A.C.T. Questions from Comment Sheets

LCAP- STAFF ENGAGEMENT

A.C.T. Questions from Comment Sheets

December 2, 2014

Curriculum & Instruction

Q. How are units of study considered standards aligned materials?

-Yes, these Units of Study should be considered aligned to the California Common Core Standards (CCSS). Teams of teachers at each grade level categorized their specific grade level standards as Priority or Supporting standards. Next, the grade level teams divided into subgroups by Common Core Standard Strand and engaged in discussions of their grade level standards, K-12, to ensure that every grade level was aligned to every other. This resulted in a well-articulated and tightly aligned CCSS Standard pacing template.

-The teacher teams (Curriculum Writers) utilized these Standard pacing templates to write Thematic Units containing many engaging, rigorous performance tasks specifically designed to the depth and complexity of the CCSS. The Curriculum Writers selected a variety of resources that individual teachers can use to teach the CCSS, paying attention to the need to expose students to informational texts as well as narrative texts. This has resulted in rich Units of Study, directly aligned to the CCSS, which offer teachers a choice of resources to use with their students.

Q. What other interventions are in place for math for those students who need remedial work/help?

-At the elementary level, all teachers have access to an Intervention Tool Kit that is included in our newly adopted K-5 Mathematics program called enVision Math, published by Pearson. This intervention system includes diagnostic tests that assist teachers in providing students with specific lessons to use in re-teaching concepts. Individual schools may provide before and/or after school intervention, as funds and staff are available.

-At the secondary level, schools provide math intervention or support classes within the school day. Math 180 is a strategic intervention program that is currently being piloted at Chino and Don Lugo High Schools, which systematically addresses the individual areas of weakness for student. This curricular program combines teacher instruction with computer-based instruction.

-Also, the District has provided a web-based resource called IXL Math that is available to all students in grades K-12. This resource can be directed by the teacher or parent.

Q. Do we have a goal for providing intensive core replacement for K-3 in non-Title I schools?

-The current philosophy in the elementary curriculum department is one in which every intervention or support is exhausted before taking a student out of the core curriculum and placing them into an alternate curriculum. Placing a K-3 student into a core replacement ostensibly makes the statement that every option has been exhausted for a student with limited school experience. CVUSD is offering a more effective solution in Multi-Tiered Systems of Support (MTSS). In a MTSS solution, students are progressed through a series of interventions and their progress is closely monitored. We are in the process of revamping the Student Study Team (SST) process to one that is more responsive and better communicates results to parents. This new process calledSTEP is being piloted at eight elementary schools this school year.

Q. Can we get Gigi Math?

-Currently, ST Math (often called JiJi Math) is a site-based purchase. The District could explore utilizing this resource district-wide.

Q. Where is the strategic intervention money going?

-The vast majority of the strategic intervention funds are being utilized this year to support Math and ELA intervention at the secondary level. The program Math 180 has been purchased to support two high school sites and Read 180 has been purchased to support five (5) junior high and two (2) high school sites. Additionally, READ 180 meets with the adopted state standards and is used as core replacement for English 9CP. A small amount of strategic intervention funds have been used to support professional learning for the intervention teachers at all elementary and the two (2) K-8 sites teaching the Gateways curriculum.

Q. Why aren’t all schools provided strategic intervention materials if the money is available?

-With limited funding a strategic decision was made to support the secondary schools for 2014-2015 with the strategic intervention funding in the LCAP.

Q. What is an externship?

-Externships are work-based learning experiences where students are placed into a job/career setting for a short period of time. "Short" could be considered anything from a single day to a few. Longer placement in a work setting would be considered an internship. Additionally, beyond students, there are also teacher externships that CTE programs look to in order to keep instructional staff up-to-date in industry practices and standards.

Q. How do you measure the success of students?

-Student success can be measured a number of ways. Generally, the grades that a student receives in the course of study is a good starting point. However, other indicators should be taken into consideration when determining student success. A few important factors to consider are: (1) how students perform on formative and summative tests as well as progress monitoring assessments; (2) demonstration of improved writing over time; (3) observations of how engaged the student is in class instruction/activities; (4) and interviews/conversations with individual students to gain their perspective of how well they think they are doing academically.

Q. How are they used to support teachers with common core?

-We would need clarification on who "they" is. But we'll attempt to answer by category: Parent support: continue to stay in contact with teachers providing feedback on homework, practices at home, and general observational feedback. Administrative support: administrators at both site and district office are giving teachers exactly what they are saying is their biggest need to transition to common core which is---- TIME. We are providing time to write curriculum, discuss it with each other, and implement....then revisit and revise. Additionally, we are providing time to develop professionally via Professional Development from professionals both in our own district and from outside. Additionally, we are working feverishly to make sure the materials and tools we are providing are aligned to CCSS. This process will take time.

Q. Why can’t intervention services be provided for students who struggle in 2nd grade?

-Second grade students have a number of intervention services. Every school site has an intervention teacher that can be a significant resource to all students that need additional support. Also, every site has at least one intervention specialist whose primary responsibility is to support the classroom teachers, as they support students. Every school site will be reestablishing their Pyramid of Intervention to ensure there are appropriate supports for all students.

Q. What is being done to ensure summer school materials truly provide the necessary intervention for students?

- Our District Policy on summer school is to provide opportunities for students to improve their skills and make academic progress,therefore, we strive to ensure that we are always up to date with any educational changes made at the State or District level.

- Beginning in November of every year the Alternative Education Department hosts summer school planning meetings with the Director’s from the various Ed Services Departments. Departments included are Assessment, Special Education, Elementary and Secondary Curriculum.

- During these meetings, all aspects of curriculum are addressed. For example, this year at the secondary level, “Common Core” curriculum will be implemented by offering Integrated Math 1 and implementing 21st Century student support systems that include the facilitation of collaboration, communication, creativity, and critical thinking. At the elementary level, new state of the art online intervention programs will be utilized.

- Lastly, the summer school teachers that are employed for summer school must be highly qualified and credentialed in the core content that they are being hired to teach.

Q. We need MTSS for Math, will it be in the plan for 2015/16 and beyond?

-At the elementary level, all teachers have access to an Intervention Tool Kit that is included in with our newly adopted K-5 Mathematics program called enVision Math, published by Pearson. This intervention system includes diagnostic tests that assist teachers in providing students with specific lessons to use in re-teaching concepts. Individual schools may provide before and/or after school intervention, as funds and staff are available.

-At the secondary level, schools provide math intervention or support classes within the school day. Math 180 is a strategic intervention program that is currently being piloted at Chino and Don Lugo high schools, which systematically addresses the individual areas of weakness for student. This curricular program combines teacher instruction with computer-based instruction. If the results of these resources prove effective they will be emulated at all secondary school sites that need that level of support.

-Also, the District has provided a web-based resource called IXL Math that is available to all students in grades K-12. This resource can be directed by the teacher or parent.

Q. What is being done to accommodate students for Linked Learning?

-If the term "accommodate" in this sense refers to Special Education, then the way they are addressed in CTE and Linked Learning classes is the same way that they will be addressed in a student's IEP for all classes. We are required to provide modifications and accommodations, regardless of class.

-If "accommodate" refers to the resources we are putting in place, then consider this list:

Dedicated sections at each high school site to career pathways.
Multiple streams of funding including Linked Learning grant monies, Perkins funds, Ag Incentive grants, and general funds.
Infusing Linked Learning pathways with sections from ROP -- this allows us to use their extended advisory panel membership as well as the internship and externship opportunities.
Participating in a larger, county-wide consortium of LEAs that are expanding and improving Linked Learning pathways.

Q. How does a school open an intervention class? Is policy needed?

-Policy is already in place for providing intervention (see AR 5123(e) of CVUSD Board Policy). In that section, an intervention class is an option. Whether that is through a dedicated class or section, it is a site decision based on the needs the principal has determined as well as resources that can be committed to that purpose. Certainly, the number of students requiring intervention beyond what can be implemented into the classroom will determine the overall commitment of resources. Something to consider, however, is the "tier" of intervention to which that class is being committed. There are levels of intervention that we have integrated into the general classroom setting.

Q. What about those students who want to be electricians and plumbers – where is their Linked Learning?

-Pathways are determined by local workforce data trends. Funding streams (i.e., the Occupational Outlooks Handbook, Perkins funds, the last round of Linked Learning grants) REQUIRE that we develop career pathways in "high wage, high demand" career fields. Current workforce development data indicates that the following career pathways fit this criteria: health careers, public services (transportation), engineering & construction, and information services.

Q. Where is the trade school aspect support for students?

-Each comprehensive high school has a career center that is dedicated to providing support for students. There are a number of duties these support staff are designated to do as outlined in our current Joint Powers Agreement with Baldy View ROP. Providing information to students about ALL post-secondary options is included in their duties.

Q. What is the $500,000 allocated for strategic intervention materials being used for?

Q. Next Generation Science Standards (NGSS) framework will not be finalized until 2016/17 so how can we implement standards before the frame work is finalized?

-There is a difference between a set of standards and a curriculum framework. The California Department of Education summarizes these as follows: (1) Standards – Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level; Curriculum Framework – Frameworks are blueprints for implementing the content standards adopted by the California State Board of Education and are developed by the Instructional Quality Commission (IQC), formerly known as the Curriculum Development and Supplemental Materials Commission.

-The California State Board of Education adopted the Next Generation Science Standards in September 2013.

-The most current timeline sets the adoption of the new Science Framework by January 31, 2016.

-The Curriculum & Instruction Department wants to properly prepare our teachers for the NGSS by engaging in professional learning well in advance of the adoption of the Framework. As we learned from the transition to the CCSS in ELA and Mathematics, it takes time to assimilate new learning.

Q. What specific things are being done to meet social/emotional needs of these sub-groups?

-Every school site has set expectations for student behaviors. When students deal with social/emotional issues that impact them in school, resources like counseling are made available to the student. CVUSD is currently piloting multi-tiered levels of support (MTSS) in several schools. The schools are using specific curriculum with all students that target social/emotional skills such as; learning to listen, focusing and paying attention, following direction, etc. For the students that might need additional support, small group and individual support is being offered. If additional help is needed, students might be referred forsupport through Chino Human Services, the Behavioral Health Clinic, and/or Special Education.

Q. What is the student to computer ratio in the district?

- Most schools average between 3-5 students per computer school wide, while the average for the grade levels being tested with SBAC/CAASP ranges from 3-4 students per computer.

-There are a few exceptions to these ratios.

-Canyon Hills Junior High School averages 8 students per computer school wide. There have been no computer purchases at Canyon Hills Junior High for more than five years.

-Boys Republic High, Buena Vista High, CVLA, and Chaparral Elementary Schools average under two students per computer due to the increased focus on computer purchases and lower student enrollment.

-Partial Labs or Pods are groups of at least three computers available for student use in classrooms and laptop carts. Some partial labs or pods are groups of 15-18 computers available for student use in libraries or smaller rooms.

Q. A school of 950 students has 2 computer labs or 70 PCs, and so does a school of 450 students. The minutes per child on keyboards will be nearly 50% less at the larger school. Does this prepare our kids for 21st Century/SBAC testing in an equal way? -

-Our technology department has equipped every site with an equitable amount of machines that will enable its students to successfully cycle through the SBAC testing within the testing window. However, some sites have additional categorical dollars that they may opt to use in purchasing more technology to incorporate into the day to day instruction.

Human Resources

Q. How do students in a “combo” class receive access to credentialed teachers and all materials? What’s the plan?

- All students receive access to credentialed teachers and all materials. Shortage of instructional materials should be communicated to Administration.

Q. Can coaches have a more specific job description and requirements?

- Along with the Association, we will be evaluating the current job description for the Intervention Specialist.

Q. Can the money allocated to recruit difficult to fill positions like Special Education, Math and Science be used for one time bonuses or stipends to attract new hires?

- There is $15,000 allocated for Human Resources to attend job fairs to recruit for hard to fill areas. Human Resources hosted a job fair in the spring of 2014, have attended job fairs, and will continue to aggressively recruit highly qualified teachers. One time bonuses and stipends are negotiable items with the Association.

Q. How come we don’t have smaller class sizes instead of intervention specialists?

- Surveys from parents, teachers, and administration indicated a need for Intervention Specialists with the onset of the new common core standards and new textbook adoptions.