docent programs. In 2026–2027, the District will expand UFLI and FIAB implementation while continuing its focus on intervention, student goal setting, and improved achievement.|2026-06-24|2026 31668030000000|Dry Creek Joint Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|4|0|5|5|5|Met||2026-06-16|2026 31668290000000|Eureka Union|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|3|4|4|5|5|4|5|Met||2026-06-11|2026 31668370000000|Foresthill Union Elementary|2||4|3|4|3|4|4|4|4|4|4|3|3|3|3|3|0|3|3|3|0|3|3|3|Met||2026-06-18|2026 31668450000000|Loomis Union Elementary|2||4|3|4|3|5|5|3|5|3|5|5|3|5|4|5|0|3|4|4|4|5|4|3|Met|During the 2025-2026 school year, LUSD completed the first year of implementing K-5 standards-aligned history and social-science curricula and adopted an updated, standards-aligned science curriculum for grades K-5. Next school year, LUSD will follow the same pilot and adoption process for the math curriculum in grades K-5 and will continue to refine and expand our implementation of the adopted 6-8 NGSS standards-aligned curriculum and supplemental supports. Additionally, LUSD will pilot an accelerated math option for 8th grade students and provide professional development for staff on targeted math intervention and supports.|2026-06-11|2026 31668450117150|Loomis Basin Charter|2||5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|4|5|5|5|5|5|4|4|Met|During the 2025–2026 school year, Loomis Basin Charter School (LBCS) continued implementation of standards-aligned History-Social Science curriculum in grades 6–8 and utilized updated editions of adopted instructional materials. To further strengthen curriculum alignment and instructional quality, LBCS continued to implement standards-aligned History-Social Science curriculum for grades K–5 during the 2025–2026 school year. In preparation for the 2026–2027 school year, LBCS also adopted and purchased a state-approved, standards-aligned mathematics curriculum for grades K–8 to ensure consistent, rigorous instruction across all grade levels. Additionally, during the 2026–2027 school year, LBCS will continue to refine and expand implementation of its adopted Next Generation Science Standards (NGSS)-aligned curriculum in grades 6-8 and 6-8 Spanish curriculum. Professional learning, instructional collaboration, and ongoing review of instructional practices will support deeper implementation and ensure students engage in high-quality, standards-based science instruction.|2026-06-11|2026 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||2026-06-10|2026 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||2026-06-10|2026 31668520120105|Creekside Charter|2|Creekside Charter School uses multiple measures aligned with its LCAP goals to monitor and support the implementation of the California State Standards across all content areas. These measures include i-Ready diagnostic and growth assessments, CAASPP resu|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-15|2026 31668520121608|Harvest Ridge Cooperative Charter|2|Harvest Ridge Cooperative Charter School uses multiple locally selected measures to monitor implementation of California’s adopted academic standards across all instructional programs. Teachers utilize standards-aligned curriculum, student work samples, b|5|3|4|4|5|5|3|5|5|4|5|3|4|4|5|0|3|4|4|0|4|4|3|Met||2026-06-25|2026 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. Regarding Question 4 under “Other Adopted Academic Standards – Career Technical Education (CTE),” the California Department of Education (CDE) has clarified that CTE standards are not applicable to charter schools. This narrative serves to explain that CTE standards are not relevant for our LEA.|2026-06-22|2026 31668860000000|Placer Hills Union Elementary|2||4|3|4|4|4|4|3|5|4|4|4|4|4|4|4|0|4|5|4|0|5|5|3|Met||2026-06-10|2026 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||2026-06-16|2026 31668940138081|Maidu Virtual Charter Academy|2||5|3|4|4|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-02|2026 31669100000000|Roseville City|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|4|5|Met|Roseville City School District has fully implemented systems to support the California State Standards across content areas. Professional learning is aligned to district priorities and student needs and includes ongoing support through Professional Learning Communities (PLCs), instructional coaching, Teacher Induction, site-based collaboration, and districtwide professional development. The district provides standards-aligned instructional materials in all classrooms and regularly reviews curriculum, instructional resources, and assessment practices to ensure alignment with state frameworks and student learning goals. Teachers use multiple measures of student achievement, including local assessments, classroom evidence, and state assessment data, to inform instruction and intervention. RCSD supports implementation through instructional technology tools, data analysis protocols, collaborative planning structures, and targeted professional learning. Students have access to a well-rounded educational program that includes Visual and Performing Arts, Career Technical Education, world language, science, STEM, and physical education. The district remains committed to continuous improvement through ongoing curriculum review, professional learning, and refinement of instructional practices to ensure all students have access to rigorous, standards-aligned instruction and opportunities for success.|2026-06-17|2026 31669280000000|Roseville Joint Union High|2||4|4|4|4|2|5|5|5|5|5|4|4|4|4|4|4|4|4|3|4|5|4|4|Met||2026-06-09|2026 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||2026-06-04|2026 31669280141622|New Pacific Charter - Roseville|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|4|4|3|5|5|5|Met||2026-06-08|2026 31669440000000|Tahoe-Truckee Unified|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|5|5|5|5|5|5|5|5|Met||2026-06-24|2026 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||2026-06-01|2026 31669510000000|Western Placer Unified|2||4|3|4|4|4|1|2|5|5|5|4|4|4|4|4|5|4|4|5|5|4|4|3|Met|WPUSD currently has all adopted curriculum in alignment with the state standards. The state of California has update the ELA standards and they will now be based on the Science of Reading. Based on this we are now starting the exploration of new curriculum that is aligned to the Science of Reading.|2026-06-16|2026 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|4|4|Met||2026-06-04|2026 31669513130168|Horizon Charter|2|All Recommended Curriculum is reviewed for alignment with the CA CCSS and Frameworks. Horizon has adopted a curriculum policy to ensure the integrity of curriculum recommendations and programs. All Teachers are trained to support the CA CCSS and Framework|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|HSS: Piloted Ethnic Studies Curriculum for High School 2024/2025. Curriculum is submitted for UCOP, A-G. ELD Curriculum has been piloted including the material used for Newcomers to better meet their needs. Weekly office hours are available for all staff to support teacher development and training: Special Programs, Spoecial Education, Technology support Math has remained an area of targeted growth and supplemental resources and staff training have been provided to ensure staff are better prepared to support student learning.|2026-06-11|2026 31750850000000|Rocklin Unified|2||5|3|4|3|5|5|4|5|4|5|4|3|4|3|3|4|4|4|4|4|5|4|3|Met|Rocklin Unified School District (RUSD) dedicates human, fiscal, and instructional resources to support professional learning 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, Physical Education, Visual and Performing Arts, World Languages, and Health Education. Professional learning opportunities have 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 explored the framework’s implications, and staff have participated in professional development to deepen their understanding of conceptual math skills and effective instructional practices. The District is in initial implementation of the Next Generation Science Standards. To further support professional growth, RUSD updates its Professional Development Plan, aligning trainings with priorities identified by the Professional Learning Committee and the Local Control and Accountability Plan. Professional learning occurs through monthly district-wide sessions and weekly site-based collaboration, where teachers plan instruction and monitor student progress. Educational services staff offer additional support to teachers implementing high-impact practices in their classrooms.|2026-06-10|2026 31750850117879|Maria Montessori Charter Academy|2||5|4|5|4|5|5|4|5|5|5|5|4|5|5|5|0|3|5|4|4|5|5|5|Met||2026-06-15|2026 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. Regarding Question 4 under “Other Adopted Academic Standards – Career Technical Education (CTE),” the California Department of Education (CDE) has clarified that CTE standards are not applicable to charter schools. This narrative serves to explain that CTE standards are not relevant for our LEA.|2026-06-22|2026 31750856118392|Rocklin Academy|2||5|5|5|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. This narrative serves to explain that these standards do not apply to the program offered at this site.|2026-06-22|2026 32103220000000|Plumas County Office of Education|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||2026-06-24|2026 32669690000000|Plumas Unified|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||2026-06-24|2026 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||2026-06-22|2026 32742780000000|Plumas County ROP|2|||||||||||||||||||||||||Not Met|||2026 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|4|4|4|4|4|Met|RCOE Alternative Education used the California Standards Self-Reflection Tool to measure its progress in implementing state academic standards. This survey and the findings of the Collaborative Instructional Reviews (CIRs) guide the instructional focus for professional development, PLCs, and MTSS. The results of the CIRs contributed to the creation of a Curriculum Task Force. The need for focused, standards-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.|2026-06-24|2026 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||2026-06-11|2026 33103300125237|Leadership Military Academy|2||5|5|4|4|4|5|4|5|5|5|5|4|4|5|4|3|4|4|4|4|5|4|5|Met||2026-06-18|2026 33103300125385|Imagine Schools, Riverside County|2|Imagine Schools Riverside County (ISRC) continued to strengthen implementation of California State Academic Standards during the 2025–26 school year through a coordinated focus on instructional quality, data analysis, and systems alignment across both cam|5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|3|3|5|5|5|5|5|5|Met||2026-06-10|2026 33103300128397|CBK Charter|2||4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|CBK Charter used the California Standards Self-Reflection Tool to measure its progress in implementing state academic standards. This survey and the findings of the Collaborative Instructional Reviews (CIRs) guide the instructional focus for professional development, PLCs, and MTSS. The results of the CIRs contributed to the creation of a Curriculum Task Force. The need for focused, standards-aligned instruction is one of the contributing factors that is leading CBK Charter to focus on the GLEAM (Grade-Level, Engaging, Affirming, and Meaningful) lessons and the process of aligning curriculum to focus on standards instruction.|2026-06-15|2026 33103300128777|Gateway College and Career Academy|2|Gateway College and Career Academy (GCCA) uses multiple measures to monitor implementation of the California State Standards, including curriculum and course reviews, classroom observations, student achievement data, MAP Growth assessments, ELPAC results,|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 33103300136168|Temecula International Academy|2||3|3|4|1|2|4|3|5|4|4|3|3|3|3|3|0|5|5|3|4|2|2|2|Met||2026-06-22|2026 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||2026-06-16|2026 33103300137851|Julia Lee Performing Arts Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|0|5|5|5|Met||2026-05-15|2026 33103300137869|Excelsior Charter School Corona-Norco|2|Excelsior Charter Schools has established systems to support the implementation of California State Academic Standards across all subject areas. Teachers utilize standards-aligned curriculum and instructional materials, and regularly collaborate to ensure|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|3|5|0|3|5|5|5|0|Met||2026-06-25|2026 33103300138024|Journey|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|2|5|3|1|5|5|3|Met||2026-06-17|2026 33103300138602|JCS - Pine Hills|2|N/A - See Option 2: Reflection Tool.|4|4|4|4|4|5|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|Curriculum and resources aligned with California standards and the Common Core State Standards have been implemented by the LEA for several years. Teachers receive ongoing professional learning to effectively utilize curriculum, differentiate instruction, and improve student outcomes. Partnerships with Parent-Teacher Organizations and Educational Enrichment Providers support implementation of Career Technical Education (CTE), Health, Physical Education, Visual and Performing Arts, and World Language standards. Each year, the school engages in collaborative goal-setting focused on the needs of students and staff, using job-alike groups and professional learning communities to support continuous improvement. Individual teachers also develop SMART goals to guide their professional growth. The LEA continues to strengthen teacher capacity through ongoing professional learning plans (PIPs) and targeted support designed to ensure high-quality instruction and successful implementation of academic standards.|2026-06-12|2026 33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|2|Garvey/Allen Visual and Performing Arts Academy for STEM (“Garvey/Allen STEAM Academy”) uses multiple locally selected measures and tools to monitor implementation of the State academic standards and determine progress toward standards mastery. These incl|5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|5|5|5|0|5|5|5|Met|Garvey/Allen STEAM Academy has made substantial progress implementing the academic standards adopted by the State Board by embedding standards aligned instruction throughout its rigorous, culturally responsive, STEAM focused, and arts integrated instructional program. The Charter School implements the Common Core State Standards for ELA and Mathematics, ELD Standards aligned to ELA, NGSS, History Social Science, Health Education, Physical Education, Visual and Performing Arts, and World Language Standards through core instruction, intervention, enrichment, technology integration, and performance-based learning. Achievers benefit from grade level instruction supported by project-based learning, academic discourse, real world application, Advisory, Excellence on Purpose Wednesday, homework recovery, after school tutoring, enrichment opportunities, and one to one technology access. The Charter School supports ELs through designated and integrated ELD, academic vocabulary development, scaffolding, and language rich instruction. SWD receive services, accommodations, and supports aligned to their IEPs. Progress is monitored through NWEA MAP Growth, CAASPP, CAST, ELPAC, IXL, classroom assessments, cumulative assessments, curriculum embedded assessments, performance-based tasks, and local review of instructional materials. The LCAP reflects full implementation and sustainability of State Standards and 100% access to standards aligned instructional materials.|2026-06-25|2026 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||2026-06-24|2026 33103300162586|Scholarship Prep - Riverside|2||3|3|3|3|3|4|4|4|4|4|3|3|3|3|3|3|3|3|3|3|3|4|3|Met||2026-06-18|2026 33103300162792|Vista Lago Global Academy|2||3|3|3|3|3|5|5|5|3|5|4|4|4|3|4|0|3|4|3|0|3|3|3|Met||2026-06-15|2026 33103300165449|Altus Schools Coachella Valley|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||2026-06-24|2026 33316250000000|California School for the Deaf-Riverside (State Special Schl)|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-18|2026 33669850000000|Banning Unified|2||5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-24|2026 33669930000000|Beaumont Unified|2||5|5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|5|4|5|Met|The Beaumont Unified School District (District) is committed to the sustained implementation of all state-adopted academic standards and continues to prioritize building staff capacity to support high-quality instruction. Across grade levels, teachers participate in ongoing professional learning aligned to adopted standards, while instructional coaches provide job-embedded support for classroom implementation, particularly in English Language Arts (ELA), math, and English Language Development (ELD). An area of continued growth is the implementation of the Next Generation Science Standards (NGSS), where science teacher leaders are engaged in lesson study cycles and curriculum adoption planning. Educator feedback continues to highlight the importance of collaborative planning time and access to standards-aligned instructional resources. Through ongoing data analysis and reflection cycles, teacher leaders are able to identify effective practices and support their replication across classrooms and sites. The District has also maintained a strong focus on supporting English Learners (ELs) through embedded ELD practices and meaningful access to grade-level core instruction. This work reflects the District’s commitment to moving beyond curriculum adoption toward consistent, equitable classroom practices that promote engagement and achievement for all student groups. The District is refining site-based monitoring protocols.|2026-06-09|2026 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|Highland Academy has made significant strides in implementing state academic standards by prioritizing professional development, strategic resource allocation, and targeted interventions for students in need. Our faculty engages in continuous professional learning—including workshops, collaborative planning sessions, and data-driven analysis—to deepen their expertise and enhance the delivery of standards-aligned curricula. To facilitate this growth, we primarily utilize Friday early release days for staff collaboration and sponsor teacher attendance at specialized annual training relevant to their specific disciplines. We ensure that every student has consistent access to current instructional materials in both traditional and digital formats. Internal policies ensure that our curriculum remains rigorously aligned with state expectations, fostering a cohesive educational experience across all grade levels. Furthermore, we support our educators and administrators through coaching, expert consultation, and a culture of collaborative refinement. A cornerstone of our mission remains specialized support for English Learners (EL) and students with special needs; we ensure access to the curriculum through tailored professional development focused on effective integrated and designated instructional strategies.|2026-06-18|2026 33669930139360|Mission Vista 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||2026-06-11|2026 33670330000000|Corona-Norco Unified|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|2|4|4|4|4|4|4|3|3|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 completed a comprehensive review of new science textbooks for elementary grades. Our CNUSD Board of Education has approved this adoption to begin for the 2026-2027 school year. In addition, the 2026-2027 school year will include a history textbook review and pilot, to ensure all content areas have current, high quality curriculum at all levels. 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.|2026-06-23|2026 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 less|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met|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 2026–27.|2026-06-24|2026 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 administrato|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 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||2026-06-15|2026 33670586031991|Palm Desert Charter Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|2|4|4|4|Met|"At PDCMS, California Academic Standards are deeply valued and serve as the foundation of our instructional program. We maintain a strong culture of continuous improvement, regularly reevaluating and reflecting upon our pedagogical practices to ensure high-quality instruction. A key indicator of our success is the positive upward trend in our English Learner reclassification numbers. Moving forward, PDCMS remains committed to expanding student experiences, fostering growth, and ensuring every student has access to enriched learning opportunities."""|2026-06-11|2026 33670820000000|Hemet Unified|2||5|5|4|4|4|5|5|5|4|4|5|5|5|5|5|5|4|4|5|4|4|4|4|Met||2026-06-16|2026 33670820120675|Western Center Academy|2||5|5|5|5|5|5|5|5|5|5|4|4|5|4|4|5|5|5|5|4|4|4|4|Met||2026-05-19|2026 33670900000000|Jurupa Unified|2|N/A: Completed Option 2: Reflection Tool|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 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 professional development, grade-level collaborative planning sessions, and targeted feedback opportunities within content areas. Our professional learning delves deeply into the standards, unpacking their meaning and exploring best practices for effective instruction and assessment. All classrooms have access to comprehensive 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, and we appreciate the intentional focus our teachers bring to making those standards clear for students while meeting the needs of diverse learners in every classroom. 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 provide targeted feedback and identify areas for additiona|2026-06-23|2026 33671160000000|Menifee Union|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|3|4|4|4|Met||2026-06-16|2026 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||2026-06-09|2026 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||2026-06-23|2026 33671570000000|Nuview Union|2||5|4|5|4|5|5|5|5|5|5|4|5|5|4|4|0|5|4|4|0|5|3|3|Met||2026-06-01|2026 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||2026-06-11|2026 33671730000000|Palm Springs Unified|2||5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|4|4|4|5|4|5|4|4|Met||2026-06-23|2026 33671736032411|Cielo Vista Charter|2|"Cielo Vista has selected focus areas of implementation of state academic standards adopted by the state board. They are in the following areas: Priority 2: Focus Areas 1. ""Progress in Providing Professional Learning for Teaching"" 2. ""Aligned Instructional"|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-23|2026 33671810000000|Palo Verde Unified|2||4|3|1|3|1|4|3|2|3|2|4|4|2|4|2|4|1|4|4|4|4|4|4|Met||2026-06-23|2026 33671810138610|Scale Leadership Academy - East|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|SCALE Leadership Academy East continues to strengthen implementation of California’s adopted academic standards through professional learning, data-driven instruction, curriculum review, and targeted student support. The school uses CAASPP, CAST, ELPAC, STAR 360, course performance data, progress monitoring, and LCAP metrics to evaluate student progress and identify instructional needs. During the 2024–25 school year, SCALE focused on standards-aligned instruction in English Language Arts, Mathematics, English Language Development, Science, History-Social Science, Career Technical Education, Health, Physical Education, Visual and Performing Arts, and World Language. Staff reviewed assessment and progress data to support instructional planning, intervention, and alignment to state standards. SCALE also strengthened English learner support through designated and integrated ELD, reclassification monitoring, and review of ELPAC and local data. Professional learning and administrative support focused on standards-based curriculum, assessment practices, student engagement, and data use to improve instructional consistency across the virtual and independent study model. Overall, SCALE has made progress by aligning curriculum, instruction, assessments, professional learning, and student supports to needs identified through local and state data while continuing to refine systems so all students have access to rigorous, standards-aligned instruction and appropriate academic supports.|2026-06-17|2026 33671990000000|Perris Elementary|2||4|3|4|3|2|4|4|4|4|3|4|4|4|3|3|3|4|4|4|3|5|4|4|Met||2026-06-11|2026 33671996105571|Innovative Horizons Charter|2|The LEA selects these measures and tools based on their ability to provide actionable data that informs instruction, supports student achievement, and ensures alignment with California State Standards. The combination of common formative assessments, curr|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 33672070000000|Perris 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|PUHSD has made meaningful progress in implementing state-adopted academic standards through a coordinated focus on professional learning, instructional materials, and systems of support. The district has expanded structured collaboration time for teachers, allowing for ongoing professional learning aligned to current frameworks, data analysis, and instructional planning. This is supported by targeted trainings, including a comprehensive counselor training program to strengthen alignment between academic planning and student support systems. The district has also strengthened its curriculum adoption process to ensure instructional materials are standards aligned, accessible across all sites, and reflective of current frameworks. In addition, expanded access to dual enrollment opportunities and rigorous academic pathways has increased alignment with college and career ready standards for students. To support continuous improvement in instruction, PUHSD has emphasized collaborative structures such as professional learning communities, focused classroom walkthroughs, and increased opportunities for cross-site sharing of best practices. Expanded summer school programming has further supported student access to standards-based instruction and intervention. PUHSD continues to engage teachers and administrators through ongoing training, collaboration, and program development to ensure consistent implementation of academic standards and to support improved outcomes for students.|2026-06-17|2026 33672070101170|California Military Institute|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|CMI has made meaningful progress in implementing state adopted academic standards through a coordinated focus on professional learning, instructional materials, and systems of support. The district has expanded structured collaboration time for teachers, allowing for ongoing professional learning aligned to current frameworks, data analysis, and instructional planning. This has been supported by targeted trainings, including a comprehensive counselor training program to strengthen alignment between academic planning and student support systems. The district and CMI have also strengthened its curriculum adoption process to ensure instructional materials are standards-aligned, accessible across all sites, and reflective of current frameworks. In addition, expanded access to dual enrollment opportunities and rigorous academic pathways has increased alignment with college-and career-ready standards for all students. To support continuous improvement in instruction, CMI has emphasized collaborative structures such as professional learning communities, focused classroom walkthroughs, and increased opportunities for sharing of best practices. Expanded summer school programming has further supported student access to standards-based instruction and intervention. CMI continues to engage teachers and administrators through ongoing training, collaboration, and program development to ensure consistent implementation of academic standards and to support improved outcomes for students.|2026-06-17|2026 33672150000000|Riverside Unified|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|5|4|5|5|4|4|4|Met||2026-06-25|2026 33672150126128|REACH Leadership STEAM Academy|2||5|4|5|4|4|5|4|5|5|5|5|4|5|4|4|0|4|5|4|4|4|4|4|Met||2026-06-29|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 33672490000000|San Jacinto Unified|2|SJUSD used the CDE approved Self-Reflection tool administered through Panorama for the 2025-2026 academic year.|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|3|3|3|4|4|4|3|2|Met||2026-06-16|2026 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||2026-06-11|2026 33736760000000|Coachella Valley Unified|2||4|3|4|3|3|3|3|3|3|3|3|3|4|3|3|3|3|3|3|3|3|3|3|Met|Coachella Valley Unified School District (CVUSD) annually measures progress in implementing state academic standards using multiple data sources, including CAASPP, ELPAC, district benchmark assessments in English language arts and mathematics, CAASPP Interim Assessment Blocks (IABs) and Focused Interim Assessment Blocks (FIABs), as well as teacher surveys and professional development feedback. During the 2025–26 school year, teachers participated in professional development twice monthly at both the site and district levels to support implementation of standards-based instruction. Key focus areas included the CVUSD Instructional Framework, teacher clarity with learning intentions and success criteria, systematic explicit instruction and gradual release, and training aligned to CAASPP, ELPAC, and interim assessments. Additional professional learning addressed implementation of the 2023 Mathematics Framework, literacy strategies such as phonics, close reading, and early literacy development, and tools such as Delta Math and literacy screeners. Training also supported inclusive and developmentally appropriate practices, including Universal Design for Learning, play-based learning, and early childhood assessments and strategies such as DRDP, Ages and Stages Questionnaires, and Learning Genie.|2026-06-25|2026 33736760121673|NOVA Academy - Coachella|2||4|3|5|3|4|4|3|5|5|3|4|3|4|3|4|0|4|4|4|5|4|4|4|Met||2026-06-25|2026 33744920000000|Riverside County Office Of Education ROP|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-11|2026 33751760120204|Sycamore Academy of Science and Cultural Arts|2||5|4|4|4|4|5|4|5|5|4|5|4|5|5|5|0|4|5|5|4|5|5|5|Met||2026-06-16|2026 33751920000000|Temecula Valley Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|4|4|Met||2026-06-23|2026 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|At Temecula Preparatory School, teachers participate in ongoing collaboration and professional learning designed to improve instructional practices and student achievement. Through weekly Professional Learning Community (PLC) meetings, grade-level and department teams analyze student performance data, discuss instructional strategies, identify students needing additional support, and monitor progress toward state standards. The school’s Response to Intervention (RTI) team works closely with teachers to support effective Tier I instruction and coordinate targeted intervention programs for students requiring additional academic assistance. The upper school RTI teacher also provides faculty with weekly student performance data updates to help guide instructional decisions and monitor student progress. Teachers regularly participate in internal and external professional development opportunities in mathematics, English language arts, science, and other standards-based curriculum areas. Professional development priorities are informed by student achievement data, school goals, and instructional needs. Teachers utilize standards-aligned curriculum across all subject areas and use structured collaboration time to reflect on instructional effectiveness and refine teaching practices. School leadership supports continuous improvement through classroom observations, instructional feedback, and opportunities for peer collaboration and peer observation.|2026-06-17|2026 33751926112551|Temecula Valley Charter|2|TVCS is utilizing STAR Assessments, CAASPP testing and curriculum-embedded assessments to track its achievement on state level standards in ELA, Science, and Mathematics. All teachers utilize state standards to guide instruction and develop syllabi (where|4|3|5|4|4|5|4|5|5|5|5|4|5|4|4|5|5|5|5|5|5|5|5|Met|During this school year, TVCS again 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. Additionally, this year grade level teams utilized achievement data for students who were not demonstrating academic progress and conducted collaborative meetings with special education and intervention teachers to further develop strategies for supporting growth in these students. TVCS has a whole continues to work on vertical alignment TK-8th to promote identification of target areas of instructional focus.|2026-06-10|2026 33752000000000|Murrieta Valley Unified|2|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-a|4|3|3|3|3|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|Met||2026-06-16|2026 33752420000000|Val Verde Unified|2|Val Verde Unified School District remains committed to the effective implementation of the California Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). The district's approach is grounded in the belief that teachers, as|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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|3|Met|SCOE teachers collaborate bi-weekly, during a two-hour common planning time, to create state standards aligned lessons, plan co-teaching activities, evaluate student learning and achievement data, and prepare appropriate intervention activities designed to meet the individual learning goals for each student. Based on the survey data, our teachers are not at full implementation of the standards in the classroom. A high changeover of teaching staff this year has resulted in the need for additional training on curriculum and standards. Staff comments indicated that they need more training on behavioral management (not surprising for staff new to C&CS and COE programs).|2026-06-23|2026 34103480136275|Fortune|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026 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. This narrative serves to explain that these standards do not apply to the program offered at this site.|2026-06-22|2026 34103480142091|Capital College & Career Academy|2|The 2026 / 2027 school year will be the first in which the school offers all four high school grades. As such only science has fully implemented its entire course sequence.|3|3|3|4|3|3|3|3|4|3|3|3|3|4|3|3|2|4|3|3|4|4|4|Met||2026-06-01|2026 34672800000000|Arcohe Union Elementary|2||5|4|5|4|4|5|5|5|5|5|5|4|5|4|4|0|5|5|4|0|4|4|4|Met||2026-06-17|2026 34673140000000|Elk Grove Unified|2||4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|4|4|3|4|4|4|4|3|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 2025 and received 2,689 responses, representing about 81% of teachers districtwide. Across all content standards, the percentage of teachers rating their implementation of state standards as Early Applying or Applying was 77%. The remaining 24% of teachers rated their implementation of state standards as Early Developing or Developing. Across all subjects, 57% of teachers indicated that they use district-adopted core materials for their content area more than 60% of the time.|2026-06-23|2026 34673140111732|California Montessori Project - Elk Grove Campus|2|CMP has Curriculum Guides that map back to the California Standards for all Montessori lessons and materials. Based on feedback from the American Montessori Society and WASC, CMP began using Curriculum Associates i-Ready Diagnostic Assessments in 2019-20.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-22|2026 34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|5|5|3|Met||2026-06-16|2026 34673146112254|Elk Grove Charter Academy|2||4|3|3|3|4|4|4|4|4|4|4|3|3|4|4|2|4|2|4|4|4|3|3|Met|Teachers are assigned to a combination of ISP and direct instruction. In addition, EGCA had 2 new staff members in 2025-26. EGCA implemented various professional development options during the 2025-26 year. Topics included Math/ELA standards implementation along with engagement and project-based learning. EGCA partnered with Solution Tree to provide training. All EGCA staff have access to PD provided through EGUSD. The school’s hybrid model, small departments, and staff who may be required to teach a variety of subjects may contribute to changing data. As a non-classroom based program that also provides direct-instruction, meeting the varying teacher needs can be a challenge. As for the school’s implementation and providing of professional development, all areas were rated at level 4. Responses by staff were scattered across levels 2-5 on the tool. However, over 50% rated the school at level 4 and 5 for identification and implementation of all staff professional learning. For identifying the professional learning needs of individual teachers, the staff was split with 36% rating the school at level 4 and 36% rating the school at level 2. For providing support for teachers, 45% of staff rated the school at level 3 with an equal divide between levels 1,2, 4, and 5. EGCA’s hybrid model and teacher assignments that contain a variety of instructional formats along with new staff on site may contribute to the need for individualized professional learning opportunities.|2026-06-23|2026 34673220000000|Elverta Joint Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|4|4|4|Met||2026-06-17|2026 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|n/a|2026-06-18|2026 34673300106757|Folsom Cordova K-8 Community Charter|2||5|4|5|5|5|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2026-06-18|2026 34673300142208|New Pacific Charter - Rancho Cordova|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|4|4|4|1|5|4|4|Met||2026-06-08|2026 34673480000000|Galt Joint Union Elementary|2||5|5|5|3|3|5|5|5|4|4|5|5|5|4|4|3|3|5|5|5|5|5|5|Met||2026-06-17|2026 34673550000000|Galt Joint Union High|2||5|4|5|4|5|5|5|5|5|5|5|4|4|5|5|5|4|4|5|5|5|5|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 were adopted for the 2025-26 school year along with Ethnic Studies textbooks. New Math textbooks will be adopted in the 2026-27 school year.|2026-06-25|2026 34674130000000|River Delta Joint Unified|2||5|4|5|4|5|5|4|4|4|4|4|4|5|4|4|5|4|4|5|5|5|4|5|Met|The implementation of California State Standards continues to be a priority for River Delta Unified School District. Following the disruptions experienced during and after the pandemic, the district has made significant progress in rebuilding instructional capacity and strengthening standards-based instruction. The district is currently fully staffed in mathematics and science teaching positions, allowing for greater continuity of instruction and support for student learning. A current challenge for the district is recruiting and retaining appropriately authorized bilingual teachers to support the Dual Immersion Program. The district continues to actively recruit qualified BCLAD-authorized educators to ensure students have access to high-quality bilingual instruction aligned to program goals. Throughout the 2025–26 school year, teachers participated in multiple professional learning opportunities focused on English Language Development (ELD) instruction through the implementation of Sheltered Instruction Observation Protocol (SIOP) strategies. These trainings were designed to strengthen teachers’ capacity to provide language-rich instruction and support English learners’ access to grade-level content standards. In addition, the district continued its literacy improvement efforts through professional development focused on evidence-based reading instruction and the Science of Reading.|2026-06-23|2026 34674130114660|Delta Elementary Charter|2||4|2|5|1|1|4|2|5|4|4|5|5|5|5|5|0|2|3|5|0|4|4|3|Met||2026-06-22|2026 34674210000000|Robla Elementary|2||5|5|5|5|5|5|5|4|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 support for our students. We will be piloting a new math curriculum to align with the state adopted standards.|2026-06-25|2026 34674210132019|Paseo Grande Charter|2||5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|5|5|5|Met|The school has maintained an overall average score of 4.80, 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.|2026-05-29|2026 34674210137950|Marconi Learning Academy|2||5|5|5|4|5|4|5|5|4|4|5|5|5|4|5|4|5|5|5|4|4|5|4|Met|The school has maintained an overall average score of 4.59, 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.|2026-05-29|2026 34674210140178|New Hope Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|3|5|3|5|5|5|4|Met||2026-06-22|2026 34674390000000|Sacramento City Unified|2||4|4|4|3|3|4|3|4|3|4|4|4|4|4|4|3|4|4|3|4|3|3|3|Met||2026-06-18|2026 34674390101048|St. HOPE Public School 7|2||5|5|5|5|5|5|4|5|4|5|5|4|5|5|5|1|3|5|4|1|5|5|5|Met|We focus on providing all scholars with a high-quality, rigorous, Common Core-aligned curriculum in ELA, math, science, and history across all grade levels. Teachers plan rigorous, standards-aligned lessons, and scholars complete quarterly benchmark assessments aligned to the CAASPP and CAST to measure progress toward meeting or exceeding grade-level expectations. All scholars also complete STAR assessments in ELA and math to help us monitor their growth throughout the year. All teachers at PS7 receive ongoing professional development to support strong implementation of the Common Core-aligned curriculum. Professional development focuses on areas such as planning, scholar engagement, and data analysis. Sessions are responsive to teacher needs and designed to help teachers continue strengthening their practice and providing scholars with high-quality instruction. Teachers also receive biweekly observations and debriefs focused on strengths, areas for growth, and clear next steps to improve their practice. This year, we have continued to focus on helping staff understand the external factors that can affect scholars in the classroom. To support stronger relationships and better outcomes for both scholars and teachers, PS7 has provided professional development from external presenters on recognizing and responding to trauma, substance abuse awareness and support, and other related topics.|2026-06-25|2026 34674390101295|Sol Aureus College Preparatory|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||2026-06-30|2026 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,|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026 34674390101899|George Washington Carver School of Arts and Science|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-18|2026 34674390102038|Sacramento Charter High|2||5|4|5|4|4|5|3|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 2024-25. 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 further expand courses to the college level. The Panther Pipeline offers scholars college courses on campus that allows them to earn both high school and college credit. All teachers at Sac High receive ongoing professional development (PD) to support them in implementing high quality Common Core aligned curriculum. PD sessions focus on planning, student engagement, data analysis, and more. PD is based on teacher needs and designed to support teachers in providing scholars with high quality instruction and intervention supports. Teachers also receive biweekly observations and debriefs that focus on strengths, areas to push, and concrete next steps to implement to improve their teaching practice.|2026-06-25|2026 34674390102343|Aspire Capitol Heights Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 34674390106898|The Language Academy of Sacramento|2||5|5|5|5|2|5|5|5|4|2|5|5|5|4|2|1|3|5|3|5|5|4|4|Met||2026-06-25|2026 34674390111757|California Montessori Project - Capitol Campus|2|CMP has Curriculum Guides that map back to the California Standards for all Montessori lessons and materials. Based on feedback from the American Montessori Society and WASC, CMP began using Curriculum Associates i-Ready Diagnostic Assessments in 2019-20.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-22|2026 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|2||4|3|3|3|3|4|3|4|3|3|4|3|4|3|3|0|2|3|2|2|3|4|2|Met||2026-06-08|2026 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||2026-06-15|2026 34674390131136|New Joseph Bonnheim (NJB) Community Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|3|5|3|0|5|5|5|Met|NJB continues to strengthen standards-based instruction aligned to California State Standards across all grade levels. Teachers begin the year with dedicated professional learning focused on planning, collaboration, and ensuring alignment to essential standards. Throughout the year, teachers participate in ongoing professional development and coaching based on identified needs to improve instructional practices. This year, staff deepened implementation of state-adopted curriculum, including Benchmark Advance and Go Math, by focusing on priority standards, strengthening alignment across grade levels, and using common assessments to guide instruction. As a result, all grade levels implemented common formative assessments, and teachers engaged in regular data discussions to adjust instruction and provide targeted support. To meet the needs of all learners, NJB integrates targeted intervention programs such as SIPPS, DIBELS, i-Ready, and Frax into daily instruction. Data from these systems shows increased student engagement and growth in foundational skills, particularly in early literacy, with more students meeting or progressing toward benchmark expectations. English Learners are supported through both integrated classroom instruction and targeted services. A full-time EL Resource Teacher collaborates with teachers to implement the EL Roadmap and provide additional small-group support. English Learners demonstrated progress in language development as measured by classroom pe|2026-06-18|2026 34674390135343|Growth Public|2||4|3|4|4|4|4|2|4|4|4|4|3|4|4|4|0|3|3|4|0|4|4|4|Met||2026-06-22|2026 34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|2||5|5|5|4|4|5|5|5|4|5|5|4|4|4|4|5|5|5|5|4|5|4|4|Met||2026-06-16|2026 34674396033799|Bowling Green Elementary|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|3|1|3|5|5|4|4|4|4|Met||2026-06-18|2026 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||2026-06-23|2026 34674470112169|California Montessori Project-San Juan Campuses|2|CMP has Curriculum Guides that map back to the California Standards for all Montessori lessons and materials. Based on feedback from the American Montessori Society and WASC, CMP began using Curriculum Associates i-Ready Diagnostic Assessments in 2019-20.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-22|2026 34674470114983|Golden Valley River|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|4|3|3|3|Met||2026-06-03|2026 34674470120469|Aspire Alexander Twilight College Preparatory Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 34674470121467|Aspire Alexander Twilight Secondary Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 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 in|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 34674470132399|Golden Valley Orchard|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|4|3|3|3|Met||2026-06-03|2026 34674470165431|New Pacific Charter - Arden Arcade|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|1|1|2|2|1|3|3|3|Met||2026-06-08|2026 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 provide a flexible instructional model designed to support diverse learning styles through a combination of independent study workbooks, direct instruction, and online coursework. To maintain student engagement and ensure alignment with California State Standards, the charter regularly updates and diversifies curriculum offerings while providing teachers with professional development focused on instructional best practices and standards-based instruction. In addition to academic workbooks and the fully online Edmentum curriculum option, the charter introduced LYLA, a new curriculum platform that increases opportunities for teacher feedback, promotes authentic student work, and helps address challenges related to technological access and the use of AI. English Learners and Long-Term English Learners continue to receive targeted support through iLit and Academic Language Development (ALD) courses to support progress toward reclassification. OFY-SJ also remains committed to expanding college and career readiness opportunities through increased access to CTE, Dual Enrollment, and AP coursework.|2026-06-26|2026 34674473430717|Visions In Education|2||5|4|5|3|3|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|5|5|5|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 is 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. |2026-06-25|2026 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||2026-06-23|2026 34739730000000|Center Joint Unified|2||5|3|4|4|4|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|4|4|Met||2026-06-17|2026 34745000000000|Sacramento County ROP|2|||||||||||||||||||||||||Not Met|||2026 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 2025-26 was t|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-24|2026 34752830108860|Westlake Charter|2|Westlake Charter School continues to focus resources to fully implement the state academic standards adopted by the State Board of Education (SBE). To monitor progress, WCS uses the NWEA MAP Growth assessments in ELA and math as its locally selected tool.|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 34752830112425|Natomas Pacific Pathways Prep|2||5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-02|2026 34752830120113|Natomas Pacific Pathways Prep Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-02|2026 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||2026-06-11|2026 34752830134049|Natomas Pacific Pathways Prep Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|NP3 Elementary School provides all students, including unduplicated students and individuals with exceptional needs, access to a college preparatory course of study.|2026-06-02|2026 34752833430659|Natomas 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||2026-06-17|2026 34765050000000|Twin Rivers Unified|2||4|4|4|4|4|5|5|5|5|5|4|3|4|4|4|5|4|4|5|5|4|4|4|Met||2026-06-23|2026 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||2026-06-16|2026 34765050101832|Futures High|2||5|4|5|4|4|5|4|5|4|4|5|5|5|5|5|3|3|3|3|4|5|4|4|Met||2026-06-16|2026 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|5|5|Met||2026-06-08|2026 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). The|5|5|5|5|5|5|4|5|5|5|4|4|4|4|4|4|4|4|5|5|4|4|4|Met||2026-06-23|2026 34765050108837|Community Collaborative Charter|2||4|3|3|3|3|4|3|3|3|3|3|3|3|3|3|4|3|2|2|2|4|3|4|Met|During the 2025-2026 school year, our school participated in a CTE Community of Practice with other Gateway Community high schools. We also worked 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 who provided training and coaching that met the individual needs of teachers. We continue to enhance adopted curriculum training for new teachers and training in partnership with Pearson Online Curriculum for Connections Academy. This will allow resources to be used with fidelity.|2026-06-16|2026 34765050113878|Higher Learning Academy|2|Higher Learning Academy (HLA) uses state assessment data (CAASPP, CAST, and ELPAC), local benchmark assessments (i-Ready), and embedded curriculum assessments to monitor progress in implementing California State Standards. At HLA, we have worked diligent|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 34765050114272|SAVA - Sacramento Academic and Vocational Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|3|Met||2026-06-16|2026 34765050130757|Highlands Community Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|2|2|2|0|4|3|3|Met|In 2025-2026 HCCS underwent a curriculum shift to SAVVAS in order to ensure all students had access to a standards aligned curriculum. This was a massive undertaking but staff were able to implement this curriculum with students continuing to show robust skills gains as measured by CASAS and continuing to graduate. This shift is a part of an organization wide effort to strengthen academic standards and raise expectations for students. Teachers underwent multiple professional development sessions to assist them with implementing the new curriculum. In particular teachers faced the challenge of scaffolding the new curriculum for English language learners who constitute the majority of the student population. While we can say all students have access to the same fully standards aligned curriculum, sustainable engagement with the curriculum requires ongoing effort both in professional development for our teachers but also in the practical matter of building scaffolding and supplemental materials to engage language learners at all levels of proficiency throughout their learning journey|2026-06-18|2026 34765050139584|California Innovative Career Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|2|1|1|0|4|3|3|Met|In 2025-2026 CICA underwent a curriculum shift to SAVVAS in order to ensure all students had access to a standards aligned curriculum. This was a massive undertaking but staff were able to implement this curriculum with students continuing to show robust skills gains as measured by CASAS and continuing to graduate. This shift is a part of an organization wide effort to strengthen academic standards and raise expectations for students. Teachers underwent multiple professional development sessions to assist them with implementing the new curriculum. In particular teachers faced the challenge of scaffolding the new curriculum for English language learners who constitute the majority of the student population. While we can say all students have access to the same fully standards aligned curriculum, sustainable engagement with the curriculum requires ongoing effort both in professional development for our teachers but also in the practical matter of building scaffolding and supplemental materials to engage language learners at all levels of proficiency throughout their learning journey.|2026-06-18|2026 34765056033336|Smythe Academy of Arts and Sciences|2||5|5|5|4|4|5|4|5|5|5|5|4|5|4|4|0|4|5|5|0|4|4|4|Met||2026-06-23|2026 34765056112643|Westside Preparatory Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|4|5|4|5|5|5|Met||2026-06-23|2026 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,|4|4|4|4|4|4|3|4|4|3|4|3|4|4|3|3|4|4|4|3|5|4|4|Met||2026-06-25|2026 35103550142489|Polytechnic Academy|2||3|3|1|1|1|4|4|4|4|4|3|3|2|1|1|3|2|3|3|1|3|3|2|Met|Polytechnic Academy’s progress is in process. Teachers have participated in professional learning, staff collaboration, and school-based professional development. Since the school is still developing its instructional program and onboarding new staff, Polytechnic Academy will continue prioritizing professional learning, collaborative planning, student-data review, discussions about standards-aligned instruction, and student support.|2026-06-23|2026 35674540000000|Bitterwater-Tully Elementary|2||4|2|3|3|3|4|3|4|4|3|3|3|3|4|2|0|2|3|3|0|3|3|3|Met||2026-06-24|2026 35674620000000|Cienega Union Elementary|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-23|2026 35674700127688|Hollister Prep|2|Hollister Prep uses a locally developed instructional rubric, classroom observations, student achievement data, instructional coaching cycles, professional development records, and curriculum implementation reviews to monitor progress in implementing Cali|4|3|4|4|3|4|3|4|4|3|5|3|5|4|3|2|2|3|3|2|5|4|4|Met|Hollister Prep continues to strengthen implementation of California State Academic Standards through professional learning, curriculum alignment, instructional coaching, and data-driven decision-making. The school has reached full implementation in several core content areas and continues to build capacity in English Language Development, History-Social Science, and other developing academic programs. Student achievement data, instructional reviews, and ongoing professional learning help guide continuous improvement efforts and support equitable access to rigorous, standards-aligned instruction for all students.|2026-06-15|2026 35674880000000|Jefferson Elementary|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 35675040000000|North County Joint Union Elementary|2||5|5|5|5|2|5|5|5|5|2|5|5|5|4|2|0|3|5|3|0|5|5|5|Met|State aligned instruction is vital to the academic success of all students. Teachers meet weekly to review standards, instruction, and formative assessments. A new writing format was provided with professional development to support TK-8th grade and is vertically aligned. A survey is provided to determine support for teachers with PD provided throughout the year and also in the summer. New teachers are also provided an Induction Coach for support. All math teachers are provided math coaching weekly.|2026-06-23|2026 35675200000000|Panoche Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|2|1|2|1|5|5|4|Met|Panoche School District consists of a single one room school with typical enrollment of less than 10 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|2026-06-15|2026 35675380000000|San Benito High|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|4|Met||2026-06-23|2026 35675530000000|Southside Elementary|2|||||||||||||||||||||||||Not Met|||2026 35675610000000|Tres Pinos Union Elementary|2||5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|0|4|4|4|0|4|4|5|Met||2026-06-11|2026 35675790000000|Willow Grove Union Elementary|2||5|4|5|4|4|5|4|4|4|4|4|4|4|4|4|0|3|3|3|0|4|4|4|Met||2026-06-16|2026 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, an|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|4|3|3|4|4|4|3|3|Met|The LEA is making progress in most areas of academic standards implementation. During the 2026–27 school year, we are prioritizing continued collaboration through districtwide Professional Learning Teams (PLTs) and deepening our understanding of California curriculum frameworks to strengthen standards-based instruction across all grade levels. We are also strengthening designated ELD instruction to better support English Learners. In mathematics, we continue to apply the California Mathematics Framework, using standards progressions to evaluate the curriculum from TK through grade 12, ensuring alignment and developmental coherence. We are also focusing on implementing open-ended mathematical tasks, critical thinking, problem-solving, and student discourse aligned with the California Mathematics Standards and Mathematical Practices. 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|2026-06-17|2026 36103630000000|San Bernardino County Office of Education|2||4|4|3|2|3|5|5|5|5|5|4|4|4|3|3|4|4|4|5|4|4|4|4|Met||2026-06-08|2026 36103630115808|Norton Science and Language Academy|2||5|4|4|5|5|5|4|5|5|5|4|4|4|4|4|0|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. NSLA is in the process of adopting a new K-12 math curriculum approved by the California Department of Education, aligned to the Common Core Math standards, and supports the new Mathematics Frameworks. Professional development is included in this adoption. 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 the high school and long-term English Learners to support students who are learning English as a second language.|2026-06-08|2026 36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|2||5|4|4|4|4|5|4|5|5|4|5|4|5|5|5|0|4|5|5|4|5|5|4|Met||2026-06-16|2026 36103630140012|Entrepreneur High Fontana|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|4|2|4|4|3|3|Met|We continue to support the implementation of state standards by reviewing teacher lesson plans in Chalk and providing standards-based observational feedback through Mosaic. Teachers in their first three years of teaching receive between one and three 40-minute informal observations annually, based on their assigned level of support. In addition, all teachers participate in the formal evaluation process and receive quarterly feedback designed to strengthen instructional practices and promote continuous professional growth.|2026-06-17|2026 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||2026-06-11|2026 36103630165258|Scholarship Prep - San Bernardino County|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|4|3|Met||2026-06-18|2026 36103633630761|Excelsior Charter|2|Excelsior Charter Schools utilizes multiple locally selected measures and tools to monitor progress in implementing California State Academic Standards across all content areas. These include standards-aligned curriculum and instructional materials, bench|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 36103636111918|Desert Trails Preparatory 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||2026-06-25|2026 36675870000000|Adelanto Elementary|2||3|3|3|3|3|4|3|3|3|3|3|3|3|3|3|2|2|3|2|2|3|3|2|Met|The Adelanto Elementary School District (AESD) is committed to ensuring all students receive a high-quality, standards-aligned instructional program that prepares them for academic success and college and career readiness. During the current year, the district focused on piloting mathematics curriculum resources and supporting the initial rollout of the English Learner (EL) Roadmap to strengthen instructional practices and improve outcomes for English Learners across the curriculum. These efforts were designed to build staff capacity, strengthen instructional coherence, and ensure alignment to state academic standards while identifying future professional learning needs. Implementation efforts are supported through curriculum alignment work, data analysis protocols, stakeholder engagement through educational partner meetings, technology integration, equity and access initiatives, and a continuous improvement cycle. Annual surveys administered to teachers and administrators are used to identify professional learning needs and guide future training aligned to state academic standards. AESD remains committed to strengthening instructional coherence and ensuring that all professional learning, curriculum implementation, and support systems are aligned to improving student achievement across all content areas.|2026-06-23|2026 36675870128462|Taylion High Desert Academy/Adelanto|2|As a DASS charter school serving high-risk students, Taylion remained committed during the 2025–26 school year to developing and refining programs that support its at-promise student population. Building upon the foundation established during the previo|5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|5|5|5|Met||2026-06-29|2026 36675950000000|Alta Loma Elementary|2||5|4|3|3|4|4|4|4|4|4|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-17|2026 36676110000000|Barstow Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|4|4|5|3|4|4|4|4|4|4|Met||2026-06-23|2026 36676370000000|Bear Valley Unified|2||4|3|4|3|4|4|3|4|4|4|4|4|4|4|4|3|4|5|5|5|4|3|4|Met||2026-06-17|2026 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||2026-06-11|2026 36676520000000|Chaffey Joint Union High|2||4|4|4|5|4|4|4|4|5|4|4|4|4|4|4|5|4|4|4|5|4|4|4|Met|The District continues to support the implementation of California's academic standards through ongoing professional learning, instructional coaching, curriculum support, and collaboration with school sites. During the 2025–26 school year, the District continued implementation of the newly adopted mathematics curriculum and provided ongoing support for Ethnic Studies implementation through professional learning and instructional resources. Districtwide professional learning also emphasized meeting the needs of multilingual learners and students with disabilities while strengthening high-quality Tier 1 instruction. Results from the 2026 LCAP survey reflect continued positive perceptions of these efforts, with 80% of staff indicating that the District provides professional learning to support multilingual learners, 77% indicating the District provides professional learning to support students with disabilities, 86% reporting that the District provides sufficient professional learning to be an effective educator, and 87% expressing satisfaction with the overall quality of the District's professional learning.|2026-06-10|2026 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 a|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 36676780137547|Allegiance STEAM Academy - Thrive|2||3|4|4|4|4|4|4|4|4|4|4|4|3|4|4|3|4|5|3|4|4|4|3|Met|ASA Thrive continued strengthening implementation of California academic standards during the 2025–26 school year through professional learning, collaborative planning, classroom walkthroughs, data analysis, and standards- aligned instructional practices. Teachers engaged in ongoing Professional Learning Network (PLN) collaboration focused on instructional rigor, student engagement, intervention strategies, and analysis of student performance data. The school continued integrating STEAM-focused and project-based learning opportunities aligned to the Common Core State Standards, Next Generation Science Standards, and Career Technical Education standards. Students participated in hands-on learning experiences designed to promote critical thinking, collaboration, communication, and real-world application of knowledge. ASA Thrive also continued implementation of Mandarin instruction in grades TK–3 and Spanish instruction in grades 4–8 to support world language development and cultural awareness. The school remains committed to continuous improvement through ongoing refinement of instructional systems, targeted professional development, and support structures designed to improve outcomes for all student groups.|2026-06-08|2026 36676860000000|Colton Joint Unified|2||5|5|5|4|5|4|4|4|4|5|4|4|4|3|3|5|4|5|4|4|3|3|4|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. This year’s PL emphasized improvement science through inquiry based approaches using TEL or PLC’s, inclusive practices,differentiated instruction and support for English Learners and other significant subgroups. Currently, 21 sites are using the CJUSD PL Framework. In addition, Elementary went through an adoption process to select a new Math Curriculum with support from UnboundEd. Digital tools like Alludo, the district intranet, Google Classroom, and Q Communique supported online PL. Additional PL included Building Thinking Classrooms, LTERs 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 ELD instruction, differentiated instruction, authentic discourse, formative assessment, and culturally and linguistically relevant teaching. A Dual Immersion Master Plan and Multilingual English Learner Master Plan are completed.|2026-06-18|2026 36676940000000|Cucamonga Elementary|2||5|4|5|4|4|4|4|5|5|5|4|4|5|4|4|0|5|5|4|0|5|4|4|Met||2026-06-11|2026 36677020000000|Etiwanda Elementary|2|Etiwanda School District annually measures progress in implementing state academic standards through a local teacher self-reflection survey aligned to the California Standards for the Teaching Profession (CSTP). The district selected this tool because it|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 36677100000000|Fontana Unified|2||4|2|4|2|3|5|3|4|4|4|4|3|4|3|3|4|3|4|4|3|3|4|4|Met||2026-06-24|2026 36677100141952|Allegiance STEAM Academy - Thrive, Fontana|2||3|4|3|3|3|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|3|4|3|Met||2026-06-08|2026 36677360000000|Helendale Elementary|2||5|3|4|4|3|5|4|5|5|5|5|4|5|5|5|3|5|5|5|5|4|3|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).|2026-06-24|2026 36677360116723|Academy of Careers and Exploration|2||4|3|4|4|3|5|4|5|5|5|5|4|5|5|5|3|5|5|5|5|4|4|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).|2026-06-24|2026 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||2026-06-11|2026 36677360130948|Independence Charter Academy|2||4|3|4|4|4|5|5|5|5|5|5|4|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).|2026-06-24|2026 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 through standards-aligned instruction, curriculum, and assessments. Students have access to a broad course of study, including Career Technical Education (CTE) pathways developed through school programs and community college partnerships. Health education standards are addressed through approved curriculum and synchronous or asynchronous courses that align with the California Healthy Youth Act when applicable. Physical education standards may be completed through home-based instruction or approved community programs. The school establishes clear grade-level learning expectations to ensure students are prepared for success in TK–12 education and future college and career pathways. Ongoing analysis of student achievement data informs professional development, staff training, and grade-level collaboration to strengthen instructional practices and improve student outcomes. Through personalized learning, targeted supports, and continuous improvement efforts, Sage Oak ensures all students have access to rigorous, engaging, and standards-based educational opportunities.|2026-06-18|2026 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|5|4|4|Met|The school has maintained an overall average score of 3.91, 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.|2026-06-05|2026 36677360139576|Excel Academy Charter|2|Excel Academy Charter School (EACS) delivers a high-quality educational model rooted in personalized learning, flexible instructional schedules, and a proven Multi-Tiered System of Supports (MTSS) designed to meet the diverse academic, social-emotional, a|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Excel Academy Charter School (EACS) remains committed to implementing California State Board of Education adopted academic standards through a personalized learning model supporting all students. Ongoing professional development, instructional coaching, and collaborative planning ensure curriculum alignment and effective instruction across content areas. EACS uses data-driven decision-making, progress monitoring, and collaboration among teachers, students, and parents to provide differentiated instruction and equitable access to rigorous, standards-aligned learning opportunities. All English Learner (EL) students receive targeted English Language Development (ELD) instruction from credentialed teachers with CLAD authorization. Instruction includes asynchronous curriculum programs with synchronous small-group instruction focused on listening, speaking, reading, and writing. Long-Term English Learners (LTELs) receive additional support through the Student Success Team (SST) process to address language needs and accelerate English proficiency. EACS provides NGSS-aligned science instruction across grade levels. Students in grades 7–12 may participate in teacher-led science courses using the Bright Thinker curriculum and hands-on lab kits to support scientific inquiry and standards mastery. The LEA continues integrating social-emotional learning, college and career readiness, and technology-based instruction to support student success and growth.|2026-06-18|2026 36677770000000|Morongo Unified|2|The LEA uses the California School Dashboard, the Local Control and Accountability Plan (LCAP), and local benchmarks as its primary locally selected measures to assess progress in implementing the state academic standards adopted by the State Board of Edu|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|Met|The district has made substantial progress in strengthening implementation of the California State Standards through a cohesive system of professional learning, instructional practices, and curriculum development. A central component has been the Standards Academy, which supports teachers in designing rigorous, standards-aligned lessons with clear learning intentions and success criteria, while emphasizing the gradual release of responsibility to promote student independence. The district has also prioritized literacy through professional learning focused on writing and foundational reading, building teacher capacity to deliver high-quality instruction across all grades and content areas. In addition, the expansion of Universal Design for Learning (UDL) practices is ensuring equitable access to grade-level content for all students. At the secondary level, Building Thinking Classrooms strategies are being implemented in mathematics to increase engagement, discourse, and conceptual understanding. To further strengthen coherence, the district has developed pacing guides aligned to standards, incorporating academic vocabulary, teacher clarity, and rigor expectations. The adoption of a new mathematics curriculum, to be implemented in 2026–2027, will further support consistent, high-quality instruction. Collectively, these efforts reflect the district’s commitment to continuous improvement and equitable access to rigorous learning.|2026-06-16|2026 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 dec|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 36677930000000|Mt. Baldy Joint Elementary|2|Mt. Baldy Joint Elementary School District measures progress in implementing state academic standards through multiple locally selected measures, including: Classroom walkthrough and implementation rubrics Professional development participation and coachi|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|2|4|4|4|Met|The district continues to strengthen implementation of academic standards through ongoing coaching, collaborative planning, walkthroughs, and targeted professional development. The district has placed a significant focus on mathematics instruction and intervention in response to local and state assessment data indicating mathematics achievement gaps. Through professional development aligned to the California Mathematics Framework and research-based instructional practices, teachers are increasing their capacity to support rigorous, engaging instruction for all students. Additionally, participation in Learning & the Brain training has supported implementation of instructional practices rooted in neuroscience, engagement, and social-emotional learning. These efforts are helping staff better support student regulation, motivation, and academic achievement.|2026-06-04|2026 36678010000000|Needles Unified|2||4|4|4|4|2|4|4|4|4|2|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-24|2026 36678190000000|Ontario-Montclair|2||5|5|3|3|4|5|5|2|5|4|5|5|4|3|4|2|2|5|5|5|4|4|3|Met|The Ontario-Montclair School District is committed to implementing all academic standards through professional development, instructional coaching, professional learning communities, and curriculum planning. During the 2025-2026 school year, professional development sessions were offered via inperson, virtual, and synchronous modules. These sessions focused on all curricular areas such as math, science, writing, and reading. As part of the second year of the district-wide writing program, Write From the Beginning, trainings were offered in the genre of informational/expository writing, with sessions during the summer, after school, and during the school day. Math Framework sessions were offered throughout the year to teachers and administrators in conjunction with a math adoption process|2026-06-18|2026 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 t|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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 to track student’s academic progress. The i-Ready benchmarks were selected as the standard measure due to a var|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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||2026-06-23|2026 36678433630928|Grove|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||2026-06-08|2026 36678500000000|Rialto Unified|2||5|5|5|5|3|5|5|3|5|3|5|5|5|5|3|5|4|4|2|5|4|4|4|Met||2026-06-24|2026 36678680000000|Rim of the World Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|5|5|3|4|3|Met||2026-06-25|2026 36678760000000|San Bernardino City Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|Met|SBCUSD continued implementing Common Core State Standards through ongoing TK–12 professional development (PD) in math, literacy, writing, teacher clarity, inquiry-based learning, AVID, and Universal Design for Learning. Support staff provided Tier 2 and Tier 3 reading and math interventions. Science PD aligned with NGSS and the California Science Framework, while history-social science emphasized critical writing and historical thinking. Supplemental platforms, Study.com and Brainfuse, supported student learning needs. Grades 9–12 Career Technical Education (CTE) programs implemented Linked Learning and aligned with the CTE Framework, while K–8 students explored college and career readiness through AVID and CCGI. New digital and print math materials were adopted. To support English Learners (ELs), the district developed Designated ELD curriculum and schedules by proficiency level. Secondary ELs were enrolled in Designated ELD courses in addition to core ELA. Teachers received ongoing PD in Designated and Integrated ELD through coaching, lesson modeling, training days, and peer visits. “ELD Look Fors” guided instruction, while walkthroughs monitored implementation and identified best practices. Teachers used ELD portfolios to document progress, and student interns and educational assistants provided direct classroom support for ELs districtwide.|2026-06-16|2026 36678760107730|ASA Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|4|4|4|Met||2026-06-23|2026 36678760109850|Public Safety Academy|2||4|3|3|3|4|4|2|5|3|5|4|3|3|3|4|5|4|2|5|5|4|4|4|Met||2026-06-17|2026 36678760117192|SOAR Charter Academy|2||5|4|4|4|4|5|5|4|4|4|5|4|4|3|3|3|4|5|5|1|5|5|4|Met||2026-06-16|2026 36678760120006|New Vision Middle|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|1|0|4|4|3|Met||2026-06-17|2026 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|OFY San Bernardino remains committed to implementing California State Standards through a flexible instructional model designed to meet students’ academic and social emotional needs. Instruction is delivered through independent study curriculum, Edmentum coursework, direct instruction classes, intervention supports, and Career Technical Education pathways. Students have access to coursework aligned to Common Core State Standards, Next Generation Science Standards, and English Language Development standards. During the 2025–26 school year, the LEA expanded professional learning opportunities aligned to instructional best practices and student needs. Staff participated in training related to English Language Development, differentiated instruction, intervention strategies, and special education support. These efforts align with Goal 2, Actions 1, 2, 5, 7, and 11 focused on strengthening support for English Learners and students with disabilities. The LEA also expanded Career Technical Education pathways including Nursing, Cosmetology, Veterinary Science, and Visual Arts. Educational partner feedback reflected interest in additional pathways including culinary arts, coding, automotive, and business programs. These efforts support Goal 4, Actions 1 and 2 related to college and career readiness. Additionally, OFY San Bernardino continued utilizing Exact Path, iLit, and small group instruction classes to provide differentiated academic support for all student groups.|2026-06-26|2026 36678760121343|iEmpire Academy|2||4|4|4|2|2|4|4|4|3|3|4|4|4|2|2|2|1|3|1|1|4|4|4|Met||2026-06-17|2026 36678760122317|Hardy Brown College Prep|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026 36678760126714|Woodward Leadership Academy|2|100 % of WLA students have access to standards-aligned instructional materials Through the benchmarks used in Iready K-2 show 55% are at grade level in ELA. and 20% are at grade level inMath. For grades 3-6 16% were at grade level in ELA and 12% were at g|4|3|4|4|4|5|3|5|5|5|4|4|4|4|4|4|4|4|3|0|3|3|3|Met||2026-06-29|2026 36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|0|4|5|5|0|5|4|5|Met||2026-05-26|2026 36678760136952|Entrepreneur High|2||4|4|3|3|4|4|4|4|3|4|4|3|3|3|4|4|3|4|4|4|4|4|4|Met||2026-06-17|2026 36678760137935|Savant Preparatory Academy of Business|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||2026-06-16|2026 36678763630993|Provisional Accelerated Learning Academy|2||4|4|4|4|4|5|5|5|4|5|4|4|4|4|4|4|5|4|4|4|4|4|4|Met||2026-06-25|2026 36678920000000|Trona Joint Unified|2||3|3|3|3|3|3|3|3|3|3|4|3|4|3|3|4|2|2|4|3|4|3|3|Met||2026-06-25|2026 36679180000000|Victor Elementary|2||5|3|5|4|4|5|5|5|5|5|5|5|5|3|3|0|1|5|5|0|5|5|5|Met||2026-06-24|2026 36679186101927|Sixth Street Prep|2||4|4|5|3|3|5|5|5|5|5|5|5|5|4|3|0|5|5|5|0|5|5|5|Met||2026-06-24|2026 36679186118350|Mountain View Montessori Charter|2||4|4|5|3|3|5|5|5|5|5|5|4|5|4|4|0|5|5|5|0|5|5|5|Met||2026-06-24|2026 36679340000000|Victor Valley Union High|2||4|5|2|4|5|5|5|5|5|5|4|4|3|4|4|4|5|5|5|5|4|4|2|Met||2026-06-25|2026 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 provides a flexible, student-centered instructional program supporting academic & social-emotional needs through independent study, digital platforms, direct instruction, & Small Group Instruction. The school regularly reviews curriculum, instruction, and interventions to ensure access to rigorous, standards-aligned learning. In 2025–26, OFY-VV refined instructional programs to support achievement & college/career readiness. Standards-based coursework is delivered through Edmentum, LYLA, Bright Thinker, iLit, and independent study curriculum. Teachers provide direct instruction, interventions, standards-based materials, and individualized academic support. Bright Thinker provides digital/print options to increase flexibility, and LYLA supports engagement. Support for English Learners and Long-Term English Learners includes integrated & designated ELD instruction, literacy interventions, and targeted support in reading comprehension, academic vocabulary, writing, and language development. Professional development focuses on instructional strategies, curriculum implementation, intervention practices, student engagement, educational technology, and data-informed instruction. OFY-VV continues expanding CTE, dual enrollment, A-G coursework, and college/career readiness opportunities. The school maintains A-G approved science and core courses, including SGI Chemistry, and continues aligning curriculum to CA State Standards, grade-level expectations, and graduation requir|2026-06-26|2026 36679590000000|Yucaipa-Calimesa Joint Unified|2||4|3|4|4|3|4|4|4|5|3|4|4|4|4|3|5|2|5|5|4|5|5|4|Met||2026-06-23|2026 36679590114256|Inland Leaders Charter|2||5|4|5|5|4|5|4|5|5|5|5|4|5|5|5|4|4|5|3|4|5|5|5|Met||2026-06-29|2026 36679590124032|Competitive Edge Charter Academy (CECA)|2||4|3|4|4|3|4|4|4|5|3|4|4|4|4|3|5|2|5|5|4|5|5|4|Met||2026-06-23|2026 36738580000000|Baker Valley Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026 36738900000000|Silver Valley Unified|2||5|4|2|5|5|5|4|2|5|5|5|4|2|5|5|5|4|5|4|5|5|4|4|Met||2026-06-16|2026 36739570000000|Snowline Joint Unified|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|Met|Snowline Joint Unified School District (SJUSD) remains committed to effective implementation of California State Board–adopted academic standards through a coherent system of professional learning, coaching, and instructional support. Strong Professional Learning Communities (PLCs) are central to this work, with teachers engaging in ongoing cycles of collaboration focused on analyzing student data, refining instruction, and ensuring alignment to essential grade-level standards. The district prioritizes high-quality professional development, including implementation of a comprehensive literacy playbook that provides clear, research-based guidance for standards-aligned instruction. This work is supported through site-based coaching, district-led training, and collaborative networks that promote consistency across schools. SJUSD continues to focus on equitable access to rigorous instruction, particularly for English Learners (ELs) and Long-Term English Learners (LTELs). Targeted professional learning supports both designated and integrated English Language Development (ELD), ensuring language development is embedded within core instruction and aligned to state standards. Through these efforts, SJUSD is strengthening instructional coherence, improving outcomes, and supporting all students in mastering grade-level standards.|2026-06-30|2026 36741380000000|Colton-Redlands-Yucaipa ROP|2|||||||||||||||||||||||||Not Met|||2026 36742110000000|Baldy View ROP|2|||||||||||||||||||||||||Not Met|||2026 36745180000000|San Bernardino County ROP|2|||||||||||||||||||||||||Not Met|||2026 36750440000000|Hesperia Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-10|2026 36750440107516|Summit Leadership Academy-High Desert|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|3|4|4|5|4|4|4|Met||2026-06-10|2026 36750440112441|Pathways to College K8|2||5|3|4|4|5|5|3|4|4|4|5|3|3|3|3|1|2|4|2|1|4|3|2|Met||2026-06-16|2026 36750440114389|Altus Schools Mirus|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||2026-06-24|2026 36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 36750440118059|LaVerne Elementary Preparatory Academy|2|LEPA seeks to provide an innovative, classical educational program that will enable all scholars to learn skills, acquire knowledge, apply wisdom, and develop character within a rich, diverse, and nurturing learning environment. The curriculum focuses on|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|4|5|5|5|Met||2026-06-26|2026 36750510000000|Lucerne Valley Unified|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|4|4|Met||2026-06-12|2026 36750510115089|Sky Mountain Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|4|4|Met|All of our high school science courses are aligned with NGSS. We continue to grow our CTE program and added pathways in Graphic Design, Game Design, 2D Visual Art, 3D Visual Art, Photography, Teaching, Early Childhood Education, and Human Services during 2025-26. Our individualized approach to professional development involves goal setting, teacher evaluation data, 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 and Structured Literacy Teachers on Special Assignments (TOSAs) led the rollout of the new AMIRA Universal Screening tool. TOSAs then followed up with all identified students to support the ES and families for early prevention in the home classroom. Direct instruction was also offered using specially trained teachers and curricula. 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.|2026-06-04|2026 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|5|4|4|Met|The school has maintained an overall average score of 3.91, 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.|2026-05-26|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|4|5|5|4|4|5|5|4|Met||2026-06-18|2026 36750510138107|Southern California Flex Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|4|5|5|5|5|Met||2026-06-10|2026 36750510139188|Granite Mountain Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|4|5|5|5|Met||2026-06-17|2026 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|4|3|4|3|3|4|3|4|4|3|4|3|4|3|3|4|4|5|5|4|3|3|3|Met||2026-06-17|2026 36750770000000|Apple Valley Unified|2||5|5|4|4|4|5|5|4|5|5|5|5|4|4|4|5|5|4|5|5|4|4|4|Met||2026-06-11|2026 36750773631207|Academy for Academic Excellence|2||5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|4|5|5|5|5|5|5|4|Met|The school has fully adopted the California Standards-Aligned curriculum throughout grades TK-12. We are currently continuing our CTE programs in Arts, Media, and Entertainment, and Information and Communication Technologies with great interest and success. ELD curriculum and support have been implemented fully across the school, and we are finishing up our first year with the newly adopted ELD curriculum. With the new California Mathematics adoption, the secondary math department is adopting a new curriculum for 26-27 for grades 6-12. The school is also transitioning from an Integrated Pathway to a Traditional Pathway for high school Mathematics (Algebra I, Geometry, and Algebra II). Teachers will receive ongoing professional development for the successful implementation of this curriculum.|2026-06-08|2026 37103710000000|San Diego County Office of Education|2||5|4|5|5|5|5|4|5|5|5|4|4|4|4|4|4|4|3|4|3|4|4|4|Met|Our LEA is an alternative school district (Juvenile Court and Community Schools). Over the past several years, we have focused on implementing and continuously improving our integrated English Language Development (ELD) instructional framework across all core content areas. We have adopted a new ELA/ELD curriculum for all secondary grade levels and ensure it provides the necessary supports for differentiation to meet the diverse needs of our students. In addition, we are strengthening both integrated and designated ELD, ensuring that designated ELD instruction is consistently occurring to further support English Learners’ language development. Our goal remains to ensure that ELD standards are meaningfully embedded throughout all content areas as part of an ongoing cycle of continuous improvement. Across all school sites, we are strengthening alignment through the consistent use of district-adopted curriculum, a shared instructional focus, and cross-content strategies.|2026-06-10|2026 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 measures include Measures of Academic Progress (MAP), CAASPP Interim|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 ensuring equitable access to California's academic standards for all students. The school invests in professional learning focused on standards-based instruction, CAASPP-aligned instructional planning, effective use of assessment data, and integrated and designated English Language Development (ELD). Teachers collaborate through professional learning communities, instructional coaching, classroom observations, and data analysis to strengthen instructional practices. Standards-aligned curricula, including Reach for Reading, Eureka Math, Discovery Science, and Studies Weekly, support implementation of the California Common Core State Standards and Next Generation Science Standards. MAP Growth, CAASPP Interim Assessments, classroom-based assessments, and teacher observations are used to monitor progress, inform instruction, and provide targeted support, particularly for English learners and newcomer students. Students also benefit from STEM, technology, visual arts, and project-based learning opportunities. Iftin remains focused on strengthening instruction, expanding access to high-quality instructional resources and technology, and providing intervention supports to ensure every student is prepared for long-term academic success.|2026-06-18|2026 37103710114678|High Tech High Chula Vista|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710114694|High Tech High North County|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710119271|High Tech Middle North County|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710123042|High Tech Middle Chula Vista|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710123059|High Tech Elementary Chula Vista|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 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|5|3|5|3|3|5|4|5|3|3|5|4|5|3|3|1|4|4|3|0|4|4|4|Met|HGCS is actively implementing 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. We have designed and made shirts and cups. We are in the purchasing phase of our 3D printer and other maker space technology. 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. We are in year 2 of implementation. 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.|2026-06-17|2026 37103710127605|High Tech Elementary North County|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710134577|Altus Schools Coastal|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||2026-06-24|2026 37103710136085|Scholarship Prep - Oceanside|2||5|5|5|3|5|5|5|5|4|5|5|5|5|4|5|2|4|4|4|2|5|5|5|Met||2026-06-18|2026 37103710136473|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||2026-06-24|2026 37103710137067|High Tech High Mesa|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710137695|Community Montessori|2||4|4|3|4|4|4|4|3|4|4|5|4|3|3|3|0|4|4|3|0|4|4|3|Met||2026-06-26|2026 37103710137752|Dimensions Collaborative|2||3|2|2|3|3|5|5|5|5|5|3|2|2|2|3|4|4|4|4|3|4|3|3|Met||2026-06-26|2026 37103710138016|Pacific 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||2026-06-11|2026 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|The Classical Academy continues to make progress in implementing the academic standards adopted by the State Board of Education through ongoing professional learning, curriculum alignment, data analysis, and instructional refinement. Teachers and instructional leaders regularly collaborate to ensure classroom instruction is aligned to state standards and reflects best practices that support student learning and achievement. The LEA utilizes a variety of locally selected measures and tools, including benchmark assessments, classroom-based assessments, curriculum reviews, walkthrough observations, professional development feedback, and student performance data to monitor implementation and effectiveness of the standards. The Classical Academy remains committed to providing rigorous, standards-aligned instruction while supporting continuous improvement through targeted intervention, differentiated instruction, and ongoing support for educators. Progress in implementation is evident through increased instructional alignment, expanded use of data-informed practices, and continued focus on meeting the academic needs of all students.|2026-05-29|2026 37103710138594|Dual Language Immersion North County|2||4|3|4|1|2|4|4|4|4|4|4|4|4|4|4|2|4|4|3|5|3|4|4|Met|DLINC continues to strengthen its implementation of state academic standards through a coherent instructional system grounded in the 5D Instructional Framework. All teachers set annual instructional goals aligned to the standards and engage in regular coaching cycles that include classroom observations, feedback, and reflection with the school’s instructional coach. Over the past four years, the school has adopted new, standards-aligned ELA and Math curricula, and teachers have participated in comprehensive training to ensure strong implementation. These structures—goal-setting, coaching, curriculum alignment, and ongoing professional learning—support consistent, high-quality instruction aligned to California’s academic standards across all grade levels.|2026-06-15|2026 37103710138768|High Tech Middle Mesa|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710138776|High Tech Elementary Mesa|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37103710138792|JCS - Manzanita|2|N/A - See Option 2: Reflection Tool.|5|4|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|5|4|4|4|4|4|Met|The LEA has implemented curriculum and resources aligned with California standards and the Common Core State Standards for several years. Teachers receive ongoing professional learning to effectively use curriculum, differentiate instruction, and improve student outcomes. Partnerships with Educational Enrichment Providers support instruction in CTE, Health, Physical Education, Visual and Performing Arts, and World Languages. Each year, the LEA selects a professional development focus based on student and staff needs, using a Professional Learning Community (PLC) model. Recent focuses have included social-emotional learning, positive behavior systems, Leader in Me, and PBIS. Teachers also set and monitor individual professional growth goals using NWEA MAP assessment data collected three times annually. Goals are revised based on student outcomes, and teachers receive observations and feedback at least twice each year. The LEA continues to strengthen support systems through individualized professional learning plans and ongoing coaching to improve instructional effectiveness and student achievement.|2026-06-12|2026 37103716119119|Literacy First Charter|2||5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|4|5|4|5|5|5|5|Met||2026-06-10|2026 37679670000000|Alpine Union Elementary|2||5|4|5|4|4|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|4|Met||2026-06-24|2026 37679830000000|Borrego Springs Unified|2||5|2|5|5|5|5|5|5|5|5|5|1|5|5|5|4|4|5|5|5|5|5|5|Met||2026-06-25|2026 37679830134890|San Diego Workforce Innovation High|2||4|4|5|4|5|4|4|5|4|5|5|4|4|4|5|5|4|4|5|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.|2026-05-26|2026 37679910000000|Cajon Valley Union|2||4|3|3|3|2|4|3|3|3|3|4|3|3|2|2|3|2|3|3|2|4|3|3|Met|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.|2026-06-30|2026 37679910108563|EJE Elementary Academy Charter|2|EJEA uses multiple locally selected measures and tools to monitor implementation of California’s academic standards. These include CAASPP and ELPAC results, NWEA MAP Growth assessments in English and Spanish, curriculum-embedded assessments, classroom obs|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|0|3|5|4|4|4|4|4|Met||2026-06-29|2026 37679910119255|EJE Middle Academy|2|EJE Middle School Academy uses multiple locally selected measures and tools to monitor implementation of California’s State Board-adopted academic standards. These include CAASPP and ELPAC results, NWEA MAP Growth assessments in English and Spanish, curri|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|0|3|5|4|4|4|4|4|Met|EJE Middle School Academy continues to strengthen implementation of California’s academic standards through standards-aligned curriculum, collaborative planning, professional development, classroom observations, and ongoing analysis of student achievement data. Teachers use state and local assessment results, student work, and classroom performance to identify learning needs, adjust instruction, and provide targeted support. As a dual language school, EJE places particular emphasis on ensuring that English learners have access to rigorous grade-level content through Integrated and Designated ELD while continuing to develop bilingualism and biliteracy. The school is also strengthening its Multi-Tiered System of Support (MTSS) to provide timely academic, behavioral, and social-emotional interventions. EJE continues to improve alignment across content areas and grade levels while expanding standards-aligned opportunities in STEAM, physical education, health, visual and performing arts, world languages, electives, and college and career readiness. Data from multiple measures will continue to guide instructional priorities, professional development, interventions, and resource allocation to ensure equitable access to rigorous standards-based instruction for all students.|2026-06-29|2026 37679910139394|Kidinnu Academy|2|Learning at Kidinnu Academy is intentional. Every instructional decision is grounded in state standards, and every lesson is anchored by a clear learning target so students understand not just what they are learning, but why it matters. Student progress i|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|0|4|4|3|0|5|5|5|Met||2026-06-18|2026 37679910140558|Bostonia Global|2||5|5|5|4|4|5|4|5|4|4|5|4|5|4|4|5|5|4|4|5|5|4|5|Met||2026-06-30|2026 37680070000000|Cardiff 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||2026-06-08|2026 37680230000000|Chula Vista Elementary|2||5|4|4|4|4|5|5|5|5|4|5|5|5|4|4|0|5|5|5|0|5|4|4|Met||2026-06-17|2026 37680230119594|Leonardo da Vinci Health Sciences Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|5|5|5|5|5|4|5|Met||2026-06-25|2026 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||2026-06-17|2026 37680236037956|Feaster (Mae L.) Charter|2|Feaster Charter School utilizes a comprehensive set of locally selected measures and tools to monitor its progress in implementing the academic standards adopted by the California State Board of Education. In collaboration with its charter authorizer, the|5|4|5|3|4|5|5|5|5|5|5|4|5|3|3|4|5|5|5|5|5|5|5|Met||2026-06-10|2026 37680236037980|Mueller Charter (Robert L.)|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|Mueller and Bayfront annually measure progress in implementing state academic standards, with results reported regularly to the local governing board and shared with educational partners through the annual LCAP process. Professional learning cycles are thoughtfully designed each year and continuously refined to support teachers and staff in effectively delivering standards-based instruction, while educators are also encouraged to participate in additional professional learning opportunities. At the high school level, efforts are ongoing to further develop and expand the Career Technical Education (CTE) program, ensuring students have access to relevant, career-aligned pathways. Additionally, Health Education content continues to be integrated into physical education courses, supporting a more comprehensive approach to student wellness and learning.|2026-06-08|2026 37680236111322|Discovery Charter|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|4|4|5|5|5|5|5|5|Met||2026-06-09|2026 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||2026-06-08|2026 37680236116859|Arroyo Vista Charter|2||5|5|4|5|3|5|5|5|5|5|5|5|4|4|3|0|4|5|5|0|5|5|4|Met|Arroyo Vista Charter adopted Illustrative Mathematics for grades K-5 at the beginning of the 24-25 school year. Professional development was provided to all teachers during the 25-26 school year by a math consultant after a year of exploration and implementation. 6th grade teachers received training during the summer of 2026 as they embark on using the IM program with their students for the 26-27 school year. Professional development trainings and classroom observations will continue during the 26-27 school year for teachers in grades K-6. Arroyo Vista Charter adopted new History - Social Science curriculum for the 26-27 school year. Teachers will receive the initial professional development training in August 2026 for Studies Weekly and additional trainings will be provided during the 27-28 school year.|2026-06-01|2026 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.|2026-06-18|2026 37680490000000|Dehesa Elementary|2||4|4|3|4|4|4|4|4|5|4|4|4|4|4|4|0|4|3|3|0|4|4|4|Met||2026-06-24|2026 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||2026-06-22|2026 37680490129221|MethodSchools|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||2026-06-03|2026 37680490132506|Cabrillo Point Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|5|5|Met||2026-06-05|2026 37680490136416|Pacific Coast 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||2026-06-03|2026 37680490165290|Method Summit Academy|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||2026-06-03|2026 37680560000000|Del Mar Union Elementary|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-24|2026 37680800000000|Encinitas Union Elementary|2||4|4|4|4|4|4|4|5|5|4|5|4|5|5|5|0|3|5|5|0|5|5|5|Met||2026-05-19|2026 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||2026-06-25|2026 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||2026-06-15|2026 37680986116776|Classical Academy|2|The Classical Academy continues to make progress in implementing the academic standards adopted by the State Board of Education through ongoing professional learning, curriculum alignment, data analysis, and instructional refinement. Teachers and instruct|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|0|5|5|5|0|5|5|4|Met||2026-05-29|2026 37681060000000|Escondido Union High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|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 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.|2026-06-23|2026 37681060111195|Classical Academy High|2|Classical Academy High School continues to make progress in implementing the academic standards adopted by the State Board of Education through ongoing professional learning, curriculum alignment, data analysis, and instructional refinement. Teachers and|5|4|5|5|5|5|4|5|5|5|5|4|0|5|5|4|5|5|5|5|5|5|4|Met||2026-05-29|2026 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||2026-06-24|2026 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||2026-06-15|2026 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|The Fallbrook Union Elementary School District (FUESD) remains committed to delivering rigorous, standards-aligned instruction across grades PK–8 using our adopted core curriculum. While our educators consistently utilize high-quality, appropriate materials, we recognize the need for ongoing growth. Moving forward, our focus centers on intentional lesson design that fosters student independence and mastery across all content areas. To ensure program sustainability and deep alignment with student learning outcomes, we are actively leveraging our Professional Learning Communities (PLCs) to refine instructional timelines and deepen our collective understanding of academic standards in support of Priority 2. We also continue to enrich our comprehensive courses of study to support the whole child. FUESD successfully completed its second year of the elementary PLC wheel and Visual and Performing Arts (VAPA) days, providing students with hands-on experiences in dance, music, and drama. To sustain and expand this access, we have initiated hiring the part-time VAPA teachers. At the middle school level, we introduced new elective courses and began implementing Career Technical Education (CTE) aligned pathways. This groundwork positions us for expanded CTE growth in the 2026–2027 school year, broadening opportunities for student engagement and future readiness.|2026-06-18|2026 37681220000000|Fallbrook Union High|2|Fallbrook Union High School District utilizes a comprehensive system of curriculum alignment, common assessments, professional learning communities (PLCs), Guidance Alignment reviews, data reflection sessions, instructional learning walks, and curriculum|5|5|0|5|5|5|5|5|5|5|4|4|4|4|4|4|3|3|3|5|4|3|3|Met||2026-06-24|2026 37681300000000|Grossmont Union High|2||3|4|3|3|4|2|2|2|2|2|3|3|3|3|3|5|4|4|4|4|4|3|3|Met||2026-06-23|2026 37681300136077|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||2026-06-24|2026 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||2026-06-17|2026 37681303731262|Steele Canyon High|2|Steele Canyon High School uses multiple locally selected measures and tools to monitor the implementation of the California State Board of Education adopted academic standards. These measures were selected because they provide meaningful evidence of instr|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|Met|Visual and Performing Arts standards are implemented through comprehensive course offerings in visual arts, theater, music, dance, media arts, and Career Technical Education opportunities. Student performances, exhibitions, portfolio development, and course enrollment data provide evidence of student engagement and standards implementation. World Language standards are monitored through course completion, student performance, Seal of Biliteracy attainment, and departmental collaboration. Instruction emphasizes communication, cultural proficiency, and global awareness. Overall, Steele Canyon High School continues to make progress in implementing state academic standards through ongoing professional learning, collaborative planning, curriculum alignment, and the use of multiple measures to monitor student achievement. Regular analysis of local and state data allows staff to refine instructional practices, provide targeted interventions, and ensure equitable access to rigorous learning opportunities for all students. These systems support the school’s commitment to preparing graduates who are college, career, and community ready.|2026-06-17|2026 37681303732732|Helix High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|Met||2026-06-29|2026 37681550000000|Jamul-Dulzura Union Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|2|5|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.|2026-06-25|2026 37681556117303|Greater San Diego Academy|2||4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|3|5|5|5|5|5|4|Met||2026-06-25|2026 37681630000000|Julian Union Elementary|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||2026-06-12|2026 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||2026-06-11|2026 37681630137109|Diego Valley East Public Charter|2|||||||||||||||||||||||||Not Met|||2026 37681630138156|JCS - Mountain Oaks|2|N/A - See Option 2: Reflection Tool.|4|3|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|3|3|0|5|4|4|Met|JCS–Mountain Oaks has implemented curriculum and resources aligned with California standards and the Common Core State Standards for several years. Teachers receive ongoing professional learning focused on effective curriculum implementation, differentiation, and strategies to improve student learning. As a TK–8 school, career exploration opportunities are provided through career fairs, guest speakers, and student-led projects. Partnerships with parent organizations and educational enrichment providers support instruction in Health, Physical Education, and Visual and Performing Arts. The school also engages staff in annual teaching and learning goals through a Professional Learning Community (PLC) model, while individual teachers develop SMART goals to support professional growth. Ongoing professional learning plans (PIPs) help strengthen teacher capacity and instructional effectiveness. Staff feedback emphasized the importance of continued support for educators and identified opportunities to strengthen leadership and staffing structures. Suggestions included a principal dedicated exclusively to the campus, an assistant principal without teaching responsibilities, and additional office support staff to improve operational efficiency. Staff believe these enhancements would increase the school’s capacity to effectively implement academic standards and support student success.|2026-06-12|2026 37681630138628|JCS - Cedar Cove|2|N/A - See Option 2 (Reflection Tool).|4|3|4|3|3|5|4|5|4|3|4|3|4|3|3|4|4|4|5|5|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 shared feedback regarding academic standards implementation, specifically expressing concern that the current middle school ELA and social studies curriculum, MAPS, is not sufficiently rigorous or closely aligned to state standards. Staff have suggested that updated curriculum materials in these subject areas may better support student learning and ensure stronger alignment with academic expectations.|2026-06-12|2026 37681630139402|Brookfield Engineering Science Technology Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|3|3|4|3|3|4|4|4|Met||2026-06-09|2026 37681633731239|Julian Charter|2|N/A - See Option 2: Reflection Tool.|4|3|3|4|4|3|3|4|4|4|4|3|3|4|4|3|4|3|4|4|3|3|3|Met|Curriculum and resources aligned to California Content Standards and the Common Core State Standards have been implemented by the LEA for several years. Teachers receive ongoing professional learning to effectively use curriculum, differentiate instruction, and improve student outcomes. Partnerships with Parent-Teacher Organizations and Educational Enrichment Providers support the implementation of Career Technical Education (CTE), Health, Physical Education, Visual and Performing Arts (VAPA), and World Language standards in a sustainable manner. The LEA continues to improve data collection systems to ensure accurate reporting of CTE participation and outcomes. Each year, the school identifies instructional priorities aligned to student and staff needs and engages educators in collaborative professional learning through Professional Learning Communities (PLCs). Teachers also develop individual SMART goals to support their professional growth and improve student achievement. In addition, the LEA continues to strengthen support systems for educators through Professional Improvement Plans (PIPs), coaching, and targeted professional development designed to build capacity for effective standards-based instruction and continuous improvement.|2026-06-12|2026 37681710000000|Julian Union High|2|Julian Union High School District (JUHSD) utilizes multiple local measures and tools to monitor implementation of California State Academic Standards across all content areas. These measures include classroom observations, teacher evaluations, professiona|5|4|4|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|Met|JUHSD continues to support the implementation of California State Academic Standards through ongoing professional learning, collaborative planning, classroom observations, and regular review of student achievement data. As a small rural district, JUHSD is able to provide individualized support to teachers while maintaining a focus on continuous improvement. Standards-aligned instructional materials are available to all students, and staff regularly review curriculum, instructional practices, and assessment data to ensure alignment with state standards. JUHSD remains committed to providing a rigorous educational program that prepares students for success in college, career, and civic life.|2026-06-18|2026 37681890000000|Lakeside Union|2||4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|4|5|5|4|5|4|4|4|Met||2026-06-18|2026 37681893731072|River Valley Charter|2||4|3|4|4|4|5|3|5|4|4|3|4|5|5|5|1|3|4|5|5|4|4|4|Met||2026-06-15|2026 37681896120901|Barona Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|0|5|5|5|Met||2026-06-24|2026 37681970000000|La Mesa-Spring Valley|2||5|5|5|5|5|5|5|5|5|5|5|4|4|3|4|2|4|4|3|3|4|4|4|Met||2026-06-16|2026 37681970136408|Sparrow Academy|2||4|3|3|3|4|5|5|5|4|5|4|3|3|3|4|0|4|4|4|0|4|4|4|Met||2026-06-22|2026 37682050000000|Lemon Grove|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||2026-06-23|2026 37682130000000|Mountain Empire Unified|2|The district uses professional learning participation data, onboarding and induction records, Professional Learning Community (PLC) implementation data, district assessment and progress-monitoring systems, and local student achievement data to monitor imp|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 37682130123224|San Diego Virtual|2|San Diego Virtual School uses multiple locally selected measures and tools to monitor progress in implementing California State Academic Standards across all content areas. These measures include curriculum alignment reviews, benchmark assessment data, CA|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|4|4|4|5|5|5|5|5|Met||2026-06-05|2026 37682130127084|Compass Charter Schools of San Diego|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|4|4|4|4|5|5|4|Met||2026-06-13|2026 37682130129668|Motivated Youth Academy|2||5|5|4|4|4|5|5|5|5|5|4|4|4|4|4|3|4|5|4|4|4|4|4|Met||2026-06-18|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 37682130138636|JCS - Pine Valley|2|N/A - See Option 2: Reflection Tool.|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|Met|The LEA has adopted NGSS-aligned science curriculum and provides ELD curriculum aligned to state ELD standards. All student groups demonstrated growth during the year. Partnerships with Educational Enrichment Providers and sister schools support implementation of CTE, Health, Physical Education, Visual and Performing Arts, and World Language standards. Staff are provided collaborative planning time to develop interdisciplinary projects and align instructional materials with current standards. The LEA also invests in educator growth through teacher induction, Professional Learning Communities (PLCs), and ongoing professional development aligned to schoolwide goals. Teachers establish individual SMART goals to support professional growth and student achievement. Additionally, the LEA continues to strengthen teacher capacity through Professional Improvement Plans (PIPs) and targeted support to ensure effective standards-based instruction and continuous improvement.|2026-06-12|2026 37682210000000|National Elementary|2||5|5|5|5|3|5|5|5|5|3|5|5|5|5|3|0|2|2|2|0|4|4|4|Met||2026-06-24|2026 37682210101360|Integrity Charter|2||5|5|4|4|5|5|5|4|5|5|4|4|4|4|4|0|5|5|4|0|5|5|5|Met||2026-06-08|2026 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||2026-06-15|2026 37683040000000|Ramona City Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-25|2026 37683120000000|Rancho Santa Fe Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-23|2026 37683380000000|San Diego Unified|2|The district annually measures its progress implementing the state academic standards adopted by the State Board of Education and reports the results to the Board of Education in conjunction with adoption of the Local Control and Accountability Plan (LCAP|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 37683380101204|High Tech Middle|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37683380101345|KIPP Adelante Preparatory Academy|2||5|5|5|5|3|5|5|5|5|3|4|4|4|4|4|2|3|4|4|3|5|5|5|Met||2026-06-11|2026 37683380106732|High Tech High International|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 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||2026-06-17|2026 37683380107573|High Tech Middle Media Arts|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37683380108787|High Tech High Media Arts|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37683380109033|King-Chavez Arts and Athletics Academy|2|||||||||||||||||||||||||Not Met|||2026 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 11 Magnolia Public Schools to provide monthly professional development for each department.|2026-06-17|2026 37683380111898|Albert Einstein Academies|2||5|4|2|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|Met||2026-07-20|2026 37683380111906|King-Chavez Preparatory Academy|2|||||||||||||||||||||||||Not Met|||2026 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 learning included Teacher Clarity, supporting Multilingual Learners, Gradual Release of Responsibility, rigor aligned with SBAC for Math and ELA, and effective practices for implementing formative assessments. Staff meet every morning to consistently engage in research, data collection and analysis, and reflection to improve teaching and learning. Teachers also engaged in coaching cycles with an Expert Teacher to provide ongoing support and growth opportunities through co-planning, co-teaching, immediate feedback, and analysis of student data. 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.|2026-05-26|2026 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||2026-06-16|2026 37683380118851|King-Chavez Community High|2||5|3|4|3|4|5|3|4|3|5|4|4|4|4|4|4|4|5|5|5|4|4|3|Met||2026-06-03|2026 37683380119610|Gompers Preparatory Academy|2||5|4|5|5|5|4|3|4|4|4|4|3|4|4|4|3|4|5|5|5|5|5|5|Met|During the 25/26 school year, GPA continued implementation of our Alignment Essentials that support all staff and students with specific routines and best practices. This alignment work supports 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 backwards design planning, standards-based learning, social emotional wellness, trauma informed strategies, and targeted instructional methods.|2026-06-16|2026 37683380121681|San Diego Global Vision Academy|2||5|5|5|4|3|5|5|5|4|4|5|4|4|4|3|0|4|4|4|0|5|5|5|Met||2026-06-10|2026 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 2026 LCAP we are encouraging teachers to go to conferences, etc. by including conference attendance as a prompt on formal evaluations.|2026-06-10|2026 37683380123778|Old Town Academy K-8 Charter|2||3|3|3|3|3|4|2|4|4|4|3|2|3|3|3|0|3|4|3|0|4|4|3|Met||2026-07-13|2026 37683380124347|City Heights Preparatory Charter|2||4|4|4|4|4|5|4|3|4|4|4|4|3|4|3|3|3|2|5|4|4|4|4|Met||2026-06-05|2026 37683380126730|Kavod Charter|2||4|3|4|2|3|4|3|5|4|3|4|3|5|3|3|0|3|4|4|5|3|3|3|Met||2026-06-16|2026 37683380127647|e3 Civic High|2||5|4|5|4|5|4|4|4|4|4|5|4|4|4|5|5|5|5|5|5|5|5|5|Met||2026-06-22|2026 37683380129387|Empower Language Academy|2||5|4|5|4|5|5|4|5|4|5|4|5|5|4|5|0|5|5|4|5|5|5|5|Met||2026-06-17|2026 37683380129395|Elevate|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||2026-06-08|2026 37683380131565|High Tech Elementary|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||2026-06-18|2026 37683380131979|Ingenuity Charter|2||5|5|5|5|5|5|5|4|4|5|5|4|5|5|5|4|4|4|4|4|5|4|4|Met||2026-06-03|2026 37683380135913|Urban Discovery Academy Charter|2||4|4|5|4|4|5|4|5|4|4|4|4|4|4|4|5|4|4|5|4|5|4|4|Met||2026-06-17|2026 37683380136663|America's Finest Charter|2||5|5|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|5|5|4|4|Met||2026-07-22|2026 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||2026-06-25|2026 37683383731189|Preuss School UCSD|2|Overall, The Preuss School continues to make progress implementing state academic standards through rigorous instruction, ongoing professional learning, data-informed decision-making, and targeted support systems designed to ensure all scholars are prepar|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 2026-27 Local Performance Indicator Self-Reflection for The Preuss School UC San Diego Page 9 of 19 Arts, and music continue to grow. Reflective practices and professional learning continue to align to the Graduate Profile, stakeholder engagement through SSC, ELAC, and PTA.|2026-06-29|2026 37683383731247|High Tech High|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 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||2026-06-25|2026 37683386039457|Darnall Charter|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||2026-06-29|2026 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||2026-06-09|2026 37683386040018|Harriet Tubman Village Charter|2||4|3|4|3|4|4|4|4|4|4|4|3|4|3|4|0|3|4|4|0|4|4|4|Met||2026-06-24|2026 37683386040190|King-Chavez Community 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||2026-06-03|2026 37683386061964|The O'Farrell Charter|2||5|5|5|5|5|5|5|4|4|5|5|5|5|5|5|4|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.|2026-06-03|2026 37683386113211|McGill School of Success|2|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|5|5|5|3|5|5|5|5|3|5|5|5|5|3|5|0|5|5|5|0|4|5|4|Met||2026-06-05|2026 37683386115570|Museum|2||3|3|3|3|1|4|4|4|4|3|5|4|5|3|3|0|5|5|5|3|4|3|4|Met||2026-06-16|2026 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-align|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-23|2026 37683386117683|High Tech Elementary Explorer|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|3|5|5|5|5|5|Met||2026-06-18|2026 37683386119168|San Diego Cooperative Charter|2|San Diego Cooperative Charter School (SDCCS) utilizes multiple measures to monitor student progress and support implementation of California State Academic Standards. These measures include NWEA MAP assessments, CAASPP, mClass literacy screening, and Orto|5|4|5|5|5|5|4|5|5|5|5|4|5|4|5|0|5|5|5|0|5|5|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 every student can thrive as a lifelong learner and engaged community member.|2026-06-09|2026 37683386119598|King-Chavez Academy of Excellence|2||4|4|4|3|3|5|5|5|4|4|4|4|4|3|3|0|3|5|5|4|4|5|3|Met||2026-06-03|2026 37683460000000|San Dieguito Union High|2||5|4|5|5|5|4|4|4|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|Recommended instructional materials being piloted in 26-27, with the potential for adoption in 27-28, are comprehensive and include: English (grades 7-8); Integrated Math A through Integrated Math 3, Human Anatomy & Physiology, Advanced Placement (AP) Courses including Calculus A/B & B/C, AP Environmental Science, AP Spanish, AP French, and French 1-4, AP Physics C, AP Precalculus, and Financial Literacy (new graduation requirement), Spanish 4, 5, Spanish for Spanish speakers.|2026-06-17|2026 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|The District has made steady progress in implementing the California State Standards through aligned curriculum, targeted professional development, and collaborative instructional practices. Ongoing analysis of student data and feedback from educational partners informs adjustments to instruction and support systems. While progress is evident, the District recognizes the need to further strengthen consistency of implementation across grade levels and content areas. Efforts will continue to focus on deepening instructional practices, expanding intervention supports, and ensuring equitable access to rigorous standards-based learning for all students.|2026-06-25|2026 37683610000000|Santee|2||5|3|4|4|4|5|5|5|5|5|4|3|4|3|3|2|5|4|4|0|4|4|3|Met||2026-06-16|2026 37683790000000|San Ysidro Elementary|2|San Ysidro School District uses multiple local measures to monitor the implementation of California State Academic Standards, including Data Reflection Sessions (DRS), Professional Learning Communities (PLCs), classroom observations and walkthroughs, loca|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|3|3|5|5|5|Met||2026-06-18|2026 37683870000000|Solana Beach Elementary|2||5|5|4|4|5|5|5|5|5|5|5|5|5|4|5|0|5|5|5|0|5|4|4|Met||2026-06-18|2026 37683950000000|South Bay Union|2||5|5|3|5|5|5|5|3|5|5|5|5|3|5|5|0|5|5|5|0|5|5|4|Met||2026-06-18|2026 37683956040505|Imperial Beach Charter|2||5|5|2|4|4|5|5|2|4|4|5|5|2|4|4|0|4|5|5|0|5|5|4|Met||2026-06-18|2026 37683956040513|Nestor Language Academy Charter|2||5|5|4|5|5|5|5|4|4|4|5|5|4|4|4|3|4|4|4|5|4|4|4|Met||2026-06-18|2026 37684030000000|Spencer Valley Elementary|2||4|2|4|4|4|4|2|3|5|5|4|3|4|4|4|0|3|5|3|1|3|3|3|Met||2026-06-24|2026 37684030125401|Insight @ San Diego|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|4|4|0|5|4|5|Met|All teachers receive a professional development and training plan at the beginning of each school year outlining schoolwide goals and instructional priorities. Teachers have access to a variety of optional professional development opportunities aligned to their interests and identified needs, with ongoing staff surveys used to determine areas for additional support. Instructional coaches provide targeted coaching cycles and trainings based on teacher need, and while participation is not mandatory for all staff, many teachers choose to participate to strengthen their instructional practices and teaching skills. Teachers requiring additional support receive targeted assistance from their Lead, trainer, and instructional coach throughout the school year.|2026-06-22|2026 37684036120893|California Virtual Academy @ San Diego|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-10|2026 37684110000000|Sweetwater 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||2026-06-08|2026 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||2026-06-24|2026 37684113731304|MAAC Community Charter|2|**Implementation of State Academic Standards (Priority 2)** MAAC Community Charter School monitors implementation of California's State Academic Standards through multiple measures, including classroom observations, instructional leadership meetings, pro|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|0|Met||2026-06-16|2026 37684370000000|Vallecitos Elementary|2|Vallecitos Elementary School District measures implementation of California's adopted academic standards through locally selected measures aligned to Goal 1 of the 2026–27 LCAP. These measures include teacher assignment and credential monitoring (Metric 1|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-26|2026 37684520000000|Vista 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||2026-06-26|2026 37684520106120|SIATech|2||4|3|3|3|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|4|3|3|Met||2026-06-16|2026 37684520114264|North County Trade Tech High|2|We use both summative and formative assessment in determining our students' progress towards achieving standard in all academic areas. Most of our assessment tools are internal, teacher-created items. We also use iReady as a beginning and end of year asse|5|3|4|5|5|5|3|4|5|4|5|3|4|5|4|4|3|4|5|3|5|4|3|Met||2026-06-09|2026 37684520124917|Guajome Learning Centers|2|We have made consistent progress|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|0|5|5|5|5|Met|We have met and exceeded the criteria|2026-06-09|2026 37684520128223|Bella Mente Montessori Academy|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|4|1|1|4|4|4|Met||2026-06-09|2026 37684523730942|Guajome Park Academy Charter|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|Guajome Park Academy Charter is committed to implementing California State Standards through a rigorous instructional program aligned with the International Baccalaureate (IB) framework. The school utilizes the Understanding by Design (UbD) planning model to ensure curriculum, instruction, and assessment are standards-based and focused on student learning outcomes. Professional development supports teachers in standards implementation, data analysis, differentiation, student engagement, and effective instructional practices. Teachers collaborate regularly to review student performance data, analyze student work, and refine instruction to meet the needs of diverse learners. As a K–12 IB World School, Guajome emphasizes inquiry, critical thinking, communication, and real-world application of knowledge. Students develop both academic content knowledge and transferable skills that prepare them for college, career, and civic engagement. The school continuously reviews curriculum and instructional practices to ensure alignment with California State Standards, including English Language Development standards. Through ongoing reflection, collaboration, and professional growth, Guajome remains committed to providing equitable access to high-quality learning experiences and supporting success for all students.|2026-06-11|2026 37735510000000|Carlsbad Unified|2||5|3|5|5|4|5|4|4|5|4|5|4|4|5|4|5|5|5|5|5|4|4|4|Met||2026-06-24|2026 37735690000000|Oceanside Unified|2||4|4|4|3|2|5|5|5|5|5|4|4|3|3|3|5|5|5|4|3|4|4|4|Met||2026-06-02|2026 37735690136267|Coastal Academy Charter|2|Coastal Academy Charter continues to make progress in implementing the academic standards adopted by the State Board of Education through ongoing professional learning, curriculum alignment, data analysis, and instructional refinement. Teachers and instru|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|4|5|5|5|5|5|5|4|Met||2026-05-29|2026 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|5|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. PVC continues to implement an Instructional Framework to support teachers in maximizing student learning and unifying instructional best practices schoolwide. The focus for the 2026-27 school year continues to be to implement the Instructional Focus around reading, aligned to the EL Roadmap. Additionally, PVC will strengthen the SEL focus around PBIS that began in the 2025-26 school year. The school will continue to provide targeted instructional coaching based on teachers’ identified areas of growth within the domains of the framework and in alignment with PBIS strategies.|2026-06-23|2026 37737910000000|San Marcos Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|4|Met||2026-06-25|2026 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|"Pivot Charter School continues to demonstrate ""Full Implementation"" of all California Common Core and State Standards. Our blended learning model leverages high-quality, standards-aligned digital curricula to ensure every student, regardless of geographic location, has equitable access to rigorous content."|2026-06-16|2026 37745260000000|San Diego County ROP|2|||||||||||||||||||||||||Not Met|||2026 37754160000000|Warner Unified|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|5|5|5|5|5|3|3|3|Met||2026-06-08|2026 37754160122796|All Tribes Elementary Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|4|4|4|Met|The academic standards at All Tribes are compliant with the content standards set by the state of California. To measure the results of academic standards, All Tribes uses a percentile and A-F grade scale for most classes. All Tribes uses online learning programs such as Acellus and i-Ready for supplementary education for its students. Teachers undergo annual training for using Acellus and i-Ready programs, and the CHKS staff surveys deliver data on what staff seek in terms of professional development. All Tribes charter looks at CAASPP testing and also i-Ready placement scores for configuring academics.|2026-07-23|2026 37754160132472|California Pacific Charter - San Diego|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||2026-06-16|2026 37754160138651|San Diego Mission Academy|2||5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|3|5|5|4|5|5|5|5|Met|The school has maintained an overall average score of 4.80, 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.|2026-06-05|2026 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 through standards-aligned instruction, curriculum, and assessments. Students have access to a broad course of study, including Career Technical Education (CTE) pathways developed through school programs and community college partnerships. Health education standards are addressed through approved curriculum and synchronous or asynchronous courses that align with the California Healthy Youth Act when applicable. Physical education standards may be completed through home-based instruction or approved community programs. The school establishes clear grade-level learning expectations to ensure students are prepared for success in TK–12 education and future college and career pathways. Ongoing analysis of student achievement data informs professional development, staff training, and grade-level collaboration to strengthen instructional practices and improve student outcomes. Through personalized learning, targeted supports, and continuous improvement efforts, Sage Oak ensures all students have access to rigorous, engaging, and standards-based educational opportunities.|2026-06-18|2026 37754160139386|Excel Academy Charter|2|Excel Academy Charter School (EACS) delivers a high-quality educational model rooted in personalized learning, flexible instructional schedules, and a proven Multi-Tiered System of Supports (MTSS) designed to meet the diverse academic, social-emotional, a|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met|Excel Academy Charter School (EACS) remains committed to implementing California State Board of Education adopted academic standards through a personalized learning model supporting all students. Ongoing professional development, instructional coaching, and collaborative planning ensure curriculum alignment and effective instruction across content areas. EACS uses data-driven decision-making, progress monitoring, and collaboration among teachers, students, and parents to provide differentiated instruction and equitable access to rigorous, standards-aligned learning opportunities. All English Learner (EL) students receive targeted English Language Development (ELD) instruction from credentialed teachers with CLAD authorization. Instruction includes asynchronous curriculum programs with synchronous small-group instruction focused on listening, speaking, reading, and writing. Long-Term English Learners (LTELs) receive additional support through the Student Success Team (SST) process to address language needs and accelerate English proficiency. EACS provides NGSS-aligned science instruction across grade levels. Students in grades 7–12 may participate in teacher-led science courses using the Bright Thinker curriculum and hands-on lab kits to support scientific inquiry and standards mastery. The LEA continues integrating social-emotional learning, college and career readiness, and technology-based instruction to support student success and growth.|2026-06-18|2026 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|Through the Edgenuity online instructional program, students have access to standards-aligned coursework in English Language Arts, Mathematics, Science, History-Social Science, World Language, Career Technical Education (CTE), Health Education, Visual and Performing Arts, and Physical Education. These courses align with the California State Board of Education content standards and provide students with access to a broad and rigorous course of study. Teachers monitor student progress through Edgenuity instructional data and course completion reports to ensure students are successful. Ongoing review of student performance data helps identify areas where additional instructional support or intervention is needed. Professional learning and support for teachers are informed by student data, instructional needs, and program monitoring. This process supports continuous improvement in instructional practices and ensures students receive standards-aligned instruction that prepares them for graduation and postsecondary success.|2026-06-02|2026 37754166119275|All Tribes Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|4|4|4|Met|The academic standards at All Tribes are compliant with the content standards set by the state of California. To measure the results of academic standards, All Tribes uses a percentile and A-F grade scale for most classes. All Tribes uses online learning programs such as Acellus and i-Ready for supplementary education for its students. Teachers undergo annual training for using Acellus and i-Ready programs, and the CHKS staff surveys deliver data on what staff seek in terms of professional development. All Tribes charter looks at CAASPP testing and also i-Ready placement scores for configuring academics.|2026-07-23|2026 37756140000000|Valley Center-Pauma Unified|2||4|4|5|3|3|5|5|5|5|4|5|4|5|3|3|4|3|5|4|5|5|4|4|Met|"Valley Center-Pauma Unified School District has maintained its ""Met"" status for state standards implementation. Based on recent leadership self-reflection surveys, the district is seeing positive momentum in curriculum development and the rollout of new instructional materials. The following progress and action plans have been established to ensure continuous growth: History-Social Science (TK–5): Assessment indicated a need for deeper classroom implementation and enhanced lesson-planning support for teachers. A fully standards-aligned TK–5 curriculum was adopted during the 25–26 school year. The district is providing comprehensive professional development to ensure the program's long-term sustainability. Next Generation Science Standards Elementary: Teachers are in year 3 of a full adoption of the Mystery Science curriculum, supported by structured pacing and implementation guides. Secondary: Staff continues to evaluate alignment of standards for college-preparatory instruction. Following a grades 6–8 pilot that resulted in a recommendation of no adoption, further curricular exploration is planned for the upcoming year. Health Education Content Standards: The standards are currently integrated into physical education courses and successfully meet state requirements. For the 26–27 school year, site teams will review alignment, develop model units, and map out how these standards integrate with mental health and SEL initiatives to meet state and local community needs."|2026-06-25|2026 37764710000000|SBC - High Tech High|2|||||||||||||||||||||||||Not Met|||2026 37764710114678|High Tech High Chula Vista|2|||||||||||||||||||||||||Not Met|||2026 37764710114694|High Tech High North County|2|||||||||||||||||||||||||Not Met|||2026 37764710119271|High Tech Middle North County|2|||||||||||||||||||||||||Not Met|||2026 37764710123042|High Tech Middle Chula Vista|2|||||||||||||||||||||||||Not Met|||2026 37764710123059|High Tech Elementary Chula Vista|2|||||||||||||||||||||||||Not Met|||2026 37764710127605|High Tech Elementary North County|2|||||||||||||||||||||||||Not Met|||2026 37764710137067|High Tech High Mesa|2|||||||||||||||||||||||||Not Met|||2026 37764710138768|High Tech Middle Mesa|2|||||||||||||||||||||||||Not Met|||2026 37764710138776|High Tech Elementary Mesa|2|||||||||||||||||||||||||Not Met|||2026 37768510000000|Bonsall Unified|2||5|4|5|4|4|5|4|5|5|5|4|4|4|4|4|4|5|5|5|5|4|4|4|Met||2026-06-25|2026 37768516113468|Vivian Banks Charter|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|0|4|4|4|0|4|4|4|Met||2026-05-08|2026 37770990136077|Altus Schools East County|2|||||||||||||||||||||||||Not Met|||2026 37771070136473|Altus Schools South Bay|2|||||||||||||||||||||||||Not Met|||2026 37771560000000|SBE - Vista Springs Charter|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-11|2026 37771640000000|SBE - College Preparatory Middle|2|||||||||||||||||||||||||Not Met|||2026 37771640137356|College Preparatory 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||2026-06-09|2026 37771720000000|SBE - Baypoint Preparatory Academy San Diego|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-10|2026 38103890000000|San Francisco County Office of Education|2||4|4|3|4|3|4|4|3|4|3|4|4|4|4|3|4|4|5|4|4|4|4|4|Met||2026-06-23|2026 38684780000000|San Francisco Unified|2||4|4|3|4|3|4|4|3|4|3|4|4|4|4|3|4|4|5|4|4|4|4|4|Met||2026-06-23|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 38684780101774|Five Keys Charter (SF Sheriff's)|2||4|4|4|4|4|5|3|4|4|4|4|3|4|3|4|4|5|3|4|3|4|4|3|Met|This school year we have invested both in supporting new initiatives, like the new Ethnic Studies course, and building out and refining our offerings in other content areas. This includes updates to our art, technology, and social science programs. Along with implementing custom Ethnic Studies curriculum, we have continued a teacher-led instructional support group to provide peer to peer consultation and collaboration. In addition, we updated our offerings for Government credit to reflect current events, including the 2026 elections and important issues on the ballot, like gerrymandering. We launched new Visual Art materials that focus on California artists and provide students with opportunities to engage with the creative process to express their individuality and reflect on how their community influences their artistic process. We have also added to our technology curriculum with new materials on digital citizenship with particular emphasis on reflection on generative AI.|2026-06-30|2026 38684780107300|City Arts & Leadership Academy|2||4|2|4|3|3|4|3|4|4|3|4|3|4|4|3|3|3|4|4|3|4|4|3|Met||2026-06-04|2026 38684780118141|Five Keys Independence HS (SF Sheriff's)|2||4|4|4|4|4|5|3|4|4|4|4|3|4|3|4|4|5|3|4|3|4|4|3|Met|This school year we have invested both in supporting new initiatives, like the new Ethnic Studies course, and building out and refining our offerings in other content areas. This includes updates to our art, technology, and social science programs. Along with implementing custom Ethnic Studies curriculum, we have continued a teacher-led instructional support group to provide peer to peer consultation and collaboration. In addition, we updated our offerings for Government credit to reflect current events, including the 2026 elections and important issues on the ballot, like gerrymandering. We launched new Visual Art materials that focus on California artists and provide students with opportunities to engage with the creative process to express their individuality and reflect on how their community influences their artistic process. We have also added to our technology curriculum with new materials on digital citizenship with particular emphasis on reflection on generative AI.|2026-06-30|2026 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 acq|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-05-20|2026 38684780123505|Mission Preparatory|2|||||||||||||||||||||||||Not Met|||2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 38684783830429|Life Learning Academy Charter|2||5|5|4|4|4|5|5|5|4|5|4|4|4|4|4|4|5|4|5|4|4|4|4|Met||2026-06-23|2026 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 acqui|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-05-20|2026 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 began a new offering within the English Only program strand, which added a Spanish Enrichment component. This was in response to community demand. Because of this, we are still learning how to utilize new curriculum resources. In addition, we are in the process of adopting a new Math curriculum, and have begun the process of piloting a new ELA curriculum for adoption, which also leads us back into the initial implementation stage in some areas. This year we moved towards a focus on individual teacher needs and differentiating PD, which teachers reported working very well. Additional offerings will include PD in ELA for small group instruction, learning sessions with an expert on executive function development in children and adolescents, as well as continued work towards a sustainable implementation of the Stephanie Harvey Toolkit and implementing this program in other content areas (Social Studies and Science) as well.|2026-06-15|2026 38684786112601|Creative Arts Charter|2||4|3|3|3|4|5|5|5|4|5|5|4|4|4|5|1|5|5|5|1|5|4|4|Met||2026-06-16|2026 38745340000000|San Francisco County ROP|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-30|2026 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||2026-06-30|2026 38771310000000|SBE - KIPP Bayview Elementary|2|||||||||||||||||||||||||Not Met|||2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 39103970000000|San Joaquin County Office of Education|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|5|3|3|4|1|4|4|4|Met||2026-06-18|2026 39103970120717|one.Charter|2||4|3|4|3|4|4|4|4|3|4|3|3|3|3|3|4|3|3|4|2|3|3|3|Met||2026-06-17|2026 39103970124958|TEAM Charter|2||5|5|5|3|3|5|5|5|5|5|5|4|4|3|3|0|3|5|4|0|5|5|4|Met||2026-06-24|2026 39103970142539|Unbound Stockton Community|2||3|3|3|2|2|4|4|4|3|3|3|3|3|2|2|1|1|3|2|1|3|2|1|Met|Our school has been diligent in our work to adopt, utilize, and support the execution of high quality curriculum and professional development. Our school is thoughtfully prioritizing areas of development to better improve our teaching, instruction, and culture of learning to ensure our students have access and meet state academic standards. This has included last year developing a thoughtful professional development plan for staff members, and slowly implementing our high quality curriculum by prioritizing development in English Language Arts and Math. Through general Tier 1 supports and pedagogical practices that translate across all contents, our school team is focused on addressing professional learning needs, to ensure standards are implemented and high quality teaching can across all contents and teaching times during the day.|2026-06-23|2026 39103973930476|Venture Academy|2||4|4|4|4|4|4|3|5|5|5|4|4|4|4|4|4|4|5|5|4|5|4|3|Met||2026-06-18|2026 39685020000000|Escalon Unified|2||4|4|4|4|4|5|5|4|5|5|4|4|4|3|3|4|3|4|4|5|4|4|4|Met|NGSS-aligned instructional materials are adopted for all grade levels and content areas. A designated ELD curriculum was adopted for the high school classes. Significant resources were invested into professional development specifically designed for the DLI program, LETRS training, and 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.|2026-06-17|2026 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 2026-27 Local Performance Indicator Self-Reflection for Escalon Charter Academy Page 8 of 18 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 constant need to review and align parent selcted materials to grade level standards|2026-06-17|2026 39685440000000|Jefferson Elementary|2||4|4|5|5|5|5|4|5|5|5|4|4|4|4|4|0|5|5|4|0|4|4|3|Met||2026-06-23|2026 39685690000000|Lincoln Unified|2|Lincoln Unified School District has uses a variety of local measures to track the progress of students in implementing the academic standards including curriculum based assessments, iReady, and local assessments developed in alignment with grade levels ac|5|5|5|4|4|5|5|5|5|5|5|5|4|4|4|4|5|5|5|5|5|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.|2026-06-24|2026 39685690132415|John McCandless Charter|2|John McCandless uses a variety of local measures to track the progress of students in implementing the academic standards including curriculum based assessments, iReady, and local assessments developed in alignment with grade levels across our district. T|4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|5|5|5|0|4|4|4|Met||2026-06-22|2026 39685770000000|Linden Unified|2||4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|5|5|5|5|5|5|4|4|Met||2026-06-18|2026 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||2026-06-16|2026 39685850101956|Aspire Benjamin Holt College Preparatory Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 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|5|5|Met||2026-06-08|2026 39685850133678|Aspire Benjamin Holt Middle|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 39685856116594|Aspire Vincent Shalvey Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 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||2026-05-20|2026 39685856118921|Aspire River Oaks Charter|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 39685930000000|Manteca Unified|2||4|4|4|3|3|4|4|4|4|3|4|4|4|3|3|3|3|4|3|3|4|4|3|Met||2026-06-16|2026 39686190000000|New Hope Elementary|2||4|4|4|4|4|5|4|4|5|4|4|4|4|4|4|0|4|4|4|0|3|3|3|Met||2026-06-09|2026 39686270000000|New Jerusalem Elementary|2||5|5|4|3|4|5|5|5|4|5|5|5|5|4|4|0|4|5|4|0|5|4|5|Met||2026-06-09|2026 39686270117796|New Jerusalem|2||5|5|4|3|4|5|5|5|5|5|5|5|5|4|4|0|5|4|4|0|5|4|5|Met||2026-06-09|2026 39686270126755|ABLE Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|1|1|5|5|5|5|5|Met||2026-06-24|2026 39686270127191|California Virtual Academy @ San Joaquin|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-18|2026 39686270129890|Delta Home Charter|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|1|1|5|0|4|4|3|Met||2026-06-09|2026 39686270129916|Valley View Charter Prep|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||2026-06-08|2026 39686270132050|Astronaut Jose' M. Hernandez Academy|2||4|3|4|3|4|4|3|4|3|4|5|3|4|3|4|0|2|4|4|0|4|4|4|Met|Our school is a TK–8 school, and some of the other adopted academic standards do not apply. In addition, we have strengthened our instructional program through collaborative coaching, the incorporation of a staff leadership team, and targeted professional development opportunities focused on intervention strategies and effective instructional practices. We continuously respond to the needs of our staff and students by analyzing California Dashboard data and other local measures to inform decision-making, refine instructional supports, and improve student outcomes. These ongoing efforts ensure that our educational program remains responsive, data-driven, and aligned with the needs of our school community.|2026-06-09|2026 39686270133116|Insight @ San Joaquin|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|3|5|5|0|5|4|5|Met||2026-06-12|2026 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||2026-06-09|2026 39686270136135|Delta Charter Online|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|4|2|5|5|5|5|Met||2026-06-09|2026 39686276119309|Delta Charter|2||4|4|4|4|4|5|4|5|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|Met||2026-06-09|2026 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||2026-06-25|2026 39686500000000|Ripon Unified|2||5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|5|5|5|5|4|5|5|4|Met||2026-06-30|2026 39686500125849|California Online Public Schools Northern California|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 39686760000000|Stockton Unified|2||4|4|4|4|4|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-23|2026 39686760108647|Aspire Rosa Parks Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 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||2026-05-27|2026 39686760114876|Aspire Port City Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|2|Dr. Lewis Dolphin Stallworth, Sr. Charter School monitors the implementation of California's academic standards through multiple local measures, including classroom observations, lesson plan reviews, curriculum implementation monitoring, Professional Lear|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|3|0|5|5|4|Met||2026-07-16|2026 39686760118497|Aspire Langston Hughes Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 39686760119743|Stockton Early College Academy|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||2026-06-02|2026 39686760120725|Stockton Collegiate International Elementary|2||5|4|5|4|4|5|4|5|4|4|4|4|4|4|4|0|4|4|4|0|5|5|4|Met||2026-06-18|2026 39686760120733|Stockton Collegiate International Secondary|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|4|4|5|5|5|5|4|Met||2026-06-18|2026 39686760121541|Aspire APEX Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 39686760123802|Health Careers Academy|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||2026-05-13|2026 39686760124248|Pacific Law Academy|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||2026-05-19|2026 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||2026-06-24|2026 39686760139865|Aspire Stockton 6-12 Secondary Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 39686760139907|Voices College Bound Language Academy at Stockton|2||4|3|4|2|2|4|4|4|2|2|4|3|4|2|2|0|1|1|2|2|3|3|3|Met||2026-06-24|2026 39686760139923|Aspire Arts & Sciences Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|5|4|4|4|3|5|4|5|5|5|Met||2026-06-18|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 39686766042725|Nightingale 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||2026-05-21|2026 39745420000000|San Joaquin County ROP|2|||||||||||||||||||||||||Not Met|||2026 39754990000000|Tracy Joint Unified|2|Tracy Unified School District provides high-quality, and standards aligned instruction for all students in grades TK-12. Students all have equal access to ELA, Math, Science, Social Science, PE, CTE, World Language and Art courses. Multiple progress monit|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|Tracy Unified School District teaches the California State Standards through in-person daily instruction, credentialed teacher guidance, prompt intervention and support, and regular student assessments. Adopted instructional materials are 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 LCAP survey and WASC self-study process.|2026-06-23|2026 39754990102384|Primary Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|4|5|5|0|5|5|5|Met||2026-06-08|2026 39754990102392|Millennium 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||2026-06-08|2026 39754990139949|Tracy Independent Study Charter|2|Tracy Charter School has standards-aligned independent study online instruction for students in all of K-12. Students all have equal access to ELA, Math, Science, Social Science, PE, CTE, World Language and Art courses. Edgenuity provides immediate progre|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, Edgenuity, 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 and diagnostics, and stakeholder input gathered through the LCAP survey and WASC self-study process.|2026-06-23|2026 39754996118665|Discovery Charter|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||2026-06-08|2026 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||2026-06-17|2026 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||2026-06-11|2026 39773880127134|River Islands Technology Academy II|2||4|4|4|4|3|4|3|4|4|4|3|3|4|3|3|0|3|3|3|0|3|3|3|Met||2026-06-17|2026 39773880131789|NextGeneration STEAM Academy|2||4|3|4|3|2|3|3|4|3|2|3|3|4|3|3|0|2|3|3|0|3|3|3|Met||2026-06-17|2026 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||2026-06-11|2026 39773880141234|EPIC Academy|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|0|3|3|4|0|3|3|3|Met||2026-06-17|2026 39773880141242|River Islands High|2|||||||||||||||||||||||||Not Met|||2026 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|0|5|5|5|Met||2026-06-18|2026 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 tradit|5|5|4|3|5|5|5|4|3|5|4|4|4|4|4|4|5|3|4|0|4|4|4|Met|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.|2026-06-09|2026 40104050125807|Almond Acres Charter Academy|2|AACA will need to improve in four key areas on the CA Dashboard: performance in ELA on the annual CAASPP, performance Math on the annual CAASPP, chronic absenteeism, high student suspension rate.|3|4|3|3|3|3|3|4|4|4|3|3|4|4|4|3|3|4|4|3|4|4|4|Met|N/A|2026-06-24|2026 40687000000000|Atascadero Unified|2||4|4|4|4|4|5|4|5|4|4|4|3|3|4|3|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 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 204 students from Transitional Kindergarten through 8th grade** in a single-school setting, Cayucos Elementary School District (CESD) prioritizes student success through a comprehensive, standards-aligned educational program focused on academic excellence and the whole child. Preliminary 2025 California assessment data and local measures demonstrate that CESD continues to outperform state averages and remains one of the highest-performing TK–8 school districts in San Luis Obispo County. The district achieved **Blue status in English Language Arts** and maintained **Green status in Mathematics** on the California School Dashboard, reflecting strong implementation of the California State Standards and a commitment to continuous improvement. This success is supported by several key practices directly aligned with standards implementation. CESD provides ongoing, standards-focused professional development for certificated staff, ensuring teachers have a deep 2026-27 Local Performance Indicator Self-Reflection for Cayucos Elementary School District Page 10 of 23 understanding of the California Common Core State Standards, Next Generation Science Standards, English Language Development Standards, and other state frameworks. Teachers collaborate through Professional Learning Communities (PLCs) to analyze student work, review assessment data, and refine instructional practices to ensure rigorous, standards-based learning experiences for every student.|2026-06-23|2026 40687590000000|Lucia Mar Unified|2||4|3|5|3|3|4|4|4|3|3|4|4|4|3|3|4|4|4|4|4|4|4|4|Met|Survey administered to site administrators in Spring of 2025. Reviewed by Curriculum annually.|2026-06-16|2026 40687910000000|Pleasant Valley Joint Union Elementary|2||4|4|5|4|4|5|5|5|4|4|5|4|5|4|4|0|4|5|4|0|4|4|4|Met||2026-06-24|2026 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||2026-06-02|2026 40688096043194|Bellevue-Santa Fe Charter|2||4|4|5|4|5|5|3|5|4|5|5|4|5|4|5|0|5|5|5|0|5|5|5|Met||2026-05-26|2026 40688250000000|San Miguel Joint Union|2|Locally Selected Measures and Tools The Local Educational Agency (LEA) utilizes a multi-tiered approach to measure and track progress in implementing the California State Academic Standards. To ensure comprehensive alignment and data-driven instruction, t|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 40688330000000|Shandon Joint Unified|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|5|4|4|4|4|5|5|5|Met||2026-06-09|2026 40688410000000|Templeton Unified|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|Templeton Unified School District remains committed to implementing California State Standards and supporting high-quality instruction across all grade levels and content areas. The district provides ongoing professional learning focused on standards-based instruction, assessment practices, Universal Design for Learning, differentiated instruction, and evidence-based instructional strategies. During the 2025-26 school year, professional learning opportunities included support for district-adopted curriculum, data-driven instruction, professional learning communities, multilingual learner strategies, and instructional practices aligned to the district's Portrait of a Learner and Framework for the Future Strategic Plan. Site and district administrators regularly monitor classroom instruction through observations, collaborative planning, and instructional coaching conversations. Teachers utilize student assessment data to refine instruction and ensure standards are being effectively taught. The district continues to evaluate implementation through stakeholder feedback, classroom observations, student achievement data, and professional learning outcomes, using these measures to guide continuous improvement efforts.|2026-06-25|2026 40754570000000|Paso Robles Joint Unified|2||4|4|3|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|Progress in Standards Implementation Paso Robles Joint Unified School District continues to make consistent progress in implementing state academic standards across all core and elective subjects. Annually, the district evaluates its growth across key instructional areas to ensure deep alignment with state frameworks. In making standards-aligned instructional materials available in all classrooms, PRJUSD has established strong access to high-quality, updated curriculum frameworks in English Language Arts (ELA), Mathematics, English Language Development (ELD), Next Generation Science Standards, and History-Social Science. Support Systems and Professional Learning To sustain this implementation, the district systematically invests in policies and programs that support instructional staff in delivering standards-aligned instruction. This progress is driven on the ground by robust Professional Learning Communities (PLCs), targeted collaborative time, data reviews, and focused classroom walkthroughs. Furthermore, the district maintains a proactive approach to professional development, focusing on identifying the professional learning needs of groups of teachers, supporting individual teacher needs, and assisting educators on standards they have not yet mastered. These systems ensure a continuous cycle of coaching and improvement directly aligned to student success.|2026-06-09|2026 40754650000000|Coast Unified|2||5|4|4|3|4|5|5|4|4|5|5|5|4|3|4|5|4|5|4|4|4|4|3|Met||2026-06-25|2026 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||2026-06-24|2026 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||2026-06-22|2026 41688580000000|Bayshore Elementary|2||5|3|5|5|5|5|3|5|5|5|5|3|5|5|5|3|3|4|4|0|4|4|4|Met||2026-06-16|2026 41688660000000|Belmont-Redwood Shores Elementary|2||3|3|4|4|3|5|5|5|5|5|4|4|4|4|4|3|4|3|3|3|4|4|4|Met||2026-06-18|2026 41688740000000|Brisbane Elementary|2||4|4|4|2|3|5|5|5|5|4|4|4|4|2|3|0|4|5|5|2|4|4|4|Met||2026-06-17|2026 41688820000000|Burlingame Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|3|4|4|4|4|4|4|4|Met|Our LEA has made meaningful progress implementing state-adopted academic standards across all content areas. Burlingame educators utilized professional learning and collaborative days to identify and plan with priority standards, ensuring instructional focus and coherence across grade levels and content areas. This collaborative work was instrumental in developing and adopting a new district standards-based report card that better reflects student mastery of state-adopted academic standards and provides families with clearer, more meaningful information about student progress. In addition, Burlingame educators received training in Universal Design for Learning (UDL) concepts, which they have actively incorporated into their lesson planning. This work supports more accessible and equitable instruction for all learners, including students with disabilities and English Learners, by proactively addressing learning barriers through flexible instructional approaches. Aligned instructional materials remain available in all classrooms, and school administrators continue to use collaborative time and classroom walkthroughs to identify professional learning needs at both the individual and group level. Our LEA remains committed to the full implementation and sustainability of all state-adopted standards through ongoing professional learning, teacher collaboration, and data-informed decision-making.|2026-06-16|2026 41688900000000|Cabrillo Unified|2|Cabrillo Unified School District uses multiple locally selected measures to monitor progress in implementing California’s academic standards across all adopted content areas. Primary measures include CAASPP (ELA and Mathematics), ELPAC (English Language D|4|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|4|3|4|3|0|Met|Cabrillo Unified School District remains committed to implementing California’s adopted academic standards through standards-aligned instructional materials, professional learning, collaboration, and data-informed decision-making. The District uses multiple measures, including CAASPP, ELPAC, DIBELS, California Dashboard indicators, and local assessments, to monitor progress, identify needs, and guide instructional improvements. The District continues to strengthen Tier 1 instruction through literacy initiatives, English Language Development supports, and ongoing professional learning. The implementation of a new TK–5 mathematics curriculum will be supported through comprehensive training focused on conceptual understanding, problem-solving, and effective mathematics instruction. Cabrillo Unified provides standards-aligned resources across content areas and supports teachers through collaboration, coaching, and professional development. The District remains focused on ensuring equitable access to rigorous instruction for all students, particularly English Learners, Socioeconomically Disadvantaged students, Hispanic/Latino students, and Students with Disabilities.|2026-06-18|2026 41689080000000|Hillsborough City Elementary|2||4|2|4|3|3|4|3|4|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 2025-2026 school year and will continue this work in the upcolming year. Specific areas of continued focus are noted below. • We will pilot SBE-approved instructional resources during the 2026-2027 school year with a proposed recommendation to the Board of Trustees anticipated for March or April 2027. • ELD materials were purchased to support English Learners and 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 will continue their ELA pilot into the 2026-2027 school year. Once the SBE approves updated ELA instructional resources (anticipated for November 2026), we plan to bring a proposal for updated resources to the Board of Trustees in December 2026 or January 2027.|2026-06-16|2026 41689160000000|Jefferson Elementary|2||4|4|5|4|4|4|4|4|4|4|3|3|5|3|3|0|5|5|5|3|4|4|4|Met||2026-06-24|2026 41689160112284|California Virtual Academy San Mateo|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-11|2026 41689240000000|Jefferson Union High|2||3|4|4|3|4|3|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 continued to pilot new curricula in key areas. Biology joined Chemistry and Physics in piloting Open Sci Ed. English teachers continued their pilot of the Common Lit materials for 10th and 11th grade. Teams of English teachers will meet next year to update the district scope and sequence. Social Science is continuing their work to integrate civic engagement in all of our courses to reflect the state framework. A group of math teachers reviewed curricula extensively this school year and decided on a curriculum they will be piloting next school year in all math course one courses. These new curricula are all designed to help teachers meet the expectations of new frameworks so they can continue the important work of honing pedagogy that promotes student engagement.|2026-06-09|2026 41689240127548|Summit Public School: Shasta|2|At Summit Shasta, we have designed our curriculum and student experience to support student mastery of the California content standards adopted by the State Board of Education. Summit Public Schools provides all schools within the Summit network with a fo|3|3|4|3|4|4|3|4|3|4|3|2|4|4|4|3|4|1|5|5|4|4|4|Met||2026-06-11|2026 41689320000000|Pacifica|2||3|3|3|3|3|3|3|4|3|2|4|2|4|3|2|2|4|3|3|3|3|3|3|Met||2026-06-24|2026 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 a|4|4|4|3|4|4|4|4|3|4|4|4|3|3|3|2|4|4|4|4|4|4|3|Met||2026-06-18|2026 41689570000000|Las Lomitas Elementary|2||4|3|4|4|4|3|2|4|4|4|3|2|4|4|4|3|4|5|5|5|3|4|4|Met||2026-06-10|2026 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|5|5|4|Met||2026-06-11|2026 41689730000000|Millbrae Elementary|2||4|4|3|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|Met|Millbrae Elementary School District continues to support the implementation of California State Academic Standards through high-quality instructional materials, professional learning, collaborative planning, and ongoing support for teachers and administrators. During the 2025–26 school year, the District continued implementation of Reveal Mathematics and provided professional learning focused on Universal Design for Learning (UDL) and effective Tier 1 instructional practices. The District also implemented the DIBELS assessment as its Reading Difficulties Screener, providing educators with valuable data to identify student needs, monitor progress, and inform instructional decisions. These efforts reflect the District's commitment to ensuring all students have access to rigorous, engaging, and standards-aligned instruction.|2026-06-02|2026 41689810000000|Portola Valley Elementary|2||5|5|3|5|4|5|5|3|5|5|5|5|5|5|4|3|4|5|5|5|5|5|5|Met|In the 2025–2026 school year, the District moved into Year 2 of implementation for newly adopted English Language Arts (TK–8) and Science (6–8) materials. We continued to provide teachers with targeted professional development and ongoing support to refine instructional delivery and deepen alignment with state standards. Furthermore, the District has adjusted its self-reflection rating for Mathematics to a 3 (Initial Implementation) to reflect our proactive transition toward the 2023 State Mathematics Framework. While current curriculum materials continue to be implemented with full fidelity, we are in the initial stages of unpacking the new framework and piloting updated materials for a final adoption at the end of the 2026-27 school year. To date, members of the District Math Committee have received specialized training on the framework to lead this transition. However, because this professional learning has not yet been scaled to all teaching staff, the rating of 3 accurately represents this initial research and piloting phase. These combined efforts demonstrate our commitment to sustained professional growth and the effective rollout of rigorous academic standards.|2026-06-16|2026 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||2026-06-18|2026 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||2026-06-18|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 41690050000000|Redwood City Elementary|2||3|3|4|3|2|4|3|4|3|3|3|3|3|3|3|2|3|3|3|2|3|3|3|Met||2026-06-17|2026 41690050127282|Connect Community Charter|2||5|4|3|4|4|5|3|5|5|5|5|5|3|4|4|0|5|5|4|0|5|5|4|Met|Connect continues to strengthen implementation of the State academic standards through professional learning, standards-aligned instructional materials, SEL, ELD support, and ongoing staff collaboration. Connect rated its implementation of ELA standards at the highest level for professional learning, instructional materials, and staff support systems, while ELD, mathematics, NGSS, and History-Social Science were rated at full implementation. PE standards were rated at full implementation and sustainability, and Health, and VAPA were rated at full implementation. World Language and CTE remains in initial implementation. Connect also uses the Six Seconds SEL curriculum to support students in goal setting, self- regulation, engagement, and readiness to access academic standards. Teachers have received training and follow-up support to implement SEL effectively. Connect continues to provide in-house professional development and targeted support for teachers and staff, including support for standards that have not yet been fully mastered. Although Connect previously developed a newcomer program for students new to the country, the Charter School is responsive to changes in student population and continues to provide EL support through designated and integrated ELD instruction.|2026-06-04|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 41690050132076|Rocketship Redwood City|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||2026-06-11|2026 41690130000000|San Bruno Park 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||2026-06-17|2026 41690210000000|San Carlos Elementary|2||5|3|5|4|5|5|3|5|5|5|4|3|5|4|4|2|4|5|4|4|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 in June 2025, and were fully implemented during 2025-26. 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, and embarking on a pilot of updated mathematics materials beginning in August 2026. 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 six of implementation, and K-5 is in year four of implementation. The PE program delivers health lessons regularly to students. Students are provided with modules in nutrition, hygiene and puberty (gr. 5) and comprehensive sexual education (gr. 7) through external 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. The District Strategic Plan invites further exploration in CTE. Currently, students experience CTE through use of makerspaces, PBL and STEM experiences (P-8) and elective classes.|2026-06-11|2026 41690216112213|San Carlos Charter Learning Center|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|3|0|4|4|4|Met|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.|2026-06-10|2026 41690390000000|San Mateo-Foster City|2||4|4|4|4|4|5|5|5|5|4|3|3|4|4|4|5|5|5|4|4|4|4|4|Met||2026-06-25|2026 41690470000000|San Mateo Union High|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met|As a high school district with subject-matter experts in every content area, San Mateo Union High School District continues to strengthen the implementation of California’s state academic standards through the combined use of formally adopted, standards-aligned instructional materials and the professional expertise of its teachers. Educators collaborate to align curriculum, instruction, and assessment with the California Common Core State Standards and other applicable content standards while using the California Standards for the Teaching Profession (2024) to guide effective, equitable, and responsive instructional practices. Ongoing professional learning, collaborative planning, and curriculum review support consistent implementation across courses and schools and help ensure that all students have access to rigorous, relevant, and standards-aligned learning experiences.|2026-06-25|2026 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||2026-06-03|2026 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,|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.|2026-06-17|2026 41690620112722|Summit Preparatory Charter High|2|"""At Summit Prep, we have designed our curriculum and student experience to support student mastery of the California content standards adopted by the State Board of Education. Each year we review curriculum for standards alignment and we use a regular fi"|3|3|3|2|4|4|3|4|3|4|2|2|2|2|2|3|4|1|5|5|4|3|3|Met||2026-06-11|2026 41690620119503|Everest Public High|2|||||||||||||||||||||||||Not Met|||2026 41690620126722|East Palo Alto Academy|2|We implement all standards in all classes, including CCSS and NGSS. ELD uses EL Achieve curriculum to support students and remain standards aligned. The dashboard shows instructional materials and implementation of academic standards as standards met. St|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 have used professional development this year to read about instructional literacy and reading strands, which have been implemented across disciplines in cycles of inquiry to develop students' literacy skills. District-wide professional development also includes 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.|2026-06-17|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 41690700000000|South San Francisco Unified|2||3|3|4|4|3|3|3|4|4|3|3|3|4|4|3|3|3|2|2|2|4|3|3|Met|SSFUSD measures the implementation of state academic standards using California Dashboard results, our local assessment data, and classroom walkthrough evidence tied to our Instructional Vision. These metrics connect outcome data with observed instructional practices and reported needs across schools and grade levels. We continue to focus on adopting high-quality instructional materials (HQIM), which began with Math and Science in 2024-25. Curriculum adoption for Math reached full implementation in 2025-26, and ELA and ELD curriculum adoption is the HQIM priority for 2026-27. GLAD professional learning and the Academic Vocabulary Toolkit will continue to support ELD across content areas as districtwide professional development continues to be differentiated by content area and grade band.|2026-06-25|2026 41690880000000|Woodside 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||2026-06-09|2026 42104210000000|Santa Barbara County Office of Education|2||5|4|4|3|5|5|4|5|3|5|5|4|5|2|5|3|4|4|3|3|4|5|5|Met|To ensure consistent implementation in both schools, we utilize curriculum workgroups in English Language Arts (ELA), Mathematics, Ethnic Studies, and Career Technical Education (CTE). In 2024-25, the decision was made to integrate Ethnic Studies standards into the ELA course, which effectively combined the two workgroups. This combined workgroup met six times in 2025-26, with an Educational Consultant to create unit plans, infuse ethnic studies themes, embed integrated English Language Development (ELD) strategies, and develop common assessments. They also attended three Communities of Practice in Ethnic Studies. The math workgroup convened twice throughout the 2025-26 school year to deepen teachers' understanding of the California Common Core State Standards for Mathematics. In addition, workgroup teachers received a combined 12 sessions of 1:1 coaching, customized to their individual needs. Our CTE program had a setback this year, being unable to hire a manufacturing teacher. To fill this void, our academic counselors provided weekly presentations focused on 21st-century skills, Occupational Safety and Health Administration (OSHA) certification, and career exploration. We recently filled the CTE manufacturing teaching position, so the CTE workgroup will resume meeting in 2026-27 with a focus on supporting our learners with hands-on learning experiences.|2026-06-18|2026 42691040000000|Ballard Elementary|2||5|4|5|4|4|5|5|5|5|5|4|4|4|4|4|0|4|5|5|0|4|4|4|Met||2026-06-18|2026 42691120000000|Blochman Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|3|4|1|5|5|5|Met||2026-06-11|2026 42691120111773|Family Partnership Charter|2||4|3|4|4|4|5|4|3|5|5|4|4|3|4|3|5|4|4|5|4|5|4|4|Met||2026-06-16|2026 42691120124255|Trivium Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|4|5|5|5|5|Met||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 42691200000000|Santa Maria-Bonita|2||4|3|3|4|4|5|5|5|5|5|4|4|4|4|4|5|4|4|4|4|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. 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. Lastly, the District continues to emphasize a focus on ensuring full access to implementing all academic standards for EL students, including English Language Development standards.|2026-06-24|2026 42691380000000|Buellton Union Elementary|2|BUSD uses multiple locally selected measures and tools to monitor implementation of California’s State Academic Standards. These measures were selected because they provide evidence of both instructional implementation and student learning outcomes, allow|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|0|5|5|4|0|5|4|4|Met|The LEA continues to strengthen implementation of California State Academic Standards through a comprehensive system of curriculum support, professional learning, instructional coaching, and collaborative data analysis. Teachers participate regularly in Professional Learning Communities (PLCs) to analyze student performance data, review instructional practices, and plan standards-aligned instruction. District and site administrators conduct classroom observations and walkthroughs to monitor implementation of adopted curricula and instructional practices aligned to state standards. The LEA has continued implementation of Wonders for English Language Arts, designated and integrated English Language Development practices, standards-aligned mathematics instruction supported by i-Ready diagnostic data, and Mystery Science to support implementation of the Next Generation Science Standards. Teachers utilize common formative assessments, student work analysis, and benchmark data to adjust instruction and provide targeted intervention for students requiring additional support. Progress monitoring data indicate improvements in student achievement across multiple student groups in both English Language Arts and Mathematics. The LEA will continue to focus on accelerating achievement for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. (This is a redacted version as myCDE only allows a certain number of characters to be included)|2026-06-24|2026 42691460000000|Carpinteria 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||2026-06-09|2026 42691610000000|Cold Spring 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||2026-06-16|2026 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 clar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 42691796118434|Santa Ynez Valley Charter|2|Standard: School annually measures its progress implementing state academic standards using a self-reflecting tool completed by teaching staff. The scores for each rating are shown below. Rating Scale (lowest to highest): 1 – Exploration and Research Ph|4|4|4|3|3|4|4|4|4|3|4|4|4|4|4|3|4|4|4|3|4|4|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 2025-26, 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.|2026-06-04|2026 42691950000000|Goleta Union Elementary|2||5|5|5|4|3|5|5|4|3|3|4|4|4|3|3|0|4|5|5|0|5|4|4|Met||2026-06-17|2026 42692030000000|Guadalupe Union Elementary|2||4|4|3|2|2|4|4|4|4|4|4|2|3|2|2|3|3|4|4|2|4|3|3|Met||2026-06-17|2026 42692110000000|Hope Elementary|2||5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|4|3|3|3|1|5|4|5|Met|The district is in the Full Implementation and Sustainability phase for English Language Arts and is moving towards that goal in Mathematics. English Language Arts/Literature: The district has engaged in deep learning in literature. All certificated staff have completed training in LETRS (Language Essentials for Teachers of Reading and Spelling) to support evidence-based literacy instruction. This coursework is required of all new certificated staff through our Collective Bargaining Agreement. Mathematics: We are currently conducting deep work in mathematics. All certificated staff are being trained in Cognitively Guided Instruction (CGI) by the UCLA Mathematics Project. Curriculum Adoption: The district is currently in its second year of a mathematics curriculum pilot. We are on schedule to adopt a new, standards-aligned math curriculum by Spring 2027.|2026-06-08|2026 42692290000000|Lompoc Unified|2||5|5|4|5|5|5|5|4|5|5|5|5|4|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, including piloting new materials aligned to the math framework.|2026-06-23|2026 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 clar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 42692450000000|Los Olivos Elementary|2|100% of Los Olivos teachers teach content performance standards for all students including ELA/ELD, and Math. Science (K-5) uses FOSS which follows Next Generation Science Standards (NGSS), and middle school uses STEMSCOPES which is also NGSS aligned. 100|4|4|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|4|3|3|4|5|4|Met|Los Olivos School offers 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 ELA, and we will continue with this PD for the 2026-2027 school year in the area of standards based grading Mathematics. 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.|2026-06-08|2026 42692520000000|Montecito Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met||2026-06-09|2026 42692600000000|Orcutt Union Elementary|2||4|4|4|3|4|4|4|5|3|4|4|4|4|3|4|3|4|5|4|1|4|3|3|Met|"The district's implementation of its new TK-8 math curriculum -- Illustrative Mathematics v.360, published by Imagine Learning -- has gone well. The program's student-friendly, problem-based instructional structure has been well received by students and teachers. Teachers increasingly are utilizing center kits to build math fluency in their students, and lessons are showing a higher level of student engagement around complex math concepts. Teachers also are utilizing ""cool-downs"" (also known as exit tickets) from the new IM 360 program to provide students specific, targeted, ""just in time"" intervention. 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 plans to add a Project Lead the Way module in Medical Detectives in 2026-2027. Orcutt Junior High School, meanwhile, has launched a Career Exploration elective class featuring the Pathful Explore platform for virtual job shadowing as well as guest speakers from the community."|2026-06-05|2026 42692600116434|Orcutt Academy Charter|2||4|4|4|3|4|4|4|4|4|4|4|4|4|4|4|4|4|4|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. The district's implementation of its new TK-8 math curriculum -- Illustrative Mathematics v.360, published by Imagine Learning -- has gone well. The program's student-friendly, problem-based instructional structure has been well received by students and teachers. Teachers increasingly are utilizing center kits to build math fluency in their students, and lessons are showing a higher level of student engagement around complex math concepts. Teachers also are utilizing ""cool-downs"" (also known as exit tickets) from the new IM 360 program to provide students specific, targeted, ""just in time"" intervention. Meanwhile, the OAHS Math Department will be piloting new materials for Algebra 1, Geometry, and Algebra 2 in 2026-2027 with an eye to adopting in 2027-2028."|2026-06-05|2026 42693100000000|Santa Maria Joint Union High|2||4|3|4|5|3|4|2|3|4|3|3|2|3|3|3|4|5|5|4|4|4|4|3|Met|As part of the District’s commitment to continuous improvement and collective efficacy, we continue our partnership with Orenda through the third cohort of the Curriculum Alignment Project (CAP), now in its fifth year. CAP strengthens instructional coherence across grade levels and content areas by aligning curriculum to prioritized state standards and addressing the diverse needs of students. The District also launched the 7C’s Instructional Design professional learning series to establish a common language and shared understanding of effective lesson planning, instructional design, and delivery. Through ongoing collaboration and professional learning, teachers receive the resources, support, and tools needed to provide rigorous, high-quality, standards-aligned instruction. A key focus is the development of strong instructional design practices and common cycle assessments aligned to shared standards, ensuring consistent measurement of student learning. Assessment data is regularly analyzed by grade-level and content-area teams to identify trends, monitor progress, and guide instructional decisions. These discussions promote the sharing of effective practices and strategies that support student success while strengthening professional learning. By fostering a shared understanding of instructional design, learning goals, expectations, and evidence-based practices, our PL system supports increased academic achievement and a more cohesive learning experience for all students.|2026-06-17|2026 42693280000000|Santa Ynez Valley Union High|2||5|4|5|4|5|5|4|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-16|2026 42693360000000|Solvang Elementary|2||4|4|1|5|4|4|4|1|5|4|4|4|4|4|4|0|4|4|5|5|4|4|4|Met|"Solvang School District maintains compliance with State Priority 2, consistently achieving a ""Standard Met"" status through the rigorous implementation of state academic standards. The district's commitment to these standards is evidenced by several core strengths: Professional Learning: Solvang provides 5 dedicated professional development days annually, supplemented by embedded early-release Wednesdays for Professional Learning Communities. Training is strategically focused on the new California Mathematics Framework, Universal Design for Learning, and Achievement Teams to strengthen collective teacher efficacy and instructional clarity. Instructional Materials: The district ensures 100% student access to standards-aligned materials, with zero Williams findings. Current adoptions include Year 3 of FOSS Science and Year 2 of TCI Social Studies, while a teacher-led pilot for a comprehensive TK–8 mathematics curriculum is underway for a 2027 adoption. Policy and Program Support: Educators utilize ""cycles of inquiry"" and common formative assessments to monitor student progress and refine instruction. Course Access: The district provides a broad course of study to 100% of students, featuring a signature Dual Language Immersion program that recently expanded through 8th grade to complete the biliteracy pathway.Staff Support: Teachers are further supported through the Teacher Induction Program and dedicated mentorship to ensure high-quality, standards-aligned instruction."|2026-06-24|2026 42693440000000|Vista del Mar Union|2||5|5|5|3|3|5|5|5|5|5|5|5|5|3|3|0|5|4|4|0|5|5|5|Met||2026-06-04|2026 42745670000000|Santa Barbara County ROP|2|||||||||||||||||||||||||Not Met|||2026 42750100000000|Cuyama Joint Unified|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|3|4|4|4|4|Met||2026-06-25|2026 42750100138891|California Online Public Schools Central Coast|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 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|5|Met||2026-06-23|2026 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 thro|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 42767866111603|Santa Barbara Charter|2|Here's the edited version at under 3,000 characters: The teachers and Director of Education at Santa Barbara Charter School examined the curriculum and frameworks in use at school, as well as our progress in aligning instructional materials to recently a|4|3|4|4|4|4|3|4|4|3|4|3|4|4|4|0|4|4|4|0|4|5|4|Met||2026-06-24|2026 42767866118202|Adelante Charter|2||4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|0|4|5|5|5|5|4|4|Met|Adelante Charter School uses aligned assessment and monitoring tools to track implementation of State Academic Standards (Priority 2), with a focus on bilingualism, biliteracy, and academic excellence. Key measures include STAR Renaissance assessments in English and Spanish (3x per year), screeners and formative literacy assessments within our MTSS, CAASPP (grades 3–6), ELD data collection, instructional rounds, and ongoing PLC and staff collaboration. STAR data is used to monitor growth and adjust instruction in both languages. Within MTSS, literacy assessments guide tiered supports and progress monitoring to ensure students are on track toward grade-level reading in Spanish and English. Instructional Rounds provide a schoolwide system to identify trends, strengthen practice, and improve instructional consistency. Findings from rounds, leadership input, surveys, and student data inform LCAP priorities and professional learning.|2026-06-18|2026 42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|2|||||||||||||||||||||||||Not Met|||2026 42771980138362|Olive Grove Charter - Orcutt/Santa Maria|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|5|5|5|5|5|5|4|Met||2026-06-11|2026 42772060000000|SBE - Olive Grove Charter - Lompoc|2|||||||||||||||||||||||||Not Met|||2026 42772060138370|Olive Grove Charter - Lompoc|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|5|5|5|5|5|5|4|Met||2026-06-11|2026 42772140000000|SBE - Olive Grove Charter - Buellton|2|||||||||||||||||||||||||Not Met|||2026 42772140138388|Olive Grove Charter - Buellton|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|5|5|5|5|5|5|4|Met||2026-06-11|2026 42772220000000|SBE - Olive Grove Charter - Santa Barbara|2|||||||||||||||||||||||||Not Met|||2026 42772220138396|Olive Grove Charter - Santa Barbara|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|3|5|5|5|5|5|5|4|Met||2026-06-11|2026 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). St|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.|2026-06-10|2026 43104390106534|Bullis Charter|2||5|4|5|4|4|5|4|5|4|4|5|4|5|4|3|0|4|5|5|5|5|4|4|Met||2026-06-15|2026 43104390111880|Discovery Charter|2||4|4|4|4|4|4|4|4|4|4|5|5|5|4|4|0|5|5|5|3|4|4|4|Met||2026-06-24|2026 43104390113431|University Preparatory Academy Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|4|4|Met|UPA is dedicated to continual improvement and the fall of 2026 will bring expanded services to include: • Professional Development expansion including UDL and Reciprocal coaching • 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|2026-06-25|2026 43104390113704|Rocketship Mateo Sheedy Elementary|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||2026-06-11|2026 43104390116814|ACE Empower Academy|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|4|0|4|4|4|Met||2026-06-17|2026 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||2026-06-11|2026 43104390120642|Rocketship Los Suenos 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||2026-06-11|2026 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||2026-06-10|2026 43104390123257|Downtown College Prep - Alum Rock|2|||||||||||||||||||||||||Not Met|||2026 43104390123281|Rocketship Discovery 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||2026-06-11|2026 43104390123794|Summit Public School: Tahoma|2|At Summit Tahoma, we have designed our curriculum and student experience to support student mastery of the California content standards adopted by the State Board of Education. Each year we review curriculum for standards alignment and we use a regular f|3|3|3|2|4|4|3|4|3|4|2|2|2|2|2|3|4|1|5|5|4|3|3|Met||2026-06-11|2026 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||2026-06-15|2026 43104390125781|Rocketship Academy Brilliant Minds|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||2026-06-11|2026 43104390125799|Rocketship Alma 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||2026-06-11|2026 43104390127969|Discovery Charter II|2||4|4|4|3|4|5|5|5|4|4|4|4|4|3|4|0|4|5|5|3|4|4|4|Met||2026-06-24|2026 43104390129213|Alpha: Jose Hernandez|2||4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|0|4|4|1|0|4|4|5|Met||2026-06-10|2026 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||2026-06-11|2026 43104390131748|Voices College-Bound Language Academy at Morgan Hill|2||4|4|4|3|3|4|4|5|4|4|4|4|5|4|4|0|2|1|1|4|4|4|3|Met||2026-06-24|2026 43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|2||5|5|5|5|4|5|5|5|4|4|5|4|5|4|4|0|1|1|1|5|4|4|3|Met||2026-06-24|2026 43104390133496|Rocketship Rising Stars|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||2026-06-11|2026 43104390135087|Opportunity Youth Academy|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 thr|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|4|5|5|5|4|4|Met||2026-06-24|2026 43693690000000|Alum Rock Union Elementary|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|3|3|3|4|2|4|3|3|Met|During the 2025–2026 school year, the district continued to strengthen implementation of California State Standards through coordinated, systemwide efforts focused on instructional coherence, rigorous grade-level learning, and equitable access to high-quality instruction. Building on multiple years of implementation of the FOSS curriculum aligned to the Next Generation Science Standards (NGSS), teachers continued refining instructional practices that emphasize inquiry-based learning, hands-on investigations, scientific discourse, and real-world problem solving. A major districtwide focus during the 2025–2026 school year was the continued development and implementation of Universal Course Expectations across grade levels and core content areas. Through collaborative work involving teachers, site leaders, and district staff, course expectations were refined to establish clear, standards-aligned learning targets, common instructional priorities, aligned assessments, and agreed-upon instructional resources. This work supports consistency in teaching and learning across classrooms and schools while ensuring students have access to rigorous, grade-level standards regardless of school assignment. The district also continued strengthening alignment between instructional practices, formative assessment, and intervention systems through its Multi-Tiered System of Support (MTSS) framework. Professional learning opportunities focused on standards implementation, instructional planning,|2026-06-25|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 43693690125526|Alpha: Blanca Alvarado|2||4|4|4|3|4|4|4|4|2|3|4|4|4|2|3|0|4|3|2|0|4|4|4|Met||2026-06-10|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 43693770000000|Berryessa Union Elementary|2||4|3|4|4|3|5|5|5|5|5|4|3|3|4|3|0|3|4|4|0|4|3|3|Met||2026-06-24|2026 43693850000000|Cambrian|2||5|4|5|4|4|5|4|4|5|4|5|4|5|4|4|3|5|5|4|2|5|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 2025-26, 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 88% of participants agreeing sessions supported instruction and 79% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Full Implementation” (4), with Availability of Instructional Materials rated either “Full Implementation” (4) or “Full Implementation and Sustainable” across all content areas. 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, English Language Development, classroom management, Project-Based Learning (PBL), the Science of Reading, and Social-Emotional Learning (SEL). CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2026-06-18|2026 43693856046445|Fammatre Elementary|2||5|4|5|4|4|5|4|4|5|4|5|4|5|4|4|3|5|5|4|2|5|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 2025-26, 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 88% of participants agreeing sessions supported instruction and 79% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Full Implementation” (4), with Availability of Instructional Materials rated either “Full Implementation” (4) or “Full Implementation and Sustainable” across all content areas. 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, English Language Development, classroom management, Project-Based Learning (PBL), the Science of Reading, and Social-Emotional Learning (SEL). CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2026-06-18|2026 43693856046452|Farnham Charter|2||5|4|5|4|4|5|4|4|5|4|5|4|5|4|4|3|5|5|4|2|5|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 2025-26, 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 88% of participants agreeing sessions supported instruction and 79% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Full Implementation” (4), with Availability of Instructional Materials rated either “Full Implementation” (4) or “Full Implementation and Sustainable” across all content areas. 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, English Language Development, classroom management, Project-Based Learning (PBL), the Science of Reading, and Social-Emotional Learning (SEL). CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2026-06-18|2026 43693856046486|Price Charter Middle|2||5|4|5|4|4|5|4|4|5|4|5|4|5|4|4|3|5|5|4|2|5|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 2025-26, 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 88% of participants agreeing sessions supported instruction and 79% indicating effective use of time. Self-Reflection Tool ratings placed most standards at “Full Implementation” (4), with Availability of Instructional Materials rated either “Full Implementation” (4) or “Full Implementation and Sustainable” across all content areas. 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, English Language Development, classroom management, Project-Based Learning (PBL), the Science of Reading, and Social-Emotional Learning (SEL). CSD’s approach reflects a strong culture of continuous improvement grounded in educator feedback and student needs.|2026-06-18|2026 43693856046494|Sartorette Charter|2|||||||||||||||||||||||||Not Met|||2026 43693930000000|Campbell Union|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693930106005|Village|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693930137273|Campbell School of Innovation|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046510|Blackford Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046536|Capri Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046544|Castlemont Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046577|Forest Hill Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046601|Lynhaven Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046619|Marshall Lane Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046627|Monroe Middle|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046668|Rolling Hills Middle|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43693936046692|Sherman Oaks Elementary|2||4|3|4|3|2|4|3|4|3|2|4|3|4|3|2|0|3|3|3|3|4|3|3|Met||2026-06-25|2026 43694010000000|Campbell Union High|2||4|4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|2|3|4|4|3|2|3|Met||2026-06-25|2026 43694190000000|Cupertino Union|2|During the 2025-2026 school year, CUSD gathered data from two sources: Executive Cabinet visits to each school for a conversation with staff as well as a Leadership Team LCAP survey completed at each site. Also, site principals shared their reflections on|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 43694270000000|East Side Union High|2||4|3|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|4|4|4|3|3|Met|This year marks a significant milestone for ESUHSD as we celebrate the first graduating class under Assembly Bill 181, California's alternate diploma pathway for students with extensive support needs. Through the implementation of AB181, all students in East Side’s ESN programs are now enrolled in standards-aligned courses that count toward a high school diploma. This is a meaningful shift that reflects our commitment to ensuring every student has access to a rigorous educational experience. This academic year, nearly 50 students earned their diploma through this pathway. Earning a high school diploma makes a significant difference in the trajectory of our students’ futures. This is a testament to the dedication of our special education staff and subject area coordinators, the strength of our instructional programs, and the resilience of our students and their families. By implementing standards-aligned curriculum under AB181, this represents not just a policy milestone but a values statement: that high expectations and meaningful outcomes belong to all East Side students.|2026-06-18|2026 43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|2||4|4|4|4|3|4|4|5|5|4|4|3|4|4|3|2|3|2|4|4|4|4|3|Met||2026-06-15|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 43694270125617|ACE Charter High|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|3|5|5|5|3|Met||2026-06-17|2026 43694270130856|Luis Valdez Leadership Academy|2||4|5|4|5|5|4|4|4|5|5|4|4|4|5|5|0|5|5|5|5|4|4|4|Met|Luis Valdez Leadership Academy continues to research the most effective available curriculum to meet the needs of its students. The Teaching and Learning department collaborates with content teachers and the school administrator(s) to gather input on selecting the most effective and user-friendly curriculum resources for teachers and students. A needs assessment is administered annually to help maintain an equitable refresh of materials based on need, to address new or changes in state content frameworks and allocated funding. Curriculum resources are periodically piloted at Luis Valdez Leadership Academy and appropriate content teachers are able to provide feedback during an adoption year. Educational partners are also invited to review materials being considered for adoption as well as already adopted materials. The school reviews relevant achievement and user data to determine needs and changes of curriculum resources The Teaching and Learning department also communicates closely with curriculum providers to make sure we are able to access the most up to date resources and available professional learning within our adopted curriculum/textbooks materials.|2026-06-17|2026 43694270131995|B. Roberto Cruz Leadership Academy|2||4|5|4|5|5|4|5|4|5|5|4|5|4|5|5|0|5|3|5|5|4|4|4|Met|B. Roberto Cruz Leadership Academy continues to research the most effective available curriculum to meet the needs of its students. The Teaching and Learning department collaborates with content teachers and the school administrator(s) to gather input on selecting the most effective and user-friendly curriculum resources for teachers and students. A needs assessment is administered annually to help maintain an equitable refresh of materials based on need, to address new or changes in state content frameworks and allocated funding. Curriculum resources are periodically piloted at B. Roberto Cruz Leadership Academy and appropriate content teachers are able to provide feedback during an adoption year. Educational partners are also invited to review materials being considered for adoption as well as already adopted materials. The school reviews relevant achievement and user data to determine needs and changes of curriculum resources The Teaching and Learning department also communicates closely with curriculum providers to make sure we are able to access the most up to date resources and available professional learning within our adopted curriculum/textbooks materials.|2026-06-17|2026 43694270132274|Alpha Cindy Avitia High|2||5|5|5|4|4|5|5|5|2|5|5|5|5|5|5|4|4|5|5|5|5|5|4|Met||2026-06-10|2026 43694274330668|Latino College Preparatory Academy|2||4|4|4|5|5|5|4|4|5|5|5|4|4|5|5|0|5|5|5|5|4|4|4|Met|Latino College Preparatory Academy continues to research the most effective available curriculum to meet the needs of its students. The Teaching and Learning department collaborates with content teachers and the school administrator(s) to gather input on selecting the most effective and user-friendly curriculum resources for teachers and students. A needs assessment is administered annually to help maintain an equitable refresh of materials based on need, to address new or changes in state content frameworks and allocated funding. Curriculum resources are periodically piloted at Latino College Preparatory Academy and appropriate content teachers are able to provide feedback during an adoption year. Educational partners are also invited to review materials being considered for adoption as well as already adopted materials. The school reviews relevant achievement and user data to determine needs and changes of curriculum resources The Teaching and Learning department also communicates closely with curriculum providers to make sure we are able to access the most up to date resources and available professional learning within our adopted curriculum/textbooks materials.|2026-06-17|2026 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|4|0|4|4|4|Met|Prop 28 funding has been instrumental for implementing visual arts into our curriculum.|2026-06-18|2026 43694274330726|Escuela Popular Accelerated Family Learning|2||4|4|4|4|3|4|4|5|5|4|4|3|4|4|3|2|3|2|4|4|4|4|3|Met||2026-06-15|2026 43694350000000|Evergreen Elementary|2||5|4|4|4|4|5|5|5|5|5|4|4|4|3|3|0|5|5|5|5|5|5|4|Met||2026-06-18|2026 43694500000000|Franklin-McKinley Elementary|2||4|4|4|3|3|4|4|4|3|3|4|5|4|3|3|0|5|5|4|0|4|3|3|Met||2026-06-06|2026 43694500113662|Voices College-Bound Language Academy|2||3|2|3|2|1|3|2|4|4|1|4|2|4|3|3|0|1|1|1|3|3|3|3|Met||2026-06-24|2026 43694500123299|Rocketship Mosaic Elementary|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||2026-06-11|2026 43694500128108|Rocketship Spark 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||2026-06-11|2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 43694500129247|ACE Esperanza Middle|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|4|0|4|4|4|Met||2026-06-17|2026 43694680000000|Fremont 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||2026-06-23|2026 43694840000000|Gilroy Unified|2||4|4|4|4|4|5|4|5|5|5|4|4|4|4|4|4|5|4|4|4|5|4|4|Met||2026-06-18|2026 43694840123760|Gilroy Prep (a Navigator School)|2|Option 1: Narrative Summary – Gilroy Prep Gilroy Prep uses a variety of locally selected measures and tools to monitor progress in implementing California State Academic Standards. These tools include curriculum implementation reviews, instructional mate|3|3|4|3|2|4|3|4|3|2|5|3|5|3|2|2|2|4|2|2|5|4|4|Met|Gilroy Prep continues to strengthen the implementation of California State Academic Standards through curriculum alignment, professional learning, instructional coaching, and data-driven decision-making. The school uses ongoing review of student achievement data, classroom observations, and collaborative planning processes to support effective implementation of standards-aligned instruction. Professional learning and coaching support teachers in refining instructional practices and responding to student needs. Gilroy Prep remains committed to continuous improvement, equitable access to rigorous academic programs, and providing all students with high-quality, standards-aligned learning experiences across content areas.|2026-06-15|2026 43694920000000|Lakeside Joint|2||5|4|5|5|5|5|4|5|5|5|5|4|5|3|4|0|5|5|4|0|4|4|4|Met||2026-06-24|2026 43695000000000|Loma Prieta Joint Union Elementary|2||5|4|5|4|2|5|4|5|4|3|5|5|5|3|2|3|5|5|5|5|5|5|4|Met||2026-06-17|2026 43695180000000|Los Altos Elementary|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Met|see above|2026-06-01|2026 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||2026-06-03|2026 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|3|3|Met||2026-06-11|2026 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||2026-06-23|2026 43695750000000|Moreland|2|The Moreland School District uses locally selected measures to monitor progress in implementing the California State Academic Standards across all content areas. These include classroom walkthroughs, district benchmark assessments, i-Ready diagnostic and|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|5|5|Not Met|||2026 43695830000000|Morgan Hill Unified|2||4|4|5|4|3|5|4|4|4|4|5|4|4|4|4|5|4|5|5|5|5|4|4|Met|MHUSD continues its work with Professional Learning Teams (PLT), curriculum alignment, and data-driven instruction and decision-making. The district remains committed to providing PD through the PLC/PLT model, focusing on universal design for learning (UDL), curriculum alignment, literacy, math instruction, social-emotional learning and student wellness, school counseling practices, student engagement, and the development of equitable learning environments via healthy school climate and culture. These efforts have shown strong results. These efforts, over the years, include developing instructional strategies that boost student engagement (VAPA specials at elementary, robust music in grades 6-12, CTE, dual enrollment, AP courses, remediation, etc.) and facilitate meaningful learning and PD around the use of data tools. More recently, it also means targeted PD and new curriculum adoption (i.e. World Language); coaching/PD in ELA for DLI programs; standards alignment in ELA; targeted PD for math via the P3CC work for elementary with all TK-5 schools joining in 26-27, along with 3 days of PD for math teachers by grade span; districtwide UDL PD for teachers including specific PD for admin; specific PD on inclusive practices for inclusion schools; and lastly, for 26-27 the implementation of a platform for WBL and career exploration at the high school. This will help ensure that all students achieve high levels of learning, and graduate college, career, and civic life ready.|2026-06-25|2026 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|?Charter School of Morgan Hill (CSMH) provides a rigorous, community-connected K–8 educational program with strong family engagement and high expectations for all students. CSMH is committed to ensuring all students have access to instruction aligned to California State Standards, including the Common Core State Standards and Next Generation Science Standards. CSMH implements state academic standards through research-based instructional practices, including Project- Based Learning (PBL) and Universal Design for Learning (UDL). The school’s primary instructional model, PBL, engages students in meaningful, real-world learning experiences that promote critical thinking, collaboration, communication, and problem-solving. Instruction is designed to connect academic content to students’ experiences, interests, and community.|2026-06-23|2026 43695910000000|Mountain View Whisman|2||3|3|3|3|3|5|5|5|5|5|3|4|3|4|4|3|4|4|4|4|4|3|3|Met|Teachers in MVWSD had professional development on adopted standards and curriculum frameworks. In 2023-24, the District adopted a new K-5 English Language Arts Curriculum - Amplify Core Knowledge and provided training on the Science of Reading and the use of the Curriculum over the past three years. The District is currently in year 2 of a math adoption process and will recommend new curricula for grades K-8 in May 2027. A recent Systems Study completed in Fall 2025 revealed that the District’s adopted curricula is driving instruction and even though the curricula are standards aligned, both are not aligned to the rigor of the Smarter Balanced Assessments. Based on these results, the District opted to rate itself at Initial implementation in providing professional learning for teaching to the adopted academic standards. In 2026-27, the District will provide professional development to all elementary teachers in ELA and middle school math and ELA teachers. Teachers will work to identify essential standards, develop formative assessments aligned to the rigor of SBAC and participate in data reflection processes. This professional development will support the District in implementing programs in 2027-28 and beyond to support staff in identifying areas where they can improve in delivering instruction aligned to standards, identifying the professional learning needs of individual teachers and providing support for teachers the standards they have not yet mastered.|2026-06-11|2026 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 Union High School District is fully committed to the implementation of the Common Core State Standards, the Next Generation Science Standards, and the California English Language Development Standards. To support this commitment, MVLA continues to invest in staffing, professional learning, curriculum support, and instructional coherence across content areas. The district’s Instructional Support Team works in close partnership with classroom teachers, departments, and site leaders to support effective implementation of standards-aligned instruction. Professional learning, including individual coaching, Curriculum Institute, and districtwide professional learning days, provides educators with opportunities to strengthen instructional practices aligned to CCSS, NGSS, and ELD standards. This includes a focus on rigorous academic tasks, language-rich instruction, structured student interaction, academic vocabulary, and meaningful access to grade-level content for all students, including multilingual learners. Through continued investment in resources, professional learning, collaboration, and instructional support, MVLA remains focused on ensuring that all students experience high-quality, standards-aligned instruction that prepares them for college, career, and lifelong success.|2026-06-15|2026 43696170000000|Mount Pleasant Elementary|2||5|4|4|3|4|5|5|5|5|5|4|4|4|4|4|3|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 has been 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.|2026-06-24|2026 43696176048045|Ida Jew Academies|2||5|4|4|3|4|5|5|5|5|5|4|4|4|4|4|3|3|4|5|5|4|4|4|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 has been fully implemented starting 2025–26 school year.|2026-06-24|2026 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.|2026-06-25|2026 43696330000000|Orchard Elementary|2|Orchard runs a robust Visual and Performing Arts Program for all elementary school students. In addition, Orchard meets all standards for implementation of the core curriculum and will be moving forward with an updated math curriculum in 2026-27|4|3|5|5|3|4|4|5|5|4|5|4|5|5|5|0|5|5|5|0|5|4|5|Met||2026-06-16|2026 43696410000000|Palo Alto Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|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, including eliminating biased methods in instruction and grading. The district's ratings reflect the different stages of implementation across grade-level bands: PK-TK, K-5, 6-8, and 9-12. Reading curriculum is implemented in grades TK-5. Core and supplemental literature materials are implemented in grades 6-12. Math instructional materials are CCSS-aligned, and PAUSD is developing a long-term plan to align teaching practices and instructional materials to the newly adopted California Mathematics Framework. History/Social Studies and NGSS-aligned science materials curricula are fully integrated from PK-12. ELD standards are implemented through our adopted ELA curriculum. 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 enhance instruction that aligns with those standards.|2026-06-16|2026 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|We continue to review our course offerings through SVCTE. For 25-26 we filled 298/300 spots an increase from the year before. During the 25-26 school year we piloted and adopted math curriculum that is aligned with the updated math standards for grades TK-12.|2026-06-25|2026 43696660129718|Downtown College Preparatory Middle|2|||||||||||||||||||||||||Not Met|||2026 43696660131656|ACE Inspire Academy|2||5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|4|0|4|4|4|Met||2026-06-17|2026 43696664330585|Downtown College Preparatory|2|||||||||||||||||||||||||Not Met|||2026 43696740000000|Santa Clara Unified|2||4|3|3|3|3|4|3|3|4|4|3|3|3|3|3|4|4|4|3|4|3|3|3|Met||2026-06-11|2026 43696820000000|Saratoga Union Elementary|2||5|5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|4|4|Met||2026-06-03|2026 43696900000000|Sunnyvale|2||3|3|5|5|5|3|3|5|5|5|3|3|3|3|3|3|5|5|4|4|4|4|4|Met||2026-06-18|2026 43697080000000|Union Elementary|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|4|5|5|4|4|4|4|Met|"USD is progressing toward full implementation and sustainability of California State Standards in ELA, math, and social studies. After two years of implementing the Next Generation Science Standards (NGSS) curriculum, our rating improved from a 3 to 4. We also continue to deliver comprehensive TK–8 Health Lessons, maintaining a 4 rating for progress in Health education. In Career Technical Education, we are re-emphasizing STEAM at elementary schools and STEM at Dartmouth Middle School (DMS) via STEAM Kits and family events. Initiatives include Spanish electives, Project Lead The Way courses and financial literacy courses at both middle schools. These complement our robust Visual and Performing Arts (VAPA) programs, including middle school art, band, and choir, 4th-grade general music, and 5th-grade band/choir. Our rating in this area has risen from 2 to 3. Professional development (PD) remained a priority with ELLevation training, science collaboration days, and district-wide grade-level collaboration sessions in March 2026. New additions include ELA, history, and math collaboration days, an Upper Grade Literacy PLC Cohort, a Monday PD Series, and four TK–5 collaboration afternoons. These expansions, driven by staff surveys and needs assessments, improved our ""support for staff"" rating for identifying professional learning needs from a 3 to 4."|2026-06-08|2026 43733870000000|Milpitas Unified|2||4|3|3|3|3|3|3|4|3|4|3|3|3|3|3|3|3|3|3|3|3|3|3|Met||2026-06-23|2026 43742940000000|Metro Education|2|||||||||||||||||||||||||Not Met|||2026 43743020000000|Santa Clara County ROP|2|||||||||||||||||||||||||Not Met|||2026 43771490000000|SBE - KIPP Navigate College Prep|2|||||||||||||||||||||||||Not Met|||2026 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 standar|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-04|2026 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||2026-06-25|2026 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. This school year a PLC school team focused on curriculum to evaluate, collaborate, and coordinate delivery of instruction for adult learners.|2026-06-25|2026 44104474430252|Pacific Collegiate Charter|2||5|4|5|5|5|5|4|5|5|5|5|4|5|5|5|0|3|1|5|5|4|4|3|Met|PCS has a rich college preparatory program that engages students in substantive learning across the curriculum. All students have access to a wide variety of Advanced Placement courses, and complete all UC/CSU a-g requirements by the time they graduate from PCS. Focus areas include providing expanded professional learning and collaboration opportunities for teachers to enhance their capacity to provide effective instruction and Tier 1 supports for English learners and students with disabilities. PCS does not currently offer many Career and Technical Education (CTE) courses, but is exploring and beginning to offer CTE courses in Computer Science/Engineering, Digital Media/Arts, and other pathways.|2026-06-10|2026 44697320000000|Bonny Doon Union Elementary|2||5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-04|2026 44697570000000|Happy Valley Elementary|2||4|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-17|2026 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|English Language Development (ELD) was previously a content area without a designated curriculum. This school year DLI teachers received SEAL training and will continue in the 26-27 school with a focus on integrated ELD and designated ELD. All elementary teachers have the Hands-on-English ELD curriculum. During the 24/25 school year, the district joined the Santa Cruz County Office of Education's Math Initiative. From this partnership, a math leadership team has been developed. For the 25/26 school year, teachers engaged in a learning lab model with professional development supported by PEBC and in the 26-27 school, the final year of the Santa Cruz County Office of Education Math Initiative, middle school teachers will continue to participate in a learning lab professional learning model while the elementary staff will participate in a lesson study practice. Both of these will be supported through PEBC. The Health Education Content Standards are taught through the Positive Prevention Plus which has been used for the past 9 years. In the 25-26 school year, teachers used the newer version of the program.|2026-06-03|2026 44697650100388|Tierra Pacifica Charter|2||4|3|5|3|3|5|4|5|4|4|3|3|4|3|3|0|4|4|3|0|3|3|4|Met||2026-06-10|2026 44697730000000|Mountain 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||2026-06-11|2026 44697810000000|Pacific Elementary|2||4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|0|4|3|3|0|4|4|4|Met||2026-06-03|2026 44697990000000|Pajaro Valley Unified|2||4|4|4|4|4|4|3|5|5|5|4|3|4|4|4|5|4|5|4|5|4|4|4|Met|PVUSD continues to provide systematic professional learning, coaching, and collaborative planning opportunities to support implementation of California academic standards. Districtwide professional development is delivered through instructional coaches, early-release collaboration time, site-based professional learning communities, lesson study cycles, and targeted training aligned to district priorities. During the 2025–26 school year, the district prioritized implementation of foundational literacy and Science of Reading practices,, culturally responsive teaching, and effective mathematics instructional practices. Teachers received support through coaching cycles, classroom observations, collaborative data analysis, and professional learning focused on strengthening Tier 1 instruction. PVUSD continues implementation of Designated and Integrated ELD, including English 3D, Language Launch, and secondary ELD pathways designed to improve outcomes for English Learners and Long-Term English Learners. The district also continues implementation of Next Generation Science Standards, History-Social Science standards, and expansion of Career Technical Education pathways aligned to college and career readiness goals. Additional supports include instructional technology coaching, implementation of the California ELA/ELD Framework, mathematicsinstructional practices, and professional learning focused on teacher clarity, teaching with intent, use of board adopted curriculum.|2026-06-24|2026 44697990117804|Ceiba College Preparatory Academy|2|Ceiba measures implementation of standards through classroom walk-throughs, grade-level and department meetings, curriculum-based assessments, and reviews of the California Dashboard Local Indicators. Based on these locally selected tools, Ceiba reports a|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 44697994430229|Pacific Coast Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 44697994430245|Diamond Technology Institute|2||5|5|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|3|5|4|4|4|4|Met||2026-05-18|2026 44697996049720|Linscott Charter|2||5|4|5|3|4|5|5|5|4|4|5|4|5|4|4|0|4|5|4|0|5|5|4|Met||2026-06-18|2026 44697996049829|Alianza Charter|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|0|4|4|5|5|5|5|5|Met||2026-05-11|2026 44697996119077|Watsonville Charter School of the Arts|2||3|2|3|1|3|5|5|2|3|2|3|2|3|3|2|0|5|3|5|0|2|2|2|Met|In the administration's transition year, we looked at school-wide systems for behavior management and the functions of behavior in order to increase student engagement in the classroom. We were working to create behavioral support plans for students who needed larger supports beyond Tier 1 adjustments. In the year, we were able to look at the previous year's Math scores, ongoing Math scores, and determine that we needed an adjustment to training, curriculum, and language instruction within Math specifically. We began the pilot process by choosing two curricula to pilot in the 2026-2027 school year. We were able to send eight of our 12 teachers to be LETRS trained, in order to support literacy on our site. It is a two-year training; we are making small adjustments as the school year wears on in order to support their new learning. Such as an adjustment to our phonics curriculum, the ways we approach student reading, and intervention systems. We moved from having our pull out class be PE towards Science. In the 2026-2027 school year, we will be implementing the NGSS-aligned Science Curriculum, TWIG. Teachers will receive ongoing PE training in our staff meetings. We will also have targeted Social studies time with class rotations in fifth grade. We will be piloting this system for a potential schoolwide change.|2026-05-07|2026 44698070000000|San Lorenzo Valley Unified|2|NA|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. The district continues to make sure that we have curriculum and support materials that meet the needs of our students. In the 2024-2025, 2025-2026, and 2026-2027 school years SLVUSD has participated i n various curriculum pilots to ensure we have the compliant and high quality materials for students and staff.|2026-06-10|2026 44698070110007|Ocean Grove Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|4|4|Met|All of our high school science courses are aligned with NGSS. We continue to grow our CTE program and added pathways in Graphic Design, Game Design, 2D Visual Art, 3D Visual Art, Photography, Teaching, Early Childhood Education, and Human Services during 2025-26. Our individualized approach to professional development involves goal setting, teacher evaluation data, 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 and Structured Literacy Teachers on Special Assignments (TOSAs) led the rollout of the new AMIRA Universal Screening tool. TOSAs then followed up with all identified students to support the ES and families for early prevention in the home classroom. Direct instruction was also offered using specially trained teachers and curricula. 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.|2026-06-03|2026 44698074430179|SLVUSD Charter|2|N/A|5|4|5|4|4|5|3|4|4|4|4|3|4|4|3|4|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), Ethnic Studies, Environmental Literacy, tiered positive behavior supports, mathematics, attendance, special education, and school safety. In 2025-26, SLVUSD Charter School piloted and adopted curriculum in middle school Social Studies and Reading Intervention (Tier 2 and 3). New state-approved curricula for Math for our TK-8 homeschool programs and high school will be piloted in 2026- 27 with a view to adoption, and action steps and training plans will be developed collaboratively with district and site staff, incorporating input and engagement from all stakeholders. Once the state releases its approved list of ELA curricula in November 2027, our district - and SLVUSD Charter School - will embark on a new ELA pilot and adoption process.|2026-06-10|2026 44698150000000|Santa Cruz City Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met|Santa Cruz City Schools Elementary District monitors implementation of California’s academic standards through standards-aligned curriculum adoptions, professional learning, classroom walkthroughs, teacher collaboration, curriculum reviews, and student achievement data. These measures provide evidence of both instructional implementation and student learning and are used to guide continuous improvement. Based on these measures, SCCS continues to make strong progress in implementing state-adopted standards. Teachers use the Benchmark Workshop program to provide standards-aligned instruction in English Language Arts, while ongoing professional learning supports implementation of the English Language Development standards and Integrated ELD practices across content areas. A Newcomer teacher provides specialized support for recently arrived multilingual learners. Mathematics instruction is aligned to the Common Core State Standards through Eureka Math and supported by the district’s three-year Mathematics Improvement Plan, which includes professional learning and peer observation opportunities. Science instruction is aligned to the Next Generation Science Standards through FOSS Next Generation Science Kits. History-Social Science instruction utilizes standards-aligned curriculum and local learning experiences. Visual and Performing Arts instruction is provided by credentialed arts teachers and aligned with state standards.|2026-06-10|2026 44698230000000|Santa Cruz City 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|Santa Cruz City Schools Secondary District has established systems that support the ongoing implementation of state academic standards across all content areas. These include professional learning communities (PLCs), instructional coaching, collaborative planning, curriculum implementation reviews, classroom walkthroughs, common assessments, and peer observation opportunities. Recent efforts have focused on implementation of the district’s three-year Mathematics Improvement Plan, expansion of Integrated English Language Development practices across content areas, and continued professional learning in culturally responsive instruction. The district also continues to strengthen Career Technical Education pathways, Visual and Performing Arts programs, World Languages, and college and career readiness opportunities to ensure students have access to rigorous and relevant learning experiences. Student achievement data, implementation measures, and educational partner feedback are used to guide continuous improvement efforts. SCCS remains committed to supporting educator growth, refining instructional practices, and ensuring equitable access to high-quality, standards-aligned instruction for all students.|2026-06-10|2026 44698234430187|Delta Charter|2||5|4|5|5|4|5|4|5|5|5|4|4|4|4|4|4|5|3|5|3|4|4|3|Met||2026-06-11|2026 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||2026-06-24|2026 44745750000000|Santa Cruz County ROP|2|||||||||||||||||||||||||Not Met|||2026 44754320000000|Scotts Valley Unified|2||4|4|4|5|5|5|5|4|5|5|4|4|4|4|4|4|5|5|5|5|5|5|4|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. In the 2026-2027 school year, the district will pilot a new math curriculum and sustain professional learning that aligns with district initiatives, staff collaboration, and stakeholder input. Additionally, in response to teacher feedback and data analysis, we will be providing professional learning opportunties around writing across the curriculum and integrated ELD.|2026-06-16|2026 44754320139410|California Online Public Schools Monterey Bay|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 44772480000000|SBE - Watsonville Prep|2|||||||||||||||||||||||||Not Met|||2026 44772480138909|Watsonville Prep|2|Watsonville Prep uses a variety of locally selected measures and tools to monitor progress in implementing the California State Standards. These tools include curriculum implementation reviews, instructional materials audits, classroom observations, instr|4|3|4|4|3|4|3|4|4|3|5|3|5|4|3|2|2|3|3|2|5|4|4|Met|Watsonville Prep continues to strengthen implementation of California State Academic Standards through professional learning, curriculum alignment, instructional coaching, and data-driven decision-making. The school has reached full implementation in several core content areas and continues developing implementation in English Language Development and History-Social Science. Ongoing review of student achievement data, instructional practices, and stakeholder feedback supports continuous improvement and equitable access to rigorous, standards-aligned instruction for all students.|2026-06-15|2026 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|4|4|5|5|5|Met||2026-06-24|2026 45104540111674|Chrysalis Charter|2|||||||||||||||||||||||||Not Met|||2026 45104540129957|Northern Summit Academy Shasta|2|||||||||||||||||||||||||Not Met|||2026 45104540132944|Redding STEM Academy|2|||||||||||||||||||||||||Not Met|||2026 45698560000000|Anderson Union High|2||4|3|5|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-17|2026 45698564530333|Anderson New Technology High|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-10|2026 45698800000000|Black Butte Union Elementary|2||5|5|5|3|1|4|4|3|2|1|4|4|4|3|1|0|3|3|1|0|4|3|3|Met|Teachers will use SIPPS for reading interventions.|2026-06-12|2026 45699140000000|Cascade Union Elementary|2|Elementary School Curriculum Reading/Language Arts McGraw-Hill Wonders (K-5) Mathematics McGraw-Hill Everyday Math (K-5) Math Pilot 2026-27 Amplify & Thinking Math Science Delta Education FOSS (K-5) History-Social Science Studies Weekly (K-5) Middle S|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 45699140135624|Tree of Life International Charter|2||4|4|4|5|5|5|5|5|5|5|5|5|5|4|4|5|5|4|5|5|5|4|5|Met||2026-06-24|2026 45699220000000|Castle Rock Union Elementary|2|Castle Rock Union Elementary School District uses several locally selected measures to monitor implementation of California State Academic Standards, including standards-aligned curriculum, classroom observations, teacher collaboration and lesson planning|4|4|4|3|4|4|4|4|4|4|4|4|4|3|4|1|4|4|1|1|4|4|4|Met||2026-06-11|2026 45699480000000|Columbia Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|0|3|4|3|0|4|4|4|Met||2026-06-22|2026 45699480134122|Redding School of the Arts|2||5|5|2|4|4|5|5|3|5|5|4|5|3|5|5|5|4|5|5|5|5|5|5|Met|RSA will be piloting two math curriculums next school year that align with the new math framework. We plan to adopt one of these programs for the 2027-2028 school year. Our responses reflect our adoption process that started in the 2025-2026 school year with in depth exploration and research of possible math curricula by our Instructional Leadership Team and select math teachers representing each grade. For the 2026-2027 school year we will begin development and initial implementation of this new curricula.|2026-06-11|2026 45699480139543|Shasta View Academy|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|5|4|4|5|4|5|5|5|Met||2026-06-09|2026 45699480141580|Phoenix Charter Academy College View|2||5|2|5|5|5|5|3|5|5|5|5|2|5|5|5|3|5|5|5|5|5|5|5|Met||2026-06-09|2026 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||2026-06-24|2026 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||2026-06-15|2026 45699710000000|Enterprise Elementary|2||5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|0|4|5|4|1|5|5|4|Met||2026-06-10|2026 45699710135848|Redding Collegiate Academy|2||5|4|5|4|4|5|4|5|5|5|5|4|5|5|5|5|5|4|5|3|5|5|4|Met||2026-06-10|2026 45699890000000|Fall River Joint Unified|2||5|3|5|5|5|5|3|5|5|5|4|3|4|4|4|5|3|5|4|4|5|4|4|Met||2026-06-10|2026 45699970000000|French Gulch-Whiskeytown Elementary|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-18|2026 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||2026-06-12|2026 45700290000000|Igo, Ono, Platina Union Elementary|2|State Adopted Textbooks are available and utilized at the school site. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the district's Assessment Matrix contains assessments and benchmarks for TK-8t|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-12|2026 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 explo|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 45700520000000|Millville Elementary|2|||||||||||||||||||||||||Not Met|||2026 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 writin|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-12|2026 45700860000000|Oak Run Elementary|2||5|5|5|3|3|5|5|5|4|4|5|5|4|3|4|0|3|3|5|0|5|5|5|Met||2026-06-19|2026 45700940000000|Pacheco Union Elementary|2||4|4|4|4|4|4|3|4|4|3|3|4|4|3|3|4|4|5|4|0|4|4|4|Met||2026-06-25|2026 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 a|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 45701100135889|Stellar Charter|2||4|4|5|4|4|5|5|5|5|5|4|4|4|4|4|4|5|4|5|4|5|5|5|Met||2026-06-18|2026 45701106117931|Monarch Learning Center|2|At Monarch Learning Center, we utilize a variety of assessments to ensure that students are learning in alignment with California State Standards. In English Language Arts, Mathematics, and Science, students participate in the NWEA MAP Growth assessment t|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|3|4|3|0|5|5|5|Met||2026-06-12|2026 45701280000000|Shasta Union Elementary|2|State adopted textbooks are available and utilized at each site. This is measured by the annual Textbook Resolution taken annually to the Board in September. In addition, the LEA uses an assessment matrix that contains district-wide assessments and benchm|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 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||2026-06-09|2026 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||2026-06-10|2026 45701364530267|Shasta Charter Academy|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||2026-06-04|2026 45701690000000|Whitmore Union Elementary|2||4|3|4|3|3|5|5|5|5|5|4|4|4|3|3|0|3|4|2|0|5|5|5|Met|During the 25-26 school year, Whitmore Union Elementary School District was able to continue to have a Curriculum and Instruction Director/Assistant Administrator. This personnel was intricate in supporting Whitmore's effort with additional training, support in professional development, lesson planning, and other key areas related to curriculum and instruction. They were able to help with the continued effort of standardized assessments and adhere to the recently created assessment matrix and schedule. They were able to help teachers understand the importance of progress monitoring and trimester assessments in order to use the data and modify their instruction. They were able to help teachers create plans and use various supplemental intervention programs, whether digital or direct instruction model, to help throughout the school day and/or for the after school tutoring program. There were one new teacher for our IS/homeschool program. The new Curriculum and Instruction Director played a crucial part with supporting them with training, modeling, and observing routinely. In addition, the Curriculum Director helped the homeschool teachers to communicate the importance of standardized assessments to their respective parents, thus increasing the number of students that participated in the CAASPP - going from 0% the previous 3 years to 48% participating for the 25-26 CAASPP. In addition, all the teachers were involved with several PLC meetings and math adoption meetings in|2026-06-23|2026 45737000000000|Mountain Union Elementary|2||5|5|5|3|3|5|5|5|3|3|4|4|5|3|3|0|3|4|2|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.|2026-06-24|2026 45745830000000|Shasta-Trinity ROP|2|||||||||||||||||||||||||Not Met|||2026 45752670000000|Gateway Unified|2||5|4|4|4|4|4|4|4|5|4|5|4|4|5|4|4|4|4|4|5|5|4|4|Met|Gateway Unified School District continues to make progress in implementing California academic standards and curriculum frameworks through collaborative leadership, professional learning, and data-informed decision-making. Teachers, administrators, instructional coaches, and district leaders work together through PLC structures, the District Literacy Team, and the District Math Team to analyze student data, identify instructional needs, and guide professional learning priorities. During the 2025–26 school year, the district completed a comprehensive K–8 mathematics adoption process involving teachers, administrators, parents, and district leadership, resulting in the selection of instructional materials aligned with California's Mathematics Framework. The district also continued implementation of evidence-based literacy practices, including Science of Reading training, literacy intervention resources, and adoption of a state-approved K–2 reading screener. Professional learning was supported through instructional coaching, county office partnerships, collaborative planning time, lesson study, and targeted training aligned to district goals. These efforts have strengthened educator capacity, increased alignment between instructional practices and state frameworks, and ensured students have access to high-quality, standards-aligned instruction across all grade levels.|2026-06-24|2026 45752670113407|Rocky Point Charter|2||4|4|4|4|3|4|4|4|4|3|5|5|5|4|4|2|3|4|3|2|4|4|4|Met||2026-06-18|2026 46104620000000|Sierra County Office of Education|2||5|3|3|4|4|5|5|5|5|5|4|2|4|3|3|4|3|4|5|4|5|4|3|Met||2026-06-23|2026 46701770000000|Sierra-Plumas Joint Unified|2||5|3|3|4|4|5|5|5|5|5|4|2|4|3|3|4|3|4|5|4|5|4|3|Met||2026-06-23|2026 46748800000000|WIlliam (R) Rouse ROP|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-24|2026 47104700117168|Golden Eagle Charter|2||4|3|4|3|3|5|3|5|4|4|5|3|5|4|4|5|4|4|4|4|4|4|4|Met||2026-06-11|2026 47104700137372|Northern United - Siskiyou Charter|2||4|4|4|3|3|5|4|5|4|4|3|3|3|3|3|4|4|4|4|5|4|4|4|Met||2026-06-30|2026 47701850000000|Big Springs Union Elementary|2|Big Springs Elementary School District uses locally selected measures to monitor implementation of state academic standards, including classroom instruction, adopted curriculum and instructional materials, local assessment results, teacher collaboration,|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|0|4|0|4|4|4|Met|Big Springs continues to implement California State Standards through standards-aligned instructional materials, classroom instruction, local assessment review, staff collaboration, and professional learning. The District uses local data, classroom implementation, LCAP review, and SARC-related information to monitor progress and identify areas where additional support or alignment may be needed. Current areas of focus include English language arts, mathematics, English language development, and instructional support for students needing intervention.|2026-06-12|2026 47701930000000|Bogus Elementary|2||5|5|4|3|3|5|5|5|3|3|5|5|5|3|3|0|4|4|5|3|4|4|4|Met||2026-06-10|2026 47702010000000|Butteville Union Elementary|2|Butteville Union Elementary School District measures implementation of California State Academic Standards through classroom observations, instructional walkthroughs, CAASPP results, local assessments, teacher collaboration, professional development activ|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 47702270000000|Delphic Elementary|2||4|4|4|3|3|4|4|4|3|3|4|4|4|3|3|4|4|3|3|3|4|4|4|Met||2026-06-30|2026 47702430000000|Dunsmuir Elementary|2||4|4|3|3|4|5|5|4|4|5|4|4|4|4|4|4|2|3|3|1|5|5|4|Met||2026-06-23|2026 47702500000000|Dunsmuir Joint Union High|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|5|5|4|Met||2026-06-24|2026 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||2026-06-18|2026 47703260000000|Grenada Elementary|2||4|4|4|4|4|5|5|5|5|5|5|3|5|5|5|5|5|4|3|2|4|4|4|Met||2026-06-22|2026 47703340000000|Happy Camp Union Elementary|2||2|2|2|2|1|2|2|2|2|1|2|2|2|2|1|1|3|3|2|1|4|4|4|Met||2026-06-11|2026 47703590000000|Hornbrook Elementary|2||5|5|4|3|3|5|5|5|5|5|5|4|5|3|3|4|5|4|3|3|4|4|4|Met||2026-06-09|2026 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||2026-06-11|2026 47703750000000|Klamath River Union Elementary|2||5|5|4|5|4|3|3|4|4|4|5|5|4|4|4|0|4|4|4|4|4|4|5|Met||2026-06-16|2026 47703830000000|Little Shasta 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||2026-06-10|2026 47704090000000|McCloud Union Elementary|2||5|1|4|5|4|5|1|4|5|4|4|1|4|4|4|0|4|4|3|0|5|5|5|Met||2026-06-18|2026 47704170000000|Montague Elementary|2||5|3|4|4|3|5|3|4|5|4|5|3|4|5|4|4|5|5|4|4|4|4|4|Met||2026-06-09|2026 47704250000000|Mt. Shasta Union Elementary|2||4|5|5|3|3|4|4|3|3|5|4|4|4|4|5|3|3|4|4|1|4|4|5|Met||2026-06-17|2026 47704580000000|Seiad Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|3|3|0|4|4|3|2|5|5|5|Met||2026-06-15|2026 47704660000000|Siskiyou Union High|2|Siskiyou Union High School District has standards aligned curriculum across all areas of English Language Arts, English Language Development (Aligned to Common Core State Standards for English Language Arts), Mathematics – Common Core State Standards for|4|5|4|4|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|Met||2026-06-24|2026 47704820000000|Weed Union Elementary|2||4|5|4|4|4|5|5|4|5|4|4|4|4|4|4|5|4|5|4|0|5|5|5|Met||2026-06-25|2026 47704900000000|Willow Creek Elementary|2|Willow Creek Elementary School District uses multiple locally selected measures to monitor progress in implementing the California State Board of Education adopted academic standards. These measures include administrator classroom observations and walkthr|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-17|2026 47705080000000|Yreka Union Elementary|2|Yreka Union Elementary School District monitors implementation of California's academic standards through classroom observations, teacher evaluations, Professional Learning Communities (PLCs), curriculum implementation reviews, student achievement data (i|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-25|2026 47705160000000|Yreka Union High|2||5|4|4|4|5|5|5|5|5|5|5|3|4|4|5|5|5|5|5|5|4|3|3|Met||2026-06-17|2026 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||2026-06-25|2026 47748720000000|Siskiyou ROP|2|||||||||||||||||||||||||Not Met|||2026 47764550000000|Scott Valley Unified|2||4|3|3|3|3|5|4|5|4|5|5|3|4|3|5|5|5|5|5|5|4|4|4|Met||2026-06-17|2026 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||2026-06-24|2026 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||2026-06-09|2026 48705240000000|Benicia Unified|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|4|4|4|Met||2026-06-16|2026 48705320000000|Dixon Unified|2||3|5|3|3|4|4|5|4|3|4|4|5|4|3|3|3|4|3|3|4|3|3|3|Met||2026-06-18|2026 48705320122267|Dixon Montessori Charter|2|Dixon Montessori Charter School (DMCS) utilizes a combination of standardized local assessments, curriculum-embedded metrics, and professional collaborative frameworks to track and measure progress in the implementation of the California State Academic St|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|5|5|5|5|5|5|5|Met|Dixon Montessori Charter School (DMCS) maintains a robust system of professional development, collaboration, and resource allocation to ensure the high-fidelity implementation of all California State Academic Standards. By blending the rigor of state frameworks with the child-centered methodologies of the Montessori and PBL philosophies, DMCS provides a cohesive and deeply engaging educational program. Our high self ratings reflect a sustained commitment to staff development and instructional alignment. DMCS utilizes professional learning communities (PLCs), targeted peer-pairings, and consistent administrative walkthroughs to continuously identify and support the distinct professional learning needs of our educators. This collaborative culture empowers teachers to effectively differentiate instruction, master standards they find challenging, and integrate English Language Development (ELD) and Next Generation Science Standards (NGSS) seamlessly into core instruction. With 100% of our classrooms fully equipped with standards-aligned instructional materials, our focus remains on deepening pedagogical sustainability and leveraging real-time local data to maximize student achievement across all required content areas.|2026-06-16|2026 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 alignment of instructional materials. While stability has been achieved, targeted refinements are advancing to deepen coherence, strengthen instructional consistency, and improve student outcomes. Professional development is strengthening vertical alignment of state standards. These learning experiences are intentionally designed to build over time, ensuring sustained engagement rather than one-time sessions. Coaching models continue to be maintained and expanded throughout the year to provide job-embedded support and feedback. Ongoing collaboration during Teacher Learning Community (TLC) time remains central, as educators analyze student work and refine instruction. For the 2026/27 school year, the District is prioritizing stronger vertical alignment of standards and materials. Professional learning will emphasize how standards progress across grade levels so that educators clearly understand instructional pathways and student development over time. Special education teachers will be intentionally included in standards-based discussions and professional development to ensure coherence and access for all learners. The District will also support families in understanding instructional shifts and expectations. Ongoing monitoring and data analysis will guide continuous improvement and ensure equitable, high-quality implementation of state academic standards.|2026-06-25|2026 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 guid|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 48705730000000|Vacaville Unified|2||4|4|3|4|4|4|4|3|4|4|4|4|4|4|5|5|4|4|5|4|3|4|4|Met||2026-06-25|2026 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:|5|3|5|5|4|5|3|5|5|4|4|3|4|4|4|3|3|5|3|3|4|4|4|Met||2026-06-18|2026 48705730135095|Ernest Kimme Charter Academy|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||2026-06-11|2026 48705734830113|Buckingham Collegiate Charter Academy|2||4|3|4|4|3|5|4|4|4|3|4|4|4|4|4|4|3|4|4|4|4|4|4|Met||2026-06-11|2026 48705736051338|Fairmont Elementary|2|||||||||||||||||||||||||Not Met|||2026 48705810000000|Vallejo City Unified|2||5|5|5|4|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|4|4|Met|025-2026 concludes year 3 of the three year VCUSD Professional Learning Plan. That plans provides a comprehensive roadmap for addressing the professional learning needs of teachers aligned to the district instructional priorities, Local Control Accountability Plan and Strategic Plan. The work of implementation of the academic standards is aligned to the work of professional learning and curriculum development and assessment efforts. This work is supported by site leadership giving timely feedback on the instructional practices observed in in the classroom and by instructional coaches providing demonstration lessons, planning support and observation. The district wide push toward consistency in the quality of the implementation of the adopted curriculum is supported through the District Leadership Team structure and district wide learning walks to continuously assess the implementation of the common instructional priorities.|2026-06-17|2026 48705810115469|Vallejo Charter|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|3|4|4|0|4|4|4|Met|Vallejo Charter School is a TK-8 Expeditionary Learning school utilizing EL strategies and the VCUSD adopted curriculum for all academic areas. Academic and curriculum implementation coaching is provided by EL Education to support the effective implementation of the learning model at VCS.|2026-06-17|2026 48705810134262|Caliber: ChangeMakers Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|2|4|4|4|2|4|4|4|Met||2026-06-18|2026 48705810137380|MIT Griffin Academy Middle|2||4|5|4|5|5|5|5|5|5|5|4|4|4|4|4|0|4|4|4|0|5|5|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.|2026-06-16|2026 48705810139816|Griffin Academy High|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|5|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.|2026-06-16|2026 48705814830196|MIT Academy|2||4|3|5|4|4|4|4|5|4|4|4|4|4|4|4|3|4|4|4|4|5|5|4|Met|MIT Academy takes great pride in implementing state academic standards and has chosen specific measures and tools to track student progress toward meeting grade level state academic standards. Our greatest strength is that the Instructional Coach trains staff and facilitates bi-weekly site trainings where staff trains each other. We are focusing on implementing a matrix for the essential standards and aligning lessons to standards. In grades 9-12, teachers administer the NWEA MAP tests in Reading and Math three times per year to assess students' progress toward mastery of the Common Core State Standards. The Charter School selected this assessment since it is nationally normed and provides in depth data reports that teachers can use to drive instruction. Additionally, the assessments are online allowing for immediate reporting to inform instruction. Our PE teacher assesses student progress by tracking their growth on the California Physical Fitness Test requirements. Student progress in 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.|2026-06-16|2026 48705816116255|Mare Island Technology Academy|2||4|3|5|4|5|5|4|5|5|5|4|4|4|4|4|0|4|4|4|0|5|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 with leveled reading materials. There will be a writing component to accompany the reading to increase comprehension.|2026-06-16|2026 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|4|4|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|0|4|4|4|Met||2026-06-25|2026 49402460000000|Petaluma City Schools|2||5|3|4|3|4|5|4|4|3|4|3|2|3|2|2|5|5|5|5|5|3|2|2|Met||2026-06-30|2026 49402460131961|Petaluma Accelerated Charter|2||5|3|4|3|4|5|4|4|3|4|3|2|3|2|2|5|5|5|5|5|3|2|2|Met||2026-06-30|2026 49402460142554|Dual Language Immersion Academy Charter|2||5|3|4|3|4|5|4|4|3|4|3|2|3|2|2|5|5|5|5|5|3|2|2|Met||2026-06-30|2026 49402466051932|Mary Collins Charter School at Cherry Valley|2||5|3|4|3|4|5|4|4|3|4|3|2|3|2|2|5|5|5|5|5|3|2|2|Met||2026-06-30|2026 49402466051981|Penngrove Elementary|2||5|3|4|3|4|5|4|4|3|4|3|2|3|2|2|5|5|5|5|5|3|2|2|Met||2026-06-30|2026 49402466119036|Live Oak Charter|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 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 o|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|5|5|5|5|3|3|3|Met||2026-06-24|2026 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||2026-06-24|2026 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|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-24|2026 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 2025, 99% of 6th graders passed the A2 exam and will take the B1 exam as 8th 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.|2026-06-24|2026 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 includi|4|4|4|4|4|4|4|4|4|0|4|4|4|4|0|3|4|4|4|4|4|4|4|Met||2026-06-24|2026 49402536116958|Kid Street Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|5|4|5|0|4|4|4|Met||2026-06-25|2026 49705990000000|Alexander Valley Union Elementary|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||2026-06-08|2026 49706070000000|West Sonoma County Union High|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|5|5|4|Met||2026-06-24|2026 49706150000000|Bellevue Union|2||5|5|4|2|1|5|5|5|1|1|5|5|5|2|1|0|1|5|4|0|5|3|4|Met|In the 2025-2026 school year, a great deal of emphasis was placed on building teacher capacity around english language arts, early intervention language development and autism. District offered professional development around DIBELS, AAC Bootcamp for SpEd Department, Neurodiversity, Supporting mental health in the classroom, and continuous improvement for LTELS and At Risk of LTEL students.|2026-06-16|2026 49706230000000|Bennett Valley Union Elementary|2||4|4|4|4|4|4|4|4|5|4|5|4|4|4|4|0|3|4|4|0|4|4|4|Met|BVUSD meets the standards for this state priority. STANDARDS-ALIGNED INSTRUCTION All classrooms are equipped with board- and state-adopted instructional materials. Recent adoptions include K–3 ELA and K-6 science. Professional learning in ELD is prioritized alongside the ELA adoption. PROFESSIONAL LEARNING & COLLABORATION Teacher teams meet weekly in PLCs to analyze data, refine instruction, and update curriculum maps. Full-day benchmark calibration sessions occur each trimester. Professional development includes peer observations, and collaborative planning, with tiered support for new teachers. Survey data indicates most teachers feel equipped to deliver high-quality, standards-based instruction. ARTS, PE & INTEGRATED CONTENT With support from Prop 28 and BVEF, all students access visual and performing arts through credentialed teachers, with additional after-school opportunities. PE meets weekly minimum requirements; PFT data confirm fitness benchmarks are met. History-social science is integrated with ELA through writing and primary sources. Career exploration and global cultures are incorporated through library and social studies programs. MAINTENANCE OF STANDARDS Priority 2 efforts are reflected in the LCAP (Action 1.2; Metrics 1.4 and 1.5). BVUSD monitors implementation through formative and summative assessments, trimester benhmarks, SBAC results, educational partner surveys, and teacher collaboration cycles.|2026-06-11|2026 49706236098248|Bennett Valley Charter|2||4|4|4|4|4|4|4|4|5|4|5|4|4|4|4|0|3|4|4|0|4|4|4|Met|BVUSD meets the standards for this state priority. STANDARDS-ALIGNED INSTRUCTION All classrooms are equipped with board- and state-adopted instructional materials. Recent adoptions include K–3 ELA and K-6 science. Professional learning in ELD is prioritized alongside the ELA adoption. PROFESSIONAL LEARNING & COLLABORATION Teacher teams meet weekly in PLCs to analyze data, refine instruction, and update curriculum maps. Full-day benchmark calibration sessions occur each trimester. Professional development includes peer observations, and collaborative planning, with tiered support for new teachers. Survey data indicates most teachers feel equipped to deliver high-quality, standards-based instruction. ARTS, PE & INTEGRATED CONTENT With support from Prop 28 and BVEF, all students access visual and performing arts through credentialed teachers, with additional after-school opportunities. PE meets weekly minimum requirements; PFT data confirm fitness benchmarks are met. History-social science is integrated with ELA through writing and primary sources. Career exploration and global cultures are incorporated through library and social studies programs. MAINTENANCE OF STANDARDS Priority 2 efforts are reflected in the LCAP (Action 1.2; Metrics 1.4 and 1.5). BVUSD monitors implementation through formative and summative assessments, trimester benchmarks, SBAC results, educational partner surveys, and teacher collaboration cycles.|2026-06-11|2026 49706490000000|Cinnabar Elementary|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|4|4|4|0|5|4|4|Met|Implementation of the Standards is addressed in LCAP Action 1.5 Implementation of the Standards.|2026-06-23|2026 49706496051635|Cinnabar Charter|2||4|4|4|4|4|4|4|4|4|4|3|3|3|3|3|0|4|4|4|0|5|4|4|Met|Implementation of the Standards is addressed in LCAP Action 1.5 Implementation of the Standards.|2026-06-23|2026 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 2026-27. 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.|2026-06-18|2026 49706720000000|Dunham Elementary|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|0|4|4|4|0|5|5|5|Met||2026-06-11|2026 49706720122440|Dunham Charter|2||5|4|5|5|4|5|4|5|5|4|5|4|5|5|4|0|4|4|4|0|5|5|5|Met||2026-06-11|2026 49706800000000|Forestville Union Elementary|2||5|5|4|4|5|5|5|4|4|5|4|4|4|4|4|0|3|4|4|0|4|4|3|Met||2026-06-18|2026 49706800112987|Forestville Academy|2||5|5|4|4|5|5|5|4|4|5|4|4|4|4|4|0|3|4|4|0|4|4|3|Met||2026-06-18|2026 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||2026-06-16|2026 49707060000000|Geyserville Unified|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|5|5|4|5|5|5|5|4|Met||2026-06-23|2026 49707140000000|Gravenstein 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||2026-06-16|2026 49707146051742|Gravenstein Elementary|2|||||||||||||||||||||||||Not Met|||2026 49707146051759|Hillcrest Middle|2|||||||||||||||||||||||||Not Met|||2026 49707220000000|Guerneville Elementary|2||5|4|5|5|5|5|4|5|4|4|5|4|5|4|4|0|3|5|4|0|4|4|4|Met||2026-06-15|2026 49707220139048|California Pacific Charter - Sonoma|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||2026-06-16|2026 49707226051767|Guerneville Elementary (Charter)|2||5|4|5|5|5|5|4|5|4|4|5|4|5|4|4|0|3|5|4|0|4|4|4|Met||2026-06-15|2026 49707300000000|Harmony Union Elementary|2||3|2|1|4|4|3|2|1|4|4|4|2|1|4|4|2|3|4|4|0|3|3|3|Met||2026-06-12|2026 49707306110639|Salmon Creek School - A Charter|2||3|2|1|4|4|3|2|1|4|4|4|2|1|4|4|2|3|4|4|0|3|3|3|Met||2026-06-12|2026 49707306120588|Pathways Charter|2||4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|3|4|4|4|3|3|Met||2026-06-15|2026 49707630000000|Horicon Elementary|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||2026-06-09|2026 49707890000000|Kenwood|2||5|5|5|4|4|5|5|5|4|4|5|4|5|5|5|0|4|4|4|0|5|5|5|Met||2026-06-10|2026 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||2026-06-24|2026 49707970107284|California Virtual Academy @ Sonoma|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 49707970139568|Heartwood Charter|2||5|5|4|4|4|5|5|4|4|4|5|5|4|4|4|0|5|5|5|0|5|5|5|Met||2026-06-26|2026 49707970140228|Liberty Independent Study|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||2026-06-24|2026 49707976051833|Liberty Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-24|2026 49708050000000|Mark West Union Elementary|2||5|4|4|4|4|5|5|5|4|3|5|4|4|4|3|0|3|4|4|0|5|4|4|Met||2026-06-25|2026 49708050105890|Mark West Charter|2||5|4|4|4|4|5|5|5|4|4|5|5|4|3|3|0|4|4|4|0|5|4|4|Met||2026-06-25|2026 49708056051858|San Miguel Elementary|2||5|4|4|4|4|5|5|5|4|3|5|4|4|4|3|0|4|4|4|0|5|4|4|Met||2026-06-25|2026 49708056111066|John B. Riebli Elementary|2||5|4|4|4|4|5|5|5|4|3|5|4|4|4|3|0|4|4|4|0|5|4|4|Met||2026-06-25|2026 49708130000000|Monte Rio Union Elementary|2||4|4|4|4|4|5|4|4|4|4|5|4|4|4|4|0|4|4|4|0|5|4|4|Met||2026-06-21|2026 49708210000000|Montgomery Elementary|2||4|4|4|4|4|5|5|5|5|5|4|4|4|5|4|0|3|4|3|0|5|5|4|Met||2026-06-10|2026 49708390000000|Oak Grove Union Elementary|2||5|5|4|4|4|5|5|4|4|4|5|5|4|4|4|0|2|5|4|0|4|4|4|Met||2026-06-11|2026 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|"Pivot Charter School continues to demonstrate ""Full Implementation"" of all California Common Core and State Standards. Our blended learning model leverages high-quality, standards-aligned digital curricula to ensure every student, regardless of geographic location, has equitable access to rigorous content."|2026-06-16|2026 49708396051890|Oak Grove Elementary/Willowside Middle|2||5|5|4|4|4|5|5|4|4|4|5|5|4|4|4|0|2|5|4|0|4|4|4|Met||2026-06-11|2026 49708470000000|Old Adobe Union|2||4|4|4|4|3|5|5|5|4|3|5|4|4|3|3|0|4|5|4|0|5|5|5|Met||2026-06-11|2026 49708470119750|River Montessori Elementary Charter|2|RMCS utilizes easyCBM as its primary progress monitoring tool. easyCBM was selected because it is research-validated, standards-aligned, and measures individual student growth over time against specific Common Core benchmarks in ELA and Mathematics. It al|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met|River Montessori Charter School demonstrates consistent, documented progress in implementing California's state academic standards, supported by both external validation and strong local assessment data. State standards are embedded within Montessori's research-backed, student-centered framework — an approach that develops academic mastery alongside executive function, critical thinking, and collaborative skills. Standards alignment is maintained through structured curriculum review cycles, and teacher assignments are credentialed, formally documented, and regularly reviewed to ensure Montessori instructional delivery remains standards-aligned and pedagogically sound. The 2025 California School Dashboard reflects strong outcomes: ELA rated Green, 44 points above standard with 69% proficiency; Math rated Blue, 20 points above standard with 59% proficiency. Local assessments confirm these gains, with 87% overall academic growth — 89% in Math and 85% in ELA. These outcomes are supported by a structured professional learning system that identifies school-wide and individual student and teacher needs through ongoing data analysis, classroom observation, collaborative review in a partnership model. Teachers receive targeted, standards-specific coaching and support, ensuring continuous instructional growth and fidelity to both state standards and Montessori pedagogy.|2026-06-25|2026 49708470127555|Loma Vista Immersion Academy|2||5|4|4|4|3|5|5|5|5|4|5|4|4|4|3|0|5|5|4|0|5|5|5|Met||2026-06-11|2026 49708476051924|Old Adobe Elementary Charter|2||5|4|4|4|3|5|5|5|5|4|5|4|4|5|4|0|5|5|4|0|5|4|5|Met||2026-06-11|2026 49708476072136|Miwok Valley Elementary Charter|2||5|4|4|4|3|5|5|5|5|4|5|4|4|4|4|0|5|5|4|0|4|4|4|Met||2026-06-11|2026 49708476114755|Sonoma Mountain Elementary|2||5|4|4|4|4|5|5|5|5|4|5|5|5|4|4|0|5|5|5|0|5|5|5|Met||2026-06-11|2026 49708540165241|Valley Vista Public Waldorf|2||5|3|4|3|4|5|4|4|3|4|3|2|3|2|2|5|5|5|5|5|3|2|2|Met||2026-06-30|2026 49708700000000|Piner-Olivet Union Elementary|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|0|3|4|4|0|5|5|4|Met||2026-06-12|2026 49708700106344|Northwest Prep Charter|2||4|4|4|3|3|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|5|4|Met||2026-06-12|2026 49708706066344|Olivet Elementary 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||2026-06-12|2026 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||2026-06-12|2026 49708706113492|Piner-Olivet Charter|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|0|4|5|4|0|5|5|4|Met||2026-06-12|2026 49708880000000|Kashia Elementary|2|||||||||||||||||||||||||Not Met|||2026 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||2026-06-16|2026 49708960102525|Spring Lake Charter|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|0|4|4|4|5|4|4|4|Met||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 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||2026-06-16|2026 49709040000000|Roseland|2||4|3|4|3|3|4|4|4|4|4|4|4|5|4|3|0|3|4|3|5|3|3|3|Met||2026-06-17|2026 49709040101923|Roseland Charter|2||3|3|4|4|3|4|3|4|4|4|4|3|4|4|4|1|3|4|3|3|3|3|3|Met||2026-06-16|2026 49709380000000|Sebastopol Union Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|2|5|5|0|5|5|5|Met||2026-06-09|2026 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 math instruction in grades 1-8. We use SuperKids for reading and writing instruction i|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|5|5|5|5|5|4|4|4|Met|We have adopted a California standards-based curriculum for all subjects, and we provide periodic professional development to teachers to help them implement the standards effectively. 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.|2026-06-22|2026 49709530000000|Sonoma Valley Unified|2||4|4|3|3|3|4|3|4|3|3|4|4|3|2|3|4|4|4|4|3|4|3|3|Met|All students have access to district-adopted instructional materials across all content areas. While implementation and use of materials may vary by classroom, 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 launch of the Sobrato Early Academic Language (SEAL) program in Grades K–5. This program supports our efforts to build language-rich, standards-aligned instruction. The purpose of this collaboration and PD is to ensure vertical articulation and alignment with state standards at each grade level. 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 California Mathematics Framework and in anticipation of a new textbook adoption, SVUSD formed a Math Committee to guide the review of instructional materials and identify pilot curriculum. District-wide professional learning initiatives such as Amira for K–5 reading, SEAL for language development, BTC for 6-12 math, and MTSS TK-12 demonstrate SVUSD’s commitment to standards implementation through strategic capacity-building. Feedback from educators highlights the need for more differentiated professional learning opportunities. The district continues to explore ways to provide high-quality, personalized PD that aligns with both educator needs and the expectations of the State Standards.|2026-06-18|2026 49709530105866|Woodland Star Charter|2||5|4|4|4|5|4|4|4|4|5|5|4|4|4|5|0|2|3|5|5|4|4|4|Met|WSCS staff and teachers have and will continue to have PD around literacy. Many have completed Orton Gillingham Training and LETRS training and we collectively subscribe to the Science of Reading pedagogy in all elementary grades, intervention and in special education. We have adopted a new math curriculum. We will be adopting this curriculum in grades 3-8, intervention and in Special Education. Teachers continue to receive professional development in Waldorf methods and other identified areas of need. New teachers will have professional mentorship through out the year.|2026-06-17|2026 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||2026-06-23|2026 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||2026-06-25|2026 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||2026-06-25|2026 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||2026-06-25|2026 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||2026-06-25|2026 49709790000000|Two Rock Union|2||4|3|3|4|4|4|3|4|4|4|4|3|3|5|5|0|4|4|3|0|4|4|4|Met||2026-06-25|2026 49709950000000|Waugh Elementary|2|For nearly a century, the Waugh School District has served students in Northeast Petaluma and neighboring communities by providing a comprehensive, high-quality educational program. Corona Creek and Meadow Schools have established a strong tradition of ac|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-11|2026 49710010000000|West Side Union Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|0|4|5|4|0|5|5|5|Met||2026-06-16|2026 49710190000000|Wilmar Union Elementary|2|The Wilmar Union School District uses multiple measures to monitor and support the implementation of California State Academic Standards. These measures were selected because they provide meaningful information about student achievement, growth, and instr|5|4|5|5|4|5|5|4|5|5|5|5|4|4|4|0|5|5|5|0|5|5|5|Met||2026-06-29|2026 49710350000000|Wright Elementary|2||5|4|5|5|4|5|4|5|5|3|5|4|5|4|3|0|4|4|4|0|5|5|5|Met||2026-06-25|2026 49710356052377|Wright Elementary|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 49738820000000|Cotati-Rohnert Park Unified|2||4|4|4|4|1|5|5|5|5|2|5|4|5|4|3|4|3|4|4|3|5|5|4|Met|In addition to the information provided in the Dashboard, CRPUSD would like to highlight continued implementation of state-adopted academic standards. The district is in the second year of implementing its science curriculum and has completed its first year of Ethnic Studies implementation. In History–Social Science, the district has followed state guidelines in reviewing new curriculum; however, a full adoption has been delayed due to budget constraints. Supplemental materials continue to ensure alignment with state standards. The district maintains multi-year curriculum implementation and professional development plans for English Language Arts (ELA) and Mathematics to support effective standards-based instruction. English Language Development (ELD) programming has expanded to address ELD standards through integrated STEM and STEAM activities. The district is also expanding World Language offerings through the addition of middle school American Sign Language (ASL) and continues strengthening alignment of Visual and Performing Arts (VAPA) and Physical Education (P.E.) programs with state standards. This past year, the district hired two instructional coaches to provide individualized teacher support and strengthen Professional Learning Communities (PLCs), promoting educator growth and improved student outcomes. These efforts reflect the district’s ongoing commitment to high-quality instruction and alignment with state standards.|2026-06-09|2026 49738820123786|Credo High|2||4|3|4|4|4|4|4|3|4|4|4|4|4|3|4|3|3|4|5|4|3|3|2|Met|In 2025/26 the English Language Arts faculty undertook developing an internally standardized writing assessment tool aligned with ELA Common Core Standards for all grades. This will assist in benchmarking students' skills across the grades and strengthening instruction. A renewed focus on subject-specific professional development is also in place for 2026/27.|2026-06-15|2026 49745910000000|Sonoma County ROP|2|||||||||||||||||||||||||Not Met|||2026 49753580000000|Windsor Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-08|2026 49753580114934|Village Charter|2||4|4|4|3|4|5|5|5|3|5|5|5|5|5|5|0|3|4|5|1|5|5|5|Met||2026-06-03|2026 49753586052369|Cali Calmecac Language Academy|2|Cali Calmécac Language Academy (CCLA) measures implementation of California State Academic Standards through PLC and PLT collaboration, classroom observations, curriculum alignment reviews, Renaissance assessments, CAASPP and ELPAC data, common formative|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|5|5|4|4|Met|Cali Calmécac Language Academy (CCLA) monitors implementation of California State Academic Standards through PLC and PLT collaboration, classroom observations, curriculum reviews, student assessment data, and stakeholder feedback. During the 2025–26 school year, teachers participated in professional learning focused on literacy, mathematics, English Language Development (ELD), dual-language instruction, AVID, technology integration, and differentiated instructional practices. PLCs used student data to align instruction, monitor progress, and provide targeted interventions through the Multi-Tiered System of Supports (MTSS). CCLA strengthened implementation of ELA, Mathematics, ELD, Science, History-Social Science, Visual and Performing Arts, Health, Physical Education, Career Readiness, and World Language standards through curriculum alignment, instructional coaching, STEM and enrichment opportunities, AVID, counseling supports, and its 90/10 dual-language immersion program. Based on local measures, student achievement data, professional learning outcomes, and continuous improvement efforts, CCLA rates itself at Level 5: Full Implementation and Sustainability for Priority 2: Implementation of State Academic Standards.|2026-06-08|2026 49753900000000|Healdsburg Unified|2||5|5|4|4|4|5|5|5|4|4|5|5|4|4|4|5|4|5|5|4|5|4|5|Met||2026-06-17|2026 50105040000000|Stanislaus County Office of Education|2||4|4|5|4|4|5|4|5|4|5|5|4|5|4|4|5|4|5|5|3|5|5|5|Met|The Educational Options Division has made a strategic investment in strengthening instructional quality through the implementation of comprehensive coaching and support structures for all teachers. The addition of a full-time instructional coach has expanded the division’s capacity to provide differentiated, job-embedded professional learning, including targeted professional development aligned to student needs, individualized coaching cycles, model lessons, and ongoing feedback to enhance instructional practice and student outcomes. The division has also prioritized the adoption and implementation of new, state standards-aligned English Language Arts and Mathematics curricula, reflecting a deliberate shift away from an overreliance on Chromebook-based instruction and toward more engaging, hands-on learning experiences that foster critical thinking, conceptual understanding, and active student participation. By combining high-quality instructional materials with sustained coaching and professional support, the division ensures teachers are well-equipped to deliver rigorous, standards-based instruction while continuously improving their practice. Together, these efforts represent a cohesive, research-based approach to instructional improvement and demonstrate a strong commitment to continuous growth for both educators and students.|2026-06-09|2026 50105040117457|Great Valley Academy|2||5|4|5|4|5|5|4|5|4|4|5|4|5|4|4|0|4|5|5|5|5|5|5|Met||2026-06-01|2026 50105040129023|Stanislaus Alternative Charter|2||4|4|4|4|4|5|4|5|4|5|4|4|4|4|4|5|4|5|5|4|5|5|5|Met||2026-06-09|2026 50710430000000|Ceres Unified|2||4|4|4|4|3|4|4|5|4|4|4|4|4|4|3|4|4|4|5|5|5|5|5|Met||2026-06-18|2026 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||2026-06-18|2026 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||2026-06-18|2026 50710430112292|Aspire Summit Charter Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 50710500000000|Chatom Union|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|2|5|5|2|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.|2026-06-23|2026 50710680000000|Denair Unified|2||5|4|5|5|5|5|5|5|5|5|5|4|5|5|5|4|5|5|5|5|5|5|4|Met||2026-06-11|2026 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||2026-06-11|2026 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|5|4|Met||2026-06-11|2026 50710760000000|Empire Union Elementary|2||4|3|4|3|3|4|4|4|4|4|4|3|4|3|3|0|3|4|4|0|4|4|4|Met||2026-06-11|2026 50710840000000|Gratton Elementary|2||4|4|4|4|5|4|4|4|5|5|4|4|4|5|5|5|5|4|5|4|4|4|4|Met||2026-06-08|2026 50710840120089|Gratton Charter|2||4|4|4|4|5|4|4|4|5|5|4|4|4|5|5|5|5|4|5|4|4|4|4|Met||2026-06-08|2026 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||2026-06-11|2026 50710926112965|Hart-Ransom Charter|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|0|4|5|4|0|5|4|4|Met||2026-06-11|2026 50711000000000|Hickman Community Charter|2|HCCD uses multiple ways to assess student proficiency, progress, and growth. Teachers and parent-educators use a variety of state-adopted resources and other standards-based materials to educate their students. Our annual CAASPP assessment results allow u|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|5|5|5|Met||2026-06-29|2026 50711006052559|Hickman Elementary|2|The LEA uses teacher and staff surveys and examples of teacher whole-group and flexible grouping lessons to track progress in California Standards implementation. Administration completes regular formal and informal teacher assessments to ensure standard|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-29|2026 50711006112627|Hickman Charter|2|Hickman Charter School uses multiple ways to assess student proficiency, progress, and growth. Our parents use a variety of state-adopted resources and other standards-based materials to educate their children. Our annual CAASPP assessment results allow u|5|3|4|5|5|5|5|5|5|5|4|3|4|5|5|4|3|4|5|3|4|5|5|Met||2026-06-29|2026 50711006116388|Hickman Middle|2||5|4|5|5|5|5|5|5|5|4|5|5|5|5|5|0|5|5|5|0|5|5|5|Met||2026-06-29|2026 50711340000000|Keyes Union|2|Keyes Union School District continuously seeks staff development and support to all staff in order to assure the State Academic Standards are taught daily in all classrooms. The full instructional curriculum is aligned and follows the State Academic Stand|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|3|1|4|4|4|Met|The district continues to provide professional development based on the learning needs of individual teachers and based on standards and a quality academic instructional program.|2026-06-23|2026 50711346113286|Keyes to Learning Charter|2|Keyes to Learning Charter School (KTL) is one school divided into three programs: BlendED Academy (TK-12- Homeschool option), Hybrid Program (K-8), and High School (University model - hybrid). Like all California public schools, KTL uses the California As|5|4|5|4|4|5|5|5|5|5|5|5|5|5|5|0|5|5|5|4|5|5|5|Met|KTL is committed to ongoing, evidence-based self-evaluation and institutional growth. As a small school, vertical staff collaboration happens daily. Integrated Professional Learning Communities (PLCs) continuously enhance efficacy, collective instructional capacity, and the school culture overall. Teachers are given the opportunity to actively engage in targeted professional development.|2026-06-23|2026 50711420000000|Knights Ferry Elementary|2||5|4|5|5|4|5|5|5|5|5|5|5|5|5|5|4|4|4|4|0|4|4|4|Met||2026-06-25|2026 50711670000000|Modesto City Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|4|3|Met||2026-06-22|2026 50711670137265|Aspire University Charter|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 50711670138057|Connecting Waters Charter School - Central Valley|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|2|3|3|3|Met|Connecting Waters Charter School - Central Valley has set a goal within the LCAP to target areas of need for professional development to ensure students are supported with targeted supplemental supports in a program we are calling “Tiger Time”. This very targeted goal is supported by the LCAP, administration, and staff members to boost student achievement. The 2024-25 school year was the first year of exploration for the program. The 2025-26 school year was the initial year of implementation after professional development for staff. The program was highly praised by students and parents. A fully implemented program is now in place and improving program outcomes will be the focus of the 2026-27 school year.|2026-06-22|2026 50711750000000|Modesto City High|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|4|3|Met||2026-06-22|2026 50711750120212|Aspire Vanguard College Preparatory Academy|2||5|4|5|4|4|5|5|5|5|4|5|5|5|4|4|4|4|5|5|4|5|5|5|Met||2026-06-18|2026 50712090000000|Paradise Elementary|2||5|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-17|2026 50712090112383|Paradise Charter|2||5|4|5|4|4|4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|Met||2026-06-17|2026 50712170000000|Patterson Joint Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|4|3|3|3|4|3|3|3|Met||2026-06-08|2026 50712330000000|Roberts Ferry Union Elementary|2||4|4|4|4|4|5|4|4|4|3|4|4|4|3|3|0|3|3|4|0|4|4|4|Met||2026-06-09|2026 50712330121525|Roberts Ferry Charter School Academy|2||4|4|4|4|4|5|4|4|4|3|4|4|4|3|3|0|3|3|4|0|4|4|4|Met||2026-06-08|2026 50712660000000|Salida Union Elementary|2||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. The district provided training at the beginning of the school year on the effective use of the adopted reading difficulties screener: Multitudes.|2026-06-16|2026 50712660124768|Great Valley Academy - Salida|2||5|4|5|4|5|5|4|5|4|4|4|3|4|3|3|0|4|5|5|5|5|5|5|Met||2026-06-01|2026 50712740000000|Shiloh Elementary|2|The district conducts an annual survey of teachers during the summer after the ordering of instructional materials has taken place and materials have been distributed. The survey is intended for the sole purpose of identifying any material deficiencies at|4|4|5|4|4|4|4|5|5|5|4|4|5|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.|2026-06-09|2026 50712740121558|Shiloh Charter|2|The district conducts an annual survey of teachers during the summer after the ordering of instructional materials has taken place and materials have been distributed. The survey is intended for the sole purpose of identifying any material deficiencies at|4|4|5|4|4|4|4|5|5|5|4|4|5|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.|2026-06-09|2026 50712820000000|Stanislaus Union Elementary|2||4|3|2|4|4|4|3|2|4|4|4|4|2|4|4|3|4|4|4|4|4|4|3|Met|Professional learning (PL) this year focused on PLCs, RTI/MTSS, Effective Tier 1 Instruction, GLAD for English Learners, Depth & Complexity (including GATE), Early Literacy/Science of Reading, and UPK (play-based learning). PL was delivered by the Brilliance Project, Solution Tree, GLAD, J Taylor Education, and district coaches. The district implemented PD on the new Math Framework. Following Board approval of the new math curriculum on May 21, 2026, next year will feature a robust engagement and implementation plan across all sites; we anticipate our math rating will increase. Schools continued implementing a Guaranteed & Viable Curriculum via a Team Teaching Assessing Cycle (unwrapping essential standards, creating targets/assessments, teaching, analyzing data, and providing targeted intervention). To measure student learning after each cycle, the district piloted Mastery Connect and will fully implement it next year. iReady remains our primary platform to measure and close learning gaps. SUSD established instructional norms using Visible Learning Research, the Math Framework, UDL, the Science of Reading, and age-appropriate practices. To maintain equity and continuity, progress was monitored via regular walkthroughs by administrators, coaches, Board members, and teachers. Data was logged into Bullseye to track the district-wide implementation of these high-impact strategies.|2026-06-11|2026 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 sch|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-09|2026 50713240000000|Valley Home Joint Elementary|2||4|4|5|4|4|4|4|5|4|4|3|3|4|3|4|0|3|4|2|3|3|4|3|Met|We currently work with the county office of education is providing professional development for our beginning and veteran teachers.|2026-06-09|2026 50736010000000|Newman-Crows Landing Unified|2||5|4|4|5|4|5|4|4|4|4|5|4|5|4|4|5|5|5|5|5|4|4|4|Met||2026-06-15|2026 50746090000000|Yosemite ROP|2|||||||||||||||||||||||||Not Met|||2026 50755490000000|Hughson Unified|2||4|4|4|3|3|4|3|4|3|3|4|3|4|3|3|3|3|3|4|3|4|3|3|Met|When reviewing implementation survey results, it is important to note that the response scale was revised for the 2025–26 administration to improve accuracy and applicability: 0 = N/A, 1 = No Progress, 2 = Beginning Phases of Development, 3 = Progress, and 4 = Full Implementation. The addition of a “N/A” option allowed staff to indicate when a particular set of standards was not relevant to their role, rather than selecting a rating that may not accurately reflect implementation. As a result, a rating of 4 represents the highest level of implementation, and survey results should be interpreted within the context of this revised scale.|2026-06-09|2026 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|RUSD continues to implement the California State Standards through a comprehensive system of professional learning, curriculum support, instructional coaching, and continuous improvement. During the 2025-26 school year, the district continued its focus on strengthening literacy, mathematics, English language development, and inclusive instructional practices to improve outcomes for all students. The district provided Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning for elementary educators to strengthen evidence-based literacy instruction and support the implementation of the California English Language Arts Standards. Additional professional learning was provided in designated and integrated English Language Development, Universal Design for Learning (UDL), Multi-Tiered System of Supports (MTSS), and instructional strategies to support English learners, students with disabilities, and other student groups requiring additional support. District and site administrators, instructional coaches, and teacher leaders regularly collaborated to review student achievement data, monitor implementation of standards-aligned instruction, and identify areas for improvement. Professional learning communities (PLCs), data review cycles, and classroom walkthroughs supported ongoing refinement of instructional practices and alignment to state standards. RUSD will continue to utilize professional learning, coaching, and targeted intervention supports.|2026-06-16|2026 50755560113852|Riverbank Language Academy|2|Riverbank Language Academy (RLA) uses multiple measures and tools to monitor the implementation of California State Academic Standards. These measures include classroom walkthroughs, formal and informal observations, Professional Learning Community (PLC)|5|4|4|4|4|5|4|4|4|4|5|5|4|4|4|0|2|4|3|5|5|4|4|Met|Riverbank Language Academy's implementation of California State Academic Standards is grounded in its mission as a TK–8 Dual Language Immersion school committed to ensuring equitable access to high-quality instruction for all students. The school continues to strengthen instructional systems and build teacher capacity through ongoing professional learning, collaborative planning, and data-driven decision-making. During the 2025–2026 school year, the school focused on increasing consistency of instructional practices across classrooms through the development and implementation of schoolwide instructional non-negotiables. These expectations are aligned to research-based practices and include Readers and Writers Workshop, Cognitively Guided Instruction (CGI), Building Thinking Classrooms (BTC), and GLAD strategies. Regular classroom walkthroughs, observations, and PLC discussions are used to monitor implementation, identify trends, and provide targeted support to teachers. Professional Learning Communities remain a critical component of the school's continuous improvement efforts. Teachers collaborate regularly to analyze student data, review standards-aligned instructional practices, examine student work, and plan responsive instruction. These collaborative structures help ensure vertical alignment across grade levels and support a coherent instructional experience for students.|2026-06-10|2026 50755640000000|Oakdale Joint Unified|2||5|4|5|4|4|5|5|5|4|5|5|5|5|4|4|4|5|5|5|5|5|5|4|Met||2026-06-15|2026 50755645030176|Oakdale Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|3|3|5|5|5|5|Met||2026-06-15|2026 50755720000000|Waterford Unified|2||3|4|3|4|4|3|4|3|4|4|3|4|3|4|4|3|3|3|3|3|4|3|3|Met||2026-06-11|2026 50755725030317|Connecting Waters Charter|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|3|2|3|3|3|Met|Connecting Waters Charter School has set a goal within the LCAP to target areas of need for professional development to ensure students are supported with targeted supplemental supports in a program we are calling “Tiger Time”. This very targeted goal is supported by the LCAP, administration, and staff members to boost student achievement. The 2024-25 school year was the first year of exploration for the program. The 2025-26 school year was the initial year of implementation after professional development for staff. The program was highly praised by students and parents. A fully implemented program is now in place and improving program outcomes will be the focus of the 2026-27 school year.|2026-06-22|2026 50757390000000|Turlock Unified|2||5|4|5|4|5|5|5|5|3|5|5|3|5|3|3|5|4|4|5|4|5|5|4|Met||2026-06-16|2026 50757390124669|eCademy Charter at Crane|2||5|4|5|4|5|5|5|5|3|5|5|3|5|3|3|5|4|4|5|4|5|5|4|Met||2026-06-16|2026 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.|2026-06-30|2026 51105120000000|Sutter County Office of Education|2||5|4|5|4|5|5|5|5|5|5|4|3|4|3|3|4|4|4|3|3|5|4|3|Met||2026-06-17|2026 51105120138040|AeroSTEM Academy|2||4|3|4|3|3|5|4|5|4|4|4|4|4|4|4|5|3|4|4|3|4|4|4|Met|1. Curriculum Alignment and English Learner Access The LEA's Comprehensive Access Standards state that all students have access to CCSS for ELA and Math, NGSS, and ELD standards. The LEA designs and implements all of its programs and services so that English Learners have full access to California's core academic content. 2. Teacher Professional Development on State Standards Goal 5, Systemic Professional Development: The academy ties success in delivering state standards directly to its recruiting, retaining, and training operations. The LEA has a formalized structure for providing professional development for its staff over the course of the school year. The LEA applies targeted professional development and coaching to support teachers in improving the way they deliver standards through combining professional development and instructional coaching based on disaggregated data on student performance. 3. Standards-Aligned Extensions and Assessments Goal 3, Experiential Extensions: The LEA has designed and implemented three field trips for every grade level in accordance with the academic standards for that grade (core instruction), as well as for the purpose of providing exposure to College and Career Technical Education (CTE). Progress Monitoring: The school routinely monitors students’ demonstrated mastery of the state’s academic standards via the use of local diagnostic assessments (IXL) during each school year in conjunction with the state assessments.|2026-06-15|2026 51105120140152|Pathways Charter Academy|2||5|4|5|4|5|5|5|5|5|5|4|3|4|3|3|4|4|4|3|2|5|4|4|Met||2026-06-17|2026 51713570000000|Brittan Elementary|2||5|5|4|3|4|5|5|4|5|5|4|5|4|3|5|0|3|3|4|4|5|5|4|Met||2026-06-23|2026 51713650000000|Browns Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|5|2|5|5|5|Met||2026-06-11|2026 51713730000000|East Nicolaus Joint Union High|2||4|3|4|4|4|4|4|4|4|4|4|4|4|3|4|5|4|4|4|4|3|4|4|Met||2026-06-11|2026 51713810000000|Franklin Elementary|2||5|5|5|4|4|5|5|5|5|5|5|5|5|4|4|2|4|5|3|0|3|4|4|Met||2026-06-17|2026 51713990000000|Live Oak Unified|2||5|4|5|4|5|5|4|4|4|5|5|5|5|4|5|4|4|4|4|4|5|5|5|Met||2026-06-18|2026 51714070000000|Marcum-Illinois Union Elementary|2||4|3|4|4|3|4|3|4|4|2|4|3|4|4|2|2|2|2|3|1|4|4|4|Met||2026-06-08|2026 51714070109793|South Sutter Charter|2||5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|4|4|Met|All of our high school science courses are aligned with NGSS. We continue to grow our CTE program and added pathways in Graphic Design, Game Design, 2D Visual Art, 3D Visual Art, Photography, Teaching, Early Childhood Education, and Human Services during 2025-26. Our individualized approach to professional development involves goal setting, teacher evaluation data, 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 and Structured Literacy Teachers on Special Assignments (TOSAs) led the rollout of the new AMIRA Universal Screening tool. TOSAs then followed up with all identified students to support the ES and families for early prevention in the home classroom. Direct instruction was also offered using specially trained teachers and curricula. 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.|2026-06-02|2026 51714150000000|Meridian Elementary|2||4|3|4|2|3|5|3|5|2|5|4|4|4|4|4|2|5|5|4|2|3|2|5|Met||2026-06-25|2026 51714150129007|California Virtual Academy at Sutter|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|4|4|4|4|4|Met||2026-06-11|2026 51714230000000|Nuestro Elementary|2||4|4|4|4|4|5|4|5|4|3|4|4|4|4|4|3|2|4|4|4|4|4|4|Met||2026-06-11|2026 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||2026-06-08|2026 51714310000000|Pleasant Grove Joint Union|2||5|4|5|3|3|4|4|5|3|3|4|4|5|3|3|1|3|4|4|1|4|5|4|Met||2026-06-11|2026 51714490000000|Sutter Union High|2||5|5|4|4|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-18|2026 51714560000000|Winship-Robbins|2||4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|1|3|5|5|1|5|5|5|Met||2026-06-18|2026 51714560133934|Feather River Charter|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|5|4|3|4|5|5|5|4|Met||2026-06-08|2026 51714640000000|Yuba City Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|Met||2026-06-23|2026 51714640107318|Twin Rivers Charter|2||5|3|5|5|3|5|3|5|5|4|5|4|5|5|4|0|4|4|5|0|5|5|5|Met||2026-06-10|2026 51714645130125|Yuba City Charter|2|YCCS adopted Singapore math in the 2025-26 school year for TK-7th grades. Professional development was offered and will continue in the 2026-27 school year. CPM math and Delta math have been used in the 8-12th grades. With the hiring of a new upper grade|5|5|4|0|4|5|5|5|4|4|5|5|4|4|4|5|4|5|5|5|5|5|5|Met||2026-06-03|2026 51746330000000|Tri-County ROP|2|||||||||||||||||||||||||Not Met|||2026 52105200000000|Tehama County Department of Education|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|3|4|4|1|3|4|4|4|Met||2026-06-24|2026 52105206119606|Lincoln Street|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|1|2|3|1|1|4|4|4|Met||2026-06-11|2026 52105206119671|Tehama eLearning Academy|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|5|4|5|5|5|Met||2026-06-08|2026 52714720000000|Antelope Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|3|3|4|4|4|Met||2026-06-12|2026 52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|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||2026-06-12|2026 52714980000000|Corning Union Elementary|2|The LEA is using i-Ready, ELLevation, Dibels, CAASPP, ELPAC and Interim SBAC Assessments to track progress. The assessments tools were selected to provide a full picture of each students progress.|5|5|4|4|1|5|5|3|5|1|5|5|5|5|5|3|5|5|5|0|5|5|4|Met||2026-06-24|2026 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 wer|5|4|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|Met|Over the past three 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.|2026-06-18|2026 52715220000000|Evergreen Union|2||5|4|4|4|4|5|5|5|4|4|5|4|5|4|4|4|5|5|4|1|4|4|3|Met||2026-06-23|2026 52715220132597|Evergreen Institute of Excellence|2||4|4|4|4|4|5|4|5|5|5|5|4|5|5|5|5|5|5|5|5|5|5|5|Met|"Evergreen Institute of Excellence has very few ELL students. Therefore, we are not able to claim ""Full Implementation and Sustainability"" in the ELD areas."|2026-06-30|2026 52715300000000|Flournoy Union Elementary|2||4|4|4|4|4|4|4|4|4|4|4|3|4|4|4|4|4|5|4|1|4|4|4|Met||2026-06-17|2026 52715480000000|Gerber Union Elementary|2||4|5|4|3|3|5|5|3|3|3|4|4|4|3|3|0|3|5|4|2|4|4|4|Met||2026-06-16|2026 52715550000000|Kirkwood Elementary|2||4|4|5|4|4|5|5|5|4|4|4|4|4|4|4|0|5|4|5|0|5|4|4|Met||2026-06-09|2026 52715630000000|Lassen View Union Elementary|2|English Language Arts In addition to the CAASPP assessment for state testing results, we used 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-30|2026 52715710000000|Los Molinos Unified|2||4|4|3|3|3|4|3|3|3|3|5|5|5|4|4|5|3|3|3|3|4|4|3|Met|LMUSD is partners with the Butte County Office of Education Teacher Induction program. First new teachers are provided valuable professional development to clear their preliminary credential. Additionally, LMUSD has successfully adopted the necessary curriculum in the subject areas evaluated by CAASPP, and other subjects, and will pilot math curriculum to adopt in the 2027/28 school year.|2026-06-18|2026 52716210000000|Red Bluff Union Elementary|2||4|4|4|3|3|5|5|5|4|3|4|4|4|3|3|2|3|5|3|1|5|4|3|Met|Implementation of the academic standards using the board-adopted standards-aligned curriculum continues to be a priority. Continued support is provided in various forms, including instructional coaching, collaboration, and professional learning sessions to enhance implementation and knowledge about content, standards, assessment, and pedagogy aligned to evidence-based practices.|2026-06-25|2026 52716390000000|Red Bluff Joint Union High|2||4|4|4|4|4|3|4|4|4|4|3|3|3|3|3|4|4|4|4|4|3|3|3|Met||2026-06-18|2026 52716470000000|Reeds Creek Elementary|2||3|1|3|3|3|3|1|3|3|3|3|1|3|3|3|2|2|4|4|0|3|3|3|Met|During 2025-2026, Reeds Creek ESD administrators and teachers worked together to identify core curriculum aligned with CA content standards. The district identified and supported a certificated leadership team for MTSS training, coaching, and initial implementation. Professional Development priorities were established focused on classroom management, content standards, and strengthening Tier I instruction.|2026-06-25|2026 52716540000000|Richfield Elementary|2||5|4|5|5|3|5|4|5|5|4|5|5|5|5|4|4|4|4|4|3|5|4|4|Met|The district measures progress toward full implementation of State Board of Education-adopted academic content standards using a localized staff self-reflection rubric and professional development tracking. Richfield ESD continues to prioritize deep alignment across core subject frameworks including Common Core State Standards for ELA and Mathematics, Next Generation Science Standards (NGSS), and History-Social Science. District staff participate in regular professional learning communities (PLCs) focused on mapping curriculum, analyzing local diagnostic assessments (such as STAR and interim metrics), and executing targeted intervention strategies. Instructional materials and daily lesson designs are reviewed regularly to ensure rigorous, standards-aligned delivery for all grade levels (TK–8), with explicit scaffolding integrated to support English language development (ELD).|2026-06-24|2026 53105380000000|Trinity County Office of Education|2||4|4|3|4|3|5|5|5|4|4|4|3|4|4|4|4|4|4|4|3|4|4|4|Met|The school uses Edgenuity, which aligns with all standards above, as its core curriculum.|2026-06-17|2026 53105380125633|California Heritage Youthbuild Academy II|2|CHYBA uses multiple measures to monitor implementation of the California State Academic Standards, including classroom observations, biweekly staff collaboration meetings, student course completion data, assignment completion rates, credit completion data|3|3|4|2|3|4|4|4|4|4|4|3|4|4|4|3|4|4|4|4|4|3|3|Met|CHYBA serves students who have experienced significant educational disruption, including credit deficiency, chronic absenteeism, homelessness, foster care involvement, and other barriers to academic success. As a result, implementation of California's academic standards is intentionally integrated with personalized learning, flexible instructional delivery, Career Technical Education, and comprehensive student supports. Through the use of standards-aligned digital curriculum, data-driven instructional practices, regular staff collaboration, and targeted interventions, CHYBA continues to strengthen academic instruction while meeting students where they are academically and supporting their progress toward graduation, college, career, and lifelong success.|2026-06-30|2026 53716620000000|Burnt Ranch Elementary|2||5|5|5|4|5|5|5|5|4|5|5|4|5|4|5|0|4|5|5|4|4|4|4|Met||2026-06-10|2026 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 7th 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.|2026-06-11|2026 53716960000000|Douglas City Elementary|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|0|5|5|5|4|5|5|5|Met||2026-06-22|2026 53717380000000|Junction City Elementary|2||5|2|5|5|5|5|3|5|5|5|5|3|5|5|5|0|3|4|5|0|5|5|5|Met||2026-06-23|2026 53717460000000|Lewiston Elementary|2|Lewiston Elementary demonstrates consistent progress in the implementation of California State Standards through a strategic combination of high-quality instructional materials and data-driven monitoring. By utilizing i-Ready as a primary diagnostic and m|5|3|5|5|5|5|4|5|5|5|5|4|5|4|4|0|4|5|4|0|3|3|3|Met||2026-06-22|2026 53717610000000|Trinity Center Elementary|2||4|2|4|4|3|5|2|5|4|3|3|3|3|3|3|3|3|3|4|2|4|4|4|Met||2026-06-29|2026 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'|4|4|4|4|4|5|5|5|5|5|5|4|5|4|4|4|2|5|4|4|5|4|4|Met||2026-06-23|2026 53750280000000|Mountain Valley Unified|2||5|3|4|5|4|5|3|5|5|4|4|3|4|4|4|4|5|5|4|4|4|3|3|Met||2026-06-23|2026 53765130000000|Trinity Alps Unified|2||5|5|4|5|5|5|5|3|5|5|4|4|3|4|4|5|4|5|5|5|3|3|3|Met||2026-06-17|2026 54105460000000|Tulare County Office of Education|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|1|4|4|1|5|5|5|Met||2026-06-03|2026 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"|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|2|5|5|5|5|5|5|5|Met|The LEA 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.|2026-06-03|2026 54105460124057|Valley Life Charter|2|Instructional Effectiveness and Curriculum Literacy Programs: Programs such as Lexia received overwhelmingly positive feedback, with respondents noting that it significantly helps students show mastery and increases reading confidence . However, feedback|5|4|4|4|3|5|4|4|4|4|4|4|4|4|4|4|3|4|5|4|4|4|4|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) Staff Support and Professional Development (PD) Mentorship: Experienced teachers generally feel ""Very Supported"" by mentorship programs . Unmet PD Needs: Staff identified several critical areas for future training, including: Instructional Aide Training: Requests for aides to receive training in one-on-one instruction and classroom management to better support teachers . Specialized Literacy: Interest in the Science of Reading and Orton-Gillingham training to improve literacy instruction . Behavioral Support: A significant need for strategies and planning time focused on supporting students with challenging behaviors . Other Needs: CPR training, SEIS (Special Education Information System) training, and technology integration. 2023–2024 Focus: Emphasis on grade-level collaboration. Implementation of the Achievement Teams protocol, promoting data-driven instruction and team-based decision-making, 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"|2026-06-08|2026 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 authenti|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 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 stude|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 54105465430327|La Sierra High|2|During the 2025-2026 school year, La Sierra implemented the following curriculum adoptions for all core subjects for its respective middle school and high school programs. The following curriculum adoptions are being implemented across all 7-12 grade leve|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 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 2025-2026 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 building efforts towards raising achievement.|2026-06-03|2026 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 h|3|3|3|3|2|4|4|4|3|3|3|3|3|3|2|3|3|2|5|2|3|3|3|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, are being rolled out to improve the clarity and consistency of student progress tracking. 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.|2026-06-02|2026 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||2026-06-16|2026 54718030000000|Alpaugh Unified|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|5|4|4|5|5|5|Met||2026-06-18|2026 54718030112458|California Online Public Schools Central Valley|2||4|4|5|4|4|4|4|4|4|4|4|4|5|4|4|4|4|4|4|4|4|4|4|Met||2026-06-09|2026 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|4|Met|The LEA provides ample staff development. The certificated staff are tasked with selecting two third-party trainings to attend. On campus, the District hold Paideia Seminars for certificated staff to enrich their knowledge for instruction. The district has also incorporated instructional rounds to increase teachers working with teachers on honing the craft of teaching. The intellectual dialogue driven by the practices has increased the impact of new strategies.|2026-06-24|2026 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|Monarch River Academy continued strong implementation of state-adopted academic standards and curriculum frameworks during the 2025–26 school year. The LEA maintained standards-aligned curriculum, instructional supports, and professional learning across independent study and Virtual Academy programs. Teachers participated in professional development aligned to CCSS, ELD Standards, NGSS, and History-Social Science standards through PPDP sessions, MTSS collaboration, intervention training, assessment support, technology integration, and collaborative planning. Staff feedback, coaching, and data review supported continuous improvement. Students accessed standards-based curriculum through independent study, Virtual Academy instruction, intervention programs, enrichment opportunities, and expanded learning supports. Technology, digital curriculum, assessment systems, and intervention resources supported accessibility and differentiated instruction. Regional Coordinators, Program Specialists, instructional leaders, and intervention teams provided ongoing support. The LEA demonstrated strong implementation in Visual and Performing Arts, World Language, Health, and Physical Education while continuing to expand CTE and college and career readiness pathways.|2026-06-18|2026 54718290000000|Buena Vista Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|2|3|4|3|2|4|4|4|Met||2026-06-17|2026 54718370000000|Burton Elementary|2||5|5|5|5|4|5|5|5|4|5|5|5|5|4|4|4|4|4|4|4|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.|2026-06-15|2026 54718370109009|Summit Charter Academy|2||5|5|5|5|4|5|5|5|4|5|5|5|5|4|4|4|4|4|4|4|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.|2026-06-15|2026 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|2026-06-11|2026 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 learning and daily support from instructional coaches build teacher capacity and ensure high-quality instruction. For the 2026–2027 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.|2026-06-18|2026 54718940000000|Ducor Union Elementary|2|Ducor Union Elementary School District uses multiple locally selected measures and tools to monitor implementation of California’s academic content standards. These measures include standards-aligned curriculum maps and pacing guides, Board-adopted instru|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 54719020000000|Earlimart Elementary|2||4|4|4|3|2|4|4|4|4|1|4|4|4|3|2|3|3|4|4|1|3|3|3|Met||2026-06-16|2026 54719440000000|Hope 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||2026-06-17|2026 54719510000000|Hot Springs Elementary|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|3|3|3|0|4|4|4|Met||2026-06-11|2026 54719690000000|Kings River Union Elementary|2||4|5|4|4|4|4|5|4|4|3|4|5|4|4|4|0|4|5|4|0|4|4|3|Met||2026-06-23|2026 54719850000000|Liberty Elementary|2||4|4|4|4|4|5|5|5|4|5|4|4|4|4|4|0|5|4|4|3|5|5|5|Met|Our LEA has made progress in implementing the State Board-adopted academic standards. Teachers have helped develop pacing guides and select aligned instructional materials, and we continue to refine implementation through ongoing collaboration and professional learning.|2026-06-23|2026 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||2026-06-22|2026 54719930124776|Loma Vista Charter|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||2026-06-22|2026 54720090000000|Monson-Sultana Joint Union Elementary|2||4|4|4|4|2|4|4|4|4|2|4|4|4|4|4|3|4|4|4|1|4|4|4|Met||2026-06-16|2026 54720170000000|Oak Valley Union 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||2026-06-23|2026 54720250000000|Outside Creek Elementary|2||5|4|4|3|4|5|5|5|4|4|5|4|4|4|4|0|4|4|4|0|5|4|5|Met||2026-06-11|2026 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||2026-06-17|2026 54720410000000|Pixley Union Elementary|2|Pixley Union Elementary School District assessed the implementation of academic standards using classroom walkthroughs, purchase orders, instructional materials inventories, staff leadership surveys, the Facilities Inspection Tool (FIT), and the Williams|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|1|5|5|1|1|5|5|5|Met||2026-06-23|2026 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||2026-06-23|2026 54720820000000|Richgrove Elementary|2|RSD uses several measures to track progress in our state standards. Used are IReady, School City, Renaissance Place and locally created benchmark exams. These assessment tools are used in all curriculum along with comparisons of frameworks.|5|5|5|4|4|5|5|5|4|4|5|5|0|4|4|4|5|5|4|5|5|5|5|Met||2026-06-17|2026 54720900000000|Rockford Elementary|2||5|5|5|5|5|5|5|5|4|5|5|5|5|5|4|0|3|4|3|0|5|5|5|Met||2026-06-22|2026 54721080000000|Saucelito Elementary|2||5|4|4|4|4|5|4|4|4|4|5|4|4|4|4|5|4|4|3|2|5|5|4|Met||2026-06-04|2026 54721160000000|Sequoia Union Elementary|2|Sequoia Union Elementary School District uses a combination of state assessment results, local assessments, curriculum implementation reviews, classroom evidence, and stakeholder feedback to monitor progress in implementing the academic standards adopted|5|5|5|4|4|5|5|5|4|4|5|5|5|4|4||4|5|3|3|5|5|5|Met||2026-06-09|2026 54721166054340|Sequoia Elementary Charter|2|Sequoia Union Elementary School District uses a combination of state assessment results, local assessments, curriculum implementation reviews, classroom evidence, and stakeholder feedback to monitor progress in implementing the academic standards adopted|5|5|5|4|4|5|5|5|4|4|5|0|5|5|5|0|4|5|3|2|5|5|4|Met||2026-06-09|2026 54721320000000|Springville Union Elementary|2||4|4|5|4|4|4|4|5|3|4|4|4|3|3|4|3|4|4|3|3|5|4|4|Met||2026-06-25|2026 54721400000000|Stone Corral Elementary|2||5|5|5|4|4|5|5|5|4|4|5|5|5|4|4|3|3|4|4|3|5|5|5|Met|Stone Corral annually measures its progress in meeting the Williams settlement requirements at 100%, and promptly addresses any complaints or other deficiencies identified throughout the academic year; and provides information annually on progress meeting this standard to its local governing board and to stakeholders and the public through the evaluation rubrics.|2026-06-18|2026 54721400136507|Crescent Valley Public Charter II|2||5|5|5|4|5|5|4|5|4|5|5|5|5|4|5|4|5|5|5|4|4|5|4|Met|The school has maintained an overall average score of 4.63, 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.|2026-06-04|2026 54721570000000|Strathmore Union Elementary|2||4|4|3|3|3|5|4|4|4|4|4|3|3|3|3|0|4|4|4|0|4|4|4|Met|The district has continued to make progress in implementing California State Standards through sustained professional learning, instructional coaching, and collaborative planning structures. During the 2025–26 school year, professional learning focused on standards-based instruction, including clear learning intentions and success criteria, implementation of the Science of Reading, structured literacy practices, designated ELD instruction, and effective differentiation to support diverse learners. The district has maintained implementation of standards-aligned instructional practices in English Language Arts through ongoing literacy-focused professional development and support. In mathematics, the district continued implementation of the California Mathematics Framework through professional learning and the evaluation of standards-aligned instructional materials. Science and History-Social Science implementation continues to be strengthened through professional learning and efforts to increase instructional coherence across grade levels. Overall, the district is progressing toward deeper, more consistent implementation of state standards through targeted professional development, collaboration, and continuous improvement.|2026-07-15|2026 54721730000000|Sundale Union Elementary|2||5|5|5|5|4|5|5|5|4|4|5|5|5|4|4|2|5|5|5|2|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.|2026-06-06|2026 54721810000000|Sunnyside Union Elementary|2||4|3|3|3|3|4|3|3|3|3|4|4|3|3|3|0|2|4|2|0|4|4|4|Met||2026-06-23|2026 54721990000000|Terra Bella Union Elementary|2||4|4|4|4|3|4|4|4|4|3|4|4|4|4|3|4|4|4|3|3|4|4|3|Met||2026-06-11|2026 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||2026-06-17|2026 54722150000000|Tipton Elementary|2||5|4|5|5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|4|3|5|5|5|Met||2026-06-09|2026 54722230000000|Traver Joint Elementary|2||5|5|5|2|2|5|5|5|1|1|5|5|5|2|2|0|5|5|2|0|5|5|5|Met||2026-06-23|2026 54722310000000|Tulare City|2||5|4|4|4|4|5|5|5|4|4|4|4|4|4|4|2|4|5|5|1|5|4|4|Met||2026-06-23|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-18|2026 54722560000000|Visalia Unified|2|Please see option 2 below.|5|3|0|3|2|5|3|5|3|2|3|3|3|2|2|4|4|4|4|3|4|4|3|Met||2026-06-09|2026 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 Sustainabili|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|Met||2026-06-09|2026 54722560120659|Visalia Technical Early College|2||5|3|1|3|2|5|2|5|3|2|3|2|3|2|2|5|4|4|4|0|4|4|3|Met||2026-06-09|2026 54722560135863|Sierra View|2|||||||||||||||||||||||||Not Met For Two or More Years|||2026 54722566116909|Charter Home School Academy|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|0|4|4|4|0|4|4|4|Met||2026-06-09|2026 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|0|3|3|3|Met||2026-06-09|2026 54722980000000|Woodville Union 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||2026-06-16|2026 54753250000000|Farmersville Unified|2||3|3|3|3|3|3|3|3|3|3|3|3|3|3|3|4|3|3|3|3|3|3|3|Met||2026-06-23|2026 54755230000000|Porterville Unified|2||4|4|4|3|3|4|4|4|4|4|4|4|4|3|3|4|4|4|4|4|4|4|4|Met||2026-06-25|2026 54755230114348|Butterfield Charter|2||4|3|4|3|3|4|3|4|3|3|4|3|4|3|3|3|4|4|3|3|4|4|4|Met||2026-06-25|2026 54755230116590|Harmony Magnet Academy|2||5|4|5|4|5|5|3|5|4|4|5|3|5|4|5|5|5|5|5|4|4|5|4|Met||2026-06-25|2026 54755230137968|Porterville Military Academy|2||4|3|3|3|3|4|3|3|4|4|3|3|3|3|3|4|3|4|4|3|4|4|4|Met||2026-06-25|2026 54755310000000|Dinuba Unified|2||5|5|5|4|5|5|5|5|5|5|5|4|5|4|5|5|5|5|5|4|5|5|5|Met||2026-06-25|2026 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|4|4|4|4|4|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|Met||2026-06-17|2026 54768360000000|Exeter 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||2026-06-11|2026 55105530000000|Tuolumne County Superintendent of Schools|2||4|3|3|3|3|5|5|5|5|5|4|4|4|4|4|3|4|3|3|3|4|4|3|Met|TCSOS continues to strive to provide rigorous, relevant, standards-aligned instructional materials to the students we serve in county-operated programs. In order to help our students access those materials, we have a curriculum committee comprised of teachers, program specialists, content coordinators and administrators in order to determine the needs of all participants in the process. 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 ELA/ELD Coordinator have attended monthly curriculum meetings to provide information, updates and strategies to teachers.|2026-06-23|2026 55723060000000|Belleview Elementary|2||5|4|4|5|5|5|5|5|5|5|5|4|4|4|4|0|4|5|4|0|4|4|4|Met||2026-06-18|2026 55723480000000|Columbia Union|2|Columbia Union School District uses multiple locally selected measures and tools to monitor progress in implementing the academic standards adopted by the State Board of Education. These include CAASPP results in ELA, Math, and Science, ELPAC results and|5|5|5|4|5|5|5|5|4|5|5|5|5|4|5|4|4|4|4|3|4|4|4|Met|Columbia Union School District has made notable progress in implementing the academic standards adopted by the State Board of Education through a comprehensive approach focused on instructional alignment, curriculum adoption, professional learning, and student support systems. During the 2025-26 cycle, the district continued to prioritize consistency in standards-based instruction by refining the master schedule to ensure dedicated instructional time for the core content, intervention, enrichment, physical education, fine arts, and middle school electives. All core curriculum areas in grades K-8 are aligned with state standards, including ELA, ELD, Mathematics, NGSS Science, and Social Studies, and pacing guides and instructional plans continue to be reviewed and adjusted based on student performance data, classroom evidence, and teacher collaboration. The district uses multiple locally selected measures and tools to monitor implementation of the adopted standards. These include CAASPP results, ELPAC results, curriculum-embedded formative and summative assessments, intervention progress monitoring data, adopted curriculum assessments, classroom walkthroughs, student work samples, curriculum maps, pacing guides, course outlines, teacher feedback, and PLC discussions. These tools were selected because they provide both outcome data and implementation evidence.|2026-06-15|2026 55723550000000|Curtis Creek Elementary|2||3|2|1|1|2|4|3|4|4|4|3|3|2|2|3|0|2|3|3|0|2|2|2|Met|This year Curtis Creek District provided consistent and relevant professional development to its certificated and classified staff by utilizing both internal providers and county wide providers. The professional development included specific mathematics targeted instructional strategies, best practices of teaching, student behavior redirection for its para-professional and student supervisors, and math piloting training for its Mathematics teacher. Curtis Creek has identified the mathematics curriculum it will be adopting for 6-8 grade for 2026-2027. Additionally, the school will be piloting TK-5 mathematics curriculum for the first semester of 2025-2026 with a full adoption of one of the pilot curriculum to happen immediately after the pilot program ends. Curtis Creek will welcoming seven new teachers to its faculty for the 2026-2027 school year. This represents a turn over of 33% of its staff. The constant high percentage turnover is a constant barrier to prolonged implementation of instructional programs as the training of new employees delays continued growth in the areas of instructional effectiveness.|2026-06-24|2026 55723630000000|Jamestown Elementary|2||5|4|4|4|4|5|4|5|5|5|5|4|4|4|3|3|4|4|5|4|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. There has been an implementation of PLC time to focus on identification of essential standards and the development of pacing guides.|2026-06-24|2026 55723710000000|Sonora Elementary|2|Sonora Elementary School District tracks its progress in implementing state academic standards through a combination of State Board of Education (SBE)–adopted instructional materials, district-wide scope and sequence pacing guides, teacher professional le|3|3|3|3|3|4|3|3|3|3|3|3|3|3|3|0|3|4|2|0|3|3|3|Met||2026-06-11|2026 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|To support full implementation of the academic standards adopted by the State Board, Sonora UHSD has prioritized the adoption of standards-aligned curriculum, instructional materials, and professional development for its educators. While general education teachers have received substantial training, the district identified a critical gap during its implementation review: special education teachers were not consistently included in curriculum training sessions. This limited instructional coherence and contributed to ongoing achievement gaps for Students with Disabilities. The district is expanding its professional development strategy to ensure that special education teachers receive targeted, ongoing training on the use of adopted curriculum aligned with state standards. This initiative will promote instructional consistency and ensure that students with IEPs have equitable access to grade-level content and rigorous academic expectations. Additionally, the district recognizes the need to engage all newly hired general education staff in comprehensive curriculum training. This will ensure that all educators are fully equipped to deliver instruction that aligns with the California academic standards and supports high-quality learning experiences across all classrooms. Together, these efforts represent a more inclusive and system-wide approach to curriculum implementation, reinforcing the district’s commitment to equity, consistency, and high expectations for all learners.|2026-06-22|2026 55723970000000|Soulsbyville Elementary|2|Soulsbyville Elementary School continues to fully implement California academic standards through ongoing professional development, curriculum adoption, instructional coaching, and collaborative planning. Staff regularly review student achievement data to|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|3|4|4|4|1|5|4|4|Met||2026-06-16|2026 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|4|1|4|4|4|4|1|4|4|4|4|1|3|3|4|0|3|3|4|0|4|4|4|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.|2026-06-17|2026 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 continues to make 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 are in the second year of a new math adoption as well as the return 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 2026 will include additional strategies to support student achievement through o|2026-06-24|2026 55724130112276|Gold Rush Home Study Charter|2|GRCS implements the following standards-aligned curriculum and resources: Reading/Language Arts Country School K-8 HMH Journeys HMH Into Literature SIPPS Handwriting Without Tears Scholastic News High School 9-12 HMH Collections Independent Study HMH|5|5|5|5|5|5|5|5|5|5|4|4|3|4|4|0|5|5|5|0|4|4|4|Met||2026-06-05|2026 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 continues to make 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 are in the second year of a new math adoption as well as the return 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 2026 will include additional strategies to support student achievement through o|2026-06-24|2026 55724210000000|Twain Harte|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|3|3|3|3|3|0|4|4|4|Met||2026-06-18|2026 55751840000000|Big Oak Flat-Groveland Unified|2||5|4|5|5|5|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, targeted professional development, and ongoing instructional support. In collaboration with county and state agencies, the District provides continuous training opportunities aligned to California state-adopted standards for both certificated and classified staff. Through the use of Multi-Tiered System of Supports (MTSS) grant funding, staff participated in comprehensive professional development focused on strengthening instructional practices, intervention systems, and student supports. Additional targeted training was provided in Social-Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Agriculture/FFA programs to further support student engagement, school climate, and career readiness opportunities. Between the 2024–25 and 2025-26 school years, the District hired five new teachers and remained committed to supporting new educator development through the Beginning Teacher Support and Assessment (BTSA) program. Each new teacher was paired with an experienced mentor teacher to help identify areas for professional growth, strengthen standards-based instructional practices, and provide individualized coaching and support. This collaborative approach helps build teacher capacity, improve instructional consistency, and support teacher retention across the District.|2026-06-24|2026 56105610000000|Ventura County Office of Education|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||2026-06-22|2026 56105610109900|Vista Real Charter High|2||3|4|4|4|3|4|4|3|3|3|3|4|4|4|3|3|4|3|4|4|3|3|3|Met|The school has maintained an overall average score of 4.02, 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.|2026-06-02|2026 56105610112417|Ventura Charter School of Arts and Global Education|2||5|4|3|4|4|5|5|3|5|5|5|5|4|5|5|0|4|5|5|0|5|5|5|Met||2026-06-23|2026 56105610121756|BRIDGES Charter|2|Bridges is fully implementing all state academic standards across all required subject areas for TK–8. We use multiple measures to track student progress and the implementation of standards across all content areas, providing a broad view of student achie|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-15|2026 56105610122713|River Oaks Academy|2|River Oaks Academy Charter 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|5|5|5|5|5|5|3|5|5|5|5|5|5|5|5|4|4|4|4|5|5|5|5|Met||2026-06-02|2026 56105616055974|Meadows Arts and Technology Elementary|2|MATES has been very successful in implementing the California State Standards, as demonstrated by continued student performance well above state and county averages on the CAASPP. This is evidenced in the 2024-25 CAASPP scores in which 85.71% of all MATES|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-05-18|2026 56724470000000|Briggs 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||2026-06-04|2026 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||2026-06-02|2026 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||2026-06-22|2026 56724700000000|Mesa Union Elementary|2||4|4|4|3|4|4|4|4|3|4|5|3|5|4|5|0|3|4|4|0|4|4|4|Met|Mesa Union School District continues to focus on 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. Mesa Union began a process to select the next set of instructional materials in English-Language Arts/English Language Development in 2025-2026 and will continue into 2026-2027. During the 2024-2025 school year, Mesa Union adopted Illustrative Mathematics as core instructional materials in Mathematics for grades K-8. The adoption of Illustrative Mathematics created an entirely coherent and consistent approach to mathematics instruction. In terms of 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 that began during the 2024-2025 school year,. The OpenSciEd materials pilot extended into the 2025-2026 school year and will continue through 2026-2027.|2026-06-04|2026 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||2026-06-01|2026 56725040000000|Mupu Elementary|2|Mupu Elementary School District utilizes multiple locally selected measures to monitor implementation of the California academic standards and ensure continuous improvement in teaching and learning. These measures include classroom observations using the|5|5|4|5|5|1|1|4|5|5|1|1|4|5|5|0|5|5|5|0|4|4|4|Met||2026-06-25|2026 56725120000000|Ocean View|2||4|4|4|4|4|4|3|4|4|4|4|4|3|4|4|0|4|4|4|0|4|5|4|Met||2026-06-23|2026 56725200000000|Ojai Unified|2|CA Dashboard Metrics including CAASPP as well as local Common Formative Assessments. The District is fully implementing the academic standards adopted by the state.|5|5|5|4|5|5|5|4|4|5|5|5|4|4|4|5|5|4|5|5|5|5|5|Met||2026-06-24|2026 56725205630405|Valley Oak Charter|2||5|5|5|4|4|5|5|5|4|4|4|4|4|4|4|4|4|4|4|4|4|5|4|Met||2026-06-24|2026 56725380000000|Oxnard|2||5|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|3|3|3|5|5|4|4|Met||2026-06-17|2026 56725460000000|Oxnard Union High|2||5|5|5|5|5|5|5|5|5|5|4|4|4|4|4|5|5|5|5|5|5|5|4|Met|The district’s implementation of academic standards is supported through aligned systems for instructional materials, site-based collaboration, and targeted instructional support across content areas. Instructional materials remain in place across all core subjects and are aligned to state standards, with ongoing monitoring through district and site review processes. Professional learning and instructional support continue through site-based collaboration structures, including professional learning communities, instructional coaching, and targeted support systems aligned to district priorities. These structures support both group and individual identification of instructional areas for growth and provide ongoing opportunities for teachers to refine standards-aligned instruction. While the scope of districtwide professional learning has been reduced due to fiscal prioritization toward staffing supports for special population students, targeted instructional collaboration and support systems remain in place across content areas. Targeted supports continue for specific student groups, including students who are multilingual learners and students with an individualized education plan, with continued attention to instructional strategies that support access to grade-level standards. Implementation continues to vary across sites and content areas, with ongoing efforts focused on strengthening consistency, access, and depth of instructional practice districtwide.|2026-05-27|2026 56725460115105|Camarillo Academy of Progressive Education|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|5|5|Met|CAPE is committed to continuous improvement by regularly reviewing and assessing its curriculum to ensure it meets the evolving needs of our students. Using student achievement data, teacher feedback, and instructional best practices, CAPE makes necessary revisions and supplements the curriculum to enhance student learning and success. Our school has the flexibility to adapt curriculum and instructional strategies to meet the unique needs of our student population. By analyzing student performance data, educators make informed instructional decisions, differentiate learning experiences, and provide targeted interventions and enrichment opportunities. This data-driven approach ensures that instruction remains relevant, effective, and responsive, enabling every student to achieve academic growth and success.|2026-06-03|2026 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|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|Deemed to standard by California Ed Code|2026-06-17|2026 56725530000000|Pleasant Valley|2||5|5|5|4|5|5|5|4|5|5|5|4|4|5|5|4|4|5|4|4|5|5|4|Met|PVSD continues to elicit feedback from teachers after professional learning sessions and as part of the LCAP development process. In addition to the analysis of student data, this information supports the prioritization of professional development activities. In the 25-26 school year, middle school mathematics teachers received training on the mathematics framework. This was in preparation for a mathematics materials adoption pilot that will take place in 26-27 school year. Additionally, teachers in grades TK-5 will participate in a year-long professional learning experience on the science of reading.|2026-06-18|2026 56725530139592|Peak Prep Pleasant Valley|2||5|5|5|5|5|5|5|5|4|5|5|5|5|4|5|5|5|5|5|4|5|5|5|Met||2026-05-07|2026 56725536120620|University Preparation Charter School at CSU Channel Islands|2||5|5|5|5|4|5|5|5|5|4|5|5|5|5|4|0|5|5|5|5|5|5|5|Met||2026-06-23|2026 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 Co|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|4|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 also in place for teachers to attend conferences and workshops to support their individual needs to address the frameworks and needs of students.|2026-06-24|2026 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||2026-06-17|2026 56726030000000|Simi Valley Unified|2||5|5|2|5|5|5|5|2|5|5|5|5|5|5|5|5|4|4|5|5|5|5|5|Met|California has adopted a new framework for mathematics. We have started providing professional development on the new framework. Additionally, we will be piloting and subsequently adopting new textbooks in the 2026-2027 school year.|2026-06-16|2026 56726110000000|Somis Union|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||2026-06-05|2026 56726520000000|Ventura Unified|2||4|4|4|4|4|4|4|3|4|4|4|3|4|4|4|4|4|4|5|5|4|3|3|Met||2026-06-23|2026 56737590000000|Conejo Valley Unified|2||4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|4|Met||2026-06-03|2026 56738740000000|Oak Park Unified|2||5|4|4|5|5|5|4|4|5|5|5|4|4|5|5|5|5|5|5|5|5|5|5|Met||2026-06-29|2026 56739400000000|Moorpark Unified|2||5|5|5|5|4|5|5|5|5|5|4|4|4|4|4|4|4|4|4|4|5|4|4|Met||2026-06-16|2026 56739400121426|IvyTech 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|CTE programs at IvyTech are expanding, with two newly credentialed instructors joining the team this year. As new Pathways are established, dedicated resources and staffing are being put in place to ensure meaningful learning opportunities for all students.|2026-06-09|2026 56746170000000|Ventura County ROP|2|||||||||||||||||||||||||Not Met|||2026 56768280000000|Santa Paula Unified|2||4|4|4|3|3|4|4|4|3|4|4|4|4|3|3|3|4|5|4|3|3|3|3|Met||2026-06-24|2026 57105790000000|Yolo County Office of Education|2||3|3|3|3|3|3|3|3|2|3|3|3|3|2|3|4|2|2|4|0|2|2|3|Met||2026-06-23|2026 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||2026-06-16|2026 57726780000000|Davis Joint Unified|2||4|4|2|5|5|5|4|3|4|5|4|4|4|4|4|4|4|4|4|4|5|4|3|Met||2026-06-04|2026 57726780119578|Da Vinci Charter Academy|2||4|4|3|5|5|5|4|4|5|5|4|4|4|4|4|4|4|5|4|5|4|3|4|Met||2026-06-04|2026 57726860000000|Esparto Unified|2||4|3|4|3|3|5|5|5|5|5|4|3|4|3|3|4|4|3|4|3|3|3|3|Met||2026-06-10|2026 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||2026-06-25|2026 57726940124875|Sacramento Valley Charter|2|Sacramento Valley Charter School (SVCS) uses NWEA Measures of Academic Progress (MAP), to measure students’ academic achievement, track individual growth over time, and help teachers plan standards-based instruction. Students also use an individualized on|5|5|5|5|5|5|5|5|5|5|4|5|5|4|4|0|5|5|3|5|5|4|4|Met|SVCS has adopted the Professional Learning Communities (PLC) model whereby our teachers and certificated support staff and leaders meet regularly to collaborate, share expertise, and analyze student data with the primary goal of improving teaching practices and student learning outcomes. Eighty-five percent of our certificated staff has attended a PLC conference over the past year.|2026-06-17|2026 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||2026-06-22|2026 57726940135939|Washington Middle College High|2||5|5|5|5|4|5|5|5|5|5|5|5|5|5|4|0|4|4|4|4|5|5|5|Met||2026-06-25|2026 57727020000000|Winters Joint Unified|2||4|4|4|4|4|4|4|3|4|4|4|4|4|4|4|4|3|4|4|4|3|3|3|Met|Winters JUSD implements a curriculum adoption cycle that prioritizes framework-aligned professional learning and selection of State Board of Education-adopted instructional materials. In 2025–26, a representative K–5 teacher committee partnered with the UC Davis History and Social Science Project to evaluate, pilot, and recommend a new Social Science curriculum for implementation in 2026–27. New secondary English teachers participated in foundational Expository Reading and Writing Curriculum (ERWC) training, while all TK–5 teachers engaged in California Math Framework implementation training through Kern County Office of Education, building upon prior professional learning for grades 6–12. Teachers collaborated in Professional Learning Communities (PLCs) to analyze student progress toward essential standards and develop standards-aligned assessments. The District continued expanding Career Technical Education opportunities through dual enrollment and full implementation of a two-course Early Childhood Education pathway. Visual and Performing Arts offerings were enhanced through Proposition 28 funding. An area for continued growth is expanding Health Education offerings. Professional learning needs are identified and addressed through classroom walk-throughs, site and district professional development, PLCs, and the Professional Growth Cycle, ensuring ongoing support for high-quality instruction and continuous improvement.|2026-06-25|2026 57727020139436|Compass Charter School of Yolo|2||4|4|4|4|4|5|5|5|5|5|4|4|4|4|4|1|4|4|4|4|5|5|4|Met||2026-06-13|2026 57727100000000|Woodland Joint Unified|2||4|3|3|3|3|4|4|3|3|3|4|4|4|4|4|4|4|4|4|4|4|3|3|Met|he district’s implementation of State Board-adopted academic standards demonstrates strong progress in establishing districtwide systems, aligned instructional materials, professional learning structures, and supports for inclusive instructional practices. Reflection metrics related to standards implementation indicate that most content areas are at “Full Implementation,” including English Language Arts/English Language Development, History-Social Science, Career Technical Education, Health Education, Visual and Performing Arts, Physical Education, and World Languages, while Mathematics and NGSS implementation continue to develop through curriculum adoption and targeted professional learning efforts. The district reports that 100% of classrooms have access to curriculum aligned to state-adopted standards in English Language Arts, Mathematics, Science, and Social Science, demonstrating consistent access to standards-aligned instructional materials across schools.|2026-06-11|2026 57727100121749|Science & Technology Academy at Knights Landing|2||4|4|4|4|3|4|4|5|4|4|4|4|4|4|3|2|4|4|4|1|4|4|4|Met||2026-06-08|2026 57746250000000|Yolo County ROP|2|||||||||||||||||||||||||Not Met|||2026 58105870000000|Yuba County Office of Education|2||4|4|4|4|4|5|5|5|5|5|4|2|4|4|4|5|3|3|4|1|4|4|3|Met||2026-06-17|2026 58105870117242|Yuba Environmental Science Charter Academy|2||4|2|4|3|3|4|3|4|4|3|4|3|4|4|3|3|3|3|3|3|4|3|4|Met||2026-06-25|2026 58105875830112|Yuba County Career Preparatory Charter|2||4|4|4|4|4|5|5|5|4|4|4|4|4|4|4|5|5|4|4|0|5|5|4|Met||2026-06-17|2026 58727280000000|Camptonville Elementary|2||5|1|5|5|5|5|1|5|5|5|5|1|5|5|5|0|2|5|4|0|4|4|4|Met|There are 0 English Learners in our LEA|2026-06-08|2026 58727286115935|CORE Charter|2||5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|5|4|5|5|5|5|5|Met||2026-06-25|2026 58727360000000|Marysville Joint Unified|2|Marysville Joint Unified School District uses multiple locally selected measures to monitor implementation of the California State Academic Standards. These measures include CAASPP results, local benchmark and formative assessments, English Learner Progre|3|4|5|4|4|3|4|5|4|4|4|4|4|4|4||4|4|3|4|3|3|3|Met||2026-06-23|2026 58727360121632|Paragon Collegiate Academy|2||5|5|5|5|2|5|5|5|5|5|5|5|5|5|4|2|3|3|2|1|5|5|5|Met||2026-06-25|2026 58727365830138|Marysville Charter Academy for the Arts|2||5|4|5|4|5|5|4|5|4|5|5|4|5|4|5|4|4|5|5|5|4|4|3|Met||2026-06-23|2026 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|0|0|0|0|0|0|0|0|0|0|0|0|0|0|0||0|0|0||0|0|0|Met||2026-06-16|2026 58727510000000|Wheatland|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||2026-06-18|2026 58727516118806|Wheatland Charter Academy|2|||||||||||||||||||||||||Not Met|||2026 58727690000000|Wheatland Union High|2||4|3|4|3|4|4|4|4|4|2|4|4|5|4|3|5|4|4|4|4|4|3|4|Met|Wheatland Union High School District monitors standards implementation through PLC-based review of common formative assessments, NWEA MAP growth data analyzed three times per year, CAASPP results, and focused classroom walkthroughs tied to the Instructional Excellence pillar. These measures were selected because they combine real-time classroom evidence with longitudinal growth data, allowing the district to identify standard-specific gaps and target professional learning accordingly. Full implementation is well established in ELA, Mathematics, and CTE. The district's current focus is deepening designated and integrated ELD and advancing History-Social Science materials and instruction. Inclusive practices ensure English learners and students with disabilities have access to grade-level, standards-aligned core instruction. This work is anchored to the district's Learner Profile, preparing students who are Confident, Capable, and Connected.|2026-06-25|2026