solano county board of education...michelle coleman (area 1) dana dean (area 3) ginger dunne (area...

Solano CountyBoard of Education

Boardroom (2nd Floor)Solano County Office of Education

5100 Business Center DriveFairfield, Californiawww.solanocoe.net

Agenda

Wednesday, November 13, 2019

6:00 PM

Trustees

Elease Cheek, President (Area 5)

Peggy Cohen-Thompson, Vice President (Area 7)

Michelle Coleman (Area 1)

Dana Dean (Area 3)

Ginger Dunne (Area 6)

Teresa Lavell (Area 4)

Amy Sharp (Area 2)

Secretary to the BoardLisette Estrella-Henderson,

Solano County Superintendent of Schools

Solano County Board of Education Regular Meeting

November 13, 2019

1

SOLANO COUNTY BOARD OF EDUCATION

Regular MeetingWednesday, November 13, 20196:00 PM, Boardroom (2nd Floor)

Solano County Office of Education5100 Business Center Drive

Fairfield, California

AGENDA

The Solano County Office of Education (SCOE) does not discriminate against persons with disabilitiesand is an accessible facility. Persons with disabilities who wish to attend this meeting and requireassistance in order to participate should contact the Chief Assistant to the County Superintendent at(707) 399-4402 at least 24 hours in advance of the meeting to make reasonable arrangements toensure accessibility. Language translation services and American Sign Language (ASL) interpreters willbe provided with a minimum notice of three business days prior to the meeting.

Non-confidential materials related to an item on this agenda that were submitted to the Board afterdistribution of the agenda packet are available for public inspection on SCOE’s website(www.solanocoe.net) or during normal business hours in the County Superintendent of Schools’ office,2nd floor, 5100 Business Center Drive in Fairfield.

Members of the public wishing to address any item listed on the agenda are asked to submit a Requestto Speak form to the Secretary of the Board (County Superintendent) before the Board considers thespecific item. Request to Speak forms are available on the table at the meeting room entrance. Pleasesee the Comments from the Community section below for addressing items not listed on the agenda.

Posting or distribution of banners, leaflets, handouts, or other media or communications, which serve topromote or discourage specific points of view, are prohibited inside the meeting room.

I. CALL TO ORDER IN OPEN SESSION AND PLEDGE OF ALLEGIANCE TO THE FLAG II. ROLL CALL

Elease Cheek, President (Trustee Area 5)Peggy Cohen-Thompson, Vice President (Trustee Area 7)Michelle Coleman (Trustee Area 1)Dana Dean (Trustee Area 3)Ginger Dunne (Trustee Area 6)Teresa Lavell (Trustee Area 4)Amy Sharp (Trustee Area 2)Lisette Estrella-Henderson, Secretary

III. APPROVAL AND ADOPTION OF AGENDA


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IV. CONSENT ITEMS

All matters listed under the Consent Items are considered to be routine and will be enacted by theBoard in one motion. There will be no discussion on these items prior to the time the Board voteson the motion unless members of the Board, staff, or the public request specific items to beremoved from Consent Items for discussion and individual consideration for action. (ROLL CALLVOTE)

IV.a Resolution – National Native American Heritage Month

The month of November has been designated as National Native American Heritage Month torecognize the contributions of American Indians and Alaska Natives to our Nation’s history,government, and culture. Proposed Resolution No. B19-20-13 is attached for the Board’sconsideration. Action: Adopt Resolution No. B19-20-13.

Res B19-20-13 - National Native American Heritage Mo.pdf IV.b Resolution – Purple Heart Month

November has been declared Purple Heart Month to honor those members of our ArmedForces who have performed meritorious military action and received the Purple Heart Badge.Proposed Resolution No. B19-20-14 is attached for the Board’s consideration. Action: Adopt Resolution No. B19-20-14.

Res B19-20-14 - Purple Heart Mo.pdf IV.c Resolution -- California Runaway and Homeless Youth Awareness Month

To coincide with National Homeless Youth Awareness Month, November has been declaredCalifornia Runaway and Homeless Youth Awareness Month to call attention to the plight andneeds of this vulnerable population in our State and across our Country. Proposed ResolutionNo. B19-20-15 is attached for the Board’s consideration. Action: Adopt Resolution No. B19-20-15

Res B19-20-15 - CA Runaway Homeless Youth Awareness Month.pdf IV.d Resolution – American Education Week/National Education Support Professionals’ Day

November 18-22, 2019, has been established as American Education Week and Wednesday,November 20, 2019, as National Education Support Professionals’ Day in recognition of thewonderful things happening in public schools and to spotlight those who are making adifference to ensure that every child receives a quality education. Proposed Resolution No.B19-20-16 is attached for the Board’s consideration. Action: Adopt Resolution No. B19-20-16.

Res B19-20-16 - American Education Wk.pdf


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https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/461923/Res_B19-20-13_-_National_Native_American_Heritage_Mo.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/461925/Res_B19-20-14_-_Purple_Heart_Mo.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/462498/Res_B19-20-15_-_CA_Runaway__Homeless_Youth_Awareness_Month.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/464084/Res_B19-20-16_-_American_Education_Wk.pdf

IV.e Resolution – Day of the Special Educator

December 3, 2019, has been declared as the Day of the Special Educator, in conjunction withNational Special Education Day, to commemorate the hard work, commitment, and passion ofthose who work in special education classrooms. Proposed Resolution No. B19-20-17 isattached for the Board’s consideration. Action: Adopt Resolution No. B19-20-17.

Res B19-20-17 - Day of the Special Educator.pdf IV.f Resolution – Board Member Absence

The Board will consider proposed Resolution No. B19-20-18 regarding excusing andcompensating a Board Member for an absence in accordance with Education Code section1090(d) and Board Policy 9250(I). Action: Consider adopting Resolution No. B19-20-18.

Res B19-20-18 - Brd Mbr Absence.pdf IV.g Approval and Adoption of Minutes

Action: Consider adopting the regular meeting minutes of October 9, 2019.

IV.h Approval and Adoption of Past Minutes

Action: Per the Board’s request, consider adopting minutes of the January – June 2018 regularand special meetings.

IV.i Acceptance of Donations and Gifts

Donations and gifts as listed on the attachment have been received. Action: Consider accepting the donations and gifts received as listed on the attachment, andrequest that the Superintendent write letters of appreciation to the donors.

Donations - November 2019.pdf V. AGENDA ITEMS REMOVED FROM CONSENT ITEMS

Upon request by a Board Member, staff member, or a member of the public, matters removed fromthe Consent Items will be discussed and given individual consideration for action. (ROLL CALLVOTE required for resolutions)


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https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/461928/Res_B19-20-17_-_Day_of_the_Special_Educator.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/461929/Res_B19-20-18_-_Brd_Mbr_Absence.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/461467/Donations_-_November_2019.pdf

VI. COMMENTS FROM THE COMMUNITY

The County Board of Education is aware of the importance of providing an opportunity forcommunity members to address the Board regarding matters within the Board’s jurisdiction thatare not on the agenda. Those wishing to speak are asked to submit a Request to Speak form tothe Secretary of the Board (Superintendent) before the first speaker is called upon. The Presidentof the Board will recognize those who wish to speak in the order in which their Request to Speakform is submitted. Request to Speak forms are available on the table at the meeting roomentrance. Speakers are requested to identify themselves by name.

VII. CORRESPONDENCE VIII. BOARD AD HOC ADVISORY COMMITTEE VIII.a Special/Outside Legal Counsel Update

The Board Ad Hoc Committee, consisting of less than a quorum of the Board Members, wasappointed for the purpose of engaging in a process to elect a pool of legal firms in various areasof expertise and, in collaboration with the County Superintendent of Schools, to present three tofive mutually acceptable firms to the Board for approval. Committee members completed alengthy search, review, and interview process and will present the chosen firms for the Board'sconsideration. The selected firms in alphabetical order are: Fagen Friedman & Fulfrost; Girard,Edwards, Stevens & Tucker; and Lozano Smith. Possible Action: The Board will consider approval of the Ad Hoc Committee'srecommendation.

IX. SUPERINTENDENT'S REPORT IX.a Recognition of Attendance Awareness Poster Contest Winners

During Attendance Awareness Month in September, SCOE sponsored a successful poster andvision board contest with over 70 participants from multiple school districts throughout ourcounty. The vision board contest awarded 1st and 2nd Place winners, and the poster contestawarded 1st, 2nd, and 3rd Place winners in each of three grade categories (K-4, 5-8, and 9-12).The County Superintendent and Board will recognize a student from SCOE's transition classwho was a contest winner. Dr. Victor Romualdi, Associate Superintendent of Student Programsand Services, will present the winner with a certificate and prize.


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IX.b Student of the Month Recognition

Dr. Christopher Morris, Program Administrator of Educational Options, and Susan Labrecque,Director of Resource Development and Transition Services, will introduce SCOE’s Students ofthe Month. The County Superintendent and Board will recognize students from the JuvenileCourt and Community School and the Special Education programs.

IX.c SCOE Superstar Award Recognition

The County Superintendent and Board will recognize Nikki Parr, Director of Student andProgram Support, and Susan Labrecque, Director of Resource Development and TransitionServices, for their outstanding work in support of students.

IX.d Special Education Program Update

Siobhan Dill, Senior Director of Special Education, will present information on special educationprogram updates including the transition process and program support provided by SCOESpecial Education teams.

ADA-Dill-Special Ed Board Updates PPT.pdf IX.e Annual Williams Report

Tammy Airheart, Director of Compliance and Oversight, will provide a summary of the WilliamsSettlement audit.

2019-2020_SCOE-BOARD_Williams_Board 2.pdf IX.f Charter School Update

Tammy Airheart, Director of Compliance and Oversight, will provide a charter school update.

IX.g Local Control and Accountability Plan (LCAP) and Local Indicators Update

Dr. Victor Romualdi, Associate Superintendent of Student Programs and Services, and staff willprovide an update on SCOE’s 2019-20 LCAP and present for information the Local Indicatorsfor the California School Dashboard.

2019 Local Indicators.pdf


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https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/464356/ADA-Dill-Special_Ed_Board_Updates_PPT.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/464476/2019-2020_SCOE-BOARD_Williams_Board_2.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/461829/2019_Local_Indicators-Board_Version.pdf

IX.h State and Federal Legislative Update

Lisette Estrella-Henderson, Solano County Superintendent of Schools, will provide an updateon state and federal legislative activity.

IX.i Temporary Certificates

Temporary certificates approved by the County Superintendent are attached.

TCC Report 2019 09 10 to 2019 10 25.pdf IX.j Human Resources Report

Mike Minahen, Associate Superintendent of Human Resources and Educator Effectiveness, willreport on routine personnel matters.

New Hires.pdf IX.k Meetings/Special Dates

See attachment for Board Member Meetings, Events, & Special Dates.

Meetings - Events - Special Dates.pdf X. NEW BUSINESS X.a Single Plans for Student Achievement

Christopher Morris, Program Administrator of Educational Options, will present the Single Plansfor Student Achievement for the Golden Hills Community School and Juvenile Detention FacilitySchool. Action: Adopt the Single Plan for Student Achievement for the Golden Hills CommunitySchool. Action: Adopt the Single Plan for Student Achievement for the Solano County JuvenileDetention Facility School.

2019 School Plan for Student Achievement Solano County Community School.pdf 2019-SPSA Solano Juvenile Detention Facility.pdf

XI. BOARD DISCUSSION


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https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/459995/TCC_Report_2019_09_10_to_2019_10_25.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/459758/New_Hires_to_Board_10-25-19.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/464378/Meetings_-_Events_-_Special_Dates.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/463597/2019-School_Plan_for_Student_Achievement_Solano_County_Community_School.pdf

https://legistarweb-production.s3.amazonaws.com/uploads/attachment/pdf/464131/2019-SPSA_Solano_Juvenile_Detention_Facility.pdf

XI.a Board Member Requests

In accordance with Board Policy 9250, Board members may request to represent the Board inan education-related activity and specify the desired level of support necessary for the activity.Actual and necessary expenses incurred while discharging these official duties will be paid fromthe County School Service Fund as permitted by law and SCOE’s travel policies. Requests willbe placed on a future agenda for action. (1) California School Boards Association (CSBA) Legislative Action Day The annual Legislative Action Day is planned for Tuesday, March 17, 2020, and is a full day ofadvocacy meetings between school governance leaders and State Legislators with their staffmembers. Due to space limitations, CSBA requests that each agency selects no more than tworepresentatives. Registration opens on December 4, 2019. Expenses will be limited to mileageto and from Sacramento. Action: Consider which trustees will represent the Board at Legislative Action Day.

XI.b Suggestions on Future Board Agenda Items

Board members may suggest future topics to be coordinated by the County Superintendent andpresented by SCOE staff or external presenters.

XI.c Board Member Activity Reports

Board members may give a brief report on their recent activities including visits to SCOEprogram sites or attendance at educational conferences and workshops.

XII. ADJOURNMENT OF MEETING


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SOLANO COUNTY BOARD OF EDUCATION Solano County, California

RESOLUTION NO. B19-20-13 NATIONAL NATIVE AMERICAN HERITAGE MONTH

WHEREAS, during National Native American Heritage Month we honor the vibrant cultures, unique customs, and strong traditions of American Indians and Alaska Natives who were the first to carve out cities, domesticate crops, and call this land home; and

WHEREAS, Solano County was occupied for many centuries by Native Americans who called themselves “Patwins” with some of the Patwin village names having survived phonetically in Solano County in such modern place names as Suisun, Soscol, Ulatis, and Putah; and

WHEREAS, Sem Yeto, Christianized as Francisco Solano, was Chief of the Patwin tribe and became friends with General Mariano Guadalupe Vallejo. The boundaries of Solano County were set in 1850, and General Vallejo, as a respected member of the legislature, named the county after his friend Chief Solano; and

WHEREAS, we recognize the vast contributions of Native Americans to the arts, business, education, engineering, literature, medicine, military service, sports, science, and every facet of our society, and we acknowledge and respect the significant influence of Native Americans on our Nation’s development, government, and history, while recalling the many courageous sacrifices, forced assimilation, great adversities, and violent, painful past that they have endured and overcome; and

WHEREAS, the American culture can truly benefit from the preserved practices of native peoples including their tribal sovereignty and close relationship to the earth and all its inhabitants; and

WHEREAS, California Education Code §51204.5 specifically calls for instruction in the social sciences to include the study of the role and contributions of Native Americans to the economic, political, and social development of California and our Nation with particular emphasis on portraying the role of Native Americans in contemporary society.

NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education recognizes November as National Native American Heritage Month and encourages educators, students, and members of the community to learn more about the rich heritage of American Indians and Alaska Natives and the roles they have played in building and sustaining our Nation, and commemorate this occasion with appropriate instructional activities.

PASSED AND ADOPTED this 13th day of November 2019 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:

CERTIFICATION I, Lisette Estrella-Henderson, Secretary to the Solano County Board of Education, Solano County, California, do hereby certify that the foregoing is a full, true, and correct copy of a resolution adopted by said Board at a regular meeting thereof held on the above stated date, which resolution is on file in the office of said Board.

Secretary's Signature Date

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SOLANO COUNTY OFFICE OF EDUCATION Solano County, California

RESOLUTION No. B19-20-14 PURPLE HEART MONTH

WHEREAS, the Solano County Office of Education and Solano County Board of Education have the highest admiration and utmost gratitude for all the brave men and women with past or present service in our Armed Forces, and have particular compassion for those who lost their lives or are suffering from combat-related injuries; and

WHEREAS, the Purple Heart Medal traces its origins as a military honor to General George Washington’s August 7, 1782, General Orders to the Continental Army, which established the Badge of Military Merit directing that “whenever any singularly meritorious action is performed, the author of it shall be permitted to wear … over the left breast, the figure of a heart in purple cloth;” and

WHEREAS, unlike the European tradition of such awards being reserved for high-ranking officers, the Badge of Military Merit could be awarded to soldiers of any rank, as in Washington’s own words, “The road to glory in a patriot army and a free country is thus open to all;” and

WHEREAS, in 1932, on the 200th anniversary of George Washington’s birth, the Badge of Military Merit was revived when the U.S. War Department authorized a new Purple Heart Medal to be awarded to any service member wounded or killed in action, retroactive to World War I service; and

WHEREAS, in 2011, the Department of Defense clarified the criteria for the Purple Heart Medal to include service members who sustain a traumatic brain injury (TBI) resulting from enemy-generated explosions; and on August 3rd, California Governor Edmund G. Brown, Jr., issued a proclamation declaring August 2011 as “Purple Heart Veterans Month,” followed by California becoming the first state to designate itself a “Purple Heart State” on April 12, 2012, and the County of Solano designating itself as a "Purple Heart County" on April 22, 2014; and

WHEREAS, Solano County is home to more than 40,000 veterans and over 300 living recipients of the Purple Heart Medal, while a total of nearly two million Purple Heart Medals have been awarded to combat veterans, including over 42,000 since the Vietnam War, and these figures represent the staggering amount of human suffering and unparalleled selfless sacrifices that our Veterans and service members have endured.

NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education wishes to honor and thank all our courageous service members and heroic recipients of the Purple Heart Medallion for their dedication to duty, selfless sacrifice, and personal courage in defense of our beloved America and acknowledges November as “Purple Heart Month” encouraging educators, students, and citizens of our community to respect our Purple Heart Medal recipients for their service, valor, and sacrifice, and remember all of our service members and veterans, the fallen and wounded, those unaccounted for, and our prisoners of war, with appropriate programs, ceremonies, and activities. PASSED AND ADOPTED this 13th day of November 2019 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:


Secretary's Signature Date 10

SOLANO COUNTY OFFICE OF EDUCATION Solano County, California

RESOLUTION No. B19-20-15 CALIFORNIA RUNAWAY AND HOMELESS YOUTH AWARENESS MONTH

WHEREAS, studies indicate that nationally between 1.6 to 2.1 million youth ages 12-24 experience homelessness for at least one night or more each year, and the latest McKinney-Vento report suggests that California’s youth accounts for about 262,935 of that figure, which continues to grow each year; and WHEREAS, the reasons youth become runaways or homeless are varied: conflict and poverty in their homes; separation from parents through death or divorce; physical, sexual, and/or emotional abuse; neglect; and exiting juvenile corrections or foster care, and they often become disconnected from educational systems and the workforce and do not possess the skills or financial, housing, and transition resources to live on their own and feel there are no other options open to them; and WHEREAS, only 22 of California’s 58 counties presently have basic center programs for runaway and homeless youth, meaning that awareness of youth homelessness and its causes must be heightened to better coordinate services among the many families, businesses, law enforcement agencies, schools, as well as community and faith-based organizations who work to help youth in crisis stay off the streets; and WHEREAS, the future well-being of our State depends on the value we place on our youth and the actions we take to support preventative efforts and offer helpful services that provide our most vulnerable young people with opportunities to acquire the knowledge, skills, and abilities needed to find and maintain stable housing and develop into healthy and productive adults. NOW, THEREFORE, BE IT RESOLVED that the Solano County Board of Education does hereby acknowledge the month of November as California Runaway and Homeless Youth Awareness Month; support the Solano County Office of Education’s Homeless Youth Services Program in helping vulnerable youth through current programs authorized under Title IV of the Social Security Act; promote training opportunities and programs that assist young people, especially foster youth, in remaining off the streets and in school; and applaud the initiative of individuals as well as public and private organizations dedicated to helping prevent homelessness among youth and providing aid when prevention fails. PASSED AND ADOPTED this 13th day of November 2019 by the Solano County Board of Education, Solano County, California, by the following vote:

AYES: NOES: ABSTAIN: ABSENT:



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RESOLUTION NO. B19-20-16 AMERICAN EDUCATION WEEK/

NATIONAL EDUCATION SUPPORT PROFESSIONALS’ DAY WHEREAS, November 18-22, 2019, marks the 98th annual observance of American Education Week, traditionally a time to heighten community awareness of the excellence achieved every day in our schools by students and staff, celebrate those who are making a vital difference in building great public schools for our Nation’s nearly 51 million K-12 students, draw attention to the wonderful things happening in our public schools, and raise awareness about the critical need to provide every child with a quality public education; and WHEREAS, great public schools are a basic right and the backbone of our democracy, providing young people with the tools needed to maintain our nation's precious values of freedom, civility, and equality, and bringing together adults and children, educators and volunteers, business leaders and elected officials, in a common enterprise; and WHEREAS, every student in every classroom must be educated to achieve his or her greatest potential so that our democratic society can endure, and we must nurture young Americans’ hope for, and access to, a productive future by equipping them with both practical skills and broader intellectual abilities and by providing high educational standards so they can compete and succeed in the global society; and WHEREAS, Wednesday, November 20, 2019, has been established to honor all of the education support professionals who recognize that our students and Nation will profit tomorrow from what we invest in education today and who tirelessly labor as an integral part of the education process be they bus drivers, cafeteria workers, clerical assistants, custodians, health service workers, librarians, maintenance staff, paraeducators, security officers, substitute educators, teachers, technology services employees, and other staff who serve our children and communities daily with care and professionalism and provide a safe and healthy learning environment for students; and WHEREAS, all citizens in our community are affected by the quality of education in Solano County’s public schools – whether or not they have children in school – because today’s students are tomorrow’s workforce, business leaders, legislators, and community members, and the quality of their educational system directly influences the quality of life in our community for all citizens in the future. NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education recognizes that, to maximize our investment in the future, we must constantly strive to improve the effectiveness of our schools. In addition to the positive influence of school personnel, parents are urged to talk with their children about school, read with them, provide homework guidance, and ensure regular school attendance, because parents greatly shape their children’s ability to benefit from their schooling. PASSED AND ADOPTED this 13th day of November 2019 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:


Secretary's Signature Date 12


RESOLUTION NO. B19-20-17 DAY OF THE SPECIAL EDUCATOR

WHEREAS, in December of 1975, former President Gerald Ford signed our Nation’s first special education law assuring that children with disabilities would be afforded assessment and rehabilitation services, access to education, and opportunities to learn; and WHEREAS, to mark the 44th anniversary of this legislation, now celebrated as National Special Education Day, the Day of the Special Educator is observed to acknowledge the important work and commitment of those who work in special education classrooms such as special day class teachers, paraeducators, resource specialists, interpreters for the deaf and hard of hearing, speech and language therapists, behavior intervention specialists, nurses, specialists for the visually impaired, occupational and physical therapists, adaptive physical education teachers, assistive technology specialists, mobility specialists, autism specialists, program specialists, psychologists, and others who work in schools serving students with special needs; and WHEREAS, special educators demonstrate flexibility by carrying out additional tasks such as coordinating related services and meetings; serving as an authority on assessments; completing Individualized Education Programs (IEP); performing file management duties to help ensure the legal responsibility of providing a Free Appropriate Public Education (FAPE) has been met; and being involved in the students’ behavioral, social, and academic development, helping them progress emotionally, feel comfortable in social situations, be aware of acceptable behavior, and overcome difficulties by building upon strengths; and WHEREAS, dedicated, hardworking special educators are invaluable resources who recognize that all children can learn but not in the same way or at the same pace, leading them to design, modify, and deliver appropriate curricula based on best teaching practices; epitomize good teaching techniques daily in every aspect of their work; remain open-minded, eager learners who constantly look to improve their skills and find even better source materials for their students; personalize and develop goals for their students, tailoring them to the student’s individual needs and abilities; and hold high expectations that their students will be successful in reaching their full potential; and WHEREAS, special educators exhibit qualities of compassion and patience; building collaborative relationships based on trust, teamwork, and shared accountability; work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home; and stay aware of current laws governing special education to ensure IEPs are a comprehensive and beneficial document for parents, teachers, and students. NOW, THEREFORE, BE IT RESOLVED that the Solano County Board of Education does hereby recognize December 3, 2019, as the Day of the Special Educator to acknowledge the commitment and contributions of special educators, and encourage all citizens to show appropriate appreciation for the dedication and hard work of special educators as they serve the unique needs of our students. PASSED AND ADOPTED this 13th day of November 2019, by the Solano County Board of Education, Solano County, California, by the following vote:

AYES: NOES: ABSTAIN: ABSENT:



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RESOLUTION NO. B19-20-18 EXCUSE BOARD MEMBER ABSENCE

ELEASE CHEEK – REGULAR BOARD MEETING SEPTEMBER 11, 2019

WHEREAS, the Solano County Board of Education has adopted Board Policy 9250 providing for the remuneration, reimbursement, and other benefits for Board members; and

WHEREAS, California Education Code (EC) section 1090, and Board Policy 9250, gives the Board authority, by resolution duly adopted and included within its minutes, to pay a Board member for a missed meeting when the reason for the absence meets the terms stated in §1090(d).

NOW, THEREFORE, BE IT RESOLVED, that the Solano County Board of Education affirms that ELEASE CHEEK (AREA 5) was absent from the REGULAR Board Meeting on _WEDNESDAY, SEPTEMBER 11, 2019 for the following reason:

At the time of the meeting, the absent Board member was performing services elsewhere on behalf of the Board and with the Board’s prior consent.

At the time of the meeting, the absent Board member was ill or on jury duty.

X The Board member’s absence was due to a hardship* deemed acceptable by the Board as follows: SERIOUS ILLNESS/INJURY OF IMMEDIATE FAMILY MEMBER

. (* Hardship is defined the same as “personal necessity” authorized for employees of the

Solano County Office of Education such as appearance in court, religious holiday, death or serious illness/injury of immediate family member, personal emergency/accident, or personal business.)

BE IT FURTHER RESOLVED, that this Board does hereby declare that the absence of Trustee __CHEEK on SEPTEMBER 11, 2019 was of a nature to warrant full payment for that meeting.

PASSED AND ADOPTED this 13th day of November 2019 by the Solano County Board of Education, Solano County, California, by the following vote: AYES: NOES: ABSTAIN: ABSENT:



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Donations to Solano County Office of Education – November 2019

Description/Purpose Recipient Program Donor Estimated Value

(declared by donor) Monetary Donation to support the State of

Education Breakfast Forum Community Engagement

and Public Affairs Brandman University Irvine, CA

$750.00

Monetary Donation to support the State of Education Breakfast Forum

Community Engagement and Public Affairs

Travis Credit Union Vacaville, CA

$500.00

TOTALS: Cash Non-Cash Monthly $ 1,250.00 $ 0.00 Year-to-Date $ 10,950.00 $ 8,450.00

Prior Year $ 12,630.00 $ 7,822.50

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SPECIAL EDUCATION PROGRAM

UPDATE

Siobhan Dill,Senior DirectorSpecial Education

Focus on the End in Mind16

OVERVIEWSELPA contracts with SCOE to provide

regionalized services under the governance of the Council of Superintendents

Services are described in the SELPA Local Plan

The SELPA’s Local Plan, Annual Budget Plan, Annual Service Plan, and Policies and Procedures are approved by the Council of Superintendents.

17

WHO WE SERVE

BUSD

DUSD

FSUSDTUSD

VUSD

Solano SELPA

SolanoELPA

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WHAT WE DO

Educate and support students with more complex learning needs.

Help students become as independent as possible.

Teach students self-advocacy skills.

Provide work experience opportunities.

Support college experiences.

Deliver IDEA compliant supports and services.

Begin with the end in mind.19

TRANSITION PARTNERS

• Annual IEP Meetings

• Classroom visits

• Student observations

• Collaborative Staff Discussions

• Specialized Trainings

• Equipment Transfers

20

TRANSPORTATION

21

BIRTH THROUGH PRESCHOOLInfant Toddler Program – Me Too

Part C of IDEAStudents and families served: 70

Preschool ProgramsStudents served: 73

22

K-12 PROGRAMSSpecial Day Classes: 31

Students served: 200

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DEAF & HARD OF HEARING (DHH)

Multi-SELPA Partnership

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ADULT TRANSITION PROGRAMSAdult classes: 14

Students served: 115

Supports students ages 18 to 22 years old with significant disabilities as they transition into

adult life as positive, productive, and engaged members of society.

Begin..with the end in mind.

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PROGRAM HIGHLIGHTS• High Quality Professional Learning

• IEP Development and SEIS Training

• School-based Microenterprises

• Workforce Participation

• Extra-curricular Activities and Mini Grants 26

Lisette Estrella-Henderson, Superintendent of Schools 5100 Business Center Drive, Fairfield, CA 94534-1658

707.399.4400 www.solanocoe.net

Preparing students to learn, grow, thrive, and achieve lifelong success

November 13, 2019 Elease Cheek, President, Trustee Area 5 Peggy A. Cohen-Thompson, Vice President Trustee Area 7 Michelle Coleman, Trustee Area 1 Amy Sharp, Trustee Area 2 Dana Dean, Trustee Area 3 Teresa Lavell, Trustee Area 4 Ginger Dunne, Trustee Area 6 Solano County Board of Education 5100 Business Center Drive Fairfield, CA 94534 Dear Trustees: In order to comply with the Williams Settlement, current law (Section 1240 of California Education Code) requires the County Superintendent, or his/her designee, to report on schools ranked in deciles 1-3 on the 2012 Academic Performance Index (API). The purpose of the report as specified in California Education Code (EC) Section 1240 is to describe the State of the Schools related to:

1. students having access to “sufficient instructional materials in four core subject areas

(English/Language Arts, Mathematics, History/Social Science, Science) and as appropriate, science laboratory equipment, Foreign Languages, and Health”;

2. compliance with facilities maintenance to determine the condition of a facility that “poses an emergency or urgent threat to the health or safety of pupils or staff”; and

3. the school providing accurate data for the annual School Accountability Report Card (SARC) related to sufficiency of instructional materials and the condition of facilities.

The law further requires that the County Superintendent annually monitor and review:

1. teacher misassignments and teacher vacancies in deciles 1-3 schools; and 2. quarterly reports on complaints filed with the school district concerning insufficient

instructional materials, teacher vacancies and misassignment, and emergency or urgent facilities issues under the Uniform Complaint Procedure.

In addition, the County Superintendent is required to determine the condition of school facilities.

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Williams Settlement Report Solano County Board of Education November 13, 2019

Preparing Students to Learn, Grow, Thrive, and Achieve Lifelong Success

Page 2 Basic terms defined:

• "Good repair" means the facility is maintained in a manner that assures that it is clean, safe, and functional as determined pursuant to an interim evaluation instrument developed by the Office of Public School Construction. The instrument shall not require capital enhancements beyond the standards to which the facility was designed and constructed.

• "Misassignment" means the placement of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.

• "Vacant teacher position" means a position to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.

• "Sufficient textbooks or instructional materials" means that each pupil, including English learners, has a textbook or instructional materials, or both, to use in class and to take home to complete required homework assignments. It does not require two sets of textbooks or instructional materials for each pupil. It does not include photocopied sheets from only a portion of a textbook or instructional materials copied to address a shortage.

The findings are based on an audit of 25% of classrooms in each of the schools visited as well as other facilities as outlined in the Facility Inspection Tool (FIT) including, but not limited to, multi-purpose rooms, restrooms, and playground/school grounds. Findings: Chart B – County Wide Results – shows accumulated data by district for all of the four districts in the six areas we monitored. This data is a compilation of all of the Williams Schools in the county. Charts C, D, E and F are the results for each district. In conclusion, the Solano County Office of Education is available to support any actions that need to be taken to address the needs identified in the report. Sincerely, Lisette Estrella-Henderson Solano County Superintendent of Schools LEH:am

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Williams Settlement Report Solano County Board of Education November 13, 2019

Preparing Students to Learn, Grow, Thrive, and Achieve Lifelong Success

Page 3 Enclosures: Chart A: Williams Lawsuit Schools – Solano County Chart B: County Wide Results Summary Chart C: Dixon USD Results Chart D: Fairfield-Suisun USD Results Chart E: Vacaville USD Results Chart F: Vallejo City USD Results

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Williams Lawsuit Schools – Solano County ‐ CHART A Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020

*Based on 2012 Academic Performance Index (API)

District School Decile* Level

Dixon USD Anderson Elementary 1 Elementary

Dixon USD Gretchen Higgins Elementary 2 Elementary

Fairfield‐Suisun USD Anna Kyle Elementary 3 Elementary

Fairfield‐Suisun USD Cleo Gordon Elementary 3 Elementary

Fairfield‐Suisun USD E. Ruth Sheldon Elementary 3 Elementary

Fairfield‐Suisun USD Fairfield High 3 High

Fairfield‐Suisun USD Fairview Elementary 3 Elementary

Fairfield‐Suisun USD Suisun Elementary 3 Elementary

Vacaville USD Edwin Markham Elementary 2 Elementary

Vacaville USD Eugene Padan Elementary 3 Elementary

Vallejo City USD Beverly Hills Elementary 2 Elementary

Vallejo City USD Dan Mini Elementary 3 Elementary

Vallejo City USD Federal Terrace Elementary 2 Elementary

Vallejo City USD Franklin Middle 1 Middle

Vallejo City USD Glen Cove Elementary 2 Elementary

Vallejo City USD Grace Patterson Elementary 1 Elementary

Vallejo City USD Hogan Middle 3 Middle

Vallejo City USD Johnston Cooper Elementary 3 Elementary

Vallejo City USD Lincoln Elementary 3 Elementary

Vallejo City USD Loma Vista Elementary 1 Elementary

Vallejo City USD Mare Island Elementary 3 Elementary

Vallejo City USD Solano‐Widenmann 1 Elementary/Middle

Vallejo City USD Vallejo High 2 High

Dixon USD Anderson Elementary 1 Elementary

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County Wide Compilation of Results ‐ CHART B Report to the Solano County Board of Education

Williams Settlement Deciles 1‐3 Schools 2019‐2020

*Data from June 2019 Audit

District

% of Deciles 1‐3 Schools with Sufficient

Instructional Materials

Initial FIT Results COE Inspections of Deciles 1‐3

Schools

% of Deciles 1‐3 Schools with

Accurate SARC’s

* % of Deciles 1‐3 Schools with 20%

or More EL Students with Appropriately Credentialed Teachers

Number of Unanswered Complaints in Relation to the

Uniform Complaint Procedure

Dixon USD 100%

Exemplary = 0 Good = 2 Fair = 0 Poor = 0

100% 100% 0

Fairfield‐Suisun USD 100%


100% 100% 0

Vacaville USD 100%


100% 100% 0

Vallejo City USD 100%


100% 100% 0

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Dixon Unified School District ‐ CHART C Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


District




Schools


Accurate SARC’s





Dixon USD 100%


100% 100% 0

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Dixon Unified School District Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


Dixon USD

Sufficient Instructional Materials

COE Inspection Initial FIT Rating

Accurate SARC’s





Anderson Elementary Yes Good (93.50%) Yes 100% 0

Gretchen Higgins Elementary Yes Good (93.93%) Yes 100% 0

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Fairfield‐Suisun Unified School District ‐ CHART D Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


District




Schools


Accurate SARC’s





Fairfield‐Suisun USD

100%


100% 100% 0

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Fairfield‐Suisun Unified School District Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


Fairfield‐Suisun USD


COE Inspection Initial FIT Rating

Accurate SARC’s





Anna Kyle Elementary Yes Good (97.5%) Yes 100% 0

Cleo Gordon Elementary Yes Good (98.02%) Yes 100% 0

E. Ruth Sheldon Elementary

Yes Good (95.47%) Yes 100% 0

Fairfield High Yes Fair (84.14%) Yes 100% 0

Fairview Elementary Yes Exemplary (99.2%) Yes 100% 0

Suisun Elementary Yes Good (96.25%) Yes 100% 0

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Vacaville Unified School District ‐ CHART E Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


District




Schools


Accurate SARC’s





Vacaville USD 100%


100% 100% 0

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Vacaville Unified School District Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


Vacaville USD


COE Inspection Initial FIT Rating Accurate SARC’s





Markham Elementary Yes Fair (86.61%) Yes 100% 0

Padan Elementary Yes Good (98.16%) Yes 100% 0

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Vallejo City Unified School District ‐ CHART F Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


District




Schools


Accurate SARC’s





Vallejo City USD 100%


100% 100% 0

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Vallejo City Unified School District Report to Solano County Board of Education Williams Settlement Deciles 1‐3 Schools

2019‐2020


Vallejo City USD


COE Inspection Initial FIT Rating Accurate SARC’s





Beverly Hills Elementary Yes Fair (86.69%) Yes 100% 0

Dan Mini Elementary Yes Fair (88.36%) Yes 100% 0

Federal Terrace Elementary

Yes Fair (79.87%) Yes 100% 0

Franklin Middle Yes Fair ( 80.90%) Yes 100% 0

Glen Cove Elementary Yes Good (98.71%) Yes 100% 0

Grace Patterson Elementary

Yes Good (98.44%) Yes 100% 0

Hogan Middle Yes Fair (87.27%) Yes 100% 0

Johnston Cooper Elementary

Yes Good (97.09%) Yes 100% 0

Lincoln Elementary Yes Good (92.88%) Yes 100% 0

Loma Vista Elementary Yes Good (90.20%) Yes 100% 0

Mare Island Elementary Yes Fair (89.50%) Yes 100% 0

Solano‐Widenmann Yes Good (95.12%) Yes 100% 0

Vallejo High Yes Fair (85.59%) Yes 100% 0

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Local Performance Indicator Quick Guide

The State Board of Education (SBE) approved standards for the local indicators that support a local educational agency (LEA) in measuring and reporting progress within the appropriate priority area. The approved performance standards require a LEA to:

• Annually measure progress on the local performance indicator based on locally available data.

• Report results at a regularly scheduled public meeting of the local governing board.

• Report results to the public through the Dashboard.

This Quick Guide identifies the approved standards and self-reflection tools that an LEA will use to report its progress on the local indicators.

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Performance Standards

The performance standards for the local performance indicators are:

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities (LCFF Priority 1)

The LEA annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable; the LEA then reports the results to its local governing board at a regularly scheduled meeting and to reports to stakeholders and the public through the Dashboard.

Implementation of State Academic Standards (LCFF Priority 2)

The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.

Parent and Family Engagement (LCFF Priority 3)

The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.

School Climate (LCFF Priority 6)

The LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the LEA serves (e.g., K-5, 6-8, 9-12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the Dashboard.

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Access to a Broad Course of Study (LCFF Priority 7)

The LEA annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.

Coordination of Services for Expelled Students – County Office of Education (COE) Only (LCFF Priority 9)

The county office of education (COE) annually measures its progress in coordinating instruction as required by California EC Section 48926; the COE then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.

Coordination of Services for Foster Youth – COE Only (LCFF Priority 10)

The COE annually measures its progress in coordinating services for foster youth; the COE then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.

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Self-Reflection Tools

An LEA uses the self-reflection tools included within the Dashboard to report its progress on the local performance indicator to stakeholders and the public.

The self-reflection tools are embedded in the web-based Dashboard system and are also available in Word document format. In addition to using the self-reflection tools to report its progress on the local performance indicators to stakeholders and the public, an LEA may use the self-reflection tools as a resource when reporting results to its local governing board. The approved self-reflection tools are provided below.

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional Materials, and Safe, Clean and Functional School Facilities (LCFF Priority 1)

LEAs will provide the information below:

• Number/percentage of misassignments of teachers of English learners (ELs), total teacher misassignments, and vacant teacher positions

• 0% of our teachers of ELs are misassigned

• 0% teachers are misassigned

• No vacancies

• Number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home

• 0% of students without access to their own copies of standards-aligned instructional materials for use at school and at home

• Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies and extreme deficiencies)

Note: The requested information are all data elements that are currently required as part of the School Accountability Report Card (SARC).

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Implementation of State Academic Standards (LCFF Priority 2)

LEAs may provide a narrative summary of their progress in the implementation of state academic standards based on locally selected measures or tools (Option 1). Alternatively, LEAs may complete the optional reflection tool (Option 2).

OPTION 2: Reflection Tool

Recently Adopted Academic Standards and/or Curriculum Frameworks

1. Rate the LEA’s progress in providing professional learning for teaching to the recently adopted academic standards and/or curriculum frameworks identified below.

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Academic Standards 1 2 3 4 5 ELA – Common Core State Standards for ELA X

ELD (Aligned to ELA Standards) X

Mathematics – Common Core State Standards for Mathematics

X

Next Generation Science Standards X

History-Social Science X

2. Rate the LEA’s progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks identified below available in all classrooms where the subject is taught.


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Academic Standards 1 2 3 4 5 ELA – Common Core State Standards for ELA X



X



3. Rate the LEA’s progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher pairing).


Academic Standards 1 2 3 4 5

ELA – Common Core State Standards for ELA X



X



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Other Adopted Academic Standards

4. Rate the LEA’s progress implementing each of the following academic standards adopted by the state board for all students.


Academic Standards 1 2 3 4 5

Career Technical Education X

Health Education Content Standards X

Physical Education Model Content Standards X

Visual and Performing Arts X

World Language X

Support for Teachers and Administrators

5. Rate the LEA’s success at engaging in the following activities with teachers and school administrators during the prior school year (including the summer preceding the prior school year).


Activities 1 2 3 4 5 Identifying the professional learning needs of groups of teachers or staff as a whole

X

Identifying the professional learning needs of individual teachers

X

Providing support for teachers on the standards they have not yet mastered

X

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Narrative (Limited to 1,500 characters)

6. Provide any additional information in the text box provided in the Dashboard that the LEA believes is relevant to understanding its progress implementing the academic standards adopted by the state board.

SCOE operates juvenile courts and community schools with an average student population of 93 students under the Dashboard Alternative School Status (DASS).

Administrators, coaches, and teachers regularly conduct focused classroom walkthroughs to monitor the implementation of content standards and the use of evidence-based practices. Results are shared with staff meetings and discussed during collaborative planning. Results are used to adjust instruction and to identify professional development needs.

Teachers are provided with professional development and coaching to support standard-based instruction and evidence-based strategies in ELA/ELD, math, and social science. Coaching for the implementation of the New Generation Science Standards started in 2018-19 and will intensify during 2019-20. A new makerspace lab has created opportunities for project-based learning in math and science as students and staff continue to receive expert coaching in robotics.

Professional development during the 2018-19 school year also included coaching to use instructional technology and will continue for 2019-20 targeting the use of Google apps for the classroom which will support student engagement in all subject areas.

Teachers are also receiving training in using the standard-aligned Edgenuity online platform for blended instruction. The platform is being used by all students to access elective courses and for credit recovery.

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Parent and Family Engagement (LCFF Priority 3)

This self-reflection tool is organized into three sections. Each section includes promising practices in family engagement:

1. Building Relationships between School Staff and Families

2. Building Partnerships for Student Outcomes

3. Seeking Input for Decision-making

LEAs use this self-reflection tool to reflect on its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable an LEA to engage in continuous improvement and determine next steps to make improvements in the areas identified.

Building Relationships


Building Relationships 1 2 3 4 5 1. Rate the LEA’s progress

in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.

X

2. Rate the LEA’s progress in creating welcoming environments for all families in the community.

X

3. Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.

X

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Building Relationships 1 2 3 4 5 4. Rate the LEA’s

progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.

X

Dashboard Narrative Box (Limited to 3,000 characters)

Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families.

A broad range of stakeholders were included in the self-evaluation process during the 2018-19 school year to generate data for our local indicators. The process included meetings with parents and students, staff, and School Site Councils. The great majority of our parents are African American or Latino and come from families in the low-income range. The parents and family members who participated in the self-evaluation process included parents and families of English learners, foster youth and students with disabilities. English-Spanish interpreting was available at all meetings.

Parents and families engaged in a conversation regarding ways to evaluate SCOE’s effectiveness in building relationships with the parent community and on ways to improve efforts in that area. Parents’ preferred communicating their perceptions, concerns, and interests directly during group discussions and individual conversations. Surveys were also distributed to all the students and families, including the California Healthy Kids Survey and locally developed questions. Parents supported the process and expressed experiencing positive connections with school staff. They also emphasized their interest in addressing students’ options after completing high school and an interest in being included in planning and monitoring student’s progress.

SCOE has provided professional development and coaching for staff and administrators to build skills and a welcoming mindset to foster trust and project respect in working with our families. Our administrators and staff have developed competency in working with low-income African American and Latino families, which make up the large majority of our constituents. Administrators and key staff have participated in a year-long equity institute to develop strategies for addressing race issues and barriers in working with students and families. This work was continued with ongoing consultation to support administrators and staff in developing positive communication with students and families and addressing barriers relative to income differential and race. Training has 50

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been provided to teachers and administrator to increase their ability to understand families’ cultures and languages and to respectfully understand their expectations of the school and hopes for their children. Our administrators are participating in the county wide Solano Equity Alliance and have been active participants in the Solano County Racial and Ethnic Disparity (RED) workgroup convened by the Solano County District Attorney to address race factors affecting life outcomes for students of color. Our administrators are also participating in a year-long professional development with Jamie Almanzan on practices to promote equity and close the opportunity gap in education.

Building Partnerships for Student Outcomes


Building Partnerships 1 2 3 4 5 5. Rate the LEA’s progress

in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.

X

6. Rate the LEA’s progress in providing families with information and resources to support student learning and development in the home.

X

7. Rate the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.

X

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Building Partnerships 1 2 3 4 5 8. Rate the LEA’s

progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students.

X


Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of under representative families.

In communicating with our parents, we make any accommodation that is needed to provide equal access to all. Currently, our parents speak either English or Spanish, so every document sent home is in both languages and interpreting is provided when needed. SCOE supports parents with disabilities by providing any needed accommodation or service necessary to promote their participation in parent programs, meetings, communication with the school, and governance. Services include the use of sign-language interpreters and documents and webpages compliant with the requirements of the American with Disabilities Act.

Four family events were held and designed as two-way communication opportunities and to encourage suggestions on how better engage them in support and governance for the school. At JDF, events were organized during visiting hours and revolved around student-directed activities, including two piano recitals for students who had attended after-school piano classes. These events allowed Probation and school staff to connect with the parents and talk about the student's plans for after release and to listen to their concerns and hopes.

SCOE employs an attendance/community liaison who educates and support staff in communicating with families, conducts home visits to address any concerns, and supports families as a referral hub for a variety of needs. Our student support specialists are trained in cross-cultural communication as part of their counseling/social work coursework, and work with families to help them with strategies to support their children’s success and to prepare them to support their children’s transition back to their school of residence when leaving our programs.

During the 2019-20 school year, SCOE is offering after-school parent support programs, including Parent Project Senior training, workshops on increasing technology skills, including digital etiquette and copyright privacy laws. Support to parents also includes education on accessing resources and navigating the environment of public and community agencies, and referral services through our Wellness Center. Literacy 52

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programs for non-English speaking parents are offered in partnership with their districts of origin or their community of residence.

Parents are informed in writing at the beginning of every school year about their rights. In 2018-19, we added information about immigration enforcement and the rights students and families have under existing law. Our student support specialist functions as the school contact for a variety of parents’ needs and concerns. They provide referrals to community agencies and non-profit organizations and identify potential partners in addressing parents’ inquiries.

Seeking Input for Decision Making


Seeking Input 1 2 3 4 5 9. Rate the LEA’s progress

in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.

X

10. Rate the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.

X

11. Rate the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community.

X

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Seeking Input 1 2 3 4 5 12. Rate the LEA’s

progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.

X


Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement.

Parent surveys addressed their perceptions relative to instruction effectiveness, social-emotional support for students, parent perceptions of the school climate, services available to support students academically and emotionally, and preparing students for the transition to their school of residence. All respondents confirmed that they feel that their concerns/questions are taken seriously by their child’s school staff.

SCOE provides quarterly after-school meetings to discuss instruction, services, policies, and budgets with parents and families. During these meetings, parents have an opportunity to provide valuable input on the development of the LCAP, the School Plan for Student Achievement and on instructional policies, including the school’s plan for ELs. The School Site Council (SSC) also provides a forum for parent representatives to participate in governance and decision making. At the beginning of every year, the schools send to parents an invitation to run as candidates for SSC membership, and elections are held via mail ballots. SSC meetings are open to all parents, staff, and students. Parents are provided with background information to support their understanding of practice and policy issues. Such information includes requirements for LCAP development, state priorities, the California School Dashboard, results for all state and local indicators for SCOE programs, and an introduction to best practices.

A more informal, but very effective way to solicit parents’ input is through regular individual meetings related to the development and review of students’ Individual Learning Plans. These are very effective in addressing specific issues and offering opportunities to become involved. Our students stay in our programs from one semester to a year and, as in many cases at JDF, just for a few days or weeks, so initial individual contacts with families are very important to establishing connections.

A probation officer is located at our community school as a resource for students and families interacting with the justice system.

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School Climate (LCFF Priority 6)

LEAs will provide a narrative summary of the local administration and analysis of a local climate survey that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span (e.g., K–5, 6– 8, 9–12) in a text box provided in the California School Dashboard (response limited to 3,000 characters). LEAs will have an opportunity to include differences among student groups, and for surveys that provide an overall score, such as the California Healthy Kids Survey, report the overall score for all students and student groups. This summary may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.

1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned.

2. MEANING: What do the disaggregated results (if applicable) of the survey and other data collection methods reveal about schools in the LEA, such as areas of strength or growth, challenges, and barriers?

3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the results for continuous improvement purposes? Why? If you have already implemented actions, did you see the results you were seeking?

Students completed the California Healthy Kids Survey (CHKS) in 2017-18. Students also responded to a locally developed survey to address their perceptions about school. Following are representative questions for these surveys:

• 59% of students responded, “Pretty much true” or “Very much true” to the statement: “At my school, there is a teacher or some other adult who listens to me when I have something to say.”

• 63% of students responded, “Pretty much true” or “Very much true” to the statement: “At my school, there is a teacher or some other adult who believes that I will be a success.”

• 54% of students responded that they feel “Safe” or “Very safe” to the question: “How safe do you feel when you are at school?”

• When asked on the CHKS “During the past 12 months, how many times on school property were you harassed or bullied?”, 76% of the students reported 0 times and 24% reported 1 or more times

• When asked on the CHKS “During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around?”, 74% of the students reported 0 times and 26% reported 1 or more times.

• 37% of all our students reported on our local survey that the school provides them with extra help when they struggle socially and emotionally.

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Overall survey results indicate that nearly 50% or more of the students reported experiencing a positive relationship with a staff member and reported feeling safe when they are at school. Over 70% of the students reported that they did not experience physical aggression, harassment, or bullying at school. On the other hand, less than 40% of the students reported feeling involved in decision making relative to their activities and one-third of the students reported that the school supports them socially and emotionally.

Results show that efforts to provide students with a welcoming and safe environment have positively affected the experience of the majority of our students and that work in this area needs to continue to positively affect the experience of all our students. We are paying particular attention to increasing our training for administrators and staff on how to support the students social and emotional well-being by engaging in trauma-informed practices. As part of this effort, we will assess each students’ need for social and emotional support by using a screening tool at the beginning of the 2019-20 school year. Results from the screening will inform our tier system of services ranging from emotional learning groups, to individual problem-centered counseling provided by school-based support staff, to mental health counseling under clinical supervision. For students housed at the Juvenile Detention Facility School (JDF), who receive mental health services from an agency under contract with Solano County Probation, we will use the results of the screening tool to collaborate with Probation in identifying student needs and plan for appropriate services.

Optional Narrative

The implementation of the Positive Behavior and Supports (PBIS) model will continue to be a priority to provide students with supportive and well- structured classroom environments and offer ample opportunities to be recognized for their attendance, effort, work, and positive behavior. Intensive training on restorative practices will continue to support our efforts to replace exclusionary discipline and develop culturally sensitive strategies for student reflection and the use of constructive approaches to conflict resolution.

In an effort to increase student engagement and participation in decision making, teachers will receive additional training on facilitating discussions and collective problem solving applied to student activities. Student support specialists will continue to involve students in developing their Individual Learning Plans (ILPs) and build their capacity in understanding requirements for their return to their school of residence, graduation requirements, credit recovery opportunities, and decisions related to college and career paths.

A wellness center, established in collaboration with Solano County Behavioral Health, is now available for our students at Golden Hills Community School (GHCS) to support reflection, self-regulation, and emotional awareness under the guidance of teaching and support staff. An additional wellness center will be established at the JDF in collaboration with Probation in December 2019.

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Access to a Broad Course of Study (LCFF Priority 7)

LEAs provide a narrative summary of the extent to which all students have access to and are enrolled in a broad course of study by addressing, at a minimum, the following four prompts:

1. Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. (response limited to 1,500 characters)

SCOE provides Alternative Education instruction for a total daily average of 93 students in the Juvenile Court and Community Schools (JCCS). Our students have been expelled, or referred by Probation, or are incarcerated. The large majority of our students are in high school with very few attending middle school. At the time of intake, each student develops, in collaboration with their teachers and student support specialist, an Individual learning Plan (ILP) that maps their course needs for the time they are in our programs. Our catalog includes a broad course of studies, matching courses for all our member school districts. Our course of studies is listed in our AERIES student information system which tracks enrollment for each course and allows disaggregation of data based on grade spans, unduplicated student groups, and individuals with exceptional needs served.

2. Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. (response limited to 1,500 characters)

Our students in both programs receive classroom instruction in all core courses required for middle school and those required for graduation in high school, including English, math, science, social studies, and physical education at the appropriate grade level. All students also have access to a broad range of courses through a blended learning model, based on the Edgenuity online platform, that also allows them to recover missing credits. An analysis of the completed coursework from the AERIES database shows such broad access with over 150 courses registering enrollment during the 2018-19 school year. The unduplicated student count for our programs is over 80%. We found no differences in access to courses between unduplicated students and the rest of the student population. Approximately 20% of the students who come to our programs have an IEP. Specialized academic instruction is provided for them to access any of the courses based on their graduation needs. No differences were identified between students with an IEP and the rest of the student population in accessing a broad range of courses.

57

18

3. Given the results of the tool or locally selected measures, identify the barriers preventing the LEA from providing access to a broad course of study for all students. (response limited to 1,500 characters)

The challenge we face is the limited time span most students spend in our programs ranging from one to two semesters at the Golden Hills Community School (GHCS), and from a few days to a year at the Juvenile Detention Facility (JDF). While students at GHCS re-enter their schools of residence at semester breaks, often JDF students are released mid-semester. Some of our districts accept partial credits, and we are working with the rest of the districts to develop agreements relative to partial credits policies. Students exiting JDF mid semester have the option to enroll at GHCS to finish the semester and receive full credits before they return to their school of residence.

4. In response to the results of the tool or locally selected measures, what revisions, decisions, or new actions will the LEA implement, or has the LEA implemented, to ensure access to a broad course of study for all students? (response limited to 1,500 characters)

We are working with our member districts to develop agreements about partial credits policies to allow students who leave the Juvenile Detention Facility (JDF) during the semester to have their work accepted and counted. While we work on developing agreements, students exiting JDF mid semester have to option to continue at GHCS to finish the semester and get full recognition for their work.

58

19

Coordination of Services for Expelled Students – COE Only (LCFF Priority 9)

Assess the degree of implementation of the progress in coordinating instruction for expelled students in your county.


Coordinating Instruction 1 2 3 4 5 1. Assessing status of

triennial plan for providing educational services to all expelled students in the county, including:

[No response required]





a. Review of required outcome data. X

b. Identifying existing educational alternatives for expelled pupils, gaps in educational services to expelled pupils, and strategies for filling those service gaps.

X

c. Identifying alternative placements for pupils who are expelled and placed in district community day school programs, but who fail to meet the terms and conditions of their rehabilitation plan or who pose a danger to other district pupils.

X

59

20

Coordinating Instruction 1 2 3 4 5 2. Coordinating on

development and implementation of triennial plan with all LEAs within the county.

X

3. Establishing ongoing collaboration and policy development for transparent referral process for LEAs within the county to the county office of education or other program options, including dissemination to all LEAs within the county a menu of available continuum of services for expelled students.

X

4. Developing memorandum of understanding regarding the coordination of partial credit policies between district of residence and county office of education.

X

Optional Narrative

The Solano County Office of Education (SCOE) convenes and coordinates a county-wide Student Services Council, representing our six member districts. The council completed a three-year revision of the Plan for Expelled Students in July 2018. SCOE supports the continuum of services for expelled students with its Golden Hills Community School. The plan is evaluated every year to address any emerging issues and evaluate ongoing practices. The plan we developed in collaboration with our school districts does not include an agreement for partial credits. Students who are expelled and attend districts’ community day schools or our GHCS re-enter their school of residence at semester end allowing them to complete their courses before transferring. The transition from our SCOE programs to the districts of residence is facilitated and supported by our student support specialists who work with receiving districts and schools to provide a smooth transition for students. The county wide expulsion rate decreased from 0.18% in 2015-16 to 0.10% in 2017-18.

60

21

Coordination of Services for Foster Youth – COE Only (LCFF Priority 10)

Assess the degree of implementation of coordinated service program components for foster youth in your county.


Coordinating Services 1 2 3 4 5 1. Establishing ongoing

collaboration and supporting policy development, including establishing formalized information sharing agreements with child welfare, probation, Local Education Agency (LEAs), the courts, and other organizations to support determining the proper educational placement of foster youth (e.g., school of origin versus current residence, comprehensive versus alternative school, and regular versus special education).

X

2. Building capacity with LEA, probation, child welfare, and other organizations for purposes of implementing school-based support infrastructure for foster youth intended to improve educational outcomes (e.g., provide regular professional development with the Foster Youth Liaisons to facilitate adequate transportation services for foster youth).

X

61

22

Coordinating Services 1 2 3 4 5 3. Providing information and

assistance to LEAs regarding the educational needs of foster youth in order to improve educational outcomes.

X

4. Providing direct educational services for foster youth in LEA or county-operated programs provided the school district has certified that specified services cannot be provided or funded using other sources, including, but not limited to, Local Control Funding Formula, federal, state or local funding.

X

1. Establishing ongoing collaboration and supporting development of policies and procedures that facilitate expeditious transfer of records, transcripts, and other relevant educational information.

X

6. Facilitating the coordination of post-secondary opportunities for youth by engaging with systems partners, including, but not limited to, child welfare transition planning and independent living services, community colleges or universities, career technical education, and workforce development providers.

X

62

23

Coordinating Services 1 2 3 4 5 7. Developing strategies to

prioritize the needs of foster youth in the community, using community-wide assessments that consider age group, geographical area, and identification of highest needs students based on academic needs and placement type.

X

8. Engaging in the process of reviewing plan deliverables and of collecting and analyzing LEA and COE level outcome data for purposes of evaluating effectiveness of support services for foster youth and whether the investment in services contributes to improved educational outcomes for foster youth.

X

Optional Narrative

The Solano County Office of Education (SCOE) coordinates the Solano County Foster Youth Services Coordinating Program (FYSCP) to provide technical assistance, training, and support to school districts and community partners in addressing the educational needs of foster youth. SCOE has developed an inter-agency agreement which outlines the coordination of services and information sharing processes among the different organizations. SCOE hosts bi-monthly collaboration meetings through the Foster Youth Education Planning Team, which identifies gaps in services and brings community-based organizations together to find solutions. SCOE staff is co-located at Solano Child Welfare Services (CWS) and acts as a liaison between the school districts and CWS to facilitate timely communication and transfer of records. SCOE staff also provides annual training for each district and community partners on the needs of foster youth and evidence-based interventions.

While SCOE has initiated a discussion among stakeholders about county wide priorities to support foster youth and the need for community wide assessments and program evaluation, there is considerable progress to be made in this area. SCOE will continue to collaborate with the FYSCP to identify data collection practices that will support prioritization and inform decisions about the effectiveness of current services.

63

Board Report of TCC IssuesCred95a

Registered between 09/10/2019 and 10/25/2019

Expires Registered

Renewal CodesSubjectsTC RequirementAuthorizations

Document #Term:Description

AssignOrgsSSN4Name

Title AETC - Adult Education Teaching Credential

TA, VIET-THU 09/23/2019 12/31/2019TCC-VCUSD003

R4FA P3: Preliminary ESL FEDU HSFT

Title CTE - Career Technical Education Teaching Credential

BENDER, LEIGH A 09/17/2019 12/31/2019TCC-VCUSD003

R4T P3: Preliminary FAB

GARCIA, DANIEL 10/23/2019 12/31/2019TCC-FSUSDNone

R4T P3: Preliminary FAB

MARTIN, MATTHEW S 10/09/2019 12/31/2019TCC-FSUSDNone

DG R4T S17C CL: Clear BTC

PARR, TERRELL C 10/25/2019 03/31/2020TCC-SCOE050

R4T P3: Preliminary BTC

SHINER, FRANK EUGENE 10/03/2019 03/31/2020TCC-FSUSDNone

DG R4T P3: Preliminary ED

SMITH, CAROLYN E 10/01/2019 12/31/2019TCC-TUSD006

DG R4T P3: Preliminary HSMT

Total Persons Listed for CTE: 6

Title P12C - Child Development Teacher Permit

CAMPBELL, DANIELLE 09/11/2019 12/31/2019TCC-BUSD001

CC

Title SA1 - Resource Specialist Added Authorization

HENDERSON, KYLE I 09/13/2019 12/31/2019TCC-BUSD001

P3: Preliminary

Title SA12 - Crosscultural, Language and Academic Development Certificate

Selection Grouped by Credential Title / Sorted by Last Name, Filtered by (No Date Registered? = N, Starting Date Registered = 9/10/2019, Ending Date

Registered = 10/25/2019, SSN? = N, Page Break? = N, NotePad? = N) Page 1 of 12

Generated for PAUL DEAL (PDEAL), Oct 25 2019 5:56PMSolano County Office of Education

64



Expires Registered



AssignOrgsSSN4Name

Title SA12 - Crosscultural, Language and Academic Development Certificate

STEPHENS, MELISSA A 10/22/2019 03/31/2020TCC-TUSD006

ELA1 CL: Clear

Title SA13 - Crosscultural, Language and Academic Development Permit

APELLIDO, RICKY 10/08/2019 03/31/2020TCC-ELITENone

ELA1 EM: Emergency

ARISMENDY A DE ROMAN, CYNTH 09/16/2019 12/31/2019TCC-ELITENone

ELA1 EM: Emergency

BENDER, LEIGH A 09/20/2019 12/31/2019TCC-VCUSD003

ELA1 EM: Emergency

FABONAN, CYNTHIA F 09/20/2019 12/31/2019TCC-VCUSD003

ELA1 EM: Emergency

GUIAO, MICHELLE 10/08/2019 03/31/2020TCC-ELITENone

ELA1 EM: Emergency

JOHNSON-KAUL, DENISE M 10/09/2019 12/31/2019TCC-TUSD006

P13 ELA1 EM: Emergency

JUMAWAN, GRACE IRISH 10/08/2019 03/31/2020TCC-ELITENone

ELA1 EM: Emergency

MARTIN, SARAH M 09/18/2019 12/31/2019TCC-BUSD001

ELA1 EM: Emergency

MONDLOCK, MARISSA T 10/17/2019 03/31/2020TCC-FSUSDNone

P13 ELA1 EM: Emergency

VAZQUEZ, ONEIDA 09/16/2019 12/31/2019TCC-ELITENone

ELA1 EM: Emergency

WARD, AARON E 10/18/2019 12/31/2019TCC-VCUSD003

ELA1 EM: Emergency

Total Persons Listed for SA13: 11

Title SA14 - Bilingual, Crosscultural, Language and Academic Development Certificate




65



Expires Registered



AssignOrgsSSN4Name

Title SA14 - Bilingual, Crosscultural, Language and Academic Development Certificate

ORNELAS, IVETTE 10/02/2019 03/31/2020TCC-FSUSDNone

BASP WV: Waiver

QUINN, JAMES P 09/27/2019 12/31/2019TCC-VCUSD003

S14 WV: Waiver SPAN

THOMAS, MARIA D 09/12/2019 12/31/2019TCC-VCUSD003

S14 EM: Emergency SPAN


Title SA15 - Bilingual Authorization Permit

GARCIA, ALVARO A 09/12/2019 12/31/2019TCC-VCUSD003

BASP EM: Emergency

Title SA17 - Certificate of Completion of Staff Development

DORRANCE, ANOUK A 09/20/2019 12/31/2019TCC-BUSD001

S17A WV: Waiver

PARR, TERRELL C 10/25/2019 03/31/2020TCC-SCOE050

WV: Waiver

SMITH, CAROLYN E 10/08/2019 03/31/2020TCC-TUSD006

WV: Waiver


Title SA1P - Resource Specialist Permit

MIRELES, LAURIE A 09/11/2019 12/31/2019TCC-DUSD002

EM2 S1 CL: Clear

Title SC5 - Pupil Personnel Services Credential




66



Expires Registered



AssignOrgsSSN4Name

Title SC5 - Pupil Personnel Services Credential

SCHROEDER, GREGORY D 09/30/2019 03/31/2020TCC-FSUSDNone

R20 R511 CL: Clear SC2

Title SC8 - Speech-Language Pathology Services Credential

HUNG, EMILY 09/26/2019 12/31/2019TCC-FSUSDNone

R20 LSH CL: Clear LSH

Title SUBC - Career Substitute Teaching Permit

BASHAM, ELLEN I 10/02/2019 03/31/2020TCC-VUSDNone

P60 P60 EM: Emergency

DEL DOTTO, MEREDITH P 09/11/2019 12/31/2019TCC-FSUSDNone


Total Persons Listed for SUBC: 2

Title SUBP - 30-Day Substitute Teaching Permit

APPIAH, BENJAMIN 09/30/2019 03/31/2020TCC-FSUSDNone


AVERY, DAVID P 10/17/2019 03/31/2020TCC-FSUSDNone


BADER, ALEXANDRA 09/17/2019 12/31/2019TCC-FSUSDNone


BLUE, JON 10/09/2019 03/31/2020TCC-FSUSDNone


CAMPBELL, COLLEEN 10/22/2019 03/31/2020TCC-SIERRANone


CAVINESS, MICKI 09/16/2019 12/31/2019TCC-TUSDNone





67



Expires Registered



AssignOrgsSSN4Name

Title SUBP - 30-Day Substitute Teaching Permit (continued)

COX, JUANISHA L 10/17/2019 03/31/2020TCC-CALIBERNone


DAVIS, BRADLEY 10/09/2019 03/31/2020TCC-FSUSDNone


ENAMORADO MELGAR, MELISSA 10/22/2019 03/31/2020TCC-SIERRANone

P30 P30B WV: Waiver

GONZALEZ, ANTHONY 10/02/2019 03/31/2020TCC-FSUSDNone


HOLBEIN, KAYTLIN 09/11/2019 12/31/2019TCC-FSUSDNone


HOSKIN, AAROLIND 09/17/2019 12/31/2019TCC-FSUSDNone


JACKSON, KRISTEN 09/18/2019 12/31/2019TCC-FSUSDNone


JOHNSON, DOMINIQUE 10/08/2019 03/31/2020TCC-ELITENone


MCGRIFF, XXIT S 10/14/2019 03/31/2020TCC-VCUSDNone


MESHACK, COREY D 10/14/2019 03/31/2020TCC-VCUSDNone


MOORE JR, PARIS K 09/27/2019 12/31/2019TCC-VCUSDNone

P30B WV: Waiver

MUNNEKE, JOSEPH 09/11/2019 12/31/2019TCC-FSUSDNone


SERR, NICOLETTE 10/17/2019 03/31/2020TCC-FSUSDNone


SHAMIEH, HANNAH 10/11/2019 03/31/2020TCC-FSUSDNone


SUMMERS, KATHRYN R 10/21/2019 03/31/2020TCC-FSUSDNone


WILSON, ANDREA E 09/27/2019 12/31/2019TCC-VCUSDNone





68



Expires Registered



AssignOrgsSSN4Name

Total Persons Listed for SUBP: 22

Title TC1 - Single Subject Teaching Credential

ARISMENDY A DE ROMAN, CYNTH 09/16/2019 12/31/2019TCC-ELITENone

RC REL R1S P5: Preliminary FLS

BAILEY, LINSEY L 10/01/2019 12/31/2019TCC-TUSD006

R20 R1S CL: Clear PE

DAVIS, BILLY R 09/20/2019 12/31/2019TCC-VCUSD003

RC REL RS2 R1S WV: Waiver MATH

DAY, CHRISTOPHER 09/30/2019 12/31/2019TCC-VUSD008

R14I ELAS R1S P5: Preliminary SBS SGX

KAURA, NEETI 09/17/2019 12/31/2019TCC-VCUSD003

R1S ELAS WV: Waiver ENGL

MOORE, TAMARA M 10/17/2019 03/31/2020TCC-FSUSDNone

R20 ELA1 R1S CL: Clear HSX SBS

NORDEEN, ELIZABETH A 09/30/2019 03/31/2020TCC-FSUSDNone

R20 R1S SMAA R1B

ELA1

CL: Clear BS IM2 SPX

TOMKO, KIRSTEN M 09/30/2019 03/31/2020TCC-FSUSDNone

R20 R1S CL: Clear FLG MATX

VAZQUEZ, ONEIDA 09/16/2019 12/31/2019TCC-ELITENone

RC REL R1S P5: Preliminary ENGL

Total Persons Listed for TC1: 9

Title TC13 - Short-Term Staff Permit

BAYNARD, CARL W 10/11/2019 03/31/2020TCC-FSUSDNone

STP R1S ELAS SL: Single Subject w/EL TC10 PE

DELA CRUZ, MARIELLA-ANNE 10/14/2019 03/31/2020TCC-VCUSD003

STP R1S ELAS SL: Single Subject w/EL TC10 SBS

FEATHERSTONE, SARA S 09/12/2019 12/31/2019TCC-VCUSD003

STP R3EC R3MM ELAE SE: Special Education TC10, TC11 and

TC12

ECSE MM




69



Expires Registered



AssignOrgsSSN4Name

Title TC13 - Short-Term Staff Permit (continued)

FRATER, TRECIA K 09/27/2019 12/31/2019TCC-VCUSD003

STP R2M ELAM ML: Multiple Subject w/EL TC10 GS

GIBSON, TAUREAN R 09/13/2019 12/31/2019TCC-VCUSD003

STP R1S ELAS SL: Single Subject w/EL TC10 SG

LIPKINS, DEVEDA L 09/27/2019 02/28/2020TCC-SCOE050

STP R3MS ELAE SE: Special Education TC10, TC11 and

TC12

MS

NIENU, BRITTANY M 10/03/2019 03/31/2020TCC-VUSD008

STP R3MM ELAE SE: Special Education TC10, TC11 and

TC12

MM

NISHI-SMITH, KANOKO 10/24/2019 03/31/2020TCC-VCUSDNone

STP R3EC ELAE SE: Special Education TC10, TC11 and

TC12

ECSE

ORNELAS, IVETTE 10/02/2019 03/31/2020TCC-FSUSDNone

STP R2M ELAM ML: Multiple Subject w/EL TC10 GS

STEVENS, CALDANN T 09/23/2019 12/31/2019TCC-VUSD008


TC12

MM

WELLS, MAKKEDAH H 10/14/2019 03/31/2020TCC-VCUSD003


TC12

MM


Title TC14 - Provisional Internship Permit

AGUILERA, EVA K 10/15/2019 03/31/2020TCC-VCUSD003

PIPF R2M ELAM ML: Multiple Subject w/EL TC10 GS

BELLAMY, NICHOLAS S 10/02/2019 12/31/2019TCC-CALIBERNone


CIESIELSKI GULCHER, STEPHAN 10/04/2019 12/31/2019TCC-VCUSD003


FIRESTONE, DIANA R 10/03/2019 12/31/2019TCC-VCUSD003

PIPF R1S ELAS ML: Multiple Subject w/EL TC10 ENGL




70



Expires Registered



AssignOrgsSSN4Name

Title TC14 - Provisional Internship Permit (continued)

GELIBERTE, DARRELL L 09/20/2019 12/31/2019TCC-BUSD001

PIPF R3MM ELAE SE: Special Education TC10, TC11 and

TC12

MM

GRIJALVA, LAURA V 10/17/2019 10/31/2019TCC-VCUSD003

PIPF R1S ELAS SL: Single Subject w/EL TC10 ENGL

JOHNSON, MARIAN C 09/11/2019 12/31/2019TCC-VUSD008


LEONES, MONICA B 09/13/2019 12/31/2019TCC-VCUSD003


MCKINNEY, KATHERINE A 10/14/2019 03/31/2020TCC-SCOE050

PIPF R3MS ELAE SE: Special Education TC10, TC11 and

TC12

MS

MEDIANO, MONICA 09/12/2019 12/31/2019TCC-FSUSDNone

PIPF R1S ELAS SL: Single Subject w/EL TC10 FLS

NEWELL, MECHELE 09/16/2019 12/31/2019TCC-ELITENone


PAGAN-STEWART, LETRICIA C 10/14/2019 03/31/2020TCC-VCUSD003


PRIETO, BRANDON 10/18/2019 03/31/2020TCC-FSUSDNone


TAKACS, MICHELLE 10/22/2019 03/31/2020TCC-SCOE008

050

PIPF R3MS ELAE SE: Special Education TC10, TC11 and

TC12

MS

VIRI, SEAN 09/26/2019 12/31/2019TCC-FSUSDNone

PIPF R2M ELAM SL: Single Subject w/EL TC10 MATH


Title TC2 - Multiple Subject Teaching Credential

APELLIDO, RICKY 10/08/2019 03/31/2020TCC-ELITENone

RC REL PRO R2M P5: Preliminary GS




71



Expires Registered



AssignOrgsSSN4Name

Title TC2 - Multiple Subject Teaching Credential (continued)

DELOS SANTOS, AIZA 10/08/2019 03/31/2020TCC-ELITENone


GILL, PUNAM B 09/30/2019 03/31/2020TCC-FSUSDNone

R20 R2M R2B ELA1 CL: Clear GSX SS

GRIM, BROOKE C 10/01/2019 12/31/2019TCC-CALIBERNone

PRO R2M ELA1 P5: Preliminary GS

GUIAO, MICHELLE 10/08/2019 03/31/2020TCC-ELITENone


HICKS, JASON L 09/10/2019 12/31/2019TCC-SCOE050

R20 R2M CL: Clear GS

JUMAWAN, GRACE IRISH 10/08/2019 03/31/2020TCC-ELITENone


LINDSEY, LAUREN E 09/26/2019 12/31/2019TCC-FSUSDNone

R20 ELA1 R2M SMAA CL: Clear GSX HIST

MCGUINNESS ARCINO, JENNIFE 09/26/2019 12/31/2019TCC-FSUSDNone

R20 ELA1 R2M CL: Clear GSX

MCKENDELL, KELLY 10/18/2019 03/31/2020TCC-FSUSDNone

R2M ELA1 P2: Preliminary GS

ORTIZ, IVONNE D 10/03/2019 12/31/2019TCC-VUSD008

R14I R2M R2B R2B4

ELA1

P3: Preliminary BLS GSX MATH

PEARSON, KENDALL G 09/30/2019 03/31/2020TCC-FSUSDNone


QUINN, JAMES P 09/27/2019 12/31/2019TCC-VCUSD003

INTR ELAM R2M IN: Intern GSX STMT

QUINTON, PAULA M 09/30/2019 03/31/2020TCC-FSUSDNone


RET, MARIA LUCHILLE C 10/17/2019 10/31/2019TCC-VCUSD003

R2M ELAM WV: Waiver GS

SIMMONS, TAWANA A 10/01/2019 12/31/2019TCC-VCUSD003


SPENCE, COURTNEY J 09/30/2019 03/31/2020TCC-FSUSDNone





72



Expires Registered



AssignOrgsSSN4Name

Title TC2 - Multiple Subject Teaching Credential (continued)

THOMPSON, JONATHAN P 09/27/2019 12/31/2019TCC-VCUSD003


WARD, MICHELA R 09/26/2019 12/31/2019TCC-FSUSDNone

R20 R2B ELA1 R2M CL: Clear ENGL GS

WESTFALL, SHAYA L 09/20/2019 12/31/2019TCC-TUSD006

PRO R2M ELA1 P5: Preliminary GS

WILCOX, MICHELLE K 10/03/2019 03/31/2020TCC-FSUSDNone

R20 R2M CL: Clear GSX

WILLIAMS-COCHRAN, LA VENA M 09/30/2019 03/31/2020TCC-FSUSDNone

R20 ELA1 R2B R2M CL: Clear ENGL GS


Title TC3H - Specialist Instruction Credential in Special Education

HICKS, JASON L 09/10/2019 12/31/2019TCC-SCOE050

R20 R15P R3SH CL: Clear SH

Title TC3S - Education Specialist Instruction Credential

COFFIN, JAMES R 09/27/2019 12/31/2019TCC-VCUSD003

R20 R3MM ELA1 L2: Level II MM

COOPER, TONI R 10/03/2019 10/31/2019TCC-FSUSD003

R19M R3MM ELA1 P1: Preliminary MM

LOPEZ FRANCO, NORMA G 09/16/2019 12/31/2019TCC-VCUSD003

R3MS ELAE WV: Waiver MS

MARSHALL, JARMARCUS D 09/20/2019 12/31/2019TCC-VCUSD003

ELAE R3MS WV: Waiver MS

MARTELL, PAGE A 09/20/2019 12/31/2019TCC-VCUSD003


VILLANUEVA, CHRISTELLE F 09/20/2019 12/31/2019TCC-VCUSD003





73



Expires Registered



AssignOrgsSSN4Name

Total Persons Listed for TC3S: 6

Title TC4S - Designated Subjects Special Subjects Teaching Credential

FERNANDEZ, FRANKLIN R 10/02/2019 03/31/2020TCC-VUSD008

R4C WV: Waiver DEDT

GUTT, LISA A 09/20/2019 12/31/2019TCC-VCUSD003

R4C WV: Waiver DEDT

Total Persons Listed for TC4S: 2

Title TLA1 - General Education Limited Assignment Single Subject Teaching Permit

CODDA, RIO A 09/20/2019 12/31/2019TCC-VCUSD003

R1S EM: Emergency WLEL

EATON, DEVON M 09/23/2019 12/31/2019TCC-VUSD008

R1S EM: Emergency SC

GALARNEAU, TERESA K 10/02/2019 03/31/2020TCC-FSUSDNone

R1S EM: Emergency SS

GRAJEDA DE LOS SANTOS, KARE 10/17/2019 03/31/2020TCC-VCUSD003

R1S EM: Emergency FLS

MARTINEZ, ANDREW T 10/17/2019 03/31/2020TCC-FSUSDNone


MORGAN, PHILLIP R 10/23/2019 03/31/2020TCC-FSUSDNone


OLDS, ELIZABETH M 09/20/2019 12/31/2019TCC-VCUSD003

R1S EM: Emergency ENGL

PATOCCHI, ROBERT J 09/20/2019 12/31/2019TCC-VCUSD003

R1S EM: Emergency WLEL

Total Persons Listed for TLA1: 8

Title TLA2 - General Education Limited Assignment Multiple Subject Teaching Permit




74



Expires Registered



AssignOrgsSSN4Name

Title TLA2 - General Education Limited Assignment Multiple Subject Teaching Permit

FABONAN, CYNTHIA F 09/20/2019 12/31/2019TCC-VCUSD003

R2M AL GS

GARCIA, ALVARO A 09/12/2019 12/31/2019TCC-VCUSD003

R2M AL GS

GOMEZ ESCAMILLA, GLADYS G 09/13/2019 12/31/2019TCC-VCUSD003

R2M AL GS

SOEST, LAUREN M 10/09/2019 03/31/2020TCC-VUSD008

R2M EM: Emergency GS

Total Persons Listed for TLA2: 4

Title TLA3 - Special Education Limited Assignment Teaching Permit

XIROMAMOS, PAMELA A 09/30/2019 12/31/2019TCC-VUSD008

R3EC EM: Emergency ECSE

Total Persons Listed: 121




75

Solano County Office of Education

Report to the Board of New Hires

Type Job Title Total

New Hire Paraeducator, SE 5

Teacher, Special Education 2

CTE Instructor 1

Paraeducator, JCCS 1

Early Learning Quality Improvement Coach 1

Senior Payroll & Benefits Analyst 1

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BOARD MEMBER MEETINGS, EVENTS, & SPECIAL DATES Unless stated otherwise, please RSVP to Nikki Pacheco at [email protected] (with a copy to Monica Ross at [email protected] and Laryn Bishop [email protected]) to allow sufficient time to notify the event organizers of your attendance, arrange payment of required registration fees as needed, and provide you with any additional information if applicable. (e.g., parking pass, check-in instructions, etc.)

For student safety, please remember to check in at the school office upon arrival at a school site campus. Thank you.

November 13, 2019 (Wednesday) • Regular Board Meeting, 6:00 PM, Boardroom

November 14, 2019 (Thursday) • Trades Day, 8:30 AM-1:30 PM, various locations (see emailed schedule for details)

November 18, 2019 (Monday) • Solano County School Boards Association General Membership Meeting/Dinner, 5:30-7:30 PM, Dixon

High School Multipurpose Room (see emailed registration flyer for details) November 19, 2019 (Tuesday)

• LCAP Stakeholder Engagement Meeting, 1:30-2:30 PM, Challenge Academy, Juvenile Detention Facility, Fairfield (RSVP required by 11/14/19 to be placed on JDF admittance list.)

November 20, 2019 (Wednesday) • Fall Potluck, 10:00 AM-Noon, SCOE Transportation Department, Fairfield

November 27-29, 2019 (Wednesday-Friday) • Thanksgiving Holidays – SCOE offices closed (SCOE offices will be closed to the public on Monday

and Tuesday, November 25-26; however, some staff will be working.) December 4, 2019 (Wednesday)

• LCAP Stakeholder Engagement Meeting, 1:00-2:30 PM, Palo Verde, Juvenile Detention Facility, Fairfield (RSVP required by 11/22/19 to be placed on JDF admittance list.)

December 5, 2019 (Thursday) • LCAP Stakeholder Engagement Meeting, 2:15-3:15 PM, Golden Hills Education Center (Building 1,

Room C), Fairfield December 5-7, 2019 (Thursday–Saturday)

• CSBA Conference, San Diego December 11, 2019 (Wednesday)

• Winter Wonderland & Santa Visit, 10:00 AM-1:30 PM, T.C. McDaniel Center, Fairfield • LCAP Stakeholder Engagement Meeting, 1:00-2:30 PM, Golden Hills Education Center (Building 5,

Room 6), Fairfield December 12, 2019 (Thursday)

• Academic Bowl, 9:00 AM-Noon, Golden Hills Education Center (Building 5, Computer Labs 1 & 2), Fairfield

December 13, 2019 (Friday) • Special Olympics (high school basketball), 9:00 AM-Noon, Armijo High School, Fairfield

December 17, 2019 (Tuesday) • Evergreen Academy Winter Graduation, 1:00-2:45 PM, Juvenile Detention Facility, Fairfield (RSVP

required by 12/12/19 to be placed on JDF admittance list.) December 18, 2019 (Wednesday)

• Adult Program Completion Ceremony, 10:00 AM-Noon, Fairfield-Suisun Adult School, Fairfield • Regular Board Meeting, 6:00 PM, Boardroom

December 24-31, 2019 – January 1, 2020 (Tuesday–Wednesday) • Winter Holidays – SCOE offices closed (SCOE offices will be closed to the public on Monday,

December 23, and Thursday & Friday, January 2-3; however, some staff will be working.) 77

mailto:[email protected]






School Plan for Student Achievement (SPSA) Page 1 of 65 Golden Hills Community School

School Year: 2019-20

SPSA Title Page

School Plan for Student Achievement (SPSA)

School Name

Golden Hills Community School

County-District-School (CDS) Code

48 10488 6089668

Schoolsite Council (SSC) Approval Date

November 5, 2019

Local Board Approval Date

November 13, 2019

Purpose and Description

Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Schoolwide Program

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

Golden Hills Community School (GHCS) is an alternative education program accredited by the Western Association of Schools and Colleges (WASC). The school serves students expelled from their district of residence, referred by a Student Attendance Review Board (SARB), or referred by the Solano County Probation Department (Probation). Our strategy is to support both the educational and social-emotional needs of our students to help them graduate and plan for college and/or a career. Seventy percent of students at GHCS are from low-income families, English learners (ELs), or foster youth. Most of our students come to us with substantial credits and skill gaps. To support these needs, we utilize the supplemental services of para-educators to work with students one-on-one or in small groups and under the teacher's supervision, provide the necessary scaffolding for all students, including ELs and students with disabilities. Many of our students have experienced or are experiencing a significant trauma in their lives. To provide emotional learning, social skills, and self-control, we utilize student support specialists (SSS) who monitor students' progress on their individual learning plans (ILPs) and provide trauma-informed care. They also facilitate restorative circles to help students deal with conflict in constructive ways and to offer an alternative to suspension. The SSS also supports students with re-entry into their school of residence by planning the transition with students and working with the receiving district's staff. SCOE's Local Control Accountability Plan (LCAP) goals include increased achievement, successful

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transition out of our programs, college and career readiness, and improved social-emotional support services. The school is also committed to supporting active family and community engagement and uses a community liaison for outreach and facilitation. Parents have taken an active role in the school's governance and have provided valuable input in the development of the LCAP and this plan. To support our goals and strategies, we provide our administrators and staff with extensive and ongoing professional development to increase the capacity to address the needs of our students and engage in continuous improvement based on data analysis and connected planning. GHCS's plan is aligned with the SCOE's LCAP.

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Table of Contents

SPSA Title Page ............................................................................................................................................ 1

Purpose and Description ............................................................................................................................... 1

Table of Contents .......................................................................................................................................... 3

Comprehensive Needs Assessment Components ......................................................................................... 4

Data Analysis ......................................................................................................................................... 4

Surveys .................................................................................................................................................. 4

Classroom Observations ........................................................................................................................ 5

Analysis of Current Instructional Program .............................................................................................. 6

Stakeholder Involvement ............................................................................................................................. 14

School and Student Performance Data ........................................................................................................ 17

Student Enrollment .............................................................................................................................. 17

CAASPP Results ................................................................................................................................. 19

ELPAC Results .................................................................................................................................... 23

Student Population ............................................................................................................................... 25

Overall Performance ............................................................................................................................ 26

Academic Performance ........................................................................................................................ 27

Academic Engagement ........................................................................................................................ 34

Conditions & Climate............................................................................................................................ 38

Goals, Strategies, & Proposed Expenditures ............................................................................................... 40

Goal 1 .................................................................................................................................................. 40

Goal 2 .................................................................................................................................................. 49

Goal 3 .................................................................................................................................................. 52

Goal 4 .................................................................................................................................................. 57

School Site Council Membership ................................................................................................................. 64

Recommendations and Assurances ............................................................................................................ 65

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Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Students and stakeholders completed the Local Control Accountability Plan (LCAP) engagement surveys. Stakeholders included parents, students, Juvenile Court and Community School (JCCS) staff, and Solano County Probation Department (Probation) staff. Student survey results indicate the following: 46% of students strongly agree or agree that they receive additional assistance when they are struggling academically. 54% of students strongly agree or agree that technology is used to support their coursework. 59% of students either strongly agree or agree that Solano County JCCS prepares them for a successful transition to their next milestone (e.g., the transition to the high school of residence, college, workplace, or other). 39% of students either strongly agree or agree that the school involves the students in the development, review, and ongoing monitoring of their Individual Learning Plans (ILPs). 54% of students either strongly agree or agree that they use technology to support their classwork. 49% of students either strongly agree or agree that the school effectively provided career readiness instruction. 41% of students either strongly agree or agree that the Career Readiness Workshops provided demonstrate a connection to the students' real life. 37% of students strongly agree or agree that Solano County JCCS supports their social-emotional needs. 58% of students strongly agree or agree that they feel their concerns/questions are taken seriously by the staff at their school. 61% of students strongly agree or agree that Solano County JCCS provides them with a good education. Prioritizing students' main concerns, we can summarize that: 1. The school needs to increase its support for students' social-emotional learning. 2. There is a need to increase student involvement in the development of their ILPs. 3. There is a need to increase college and career readiness services for students. Parent survey results indicate: 41% of parents strongly agree or agree that the students receive additional assistance when they are struggling academically. 65% of parents strongly agree or agree that technology is used to support the students' coursework. 24% of parents either strongly agree or agree that Solano County JCCS prepares the students for a successful transition to their next milestone (e.g., the transition to the high school of residence, college, workplace, or other). 36% of parents either strongly agree or agree that the school involves them in the development, review, and ongoing monitoring of their students' ILPs. 60% of parents either strongly agree or agree that the school effectively provided career readiness instruction. 11% of parents either strongly agree or agree that the Career Readiness Workshops provided demonstrate a connection to their students' real life.

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41% of parents strongly agree or agree that Solano County JCCS supports the students' social-emotional needs. 42% of parents strongly agree or agree that they feel their concerns/questions are taken seriously by the staff at the school. 38% of parents strongly agree or agree that Solano County JCCS provides its students with a good education. Prioritizing parents' main concerns, we can summarize that: 1. Parents would like more opportunities for career and college readiness. 2. Parents would like more support for successful transitions to their student's next milestone. 3. Parents would like extra help for students when they are struggling academically, socially, and/or emotionally. Based on these results the school needs to strengthen its transition and career readiness programs, support more involvement of students and parents in developing students' goals and monitoring progress, and establish stronger supports for students' social-emotional learning.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Classroom observations are conducted weekly to ensure that learning is taking place. Specific learning components such as student engagement, instructional scaffolding, use of Common Core State Standards (CCSS), and checking for understanding are key elements analyzed during these observations. Additionally, observations include monitoring the implementation of English Language Development (ELD) instruction and English learners' (ELs) access to the core curriculum. During the 2018-19 school year, observation data indicated that the Positive Behavior Interventions and Supports (PBIS) model is being implemented at the school. Overall, classroom management continues to improve as the implementation of PBIS practices increases. Teachers were observed using several evidence-based practices, including questioning, monitoring, immediate feedback, front-loading, individual and small group instruction, and comprehension check for understanding. ELs were provided with structured support to access standards, including explicit language and vocabulary instruction, checking for comprehension, providing prior background information, and receiving scaffolding from supplemental instructional staff. Student engagement has been supported by the introduction of individual Chromebooks during the 2018-19 school year.

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Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals • Meeting performance goals • Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability Use of state and local assessments to modify instruction and improve student achievement (ESEA)

In the spring of 2019, students in grades 6-8 and 11 were administered the Smarter Balanced Assessment Consortium (SBAC) summative assessment. In English Language Arts (ELA), 5.26% of the students demonstrated proficiency, 5.26% nearly met the ELA Standards, and 89.47% did not meet the ELA Standards. In 2018-19, 100% of the students did not meet the Math Standards. Results from SBAC indicate nearly all students performed at the Standard Not Met or Standard Nearly Met level. This indicates that more work needs to be done with our staff to support students' achievement. It is also true that standardized assessments like the SBAC are not an optimal measure of the growth students may make during a temporary stay at GHCS. In addition, most of our SBAC takers were in the 11th grade, suggesting that test results are largely due to the cumulative effect of school difficulties present over many years. The English Language Proficiency Assessments for California (ELPAC), is administered to ELs to measure their annual progress towards English language fluency. The ELPAC is also used for all ELs to determine the appropriate level of instruction and determine interventions. All ELs receive daily English language development (ELD) instruction to move them towards English language fluency. During 2018-19, the school had six (6) ELs during the entire year, three (3) at the Early Advanced level and three (3) at the Intermediate level. Professional development continued to address language development strategies to support all our students. Walkthroughs targeted particularly the development of academic vocabulary and strategies to support comprehension, along with strategic questioning. Feedback to teachers was immediate.

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Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Curriculum-embedded Assessments Holt Chapter tests measure proficiency towards meeting the ELA Standards. During the 2018-19 school year, the teachers at GHCS administered and collected Renaissance Learning tests and analyzed these during Wednesday collaborative meetings to determine student progress towards meeting their individual goals. Compared to the CAASPP assessments, a better measure of the student progress is the use of the monthly Renaissance program assessments and other formative assessment tools. Renaissance Learning is a web-based standards-aligned assessment and intervention curriculum used to monitor student progress towards mastering ELA and Math content standards. Students are assessed monthly in order for teachers to analyze data in both ELA and mathematics. In 2018-19, 44% of students who stayed 90 days or more in the program and had pre- and post-test results had a grade equivalent growth of +0.5 and above on the Renaissance Reading assessment. On the same assessment, 44% of students who stayed 90 days or more in the program and had pre- and post-test results had scaled scores of 50 points or more. In math, 33% of students who stayed 90 days or more in the program and have pre and post-test results had a grade equivalent growth of +0.5 and above. Likewise, 47% of students who stayed 90 days or more in the program and had pre and post-test results had scaled scores of 50. These results show an increase from previous years and better represent the academic levels of our students and their response to instruction. Results still indicate the need to prioritize academic achievement in planning and implementing services. Teachers review individual student progress as well as class gains and/or decreases in each subject area and use these data to develop instructional objectives and strategies to be used for the next month of instruction. This process is repeated monthly. As a result of the use and regular review of Renaissance data, overall teachers saw gains in both ELA and math in student performance.

Staffing and Professional Development Status of meeting requirements for highly qualified staff (ESEA)

All teachers at GHCS are highly qualified and fully credentialed with no misassignments.

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

All GHCS teachers are highly qualified and will continue professional development in integrated ELD, Pearson Math, and ELA throughout the school year. All staff has access to instructional materials. Professional development and coaching will be provided by SCOE coaches who specialize in ELA/ELD and math instruction. The coaches will also assist administrators and staff in conducting walkthroughs and interpreting results.

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Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Professional development for administrators, teachers, and para-educators is designed to fully support our LCAP goals and services. The professional development plan includes monthly activities facilitated by our mathematics and ELA/ELD coaches to support standard-based instruction and improved student outcomes. Teachers will attend Universal Design for Learning (UDL) professional development to increase their ability to work with students at different skill levels. Students are assessed monthly in both ELA and mathematics using the Renaissance Learning platform. Teachers are working with current student data during their collaborative time to set appropriate goals for academic growth as well as to share ideas for effective teaching strategies. The GHCS staff is participating in intensive training for the implementation of Positive Behavioral Intervention and Supports (PBIS) and restorative practices. These are designed to foster positive school climate and respectful interactions among students and between students and staff. These efforts support our intention to build a positive school climate and increase the students' abilities to manage their own behaviors and self-regulate. Staff will also receive coaching on trauma-informed practices. The staff will participate in ongoing professional development and training using Edgenuity, our new online credit recovery platform. Through the full implementation of Edgenuity, students will have increased access to rigorous core content in a broad course of studies and options for CSU/UC a-g course completion. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

SCOE provides coaching in the area of standards-based instructional strategies and academic conferencing related to Renaissance Learning scores. Observations are conducted to determine the degree of implementation of these strategies and to inform coaching goals. ELA and mathematics data collected via Renaissance Learning is used on a monthly basis to promote and support student success. Students' scores are reviewed collaboratively by teachers and support staff to decide on goals and strategies that would be used to increase student performance. Para-educators receive the same professional development teachers receive and also are trained separately in specific ways to provide academic support to students who need additional instruction. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

The staff at GHCS meet monthly to discuss classroom strategies and collaborate on curriculum and instruction planning. Lesson plans and students' Individual Learning Plans (ILPs) are shared during this time so that teachers and para-educators work strategically to support students' ILPs. This collaborative time is also used to discuss students' data and plan instruction. The teams include teachers, para-educators, student support specialist, and administrators as needed.

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Teaching and Learning Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

All instructional materials are aligned to the state standards in the areas of math, English, science, and social studies. Professional development is provided monthly to support the use of the adopted curriculum and is built around the principles of UDL to address the needs of students at different levels of academic proficiency within each classroom. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

GHCS adheres to recommended instructional minutes for Alternative Education programs. Classes are held from 8:00 a.m. until 1:00 p.m. on Monday, Tuesday, Thursday, and Friday, provide five hours of instructional minutes each day except Wednesday. On Wednesday, students are released at 12:30 p.m. after 4.5 hours of instruction for teacher collaborate planning time. The total instructional time per week is 24.5 hours. The purpose of an early dismissal on Wednesdays is to provide teachers the opportunity to analyze data and participate in professional development. During the school day, there is a minimum of 30 minutes allocated for designated ELD instruction. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Each student has an individual learning plan (ILP) which outlines coursework needed and goals for each quarter. There are designated times each day for core academic instruction, career education, physical education, STEM activities, and credit recovery. The student support specialist collaborates with the classroom teacher in monitoring and adjusting each ILP. Teachers and para-educators provide instruction to support students in the courses outlined in their ILP. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

At the beginning of each school year, teachers are asked to fill out an Instructional Materials Survey Sheet. The survey asks teachers to provide the title of the textbooks currently being used and the number of texts needed for the upcoming school year. Teachers report they have all necessary standards-based instructional materials. Each student has the appropriate textbooks for use at school and at home. Textbooks are also available online Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

All instructional materials are aligned to the State Standards in the areas of math, English, science, and social studies. SCOE is going through the process of adopting a new textbook for ELA/ELD during the 2019-20 school year. Current materials include: ELA and ELD: Holt, Shining Star (grades 9-12), and Milestones (Grades 6-7) Integrated math: Pearson Social studies: McDougall Littell Science: McDougall Littell Online platform: Edgenuity

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Opportunity and Equal Educational Access Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Students needing additional intervention supports receive supplemental instruction from the instructional support specialist in class and in the learning center. They also receive additional instruction in the classroom from a teacher-supervised para-educator. Students who are credit deficient, have unlimited access to credit recovery courses and support in any academic areas of concern under teacher supervision. Evidence-based educational practices to raise student achievement

Staff receives extensive training to best serve the needs of all students, including ELs and students with disabilities. Professional development has targeted several evidence-based strategies over time and the administrator continues to monitor their implementation and provide coaching to teachers. Evidence-based strategies used by our teachers include backward planning, activating background knowledge, using visual supports, using concept maps and other organizers, introducing new content in small chunks, checking for comprehension, and explicit vocabulary instruction, among others. Edgenuity staff provided a day of training at the beginning of the school year and will continue with an emphasis on incorporating technology into the instructional program of each classroom. Teachers will also continue to receive professional development in the areas of PBIS and restorative practices to support classroom management.

Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA)

GHCS provides guidance counseling support via a student support specialist who meets with students in groups and individually. Students in need of more intensive counseling work with a wellness specialist under clinical supervision. The Foster and Homeless Department provides support to eligible students via a student support specialist from their program to eliminate barriers for learning. Students with special needs requiring psychological services work individually with a school psychologist from Fairfield-Suisun Unified School District (FSUSD) to address their social-emotional goals identified in their IEP.

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Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

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Stakeholder meetings and seasonal events are designed as two-way communication meetings, and parents are encouraged to present suggestions on how to better engage them in support and governance for the school. During 2018-19, a nonprofit group worked with our administrators and staff in increasing cultural competency in working with students and their families. The program has been instrumental in establishing positive connections with some families. The contract with this consultant has been renewed for 2019-20. Information is sent to families at the beginning of the school year as part of their annual notification. Every document is distributed in English and Spanish to match our linguistic groups, and further translation and interpreting are available as needed. Additional information is sent home in writing, and our attendance liaison advises the principal on the language to use and on the type of explanation needed to make our documents family-friendly. In communicating with our parents, we make any accommodation that is needed to provide equal access to all. SCOE supports parents with disabilities by providing any needed accommodation or service necessary to promote their participation in parent programs, meetings, communication with the school, and governance. Services include the use of sign-language interpreters and documents and websites compliant with the requirements of the American with Disabilities Act. Parents are represented on the School Site Council, which meets monthly to review school and student needs. All parents receive notice of the meetings via text message, mail, or email. Parent Information Nights are scheduled each semester. Parents also have the opportunity to participate in stakeholder engagement meetings throughout the year. Policy 6020 – Parent Involvement and Policy 6020.1 Parent Involvement – at Program Sites were developed jointly with parent and family members of our students through input during meetings and responses to surveys. The policies are reviewed annually during our stakeholder events for parents and families and sent to the students’ homes for input. Suggestions for any changes are presented at the School Site Council meetings for discussion and further input. The adopted policies are sent to the parents and families via regular and electronic e-mail with a request to sign in support and agreement as part of our annual notification packet. For students enrolling in our programs during the school year, the policies are presented and discussed with families as part of our intake process. SCOE offers presentations for parents and families as part of our LCAP and school plan stakeholder’s engagement process. Family-centered events are offered to discuss the accountability system, the students’ curriculum, including State Standards, and related assessments. Presentations are provided by our administrators and content area coaches. During these events, parents have the opportunity to ask questions and access valuable resources. Parents are also informed of our support for students transitioning to college and career paths. Information regarding financial aid and application process is provided by staff from the Solano Community College. Teachers, students, parents, and student support specialists develop ILPs for each student. Students’ progress toward their goals is reviewed with parents mid-semester and more often as necessary. Parents are also involved in addressing any challenges students may have and in determining appropriate interventions, ranging from supplemental academic support to behavior plans, to social-emotional learning counseling, and support for attendance. During the 2019-20 school year, SCOE is offering after-school parent support programs including Parent Project Senior training. Support to parents also includes education on accessing resources and navigating public and community agencies, and referral services through our Wellness Center. Literacy programs for non-English speaking parents are offered in partnership with their districts of origin or their community of residence. SCOE supports parents with disabilities by providing any needed accommodation or service necessary to promote their participation in parent programs, meetings, communication with the school, and governance. Four stakeholder engagement meetings specifically included students from each of our JCCS programs to provide them the opportunity to be actively engaged in offering input on the instructional program and their experiences. The stakeholder engagement process to receive input on our

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Federal Addendum and school plan starts every year in the fall. Stakeholder meetings included meetings with parents, students, and staff. We also consulted with the SCOE's bargaining units' representatives, including the Solano County Education Association; the California School Employees Association, Solano Chapter; and the Solano School Bus Drivers, Public Employees Union Local 1. We engaged in stakeholder input meetings with the representatives from the Student Services Department of each school district in the context of the countywide Student Services Representatives Council. This council meets monthly to discuss issues related to child welfare and attendance and is also the body that develops and annually updates the Countywide Plan for Expelled Students. We also partnered with Solano County Behavioral Health to identify priorities in service provision relative to students' mental health at the school. In addition, we met with the members of the Foster Youth Education Planning Team (FYEPT) which includes foster youth advocacy representatives from the County and nonprofit agencies to identify needs and services for our foster students. At each meeting, we presented both qualitative and quantitative data relative to our results implementing the goals and actions outlined in the 2018-19 LCAP and school plans. The quantitative data were presented in visual displays to make it easier to understand. We also had the staff implementing the actions use anecdotal and qualitative data to illustrate the results of our efforts in implementing our plans. The presentations included assessment results relative to student achievement. Based on the information presented, individuals present at the stakeholder meetings had the opportunity to provide input relative to the current goals and actions and the extent to which they felt student needs were being adequately addressed. In addition to face-to-face stakeholder engagement meetings, parents, teachers, and students were invited to provide input into the development of the LCAP and school plan by way of a locally-developed survey and the California Healthy Kids Survey. The surveys were available in English and Spanish.

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Funding Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

Title I Part provided partial or full funding for the following: * school instructional leadership, for teachers' instructional support, professional development, and program evaluation * the community liaison, supporting family engagement and outreach * a student wellness specialist, providing individual counseling to high-risk students * support staff for homeless students * supplemental instructional materials including instructional technology, software and professional development in instructional technology to support teachers' ability to engage students and improve educational outcomes Title I Part D provided partial or full funding for the following: * para-educators providing supplemental interventions for students in need of additional instruction * the instructional support specialist, a credentialed teacher providing supplemental individual and small-group assistance for students in needs * a student support specialist, providing social-emotional learning instruction to students individually and in small groups, transition services, and facilitation for the development and monitoring of the individual learning plans * supplemental instructional materials including technology, materials, and professional development for increased career readiness training opportunities for students * school instructional leadership, for teachers' instructional support, professional development, and program evaluation * a student wellness specialist, providing individual counseling to high-risk students Our LCAP funds a student support specialist, a college/career readiness coordinator, a vocational specialist, parent and student engagements activities, and instructional materials for a makerspace lab to increase project-based learning. Fiscal support (EPC)

Stakeholder Involvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update

The stakeholder engagement process begins yearly in November. The process included meetings with parents and students, as well as facilitated opportunities for all SCOE staff and managers to provide input. We also consulted with the SCOE's bargaining units' representatives, including the Solano County Education Association; the California School Employees Association, Solano Chapter; and the Solano School Bus Drivers, Public Employees Union Local 1. We engaged in stakeholder input meetings with GHCS staff and parents. We also met with the representatives from the Student Services Department of each school district in the context of the countywide Student Services Representatives Council. This council meets monthly to discuss issues related to child

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welfare and attendance and is also the body that develops and updates the Countywide Plan for Expelled Students. Finally, we met with a large contingent of local businesses that have been supporting Career Technical Education (CTE) and Workforce Development programs. The Program Administrator for Educational Options and the Director of Student Services, Equity and Support Services directly oversee our program sites and participated in all the stakeholder meetings, contributing to their facilitation and to the content of our LCAP and school plans. The parents that participated in the stakeholder engagement process included parents of English learners, foster youth, and expelled students. An English-Spanish interpreter was available at all the meetings. The stakeholder engagement process was conducted from November 2018 through May 2019. Five stakeholder engagement meetings specifically included students from each of our Juvenile Court and Community Schools (JCCS) instructional programs to provide them the opportunity to be actively engaged in and provide input during the stakeholder engagement process. Program administrators and teachers facilitated these meetings. At each of the stakeholder engagement meetings, we presented both qualitative and quantitative data relative to our results implementing the goals and actions outlined in the 2017-18 LCAP and school plans. The quantitative data was presented in graph form so that it was easily understandable. The staff implementing the actions used anecdotal and qualitative data to illustrate the results of our efforts in implementing the LCAP and school plan goals and services. The presentations included assessment results relative to student achievement. Based on the information presented, individuals present at the stakeholder engagement meetings had the opportunity to provide input relative to the current goals and actions and the extent to which they felt student needs were being adequately addressed. In addition to face-to-face stakeholder engagement meetings, JCCS parents and students were invited to provide input into the development of the LCAP and School Plans by way of a locally developed survey and the California Healthy Kids Survey. The surveys were available in English and in Spanish. The following meetings were held throughout the stakeholder engagement process: November 6, 2018 1:15 PM - 2:30 PM Golden Hills administrators, staff, students, and parent representatives, open to all parents December 12, 2018 2:00 PM - 3:00 PM Golden Hills administrators and staff January 17, 2019 11:45 AM - 1:15 PM Parent Advisory Meeting, open to all parents January 25, 2019 1:15 PM - 2:15 PM Foster Youth Education Planning Team February 21, 2019 5:00 PM - 6:00 PM Parent Advisory Meeting, open to all parents February 28, 2019

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9:00 AM - 11:00 AM Business Economic Development Corporation Partners, CTE Advisory Meeting March 18, 2019 3:00 PM – 4:30 PM SCOE bargaining units representatives and SCOE staff March 28, 2019 1:00 PM - 2:00 PM Parent Advisory Meeting, open to all parents May 2, 2019 5:30 PM – 6:30 PM Parent Advisory Meeting, open to all parents November 5, 2019 School Site Council, open to all parents for SPSA annual review and update 1:55 PM - 2:15 PM

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School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Student Group Percent of Enrollment Number of Students

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

American Indian 2.2% 2.50% % 1 1

African American 31.1% 42.50% 36.36% 14 17 16

Asian 2.2% % % 1

Filipino % % %

Hispanic/Latino 40.0% 37.50% 31.82% 18 15 14

Pacific Islander 2.2% % % 1

White 13.3% 10.00% 27.27% 6 4 12

Multiple/No Response % 7.50% % 3

Total Enrollment 45 40 44

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Grade Number of Students

2016-17 2017-18 2018-19

Grade 7 1 3

Grade 8 5 3 10

Grade 9 9 5 3

Grade 10 7 9 7

Grade 11 12 12 5

Grade 12 11 8 19


Conclusions based on this data:

1. Students of color make up 68% of the total student population.

2. 77% percent of the students are in grades 9-12.

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Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Student Group Number of Students Percent of Students

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

English Learners 5 6 6 11.1% 15.0% 13.6%

Fluent English Proficient (FEP) 8 1 0 17.8% 2.5% 0.0%

Reclassified Fluent English Proficient (RFEP) 2 4 0.0% 5.0% 9.1%


1. The number of ELs enrolled remains relatively the same from year to year.

2. Students often do not stay in the program long enough to show results, but students can get reclassified in our program.

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CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

Grade Level

# of Students Enrolled # of Students Tested # of Students with Scores

% of Enrolled Students Tested

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * 9 * * 6 * * 6 66.7

Grade 11 16 18 20 14 15 13 14 15 13 87.5 83.3 65

All Grades 26 33 30 22 28 19 22 28 19 84.6 84.8 63.3

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Grade Level

Mean Scale Score % Standard Exceeded

% Standard Met % Standard Nearly Met

% Standard Not Met

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * * * *

Grade 7 * * * * * * * * * * * * * * *

Grade 8 * * * * * * * * * * * * * * *

Grade 11 2456.1

2412.3

2400.5

0.00 0.00 0.00 14.29 0.00 7.69 21.43 13.33 7.69 64.29 86.67 84.62

All Grades N/A N/A N/A 0.00 0.00 0.00 9.09 3.57 5.26 13.64 7.14 5.26 77.27 89.29 89.47

Reading Demonstrating understanding of literary and non-fictional texts

Grade Level % Above Standard % At or Near Standard % Below Standard

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 14.29 0.00 0.00 14.29 20.00 7.69 71.43 80.00 92.31

All Grades 9.09 0.00 0.00 13.64 21.43 5.26 77.27 78.57 94.74

Writing Producing clear and purposeful writing


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 28.57 6.67 23.08 71.43 93.33 76.92

All Grades 0.00 0.00 0.00 22.73 7.14 15.79 77.27 92.86 84.21

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Listening Demonstrating effective communication skills


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 57.14 46.67 38.46 42.86 53.33 61.54

All Grades 4.55 0.00 0.00 45.45 32.14 31.58 50.00 67.86 68.42

Research/Inquiry Investigating, analyzing, and presenting information


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 7.14 0.00 0.00 28.57 33.33 30.77 64.29 66.67 69.23

All Grades 4.55 0.00 0.00 22.73 25.00 26.32 72.73 75.00 73.68


1. Overall results show that 5.26% of students met the SBAC ELA standard. This percentage is higher than last year.

2. An analysis of the specific areas tested shows that roughly 8% of the students at or near the standard mark in reading. More students performed at or near standard in writing, listening, and research/inquiry. Results show the continued need for intense instruction and supports in all language arts areas.

3. The small sample of students assessed explain in part the wide variation of results over time, although the constant is a large percentage of the students performing below expected proficiency.

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CAASPP Results Mathematics (All Students)


Grade Level



16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * 9 * * 6 * * 6 66.7

Grade 11 16 18 20 13 14 9 13 14 9 81.3 77.8 45

All Grades 26 33 30 21 27 15 21 27 15 80.8 81.8 50



Grade Level



% Standard Not Met

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * * * *

Grade 7 * * * * * * * * * * * * * * *

Grade 8 * * * * * * * * * * * * * * *

Grade 11 2463.9

2419.3

* 0.00 0.00 * 0.00 0.00 * 7.69 7.14 * 92.31 92.86 *


Concepts & Procedures Applying mathematical concepts and procedures


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 * 7.69 0.00 * 92.31 100.0 *

All Grades 0.00 0.00 0.00 4.76 0.00 0.00 95.24 100.0 100.0

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 * 15.38 21.43 * 84.62 78.57 *

All Grades 0.00 0.00 0.00 14.29 11.11 6.67 85.71 88.89 93.33

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Communicating Reasoning Demonstrating ability to support mathematical conclusions


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 6 * * *

Grade 7 * * * * * * * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 * 69.23 50.00 * 30.77 50.00 *

All Grades 0.00 0.00 0.00 42.86 29.63 13.33 57.14 70.37 86.67


1. All of the students tested did not meet the standard. There is a strong correlation between academic performance and the number of students reported as chronically absent.

2. Math clearly needs to be a priority in supporting the development of skills that are associated with college and career readiness

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ELPAC Results

ELPAC Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level

Overall Oral Language Written Language Number of

Students Tested

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

Grade K NA 0

Grade 1 NA 0

Grade 2 NA 0

Grade 3 NA 0

Grade 4 NA 0

Grade 5 NA 0

Grade 6 NA 0

Grade 7 1

Grade 8 2

Grade 9 1536 1552 1521 1 3

Grade 10 NA 1662 1671 1654 0 1

Grade 11 NA

Grade 12 NA 0

All Grades 1569 1582 1554 4 4

Overall Language Percentage of Students at Each Performance Level for All Students

Grade Level

Level 4 Level 3 Level 2 Level 1 Total Number of Students

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

7 0 0 100 0 1

9 0 0 0 33 0 66 100 0 1 3

All Grades 25 25 25 50 50 25 4 4

Oral Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

9 0 100 0 100 0 1 3

All Grades 25 25 50 75 25 4 4

100


Written Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

9 33 100 66 1 3

All Grades 25 75 4 4

Listening Domain Percentage of Students by Domain Performance Level for All Students

Grade Level

Well Developed Somewhat/Moderately Beginning Total Number of Students

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

9 100 100 1 3

All Grades 25 75 100 4 4

Speaking Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

9 100 100 1 3

All Grades 25 100 50 25 4 4

Reading Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

9 33 100 66 1 3

All Grades 25 25 100 50 4 4

Writing Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

9 100 100 1 3

All Grades 25 50 75 50 4 4


1. A total of four students completed and were given the ELPAC assessment. One student demonstrated overall language skills at level 4, one at level 3, and two students' scores fell in level 2.

2. A trend can be observed where the majority of the ELs tend to have stronger oral language, listening, and speaking skills paired with limited skills in reading and writing. However, the very small sample of students assessed does not allow for robust conclusions.

3. Integrated and designated ELD instruction for ELs should focus on the development of academic language especially in connection to reading and writing.

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Student Population This section provides information about the school’s student population.

2017-18 Student Population

Total Enrollment

40

This is the total number of students enrolled.

Socioeconomically Disadvantaged

72.5%

This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

15.0%

This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group

Student Group Total Percentage

English Learners 6 15.0%

Homeless 4 10.0%

Socioeconomically Disadvantaged 29 72.5%

Students with Disabilities 6 15.0%

Enrollment by Race/Ethnicity


African American 17 42.5%

American Indian 1 2.5%

Hispanic 15 37.5%

Two or More Races 3 7.5%

White 4 10.0%


1. The large majority of our students (over 70 percent) come from low income families.

2. There were six (6) ELs at the time the student count was collected. By the time ELPAC was administered, there were four (4) ELs.

3. Eighty percent of the students are Hispanic or African American showing a disproportionality in community program placements.

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Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts

No Performance Color

Mathematics


English Learner Progress


College/Career


Academic Engagement

Graduation Rate


Chronic Absenteeism


Conditions & Climate

Suspension Rate

Orange


1. The overall suspension rate for 2018-2019 was 24.4%. A decreased by 5.7% from the 2017-2018 school year.

2. The only reportable data, due to sample size, is the Suspension Rate.

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Academic Performance English Language Arts

The performance levels are color-coded and range from lowest-to-highest performance in the following order:

Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance

This section provides number of student groups in each color.

2018 Fall Dashboard English Language Arts Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the English Language Arts assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students


Less than 11 Students - Data Not Displayed for Privacy

6 students

English Learners



1 students

Foster Youth


0 Students

Homeless



2 students




6 students

Students with Disabilities


0 Students

104


2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American



2 students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



3 students

Two or More Races



1 students

Pacific Islander


0 Students

White


0 Students


2018 Fall Dashboard English Language Arts Data Comparisons for English Learners

Current English Learner


1 students

Reclassified English Learners

0 Students

English Only


5 students


1. Schools with fewer than 30 valid test scores will not receive a status-change classification. Valid conclusions are difficult to draw with very small group sample sizes for ethnicity and English language acquisition status. Overall students included in the assessment sample tend to show significant delays in ELA.

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Academic Performance Mathematics


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides a view of Student Assessment Results and other aspects of this school’s performance, specifically how well students are meeting grade-level standards on the Mathematics assessment. This measure is based on student performance on the Smarter Balanced Summative Assessment, which is taken annually by students in grades 3–8 and grade 11.

2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students



5 students

English Learners


0 Students

Foster Youth


0 Students

Homeless



1 students




5 students



0 Students

106


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American



2 students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



2 students

Two or More Races



1 students

Pacific Islander


0 Students

White


0 Students


2018 Fall Dashboard Mathematics Data Comparisons for English Learners


0 Students


0 Students

English Only


5 students


1. Schools with fewer than 30 valid test scores will not receive a status-change classification. Overall all our students show significant delays in math.

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Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure.

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

4

Level 4 Well

Developed

0%

Level 3 Moderately Developed

4.2%

Level 2 Somewhat Developed

8.3%

Level 1 Beginning

Stage

87.5%


1. The ELs assessed have been with the SCOE program just this year. Prior to this placement they were with their district of residence.

2. These results confirm that our current ELs have limited English language skills and require support to progress academically and in language acquisition.

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Academic Performance College/Career


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

2018 Fall Dashboard College/Career for All Students/Student Group

All Students



10 students

English Learners



1 students

Foster Youth



1 students

Homeless


0 Students




8 students




2 students

109


2018 Fall Dashboard College/Career by Race/Ethnicity

African American



3 students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



2 students

Two or More Races



1 students

Pacific Islander


0 Students

White



4 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016

Prepared

Approaching Prepared

Not Prepared

Class of 2017

Prepared


Not Prepared

Class of 2018

Prepared


Not Prepared


1. The sample of tested students is too small to obtain a color classification on the Dashboard. Overall, our students demonstrated limited academic skills in ELA and math affecting the college readiness. In the future, the alternative dashboard may include experiences like completion of a work ready certification program which would include our students. Currently, the only CTE related experience that is being accepted is the completion of an entire pathway at one of the comprehensive high schools.

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Academic Engagement Chronic Absenteeism


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students


66.7% chronically absent

Increased 20.5%

18 students

English Learners



4 students

Foster Youth



1 students

Homeless



3 students



64.3% chronically absent

14 students




3 students

111


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American



7 students

American Indian



0 students

Asian



0 students

Filipino



0 students

Hispanic



8 students

Two or More Races



2 students

Pacific Islander



0 students

White



1 students


1. Chronic absenteeism for GHCS requires continued focus and interventions.

2. While the percentage of students that were chronically absent remained relatively the same, the overall attendance rate increased. While students are absent a decreased average of days, the number of students with chronic absenteeism remains high.

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Academic Engagement Graduation Rate


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students



10 students

English Learners



1 students

Foster Youth



1 students

Homeless


0 Students




8 students




2 students

113


2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American



3 students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



2 students

Two or More Races



1 students

Pacific Islander


0 Students

White



4 students

This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate by Year

2017

2018


1. Cells containing fewer than 11 students are not assigned a dashboard color. No data were reported on the dashboard in this area.

2. During the 2018-19 school year, a total of 26 students graduated from our alternative education programs combined.

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Conditions & Climate Suspension Rate


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

0

Orange

2

Yellow

0

Green

0

Blue

0

This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once.

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Orange

24.4% suspended at least once

Declined -5.7%

90 students

English Learners



11 students

Foster Youth


Less than 11 Students - Data Not Displayed for Privacy 5 students

Homeless



11 students


Orange


Declined -1.2%

59 students




115


2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American



Declined -5.7%

35 students

American Indian



Asian


0 Students

Filipino


0 Students

Hispanic

Orange


Declined -5.1%

33 students

Two or More Races



Pacific Islander


0 Students

White


0% suspended at least once

15 students

This section provides a view of the percentage of students who were suspended.

2018 Fall Dashboard Suspension Rate by Year

2016

2017


2018



1. The overall percentage of suspended students decreased by more than 5 percent but requires continued focus and intervention.

2. Likewise, the suspension rate among African American and Hispanic has decreased by more than 5 percent.

3. Small sample sizes preclude from drawing robust conclusion. We see that students with at least one suspension were Homeless students, African-American, or Latinos. Showing a possible disproportionality that will need to be addressed.

116


Goals, Strategies, & Proposed Expenditures Complete a copy of the following table for each of the school’s goals. Duplicate the table as needed.

Goal Subject Instructional Program for the Golden Hills Community School (GHCS)

LEA/LCAP Goal Improve the instructional program and educational outcomes for students.

Goal 1 Improve the instructional outcomes for students.

Identified Need

The academic skills of the students continue to be an area of focus in both English Language Arts (ELA) and math based on the California Assessment of Student Performance and Progress (CAASPP) and local assessments. Most students in the Juvenile Court and Community Schools (JCCS) programs are credit deficient and demonstrate academic skills below grade level. There is a continued need for credit recovery and academic support to help students close possible skills and knowledge gaps. There is also a need to provide engaging instruction, and increasing use of instructional technology. Similar needs are identified among English learners (ELs) and students with exceptional needs, as well as students from low-income families and foster students. This goal and the action and services capture the need for continuous improvement in these areas and address each of the specific needs.

Annual Measurable Outcomes

Metric/Indicator Baseline/Actual Outcome Expected Outcome

Implementation of State Standards; Implementation of CCSS Professional Development Workshops; Implementation of ELA, math, and NGSS Standards.

Implementation of state standards was supported by ongoing professional development and coaching. Implementation of ELA,math, standards: systematic observations demonstrated 100% implementation. Instructional materials were found to be aligned to the CCSS.

100% implementation and alignment

Programs and services enable ELs to access core and ELD standards: 100%

Systematic observations indicated that ELs were able to access the core curriculum across subjects through appropriate support.

100% implementation to support access.

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ELA Smarter Balanced Assessment percent Met/Exceeded the standard

2018-19 outcome was 5.26%. 7% of the students will receive a score indicating standard met

Math Smarter Balanced Assessment percent Met/Exceeded the standard

2018-19 outcome was 0%. 3% of the students will receive a score indicating standard met

Percentage of students that have stayed for 90 days or more with 0.5 or greater positive Grade Equivalent Growth in ELA as measured by the Renaissance Learning STAR Reading Assessment: increase of 5% points from baseline

2018-19 baseline was 45%. 50% of the students will demonstrate a 0.5 grade equivalent increase

Percentage of students that have stayed for 90 days or more with 0.5 or greater positive Grade Equivalent Growth in math as measured by the Renaissance Learning STAR Math Assessment:

2018-19 baseline was 50%. 55% of the students will show a 0.5 or greater positive Grade Equivalent Growth in math as measured by the Renaissance Learning STAR Math Assessment:

The % of all students at GHCS for 90 days or more demonstrating a 50 point or greater scaled score increase in ELA as measured by monthly Renaissance Learning STAR Reading Assessment: Community School

2018-19 baseline was 45%. 50% of students will demonstrate a 50 point or greater scaled score increase in ELA

The % of all students at GHCS for 90 days or more demonstrating a 50 point or greater scaled score increase in math, as measured by monthly Renaissance Learning STAR Math Assessment: Community School

2018-19 baseline was 70%. 71% of students will demonstrate a 50 point or greater scaled score increase in math

Establish a makerspace room to support project-based learning as measured by the average number of projects completed by students.

2019 - 20 is first full year of implementation.

Baseline being established in 2019-20

The percentage of students who on the LCAP Student

Baseline for 2018-19 was 46%. 50% of students will report on the LCAP Student Survey that

118



Survey report that they receive extra help when they are struggling academically.

they receive extra help when they are struggling academically.

Percentage of parents who on the LCAP Survey agree that their child receives academic support when they are struggling academically.

Baseline for 2018-19 was 41%. 46% of parents will report on the LCAP Survey that they agree their child receives academic support when they are struggling.

The percentage of ELs who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California (ELPAC).

Baseline data for 2018-19 unavailable.

TBD

ELs reclassification rate. Baseline for 2018-19 was 0%. Not Met

25% of the English Learners students will be reclassified.

Facilities Maintained in Good Repair: Williams Visit facility in compliance based on Facilities Inspection Tool. Rate of Teachers Appropriately Assigned and Fully Credentialed. Instructional materials available to all students in class and at home.

Facilities were maintained in good repair at 100%, teachers were appropriately assigned and fully credentialed at 100%, and 100% of the students had instructional materials available in class and at home.

Maintain 100% compliance

Classroom Learning Walkthroughs

Walkthroughs were completed at least monthly. Instructional strategies and the implementation of integrated and designated ELD was observed.

Instructional strategies and the implementation of integrated and designated ELD as observed during monthly classroom walkthroughs using the identified tool.

Complete a copy of the Strategy/Activity table for each of the school’s strategies/activities. Duplicate the table, including Proposed Expenditures, as needed.

startcollapse

Strategy/Activity 1 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups)

The majority of students enrolled in JCCS are economically disadvantaged, foster students, or ELs. To address their needs means to address the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

119


Increase the implementation of the Universal Design for Learning (UDL) model by providing more intense professional development for all GHCS staff, including teachers, paraprofessionals, and administrators. UDL supports teachers' ability to differentiate instruction to engage all students with special attention to writing and math skills.


The majority of students enrolled in juvenile court and community schools are economically disadvantaged, foster students, or ELs. To address their needs means to address the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Continue the implementation of California Common Core State Standards (CCCSS) for ELA, ELD, math, social science, and science through targeted professional development, demonstrations, and coaching.


English learners (ELs)

Strategy/Activity

Improve instruction by providing teachers and administrators instructional coaching support for working effectively with ELs, implementing language development standards, and supporting ELs' access to the core curriculum.



Strategy/Activity

Provide ELD instruction integrated with core subjects and separately at a designated time.


The majority of students enrolled in JCCS are economically disadvantaged, foster students, or ELs. To address their needs means to address the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Improve instruction and engagement among students by increasing the use of instructional technology and the use of Google apps at GHCS.

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All students will be observed to evaluate the effectiveness of instructional strategies and the level of fidelity in implementing them. Strategy/Activity

Improve instruction by systematically monitoring classroom activities and providing coaching using classroom data. Walkthrough observation instruments have been developed and are providing meaningful data for reflection and continuous improvement.


The majority of students enrolled in juvenile court and community schools are economically disadvantaged, foster students, or ELs. To address their needs means to address the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Improve instruction by increasing the implementation of Project-Based Learning in connection to the existing makerspace lab.


The majority of students in the community program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students.

Strategy/Activity

Staff will continue to receive support in instructional strategies that have been proven successful with ELs and with at-risk students. Effective practices include vocabulary development, visual representation, questioning strategies, use of high engagement activities, summarizing, cooperative learning, and academic conferencing. Continue to develop instructional strategies to create access to the curriculum for all ELs, i.e. Specially Designed Academic Instruction in English (SDAIE). Supported by our Educational Services Department program manager.

Strategy/Activity 9 Students to be Served by this Strategy/Activity (Identify either All Students or one or more specific student groups) Strategy/Activity

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The majority of students in the community program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Para-educators and the instructional support specialist will support students in small groups and individually with academic interventions designed to support students showing limited proficiency with standards. SCOE will provide intensive professional development and coaching for para-educators to develop their skills in providing supplemental academic support to the students not performing at grade level as directed by the teachers.


Students with disabilities

Strategy/Activity

Ensure that all students with disabilities are provided instruction that allows access to the standards at the correct level of difficulty and that instruction is differentiated to meet individual student needs. The implementation of UDL strategies will be essential to supporting students with disabilities. Services for these students include pull-out and push-in support from specialized staff.


The primary target for these activities are unduplicated students, especially economically disadvantaged (the large majority of the population), and ELs. The rest of the students will benefit as a stronger trust is established between the school and families. Strategy/Activity

Continue to use the School Site Council to review data on student achievement and provide input on program improvement. Help parents understand the CCSS and the California School Dashboard. Presentations on these topics will be conducted at Parent Nights and School Site Council meetings with special attention to writing and math skills as connected to college and career readiness.


All students will benefit and we will target especially families of unduplicated students as they may face bigger barriers to feeling part of the school.

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Strategy/Activity

Continue to provide translation services for parents in a language easily understood as well as providing translation services for conferences. The issue of communicating technical information to families transcends differences in native languages. Educational language can often be an obstacle to communicating with our families and our goal is to communicate in understandable and meaningful terms so that parents have enough information to be able to participate in decision making. The school will use interpreters in providing language translation to Spanish-speaking families and Language Line for other languages.


The majority of students in the community program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students.

Strategy/Activity

Fund an administrative position tasked to provide coaching to teachers and overall instructional guidance, compile observation data, and coordinate professional development to increase student academic outcomes.

Annual Review SPSA Year Reviewed: 2018-19

Respond to the following prompts relative to this goal. If the school is in the first year of implementing the goal, an analysis is not required and this section may be deleted.

ANALYSIS Describe the overall implementation of the strategies/activities and the overall effectiveness of the strategies/activities to achieve the articulated goal.

Strategies and services were implemented as planned and with overall fidelity. Professional development was provided once a month and teachers were especially responsive to individual coaching in ELA and math evidence-based strategies. The selected teacher also received training in Universal Design for Learning (UDL) designed to plan instruction with a range of skills in mind. The staff has continued the implementation of the Common Core State Standards (CCSS) and received professional development to support their implementation. Training and coaching in the areas of common core standards and academic conferencing have been provided. Edgenuity is used by all students at GHCS to make up credits and access elective classes. Project-Based Learning (PBL) is beginning to be implemented with the use of the new makerspace lab. There has been an improvement in student outcomes related to formative assessment (Renaissance). Our professional development includes partnering with outside consultants and SCOE coaches to provide professional learning activities to improve our instructional practices and programs. Our math coach from STEMulate Learning met with teachers 90 minutes per week coaching and co-teaching. Teachers received individual coaching and support around lesson planning, pedagogy, student engagement, formative and summative assessments, and content knowledge. Coaching

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includes classroom observations with data-focused debriefs and individual meeting times to discuss classroom strategies and problems of practice. In supporting Goal 1, our SCOE math and ELA coaches specifically addressed the need for improved academic achievement and full implementation of CCSS. They have supported this goal by providing the following services:

• Offered professional development targeting effective instruction and especially UDL to improve instructional differentiation

• Provided instructional coaching support for teachers and administrator in the areas of project-based learning, instructional technology, and ELs instruction

• Provided feedback on strategies implementation through walkthroughs involving teachers and administrators to deepen the implementation of evidence-based strategies.

During 2018-19 we fully implemented designated-time ELD instruction in addition to ELD integrated into core subject instruction. At the end of 2018-19, we began the transition from Odysseyware to Edgenuity for our online credit recovery and elective courses. The school will continue the practice of survey parents as to their perception of the overall quality of our instructional program. This combined with other quantitative and qualitative measures is used to inform our practices. Chromebooks have been introduced and fully supported with Google apps at the community school program. The new makerspace lab has created great opportunities for project-based learning since it was functional during the second semester. The instructional support specialist was instrumental in supporting growth in this area. Professional development has supported positive student outcomes on the Renaissance formative assessment measures. Our actions combined have also supported graduation for 26 students. Training and adoption of technology have created new opportunities for student engagement. Credit recovery has not been as strong as expected but remains an area of priority for our program. Student and parent perception of the support available at school fell short of expectations and is being addressed by increasing the instructional capacity of our para-educators and increasing expectations for student contacts. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

There are no major differences between the intended implementation plan and the actual implementation of the strategies intended to achieve the articulated goal. Funds were expended consistently to the previous school plan. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

During 2018-19, we addressed several areas of professional development. We asked our teachers to rethink their standard-based instruction, change their ELD instruction, adopt Google apps for the classroom, and implement UDL strategies. In addition, separate trainings to support students' social-emotional well being were provided. Looking back we may have reached a level of professional development saturation and competing demands may have interfered with our teachers' ability to implement selected strategies. For 2019-20, we would like to maintain the same

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actions to give time for new professional knowledge and practices to sink in and to better support our staff in implementing new strategies. We are emphasizing the provision of academic support when students encounter difficulties by deepening our implementation of a well-developed UDL system. Instructional assistants are key to the provision of small group and individual instruction and we realize they need to be retrained to work effectively with students. The retraining at different times during the fall of 2018-19. In addition, we have added a new leadership position to oversee directly the curriculum and analyze our actions and data under an equity perspective to improve student outcomes.

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Goal Subject Transition from the community program to the school of residence

LEA/LCAP Goal Increase the educational transition services being provided to students.

Goal 2 Transition support will be provided to students returning to their school of residence in collaboration with the receiving staff.

Identified Need

In order to reduce the barriers impacting pupils transitioning form community schools back to the schools in their community, students require transition planning.



The percentage of students who report on the LCAP Student Survey that the school prepares them for a successful transition to their next milestone (e.g., transition to high school of residence, college, workplace, or other)

Baseline for 2018-19 was 59%. Expected outcome for 2019-20 is 64%

The percentage of students who report on the LCAP Student Survey that the school involves them in the development, review and ongoing monitoring of the Individual Learning Plan.

Baseline for 2018-19 was 39% Expected outcome for 2019-20 is 45%

The percentage of parents who report on the LCAP Parent Input survey that the school prepares their student to their next milestone.


The percentage of parents who report that the school involves them in the development of their student’s individual learning plan


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The student support specialist will meet regularly with students as they are ready to leave the program and will collaborate with the receiving school to support the transition. Additionally, the student support specialist will insure immediate enrollment of pupils transferring from the community school and the immediate transfer of applicable records.



Support student involvement in developing and monitoring their Individual Learning Plans (ILPs). Students will meet with their teacher and the student support specialist monthly to review and update their progress in their ILPs. Students will become familiar with their data including achievement, unit completion, responsible behavior, and terms of their rehabilitation plan and other requirements for transitioning back to their home school.



Continue to involve parents in the intake and exit process to ensure smooth transitions for students and minimize loss of academic learning time. Provide consultation to parents to help them support the reentry of their child into the comprehensive high school.

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The provision of transition services is at the core of our model for JCCS programs. Systemic barriers to transition were addressed during our regularly scheduled Student Services meetings, attended by representatives from all our districts. The student support specialists have case-managed students' progress in completing their ILPs and prepared district staff to the students' reentry. We started tracking the number of days between release from our programs and enrollment in the home school for all students. Teachers and student support specialists have been meeting with the student at least three times per year to review and revise the student’s ILP as appropriate. Survey results regarding student and parent perceptions of some aspect of our programs were disappointing and did not meet expected levels indicating that more efforts are needed in bringing parents and staff together. Particularly significant is the low percentage of students and parents who feel they are involved in the development of their ILPs, which are extremely important to their success in our programs and beyond. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

There are no major differences between the intended implementation plan and the actual implementation of the strategies intended to achieve the articulated goal. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

This goal is an important one and needs to be kept unchanged in relation to students in our programs. The actions related to the student support specialist will remain the same but we need to increase our ability to draw students and parents in the instructional planning for each student working inclusively with students and parents. The community liaison will work with parent to support their participation in planning and monitoring meetings and provide them with appropriate resources as needed. Home visits will be offered to parents to increase opportunities for their involvement.

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Goal Subject Career Technical Education (CTE)

LEA/LCAP Goal Increase Career Readiness Services for all students

Goal 3 Increase career readiness opportunities for our students

Identified Need

Concurrent to supporting options for college, the goal is based on the need to provide students in the community program career readiness instruction and opportunities for access employment options.



100% of all students staying 90 days or longer will explore career options using California Career Zone, Road Trip Nation and Junior Achievement.

2018-19 baseline was 100% 100% of students will attend

The percentage of students staying 90 days or longer who obtain the Work-Ready! certification

No students received certification

The certification requirements needs to be adjusted to the community program to allow for occasional absences. New design to be piloted in 2019-20

The number of students staying 90 days or longer will participate in financial literacy workshops.

2018-19 baseline was 100% 100% of the students will participate

The percentage of students who report that the school effectively provides them with career readiness instruction.

2018-19 baseline was 49% Expected outcome for 2019-20 is 54%.

The percentage of students who strongly agree or agree that the career readiness instruction demonstrates a connection to the students' real life.

2018-19 baseline was 41% Expected outcome for 2019-20 is 46%

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The large majority of students in the community school program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Students will explore career options through participation in CTE classes. These will be held weekly during the 2019-20 school year.



Provide Work-Ready! instruction for a modified Work-Ready! Certification.



Provide instruction for the Safe Food Handling Certification.



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0.8 full-time equivalent of the vocational specialist to implement all activities related to identified actions and services and create opportunities for work experience. Supported by our LCAP


The large majority of students in the community school program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students.

Strategy/Activity

In partnership with Solano Community College, offer to students the opportunity to visit the campus, connect with counselors, and enroll in online classes with the assistance of our teachers.



In collaboration with Solano County Probation, establish an introduction to the construction trade course at the community school (to mirror the same program at JDF) taught by a CTE certified teacher based on the NCCER curriculum and use a consulting company to set up stations, train the teacher, and provide a master coach.



Strategy/Activity

SCOE will support GHCS's students with work-based learning experiences. Supported by a vocational specialist and a program manager from Workforce Development. Funded in our LCAP



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Strategy/Activity

The SCOE Workforce Development department will explore the possibility to develop a mental health services pathway in connection to our newly established wellness centers.




Career exploration instruction is provided to students in JCCS programs. California Career Zone, Road Trip Nation, and Junior Achievement remained fully implemented. Students also received financial literacy instruction including budgeting, credit, and savings and investments through weekly workshops and activities. All students received “Preparing for the Workplace” themed and technology-integrated instruction. "Preparing for the Workplace" themed instruction prepares students to meet deadlines, adapting to change, goal setting, digital citizenship, and internet safety. Work-Ready Certification (WRC) and Food Handler Certification requirement for perfect attendance have limited certification for our GHCS students. A modified requirement is being considered for 2019-20. Students at GHCS receive instruction on the WRC core skills but have not earned official certification. Consultation with the SCOE Workforce Development Department is ongoing as a means of improving our capacity to provide career readiness and project-based instruction. Over one-third of the students attended trades fairs, field trips, had guest speakers, and attended a job fair at Solano Community College. The LCAP Student Survey showed that 46% of the students have stated that they agree or strongly agree that school effectively provides them with career readiness instruction. As of the end of the third quarter, 42% of students indicated agree or strongly agree that the career readiness workshops provided demonstrate a connection to real life. While our programs are perceived as effective by a good portion of the students, it is our goal to increase our career readiness opportunities. The introduction of work-based learning opportunities and of a course on construction trades will greatly increase our offerings in this area and options for students. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Slight differences between Budgeted Expenditures and Estimated Actual Expenditures were due to fluctuating costs. The establishment of similar construction trades programs at the Juvenile Detention Facility (JDF) and at GHCS required considerably more planning and preparation than expected. During 2018-19 an agreement was developed between SCOE and Solano County to fund the programs. SCOE supported the start-up costs using CTE funds and purchased a basic inventory of tools for the program and the NCCER curriculum. Probation designated a refitted an appropriate space at JDF. At GHCS, we are currently working on establishing an appropriate facility for some of the trade training. Finding an instructor was also very difficult and we were finally able to hire one in September 2019.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

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Career readiness instruction is very relevant to our students and will continue to be one of our goals. The lower than expected measures of perception among our students may indicate the need to update our curriculum and the way we provide instruction. Also for students at GHCS, we will target actual employment in collaboration with our Workforce Development department. We have hired a new vocational specialist who has extensive experience and will work on providing students at GHCS with work-based learning opportunities. We also start offering our construction trades course at JDF in the fall of 2019 and at GHCS in spring 2020. To structure our work stations and train our instructor on the curriculum, we are working with a consulting company that will set up the workflow at both sites. The company is also providing a master coach for our teacher. During the 2019-20 school year, we also pursue available grants to establish a mental health services pathway in connection to the creation of several wellness centers at the school sites, including GHCS.

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Goal Subject Social-Emotional Support Services

LEA/LCAP Goal Increase social-emotional support services provided to students.

Goal 4 Increase social-emotional support services provided to students.

Identified Need

Social and emotional support for our students is a critical component of the schoolwide program for 2019-20. There is a need to provide students with services that promote social-emotional well-being and positive behavior. Many of our students have experienced trauma in their lives and are coping with considerable stress. Such factors and a history of negative encounters with school staff often affect their attendance and impair their motivation. The goal also addresses the experience students have in our program and the possible connection to the absenteeism indicator which is still high and must be addressed.



Average daily attendance rate 2018-19 baseline is 66% Expected outcome for 2019-20 is 70%

The chronic absenteeism rate 2018-19 baseline is 66.3% Expected outcome for 2019-20 is 60%

The suspension rate 2018-19 baseline is 24.4% Expected outcome for 2019-20 is 20%

The percentage of students who on the most recent California Health Kids Survey (CHKS) report that they feel there is a teacher or adult who notices them when they are not there.

Results for 2017-18 were 69%. Expected outcome for 2019-20 is 73%

The percentage of students who on the most recent CHKS report that they feel safe at school.

Results for 2017-18 were: 33% Expected outcome for 2019-20 is 38%

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The percentage of students who on the most recent CHKS report that there is a teacher or adult who really cares about them


The percentage of students who on the LCAP Student Survey report that the school supports their social-emotional needs.

Results for 2018-19 were: 37%

Expected outcome for 2019-20 is 42%

The percentage of parents who on the LCAP Parent Input Survey report that the school provides their child extra help when they are struggling socially or emotionally

Results for 2019-20 were: 41%.


The percentage of students who on the CHKS responded "Safe" or "Very safe" when asked "How safe do you feel when you are at school?"

Results for 2017-18 were 54% Expected outcome for 2019-20 is 59%


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All students with special consideration for students with high emotional needs.

Strategy/Activity

GHCS will continue to participate in Positive Behavior Interventions and Supports (PBIS) concentrating on Tier II interventions for selected students as appropriate. The Student and Program Support team will coach staff on classroom management strategies, system of reinforcement, and defusing strategies during behavior escalation.


All students

Strategy/Activity

Administer the CHKS and the LCAP Student Survey to all students at GHCS every year to collect data for each of the cohorts.

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All students for preventive activities. Students who are chronically absent for more intensive activities. Strategy/Activity

Established a tiered approach to supporting attendance: • Add prevention strategies to the School Attendance Review Board (SARB) process • Acknowledge all student with 80% attendance and improved attendance • Communicate with parents about the importance of attendance • Establish community partners to support attendance • Conduct home visits as prevention to chronic absenteeism • Identify and address root causes of poor attendance • Convene Student Success Team

Supported by on site Probation officer


The large majority of students in the community program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Increase support for parent engagement • Increase events of interest to families • Quarterly newsletter


Students who needs more intensive counseling.

Strategy/Activity

Increase individual counseling services by using an additional 0.3 FTE wellness specialist from the Student and Program Support Department.


Students who show behavior challenges.

Strategy/Activity

The student support specialist, along with the program administrator and director will meet weekly to view discipline referrals and develop plans to minimize suspensions thus increasing students' attendance and availability for instruction.

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All students, especially those who have behavioral difficulties

Strategy/Activity

Continue to work with the Student and Program Support Department to provide professional development to GHCS staff. This department can also help GHCS in providing assistance for our foster and homeless students. Their guidance in this area is critical to the success of these students. The main goal is to develop solid restorative justice practices in lieu of suspensions.


The large majority of students in the community program are economically disadvantaged, foster students, or ELs. To address their needs addresses the needs of the entire student population. All students will benefit and services will primarily support unduplicated students. Strategy/Activity

Providing after school activities for students and families to include socializing activities, trainings, and receive/provide input. The goal is to increase a sense of community at the school. Offer parent project program classes to parents and families.


All students

Strategy/Activity

Provide coaching and support services to students and staff with a focus on trauma-informed care and restorative practices.


All students

Strategy/Activity

Train and teach support staff in mental health first aid.

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Our actions in this area revolve around the position of the student support specialist (SSS) working individually and in small groups with students to support emotional learning, anger management, and social skill development. The SSS and staff are adopting healing approaches in response to the childhood trauma experienced by the youth served in JCCS. Support for students in this area also available to Solano County Probation, and our Program and Student Support department. The social-emotional support team also visits homes of truant students and students with social, emotional or mental health needs. To improve attendance at the GHCS, we have focused on an effective absenteeism tracking system for both in-class and distance learning students. The goal remains prevention and early intervention. The SSS regularly counsels students in this area and if focused on identifying existing barriers. This has been particularly important for low-income students and ELs who tend to have fewer resources to support their achievement when missing school. Our JCCS staff has received ongoing professional development related to trauma-informed care and support and JCCS schools have continued to implement and improve the PBIS system with a focus on restorative justice principles as an alternative to suspension. On-site training, coaching, and direct services for students have been provided to introduce restorative practice principles. The school also holds team meetings with parents and refers students and families to SARB as needed. The JCCS program works collaboratively with Solano County Probation and Child Welfare Services to connect students and families with appropriate and resources. Mental Health First Aid training was provided in June 2019. The training is a trainer of trainer model (TOT) to support sustainability. JCCS staff will be included in the TOT. The school has held parent engagement forums at GHCS and piano recitals at Evergreen Academy. Daily attendance has increased although chronic absenteeism continues to be a focus area. The suspension rate dropped significantly. The California Healthy Kids Survey (CHKS) yielded positive results. The percentage of the students who reported they feel there is a teacher or adult who notices them when they are not there reached was 69%. Also the percentage of students who reported that there is a teacher or adult who really cares about them significantly increased over baseline. The percentage of students who reported that they feel like they are a part of their school increased to 53%. There is evidence of effectiveness in many areas together with areas that showed a need to improve, particularly in the area of perceived support among students for their social and emotional needs. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

No major differences.


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The funding of the student support specialist will continue as an essential element of our program. We need to increase our connections to students to increase their perceptions of belonging to the school. Also counseling services will be more structured to include Tier I and II provided by the student support specialist and Tier III provided by a licensed MFT from the Program and Student Support Department. All student support specialists will be under clinical supervision of a newly hired clinical supervisor.

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School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

1 School Principal

2 Classroom Teachers

1 Other School Staff

2 Parent or Community Members

2 Secondary Students

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Name of Members Role

Christopher Morris X Principal

Stephen Wong X Classroom Teacher

Eric Johnson X Classroom Teacher

Barbara Bartolomucci X Other School Staff

Kim Justin X Parent or Community Member

Marisol Maldonado X Parent or Community Member

Anthony Hunter X Secondary Student

Oscar Maldonado X Secondary Student

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

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Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan: The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA is scheduled to be adopted by the SCC at a public meeting on November 5, 2019 To be attested by

Principal, Dr. Christopher Morris on November 5, 2019

SSC Chairperson, Eric Johnson on November 5, 2019

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School Plan for Student Achievement (SPSA) Page 1 of 57 Solano Juvenile Detention Facility

School Year: 2019-20

SPSA Title Page

School Plan for Student Achievement (SPSA) Template

Instructions and requirements for completing the SPSA template may be found in the SPSA Template Instructions.

School Name

Solano Juvenile Detention Facility

County-District-School (CDS) Code

48104884830071

Schoolsite Council (SSC) Approval Date

November 4, 2019

Local Board Approval Date

November 13, 2019

Purpose and Description

Briefly describe the purpose of this plan (Select from Schoolwide Program, Comprehensive Support and Improvement, Targeted Support and Improvement, or Additional Targeted Support and Improvement) X Schoolwide Program This plan is for the schoolwide program at the Solano Juvenile Detention Facility.

Briefly describe the school’s plan for effectively meeting the ESSA requirements in alignment with the Local Control and Accountability Plan and other federal, state, and local programs.

The Juvenile Detention Facility School (JDF) is a grades 7-12 program for students who are incarcerated. Students work toward the completion of coursework that meets their district’s requirements for high school graduation. The focus is to provide rigorous instruction and credit recovery in all core content areas as well as English Language Development (ELD) to prepare students for their return to a comprehensive high school. To accomplish this goal, JDF relies on a blended model for instruction. During the 2015-2016 school year, JDF earned full accreditation, a six-year term, from the Western Association of Schools and Colleges (WASC). The six-year accreditation was renewed during the mid-cycle visit in 2019. The Solano County Office of Education (SCOE) Juvenile Court School Program consists of three classes at the JDF. The student population includes students who may be at the facility for a few

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days to students who are scheduled to go on to an adult facility for long sentences. The Challenge Program serves students for a period of nine months. Students in this program have the ability to earn furloughs for home visits or work at a job site. Currently, JDF classes have a total of 29 students. During the year, enrollment may vary between a low of 22 students to a high of 36. The focus for each class in JDF is to provide rigorous instruction and credit recovery in all core content areas as well as ELD to prepare students for their return to a comprehensive high school or a high school diploma. The goals for the school plan are entirely aligned with our LCAP and include, increasing academic achievement, supporting the transition back to the district of origin, supporting college and career readiness, and supporting students' social-emotional learning. Services are consistent with those described on the LCAP and include supplemental support of students' academic needs through para-educators and instructional support specialists, a student support specialist working on students' transitions, a vocational specialist, and a course on construction trades to support students career readiness.

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Table of Contents

SPSA Title Page ............................................................................................................................................ 1

Purpose and Description ............................................................................................................................... 1

Table of Contents .......................................................................................................................................... 3

Comprehensive Needs Assessment Components ......................................................................................... 4

Data Analysis ......................................................................................................................................... 4

Surveys .................................................................................................................................................. 4

Classroom Observations ........................................................................................................................ 5

Analysis of Current Instructional Program .............................................................................................. 6

Stakeholder Involvement ............................................................................................................................. 13

School and Student Performance Data ........................................................................................................ 15

Student Enrollment .............................................................................................................................. 15

CAASPP Results ................................................................................................................................. 17

ELPAC Results .................................................................................................................................... 21

Student Population ............................................................................................................................... 23

Overall Performance ............................................................................................................................ 24

Academic Performance ........................................................................................................................ 25

Academic Engagement ........................................................................................................................ 32

Conditions & Climate............................................................................................................................ 36

Goals, Strategies, & Proposed Expenditures ............................................................................................... 38

Goal 1 .................................................................................................................................................. 38

Goal 2 .................................................................................................................................................. 46

Goal 3 .................................................................................................................................................. 49

Goal 4 .................................................................................................................................................. 53

School Site Council Membership ................................................................................................................. 56

Recommendations and Assurances ............................................................................................................ 57

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Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Students and stakeholders completed the Local Control Accountability Plan (LCAP) engagement surveys. Stakeholders included parents, students, Juvenile Court and Community School (JCCS) staff, and Solano County Probation Department (Probation) staff. Student survey results indicate the following: 46% of students strongly agree or agree that they receive additional assistance when they are struggling academically. 54% of students strongly agree or agree that technology is used to support their coursework. 59% of students either strongly agree or agree that Solano County JCCS prepares them for a successful transition to their next milestone (e.g., the transition to the high school of residence, college, workplace, or other). 39% of students either strongly agree or agree that the school involves the students in the development, review, and ongoing monitoring of their Individual Learning Plans (ILPs). 54% of students either strongly agree or agree that they use technology to support their classwork. 49% of students either strongly agree or agree that the school effectively provided career readiness instruction. 41% of students either strongly agree or agree that the Career Readiness Workshops provided demonstrate a connection to the students' real life. 37% of students strongly agree or agree that Solano County JCCS supports their social-emotional needs. 58% of students strongly agree or agree that they feel their concerns/questions are taken seriously by the staff at their school. 61% of students strongly agree or agree that Solano County JCCS provides them with a good education. Prioritizing students' main concerns, we can summarize that: 1. The school needs to increase the involvement of students in the development of their ILPs. 2. The school needs to increase its student support on social-emotional learning. 3. There is a need to increase career readiness instruction for students. Parent survey results indicate: 41% of parents strongly agree or agree that the students receive additional assistance when they are struggling academically. 65% of parents strongly agree or agree that technology is used to support the students' coursework. 24% of parents either strongly agree or agree that Solano County JCCS prepares the students for a successful transition to their next milestone (e.g., the transition to the high school of residence, college, workplace, or other). 36% of parents either strongly agree or agree that the school involves them in the development, review, and ongoing monitoring of their students' ILPs. 60% of parents either strongly agree or agree that the school effectively provided career readiness instruction. 11% of parents either strongly agree or agree that the Career Readiness Workshops provided demonstrate a connection to their students' real life.

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41% of parents strongly agree or agree that Solano County JCCS supports the students' social-emotional needs. 42% of parents strongly agree or agree that they feel their concerns/questions are taken seriously by the staff at the school. 38% of parents strongly agree or agree that Solano County JCCS provides its students with a good education. Prioritizing parents' main concerns, we can summarize that: 1. Parents would like more opportunities for career and college readiness. 2. Parents would like more support in successful transitions to their student's next milestone. 3. Parents would like extra help for their students when they are struggling socially or emotionally. Based on these results, the school needs to strengthen its transition and career readiness programs, support more involvement of students and parents in developing students' goals and monitoring progress, and establish stronger supports for students' social-emotional learning.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Classroom observations are conducted weekly to ensure that learning is taking place. Specific learning components such as student engagement, instructional scaffolding, use of Common Core State Standards (CCSS), and checking for understanding are key elements analyzed during these observations. Additionally, observations include monitoring the implementation of English Language Development (ELD) instruction and English learners' (ELs) access to the core curriculum. During the 2018-19 school year, observation data indicated that the Positive Behavior Interventions and Supports (PBIS) model is being implemented to some degree in all classes. Teachers were observed using several evidence-based practices, including questioning, monitoring, immediate feedback, front-loading, individual and small group instruction, and comprehension check for understanding. ELs were provided with structured support to access standards, including explicit language and vocabulary instruction, checking for comprehension, providing prior background information, and receiving scaffolding from supplemental instructional staff. Student engagement will be supported by the introduction of individual Chromebooks during the 2019-20 school year.

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Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals • Meeting performance goals • Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability Use of state and local assessments to modify instruction and improve student achievement (ESEA)

In the spring of 2019, students in grades 6-8 and 11 were administered the Smarter Balanced Assessment Consortium (SBAC) summative assessment. For both ELA and math, 100% of the students did not meet the standard. This indicates that more work needs to be done with our staff to support students' achievement. It is also true that standardized assessments like the SBAC are not an optimal measure of the growth students may make during a temporary stay at JDF. In addition, most of our SBAC takers were in the 11th grade, suggesting that test results are largely due to the cumulative effect of school difficulties present over many years. The English Language Proficiency Assessments for California (ELPAC), is administered to ELs to measure their annual progress towards English language fluency. The ELPAC is also used for all ELs to determine the appropriate level of instruction and determine interventions. All ELs receive daily English language development (ELD) instruction to move them towards English language fluency. During 2018-19, the school had four ELs during the entire year, one at the Advanced level, one at the Early Advanced level, and two at the Intermediate level. Professional development continued to address language development strategies to support all our students. Walkthroughs targeted particularly the development of academic vocabulary and strategies to support comprehension, along with strategic questioning. Feedback to teachers was immediate.

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Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Curriculum-embedded Assessments Holt Chapter tests measure proficiency towards meeting the ELA Standards. During the 2018-19 school year, the teachers at JDF administered and collected Renaissance Learning tests and analyzed these during Wednesday collaborative meetings to determine student progress towards meeting their individual goals. Compared to the Smarter Balanced Assessment Consortium (SBAC) assessments, a better measure of student progress is the use of the monthly Renaissance program assessments and other formative assessment tools. Renaissance Learning is a web-based standards-aligned assessment and intervention curriculum used to monitor student progress towards mastering ELA and math content standards. Students are assessed monthly in order for teachers to analyze data in both ELA and math. In 2018-19, 44% of students who stayed 90 days or more in the program and had pre- and post-test results had a grade equivalent growth of +0.5 and above on the Renaissance Reading assessment. On the same assessment, 44% of students who stayed 90 days or more in the program and had pre- and post-test results had scaled scores of 50 points or more. In math, 33% of students who stayed 90 days or more in the program and have pre and post-test results had a grade equivalent growth of +0.5 and above. Likewise, 47% of students who stayed 90 days or more in the program and had pre and post-test results had scaled scores of 50. These results show an increase from previous years and better represent the academic levels of our students and their response to instruction. Results indicate the need to prioritize academic achievement in planning and implementing services. Teachers review individual student progress as well as class gains and/or decreases in each subject area and use these data to develop instructional objectives and strategies to be used for the next month of instruction. This process is repeated monthly. As a result of the use and regular review of Renaissance data, overall, teachers saw gains in both ELA and math in student performance.

Staffing and Professional Development Status of meeting requirements for highly qualified staff (ESEA)

All teachers at JDF are highly qualified and fully credentialed with no misassignments.

Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

All JDF teachers are highly qualified and will continue professional development in integrated ELD, Pearson Math, and ELA throughout the school year. All staff has access to instructional materials. Professional development and coaching will be provided by SCOE coaches who specialize in ELA/ELD and math instruction. The coaches will also assist administrators and staff in conducting walkthroughs and interpreting results.

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Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Professional development for administrators, teachers, and para-educators is designed to fully support our LCAP goals and services. The professional development plan includes monthly activities facilitated by our math and ELA/ELD coaches to support standard-based instruction and improved student outcomes. Teachers will attend Universal Design for Learning (UDL) professional development to increase their ability to work with students at different skill levels. Students are assessed monthly in both ELA and math using the Renaissance Learning platform. Teachers are working with current student data during their collaborative time to set appropriate goals for academic growth as well as to share ideas for effective teaching strategies. The JDF staff is participating in intensive training for the implementation of PBIS and restorative practices. These are designed to foster positive school climate and respectful interactions among students and between students and staff. These efforts support our intention to build a positive school climate and increase the students' abilities to manage their own behaviors and self-regulate. Staff will also receive coaching on trauma-informed practices. The staff will participate in ongoing professional development and training using Edgenuity, our new online credit recovery platform. Through the full implementation of Edgenuity, students will have increased access to rigorous core content in a broad course of studies and options for CSU/UC a-g course completion. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

SCOE provides coaching in the area of standards-based instructional strategies and academic conferencing related to Renaissance Learning scores. Observations are conducted to determine the degree of implementation of these strategies and to inform coaching goals. ELA and mathematics data collected via Renaissance Learning is used on a monthly basis to promote and support student success. Students' scores are reviewed collaboratively by teachers and support staff to decide on goals and strategies that would be used to increase student performance. Para-educators receive the same professional development teachers receive and also are trained separately in specific ways to provide academic support to students who need additional instruction. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

The teachers at JDF meet monthly to discuss classroom strategies and collaborate on curriculum and instruction planning. Lesson plans and students' Individual Learning Plans (ILPs) are shared during this time so that teachers and paraeducators work strategically to support students' ILPs. This collaborative time is also used to discuss students' data and plan instruction. The teams include teachers, para-educators, student support specialist, and administrators as needed.

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Teaching and Learning Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

All instructional materials are aligned to the State Standards in the areas of math, English, science, and social studies. Professional development is provided monthly to support the use of the adopted curriculum and is built around the principles of UDL to address the needs of students at different levels of academic proficiency within each classroom. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

JDF adheres to recommended instructional minutes for alternative education programs. JDF holds class from 8:30 a.m. until 2:30 p.m. Every first and third Wednesday of the month, teachers and para-educators attend staff meetings and professional development trainings. The daily schedule adds up to 270 minutes of instruction each day. The purpose of an early dismissal on Wednesdays is to provide teachers the opportunity to analyze data and participate in professional development. During the school day, there is a minimum of 30 minutes allocated for designated ELD instruction. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Each student has an ILP which outlines coursework needed and goals for each quarter. There are designated times each day for core academic instruction, career education, physical education, STEM activities, and credit recovery. The student support specialist collaborates with the classroom teacher in monitoring and adjusting each ILP. Teachers and paraeducators provide instruction to support students in the courses outlined in their ILP. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

At the beginning of each school year, teachers are asked to fill out an Instructional Materials Survey Sheet. The survey asks teachers to provide the title of the textbooks currently being used and the number of texts needed for the upcoming school year. Teachers report they have all necessary standards-based instructional materials. Each student has the appropriate textbooks for use in class and after school. Textbooks are also available online. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

All instructional materials are aligned to the State Standards in the areas of math, English, science, and social studies. SCOE is going through the process of adopting a new textbook for ELA/ELD during the 2019-20 school year. Current materials include: ELA and ELD: Holt, Shining Star (grades 9-12), and Milestones (Grades 6-7) Integrated math: Pearson Social studies: McDougall Littell Science: McDougall Littell Online platform: Edgenuity

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Opportunity and Equal Educational Access Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Students needing additional intervention supports receive supplemental instruction from the instructional support specialist in class and in the learning center. They also receive additional instruction in the classroom from a teacher-supervised para-educator. Students who are credit deficient, have unlimited access to credit recovery courses and support in any academic areas of concern under teacher supervision. Evidence-based educational practices to raise student achievement

Staff receive extensive training to best serve the needs of all students, including ELs and students with disabilities. Professional development has targeted several evidence-based strategies over time and the administrator continues to monitor their implementation and provide coaching to teachers. Evidence-based strategies used by our teachers include backward planning, activating background knowledge, using visual supports, using concept maps and other organizers, introducing new content in small chunks, checking for comprehension, and explicit vocabulary instruction, among others. Edgenuity staff provided a day of training at the beginning of the school year and will continue with an emphasis on incorporating technology into the instructional program of each classroom. Teachers will also continue to receive professional development in the areas of PBIS and restorative practices to support classroom management.

Parental Engagement Resources available from family, school, district, and community to assist under-achieving students (ESEA)

At JDF, SCOE provides academic instruction and supplemental support instructional services. Probation provides social-emotional services for all students after school and mental health counseling for students with more intensive needs. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

Stakeholder meetings and seasonal events are designed as two-way communication meetings, and parents are encouraged to present suggestions on how to better engage them in support and governance for the school. During 2018-19, a nonprofit group worked with our administrators and staff in increasing cultural competency in working with students and their families. The program has been instrumental in establishing positive connections with some families. The contract with this consultant has been renewed for 2019-20. Information is sent to families at the beginning of the school year as part of their annual notification. Every document is distributed in English and Spanish to match our linguistic groups, and further translation and interpreting are available as needed. Additional information is sent home in writing, and our community liaison advises the principal on the language to use and on the type of explanation needed to make our documents family-friendly. In communicating with our parents, we make any accommodation that is needed to provide equal access to all. SCOE supports parents with disabilities by providing any needed accommodation or service necessary to promote their participation in parent programs, meetings, communication with the school, and governance. Services include the use of sign-language interpreters and documents and websites compliant with the requirements of the American with Disabilities Act. Parents are represented on the School Site Council, which meets monthly to review school and student needs. All parents receive notice of the meetings via text message, mail, or email. Parent Information Nights

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are scheduled each semester. Parents also have the opportunity to participate in stakeholder engagement meetings throughout the year. Policy 6020 – Parent Involvement and Policy 6020.1 Parent Involvement – at Program Sites were developed jointly with parent and family members of our students through input during meetings and responses to surveys. The policies are reviewed annually during our stakeholder events for parents and families and sent to the students’ homes for input. Suggestions for any changes are presented at the School Site Council meetings, for discussion and further input. The adopted policies are sent to the parents and families via regular and electronic e-mail with a request to sign in support and agreement as part of our annual notification packet. For students enrolling in our programs during the school year, the policies are presented and discussed with families as part of our intake process. SCOE offers presentations for parents and families as part of our LCAP and school plan stakeholder’s engagement process. Family-centered events are offered to discuss the accountability system, the students’ curriculum, including State Standards, and related assessments. Presentations are provided by our administrators and content area coaches. During these events, parents have the opportunity to ask questions and access valuable resources. Parents are also informed of our support for students transitioning to college and career paths. Information regarding financial aid and application process is provided by staff from the Solano Community College. Teachers, students, parents, and student support specialists develop ILPs for each student. Students’ progress toward their goals is reviewed with parents mid-semester and more often as necessary. Parents are also involved in addressing any challenges students may have and in determining appropriate interventions, ranging from supplemental academic support to behavior plans, to social-emotional learning counseling, and support for attendance. During the 2019-20 school year, SCOE is offering after-school parent support programs including Parent Project Senior training. Support to parents also includes education on accessing resources and navigating public and community agencies and referral services through our Wellness Center. Literacy programs for non-English speaking parents are offered in partnership with their districts of origin or their community of residence. SCOE supports parents with disabilities by providing any needed accommodation or service necessary to promote their participation in parent programs, meetings, communication with the school, and governance. Four stakeholder engagement meetings specifically included students from each of our Juvenile Court and Community Schools (JCCS) programs to provide them the opportunity to be actively engaged in offering input on the instructional program and their experiences. The stakeholder engagement process to receive input on our Federal Addendum and school plan starts every year in the fall. Stakeholder meetings include meetings with parents, students, and staff. At JDF we included Probation staff in the stakeholder engagement process. We also consulted with the SCOE's bargaining units' representatives, including the Solano County Education Association; the California School Employees Association, Solano Chapter; and the Solano School Bus Drivers, Public Employees Union Local 1. We engaged in stakeholder input meetings with the representatives from the Student Services Department of each school district in the context of the countywide Student Services Representatives Council. This council meets monthly to discuss issues related to child welfare and attendance and is also the body that develops and annually updates the Countywide Plan for Expelled Students. In addition, we met with the members of the Foster Youth Education Planning Team (FYEPT) which includes foster youth advocacy representatives from the County and nonprofit agencies to identify needs and services for our foster students. At each meeting, we presented both qualitative and quantitative data relative to our results implementing the goals and actions outlined in the 2018-19 LCAP and school plans. The quantitative data were presented in visual displays to make it easier to understand. We also had the staff implementing the actions use anecdotal and qualitative data to illustrate the results of our efforts in

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implementing our plans. The presentations included assessment results relative to student achievement. Based on the information presented, individuals present at the stakeholder meetings had the opportunity to provide input relative to the current goals and actions and the extent to which they felt student needs were being adequately addressed. In addition to face-to-face stakeholder engagement meetings, parents, teachers, and students were invited to provide input into the development of the LCAP and school plan by way of a locally-developed survey and the California Healthy Kids Survey. The surveys were available in English and Spanish. Funding Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

Title I Part provided partial or full funding for the following: * school instructional leadership, for teachers' instructional support, professional development, and program evaluation * the community liaison, supporting family engagement and outreach * support staff for homeless students * supplemental instructional materials including instructional technology, software and professional development in instructional technology to support teachers' ability to engage students and improve educational outcomes Title I Part D provided partial or full funding for the following: * para-educators providing supplemental interventions for students in need of additional instruction * the instructional support specialist, a credentialed teacher providing supplemental individual and small-group assistance for students in needs * a student support specialist, providing transition services, and facilitation for the development and monitoring of the individual learning plans * supplemental instructional materials including technology, materials, and professional development for increased career readiness training opportunities for students * school instructional leadership, for teachers' instructional support, professional development, and program evaluation Our LCAP funds a student support specialist, a college/career readiness coordinator, a vocational specialist, parent and student engagement activities, and instructional materials for a makerspace lab to increase project-based learning.

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Stakeholder Involvement

How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update

The stakeholder engagement process begins yearly in November. A minimum of ten stakeholder engagement meetings takes place during the school year. They include meetings with parents and students, as well as facilitated opportunities for all SCOE staff and managers to provide input. We also consult with the SCOE's bargaining units' representatives including the Solano County Education Association; the California School Employees Association, Solano Chapter; and the Solano School Bus Drivers, Public Employees Union Local 1. We engage in stakeholder input meetings with JDF staff, students, and parents. We also meet with the representatives from the Student Services Department of each school district in the context of the countywide Student Services Representatives Council. This council meets monthly to discuss issues related to child welfare and attendance and is also the body that develops and updates the Countywide Plan for Expelled Students. Finally, we meet with a large contingent of local businesses that have been supporting Career Technical Education (CTE) and Workforce Development programs. The program administrator of educational options and director of student services, equity and support services directly oversee our program sites and participate in all the stakeholder meetings, contributing to their facilitation and to the content of our LCAP and school plans. The parents that participated in the stakeholder engagement process included parents of ELs, foster youth, and expelled students. An English-Spanish interpreter was available at all the meetings. The stakeholder engagement process was conducted from November 2018 through May 2019. Five stakeholder engagement meetings specifically included students from each of our JCCS instructional programs to provide them the opportunity to be actively engaged in and provide input during the stakeholder engagement process. Program administrators and teachers facilitated these meetings. At each of the stakeholder engagement meetings, we presented both qualitative and quantitative data relative to our results implementing the goals and actions outlined in the 2017-18 LCAP and school plans. The quantitative data was presented in graph form so that it was easily understandable. The staff implementing the actions used anecdotal and qualitative data to illustrate the results of our efforts in implementing the LCAP and school plan goals and services. The presentations included assessment results relative to student achievement. Based on the information presented, individuals present at the stakeholder engagement meetings had the opportunity to provide input relative to the current goals and actions and the extent to which they felt student needs were being adequately addressed. In addition to face-to-face stakeholder engagement meetings, JCCS parents, teachers, students, and Solano County Probation staff were invited to provide input into the development of the LCAP and School Plans by way of a locally developed survey. The survey was available in English and Spanish. Students also completed the California Healthy Kids Survey. The following meetings were held throughout the stakeholder engagement process: November 20, 2018 1:30 PM - 2:30 PM Juvenile Detention Facility staff and administrators

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December 5, 2018 1:00 PM - 2:00 PM JDF staff, Probation staff, and students January 17, 2019 11:45 AM - 1:15 PM Parent Advisory Meeting, open to all parents January 25, 2019 1:15 PM - 2:15 PM Foster Youth Education Planning Team February 21, 2019 5:00 PM - 6:00 PM Parent Advisory Meeting, open to all parents February 28, 2019 9:00 AM - 11:00 AM Business Economic Development Corporation Partners, CTE Advisory Meeting March 18, 2019 3:00 PM – 4:30 PM SCOE bargaining units representatives and SCOE staff March 28, 2019 1:00 PM - 2:00 PM Parent Advisory Meeting, open to all parents May 2, 2019 5:30 PM – 6:30 PM Final LCAP Presentation, Parent Advisory Meeting, open to all parents.

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Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Student Group Percent of Enrollment Number of Students

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

American Indian % % 2.7% 1

African American 56.3% 40.0% 45.95% 18 13 17

Asian % % %

Filipino % % %

Hispanic/Latino 28.1% 36.7% 32.43% 9 11 12

Pacific Islander % % 2.7% 1

White 15.6% 20.0% 13.51% 5 5 5

Multiple/No Response % % %


Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Grade Number of Students

2016-17 2017-18 2018-19

Grade 7 1

Grade 8 1

Grade 9 3 4 6

Grade 10 11 8 4

Grade 11 13 13 12

Grade 12 3 4 15



1. The overall student population has remained at or around 35 youth since Probation modified their booking criteria to only detain the most serious offenses. The reforms to the juvenile justice system have shown decreases in the total number of youth in secure detention.

2. The large majority of our students are students of color. While SCOE is not involved in the process of committed students to the facility, we are cognizant of the disproportionate representation of students of color in the facility. SCOE supports Probation's efforts to address such disproportionality in youth incarcerations in Solano county. Together with Probation, we are involved in the Racial and Ethnic Disproportionality (R.E.D.) work-group addressing this very same issue.

3. The successful use of diversion has decreased the number of students incarcerated and has (as Probation has pointed out) increased the average need intensity of the students in the program. In response to this change, we have expanded our professional development with the teaching staff to address not just academic strategies, but also socio-emotional learning, and understanding of developmental trauma.

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Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Student Group Number of Students Percent of Students

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

English Learners 5 1 2 10.2% 4.5% 5.4%

Fluent English Proficient (FEP) 4 5 0 8.2% 22.7% 0.0%

Reclassified Fluent English Proficient (RFEP) 6 0.0% 0 16.2%


1. The number of ELs has decreased commensurate to the overall decrease of the student population at JDF.

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CAASPP Results English Language Arts/Literacy (All Students)


Grade Level



16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 16 14 20 13 11 13 13 11 13 81.3 78.6 65

All Grades 18 15 21 14 11 13 14 11 13 77.8 73.3 61.9



Grade Level



% Standard Not Met

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * * * *

Grade 8 * * * * * * * * * * * * * * *

Grade 11 2452.2

2437.3

2402.8

0.00 0.00 0.00 7.69 9.09 0.00 30.77 27.27 0.00 61.54 63.64 100.0


Reading Demonstrating understanding of literary and non-fictional texts


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 23.08 9.09 0.00 15.38 36.36 15.38 61.54 54.55 84.62

All Grades 21.43 9.09 0.00 14.29 36.36 15.38 64.29 54.55 84.62

Writing Producing clear and purposeful writing


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 15.38 0.00 7.69 84.62 100.0 92.31

All Grades 0.00 0.00 0.00 14.29 0.00 7.69 85.71 100.0 92.31

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Listening Demonstrating effective communication skills


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 7.69 18.18 0.00 46.15 27.27 38.46 46.15 54.55 61.54

All Grades 7.14 18.18 0.00 42.86 27.27 38.46 50.00 54.55 61.54

Research/Inquiry Investigating, analyzing, and presenting information


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 46.15 45.45 7.69 53.85 54.55 92.31

All Grades 0.00 0.00 0.00 42.86 45.45 7.69 57.14 54.55 92.31


1. In order to protect student privacy, an asterisk (*) is displayed instead of a number on Internet test results where 10 or fewer students had valid test scores. 100% of our students in grade 11 participated in the assessment.

2. In the 2018-19, the percentage of students demonstrating skills at the Standard Met level decreased from 9% to 0%.

3. All students performed at Standard Not Met level. This indicates that more work needs to be done with our staff to support students' achievement. It is also true that standardized assessments like the CAASPP are not an optimal measure of the growth students may make during a temporary stay at JDF. In addition, most of our CAASPP takers were in the 11th grade, suggesting that test results are largely due to the cumulative effect of school difficulties present over many years. A better measure of the work students show in JDF is the use of the monthly Renaissance program assessments and other formative tools.

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CAASPP Results Mathematics (All Students)


Grade Level



16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 16 14 21 13 11 14 13 11 14 81.3 78.6 66.7

All Grades 18 15 22 14 11 14 14 11 14 77.8 73.3 63.6



Grade Level



% Standard Not Met

16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * * * *

Grade 8 * * * * * * * * * * * * * * *

Grade 11 2405.5

2378.2

2373.1

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 100.0 100.0 100.0


Concepts & Procedures Applying mathematical concepts and procedures


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 0.00 0.00 0.00 100.0 100.0 100.0

All Grades 0.00 0.00 0.00 0.00 0.00 0.00 100.0 100.0 100.0

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 0.00 18.18 7.14 100.0 81.82 92.86

All Grades 0.00 0.00 0.00 0.00 18.18 7.14 100.0 81.82 92.86

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Communicating Reasoning Demonstrating ability to support mathematical conclusions


16-17 17-18 18-19 16-17 17-18 18-19 16-17 17-18 18-19

Grade 7 * * *

Grade 8 * * * * * * * * *

Grade 11 0.00 0.00 0.00 23.08 18.18 35.71 76.92 81.82 64.29

All Grades 0.00 0.00 0.00 21.43 18.18 35.71 78.57 81.82 64.29


1. In order to protect student privacy, an asterisk (*) is displayed instead of a number on Internet test results where 10 or fewer students had valid test scores.

2. All students performed at the Standard Not Met level, which indicates a need for more focused instruction and additional professional development and coaching for our teachers in the area of mathematics.

3. All students performed at Standard Not Met level. This indicates that more work needs to be done with our staff to support students' achievement. It is also true that standardized assessments like the CAASPP are not an optimal measure of the growth students may make during a temporary stay at JDF. In addition, most of our CAASPP takers were in the 11th grade, suggesting that test results are largely due to the cumulative effect of school difficulties present over many years. A better measure of the work students show in JDF is the use of the monthly Renaissance program assessments and other formative assessment tools.

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ELPAC Results

ELPAC Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level

Overall Oral Language Written Language Number of

Students Tested

17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

Grade 10 1542 1533 1550 2

Grade 11 1510 1506 1513 1 2

Grade 12 1545 1544 1545 1

All Grades 1530 1524 1534 1 5

Overall Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 100 1 2


Oral Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 50 50 1 2

All Grades 100 80 20 1 5

Written Language Percentage of Students at Each Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 100 1 2

All Grades 60 100 40 1 5

Listening Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 100 1 2


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Speaking Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 100 1 2

All Grades 100 60 40 1 5

Reading Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 100 1 2

All Grades 100 60 40 1 5

Writing Domain Percentage of Students by Domain Performance Level for All Students

Grade Level


17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19

11 100 100 * 2

All Grades 100 100 * 5


1. In order to protect student privacy, an asterisk (*) is displayed instead of a number on test results where 10 or fewer students had valid test scores.

2. Assessment data show the performance of our ELs on the ELPAC. Five students completed the ELPAC. All performed at Level 2 in "Overall Language." This suggests that students need additional ELD in addition to their grade level language arts instruction.

3. Integrated and designated ELD instruction for ELs should focus on the development of academic language especially in connection to reading and writing.

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Student Population This section provides information about the school’s student population.

2017-18 Student Population

Total Enrollment

22

This is the total number of students enrolled.


100.0%

This is the percent of students who are eligible for free or reduced priced meals; or have parents/guardians who did not receive a high school diploma.

English Learners

4.5%

This is the percent of students who are learning to communicate effectively in English, typically requiring instruction in both the English Language and in their academic courses.

Foster Youth

13.6%

This is the percent of students whose well-being is the responsibility of a court.

2017-18 Enrollment for All Students/Student Group


English Learners 1 4.5%

Foster Youth 3 13.6%

Socioeconomically Disadvantaged 22 100.0%

Students with Disabilities 6 27.3%

Enrollment by Race/Ethnicity


African American 12 54.5%

Hispanic 9 40.9%

White 1 4.5%


1. 100% of the students in secure detention are economically disadvantaged. This implies that youth in poverty are at greater risk of becoming involved in the justice system.

2. 95% of the students are African American and Hispanic. This does not match the demographics of Solano County. This implies that youth of color are at greater risk of becoming involved in the justice system.

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Overall Performance

2018 Fall Dashboard Overall Performance for All Students

Academic Performance

English Language Arts


Mathematics


English Learner Progress


College/Career


Academic Engagement

Graduation Rate


Chronic Absenteeism


Conditions & Climate

Suspension Rate

Blue


1. The limited number of students did not allow the publication of performance colors for most indicators with the exception of suspensions.

2. The low number of suspensions reflect our agreement with probation that students not be excluded from instruction for an extended period of time.

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Academic Performance English Language Arts


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard English Language Arts Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0


2018 Fall Dashboard English Language Arts Performance for All Students/Student Group

All Students



1 students

English Learners


0 Students

Foster Youth


0 Students

Homeless


0 Students




1 students



0 Students

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2018 Fall Dashboard English Language Arts Performance by Race/Ethnicity

African American


0 Students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



1 students

Two or More Races


0 Students

Pacific Islander


0 Students

White


0 Students


2018 Fall Dashboard English Language Arts Data Comparisons for English Learners


0 Students


0 Students

English Only


1 students


1. Schools with fewer than 30 valid test scores will not receive a status-change classification. Valid conclusions are difficult to draw with very small group sample sizes for ethnicity and English language acquisition status. Overall students included in the assessment sample tend to show significant delays in ELA.

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Academic Performance Mathematics


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Mathematics Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0


2018 Fall Dashboard Mathematics Performance for All Students/Student Group

All Students



1 students

English Learners


0 Students

Foster Youth


0 Students

Homeless


0 Students




1 students



0 Students

169


2018 Fall Dashboard Mathematics Performance by Race/Ethnicity

African American


0 Students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



1 students

Two or More Races


0 Students

Pacific Islander


0 Students

White


0 Students


2018 Fall Dashboard Mathematics Data Comparisons for English Learners


0 Students


0 Students

English Only


1 students


1. Schools with fewer than 30 valid test scores will not receive a status-change classification. All our students show significant delays in math and there is a need for increased instruction.

170



Academic Performance English Learner Progress

This section provides a view of the percent of students performing at each level on the new English Language Proficiency Assessments for California (ELPAC) assessment. With the transition ELPAC, the 2018 Dashboard is unable to report a performance level (color) for this measure.

2018 Fall Dashboard English Language Proficiency Assessments for California Results

Number of Students

Level 4 Well

Developed

%

Level 3 Moderately Developed

%

Level 2 Somewhat Developed

Level 1 Beginning

Stage


1. Schools with fewer than 30 valid test scores will not receive a status-change classification. The ELs assessed have been with the SCOE program just this year. Prior to this placement they were with their district of residence.

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Academic Performance College/Career


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard College/Career Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides information on the percentage of high school graduates who are placed in the "Prepared" level on the College/Career Indicator.

2018 Fall Dashboard College/Career for All Students/Student Group

All Students


0% prepared

Maintained 0%

12 students

English Learners



1 students

Foster Youth



1 students

Homeless


0 Students



0% prepared

Maintained 0%

12 students




4 students

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2018 Fall Dashboard College/Career by Race/Ethnicity

African American



4 students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



4 students

Two or More Races


0 Students

Pacific Islander


0 Students

White



4 students

This section provides a view of the percent of students per year that qualify as Not Prepared, Approaching Prepared, and Prepared.

2018 Fall Dashboard College/Career 3-Year Performance

Class of 2016

Prepared


Not Prepared

Class of 2017

0 Prepared

17.6 Approaching Prepared

82.4 Not Prepared

Class of 2018

0 Prepared

0 Approaching Prepared

100 Not Prepared


1. The college and career readiness indicator for our students largely reflect their performance on the CAASPP tests. Revisions to the indicator to better reflect the experience of incarcerated youth may provide a better picture. Our new construction trades program and the inclusion of work-ready certification as part of the indicator will improve our results in this area.

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Academic Engagement Chronic Absenteeism


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Chronic Absenteeism Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides information about the percentage of students in kindergarten through grade 8 who are absent 10 percent or more of the instructional days they were enrolled.

2018 Fall Dashboard Chronic Absenteeism for All Students/Student Group

All Students



3 students

English Learners



0 students

Foster Youth



3 students

Homeless



1 students




3 students




1 students

174


2018 Fall Dashboard Chronic Absenteeism by Race/Ethnicity

African American



2 students

American Indian



0 students

Asian



0 students

Filipino



0 students

Hispanic



1 students

Two or More Races



0 students

Pacific Islander



0 students

White



0 students


1. Chronic absenteeism is not an identified need at the detention facility.

175



Academic Engagement Graduation Rate


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Graduation Rate Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

0

This section provides information about students completing high school, which includes students who receive a standard high school diploma or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate for All Students/Student Group

All Students


83.3% graduated

Maintained +1%

12 students

English Learners



1 students

Foster Youth



1 students

Homeless


0 Students



83.3% graduated

Maintained +1%

12 students




4 students

176


2018 Fall Dashboard Graduation Rate by Race/Ethnicity

African American



4 students

American Indian


0 Students

Asian


0 Students

Filipino


0 Students

Hispanic



4 students

Two or More Races


0 Students

Pacific Islander


0 Students

White



4 students

This section provides a view of the percentage of students who received a high school diploma within four years of entering ninth grade or complete their graduation requirements at an alternative school.

2018 Fall Dashboard Graduation Rate by Year

2017

82.4% graduated

2018

83.3% graduated


1. The graduation rate showed a slight increase over the previous year and is comparable to the overall rate in our largest feeding districts.

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Conditions & Climate Suspension Rate


Lowest Performance

Red

Orange

Yellow

Green

Blue

Highest Performance


2018 Fall Dashboard Suspension Rate Equity Report

Red

0

Orange

0

Yellow

0

Green

0

Blue

6

This section provides information about the percentage of students in kindergarten through grade 12 who have been suspended at least once in a given school year. Students who are suspended multiple times are only counted once.

2018 Fall Dashboard Suspension Rate for All Students/Student Group

All Students

Blue


Maintained 0%

208 students

English Learners



Maintained 0%

16 students

Foster Youth

Blue


Maintained 0%

34 students

Homeless




Blue


Maintained 0%

208 students


Blue


Maintained 0%

30 students

178


2018 Fall Dashboard Suspension Rate by Race/Ethnicity

African American

Blue


Maintained 0%

77 students

American Indian



Asian


0 Students

Filipino



Hispanic

Blue


Maintained 0%

67 students

Two or More Races



Maintained 0%

13 students

Pacific Islander



White

Blue


Maintained 0%

45 students

This section provides a view of the percentage of students who were suspended.

2018 Fall Dashboard Suspension Rate by Year

2016

2017


2018



1. Out of school suspensions is not an identified area of need in the detention facility.

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Goal Subject Instructional Program for the Juvenile Detention Facility (JDF)

LEA/LCAP Goal Improve the instructional program and educational outcomes for students.

Goal 1 Improve the instructional outcomes for students.

Identified Need

The academic skills of the students continue to be an area of focus in both English Language Arts (ELA) and math based on the California Assessment of Student Performance and Progress (CAASPP) and local assessments. Most students in the Juvenile Court and Community Schools (JCCS) programs are credit deficient and demonstrate academic skills below grade level. There is a continued need for credit recovery and academic support to help students close possible skills and knowledge gaps. There is also a need to provide engaging instruction and increasing the use of instructional technology. Similar needs are identified among English Learners (ELs) and students with exceptional needs, as well as students from low-income families and foster students. This goal and the action and services capture the need for continuous improvement in these areas and address each of the specific needs.



Implementation of ELA and math State Standards; Implementation of CCSS Professional Development Workshops

Implementation of CCSS was supported by ongoing professional development and coaching. Implementation of ELA, Math Standards: systematic observations demonstrated 100% implementation. Instructional materials were found to be aligned to the CCSS.

100% implementation and alignment

Programs and services enable ELs to access core and ELD standards: 100%

Systematic observations indicated that ELs were able to access the core curriculum across classrooms and subject through appropriate support.

100% implementation to support access.

ELA Smarter Balanced Assessment percent Met/Exceeded the standard

2018-19 baseline was 0 % 5% of the students will receive a score indicating standard met

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Math Smarter Balanced Assessment percent Met/Exceeded the standard

2018-19 baseline was 0% 5% of the students will receive a score indicating standard met

Percentage of students that have stayed for 90 days or more with 0.5 or greater positive Grade Equivalent Growth in ELA as measured by the Renaissance Learning STAR Reading Assessment

2018-19 baseline was 45%. 50% of the students will demonstrate a 0.5 grade equivalent increase

Percentage of students that have stayed for 90 days or more with 0.5 or greater positive Grade Equivalent Growth in Math as measured by the Renaissance Learning Math Assessment:

2018-19 baseline was 50% 55% of the students will show a 0.5 or greater positive Grade Equivalent Growth in Math as measured by the Renaissance Learning Math Assessment:

The percentage of all students staying for 90 days or more demonstrating a 50 point or greater scaled score increase in ELA as measured by monthly Renaissance Learning Reading Assessment

2018-19 baseline was 45% 50% of students will demonstrate a 50 point or greater scaled score increase in ELA

The percentage of all students staying for 90 days or more demonstrating a 50 point or greater scaled score increase in math, as measured by monthly Renaissance Learning Assessment:

2018-19 baseline was 70% 75% of students will demonstrate a 50 point or greater scaled score increase in Math

Establish a makerspace room to support project-based learning as measured by the number of projects completed by the students

2019 - 20 is first full year of implementation.

TBD

The percentage of students who on the LCAP Student Survey report that they receive

Baseline for 2018-19 was 46% 50% of students will report on the LCAP Student Survey that they receive extra help when

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extra help when they are struggling academically.

they are struggling academically.

Percentage of parents who on the LCAP Survey agree that their child receives academic support when they are struggling.

Baseline for 2017-18 was 60% 65% of parents will report on the LCAP Survey that they agree their child receives academic support when they are struggling.

Percentage of parents who on the LCAP Survey agree that their child receives academic support when they are struggling academically.

Baseline for 2018-19 was 41% 46% of parents will report on the LCAP Survey that they agree their child receives academic support when they are struggling.

ELs staying for 90 days or longer reclassification rate.

Baseline for 2018-19 was 0%. 25% of ELs staying 90 days or longer will be reclassified as Fluent English Speakers.

The percentage of ELs who make progress toward English proficiency as measured by the English Language Proficiency Assessments for California (ELPAC).

Baseline data for 2018-19 unavailable.

TBD

Facilities Maintained in Good Repair: Williams visit in compliance based on Facilities Inspection Tool. Rate of Teachers Appropriately Assigned and Fully Credentialed. Instructional materials available to all students in class and at home.

Facilities were maintained in good repair at 100%, teachers were appropriately assigned and fully credentialed at 100%, and 100% of the students had instructional materials available in class and after school

Maintain 100% compliance

Classroom learning walkthroughs

Walkthroughs were completed at least monthly. Instructional strategies and the implementation of integrated and designated ELD was observed.

Continued implementation of identified instructional strategies and of integrated and designated ELD.


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All students

Strategy/Activity

182


Increase the implementation of the Universal Design for Learning (UDL) model by providing more intense professional development for all JDF school staff, including teachers, para-educators, and administrators. UDL supports teachers' ability to differentiate instruction to engage all students with special attention to writing and math skills.


All students

Strategy/Activity

Continue the implementation of California Common Core State Standards (CCCSS) for ELA/ ELD, math, science, and social science through targeted professional development, demonstrations, and coaching.



Strategy/Activity

Improve instruction by providing teachers and administrators instructional coaching support for working effectively with ELs, implementing language development standards, and supporting ELs' access to the core curriculum.



Strategy/Activity

Provide ELD instruction integrated with core subjects and separately at a designated time.


All students

Strategy/Activity

Improve instruction and engagement among students by introducing the use of Chromebooks and Google apps at JDF.

183



All students will be observed to evaluate the effectiveness of instructional strategies and the level of fidelity in implementing them. Strategy/Activity

Improve instruction by systematically monitoring classroom activities and providing coaching using classroom data. Walkthrough observation instruments have been developed and are providing meaningful data for reflection and improvement.


All students

Strategy/Activity

Staff will continue to receive support in instructional strategies that have been proven successful with ELs and with at-risk students. Effective practices include vocabulary development, visual representation, questioning strategies, use of high engagement activities, summarizing, cooperative learning, and academic conferencing. Continue to develop instructional strategies to create access to the curriculum for all ELs, i.e. Specially Designed Academic Instruction in English (SDAIE). Supported by SCOE Educational Services program manager.


All students

Strategy/Activity

Para-educators and the instructional support specialist will support students in small groups and individually with academic interventions designed to support students showing limited proficiency with standards. SCOE will provide intensive professional development and coaching for para-educators to develop their skills in providing supplemental academic support to students not performing at grade level as directed by teachers.


Students with disabilities

Strategy/Activity

Ensure that all students with disabilities are provided instruction that allows access to the standards at the correct level of difficulty and that instruction is differentiated to meet individual student needs. The implementation of UDL strategies will be essential to supporting students with disabilities. Services for these students include pull-out and push-in support from specialized staff.

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All students

Strategy/Activity

Continue to use the School Site Council to review data on student achievement and provide input on program improvement. Help parents understand the CCCSS and the California School Dashboard. Presentations on these topics will be conducted at Parent Nights and School Site Council meetings with special attention to writing and math skills as connected to college and career readiness.


All students

Strategy/Activity

Continue to provide translation services for parents in a language easily understood as well as providing translation services for conferences. The issue of communicating technical information to families transcends differences in native languages. Educational language can often be an obstacle to communicating with our families and our goal is to communicate in understandable and meaningful terms so that parents have enough information to be able to participate in decision making. The school will use interpreters for Spanish-speaking families and Language Line for other languages.


All students

Strategy/Activity

Fund an administrative position tasked to provide coaching to teachers and overall instructional guidance, compile observation data, and coordinate professional development to increase student academic outcomes.

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Strategies and services were implemented as planned and with overall fidelity. Professional development was provided once a month and teachers were especially responsive to individual coaching in ELA and math evidence-based strategies. The selected teacher also received training in Universal Design for Learning (UDL) designed to plan instruction with a range of skills in mind. The staff has continued the implementation of the CCCSS and received professional development to support their implementation. Training and coaching in the areas of common core standards and academic conferencing have been provided. Edgenuity is used by all students at JDF to make up credits and access elective classes. There has been an improvement in student outcomes related to formative assessment (Renaissance). Our professional development includes partnering with outside consultants and SCOE coaches to provide professional learning activities to improve our instructional practices and programs. Our math coach from STEMulate Learning met with teachers 90 minutes per week coaching and co-teaching. Teachers received individual coaching and support around lesson planning, pedagogy, student engagement, formative and summative assessments, and content knowledge. Coaching includes classroom observations with data-focused debriefs and individual meeting times to discuss classroom strategies and problems of practice. In supporting Goal 1, our SCOE mathematics and ELA coaches specifically addressed the need for improved academic achievement and full implementation of CCCSS. They have supported this goal by providing the following services:

• Offered professional development targeting effective instruction and especially UDL to improve instructional differentiation

• Provided instructional coaching support for teachers and administrator in the areas of project-based learning, instructional technology, and ELs instruction

• Provided feedback on strategies implementation through walkthroughs involving teachers and administrators to deepen the implementation of evidence-based strategies.

During 2018-19 we fully implemented designated-time ELD instruction in addition to ELD integrated with core subject instruction. At the end of 2018-19, we began the transition from Odysseyware to Edgenuity for our online credit recovery and elective courses. The school will continue the practice of survey parents as to their perception of the overall quality of our instructional program. This combined with other quantitative and qualitative measures is used to inform our practices. Chromebooks are scheduled to be introduced together with Google apps at JDF during 2019-20. 186


Professional development has supported positive student outcomes on the Renaissance formative assessment measures. Our actions combined have also supported graduation for 26 students. Training and adoption of technology have created new opportunities for student engagement. Credit recovery has not been as strong as expected but remains an area of priority for our program. Student and parent perception of the support available at school fell short of expectations and is being addressed by increasing the instructional capacity of our para-educators and increasing expectations for student contacts. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

There are no major differences between the intended implementation plan and the actual implementation of the strategies intended to achieve the articulated goal. Funds were expended consistently to the previous school plan.


During 2018-19, we addressed several areas of professional development. We asked our teachers to rethink their standard-based instruction, change their ELD instruction, and start implementing UDL strategies. In addition, separate trainings to support students' social-emotional well being were provided. Looking back we may have reached a level of professional development saturation and competing demands may have interfered with our teachers' ability to implement selected strategies. For 2019-20, we would like to maintain the same actions to give time for new professional knowledge and practices to sink in and to better support our staff in implementing new strategies. We are emphasizing the provision of academic support when students encounter difficulties by deepening our implementation of a well-developed UDL system. Instructional assistants are key to the provision of small group and individual instruction and we realize they need to be retrained to work effectively with students. The retraining at different times during the fall of 2018-19. In addition, we have added a new leadership position to oversee directly the curriculum and analyze our actions and data under an equity perspective to improve student outcomes.

187



Goal Subject Transition from the juvenile detention facility to the school of residence.

LEA/LCAP Goal Increase the educational transition services being provided to students.

Goal 2 Transition support will be provided to students returning to their school of residence in collaboration with the receiving staff.

Identified Need

In order to reduce the barriers impacting pupils transitioning from JDF back to the schools in their community, transition planning is necessary.



The percentage of students who report on the LCAP Student Survey that the school prepares them for a successful transition to their next milestone (e.g., the transition to the high school of residence, college, workplace, or other)


The percentage of students who report on the LCAP Student Survey that the school involves them in the development, review and ongoing monitoring of the ILP


The percentage of parents who report on the LCAP Parent Input survey that the school prepares their student to their next milestone.


The percentage of parents who report that the school involves them in the development of their student’s individual learning plan


188



Track number of days between release from JDF and enrollment in their home school.

Baseline for 2018-19 was 4.5 days between release and enrollment in home school or other educational program.

Expected outcome for 2019-20 is 3-4 days.


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All students

Strategy/Activity

Continue to fund the position of student support specialist at JDF. About 63% of the funding comes from Title I Part D and about 37% of the funds are provided by Probation. The position supports students' transition back to their school of origin when they leave JDF.


All students

Strategy/Activity

Support student involvement in developing and monitoring their ILPs. Students will meet with their teacher and the student support specialist monthly to review and update their progress in their ILPs. Students will become familiar with their data including achievement and unit completion.


All students

Strategy/Activity

Continue to involve parents in the intake and exit process to ensure smooth transitions for students and minimize loss of academic learning time. Provide consultation to parents to help them support the reentry of their child into the comprehensive high school.


All students

Strategy/Activity

The student support specialist will meet regularly with students as they are ready to leave the program and collaborate with the receiving school to support the transition. Additionally, the student

189


support specialist will ensure immediate enrollment of pupils transferring from JDF and the immediate transfer of applicable records.




The provision of transition services is at the core of our model for JCCS programs. Systemic barriers to transition were addressed during our regularly scheduled Student Services meetings, attended by representatives from all our districts. The student support specialists have case-managed students' progress in completing their ILPs and prepared district staff to the students' reentry. We started tracking the number of days between release from our programs and enrollment in the home school for all students. Teachers and student support specialists have been meeting with the student at least three times per year to review and revise the student’s individual learning plan as appropriate. Survey results regarding student and parent perceptions of some aspects of our programs were disappointing and did not meet expected levels indicating that more efforts are needed in bringing parents and staff together. Particularly significant is the low percentage of students and parents who feel they are involved in the development of their ILPs, which are extremely important to their success in our programs and beyond. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

There are no major differences between the intended implementation plan and the actual implementation of the strategies intended to achieve the articulated goal. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

This goal is an important one and needs to be kept unchanged in relation to students in our programs. The Solano County Probation Department will continue to fund part of the student support specialist together with our Title I funds. We have reviewed the assignment of the student support specialist at JDF to strengthen the support students receive in transitioning to their school of origin. The support specialist will make more direct connections with the school site counselors and accompany students on their first day of re-entry. We also need to increase our ability to draw students and parents in the instructional planning for each student working inclusively with students and parents.

190



Goal Subject Career Technical Education (CTE)

LEA/LCAP Goal Increase Career Readiness Services for all students

Goal 3 Increase career readiness opportunities for all students

Identified Need

Concurrent to supporting options for college, the goal is based on the need to provide students in the community program career readiness instruction and opportunities for access employment options.



100% of all students staying 90 days or longer will explore career options using California Career Zone, Road Trip Nation and Junior Achievement.

2018-19 baseline was 100% 100% of students will participate.

The number of students in Challenge will participate in financial literacy workshops.

2018-19 baseline was 100% 100% of the students

The percentage of students who report that the school effectively provides them with career readiness instruction.

2018-19 baseline was 49% Expected outcome for 2019-20 is 54%.

The percentage of students who strongly agree or agree that the career readiness instruction demonstrates a connection to the students' real life.

2018-19 baseline was 41% Expected outcome for 2019-20 46%

The percentage of students in the Challenge program who obtain the California Food Handlers Certification.

2018-19 baseline was 100% 100% of the students at Challenge will obtain the certification.

191



The percentage of students in the Challenge program who obtain the Work-Ready! Certificate.

2018-19 baseline was 100% 100% of the students at Challenge will obtain the certification.


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All students

Strategy/Activity

Students will explore career options through participation in CTE classes. These will be held weekly during the 2019-20 school year.


All students

Strategy/Activity

Provide Work-Ready! instruction for the Work-Ready! Certification for students in the Challenge program


All students

Strategy/Activity

Provide instruction for the Safe Food Handling certification to students in the Challenge program


All students

Strategy/Activity

0.8 full-time equivalent of the vocational specialist to implement all activities related to identified actions and services and create opportunities for work experience.

192



All students

Strategy/Activity

In partnership with Solano Community College, offer to students the opportunity to visit the campus, connect with counselors, and enroll in online classes with the assistance of our teachers.


All students

Strategy/Activity

In collaboration with Probation, continue implementing an introduction to the construction trade course taught by a CTE certified teacher based on the NCCER curriculum and use a consulting company to set up stations, train the teacher, and provide a master coach.


Students eligible for furlough.

Strategy/Activity

SCOE will support Challenge students eligible for furlough with work-based learning experiences. Supported by a vocational specialist and a program manager from Workforce Development. Funded in our LCAP.




Career exploration instruction is provided to students in Juvenile Court and Community Schools(JCCS) programs. California Career Zone, Road Trip Nation, and Junior Achievement remained fully implemented. Students also received financial literacy instruction including budgeting, credit, and savings and investments through weekly workshops and activities. All students received“Preparing for the Workplace” themed and technology-integrated instruction. "Preparing for theWorkplace" themed instruction prepares students to meet deadlines, adapting to change, goal setting, digital citizenship, and internet safety. Consultation with the SCOEWorkforce Development Department is ongoing as a means of improving our capacity to provide career

193


readiness and project-based instruction. The LCAP Student Survey showed that 49% of the students have stated that they agree or strongly agree that school effectively provides them with career readiness instruction. As of the end of the third quarter, 41% of students indicated agree or strongly agree that the career readiness workshops provided demonstrate a connection to real life. While our programs are perceived as effective by a good portion of the students, it is our goal to increase our career readiness opportunities. The introduction of work-based learning opportunities and of a course on construction trades will greatly increase our offerings in this area and options for students. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

Slight differences between Budgeted Expenditures and Estimated Actual Expenditures were due to fluctuating costs. The establishment of similar construction trades programs at the JDF and at GHCS required considerably more planning and preparation than expected. During 2018-19 an agreement was developed between SCOE and Solano County to fund the programs. SCOE supported the start-up costs using CTE funds and purchased a basic inventory of tools for the program and the NCCER curriculum. Probation designated an a refitted an appropriate space at JDF. Finding an instructor was also very difficult and we were finally able to hire one in September 2019. Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA.

Career readiness instruction is very relevant to our students and will continue to be one of our goals. The lower than expected measures of perception among our students may indicate the need to update our curriculum and the way we provide instruction. Also for students at Challenge, we will target actual employment in collaboration with our Workforce Development Department. We have hired a new vocational specialist who has extensive experience and will work on providing students work-based learning opportunities. We will also start offering our construction trades course at JDF in fall 2019. To structure our work stations and train our instructor on the curriculum, we are working with a consulting company that will set up the workflow at both sites. The company is also providing a master coach for our teacher.

194



Goal Subject Social-Emotional Support Services in Partnership with Probation

LEA/LCAP Goal Continue to provide social-emotional learning for all students

Goal 4 Social and emotional support for our students is a critical component of the schoolwide program for 2018-19. There is a student support specialist who meets with students individually to build emotional learning skills as they are connected to their successful transition out of JDF. Clinical counseling services at JDF are provided by Probation's contractors.

Identified Need

Social and emotional support for our students is provided by Probation at JDF. Their services address anger management, conflict resolution and more intense mental health services, as needed by individual students. Our instructional program supports students' social and emotional skills within the classroom environment through the implementation of the Positive Behaviors and Supports (PBIS) model. A comparable model is also adopted by Probation as part of their organization of students' activities.



The percentage of parents who on the LCAP Parent Input Survey report that the school provides their child extra help when they are struggling socially or emotionally.

Results for 2018-19 were: 41%.


The percentage of students who on the most recent California Health Kids Survey (CHKS) report that they feel there is a teacher or adult who notices them when they are not there.

Results for 2017-18 were 47%. Expected outcome for 2019-20 is 52%

The percentage of students who on the most recent CHKS report that they feel safe at school.


The percentage of students who on the most recent CHKS report that there is a teacher or


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adult who really cares about them

The percentage of students who on the LCAP Student Survey report that the school supports their social-emotional needs .

Results for 2018-19 were: 37%



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All students

Strategy/Activity

The JDF team will continue to participate in PBIS implementation. Staff from the Student and Program Support Department will coach the JDF team on classroom management strategies, system of reinforcement, trauma-informed care, restorative practices, and defusing strategies during behavior escalation.


All students

Strategy/Activity

Administer the CHKS and the LCAP Student Survey to all students at JDF every year to collect data for each of the cohorts.


All students

Strategy/Activity

Continue to work with the Student and Program Support department to provide professional development to JDF staff. This department can also help JDF in providing assistance for our foster and homeless students. Their guidance in this area is critical to the success of these students. The main goal is to develop solid restorative justice and trauma-informed care practices.

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All students

Strategy/Activity

Increase support for parent engagement by offering events in connection with visiting hours.




The overall implementation of the actions and services supports the articulated goal of promoting social-emotional learning for students. The school has been working on implementing PBIS in collaboration with Probation. The student support specialist (SSS) and teachers at JDF have helped support students’ success by working on social and emotional learning, conflict resolution strategies, and problem-solving. The staff gives students strategies on how to cope with differences they may have with teachers and classmates. The SSS also works with students on their transitional goals to return to the comprehensive school. Our JCCS staff has received ongoing professional development related to trauma-informed care and support and JCCS schools have continued to implement and improve the PBIS system with a focus on restorative justice principles. On-site training, coaching, and direct services for students have been provided to introduce restorative practice principles. The California Healthy Kids Survey (CHKS) yielded results in the right direction, but still not up to expectations. We can conclude that there is evidence of effectiveness in many areas together with a need for improvement, particularly in the area of perceived support among students for their social and emotional needs. Briefly describe any major differences between the intended implementation and/or the budgeted expenditures to implement the strategies/activities to meet the articulated goal.

No major differences


The Probation Department will continue to fund part of the student support specialist together with our Title I funds. We have reviewed the assignment of the student support specialist at JDF to strengthen the support students receive in transitioning to their school of origin. The student support specialist will make more direct connections with the school site counselors and will accompany students on their first day of re-entry.

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School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

1 School Principal

1 Classroom Teachers

1 Other School Staff

1 Parent or Community Members

2 Secondary Students

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Name of Members Role

Christopher Morris X Principal

Robert Wales X Classroom Teacher

Alondra Young X Other School Staff

Davyonte Edwards X Secondary Student

Jayvon James X Secondary Student

Kimiya Taylor X Parent or Community Member

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

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Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the School Plan for Student Achievement (SPSA) requiring board approval. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan:

Signature Committee or Advisory Group Name

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. This SPSA is scheduled to be adopted by the SCC at a public meeting on November 5, 2019. To be attested by

Principal, Dr. Christopher Morris on 11/4/2019

SSC Chairperson, Alondra Young on 11/4/2019

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solano county board of education...michelle coleman (area 1) dana dean (area 3) ginger dunne (area...

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