ausd’s 2016-2017 lcap recommendations from …

AUSD’S 2016-2017 LCAP RECOMMENDATIONS FROM STAKEHOLDERS

The following six charts reflect the work of the LCAP goal Sub-Committees. Throughout the

course of the 16-17 school year Stakeholders worked on specialized sub-committees in order to delve

deeply into one of the six goal areas of their choice. Through this in depth exploration of one specific

goal area, the sub-committees generated actionable recommendations for updates or modifications to

the action steps, and presented those recommendations to the larger LCAP Stakeholder Advisory

Committee. The subsequent charts reflect the many hours of work AUSD’s Stakeholder community put

into updating the 17-18 LCAP.

The 1st left column represents the 16-17 LCAP language. The 2nd column is the Stakeholders

recommendations for modifications to the action steps. And the 3rd column represents the adopted

language for the 17-18 LCAP. Many sub-committees had recommendations that were not specifically

focused on the action steps themselves. Those generalized recommendations and remaining questions

appear in the last row of the respective charts.

GOAL 1

2016-2017 LCAP text Sub-Committee Recommendations

2017-2018 Revision

Antioch Unified will provide effective and enriching learning

environments with highly qualified and skilled staff, quality classroom instruction, and facilities that are

in good repair.

Provide effective and enriching learning environments with highly qualified and skilled staff, quality classroom instruction, and facilities that are in good repair.

1.1 Recruit and retain highly qualified teachers that reflect the diversity of the students we serve. 1.1 a. Provide signing bonus for newly hired bilingual teachers and special education teachers 1.1 b. Recruit and hire bilingual teachers and special education teachers. 1.1 c. Ensure teachers are appropriately assigned in every classroom. 1.1 d. Recruit and hire a more diverse staff.

1.1 a Recommendations Establish and publish an

amount for a signing bonuses (estimated at $50,000).

Continue negotiations to close the salary gap for new teachers; the estimated cost will be approximately $30,000 for the first year.

Eliminate the ‘Years of Service’ requirement from the salary schedule for teachers.

Continue negotiations and explore opportunities to close the salary gap based on longevity for teachers; estimated cost is currently $350, 000 for the first year.

1.1 Recruit and retain highly qualified teachers that reflect the diversity of the students we serve. 1.1 a Establish signing bonuses for teachers in high-need areas, including, but not limited to, bilingual and special education teachers. 1.1 b Bargain to close the salary gap for new teachers. 1.1 c Explore options for closing the salary gap for teachers based on longevity.


1.1 b Recommendations Eliminate from 2017-18 LCAP 1.1 c Recommendation Eliminate from 2017-18 LCAP 1.1 d Recommendation Eliminate from 2017-18 LCAP

1.2 AUSD will provide instructional materials, resources, and technology to support State Standards instruction and assessment including the support of English Learner students in attaining proficiency in English. 1.2 a. Purchase and provide training for core and supplemental materials to support the newly adopted State Standards. 1.2 b. Continue to upgrade technology hardware, software and infrastructure to provide on-line access for intervention, credit recovery and 21st Century learning. 1.2 c. Provide 8 FTE Elementary Technology teachers to support students and staff in implementing the California State standards, assessment and 21st Century learning skills.

1.2 a Recommendations Annually adjust and show

expenditures. 1.2 b Recommendations Publish the modernization and

expansion plan for AUSD’s technology systems and infrastructure.

Annually assess progress towards stated goals.

Utilize technology to increase supplemental learning opportunities for target students.

Annually adjust and show expenditures.

1.2 c Recommendations Publish the standards that are

taught for teaching, learning, and showing knowledge in a digital environment..

Periodically assess and publish students’ progress toward attaining the standards for skills and knowledge.

1.2 Provide instructional materials, supplemental resources, and technology to support students' attainment of the California State Standards. 1.2 a Purchase and provide training for teacher in the effective use of core and supplemental instructional materials. 1.2 b Continue to upgrade the technology hardware, software, and infrastructure needed for on-line access that supports instruction, academic intervention, and supplemental learning opportunities. 1.2 c Provide technology teachers at all elementary schools to prepare students for learning and assessment in a digital environment.

1.3 AUSD Instructional Coaches, teachers on special assignment (TOSAs), trained mentors, other staff members and contracted services will be used to provide professional development and coaching for TK-12 staff. 1.3a Provide professional development that includes strategies for addressing the needs of English Learners, African

1.3 a Recommendations Consider re-wording action

step 1.3 to include sub-actions a-j.

1.3 b Recommendations Combine this action and

expenditure with 1.3 d shown below.

1.3 c Recommendations Continue to list and fund this

1.3 Employ trained staff and contracted services to provide professional development and ongoing support for staff . 1.3 a Professional development and support for teachers will be based on data derived from needs assessments, promote research-proven practices that contribute to closing the achievement gap between student groups, and


American students, foster youth, socially economically disadvantaged students and students with disabilities. 1.3 b. Provide a TOSA for professional development related to integrating technology to assist students in accessing and mastering the State Standards. 1.3 c. Provide an accredited induction program for new teachers, a support program for interns and a peer assistance program for all teachers in need of support. The programs will include instructional strategies for meeting the needs of diverse, high need student groups. 1.3 d. Provide Instructional coaches who will provide professional development and support on researched based strategies designed to strengthen classroom planning and delivery of the California State Standards, including Next Generation Science Standards and the English Language Development Standards. 1.3 e. Provide three professional development days to all certificated staff to strengthen and support the implementation of the LCAP goals. 1.3 f. Provide Reading Professional Staff Development. (see 4.5) 1.3 g. Provide Mathematics Professional Staff Development. (see 5.5) 1.3 h. Provide opportunities for content area network meetings

action step to show compliance and alignment of funding resources.

1.3 d Recommendations Clearly describe the strategies

and processes for this action step.

Clearly describe and periodically assess and publish the metrics and the processes used to assess the impact of this action step on teaching and learning,

1.3 e Recommendations Design and publish the

content of the professional development days to show how they support the stated goal.

1.3 f Recommendations 1.3 g Recommendations Consider eliminating 1.3 f and

1.3 g from this section as they are contained in the overall professional development plan and are further detailed in Goal 4 and Goal 5.

1.3 h Recommendations More information is needed

before recommendations can be made.

1.3 i Recommendations More information is needed

before recommendations can be made.

1.3 j Recommendations Conduct a job study and a

needs assessment to establish what additional trainings are needed.

Publish the results of the job

focus on instructional strategies that address the needs of English Learners, foster youth, socio-economically disadvantaged students, African American students, and students with disabilities. 1.3 b Create metrics for assessing the impact of on-going professional development activities on teaching and learning and periodically assess their effectiveness. Such professional development includes, but is not limited to: three professional

development days for all certificated staff to increase their understanding of the California State Standards and assessment systems;

content area network meetings to increase teachers' content area knowledge and to share best practices;

instructional coaches to support planning for and delivering effective classroom instruction;

training for site teacher leaders in various roles;

a teacher on special assignment (TOSA) to support classroom teachers in the effective use of digital resources and systems for teaching and for assessing student achievement;

n accredited induction program for new teachers;

a support program for teacher interns;

a peer assistance program for teachers who require or have requested additional support.

1.3 b Create metrics for assessing


and training of site teacher leaders. 1.3 i. Provide Leadership Professional Development and support for District administrators 1.3 j. Provide Professional Development and support for classified staff

study and needs assessment. Create a plan for providing

any additional trainings and for assessing the impact of these trainings on staff performance.

the impact of on-going professional development activities on teaching and learning and periodically assess their effectiveness. 1.3 c Professional development and support for classified staff in various roles will be based on data derived from needs assessments and input from staff in each classification, and all trainings will promote proven best practices for specific duties. 1.3 d Professional Development and support for District administrators in various roles will focus on leadership skills and practices that increase administrators' capacity to realize the District's Vision and Mission.

1.4 AUSD will allocate funding to school sites to meet the needs of state identified and numerically significant target student groups as outlined in the AUSD LCAP. 1.4 a. Reflect Site Academic Plans in the LCAP 1.4 b. Monitor site plans, the implementation of strategies and the use of funding to ensure students who generate S & C funding are being served.

1.4 a Recommendations 1.4 b Recommendations 1.4 a and 1.4 b could be

combined. Continue to create the digital

dashboards based on real data in real time that show how allocated funds are spent by school sites.

Publicize the web site where the allocation and expenditure of funds can be seen.

1.4 Allocate and monitor funds to school sites for programs and actions that support meeting the needs of identified target populations and contribute to closing the achievement gap between student groups.

1.5 AUSD will reduce K - 3 class size across grade levels as required by LCFF.

1.5 Recommendations This is a legal requirement. Eliminate from 2017-18 LCAP.

1.6 AUSD will provide well maintained facilities and environments conducive to 21st Century learning and meeting the Williams Act.

1.6 a Recommendations Publish the list of prioritized

projects that includes o their level of funding, o alignment of funding from

different sources,

1.5 Provide well-maintained facilities that are conducive to teaching and learning. 1.5 a. Publish a prioritized list and monitor the implementation of


1.6 a. Complete prioritized projects of the District 5- year deferred maintenance plan. 1.6 b. School sites will involve parents and the community in campus beautification projects.

o staffing and/or contracting needs,

o timetables for completion.

Monitor implementation and expenditures.

1.6 b Recommendations Clearly state and publish what

is allowable under safety and contractual limitations

Explore options and opportunities to involve more local businesses and organizations in campus beautification projects.

Other: This action step implies, but

does not detail, maintenance, custodial, and operational activities.

Are these expenditures included in the amounts shown?

What regulates the allocation of funds to this action step?

projects from the five-year deferred maintenance plan that includes funding amounts and sources as well as timetables for completion. 1.5 b Pursue opportunities to involve more businesses and organizations in campus beautification projects.

1.7 AUSD will continue to strengthen the school library programs. 1.7 a. Provide library technicians to all elementary sites to ensure student, parent and staff access to instructional materials, computers and the libraries; during the school day and after hours. 1.7 b. Update and expand the library collections to reflect academic standards and school diversity. 1.7 c. Expand technology solutions for library and textbook circulation, cataloging, tracking, inventory and reporting

1.7 a Recommendations Continue to fund full-time

library media technicians at all school libraries.

Provide professional development based on a needs assessment and input from staff.

1.7 b Recommendations Fund the ‘Three-Year Library

Re-Building Plan’ to bring library holdings up to the minimum standards for school libraries as described in the California Department of

1.6 Strengthen the school library programs. 1.6 a Provide full-time library media technicians at all elementary, middle, and high schools to ensure students, parents, and staff have access to instructional materials before, during, and after school hours. 1.6 b Fund the ‘Three-Year Library Re-Building Plan’ to bring library holdings up to the minimum standards for school libraries as described in the California Department of Education’s Standards for School Libraries.


capabilities

Education’s Standards for School Libraries.

Continue to provide professional development for library media technicians in planning for, using effectively, and maintaining an up-to-date and relevant collection of library resources.

Increase and maintain the number of access points to digital information sources (desk-top and lap-top, as well as access to AUSD’s network through personal devices).

1.7 c Recommendations Continue to employ Follett

Destiny services. Move to cloud-based hosting

for Follett Destiny. Purchase and plan to maintain

library circulation computers and peripheral management devices.

Continue to provide professional development to library media technicians in the effective use of library management technology.

1.6 c Update and maintain computers and peripheral devices for library management. 1.6 d Provide software to accurately manage library media holdings and other instructional resources. 1.6 e Increase and maintain the number of access points to digital information sources for library users, such as computers as well as access to a guest network through personal devices. 1.6 f Provide professional development for library media technicians in maintaining up-to-date and relevant library resources in a variety of media and in the effective use of library management technology.


GOAL 2

LCAP Goal 2 Action Suggestion


2017-2018 Revision

2.1 AUSD will ensure that parents feel welcomed, are equipped with critical information on how to best support their child's education, and are engaged by the District to take leadership in budgetary and programmatic decision making throughout the school system. -2.1 a. Continue to strengthen the LCAP Advisory committee by increasing school site participation and high need student representation and participation on this committee. -2.1 b. Continue to host the School Site Summit to strengthen partnerships between parents, staff and the community and to train School Site Council members on the importance of their roles in making data-driven decisions. -2.1 c. Provide training to site and district administrators in effective strategies for both shared decision-making and outreach leadership development. -2.1 d. Increase the representation and participation of community groups throughout the district and continue dialogues with community leader committees established in 2015-2016 -2.1 e. Secondary school sites will expand student and diverse voices -- especially those of high need student populations, to provide advice in site-based decisions related to each school's English

2.1 - no changes 2.1 a. Continue to strengthen the LCAP Stakeholder Advisory committee by increasing school site participation and high need student representation and participation on this committee. 2.1 b. - no changes 2.1 c. - Provide trainings led by students, community members, and other stakeholder groups in effective strategies for meaningful outreach and engagement strategies and to develop and expand upon shared decision-making. 2.1 d. Increase the representation and participation of community Stakeholder groups throughout the district and continue dialogues with community leader committees established in 2015-2016 2.1 e. Secondary schools sites will expand students and diverse voices – especially those of high needs student populations. Each site is required to have at least one student representative to provide advice in site-based decisions related to each school's English Language Advisory Committee (ELAC) and School Site Council (SSC). 2.1 f – no changes until more information/data is received 2.1 g. School sites will hold a number of events beyond the school day to engage parents and the community including, but not limited to, activities and events

2.1 AUSD will ensure that parents feel welcomed, are equipped with critical information on how to best support their child's education, and are engaged by the District to take leadership in budgetary and programmatic decision making throughout the school system. 2.1 a. Strengthen the LCAP Stakeholder Advisory committee by increasing school site and student representation and participation on this committee. 2.1 b. Host the School Site Summit to strengthen partnerships between parents, staff and the community and to train School Site Council members on the importance of their roles in making data-driven decisions. 2.1 c. Provide training to site and district administrators in effective strategies for both shared decision-making and outreach leadership development, including but not limited to trainings led by students, community members, and other stakeholder groups. 2.1 d. Secondary schools sites will expand student voices – especially those of high needs student populations. Each site is required to have at least one student representative to provide advice on site-based decisions related to


Language Advisory Committee (ELAC) and School Site Council (SSC). - 2.1 f. c - 2.1 g. School sites will hold a number of events beyond the school day to engage parents and the community including, but not limited to, activities and events related to the visual and performing arts.

related to the visual and performing arts.

each school's English Language Advisory Committee (ELAC) and School Site Council (SSC). 2.1 e. Increase communication strategies and methods in order to involve and inform parents and the community about critical and day-to-day issues affecting individual schools and the school system. 2.1 f. Increase communication strategies and methods in order to involve and inform parents and the community about critical and day-to-day issues affecting individual schools and the school system.

2.2 AUSD will provide oversight and support to the school plans and District LCAP process. -2.2 a. Continue the role of the Community Engagement Coordinator to ensure parents, students, staff, and community members are included in the decisions that affect their schools and the District. -2.2 b. Hire a coordinator/project manager to ensure that LCAP programs are aligned, coherent and monitored, and to ensure progress regarding LCAP programs and services is regularly communicated to the stakeholders -2.2.c. Continue the role of the part-time account manager to oversee Supplemental and Concentration Funding Resource Code 0787 related to LCAP goals and services.

2.2 - no changes 2.2 b. Hire a coordinator/project manager to ensure that LCAP programs are aligned, coherent and monitored, and to ensure progress regarding LCAP programs and services is regularly communicated to the stakeholders 2.2.c. Continue the role of the part-time account manager to oversee Supplemental and Concentration Funding Resource Code 0787 related to LCAP goals and services. *Reduce the amount of funding allocated to this goal.

2.2 AUSD will provide support to the school plans and District LCAP process. 2.2 a. Continue the role of the Community Engagement Coordinator to ensure parents, students, staff, and community members are included in the decisions that affect their schools and the District. 2.2 b. Continue the role of the coordinator/project manager to ensure that LCAP programs are aligned, coherent and monitored, and to ensure progress regarding LCAP programs and services is regularly communicated to the stakeholders 2.2.c. Continue the role of the part-time account manager to oversee Supplemental and Concentration Funding Resources


related to LCAP goals and services.

2.3 AUSD will continue to provide Bilingual Services to support EL families and students as outlined in the LCAP -2.3 a. Continue bilingual school office assistants whose duties will include acting as site liaisons to build relationships between school, students and parents/guardians and to support the goals outlined in the LCAP. -2.3 b. Provide Spanish interpretation at school events to encourage increased involvement of parents using allocated school site staff and funding

2.3 - AUSD will provide a full-time Bilingual Aid to support EL families and students as outlined in the LCAP. 2.3 a – no changes 2.3 b. - no changes 2.3 c. - Provide training on basic communication skills for certificated and classified site staff in order to build relationships between sites, the District, and EL families and students. This training will include basic greetings, phrases, and terms included but not limited to Spanish so that front line staff, not just the Bilingual office aides, can communicate with all members of the community.

2.3 AUSD will expand Bilingual Services to support EL families and students. 2.3 a. Expand bilingual school office assistants whose duties will include acting as site liaisons to build relationships between school, students and parents/guardians to ensure all members of the community feel welcomed. 2.3 b. Expand Spanish interpretation at school events to encourage increased involvement of parents using allocated school site staff and funding 2.3 c. Provide training on basic communication skills for certificated and classified site staff in order to build relationships between sites, the District, and EL families and students. This training will include basic greetings, phrases, and terms included but not limited to Spanish so that front line staff, not just the Bilingual office aides, can communicate with all members of the community.

2.4 AUSD will provide safe, culturally sensitive, and emotionally supportive environments to increase the percentage of students, parents, and staff reporting a sense of safety and connectedness to school. -2.4 a. Expand cultural humility training for staff, students, parents and community members that includes Race and Membership in American History

2.4 AUSD will provide safe, culturally sensitive, and emotionally supportive environments to increase the percentage of students, parents, and staff reporting a sense of safety and connectedness to school. 2.4 a. The District and school sites will host an annual Cultural Day to promote cultural connectedness and understanding. These celebrations

2.4 AUSD will provide safe, culturally sensitive, and emotionally supportive environment to increase sense of school connectedness and safety. 2.4 a. AUSD and school sites will host an annual Cultural Day to promote cultural connectedness and understanding. These celebrations can be collaborated between sites or on an individual site basis.


(Facing History and Ourselves) and effective strategies for creating/maintaining identity-safe school cultures. -2.4 b. Continue to implement inclusion strategies and provide curriculum for Lesbian, Gay, Bisexual, Transgender and Questioning students (LGBTQ). -2.4 c. Schools will provide activities that focus on cultural connectedness, which includes, but is not limited to, cultural celebrations. -2.4 d. Maintain and support the AUSD School Health Advisory Council (SHAC). -2.4 e. Administer school site surveys to parents and students annually to determine their level of connectedness and perceived safety, and use the information to create goals and action steps to improve. -2.4 f. Administer parent and student exit surveys to families leaving AUSD to determine level of satisfaction with the district and schools

can be collaborated between sites or on an individual site basis. 2.4 b. Expand cultural humility training for staff, students, parents and community members that includes District wide trainings, as well as individual site trainings. These trainings should be outsourced to organizations with training and expertise on different cultures that are represented within our District. Race and Membership in American History (Facing History and Ourselves) and effective strategies for creating/maintaining identity-safe school cultures. 2.4 c. Continue to Implement inclusion strategies and provide curriculum for Lesbian, Gay, Bisexual, Transgender and Questioning students (LGBTQ). 2.4 d. Maintain and support the AUSD School Health Advisory Council (SHAC) which will inform the LCAP Stakeholder Advisory Committee on a semi-annual basis in order to improve the mental and physical health of our students, parents, staff, and other Stakeholders. 2.4 e. Administer school site surveys and targeted focus groups to parents and students annually to determine their level of connectedness and perceived safety, and use the information to create goals and action steps to improve. continuously improve the LCAP. 2.4 e. Annually administer multiple measures/gauges to parents and students to determine their level of connectedness and perceived safety to their school site and the

2.4 b. Expand cultural humility training for staff, students, parents and community members that includes District wide trainings, as well as individual site trainings. These trainings can be, but is not limited to, outsourced organizations with training and expertise on different cultures that are represented within our District. 2.4 c. Implement inclusion strategies and provide curriculum for Lesbian, Gay, Bisexual, Transgender and Questioning students (LGBTQ). 2.4 d. Maintain and support the AUSD School Health Advisory Council (SHAC) which will inform the LCAP Stakeholder Advisory Committee on a semi-annual basis in order to improve the mental and physical health of our students, parents, staff, and other Stakeholders. 2.4 e. Employ multiple measures to determine parents, students, and staff's level of connectedness and perceived safety to their school site and the District. These measures include but are not limited to, school site surveys, exit surveys, and focus groups. These multiple indicators will be used to inform the creation of goals and action steps to improve the LCAP.


District. These measures include but are not limited to, school site surveys, exit surveys, and focus groups. These multiple indicators will be used to inform the creation of goals and action steps to improve the LCAP. 2.4 f. Administer parent and student exit surveys to families leaving AUSD to determine level of satisfaction with the district and schools

2.5 AUSD will continue to provide increased security services. Supplemental security services Site safety supervisor Site safety personnel -2.5 a. Provide on-going professional development for site safety personnel and staff, including but not limited to: Active Shooter Response Protocol (A.L.I.C.E) Standardized Emergency Management System (SEMS) National Incident Management System (NIMS), Emergency Operations Center (EOC) Incident Command System (ICS) -2.5 b. Continue to support sites in their efforts to strengthen site safety plans and to educate staff and parents of the school's response should a crisis occur

2.5 AUSD will increase sense of safety. 2.5 a. Provide security services. 2.5 b. Provide on-going professional development for site safety personnel and staff, including but not limited to: Active Shooter Response Protocol (A.L.I.C.E) Standardized Emergency Management System (SEMS) National Incident Management System (NIMS), Emergency Operations Center (EOC) Incident Command System (ICS) 2.5 c. Provide support for site creation of "safe spaces" and other alternative methods of violence reduction and prevention. 2.5 d. Continue to support sites in their efforts to strengthen site safety plans and to educate staff and parents of the school's response should a crisis occur *Reduce the amount of funding allocated to this goal.

2.5 AUSD will expand services to increase sense of safety. 2.5 a. Provide security services, including but not limited to supplemental security services, site safety supervisors and site safety personnel. 2.5 b. Provide on-going professional development for site safety personnel and staff on safety response protocols. 2.5 c. Provide support for site creation of "safe spaces" and other alternative methods of violence reduction and prevention. 2.5 d. Support sites in their efforts to strengthen site safety plans and to educate staff and parents of the school's response should a crisis occur.

2.6 Vice principals will continue to assist with parental involvement, student engagement, student achievement and attendance with an emphasis on supporting students who are low income,

2.6 AUSD will provide full-time Vice Principals at all sites to assist with parental involvement, student engagement, student achievement and attendance with an emphasis on supporting

2.6 AUSD will provide Vice principals who will assist with parental involvement, student engagement, student achievement and attendance with an emphasis on supporting


foster youth, English Learner or African American

students who are low income, foster youth, English Learner or African American.

students who are low income, foster youth, English Learner or African American

2.7 AUSD will continue to conduct home visits and home visit training to assist staff and parents in making connections and building trusting relationships.

2.7 AUSD will continue to conduct home visits and home visit training to assist staff and parents in making connections and building trusting relationships.

Remove this action

General Suggestions/Questions: Customer service training: legitimize feelings, safe/private space

Have any of these action items been completed?

GOAL 3


2016-2017 LCAP text Sub-Committee Recommendation

2017-2018 Revision

3.1 AUSD will continue to support and strengthen the African American Male Achievement Initiative (AAMAI). 3.1 a. Continue the AAMAI task force comprised of teachers, principals, parents and community members. 3.1 b. Continue the Bright Beginnings preschool program for African American males entering kindergarten. 3.1 c. Establish a middle school transition program for students exiting elementary school. 3.1 d. Continue the African American Male Preparatory Academy for students as they transition to high school. 3.1 e. Provide student support and

A-G requirements should take place at all school levels.

3.1 AUSD will support and strengthen the African American Male Achievement Initiative (AAMAI). 3.1 a. Implement and support the AAMAI task force comprised of teachers, principals, parents and community members. 3.1 b. Implement and support the Bright Beginnings preschool program for African American males entering kindergarten. 3.1 c. Establish a middle school transition program for students exiting elementary school. 3.1 d. Continue the African American Male Preparatory Academy for students as they transition to high school. 3.1 e. Quarterly parent education


parent training related to navigating the school system, college entrance, scholarships, A-G requirements, etc. focused on the needs of first generation college students. 3.1 f. Continue the Historically Black Colleges and Universities (HBCUs) College Fair.

courses on A-G requirements and college entrance, scholarships, etc. Will take place at all schools and all grade levels. 3.1 f. Continue the Historically Black Colleges and Universities (HBCUs) College Fair.

3.2 AUSD will increase programs and education related to violence prevention. 3.2 a. Continue to support the implementation of Positive Behavioral Intervention and Supports (PBIS). 3.2 b. Continue to implement and strengthen restorative justice practices at school sites to reduce the number of days and occurrences of suspension and to assist students in reconnecting with the school, other students and staff. 3.2 c. Provide a teacher on special assignment at each middle school to support and strengthen restorative justice practices at middle school sites 3.2 d. Schools will monitor the effectiveness of the restorative justice practices. 3.2 e. AUSD staff will continue to be trained in the use of Mindfulness strategies. o Continue to support the ToolBox social and emotional learning program at the elementary level. o Investigate and implement mindfulness strategies in secondary schools. o Continue to support understanding of and training for trauma informed education. 3.2 f. School sites will implement a tiered system of anti- violence efforts with the goal of teaching

3.2 b- Develop a training implementation plan through out schools in the district. Currently there is no plan and there needs to be one to bring RJP to all school sites. Action item for 2017-2018school year is to have a Restorative Justice Committee around developing implementation plan. 3.2 c- There should be a Team Train instead of one teacher at the school sites (3-8 people). 3.2.d- eliminate since RSP is not implemented at all school sites and first we need an implementation plan. 3.2 e- Add Require all AUSD staff... And change Mindfulness to social-emotional For the first two bullet points in this section we need to develop a plan for follow up implementation The last bullet point thin this sections require all school sites to do trauma informed education as well as site safety. 3.2 f- Eliminate this sub action.

3.2 AUSD will increase programs and education related to violence prevention. 3.2 a. Continue to support the implementation of Positive Behavioral Intervention and Supports (PBIS). 3.2 b. Continue to implement and strengthen restorative justice practices at school sites to reduce the number of days and occurrences of suspension and to assist students in reconnecting with the school, other students and staff. 3.2 c. Develop a restorative justice practices Teacher on Special Assignment and Team Training at each middle school. 3.2 d. Require all AUSD staff will continue to be trained in the use of social-emotional strategies. Continue to support

the ToolBox social and emotional learning program at the elementary level. Develop a plan for follow-up implementation

Investigate and implement mindfulness strategies in secondary schools.

Create training opportunities for all school staff and site


students how to respond without violence when they are angry, upset or hurt.

safety around trauma informed education.

3.3 Provide support for students transitioning from juvenile hall to mainstream classrooms.

To ensure proper placement there needs to be an advocate on the school site to ensure students has a successful transition.

3.3 Assign a school site advocate to ensure proper placement of student and support at each of the comprehensive high schools.

3.4 AUSD will Provide increased support for students transitioning from more restrictive educational settings and will work to collaboratively transition students from nonpublic schools to District programs when appropriate. 3.4 a. Continue to expand bridge programs for students transitioning from non-public schools to district supported programs. 3.4 b. Continue to support Therapeutic Behavioral Support Program.

Need more information on how the support looks like for this action.

3.4 AUSD will Provide increased support for students transitioning from more restrictive educational settings and will work to collaboratively transition students from nonpublic schools to District programs when appropriate. 3.4 a. Expand bridge programs for students transitioning from non-public schools to district supported programs. 3.4 b. Support Therapeutic Behavioral Support Program.

3.5 AUSD will provide greater supports for English Learner students to achieve and maintain English language proficiency and to accelerate reclassification. 3.5 a. Schools will provide bilingual aides to assist students with primary language support in the core subjects -especially English learners identified as 'beginners'. Muir, Sutter, Diablo Vista 3.5 b. Research Dual-Language program for possible primary grade implementation in 2017-18 3.5 c. AUSD and schools will provide parents and students with information related to the California English Language Development Test (CELDT) that includes the purpose, timelines, and testing process and

3.5 a- Schools should have a data driven process for hiring their aids. What are the parameters? Ex. Number of aids is determined by the number of students that need the aids. There should be a way to

provide translators for the different languages.

School Loop should also be translated in different languages.

3.5 e- Need to offer summer school for all EL students especially in the middle school grades. 3.5 g. Should read "Provide coaches for all school sites..." Add an additional coach to

make it at least 4 coaches 3.5 h- Make current coordinator a

3.5 AUSD will provide greater supports for English Learner students to achieve and maintain English language proficiency and to accelerate reclassification. 3.5 a. Schools will provide bilingual aides to assist students with primary language support in the core subjects, with special emphasis given to English Learner students identified as 'beginners'. 3.5 b. Create and support a Dual-Immersion program for elementary schools. 3.5 c. AUSD and schools will provide parents and students with information related to the California English Language Development Test (CELDT) that


communicates the criteria for English Learner reclassification. 3.5 d. Continue the Jump Start summer program specifically tailored to meet the needs of incoming kindergarten students who have another language other than English spoken in the home. 3.5 e. Provide contextualized extended learning opportunities and summer programs for English learners. 3.5 f. Provide a high school summer program for long -term English -learners that focuses on academic language. 3.5 g. Provide coaches who will deliver professional development to teachers focusing on the ELD State Standards and strategies that meet the needs of English Learners. 3.5 h. AUSD will continue to utilize a data technician to ensure EL students are properly identified, placed in the correct instructional setting, and monitored. 3.5 i. Provide translators to allow greater access and supports for English learner students and their families. 3.5 j. Provide research -based supplemental materials to assist English learners in accelerating English proficiency. 3.5 k. Bilingual aides will be hired to assist English learner transitional kindergarten students in accessing the content. 3.5 l. An assessment tool (iReady) will be provided to assist with the proper placement of English Learner students. 3.5 m. Provide a 7th period for English learners so that they can access electives and meet pathway elective requirements. 3.5 n. Increase communications regarding the process by which students are identified and enrolled into the

Director and hire a coordinator to assist in implementing programs. Need to create a Master Plan

to allow parents to opt out of EL, especially if the student does not speak the foreign language.

Implement a interview to asses if they student is properly placed in the EL program.

Assessment Center to asses every incoming EL student.

3.5 j- Need to research more maybe send survey out to sites. 3.5 I- Online supports for EL to access at home AUSD will provide at least one full time bilingual office assistant. 3.5 m- Want to support class to include an elective 3.5 n- Face-to-face interview 3.5 o- Continue with this action item

includes the purpose, timelines, and testing process and communicates the criteria for English Learner reclassification. 3.5 d. Continue the Jump Start summer program specifically tailored to meet the needs of incoming kindergarten students who have another language other than English spoken in the home. 3.5 e. Provide contextualized extended learning opportunities and summer programs for English learners. 3.5 f. Provide a high school summer program for long-term English learners that focuses on academic language. 3.5 g. Provide coaches for all school sites who will deliver professional development to teachers focusing on the ELD State Standards and strategies that meet the needs of English Learners. 3.5 h. AUSD will continue to utilize a data technician to ensure EL students are properly identified, placed in the correct instructional setting, and monitored. 3.5 i. Provide translators to allow greater access and supports for English learner students and their families. 3.5 j. Provide research based supplemental materials to assist English learners in accelerating English proficiency. 3.5 k. Bilingual aides will be hired


English Language Development Program. 3.5 o. Expand parent leadership professional development to include the Project 2Inspire model to build family awareness and competence in improving their children’s educational outcomes and continuing to build relationships with district and school staff.

to assist English learner transitional kindergarten students in accessing the content. 3.5 l. An assessment tool (iReady) will be provided to assist with the proper placement of English Learner students. 3.5 m. Provide a 7th period for English learners so that they can access electives and meet pathway elective requirements. 3.5 n. Increase communications regarding the process by which students are identified and enrolled into the English Language Development Program, including but not limited to school site administrator meetings where site personnel and EL identified families meet to discuss and explain the English Development Program. 3.5 o. Expand parent leadership professional development to include model to build family awareness and competence in improving their children’s educational outcomes and continuing to build relationships with district and school staff.

3.6 AUSD will continue to provide

counselors at each site who will: Focus primarily on serving high

need and at-risk students. Providing social and emotional

counseling as needed. Collaborate with site bilingual liaisons to meet the needs of non-English speaking students and families. 3.6 a. Publish and implement a Districtwide Counseling Plan that

3.6 a- need goal of social-emotional support for counselors Training for counselors for

social –emotional support A-G should be a focus for

counselors in Elementary and Middle School

Over all recommendations since the goal is intended to support Foster, homeless, and at-risk and high needs students Pay stipend for a teacher at

each large high school to

3.6 AUSD will continue to provide counselors at each site who will: Focus primarily on serving

high need and at-risk students.

Providing social and emotional counseling as needed.

Collaborate with site bilingual liaisons to meet the needs of non-English speaking students and families.

3.6 a. Create and publish a


identifies strategies and accountability measures for high need student groups to meet graduation requirements, college entrance requirements (a – g), college and career readiness skills and to decrease drop-out rates. 3.6 b. Support school staff in the implementation of college and career readiness tools that include self-discovery assessments, goal-setting, college research tools, course planning, career exploration resources, and individual learning plans.

support a caseload of foster students.

Coordination of information to provide to student for eligible resources

Utilize trainings offered by CCCOE to provide to counselors

Inform schools about tutoring services available for identified students

Have a contact staff for PBIS and RJP for homeless and foster to address behavior concerns

Utilize CCCOE to communicate important school information with social workers

Districtwide Counseling Plan that identifies strategies and accountability measures for high need student groups to meet graduation requirements, college entrance requirements (a – g), college and career readiness skills and to decrease drop-out rates. This includes, but is not limited too, coordination of information from different sources regarding eligible resources for Foster Youth in AUSD. 3.6 b. Providing training for counselors on research proven strategies on social-emotional supports for Foster Youth. This includes but is not limited to CCCOE provided training, PBIS, and RJP for homeless and foster youth behavioral concerns.

3.7 AUSD will provide support to Foster Youth, Group Home and Homeless Students and their Families 3.7 a. Continue to meet with Foster Youth and Group Home Advisory Committees. 3.7 b. Support the academic growth of Foster Youth, Group Home and

Homeless Students Continue to provide access to tutoring and other extended learning

opportunities (see 6.15) District Counselors and Foster Youth Liaison will ensure prompt enrollment in appropriate school and classes and awarded credit for work completed including partial credits 3.7 c. Remove barriers to the education process focusing on specific needs, health, social emotional support, trauma informed services to support

foster youth District Counselors will maintain communication with social workers and attorneys

3.7 b- Process to provide tutoring application to foster and homeless parents and families Have counselors and registrars

trained to give resources when parents come in to enroll or identify and homeless

Improve summer registration process for foster students to run smoother. Training for school office staff and registrars on how to identify a foster student o Funding for additional

staff to oversee this work 3.7 d- PBIS should provide monthly information Data will must be collected quarterly monthly comparing with previous year can utilize SWIS and other PBIS documentation.

3.7 AUSD will provide support to Foster Youth, Group Home and Homeless Students and their Families. 3.7 a. Create a Foster Youth and Group Home Advisory Committees which will inform the LCAP Stakeholder advisory committee on a semi-annual basis regarding pertinent information regarding foster youth and homeless populations. 3.7 b. Support the academic growth of Foster Youth, Group Home and Homeless Students through: Providing access and

assistance to obtain tutoring and other extended learning opportunities (see 6.15)

District Counselors and Foster Youth Liaison will ensure prompt enrollment in


assigned to foster students to

promote their success Provide additional support to our homeless student during summer, to assist families during summer school (new longer year) 3.7 d. AUSD and sites will establish baseline data in attendance, suspension, expulsion, graduation rates and math and reading scores for foster youth Data will be collected quarterly comparing

with previous year Data will be used to measure effectiveness of services offered to foster youth

appropriate school and classes and awarded credit for work completed including partial credits

3.7 c. Remove barriers to the education process focusing on specific needs, health, social emotional support, trauma informed services to support foster youth through: District Counselors will

maintain communication with social workers and attorneys assigned to foster students to promote their success

Provide additional support to our homeless student during summer, to assist families during summer school (new longer year)

3.7 d. AUSD and sites will establish baseline data in attendance, suspension, expulsion, graduation rates and math and reading scores for foster youth Data will be collected quarterly comparing with previous year. Data will be used to measure effectiveness of services offered to foster youth.

3.8 The District will increase student attendance and decrease chronic truancy rates. 3.8 a. School sites will create and implement reward systems for attendance. 3.8 b. The District will continue to develop and expand the services of the District Bilingual Attendance Assistant 3.8 c. Elementary school sites will develop a tiered intervention plan to address chronic absenteeism and truancy in grade K-3. 3.8 d. AUSD staff, in partnership with parents and the community, will create a citywide education and

3.8 b- Need to add an additional person to assist with this work 3.8 c- Needs to be a better process of keeping track of attendance Training for admin and

attendance clerks (SART's, etc.)

3.8 d- Continue with this sub action. Need to provide a component for parent education 3.8 e- should be year round

3.8 The District will increase student attendance and decrease chronic truancy rates. 3.8 a. School sites will create and implement reward systems for attendance. 3.8 b. The District will develop and expand the services of the District Bilingual Attendance Assistant. 3.8 c. Elementary school sites will develop a tiered intervention plan to address chronic absenteeism and truancy in grade K-3.


outreach program regarding the importance of attendance at all levels and especially in the early grades. 3.8 e. Implement a centralized enrollment process to ensure students are enrolled and identified for the proper school and programs and to reduce absenteeism at the start of the year.

3.8 d. AUSD staff, in partnership with parents and the community, will create a citywide education and outreach program regarding the importance of attendance at all levels and especially in the early grades. 3.8 e. Create and implement a centralized enrollment process to ensure students are enrolled and identified for the proper school and programs and to reduce absenteeism at the start of the year.

3.9 District and site personnel will reduce the number of days and occurrences of suspension especially for African American students who are disproportionately suspended and expelled. 3.9 a. The District and sites will provide staff development on instructional strategies that increase student engagement and result in the reduction of suspensions and expulsions – especially for African American students. 3.9 b. District and site staff will meet with parents/guardians when student behavior continues to interfere with a student’s opportunity to learn. The meetings will focus on strategies the school and family can do to prevent a reoccurrence of the behavior. 3.9 c. Schools will monitor the effectiveness of the restorative justice practices especially as it relates to the disproportion of African American students (see 3.3 d.)

3.9 a- Needs to include Positive Behavior Recognition 3.9 b- District and site staff will meet with parents/guardians when student behavior continues to interfere with a student’s opportunity to learn. The meetings will focus on strategies and Behavior support plans (check-in/ check-out) for the school and family can do to prevent a reoccurrence of the behavior. 3.9 c- Schools will monitor the effectiveness of the PBIS and restorative justice practices especially as it relates to the disproportion of African American students (see 3.2 d and 3.2 a)

3.9 District and site personnel will reduce the number of days and occurrences of suspension especially for African American students who are disproportionately suspended and expelled. 3.9 a. The District and sites will provide staff development on instructional strategies that increase student engagement and result in the reduction of suspensions and expulsions – especially for African American students. 3.9 b. District and site staff will meet with parents/guardians when student behavior continues to interfere with a student’s opportunity to learn. The meetings will focus on strategies and Behavior support plans (check-in/ check-out) for the school and family can do to prevent a reoccurrence of the behavior. 3.9 c. Schools will monitor the


effectiveness of PBIS and restorative practices especially as it relates to the disproportion of African American students (see 3.2 d and 3.2 a).

3.10 The District will offer an opportunity program that meets the needs of high need students.

Need to create a plan on how to properly impalement an opportunity program. A committee should be

formed to research opportunity programs

Plans should include: Expectations, intake, follow up including transitioning to another school, qualifications for a teacher.

There needs to be a fidelity measures: how do we know its working?

3.10 AUSD will offer and support an Opportunity program that meets the needs of high need students.

GOAL 4



2017-2018 Revision

The Antioch Unified School District will work in partnership with parents to ensure that all students are reading proficiently by grade three and continue to read at grade level as they matriculate.

The Antioch Unified School District will work in partnership with parents and guardians to ensure that all students are reading proficiently by grade three and continue to read at grade level as they matriculate.

4.1 Identify and track the progress of students not demonstrating reading proficiency using multiple measures, including but not limited to STAR, AR, Lexia, fluency, comprehension and site word assessments.

•Change “Site words” to Fry’s High Frequency Words •Add TK and K to scope of service •Lexia •Fluency (Alphabet) •High frequency words •Change pupils to be served to ALL •If funding is increased, a recommendation for 4-6th grade

4.1 Identify and track the progress of students not demonstrating reading proficiency using multiple measures, including but not limited to STAR, AR, Lexia, fluency, comprehension and Fry's High Frequency Words assessments.


be added to the scope of service.

4.2 Increase reading support for those identified students not demonstrating reading proficiency, especially high need student populations not reading at grade level and/or not progressing. 4.2a. Provide interventions in grades 2 and 3 during the school day with site allocated Reading teachers 4.2b. Implement a tiered system of supports for students in grades 3-8 who are not reading at grade level including the use of Lexia. 4.2c. Identify research-based reading strategies to implement with non-proficient secondary students. 4.2d. Increase home communication regarding the importance of reading at grade level and ways in which families can support their children’s reading at home.

•That funds be allocated so that TK through 3rd grade students be serviced with interventions. •We would like to encourage push-in reading services •It encourages collaboration and bridges services •4.2.a – Include wording “provide tiered systems of research based and data driven literacy interventions (small group, and one-to one)” •4.2c – Include the wording “identify researched based and data driven reading strategies to provide professional development and tools to secondary teachers” to the action step •It will promote the use of the researched based reading strategies that we have identified. •4.2d - Incorporate ideas for HOW we will increase home communication •Examples include: Newsletters, Workshops (Family Literacy Night), Trainings, access to programs (STAR/Lexia), •Collaborate with high school media program to create videos of reading strategies that are family friendly. •These should be provided in home languages as well •Is there a possibility to get Newsletters translated to languages other than Spanish?

4.2 Increase reading support for students, especially high-need student populations, who are not reading at grade level and/or are not progressing. 4.2 a Push-in reading teachers collaborate with classroom teachers in Transitional Kindergarten through grade three to provide tiered systems of research-proven interventions, such as small-group or one-to-one instruction, during the school day. 4.2 b Implement a tiered system of supports that includes the use of the Lexia program for students in grades three through eight who are not reading at grade level. 4.2 c Provide mandatory, on-going professional development in research-proven literacy strategies for all reading and classroom teachers in Transitional Kindergarten through grade five and teachers of students in sixth grades that are housed at elementary school sites. 4.2 d Provide professional development for teachers in grades nine through 12 in research-proven reading strategies to use with students who are not reading proficiently at grade level. 4.2 e Increase home communication in multiple languages regarding the importance of reading at grade level to support families in promoting reading at home. Such


communications include, but are not limited to, newsletters, videos that illustrate family-friendly reading activities, access to on-line programs like Lexia and STAR, and Family Literacy events.

4.3 Provide targeted summer programs for students not reading at grade level and/or not progressing. 4.3 a. Provide summer reading program for students not reading at proficiency in grades 2 and 3.. 4.3 b. Provide summer reading program for all students entering grade 6 who are not reading at grade level.

•In the action plan, incorporate what types of interventions and tools are being used to support student learning •Lexia •STAR/AR •LLI (Leveled Literacy Intervention) •Readers’ Theater •If funding is available, increase summer programs to target Kindergarten and 1st Grade students as well.

4.3 Provide targeted summer programs that incorporate the research-based Lexia, STAR/AR, and Leveled Literacy Intervention programs as well as Readers' Theater, for students in grades one through three and grade five who are not reading proficiently at grade level.

4.4 Increase the use of instructional technology to enhance student engagement and improve reading proficiency.

•Include wording of “increase the use of researched based and data driven instructional programs through trainings” to identify how we will increase the use of instructional technology to support literacy. •Identify what instructional technology is expected to be used and that teachers have access to them •(Examples: computer programs, access for students to use computers)

4.4 Train teachers in the use of research-based, data-driven instructional programs in digital format, such as supplemental resources for adopted instructional materials and District-approved on-line resources.

4.5 Provide on-going reading professional development for all Reading and General Education Teachers

•Incorporate the word “mandatory” for the on-going professional development. This way all teachers will have the same training and background knowledge for collaboration. •Include TK and grade 6 teachers in the scope of service •For the elementary schools that have TK and 6th grade at their sites.


•Include the wording “Provide on-going reading/writing research based and data driven development” NOTE: recommendation now included in 4.2

Big Picture Recommendations •We would like to add an action step specifically dedicated to address the need of TK to include: •Access to Lexia •Home communication (news letters, trainings, workshops) •Targeting students in TK and those who have registered for kindergarten. •We would like to address secondary students a little bit more. Either through a separate action service, or addressing them more in 4.1 and 4.5

Questions •If the grade level is not written into the LCAP is it inappropriate to service them? •We would like to ensure that there is an accountability system to ensure actions and services are being implemented equally throughout the district. Can we incorporate this in the action steps? Is this appropriate to include? •In order for the action items to be met, more monies must be budgeted (particularly for 4.2 and 4.5). How will funding dollar amounts will be decided for upcoming school year?

GOAL 5



2017-2018 Revision

5.1 Identify and track the progress of students not demonstrating proficiency in math using multiple measures, including but not limited to State

5.1 Identify and track the progress of students not demonstrating proficiency in math using multiple measures, multiple measures inclu

5.1 Identify and track the progress of students not demonstrating proficiency in math using multiple measures, multiple measures incl


assessment data, Mathematic Diagnostic Testing Project (MDTP)/ Daskala, Chapter assessments, and Illuminate assessments (see 6.9 For Illuminate)

de but are not limited to State assessment data(define what assessments are being used), Mathematic Diagnostic Testing Project (MDTP)/ Daskala, Chapter assessments, and Illuminate assessments (see 6.9 For Illuminate) Use assessment data to inform instruction; Place students in math courses based on multiple measures. Multiple measure will include:__________________ 5.1.a Parents and students will be able to find information regarding district assessments used on the AUSD Curriculum and Instruction webpage in order to better support student success.

ude but are not limited to State assessment data, Mathematic Diagnostic Testing Project (MDTP)/Daskala, Chapter assessments, and Illuminate assessments (see 6.9 For Illuminate) 5.1.a AUSD will post information regarding district assessments used on the Curriculum and Instruction AUSD webpage in order to better support student success.

5.2 Increase support for those identified students not demonstrating math proficiency, especially high need student populations not achieving at grade level and/or not progressing. 5.2a. Explore team teaching options to address student math proficiency such as team elementary teachers so that teachers who are stronger at teaching math are paired with a teacher who excels at teaching English language arts 5.2b. Implement a tiered system of supports for students in grades 3-8 who are at risk of not mastering algebra readiness standards including afterschool programs 5.2c. Provide before and after school intervention programs 5.2d Support and monitor the high school Algebra 1X and 1Y course sequence 5.2e Provide Spanish primary language support in Algebra classes that have beginner level English learner students 5.2 f. Increase home communication regarding the importance of

5.2a. Explore Implement team teaching options to address student math proficiency as defined by multiple measures. Implement elementary team teaching so that teachers who are stronger in teaching math are paired with teachers who excel at teaching English language arts. ( this is an elementary school action, not high school) 5.2b. Implement a tiered system of supports for students in grades 3-8 who are at risk of not mastering algebra readiness standards including afterschool programs. Tiered system of supports are defined as_______. Algebra readiness standards will be found on each school site webpage so that parents have access to the information. (Define algebra readiness standards for elementary school) 5.2c. Provide before and after school intervention programs for all students in the district as well as those needing support.

5.2 Increase support for those identified students not demonstrating math proficiency, especially high need student populations not achieving at grade level and/or not progressing. 5.2a. Implement team teaching to address student math proficiency. 5.2b. Implement a tiered system of supports for students in grades 3-8 who are at risk of not mastering algebra readiness standards including afterschool programs. Tiered system of supports will be identified and communicated to parents. Algebra readiness standards will be found on each school site webpage so that parents have access to the information. 5.2c. Provide intervention programs for all students in the district as well as those needing


student progress in attaining mastering key concepts at each grade level, how they can support their child at home and the importance of algebra completion. 5.2.g Provide hands-on, activity-based math nights for parents to help them understand the curriculum to support their students.

5.2d Students will be selected to participate in the high school Algebra 1X and 1Y course sequence based on prior course grades, teacher and parent recommendation, student data will be evaluated to inure success. (this means students will complete Alg1 by 10th grade, not 9th grade; if data shows this is a successful course we need to change the goal or actions/services to reflect 10th grade) Does this course count for 2 years of math? 5.2e Provide Spanish primary language and textbook support in Algebra 1 classes that have beginner level English learner students to support Spanish speaking students. 5.2 f. Increase home communication through School Loop, and calling/emailing parents in their home language, regarding the importance of student progress in attaining and mastering key concepts at each grade level, and how they can support their child at home, and of the importance of algebra completion in 9th grade.. What are the key concepts How can parents access the Key Concepts 5.2.g Provide hands-on, activity-based math nights at individual elementary, middle and high schools for parents to help them understand the curriculum to support their students. Parents will be surveyed for further math information nights. Individual schools will post their math nights on the district web calendar so that information can be accessed

support. 5.2d Support and monitor the high school Algebra 1X and 1Y course sequence. 5.2e Provide Spanish primary language and textbook support in Algebra 1 classes that have beginner level English learner students to support Spanish speaking students. 5.2 f. Increase home communication through District website, and calling/emailing parents in their home language, regarding the importance of student progress in attaining and mastering key concepts, as well as how best to support their child at home. 5.2 g. Provide hands-on, activity-based math nights at individual elementary, middle and high schools for parents so that they understand the curriculum and standards to support their students. Parents will be surveyed for further math information nights. Individual schools will post their math nights on the district web calendar so that information can be accessed by community members. 5.2 h. District will provide and inform parents and students of online computer based math support program for year round use.


by community members. 5.2.h District will provide and inform parents and students of online computer based math support program for use during the academic year and summer.

5.3 Provide targeted summer programs for students not proficient in grade level math standards and/or not progressing. 5.3 a. Provide a summer math academy for students entering grade 6 who are not proficient in math. 5.3.b. Provide a summer Algebra 1 academy for students entering grade 9 who are not proficient in math and/or want to improve their Algebra skills.

5.3 Students are selected for Provide targeted summer programs based on grades, assessments, and teacher recommendation. Parents of students not proficient in grade level math standards and/or not progressing will be informed of summer intervention programs so that they have access and opportunity to register their students 5.3 a. Parents will be informed of Provide a summer math academy for students entering grade 6 who are not proficient in math. 5.3.b. Parents will be informed of Provide a summer Algebra 1 academy for students entering grade 9 who are not proficient in math and/or want to improve their Algebra skills. 5.3cThe district will provide summer school for math intervention and support for all students in AUSD regardless of student proficiency status. 5.3.d The district and individual school sites will post summer school availability so that students and parents are clearly informed of the opportunity.

5.3 Select students for targeted summer programs based on grades, assessments, and teacher recommendation. 5.3 a. Inform parents of the summer math academy program for students entering grade 6 who are not proficient in math. 5.3 b. Inform parents of the summer Algebra 1 academy for students entering grade 9 who are not proficient in math and/or want to improve their Algebra skills. 5.3 c. District and school sites will post summer school availability informing parents of the opportunity.

5.4 Increase the use of instructional technology to enhance student engagement and improve mathematics proficiency.

5.4 Increase Provide the use of instructional technology to enhance student engagement and improve mathematics proficiency at home and school. 5.4a. Supplement math curriculum in grades k-12 with online resources and support.

5.4 Provide instructional technology to enhance student engagement and improve mathematics proficiency at home and school. 5.4a. Supplement math curriculum in grades k-12 with


online resources and support.

5.5 Provide professional development for all teachers of mathematics related to effective

math instruction including: The use of instructional technology in

mathematics Professional development for all algebra

teachers Professional development for the instruction of CA State Mathematic Standards in grades K - 12 which includes increasing content knowledge

5.5 Provide professional development for all math teachers with a focus on teachers of mathematics related to effective elevating math instruction and student engagement including: The use of instructional

technology in mathematics, for example, Success Maker for after school intervention.

Professional development for all math and algebra teachers that to improve student engagement and higher level thinking skills.

Professional development for the instruction of CA State Mathematic Standards in grades K - 12 which includes increasing content knowledge

5.5 Provide professional development for all math teachers with a focus on elevating math instruction and student engagement including: The use of instructional

technology in mathematics, for example, Success Maker for after school intervention.

Professional development for all math and algebra teachers to improve student engagement and higher level thinking skills.

5.5 a. Professional development for the instruction of CA State Mathematic Standards in grades K - 12 which includes increasing content knowledge

5.6 Identify and publish key concepts at each grade level beginning in kindergarten that students should master in order to prepare them to be successful in Algebra.

5.6 Identify and publish key concepts at each grade level beginning in kindergarten that students should master in order to prepare them to be successful in Algebra. 5.6.a. Parents will be informed as to what the key concepts are, and where they are located by school site administration and individual teachers.

5.6 Identify and publish key concepts at each grade level beginning in kindergarten that students should master in order to prepare them to be successful in Algebra. 5.6.a. Teachers will inform parent as to what the key concepts are, and where they are located.

GOAL 6


2016-2017 LCAP Text Sub-Committee Recommendations 2017-2018 Revision

6. Antioch Unified School District will reduce the achievement gap amongst student groups and graduates will have the skills necessary for success in college and career.

6. Antioch Unified School District will reduce the achievement gap between student groups, and graduates will have the skills necessary for success in college and career.


6.1 AUSD, in partnership with parents, the community, and industry partners, will continue to develop the District’s Graduate Profile that outlines college and career benchmarks from Pre-Kindergarten to 12th grade graduation.

6.1 Remove the action to continue

working on it from the LCAP. The Profile exists, though it needs to be benchmarked down through the various grade levels to guide student readiness and to be useful as a community relations/marketing tool.

6.1 Prioritize the development, implementation, and documentation of the impact of a District-wide continuum of strategies that promote awareness of college-bound requirements for students in Kindergarten through 12th grade, their parents/guardians, and other community stakeholders. 6.1 a Provide information about and active support for the college application and admissions process, including the timely completion of the UC/CSU a-g admission

requirements; college entrance exams college course placement

assessments financial aid resources, such

as the Free Application for Federal Student Aid (FAFSA), the Cal Grant, and the California Dream Act applications.

6.1 b Increase students’ FAFSA, Cal Grant, or California Dream Act application completion yuprate from 48% for the class of 2016 to 60% for the class of 2018, with 100% of foster students completing a financial aid application.

6.2 AUSD will provide school-site college and career centers at each comprehensive high school to assist students and parents in exploring post-secondary opportunities including guest presenters and college tours.

6.2 Establish district-wide, systematic

data collection and analysis of use and impact of college and career centers.

Develop vision and expectations of college & career center and collect data to assess the effectiveness.

6.2 Prioritize the strengthening and expansion of the Linked Learning/Career Pathway model and periodically assess its impact on closing the achievement gap, students' engagement in their own learning, and on their post-secondary choices.


6.2 a Expand Linked Learning to include students in alternative school settings. 6.2 b A highly trained Teacher on Special Assignment (TOSA) will support school staff in the development of inter-disciplinary projects and work-based learning curricula that connect academic learning to student career interests. 6.2 c Hire and train 2.6 full-time equivalent (FTE) classified staff as work-Based Learning coordinators, who will support instructional staff

in the implementation of work-based learning experiences;

build positive relationships with the business and industry community to increase work-based learning opportunities for students.

6.3 AUSD will provide parents and students with information and training related to a-g requirements, college access, advanced course enrollment, FAFSA completion, the college application process, college entrance exams and course placement assessments. (See 3.6 a)

Group 6 recommends this as a PRIORITY action.

Set a data-based action goal to increase the students’ FAFSA or California Dream Act Application completion rate from the current 48% (class of 2016) to 60%, with 100% of foster students completing a financial aid application.

Gather and disaggregate other baseline data in 2017-18 so that data-driven needs statements and goals can be developed in 2017-18

Develop, implement, and document the impact of a systematic continuum of strategies that engages students in K-12, their

6.3 Prioritize increasing the opportunities for students to recover and to remediate academic credits as well as the opportunity to expedite earning the academic credits required for high school graduation during and out-of- school time. Such opportunities include, but are not limited to on-line courses that are

accredited by WASC and NCS;

teacher-directed classes; Concurrent or dual

enrollment at Los Medanos College (LMC)


parents/guardians, and other community stakeholders and/or partners and fosters college-bound requirements, including knowledge of o the UC/CSU a-g admission

requirements o financial aid resources o college admission processes,

including Dream Act applications

Change ‘Scope of Service’ to K-12 Allocate funding for

implementation action o $10,000 for cost of planning

(staff, resources, etc.) in 2017-18

o $10,000 for cost of implementation and development in all following years

or other post-secondary institutions (See 6.14 &15)

6.4 Antioch Unified will increase the enrollment of high need student groups in Advanced Placement (AP) courses, accelerated courses, and GATE programs. 6.4 a. Increase the identification of qualifying high needs students for Gifted and Talented Education (GATE) and provide high-interest programs such as Odyssey of the Mind. Provide Professional

Development to site administrators and their staffs to accurately administer GATE screenings and effectively implement GATE programs at the school site.

Annually, use multiple measures to screen all students in grades 3 and 5 to identify gifted and talented students at an

6.4 a, b, and c While we believe GATE programming is necessary, we are not certain that it belongs in Goal 6. GATE programs are not clearly connected to closing the achievement gap or to increasing college and career readiness. Goal 3 may be a better for this action step Recommendation: retain AP-focused action steps in

Goal 6 gather and disaggregate baseline

data in 2017-18 so that data-driven needs statements and goals can be developed in 2017-18

create and implement clear guidelines to identify high needs populations for AP courses.

6.4 College and Career Centers at each comprehensive high school will assist students and their parents/guardians in exploring post-secondary options and opportunities. 6.4 a Develop and publish frameworks that define the scope of services at College and Career Centers. 6.4 b Establish metrics and periodically assess the impact of College and Career Centers.


early age. Develop a K-12 continuum

of GATE, accelerated and AP programs and communicate those opportunities to school staff, parents and students.

6.4 b. Reduce barriers and increase supports for students to access accelerated and AP courses. 6.4 c. Provide Professional Development to site administrators and their staffs to enable them to assess the impact of increased screening, increased programs, and reduced barriers on students access, engagement, and achievement.

6.5 AUSD will support students to become bilingual and qualifying for the California Seal of Bi-literacy

6.5 While bi-literacy contributes to a student’s college and career readiness, it is not a priority action at this time to improve Goal 6 outcomes.

6.5 Increase the enrollment of high-need student groups in Advanced Placement (AP) courses, accelerated courses, and GATE programs. 6.5 a Develop and publish a K-12 continuum of accelerated and AP courses as well as GATE activities. 6.5 b Increase supports for students to successfully complete accelerated and AP courses. 6.5 c Use multiple measures to screen all students in grades 3 and 5 to identify gifted and talented students at an early age.

6.6 AUSD will continue to strengthen and expand the Linked Learning/Career

We recommend strengthening and expanding Career Pathways as

a PRIORITY area.

6.6 Expand the range and periodically assess the impact of courses and other learning


Pathway model. 6.6 a. The Linked Learning / Career Pathways Teacher on Special Assignment (TOSA) will continue to work to support teachers in the development of inter-disciplinary projects and work-based learning curriculum that connects academic learning to student career interests. 6.6 b. Hire 2.6 FTE Work-Based Learning Coordinators (classified position) to support teachers in the development of inter-disciplinary projects and work-based learning curriculum that connects academic learning to student career interests. 6.6 c. Expand linked learning to include students in alternative school settings (new CPPT2 Grant for alternative and continuation schools – 2 years) 6.6 d. Work with local colleges to increase dual enrollment access and completion within pathway programs to facilitate post-secondary access and persistence. 6.6 e. Increase the number of work-based learning opportunities available to students such as internships and summer jobs.

Gather and disaggregate baseline data in 2017-18 so that data-driven needs statements and goals can be developed in 2017-18

6.6 a invest in professional development

based on the input from AUSD students and Pathway lead teachers

evaluate impact of selected professional development

6.6 b focus on building positive

relationships with surrounding business community

6.6 e increase work-based learning

opportunities (move up to come with work-based learning coordinator)

6.6 c craft and publish documentation

for planning and implementation of this expansion

allocate appropriate funding monitor implementation progress

and impact on student achievement, including closing the achievement gap for high needs students

6.6 d recommend for ALL

opportunities that focus on science, technology, engineering, arts and mathematics (STEAM) that connect academic learning to student career interests. 6.6 a Expand Project Lead the Way in elementary schools. 6.6 b. Expand the selection of Career Technical courses.


6.7 The District will expand courses related to science, technology, engineering, arts and mathematics (STEAM) as well as courses and opportunities to experience real-world learning. 6.7 a. Expand Project Lead the Way in elementary schools. 6.7 b. Expand the selection of Career Tech courses

6.7 Gather and disaggregate

baseline data in 2017-18 so that data-driven needs statements and goals can be developed in 2017-18

6.7 Expand and periodically assess the impact of the Advancement Via Individual Determination (AVID) program by implementing the program

at all middle schools; making the program

available at the comprehensive high schools;

offering priority enrollment for high-need students.

6.8 AUSD will continue to restructure music programs at elementary and middle schools to include vocal, visual and instrumental instruction to increase opportunities for student exposure to the visual arts through classroom instruction and afterschool programming. Programming will focus on high needs students and students not reading proficiently at all grade levels. 6.8 a. AUSD will continue to provide elementary music teachers to teach instrumental music to elementary students and will expand the music program as these students matriculate. 6.8 b. AUSD will purchase and maintain musical instruments for students to use while enrolled in instrumental music at the elementary and middle school level. 6.8 c. Schools will be allocated funds to create at least one showcase of the visual and performing arts per year.

6.8 While we agree that music education is valuable we do not believe it fits into Goal 6. We recommend moving these actions to Goal 3 Recommendation: move entire action step to Goal 3 review the funding allocation for

appropriateness

6.8 Continue to train teachers in the Expository Reading and Writing Curriculum (ERWC) and periodically assess the impact of the ERWC on students' success in passing Early Assessment Program (EAP).6.8


6.8 d. Elementary, middle, and high schools will be allocated funding to provide after school programs that focus on the visual and performing arts. 6.8 e. Sites will focus on providing enhanced and greater opportunities for students to create, innovate, and participate in music and the arts.

6.9 AUSD will train staff in the use of the data tracking systems, including Illuminate, to: monitor student progress

and ensure college and career readiness.

monitor outcomes of the goals and action items of the Local Control and Accountability Plan

6.9 Gather and disaggregate baseline


6.9 Administer the Preliminary Scholastic Aptitude Test (PSAT) and the National Merit Scholarship Qualifying Test (NMSQT) and periodically assess the impact of the test results on students' post-secondary choices. 6.9 a Ensure that all students in grades nine and ten complete these tests. 6.9 b Ensure and document that high-need students and their parents/guardians receive the appropriate information and the support necessary to act on it.

6.10 AUSD will continue to encourage and support the use of SchoolLoop as a consistent and effective means of communicating with parents and guardians regarding student progress.

6.10 This action step does not connect to college and career readiness, and such communications are basic to the business of school. Remove from 2017-18 LCAP.

6.10 Train staff in the use of the data tracking systems, including Illuminate, to monitor student progress

and ensure college and career readiness.

monitor outcomes of the goals and action items of the Local Control and Accountability Plan

6.11 AUSD will continue to train teachers in the Expository Reading and Writing Curriculum (ERWC) to ensure students are


data in 2017-18 so that data-driven needs statements and goals can be

6.11 Continue to fund afterschool enrichment and remediation programs to meet the goals of the LCAP and in


able to pass the Early Assessment Program (EAP) assessment.

developed in 2017-18 compliance with federal regulations.

6.12 AUSD will expand the Advancement Via Individual Determination (AVID) program as follows: High need student

populations will receive priority enrollment.

Expand to include all middle schools.

Make programming available to high schools.



6.13 AUSD will administer the Preliminary Scholastic Aptitude Test / National Merit Scholarship Qualifying Test (PSAT/NMSQT) to 9th and 10th grade students.



Ensure and document that high-need students and their parents/guardians receive the appropriate information and the support necessary to act on it.

6.14 Antioch Unified will provide summer school opportunities for students who are credit deficient.

Group 6 recommends this as a PRIORITY action.

Offer credit recovery and remediation as well as opportunity to expedite earning credits required for high school graduation in a variety of settings, such as on-line, teacher-directed in class, during and out-of- school time, and/or concurrent/dual enrollment with LMC or other post-secondary institutions

gather and disaggregate baseline data in 2017-18 so that data-driven needs statements and goals can be developed in 2017-18

If A-G completion is the desired outcome, giving students the opportunities to remediate A-G coursework is essential.

Make a significant financial investment in this area.


6.15 AUSD will continue to fund afterschool enrichment and remediation programs to meet the goals of the LCAP and in compliance with federal regulations.

ADDITONAL RECOMMENDATIONS:

We believe the scope of Goal 6 is too big. Combining College & Career Readiness with Decreasing the Achievement Gap is problematic. In the 2016-2017 LCAP all but one of the 16 action-steps were related to College & Career. Decreasing the Achievement Gap is overshadowed when it is lumped into College & Career Readiness. Decreasing the Achievement Gap needs to be embedded in ALL Goals of the LCAP. We also recommend the District truly make a financial investment in College & Career Readiness. The 2016-2017 LCAP is deceptive in that $1,685,500 of the money included in what is labeled as College & Career was dedicated to music programs at the elementary and middle school level. When removing this from Goal 6, there is a clear lack of funds devoted to College & Career. Data Collection and Analysis needs to be a priority in order for the district to be able to understand the strengths and weaknesses of its services and of this LCAP. We also believe that in order for the LCAP to be truly effective, we need to prioritize the top areas of impact. Having a one Goal area with 15 action steps is too much – we want the district to focus on a few areas and be able to hold the district accountable for the efforts and outcomes in those highest impact areas. Thus, we recommend removing many of the action steps from the 2016-2017 LCAP in goal #6.

ausd’s 2016-2017 lcap recommendations from …

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