San Juan Unified School District Regular Meeting of the Board of … · 2019-02-22 · Discussion: Regarding Resolution No. 2930 reducing or eliminating certain classified positions,

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Pam Costa, President Paula Villescaz, Vice President

Michael McKibbin, Ed.D., Clerk Zima Creason, Member

Saul Hernandez, Member

San Juan Unified School District Regular Meeting of the Board of Education 3738 Walnut Avenue, Carmichael, California 95608

Board of Education Agenda February 26, 2019

A. OPEN SESSION/CALL TO ORDER/ANNOUNCEMENT OF CLOSED SESSION TOPICS – 5:15 p.m.

B. CLOSED SESSION – 5:15 p.m. 1. Student expulsion in one case (Education Code section 48918[f]). 2. Personnel matter (Government Code section 54957)

a. Public employee discipline/dismissal/release (certificated) – one case 3. Collective bargaining matters – discussion with negotiator Jim Shoemake, assistant superintendent of schools and labor

relations, regarding CSEA Chapter 127 General/Operations support, Chauffeurs/Teamsters Local No. 150 Transportation, Supervisors, Teachers and Certificated Supervisory units, and regarding non-represented groups: management and confidential units (Government Code section 54957.6).

C. RECONVENE OPEN SESSION/PLEDGE OF ALLEGIANCE – 6:30 p.m.

D. APPROVAL OF THE MINUTES – February 12, 2019, regular meeting, pages 2135-2138.

E. ORGANIZATIONS/ANNOUNCEMENTS – 6:35 p.m. 1. High School Student Council Reports 2. Board-appointed/District Committees 3. Employee Organizations 4. Other District Organizations 5. Closed Session/Expulsion Actions (Government Code section 54957.1)

F. VISITOR COMMENTS – 6:45 p.m. Board Bylaw 9323 limits visitor comments to two (2) minutes per speaker, with no more than 30 minutes per single topic. Time will be extended for any speaker who uses an interpreter.

G. CONSENT CALENDAR – G-1/G-5 – 7:15 p.m. Action: The administration recommends that the consent calendar, G-1 through G-5 regarding regular business items, be approved. (Any item may be removed for further discussion and separate action following consideration of remaining agenda items.)

1. *Personnel – Appointments, leaves of absence, separations and job description/salary range change.

2. *Purchasing Report – Change orders and zero-dollar contracts.

3. Acceptance of the following gifts (# = donor’s est.): Dyer-Kelly Elementary School: From Nissan of Sacramento: $1,000. Early Childhood Education: From Doug and Sharon Eidson – for Pasadena Elementary School Head Start: $250. Encina Preparatory High School: From Anna Marie Cacciotti – for class of 2021: $50.

4. *Approval of the San Juan Choices Charter School charter school renewal petition. (Public Hearing: 01/08/2019; Discussed: 02/12/2019).

5. *Approval to submit the Consolidated Application, Winter Report 2019 (Part II) to the California Department of Education and State Board of Education.

*Material provided.

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H. CONSENT CALENDAR (continued, if necessary) Discussion and action on the items removed from the consent calendar.

I. BUSINESS ITEMS

1. 2018-2019 Local Control and Accountability Plan (LCAP) Mid-Year Update – 7:20 p.m. (O’Neil) Material provided.

Report: Relating to the mid-year update outlining the district’s work to date on actions and services identified in the 2018-2019 LCAP.

2. Low-Performing Students Block Grant – 8:05 p.m. (O’Neil) Material provided.

Action: The superintendent is recommending that the board approve the plan for use of the Low-Performing Students Block Grant.

3. San Juan Choices Charter School Low-Performing Students Block Grant – 8:15 p.m. (Flagler) Material provided.

Action: The superintendent is recommending that the board approve the plan for use of the Low-Performing Students Block Grant for San Juan Choices Charter School.

4. Recommendation for Reduction in Particular Kinds of Services (TK-12 Certificated) – 8:20 p.m. (Oropallo) Material provided.

Discussion: Regarding Resolution No. 2928 reducing or discontinuing particular kinds of services and the corresponding amount of certificated staffing that will be reduced as a result; and Resolution No. 2929 establishing criteria to apply to break a tie in seniority for certificated staff affected by program reductions and who have the same date of hire. Action anticipated: 03/12/2019.

5. Notice of Intent to Reduce Classified Positions – 8:25 p.m. (Oropallo) Material provided.

Discussion: Regarding Resolution No. 2930 reducing or eliminating certain classified positions, effective June 30, 2019, due to lack of work and/or lack of funds. Action anticipated: 03/12/2019.

6. Presentation of the San Juan Teachers Association Proposal for Successor Contract 2019-2020 – 8:30 p.m. Material provided. (Shoemake)

Discussion: Regarding the bargaining interests of the San Juan Teachers Association pursuant to Government Code section 3540 et. seq. and district board policy 4143.1. Public comment: 03/12/2019.

7. California School Boards Association (CSBA) Delegate Assembly Election – 8:35 p.m. (Costa) Material provided.

Action: The board may wish to cast a vote for no more than five (5) candidates for subregion 6-B of the CSBA Delegate Assembly.

J. BOARD/STAFF REPORTS – 8:40 p.m.

K. FUTURE AGENDA – 8:50 p.m. The board may wish to identify items to be discussed at future meetings and the reason therefore.

L. VISITOR COMMENTS – 8:55 p.m.

B. CLOSED SESSION (continued, if necessary) Announcement of topics/announcement of actions.

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M. ADJOURNMENT – 9:00 p.m.

The Board of Education welcomes and encourages the public’s participation at the board meetings and has devoted time throughout the meeting for that purpose. You may comment on items included on this agenda; however, we ask that you limit your comments to two (2) minutes so that as many people as possible may be heard (Education Code section 35145.5, Government Code section 54954.3). When an item indicates “material provided,” the additional information is available prior to the meeting in the Information and Communication Office, 3738 Walnut Avenue, Carmichael, (916) 979-8281, or on the district website at www.sanjuan.edu.

A person with a disability may contact the Board of Education office at (916) 971-7111 or e-mail [email protected] at least 48 hours before the scheduled board meeting to request receipt of an agenda and other distributed writings in an appropriate alternative format or to request disability-related modifications or accommodations, including auxiliary aids or services, in order to participate in the public board meeting.

NOTE: The times indicated are approximate.

Mission Statement Valuing diversity and excellence, the San Juan Unified School District’s mission is to educate and inspire each student to succeed and responsibly contribute to a radically evolving world by providing innovative, rigorous,

student-focused instruction and programs in a safe, caring and collaborative learning community.

http://www.sanjuan.edu/

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D 02/26/2019

San Juan Unified School District Board of Education 3738 Walnut Avenue, Carmichael, California 95608

Board of Education Minutes February 12, 2019

Regular Meeting Board of Education 5:30 p.m.

Call to Order (A) The February 12 regular meeting was called to order by the president, Pam Costa.

Roll Call Present: Pam Costa, president Paula Villescaz, vice president Michael McKibbin, Ed.D., clerk Zima Creason, member Saul Hernandez, member

Recess: Closed Session (B) The meeting was immediately recessed, with the board convening in closed session to consider student expulsions in four cases (Education Code section 48918[f]).

Reconvene Open Session/Pledge of Allegiance (C) At 6:30 p.m., four members of the Casa Roble Fundamental High School Air Force Jr. ROTC led the group in the Pledge of Allegiance.

Minutes Approved (D) It was moved by Dr. McKibbin, seconded by Ms. Creason, that the minutes of the January 22 regular meeting be approved. MOTION CARRIED UNANIMOUSLY [Costa, Villescaz, McKibbin, Creason, Hernandez].

High School Student Council Reports (E-1) High School Student Council representatives Anna Burkhart and Makayla Stepp from Mesa Verde High School and Sabrina Becerra and Rachel Lawal from Mira Loma High School updated the board on goals, activities and achievements at their respective schools.

Board-appointed/District Committees (E-2) Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC) Chair Mary Beth Barber and Vice Chair Tom Nelson updated the board on the work of the committee, which included information regarding the LCAP regional meetings in which school teams took part; the LCAP PAC meeting, which included a discussion on counseling services; and the LCAP PAC subcommittee meetings related to English language learners, safety, communication and transportation. Ms. Barber and Mr. Nelson answered questions from the board.

Closed Session/Expulsion Actions (E-5) Dr. McKibbin reported that the board voted unanimously to accept a hearing panel’s recommendation of one suspended expulsion in case number M-13 and one expulsion in case number S-29; and to accept as written one stipulated suspended expulsion in case number M-16 and one stipulated expulsion in case number M-17.

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Visitor Comments (F) Sharon Booker-Brown from Options For Youth announced that the charter school has a new principal, Derek Newell.

Derek Newell, the new Options For Youth principal, introduced himself and shared information about his professional background.

Christopher Gale voiced his concerns regarding the current board policy related to open enrollment, specifically sibling priority.

Lorreen Pryor expressed her concerns regarding a recent incident at El Camino High School, stating that there needs to be a safe space on campus for black students to go when they feel targeted.

Consent Calendar Approved (G-1/G-12) It was moved by Mr. Hernandez, seconded by Dr. McKibbin, that the consent calendar items G-1 through G-12 be approved. MOTION CARRIED UNANIMOUSLY [Costa, Villescaz, McKibbin, Creason, Hernandez].

Personnel (G-1) Appointments, leaves of absence, separations and job descriptions/salary range change — approved as submitted.

Purchasing Report (G-2) Purchase orders and service agreements, change orders, construction and public works bids and piggyback contracts — approved as submitted.

Business/Financial Report (G-3) Notices of completion and quarterly investment report — approved as submitted.

Gifts (G-4) Acceptance of gifts to Carmichael Elementary School, Greer Elementary School and Rio Americano High School.

Disposal of Surplus Property (G-5) Approval to dispose of surplus property pursuant to Board Policy (BP) 3270 and Education Code sections 17545 and 17546.

Annual Policy Review (G-6) Approval of the following BPs in accordance with state and federal law (annual policy review): BP 3430 Investing and Debt Management; BP 5116.1 Intradistrict Open Enrollment; BP 6020 Parent Involvement and Family Engagement; and BP 6145 Extracurricular/Cocurricular Activities. (Discussed: 01/22/2019.)

Community Advisory Committee (CAC) for Special Education (G-7) Approval of two members to the CAC for Special Education: Javier Duran and Kimber Rice. Lease agreement for additional storage space (G-8) Approval of the lease agreement at 6240 San Juan Avenue, Citrus Heights, California, for additional storage space for surplus furniture due to bond construction projects.

Del Campo High School Cell Tower Lease Amendment (G-9) Approval of the second amendment to the lease agreement between San Juan Unified School District (SJUSD) and GTP Infrastructure I LLC for the cell tower site located at Del Campo High School.

Cost reimbursement agreement with Del Paso Manor Water District (G-10) Approval of the agreement between Del Paso Manor Water District and SJUSD for the reimbursement of costs related to the evaluation of water system demands for the proposed Del Paso Manor Elementary School expansion project.

California Environmental Quality Act (CEQA) Notices of Exemption (G-11) Approval of CEQA Notices of Exemption for heating, ventilation and air-conditioning (HVAC) projects at San Juan High School, Bella Vista High School, Casa Roble Fundamental High School, Encina Preparatory High School, Mira Loma High School and Rio Americano High School.

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Participation in School Bus Grant Funding Programs (G-12) Adoption of Resolution No. 2931 authorizing the participation in the following school bus grant funding programs: Sacramento Emergency Clean Air Transportation (SECAT), Diesel Emissions Reduction Act (DERA) and Community Air Protection Program (CAPP).

Equal Opportunity Schools (I-1) Assistant Superintendent of Secondary Education Rick Messer provided an update on the progress of the partnership with Equal Opportunity Schools (EOS), which is in the first year of implementation. Mr. Messer reviewed the history and goals of the program. Mr. Messer also provided current districtwide enrollment numbers in Advanced Placement/International Baccalaureate (AP/IB) classes, explaining that enrollment of underrepresented students has increased 40 percent this year. Additionally, Mr. Messer discussed the attrition rate, grade data, the Equity Pathways Report and barriers to access; and explained that eventually the district will have complete ownership of the program once EOS finishes getting the structure in place. Principal Vanessa Adolphson shared information regarding the success of the EOS program at San Juan High School, stating that the school now offers eight AP classes; that AP enrollment increased by 100 students this year; that the school is excited to offer an AP Capstone Diploma program next year; and that many supports have been implemented to help ensure student success. San Juan High School Counselor and Equity Coordinator Erica Paullin spoke regarding the EOS recruitment process and the annual student/staff survey, which she says has provided valuable data for outreach to both students and teachers. Ms. Paullin also spoke about some of the student supports that are in place, such as the vertical alignment of curriculum; the attrition rate; and the welcome barrier, which will be addressed prior to next school year. Madelyn Rae Murphy, an 11th-grade student at San Juan High School, shared her experiences related to taking AP classes for the first time, stating that her initial concerns were the classes would be too hard and she did not know what to expect; however, with support from her school counselor and Spartan (flex) time, she finds her new AP classes beneficial and interesting.

Ms. Creason inquired if there is another mechanism to capture student input besides the survey, specifically from underrepresented students. Ms. Paullin stated the survey is comprehensive and she feels it does reach all students; and also, AP students provide input by participating in listening circles at the end of the school year. Mr. Hernandez stated he was pleased that AP courses are now available at all of the nine comprehensive high schools in the district and thanked the high school principals for their efforts and encouraged them to keep the program going so all students can have access. Dr. McKibbin asked Ms. Murphy what factors changed her mind about taking AP courses. Ms. Murphy stated teacher and counselor encouragement, interest in classes, and knowing who the particular teacher would be made a big difference to her. Dr. McKibbin asked Ms. Murphy what she thought some of the barriers were. Ms. Murphy believes that the inability to strike a balance between school, work, home and other obligations might be barriers for some students. Ms. Villescaz stated that she hopes that during the AP training teachers are reminded about the influence they have to keep students engaged. Ms. Villescaz asked Ms. Murphy if she had any other reflections or feedback about what might make the experience more successful for other students. Ms. Murphy shared that AP students depend on each other for support, and being able to communicate with teachers after hours is helpful when questions arise related to homework. Superintendent Kern stated that the trusted adult concept of EOS is unique, reinforcing the notion that adults can have an impact on students by encouraging them to believe in themselves. Ms. Costa acknowledged the number of district staff who have stepped up and shown interest in this work; recognized the principals in attendance from the nine comprehensive high schools who have supported the EOS model; thanked the superintendent and cabinet for providing the extra funding for the program; and also expressed appreciation to the representatives from San Juan High School for their presentation. Ms. Costa also stated she is pleased with the supports that are in place and she would like to see listening circles conducted for both AP students and teachers to see if there is any additional information they think would be helpful going forward.

Partnership Development (I-2) Senior Director of Community Relations Trent Allen; Director of Family and Community Engagement (FACE) Lisa Borrego; and FACE Community Engagement Specialist Natalia Aguirre provided an update on the partnership development efforts of the FACE department during the first semester of the 2018-2019 school year. Ms. Borrego provided background and explained the goals, and Ms. Aguirre provided an overview of the partnerships that the FACE department worked with during the Fall of 2018, which totaled 1,031 volunteer hours from various organizations. Jeff Pitnikoff, executive director of AboutKidz, presented an in-depth summary of the services the non-profit provides at Northridge and Carmichael Elementary schools in conjunction with high school AVID students. Staff answered questions from the board.

Choices Charter School (CCS) Charter School Renewal Petition (I-3) Director of Admissions and Family Services Michele Flagler reported that the district’s charter review team thoroughly studied the CCS charter renewal petition, and CCS has provided all necessary information, additions and/or changes as requested during the review process. Ms. Flagler also stated the CCS charter renewal petition presented to the Board of Education is in compliance with BP 0420.4 regarding charter schools and current law. There being no questions from the board, action was scheduled for February 26, 2019.

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Board/Staff Reports (J) Senior Director of Community Relations Trent Allen shared a video from #MySJlovestory, a special Valentine’s edition of the #MySJStory video series.

Ms. Creason reported that she attended the district student council meeting; visited Rio Americano and Encina Preparatory high schools; attended the Sacramento County School Boards Association (SCSBA) dinner with Ms. Costa and Dr. McKibbin; attended two of the LCAP PAC regional meetings; and also met with cabinet and district staff members.

Mr. Hernandez reported that he, Ms. Costa and Dr. McKibbin attended a recent middle school wrestling match.

Dr. McKibbin stated that he visited Rio Americano High School today where the parent volunteer group Rio & Beyond met one-on-one with each sophomore student in order to provide information on options after high school, and he also visited Encina Preparatory High School to watch the boys’ soccer team playoff game, which they won.

Future Agenda (K) No items were added to the future agenda.

Adjournment (M) At 8:20 p.m., there being no further announcements or business, the regular meeting was adjourned.

________________________________ ___________________________________ Pam Costa, President Kent Kern, Executive Secretary

Approved: _________ :sc

SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM: _G-1__ BOARD OF EDUCATION MEETING DATE: 2/26/2019 APPROVED:

HUMAN RESOURCES The following reports are submitted for board approval

Personnel Pages Page #

Appointments

Management

Certificated 1

Classified 1

Leaves of Absence

Management

Certificated

Classified 1

Separations

Management 1

Certificated 1 - 2

Classified 2

Pre-Retirement Reduced Workload

Reassignments/Change in Work Year

Errata

Job Description/Salary Range Change

Management 3 - 7

Certificated

Classified

Unrepresented

Cabinet Contracts/Extension of Contract

Recommendation to Extend A District Intern Credential

Certificated

Credential Approval Recommendations

Certificated

Charter School Personnel Actions

Visions

Choices

stephanie.cunningham

Kent Kern initials

Agenda for the February 26, 2019 Board Meeting

1. APPOINTMENTS

CERTIFICATED

Type Name Status Assignment Location Effective Date (s) Rehire Ferneau, Rachel Temp Teacher Grade 6 Del Paso 02/05/19 06/12/19 Rehire Smith, Tyler Temp Tch-Trav Elem Clsrm – PE Teaching and Learning 01/31/19 05/17/19

CLASSIFIED

Type Name Status Assignment Location Effective Date (s) New Hire Daniels, Aria Prob School Playground Rec Aide Edison 02/01/19 New Hire Dorsey, Terrence Prob Campus Representative Howe Avenue 02/04/19 New Hire Grigonis, Kirsten Prob School Playground Rec Aide Cambridge Heights 01/31/19 New Hire Ho, Cathy Prob Nutrition Services Worker I Skycrest 02/01/19 New Hire Hunt, Cassi Prob Nutrition Services Worker I Carnegie 02/01/19 New Hire James, Paris Prob Nutrition Services Worker I Howe Avenue 02/01/19 New Hire Knox, Devin Prob Nutrition Services Worker I Greer 02/01/19 New Hire Nava, Anne Prob Instructional Assistant I Grand Oaks 02/06/19 New Hire Peterson, Rachelle Prob Sr Records and Rprts Clerk Mira Loma 02/04/19 New Hire Rogers, Carla Prob Nutrition Services Worker I Mariemont 02/01/19 New Hire Scott, Robnesha Prob Nutrition Services Worker I Howe Avenue 02/01/19 New Hire Stenen, Troy Prob Custodian Howe Avenue 02/05/19 New Hire Tabuso, Tom Prob Procurement Analyst Business Support Services 02/11/19

2. LEAVES OF ABSENCE

CLASSIFIED

Type Name Status Assignment Location Effective Date (s) Unpaid Beuhler, Hailey Perm Instructional Assistant II Oakview 01/22/19 05/24/19 Unpaid Camper, Kayla Perm Instructional Assistant II Mira Loma 01/31/19 01/30/20

3. SEPARATIONS

MANAGEMENT

Type Name Status Assignment Location Effective Date (s) Retirement Codner, Larry Perm Program Specialist Special Ed Kenneth 02/28/19 Retirement Lyda, Laurel Perm Program Specialist Teaching and Learning 06/27/19 Retirement Odabashian, Glen Perm Vice Principal 9/12 Encina 06/26/19 Retirement Reaves, Tanya Perm Principal K/6 Cameron Ranch 06/26/19

CERTIFICATED

Type Name Status Assignment Location Effective Date (s) Resignation Aguirre, Stephany Prob Teacher Grade 9/12 Mira Loma HS 06/12/19 Resignation Alilire, Sadiya Prob School Nurse Health Services 06/12/19 Resignation Bills, Sarah Prob Teacher Grade 4 Dyer-Kelly 06/12/19 Resignation Bord, Aimee Prob Language/Speech/Hrg Spec Special Ed – Kenneth 06/12/19 Resignation Brizendine, Lynda Prob Tch-Emotionally Dstbd Encina HS 06/12/19 Resignation Caldwell, Dana Prob Child Develop Permit Tch Oakview ECE 06/07/19 Resignation Crist, Macey Prob Tch-Voc Educ/ROP 9/12 San Juan HS 06/12/19 Resignation Digiacomo, Melinda Prob Teacher Grade 4 Howe Avenue 06/12/19 Resignation Dresser, Diana Prob Tch-Severely Hndcp Bella Vista 06/12/19 Regisnation Gilmore, Alexandra Prob Teacher Grade 6 Starr King 06/12/19 Resignation Huffman, Kristen Prob Tch-Resource Spec K/12 San Juan HS 06/12/19 Resignation Sanchez, Stephanie Prob Teacher Grade 9/12 Encina 06/12/19 Resignation Stephen, Amy Prob Tch-Resource Spec K/12 Carnegie 06/12/19 Resignation Taylor, Celeste Prob Teacher Grade 1 Mariemont 06/12/19 Resignation Tomlinson, Jason Prob Teacher Grade 9/12 San Juan HS 06/12/19 Resignation Welch, James Prob Tech-Voc Educ/ROP 9/12 San Juan HS 06/12/19

Retirement Angelis, Susan Perm Teacher Adult Education Sunrise 06/12/19 Retirement Austin, Dan Perm Teacher Grade 9/12 Casa Roble 06/12/19 Retirement Baer, Jeff Perm Teacher Grade 9/12 Casa Roble 06/12/19 Retirement Baer, Jorie Perm Teacher Grade 9/12 Casa Roble 06/12/19 Retirement Barton, Beth Marie Perm Teacher Grade 3 Del Dayo 06/12/19 Retirement Brewer, Tom Perm Teacher Adult Education Sunrise 06/12/19 Retirement Brown, Patrick Perm Teacher Grade 5 Twin Lakes 06/12/19 Retirement Cambridge, Marcus Perm Tch-Trav Elem Clsrm-Music Teaching and Learning 06/12/19 Retirement Cavallaro, Janet Perm Teacher Grade 3 Greer 06/12/19 Retirement DeFevre, Kathleen Perm Teacher Grade 2 Schweitzer 06/12/19

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3. SEPARATIONS (Continued) CERTIFICATED Type Name Status Assignment Location Effective Date (s) Retirement Dozet, George Perm Tch-Trav Elem Clsrm-Music Teaching and Learning 06/12/19 Retirement Dubie, Larry Perm Teacher Grade 9/12 Casa Roble 06/12/19 Retirement Erickson, Gail Perm Tch-Resource Spec K/12 Mariemont 06/12/19 Retirement Feldmann, Jerome Perm Teacher Grade 7/8 Pasteur 06/12/19 Retirement Gold, Joyce Perm Teacher Kindergarten LeGette 06/12/19 Retirement Golston, Mark Perm Teacher Grade 9/12 Mesa Verde 06/12/19 Retirement Hamilton, Nora Perm Language/Speech/Hrg Spec Special Ed-Kenneth 06/12/19 Retirement Herrmann, Judith Perm Teacher Grade 4 Ottomon 06/12/19 Retirement Hird, Barbara Perm Teacher Grade 2 Mariposa 06/12/19 Retirement Jacobs, Herman Perm Teacher Grade 9/12 Del Campo 06/12/19 Retirement Jamieson, Cheri Perm Teacher Grade 2 Mariposa 06/12/19 Retirement Johnston, Scott Perm Teacher Grade 9/12 Casa Roble 06/12/19 Retirement Kargl, Paul Perm Teacher Grade 7/8 Carnegie 06/12/19 Retirement Mani, Parvatiamma Perm Preschool Teacher ECE 06/12/19 Retirement Manley, Yvonne Perm Teacher Grade 1 Cowan 06/12/19 Retirement Martin, Deborah Perm Teacher Grade 1 Orangevale Open 06/12/19 Retirement Matranga, Janet Perm Teacher Grade 9/12 Del Campo 06/12/19 Retirement Morford, Susan Perm Teacher Grade 2 Cowan 06/12/19 Retirement Morgan, Candace Perm Teacher Grade 9/12 Del Campo 06/12/19 Retirement Nelson, Larry Perm Tch-Independent Study El Sereno 06/12/19 Retirement Noyes, Cindy Perm Peer Facilitator Teaching and Learning 06/12/19 Retirement Nyquist, Evonne Perm Counselor 9/12 Mesa Verde 06/11/19 Retirement Ortega,Marcia Perm Teacher Kindergarten Northridge 06/12/19 Retirement Ott, Susan Perm Teacher Grade 4 Pershing 06/12/19 Retirement Parker, Grant Perm Teacher Adult Education Sunrise 06/12/19 Retirement Parquette, Christine Perm Teacher Grade 3 Gold River 06/12/19 Retirement Ratliff, Douglas Perm Teacher Grade 9/12 El Camino 06/12/19 Retirement Savage, Susan Perm Tch-Resource Spec K/12 Rio Americano 06/12/19 Retirement Stroh, Margaret Perm Teacher Grade 3 Thomas Kelly 06/12/19 Retirement Stuart, Lynda Perm Teacher Grade 2 Arlington Heights 06/12/19 Retirement Sweeny, Martin Perm Tch-Learning Hndcp K/6 Whitney 06/12/19 Retirement Takagishi, Marilynn Perm Tch-Trav Elem Clsrm-Music Teaching and Learning 06/12/19 Retirement Timpson, Kelly Perm Teacher Grade 5 Mission 06/12/19 Retirement Townsend, Cynthia Perm Teacher Grade 5 Carriage 06/12/19 Retirement Turner, Sandi Perm Teacher Kindergarten Mariemont 06/12/19 Retirement Unmack, Dave Perm Teacher Grade 7/8 Churchill 01/25/19 Retirement Williams, Melissa Perm Teacher grade 2 Grand Oaks 06/12/19 Retirement Wilson, Wilhelmina Perm Tch-Trav Elem Clsrm-PE Teaching and Learning 06/12/19 Retirement Wittenborn, David Perm Teacher Grade 9/12 Bella Vista 06/12/19 Retirement Yamamoto-Smith, Debbie Perm Tch-Trav Elem Clsrm-Art Teaching and Learning 06/12/19 Retirement Yannacone, Michele Perm Teacher Grade 3 Starr King 06/12/19 CLASSIFIED Type Name Status Assignment Location Effective Date (s) Resignation Abbeyquaye, Deloise Prob Instructional Assistant III Bella Vista 12/21/18 Resignation Arguello, Amy Prob Family Advocate White House Counseling 01/15/19 Resignation Blaine, Joanna Perm Sr Records and Rprts Clerk Mira Loma 01/11/19 Resignation Carr, William Prob College and Career Center Mira Loma 01/29/19 Technician Resignation Cleveland, Kimberly Perm School Controller Rio Americano 01/25/19 Resignation Fisher, Jamie Prob Nutrition Services Worker I Casa Roble 12/21/18 Resignation Freire, Elina Prob Campus Representative Howe Avenue 01/18/19 Resignation Gonzalez, Martha Prob Clerk Edison 01/28/19 Resignation Hark, Roxanne Prob Mental Health Therapist White House Counseling 01/15/19 Resignation Hayes, Sarita Prob Nutrition Services Worker I Cottage 12/17/18 Resignation Hazim, Shamsurahman Prob IA-Bilingual – Farsi Mira Loma 01/11/19 Resignation Hillman, Michelle Prob Nutrition Services Worker I Sierra Oaks 01/28/19 Resignation Isaqzoy, Sulaiman Prob Sch/Comm Refugee Spec English Language Learning 01/14/19 Resignation Jacobson, Jeffrey Perm Carpenter Maintenance and Operations 01/25/19 Retirement Dunn-Goligowski, Kelly Perm Nutrition Services Supv I Nutrition Services 01/24/19 Retirement Falk II, C Lane Perm Custodian General Davie Jr. Primary 01/17/19 Dismissal CL 464 Prob Bus Attendant Transportation 02/15/19

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4. JOB DESCRIPTION /SALARY RANGE CHANGE

MANAGEMENT Class Title Unit New/Update Old Salary Range New Salary Range Effective Date(s) Deputy Superintendent, Cabinet Update Cabinet N/A 07/01/19 Schools and Student Support

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JOB DESCRIPTION Position Code: 337

Management Group: Cabinet Work Days: 225

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POSITION TITLE: Deputy Superintendent, Schools and Student Support

DEFINITION: Responsible for leading, planning, organizing, directing, and coordinating the academic programs for all schools; has primary authority and accountability for the district’s academic performance; provides leadership, vision and strategic direction for the district’s curriculum, instruction, assessment and school support initiatives, oversees professional development for all teachers and principals.

DIRECTLY RESPONSIBLE TO: Superintendent of Schools

SUPERVISION OVER: Assistant Superintendent, Educational Services; Assistant Superintendent, Elementary Education; Assistant Superintendent, Schools and Labor Relations; Assistant Superintendent, Secondary Education; Director, Professional Learning and Innovation; and other certificated and classified employees as assigned.

DUTIES AND RESPONSIBILTIES: (Any one position may not include all of the duties listed; the listed examples do not include all duties and responsibilities that may be found in positions within this classification.): 1. Plans, organizes, and directs district-wide efforts for improving student achievement and

evaluates the effectiveness of implemented efforts in collaboration with the superintendent for assigned areas.

2. Facilitates and monitors the implementation of state and federal categorical programs, the Local Control and Accountability Plan (LCAP), related district and school improvement processes, and ensures district compliance with applicable state and federal laws, regulations, and rules.

3. Directs the implementation of and monitors support of educational programs, curriculum, staff development and evaluations, student assessments, community relations, and other applicable district-wide responsibilities.

4. Collaborates with school administrators, departments, and district programs to develop and implement effective instructional programs and trainings for district staff.

5. Develops and prepares the annual budget for assigned areas of responsibility including analyzing and reviewing budgetary and financial data to monitor and authorize expenditures in accordance with established guidelines.

6. Monitors and assesses the effectiveness of implemented initiatives through regular visits to school sites and classrooms and provides progress reports to the superintendent.

7. Advises the superintendent on all matters concerning district academic programs, academic performance, curriculum, and assessments.

8. Assists the superintendent in the development of policy and procedure recommendations concerning district academic programs, curriculum development and assessment of school support initiatives.

9. Provides consultative and technical expertise to administrators and other district personnel concerning assigned areas of responsibility.

10. Assists the superintendent in directing the implementation of the District Strategic Plan.11. Collaborates and communicates with other administrators, district staff and contractors to

coordinate activities and programs, resolve issues and conflicts and exchange information.

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Deputy Superintendent, Schools and Student Support Page 2 of 3

12. Serves as a member of the Superintendent’s Cabinet and attends all meetings of the Boardof Education.

13. Acts as a liaison for the district in collaborating with legislators, state officials, localgovernment officials and citizen committees, as appropriate.

14. Collaborates with members of the Board of Education, labor organizations, business andcommunity members, and agencies to develop partnerships that support students and thedistrict.

15. Supervises and evaluates the performance of assigned personnel and assists withdisciplinary actions and meetings as necessary and makes recommendations for transfers,reassignments, and terminations.

16. Prepares board agenda items and packets and prepares a variety of correspondence andstatistical reports.

17. Collaborates with parents in areas of curriculum, conflict resolution, and site specific issues.18. Performs all other duties assigned by the Superintendent of Schools.

QUALIFICATIONS:

Education and Experience: Any combination equivalent to a Master’s degree from an accredited college or university; Doctorate preferred; ten years of increasingly responsible supervisory experience, including both at the district and site level; five years of experience at the district level is preferred. Must possess a valid California administrative services credential and a valid California teaching credential.

Licenses and Certificates:

Valid Class C driver’s license issued by the California Department of Motor Vehicles within30 days of hire or before driving any vehicle requiring this license

Knowledge, Skills, and Abilities:

Knowledge of applicable state and federal laws, codes, rules and regulations

Knowledge of research based educational programs, curriculum and instructional practices

Knowledge of employee organization contracts

Knowledge of budget preparation and control

Knowledge and skill in use of computers and assorted software programs

Knowledge of interpersonal skills using tact, patience, and courtesy

Ability to understand and follow verbal and written instruction

Ability to communicate effectively both verbally and in writing with all levels of district staff,stakeholders, students, and the community

Ability to work independently, with minimum direction, and make decisions within theframework of established guidelines

Ability to work effectively with all levels of district staff, stakeholders, and the community

Ability to analyze situations and adopt an effective course of action

Ability to establish priorities and meet deadlines

Ability to plan, organize and administer the delivery of school improvement initiatives thatclose the achievement gap

Ability to interpret, apply and explain applicable state and federal laws, codes, rules andregulations and district policies and procedures

6

Deputy Superintendent, Schools and Student Support Page 3 of 3

Ability to analyze, interpret, and explain data and prepare comprehensive statistical and analytical reports

Ability to prepare and deliver formal presentations

Ability to plan, organize, and direct the work of self and others WORKING CONDITIONS: Work Environment:

Indoor office environment

Moderate noise

Frequent travel between district sites Typical Physical Characteristics: (with or without use of aids; consideration will be given to reasonable accommodation).

Communicate to exchange information both in person, in small groups, and/or on the telephone

Inspect documents and other written materials with fine print

Move about facilities to conduct work, including walking, standing, sitting, or remaining in a stationary position for extended periods of time

Operate office equipment requiring repetitive hand movement and fine coordination

Physical, mental and emotional stamina to endure long hours, under sometimes stressful conditions

Other Characteristics:

Ability to work additional hours and weekends on occasion

Ability to travel locally and attend conferences/seminars periodically This job description is not a complete statement of essential functions and responsibilities. The district retains the discretion to add or change typical duties of a position at any time. Board Approved: TBD

7

SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM: G-2BOARD OF EDUCATION MEETING DATE: 2/26/2019

APPROVED:

Kent Stephens

Inc Page #

Purchase Orders & Service Agreements NA

Change Orders 1

Construction & Public Works Bids NA

Piggyback Contracts NA

Zero Dollar Contract 2

Bids/RFPs NA

Other NA

ERRATA NA

Purchasing Contracts ReportThe following reports are submitted for board approval/ratification:

laura.fry

Kent Stephens


Kent Kern initials

Purchasing Contracts Board Report

Change Orders/Amendments for Items $90,200

Business Support Services 2/6/2019

January 30, 2019 - February 5, 2019

Change Orders

PO# Date Vendor NameOriginal PO

Amount $

Previous

Approved C/O

Totals $

Current C/O for

Approval

Amount $

New Contract

Amount $Responsibility

903548 02/06/19 Vista Child Therapy 90,000.00$ 150,000.00$ 240,000.00 101-Special Ed-

-

-

-

-

-

-

-

Service Agreement Change Orders


Amount $

Previous

Approved C/O

Totals $

Current C/O for

Approval

Amount $

New Contract


Contract Consultant Amendments/Change Orders


Amount $

Previous

Approved C/O

Totals $

Current C/O for

Approval

Amount $

New Contract


Contract Amendments/Change Orders


Amount $

Previous

Approved C/O

Totals $

Current C/O for

Approval

Amount $

New Contract


707346 02/05/19 Robert A. Bothman 6,700,000.00$ 1,166,752.00$ 200,000.00$ 8,066,752.00$ 216 - Facilities707348 02/05/19 Robert A. Bothman 6,700,000.00$ 2,211,641.00$ 200,000.00$ 9,111,641.00$ 216 - Facilities

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-

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Purchasing Contracts Board Report

Board Pre-Approval

Zero Dollar

Business Support Services 2/6/2019

January 30, 2019 - February 6, 2019

Fund DateSite/

DepartmentVendor Name Description

01 2/6/2019 DTL Department of Air Force, Air University MOU for Del Campo High School to Host the AFJROTC01 2/6/2019 DTL Department of Air Force, Air University MOU for Casa Roble to host the AFJROTC

2

SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM: __G-4___ BOARD OF EDUCATION MEETING DATE: 02/26/2019 SUBJECT: San Juan Choices Charter School Renewal Petition CHECK ONE: For Discussion: For Action: Report: DEPARTMENT: Admissions and Family Services Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending that the board approve the San Juan Choices Charter School (CCS) renewal petition. The term for this charter will expire on June 30, 2019, unless approved for renewal by the Board of Education. RATIONALE/BACKGROUND: CCS has for nearly 20 years, operated in San Juan as a dependent district charter. CCS provides a comprehensive, alternative middle and high school program to meet the needs of a variety of students. Students are served through three different programs: blended online learning with classroom support, online only learning and traditional one-on-one independent study. In order for a charter to be renewed, it must meet at least one of the following performance standards: (1) attainment of the school’s Academic Performance Index (API) growth target in two of the last three years or in the aggregate last three years; (2) an API decile ranking of four or better in the prior year or two of the last three years; (3) an API Similar Schools decile ranking of four or better in two of the last three years; (4) documented evidence that the performance of charter school students is at least equal to that of the students in schools of the district that those students would otherwise be attending; (5) qualification for participation in the Alternative School Accountability Model. (At the current time, only condition 4 is applicable.) The district’s Charter Review Team has thoroughly studied the charter renewal petition and CCS has provided all necessary information, additions and/or changes as requested during the review process. The CCS Charter Renewal Petition presented to the Board of Education is in compliance with district Board Policy 0420.4 Charter Schools and current law. CCS has met the State Performance Standard #4 - students performed commensurate or better than similar schools. The memorandum of understanding (MOU) agreement will continue to define the specific financial and operational relationship between CCS and the district and resolve other matters of mutual interest not otherwise contained within the terms of the charter petition. It is the intent of the MOU that San Juan Choices Charter School not be a fiscal burden to the district. A copy of the charter petition is available for review in the Board of Education office. BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 12/17/2018; 02/04/2019; 02/11/2019 Board of Education Public Hearing and Discussion: 01/08/2019; 02/12/2019


Underline

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FISCAL IMPACT: LCAP/STRATEGIC PLAN: Current Budget: $ No direct costs Goal: N/A Focus: N/A Additional Budget: $ N/A Action: N/A Funding Source: N/A Strategic Plan: N/A PREPARED BY: Michele Flagler, Director, Admissions and Family Services APPROVED BY: Debra Calvin, Ed.D., Assistant Superintendent, Educational Services Kent Kern, Superintendent of Schools


Kent Kern initials

SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM: __G-5___ BOARD OF EDUCATION MEETING DATE: 02/26/2019 SUBJECT: Consolidated Application, Winter Report 2019 (Part II) CHECK ONE: For Discussion: For Action: Report: DEPARTMENT: Division of Teaching and Learning Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending that the board approve the submission of the 2018-2019 Consolidated Application, Winter Report 2019 (Part II) to the California Department of Education and State Board of Education (SBE). RATIONALE/BACKGROUND: California Education Code section 6400b requires districts to annually submit to the SBE an accounting of the federal funds received:

Title I Part A – Basic Grant Title II Part A – Supporting Effective Instruction Title III Part A – Language Instruction for English Learner Title III Part A – Immigrant Fund Title IV Part A – Student Support and Academic Enrichment Grants

The Consolidated Application, Winter Report 2019 is available for review in the superintendent’s office. ATTACHMENT(S): A: 2018-19 Federal Allocations and Program Descriptions BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 02/11/2019 FISCAL IMPACT: LCAP/STRATEGIC PLAN: Current Budget: $ N/A Goal: N/A Focus: N/A Additional Budget: $ N/A Action: N/A Funding Source: Attachment A (Unrestricted Base, Supplemental, other restricted, etc.) Strategic Plan: N/A Current Year Only On-going PREPARED BY: Wanda Shironaka, Program Manager, Title I Roxanne Mitchell, Director, Office of Student Learning Assistance APPROVED BY: Debra Calvin, Ed.D., Assistant Superintendent, Educational Services Kent Kern, Superintendent of Schools


Kent Kern initials

Attachment A

2018-19 Federal Allocations and Program Descriptions

Title I Part A - Basic Grant $13,011,386

• Provides supplemental funds to be used to narrow the educational gap between disadvantaged children and other children in those areas where the highest concentration of children from low-income families attend school.

Title II Part A - Improving Teacher Quality $1,528,327

• Provides grants to Local Educational Agencies (LEA) to increase student academic achievement by improving teacher and principal quality and increasing the number of highly qualified teachers and principals in the schools, and holds LEA and schools accountable for improvement in student academic achievement.

Title III Part A - English Learner $529,125

• Provides funding for supplementary programs and services for English Learner (EL) students. Funding may also be used for a variety of instructional support, curricular development, parental involvement, and related program activities.

Title III Part A - Immigrant Fund $256,271

• Provides funding for enhanced instructional opportunities for immigrant students and their families, assuring that these students meet the same challenging grade level and graduation standards as mainstream students.

Title IV Part A - Student Support and Academic Enrichment Program $820,465

• Provides funding to increase the capacity to provide all students with access to a well-rounded education, improve conditions for student learning, and improve the use of technology to enhance the academic achievement and digital literacy for all students.

SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION

SUBJECT: 2018-2019 Local Control and Accountability Plan (LCAP) Mid-Year Update

DEPARTMENT: Division of Teaching and Learning

AGENDA ITEM: I-1

MEETING DATE: 02/26/2019

CHECK ONE: For Discussion: For Action: Report: Workshop: Recognition: Emergency Action:

ACTION REQUESTED: The superintendent is recommending that the board review the mid-year update outlining the district’s work to date on actions and services in the 2018-2019 LCAP.

RATIONALE/BACKGROUND: On June 26, 2018, the Board of Education approved San Juan’s fifth LCAP, which was revised with input from a variety of stakeholders throughout the district. The plan outlined a broad set of actions and services designed to better meet the needs of San Juan students overall and, specifically, low income, foster youth, English learner students, homeless students and students with disabilities. Each action/service contributed to improvement in one or more of the state’s priority areas as defined in Education Codes 52060 and 52066. Since July 1, actions and services have been implemented or continued. In some cases, the scope was modified from what was originally planned or there were a few delays with new projects. This resulted in actual expenditures being about 45% of the annual allocation to date. This presentation will review actions and progress in selected areas and will include presentation of a new metric proposed for the plan.

ATTACHMENT(S): A: Presentation B: LCAP Mid-Year Update Report

BOARD COMMITTEE ACTION/COMMENT: N/A

PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 02/11/2019

FISCAL IMPACT: Current Budget: $ 312,393,682 Additional Budget: $ N/A Funding Source: LCFF base and supplemental, federal funds and other state/grant funds Current Year Only: On-going:

LCAP/STRATEGIC PLAN: Goal: 1/2 Focus: N/A Action: N/A Strategic Plan: 1, 2, 4

PREPARED BY: Donna O'Neil, Ed.D., Senior Director, Program Development and Accountability

APPROVED BY: Kent Kern, Superintendent of Schools

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D. O'Neil Initial


Kent Kern initials

Local Control Accountability PlanMid-Year Update

Presented to Board of EducationFebruary 26, 2019

Donna O’Neil, Ed.D., Senior Director

Thanks to Fiscal Services, Assessment, Evaluation & Planning, Office of Student Learning Assistance, and Action/Service Leads

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Agenda

• Population overview• Current status

– English and math– Graduation, college, career– Attendance– Suspension

• Stakeholder engagement • Next steps

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Typewritten Text

Attachment A

White54%

Hispanic/ Latino23%

African Am7%

Asian7%

Two or more races6%

Filipino1% Pacific Islander

1%

Other1%

Valuing diversity and excellence…

Low income students, 20,979

Students with disabilities, 4,680

Homeless youth, 1,977

Foster youth, 230

0% 20% 40% 60% 80% 100%

Spanish

ArabicDari

Russian

Pashto

UkranianFarsi

Other

5,869 English learners speak…

39,779 TK-12 students64 schools

75 square miles

2018-19 data

LCFF Targeted Students: 2018-19

Low Income

English Learner

Foster Youth

Targeted student rates by group• 83% of African American students• 70% of Hispanic students• 64% of Asian students• 61% of Students with disabilities• 43% of white students

230 (-14)

5,869(+542)

20,979(-538)

18,088 students not in any of the three groups

Chart not to scale; counts from CalPads certified 1/19

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54.5% (21,691 students; 1.2% decrease)

Homeless

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Schools by Density

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Number of schools with >40% targeted students

47 of 64 schools (73%)

Elementary

Middle

High

Alternative

K-8

High density (Title 1) Medium density (>40%, not Title 1) Low density (<40%)

LCAP Development Cycle

Review performance in 8 priority areas

Consult with stakeholders

Establish needs/

priorities

Plan for improvement

Revise LCAP

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CAASPP ELA & math (orange)Chronic absenteeism (orange)

Suspensions (orange) Graduation (yellow)

College/career (yellow)

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English-language arts & math• Professional learning to address

– Tier 1 classroom instruction– Unique needs of targeted groups

• Focused, accessible interventions• Accessible, high interest books/materials

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What we are seeing so far• Spring 2018 CAASPP showed little growth (ELA/math)• Text level similar to last year overall and for student groups• IM 1 success is at a rate similar to last year

Graduation & College/Career• Expand summer programs • Refine intervention and credit recovery

opportunities• Increase under-represented student enrollment

in advanced courses• Strengthen ‘transition to college’ supports and

CTE pathways

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What we are seeing so far• Graduation rates slightly lower (2018 cohort)• In middle school, fewer students with 25% D/F (18-19)• Rate of qualifying scores declined (17-18 seniors)• AP/IB enrollment increased (18-19)

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Engagement – Attendance

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• School attendance improvement plans• System of support and intervention for at

risk students/families• Strengthen welcoming, inclusive school

climates

What we are seeing so far• Attendance rates increased/meeting targets• Chronic absence rates decreased/meeting targets

Climate – Suspensions

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• Nurture development of positive social skills

• Increase social emotional supports throughout the district

• System-wide focus on using alternative practices regarding behaviors

What we are seeing so far• Reduction of incidents leading to home and

class suspensions/meeting targets

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Metric: Qualified, effective staff

• Increase the degree to which district staff reflect the ethnic diversity of the student population

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43.7

18.3

23.8

0% 50% 100%

Student

Certificated

Classified

44.1

18.8

27.8

Student

Certificated

Classified

White Non-white

2016-17

2017-18

Recommendations• Use 2017-18 as baseline• Expect to move 5% in non-

white staff by 2022-23• 141 more certificated• 98 more classified

• Report ethnic and role breakdown in action 1.9.25

LCAP Expenditure Summary As of 12/31/2018

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1.8.5 TK-grade 4 grade span adjustments not shown ($4,643,004 spent)1.9.5 Highly effective certificated staff (ratio-based) not shown ($110,475,278 spent)

0

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2,000,000

3,000,000

4,000,000

5,000,000

6,000,000LCFF Supplemental funds Other funds LCAP Budget Totals

$312,393,682$139,746,396 spent

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Stakeholder Engagement

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LCAP

Board of Education

Students

Staff

Bargaining Units

Parent Advisory

Committees

Regional Forums

Listening Circles

Parent/Staff/ Student Surveys

Thought Exchange

What we are hearing• Students need to understand the path to college from an

early age• Interventions should start with our youngest students• Need more academic supports for English learners• Social/emotional and mental health supports are needed

on all campuses• Positive relationships between students and adults results

in better outcomes• Positive school climate lays the foundation for student

success• Parents and community partners are an important part of

the student support network

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Next Steps• Continue stakeholder engagement• Support and intervention

– Continue differentiated assistance work– Support schools identified for improvement

• Identify metric changes and proposed plan revisions

• Draft plan in early May for comment– DELAC & LCAP PAC– Public comment

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Section Contents Pages*

2018-19 Mid-Year Update

Includes the metrics, targets and results for the measurable outcomes, the planned actions/services and funding budgeted, a description of what was done and how much money is projected to be spent by June 30, 2019

Metrics Actions Service Summary

Goal 1 Focus 1 – Literacy for all……………………………….Goal 1 Focus 2 – Math for all…………………………………..Goal 1 Focus 3 – English learner fluency………………….Goal 1 Focus 4 – Foster Youth support…………………… Goal 1 Focus 5 – On time graduation…………………….. Goal 1 Focus 6 – College-career readiness……………… Goal 1 Focus 7 – Site resources………………………………. Goal 1 Focus 8 – Support for standards………………….. Goal 1 Focus 9 – Qualified staff……………………………… Goal 2 Focus 1 – Student engagement…………………… Goal 2 Focus 2 – Attendance and health………………… Goal 2 Focus 3 – Social-emotional support…………….. Goal 2 Focus 4 – Climate, culture and safety………….. Goal 2 Focus 5 – Student and parent voice……………. Goal 2 Focus 6 – Parent engagement……………………..

9-13 14-18 19-22 24-26 28-36 38-44 45-48 49-53 55-57 59-61 62-64 66-70 71-75 77-80 82-85

13 18 23 27

36-37 44 48

53-54 57-58

61 64-65

70 76

80-81 85

* Note: page numbering does not begin at 1 as this is an excerpt of the full LCAP document

2018-19 Local Control and Accountability Plan: Mid-Year Update

9

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Attachment B

Page 9 of 284

Annual Update

LCAP Year Reviewed: 2018-19

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 1: Ensure a high level of literacy skills for all students through effective prevention, instruction, and early intervention practices.

State and/or Local Priorities addressed by this goal:

State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Reading level K-2

Annual Measurable Outcomes

Expected Actual

Metric/Indicator 1.1a Reading: Increase the percent of students reading at/above grade level Kindergarten (K) - grade 2 (to 95%).

18-19 All:59.7 % LI: 55.8% FY:48.8 % EL:59.7% HM:49.2% AA:48.8% Hisp:50.2% White:65.5% RF:95.0% SD:41.8%

Baseline All:44.7% LI:33.3% FY:26.3% EL:23.4% HM:34.2% AA:33.8% Hisp:35.2% White:50.5% RF:85.3% SD:19.3%

The overall district and all of the groups are currently not yet meeting the end of year targets. At the end of the first trimester, the percent of students reading at/above grade level in grades K-12 are as follows: All: 49.2% LI: 37.1% FY: 33.3% EL: 30.6% HM: 33.7% AA: 38.8% Hisp: 42.8% White: 54.6% RF: 87.5% SD: 24.2%

Metric/Indicator 1.1b Reading: All schools and the low income group at all schools meet the minimum percent reading at or above grade level (K-2).

18-19 Minimum Percent - 45% at or above reading level All:100% LI:100%

At the end of the first trimester, 60.9% of the schools overall and 40.0% of the schools’ low income groups are meeting the target of 45% or more or their students reading at/above grade level. The district is not meeting their target of 100% of the schools.

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Expected Actual

Baseline Minimum Percent - 25% at or above reading level All:95.1% LI:90.5%

Metric/Indicator 1.1e English Language Arts (ELA) California Assessment of Student Performance and Progress (CAASPP): Increase the percent of students at/above grade level (Grades 3-8 and 11) (to 85%).

18-19 Grades 3-5 All:55.0% LI:47.0% FY:42.0% EL: 30.0% HM:31.0% AA:43.0% Hisp: 47.0% White:64.0% RF:76.0% SD: 39.0% Grades 6-8 All:59.0% LI:49.0% FY:27.0% EL: 23.0% HM:37.0% AA:44.0% Hisp: 50.0% White:66.0% RF:59.0% SD:31.0% Grade 11 All:71.0% LI:54.0% FY:35.0% EL: 24.0% HM:49.0% AA:55.0% Hisp: 59.0% White: 77.0% RF:66.0% SD:35.0%

Baseline Grades 3-5 All:41.0% LI:26.0% FY:28.0% EL: 9.0% HM:10.0% AA:22.0% Hisp: 26.0% White:50.0% RF:62.0% SD:18.0% Grades 6-8 All:45.0% LI:28.0% FY:6.0% EL: 2.0% HM:16.0% AA:23.0% Hisp: 29.0% White:52.0% RF:45.0% SD:10.0% Grade 11 All:57.0% LI:40.0% FY:14.0% EL: 28.0% HM:16.0% AA:34.0% Hisp: 45.0% White:63.0% RF:52.0% SD:14.0%

1.1e ELA CAASPP: Increase the percent of students at/above grade level (Grades 3-8 and 11) to 85%. On the 2017-18 CAASPP the percent of students at/above grade level in ELA for students in grades 3-5 is as follows. The district overall and all of the groups did not meet the targets for this year. All: 43.3% LI: 31.0% FY: 9.3% EL: 5.6% HM: 22.4% AA: 23.9% Hisp: 30.5% White: 51.6% RF: 60.4% SD: 14.9% On the 2017-18 CAASPP the percent of students at/above grade level in ELA for students in grades 6-8 is as follows. Foster youth group met the target for this year. The district overall and all of the other groups did not meet the targets for this year. All: 45.4% LI: 31.0% FY: 34.9% EL: 1.7% HM: 15.5% AA: 24.8% Hisp: 31.7% White: 52.5% RF: 44.6% SD: 10.2% On the 2017-18 CAASPP the percent of students at/above grade level in ELA for students in grade 11 is as follows. The district overall and all of the groups did not meet the targets for this year. All: 51.3% LI: 35.0% FY: 19.0% EL: 2.7% HM: 25.7% AA: 26.1% Hisp: 37.3% White: 57.3% RF: 43.4% SD: 12.3%

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse

Action 1

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1.1.5 Increase effectiveness of TK-2 reading instruction by:

Providing professional development (PD) that includes fluency, phonics, word recognition, phonological awareness, print concepts, and a range of reading/text complexity

Providing a sufficient variety of leveled and culturally relevant texts in English and in students' primary languages aligned with state standards to address readers of all abilities.

1.1.5 16 sites with approximately 90 teachers and 25 principals/vice principals received 3 sessions of professional learning around the essential components of Balanced Literacy. Meeting scheduled with targeted Title 1 elementary principals (8) to share leveled and culturally relevant texts to purchase for site classroom and school wide libraries.

Cert Salary/Subs: $85,324 Class Salary: - Benefits: $14,676 Materials: $122,000 Contracts: $400,000 Title I: Part A $500,000

Cert Salary/Subs: $27,854 Class Salary: - Benefits: $4,760 Materials: $1,979 Contracts: - Title I: Part A $7,486

Supplemental C/O $122,000 Supplemental C/O $27,106

Action 2 1.1.11 Deepen the implementation of standards-aligned ELA materials TK-8. Pilot supplementary materials that scaffold content for students with disabilities to meet standards.

1.1.11 175 teachers representing 41 elementary and K-8 schools were supported through professional learning related to adoption support, foundational skills instruction and interdisciplinary instruction integrating science and language arts.


Cert Salary/Subs: $47,148 Class Salary: - Benefits: $9,462 Materials: $411,042 Contracts: - Title I: Part A $46,751

Instructional Materials Funds $400,000

Instructional Materials Funds $410,060

Supplemental C/O $10,841

Action 3 1.1.15 Continue to support literacy instruction in the secondary grades, including literacy in the content areas

1.1.15 47 teachers from grades 6-12 representing 23 schools were supported in professional learning around adoption support in the secondary grades, high school reading and writing and literacy in


Cert Salary/Subs:$2,987 Class Salary: - Benefits: $452 Materials: $3,268 Contracts: $500 Title I: Part A -

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the content areas (including social science and world languages).


Action 4 1.1.20 Support the development of reading and writing of informational text in social science and English classrooms

1.1.20 70 teachers representing 38 schools were supported through professional learning connected to the shifts in the California History-Social Science framework.

Cert Salary/Subs: $8,307 Class Salary: - Benefits: $1,491 Materials: $6,006 Contracts: - Base $3,689

Cert Salary/Subs: $655 Class Salary: - Benefits: $106 Materials: $428 Contracts: $309 Base -

1x money $12,115 1x money $1,500

Action 5 1.1.25 Expand Reading Recovery (RR) intervention as a pre-referral (tier 3) action at selected schools for students in primary grades at selected high density schools by including small group instruction along with 1-1 intervention.

1.1.25 19 classroom teachers from Title 1 schools were trained to be RR/Literacy Lessons (LL) Interventionists who teach 25-30 students. Two Academic Intervention Specialists trained in this tier 3 intervention, conduct most of their lessons within the school day. Carmichael, Cameron Ranch, Cottage, Del Paso Manor, Deterding, Greer, Grand Oaks, Kingswood, Lichen, Northridge, Sierra Oaks, and Skycrest conducted some implementation of RR. Early intervention RR served 45 students from Carmichael, Cameron Ranch, Cottage, Deterding, DPM, Grand Oaks, Greer, Kingswood, Lichen, Northridge and Skycrest.

Cert Salary/Subs: $92,352 Class Salary: - Benefits: $42,992 Materials: - Contracts: - Title I: Part A $135,344


Action 6 1.1.35 Expand reading interventions shown to be effective as pre-referral (tier 2 and 3) actions across elementary and middle schools.

1.1.35 RR/LL tier 3 Literacy Interventionists worked at 12 elementary schools serving 39 students. Acceleration is part of this tier 3 intervention with many students only needing 12 weeks of

Cert Salary/Subs: $116,450 Class Salary: $8,000 Benefits: $26,082 Materials: $20,780 Contracts: $148,688 Supplemental $320,000

Cert Salary/Subs: $10,605 Class Salary: - Benefits: $2,288 Materials: $280 Contracts: $22,500 Supplemental $35,674 13

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intervention to catch up to their peers. Each child was expected to perform at grade level literacy standards and will exit the intervention when they are at or slightly above the literacy level of their peers.

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable. Describe the overall implementation of the actions/services to achieve the articulated goal.

Support for improving reading and language arts performance continues with the final group of schools participating in the TK-2 reading initiative, an explicit connection between history-social science and literacy, and student-level supports.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Teachers are participating in professional learning opportunities and students at a significant number of schools are being served through tier 2 and 3 interventions. However, the effect on overall or student group performance is minimal. Spring 2018 CAASPP results for English language arts showed little change from the prior year. Primary grade (K-2) reading levels met year-end targets in spring 2018 and current results are similar to those noted in the 2017-18 mid-year report.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

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Annual Update



Goal 2 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 2: Ensure a high level of mathematics skills for all students through effective prevention, instruction, and early intervention practices.


State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: IM 1 Completion


Expected Actual

Metric/Indicator 1.2a Math: Increase the percent of students at/above grade level on K-2 math assessment (to 85%).

18-19 10% growth for the district and for all groups.

Baseline Test will be administered for the first time in 2017-18

The test was re-designed during the summer of 2018 based on feedback from the piloting teachers. The test is being piloted from January to May, 2019 and a baseline will be set based on the results from the 2019 pilot.

Metric/Indicator 1.2d Math CAASPP: Increase the percent of students at/above grade level (Grades 3-8 and 11) (to 85%).

18-19 Grades 3-5 All:50.0% LI:43.5% FY:32.7% EL:33.5% HM:31.2% AA:37.5% Hisp:43.5% White:58.0% RF:64.0% SD:33.5% Grades 6-8 All:49.0% LI:41.5% FY:25.4% EL:26.4% HM:36.3%

On the 2017-18 CAASPP the percent of students at/above grade level in mathematics for students in grades 3-5 is as follows. The district overall and all of the groups did not meet the targets for this year. All: 36.4% LI: 24.3% FY: 14.0% EL: 6.9% HM: 15.5% AA: 14.0% Hisp: 23.8% White: 45.1% RF: 47.5% SD: 14.9% On the 2017-18 CAASPP the percent of students at/above grade level in mathematics for students in grades 6-8 is as follows. The district overall and all of the groups did not meet the targets for this year. All: 37.1% LI: 21.4% FY: 25.0% EL: 3.6% HM: 8.8% 15

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Expected Actual

AA:35.5% Hisp:43.5% White:59.1% RF: 50.1% SD:29.4% Grade 11 All:46.0% LI:37.7% FY:29.6% EL:24.5% HM:31.5% AA:31.5% Hisp:39.6% White:50.3% RF:39.3% SD:25.6%

Baseline Grades 3-5 All:35.0% LI:21.0% FY:10.2% EL:11.0% HM:8.7% AA:15.0% Hisp:21.0% White:43.0% RF:49.0% SD:11.0% Grades 6-8 All:34.0% LI:19.0% FY:2.9% EL:3.9% HM:13.8% AA:13.0% Hisp:21.0% White:44.1% RF:35.1% SD:6.9% Grade 11 All:31.0% LI:15.2% FY:7.1% EL:2.0% HM:9.0% AA:9.0% Hisp:17.1% White:35.3% RF:24.3% SD:3.1%

AA: 12.6% Hisp: 23.7% White: 44.2% RF: 35.5% SD: 7.5% On the 2017-18 CAASPP the percent of students at/above grade level in mathematics for students in grade 11 is as follows. The district overall and all of the groups did not meet the targets for this year. All: 33.4% LI: 17.5% FY: 0.0% EL: 4.4% HM: 7.6% AA: 9.8% Hisp: 16.8% White: 38.7% RF: 26.5% SD: 2.2%

Metric/Indicator 1.2e Integrated Math 1: Increase the percent of grade 9 students who have successfully completed IM 1 (with a C or better) by the end of grade 9 (to 85%).

18-19 All:70.1% LI:55.8% FY:43.5% EL:52.6% HM:48.3% AA:49.6% Hisp:59.6% White:74.8% RF:76.2% SD:39.5%

Baseline All:61.1% LI:46.8 % FY:30.0 % EL:39.1% HM:34.8% AA:36.1% Hisp:50.6% White:65.8% RF:67.2% SD:26.0%

At the end of the first semester, the percent of students by the end of grade 9 who have successfully passed Integrated Math 1 (IM 1) with a “C” or better is as follows. The district overall and all of the groups are currently not meeting their year end targets. All: 62.5% LI: 52.7% FY: 30.4% EL: 46.6% HM: 39.8% AA: 40.5% Hisp: 55.0% White: 66.8% RF: 65.9% SD: 36.9%


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1.2.5 Expand and refine implementation of standards-aligned mathematics curriculum (TK-12) with appropriate professional learning support and collaborate with sites around how to support parents. Pilot the use of math demonstration classrooms as one model of professional support for teachers.

1.2.5 30 teachers attended lesson study facilitated by math TOSA’s, Math Mentors and a Sacramento County Office of Education (SCOE) math coach. Over 100 teachers enrolled in online Stanford courses. 95 elementary teachers participated in grade level professional development (PD) focusing on the math framework and number talks and 13 middle grades teachers participated in Math Links PD. 220 teachers attended iReady math PD. Principals attended two iReady math leadership sessions. 4 elementary and K-8 schools piloted the Swun math program.

Cert Salary/Subs: $404, 678 Class Salary: $8,400 Benefits: $75,365 Materials: $43,469 Contracts: $487,699 1x money $519,611

Cert Salary/Subs: $92,087 Class Salary: - Benefits: $17,608 Materials: $70,238 Contracts: $126,350 1x money $132,461

Title I: Part A $500,000 Title I: Part A -


Action 2 1.2.25 Expand grade level math interventions (tier 2) at middle schools to reduce barriers for struggling students as they prepare for increased high school graduation requirements.

1.2.25 Tier 2 math intervention classes for grades 6, 7 and 8 are in place at every middle school thanks to the additional .20 full time equivalent (FTE) per middle school for the 2018-2019 school year. Over 500 students are currently enrolled in intervention classes at the 8 middle schools.

Cert Salary/Subs: $401,180 Class Salary: - Benefits: $192,623 Materials: - Contracts: - Base $182,245


Supplemental $411,558 Supplemental $187,068

Action 3 1.2.30 Pilot and evaluate different support models that create a tiered instructional system for 9th grade IM 1 in order to reduce barriers to students meeting new graduation requirements. Models may include scheduled support classes, intensive math workshop, supplemental math support, etc.

1.2.30 All incoming 9th graders were enrolled in grade level IM 1 or higher math. Some 9th grade math students also enrolled in IM 1 Support which is piloting Math Links curriculum. 5 schools are piloting a math foundation workshop for students who are several years below grade level. Currently over 900 students are

Cert Salary/Subs: $604,044 Class Salary: - Benefits: $344,676 Materials: - Contracts: - Supplemental $542,206


Base $406,514 Base $157,859

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enrolled in IM 1 Support classes across all 9 high schools.

Action 4 1.2.35 Pilot/implement math interventions shown to be effective as pre-referral (tier 2 and 3) actions across elementary and middle schools. Pilot short, high interest intersessions focused on key skills for elementary students at high need sites (sites TBD).

1.2.35 The iReady math program continues to be used as one of our expanded math intervention programs. Licenses were distributed to the Academic Intervention Specialists through the multi tiered system of supports (MTSS) Support Centers and are being used by all schools with 40% or more unduplicated student counts. 1,577 students at 59 sites, including home/hospital and home school are now using this online math intervention.

Cert Salary/Subs: - Class Salary:- Benefits: - Materials: - Contracts: $115,000 Supplemental $115,000

Cert Salary/Subs: - Class Salary:- Benefits: - Materials: - Contracts: - Supplemental -

Action 5 1.2.40 Expand elementary, middle and high school Math Camp summer programs focused on students who are close to meeting standards and can benefit from a short pre-learning experience.

1.2.40 Math Camp was expanded during summer 2018 to include incoming 3rd, 6th and 9th grade students using a growth mindset approach with group projects, games and computer lessons. Over 350 students participated across the grade levels.

Cert Salary/Subs: $15,887 Class Salary: - Benefits: $3,753 Materials: $66,288 Contracts: - Base $58,928

Cert Salary/Subs: $67,808. Class Salary: - Benefits: $14,774 Materials: $3,379 Contracts: - Base $53,734


Action 6 1.2.45 Increase math intervention and acceleration during the school day for middle grade students attending TK-8 sites. Provide support for teachers to implement new models of support.

1.2.45 120 students from Lichen, Kingswood, Starr King and Thomas Edison received K-8 math intervention through .2 FTE allocation. 2 collaboration days were completed with 18 teachers in attendance to improve access and support PD at the middle grades in K-8 schools.

Cert Salary/Subs: $109,698 Class Salary: - Benefits: $35,853 Materials: - Contracts: - Supplemental C/O $145,551


Action 7

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1.2.50 Provide remote tutoring option for IM 1 to students enrolled in a support class, EL and other struggling students.

1.2.50 532 IM 1 students accessed support through Focus Edu Vation (FEV) from Bella Vista, Casa Roble, Del Campo, El Camino, Encina, La Vista, Mesa Verde, Mira Loma, Rio Americano and San Juan.

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts-$100,000 Supplemental C/O $100,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: $100,000 Supplemental C/O $100,000


A variety of professional development in math was made available, focused on meeting the needs of teachers and classified staff. Additionally, interventions have been expanded across grade levels, intending to provide support to students who are not meeting grade level standards.


Overall performance on the spring 2018 CAASPP test showed little progress from the previous spring. Rates of IM 1 success for students in grade 9 is similar to the mid-year rates in 2017-18.



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Annual Update



Goal 3 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 3: Ensure the timely development of English language proficiency among English learners.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: ELD walkthroughs


Expected Actual

Metric/Indicator 1.3.a ELD: Increase percent of EL’s growing 1+ level.

18-19 Use English Proficiency Assessments for California (ELPAC) results to set new baseline and targets

Baseline 49.2% (from CELDT)

The new state assessment English Language Proficiency Assessments for California (ELPAC) was first administered in spring 2018. A new baseline for this metric will be established in the fall of 2019.

Metric/Indicator 1.3.b Increase rate of students scoring fluent on the English development assessment.

18-19 Use ELPAC results to set new baseline and targets

Baseline EL Students <5 Years: 15.9% (from CELDT) EL Students 5+ Years: 35.6% (from CELDT)

The percent of students who scored fluent (level 4 on the ELPAC summative assessment) during the spring 2018 was as follows: Students enrolled in US schools for less than 5 years was 18.9% Students enrolled in US schools for 5 years or more was 17.3% Since this was the first year the ELPAC was given, these numbers are the new baseline.

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Expected Actual

Metric/Indicator 1.3.c EL Reclassification: Increase percent of EL and Long Term English Learners who are reclassified.

18-19 All EL Students: 23.8% LTEL Student: 34.5%

Baseline All EL Students: 14.8% LTEL Students: 25.5%

During the 2017-18 school year, the district reclassified 7.6% of all English learner students and 6.1% of the Long Term English Learner (LTEL) students. The district did not meet the targets for either group. (Based on preliminary data; final data will be received from the state later this year.)

Metric/Indicator 1.3.d English Language Development (ELD): Conduct walk throughs of ELD classes at all schools.

18-19 All Schools:100%

Baseline Baseline from 2016-2017 All Schools:96%

At the end of the first semester, the district has conducted walkthroughs of English Language Development (ELD) classes at 62.5% of the schools in the district. The district is not currently meeting the year end target of 100%.


Action 1 1.3.5 Ensure all ELs are receiving designated and integrated ELD teachers:

Professional learning and support for administrators to support and strengthen ELD

1.3.5 Replenished consumable supplemental materials and materials for additional sections (103 to 117 ELD sections). Acquired a leveled reading library for district ELD teachers to use in conjunction with ELD curriculum. Purchased content dictionaries and workbooks to support newcomer students at sites.

Cert Salary/Subs: $4,476,300 Class Salary: - Benefits: $1,610,619 Materials: $263 Contracts: $6,900 Supplemental $6,094,082

Cert Salary/Subs: $2,063,189 Class Salary: - Benefits: $729,613 Materials: - Contracts: $155 Supplemental $2,792,958

Action 2 1.3.10 Provide Bilingual Instructional Assistants (BIAs) to support ELs in classrooms and expand direct services to students

1.3.10 33 school sites were served by BIAs. There continues to be challenges in recruiting and

Cert Salary/Subs: - Class Salary: $1,062,988 Benefits: $846,393 Materials: -

Cert Salary/Subs: - Class Salary: $340,513 Benefits: $233,095 Materials: - 21

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based on identified need and student enrollment trends.

retaining Farsi, Pashto and Dari speakers.

Contracts: - Supplemental $1,909,381

Contracts: - Supplemental $573,608

Action 3 1.3.15 Continuing training and support for teachers/staff on Guided Language Acquisition Design (GLAD) and providing follow-up throughout the year

1.3.15 Provided a 6-day GLAD training to 40 teachers (beyond last year's 417 teachers) and follow-up sessions during the summer of 2018. Ongoing support for trained teachers and sites as they incorporate the newly adopted curriculum including a cohort of teachers who are going deep into the work. Sessions were created for secondary content teachers, and teachers who need a refresher of strategies as well as a principal session.

Cert Salary/Subs: $44,776 Class Salary: - Benefits: $8,224 Materials: $25,000 Contracts: $16,000 Supplemental $94,000


Action 4 1.3.20 Continuing professional learning for teachers, administrators, instructional-based classified staff, and extended day staff on the ELA/ELD framework, ELD standards, and effective instructional strategies that support language acquisition.

1.3.20 120 teachers were trained in an Access conference in the strategies for EL using district curriculum. Elementary and secondary deeper work is done with cohorts either working on a specific problem of practice or collaboratively augmenting and planning curriculum. Professional learning was sitewide PD demonstrations of strategies, backward mapping, support with learning targets or formative assessment as well as ongoing coaching. Elementary ELD teachers have received 3 full days of PD and secondary ELD teachers had the opportunity for 2 full days of training.


Cert Salary/Subs: $25,480 Class Salary: - Benefits: $4,504 Materials: $(2,773) Contracts: $738 Supplemental $27,949

Action 5

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1.3.25 Central support for implementation of ELD standards (in conjunction with ELA) and development of high-quality instructional materials,

Onsite professional support to K-12 teachers around designated and integrated ELD using TOSAs.

Support for administrators in understanding and supporting designated and integrated ELD at the site

1.3.25 Teachers from 59 sites have had at least one training from district staff. TOSAs supported teachers in Center for Teacher Support (CTS), peer facilitators, MTSS and home/hospital. Additionally, TOSAs developed, planned and presented a 3 day conference for staff, as well as support at sites providing sitewide PD supporting initiatives and providing ongoing coaching (reflected in 1.3.20). Of the 587 different teachers who have attended professional learning, 201 have completed 10 or more hours.

Cert Salary/Subs: $913,742 Class Salary: $90,906 Benefits: $372,990 Materials: $3,826 Contracts: $4,200 Supplemental $1,130,809

Cert Salary/Subs: $310,996 Class Salary: $64,065 Benefits: $134,895 Materials: $4134 Contracts: $6482 Supplemental $457,277

Title III: English Learner $254,855

Title III: English Learner $63,297

Action 6 1.3.35 Provide additional support to LTEL around goal setting, academic planning, and college/career readiness, including working with parents.

1.3.35 Conducted 97 one-one goal setting conferences with 5th-8th grade LTELs. 50 Eligible LTELs are given the opportunity to borrow a Chromebook to extend their learning at home.

Cert Salary/Subs: $81,054 Class Salary: - Benefits: $43,489 Materials: - Contracts: $1,000 Supplemental $125,543

Cert Salary/Subs: $39,905 Class Salary: - Benefits: $9,126 Materials: - Contracts: $392 Supplemental $49,424

Action 7 1.3.40 Ensure supplemental materials are available to address the instructional needs of students in designated ELD classes.

1.3.40 At this time these funds have not been accessed. The intent is to provide materials to help access and reinforce the content vocabulary and academic language that are required for students to speak, read and write in English yet are accessible for earliest proficiency levels.

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $100,000 Contracts: - Supplemental $100,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: - Supplemental -

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Professional learning related to support of those providing designated English language development (ELD) and integrated ELD continued with a variety of opportunities made available to teachers. Staffing to support English learners has increased with the growth of that population and the changes in language needs across the district. Much of staff focus is on ensuring students are appropriately scheduled, have the materials that will accelerate their learning and have additional support as needed.


Given the new ELD assessment, improvement is difficult to demonstrate. Spring ELPAC scores should provide a picture of the growth of students over time.



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Annual Update



Goal 4 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 4: Ensure evidence-based, high-quality services and supports for foster youth.


State Priorities: X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Enrollment time, records completion, educational advisement


Expected Actual

Metric/Indicator 1.4.a Basic Services: Maintain a 2-day average for enrollment and scheduling of foster youth (FY).

18-19 Maintain average 2.0 days or less

Baseline Average 1.6 days

At the end of the first semester, the average time for enrollment of foster youth students is 1.9 days. The district is meeting the year end target of 2.0 days or less.

Metric/Indicator 1.4.b Basic Services: Reduce average days to complete academic history of foster youth (Goal of 2-day average).

18-19 Average of 2.0 days or less

Baseline Average 2.48 days

At the end of the first semester, the average time for updating records of foster youth, including transcripts is 1.9 days. The district is meeting the year end target of 2.0 days or less.

Metric/Indicator 1.4.c Advisement: Increase percent of secondary foster youth students enrolled for 9 weeks or more receiving educational advisement (to 80%).

At the end of the first semester, 230 secondary foster youth who have been enrolled for 9 weeks or more have received educational advisement. The district has met the year end target of 181 students.

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Expected Actual

18-19 181 students

Baseline 2016-2017 Baseline: 165 students


Action 1 1.4.5 Provide sufficient staff and resources to:

Maintain rapid enrollment, credit review, and 90% of FY receiving education advisement.

Increase staff to ensure regular and timely tutoring support and credit recovery, ensuring a higher graduation rate of FY.

Increase staff to aid in credit review, AB167 eligibility, and social/emotional supports needed by FY.

Maintain collaboration with key staff in local agencies that provide FY with care and services, in addition to local community colleges, Regional Occupational Programs (ROP), and/or other College Technical Education (CTE) providers.

1.4.5 Foster youth services (FYS) works with San Juan Central and school sites for enrollment, credit review, and scheduling in 2 days or less. FYS counselors provide follow up meetings, attend Individualized Education Program (IEPs), child and family team meetings, home visits and collaborate with school team for 397 students in TK-12th grade. By December,105 students received tutoring services and 8 students received credit recovery supports. Two FYS counselors provide academic advisement to 230 secondary students ensuring partial credits are issued upon enrollment, AB 167 analysis of all 11th and 12th graders, participation in Independent Living Program (ILP) and Federal Application for Federal Student Aid (FAFSA) completion for college.

Cert Salary/Subs: $430,056 Class Salary: $247,660 Benefits: $298,956 Materials: $25,000 Contracts: $20 Supplemental $679,718


Title I: Part A $321,974 Title I: Part A $175,191

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Action 2 1.4.15 Improve collaboration with key staff in local agencies and other entities providing care and services to foster youth within the Local Education Agency (LEA), as well as local community colleges, ROP, and/or other CTE providers, to facilitate high school age FY participation in CTE programs.

1.4.15 FYS conduct annual college tours (4 year and 2 year colleges, technical programs), hold 4 year college application workshops, 2 year college application workshops, support completion of FAFSA and Chafee Grant applications, and regularly disseminate scholarship information. An annual job shadow day is also held to provide opportunities to follow local professionals during a typical day.

Cert Salary/Subs: $65,486 Class Salary: $1,082 Benefits: $15,795 Materials: - Contracts: $962 Indirects: $16,674 Independent Living Program $99,999

Cert Salary/Subs: $45,099 Class Salary: $1,122 Benefits: $10,176 Materials: - Contracts: - Indirects: $2,419 Independent Living Program $58,817

Action 3 1.4.20 Improve collaboration with key staff within the LEA by:

Work closely with the Attendance Improvement Program staff to support chronic absenteeism of FY, which is currently 32%.

Collaborate with staff of the McKinney-Vento (MKV) families in transition program to ensure additional support as many FY alternate between MKV and FY.

Collaborate with alternative education programs within SJUSD that can support transition to the larger comprehensive high schools.

1.4.20 FY staff collaborated with Attendance Improvement school community workers on a regular basis, particularly with chronically absent group home foster students making the absenteeism rate 29.14%, which is 2.86% lower than last year. FYS worked with MKV to ensure continued support between programs for 47 students. FY counselors, teachers, and school community workers conferred with foster students to best support their academic needs and alternative programs as they transition to a larger comprehensive site. La Entrada, El Sereno, the Unschool, and home/hospital instruction have provided academic services to students choosing an alternative educational program.

Cert Salary/Subs: $83,402 Class Salary: - Benefits: $36,598 Materials: - Contracts: - Indirects: - Supplemental $120,000

Cert Salary/Subs: $36,012 Class Salary: - Benefits: $16,287 Materials: - Contracts: - Indirects: - Supplemental $52,299

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Foster youth services continues to provide comprehensive support to students beginning with the process of enrolling in the district, through their attendance periods, and into planning for college/career. This comprehensive approach augments the services provided to all students at the school of enrollment.


Rates of enrollment and transcript analysis remain within the expected range and the number of students participating in educational advisement continues to grow. While data on foster youth in other indicators tends to be volatile due to the transient population, progress has been seen in academic areas, attendance and behavior-related metrics.



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Annual Update



Goal 5 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 5: Increase the rate of all students meeting rigorous graduation requirements.


State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: TK-6 grades


Expected Actual

Metric/Indicator 1.5.a Access (Elementary): Maintain 95% or more of elementary students receiving a full course of study.

18-19 Maintain 95%

Baseline 95% or higher districtwide and for all groups.

As of the end of the first trimester, the percent of students receiving a full course of study is as follows. The district overall and all groups are currently not meeting the targets for this year. All:76.0% LI: 71.9% FY:97.6% EL:64.9% HM:75.7% AA:.67.8% Hisp:79.7% White:79.7% RF:88.8% SD:77.2%

Metric/Indicator 1.5.b Access (Secondary): Maintain 95% or more students enrollment in the core subject areas in grades 6-8.

18-19 Maintain 95%

Baseline Enrollment: Middle School ELA:99.8% Mathematics:99.6% Science:98.2% Social Studies:96.6%

As of the end of the first semester, the district is maintaining 95% enrollment in the core subject areas in grades 6-8 except for social studies. ELA: 99.4% Mathematics: 99.8% Science: 96.1% Social Studies: 93.1%

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Expected Actual

Metric/Indicator 1.5.c Access (Secondary): Maintain the percent of students enrolled based on the graduation requirements in grades 9-12.

18-19 Goals: Based on graduation requirements ELA:95% Mathematics:50% Science:50% Social Studies:87.5% Foreign Language:12.5% Visual and Performing Arts (VAPA):25% PE:50%

Baseline Enrollment Grades 9-12 ELA:97.2% Mathematics:86.9% Science:76.5% Social Studies:74.1% Foreign Language:47.1% VAPA:50.6% PE:56.1%

As of the end of the first semester, the district is meeting all of the targets for this year based on graduation requirements except for social studies. ELA: 96.2% Mathematics: 81.6% Science: 75.8% Social Studies: 77.1% Foreign Language: 49.5% VAPA: 47.0% PE: 60.1%

Metric/Indicator 1.5.e Graduation Rates: Increase 4-year cohort graduation rates (to 90.0%).

18-19 All:90.0% LI:89.5% FY:67.1 % EL:78.0% HM:NA AA:84.4% Hisp:84.5% White:90.0% RF:NA SD:77.6%

Baseline All:86.5% LI: 80.5% FY:58.1 % EL:69.0% HM:NA AA:75.4% Hisp:75.5% White:87.6% RF:NA SD:68.6%

The four year cohort graduation rates for the 2017-2018 grade 12 students is as follows. The district overall and all groups except for Hispanic did not meet the targets for this year. All:88.3% LI:82.7% FY:50.0 % EL:79.3% HM:72.7% AA:77.8% Hisp:86.8% White:89.6% RF:NA SD:69.5%

Metric/Indicator 1.5.f Dropout Rates: Decrease high school dropout rates for all students (to less than 3%).

18-19 All:4.1% LI:7.4 % FY:18.3% EL:12.6% HM:NA AA:8.4% Hisp:9.9% White:3.4% RF:NA SD:8.7%

Baseline All:7.1% LI:10.4 % FY:23.3% EL:17.6% HM:NA AA:11.4% Hisp:14.9% White:6.4% RF:NA SD:13.7%

The dropout rates for the 2017-2018 school year are as follows. The district overall did not meet the target. English learner students met their target. Foster youth and low income students did not meet their targets. All:5.5% LI:8.3% FY:28.0% EL:10.2% HM:16.4% AA:13.6% Hisp:6.5% White:4.4% RF:NA SD:12.1%

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Expected Actual

Metric/Indicator 1.5.g Engagement: Maintain dropout numbers of middle school students to fewer than 20 overall.

18-19 Maintain <20 students

Baseline All: 18 students

Data will not be available until Spring 2019.

Metric/Indicator 1.5.h Student Performance (Elementary): Decrease the percentage of TK-6 students receiving a ‘1’ in ELA or math as measured on the report card.


Baseline All:20.9% LI:29.9 % FY:30.8% EL:40.9% HM:36.5% AA:32.9% Hisp:26.7% White:16.0% RF:5.2% SD:52.8%

As of the end of the first trimester, the percentage of students in grades TK-6 receiving one or more “1” in ELA or mathematics on their trimester 1 report card is as follows. The district overall and all of the groups are currently not meeting the targets for this year. All:24.8% LI:34.8% FY:38.0% EL:47.8% HM:34.7% AA:35.7% Hisp:28.9% White:19.5% RF:5.9% SD:33.7%

Metric/Indicator 1.5.i Student Performance (Middle School): Decrease the percentage of students receiving 25% or more D/F's as measured on the report card.

18-19 All:20.1% LI:27.5 % FY:43.3% EL:29.0% HM:35.9% AA:32.5% Hisp:26.0% White:16.3% RF:15.7% SD:26.7%

Baseline All:26.1% LI:36.5 % FY:52.3% EL:38.0% HM:44.9% AA:41.5% Hisp:35.0% White:22.3% RF:21.7% SD:32.7%

As of the end of the first semester, the percentage of students in middle school receiving 25% or more D/F/I’s on their quarter 2 report card is as follows. The district overall and all of the groups are currently not meeting the targets for this year. All:22.7% LI:31.2% FY:50.0% EL:35.6% HM:41.9% AA:35.3% Hisp:29.4% White:18.5% RF:16.2% SD:31.3%

Metric/Indicator 1.5.j Student Performance (High School): Decrease the percentage of students receiving 25% or more D/F's as measured on the report card.


Baseline All:24.2% LI:35.4% FY:43.0% EL:36.6% HM:46.4%

As of the end of the first semester, the percentage of students in high school receiving 25% or more D/F/I’s on their semester 1 report card is as follows. The district overall and all of the groups are currently not meeting the targets for this year. All:28.2% LI:36.6% FY:42.2% EL:45.7% HM:48.1% AA:42.7% Hisp:36.1% White:22.9% RF:27.5% SD:36.1%

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Expected Actual

AA:42.7% Hisp:32.9% White:20.7% RF:25.2% SD:34.7%


Action 1 1.5.5 Expand implementation of a coordinated system of highly effective academic interventions for students delivered to targeted students at middle and high density elementary, TK-8 and middle schools through MTSS support centers.

1.5.5 A 3rd Support Center was established this year at Arlington Heights joining Arcade and Barrett. 13 Academic Intervention Specialists implemented and supported a system of academic intervention in ELA and math for all schools with grades K-8 with more than 40% targeted students at their sites (for a total of 38 schools served). The Academic Intervention Specialists are assisted by 15 tutors from California Student Opportunity and Access Program (CalSOAP) at 10 of these school sites to implement interventions. Almost 450 students received academic support services through December.

Cert Salary/Subs: $910,392 Class Salary:- Benefits: $368,645 Materials: - Contracts: $53,863 Supplemental $1,332,900

Cert Salary/Subs: $482,927 Class Salary:- Benefits: $171,353 Materials: - Contracts: - Supplemental $654,281

Action 2 Prepare for new increased graduation requirements (A-G default) for all students (in 2019-20) by:

1.5.10 Meetings with counselors to review, guide and teach expectations and activities for all students with regard to the

1.5.10 Cert Salary/Subs: $99,003 Class Salary: - Benefits: $31,237

1.5.10 Cert Salary/Subs: $18,775 Class Salary: - Benefits: $8,209 32

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1.5.10 Implementing the Comprehensive School Counseling Program as a guide to ensure that all students receive equitable counseling support in order to progress toward graduating high school, college-career ready. Plan and annually review benchmark activities K-12, create and revise College-Career Readiness Plan tracked in Naviance for every student beginning in 6th grade, and ensure ongoing training for counselors. 1.5.12 (a) communicating with parents, students and staff, (b) providing training and experience with Naviance and (c) ensuring annual counseling support for all high school students.

Comprehensive School Counseling Program. A baseline set of expectations for each counseling office is in the process of being created. Training for Naviance has been held and continues to be an emphasis in grades 6-12. A new scope and sequence for Naviance implementation and expectations were rolled out this year. 1.5.12 Training occurred at the English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Parent Ambassadors, and Indian Education as well as staff training in Naviance. Counselors worked with students to utilize Naviance.

Materials: - Contracts: - 1.5.12 Cert Salary/Subs: $137,768 Class Salary: - Benefits: $26,277 Materials: $219,955 Contracts: $291,000 Base $130,240

Materials: - Contracts: - 1.5.12 Cert Salary/Subs: $5,414 Class Salary: $156 Benefits: $1,160 Materials: $35,410 Contracts: $76,342 Base $26,984

College Career Readiness Block Grant $675,000

College Career Readiness Block Grant $118,485

Action 3 1.5.15 Expand/refine embedded credit recovery and acceleration opportunities at all high schools through a blended learning model in order to decrease student attrition.

1.5.15 Credit recovery is offered at each comprehensive high school. Currently, high schools offer at least 2 periods for credit recovery through the use of APEX, an online curriculum. 745 students have taken or completed a total of 1,259 APEX classes so far this year.



Action 4 1.5.20 Refine integrated blended learning program into regular school program at Encina and San Juan Academies.

1.5.20 Academies at Encina and San Juan integrate regular education students into their program to provide both a credit recovery option and also to offer

Cert Salary/Subs: $636,505 Class Salary: $136,347 Benefits: $332,931 Materials: $10,447


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courses to better meet the needs of students. Both schools continue to also serve students solely attending the academy. 318 students have taken or completed a total of 1,231 APEX classes so far this year.

Contracts: $64,942 Supplemental $1,181,172

Contracts: $58,919 Supplemental $503,873

Action 5 1.5.25 Provide an alternative continuation school through a blended learning program for students in 11th and 12th grades.

1.5.25 La Entrada Continuation school offers a blended learning program using the APEX platform as well as pull out services for math and English. 89 students have taken or completed a total of 337 APEX classes so far this year. Students used 3D printing for elective offerings.

Cert Salary/Subs: $232,066 Class Salary: $103,737 Benefits: $134,210 Materials: $13,640 Contracts: $41,293 Base $524,946


Action 6 1.5.30 Expand resources and trained tutors/assistants to support student learning before and after school including tutoring, homework help, etc. focused on targeted students upon evaluation of effective models/practices.

1.5.30 15 college tutors through CalSOAP under the supervision of 7 academic intervention specialists in 10 of our high and medium density schools served 588 students during and after the school day. Academic Intervention Specialists served students at Arcade, Charles Peck, Dyer-Kelly, Oakview, Schweitzer, Sierra Oaks, Sylvan, Starr King, Skycrest and Thomas Kelly.


Cert Salary/Subs: $27,524 Class Salary: $397 Benefits: $5,974 Materials: - Contracts: - Supplemental $33,896

Action 7 1.5.40 Early Childhood Education (ECE) will continue to fund the salaries of infant toddler staff at San Juan, Fair Oaks and Encina to ensure that mothers of 0-3 year olds have the opportunity to continue their education.

1.5.40 ECE continues to fund the salaries of infant toddler staff at San Juan, Fair Oaks and Encina to ensure that mothers of 0-3 year olds have the opportunity to continue their education.

Cert Salary/Subs: $233,181 Class Salary: $7,168 Benefits: $133,575 Materials: - Contracts: - Supplemental $373,924


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Action 8 1.5.45 Continue prior counseling allocations; adjust as needed to meet needs of targeted populations.

1.5.45 Each comprehensive high school received a full counselor position above the number of counselors provided by basic staffing ratios. Middle and K-8 schools increased their counseling support. The additional counselor allocations are used to support students in both academic and social/emotional supports. Counselors also supported the development of the new guidance plans being developed by the district’s lead counselor.

Cert Salary/Subs: $1,362,271 Class Salary: - Benefits: $528,883 Materials: $11,325 Contracts: - Supplemental $1,411,475



Action 9 Expand and refine summer learning for LI and EL through: 1.5.50 Summer school program for Title I elementary students focused on literacy, science and technology. (was 1.1.30) 1.5.52 Summer school program for immigrant/refugee and EL focused on building listening and speaking skills of K-8 students (was 1.3.30)

1.5.50 The Camp Invention summer school program offered to Title I, English learner and multicultural educational students at Title I elementary sites. Title I and EL students grades K-4 participated in literacy at Thomas Edison, Howe, Kingswood, Mariposa and Whitney. Breakfast and lunch were provided, transportation was not. Approximately 547-649 students attended. 1.5.52 This program was a part of Camp Invention described above.


Cert Salary/Subs:$98,220 Class Salary: $28,938 Benefits: $25,358 Materials: - Contracts: - Supplemental $13,377


Action 10 1.5.55 Ensure learning continues through the summer in high-interest, relevant educational and engaging summer learning opportunities (was 1.7.25)

1.5.55 This program was combined with Camp Invention described in 1.5.50.


Cert Salary/Subs: $96 Class Salary: - Benefits: $27 Materials: $774

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Contracts: $40,000 Supplemental $156,893

Contracts: - Supplemental $898

Action 11 1.5.60 Expand pre-K summer program for LI and EL who have not attended structured pre-school programs. Focus is on easing student adjustment to school.

1.5.60 In its second year of implementation, Camp Kinder served 62 families. Growth was noted for each student in the areas of social/emotional learning, comfort levels with routines and procedures at school as well as with social skills when interacting with teachers and peers. Follow-up surveys from parents and teachers were positive and indicated an increase in readiness for kindergarten as a result of students' participation. Staff continues to monitor success of students during the school year.

Cert Salary/Subs: $45,000 Class Salary: $25,000 Benefits: $17,751 Materials: $12,249 Contracts: - Supplemental $100,000

Cert Salary/Subs: $22,734 Class Salary: $22 Benefits: $4,969 Materials: - Contracts: - Supplemental $27,727

Action 12 1.5.65 Provide instructional assistants in K classrooms at Title 1 schools in order to increase the adult-student instructional time for high need students.

1.5.65 25 instructional assistants provide support at 18 Title I sites in kinder and K-1 classes to help with instruction for the neediest students.

Cert Salary/Subs: - Class Salary: $570,044 Benefits: $458,641 Materials: - Contracts: - Title I: Part A $1,028,685

Cert Salary/Subs: - Class Salary: $256,681 Benefits: $173,206 Materials: - Contracts: - Title I: Part A $429,887

Action 13 1.5.70 Pilot a process for articulation from preschool in order to strengthen the transition of LI and students with disabilities into kindergarten.

1.5.70 As open enrollment came to a close, the next steps are to map out how to track articulation of ECE students exiting preschool and entering kindergarten. A team will be assembled consisting of ECE staff and a small group of receiving kindergarten staff to have a conversation and agree on the process.


Cert Salary/Subs:- Class Salary: - Benefits: - Materials: - Contracts: - Supplemental C/O -

Action 14 36

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1.5.75 Support general and special education teams through professional learning and collaboration time in order to increase support for students with disabilities in full inclusion programs; examine and refine district policies and practices related to inclusion programs.

1.5.75 6 schools participated in National Inclusive Schools Week in December which involved training of staff and students as well as materials and supplies promoting effective inclusive practices. General education and special education staff at 6 schools have designed and are in the process of refining training plans for spring 2019.

Cert Salary/Subs: $30,000 Class Salary: - Benefits: $6,474 Materials: - Contracts: $19,526 Supplemental C/O $56,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: - Supplemental C/O -


The actions in focus 5 describe a safety net for students, beginning with the youngest and continuing through high school. The additional emphasis on support of our youngest students, preschool through kindergarten is evident. Equally apparent is the continuation of programs which support high school students to get back on track to graduate on time.


Mid-year indicators are similar to those seen in prior years. Graduation rates and dropout rates from 2017-18 suggest that more students are remaining in school with small increases in graduation rates as a result. Local measures will continue to be monitored in order to ensure that students remain on track toward graduation and that students who are struggling receive the support they need.



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Annual Update



Goal 6 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 6: Increase the rate of students graduating college and career ready.


State Priorities: X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 7: Course Access (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Transition to college programs enrollment


Expected Actual

Metric/Indicator 1.6.b Access: Increase percent of grade 11 and 12 students taking one or more IB/AP courses.



For the 2018-2019 school year, the percent of students enrolled in one or more International Baccalaureate (IB) or Advanced Placement (AP) courses is as follows. The district overall is meeting the target for this year. Foster youth has decreased and is not meeting their target. English learners and students with disabilities increased although they are not meeting their targets. All other groups are meeting their targets. All: 45.6% LI:33.6% FY:2.2% EL:7.0% HM:23.7% AA:33.5% Hisp:40.6% White:46.3 % RF:50.4% SD:7.6%

Metric/Indicator 1.6.c College Readiness: Increase the rate of seniors college ready/conditionally in English language arts and mathematics as measured by the Smarter Balanced (EAP) assessment.

18-19

For English language arts, the percent of seniors in 2018-2019 who are college ready/conditionally ready are as follows. The district overall did not meet the target for this year. No groups met their targets for this year. All: 53.1% LI:33.9% FY:18.1% EL:0.9% HM:28.3% AA:27.4% Hisp:41.2% White:58.3% RF:43.9% SD:14.1% 38

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Expected Actual

ELA: All: 60.2% LI:45.1% FY:40.0% EL:16.5% HM:31.5% AA:40.9% Hisp:46.7% White:64.1 % RF:52.1% SD:22.4% Mathematics: All:35.5% LI:22.6% FY:19.4% EL:15.9% HM:19.7 % AA:20.7% Hisp:23.1% White:37.5% RF:32.0% SD:15.8%

Baseline ELA: All: 51.2% LI:36.1% FY:26.5% EL:3.0% HM:18.0% AA:27.4% Hisp:37.7% White:55.1% RF:43.1% SD:8.9% Mathematics: All:26.5% LI:13.6% FY:6.0% EL:2.4% HM: 6.2 % AA:7.2% Hisp:14.1% White:28.5% RF:23.0% SD: 2.3%

For mathematics, the percent of seniors in 2018-2019 who are college ready/conditionally ready are as follows. The district overall increased from the prior year but did not meet the target for this year. Hispanic students met their target for this year. No other groups met their targets. All: 34.3% LI:16.1% FY:4.8% EL:1.6% HM:9.8% AA:10.9% Hisp:39.1% White:26.6% RF:26.6% SD:3.2%

Metric/Indicator 1.6.d College Readiness: Increase number of seniors with a college-ready qualifying score on AP exams.



The percent of 2017-2018 seniors who received a college ready qualifying score on an AP test at any time during their high school years is as follows. The district overall and all of the groups did not meet their targets for this year. All:21.1% LI:8.8% FY:0.0% EL:1.4% HM:4.1% AA:6.0% Hisp:14.6% White:23.5% RF:16.5% SD:1.8%

Metric/Indicator 1.6.e College Readiness: Increase rate of graduates completing A-G requirements.

18-19 All: 52.4% LI: 31.9% FY: 20.6% EL:21.5% HM:NA AA:40.7% Hisp: 38.4% White:54.4% RF:40.1% SD:19.0%

Baseline All:43.4% LI:18.4% FY:7.1% EL:7.9% HM:NA AA:27.2% Hisp: 29.4% White:45.4% RF:31.1% SD:5.5%

The data will not be available until spring 2019.

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Expected Actual

Metric/Indicator 1.6.g College Readiness: Increase rate of graduates in all groups completing either A-G requirements or a career/technical sequence capstone course.

18-19 All: 57.5% LI: 39.1% FY: 20.6% EL: 26.1% HM: NA AA: 40.6% Hisp: 47.4% White: 59.4% RF: 46.4% SD: 22.0%

Baseline All: 48.5% LI: 25.6% FY: 7.1% EL: 12.6% HM: NA AA: 31.6% Hisp: 35.4% White: 50.4% RF: 37.4% SD: 8.5%

The data will not be available until spring 2019.

Metric/Indicator 1.6.h College Readiness: Increase the percentage of targeted students participating in transition to college programs.

18-19 Number of Students All: 1971 EL: 59 LI:1046 HM: 82 FY: 6

Baseline 2016-2017 Data: Number of Students All: 1932 EL: 57 LI: 1016 HM: 79 FY: 4

As of the end of the first semester, 2300 students have participated in transition to college programs. The district is currently meeting the target overall and for English learner students and homeless students. All: 2300 students EL: 60 students LI: 889 students HM: 80 students FY: 2 students


Action 1 1.6.5 Implement/refine solutions to course and program access barriers, including accelerated/honors programs and identify student support structures to ensure success once open access is created.

1.6.5 Supported districtwide college fair and Historically Black Colleges and Universities (HBCU) recruitment with 16 of the 37 institutions reporting: 45 students completed applications, 17 students were admitted on the

Cert Salary/Subs: - Class Salary: $106 Benefits: $39 Materials: $552 Contracts: $64,892 Supplemental $15,589

Cert Salary/Subs: $140 Class Salary: $27 Benefits: $34.27 Materials: $1,021 Contracts: $11,976 Supplemental $7,260

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spot, and $318,000 in scholarships were offered. In September, a college trip to Cal State University Sacramento (CSUS) was provided to 85 high school students from Mira Loma, El Camino, and Encina. The trip included a tour of the campus and attendance of a STEM conference called Enov8.


Action 2 1.6.10 Evaluate and expand transition to college programs to support students who are first in their family to attend college, with focused recruitment and support mentoring programs focused on underrepresented groups. Programs include AVID, Pipeline to College, Get Focused-Stay Focused, Trio and UCAN. Provide access to college preparation activities (e.g., SAT testing, college visitations, college fairs) for targeted students.

1.6.10 United College Action Network (UCAN) provides assistance to students at Encina, Del Campo, El Camino, Mesa Verde, Mira Loma and San Juan and accomplished the goal of successful college admission, supporting students through an individual student academic evaluation and career assessment plan. Educational Talent Search (ETS) is designed to prepare and motivate low-income, first generation college students for success in college. This is a partnership grant with American River College (ARC) and serves 266 students at Sylvan and 199 students at Mesa Verde.


Cert Salary/Subs: $28,167 Class Salary: - Benefits: $5,276 Materials: $132 Contracts: $140,242 Base $12,095



Action 3 1.6.15 Administer PSAT for all 10th and 11th grade students during the school day in order to increase enrollment in advanced coursework and to strengthen the college preparation options for a more diverse student population.

1.6.15 All 10th and 11th grade students were given the opportunity to take the PSAT in October at no cost. 2,916 10th graders (93%) and 2,470 11th graders (80%) tested.

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: $85,000 Supplemental $85,000


Action 4

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1.6.20 Increase the number of teachers with current training in AP in order to increase the number of course offerings based on student interest.

1.6.20 During the 2018 summer, over 30 high school teachers attended new course AP trainings due to the doubling of student registration into AP courses based on the support of Equal Opportunity Schools (EOS).

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $9,650 Contracts: $40,350 Base $15,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: $4,550 Base $4,550

Supplemental $35,000 Supplemental -

Action 5 1.6.25 Pay for partial AP/IB test fees for students needing assistance to increase testing rates of low-income students.

1.6.25 College Board continues to provide a reduction in the costs of the AP test, but the district is now required to cover the remaining costs beyond the $5.00 students pay. These costs are covered from LCFF Supplemental funds for targeted students.

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $10,622 Contracts: $62,378 Supplemental $73,000


Action 6 1.6.35 Increasing outreach to middle school students through PD opportunities for vertical articulation and industry readiness skills between middle grades and high school CTE programs. With the addition of the College and Career Readiness Counselor, along with the TOSA for CTE, vertical articulation will be increased. 1.6.40 Expanding and refining CTE pathways for Introduction to Innovation and Design - Advanced Manufacturing (San Juan HS) and Engineering and Architecture (PLTW Bella Vista), Information and Communication Technologies (AP Computer Science Del Campo & Cyber Security Mira Loma), and

1.6.35 3 middle school pathways were implemented this year and a 4th is in the planning stages. All middle school pathways are articulated to high school programs. 1.6.40 New pathways were implemented this year at the high school level in Patient Care, Computer Science, Arts, Media and Entertainment. All pathways have been upgraded with the use of grant funding. 1.6.45 Dual enrollment is now offered in Automotive Technology and Advanced Manufacturing CTE pathways at San Juan High through a memorandum of understanding (MOU) with ARC.

Cert Salary/Subs: $2,229,778 Class Salary: $240,824 Benefits: $1,076,635 Materials: $680,124 Contracts: $217,562 Indirects: $68,165 Base $2,855,996

Cert Salary/Subs: $818,798 Class Salary: $122,916 Benefits: $345,560 Materials: $624,515 Contracts: $133,249 Indirects: $168,029 Base $799,257

Career Tech Education Incentive Grant $1,341,348

Career Tech Education Incentive Grant $1,125,379

Carl D. Perkins Career and Technical Education $315,744

Carl D. Perkins Career and Technical Education $288,432

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Public Service Fire Academy (Del Campo). 1.6.45 Improving collaboration and articulation with local agencies and institutes of higher education to increase student career readiness upon completion of high school CTE programs by expanding articulation agreements with post-secondary education.

Action 7 1.6.50 Continue partnership with Equal Opportunity Schools (EOS) to support EOS students newly enrolled in AP/IB courses to ensure success. Support teachers in expanding instructional and student support strategies.

1.6.50 Based on the partnership with EOS in 2017-18, enrollment into AP courses grew from 699 students to 1,175 students from 2017-18 to 2018-19. EOS works with each of the 9 comprehensive high schools to develop and support equity teams to support site staff and students.

Cert Salary/Subs: $5,500 Class Salary: - Benefits: $521 Materials: - Contracts: $238,179 Supplemental C/O $244,200

Cert Salary/Subs: $655 Class Salary: - Benefits: $93.40 Materials: - Contracts: $222,199 Supplemental C/O $222,947

Action 8 1.6.55 Pilot the use of college/career specialists at 2 high schools to support students in the process of working toward college/career preparation by graduation.

1.6.55 2 college/career specialists have been hired and began offering services to students at Mira Loma and San Juan.

Cert Salary/Subs: - Class Salary: $100,230 Benefits: $59,770 Materials: - Contracts: - Supplemental C/O $160,000


Action 9 1.6.60 Pilot and implement mentoring services for students in targeted groups (including African American students, students with disabilities and foster youth) by working with community partners (e.g., Improve Your Tomorrow (IYT), Sacramento Area Youth

1.6.60 IYT provides students with wraparound support services from 7th-12th grade including student development, weekly tutoring, internships, college tours, parent engagement and mentorship. This support has been expanded to Churchill, Will Rogers, Del Campo,


Cert Salary/Subs: $810 Class Salary: - Benefits: $115 Materials: - Contracts: $139,384 Supplemental $140,309

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Speaks (SAYS), Reading Partners, volunteers from the community).

Encina and Mira Loma. SAYS provides mentoring supports through youth voice, culturally responsive teaching and innovative community-university-school partnerships. SAYS was expanded to Sylvan and Mira Loma.


Services focused on supporting underrepresented groups have increased this year as reflected in the summary information in this focus area. A single program, partnership or model does not meet the needs of all students but by expanding partnerships, more students receive services. In addition to outside services, schools are strengthening their support for both college and career readiness through increased enrollment in advanced classes, expanded college/career services, expansion of career-technical education pathways and a number of other actions.


The effectiveness of these actions are difficult to quantify in the short term but the numbers of students participating continues to grow, suggesting that barriers are being addressed for a larger number of students.



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Annual Update



Goal 7 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 7: Ensure site resources are allocated to meet the unique academic and social-emotional needs of students within a local context.


State Priorities: X Priority 2: State Standards (Conditions of Learning) X Priority 4: Pupil Achievement (Pupil Outcomes) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: SPSA Alignment


Expected Actual

Metric/Indicator 1.7.b Student Performance: All sites will write a Single Plan for Student Achievement (SPSA) based on an analysis of data from 8 state priority areas. Note: Academic, engagement, and climate indicators represented in other goal-focus areas will also be impacted by the actions/services in this focus

18-19 Maintain 100%

Baseline 2016-2017: 100% of the Schools

All of the sites have approved SPSAs for the 2018-2019 school year based on the data from the state priority areas (approved at the December 11, 2018 board meeting). The district is meeting the target for this year.

Actions / Services Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed. startcollapse 45

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Action 10 1.7.10 Continue “Administrative-instructional/climate support specialist” as needed at highest poverty Title I sites.

1.7.10 Title I sites receive instructional support from 8 elementary and K-8 Administrative Instructional Specialists, 2 middle school Administrative Instructional Specialists and 2 high school Administrative Instructional Specialists. This staff helps to address the unique needs of the highly diverse schools and families.

Cert Salary/Subs: $1,359,429 Class Salary: - Benefits: $471,763 Materials: - Contracts: - Supplemental $1,831,192


Action 11 1.7.15 Continue support personnel assigned to Title I elementary sites (instructional coaches, intervention teachers, etc.) as determined by site.

1.7.15 18 positions were filled to support personnel with coaching and student intervention responsibilities.

Cert Salary/Subs: $1,548,765 Class Salary:- Benefits: $597,766 Materials: - Contracts: - Title I: Part A $2,146,531

Cert Salary/Subs: $697,047 Class Salary:- Benefits: $243,366 Materials: - Contracts: - Title I: Part A $940,413

Action 12 1.7.20 Provide each school site with a per-unduplicated-pupil allocation to be used for site-level actions/services aligned to SPSA and LCAP goals in support of the identified student groups (allocation reevaluated each year based on CalPADS enrollment). SPSA objectives and actions will (a) address school climate indicators and (b) services/supports for LCFF targeted groups along with district targeted groups. Training will be provided for site councils to ensure consistency with district LCAP.

1.7.20 Use of funds is guided by site data and documented in SPSAs with formative assessments such as Measures of Academic Progress (MAP), text level, CAASPP, attendance and suspension data, and other site metrics used to track progress. Aggregate school allocations are: 35% certificated salaries, 12% classified salaries, 18% employee benefits, 15% books and supplies, and 20% other operating costs. All expenditures are approved centrally to ensure alignment with school plans and support for targeted student populations.

Cert Salary/Subs: $1,137,181 Class Salary: $400,528 Benefits: $639,174 Materials: $1,971,497 Contracts: $587,000 Supplemental $4,735,380

Cert Salary/Subs: $619,305 Class Salary: $225,269 Benefits: $327,230 Materials: $241,917 Contracts: $337,093 Supplemental $1,750,815

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Action 13 1.7.30 Implement school-community partnerships that support academic growth and college/career readiness of students in targeted groups.

1.7.30 School-community partnership outreach included the Back to School Partnership Breakfast with over 60 participants. Coordinated outreach to new and existing partners that supported 42 schools throughout the district, impacted 542 students, 1,453 families and generated 1,061 in-kind volunteer hours.

Cert Salary/Subs: - Class Salary: $49,878 Benefits: $24,699 Materials: $29,345 Contracts: $5,520 Supplemental $109,442

Cert Salary/Subs: - Class Salary: $24,122 Benefits: $10,381 Materials: $559 Contracts: $2,059 Supplemental $37,123

Action 14 1.7.35 Plan, implement and evaluate changes to the staffing and instructional models focused on addressing the intense needs of the Dyer-Kelly population. Provide intensive support to strengthen tier 1, 2 and 3 services to meet the needs of all learners and improved student achievement.

1.7.35 A co-teaching model with an intentional focus on language development was started at Dyer-Kelly. Nearly every classroom had 2 teachers in the classroom during ELA instruction with a focus on high quality instruction using both the CA ELA and the ELD standards. Additionally, 2 newcomer classes served grades 2-5. Newcomers received 2.5 hours per day of intensive language instruction in a group of 15 students. As a result of this work, students received a greater level of differentiated support for their language and social needs.



Action 15 1.7.40 Provide embedded support for the analysis, restructuring and implementation of high need Title 1 schools. Conduct program evaluations of district services/supports to inform future planning that maximizes support for targeted students across San Juan.

1.7.40 School-based support is being provided to Dyer-Kelly, Thomas Edison and Encina. This includes support of leadership groups, gathering data and evidence of effectiveness and helping formulate next steps. Evaluations are in process for on-time graduation, math and several

Cert Salary/Subs: $101,347 Class Salary: $117,101 Benefits: $89,143 Materials: $42,409 Contracts: - Supplemental $350,000

Cert Salary/Subs: $51,189 Class Salary: $62,409 Benefits: $40,927 Materials: $468 Contracts: - Supplemental $154,994

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smaller reading and math interventions.


The actions in this area are intended to focus on and support the unique needs of individual school sites. District staff continues to carefully monitor site use of supplemental funds to ensure increase/improved services for students in the targeted groups. Site specific improvement efforts are focused at schools with the highest level of need and actions are identified based on site specific data.


The School Plans for Student Achievement (SPSAs) are showing greater alignment to the district LCAP over time.



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Annual Update



Goal 8 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 8: Ensure a comprehensive system of support for implementing content standards and quality instruction through the use of research-based strategies and culturally and linguistically responsive practices.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 2: State Standards (Conditions of Learning) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities:


Expected Actual

Metric/Indicator 1.8.a Materials: Maintain 100% sufficiency with instructional materials.

18-19 Maintain 100%

Baseline 100%

The district maintained 100% sufficiency (reported at the board meeting on September 25, 2018). The district is meeting the target for this year.

Metric/Indicator 1.8.b Standards:Increase implementation of Common Core, ELD, and NGSS (to 85% in each area).

18-19 ELA:85% Mathematics:85% NGSS:45% ELD:57%

Baseline ELA:75% Mathematics:78% NGSS:20% ELD:32%

Data will not be available until April 2019.

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Expected Actual

Metric/Indicator 1.8.c Standards: Increase the number of teachers trained in social justice.

18-19 58 teachers

Baseline 2016-17: 28 teachers

The district has trained a total of 48 teachers on social justice. The district is currently not meeting the target for this year.


Action 1 1.8.5 Reduce class size to 26:1 in TK through grade 4 classes at all schools.

1.8.5 Human Resources assisted with the recruitment and selection of teachers to implement class size reduction TK through grade 4.

Cert Salary/Subs: $7,176,990 Class Salary: - Benefits: $2,964,699 Materials: - Contracts: - Base $10,141,689

Cert Salary/Subs: $3,300,601 Class Salary: - Benefits: $1,342,403 Materials: - Contracts: - Base $4,643,004

Action 2 1.8.10 Maintain curricular program specialists in English, math, and science and at least 5 teachers on special assignment (TOSA) to provide support to schools in instructional practice, assessment, and curriculum aligned to new standards; provide additional support in targeted areas as need is indicated (primary reading, math, science).

1.8.10 Profesional Learning and Innovation (PLI) currently has program specialists for English, math and science. ELA has 3 TOSAs, math has 2 TOSAs and Science has 1 TOSA. This team provides ongoing professional learning, supports the process of identifying and implementing new instructional materials, and supports teachers as they refine instructional practices to best meet the needs of students.




Title II $472,005 Title II $150,857

Supplemental Educational Services $222,999

Supplemental Educational Services $69,843

1x money $106,383

Action 3 1.8.20 Pilot and select new instructional materials which are Next Generation Science

1.8.20 30, grade 6-8 science teachers received ongoing professional learning on NGSS

Cert Salary/Subs: $25,000 Class Salary: -

Cert Salary/Subs: $91,478 Class Salary: - 50

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Standards (NGSS) aligned for grades 6-8; continue professional learning to increase understanding of NGSS standards for teachers.

during summer and fall as part of the science adoption process. 50 elementary teachers participated in a 2 day NGSS summer institute. 30 high school science teachers participated in 2 days of NGSS professional learning in order to determine a course model pathway.

Benefits: $3,868 Materials: $22,090 Contracts: $58,605 Base $109,563

Benefits: $22,903 Materials: $3,521 Contracts: $15,870 Base $133,774

Action 4 1.8.25 Professional learning for all instructional staff (certificated and classified) around deepening implementation of Common Core through culturally and linguistically responsive instructional practices to better meet the needs of all students.

1.8.25 A professional learning day occurred on November 9th for secondary certificated and classified staff and on January 7th for elementary certificated and classified staff. Both days included keynotes and morning sessions focused on equity and culturally responsive practices and afternoon sessions focused on curriculum, standards and instructional practices.


Cert Salary/Subs: $143,569 Class Salary: $1,787 Benefits: $31,226 Materials: $1,585 Contracts: $44,196 Supplemental C/O $222,366

Action 5 1.8.30 Partner with CSUS, to increase capacity of an interdisciplinary team of teachers to enhance student learning through civic engagement, economic empowerment, social status, and societal roles (25 teachers/cohort).

1.8.30 Social justice cohort 3 includes 20 teachers from 4 high schools, 1 middle school, 1 K-8 school and 1 elementary school. 10 members from cohort 2 are continuing to participate in a deeper dive into social justice standards and curriculum. Social Justice Institute integrates social justice curriculum based on the Teaching Tolerance Social Justice standards. Teachers develop and implement a Youth Participatory Action Research project as their culminating project for the year. The institute includes 5 days of training during the summer, 5-



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three hour trainings after the school day, monthly coaching sessions and a 2 day training at the Museum of Tolerance.

Action 6 1.8.40 Build assessment literacy through the use of common assessments and assessment practices. Refine and calibrate use of common assessments in English language arts and math; identifying methods of expanding to additional grade levels.

1.8.40 The new K-2 common assessments for mathematics are being used at 12 elementary and K-8 sites this year. In addition, all high schools are using the newly developed common assessment for grade 9 ELA and IM 1.

Cert Salary/Subs: $16,321 Class Salary: - Benefits: $3,524 Materials: $2,801 Contracts: $4,000 Base $26,646

Cert Salary/Subs: $183 Class Salary: - Benefits: $21 Materials: $4,139. Contracts: - Base $4,344

Action 7 1.8.45 Ensure alignment between classroom instruction and intervention and enrichment for targeted students through after-school programs at selected school sites with Bridges/After School Safety and Enrichment for Teens (ASSET) programs.

1.8.45 Each of the 29 Bridges/ASSETs programs has a teacher that serves as the academic coach for the 2018-19 school year. They provide guidance to ensure alignment with the regular school day.



Action 8 1.8.50 Continue to provide direct support to schools including:

Supporting teacher understanding of use of data and evidence to improve student learning

Coaching for literacy and use of data

Conducting regular administrator meetings to include analysis of district and school site data to improve student learning for all subgroups

1.8.50 Staff continue to provide both onsite and central support to principals including targeted professional development, classroom observations and structured conversations around data and other support aligned with school improvement goals. A new intervention monitoring system is being piloted which allows those providing support to enroll, track attendance, monitor progress, and review performance for students being served. Further





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Working with all impacted instructional stakeholders collaboratively to identify expected student outcomes and how progress will be measured in order to evaluate LCAP actions/services for effectiveness.

Pilot a data system that allows for referring, assigning, tracking and reporting on student interventions and supports in order to close achievement gaps and provide effective services.

implementation will be based upon findings from this year.


The systemic support provided through the actions in this focus area are intended to help schools and departments practice, analyze and refine their instructional and intervention practices to better meet the needs of students. Underscoring all of this work is a thread of equity and cultural responsiveness, intended to meet the needs of our growing diverse student population.


The descriptions of implementation and the level of participation in professional learning suggest that more staff are engaging in the work around cultural responsiveness. This strengthens our foundation for increased performance on indicators in other focus areas.


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Annual Update



Goal 9 Goal 1: Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready. Focus 9: Ensure highly qualified and effective certificated and classified staff.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Teachers served by CTS, trained on SPG


Expected Actual

Metric/Indicator 1.9.a Mis-assigned Teachers: 4 fewer teachers mis-assigned (to a goal of 19 districtwide).

18-19 20 teachers

Baseline 23 teachers

As of the end of the first semester, the district has 0 teachers mis-assigned according to the definitions used in the School Accountability Report Card (SARC). The district is currently meeting the target for this year.

Metric/Indicator 1.9.b Serve a 100% of the first and second year teachers hired before January 1st of each year.

18-19 Maintain 100%

Baseline 2016-2017: 100%

As of January 1st, 100% of the first and second year teachers are being served by the Center for Teacher Support. The district is currently meeting the target for this year.

Metric/Indicator 1.9.c Qualified Teachers: Train at least 30% of teachers on the new System of Professional Growth (SPG) (to 90%).

As of the end of the first semester, 98% of the teachers required to be trained this year in the System of Professional Growth (SPG) have been trained. The district is currently meeting the target for this year. 55

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Expected Actual

18-19 90% of the teachers

Baseline 2016-2017: 34%

Metric/Indicator 1.9.d Diverse Staff: Increase the degree to which district wide staff reflect the ethnic diversity of the student population.

18-19 No targets set to date

Baseline Set the baseline and targets using fall 2018 staffing information

Data will not be available until March 2019.


Action 1 1.9.5 Provide highly effective certificated and classified staff who support all schools.

1.9.5 Approximately 94 FTE in both certificated and classified staff have been added this school year. These additions reflect both new positions and replacement of staff who have left San Juan.

Cert Salary/Subs: $133,461,233 Class Salary: $37,183,937 Benefits: $72,694,848 Materials: - Contracts: - Base $243,340,018

Cert Salary/Subs: $61,743,473 Class Salary: $18,125,587 Benefits: $30,606,216 Materials: - Contracts: - Base $110,475,277

Action 2 1.9.10 Provide services through the Center for Teacher Support (CTS) for:

First/second year teachers (Induction)

Veteran teachers needing support

Teachers with emergency/intern credentials

1.9.10 7 consulting teachers and a lead consulting teacher are supporting over 125 first year teachers in our induction program. They also support any teachers who are recommended to Advisory through the SPG evaluation system along with first year interns and those on emergency credentials.

Cert Salary/Subs: $1,014,964 Class Salary: $18,876 Benefits: $384,581 Materials: $12,490 Contracts: $32,369 Base $259,528


Title II: Secondary $1,089,797 Title II: Secondary $479,064


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Action 3 1.9.20 Implement a SPG designed to foster reflective veteran practitioners who are continuously improving teacher practice in order to increase student learning:

10 teacher facilitators Training costs

1.9.20 There are over 1,400 certificated staff members being evaluated in 2018-19 year using the SPG. Besides site administrators, 12 peer facilitators (teachers released full time) support a caseload of 25 practitioners (teachers) each. Both the facilitators and practitioners have received extensive training.

Cert Salary/Subs: $1,333,403 Class Salary: $29,579 Benefits: $516,206 Materials: $8,835 Contracts: $41,000 Base $1,516,181


1x money $149,532 1x money $341,434


Action 4 1.9.25 Improve recruitment and retention efforts focused on increasing diversity of staff members who represent our student populations; examine and revise policies, regulations and practices to actively recruit diverse staff.

1.9.25 As a new action in 2018-19, the initial focus began on retention efforts. There have been 3 meetings working with a workforce diversity team since the start of the year with an average of 40 members. Employment Information Sessions were offered for staff to explore their professional interests and goals, have their resume reviewed, and hear information about job opportunities and pathways within the district. Additionally, to support our newest employees, 30 teachers out of 150 participated in a 30 day check-in in September.

Cert Salary/Subs: $10,000 Class Salary: - Benefits: $2,158 Materials: $7,842 Contracts: $20,000 Supplemental C/O $40,000

Cert Salary/Subs: $4,159 Class Salary: $3,742 Benefits: $1,425 Materials: $160 Contracts: $12,825 Supplemental C/O $22,312


Actions remain focused on ensuring that all staff in San Juan are effective and qualified. Support systems are provided to ensure that new employees build their skills, veteran employees continue to grow and refine their skills, and that staff feel a part of the San Juan community.

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Current data suggests that efforts around support and retention are effective.



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Annual Update



Goal 10 Goal 2: Foster respectful, equitable, collaborative, and reflective school and district cultures that ensure academic success and social-emotional well-being for each student. Focus 1: Increase students’ engagement in and connectedness to school through student-driven, engaging, and relevant classes and activities.


State Priorities: X Priority 5: Pupil Engagement (Engagement) X Priority 6: School Climate (Engagement)

Local Priorities:


Expected Actual

Metric/Indicator 2.1.a Climate: Increase the percent of schools with at least 75% of staff, students and parents indicating agree or strongly agree on the district surveys regarding student connectedness and meaningful participation (to 95%).

18-19 Parents: 92% of schools Staff: 75% of the schools Students: 73% of the schools

Baseline Parents: 84% of schools Staff: 51% of the schools Students: 43% of the schools


Metric/Indicator 2.1.b Climate: Increase the percent of schools with at least 75% of staff, students and parents indicating agree or strongly agree on the district surveys regarding high expectations and caring relationships (to 95%).


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Expected Actual


Baseline Parents: 91% of schools Staff: 81% of the schools Students: 62% of the schools


Action 1 2.1.5 Support multiple seasons of middle school sports at all middle schools.

2.1.5 The wrestling and track programs continue to grow with 193 students. Some sites occasionally struggle to find coaches.

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $38,000 Contracts: - Base $38,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: - Base -

Action 2 2.1.10 Increase/deepen arts programs and arts integration at schools with over 40% of targeted students who have lower Arts Quotients.

2.1.10 VAPA increased the number of after school arts course offerings from 19 to 28, increasing the number of students that have been served from 685 last year to 936 currently. New courses added are mariachi, band, choir, cultural music, strings, drama and art. Our instrument lending library was depleted by this increase in participation.




Base $14,060

Action 3 2.1.15 Expand/refine courses, programs, clubs, and activities that match student interests.

2.1.15 Greer, Sylvan, Will Rogers, Bella Vista, El Camino, Mira Loma and the Alternative Learning Center, have after school classes. Clubs range from hip hop workshops, robotics, computer


Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $(227) Contracts: $728 Base $500 60

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building, garden club, poetry slam and a rhythm and dance club.


The actions in this section represent continued efforts to increase engaging opportunities for students beyond what is typically in place at schools. Increased arts programs and after school classes and clubs that address student interests are one strategy for engaging students in school.


Participation in engaging opportunities is high and we are waiting for survey data to see if this is reflected in student responses.



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Annual Update



Goal 11 Goal 2:Foster respectful, equitable, collaborative, and reflective school and district cultures that ensure academic success and social-emotional well-being for each student. Focus 2:Develop and support patterns of regular attendance for all students.


State Priorities: X Priority 5: Pupil Engagement (Engagement)

Local Priorities:


Expected Actual

Metric/Indicator 2.2.a Attendance: Increase attendance rates (to 95%).



As of the end of the first semester the attendance rates are as follows. The district overall and all of the groups are currently meeting the targets for this year. All:95.7% LI:95.0% FY:92.9% EL:95.6% HM:93.8% AA:94.1% Hisp:95.4% White:96.0% RF:97.2% SD:94.3%

Metric/Indicator 2.2.b Attendance: Reduce percent of students who are chronically absent (to less than 5%).


Baseline

As of the end of the first semester the attendance rates are as follows. The district overall and all of the groups are currently meeting the targets for this year. All:10.7% LI:13.4% FY:22.4% EL:10.2% HM:19.8% AA:20.2% Hisp:12.1% White:8.9% RF:4.8% SD:15.7%

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Expected Actual

All:16.5% LI:21.1% FY:39.4% EL:14.8% HM:29.7% AA:29.8% Hisp:17.2% White:14.4% RF:9.3% SD:21.6%


Action 1 2.2.5 Provide healthcare/immunization services to qualifying families by continuing the immunization clinic at San Juan Central for income-eligible families and the partnership with ELICA’s Health On Wheels (HOW) that provides healthcare services at targeted high-poverty schools.

2.2.5 The SJUSD Immunization Clinic saw 318 students between 7/31/2018 and 12/21/2018. Of these, 155 students were currently enrolled, 139 were not currently enrolled and 119 students were immigrants. 871 vaccines were administered. 74 students were ages 4-6 yrs and received 188 vaccines. 241 students were ages 7-18 and received 682 vaccines. The ELICA Health on Wheels van administered 361 vaccines.



Action 2 2.2.15 Increase and monitor site-based attendance incentives for sites to reduce instructional time lost due to office referrals, to increase their student attendance on traditionally high absentee days, and their overall attendance rates from year to year. Support schools in developing strategies which stress the connection

2.2.15 Continued allocation of funds designed to incentivize attendance improvement at the site level. School community workers support more attendance awareness outreach, intervention and data collection with a targeted focus of chronic absenteeism. Monthly attendance rates are



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between attendance and academic success.

above last year in all but one month.

Action 3 2.2.20 Increase school community worker and Intervention Specialist positions to provide culturally appropriate support and interventions to the most chronically absent students and their families; coordinate in conjunction with the MTSS to better meet the needs of targeted students/families.

2.2.20 Increased responsibilities of school community intervention specialist to provide more support to all K-8 school sites with intense focus on family outreach. All outreach materials have been translated in multiple languages serving the district’s diverse cultural background. Continued collaboration with MTSS, utilizing the multi-tier approach to provide wrap around services for those high-risk students.

Cert Salary/Subs: - Class Salary: $178,814 Benefits: $92,652 Materials: $22,582 Contracts: $66,598 Indirects: $6,652 Supplemental $205,595

Cert Salary/Subs: - Class Salary: $72,598 Benefits: $31,277 Materials: $469 Contracts: $10,137 Indirects: $853 Supplemental $38,064

Title X (McKinney-Vento) $161,703

Title X (McKinney-Vento) $77,272

Action 4 2.2.25 Continue transportation for homeless families, as a strategy to increase attendance and expanding transportation to targeted schools and targeted student demographics.

2.2.25 The district is providing transportation for MKV students at Whitney, Pasadena, Howe and Thomas Edison.

Cert Salary/Subs: $81,000 Class Salary: - Benefits: $69,002 Materials: $29,998 Contracts: - Supplemental C/O $180,000



This focus area describes the actions/services intended on increasing attendance and removing barriers to regular attendance by those who are chronically absent. School incentives and immunization services provide basic supports for regular attendance and the attendance improvement staff and homeless liaisons work with students and families with more intensive needs.

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Mid year data suggests progress in attendance both overall and among students who are chronically absent.



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Annual Update



Goal 12 Goal 2: Foster respectful, equitable, collaborative, and reflective school and district cultures that ensure academic success and social-emotional well-being for each student. Focus 3: Improve school climate by providing behavioral and social-emotional supports and interventions focused on the root causes that interfere with learning.


State Priorities: X Priority 6: School Climate (Engagement)

Local Priorities:


Expected Actual

Metric/Indicator 2.3.a Climate:Decrease the rate of home school suspensions (to less than 2%).



As of the end of the first semester, the home suspension rates are as follows. The district overall and all of the groups are currently meeting the targets for this year. All:3.5% LI:5.1% FY:16.3% EL:2.5% HM:9.1% AA:9.2% Hisp:3.4% White:2.9% RF:2.2% SD:7.5%

Metric/Indicator 2.3.b Climate:Decrease the rate of in school suspensions (to less than 2%).


As of the end of the first semester, the home suspension rates are as follows. The district overall and all of the groups are currently meeting the targets for this year. All:2.5% LI:3.7% FY:7.1% EL:1.4% HM:6.6% AA:6.4% Hisp:2.9% White:1.9% RF:1.7% SD:4.7%

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Expected Actual

Baseline All:7.2% LI:10.4% FY:15.7% EL:4.6% HM:14.9% AA:16.8% Hisp:7.0% White 6.3% RF:6.6% SD:11.2%

Metric/Indicator 2.3.c Climate:Maintain/reduce the rate of expulsions to 0.1% or less.

18-19 Maintain <0.1%

Baseline <0.01%

As of the end of the first semester, the district has less than 0.1% expulsions and is currently meeting the target for this year.


Action 1 2.3.5 Expand regional support centers to address non-academic needs of students at schools with more than 40% targeted students based upon an analysis of best practices and student needs. Research-based and culturally appropriate supports and interventions will be implemented for students who would otherwise lose class time due to their behavior. A special focus will be given for Tier 3 behavioral interventions at the primary level with the addition of social emotional intervention technicians. Regional support center staff includes elementary counselor,

2.3.5 Evidence-based and culturally appropriate supports and interventions continue to be implemented for students who would otherwise lose class time due to their behavior and social-emotional needs. Social emotional intervention technicians provide support including all 3 tiers in our MTSS framework with specific focus on direct interventions and support for students with tier 2 and intensive tier 3 needs. Regional Support Center staff includes elementary counselors, social workers, a psychologist, mental health therapists, social emotional intervention technicians and a nurse. Currently they are working

Cert Salary/Subs: $2,029,695 Class Salary: $719,637 Benefits: $1,233,011 Materials: $64,991 Contracts: $47,900 Indirects: - Base $114,611

Cert Salary/Subs: $1,006,773 Class Salary: $169,507 Benefits: $420,540 Materials: $16,452 Contracts: $6,537 Base $46,473

Supplemental $2,433,574 Supplemental $953,840

CEIS (Spec Ed) $1,310,037 CEIS (Spec Ed) $508,503

1x money $237,012 1x money $110,995

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social worker, psychologist, mental health therapist, social emotional intervention technician and nurse.

to develop progress monitoring tools to aid with data analysis in Educlimber. Over 1,600 students were served in the first half of the year.

Action 2 2.3.10 Provide targeted social emotional and behavioral supports for elementary and middle school students on a referral basis based upon an analysis of best practices and student needs. Staffing includes social workers, social emotional intervention technician and behaviorist.

2.3.10 Provided support to 10 low density schools in 2018-19. 136 students were referred for behavioral and/or social-emotional interventions. Students received support through on-going small group and 1:1 support. 1 behaviorist and 2 social workers continue to serve low density elementary schools. A social emotional support technician was added to the team to address the needs of primary grade students struggling in the classrooms.



CEIS (Spec Ed) $55,440 CEIS (Spec Ed) $0

Action 3 2.3.15 Deepen support to address drug, alcohol, etc. issues with students based on an evaluation of need and effective models (in conjunction with the MTSS).

2.3.15 Teen Intervene services were provided at all high schools, La Entrada and 2 middle schools. Data shows 37% of all students who participated decreased their behavior incidents by one or more incidents and 40% increased their attendance by one or more days. Recovery Happens experts provided educational presentations on the dangers of drug and alcohol use/abuse for teens to 518 students, 62 staff and 18 parents.


Cert Salary/Subs: - Class Salary: $28,729 Benefits: $14,965 Materials: $4,662 Contracts: $12,468 Supplemental $60,826

Action 4 2.3.20 Provide on-site resources at high schools to address chronic behavior concerns based upon an

2.3.20 Each of the 9 comprehensive high schools have been provided funds to hire personnel that will support the

Cert Salary/Subs: $382,754 Class Salary: $147,521 Benefits: $226,174 Materials: -

Cert Salary/Subs: $268,319 Class Salary: $ $3,313 Benefits: $83,982 Materials: - 68

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analysis of best practices and student needs.

specific academic and/or social emotional needs of each site. Schools are monitoring the success of their model in order to best meet the needs of their population.

Contracts: - Base $247,928

Contracts: - Base $97,861


Action 5 2.3.30 Expand Learning Supports Team (LST) models that coordinate academic, social emotional, and behavioral support for targeted students; focus on increasing participating schools and deepening implementation for those already trained.

Continue regional/pilot learning support teams

Training for all additional school teams

On site coaching for school teams

2.3.30 LST training involved 4 cohorts totaling 29 schools. The district LST trainer has worked with Lichen, Schweitzer, Churchill, Del Campo and Mesa Verde to train and recalibrate practices due to staff turnover and/or internal structural difficulties in launching the LST model. LST coaches supported additional schools by organizing and deploying site resources to reduce student barriers to learning.


Cert Salary/Subs: $92,961 Class Salary: - Benefits: $34,412 Materials: $193 Contracts: $(1) Supplemental $127,412

Supplemental C/O $150,000 Supplemental C/O $154

Action 6 2.3.35 Expand PD for school staff and create behavior teams to address alternatives to suspension and early intervention for students who receive multiple days of suspension. Refine and expand a tiered behavior intervention model for students with significant behavior concerns that includes school staff, the student, their family, and district and community supports. This tiered approach includes positive behavior, restorative and trauma informed practices (in conjunction with the MTSS).

2.3.35 In 2018-19, Positive Behavioral Interventions and Supports (PBIS) expanded training to 10 new school sites. The 10 sites have formed teams to address tier 1 student behavior and will continue training through a partnership with Placer County Office of Education (PCOE). In addition, 16 schools continued PBIS training in advanced tier 2 and tier 3 behavior teams. 106 staff members districtwide signed up for restorative practices training through our partnership with


Cert Salary/Subs: - Class Salary: $49,302 Benefits: $19,775 Materials: $6,854 Contracts: $1,256 Base $76,252

Supplemental $59,059 Supplemental $936

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International Institute for Restorative Practices (IIRP).


Social emotional and behavioral support expanded again through deepening school-based strategies including PBIS and restorative practices. Additionally, this year more social workers were added to increase support at schools and social emotional technicians were added to better support young students having difficulty transitioning to school. These changes, along with refining strategies already in place, are shifting the way that behavioral and social emotional needs are addressed.


While suspension is not the only indicator of effectiveness of these actions, incidents leading to classroom and home suspensions are lower than in prior years. This suggests some shift in the system.



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Annual Update



Goal 13 Goal 2: Foster respectful, equitable, collaborative, and reflective school and district cultures that ensure academic success and social-emotional well-being for each student. Focus 4: Improve the safety, climate, and collaborative culture of the district and of school sites.


State Priorities: X Priority 1: Basic (Conditions of Learning) X Priority 6: School Climate (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Climate perceptions, equity perceptions


Expected Actual

Metric/Indicator 2.4.a Climate: Increase the percent of schools with at least 75% of staff, students and parents indicating agree or strongly agree on the district surveys regarding student safety (to 95%).


Baseline Parents: 100% of schools Staff:48% of the schools Students: 51% of the schools


Metric/Indicator 2.4.b Facilities: Increase the rate of schools with Exemplary/Good ratings as measured by the FIT tool to 100%.

18-19 100%

The district has 100% of its facilities with a Good or Exemplary rating (according to the Facilities Inspection Tool (FIT)). The district has met the target for this year.

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Expected Actual

Baseline 96% of the schools

Metric/Indicator 2.4.c Climate: Increase the percent of schools with at least 75% of staff, students and parents indicating agree or strongly agree on the district surveys regarding a positive school culture (to 95%).

18-19 Parents: 84% of schools Staff: 81% of the schools Students:77% of the schools

Baseline Parents: 71% of schools Staff: 48% of the schools Students:46% of the schools



Action 1 2.4.5 Expand comprehensive assessment and analysis of campus climate and identification of actions and services needed to create greater collaboration, greater cohesion and healthy school environments. Continue effective actions/services from prior years.

2.4.5 Carriage, Arcade, Churchill and Del Campo were identified as pilot schools for the Alliance for the Study of School Climate (ASSC) from California State University, Los Angeles as the external facilitator of the campus climate assessment. Surveys will be given in the spring, followed by facilitated data analysis and strategic planning.


Cert Salary/Subs: $4,860 Class Salary: - Benefits: $692 Materials: $178 Contracts: $16,659 Supplemental $22,390

Action 2 2.4.10 Maintain staff to strengthen the work of addressing barriers to student achievement through culturally and linguistically responsive practices and policies, increasing access to high-quality and engaging programs, and

2.4.10 Work has included critical incident support, a deeper dive into site and district data related to disproportionality in a variety of areas, the design of an equity task force and partnerships with community organizations including the National Association for the


Cert Salary/Subs: $98,854 Class Salary: $17,737 Benefits: $40,819 Materials: $25 Contracts: $553 Supplemental $157,991

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improving the climate for all students.

Advancement of Colored People (NAACP), Black Youth Leadership Project, Epoch Education and CSUS.

Action 3 2.4.15 Expand training on cultural responsiveness and equity for district and school staff to promote resiliency and supportive relationships between staff and students and to change policies, practices, programs and decisions to reduce the predictability of which a student fails by eliminating barriers and increasing access for our unique populations. Ensure instructional and non-instructional staff are included.

2.4.15 Provided 2 days of training with 223 administrators with a focus on collaborative work around implementing the equity lens around specific district initiatives. This was linked to a careful examination of discipline actions taken and strategies to address patterns of concern. PD for classified staff with a focus on cultural responsiveness and skill building was held with 135 staff in attendance. Online equity courses were completed by 32 staff and 53 staff completed book studies regarding equity.




Action 4 2.4.20 Provide funds and support for schools to develop and/or implement anti-bullying programs at their sites; allocate funds with focus on highest-density schools.

2.4.20 The Safe Schools Ambassadors program is operating at 10 school sites with 75 staff and 252 students being trained in the program. Support continues for sustainability of the Olweus Bullying Prevention program at 3 sites with 86 staff and 1,639 students participating. Second Step has been provided at 14 schools and 2 Learning Support Centers. California Lawyers for the Arts Youth Mediators in Schools peer mentoring program is operating at 6 schools with 166 students and 14 staff trained to implement the program.



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2.4.25 Expand post-arrival services for refugee and immigrant students based on student need and enrollment trends. Services include high school and adult education placement and transition support. CalNew state grant funds will be used to support the transition of refugee newcomer students and families.

2.4.25 A new school community refugee specialist is providing support to new refugee families and developing partnerships with community based organizations to better serve our refugee families. A new BIA supports the initial ELPAC testing at the enrollment center. Backpacks were purchased for newcomer refugee students to ensure the transition and support academic success.

Cert Salary/Subs: $172,239 Class Salary: $153,935 Benefits: $146,957 Materials: $532,813 Contracts: $3,000 Indirects: $28,828 Supplemental $336,972

Cert Salary/Subs: $113,446 Class Salary: $117,227 Benefits: $80,732 Materials: $17,762 Contracts: $10,031 Other: $2,121 Supplemental $155,759

California Newcomer Education and Well-being $700,800

California Newcomer Education and Well-being $185,563

Action 6 2.4.30 Continue agreed-upon site leadership team trainings and administrator-site rep support designed to improve the collaborative culture in order to increase student achievement.

2.4.30 Site leadership team training was held with teams from 63 of 64 schools in attendance along with department teams from ECE, special education and adult education. Sessions were focused on team building skills in building/sustaining a collaborative culture, communication and shared vulnerability.


Cert Salary/Subs: $29,584 Class Salary: - Benefits: $6,295 Materials: $43.78 Contracts: $2,726 Supplemental $38,649

Action 7 2.4.35 Maintain personnel providing campus supervision to ensure a safe and collaborative campus climate based on need and available funds. Expand supervision support at high need elementary schools (>50% unduplicated pupils).

2.4.35 Campus monitor staffing levels maintained. Extra time for recreational aids was added at elementary and K-8 schools with 50% or more poverty.

Cert Salary/Subs: - Class Salary: $356,945 Benefits: $224,807 Materials:- Contracts: - Base $520,132

Cert Salary/Subs: - Class Salary: $148,759 Benefits: $93,680 Materials:- Contracts: - Base $229,268


Action 8 2.4.40 Continue to review and address facility needs based upon findings from the FIT tool; promptly

2.4.40 Maintained school facilities with exemplary/good ratings as measured by the FIT tool.

No extra cost No extra cost

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address findings below “good” rating.

Action 9 2.4.45 Ensure students with disabilities can participate with peers during recreational periods during the school day (e.g., recess, lunch) in order to ensure connectedness of students with the school.

2.4.45 Accessible tables and chairs have been purchased for schools where students have physical disabilities which has prevented them from eating with non-disabled peers for lunch and snack time. Materials and supplies have been purchased for 10 Integrated Learning Strategies (ILS) programs to support their students to access the campus and engage with non-disabled peers. Plans are in place to purchase social skills curriculum and other materials to ensure greater access to the school campus and community.

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $30,000 Contracts: - Supplemental C/O $30,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials:- Contracts:- Supplemental C/O -

Action 10 2.4.50 Improve campus climate and safety through a consistent team of community safety specialists who support schools regionally, working with school staff, students and parents to improve campus climate and better meet the needs of the school community.

2.4.50 Community safety specialist positions were created and 6 of 7 slots are filled. No use of supplemental funds until all positions are filled and coverage areas can be adjusted.

Cert Salary/Subs: - Class Salary: $529,049 Benefits: $297,941 Materials: $5,000 Contracts: $436,058 Supplemental C/O $53,129

Cert Salary/Subs: - Class Salary: $242,756 Benefits: $121,655 Materials: $3,180 Contracts: $153,782 Base $21,779

Base $1,122,277 Base $448,204


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Actions to address the culture, climate and safety at school sites have included addressing needs of a variety of groups including ethnic groups, students with disabilities and immigrants/refugees. Building a welcoming and inclusive environment takes time and changes will continue to emerge. The shift in strategy of safety officers/staff has increased the degree of relationships between safety staff and the campuses, resulting in more positive outcomes for students.


Limited information is available currently but participation and informal feedback suggest that we are beginning to shift the climates on campus.



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Annual Update



Goal 14 Goal 2: Foster respectful, equitable, collaborative, and reflective school and district cultures that ensure academic success and social-emotional well-being for each student. Focus 5: Increase the degree of parent/guardian and student voice across all schools.


State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Participation in input/feedback process


Expected Actual

Metric/Indicator 2.5.a Parent/Guardian Involvement: Increase the opportunities of parents/families to provide input to school/district programs based on district parent survey (to 90%).

18-19 Number of Parent Surveys: 10956 Percent indicating opportunities: 75.2%

Baseline Number of Parent Surveys: 9486 Percent indicating opportunities: 69.2%


Metric/Indicator 2.5.b Student Involvement: Increase the number of students involved in providing input/feedback in decision-making processes.

18-19 Number of students involved: 350

Baseline

Currently there are 119 students involved in providing input/feedback in decision making processes through Black Visionary Leaders, Pride PAK, Teens4Change and Superintendent's Student Advisory Council. An additional 50-60 students meet as district student council four times a year and have been instrumental in providing input/feedback on LCAP related topics. Finally, 4 students are seated as members of the LCAP PAC. We are not yet meeting our year end target. 77

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Expected Actual

Based on limited information, approximately 150 students were involved in providing input/feedback in decision making processes in 2016-17.


Action 1 2.5.5 Continue LCAP PAC meetings to review and refine the district’s LCAP plan under the direction of the LCAP specialist.

2.5.5 Membership in the LCAP PAC was established by the Board of Education in September with 4 students, 12 parents and 4 community members representing the school district. Members attended the fall Data Equity Walks and the winter and spring regional forums in order to hear the thinking of a wide range of stakeholder teams from schools. Members studied results from the Dashboard in December, expanding their understanding of the progress being made overall and by student groups in the 8 state priority areas.



Action 2 2.5.10 Increase alignment among the district Strategic Plan, LCAP and school site plans.

2.5.10 Alignment between the School Plans for Student Achievement (SPSA) and the LCAP continues to be refined. Fall regional forums helped school site teams see how the district's LCAP fits with their site plans. This will continue at the winter forums. Currently, the Strategic Plan is being used as a guide for areas of continued need.



Action 3

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2.5.15 Deepen practices which result in authentic conversation and reflection around insight, input, and feedback on key initiatives and classroom climate with students, parents, staff, and community including:

Listening circles involving students, parents and staff

Student leadership groups (e.g., Teens4Change, Pride PAK, Superintendent's Student Advisory Council, district student council)

Student school/classroom reflections/surveys

2.5.15 Fall of 2018, the equity department assessed current implementation of listening circles to create a plan for systemic use of listening circles as a practice in the spring. The equity department supports site level Gay Straight Alliance (GSA) and Black Student Union (BSU) to have active clubs at each high school. The department also facilitated the following districtwide groups: Pride PAK, Black Visionaries in Leadership, Teens4Change and Superintendent’s Student Advisory Council.


Cert Salary/Subs: $844 Class Salary: $135 Benefits: $225 Materials: $1,529 Contracts: $12,176 Supplemental $14,912

Action 4 2.5.20 Review and refine opportunities for student voice in district level decisions by strengthening district student council as a representative body, establishing guidelines to minimize overlap of district student groups, and improving communication of both internal and external student leadership opportunities in order to ensure equitable participation of student groups.

2.5.20 In the fall of 2018, Youth Development Network (YDN) provided opportunities for various districtwide groups to participate in student leadership training. YDN additionally provided training to high school club advisors in order to increase their skills in providing student voice at their site. Students provide input on decisions, participate on committees, volunteer at conferences, educate and distribute information to peers regarding district events and activities. Student leadership opportunities are posted on the district website and are updated as new openings are identified. At each meeting district student

Cert Salary/Subs: $1,636 Class Salary: $1,900 Benefits: $964 Materials: $3,000 Contracts: $2,500 Supplemental C/O $10,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: $308 Contracts: $776 Supplemental C/O $1,084

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council provides input into a critical area faced by schools and the district.

Action 5 2.5.25 Utilize an outside, independent partner to assist in evaluating and strengthening the district wide conflict resolution process. Implement a method of gathering feedback on the process to support continuous improvement. (one year action)

2.5.25 Began design work for a revised data collection system. Began exploring options for outside consultants to help evaluate best practices.

Cert Salary/Subs:- Class Salary: - Benefits: - Materials: - Contracts: $50,000 Supplemental C/O $50,000

Cert Salary/Subs: - Class Salary: - Benefits: - Materials: - Contracts: - Supplemental C/O -


Actions have continued to elevate and strengthen the opportunities and inclusion of student voice from the school level to the district level. The work has not yet been absorbed at the classroom level, although we will have an idea how prevalent that is after the winter student surveys. Regional forums and the membership of the LCAP parent advisory committee have increased the level of input from parents and will continue throughout the year. Work to address the problem resolution/conflict management concern is in the planning stages.


Survey data is not yet available. Student inclusion in decision making is progressing and is likely to continue to increase through the end of the year.


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Annual Update



Goal 15 Goal 2: Foster respectful, equitable, collaborative, and reflective school and district cultures that ensure academic success and social-emotional well-being for each student. Focus 6: Increase parent/guardian engagement in schools, particularly among parents/guardians of students in targeted groups.


State Priorities: X Priority 3: Parental Involvement (Engagement) X Priority 8: Other Pupil Outcomes (Pupil Outcomes)

Local Priorities: Translation service availability; participation in adult ESL classes


Expected Actual

Metric/Indicator 2.6.a Parent/Guardian Involvement: Increase parents who reported on the district survey opportunities to be involved at the school to support their student's learning, including parents/families of low income students, foster youth, homeless youth, English learners and students with exceptional needs (to 90%).

18-19 All Schools: 88.8% School Over 55% Poverty:90.0%

Baseline All Schools: 76.8% School Over 55% Poverty:82.0%


Metric/Indicator 2.6.b Parent/Guardian Involvement: Increase the percent of English learner parents who indicate availability of materials and services in their language(to 90%).

18-19 77.0%


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Expected Actual

Baseline 62.0%

Metric/Indicator 2.6.c Parent/Guardian Involvement: Increase number of participants in the Adult Education English Second Language (ESL) classes.

18-19 1156 participants

Baseline 2016-2017:1096 participants

At the end of the first semester, there were 2,307 participants in the Adult Education ESL classes. The district has met the target for this year.


Action 1 2.6.5 Create, sustain or expand family education and leadership development opportunities, with an emphasis on parents/guardians from schools with 50% or more low income students. Provide online learning opportunities and community resources through online Family Resource Centers and provide resources to existing Family Resource Centers.

2.6.5 Provided 9 different family engagement and leadership development opportunities districtwide. Over 120 parents participated and 77% of the schools served were parents from schools with 50% or more of low income students. 76 EL parents were informed about family engagement supports and strategies through School Smarts program and DELAC meetings.


Cert Salary/Subs: $529 Class Salary: $5,805 Benefits: $1,991 Materials: $2,568 Contracts: $5,154 Supplemental $16,048

Action 2 2.6.20 Increase family engagement, parent education and leadership development through Parents Empowering Parents workshops and participation in district Data Equity Walks.

2.6.20 42 out of 64 schools participated in the district Data Equity Walks that included parents, staff and students. Over 250 individuals participated and 75% of the high density schools took part in the walks.


Cert Salary/Subs: $71 Class Salary: $298 Benefits: $58 Materials: $229 Contracts: $3,641 Supplemental $4,299

Action 3

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2.6.40 Deepen and support use of Academic Parent Teacher Team (APTT) data conferencing model to currently participating Title I elementary/K-8 sites. Expand to additional mid to high poverty sites over time. Provide additional support for APTT teachers and administrators in structuring their conferences and developing learning at home activities.

2.6.40 APTT program is being implemented and expanded grade level participation at Cameron Ranch, Coyle, Howe, Kingswood, Northridge and Starr King. Coyle and Howe are implementing APTT schoolwide.


Cert Salary/Subs: $672 Class Salary: $391 Benefits: $238 Materials: $569 Contracts: $15,277 Supplemental $17,149

Action 4 2.6.45 Ensure continued support for family involvement projects, including strategies shown to be effective, which focus on engaging and supporting parents of targeted students. Pilot a Parent Ambassador program to provide focused outreach to families of underrepresented students grades 5-11 to increase on-time graduation and participation in college preparatory courses.

2.6.45 Parent Ambassadors are located at Del Campo, El Camino, Encina and Mesa Verde. They assist students and parents in targeted subgroups to help understand the new graduation requirements and connect with surrounding middle and K-8 schools to work with students and families in making the transition to high school. This includes holding workshops for parents, meeting with students and collaborating with school site staff.



Supplemental C/O $136

Action 5 2.6.50 Continue translation services as needed; assess need for additional translation support and hire as needed to meet the needs of new growing language groups within San Juan.

2.6.50 There are 2 Farsi, 3 Spanish, 2 Arabic, 1 Russian and 1 Ukrainian translators. They assist families during the enrollment process, help them navigate the school system and support their engagement with schools. Translators are provided when requested for individual school and district meetings.

Cert Salary/Subs: - Class Salary: $293,220 Benefits: $164,052 Materials: - Contracts: $222,469 Supplemental $597,281


Title III $82,460 Title III $37,859

Action 6

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2.6.55 Expand schools in order to better serve families interested in participating in Adult Education English Learner classes (5, 15-hr/wk classes).

2.6.55 Adult Education English Learner classes have been expanded at Creekside, Sunrise Tech Center and at other sites around the district. This has resulted in a significant increase in the number of adults served.

Cert Salary/Subs: $25,621 Class Salary: - Benefits: $15,958 Materials: $27,237 Contracts: - Supplemental $68,816



Efforts continued to deepen the engagement of parents through school level programs, district opportunities for input/feedback, services and educational programs, and by removing language barriers experienced by parents. Efforts are focused where the density of our low income and English learner families is highest.


Anecdotally, participation in the programs offered is substantial and will be monitored over time.



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SUBJECT: Low-Performing Students Block Grant (LPSBG) Plan

DEPARTMENT: Division of Teaching and Learning

AGENDA ITEM: I-2



ACTION REQUESTED: The superintendent is recommending that the board approve the plan for use of the LPSBG.

RATIONALE/BACKGROUND: In June 2018, Governor Brown signed Assembly Bill 1808, authorizing the allocation of the $300 million LPSBG. Funds were allocated to districts in December 2018 in order to provide California’s low-performing students more supports to increase their academic achievement as defined in the California Education Code Section 41570(d). Based on a review of student needs, staff feedback and current efforts as outlined in the local control and accountability plan (LCAP), it is recommended that the majority of these funds be focused in math, through professional learning in elementary grades, supplementary curriculum for Integrated Math 1, and site-designed interventions for students. The attached plan outlines the initial plan and how progress will be measured.

ATTACHMENT(S): A: LPSBG Background and Plan B: Graph of Qualified Students



FISCAL IMPACT: Current Budget: $ 3,090,502 Additional Budget: $ N/A Funding Source: LPSBG (one-time funds) (Unrestricted Base, Supplemental, other restricted, etc.) Current Year Only: On-going:

LCAP/STRATEGIC PLAN: Goal: 1 Focus: 1 and 2 Action: 1.1.35, 1.2.5, 1.2.35 Strategic Plan: 1

PREPARED BY: Donna O'Neil, Ed.D., Senior Director, Program Development and Accountability


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D. O'Neil Initial


Kent Kern initials

PART 1: Low-Performing Students Block Grant - Background

In June 2018, Governor Brown signed Assembly Bill 1808, authorizing the allocation of a $300 million Low-Performing Students Block Grant. Funds were allocated to districts in December 2018 in order to provide California’s low-performing students more supports to increase their academic achievement as defined in the California Education Code (EC) Section 41570(d).

Basis of Funding Funding allocations were based on pupils identified as low-performing on the state English language arts and mathematics assessments, who are not otherwise identified for supplemental funding under the local control funding formula or eligible for special education services. This was interpreted to mean:

Performance: one of the following Student Demographics: DO NOT qualify as a Scored 1 on both ELA and math Scored a 1 on one test and a 2 on the other Scored a 1 or 2 on one test with no valid score

on the other

Low income student Foster or homeless youth English language learner Student with a disability

Use of Funds Low-Performing Students Block Grant Funds are to be used for “evidence-based services that directly support pupil academic achievement, including, but not limited to, professional development activities for certificated staff, instructional materials, or additional supports for students.”

Districts must develop a plan describing how the funds will increase or improve evidence-based services for the pupils identified in EC, Section 41570(d) to “accelerate increases in academic achievement, and how the effectiveness of the services will be measured.” The plan must also include “how the services align with and are described in the school district’s local control and accountability plan.”

Expenditure Guidelines Funds can be expended or encumbered through 2020-21. Districts must report on the implementation of the plan, the strategies used, and whether those strategies increased the academic performance of the pupils identified to the state superintendent by November 1, 2021.

1

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Attachment A

PART 2: Low-Performing Students Block Grant - San Juan Plan

Funding in the amount of $3,090,502 was allocated to San Juan for 1,753 students who met the criteria for low-performing ($1976.02 per student). Within that group,

611 qualified in grades 3-5, 807 qualified in grades 6-8 and 335 qualified in grade 11 1,133 students scored a 1 in language arts, with rates generally consistent across grade levels

(119 in grade 3 to 185 in grade 11) and a significant number of students “nearly at standard” in grades 8 and 11

1,380 students scored a 1 in mathematics, increasing from 120 in grade 3 to 296 in grade 11; majority of students across all grades are scoring “not at standard”

768 students (43.8%) scored a 1 in both areas

Rationale for Plan Both language arts and mathematics are considered areas of weakness (orange) based on the California School Dashboard released in December 2018. While neither content area showed increases from 2017 to 2018, the average student was closer to meeting standard in language arts than in math (18.1 points below standard versus 40.9 points below standard, respectively). Additionally, a review of the identified students showed that in math, most students scored at level 1 (not at standard) while in language arts, a greater number of students scored at level 2 (nearly at standard) in grades 5 and above.

Substantial actions and resources have been focused on the improvement of language arts over recent years. This has included the TK-2 reading initiative, purchase of high interest and leveled books at the elementary level, and the implementation of the support centers providing language arts interventions. The work at elementary schools has most often been directed at reading and language arts over the past five years with the deepening of comprehensive literacy practices across sites. Some progress has been noted in the percent of:

K-2 students reading at/above grade level increasing from 50.8% in 2014-15 to 57.2% in 2017-18 Students scoring at/exceeding standard on CAASPP increasing 41.0% to 43.2% in grades 3-5 and

remaining steady at 45.4% at/exceeding in grades 6-8 About half of students (51.1%) in grade 11 are ready or conditionally ready for college work, a

decline of 6.8% from 2016

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Resources in mathematics have largely been focused on interventions and support for struggling students in middle and high schools. Actions/services have included intervention sections and curriculum in middle school, math camp summer program, and supports for grade 9 Integrated Math 1. Little progress has been noted with the percent of:

Students scoring at/exceeding standard on CAASPP remaining constant at 36.4% in grades 3-5 and at 37.0% in grades 6-8,

Students in grade 9 successfully completing Integrated Math 1 with a C or better increasing 1.0% over 3 years to 63.3%

A third of students in grade 11 (33.5%) ready or conditionally ready for college work, a decline of 2.2% since 2016

Given the limited and one-time nature of the LPSBG funds, a recommendation was made to focus the majority of the funds on strengthening math, particularly in the elementary grades.

PART 3: Recommended Plan for the LPSBG funding

Strategies Evidence Base for Strategies Increase systematic professional development at elementary grades focused on improvement of math performance, including the use of formative assessment practices, to strengthen the foundational skills of students

Teachers who receive substantial professional development, an average of 49 hours based on nine studies, can boost their students’ achievement by about 21 percentile points.1

In John Hattie’s 2017 updated list of factors influencing student achievement, strategies emphasizing feedback and specifically classroom discussion, feedback, questioning, and formative evaluation are all listed as effective strategies for increasing student performance.2

Identify and purchase supplementary materials that support Integrated Math 1, to address gaps in the current adopted core curriculum

Drawn from survey and focus groups conducted by Hanover Research group with San Juan teachers in spring –fall 2018.

Hattie references a variety of effective learning strategies which are linked with increased achievement and can be supported with supplementary materials including deliberate practice, strategy to integrate with prior knowledge, and scaffolding.3

Expand interventions/supports for students at participating schools, using site matching funds as needed.

In John Hattie’s 2017 updated list of factors influencing student achievement, implementation of school-wide teaching strategies and specifically response to intervention and interventions for students with learning needs are listed as effective strategies for increasing student performance.4

1 Reviewing the evidence on how teacher professional development affects student achievement. REL 2007-No. 033. REL Southwest. Accessed at https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf. 2 Hattie, John. Visible Learning plus. November 2017. Accessed at https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf. 3 Ibid. 4 Ibid.

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3

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These strategies augment the efforts in the LCAP which are referenced in goal 1 focus 2 (math) and 5 (on time graduation) both of which are focused largely on the LCFF targeted groups. The intent is to use these funds in conjunction with LCFF Supplemental funds to greater affect ALL struggling students. Particular attention will be given to struggling students attending schools which have less than 40% LCFF targeted students. This strategy will assist schools with addressing all students who need support. Funding for each of the strategies will be combined with current funding sources in order to best leverage the new block grant funds.

PART 4: Recommended Measures of Effectiveness

The focus of the strategies is to improve the achievement of our lowest performing students. To that end, effectiveness will be monitored through:

Depth of professional learning addressing math instruction at elementary grades o Rates of participating teachers (overall, by site) o Feedback from participating teachers around understanding of standards and

instructional practices o Average hours of professional learning by teachers

Improvement of match between curriculum and course outcomes in Integrated Math 1 o Feedback from Integrated Math 1 teachers around instructional materials compared to

previous feedback on materials Progress monitoring of students participating in site-based interventions

o Acceleration of growth in math scores on cyclical testing (Measure of Academic Progress (MAP), iReady, etc)

o Report card marks/grades for participating students Progress monitoring of students identified in 2018 (source of funding)

o Acceleration of growth in math scores on MAP testing o Report card marks/grades for participating students

Successful completion of Integrated Math 1 o Increase the percent of students successfully completing Integrated Math 1 with a C or

better in 2020 and 2021 (overall, non-low income) CAASPP Math Results

o Decrease the percent of students scoring a 1 (not at standard) in grades 3-5 in 2020 and 2021 (overall, non-low income)

o Decrease the gap described by average ‘distance from met’ (California School Dashboard measure)

4

Distribution of Students in Low-Performing Students Block Grant

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1 (Not meeting) 2 (Nearly meeting)

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Attachment B


SUBJECT: Low-Performing Students Block Grant (LPSBG) Plan for San Juan Choices Charter School

DEPARTMENT: Admissions and Family Services

AGENDA ITEM: I-3



ACTION REQUESTED: The superintendent is recommending that the board approve the plan for use of the LPSBG for San Juan Choices Charter School.

RATIONALE/BACKGROUND: In June 2018, Governor Brown signed Assembly Bill 1808, authorizing the allocation of the $300 million LPSBG. Funds were allocated to districts in December 2018 in order to provide California’s low-performing students more supports to increase their academic achievement as defined in the California Education Code Section 41570(d). Based on a review of student needs, staff feedback and current efforts as outlined in the local control and accountability plan (LCAP), it is recommended that the majority of these funds be focused in providing additional tutoring services to students. The attached plan outlines the initial plan and how progress will be measured.

ATTACHMENT(S): A: LPSBG Action Plan



FISCAL IMPACT: Current Budget: $ 29,640 Additional Budget: $ N/A Funding Source: LPSBG (one-time funds) (Unrestricted Base, Supplemental, other restricted, etc.) Current Year Only: On-going:

LCAP/STRATEGIC PLAN: Goal: N/A Focus: N/A Action: N/A Strategic Plan: N/A

PREPARED BY: Michele Flagler, Director, Admissions and Family Services APPROVED BY: Debra Calvin, Ed.D., Assistant Superintendent, Educational Services Kent Kern, Superintendent of Schools


Kent Kern initials

Low-Performing Students Block Grant Action Plan

School: San Juan Choices Charter School

Grant Amount: $29,640.00

Action plan: San Juan Choices Charter School (Choices) plans to use grant funding to provide additional support to students through additional tutoring services. Additional staff will provide tutoring services in our Resource Center and Computer Lab.

Choices will track the performance of students scoring at Level 1 on Smarter Balanced Testing and participating in academic tutoring annually. Findings will be recorded and reported to the CDE. Additionally, quarter and semester grades will be monitored and recorded. The goal for growth is for students to all achieve Level 3 or higher by the end of the program.

Evidence of research-based results: A multitude of research indicates that tutoring supports and improves student learning and achievement. A National Middle School Association study by Rothman and Henderson showed that “in-district tutors affected performance by building positive relationships, communicating about performance and needs, and establishing high expectations.” Another study by the US Department of Education, titled Evidence That Tutoring Works, stated “Research has shown that well-designed tutoring programs that use volunteers and other nonprofessionals as tutors can be effective in improving children's reading skills.”

Fund allocation schedule:

Spring 2019: $4,940.00

2019-2020: $12,350.00

2020-2021: $12,350.00

Attachment A

1

SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM: ___I-4____ BOARD OF EDUCATION


SUBJECT: Resolution Reducing or Discontinuing Particular CHECK ONE: Kinds of Services—TK-12 Certificated For Discussion:

For Action: Report:

DEPARTMENT: Human Resources Workshop: Recognition: Emergency Action:

ACTION REQUESTED: The superintendent is recommending that the board discuss the adoption of:

1. Resolution No. 2928 reducing or discontinuing particular kinds of services (attachment 1), and thecorresponding amount of certificated staffing that will be reduced as a result.

2. Resolution No. 2929 establishing criteria to apply to break a tie in seniority for certificated staff affectedby program reductions and who have the same date of hire (attachment 2).

Action anticipated: 03/12/2019

RATIONALE/BACKGROUND: While state revenues have improved the overall fiscal outlook for the district, instructional leaders are continually evaluating allocation of resources and program delivery models. To best meet the needs of San Juan Unified students, changes to the delivery model for certain services have been recommended for the 2019-20 school year.

As this can be a very disruptive process, our hope is that by providing as much information as possible, questions and uncertainty can be reduced for employees allowing us to maintain focus on our important work of teaching and learning.

The district is committed to building a sustainable budget that aligns resources with the Strategic Plan and Local Control Accountability Plan (LCAP). This is addressed through the collective work of our entire community and the district is fortunate to have families, local leaders and employees who recognize and value the importance of public education.

As a result of the need to make program delivery model changes, certain kinds of services rendered by certificated employees have been identified to be eliminated or reduced. In order to meet statutory notice requirements for potential reassignments or layoffs, the board needs to adopt the two resolutions specified above.


LCAP/STRATEGIC PLAN:Goal: N/A Focus: N/A Action: N/A

PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 02/04/2019; 02/11/2019

FISCAL IMPACT: Current Budget: $ N/A Additional Budget: $ N/A Funding Source: N/A (Unrestricted Base, Supplemental, other restricted, etc.) Strategic Plan: N/A Current Year Only On-going

PREPARED BY: Deann Carlson, Director, Certificated Personnel, Human Resources

APPROVED BY: Paul Oropallo, Assistant Superintendent, Human ResourcesKent Kern, Superintendent of Schools


Kent Kern initials

Attachment 1

SAN JUAN UNIFIED SCHOOL DISTRICT

RESOLUTION NO. 2928

BEFORE THE GOVERNING BOARD OF THE SAN JUAN UNIFIED SCHOOL DISTRICT

(Resolution reducing or discontinuing particular kinds of services)

WHEREAS the Governing Board of the San Juan Unified School District has decided to reduce or discontinue certain services of the district beginning no later than the commencement of the 2019-2020 school year, and

WHEREAS, as a result of said reduction or discontinuation of services, it will be necessary to decrease the number of certificated employees in the district, and

WHEREAS, California Education Code section 44955 states in part, “the services of no permanent employee may be terminated under the provisions of this section while any probationary employee, or any other employee with less seniority, is retained to render a service which said permanent employee is certificated and competent to render.”

NOW, THEREFORE, BE IT FOUND, ORDERED AND RESOLVED AS FOLLOWS:

1. That each of the foregoing recitals is true and correct.

2. The Superintendent is directed to take all appropriate action to implement thisresolution. The Superintendent and his designees are directed and authorized to negotiateand sign layoff agreements with any employee in order to implement this resolution.

3. All services listed on Exhibit “A,” which is attached and incorporated herein by reference,shall be reduced or discontinued not later than the beginning of the 2019-2020 school yearin the amounts set forth in Exhibit “A.”

4. Teachers are deemed to be “certificated and competent” to teach any RegionalOccupational Program (ROP)/Career Technical Education (CTE) class if the teacher meetsBOTH criteria listed below.

a. Holds a valid credential issued by the State of California which is associatedwith the course(s) being taught, and

b. Has taught the course(s) for at least one semester in the current school year orany of the five preceding school years.

5. Teachers are deemed to be “certificated and competent” to teach any class that is not aRegional Occupational Program (ROP)/Career Technical Education (CTE) class if theteacher meets EITHER criteria listed below.

a. Holds a valid credential issued by the State of California which is associatedwith the course(s) being taught, or

b. If there is no credential issued by the State of California associated with thecourse(s) being taught, holds a valid multiple or single subject credential and has

Attachment 1 taught the specific course(s) for at least one semester in the current school year or any of the five preceding school years.

6. Teachers will not be subject to layoff if they meet one or more of the following criteria.a. Hold a valid credential authorizing special education service.b. Hold a valid multiple subject credential AND a valid BCLAD (Bilingual Cross-

cultural Language and Academic Development) in Spanish AND currently teach in a Dual-Immersion classroom;

c. Have experience teaching in a Montessori classroom for at least one semester in the current school year or any of the five preceding school years OR have Montessori training in the current school year or any of the five preceding school years. Such training must lead to certification by a program accredited by the Montessori Accreditation Council for Teacher Education (MACTE). On line Montessori training does not meet this criteria.

7. Certificated employees must have filed documents with Human Resources by February 15, 2019, evidencing credentials, certifications, authorizations, advanced degrees, or challenges to seniority in order for the information to be considered for these layoff proceedings.

8. The Assistant Superintendent of Human Resources or designee is directed to send notices to certificated employees that their services will not be required for the 2019-2020 school year and that said notices should be sent to the appropriate number of certificated employees in order to effectuate a reduction of the certificated staff in an amount equal to 15.855 full-time equivalent positions.

PASSED AND ADOPTED by the Governing Board of the San Juan Unified School District this _______ day of ____________________, 2019, by the following votes:

AYES:

NOES:

ABSENT:

______________________________________________________________ President, Governing Board of the San Juan Unified School District

Attachment 1 CLERK’S CERTIFICATE

I, Michael McKibbin, Ed.D., Clerk of the Governing Board of the San Juan Unified School District of Sacramento County, State of California, do hereby certify that the foregoing is a full, true, and correct copy of the resolution duly adopted at a regular meeting of the governing board of said school district on the _____ day of __________________, 2019.

______________________________________________________________ Clerk, Governing Board of the San Juan Unified School District

RESOLUTION REDUCING OR DISCONTINUING

PARTICULAR KINDS OF SERVICES

EXHIBIT AFTEs1.0001.0001.000

Subtotal 3.000

FTEs0.2000.6000.4001.0000.3000.4000.2001.0550.4000.2000.4000.8000.2000.4000.5000.2000.8000.2001.0001.0001.0000.4001.0000.200

Subtotal 12.855

Total 15.855

Administrators, Central Office SupportHigh School Admin/Instructional Specialist, Del Campo High SchoolProgram Specialist, Pupil Personnel ServicesVice Principal 7/8, Winston Churchill Middle School

TK-12 Certificated, Non-Administrative PositionsAdvanced Commercial Art, Rio Americano High SchoolBeginning/Advanced Drama, Rio Americano High SchoolBeginning Photography, Rio Americano High SchoolCounselor K/6, Charles Peck ElementaryCounselor K/6, Greer ElementaryDigital Art, Rio Americano High SchoolReader's Theater, Rio Americano High SchoolTch-Academy, San Juan High SchoolTch-English Language Dev, Andrew Carnegie Middle SchoolTch-English Language Dev, Arden Middle SchoolTch-English Language Dev, John Barrett Middle SchoolTch-English Language Dev, Mira Loma High SchoolTch-English Language Dev, Rio Americano High SchoolTch-English Language Dev, San Juan High SchoolTch-English Language Dev, Student Learning and AssistanceTch-English Language Dev, Will Rogers Middle SchoolTch-Site Resource: Elem, Starr King K-8

Tch-Site Resource: Elem, Title 1 Coach, Kingswood K-8Technical Theater, Rio Americano High School

Tch-Site Resource: Elem, Thomas Kelly ElementaryTch-Site Resource: Elem, Whitney ElementaryTch-Site Resource: Elem Intervention, Greer ElementaryTch-Site Resource: Elem Intervention, Northridge ElementaryTch-Site Resource: Elem Intervention, Whitney Elementary

Attachment 1

Attachment 2


RESOLUTION NO. 2929

BEFORE THE GOVERNING BOARD OF THE SAN JUAN UNIFIED SCHOOL DISTRICT

(Resolution specifying criteria used in determining the order of termination of certificated employees who first rendered paid service as a probationary teacher on the same date):

WHEREAS, the board anticipates that it will be necessary to terminate the services of certificated employees effective at the close of this school year: and

WHEREAS, this board has determined that as between certificated employees who first rendered paid service as a probationary teacher to the district on the same date, certain criteria should be used in determining the order of termination based upon the needs of the district and the students thereof.

NOW, THEREFORE, BE IT FOUND, ORDERED, AND RESOLVED AS FOLLOWS:

1. Each and all of the foregoing recitals are true and correct.

2. The criteria used to determine the order of termination of certificated employees who firstrendered paid service as a probationary teacher to the district on the same date, and theweight to be given to such criteria, shall be the following:

a. Category I – Certifications and Experience

Need: To retain teachers with: greatest flexibility of assignment based on California credentials held; National Board Certification; and/or experience teaching at schools identified as Title I and/or Program Improvement schools.

Criteria Points Each full K-12 base credential (e.g., multiple subject, single subject, pupil personnel services, school nurse, librarian) 4 Each foundational level base credential 3 Each intern permit 2 Each supplemental authorization 2 Other services credential (administration) 2 National Board Certification 2 Taught at a District Designated Title 1 School during the 2018-19 school year 1

If there is still a tie after applying the above criteria, then Category II will be utilized.

Attachment 2 b. Category II – District Teaching Experience

Need: To recognize certificated experience in the San Juan Unified School District under contract which is not reflected by the employee’s seniority date.

Experience Value Each year or portion of a year of in-district experience as a certificated employee under contract prior to the employee’s seniority date

Percentage of school

year(s) served

If there is still a tie after applying Category II criteria, then Category III will be utilized.

c. Category III - Lottery

If any two or more certificated employees who first rendered paid service as a probationary employee on the same date still have the same number of points after application of points provided above, the ranking of such employees shall be determined by a lottery conducted by the Assistant Superintendent, Human Resources or designee.

3. The order of termination of certificated employees who first rendered paid service as a probationaryteacher to the district on the same date as set forth above is based solely on the needs of this districtand its students.

4. Notwithstanding any other provision of this resolution to the contrary, a certificated employee shall beretained to render any service for which there is no certificated employee retained in the district with ahigher number of points, as determined by the procedure set forth above, or with more seniority, whois certificated and competent to render such service.

5. This resolution shall be for the purpose of determining the relative order of termination of certaincertificated employees as part of a layoff of certificated employees effective at the end of the 2018-2019 school year. This resolution shall not be effective for any other purposes, including, but notlimited to, any subsequent layoffs of certificated employees.

PASSED AND ADOPTED by the Governing Board of the San Juan Unified School District this _____day

of ______________, 2019, by the following vote:

AYES:

NOES:

ABSENT:

______________________________________________________

President, Governing Board of the San Juan Unified School District

Attachment 2 CLERK’S CERTIFICATE

I, Michael McKibbin, Ed.D., Clerk of the Governing Board of the San Juan Unified School District of Sacramento County, State of California, do hereby certify that the foregoing is a full, true, and correct copy of the resolution duly adopted at a regular meeting of the governing board of said school district on the _____ day of ______________, 2019.

________________________________________________________ Clerk, Governing Board of the San Juan Unified School District

SAN JUAN UNIFIED SCHOOL DISTRICT AGENDA ITEM: __ I-5____ BOARD OF EDUCATION MEETING DATE: 02/26/2019 SUBJECT: Resolution Reducing or Eliminating CHECK ONE: Certain Classified Services For Discussion: For Action: Report: DEPARTMENT: Human Resources Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending that the board discuss the adoption of Resolution No. 2930, reducing or eliminating certain classified positions effective June 30, 2019, because of lack of work and/or lack of funds. Action anticipated: 03/12/2019 RATIONALE/BACKGROUND: As a result of the need to align district programs and services with available funding, certain kinds of services rendered by classified employees have been identified to be eliminated or reduced because of lack of work or lack of funds as identified in Exhibit “A” attached. BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 02/04/2019; 02/11/2019 FISCAL IMPACT: LCAP/STRATEGIC PLAN: Current Budget: $ N/A Goal: N/A Focus: N/A Additional Budget: $ N/A Action: N/A Funding Source: N/A (Unrestricted Base, Supplemental, other restricted, etc.) Strategic Plan: N/A Current Year Only On-going PREPARED BY: Peggy Purvis, Director, Classified Personnel, Human Resources

APPROVED BY: Paul Oropallo, Assistant Superintendent, Human Resources Kent Kern, Superintendent of Schools


Underline


Kent Kern initials


RESOLUTION NO. 2930

RESOLUTION REDUCING OR ELIMINATING CERTAIN CLASSIFIED SERVICES BEFORE THE GOVERNING BOARD OF THE SAN JUAN UNIFIED SCHOOL DISTRICT

WHEREAS the Governing Board of the San Juan Unified School District has decided to reduce or eliminate certain classified services of the District as of June 30, 2019, and

WHEREAS, as a result of said reduction or elimination of classified services, it will be necessary to decrease the number of classified employees in the District:

NOW, THEREFORE, BE IT FOUND, ORDERED AND RESOLVED AS FOLLOWS:

1. That each of the foregoing recitals is true and correct:

2. All of those positions listed in Exhibit “A” which is attached and incorporated herein by reference shall be reduced or discontinued effective June 30, 2019 in the amounts as set forth in Exhibit “A.”

3. The Assistant Superintendent of Human Resources or designee is authorized to send notices to affected classified employees that due to lack of work or lack of funds that certain services now being provided by the District be reduced or discontinued to the extent as set forth in Exhibit “A.”

PASSED AND ADOPTED by the Governing Board of the San Juan Unified School District this ______ day of __________, 2019, by the following votes:

AYES:

NOES:

ABSTAIN:

ABSENT:

____________________________________________________________________________________ President, Governing Board of the San Juan Unified School District

CLERK’S CERTIFICATE

I, Michael McKibbin, Ed.D., Clerk of the Governing Board of the San Juan Unified School District of Sacramento County, State of California, do hereby certify that the forgoing is a full, true and correct copy of the resolution duly adopted at a regular meeting of the Governing Board of said school district on the ________day of ___________________________, 2019.

Clerk, Governing Board of the San Juan Unified School District ___________________________________________________


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SUBJECT: California School Board Association (CSBA) Delegate Assembly Election

DEPARTMENT: Board of Education

AGENDA ITEM: I-7



ACTION REQUESTED: The board may wish to vote for no more than five (5) candidates for subregion 6-B of the CSBA Delegate Assembly.

RATIONALE/BACKGROUND: Every year the CSBA asks districts to elect representatives to the CSBA Delegate Assembly for their designated region. This year, subregion 6-B (Sacramento County) has five vacancies.

ATTACHMENT(S): A: CSBA 2019 Delegate Assembly Ballot B: 2019 Delegate Assembly Candidate Biographical Sketch Forms



FISCAL IMPACT: Current Budget: $ N/A Additional Budget: $ N/A Funding Source: N/A (Unrestricted Base, Supplemental, other restricted, etc.) Current Year Only: On-going:

LCAP/STRATEGIC PLAN: Goal: N/A Focus: N/A Action: N/A Strategic Plan: N/A



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SAN JUAN UNIFIED SCHOOL DISTRICT TENTATIVE BOARD AGENDA ITEMS

2018-2019

MARCH 12 Recognition – Arts Education Month (March) – A O’Neil MTSS Update – R Calvin Second Interim Budget Report – R Stephens Winterstein Prop 39 Energy Modernization – A Camarda Resolutions: Reductions in PKS & Criteria for Tie Break (Certificated TK-12) [Discussed 02/26/19] – A Oropallo Resolution: Notice of Intent to Reduce Classified Positions [Discussed 02/26/19] – A Oropallo SJTA Proposal for Successor Contract 2019-2020 [Discussed 02/26/19] – PC Shoemake *Grant: ASES Program Renewal 2019-2020 – A Allen *Grant: CTE Incentive Grant 2019-2020 – A Allen *Grant: eCybermission Mini Grant – Orangevale Open 2018-2019 – A Allen *Grant: Future Forward Youth Grants Program 2019-2020 – A Allen *Grant: Kiwanis Club of Carmichael Learning Incentive Grants 2018-2019 – A Allen *Grant: Lowe’s Toolbox for Education Grant – Cambridge Heights 2018-2019 – A Allen *Grant: Tegna Foundation Community Grant 2019-2020 – A Allen

MARCH 26 Recognition – Week of the Young Child (April 8-12) – A Bassanelli Special Education Update – R Calvin Graduation Requirements Update – R Messer Video/Streaming Board Meetings – D Allen District’s Initial Bargaining Proposal with SJTA for Successor Contract 2019-20 – D Shoemake *Audit Report for Measures J, N, P and S – A Stephens

APRIL 9 Recognition – School Bus Driver’s Appreciation Day (April 23) – A Oropallo Superintendent’s Student Advisory Committee Update – R Kern School Climate: Parent-Staff-Student Voice – R O’Neil New Course Adoptions – D O’Neil Instructional Materials Adoption – D O’Neil Williams Complaint – R Simlick Proposed Board Meeting Dates for 2019-2020 – A Kern District’s Initial Bargaining Proposal with SJTA for Successor Contract 2019-20 [Discussed 03/26/19] – PC/A Shoemake

APRIL 23 Recognition – National Nurses’ Week and National School Nurse Day (May 6-12 & May 8) – A Calvin Recognition – California Day of the Teacher (May 8) – A Oropallo Innovative Schools/Dyer-Kelly Elementary School Update – R Bassanelli *New Course Adoptions [Discussed 04/09/19] – A O’Neil *Instructional Materials Adoption [Discussed 04/09/19] – A O’Neil *2019-2020 Lease Amendments: CMP, GCC, GVC, VIE, CCS, AH – A Camarda

MAY 14 Literacy Update – R Bassanelli Hearing Officer’s Recommendation-2019 RIF (if applicable) – A Simlick

MAY 28 Recognition – Classified School Employees Week (May 19-25) – A Oropallo Recognition – National Science Bowl (if applicable) – A Messer/Shoemake Recognition – Science Olympiad (if applicable) – A Messer/Shoemake Recognition – Academic Decathlon (if applicable) – A Messer Instructional Technology Plan – R Skibitzki

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*2018-2019 Actuarial Report (Workers’ Comp) – A Stephens *2018-2019 Actuarial Report (OPEB) – A Stephens

JUNE 11 Public Hearing: LCAP – D O’Neil Public Hearing: LCAP/Choices Charter School – D Calvin Public Hearing: Presentation of the 2019-2020 Budget – D Stephens Interfund Borrowing of Cash – A Stephens *CIF Superintendent Designation of Representatives 2019-2020 – A Messer

JUNE 25 LCAP [Public Hearing 6/11/19] – A O’Neil LCAP/Choices Charter School [Public Hearing 06/11/19] – A Calvin Adoption of the 2019-2020 Budget [Public Hearing 06/11/19] – A Stephens *Consolidated Application, Spring Report 2018-19 – A Calvin

D=discussion; A=action; R=report; PC=public comment; *=consent

Documents

San Juan Unified School District Regular Meeting of the Board of … · 2019-02-22 · Discussion: Regarding Resolution No. 2930 reducing or eliminating certain classified positions,