June 13, 2014 Page 2 of 34
§ 15497. Local Control and Accountability Plan and Annual Update Template
LEA: Shasta County Office of Education Contact: Tom Armelino, Superintendent (530)225-0227 LCAP Year: 2014-15
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter school.
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)
Section 1: Stakeholder Engagement
Guiding Questions:
1) How have parents, community members, pupils, local bargaining units, and other stakeholders (e.g., LEA personnel, county child welfare agencies, county office of education foster youth services programs, court-appointed special advocates, foster youth, foster parents, education rights holders and other foster youth stakeholders, English learner parents, community organizations representing English learners, and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with representative parents of pupils identified in Education Code section 42238.01?
6) In the annual update, how has the involvement of these stakeholders supported improved outcomes for pupils related to the state priorities?
Involvement Process / Impact on LCAP /· 1. One of the primary vehicles for community input into the LCAP goals and action steps has been the School Site Council (SSC). The SSC has a representative from the county probation office, parents, teachers, administrators and students. In addition, input and feedback has been solicited from the presidents of the local CTA and CSEA chapters. Individual group meetings were held at a faculty meeting and with the Student Leadership Committee. Feedback was also solicited from an Alternative Education Forum, which is comprised of representatives from local group homes. There was representational participation within the constituent groups, including at least one from each subgroup of foster student, foster parent, low income student, low income parent, student with disabilities, parent of a student with disabilities, Hispanic parent, and Hispanic student. / There was consistency between the groups supporting the need for additional staff to address the social emotional needs of students. Additionally, the student and parent representatives on the SSC voiced the need for additional attention in the area of career/job placements, more opportunities for activities, greater availability of mental health / counseling services and summer school opportunities that include enrichment, as well as academic, activities.
· 2. With stakeholder meetings beginning in the fall, all of the meetings were held prior to the solidification of LCAP goals, which occurred in March 2014. / Though LCAP goals are consistent with previously prepared Single Plans for Student Achievement and the LEA Addendum, the actual goals were modified based on input.
The following were added or revised based on student and parent comments:
· Additional counseling was added
· Summer school was expanded to include students from all SCOE programs
· A career/parent coach position was added
· Training in Capturing Kids Hearts, was expanded
· 3. Data used with stakeholder groups included:
· STAR testing results
· CAHSEE results, disaggregated by site
· MAP testing results
· Discipline data for Oasis School
· Demographic data for LEA composition
· Attendance data
· Drop out data
· API status / Data validated student and adult perception of academic and social performance within district programs.
Demographic Summary
· 40% of students are foster youth
· 54% of the student are low income
4. What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes? / See #2
5. Subsequent to the development of the publishing of draft goals and detailed action steps, meetings were scheduled and held as follows:
Feb 6 and March 17, 2014 Parent Advisory Council presentation (representative sample with representation from foster parent, low income parent, student with disabilities)
February 27, 2014 Oasis Student Leadership
March 9, 2014 CSEA presentation
May 27, 2014 Countywide SARB Board re: Goals 6 and 7
May 29, 2014 CTA presentation
June 1, 2014 Posting to website
June 11, 2014 Public hearing at BOE meeting, with the budget
June 25, 2014 BOE LCAP vote of approval in conjunction with the budget / The resultant goals are a product of those meetings. Additionally, some of the action steps to achieve those goals came out of the stakeholder meetings.
At the June 11, 2014 Public Hearing, an additional data point was added to the plan.
Section 2: Goals and Progress Indicators
(What needs have been identified and what metrics are used to measure progress?) / Goals / Annual Update: Analysis of Progress / What will be different/improved for students?
(based on identified metric) / Related State and Local Priorities
(Identify specific state priority. For districts and COEs, all priorities in statute must be included and identified; each goal may be linked to more than one priority if appropriate.) /
Description of Goal / Applicable Pupil Subgroups (Identify applicable subgroups (as defined in EC 52052) or indicate “all” for all pupils.) / School(s) Affected (Indicate “all” if the goal applies to all schools in the LEA, or alternatively, all high schools, for example.) / LCAP YEAR
Year 1: 2014-15 / Year 2: 2015-16 / Year 3: 2016-17 /
SSC and teachers identified need to improve benchmark performance based on MAP results.
BASELINE:
Minimum days allocated to collaboration: 14
MAP 2012-13
ELA: Oasis 22%
88%
Ind Study 45%
Math: Oasis 33%
0%
Ind Study 48%
HQT 100%
Missassignments 0%
Career Course 0%
Math materials 100%
ELA materials
100%
Individualized Plans with focus on career
0%
Intervention
Accelerate
4 passed/14 enrolled
Extended learning
2013-14 19 days of summer school
Students returning to less restrictive environments:
Oasis 46/179 / GOAL 1. 80% of alternative education students participating in a pre and post Math and English Language Arts MAP assessment, will demonstrate a Lexile increase of one grade level. / All / All / 1. Students will experience a more coordinated curriculum that is CCSS aligned and incorporates the ELD standards as a result of increased time for teacher collaboration. (increase by 16 to 30 minimum days. Increase
MAP testing proficiency to 60% )
2. Students will be instructed by teachers with excellent pedagogical skills because of improved reading and ELA coaching. (Maintain baseline of 100% HQT and 0% misassignments)
3. Students will have relevant courses with a pathways curriculum. (50% increase over baseline of students enrolled in career orientation course.)
4. Students will use math and ELA course materials that are aligned with CCSS. (Maintain 100%)
5. Students will use improved Individualized Learning Plans (ILP), with a focus on college and career. ILPs will enable students to easily transition to less restrictive environments with maximum course credits. (Increase to 100%)
6. Students will have engaging teachers who have the needed content and pedagogical knowledge, including delivery of instructional strategies (maintain 100% HQT)
7. Students will have the benefit of intervention programs, including special education services, as needed. (Increase pass rate on Accelerate by 250% to 14 and usage by 100% to 28.)
8. Students will have opportunities for extended learning time (Maintain 19 days of summer school)
9. Students will be exposed to a variety of technology. (Through use of tech to access curriculum, increase MAP testing proficiency to 60% ) / 1. Students will experience a more coordinated curriculum that is CCSS aligned and incorporates the ELD standards as a result of increased time for teacher collaboration. (maintain 30 minimum days. Increase MAP testing proficiency to 70% )
2. Students will be instructed by teachers with excellent pedagogical skills because of improved reading and ELA coaching. (Maintain baseline of 100% HQT & 0% misassignments)
3. Students will have relevant courses with a pathways curriculum. (75% increase over baseline of students enrolled in career orientation course.)
4. Students will use math course materials that are aligned with CCSS. (Maintain 100%)
5. Students will use improved Individualized Learning Plans, with a focus on college and career. (Maintain 100%)
6. Students will have engaging teachers who have the needed content and pedagogical knowledge, including delivery of instructional strategies (maintain 100% HQT)
7. Students will have the benefit of intervention programs. (Maintain or increase pass rate on Accelerate by 250% to 14 and usage by 100% to 28.)
8. Students will have opportunities for extended learning time (Maintain 19 days of summer school)
9. Students will be exposed to a variety of technology. (Increase MAP testing proficiency to 70%) / 1. Students will experience a more coordinated curriculum that is CCSS aligned and incorporates the ELD standards as a result of increased time for teacher collaboration (maintain 30 minimum days. Increase MAP testing proficiency to 80%)
2. Students will be instructed by teachers with excellent pedagogical skills because of improved reading and ELA coaching. (Maintain baseline of 100% HQT & 0% misassignments)
3. Students will have relevant courses with a pathways curriculum. (100% increase over baseline of students enrolled in career orientation course.)
4. Students will use math course materials that are aligned with CCSS. (Maintain 100%)
5. Students will use improved Individualized Learning Plans, with a focus on college and career. (Maintain 100%)
6. Students will have engaging teachers who have the needed content and pedagogical knowledge, including delivery of instructional strategies (maintain 100% HQT)
7. Students will have the benefit of intervention programs. (Maintain or increase pass rate on Accelerate by 250% to 14 and usage by 100% to 28.)
8. Students will have opportunities for extended learning time. (Maintain 19 days of summer school)
9. Students will be exposed to a variety of technology. (Increase MAP testing proficiency to 80%) / Priorities 1, 2, 4, 7
SSC identified too many referrals as a problem.
Counseling 2013-14
3 sets of ten hour counseling sessions serving 33 students.
Health Consults (2013-14)
22 daily/792 annual
Discipline referrals in 2012-13: 3671
Suspensions 2012-13
In school 2411
Out of school 363
Arrests at School 13-14
100
Attendance rate for 2012-13: 86.4
Chronic Absenteeism 2013-14 as of May 20: 64%
Pupil expulsion rate: N/A
Basic Services
FIT report results / GOAL 2. Positive Behavior Intervention Strategies will be implemented in classrooms, reducing referrals and behavior reports by 50%, effectively increasing student’s access to instructional minutes. / All / All / 10. Students will have increased counseling services (100% increase in number of counseling sessions and student capacity; with better adaptive skills, students will decrease daily nurse consults by 2% )
11. Students will have improved relationship between students, teachers and group homes, with greater consistency for students. (Decrease suspensions by 10%; Decrease referrals by 10%; decrease chronic absenteeism by 10%)
12. Students will have improved relationships with and between students. (Decrease Arrests by 10%)
13. Students will attend school more frequently (increased attendance by 2%)
*26. Students will be educated in a safe environment that is in good repair. (FIT report results) / 10. Students will continue to have counseling services. (Maintain a 100% increase in sessions and student capacity; decrease daily nurse consults by 4%)