sarc report for san joaquin building futures academy 2017.2018.bfa.pdf · students enrolled in...

San Joaquin Building Futures Academy

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

School Accountability Report CardReported Using Data from the 2017—18 School Year

California Department of Education

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains addit ional information about thisschool and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., testdata, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Ms. Janine Kaeslin, Assistant SuperintendentPrincipal, San Joaquin Building Futures Academy

San Joaquin Building Futures Academy (SJBFA) is a charter school for 16-24 year olds who have experienced difficulty incomplet ing their high school diploma and learning job skills. SJBFA offers small class sizes, mult iple support services, aflexible contracted learning schedule, and opportunit ies to become cert ified in construct ion technology and employed inthe local community.

Current ly SJBFA is in partnership w ith YouthBuild San Joaquin, a federally funded construct ion and employment-trainingprogram. Students enrolled in YouthBuild have the opportunity to earn money, learn construct ion skills, and attend highschool at the same t ime. Training in the YouthBuild Program while attending SJBFA allows students to gain valuablehands-on experience, on-the-job training and build 21st-century life and career skills while earning a high school diploma.SJBFA also partners w ith the Greater Valley Conservat ion Corps (GVCC), a work readiness program which teachespart icipants work and life skills through green job training. As w ith YouthBuild, students can part icipate in the programwhile attending high school at the same t ime.

SJBFA begins every school year w ith 120 students and works to build a sustainable community w ith 100-130 students atany given t ime throughout the year. There are many obstacles that our student populat ion must overcome to besuccessful in school. SJBFA works to eliminate all barriers. In 2016, Litt le Builders opened as a collaborat ive effort w ithHeadStart San Joaquin, which provides daycare for the children on site.

SJBFA staff always works to improve best pract ice. Staff are ready to provide the many services that are available forSJBFA students. Beginning in the fall of 2018, SJBFA moved from a daily site to a contracted learning site to assist w ithstudent work schedules, family responsibilit ies, and educat ional needs. Students are provided a class schedule w ithaddit ional opportunit ies for tutoring, project based learning, working outside of school, and addit ional t ime to completeconstruct ion projects w ithout compromising structured core educat ional t ime. SJBFA cont inues to evaluate the needs ofstudents. Stakeholder engagement is always appreciated. Parent, student, staff, and stakeholder feedback is captured inmany forms including surveys, quarterly conferences, meetings, LCAP stakeholder meetings, parent cafes, and meetingsw ith school administrat ion. Students are at the heart of every decision made. SJBFA strives for improvement and growthdaily.

About Our SchoolAbout Our School

Principal's CommentPrincipal's Comment

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

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

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

Welcome to San Joaquin Building Futures Academy Charter School! SJBFA is a charter school that serves young people16-24 year olds who have fallen behind academically or who have been high school drop-outs. San Joaquin BuildingFutures Academy is an accredited public charter school that offers a high school diploma and training in the construct iontrades field. SJBFA offers small class sizes, mult iple support services, and opportunit ies to become cert ified in construct iontechnology through a Department of Labor funded YouthBuild program.

San Joaquin Building Futures Academy3100 Monte Diablo Ave.Stockton, CA 95203-1108

Phone: 209-468-9265E-mail: [email protected]

ContactContact

2017-18 SARC - San Joaquin Building Futures Academy

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mailto:[email protected]

Last updated: 1/31/2019


About This SchoolContact Information (School Year 2018—19)

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

District Contact Information (School Year 2018—19)

District Name San Joaquin County Office of Educat ion

Phone Number (209) 468-4800

Superintendent James Mousalimas

E-mail Address [email protected]

Web Site http://www.sjcoe.org

School Contact Information (School Year 2018—19)

School Name San Joaquin Building Futures Academy

Street 3100 Monte Diablo Ave.

City, State, Zip Stockton, Ca, 95203-1108

Phone Number 209-468-9265

Principal Ms. Janine Kaeslin, Assistant Superintendent

E-mail Address [email protected]

Web Site www.sjcoe.org/buildingfutures

County-District-School(CDS) Code

39103970121723

Mission

We w ill transform all students’ lives through academic achievement and acquisit ion of 21st Century skills. We commit to using a comprehensive support systemto ensure this happens.

Vision

Our school w ill be a caring, compassionate, safe learning environment w here students and staff are inspired, mentored and realize their full potent ial as life-long learners. Our students w ill recognize that they have the know ledge and skills to set and attain goals, ident ify triggers that hinder progress, problem solve,and accept responsibility for their act ions. Our students w ill empow er themselves to become better human beings and posit ive contributors to their community.


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http://www.sjcoe.org


www.sjcoe.org/buildingfutures


Student Enrollment by Grade Level (School Year 2017—18)

Student Enrollment by Student Group (School Year 2017—18)

Grade Level Number of Students

Grade 11 12

Grade 12 134

Total Enrollment 146

Grade 11 Grade 120

20

40

60

80

100

120

140

Student Group Percent of Total Enrollment

Black or African American 18.5 %

American Indian or Alaska Nat ive %

Asian 4.8 %

Filipino %

Hispanic or Lat ino 66.4 %

Native Hawaiian or Pacific Islander %

White 4.1 %

Two or More Races 6.2 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 93.8 %

English Learners 17.8 %

Students w ith Disabilit ies 13.0 %

Foster Youth 2.1 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Teacher Credentials

Teacher Misassignments and Vacant Teacher Positions

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teachers

School2016—17

School2017—18

School2018—19

District2018—

19

With Full Credent ial 6 6 6 174

Without Full Credent ial 1 0 0 60

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

0.0 1.0 2.00

1

2

3

4

5

6

7Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Indicator2016—

172017—

182018—

19

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2016—17 2017—18 2018—19-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments*

Vacant Teacher Positions


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Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018—19)Year and month in which the data were collected: December 2018

Note: Cells w ith N/A values do not require data.

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking

Own Assigned Copy

Reading/LanguageArts K-6: Benchmark Advance, California Edit ion

7-12: PLAT O Coursew are; Glencoe Literature (2nd-5th Courses, AmericanLiterature);

EDGE (Fundamentals and Levels A-C); StudySync (CARE program)Supplemental: PLAT O Accucess Modules, Exact Path Modules, T hematic

Curriculum,course novels, W RIT E Approach

Yes 0.0 %

MathematicsK-6: enVision Math

7-8: Houghton Mifflin Harcourt, California Go Math Grades 7 and 89-12: Houghton Mifflin Harcourt, Integrated Mathematics I (2016-17); PLATO

Courseware; Big Ideas Math Algebra (CARE program)Supplemental: PLATO Accucess Modules, Exact Path Modules

Yes 0.0 %

Science7-12: PLATO Courseware; Glencoe, Biology, Dynamics of Life; Physical w ith Earth

ScienceSupplemental: Thematic Curriculum

No 0.0 %

History-SocialScience K-12: IMPACT California Social Studies McGraw Hill (2018-19)

Supplemental: Thematic Curriculum; PLATO Courseware

Yes 0.0 %

Foreign LanguagePLATO Courseware

No 0.0 %

HealthPLATO Coursewareone.FIT Curriculum

No 0.0 %

Visual andPerforming Arts PLATO Courseware;

Thematic Curriculum

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Conditions and Planned Improvements

School Facility Good Repair StatusYear and month of the most recent FIT report: December 2018

Overall Facility RateYear and month of the most recent FIT report: December 2018

SJBFA take great effort to ensure that all school buildings are clean, safe and funct ional. To assist in this effort,SJBFA use a facility survey instrument developed by the State of California Office of Public School Construct ion: The FIT REPORT . Note that ourFIT reports covers this site owned and maintained by San Joaquin County Operated Schools and Programs (COSP). The buildings are located in different parts ofthe property. The site is rated "good" overall.

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

GoodOur cleaning services are contracted out. The Director of Student Services works on a cont inuing basis

w ith the contractor to ensure a regular cleaning schedule. Each facility is cleaned 3 to 4 t imes per week.

Interior: Interior Surfaces GoodLEA maintenance staff ensure that repairs necessary to keep the school sites in good repair and working order are

completed in a t imely manner. A work order process is used to ensure efficient service and that emergency repairs aregiven the highest priority.

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion



Electrical: Electrical GoodLEA maintenance staff ensure that repairs necessary to keep the school sites in good repair and working order are


Restrooms/Fountains:Restrooms, Sinks/Fountains



Safety: Fire Safety, HazardousMaterials

GoodLEA maintenance staff ensure that repairs necessary to keep the school sites in good repair and working order are


Structural: Structural Damage,Roofs

GoodLEA maintenance staff ensure that repairs necessary to keep the school sites in good repair and working order are


External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

GoodPlayground: N/A

Grounds, w indows, doores, gates, fences are all in working order and are repaired as needed regularly.

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing 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 SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard

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 forstat ist ical 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 thetotal 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 part icipated in both assessments.

SubjectSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

English Language Arts / Literacy (grades 3-8 and 11) 0.0% 33.0% 35.0% 48.0% 50.0%

Mathematics (grades 3-8 and 11) 0.0% 22.0% 24.0% 37.0% 38.0%


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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017—18)CAASPP Assessment Results – English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven

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 ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated 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 forstat ist ical accuracy or to protect student privacy.

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

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 18 -- 5.56%

Male -- -- --

Female 11 -- 9.09%

Black or African American -- -- --

American Indian or Alaska Nat ive

Asian -- -- --

Filipino

Hispanic or Lat ino 12 -- 8.33%

Native Hawaiian or Pacific Islander

White

Two or More Races -- -- --

Socioeconomically Disadvantaged 18 -- 5.56%

English Learners -- -- --

Students w ith Disabilit ies -- -- --

Students Receiving Migrant Educat ion Services

Foster Youth -- -- --


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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2017—18)CAASPP Test Results in Mathematics

Disaggregated by Student Group, Grades Three Through Eight and Grade Eleven

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber 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 part icipated 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 forstat ist ical accuracy or to protect student privacy.

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

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 18 -- 44.44%

Male -- -- --

Female 11 -- 54.55%

Black or African American -- -- --

American Indian or Alaska Nat ive

Asian -- -- --

Filipino

Hispanic or Lat ino 12 -- 50.00%

Native Hawaiian or Pacific Islander

White

Two or More Races -- -- --

Socioeconomically Disadvantaged 18 -- 44.44%

English Learners -- -- --

Students w ith Disabilit ies -- -- --

Students Receiving Migrant Educat ion Services

Foster Youth -- -- --


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CAASPP Test Results in Science for All StudentsGrades Five, Eight and High SchoolPercentage of Students Meeting or Exceeding the State StandardHtml.RenderAct ion("SarcDescript ion", new { sect ionID = 80, cdscode = ViewBag.Cdscode });


Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generat ion Science Standards for CaliforniaPublic Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST w ill be administeredoperat ionally 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 w ill 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 orexceeded 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 thetotal number of students who part icipated on both assessments.

Career Technical Education (CTE) Programs (School Year 2017—18)

SubjectSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

The San Joaquin County Office of Educat ion desires to provide a comprehensive career technical educat ion (CTE) program in both secondary and post-secondaryprograms that integrate core academic instruct ion w ith technical and occupat ional instruct ion in order to increase student achievement, graduat ion rates, andreadiness for postsecondary educat ion and employment. The CTE program shall be designed to help students develop the academic, career, and technical skillsneeded to succeed in a knowledge- and skills-based economy. The program shall include a rigorous academic component and provide students w ith a strongexperience and understanding of all aspects of an industry.The San Joaquin County Office of Educat ion’s CTE program shall focus on preparing students to enter current or emerging high-skill, high-wage, and/or high-demand occupat ions. CTE opportunit ies may be offered through linked learning programs, partnership academies, apprent iceship programs or orientat ion toapprent iceships, regional occupat ional centers or programs, tech prep programs, charter schools, small learning communit ies, or other programs that exposestudents to career opt ions while preparing them for future careers in a given industry or interest area.State model curriculum standards for CTE for grades 7-12 integrate the state's academic content standards w ith industry-specific knowledge and skills in 58 careerpathways organized into 15 industry sectors: agriculture and natural resources; arts, media, and entertainment; building trades and construct ion; educat ion, childdevelopment, and family services; energy and ut ilit ies; engineering and design; fashion and interior design; finance and business; health science and medicaltechnology; hospitality, tourism, and recreat ion; information technology; manufacturing and product development; market ing, sales, and service; public services;and transportat ion. The state's curriculum framework for CTE provides guidance in implementing the state content standards and provides guidance forimplementing assessment standards.All program courses have been developed in cooperat ion w ith local business and industry representat ives to prepare you w ith a portfolio of highly marketable skills.You may enroll in an individual course, pursue a Career Cert ificate Program, and earn Cert ificates of Achievement for complet ing the academic and attendancerequirements as out lined for part icular areas of study. WHO WE ARE CTE offers training to students that w ill prepare them for work. CTE courses provide opportunit ies to further educat ion, upgrade present job skills, and/or learnnew skills. • There are 74 ROCP/CTE centers in California. • Educat ion, business, and industry leader’s work together to develop job training programs to match employer needs. • Employer advisory committees assure that there is a strong labor market for skills taught. • Courses provide meaningful career training and pathway opportunit ies through relevant training. • CTE teachers and counselors hold appropriate career preparat ion credent ials from the State and work w ith Workforce Investment Board and San JoaquinCounty WorkNet Partnerships. • Students may earn credits to fulfill high school graduat ion requirements while acquiring job skills to take their place in the “World of Work”. • Community college credits are also available through most CTE courses. WHAT WE DO We provide training for high school students, adults, and out-of-school youth for employment. In addit ion to formal classroom instruct ion, CTE works inpartnership w ith local businesses to provide students w ith internships and on-the-job-training. CTE teachers, counselors and job developers assist students in jobplacement. CTE is the most cost effect ive job training program in the State. At the end of student training, CTE graduates entering the labor force have a significanteconomic impact on the community. Millions of dollars are returned to the government through taxes that more than offset the training cost. CTE classes are designed to reflect the real work environment. As in business, training requires students to follow policies and procedures and accept personalresponsibility while in class. CURRICULUM The San Joaquin County Office of Educat ion Career Technical Educat ion Program uses a curriculum that w ill enable the CTE teacher to provide the kind oflearning experiences and opportunit ies for the student to achieve his/her educat ional object ives. Career Preparat ion Standard Integrated Lessons, assignments,and projects are centered on business related themes which bring real world applicat ion to the learning experience. Students have opportunit ies to individualize their instruct ion. Expectat ions are modified based on the abilit ies of each student. Teachers and students mayconference w ith one another to determine what content areas they w ill emphasize in the work they do based upon their needs. However, final determinat ion ofspecific content areas rest w ith the teacher and is based on evidence of student progress. INTERNSHIPS On-the-job training is one of the teaching methods used in many CTE programs. CTE maintains written agreements w ith local businesses to provide supervised,non-paid internship training (Community Classroom) at actual work sites. Some programs offer paid internships (Cooperat ive Technical Educat ion) arrangedbetween individual students, industry work sites and CTE instructors. To be eligible for either type of internship, students must have successfully completed therequired course work and skill development, have their instructor’s recommendation, attend related classroom instruct ion at least once a week during theinternship, and be able to provide their own transportat ion to and from the training site. STUDENT SERVICES General Counseling: A CTE counselor is available to discuss your educat ional, career, and personal plan to help you make meaningful career choices. The counselorcan also help you determine what other resources are available in the county. If you want assistance in deciding which CTE course is appropriate for you, the CTEcounselor can help you make an appropriate choice. The counselor is available at walk-in registrat ion, orientat ions, and during the school year. Placement Assistance: Job finding skills incorporate employment, employability, and employment applicat ion skill training into each CTE Training program. CAREER TECHNICAL EDUCATION – INDUSTRY SECTORS


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Career Technical Education (CTE) Participation (School Year 2017—18)

Courses for University of California (UC) and/or California State University (CSU) Admission

• Agriculture & Natural Resources • Arts, Media & Entertainment • Building & Construct ion Trades • Business & Finance • Hospitality, Tourism, & Recreat ion • Information & Communicat ion Technologies • Manufacturing & Product Development • Market ing, Sales & Services • Educat ion, Child Development, & Family Services • Public Services • Energy, Environment, & Ut ilit ies • Fashion & Interior Design • Health Science & Medical Technology • Transportat ion

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 40

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 0.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%

UC/CSU Course Measure Percent

2017—18 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0%

2016—17 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

California Physical Fitness Test Results (School Year 2017—18)

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 forstat ist ical accuracy or to protect student privacy.

GradeLevel

Percentage of Students Meeting Four of SixFitness Standards

Percentage of Students Meeting Five of SixFitness Standards

Percentage of Students Meeting Six of SixFitness Standards


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing 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)

The San Joaquin County Office of Educat ion Alternat ive Programs recognizes that parents, guardians, and families are some of the most important members ofthe team that helps a student succeed. Parent involvement and family engagement are targeted and emphasized in goals found in the aligned LCAP, WASC, andSPSA plans.

During the 2018-19 school year, two family engagement specialists were hired to develop a family engagement program and increase the opportunity for parentand family involvement at the school. The object ives of the program are to improve the trust and relat ionships among school staff and families, as well as providesupport and learning opportunit ies through workshops, seminars, and school events. The program is being designed w ith guidance from the Family EngagementToolkit provided by the California Department of Educat ion.

Parents and families are invited to events throughout the year such as Back-to-School nights, Open House nights, student showcases, student Graduat ion byExplorat ion presentat ions, and parent/teacher conferences. Parents are also encouraged to part icipate as members in the school site council and district Englishlearner advisory committee, attend LCAP meetings, and volunteer at quests or in the classroom. During student enrollment, parents and families are act ivepart icipants and receive a ‘Parent Involvement ’ magnet that lists important school event dates. Translat ion services are provided when needed and/or requested.Parents are also invited to take a parent survey to gather feedback and input related to programs and services offered by SJCOE. The survey quest ions focus oncommunicat ion, school safety, parent involvement, and access to community resources.


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State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

For the formula to calculate the 2016–17 adjusted cohort graduat ion rate, see the 2017—18 Data Element Definit ions document located on the SARC web page athttps://www.cde.ca.gov/ta/ac/sa/.

IndicatorSchool

2014—15School

2015—16District

2014—15District

2015—16State

2014—15State

2015—16

Dropout Rate 10.6% 10.4% 10.6% 10.4% 10.7% 9.7%

Graduat ion Rate 82.3% 83.6% 82.3% 83.6% 82.3% 83.8%

IndicatorSchool

2016—17District

2016—17State

2016—17

Dropout Rate 10.5% 10.5% 9.1%

Graduat ion Rate 80.9% 80.9% 82.7%

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2014—15 2015—16 2016—170

10

20

30

40

50

60

70

80

90Dropout Rate

Graduation Rate


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

Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)

Student Group School District State

All Students 47.7% 50.1% 88.7%

Black or African American 57.7% 38.9% 82.2%

American Indian or Alaska Nat ive 0.0% 16.7% 82.8%

Asian 0.0% 24.4% 94.9%

Filipino 100.0% 80.0% 93.5%

Hispanic or Lat ino 46.7% 50.8% 86.5%

Native Hawaiian or Pacific Islander 0.0% 85.7% 88.6%

White 33.3% 61.8% 92.1%

Two or More Races 50.0% 61.1% 91.2%

Socioeconomically Disadvantaged 48.8% 46.2% 88.6%

English Learners 44.4% 29.8% 56.7%

Students w ith Disabilit ies 36.8% 37.7% 67.1%

Foster Youth 0.0% 63.0% 74.1%


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

Suspensions and Expulsions

School Safety Plan (School Year 2018—19)

School School School District District District State State State

Rate 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18

Suspensions 10.1% 10.7% 17.1% 9.2% 7.0% 9.4% 3.7% 3.7% 3.5%

Expulsions 0.4% 0.0% 0.0% 0.1% 0.0% 0.1% 0.1% 0.1% 0.1%

Suspensions

2015—16 2016—17 2017—180

5

10

15

20School Suspensions

District Suspensions

State Suspensions

Expulsions

2015—16 2016—17 2017—180.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45School Expulsions

District Expulsions

State Expulsions

All COSP school sites have a comprehensive school safety plan in accordance w ith the Safe Schools policy, which includes a specific emergency operat ions plan. Incompliance w ith SB 187, the plan is reviewed and revised annually for each school site. Site safety plans are aligned w ith the Nat ional Incident ManagementSystem (NIMS) and California Standardized Emergency Management Systems (SEMS) ut ilizing Incident Command System (ICS). Each document is prepared for theuse of employees at a specific school site in the event of an emergency, disaster, or crisis situat ion.

At the beginning of each school year, COSP school site staff update their site specific Emergency Plan. The site specific Emergency plan includes the site safetyplan, San Joaquin County Office of Educat ion's Disaster Plan, updated site maps/evacuat ion routes, and Emergency Medical Services Authority (EMSA) emergencyfirst aid guidelines of California Schools. Schools are issued first aid kits and “grab and go” emergency packs in the event of an evacuat ion. The school nursecollaborates w ith parents/guardians of students w ith special needs in order to provide medical emergency kits in accordance w ith their Individualized School HealthPlan, ISHP. A copy of the Emergency Plan binder is housed at the school site and the COSP Director's office and is available for parent/guardian review.

COSP also collaborates w ith community agencies that focus on violence prevent ion and who provide direct services to students/families; i.e. mental healthclinicians, Child Abuse Prevent ion Council, Peacekeepers.

ALICE (Alert, Lockdown, Inform, Counter, and Evacuate) update professional development was provided for all Administrat ive, Support and Teaching staff at thebeginning of the 2018-2019 school year, specifically 8/27/18 and 8/28/18. Annual professional development is offered in managing assault ive behavior and wasoffered 8/23/18, mental health first aid offered 10/23/18, and classroom management skill building throughout the year.


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Also at the beginning of the school year the school counselors distribute a crisis file and provides on-line resources for teaching and support staff. CountyOperated Schools and Programs staff resources include:

• Direct ions to follow in case of an emergency, crisis or injury, lockdown, or act ive shooter(s) or dangerous person(s) on or near campus• COSP Emergency Hotline phone number• A bomb threat checklist• List ing of emergency phone numbers• T ips for de-escalat ing a conflict• Suicide intervent ion information, suicide hot line and San Joaquin County Mental Health contact information• Resource numbers (Runaway hot line, shelter and “safe house” contact numbers, Public Health immunizat ion and HIV/AIDS information)• Child abuse prevent ion information

• CPS report ing form• State laws pertaining to unlawful conduct and sexual intercourse w ith a minor• Smoking cessat ion resource list• Community Resources

In order to promote safety and mit igate negat ive interact ions, students part icipate in bullying prevent ion, life skills and posit ive relat ionship building act ivit iesthough out the school year. During the 2018-2019 school year the one. school staff, students and parents are receiving suicide prevent ion resources inaccordance w ith AB2246..


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.


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Average Class Size and Class Size Distribution (Secondary) (School Year 2015—16)

Subject Average Class SizeNumber of Classes *

1-20Number of Classes *


33+

English 17.0 4 4

Mathematics

Science 20.0 5

Social Science 23.0 1 4 1

* 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 isreported by subject area rather than grade level.





33+

English

Mathematics

Science

Social Science






33+

English 18.0 8

Mathematics 18.0 8

Science 19.0 8

Social Science 12.0 12



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


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016—17)


Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 1.0 102.0

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (Librarian) 0.0 N/A

Library Media Services Staff (Paraprofessional) 0.0 N/A

Psychologist 0.0 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.0 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 0.0 N/A

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site -- $116.0 -- --

District N/A N/A -- --

Percent Difference – School Site and District N/A N/A 0.9% 0.0%

State N/A N/A $7125.0 --

Percent Difference – School Site and State N/A N/A -- --


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Types of Services Funded (Fiscal Year 2017—18)

NWEA and other assessmentAccusessCurriculum and materials/suppliesPLATO Supplemental CurriculumParent InvolvementProfessional DevelopmentSummer School


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Advanced Placement (AP) Courses (School Year 2017—18)


*Where there are student course enrollments of at least one student.

Professional Development

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0%

1. What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were student achievement data usedto determine the need for professional development in reading instruct ion?

For the 2018-19 school year, the school w ill cont inue to implement WRITE, a school-w ide writ ing and literacy intervent ion program to address the readingcomprehension needs of students as indicated. The WRITE curriculum is an approach that uses strategies appropriate for both English learners and English-speaking students, and emphasizes literacy across all content areas. Student assessment data, both state and local, st ill show that the majority of students arenot meeting standards and are below grade-level in both reading and writ ing. The 2017-18 Accucess data shows that more than 5% of students increased by atleast one grade level in reading and in math from 2016-17, however students cont inue to perform below grade level on all assessments. The average readinglevel is 6th-grade and the average math performance is at a 5th-grade level as reported by Accucess assessment data. The 2017-18 CAASPP scores report that5.33% of students met standards in ELA and 0.27% of students met standards in math.

Another area of focus is the cont inued implementat ion of Posit ive Behavioral Intervent ions and Supports (PBIS), Restorat ive Pract ices, and Trauma-Informed Care.The program began a series of PBIS workshops w ith teachers in an effort to move all school sites into T ier 1. Exist ing T ier 1 school sites, moved into T ier 2. Fullimplementat ion of PBIS w ill help improve suspension and attendance rates, as well as relat ionships w ith families and the community. Data supports that PBIS andRestorat ive Pract ices are proven methods that help build posit ive relat ionships and improve student behavior.

2. What are the methods by which professional development is delivered (e.g. after school workshops, conference attendance, individual mentoring, etc.)?

The professional development program for teachers shifted to a choice-based model in 2018-19. Dedicated professional learning days known as Collaborat ion andPlanning (CAP) increased from five in 2017-18 to 10 in 18-19. These training sessions are for all teachers and include curriculum collaborat ion and planning, as welltrainings and/or sessions in various topics, such as classroom management, formative assessment, online learning, history/social science, STEM, math, WRITE, andELA/ELD. Four CAPs w ill be dedicated to review scope and sequences for content-areas. Other CAP sessions w ill be organized in a passport fashion and w ill allowteachers choice in their professional learning. Teachers w ill register for the sessions prior to the meeting t ime through EventBrite.

A week after each CAP meeting, teachers attend a region meeting which reinforces the topics reviewed and discussed. Teachers share lessons and reviewassessment data. Teachers also part icipate in five WRITE trainings which focus on the writer’s workshop and on modeling writ ing for and w ith students.

Six days are dedicated to PBIS-specific trainings for all teachers. These trainings are led by PBIS coaches and the MTSS Coordinator.

In addit ion to the all-staff professional learning days, new teachers also receive addit ional support. Three WRITE review days are offered for teachers to calibratethe WRITE rubrics. Five New Teacher Academy days are offered. Veteran teachers facilitate the New Teacher Academy meetings and support new teachers inprogram-specific needs, as well as classroom management and instruct ional strategies.

There is also a Mentor Teacher program to support all first-year teachers and teachers part icipat ing in induct ion. Mentor Teachers meet w ith their assigned newteacher at least once-a-week and also meet w ith other mentor teachers five t imes throughout the year. Teachers, administrators, and other staff receiveprofessional development in a variety of ways, including, after-school workshops, conference attendance, training attendance, coaching, and individual mentoring.The majority of the professional development is delivered through after-school workshops and conference/training attendance.

3. How are the teachers supported during implementat ion (e.g. through in-class coaching, teacher-principal meetings, student performance data report ing, etc.)?


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Teachers are supported in a variety of ways including coaching, mentorships, region meetings, and teacher-principal meetings. Teacher-principal meetings includecollaborat ion t ime and feedback about the strategies and approaches being used in the classroom. Some teachers also receive in-class coaching provided by aWRITE and/or PBIS/Restorat ive Pract ice/Trauma-informed Care coach.

The comprehensive professional development plan was developed based on teacher feedback, state changes in curriculum, student achievement data and ateacher/staff needs-assessment. During the 2018-19 school year, San Joaquin County devoted the follow ing t ime for professional development:

Program-specific professional development workshops, programs, and academies:

Name Attendees10 Collaborat ion and Planning Workshops Teachers Administrators10 Region Meetings TeachersAdministratorsTeacher part icipat ion in history/social science textbook adopt ion TeachersAdministrators

New Teacher Academy New teachers Veteran teachersNew Teacher Mentor program New teachersMentor teachers6 Leadership Academies that focuses on the Five Dimensions of Teaching and Learning Framework w ith the object ive to develop consistent leadership pract icesamong administrators, as well as a crit ical understanding of pedagogy. Administrators3 Organized Binder trainings (piloted this year) Teachers AdministratorsPBIS trainings TeachersAdministratorsELA/ELD textbook adopt ion training TeachersAdministratorsWRITE trainings (writer’s workshop) Teachers AdministratorsELPAC trainings (offered for teachers to administer the assessment) TeachersAdministratorsProctorsIntegrated lesson design and study TeachersAdministrators

Various workshops attended by teachers, staff, and administrators that include: • 1-day ELPAC Academy• 1-day FRISK workshop• 3-day professional learning workshop for mentor teachers• 2-day CA Way• 2-day Parent Involvement workshop• 2-day Drug Impairment • 1-day Special Educat ion symposium• 1-day Lat ino Literacy project

Various conferences attended by teachers, staff, and administrators that include:• 1-day Illuminate DnA training• 1-day SJCOE Tech Summit• 3-day PBIS conference• 1-day Trauma-informed schools• 1-day Educat ional neuro-science• 1-day CAASPP CAST conference• 2-day CAASPP inst itute• 2-day CEDR conference• 2-day Effect ive response to student threats• 1-day CASBO• 3-day SIRC• 1-day Ed Law Tech conference• 3-day IIRP World conference• 3-day NAEHCY • 4-day Dropout prevent ion• 3-day AAPF• 3-day CCIS• 2-day CA Charter schools• 2-day Strong workforce program• 3-day CAASFEP inst itute• 3-day illuminate conference• 3-day ACSA• 6-day CSNO• 2-day Learning and the Brain• 3-day CISC• 3-day CADA


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• 3-day CASCWA• 2-day School Climate and Culture• 3-day JCCASAC

Various Trainings attended by teachers, staff, and administrators that include: • 6-day Improvement Science • 1-day ELPAC init ial training• 3-day ELD inst itute• 1-day ELPAC summative training• 1-day SEIS management • 1-day T3 training• 2-day Restorat ive pract ices learning tour• 3-day Parent project training


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