CALIFORNIA

DASHBOARD:

CHAMPION EQUITY

Dr. Martinrex Kedziora Superintendent of Schools

Ms. Maribel A. MattoxChief Academic Officer

Educational Services Directors

and Team

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• Always start with WHY • Have good manners

• Listen to understand• Are personally and collectively responsible for our

actions and outcomes

• Intend to be successful and collaborative• Act in a professional and authentic manner

• Maintain personal balance and positive mental health

• Are leaders and accept the responsibility and

sacrifice

• Are proficient and time effective• Enhance community through action

• Have FUN

MVUSD Commitments

to

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Strategic Plan

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CALIFORNIA SCHOOL

DASHBOARD

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EVERY STUDENT SUCCEEDS ACT (ESSA)

• ESSA eliminates Adequate Yearly Progress (AYP)• New criteria:

• Results on standardized test in Reading,Math, and Science

• English Language Learner proficiency• Graduation Rates• At least one non-academic measure

• Suspension• Chronic Absenteeism• Parent Engagement• School Climate

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For California, these are tied to the Local Control Federal Fund Evaluation Rubrics

LCFF Priorities State Indicator Local Indicator

1 Basic Services Basic Conditions at School

2Implementation of Standards

Implementation of State Academic Standards

3 Parent Engagement Parent Engagement

4 Pupil AchievementAcademic IndicatorEnglish Learner Progress Indicator

5 Pupil EngagementChronic Absence Indicator*Graduation Rate Indicator

6 School Climate Suspension Rate Indicator Local Climate Survey

7 Course Access College/Career Indicator*

8 Other pupil outcomes College/Career Indicator*

*Data not included in the Dashboard at this time. Will be published in future years.

CALIFORNIA ACCOUNTABILITY SYSTEM:LCFF EVALUATION RUBRICS

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STATE PERFORMANCE LEVELS

The color and amount of fill (e.g., Green always has four segments filled, Red always has only one segment filled) are two ways of showing the performance level. This ensures accessibility for all

individuals and that the reports are useable when printed in black-and-white or photocopied. 9

BlueGreenYellow

Orange

Red

REFERENCE CHARTS

• Performance levels are calculated using percentiles to create a 5 by 5 reference chart that combine Status and Change.

• Example: An LEA with a “High” Status and an “Increased” in Change will receive an overall performance of Green.

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Unique “status” and “change” cut-points for each

indicator.

CA SCHOOL DASHBOARD – EQUITY REPORT

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MVUSD Dashboard

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MVUSD SCHOOLS

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SUCCESSES!

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8 English Learner Progress Indicator

8 Graduation Rate Indicator

6 Mathematics Academic Indicator

Math Plans

HIGHEST GROWTH IN RIVERSIDE COUNTY 4%

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• Families for College Federal i3 grant

• 325 students participating

• 83% of students reclassified, well exceeding the target of 35%

• Dual Language Immersion has 750 students enrolled at 3

schools, will expand to Creekside next year

• Project Moving Forward vocabulary program used at 21

schools

ENGLISH LANGUAGE LEARNERS

ENGLISH LANGUAGE LEARNERS

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California Dashboard English Learner Progress Indicator

District Reclassification Rate: 15.9%

Increase of 1.2% from 2015-16

State Reclassification Rate: 13.3%

Riverside County Reclassification Rate: 11.6%

Moreno Valley Unified Status: Very High

COLLEGE AND CAREER READINESS

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California Dashboard Graduation Rates for MVUSD

All Students

89.6%African-American

85%Hispanic

90.4%State

averages 83.2% 72.6% 80%

AREAS TO BE ADDRESSED…

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4Suspension Rate Indicator

4English-Language Arts Academic Indicator

• PBIS

• Building Assets Reducing Risk (BARR) Program

• Four district-wide behavior support specialists

• Literacy Plans

• New ELA Adoption

• On-going Professional Development

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A PRINCIPAL’S FOCUS….

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Latrice Thomas, Principal

Hidden Springs Elementary

School

…….. On the Dashboard

HIDDEN SPRINGS

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8 English Learner Progress Indicator

8 Mathematics Academic Indicator

6 English Language Arts Academic Indicator

4 Suspension Rate Indicator

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A PRINCIPAL’S FOCUS….

…….. On the Dashboard

Tamara Kerr, Principal

Canyon Springs High

School

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CANYON SPRINGS

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8 Suspension Rate Indicator

8 English Learner Progress Indicator

8 Graduation Rate Indicator

TECHNICAL ASSISTANCE &

INTENSIVE INTERVENTION

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• An LEA would be eligible for differentiated assistance if any student group me the performance criteria for two or more LCFF priorities.

• Pupil Achievement (Priority 4)

• Red on both English and Math tests OR

• Red on English or Math test AND Orange on the other test OR

• Red on the English Learner Indicator

Pupil Engagement (Priority 5)

• Red on Graduation Rate Indicator OR

• Red on Chronic Absence Indicator

School Climate (Priority 6)

• Red on Suspension Rate Indicator

TECHNICAL ASSISTANCE & INTENSIVE

INTERVENTION

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TECHNICAL ASSISTANCE & INTENSIVE

INTERVENTION

So is MVUSD eligible for Differentiated

Assistance?

Foster Youth (Suspension Rate, Graduation Rate Indicator, Math and ELA Academic Indicator)

Students with Disabilities (Suspension Rate, Math and ELA Academic Indicator)

African American (Suspension Rate, ELA Academic Indicator)

CURRENT ELA & MATH PLANSProject Steps, Tasks,

ItemsSample of Current Action Items New Focus Due to TAII

Yearlong Grade Level/Subject Planning

Lesson topics are planned and calendared for each day prior to May 1st

• Focus remains the same

Interventions • IABs, CFAs and MAP data is used to progress monitor intervention

• Many sites utilize “Data Walls” to visualize student progress

• Sites will develop a way to target the three focus groups• They may chose to: 1) Run NWEA reports by student group or 2) Develop a

visual marker or unique icon to call out the focus group students by name toensure targeting.

Parent Communication Parent Nights are held each school year for both ELA and Math – Parents experience subject specific activities to support their students at home.

• Sites will target parents/guardians from the three focus groups to share specialized instructional strategies that may be applied at home. This may include additional parent nights that are student-group specific.

In-Class Coaching Site Coaches provide two coaching episodes per teacher per year. The emphasis is content specific.

• Coaching sessions will include a renewed focus on the three student groups utilizing specialized instructional techniques to support and target their specific needs.

Professional Development

Teachers are required to obtain the initial textbook training for both ELA and Math

• Teachers will be encouraged to attend trainings specifically designed for the three target groups – These trainings may include cultural proficiency, how to scaffold and support students with special needs and address socio-emotional concerns.

CAASPP Prep • CAASPP Practice Tests• IABs

• Teachers will review and target the three groups after each Practice Test or IAB to ensure test-taking strategies are in place as well as an understanding as to how to use the online tools contained in the assessments. 26

FOSTER YOUTH STUDENT GROUP

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Actions and Supports Decrease Foster Youth Suspensions

by 5% Annually

(2017-18 Goal: 13.2% to 8.2%)

• Designated Foster Youth Counselor meets with student after each suspension.

• Integrate PBIS strategies as alternative methods of correction for non-severe student behaviors

• Collaborate with Social Workers (DPSS) to develop a plan for chronic and severe behaviors

• Provide mental health and mentoring services

• Expand participation in social activities, school events and clubs

Increase Academic

Performance

in English Language Arts and

Math

• Counselor Assistance:

• Provide tutoring in Math

• Provide tutoring in ELA

FOSTER YOUTH STUDENT GROUP

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Increase Graduation Rates for Foster YouthCurrent Rate: 61.7% (2015-2016)

• Review and monitor 4 year Academic Plan for each student

• Transcript Analysis for students in grades 10th through 12th

• Students not on track to graduate (credit deficient) offer:

• AB 216 Academic Plan Diploma, if qualified

• Provide Tutoring

• Credit Recovery

• Summer School

• Participate in RCOE Foster Youth FAFSA Challenge

• Promote a College Going Culture:

• Welcome Day - Moreno Valley College and Ben Clark Fieldtrip

• MVUSD Foster Youth Visit to UC Riverside

• 9th Grade Foster Youth Orientation – partnered with Department of Public Social Services

(DPSS)

COUNSELOR’S FOCUS……

Mr. Dave Williams, Counselor

Mountain View Middle School

……….On Foster Youth

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STUDENTS WITH DISABILITIES STUDENT GROUP

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Improvement Planning for Suspension Rate Indicator

• Implementation of Positive Behavior Intervention

and Support (PBIS) district-wide

• 33 schools received PBIS awards for

improvement in 2016-2017

• Ensure follow through for Special Education

students with additional staff support through

Coordinated Early Intervention Services (CEIS)

funds

• Implementation of Restorative Practices at select

school sites with additional cohorts added annually

• Working with District Discipline Committee to

address language and consequences of the

Sequential Discipline Guide to include alternative

options

STUDENTS WITH DISABILITIES STUDENT GROUP

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Improvement Planning for Academic Indicator

• Established focus group to determine issues

and develop plans for improvement for ELA

and Math

• Special Education teachers participating in

core curriculum professional development

• Special Education teachers involved in

subject specific PLCs

• Training and implementing data analysis /

protocols for Special Education teacher

SPECIAL EDUCATION TEACHER’S FOCUS….

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• Valeria Gardea, Mild Moderate teacher

• Mary Vega, Special Day Class, Mild

Moderate teacher

• Rosemary Nirschl, Middle School

Program Specialist

Predicting Smarter Balanced Assessment

Consortium (SBAC) growth through

Measures of Academic Progress (MAP)

SPECIAL EDUCATION TEACHER’S FOCUS….

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Special Day Class/Mild Moderate

7th & 8th Grade

2016-2017 Smarter Balance

Assessment Consortium in English

Language in English Language Arts

All tested students scored Level 1

2016-2017 Smarter Balance

Assessment Consortium in Math

All tested students scored Level 1

SPECIAL EDUCATION TEACHER’S FOCUS….

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Measures of Academic Progress (MAP)

Rasch Unit (RIT) Growth Analysis

Fall 2017 to Winter 2018

33.3% met or exceeded projected RIT

51.9% met individual projected growth

75% made some positive growth

Measures of Academic Progress (MAP)

Rasch Unit (RIT) Growth Analysis

Fall 2017 to Winter 2018

50% met or exceeded projected RIT

65.7% met individual projected growth

83% made some positive growth

AFRICAN AMERICAN STUDENT GROUP

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The development of Cultural Proficiency

• Unconscious Bias Training

• California Association of African American Superintendents and Administrators (CAAASA) Professional Development Summit attendance by parents, community members and staff.

• Footsteps to Freedom Tour attendance by parents, community members and staff

• ACSA Equity Institute

• African American Parent Advisory Council (AAPAC) at individual school sites

• African American Advisory Council (AAAC) at the district office

AFRICAN AMERICAN STUDENT GROUP

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• African American Parent Nights

• Riverside African American Achievement Initiative (RAAAI)

• Hanging on to Positive Expectations (HOPE) Conference for African

American Families

• Rites of Passage Program

• A variety of mentoring programs at various school sites

• UCAN go to college Historical Black Universities and Colleges Fair

• Black Student Union (BSU) Clubs at high schools

• Junior Black Achievers (JBA) Clubs at middle schools

• Council of African American Parents (CAAP) Parenting Classes

• African American AVID Classes at middle and high schools

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“Let us tenderly and kindly cherish,

therefore, the means of knowledge. Let

us dare to read, think, speak, and write.”

- John Adams