Education Pioneers Review of WCCUSD LCAP

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2016-2017Local Control

Accountability PlanYear-End Review

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West Contra Costa Unified School District

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Overview

Actions & Services

Appendices

Recommendations

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Overview

Actions & Services

Appendices

Recommendations

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Overview The following slide deck contains the framework for which the actions and services of the West Contra Costa Unified School District (WCCUSD) 2016-2017 Local Control Accountability Plan (LCAP) were evaluated.

Through the contracted services of a local non-profit organization, Education Pioneers, data was compiled and analyzed by one of their fellows over the course of a ten month fellowship.

The following report is a working draft. Data validation from several programs is still in progress and the findings from these programs will be added to this report on a rolling basis.

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Overview

Actions & Services

Appendices

Recommendations

XActions & Services

The depth of evaluation for each action and service may vary due to several factors. These may include but not limited to: fidelity of implementation, capacity of personnel or resources, availability of relevant data, and the scope of training and support.

The links below contain information about the evaluation criteria for each action and service as well as the template for which the information is contained.

Evaluation Criteria

Program Template

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Click the above menu to enlarge and navigate through all of WCCUSD’s 2016-2017 LCAP actions & services.

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Overview

Actions & Services

Appendices

Recommendations

XRecommendations Recommendations will be

available in July 2017.

Data Recommendations

Program Recommendations

Process Recommendations

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Overview

Actions & Services

Appendices

Recommendations

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Appendices To explore this report further there are additional data sources, narratives, and reports included in this section.

The appendices will be available July 2017.

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Green Yellow Red

• Demonstrated positive

outcomes for students and

teachers across entire

district

• Robust data documented

to gauge effectiveness

over time

• Implemented to fidelity

• Demonstrated some

positive outcomes for

students and teachers with

potential for more

• Lack of sufficient data to

adequately evaluate

• New or may have

encountered barriers to

proper implementation

• Ineffective in

demonstrating positive

results for students and

teachers

• No data present to

evaluate outcomes

• Significant barriers to

implementation

Evaluation criteria on LCAP actions & services

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Name of Action and Service

This section will discuss how each action and service serves the need of the school district and the details required for implementation.

What can be expected in the evaluation section:• What sort of qualitative and quantitative data is available?• What anecdotal information should the audience be aware

of?• How does each action and service impact student outcomes? • What research method should be considered? (i.e. quasi

experiment, regression analysis, pre/post test)

• Documented data (surveys, participation)

• Assessments (SBAC, CELDT, STAR, etc.)• Databases (Powerschool & Illuminate)

• Caveats of the action/service

• Barriers to implementation• Adjustments & next steps

Description

Notes Data Sources

Evaluation

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Template Outline

Green Yellow Red

1.01 Efficacy Work at Peres Elementary - 12621.02 Helms/De Anza Whole School Intervention -12631.04 Expand College and Career - 11201.05 Linked Learning & Career Pathways - 11211.07 Full Day Kindergarten – 12501.11 Class Size Reduction Staffing for Secondary - 12511.12 Summer Out of School Time - 12901.13 Grad Tutor Program - 12801.15 Practices for African American Student Support and Success (PAASSS) - 11802.03 Site Funding to Implement Single Plan for Student Achievement (SPSA) – RS 96702.04 Collaboration & Professional Development - 61103.01 Social Community Outreach Workers (SCOWs) -3110

3.02 Parent University and Volunteer Support – 31203.03 Practices for African American Student Support and Success (PAASSS) - 31804.01 Restorative Justice, BEST, Toolbox, Super Achievement - 42234.04 Increase Services for Visual and Performing Arts (VAPA) - 42304.06 Playworks - 42224.08 Full Service Community Schools - 42404.09 Special Education Services - 42604.10 Social Work Services - 4270

1.03 Library Materials and Renaissance Learning - 11501.06 STEM Fabrication Lab - 11601.08 Whole School Intervention – Dover & StegeElementary - 12601.09 English Language Learner Assessment & Reclassification - 12701.10 English Learner Master Plan – 41701.14 Reading Support - 12612.01 Additional Calendar Days for Teachers - 23122.02 Professional Development Classified Training Day -23112.05 Implement California, English Language Learner (ELL) Standards with an Equity Lens - 23102.06 Practices for African American Student Support and Success (PAASSS) - 21804.02 Campus Safety Officers (CSO) – 42214.03 Social Emotional Support - 42204.05 Expand Extra Curricular Coordination - 42504.07 Technology Coaches – 41504.11 Social Work Services - 42724.13 Improve Health & Physical Fitness - 42315.01 Typist Clerk Support for LCAP Data Entry - 52505.02 Adaptive Curriculum - 62505.03 Evaluations and Program Monitoring - 5260

1.16 Puente Counseling Program - 11251.17 Support Services for High Performing Students -11304.12 Training for Foster Youth - 4271

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1.01 Efficacy Work at Peres Elementary - 1262

Peres Elementary currently implements the Efficacy framework to help adults improve student performance by offering a practical, research-oriented approach that focuses on the following three key areas: Mission: Academic proficiency and strong character for all students, Mindset: You aren’t born smart; you get smart, and Method: Effective use of data as feedback to drive improvements. Peres has been continuously improving student achievement over the last 7 years, and school stakeholders know they have more work to do. One additional teacher is being hired to support the Peres work.

From 2013-2016 there was a decrease in reported student incidents from 164 to 61 total incidents, a decline of 45%.

One of Peres SMART goals is that 90% of their students will meet their growth goal in reading. Students who are reading below grade level will make 1.5 years or more of growth. As of the mid-year assessment, all classrooms and student subgroups are making progress towards that goal.

• STAR Reading• Peres Discipline Data

Description

Notes Data Sources

Evaluation

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Peres Elementary Office Referrals

1.02 Helms/De Anza Whole School Intervention -1263

To sustain critical parts of the Schoolwide Improvement Grant/Quality Education Investment Act (SIG/QEIA) components in order to continue to improve/increase student achievement and college readiness. The plan is to phase out support over a 3 year period to mitigate severe and immediate loss of state funding and programs for the new academic school year. Funding covers additional FTE for class size reduction, coaching, additional social-emotional & health services, and supplies and materials to sustain increased student academic outcomes.

Helms Middle School• Helms was able to maintain their house structures(4 core

teachers per house) which in turn allowed stability for professional learning communities, aided in teacher retention, and facilitated collaboration among colleagues.

• Class sizes are smaller than last year, but some classes still have up to 37 students.

• California Healthy Kids Survey scores rose from 67th

percentile in 2012-2013 to the 90th percentile in 2015-2016

De Anza High School• Able to maintain 7 period days and pay teachers an

additional 10%• Instructional specialist position created• Two periods per day of new teacher coaching• 3 hours per month per teacher for extended collaboration • Graduation rates rose from 76% in 2011 to 90% in 2016

• California Healthy Kids Survey (CHKS)

• A-G completion rates• Graduation rates

• 6 FTE at Helms• 6.5 FTE at De Anza

Description

Notes Data Sources

Evaluation

De Anza Graduation, A-G and attendance

Helms CHKS

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Helms CELDT

1.03 Library Materials and Renaissance Learning - 1150

Accelerate student learning with additional library books and instructional materials, as well as support the K-8 Renaissance Learning assessment program (STAR Early Literacy, STAR Reading and Accelerated Reader)

Data from the elementary program is used to do the following: -pairing students with books at their independent reading level both in classroom libraries and school libraries-providing information to parents about students' reading levels, areas of strengths and areas where extra support is needed -placing students in intervention and/or acceleration groups which enables teachers to target specific student learning needs -providing learning tools and resources designed specifically to meet identified student learning needs -identification and placement of students in summer learning intervention program

Data from the middle program is used to do the following: -Inform teacher selection of texts based on students reading levels, providing greater access to the core curriculum -Make adjustments in teacher instructional practices -Assign placement in secondary Intervention for Read 180

Assessments are given 3-4 times each year. Student growth reports reflect scaled scores and percentile ranks by grade level and individual students. Students are either At Benchmark, On Watch, Needing Intervention, or Needing Urgent Intervention. Instructional planning reports group students’ needs by CCSS.

When done well, data can be used to predict mastery of standards needed for CAASP, improved reading overall, and affective changes in student attitude and confidence with reading.

The Classroom Instructional Planning Report identifies groups of students needing support with Common Core Standards broken down by the claim and targets.

Data validation in progress.

• STAR Reading• STAR Early Literacy• Accelerated Reader

Description

Notes Data Sources

Evaluation

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1.04 Expand College and Career - 1120

• Provides Secondary Counselors at Greenwood Academy, Kennedy High, DeAnza High and Richmond High

• Provides the Gateway to College program for students attending Greenwood Academy

• Continue the funding for the Secondary Counselors in the 2016-2017 school year

• The district will also cover the cost for the College Board Advanced Placements exams, PSAT, and SAT at the comprehensive and alternative high schools.

WCCUSD has invested in several college readiness programs.

Rising Scholars:• 98% attendance rate for Rising Scholars• 95% of our Rising Scholars graduated in 2015-16.• 75% applied to a minimum of 3 colleges in 2015-16.• 79% of African American males completed the Free Application

for Federal Student Aid (FAFSA) in 2015-16 with help from counselors.

• There have been zero suspensions for Rising Scholars from 2014-2016.

• 100% of Rising Scholars from El Cerrito High and Pinole High School matriculated to college last year.

Pre-College Academy (PCA) at UC Berkeley• Six-week course in which students receive intense academic

enrichment to prepare them for college• Courses offered include writing, advanced algebra, pre-calculus,

geometry, engineering, and web application.• Acceptance Numbers by School:

• De Anza: 25/74• El Cerrito: 23/31• Hercules: 20/23• Kennedy: 16/17• Pinole: 16/20• Richmond: 20/25

• SAT scores• FAFSA completion rates• Completion of A-G

required classes

Description

Notes Data Sources

Evaluation

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1.05 Linked Learning & Career Pathways - 1121

College & Career Pathways began in WCCUSD with the formation of California Partnership Academies (“CPAs”) in 1995-1996. That year the first two were formed at Richmond High: the Engineering and Multimedia Academies. By 2011, when WCCUSD began actively partnering with the Linked Learning movement, we had 16 CPAs in place. Linked Learning provided coaching and other services, mainly through ConnectEd, to key central district support personnel, principals, and pathway teachers. Linked Learning emphasizes 4 pillars: rigorous academics, career-technical skills, work-based learning, and comprehensive student support services.

In 2016-2017, 46% of high school students in our 6 comprehensive high schools participated in pathways, which included 3 law, 3 health, 3 IT, 2 Media, 2 Engineering, 1 Performing Arts Production, and 1 Performing Acts pathway

• Data shows that the longer a student remains in their pathway the more likely they are to graduate within 4 years

• Graduation rates• Completion of A-G

required classes

Description

Notes Data Sources

Evaluation

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Graduation Trajectory for CTE students

1.06 STEM Fabrication Lab - 1160

To implement Fab Lab and provide additional materials, supplies, and staff for the Fab Lab, as well as professional development to staff on what a Fab Lab is and how to use the equipment proficiently to create and make “almost anything.” Provide support staff to supervise the lab on weekdays and weekends, supplies, materials, teacher hourly for ongoing training, summer institute, and supplemental 3D printers, laser cutters, and vinyl cutters. Also support the hybrid and mobile labs.

2015-2016 hours logged - 2464 Total Hours2016-2017 hours logged - 2638.5* Total Hours*hours logged as of 6/21/2017

Data collected from 103 participants in 2016 survey evaluating the program:• Data validation is still in progress, but more than 95% of

respondents rated the Fab Lab 5 out of 5.

Description

Notes Data Sources

Evaluation

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• Fab Lab Survey• Fab Lab Hours

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1.07 Full Day Kindergarten - 1250

For the 2016-17 school year each elementary site except Fairmont Elementary and Madera Elementary will provide full day kindergarten.

Between 2013-2016 WCCUSD went from 0 to 34 schools out of 36 elementary schools who now have full day kindergarten.

Current enrollment numbers:2016-17: 2,865 students

Description

Notes Data Sources

Evaluation

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• Kindergarten enrollment• STAR Literacy for

Kindergarten

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1.08 Whole School Intervention –Dover & Stege Elementary - 1260

This program is located at Stege & Dover Elementary Schools. The program includes coring in ELA/Social Studies and Math/Science, a vice principal, two teachers for the learning center, a school community outreach worker (SCOW), two aides for the learning center, extra teacher hourly for professional development, monies for an extended year, collaboration time for teachers to learn about and create a professional learning community at Stege. Additional counseling, a visual and performing arts program and after school program support are also included.

Dover had a vice principal and a teacher and teacher aide for the learning center.

Dover• Vice Principal – aids in coaching teachers• Teaching aid for learning centerStege• Professional Learning Community (Apple)• Visual & Performing Arts Program (Disney Musical –

Aladdin)• Coring of blocks – began at the start of the year, but

changed with teacher request• Teacher aid for learning center

Dover CELDT data:• 49% of students moved up• 37% of students stayed the same• 14% of students moved down

Description

Notes Data Sources

Evaluation

• Teacher Retention• Student achievement• CHKS

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Dover CELDT

1.09 English Language Learner Assessment & Reclassification - 1270

Continue to support and improve services for English Language Learner Assessments at the state and local level, ensure reclassification process serves students and families in a seamless manner, and purchase necessary materials and provide professional development so families and staff have a comprehensive understanding of and access to the Registration, Assessment, and Placement (RAP) center services.

Currently, WCCUSD metrics are not completely standards aligned k-12. WCCUSD metrics are also not coherent across grades. Ideally, WCCUSD would use a comprehensive assessment system for ELD standards that aligns to the goals of other content standards achievement and reclassification.

The district needs an aligned and coherent assessment system that articulates student progress towards standards mastery k-12. The assessment system is integrated into the goals of reclassification for English Learners and college and career readiness. Consult district data around SBAC and CELDT/ELPAC.

Description

Notes Data Sources

Evaluation

• CELDT scores• Reclassification Rates

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WCCUSD CELDT

1.10 English Learner Master Plan - 4170

The EL Master Plan was created by a team of District staff and community members in 2014. The current EL Master Plan offers clear definitions for each content area. The current EL Master Plan does not offer programmatic goals and outcomes for the District EL population.

The MPEL is the guiding document for EL development, growth, and progress. The quality of and adherence to this document has the potential to greatly determine outcomes for EL’s.

Currently the English Learner Master Plan is evaluated on six different components:

Identification, Assessment, and Program Placement: CELDT, ELPAC, Inside and Edge secondary curriculum placement exams, and writing assessmentsInstructional Programs: SBAC, ELPAC, site assessments, STAR reading, writing rubricsMonitoring of Student Progress toward Reclassification: CELDT, ELD benchmarks, site assessments, STAR readingStaffing and Professional Development: There is evidence in agendas that the PD has occurred. In 2015-2016 needs assessment and evaluations were done based on MPEL goals and objectives. Parent and Community Involvement: MDAC/ELAC parent surveyEvaluation and Accountability: current LCAP

Description

Notes Data Sources

Evaluation

• CELDT• STAR Literacy• MDAC/ELAC parent survey

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1.11 Class Size Reduction Staffing for Secondary - 1251

The 2016-17 LCAP includes additional staffing at secondary

schools with an unduplicated count above 60%.

Richmond High School 5.20 (FTE)

Kennedy High School 3.0 (FTE)

Pinole Valley High School 3.6 (FTE)

Greenwood Academy 4.0 (FTE)

DeJean Middle School 1.6 (FTE)

Crespi Middle School 1.4 (FTE)

Pinole Middle School 2.0 (FTE)

Anecdotally, principals and teachers have seen positive outcomes from this action/service.

Data validation is in progress.

Description

Notes Data Sources

Evaluation

• Power School

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1.12 Summer Out of School Time - 1290

Continue to provide Summer out-of-school time services to highest need students. Funding supports staffing and general supplies and materials.

This action and service is currently being implemented. Evaluation will be completed for this action/service once it has seen full implementation.

Past program results have shown significant gains for WCCUSD students.


Description

Notes Data Sources

Evaluation

• Exact Path• Accucess• 2016 Summer Learning

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1.13 Grad Tutor Program - 1280

Graduate Tutors are positions that provide academic support to low performing students at their assigned schools, including an emphasis on ELs to improve English proficiency. In 15-16, there are 40 full time Graduate Tutor positions.

Grad Tutors, at the elementary level, are especially focused on supporting the learning center model (serving students who are 2 or more levels below grade level) at high need schools. This includes professional development for the tutors.

Individual sites may use AR, benchmark, and or CAASP data to measure the growth of targeted students with whom grad tutors are providing support. Currently, this is not done centrally.

In a survey given to all principals, 17 returned feedback about the utilization of their grad tutors.

Description

Notes Data Sources

Evaluation

• Principal’s survey• Power School

• Used in a variety of different ways, depends on the need of the school

• Move to 1.0 FTE in January

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Grad Tutor Survey Sample Questions

1.14 Reading Support - 1261

Read 180/System 44 is the secondary reading intervention program for the district. This program is a comprehensive, research-based intervention that uses a blended learning model.

Classes are available to mainstream, special education (RSP, NSH, and SH), and EL students and are run at reduced class size with a maximum of 24 students in a mainstream push-in class. The program was updated and expanded starting in 14-15 as a required component of the middle school Project Read grant. Formal mid-year and end-of-year data reviews are completed by Scholastic/Houghton Mifflin Harcourt.

Teachers participate in ongoing professional development with peer observation and goal planning, known as “cadre days”.

Read 180 College and Career Ready Lexile Performance Levels: 10% moved up, 86% stayed the same, 5% moved downRead 180 Below Basic Readers (200L score): 31% moved up, 49% stayed the same, 20% moved downRead 180U College and Career Ready Lexile Performance Levels: 16% moved up, 77% stayed the same, 7% moved downSystem 44 Student Phonics Inventory Decoding Levels: 36% moved up, 56% stayed the same, 8% moved down

Read 180 implemented at 12 sites with 295 studentsRead 180 Universal implemented at 5 sites with 163 students (new)System 44 contained 148 students

Final report from vendor in progress.

Description

Notes Data Sources

Evaluation

• Utilization Analysis • Gains Analysis

• Technical glitches with role out of Read 180 Universal

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License Utilization

Read 180 Universal

System 44

1.15 Practices for African American Student Support and Success (PAASSS)

- 1180

Our goal is to ensure that all students are college and career ready able to make life choices with productive and positive outcomes. We have a special lens on our African American students who have been traditionally underserved. We have implemented or expanded some practices, strategies and frameworks that support this goal and lens. This action/service currently includes the African American Male Pipeline Project, African American Support Collaborative Student workshops, Efficacy framework, model and training, afterschool program for Richmond Steelers, Growth Mindset/Brainology, and African American Honors Gala event.

As seen from the Best Practices Conference the Mafanikioprogram at both Sheldon Elementary and Nystrom Elementary show strong results for students.

Description

Notes Data Sources

Evaluation

• Graduation Rate• Drop Out Rate• UC/CSU Requirements• Suspension & Infractions

• New action/service

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Drop Out Rate

Graduation RateUC/CSU Entrance

Requirements

1.16 Puente Counseling Program - 1125

The Puente staff will work with school staffs to monitor student progress towards college readiness, as well as help to motivate students to be successful in high school. Students engage in leadership and cultural activities, including visits to a range of colleges and universities. Staff also regularly engage parents in workshops focused on supporting children in their college and career goals. Puente students also take an accelerated 9th and 10th grade sequence of college preparatory English that integrate Latino and multicultural literature into the district’s mandated core curriculum.

The Puente Counseling Program had difficulty with the logistics and implementation.

Description

Notes Data Sources

Evaluation

• None• Planned to pilot at Richmond High School

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1.17 Support Services for High Performing Students - 1130

Implement innovative programs for high performing students to promote deep and rigorous learning in all content areas, including the arts. Students are identified through a variety of data sources so services and programs can be tailored to meet their learning needs. Professional development on working with high performing students is provided to enable teachers and administrators to plan and deliver effective, high quality programs.

Identification services for gifted and talented students occurred, but this action/service was not fully implemented. There was also limited professional development for our teachers and staff.

Description

Notes Data Sources

Evaluation

• None

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2.01 Additional Calendar Days for Teachers - 2312

Teachers were provided 2 additional days (on top of the instructional calendar days) for teacher and certificated personnel, preparation, and professional development opportunities that are in-person and on-line. Professional learning focused on the California Standards WCCUSD Areas of Focus, classroom management, social-emotional learning, and parental engagement. Evaluations were collected and reviewed to measure the effectiveness of the professional development.


• Participation Rates• Evaluations of PD• Teacher Retention

Description

Notes Data Sources

Evaluation

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2.02 Professional Development Classified Training Day - 2311

The money will be used to train classified support staff. Staff who have support roles in schools and classrooms will learn about the California standards, classroom management, relevant social-emotional learning programs, and parental engagement.

Feedback indicates the need for more training and input opportunities for relevant topics.


• Participation Rates• Evaluations of PD• Teacher Retention

Description

Notes Data Sources

Evaluation

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2.03 Site Funding to Implement Single Plan for Student Achievement (SPSA)

– RS 9670

The intent of the SPSA is to document the cycle of data review, program planning and budget allocations needed for the school to improve the students’ academic performance. The SPSA plans include a Theory of Action, data analysis, goals, and action plans for ELA, Math, ELD, African American students, Science, History/Social Studies, Parent Involvement, Climate, and Attendance.

Site funding to schools for implementation of school plans.



Description

Notes Data Sources

Evaluation

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2.04 Collaboration & Professional Development - 6110

Instructional Leadership Team (ILT) Academy (Summer Institute, beginning of the year, mid-year, and end-of-the year check-ins) and Best Practices conferences, coaching, and ongoing collaboration activities, academic conferencing and data analysis support, writing calibration sessions, districtwide gatherings for PD and data chats, national board certification collaboration, elementary report card meetings, piloting online systems (i.e. Edivate), Principal Cadre planning and collaboration, collaboration work with Pivot Learning, and general professional development work. These monies provide for extra teacher hourly costs, contract with Pivot Learning for ILT coaching, and PD Location costs for ILT Professional Development.

Response to intervention is also supported with this funding.

ILT Retreat• Survey yielded 55 responses• All respondents believed the retreat to be either “Highly

Useful” or “Somewhat Useful.”

Best Practices Conference• 402 attendees at Best Practices Conference• 163 people responded to Building Bridges Feedback• >95% of people said the sessions they attended were either

good or excellent

• Participation rates• ILT retreat survey• Best Practices survey• Principal Cadre meeting survey

Description

Notes Data Sources

Evaluation

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Best Practices Sample QuestionsILT Retreat Survey

2.05 Implement California, English Language Learner (ELL) Standards

with an Equity Lens - 2310

Provide professional development, coaching, and data support tools for certified staff. (one coach, supplies & materials)


• A-G Completion Rates• Graduation Rates

Description

Notes Data Sources

Evaluation

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2.06 Practices for African American Student Support and

Success (PAASSS) - 2180

Our goal is to ensure that all students are college and career ready able to make life choices with productive and positive outcomes. We have a special lens on our African American students who have been traditionally underserved. We have implemented or expanded some practices, strategies and frameworks that support this goal and lens.

We will provide additional training for teachers in support of our Practices for African American Student Support and Success (PAASSS). Professional development will range from Mindset Works and the Growth Mindset Teacher Leader development and coaching series to Efficacy, building emotional intelligence, and culturally responsive and relevant practices.

Description

Notes Data Sources

Evaluation

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• A-G Completion Rates• Graduation Rates

3.01 Social Community Outreach Workers (SCOWs) - 3110

The School Community Outreach Workers serve as the bridge between the school and home. SCOWs support efforts to strengthen relationships between the home and school, develop and sustain welcoming school environments, support learning at home, connect and tap into community resources that families need, and help develop parent leadership.

7 part time and 44 full time School Community Outreach Workers (SCOWs) were placed at schools with 60% or higher unduplicated count of English learners, low income students and foster youth. All SCOWs completed a Scope of Work work plan and receive training on how to: 1) Strengthen Relationships 2) Building welcoming school cultures3) Link family engagement to student learning4) Ensure access and equity 5) Link families to community resources6) Develop parent leadership

Anecdotally, parents, principals, and teachers have expressed highly positive reviews of this position as a strong sense of trust and partnership are formed between families and their schools.


• CHKS

Description

Notes Data Sources

Evaluation

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3.02 Parent University and Volunteer Support - 3120

Funding to support Parent University, a program using California PTA School Smarts curriculum, designed to foster parent engagement and create active parent leaders. Parent University is a seven session program, implemented at 20 sites throughout the District, additional funding supports the expansion of the program in 2016-17. Funding will also be used to offer ongoing parent leadership and parent training opportunities throughout the school year, including the annual Parents as Partners Conference. Home visit programming training will also be offered to staff to increase home visit programs to strengthen family engagement at focused school sites. Funding is also used to lower barriers for parent volunteers and participation by offering free fingerprinting programs and promotion of districtwide volunteerism.

• Parent University Statistics (2015-2016): 92% Hispanic/Latino, 4% African American, 2% Asian/Pacific Islander, 1% White/Caucasian, 1% Other; Participants' Relationship: 87% Mothers, 9% Fathers, 2% Grandparents, 2% Other; Participants' Gender: 92% Female, 8% Male;

• Building Capacity Data: 96% of participants reported they felt capable of supporting their child’s learning at home after completing Parent University, 91% of participants reported they could effectively communicate with their Principal;

• Parent Leadership: 99% of participants indicated they had made contact with their child’s teacher to discuss an issue, 91% of participants reported they attended a School Site Council (SSC) meeting

• Participation Data

Description

Notes Data Sources

Evaluation

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3.03 Practices for African American Student Support and Success

(PAASSS) - 3180

Our goal is to ensure that all students are college and career ready able to make life choices with productive and positive outcomes. We have a special lens on our African American students who have been traditionally underserved. We have implemented or expanded some practices, strategies and frameworks that support this goal and lens.

We are implementing the following PAASSS supplemental programs to increase parent voice, parental involvement, and parental communication: Parent Efficacy Trainer of Trainer Model, African American Parent Group, and African American Support Collaborative.

In the 2015-2016 school year WCCUSD established the African American Site Advisory Team (AASAT). Beginning in January, this team met once a month and has representation at 54 school sites. All 54 sites completed the “Family Friendly School” walkthrough, an evaluation that assesses the staff, environment, and communication of each school.

• African American Graduation Rates• African American Drop Out Rates• African American A-G Requirements• Data Quest

Description

Notes Data Sources

Evaluation

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Roadmap for Parent Engagement

AASAT Walk-through Recommendations

AASAT Walk-through Template

AASAT Introduction

4.01 Restorative Justice, BEST, Toolbox, Super Achievement - 4223

Social-emotional supports must be in place to enhance optimum academic growth. We will continue to implement the social-emotional practices and strategies of Restorative Justice, BEST, Toolbox, Mindful Life, and Super Achievement so that they become part of our school and district culture and climate. Peacemaker strategies/services are also being piloted at selected schools. Adding one counselor to coordinate programs.

Anecdotally, principals have given positive reviews about the strength and variety of social-emotional programs available to them.


• California Healthy Kids Survey• Academic Student Outcomes• Suspension Rates

Description

Notes Data Sources

Evaluation

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4.02 Campus Safety Officers (CSO) - 4221

Provide enhanced student safety with contract services for Campus Safety Officers.


• California Healthy Kids Survey• Suspension Rates

Description

Notes Data Sources

Evaluation

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4.03 Social Emotional Support - 4220

Social-emotional support – allocate psychologists plus budget allocation to each high school to support school climate .

• General education individual student behavior support• Total Individual general education behavior support cases: 16• Cases of gen. ed. behavior support at 10 highest needs

elementary schools: 11• Cases of gen. ed. behavior support at other elementary

schools: 5• Classroom management support cases

• Total classroom management coaching cases: 5• Cases at highest needs elementary schools: 3• Cases at other elementary schools: 2

• Classroom management/Behavior/Discipline Presentations (SW-PBIS overview)• One presentation case at Ohlone Elementary

Recommendations from staff:• Include parent interview, increase parent involvement in behavior

support process. Fidelity checks for staff members as well as for behavior support psychologist. Create flowchart for behavior support process. Create list of general education behavior interventions to use, including list of instructions on how to implement for school teams (teachers, administrators, support staff members).

• Data validation in progress.• Teacher feedback, student observations/data collected through observation, Office Discipline Referrals (ODRs)/suspensions.

• Only 1 FTE was filled out of 4.45 planned

Description

Notes Data Sources

Evaluation

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4.04 Increase Services for Visual and Performing Arts (VAPA) - 4230

The funding for Visual and Performing Arts covers costs materials and supplies for elementary and secondary school sites, and for the elementary and secondary Arts and Music Programs. In addition to support of the secondary programs and District level performances and art shows, money is allocated for use in areas such as equipment repair, equipment replacement, facility use rental, in-district mileage, and transportation for student rehearsal, performance and field trips. Augment program with culturally relevant practices, material, and training.

The Visual and Performing Arts (VAPA) Program was evaluated by our middle school and high school students currently enrolled in VAPA classes through a survey. 179 students completed the survey.

Comments about how participation in VAPA affects other areas of learning:• It teaches your brain to experience new things• It helps me do an activity I’ve never learned before• Understanding of cultures• Skills transferability• Creativity• Many students responded with “It doesn’t”. (Due to the high

frequency of this response, it is worth analyzing how much exposure WCCUSD students have to visual and performing arts classes throughout their academic experience.)

• Student Survey• Program for elementary varies based on implementation of site liaison

Description

Notes Data Sources

Evaluation

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VAPA Survey Sample Questions

4.05 Expand Extra Curricular Coordination - 4250

The 2016-17 LCAP included providing a per pupil allocation as well as a prep period for each comprehensive middle school, high school and two continuation high schools in order to promote student engagement in co-curricular and extracurricular activities. These activities include Associated Student Body programs and clubs as well as the arts, music and athletics. Each school was provided a per pupil allocation based upon an unduplicated student count/enrollment weighted formula. Each school is charged with engaging their students toward adding or enhancing co-curricular and extracurricular programs at their schools.


• Not Available

Description

Notes Data Sources

Evaluation

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4.06 Playworks - 4222

Playworks and the District will partner to increase opportunities for safe and meaningful play for every kid in 's elementary schools. For the duration of the 2016-17 school year, Playworks will provide a mix of services addressing the unique needs of each partnering school. The following services will be made available for schools: 1. Playworks will provide Playworks Program Coordinator to organize and

implement Playworks programming on site, daily. Available for 26 schools. 2. Playworks will provide an on-site shared Site Coordinator to both

implement and model recess programming for school designated recess teams. Available for 8 schools.

3. Playworks will provide professional development services to school staff, enabling the school to take ownership of the initiation and implementation of their recess programming. Available for up to 2 schools.

4. Playworks will provide full day professional development workshops for all noon supervisors before the first day of school.

The Playworks program was evaluated by our elementary school principals in a survey that inquired about the quality of their coach and program. The survey was completed by 32 of our 36 elementary school principals for an 89% completion rate.

Key Takeaways:• 87% of principals believe their Playworks coach is engaging

to students• 91% believe students who serve as junior coaches

demonstrate leadership among their peers.• 91% believe the Playworks program has a positive impact on

our school climate and culture.

Find the full report in the appendices.

• Playworks Principal Survey• Playworks Report

• Daily on-site coordinator for up to 26 schools (>65% unduplicated count)

Description

Notes Data Sources

Evaluation

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Playworks Ratings

4.07 Technology Coaches - 4150

The funding provides additional services to teachers through a technology coaching program. Technology coaches assist teachers from highest need schools to successfully integrate technology into the curriculum. The coaches model lessons, collaborate with teachers, provide feedback and demonstrate how to use technology to differentiate instruction and integrate it into daily practice for adults and students.

Data validation in progress.Description

Notes Data Sources

Evaluation

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• Professional Development Evaluations

4.08 Full Service Community Schools - 4240

Current community schools sites: Coronado Elementary, DeAnza, El Cerrito, Greenwood Academy, Hercules, Kennedy, Pinole Valley, and Richmond high schools, also contributes to coordination at Helms Middle School & Dover Elementary. Site coordinators assist the Community Engagement team in setting up Full Service systems including Community Schools Teams, Care Teams, site-based coordination of community partnerships, health and wellness programs, and program data tracking to support measurement of student outcomes. Responsible for overseeing connecting supportive services to sites based on needs, working collaboratively with Community Engagement Team and site based School Community Outreach Workers. Increased existing coordination contracts to continue to expand services to serve all students. Add Community Schools Coordinator positions at DeJean Middle School and Crespi Middle School. Add Community Schools Coordination funding to support collaboration with Seneca Center’s Unconditional Education program to add 3 Full Service Community Schools Elementary Schools sites.

• Over time we expect to improve student achievement; improve student attendance; reduce student referrals, suspensions, expulsions; Increase parent/family engagement; Increase school campus safety, culture and climate transformation; Improve access and coordination of comprehensive services to our students and families.

• Initial impacts are typically first seen in improvements in attendance, decrease in referrals, and increase in connectedness on the school campus. We look to CHKS and suspension data for first signs of improvement. For example, the SCI has continually improved at Helms since the beginning of implementation.

• Sites are also tracking services to students and data on connection to services--particularly mental health services. UCSF supports both qualitative and quantitative data analysis on “health center” services. (I will send you last years report)

• At the Seneca model implementation sites (Ford, Grant, Verde) they use a very prescriptive process focused on school climate as the leading pillar of community schools. I can send you the data that they have collected and their behavior plans that were developed for this year.

• We are continuing to develop data tracking mechanisms and would like to invest in district system to track data and coordination of services. In addition, the Community Schools National Network has just introduced Community School standards that we will be implementing in the 2017-18 school year.

• CHKS• Suspension Rates

• Seneca model at Ford, Grant, and Verde

Description

Notes Data Sources

Evaluation

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4.09 Special Education Services - 4260

Special Education students constitute approximately 12.5% of the unduplicated count student population. Special Education provides targeted services to students based upon their Individual Education Plans. The cost of providing targeted services is a significant portion of the general fund Special Education budget.


• Annual Service Plan• IEP • SBAC scores

Description

Notes Data Sources

Evaluation

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4.10 Social Work Services - 4270

Beginning in 2014-15 full-time psychologists were provided at the two highest needs Middle Schools - DeJean and Helms, and one additional day of psychology services at next highest needs Middle Schools – Crespi and Pinole Middle. Full-time psychologists were provided at the three highest needs High Schools – Kennedy, Richmond High and DeAnza. Psychology services were also increased at the Alternative High School with two additional days of psychology services at Greenwood Academy. At the elementary level one additional day of psychology services at the nine highest needs elementary schools was provided – Verde, Lake, Dover, Downer, Chavez, Lincoln, Grant Nystrom and King was provided. Also, a 70% psychologist was placed at Stege for the pilot Whole School Intervention Model.

Anecdotally, most of these schools have applauded the extra support for these services and have reported positive outcomes for our students.

Work on systems for next year to better track interventions and data so that we can clearly see a correlation between behavior/counseling support and academic achievement. Come up with a system that all of the support staff (including CBOs) can use to to track all data (attendance, behavior, grades, family support etc.).


• SWIS • CHKS• Behavioral & academic data in

Power School

Description

Notes Data Sources

Evaluation

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4.11 Social Work Services - 4272

To expand the mental health support for highest needs students at highest needs middle schools, funding will be used to support licensed social worker and mental health clinicians at Helms and DeJean Middle Schools


• CHKS• Suspension Rates• Attendance

Description

Notes Data Sources

Evaluation

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4.12 Training for Foster Youth - 4271

Develop and provide trainings on foster youth data policy and practice to stakeholders; provide ongoing consultation to school level staff on foster youth data issues as needed. Add itinerant Social Work Specialist position to provide case management and support to Foster Youth and families districtwide. Provides summer experiential program for foster youth / Upward Bound – Mills College

We have had significant challenges in hiring this position over the last year and are currently going through interviews again to try and fill the position. In addition, money was initially allocated to fund a specific college readiness program, while beginning planning was implemented, the program never came to fruition.

Once hired and social work team is in place, we will be measuring attendance, referrals, and academic performance. In addition, we will ensure that there are access to services where needed for each individual student and will document services/interventions. The goal is that each student will have a case file with current data on the above metrics and will meet with SWS quarterly.

• Not Available• Position was never filled

Description

Notes Data Sources

Evaluation

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4.13 Improve Health & Physical Fitness - 4231

Improve student welfare and physical fitness. Augment school PE supplies for program improvement. Was previously funded within the LCAP in another category.


• PE Assessments

Description

Notes Data Sources

Evaluation

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5.01 Typist Clerk Support for LCAP Data Entry - 5250

Continue to extend the workday for elementary typist clerks and extra support for targeted elementary and secondary schools for data collection and entry.

Anecdotally, administrators have stated how this position is essential to communicating with parents and community members. The ability to translate both English and Spanish is vital to the understanding of all stakeholders.



Description

Notes Data Sources

Evaluation

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5.02 Adaptive Curriculum - 6250

These funds are utilized to purchase on-line programs for students with disabilities and to provide training to teachers to use these on-line programs. LCAP funds were used to purchase one year licenses for the following programs:

Moby Max (Language Arts/Math) K-12 NSH/RSP Reading A-Z (Language Arts/Math) K-12 NSH/RSP/SH Raz Kids (Language Arts) K-12 RSP/NSH Read and Write for Google (Language Arts) K-12 NSH/RSP/SH Unique (Language Arts/Math) K-12/Transition SH News-2-You (Language Arts/Math K-12/Transition SH Boardmaker Online (Symbol Based Instruction) Pre-K-Transition SH Autism Read Naturally Online (Language Arts) K-12 NSH/RSP

Data validation in progress.Description

Notes Data Sources

Evaluation

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• Report from Kevin Nazario

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5.03 Evaluations and Program Monitoring - 5260

WCCUSD is contracting for services to help authentically evaluate and progress monitor the LCAP actions and services for Goals 1 – 5.

It is critical that WCCUSD stakeholders are able to know and understand what is working well, not working well, and what should be expanded with rationale and data.


• Assessments

Description

Notes Data Sources

Evaluation

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97

32

51

37

22

10

134

5461

0

20

40

60

80

100

120

140

160

2013-2014 2014-2015 2015-2016

Nu

mb

er o

f R

efer

rals

School Year

Peres Elementary Office Referrals

Three Year Comparison from 2013-2016

Male Female Total

Attendance Graduation A-G Completion

2010-2011 75.6% 32.6%

2011-2012 93.7% 76.1% 26.5%

2012-2013 94.7% 77.3% 35.1%

2013-2014 96.6% 82.1% 38.3%

2014-2015 96.6% 87.9% 38.4%

2015-2016 95.1% 89.8% 34.8%

De Anza High School Data Trends

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75.6% 76.1% 77.3% 82.1%87.9% 89.8%

0%

20%

40%

60%

80%

100%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Perc

enta

ge o

f St

ud

ents

School Year

Graduation

93.7% 94.7% 96.6% 96.6% 95.1%

0%

20%

40%

60%

80%

100%

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Perc

enta

ge o

f St

ud

ents

School Year

Attendance

32.6%26.5%

35.1% 38.3% 38.4% 34.8%

0%

20%

40%

60%

80%

100%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Perc

enta

ge o

f St

ud

ents

School Year

A-G Completion

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67%

77%

88% 90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2012-2013 2013-2014 2014-2015 2015-2016

Perc

enta

ge o

f St

ud

ents

School Year

California Healthy Kids Survey

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Helms Middle CELDT 2016-2017

BeginningEarly

IntermediateIntermediate

Early Advanced

Advanced2015-2016

Totals

Helms Middle

CELDT 2015-2016

Beginning 41 17 8 66

Early Intermediate

3 14 26 4 47

Intermediate 1 8 79 80 3 172

Early Advanced

10 73 28 111

Advanced 10 3 13

2016-2017 Totals

45 39 123 167 34 409

Moved Up

166 40.7%

Stayed in Level

210 51.5%

Moved Down

32 7.8%

66

47

172

111

13

45 39

123

167

34

0

20

40

60

80

100

120

140

160

180

200

Beginning Early Intermediate Intermediate Early Advanced Advanced

Stu

den

ts

Proficiency Level

Helms Middle CELDT

2015-2016 2016-2017

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The data reflects test scores from Helms students who took the CELDT in both the 2015-16 and the 2016-17 school year.

62

151

487

165

8

9

22

3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

1

2

3

4

Graduation Rate

Year

s in

Pat

hw

ay C

oh

ort

4 Year Trajectory from 2012 to 2016 in CTE Pathways

Graduated Didn't Graduate

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Dover CELDT 2016-2017

BeginningEarly


Early Advanced

Advanced2015-2016

Totals

Dover CELDT 2015-2016

Beginning 28 28 22 2 80

Early Intermediate

6 21 61 12 4 104

Intermediate 6 24 94 57 15 196

Early Advanced

1 18 13 5 37

Advanced 1 3 4

2016-2017 Totals

40 74 196 87 24 421

Moved Up14

206 49%

Stayed in Level

156 37%

Moved Down

59 14%

80104

196

37

4

40

74

196

87

24

0

50

100

150

200

250


Stu

den

ts

Proficiency Level

Dover CELDT Growth

2015-2016 2016-2017

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The data reflects test scores from Dover students who took the CELDT in both the 2015-16 and the 2016-17 school year.

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WCCUSD CELDT 2016-2017

BeginningEarly


Early Advanced

Advanced2015-2016

Totals

WCCUSD CELDT 2015-

2016

Beginning 923 495 299 54 6 1777

Early Intermediate

150 469 763 150 12 1544

Intermediate 60 271 1451 1033 150 2965

Early Advanced

10 35 306 818 222 1391

Advanced 1 4 21 90 85 201

2016-2017 Totals

1044 1274 2840 2145 475 7878

Moved Up

3184 40%

Stayed in Level

3746 48%

Moved Down

948 12%

The total number of ELL’s who took the CELDT in both the 2015-2016 & 2016-2017 school year was 7,878. Our current ELL count for the district as of May 19th, 2017 is 8,897. Assuming students who took both tests remain in the district, this report accounts for about 88.5% of our ELL students.

1,7771,544

2,965

1,391

201

1,144 1,274

2,849

2,145

475

0

500

1,000

1,500

2,000

2,500

3,000

3,500


Stu

den

ts

Proficiency Level

WCCUSD CELDT Growth

2015-2016 2016-2017

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In the classroom

with teachers

35%

In the learning center

35%

Other30%

How are graduate tutors used?

Not Effective12%

Somewhat Effective

6%

Effective29%

Extremely Effective

53%

How effective was the academic support students received from your

grad tutors this year?

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2016-2017 Grad Tutor Survey Sample Questions

148

163

305

244

212

45

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

System 44

Read 180Universal

Read 180

2016-2017 Read 180 / System 44 License Utilization

Licenses Used Licenses Available

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Current Reading Inventory Performance Levels

Below Basic Basic Proficient Advanced Initial Totals

Initial Reading

Inventory Performance

Levels

Below Basic 37 9 46

Basic 5 20 3 28

Proficient 1 1

Advanced

Current Totals

42 29 4 75

46

28

1

42

29

4

0

10

20

30

40

50

Below Basic Basic Proficient Advanced

Stu

den

ts

Performance Level

Reading Inventory Growth

Initial Current

The following data reflects pre-test and post-test results for students who are performing at College & Career Ready Lexile levels and are enrolled in the Read 180 Universal intervention.

Moved Up

12 16%

Stayed in Level

58 77%

Moved Down

5 7%

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Current Phonics Inventory Decoding Levels

Pre-Decoder Beginning Developing Advancing Initial Totals

Initial Reading

Inventory Performance

Levels

Pre-Decoder 1 1 1 3

Beginning 1 14 11 26

Developing 1 12 5 18

Advancing 2 1 3

Current Totals

2 16 26 6 50

Students enrolled in System 44 complete a Phonics Inventory three times a year for screening and monitoring progress. Strongest results are evident when students follow the System 44 instructional model daily. The data reflects pre and post-test results.

Moved Up

18 36%

Stayed in Level

28 56%

Moved Down

4 8%

3

26

18

32

16

26

6

0

5

10

15

20

25

30

Pre-Decoder Beginning Developing Advancing

Stu

den

ts

Decoding Level

Phonics Inventory Growth

Initial Current

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63

66.4%71.1% 71.5%

74.3% 74.0%

80.9%77.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Perc

enta

ge o

f St

ud

ents

School Year

African American Student Graduation Rate

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5.9% 5.3% 6.1% 5.4% 3.4% 2.0% 1.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Perc

enta

ge o

f St

ud

ents

School Year

African American Student Drop Out Rate

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33.9% 29.2%

28.0% 27.6%

33.7%28.6% 29.4%

24.2%17.5% 21.2% 22.9%

28.9% 26.1% 26.7%

28.3%

27.5%

28.6%29.2%

31.2%

32.7% 34.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Perc

enta

ge o

f St

ud

ents

School Year

African American Graduates

with UC/CSU Required Courses

District County State

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56.4%

36.4%

3.6% 3.6%

2016-2017

Instructional Leadership Team Retreat

Overall Rating

Excellent Good Average Unsatisfactory

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52.8%36.8%

0.6%

9.8%

How did the overall evening

go for you?

Excellent Good Bad No Answer

39.3%

44.8%

1.8%

6.7%

4.3% 3.1%

I learned some useful

teaching strategies tonight.

Strongly Agree Agree Neutral

Disagree Strongly Disagree No Answer

2016-2017 Best Practices Conference

Sample Questions

Female92%

Male8%

Gender

Hispanic / Latino92%

African American

4% Asian / Pacific Islander

2%

White / Caucasian

1%Other

1%

Ethnicity

Mother87%

Father9%

Grandparents2%

Other2%

Relationship

2016-2017 Parent University Participant Data

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Spanish21.4%

Visual Art19.7%

Band14.1%

Dance19.2%

Other25.6%

If I could take any elective for school credit I would take:

Other comprised of: Theater, Auto Shop, Technology, French, Portuguese, Photography, and ROTC.

Strongly Agree29.9%

Agree27.7%

Somewhat Agree23.2%

Somewhat Disagree

9.0%

Disagree7.9%

Strongly Disagree

2.3%

I'm more likely to come to school on a day that I have my arts class.

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2016-2017 Visual and Performing Arts Student Survey Sample Questions

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AASAT “Family Friendly School” Walkthrough Recommendations

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Education Pioneers Review of WCCUSD LCAP

Education

Transcript of Education Pioneers Review of WCCUSD LCAP