State of the Campbell Union School District 2014-2015
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This great overview of the Campbell Union School District is presented by Eric Andrew, Superintendent of the Campbell Union School District and covers schools in Campbell, San Jose, Saratoga, Santa Clara, Monte Sereno, and Los Gatos. Further questions? Don't hesitate to ask liz@mainstreamre.com
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State of the Campbell Union School District 2014-2015
- 1. CAMPBELL UNION SCHOOL DISTRICT STATE OF THE DISTRICT 2014 – 2015 By Eric Andrew Superintendent of Campbell Union School District
- 2. Safe Schools;Caring Community We valueyoursupport! Cities of Campbell, San Jose, Saratoga, Santa Clara, Monte Sereno, and Los Gatos!
- 3. Excellent Schools Educating children from Campbell, Los Gatos, San Jose, Santa Clara, Monte Sereno, and Saratoga • Blackford TK–Gr. 5 • Capri Preschool & TK-Gr. 5 • Castlemont Preschool & TK-Gr. 5 • Forest Hill Preschool & TK-Gr. 5 • Lynhaven TK–Gr. 5 • Sherman Oaks Dual Immersion Preschool & TK-Gr. 6 • Rosemary Preschool–Gr. 4 • Marshall Lane Preschool–Gr. 5 • Village Parent Participation Kindergarten–Gr. 5 • Campbell Middle Gr. 5–8 • Monroe Middle Gr. 5–8 • Rolling Hills Middle Gr. 5–8
- 4. Diverse Population Total Enrollment 7,657 English Language Learners 36% Languages 47 Represented Free and Reduced Lunch 44% Hispanic 46% Filipino 3% White 26% Black 5% Asian 14% Other 6% Our Student Ethnicities
- 5. Education Beyond Expected Choice of settings and programs rarely found elsewhere: • Lower class sizes • Dual language immersion • Parent participation • District-operated preschools • Full-day kindergarten • Middle schools for grades 5-8 • Afterschool programs • Musical theater productions • Summer school programs • Elective courses at middle schools • STEAM “We’re preparing our students for college and career success and to be globally competitive in the workplace.”
- 7. Common Core State Standards How are the English Language Arts standards different? The Standards: o Ask students to read more complex non-fiction and fiction texts and use evidence from these texts to answer questions, make inferences, and present persuasive written arguments. o Emphasize literacy across all subjects, not just English. o Writing is emphasized at every grade level.
- 8. Changing Assessments English Language Arts California Standards Test (CST) Grade 5
- 9. Changing Assessments English Language Arts SMARTER Balanced Assessment (SBAC) Grade 5: Performance Task Overview (105 total minutes): Title: Honus Wagner Session 1 (35 minutes): Ultimately tasked with writing a narrative story, in this session, students will look at two photographs, view a brief video, and read one literary text and one informational text. Students will take notes on these sources. They will then respond to three research questions about the video and texts. Session 2 (70 minutes): Finally, students will work individually to compose a full-length narrative from the point of view of Honus Wagner, referring to their notes as needed. Pre- writing, drafting, and revising will be involved. Scorable Products: Student responses to the constructed-response questions and the narrative will be scored.
- 10. Common Core State Standards How are the Math standards different? The Standards: o Go beyond multiple-choice questions and present students with multi-step problems, conceptual questions, and real- world applications. o Ask students to not only get answers correct, but also explain how they arrived at those answers. o Cover fewer topics in greater depth, focusing on the most critical areas.
- 11. Changing Assessments Math CST (Grade 3)
- 12. Changing Assessments Math SBAC (Grade 3 Sample) Mia said Figure Q and Figure R have equal areas and equal perimeters. She supported her thinking by saying that any two figures made of an equal number of unit squares always have equal areas and equal perimeters. Is Mia correct? In the space below, use pictures, numbers, and words to explain why or why not.
- 13. Common Core State Standards How will we know what our children are learning? • California Assessment of Student Performance and Progress (CAASPP): State assessment system • Smarter Balanced Assessment oField Test, Spring of 2014 • Performance Tasks oPerformance tasks challenge students to apply their knowledge and skills to respond to real-world problems. They can best be described as collections of questions and activities that are connected to a single theme or scenario.
- 14. S.cience T.echnology E.ngineering A.rt and M.athematics STEAM Campbell
- 15. What is STEAM? STEAM is an interdisciplinary approach to learning whereby rigorous academic concepts are coupled with collaborative, real-world problem-based and performance-based, lessons created by teachers and experts in the field.
- 16. What can we expect to see? • Students and staff working with experts in the field to solve complex problems. • Students working both individually and collaboratively to develop creative solutions that address real community needs. • Students mastering skills with a deeper understanding of practical and conceptual ideas.
- 17. Local Control Funding Formula (LCFF)
- 18. Local Control Funding Formula • California's new school funding law, called the Local Control Funding Formula (LCFF) is a new way for schools to focus on student success. • Districts will receive a base, supplemental, and concentration grants as a result of the number of Low Income, Foster Youth, and English Language Learners in the district.
- 19. Local Control Funding Formula • Base Grant (K-3, 4-6, 7-8, 9-12) • Supplemental (Additional 20% Foster Youth, English Learners, Low Income students) • Concentration (Additional 50% for 55% or more Foster Youth, English Learners, Low income students) • 8 Year Phase-in Process
- 20. Local Control Funding Formula • The goal of the LCFF is to significantly simplify how state funding is provided to districts. • The LCFF requires school districts to involve parents in planning and decision making as well as in developing the Local Control Accountability Plan (LCAP).
- 21. Local Control and Accountability Plan 2014-15
- 22. Local Control and Accountability Plan The Local Control Accountability Plan (LCAP) is an important component of the Local Control Funding Formula (LCFF). Under the LCFF all districts are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified.
- 23. LCAP Requirements • Each school district must engage parents, educators, employees and the community to establish these plans. • The plans will describe the school district’s overall vision for students, annual goals and specific actions the district will take to achieve the vision and goals. • The LCAP must address each of the State’s 8 Priorities.
- 24. State Board Grouped the 8 Priorities Conditions for Learning • Basic Services (1) • Implementation of State Standards (2) • Course Access (7) Pupil Outcomes • Pupil Achievement (4) • Other Pupil Outcomes (8) Engagement • Parent Involvement (3) • Pupil Engagement (5) • School Climate (6)
- 25. LCAP Development Process 2014- 15 • Bring together a steering committee in October • Two district-wide LCAP input meetings in the fall of 2014 • Site based LCAP/Single Plan for Student Achievement (SPSA) meetings in January/February • LCAP/SPSA drafts to Board for public hearings in April/May • Completed LCAP/SPSA by June 1
- 26. Subcommittees • Intergovernmental - Cities within our district footprint • Budget • Common Core State Standards • Facilities and Technology • Policy • Staffing • Student Achievement • Wellness • Campbell High School District • STEAM • Special Programs
- 31. Opportunities for Engagement • Community Input Meetings • District Committees • Bond Oversight Committee • School Committees • School Events • Attending Board Meetings • Family Education Opportunities • Principal Coffees
Editor's Notes
- Eric - Welcome, Intros, Etc.
- Eric
- Michael – This slide reflects the diversity of our district. Please note the majority of our students are Hispanic and that our district students’ represent 47 different languages spoke. Most students speak English; however, there is a large percent of students the speak Spanish. Our third most spoken language is Vietnamese. Almost half of our students qualify for free or reduced lunch. English Language Learners 29% (down from 36%) Languages 47 Represented (up from 38) Free and Reduced Lunch 44%
- Michael – The Campbell Union School District prides itself with providing educational options “beyond the expected.” Here are many of the programs and activities that reflect our commitment to ensuring our students are prepared for success.
- Danielle – Next we will review the many district initiatives underway in our district.
- Danielle – One of the most common questions asked is, “How are the common core standards different?” Well, in ELA…The common core state standards integrate content areas and rely on all teachers, not just the English teachers, to teach ELA skills as a part of the daily instruction.
- Danielle - In math, the emphasis is NOT about getting the right answer, but understanding the concept using multiple approaches to get the right answer. Students will be asked to demonstrate their knowledge of a concept through activities which reflect a deeper understanding of the content.
- Danielle – The California Assessment of Student Performance and Progress replaces the old STAR tests. Last year we field tested one of the CAASPP assessments, the Smarter Balanced Assessment, to “test the test.” This year, students in grades 3-8 will take the SBAC and teachers and parents will receive the results of the SBAC assessment. In addition, our students were administered two practice performance tasks last year in preparation for the new assessment system.
- Danielle - Another district initiative is our Science, Technology, Engineering, Art, and Mathematics or STEAM program. You may be familiar with the national and international trend to include STEM or Science, Technology, Engineering, and Math fields in our school curriculum. We believe it is important to include ART as a key component of a well-rounded learning experience.
- Danielle – Read the slide.
- Danielle – Imagine your child building a rocket, or playing an instrument, or developing a computer app, or maybe designing a working solar panel as a part of their in-school curriculum. Read the slide. We believe the STEAM experience with connect the classroom experience with real-world application, thus deepening and expanding the learning for every student.
- Tom – Last year Governor Brown approved a new way of funding schools. The old formula granted a pre-determined amount of funding for each student in the district. The district and schools were then allocated a fixed amount to education all students regardless of their needs. The new formula allocates money based on specified grade spans, and the number of Low-Income, English Language Learners, and Foster Youth in the district. Let’s look at the structure of the new funding formula.
- Tom - Read the slide
- Tom – Each of the grade spans listed receive a fixed dollar amount. Generally, the high the grade the more money the grade span receives for the Base grant. Districts receive an additional 20% of the Base grant for having Foster Youth, English Language Learners, and/or Low- Income students. Districts receive an additional 50% of the base grants if the district has 55% or more Foster Youth, English Language Learners, or Low-Income students. There will be an 8 year phase in plan to make adjustments based on the economy and other mitigating factors.
- Tom – Read the slide. One of the main goals of both the LCFF and LCAP plans is for the local community to have input into the development on school plans and how the funding is allocated at the district level.
- Tom – Next we will talk about the Local Control Accountability Plan. Many of you participated in an information gathering process last year as a part of the LCFF and LCAP requirement. You were able to express your recommendations towards addressing the 8 State Priorities.
- Tom – Read the slide.
- Tom – Read the slide. Remember, our LCAP is based on our only non-dependent charter school which is Campbell Middle School.
- Tom - This slide captures the priorities in three organizing groups. These groups assisted the LCAP developers in crafting goals that include more than one priority.
- Tom – This year we will have more time to gather input from the community. Here are the steps we will take to ensure the final document reflects staff and community input.
- Julie – The Board and the staff believe in the importance of community outreach as evident by the number of subcommittees we convene annually. (Read the slide and say a few words about a few of the committees.)
- Julie - Our voters have demonstrated their support for our district by approving bond measures that improve our school facilities. We are very appreciative of our community’s generosity.
- Julie – Here is a picture of one of our new multipurpose rooms paid for by our Measure G funds. The exterior is aesthetically pleasing and the interior provides an area for both school and community functions.
- Julie – This picture shows one of our covered lunch areas. The roof is lined with solar panels which provides an abundance of energy savings for the district.
- Julie - You have seen the variety of district committees and partnerships in place within the Campbell Union School District. Let’s talk about other opportunities for you to engage with the district.
- Julie - (Read the slide) There may be other ideas you have for engaging with the district. At the back tables are list of current opportunities and a place to ad your ideas. We strongly encourage you to assist us in providing the students of the Campbell Union School District with education opportunities “beyond the expected.”
- The Governance Team meets on stage.