Loca cal Indi ndicator ors Why L Local I Indicators rs? State - - PowerPoint PPT Presentation

Loca cal Indi ndicator

• rs

Why L Local I Indicators rs?

State data is not available for some priority areas identified in the Local Control Funding Formula statute. For these priority areas, the State Board of Education approved the local indicators, which are based on information that a local educational agency collects locally. Note: Local indicators do not apply to individual schools.

Requirem emen ents

LEA annually measure its progress Results reported at a regularly scheduled public meeting of the local governing board Results reported to the public through the California Dashboard

Priority Area State Indicator Local Indicator

Priority 1 – Basic Services or Basic Conditions at Schools Williams Monitoring Priority 2 – Implementation of State Academic Standards Narrative Summary Or Self-Reflection Tool Priority 3 – Parent Engagement Self-Reflection Tool Priority 4 – Student Achievement Academic Indicator English Learner Indicator Priority 5 – Student Engagement Chronic Absence Indicator Graduation Rate Priority 6 – School Climate Suspension Rate California Healthy Kids Survey Priority 7 – Access to a Broad Course of Study College Career Indicator Narrative Summary Priority 8 – Outcomes in a Broad Course of Study College Career Indicator

Priority ty 1: 1: Basi sic C Conditi tions a s at School

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0 Number/percentage of misassignments of teachers of ELs, total teacher misassignments, and vacant teacher positions. 0 Number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home. 0 Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies and extreme deficiencies).

Priority ty 2 2: Imple lementatio ion of

• f St

State Acad adem emic Standards

Professional Development Instruction Manuals Policy & Program Support Implementation of Standards Engagement of School Leadership

• 1. Exploration and Research

Phase

• 2. Beginning Development
• 3. Initial Implementation
• 4. Full Implementation
• 5. Full Implementation and

Sustainability

Priority ty 2 2: Imple lementatio ion of

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State Acad adem emic S Standards

Next Generation Science Standards “Lens Training” completed in secondary schools Elementary “Lens Training” planned for Spring 2020 Adoption process slated for 2020- 2021 Mathematics “Math Guides” for elementary schools. Math data protocols developed for K-8 administrators and CGI Coaches. College Bridge for middle/jr. high schools. Currently year 3 with high schools. Thinking Maps and WFBB training, with a math focus, for middle/jr. high. Cognitively Guided Instruction training and refresher courses.

Priority ty 3: 3: Parent t Engageme ment

Building Relationships between School Staff and Families Building Partnerships for Student Outcomes Seeking Input for Decision- Making

• 1. Exploration and Research

Phase

• 2. Beginning Development
• 3. Initial Implementation
• 4. Full Implementation
• 5. Full Implementation and

Sustainability

Prior

• rity 3

y 3: Par aren ent E Engagem emen ent

Developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children

2019-2020

Meet with R. Rivera and Team 2019 Parent and Family Engagement Conference December 9 – December 12 Developing resources for site administrators, teachers and staff

Prior

• rity 6

y 6: School

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Administer the California Healthy Kids Survey Grades 5, 7, 9 and 11 School Sites Receive Findings District Elementary and Secondary Summary

Prior

• rity 6

y 6: School

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School Psychologist on Special Assignment to continue to plan,

• rganize, coordinate, and provide leadership in the area of

expanding tiered system of support such as psychological services, crisis counseling & procedures, suicide prevention, and mental health awareness activities. Continuation and expansion of Positive Behavior Interventions and Supports (PBIS). Continue teacher training and implementation of Second-Step curriculum

Priority ty 7: 7: Access t ss to a Broad Course se o

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Study

Curriculum council meetings regularly scheduled throughout the school year to review all course requirement needs, appropriate pathways and new course proposals. District sub-committee analyzes course offerings. Use of student information system to determine access and enrollment based on sub-groups Course catalogs available to all students and parents. Catalogs outline

• fferings at all high schools, course options, college preparatory courses,

prerequisites, A-G and graduation requirements. Administrative review of master schedules to ensure a balance of

• fferings and equity in all courses.