board of trustees - dunsmuir high schooldunsmuirhigh.k12.ca.us/documents/district/other...

DUNSMUIR HIGH SCHOOL

MemoTo: Board of Trustees

From: Arlene Dinges

cc: Ray Kellar and Kim Vardanega

Date: October 10, 2018

Re: Report and information regarding State Dashboard and Local Indicators of Success for Dunsmuir Joint Union High School District.

The State Dashboard is a mandatory metric for each school that reports results of state and local performance standards for all LCFF priorities (schoolwide accountability). The Dashboard displays on the CDE website so parents and community members can see how schools are doing from year to year. Some of the results will be imported directly from the State. Others, the ‘Local Indicators of Success’, must be uploaded by individual schools or districts.

In preparation to upload the Local Indicators into the required State Dashboard, staff has been gathering data from stakeholders, and analyzing results for the local indicators to determine if the required fields have been “Met”, “Not Met”, or “Not Met for 2 or More Years”. Local Indicators must be reviewed by the Board and uploaded into the state website no later than October 16th. The Four Local Indicators include: Priority 1 – Basic Conditions at School; Priority 2 – Implementation of State Academic Standards; Priority 3 – Parent Engagement (Involvement in decision making ,and promotion of participation); and Priority 4 – Local Climate Survey (perceptions of safety and connectedness).

As we go forward into the year, the full LCAP team (Site Council) will look at other data for the dashboard (Priorities 4,5,6,7,& 8).. Information will be gathered from all relevant stakeholders as required to answer each category.

This year’s Local Indicators of Success for the Dashboard

In Attachment 1, for Priority 1 - you will find evidence that basic conditions at school have been met. Basic Conditions include: Availability of Textbooks, Adequate Facilities, and Correctly Assigned Teachers.

In Attachment 2, for priority 2 - you will find evidence via the self-reflection tool survey results, that Implementation of State Academic Standards has been met.

In Attachment 3. For Priority 3 – you will find evidence via that Parent Engagement has been met.

In Attachment 4, for Priority 6 – you will find evidence that parent and student perceptions of safety and connectedness have been considered and are met and parents are encouraged to participate in decision-making.

In Attachment 5 you will find a table displaying a summary of the findings and the proposed recommendation for been “Met”, “Not Met”, or “Not Met for 2 or More Years”.

Attachment 1 for Priority 1 – Basic School Conditions

Basic Conditions include: Availability of Textbooks, Adequate Facilities, and Correctly Assigned Teachers.

Availability of Instructional Materials - see next pages

BEFORE THE BOARD OF TRUSTEES OF THE DUNSMUIR JOINT UNION HIGH SCHOOL DISTRICT County of Siskiyou, State of California

IN TIM. MATTER REGARDING )Selection and Evaluation

Of Instructional Materials RESOLUTION # 18-19-4

RESOLUTION ON SUFFICIENCY OF INSTRUCTIONAL MATERIALS

Whereas, the Governing Board of the Dunsmuir Joint Union High School District, in order to comply with the requirements of Education Code 60119, held a public hearing on September 12, 2018, at 4:00 P.M., which is on or before the eighth week of school (between the first day that students attend school and the end of the eighth week from that day) and which did not take place during or immediately following school hours, and;

Whereas, the Board provided at least 10 days notice of the public hearing by posting it in at least three public places within the district stating the time, place, and purpose of the hearing, and;

Whereas, the Board encouraged participation by parents/guardians, teachers, members of the community, and bargaining unit leaders in the public hearing, and;

Whereas, information provided at the public hearing detailed the extent to which sufficient textbooks or instructional materials were provided to all students, including English learners, in the Dunsmuir Joint Union High School District, and;

Whereas, the definition of "sufficient textbooks or instructional materials" means that each student, including each English learner, has a standards-aligned textbook or instructional materials to use in class and to take home, which may include materials in a digital format but shall not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage, and;

Whereas, the definition of "sufficient textbooks or instructional materials" also means that all students who are enrolled in the same course within the Dunsmuir Joint Union High School District, have standards-aligned textbooks or instructional materials from the same adoption cycle, and;

Whereas, textbooks or instructional materials in core curriculum subjects should be aligned with state academic content standards adopted by the State Board of Education pursuant to Education Code 60605 and/or the Common Core Standards adopted pursuant to Education Code 60605.8;

Finding of Sufficient Textbooks or Instructional Materials

Whereas, sufficient standards-aligned textbooks or instructional materials that are consistent with the cycles and content of the curriculum frameworks were provided to each student, including each English learner, in the following subjects: See attached listing which will include the following:

* Mathematics* Science

1 Resolution 17-18-4 Instructional Materials Sufficiency

BEFORE THE BOARD OF TRUSTEES OF THEDUNSMUIR JOINT UNION HIGH SCHOOL DISTRICT

County of Siskiyou, State of California

IN THE MATTER REGARDINGSelection and EvaluationOf Instructional Materials

RESOLUTION # 18-19-4

RESOLUTION ON SUFFICIENCY OF INSTRUCTIONAL MATERIALS

Whereas, the Governing Board of the Dunsmuir Joint Union High School District, in order to comply with the requirements of Education Code 60119, held a public hearing on September 12, 2018, at 4:00 P.M., which is on or before the eighth week of school (between the first day that students attend school and the end of the eighth week from that day) and which did not take place during or immediately following school hours, and;

Whereas, the Board provided at least 10 days notice of the public hearing by posting it in at least three public places within the district stating the time, place, and purpose of the hearing, and;

Whereas, the Board encouraged participation by parents/guardians, teachers, members of the community, and bargaining unit leaders in the public hearing, and;

Whereas, information provided at the public hearing detailed the extent to which sufficient textbooks or instructional materials were provided to all students, including English learners, in the Dunsmuir Joint Union High School District, and;

Whereas, the definition of "sufficient textbooks or instructional materials" means that each student, including each English learner, has a standards-aligned textbook or instructional materials to use in class and to take home, which may include materials in a digital format but shall not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage, and;

Whereas, the definition of "sufficient textbooks or instructional materials" also means that all students who are enrolled in the same course within the Dunsmuir Joint Union High School District, have standards-aligned textbooks or instructional materials from the same adoption cycle, and;

Whereas, textbooks or instructional materials in core curriculum subjects should be aligned with state academic content standards adopted by the State Board of Education pursuant to Education Code 60605 and/or the Common Core Standards adopted pursuant to Education Code 60605.8;

Finding of Sufficient Textbooks or Instructional Materials

Whereas, sufficient standards-aligned textbooks or instructional materials that are consistent with the cycles and content of the curriculum frameworks were provided to each student, including each English learner, in the following subjects: See attached listing which will include the following:

* Mathematics

* Science

Resolution 17-18-4 Instructional Materials Sufficiency

* History-social science* English language arts, including the English language development component of an adopted program* Foreign language* Health

Whereas, laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive;

Therefore, it is resolved that for the 2018-2019 school year, the Dunsmuir Joint Union High School District has provided each student with sufficient standards-aligned textbooks or instructional materials that are consistent with the cycles and content of the curriculum frameworks.

PASSED AND ADOPTED THIS 13th day of September, 2017 at a meeting, by the following

vote: AYES: 3 NOES: 0 ABSENT: a\

E 6161.1 Instruction

Exhibit DUNSMUIR JOINT UNION HIGH SCHOOL DISTRICT

version: April 10, 2013 Dunsmuir, California

Attest:

Secretar

2 Resolution 17-18-4 Instructional Materials Sufficiency

1 18/19 Textbooks and Materials

2018-2019 Textbooks/Materials DUNSMUIR JOINT UNION HIGH SCHOOL DISTRICT

JEFF CANNON

English 11 & 12

CA Collectives Grades 11 & 12Siddhartha Hermann Hesse (Eng 3) Novel

Things Fall Apart Chinua Achebe (Eng 4) Novel

Fahrenheit 451 Novel

Zorba the Greek Novel

World Cultures and the Arts and Music

The Tao of PoohTao Te Ching

Views of the WorldThe Crisis of IslamPolitical Writings of John Locke

The Prince

Assent of Women (Film Documentary)

Genius of the Ancient World (Film Documentary)

Music

Guitarology: A Beginning Guitar Manual — Leo CavanaghThe Encyclopedia of Picture Chords for Guitar & Keyboard — Len VoglerMusic Appreciation, John Tew and supplementary materials

Jerry Snyder's Guitar School Method Book Number OneJerry Snyder's Guitar School Ensemble Book Number One

and supplemental guitar materials

Get Started on Guitar —Chet Atkins, cgp and John KnowlesPractical Guitar — Charlie Robinson, Carlos Valencia, PhD Editor Copyright 2012

P.E.

Advantage Press: Resources for Better School — Physical Education — Project TND (Toward No

Drug Abuse)

Standard First Aid, American Red Cross

Freshman: Positive Prevention Plus

"Positive Prevention: HIV/STD Prevention Education for California Youth" Level B

Curriculum (2nd Ed)

"Positive Prevention Plus: Sexual Health Education for California Youth" Level B

Curriculum (2nd Ed)

Success 101/ /Driver's Ed

Responsible Driving, AAA 2000

Career Choice and Changes: a workbook to discover who you are, what you want, and how to

get it 5th edition 2013 Mindy Bingham and Sandy Stryker

ALISON HOWARD

Math IA

Carnegie Learning 2012

Biology

Prentice Hall, 2006 (Updated 2016-17) ISBN-13: 978-0132013499


Chemistry

The Cartoon Guide to Chemistry by L. Gonick & C Criddle, Collins Reference, 2005

World of Chemistry,by Zumdahl ,McDougall Little, 2002. ISBN 0-618-13496-4

Consumer Math

The Mathematics of Work, Steck-VaughnThe Mathematics of Banking and Credit, Steck-Vaughn

The Mathematics of Personal Finance and Investments, Steck-Vaughn

The Mathematics of Automobiles and Transportation, Steck-VaughnThe Mathematics of Housing and Taxes, Steck-Vaughn

The Mathematics of Trades and Professions, Steck-Vaughn

Mathematics of Business Applications, Lange, Rousos, Mason

financial literacy for teens, Foster, Chad

Physics

Conceptual Integrated Science by Hewitt Lyons Suchocki Ans Yeh

Integrated-Science-I-not in 18/19

-Genceptual-Integrated-Science-by-Rewitt-,-LyensSuchecki-and--YenT-Pearean-2-00-7, -Gonseptuall-ntegrated-Science-Laberatery-Manual-by-Hewitt,Lyans,Srucheski-,--Yela-, Elemental Geosystems, 7th ed. Pearson; 7th edition (January 6, 2012) (Updated 2016 17). ISBN 13: 978 0132698566

Forensics Not in 2018-19 TBD

Forensic Science, Kendall Hunt 2016

Science-Laboratery-Classes:.—Variotis-equipment-and-samples-for all five cla-ses Science-supplernental-web-based-sources

Environmental--Sciencel-F-erestry-Net-in48/1-9 Online-materials—(Ag-received-U-G-a-g-approval-witici-RO-Datifse-materials-specified-)

Developmerit-GOUfse-whiGh-will-suppty-me-witti-seme-GuffiGulum],

JACOB MEKEEL

Government and Economics Principals and Practices, Clayton 2003

The Americans, Reconstruction to the 21st Century, Danzer 2003

World History

Connections to Today, Ellis 2003

Building a Global Perspective, Baerwald 2005

U.S. History

Democracy in Action, Remy 2003

Spanish

Kansas State University/High School program

JEFF CAPPS

Culinary Arts/Food Service 1,2,3


Introduction to Culinary Arts (2nd Ed), The Culinary Institute of America, PearsonOn Cooking, Textbook of Culinary Fundamentals (5th Ed)7 Part Culinary Arts Series DVD's by Goodheart Willcox5 part International Cuisine Videos w/Posters and Presenters Notes by Learning Zone ExpressTraining;

Fat Facts Test Tubes-Fat content in everyday foods and snacksReading Material:

Culinary CareersSalt, Sugar & FatStuffed & StarvedLand GrabbingYes, ChefFood: A Love StoryEat the CityProvence 1970Baking

The Food Police

KIM VARDANEGA

Office Practices

Office Skills, The Finishing Touch, Barrett, Kimbrell, Odgers

KURT CHAMPE

Art/Ceramics

Scholastic Art

Robotics

Using STEM related online materials

Integrated Math1A Saxon Math Homeschool 6/5 Hake Saxon 2005

Integrated Math 1B Carnegie Learning 2012

Integrated Math II


Integrated Math III


The following are available if needed

Alg-ebra-(not in 18/19) Advaneed-Mathematisal-ConGepts7-Merri41499-1-

Algebra 1, McDougal Littell 2001 Algebra-27-MoDougal-Litte14-2004 GeometryT-MoDeugal-L-ittell-2-004 AdvabGed-Mathematioal-Goboepts r-Mer-ri14-1494

Algebr-a-2,MoDougal-Litte14-2004 Algebra 1, McDougal Littell 2001 Geometry-MoDougal-Littell-2-004

4 I 18/19 Textbooks and Materials

Statistics Not in 18/19

Understandable-Statistics-8th Edition Brace and BraceHcughton-M-iffkn-Go-N-Y--2008

ALYSIA GARCIA

English Collections grades 9,10,11,12 Houghton, Mifflin, HarcourtHolt Handbook; Third, Fourth, Fifth, and Sixth Editions

Copyright 2003, Holt, Rinehart, and Winston

Ten Steps to Improving College Reading Skills, Fifth Edition

Night - Novel

Looking for Alaska - NovelOf Mice and Men - NovelMacbeth - Play

The Enemy -NovelPerks of Being a Wallflower - NovelLife of Pi-novelLord of the Flies-novelHouse of the Scorpion-novel

Computer Applications

Online resources

"Learn By Doing" Microsoft office textbooks

Desktop Publishing, Adobe In-Design CS# (software)Adobe Press (2007)Photoshop Elements (software Adobe Press (2004)

DramaVarious online plays and materials

LINDA RYAN

Independent Study Uses curriculum and text materials from the high school supplemented with a variety of subject specific workbooks, worksheets, instructional videos from the internet, skill builders and selected articles

FundaFflental-h4atnematics-ancl-E-L-A-(when-effered—not-id48/1-94 Basic-Essentials-of-Mathematics,-Books-Gne-&-Twe,-Steck-Vaughn Using Parts of Speech, Bonnie L. Walker, Ph.D., AGS ANGFR-Sheets-and-S-kill-Builders-frem-the-I-ntecn-et Selected-Short-Steries-andler-Novel

Ath-letes-of-Gnaracter-(when-cffereel---not-in-1-8/1-94

excerpts from Pursuing-Victory-with-Honor,-Jcsaplascn,Mich-ael

excer-pts-frarn-Ghampions-cf--Gnaracter;-Western-Montana-Un+versity

varicus-character-building-nleviesPoems4ablesi-and-biographies

the Internet

Coaches-Robert-Reid,-retired-AL14=1-S-and-Ray-Kellar131=IS

STEP COORDINATOR (PAM MAY)


Adult Ed

GED and ACT

Various available Career Curriculum

LINDA RYAN

RSP

Uses books materials from the Regular programs, plus supplementary materials

RAY KELLAR

Woodshop

Hands-on materials available as needed

lAteicfht-Li.fting not in 18/19 0;4e-on-Gfle-t.f.ai-Rifl4j

ACADEMIC RESILIENCE various teachers

Uses curriculum and text materials from the high school supplemented with a variety of subject specific workbooks, worksheets, instructional videos from the internet, skill builders and selected articles

DUNSMUIR HIGH SCHOOLClass Schedule

2018-2019

Ms.Vardanega

Period 1 Period 28:20-9:20 9:35-10:35

Office OfficePractices Practices

1,2,3 1,2,3

Period 3 Period 410:40-11:40 12:20-1:20

Office Office

Practices Practices1,2,3 1,2,3

Period 51:25-2:25

Period 62:30-3:30

Office Practices

1,2,3Office Practices

1,2,3Ms. Ryan

Student StudentSupport Support

Student Student

Support Support/

Student Support/ Independent Stud

StudentSupport

Mr. Kellar Library Library LibraryAide

Woodshop

Mr. Capps Food FoodService Service1, 2, 3 1, 2, 3

Food FoodService Service1, 2, 3 1, 2, 3

Culinary1,2

Culinary1,2

Ms. Howard Chemistry Math 1A Physics ConsumerMath

Biology

Mr. Mekeel WorldHistory

US History Academic Government Spanish 2

Mr. Cannon World Cultures Art Music

English Freshman Requiremen is (Success 101,Health,

Academic Resilience

PE 9-10

Mr. Champe Math 1A/1B Math 2 Academic Math 3 Resilience

Art/Ceramics Robotics

Ms. Garcia Academic ComputerResilience Applications/

Communicat ion Arts/ Publishin.

, r, , English 10 English 9 Drama 1,2

Board approved 4/5/17

8/6/18

DUNSMUIR JOINT UNION HIGH SCHOOL DISTRICT5805 High School WayDunsmuir, CA 96025

NOTICE OF PUBLIC HEARINGInstructional Materials Sufficiency

The Dunsmuir Joint Union High School District will be holding a public hearing on Wednesday, September 12, 2018 at 4:00 P.M. in room 106 at Dunsmuir High School.

This hearing will be held to certify assurance to the Superintendent of Public Instruction that the Governing Board has complied with the requirements of Education Code Section 60422, 60119, 42605(e)(2)(b), 1240.3 and SBX 3 4, ABX 4 2, 1 & 15, 5CCR 9531.

At the hearing(s), the Board shall determine, through a resolution, whether each student in each school, including each English learner, has sufficient textbooks or instructional materials which are aligned to the state content standards adopted pursuant to Education Code 60605 or the Common Core Standards adopted pursuant to Education Code 60605.8 and which are consistent with the content and cycles of the state's curriculum frameworks adopted by the SBE. Sufficiency of instructional materials shall be determined in each of the following subjects: (Education Code 60119) mathematics, science, science laboratory equipment, history-social science, English and reading language arts including the English language development component of an adopted program, foreign language, health.

Parents, teachers, and members of the community are encouraged to participate.

Posted: 8/14/18 by Kim A. VardanegaDunsmuir High School

Castle Rock Elementary School

Dunsmuir Elementary SchoolDunsmuir City LibrarySouthern Siskiyou News

8/8/2018 SSC Fiscal Report print

- FISCAL REPORT - Copyright C 2018 School Services of California, Inc.

Volume 38 For Publication Date: August 10, 2018 No. 16

Instructional Materials Public Hearing Requirements for 2018-19 School Year

As yet another year begins, Local Educational Agencies must plan for the instructional materials hearing prior to the eighth week of school. Although the categorical funds for instructional materials have been swept into the Local Control Funding Formula, Education Code Section (E.C.) 60119 specifically states that "a district that receives funds for instructional materials from any state source, is subject to the requirements of this section." The code requires that the governing board of a school district hold an annual instructional materials public hearing to determine whether the school district has sufficient standards-aligned textbooks and instructional materials.

Specifically, E.C. 60119 requires that each governing board:

· Hold a public hearing on or before the end of the eighth week from the first day pupils attend classes. For multitrack year-round schools, the requirement refers to the end of the eighth week from the first day that pupils attend classes in a track that begins in August or September.

· Post a notice of the hearing at least ten days in advance in at least three public places within the school district. The notice must state the time, place, and purpose of the hearing. The hearing may not be held during or immediately following school hours.

· Encourage participation in the hearing by parents, teachers, members of the community, and bargaining unit leaders.

· Determine at the hearing whether "... each pupil in each school in the district has sufficient textbooks or instructional materials or both ..." This is defined as each pupil, including English learners, having a "standards-aligned textbook or instructional materials, or both, to use in class and to take home." The language does not require two sets of textbooks or instructional materials for each pupil regardless of whether homework is assigned. The use of "class sets" of instructional materials is insufficient.

o The requirement for sufficient textbooks may not be satisfied by photocopied sheets from a portion of a textbook or by instructional materials photocopied in response to a shortage.

o Instructional materials may be in a digital format as long as each pupil, at a minimum, has and can access the same materials in the class, and to take home, as all other pupils in the same class or course in the school district, and has the ability to use and access them at home.

· Determine whether each pupil enrolled in a foreign language or health course has sufficient standards-aligned textbooks or instructional materials.

· Determine whether laboratory science equipment is available to students in grades 9-12 who are enrolled in science laboratory courses.

· Adopt a resolution stating whether textbooks and instructional materials are sufficient.

If an insufficiency exists, disclose in the board resolution to the public and to classroom teachers (1) the percentage of pupils in each school who lack sufficient standards-aligned materials, and (2) the reasons for the insufficiency. The governing board must remedy any insufficiency identified at the hearing within two months of the beginning of the school year. The action cannot be one that would require reimbursement by the Commission on State Mandates. Previously, school districts were allowed two years to correct any deficiency.

815/2018 SSC Fiscal Report print

It is important that all school districts hold their hearings early and not wait until the eighth week of school, because if insufficiencies exist, a school district will have very little time to take corrective action. Compliance with this requirement is monitored through the annual independent audit process. Any discrepancies will result in a finding in the audit report

—Matt Phillips, CPA; and Debbie Fry

posted 08/08/2018

nttp:/twene.sscal.con/fiscal_print.cfm7content10=22537 1/2 httptllenew.sscal.corn/fiscalprint.cfm7content10-22537

DUNSMUIR JOINT UNION HIGH SCHOOL DISTRICTBOARD OF TRUSTEESAGENDA ITEM MATERIALS/BACK-UP INFORMATION

SUBJECT Instructional Materials Sufficiency Resolution 18-19-4 MEETING DATE 9/12/18

AREAo Action/Discussiono Discussiono Reporto Correspondenceo Confidential (Closed Session)

RECOMMENDATION/ACTION REQUESTED

Request approval of Resolution certifying that for the 2018/19 school year, the DJUHSD has provided each student with sufficient standards-aligned textbooks or instructional materials that are consistent with the cycles and content of the curriculum frameworks.

FISCAL IMPACT

N/A

RATIONALE

Required by law

BACKGROUND/PREVIOUS STAFF/BOARD ACTION

2017/18 Certification

CONTACT PERSON'S Ray Kellar, Kim Vardanega

MOTION MADE 0 9 wbc) SECONDED la-fAik-iYAV11srQ 1

VOTE _3 AYES 0 NAYS 2 Absent 0 ABSTAIN

1 ROLL CALL

Adequacy of Facilities –FIT Report

Correctly Assigned Teachers

Attachment 2, for priority 2 - self-reflection tool survey results, that Implementation of State Academic Standards has been met via Option 2 Self-Reflection Tool

Self-Reflection Tool for Implementation of State Academic Standards – Priority 2

Standard: LEA annually measures its progress implementing state academic standards and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics.

Evidence: LEA measures its progress using the self-reflection tool included in the evaluation rubrics, and reports the results to its local governing board at a regularly scheduled meeting and through the local data selection option in the evaluation rubrics web-based system.

Recently Adopted Academic Standards and/or Curriculum Frameworks

1. Rate the LEA’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below. Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

1 2 3 4 5

ELA – Common Core State Standards for ELA – 3.2 I (increase of .9)

// /// /

ELD (Aligned to ELA Standards) – 2.75 (increase of 1.0) // / /

Mathematics – Common Core State Standards for Mathematics – 3.2 (decrease of .9)

// /// /

Next Generation Science Standards – 3.4 (increase of .2)

/ // ////

History-Social Science – 2.8 (decrease of .3) / / // //

2. Rate the LEA’s progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught. Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

1 2 3 4 5

ELA – Common Core State Standards for ELA - 3.2 (decrease of .7)

// /// /

ELD (Aligned to ELA Standards) – 3.5 (Same) // //


/ //// /

28

Next Generation Science Standards – 2.3 (decrease of .9)

///// //

History-Social Science – 2.7 (decrease of .3) /// // /

3. Rate the LEA’s progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher pairing). Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

1 2 3 4 5

ELA – Common Core State Standards for ELA – 3.3 (decrease of .7)

/ // ///

ELD (Aligned to ELA Standards) – 3.0 (decrease of .2) / // /


/ / ////

Next Generation Science Standards – 3.3 (same) / // ///

History-Social Science – 3.1 (decrease of .3) / //// //

Other Adopted Academic Standards

4. Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students. Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

1 2 3 4 5

Career Technical Education – 4.3 (increase of .1) ///// //

Health Education Content Standards – 4.2 (increase of .4)

///// /

Physical Education Model Content Standards – 3.8 (decrease of .2)

/ //// /

Visual and Performing Arts – 3.8 (decrease of .4) / /////

World Language – 3.5 (increase of .1) / / ////

Support for Teachers and Administrators

29

5. During the 2015-16 school year (including summer 2015), rate the LEA’s success at engaging in the following activities with teachers and school administrators? Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

1 2 3 4 5

Identifying the professional learning needs of groups of teachers or staff as a whole - 3.7 (decrease of .3)

/ // // //

Identifying the professional learning needs of individual teachers - 3.6 ((decrease of .1)

/ /// / //

Providing support for teachers on the standards they have not yet mastered - 3.6 (same)

/ /// / //

Optional Narrative

6. Provide any additional information that the LEA believes is relevant to understanding its progress implementing the academic standards adopted by the state board.

Changes in perception of implementation of the above standards may stem from having new staff members, and also from increased understanding or expectations re the new standards.

30

Attachment 3 for priority 3 – Parent Engagement

Self-Reflection Tool for Parent Engagement – Priority 3

Approach for Self-Reflection Tool to Use as Evidence

LEAs will provide a narrative summary of their progress toward (1) seeking input from parents/guardians in school and district decision making; and (2) promoting parental participation in programs.

OPTION 2: Local Measures Summarize:

(1) the LEA’s progress on at least one measure related to seeking input from parents/guardians in school and district decision making;

The School has diligently been inviting parents to participate in formulating the LCAP and SSP via back to school night, and Community Showcase night. Evidence for attendance at these and other functions is found in our guest welcome sign in book, which was initiated several years ago and has documented participation as much as possible. Site Council attendance records show no parents have attended in 2017-18. At back to school night, informal input is gathered from oral comments and anonymous written comments. This year we had may more comments submitted on our two questions at Back to School Night. One question was how to encourage more parent and community involvement. Answers recapped things we already have in place (offering food and giving students extra credit for parent attendance, and striving to put more fun and entertainment into the events we have), and also some new ideas, like mandated parent teacher conferences instead of voluntary ones. Parents also want more events, but trying to calendar them is a difficult thing. We increased the number of events a couple years ago to include a spring showcase and a spaghetti bowl art auction. The school will maintain those events and look for ways to keep them fresh and fun.

(2) the LEA’s progress on at least one measure related to promoting parental participation in programs;

The school continues to request participation on site council and LCAP by sending out mailings explaining what they are, asking for feedback on goals and actions, and inviting them to meetings. Handouts were given to the parents at Back to School requesting their attendance and involvement and providing dates for the site council meetings and board meetings. This coming year the site council will host a parent meeting night for reviewing the parent involvement policies, and recommending changes if necessary. It will also host a meeting in the spring regarding federal grant goals and expenditures per ESSA.

(3) why the LEA chose the selected measures and whether the findings relate to the goals established for other LCFF priorities in the LCAP.

The school chose these methods in order to cover all possible bases of communication with parents. The findings relate to the LCAP Goal #1, Measurable Outcomes #4 & #5.

31

Results from Welcome Book Sign Ins

Parent/Community Attendance Data

KEY: P = parent and community

member count

T = Total in attendance

YEAR2013-

142014-

15 2015-16 2016-17 2017-18 2018-19EVENT P T P T P T P T P T P TBack to School Night 26 30 41 36 73 65 105 46 64College Night 7 14 12 31 5 15 5 15 12 16Fall Sports banquet 17 54Fall Drama Production GIS Day (does not include DES) 38 60Ceramic Spaghetti bowl Feed 20Night of the Arts 56Community Forum 57 24 2 20 32 56Senior Information Night 7 13Winter Sports Banquet 26 12 28Spring Drama Production 27 38Student Showcase 34 79 21 38 23 38 18 24Spring Sports Banquet 22 53 22Senior Awards/Tiger Awards 46 65 94 110Tiger Awards 26 73 46 36 62 54 74Scholarship night Graduation 29 37 80 94 93 110

AVERAGE % Change nc= no count ne = no event

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Attachment 4 – parent and student perceptions of safety and connectedness have been considered and are met and parents are encouraged to participate in decision-making.

An annual survey for all parents, staff and students will be taken later at Community Forum. It will address about 20 questions, some of which apply to climate and safety. Last year’s comments showed most parents believe their child is safe at school. Student comments indicated they were less sure. We adopted a thorough Safety Plan in the spring of 2017, added CatapultEMS response capability, and began aggressive drills for intruders in the 2017-18 school year. This year we plan to hold a drill with first responders.

The Survey response packet is too large to reproduce but are available for perusal at the Board Meeting and with the Consolidated Applications Coordinator.

Attachment 5 – Summary and recommendations

We recommend final review and action at the October Board meeting in order to allow staff to upload the results in time for the October 16th Deadline.

Self reflection Results and recommendations:

Priority # Description LCAP Team & Resources

Findings Recommendation

1 Basic (Availability of Textbooks, Adequate Facilities, and Correctly Assigned Teachers)

Superintendent/Principal

Administrative Staff

Board Documents

SARC Information

The newly hired teachers are properly credentialed for their positions or are pursuing credentials

The Fit Report shows the school is in good condition.

All students have all textbooks and materials, and they meet state standards

Met

2 Implementation of State Academic Standards

Survey of Teaching Staff We chose Option 2 – self-reflection tool

See attached summary of survey results

Met

3 Parent Engagement

Parents, Staff, Students

Welcome Book sign ins

Annual Survey conducted most recently in spring of

Parent attendance at Back to school night and College Night has increased steadily for the past 5 years, however, Community

Met

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2018. -See summary of Parent Engagement issues to the right. Individual submissions are anonymous and confidential.

This fall 2019 we also surveyed attendees at Back to School night re how to encourage parent involvement.

Forum and Spring Showcase have seen increased parent attendance for the past 2 years.

According to Surveys taken at Community Forum, most parents feel they are welcome at school and encouraged to participate. They know who to talk to about issues that matter to them

Responses included ideas for more events and scheduled student meetings

6 School Climate Staff, Students, Parents and Community members - Annual Survey conducted most recently in spring of 2018. See summary of responses to the right. Individual submissions are anonymous and confidential.

Most parents feel their children are safe at school and teachers are good role models.

Some Students reported they do not feel entirely safe at school. The responses did not indicate where the concerns were coming from. Staff has responded with increased intruder drills, and plans to have the Student body Association become more involved in the survey process.

Met

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