Local Control Accountability Plan AND THE ACHIEVEMENT gAP Clark Bryant, Associate Superintendent November 19, 2015

STATE Priorities Conditions of Learning Basic Services Standards Implementation Course Access Engagement Student Engagement Parent Engagement School Climate Student Outcomes Student Achievement Other Student Outcomes

8 LCAP GOAL Areas 1. Professional Growth 2. Physical Space and Technology Infrastructure 3. Assessment 4. Student Goals (academic, social and personal) 5. Progress and proficiency of English Learners 6. Climate 7. Parent Engagement 8. Valuing each person responsible for the education of our students

Implementation Highlights 2015-16 LCAP Goals 4, 5 and 6 Goal 4. Student Goals Reading Support Equity and Early Literacy Nursing Services Career Tech Ed (CTE) Coordination Increased Site Budgets Instructional Computer Support AVID Special Ed and AIM Psych Support Goal 5. Progress and proficiency of English Learners EL Specialist Support Instructional Coaches Goal 6. Climate Support for Foster Youth Elementary Campus Supervision Mental Health Intern Program Elementary Counseling Climate Coordination Homeless Student Support

TO MONITOR THE ACHIEVEMENT GAP Use LCAP METRICS SBAC Proficiency by Socio-Economic Level UC/CSU a-g Completion Rates Student Connectedness – Youth Truth Survey TO MONITOR THE ACHIEVEMENT GAP

DJUSD Graduation Rates

DJUSD UC/CSU a-g Completion Rates

DJUSD UC/CSU a-g Completion Rates by Low SES

Economic Status DJUSD Not Economic Disadvantaged Percent Met or Exceeded Standards English Language Arts DJUSD   Overall Proficient 77% CLAIMS Reading 89% Writing 90% Listening 94% Research/Inquiry 92% MATH 74% Concepts & Procedure 86% Problem Solving & Data 91% Communicate Reasoning CALIFORNIA Not Economic Disadvantaged Percent Met or Exceeded Standards English Language Arts California   Overall Proficient 64% CLAIMS Reading 81% Writing 83% Listening 88% Research/Inquiry 87% MATH 53% Concepts & Procedure 72% Problem Solving & Data 78% Communicate Reasoning

Parent Education Level English Language Arts Percent Met or Exceeded Standards DJUSD   California All 69% 44% Not HS 28% 24% HS 25% 32% Some College 48% 43% College 64% 62% Graduate School 81% 74% MATH Percent Met or Exceeded Standards DJUSD   California All 65% 33% Not HS 17% 16% HS 20% 21% Some College 36% 31% College 60% 51% Graduate School 78% 66%

Setting smart goals S – Specific: What EXACTLY do you want to accomplish? M – Measurable: How will you know when your goal is met? A – Attainable: What steps can you take to reach your goal? R – Relevant, Rigorous, Realistic, Results Focused: How will meeting this goal help you? T – Timely and Trackable: How long will it take you to reach your goal?

goal setting PILOTS Da Vinci: DSIS: Counselors taught all sophomores SMART goal setting in MWC classes Developed one academic and one personal/social Collected on Google doc and encouraged to share with counselor to support goal Will revisit goals with students during program planning in spring DSIS: Staff surveyed re: goal setting ideas Committee to develop standard K-6 and 7-12 templates PD for staff and students re: SMART goals Develop process for checking with students weekly Goals kept in student’s Google account

goal setting PILOTS King AVID Classes WILLETT One academic and one social/personal goal set at start of enrollment or start of year Goals are reviewed regularly by principal and counselor Student advisor reviews progress with student weekly and helps student set sub-goals. AVID classes (7-12th grade) have comprehensive goal setting curriculum Students set long and short term academic goals Teach skills to meet goals WILLETT Goal setting begun Ms. Upcraft’s second grade class Teaching SMART goals and setting timelines

Next Steps Analyze Effectiveness of Services Build Upon Successes Eliminate programs and services that are not supporting student success Use research to inform decisions and recommendations Engage the LCAP Advisory in this work