2018 School Accountability Report Card · Under the Local Control Funding Formula (LCFF) all local...

2017-18 School Accountability Report Card for Black Diamond Middle School of 12

Black Diamond Middle School

School Accountability Report Card

Reported Using Data from the 2017-18 School Year

Published During 2018-19

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

About This School Contact Information (School Year 2018-19)

School Contact Information

School Name------- Black Diamond Middle School

Street------- 4730 Sterling Hill Drive

City, State, Zip------- Antioch, CA 94531

Phone Number------- 925.779.7460

Principal------- Phyllis James

E-mail Address------- [email protected]

Web Site------- https://www.antiochschools.net/bdms

CDS Code 07 61648 6113104

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/


District Contact Information

District Name------- Antioch Unified School District

Phone Number------- 925.779.7500

Superintendent-------

Stephanie Anello

E-mail Address------- [email protected]

Web Site------- www.antiochschools.net

School Description and Mission Statement (School Year 2018-19)

The Black Diamond community is small and connected. That connectedness has created a peaceful campus with few discipline issues and great opportunities for students to both learn and develop socially in a supportive environment. Mission Statement: The staff at Black Diamond Middle School will foster a nurturing environment that promotes and values diversity. We will create a family of confident lifelong learners. All students will leave Black Diamond Middle school, collaborative, technologically savvy, and prepared for the challenge in high school. Student Enrollment by Grade Level (School Year 2017-18)

Grade Number of

Level Students

Grade 6 2

Grade 7 170

Grade 8 202

Total Enrollment 374

Student Enrollment by Group (School Year 2017-18)

Student Percent of

Group Total Enrollment

Black or African American 35.3

American Indian or Alaska Native 0.3

Asian 4.3

Filipino 8.6

Hispanic or Latino 36.4

Native Hawaiian or Pacific Islander 0.8

White 8.3

Socioeconomically Disadvantaged 75.1

English Learners 12.6

Students with Disabilities 17.4

Foster Youth 2.1


A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2016-17 2017-18 2018-19 2018-19

With Full Credential 17 24 16 6

Without Full Credential 1 0 1 0

Teaching Outside Subject Area of Competence (with full credential) 0 7 5 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2016-17 2017-18 2018-19

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 1 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018-19) Year and month in which data were collected: November 2018 Due to loss, damage and expanding student populations, textbooks and materials are purchased during the year.

Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Literature Common Core 7-8, Pearson, © 2015 (Adopted 1/21/15)

ELD 1-5, Inside Fundamental Volume 1-2 and Insides Level A-C, Cengage, © 2014 (Adopted 5/26/10)

Yes 0%

Mathematics Math Course 2-3, McGraw-Hill, © 2014, Math Accelerated, McGraw-Hill, © 2014 (Adopted 4/9/14), and Algebra 1, HMH, © 2014 (Adopted 6/11/14)

Yes 0%

Science Focus on Life Science and Focus on Physical Science, Pearson, © 2007 (Adopted 8/16/07)

Yes 0%

History-Social Science World History : Medieval & Early Modern Times and US History American Stories : Beginnings to World War I, Cengage, © 2018 (Adopted 3/28/18)

Yes 0%

Health ETR Health Smart, ETR, © 2013 (Adopted 5/30/13) Yes 0%

Visual and Performing Arts Varies by course Yes 0%


School Facility Conditions and Planned Improvements (Most Recent Year)

This school has 36 classrooms, a multi-purpose room, a library, a gym, a theater and an administration building. In addition, there are 8 portables on the site. The school was constructed in 1995. The school opened in 1996. The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the LEA uses the Facility Inspection Tool (FIT) developed by the Office of Public School Construction. The results of this survey are available at the school office, at the LEA office, or on the internet at https://www.antiochschools.net/SARC. Additionally, select school site staff have access to iServiceDesk to submit work requests. The Maintenance and Operations Department receives the iServiceDesk requests, reviews, and creates work orders in TMA which in turn are assigned to field personnel to address the actual issues. School Facility Good Repair Status (Most Recent Year) Using the most recently collected FIT data (or equivalent), provide the following:

• Determination of repair status for systems listed • Description of any needed maintenance to ensure good repair • The year and month in which the data were collected • The overall rating

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 2/7/2018

System Inspected Repair Status Repair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

XGood

Girls Locker Room: Number vandalized items, Cover hole from old clock, outside corner @ restroom damaged, Thermostat hanging off the wall, Stained ceiling tiles, Missing UCP and Williams postings

Interior: Interior Surfaces XPoor

202: concrete floor is severly cracked and epoxy finish is worn off Admin/1st Aid/Staff Lounge: Missing Williams, UCP, Broken Ceiling Tile, Missing Soap Disp. Building C Boys Restroom: Counter end cap missing Building C Girls Restroom: fill old anchro holes in block wall D-301: Stained Ceiling Tiles D-304: Baseboard near windows coming off D-306: Baseboard near windows coming off E-401: Bad weather stripping on east door, stained ceiling tile, crack in west wall E-402: Stained/Vandalized ceiling tiles throughout, Missing UCP, Williams postings E-405: Missing UCP and Williams posting, 6 Light fixtures out-Ballasts, diffuser missing, missing door stop E-407: Missing/damaged ceiling tiles E-408: 2 stained ceiling tiles, Missing door stop E-409: Broken recepticle cover, missing door stop, 2 broken ceiling tiles E-412: Stained Ceiling Tiles, missing door stop, missing UCP and Williams postings E-501: Missing UCP, Williams, 2 Cracked Diffusers, Crack in wall, Seimic cables on lighting removed. Missing exterior door stop





F-605: Wall damage by HVAC, torn window shade F-606: 2 fixtures out-ballsts, stained ceiling tiles, paonit patch under window Girls Locker Room: Number vandalized items, Cover hole from old clock, outside corner @ restroom damaged, Thermostat hanging off the wall, Stained ceiling tiles, Missing UCP and Williams postings Room 201: Stained Ceiling Tiles, Missing UCP Teacher Work Room B104: Broen Ceiling tile Theater: Numerous stained ceiling tiles, Lights Out

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

XGood

Girls Locker Room: Number vandalized items, Cover hole from old clock, outside corner @ restroom damaged, Thermostat hanging off the wall, Stained ceiling tiles, Missing UCP and Williams postings

Electrical: Electrical XFair

Building G Boys Restroom: Lights out E-405: Missing UCP and Williams posting, 6 Light fixtures out-Ballasts, diffuser missing, missing door stop E-406: Missing door stop, 2 fixtuers out-ballasts E-409: Broken recepticle cover, missing door stop, 2 broken ceiling tiles E-501: Missing UCP, Williams, 2 Cracked Diffusers, Crack in wall, Seimic cables on lighting removed. Missing exterior door stop E-502: Cracked Diffuser, Missing exterior door stop E-503A: Cracked Diffuser, Missing exterior door stop E-504: Cracked Diffuser, Missing exterio door stop E-505: Missing exterior door stop, Missing UCP, Cracked Diffuser E-506: Missing exterior door stop, Missing UCP and williams posting, 2 Cracked Diffuser E-507: Missing exterior door stop, Missing UCP and williams posting, 2 Cracked Diffuser F-601: 2 fixtures out-ballasts F-604: missing door stop, 4 fixtures out- ballasts F-606: 2 fixtures out-ballsts, stained ceiling tiles, paonit patch under window Theater: Numerous stained ceiling tiles, Lights Out

Restrooms/Fountains: Restrooms, Sinks/ Fountains

XGood

Admin/1st Aid/Staff Lounge: Missing Williams, UCP, Broken Ceiling Tile, Missing Soap Disp. Home Ec.: Sink out of order. Missing Room number, William and UCP Missing.





Safety: Fire Safety, Hazardous Materials XGood

E-407: Missing/damaged ceiling tiles

Structural: Structural Damage, Roofs XGood

E-501: exterior stucco is worn down to the scratch coat in lower areas. Paint entire plain E-502: exterior stucco is worn down to the scratch coat in lower areas. Paint entire Plain E-503: exterior stucco is worn down to the scratch coat in lower areas. Paint entire plain. E-503A: exterior stucco is worn down to the scratch coat in lower areas. Paint entire Plain E-504: exterior stucco is worn down to the scratch coat in lower areas. Paint entire plain E-505: exterior stucco is worn down to the scratch coat in lower areas E-506: exterior stucco is worn down to the scratch coat in lower areas E-507: exterior stucco is worn down to the scratch coat in the lower areas E-508: exterior stucco is worn down to the scratch coat in lower areas E-508A: exterior stucco is worn down to the scratch coat in lower areas E-509: exterior stucco is worn down to the scratch coat in lower areas E-510: exterior stucco is worn down to the scratch coat in lower areas

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

XFair

Building G Girls Restroom: door needs paiting Building H Boys Restroom: Broken latch on stall 1, Door needs painting E-401: Bad weather stripping on east door, stained ceiling tile, crack in west wall E-403: Door slamming-Adjust closer E-405: Missing UCP and Williams posting, 6 Light fixtures out-Ballasts, diffuser missing, missing door stop E-406: Missing door stop, 2 fixtuers out-ballasts E-408: 2 stained ceiling tiles, Missing door stop E-409: Broken recepticle cover, missing door stop, 2 broken ceiling tiles E-410: Missing UCP E-411: Missing Door stop, Missing UCP and Williams Postings E-412: Stained Ceiling Tiles, missing door stop, missing UCP and Williams postings E-501: Missing UCP, Williams, 2 Cracked Diffusers, Crack in wall, Seimic cables on lighting removed. Missing exterior door stop E-502: Cracked Diffuser, Missing exterior door stop





E-503A: Cracked Diffuser, Missing exterior door stop E-504: Cracked Diffuser, Missing exterio door stop E-505: Missing exterior door stop, Missing UCP, Cracked Diffuser E-506: Missing exterior door stop, Missing UCP and williams posting, 2 Cracked Diffuser E-507: Missing exterior door stop, Missing UCP and williams posting, 2 Cracked Diffuser F-603: Miossing door stop F-604: missing door stop, 4 fixtures out- ballasts F-605: Wall damage by HVAC, torn window shade

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 2/7/2018

Overall Rating X Good

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

English Language Arts/Literacy (grades 3-8 and 11)

20.0 19.0 32.0 32.0 48.0 50.0

Mathematics (grades 3-8 and 11)

8.0 13.0 20.0 19.0 37.0 38.0

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.


CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 361 357 98.89 18.82

Male 188 186 98.94 9.73

Female 173 171 98.84 28.65

Black or African American 125 124 99.20 8.87

American Indian or Alaska Native -- -- -- --

Asian 12 12 100.00 36.36

Filipino 32 31 96.88 41.94

Hispanic or Latino 136 135 99.26 20.00

Native Hawaiian or Pacific Islander -- -- -- --

White 31 31 100.00 25.81

Two or More Races 22 21 95.45 14.29

Socioeconomically Disadvantaged 260 258 99.23 15.50

English Learners 91 91 100.00 18.89

Students with Disabilities 54 54 100.00 0.00

Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total


Percent Tested


All Students 361 358 99.17 12.85

Male 188 187 99.47 9.63

Female 173 171 98.84 16.37

Black or African American 125 124 99.2 6.45

American Indian or Alaska Native -- -- -- --

Asian 12 12 100 16.67

Filipino 32 32 100 28.13

Hispanic or Latino 136 135 99.26 11.11

Native Hawaiian or Pacific Islander -- -- -- --

White 31 31 100 25.81

Two or More Races 22 21 95.45 19.05

Socioeconomically Disadvantaged 260 258 99.23 8.91

English Learners 91 91 100 9.89


Student Group Total


Percent Tested


Students with Disabilities 54 54 100 0

Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Science for All Students Grades Five, Eight, and Ten

Subject

Percentage of Students Meeting or Exceeding the State Standard

School District State

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18

Science (grades 5, 8, and 10) N/A N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The CAST was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19. Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2017-18)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---7--- 20.6 27.3 35.2 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each school site. Opportunities for Parental Involvement (School Year 2018-19)

• Mentor Madness provides students with highly qualified and effective mentors who engage students in asset building

activities to build skills for school success, attendance, and problem solving. Mentors serve as positive role models and motivate students to become their best

• Parents on Campus is an opportunity for adults to interact with students in a very natural setting affording them access to adult mentors who can help model social behaviors


• Classroom and Office Support • After School Classes/Clubs • Events: Million Father's March, Fieldtrips, May Day Cultural Heritage Day, Career Fair and Girl's Empowerment • The Girl's Empowerment Club: This group was formed to give our girls the opportunity to be exposed to strong women

and many different career options. Parents may come and share their journey to where they are in their careers or offer tours of their workplace and or job shadowing opportunities.

• Parent Teacher Student Organization (PTSO) • School Site Council (SSC) • English Language Advisory Committee (ELAC)

For more information on how to participate at Black Diamond Middle School, please contact the school office at 925.779.7460.

State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

Suspensions------- 21.7 24.8 20.5 8.4 8.3 7.3 3.7 3.7 3.5

Expulsions------- 0.3 0.0 0.5 0.1 0.1 0.1 0.1 0.1 0.1

School Safety Plan (School Year 2018-19)

The school safety plan is current and procedures are in place for an orderly environment. All stakeholders, including PTSA, have a disaster and emergency preparedness which consists of monthly drills. Cell phones and walkie talkies are regularly used for communication. BDMS continues to follow the zero tolerance policy for weapons. All suspensions and discipline are reported to the California Safe School Assessment. (Revision Date: 10/24/2017) Average Class Size and Class Size Distribution (Secondary)

Subject

2015-16 2016-17 2017-18

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

24.0 7 3 8 27.0 4 1 9 27.0 4 5 5

Mathematics ----------

30.0 3 38.0 2 31.0 1 4 6

Science------- ----------

35.0 1 10 30.0 1 7 4 31.0 1 4 6

Social Science ----------

29.0 2 2 9 35.0 1 9 31.0 1 4 6 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Academic Counselors and Other Support Staff (School Year 2017-18)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- .6 623

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- .6 N/A

Social Worker------- 0 N/A

Nurse------- .04 N/A

Speech/Language/Hearing Specialist .4 N/A

Resource Specialist (non-teaching)------- 0 N/A

Other------- 0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2016-17)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $7,171 $950 $6,221 $67,126

District------- N/A N/A $8,356 $77,359

Percent Difference: School Site and District N/A N/A -29.3 -14.2

State------- N/A N/A $7,125 $79,665

Percent Difference: School Site and State N/A N/A -60.0 -17.1 Note: Cells with N/A values do not require data. The California Department of Education issued guidance to LEAs on August 1, 2018, regarding how to calculate school-level per-pupil expenditures that will be reported on 2018-19 report cards.

Types of Services Funded (Fiscal Year 2017-18)

After school intervention, PBIS,Title I, SED and ELAP, Intervention Programs: Restorative Justice Training, Letterman Project and After School Program. Teacher and Administrative Salaries (Fiscal Year 2016-17)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $45,147 $49,512

Mid-Range Teacher Salary $73,860 $77,880

Highest Teacher Salary $93,835 $96,387

Average Principal Salary (Elementary) $121,155 $123,139

Average Principal Salary (Middle) $127,601 $129,919

Average Principal Salary (High) $143,020 $140,111

Superintendent Salary $238,583 $238,324

Percent of Budget for Teacher Salaries 36.0 36.0

Percent of Budget for Administrative Salaries 5.0 5.0 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

http://www.cde.ca.gov/ds/fd/cs/


Professional Development (Most Recent Three Years)

In the spring of 2018 teachers and administrators were involved in a collaborative process to redesign the content and delivery system of our three professional development days for the 2018-19 school year (August 14, 2018, October 15, 2018, March 4, 2019). As a result, the delivery system changed from prescriptive to a conference style, teacher choice format. The content for each learning session is organized into three domains: Academic Content, Social and Emotional Learning, and Technology. All certificated employees in the Antioch Unified School District participate in each of the three days of training composed of more than 50 different sessions led by a combination of school district employees and outside contractors. Below is a listing of prioritized content based:

• i-Ready Diagnostic Assessments

• Standards Based Grading

• NGSS content standards

• History-Social Framework

• Mindfulness

• AVID Strategies

• Google Classroom

2018 School Accountability Report Card · Under the Local Control Funding Formula (LCFF) all local...

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