Through the contracted services of a local non-profit organization, Education Pioneers, data was compiled and analyzed by one of their fellows over the course of a ten month fellowship. The following slide deck contains the framework for which the actions and services of the West Contra Costa Unified School District (WCCUSD) 2016-2017 Local Control Accountability Plan (LCAP) were evaluated.

1. 1
2016-2017
Local Control
Accountability Plan
Year-End Review
Explore
West Contra Costa
Unified School District
WORKING DRAFT

2. 2
2016-2017
Local Control
Accountability Plan
Year-End Review
Explore
West Contra Costa
Unified School District
Overview
Actions & Services
Appendices
Recommendations
WORKING DRAFT

3. 3
2016-2017
Local Control
Accountability Plan
Year-End Review
Explore
West Contra Costa
Unified School District
Overview
Actions & Services
Appendices
Recommendations
X
Overview The following slide deck contains the
framework for which the actions and
services of the West Contra Costa
Unified School District (WCCUSD)
2016-2017 Local Control
Accountability Plan (LCAP) were
evaluated.
Through the contracted services of a
local non-profit organization,
Education Pioneers, data was
compiled and analyzed by one of
their fellows over the course of a ten
month fellowship.
The following report is a working
draft. Data validation from several
programs is still in progress and the
findings from these programs will be
added to this report on a rolling
basis.
WORKING DRAFT

4. 4
2016-2017
Local Control
Accountability Plan
Year-End Review
Explore
West Contra Costa
Unified School District
Overview
Actions & Services
Appendices
Recommendations
X
Actions &
Services
The depth of evaluation for each
action and service may vary due
to several factors. These may
include but not limited to: fidelity
of implementation, capacity of
personnel or resources, availability
of relevant data, and the scope of
training and support.
The links below contain
information about the evaluation
criteria for each action and service
as well as the template for which
the information is contained.
Evaluation
Criteria
Program
Template
WORKING DRAFT
Click the above menu to
enlarge and navigate
through all of WCCUSD’s
2016-2017 LCAP actions &
services.

5. 5
2016-2017
Local Control
Accountability Plan
Year-End Review
Explore
West Contra Costa
Unified School District
Overview
Actions & Services
Appendices
Recommendations
X
Recommendatio
ns Recommendations will be
available in July 2017.
Data Recommendations
Program Recommendations
Process Recommendations
WORKING DRAFT

6. 6
2016-2017
Local Control
Accountability Plan
Year-End Review
Explore
West Contra Costa
Unified School District
Overview
Actions & Services
Appendices
Recommendations
X
Appendices To explore this report further
there are additional data
sources, narratives, and reports
included in this section.
The appendices will be
available July 2017.
WORKING DRAFT
Click to explore

7. Green Yellow Red
• Demonstrated positive
outcomes for students and
teachers across entire
district
• Robust data documented
to gauge effectiveness
over time
• Implemented to fidelity
• Demonstrated some
positive outcomes for
students and teachers with
potential for more
• Lack of sufficient data to
adequately evaluate
• New or may have
encountered barriers to
proper implementation
• Ineffective in
demonstrating positive
results for students and
teachers
• No data present to
evaluate outcomes
• Significant barriers to
implementation
Evaluation criteria on LCAP actions &
services
7WORKING DRAFT

8. Name of Action and
Service
This section will discuss how each action and service serves
the need of the school district and the details required for
implementation.
What can be expected in the evaluation section:
• What sort of qualitative and quantitative data is available?
• What anecdotal information should the audience be aware
of?
• How does each action and service impact student outcomes?
• What research method should be considered? (i.e. quasi
experiment, regression analysis, pre/post test)
• Documented data (surveys,
participation)
• Assessments (SBAC, CELDT, STAR, etc.)
• Databases (Powerschool & Illuminate)
• Caveats of the
action/service
• Barriers to implementation
• Adjustments & next steps
Description
Notes Data Sources
Evaluation
8WORKING DRAFT
Template Outline

9. Green Yellow Red
1.01 Efficacy Work at Peres Elementary - 1262
1.02 Helms/De Anza Whole School Intervention -1263
1.04 Expand College and Career - 1120
1.05 Linked Learning & Career Pathways - 1121
1.07 Full Day Kindergarten – 1250
1.11 Class Size Reduction Staffing for Secondary - 1251
1.12 Summer Out of School Time - 1290
1.13 Grad Tutor Program - 1280
1.15 Practices for African American Student Support and
Success (PAASSS) - 1180
2.03 Site Funding to Implement Single Plan for Student
Achievement (SPSA) – RS 9670
2.04 Collaboration & Professional Development - 6110
3.01 Social Community Outreach Workers (SCOWs) -
3110
3.02 Parent University and Volunteer Support – 3120
3.03 Practices for African American Student Support
and Success (PAASSS) - 3180
4.01 Restorative Justice, BEST, Toolbox, Super
Achievement - 4223
4.04 Increase Services for Visual and Performing Arts
(VAPA) - 4230
4.06 Playworks - 4222
4.08 Full Service Community Schools - 4240
4.09 Special Education Services - 4260
4.10 Social Work Services - 4270
1.03 Library Materials and Renaissance Learning - 1150
1.06 STEM Fabrication Lab - 1160
1.08 Whole School Intervention – Dover & Stege
Elementary - 1260
1.09 English Language Learner Assessment &
Reclassification - 1270
1.10 English Learner Master Plan – 4170
1.14 Reading Support - 1261
2.01 Additional Calendar Days for Teachers - 2312
2.02 Professional Development Classified Training Day -
2311
2.05 Implement California, English Language Learner
(ELL) Standards with an Equity Lens - 2310
2.06 Practices for African American Student Support and
Success (PAASSS) - 2180
4.02 Campus Safety Officers (CSO) – 4221
4.03 Social Emotional Support - 4220
4.05 Expand Extra Curricular Coordination - 4250
4.07 Technology Coaches – 4150
4.11 Social Work Services - 4272
4.13 Improve Health & Physical Fitness - 4231
5.01 Typist Clerk Support for LCAP Data Entry - 5250
5.02 Adaptive Curriculum - 6250
5.03 Evaluations and Program Monitoring - 5260
1.16 Puente Counseling Program - 1125
1.17 Support Services for High Performing Students -
1130
4.12 Training for Foster Youth - 4271
9WORKING DRAFT

10. 1.01 Efficacy Work at
Peres Elementary - 1262
Peres Elementary currently implements the Efficacy framework
to help adults improve student performance by offering a
practical, research-oriented approach that focuses on the
following three key areas: Mission: Academic proficiency and
strong character for all students, Mindset: You aren’t born
smart; you get smart, and Method: Effective use of data as
feedback to drive improvements. Peres has been continuously
improving student achievement over the last 7 years, and
school stakeholders know they have more work to do. One
additional teacher is being hired to support the Peres work.
From 2013-2016 there was a decrease in reported student
incidents from 164 to 61 total incidents, a decline of 45%.
One of Peres SMART goals is that 90% of their students will
meet their growth goal in reading. Students who are reading
below grade level will make 1.5 years or more of growth. As of
the mid-year assessment, all classrooms and student subgroups
are making progress towards that goal.
• STAR Reading
• Peres Discipline Data
Description
Notes Data Sources
Evaluation
10WORKING DRAFT
Peres Elementary
Office Referrals

11. 1.02 Helms/De Anza Whole
School Intervention -1263
To sustain critical parts of the Schoolwide Improvement
Grant/Quality Education Investment Act (SIG/QEIA)
components in order to continue to improve/increase student
achievement and college readiness. The plan is to phase out
support over a 3 year period to mitigate severe and immediate
loss of state funding and programs for the new academic
school year. Funding covers additional FTE for class size
reduction, coaching, additional social-emotional & health
services, and supplies and materials to sustain increased
student academic outcomes.
Helms Middle School
• Helms was able to maintain their house structures(4 core
teachers per house) which in turn allowed stability for
professional learning communities, aided in teacher
retention, and facilitated collaboration among colleagues.
• Class sizes are smaller than last year, but some classes still
have up to 37 students.
• California Healthy Kids Survey scores rose from 67th
percentile in 2012-2013 to the 90th percentile in 2015-2016
De Anza High School
• Able to maintain 7 period days and pay teachers an
additional 10%
• Instructional specialist position created
• Two periods per day of new teacher coaching
• 3 hours per month per teacher for extended collaboration
• Graduation rates rose from 76% in 2011 to 90% in 2016
• California Healthy Kids
Survey (CHKS)
• A-G completion rates
• Graduation rates
• 6 FTE at Helms
• 6.5 FTE at De Anza
Description
Notes Data Sources
Evaluation
De Anza Graduation,
A-G and attendance
Helms
CHKS
11WORKING DRAFT
Helms
CELDT

12. 1.03 Library Materials and
Renaissance Learning - 1150
Accelerate student learning with additional library books and instructional materials, as well
as support the K-8 Renaissance Learning assessment program (STAR Early Literacy, STAR
Reading and Accelerated Reader)
Data from the elementary program is used to do the following:
-pairing students with books at their independent reading level both in classroom libraries
and school libraries
-providing information to parents about students' reading levels, areas of strengths and areas
where extra support is needed
-placing students in intervention and/or acceleration groups which enables teachers to target
specific student learning needs
-providing learning tools and resources designed specifically to meet identified student
learning needs
-identification and placement of students in summer learning intervention program
Data from the middle program is used to do the following:
-Inform teacher selection of texts based on students reading levels, providing greater access
to the core curriculum
-Make adjustments in teacher instructional practices
-Assign placement in secondary Intervention for Read 180
Assessments are given 3-4 times each year. Student growth
reports reflect scaled scores and percentile ranks by grade
level and individual students. Students are either At
Benchmark, On Watch, Needing Intervention, or Needing
Urgent Intervention. Instructional planning reports group
students’ needs by CCSS.
When done well, data can be used to predict mastery of
standards needed for CAASP, improved reading overall, and
affective changes in student attitude and confidence with
reading.
The Classroom Instructional Planning Report identifies
groups of students needing support with Common Core
Standards broken down by the claim and targets.
Data validation in progress.
• STAR Reading
• STAR Early Literacy
• Accelerated Reader
Description
Notes Data Sources
Evaluation
12WORKING DRAFT

13. 1.04 Expand College and
Career - 1120
• Provides Secondary Counselors at Greenwood Academy,
Kennedy High, DeAnza High and Richmond High
• Provides the Gateway to College program for students
attending Greenwood Academy
• Continue the funding for the Secondary Counselors in the
2016-2017 school year
• The district will also cover the cost for the College Board
Advanced Placements exams, PSAT, and SAT at the
comprehensive and alternative high schools.
WCCUSD has invested in several college readiness programs.
Rising Scholars:
• 98% attendance rate for Rising Scholars
• 95% of our Rising Scholars graduated in 2015-16.
• 75% applied to a minimum of 3 colleges in 2015-16.
• 79% of African American males completed the Free Application
for Federal Student Aid (FAFSA) in 2015-16 with help from
counselors.
• There have been zero suspensions for Rising Scholars from 2014-
2016.
• 100% of Rising Scholars from El Cerrito High and Pinole High
School matriculated to college last year.
Pre-College Academy (PCA) at UC Berkeley
• Six-week course in which students receive intense academic
enrichment to prepare them for college
• Courses offered include writing, advanced algebra, pre-calculus,
geometry, engineering, and web application.
• Acceptance Numbers by School:
• De Anza: 25/74
• El Cerrito: 23/31
• Hercules: 20/23
• Kennedy: 16/17
• Pinole: 16/20
• Richmond: 20/25
• SAT scores
• FAFSA completion rates
• Completion of A-G
required classes
Description
Notes Data Sources
Evaluation
13WORKING DRAFT

14. 1.05 Linked Learning &
Career Pathways - 1121
College & Career Pathways began in WCCUSD with the formation
of California Partnership Academies (“CPAs”) in 1995-1996. That
year the first two were formed at Richmond High: the
Engineering and Multimedia Academies. By 2011, when WCCUSD
began actively partnering with the Linked Learning movement,
we had 16 CPAs in place. Linked Learning provided coaching and
other services, mainly through ConnectEd, to key central district
support personnel, principals, and pathway teachers.
Linked Learning emphasizes 4 pillars: rigorous academics, career-
technical skills, work-based learning, and comprehensive student
support services.
In 2016-2017, 46% of high school students in our 6
comprehensive high schools participated in pathways,
which included 3 law, 3 health, 3 IT, 2 Media, 2 Engineering,
1 Performing Arts Production, and 1 Performing Acts
pathway
• Data shows that the longer a student remains in their
pathway the more likely they are to graduate within 4
years
• Graduation rates
• Completion of A-G
required classes
Description
Notes Data Sources
Evaluation
14WORKING DRAFT
Graduation
Trajectory for
CTE students

15. 1.06 STEM Fabrication Lab
- 1160
To implement Fab Lab and provide additional materials, supplies,
and staff for the Fab Lab, as well as professional development to
staff on what a Fab Lab is and how to use the equipment
proficiently to create and make “almost anything.” Provide
support staff to supervise the lab on weekdays and weekends,
supplies, materials, teacher hourly for ongoing training, summer
institute, and supplemental 3D printers, laser cutters, and vinyl
cutters. Also support the hybrid and mobile labs.
2015-2016 hours logged - 2464 Total Hours
2016-2017 hours logged - 2638.5* Total Hours
*hours logged as of 6/21/2017
Data collected from 103 participants in 2016 survey
evaluating the program:
• Data validation is still in progress, but more than 95% of
respondents rated the Fab Lab 5 out of 5.
Description
Notes Data Sources
Evaluation
15
• Fab Lab Survey
• Fab Lab Hours
WORKING DRAFT

16. 1.07 Full Day Kindergarten
- 1250
For the 2016-17 school year each elementary site except
Fairmont Elementary and Madera Elementary will provide full
day kindergarten.
Between 2013-2016 WCCUSD went from 0 to 34 schools
out of 36 elementary schools who now have full day
kindergarten.
Current enrollment numbers:
2016-17: 2,865 students
Description
Notes Data Sources
Evaluation
16
• Kindergarten enrollment
• STAR Literacy for
Kindergarten
WORKING DRAFT

17. 1.08 Whole School Intervention –
Dover & Stege Elementary - 1260
This program is located at Stege & Dover Elementary Schools. The
program includes coring in ELA/Social Studies and Math/Science, a vice
principal, two teachers for the learning center, a school community
outreach worker (SCOW), two aides for the learning center, extra teacher
hourly for professional development, monies for an extended year,
collaboration time for teachers to learn about and create a professional
learning community at Stege. Additional counseling, a visual and
performing arts program and after school program support are also
included.
Dover had a vice principal and a teacher and teacher aide for the learning
center.
Dover
• Vice Principal – aids in coaching teachers
• Teaching aid for learning center
Stege
• Professional Learning Community (Apple)
• Visual & Performing Arts Program (Disney Musical –
Aladdin)
• Coring of blocks – began at the start of the year, but
changed with teacher request
• Teacher aid for learning center
Dover CELDT data:
• 49% of students moved up
• 37% of students stayed the same
• 14% of students moved down
Description
Notes Data Sources
Evaluation
• Teacher Retention
• Student achievement
• CHKS
17WORKING DRAFT
Dover
CELDT

18. 1.09 English Language Learner
Assessment & Reclassification - 1270
Continue to support and improve services for English
Language Learner Assessments at the state and local
level, ensure reclassification process serves students and
families in a seamless manner, and purchase necessary
materials and provide professional development so
families and staff have a comprehensive understanding of
and access to the Registration, Assessment, and
Placement (RAP) center services.
Currently, WCCUSD metrics are not completely standards
aligned k-12. WCCUSD metrics are also not coherent across
grades. Ideally, WCCUSD would use a comprehensive
assessment system for ELD standards that aligns to the
goals of other content standards achievement and
reclassification.
The district needs an aligned and coherent assessment
system that articulates student progress towards standards
mastery k-12. The assessment system is integrated into the
goals of reclassification for English Learners and college and
career readiness. Consult district data around SBAC and
CELDT/ELPAC.
Description
Notes Data Sources
Evaluation
• CELDT scores
• Reclassification Rates
18WORKING DRAFT
WCCUSD
CELDT

19. 1.10 English Learner Master
Plan - 4170
The EL Master Plan was created by a team of District staff and
community members in 2014. The current EL Master Plan offers
clear definitions for each content area. The current EL Master
Plan does not offer programmatic goals and outcomes for the
District EL population.
The MPEL is the guiding document for EL development, growth,
and progress. The quality of and adherence to this document
has the potential to greatly determine outcomes for EL’s.
Currently the English Learner Master Plan is evaluated on
six different components:
Identification, Assessment, and Program
Placement: CELDT, ELPAC, Inside and Edge secondary
curriculum placement exams, and writing assessments
Instructional Programs: SBAC, ELPAC, site assessments,
STAR reading, writing rubrics
Monitoring of Student Progress toward Reclassification:
CELDT, ELD benchmarks, site assessments, STAR reading
Staffing and Professional Development: There is evidence
in agendas that the PD has occurred. In 2015-2016 needs
assessment and evaluations were done based on MPEL
goals and objectives.
Parent and Community Involvement: MDAC/ELAC parent
survey
Evaluation and Accountability: current LCAP
Description
Notes Data Sources
Evaluation
• CELDT
• STAR Literacy
• MDAC/ELAC parent survey
19WORKING DRAFT

20. 1.11 Class Size Reduction
Staffing for Secondary - 1251
The 2016-17 LCAP includes additional staffing at secondary
schools with an unduplicated count above 60%.
Richmond High School 5.20 (FTE)
Kennedy High School 3.0 (FTE)
Pinole Valley High School 3.6 (FTE)
Greenwood Academy 4.0 (FTE)
DeJean Middle School 1.6 (FTE)
Crespi Middle School 1.4 (FTE)
Pinole Middle School 2.0 (FTE)
Anecdotally, principals and teachers have seen positive
outcomes from this action/service.
Data validation is in progress.
Description
Notes Data Sources
Evaluation
• Power School
20WORKING DRAFT

21. 1.12 Summer Out of
School Time - 1290
Continue to provide Summer out-of-school time services to
highest need students. Funding supports staffing and general
supplies and materials.
This action and service is currently being implemented.
Evaluation will be completed for this action/service once it
has seen full implementation.
Past program results have shown significant gains for
WCCUSD students.
Data validation in progress.
Description
Notes Data Sources
Evaluation
• Exact Path
• Accucess
• 2016 Summer Learning
Report
21WORKING DRAFT

22. 1.13 Grad Tutor Program
- 1280
Graduate Tutors are positions that provide academic support to
low performing students at their assigned schools, including an
emphasis on ELs to improve English proficiency. In 15-16, there
are 40 full time Graduate Tutor positions.
Grad Tutors, at the elementary level, are especially focused on
supporting the learning center model (serving students who are
2 or more levels below grade level) at high need schools. This
includes professional development for the tutors.
Individual sites may use AR, benchmark, and or CAASP data
to measure the growth of targeted students with whom
grad tutors are providing support. Currently, this is not
done centrally.
In a survey given to all principals, 17 returned feedback
about the utilization of their grad tutors.
Description
Notes Data Sources
Evaluation
• Principal’s survey
• Power School
• Used in a variety of
different ways, depends
on the need of the school
• Move to 1.0 FTE in
January
22WORKING DRAFT
Grad Tutor Survey
Sample Questions

23. 1.14 Reading Support - 1261
Read 180/System 44 is the secondary reading intervention program for
the district. This program is a comprehensive, research-based intervention
that uses a blended learning model.
Classes are available to mainstream, special education (RSP, NSH, and SH),
and EL students and are run at reduced class size with a maximum of 24
students in a mainstream push-in class. The program was updated and
expanded starting in 14-15 as a required component of the middle school
Project Read grant. Formal mid-year and end-of-year data reviews are
completed by Scholastic/Houghton Mifflin Harcourt.
Teachers participate in ongoing professional development with peer
observation and goal planning, known as “cadre days”.
Read 180 College and Career Ready Lexile Performance Levels: 10%
moved up, 86% stayed the same, 5% moved down
Read 180 Below Basic Readers (200L score): 31% moved up, 49%
stayed the same, 20% moved down
Read 180U College and Career Ready Lexile Performance Levels:
16% moved up, 77% stayed the same, 7% moved down
System 44 Student Phonics Inventory Decoding Levels: 36% moved
up, 56% stayed the same, 8% moved down
Read 180 implemented at 12 sites with 295 students
Read 180 Universal implemented at 5 sites with 163 students (new)
System 44 contained 148 students
Final report from vendor in progress.
Description
Notes Data Sources
Evaluation
• Utilization Analysis
• Gains Analysis
• Technical glitches with role
out of Read 180 Universal
23WORKING DRAFT
License
Utilization
Read 180
Universal
System 44

24. 1.15 Practices for African American
Student Support and Success (PAASSS)
- 1180
Our goal is to ensure that all students are college and career
ready able to make life choices with productive and positive
outcomes. We have a special lens on our African American
students who have been traditionally underserved. We have
implemented or expanded some practices, strategies and
frameworks that support this goal and lens.
This action/service currently includes the African American Male
Pipeline Project, African American Support Collaborative Student
workshops, Efficacy framework, model and training, afterschool
program for Richmond Steelers, Growth Mindset/Brainology, and
African American Honors Gala event.
As seen from the Best Practices Conference the Mafanikio
program at both Sheldon Elementary and Nystrom
Elementary show strong results for students.
Description
Notes Data Sources
Evaluation
• Graduation Rate
• Drop Out Rate
• UC/CSU Requirements
• Suspension & Infractions
• New action/service
24WORKING DRAFT
Drop Out Rate
Graduation Rate
UC/CSU Entrance
Requirements

25. 1.16 Puente Counseling
Program - 1125
The Puente staff will work with school staffs to monitor student
progress towards college readiness, as well as help to motivate
students to be successful in high school. Students engage in
leadership and cultural activities, including visits to a range of
colleges and universities. Staff also regularly engage parents in
workshops focused on supporting children in their college and
career goals.
Puente students also take an accelerated 9th and 10th grade
sequence of college preparatory English that integrate Latino and
multicultural literature into the district’s mandated core
curriculum.
The Puente Counseling Program had difficulty with the
logistics and implementation.
Description
Notes Data Sources
Evaluation
• None• Planned to pilot at Richmond
High School
25WORKING DRAFT

26. 1.17 Support Services for High
Performing Students - 1130
Implement innovative programs for high performing students to
promote deep and rigorous learning in all content areas,
including the arts. Students are identified through a variety of
data sources so services and programs can be tailored to meet
their learning needs. Professional development on working with
high performing students is provided to enable teachers and
administrators to plan and deliver effective, high quality
programs.
Identification services for gifted and talented students occurred,
but this action/service was not fully implemented. There was also
limited professional development for our teachers and staff.
Description
Notes Data Sources
Evaluation
• None
26WORKING DRAFT

27. 2.01 Additional Calendar Days for
Teachers - 2312
Teachers were provided 2 additional days (on top of the
instructional calendar days) for teacher and certificated
personnel, preparation, and professional development
opportunities that are in-person and on-line. Professional
learning focused on the California Standards WCCUSD Areas of
Focus, classroom management, social-emotional learning, and
parental engagement. Evaluations were collected and
reviewed to measure the effectiveness of the professional
development.
Data validation in progress.
• Participation Rates
• Evaluations of PD
• Teacher Retention
Description
Notes Data Sources
Evaluation
27WORKING DRAFT

28. 2.02 Professional Development
Classified Training Day - 2311
The money will be used to train classified support staff. Staff
who have support roles in schools and classrooms will learn
about the California standards, classroom management,
relevant social-emotional learning programs, and parental
engagement.
Feedback indicates the need for more training and input
opportunities for relevant topics.
Data validation in progress.
• Participation Rates
• Evaluations of PD
• Teacher Retention
Description
Notes Data Sources
Evaluation
28WORKING DRAFT

29. 2.03 Site Funding to Implement Single
Plan for Student Achievement (SPSA)
– RS 9670
The intent of the SPSA is to document the cycle of data review,
program planning and budget allocations needed for the school to
improve the students’ academic performance.
The SPSA plans include a Theory of Action, data analysis, goals,
and action plans for ELA, Math, ELD, African American students,
Science, History/Social Studies, Parent Involvement, Climate, and
Attendance.
Site funding to schools for implementation of school plans.
Data validation in progress.
• Documented data (surveys,
participation)
Description
Notes Data Sources
Evaluation
29WORKING DRAFT

30. 2.04 Collaboration & Professional
Development - 6110
Instructional Leadership Team (ILT) Academy (Summer Institute, beginning
of the year, mid-year, and end-of-the year check-ins) and Best Practices
conferences, coaching, and ongoing collaboration activities, academic
conferencing and data analysis support, writing calibration sessions,
districtwide gatherings for PD and data chats, national board certification
collaboration, elementary report card meetings, piloting online systems (i.e.
Edivate), Principal Cadre planning and collaboration, collaboration work
with Pivot Learning, and general professional development work. These
monies provide for extra teacher hourly costs, contract with Pivot Learning
for ILT coaching, and PD Location costs for ILT Professional Development.
Response to intervention is also supported with this funding.
ILT Retreat
• Survey yielded 55 responses
• All respondents believed the retreat to be either “Highly
Useful” or “Somewhat Useful.”
Best Practices Conference
• 402 attendees at Best Practices Conference
• 163 people responded to Building Bridges Feedback
• >95% of people said the sessions they attended were either
good or excellent
• Participation rates
• ILT retreat survey
• Best Practices survey
• Principal Cadre meeting survey
Description
Notes Data Sources
Evaluation
30WORKING DRAFT
Best Practices
Sample QuestionsILT Retreat Survey

31. 2.05 Implement California, English
Language Learner (ELL) Standards
with an Equity Lens - 2310
Provide professional development, coaching, and data support
tools for certified staff. (one coach, supplies & materials)
Data validation in progress.
• A-G Completion Rates
• Graduation Rates
Description
Notes Data Sources
Evaluation
31WORKING DRAFT

32. 2.06 Practices for African
American Student Support and
Success (PAASSS) - 2180
Our goal is to ensure that all students are college and career ready able to
make life choices with productive and positive outcomes. We have a special
lens on our African American students who have been traditionally
underserved. We have implemented or expanded some practices, strategies
and frameworks that support this goal and lens.
We will provide additional training for teachers in support of our Practices
for African American Student Support and Success (PAASSS). Professional
development will range from Mindset Works and the Growth Mindset
Teacher Leader development and coaching series to Efficacy, building
emotional intelligence, and culturally responsive and relevant practices.
Description
Notes Data Sources
Evaluation
32WORKING DRAFT
Data validation in progress.
• A-G Completion Rates
• Graduation Rates

33. 3.01 Social Community Outreach
Workers (SCOWs) - 3110
The School Community Outreach Workers serve as the bridge
between the school and home. SCOWs support efforts to
strengthen relationships between the home and school,
develop and sustain welcoming school environments, support
learning at home, connect and tap into community resources
that families need, and help develop parent leadership.
7 part time and 44 full time School Community Outreach
Workers (SCOWs) were placed at schools with 60% or higher
unduplicated count of English learners, low income students and
foster youth.
All SCOWs completed a Scope of Work work plan and receive
training on how to:
1) Strengthen Relationships
2) Building welcoming school cultures
3) Link family engagement to student learning
4) Ensure access and equity
5) Link families to community resources
6) Develop parent leadership
Anecdotally, parents, principals, and teachers have expressed
highly positive reviews of this position as a strong sense of trust
and partnership are formed between families and their schools.
Data validation in progress.
• CHKS
Description
Notes Data Sources
Evaluation
33WORKING DRAFT

34. 3.02 Parent University and
Volunteer Support - 3120
Funding to support Parent University, a program using California PTA
School Smarts curriculum, designed to foster parent engagement and
create active parent leaders. Parent University is a seven session
program, implemented at 20 sites throughout the District, additional
funding supports the expansion of the program in 2016-17. Funding will
also be used to offer ongoing parent leadership and parent training
opportunities throughout the school year, including the annual Parents
as Partners Conference. Home visit programming training will also be
offered to staff to increase home visit programs to strengthen family
engagement at focused school sites. Funding is also used to lower
barriers for parent volunteers and participation by offering free
fingerprinting programs and promotion of districtwide volunteerism.
• Parent University Statistics (2015-2016): 92%
Hispanic/Latino, 4% African American, 2% Asian/Pacific
Islander, 1% White/Caucasian, 1% Other; Participants'
Relationship: 87% Mothers, 9% Fathers, 2% Grandparents,
2% Other; Participants' Gender: 92% Female, 8% Male;
• Building Capacity Data: 96% of participants reported they felt
capable of supporting their child’s learning at home after
completing Parent University, 91% of participants reported
they could effectively communicate with their Principal;
• Parent Leadership: 99% of participants indicated they had
made contact with their child’s teacher to discuss an issue,
91% of participants reported they attended a School Site
Council (SSC) meeting
• Participation Data
Description
Notes Data Sources
Evaluation
34WORKING DRAFT

35. 3.03 Practices for African American
Student Support and Success
(PAASSS) - 3180
Our goal is to ensure that all students are college and career ready able to
make life choices with productive and positive outcomes. We have a special
lens on our African American students who have been traditionally
underserved. We have implemented or expanded some practices, strategies
and frameworks that support this goal and lens.
We are implementing the following PAASSS supplemental programs to
increase parent voice, parental involvement, and parental communication:
Parent Efficacy Trainer of Trainer Model, African American Parent Group, and
African American Support Collaborative.
In the 2015-2016 school year WCCUSD established the African
American Site Advisory Team (AASAT). Beginning in January, this
team met once a month and has representation at 54 school
sites. All 54 sites completed the “Family Friendly School”
walkthrough, an evaluation that assesses the staff, environment,
and communication of each school.
• African American Graduation Rates
• African American Drop Out Rates
• African American A-G Requirements
• Data Quest
Description
Notes Data Sources
Evaluation
35WORKING DRAFT
Roadmap for Parent
Engagement
AASAT Walk-through
Recommendations
AASAT Walk-
through Template
AASAT
Introduction

36. 4.01 Restorative Justice, BEST, Toolbox,
Super Achievement - 4223
Social-emotional supports must be in place to enhance
optimum academic growth. We will continue to implement the
social-emotional practices and strategies of Restorative Justice,
BEST, Toolbox, Mindful Life, and Super Achievement so that
they become part of our school and district culture and
climate. Peacemaker strategies/services are also being piloted
at selected schools. Adding one counselor to coordinate
programs.
Anecdotally, principals have given positive reviews about the
strength and variety of social-emotional programs available to
them.
Data validation in progress.
• California Healthy Kids Survey
• Academic Student Outcomes
• Suspension Rates
Description
Notes Data Sources
Evaluation
36WORKING DRAFT

37. 4.02 Campus Safety
Officers (CSO) - 4221
Provide enhanced student safety with contract services for
Campus Safety Officers.
Data validation in progress.
• California Healthy Kids Survey
• Suspension Rates
Description
Notes Data Sources
Evaluation
37WORKING DRAFT

38. 4.03 Social Emotional Support
- 4220
Social-emotional support – allocate psychologists plus budget
allocation to each high school to support school climate .
• General education individual student behavior support
• Total Individual general education behavior support cases: 16
• Cases of gen. ed. behavior support at 10 highest needs
elementary schools: 11
• Cases of gen. ed. behavior support at other elementary
schools: 5
• Classroom management support cases
• Total classroom management coaching cases: 5
• Cases at highest needs elementary schools: 3
• Cases at other elementary schools: 2
• Classroom management/Behavior/Discipline Presentations (SW-PBIS
overview)
• One presentation case at Ohlone Elementary
Recommendations from staff:
• Include parent interview, increase parent involvement in behavior
support process. Fidelity checks for staff members as well as for
behavior support psychologist. Create flowchart for behavior support
process. Create list of general education behavior interventions to
use, including list of instructions on how to implement for school
teams (teachers, administrators, support staff members).
• Data validation in progress.• Teacher feedback, student
observations/data collected
through observation, Office
Discipline Referrals
(ODRs)/suspensions.
• Only 1 FTE was filled out of
4.45 planned
Description
Notes Data Sources
Evaluation
38WORKING DRAFT

39. 4.04 Increase Services for Visual and
Performing Arts (VAPA) - 4230
The funding for Visual and Performing Arts covers costs materials
and supplies for elementary and secondary school sites, and for
the elementary and secondary Arts and Music Programs. In
addition to support of the secondary programs and District level
performances and art shows, money is allocated for use in areas
such as equipment repair, equipment replacement, facility use
rental, in-district mileage, and transportation for student
rehearsal, performance and field trips. Augment program with
culturally relevant practices, material, and training.
The Visual and Performing Arts (VAPA) Program was evaluated
by our middle school and high school students currently
enrolled in VAPA classes through a survey. 179 students
completed the survey.
Comments about how participation in VAPA affects other areas
of learning:
• It teaches your brain to experience new things
• It helps me do an activity I’ve never learned before
• Understanding of cultures
• Skills transferability
• Creativity
• Many students responded with “It doesn’t”. (Due to the high
frequency of this response, it is worth analyzing how much
exposure WCCUSD students have to visual and performing
arts classes throughout their academic experience.)
• Student Survey• Program for elementary
varies based on
implementation of site
liaison
Description
Notes Data Sources
Evaluation
39WORKING DRAFT
VAPA Survey
Sample Questions

40. 4.05 Expand Extra Curricular
Coordination - 4250
The 2016-17 LCAP included providing a per pupil allocation as well
as a prep period for each comprehensive middle school, high
school and two continuation high schools in order to promote
student engagement in co-curricular and extracurricular activities.
These activities include Associated Student Body programs and
clubs as well as the arts, music and athletics. Each school was
provided a per pupil allocation based upon an unduplicated
student count/enrollment weighted formula. Each school is
charged with engaging their students toward adding or enhancing
co-curricular and extracurricular programs at their schools.
Data validation in progress.
• Not Available
Description
Notes Data Sources
Evaluation
40WORKING DRAFT

41. 4.06 Playworks - 4222
Playworks and the District will partner to increase opportunities for safe and
meaningful play for every kid in 's elementary schools. For the duration of the
2016-17 school year, Playworks will provide a mix of services addressing the
unique needs of each partnering school. The following services will be made
available for schools:
1. Playworks will provide Playworks Program Coordinator to organize and
implement Playworks programming on site, daily. Available for 26 schools.
2. Playworks will provide an on-site shared Site Coordinator to both
implement and model recess programming for school designated recess
teams. Available for 8 schools.
3. Playworks will provide professional development services to school staff,
enabling the school to take ownership of the initiation and implementation
of their recess programming. Available for up to 2 schools.
4. Playworks will provide full day professional development workshops for all
noon supervisors before the first day of school.
The Playworks program was evaluated by our elementary school
principals in a survey that inquired about the quality of their
coach and program. The survey was completed by 32 of our 36
elementary school principals for an 89% completion rate.
Key Takeaways:
• 87% of principals believe their Playworks coach is engaging
to students
• 91% believe students who serve as junior coaches
demonstrate leadership among their peers.
• 91% believe the Playworks program has a positive impact on
our school climate and culture.
Find the full report in the appendices.
• Playworks Principal Survey
• Playworks Report
• Daily on-site coordinator
for up to 26 schools (>65%
unduplicated count)
Description
Notes Data Sources
Evaluation
41WORKING DRAFT
Playworks Ratings

42. 4.07 Technology Coaches
- 4150
The funding provides additional services to teachers through a
technology coaching program. Technology coaches assist
teachers from highest need schools to successfully integrate
technology into the curriculum. The coaches model lessons,
collaborate with teachers, provide feedback and demonstrate
how to use technology to differentiate instruction and integrate
it into daily practice for adults and students.
Data validation in progress.Description
Notes Data Sources
Evaluation
42WORKING DRAFT
• Professional Development
Evaluations

43. 4.08 Full Service Community
Schools - 4240
Current community schools sites: Coronado Elementary, DeAnza, El Cerrito,
Greenwood Academy, Hercules, Kennedy, Pinole Valley, and Richmond high
schools, also contributes to coordination at Helms Middle School & Dover
Elementary. Site coordinators assist the Community Engagement team in
setting up Full Service systems including Community Schools Teams, Care
Teams, site-based coordination of community partnerships, health and
wellness programs, and program data tracking to support measurement of
student outcomes. Responsible for overseeing connecting supportive services
to sites based on needs, working collaboratively with Community Engagement
Team and site based School Community Outreach Workers. Increased existing
coordination contracts to continue to expand services to serve all students.
Add Community Schools Coordinator positions at DeJean Middle School and
Crespi Middle School. Add Community Schools Coordination funding to
support collaboration with Seneca Center’s Unconditional Education program
to add 3 Full Service Community Schools Elementary Schools sites.
• Over time we expect to improve student achievement; improve student
attendance; reduce student referrals, suspensions, expulsions; Increase
parent/family engagement; Increase school campus safety, culture and
climate transformation; Improve access and coordination of
comprehensive services to our students and families.
• Initial impacts are typically first seen in improvements in attendance,
decrease in referrals, and increase in connectedness on the school
campus. We look to CHKS and suspension data for first signs of
improvement. For example, the SCI has continually improved at Helms
since the beginning of implementation.
• Sites are also tracking services to students and data on connection to
services--particularly mental health services. UCSF supports both
qualitative and quantitative data analysis on “health center” services. (I
will send you last years report)
• At the Seneca model implementation sites (Ford, Grant, Verde) they use a
very prescriptive process focused on school climate as the leading pillar
of community schools. I can send you the data that they have collected
and their behavior plans that were developed for this year.
• We are continuing to develop data tracking mechanisms and would like
to invest in district system to track data and coordination of services. In
addition, the Community Schools National Network has just introduced
Community School standards that we will be implementing in the 2017-
18 school year.
• CHKS
• Suspension Rates
• Seneca model at Ford,
Grant, and Verde
Description
Notes Data Sources
Evaluation
43WORKING DRAFT

44. 4.09 Special Education
Services - 4260
Special Education students constitute approximately 12.5% of the
unduplicated count student population. Special Education
provides targeted services to students based upon their Individual
Education Plans. The cost of providing targeted services is a
significant portion of the general fund Special Education budget.
Data validation in progress.
• Annual Service Plan
• IEP
• SBAC scores
Description
Notes Data Sources
Evaluation
44WORKING DRAFT

45. 4.10 Social Work Services
- 4270
Beginning in 2014-15 full-time psychologists were provided at the two
highest needs Middle Schools - DeJean and Helms, and one additional day
of psychology services at next highest needs Middle Schools – Crespi and
Pinole Middle. Full-time psychologists were provided at the three highest
needs High Schools – Kennedy, Richmond High and DeAnza. Psychology
services were also increased at the Alternative High School with two
additional days of psychology services at Greenwood Academy. At the
elementary level one additional day of psychology services at the nine
highest needs elementary schools was provided – Verde, Lake, Dover,
Downer, Chavez, Lincoln, Grant Nystrom and King was provided. Also, a
70% psychologist was placed at Stege for the pilot Whole School
Intervention Model.
Anecdotally, most of these schools have applauded the extra
support for these services and have reported positive outcomes
for our students.
Work on systems for next year to better track interventions and
data so that we can clearly see a correlation between
behavior/counseling support and academic achievement. Come
up with a system that all of the support staff (including CBOs)
can use to to track all data (attendance, behavior, grades, family
support etc.).
Data validation in progress.
• SWIS
• CHKS
• Behavioral & academic data in
Power School
Description
Notes Data Sources
Evaluation
45WORKING DRAFT

46. 4.11 Social Work
Services - 4272
To expand the mental health support for highest needs
students at highest needs middle schools, funding will be used
to support licensed social worker and mental health clinicians
at Helms and DeJean Middle Schools
Data validation in progress.
• CHKS
• Suspension Rates
• Attendance
Description
Notes Data Sources
Evaluation
46WORKING DRAFT

47. 4.12 Training for Foster
Youth - 4271
Develop and provide trainings on foster youth data policy and
practice to stakeholders; provide ongoing consultation to
school level staff on foster youth data issues as needed. Add
itinerant Social Work Specialist position to provide case
management and support to Foster Youth and families
districtwide. Provides summer experiential program for foster
youth / Upward Bound – Mills College
We have had significant challenges in hiring this position over
the last year and are currently going through interviews again to
try and fill the position. In addition, money was initially allocated
to fund a specific college readiness program, while beginning
planning was implemented, the program never came to fruition.
Once hired and social work team is in place, we will be
measuring attendance, referrals, and academic performance. In
addition, we will ensure that there are access to services where
needed for each individual student and will document
services/interventions. The goal is that each student will have a
case file with current data on the above metrics and will meet
with SWS quarterly.
• Not Available• Position was never filled
Description
Notes Data Sources
Evaluation
47WORKING DRAFT

48. 4.13 Improve Health &
Physical Fitness - 4231
Improve student welfare and physical fitness. Augment school
PE supplies for program improvement. Was previously funded
within the LCAP in another category.
Data validation in progress.
• PE Assessments
Description
Notes Data Sources
Evaluation
48WORKING DRAFT

49. 5.01 Typist Clerk Support for
LCAP Data Entry - 5250
Continue to extend the workday for elementary typist clerks
and extra support for targeted elementary and secondary
schools for data collection and entry.
Anecdotally, administrators have stated how this position is
essential to communicating with parents and community
members. The ability to translate both English and Spanish is
vital to the understanding of all stakeholders.
Data validation in progress.
• Documented data (surveys,
participation)
Description
Notes Data Sources
Evaluation
49WORKING DRAFT

50. 5.02 Adaptive Curriculum
- 6250
These funds are utilized to purchase on-line programs for students with
disabilities and to provide training to teachers to use these on-line
programs. LCAP funds were used to purchase one year licenses for the
following programs:
Moby Max (Language Arts/Math) K-12 NSH/RSP
Reading A-Z (Language Arts/Math) K-12 NSH/RSP/SH
Raz Kids (Language Arts) K-12 RSP/NSH
Read and Write for Google (Language Arts) K-12 NSH/RSP/SH
Unique (Language Arts/Math) K-12/Transition SH
News-2-You (Language Arts/Math K-12/Transition SH
Boardmaker Online (Symbol Based Instruction) Pre-K-Transition SH Autism
Read Naturally Online (Language Arts) K-12 NSH/RSP
Data validation in progress.Description
Notes Data Sources
Evaluation
50
• Report from Kevin Nazario
WORKING DRAFT

51. 5.03 Evaluations and
Program Monitoring - 5260
WCCUSD is contracting for services to help authentically
evaluate and progress monitor the LCAP actions and services
for Goals 1 – 5.
It is critical that WCCUSD stakeholders are able to know and
understand what is working well, not working well, and what
should be expanded with rationale and data.
Data validation in progress.
• Assessments
Description
Notes Data Sources
Evaluation
51WORKING DRAFT

52. 52WORKING DRAFT
97
32
51
37
22
10
134
54
61
0
20
40
60
80
100
120
140
160
2013-2014 2014-2015 2015-2016
NumberofReferrals
School Year
Peres Elementary Office Referrals
Three Year Comparison from 2013-2016
Male Female Total

53. Attendance Graduation A-G Completion
2010-2011 75.6% 32.6%
2011-2012 93.7% 76.1% 26.5%
2012-2013 94.7% 77.3% 35.1%
2013-2014 96.6% 82.1% 38.3%
2014-2015 96.6% 87.9% 38.4%
2015-2016 95.1% 89.8% 34.8%
De Anza High School
Data Trends
53WORKING DRAFT
75.6% 76.1% 77.3%
82.1%
87.9% 89.8%
0%
20%
40%
60%
80%
100%
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
PercentageofStudents
School Year
Graduation
93.7% 94.7% 96.6% 96.6% 95.1%
0%
20%
40%
60%
80%
100%
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
PercentageofStudents
School Year
Attendance
32.6%
26.5%
35.1% 38.3% 38.4% 34.8%
0%
20%
40%
60%
80%
100%
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
PercentageofStudents
School Year
A-G Completion

54. 54WORKING DRAFT
67%
77%
88% 90%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2012-2013 2013-2014 2014-2015 2015-2016
PercentageofStudents
School Year
California Healthy Kids Survey

55. 55
Helms Middle CELDT 2016-2017
Beginning
Early
Intermediate
Intermediate
Early
Advanced
Advanced
2015-2016
Totals
Helms
Middle
CELDT 2015-
2016
Beginning 41 17 8 66
Early
Intermediate
3 14 26 4 47
Intermediate 1 8 79 80 3 172
Early
Advanced
10 73 28 111
Advanced 10 3 13
2016-2017
Totals
45 39 123 167 34 409
Moved
Up
166 40.7%
Stayed
in Level
210 51.5%
Moved
Down
32 7.8%
66
47
172
111
13
45 39
123
167
34
0
20
40
60
80
100
120
140
160
180
200
Beginning Early Intermediate Intermediate Early Advanced Advanced
Students
Proficiency Level
Helms Middle CELDT
2015-2016 2016-2017
WORKING DRAFT
The data reflects test
scores from Helms
students who took
the CELDT in both the
2015-16 and the
2016-17 school year.

56. 62
151
487
165
8
9
22
3
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1
2
3
4
Graduation Rate
YearsinPathwayCohort
4 Year Trajectory from 2012 to 2016 in CTE Pathways
Graduated Didn't Graduate
56WORKING DRAFT

57. 57
Dover CELDT 2016-2017
Beginning
Early
Intermediate
Intermediate
Early
Advanced
Advanced
2015-2016
Totals
Dover CELDT
2015-2016
Beginning 28 28 22 2 80
Early
Intermediate
6 21 61 12 4 104
Intermediate 6 24 94 57 15 196
Early
Advanced
1 18 13 5 37
Advanced 1 3 4
2016-2017
Totals
40 74 196 87 24 421
Moved
Up14
206 49%
Stayed
in Level
156 37%
Moved
Down
59 14%
80
104
196
37
4
40
74
196
87
24
0
50
100
150
200
250
Beginning Early Intermediate Intermediate Early Advanced Advanced
Students
Proficiency Level
Dover CELDT Growth
2015-2016 2016-2017
WORKING DRAFT
The data reflects test
scores from Dover
students who took
the CELDT in both the
2015-16 and the
2016-17 school year.

58. 58
WCCUSD CELDT 2016-2017
Beginning
Early
Intermediate
Intermediate
Early
Advanced
Advanced
2015-2016
Totals
WCCUSD
CELDT 2015-
2016
Beginning 923 495 299 54 6 1777
Early
Intermediate
150 469 763 150 12 1544
Intermediate 60 271 1451 1033 150 2965
Early
Advanced
10 35 306 818 222 1391
Advanced 1 4 21 90 85 201
2016-2017
Totals
1044 1274 2840 2145 475 7878
Moved
Up
3184 40%
Stayed
in Level
3746 48%
Moved
Down
948 12%
The total number of ELL’s who took
the CELDT in both the 2015-2016 &
2016-2017 school year was 7,878. Our
current ELL count for the district as of
May 19th, 2017 is 8,897. Assuming
students who took both tests remain
in the district, this report accounts for
about 88.5% of our ELL students.
1,777
1,544
2,965
1,391
201
1,144 1,274
2,849
2,145
475
0
500
1,000
1,500
2,000
2,500
3,000
3,500
Beginning Early Intermediate Intermediate Early Advanced Advanced
Students
Proficiency Level
WCCUSD CELDT Growth
2015-2016 2016-2017
WORKING DRAFT

59. In the
classroom
with
teachers
35%
In the
learning
center
35%
Other
30%
How are graduate tutors used?
Not Effective
12%
Somewhat
Effective
6%
Effective
29%
Extremely
Effective
53%
How effective was the academic
support students received from your
grad tutors this year?
59WORKING DRAFT
2016-2017 Grad Tutor
Survey Sample Questions

60. 148
163
305
244
212
45
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
System 44
Read 180
Universal
Read 180
2016-2017 Read 180 / System 44 License Utilization
Licenses Used Licenses Available
60WORKING DRAFT

61. 61
Current Reading Inventory Performance Levels
Below Basic Basic Proficient Advanced Initial Totals
Initial
Reading
Inventory
Performance
Levels
Below Basic 37 9 46
Basic 5 20 3 28
Proficient 1 1
Advanced
Current
Totals
42 29 4 75
46
28
1
42
29
4
0
10
20
30
40
50
Below Basic Basic Proficient Advanced
Students
Performance Level
Reading Inventory Growth
Initial Current
The following data reflects pre-
test and post-test results for
students who are performing
at College & Career Ready
Lexile levels and are enrolled
in the Read 180 Universal
intervention.
Moved
Up
12 16%
Stayed
in Level
58 77%
Moved
Down
5 7%
WORKING DRAFT

62. 62
Current Phonics Inventory Decoding Levels
Pre-Decoder Beginning Developing Advancing Initial Totals
Initial
Reading
Inventory
Performance
Levels
Pre-Decoder 1 1 1 3
Beginning 1 14 11 26
Developing 1 12 5 18
Advancing 2 1 3
Current
Totals
2 16 26 6 50
Students enrolled in System 44
complete a Phonics Inventory
three times a year for
screening and monitoring
progress. Strongest results are
evident when students follow
the System 44 instructional
model daily. The data reflects
pre and post-test results.
Moved
Up
18 36%
Stayed
in Level
28 56%
Moved
Down
4 8%
3
26
18
32
16
26
6
0
5
10
15
20
25
30
Pre-Decoder Beginning Developing Advancing
Students
Decoding Level
Phonics Inventory Growth
Initial Current
WORKING DRAFT

63. 63
66.4%
71.1% 71.5%
74.3% 74.0%
80.9%
77.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
PercentageofStudents
School Year
African American Student Graduation Rate
WORKING DRAFT

64. WORKING DRAFT 64
5.9% 5.3% 6.1% 5.4% 3.4% 2.0% 1.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
PercentageofStudents
School Year
African American Student Drop Out Rate

65. WORKING DRAFT 65
33.9% 29.2%
28.0% 27.6%
33.7%
28.6% 29.4%
24.2%
17.5% 21.2% 22.9%
28.9% 26.1% 26.7%
28.3%
27.5%
28.6%
29.2%
31.2%
32.7% 34.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
PercentageofStudents
School Year
African American Graduates
with UC/CSU Required Courses
District County State

66. WORKING DRAFT 66
56.4%
36.4%
3.6% 3.6%
2016-2017
Instructional Leadership Team Retreat
Overall Rating
Excellent Good Average Unsatisfactory

67. WORKING DRAFT 67
52.8%
36.8%
0.6%
9.8%
How did the overall evening
go for you?
Excellent Good Bad No Answer
39.3%
44.8%
1.8%
6.7%
4.3% 3.1%
I learned some useful
teaching strategies tonight.
Strongly Agree Agree Neutral
Disagree Strongly Disagree No Answer
2016-2017
Best Practices Conference
Sample Questions

68. Female
92%
Male
8%
Gender
Hispanic /
Latino
92%
African
American
4% Asian / Pacific
Islander
2%
White /
Caucasian
1%
Other
1%
Ethnicity
Mother
87%
Father
9%
Grandparents
2%
Other
2%
Relationship
2016-2017
Parent University
Participant Data
68WORKING DRAFT

69. Spanish
21.4%
Visual Art
19.7%
Band
14.1%
Dance
19.2%
Other
25.6%
If I could take any elective for school
credit I would take:
Other comprised of: Theater, Auto Shop,
Technology, French, Portuguese, Photography,
and ROTC.
Strongly
Agree
29.9%
Agree
27.7%
Somewhat
Agree
23.2%
Somewhat
Disagree
9.0%
Disagree
7.9%
Strongly
Disagree
2.3%
I'm more likely to come to school on a day
that I have my arts class.
69WORKING DRAFT
2016-2017 Visual and Performing Arts
Student Survey Sample Questions

70. WORKING DRAFT 70

71. WORKING DRAFT 71

72. WORKING DRAFT 72

73. WORKING DRAFT 73

74. WORKING DRAFT 74

75. WORKING DRAFT 75

76. 76WORKING DRAFT
AASAT “Family Friendly School” Walkthrough Recommendations

77. WORKING DRAFT 77