LCAP · 2019. 7. 2. · teachers, literacy coaches, administrators and academic coaches training on small group rotation methods focused on standards. Trainer(s) will model lessons

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June 2019

LCAPat a glance

Vision Statement:Every student works to achieve grade level standards, feels safe and is supported to realize individual success.

Mission Statement:Through smart actions and decisions, MUSD will work together using meaningful, measurable and aligned data for

all students to achieve mastery of grade level standards in all subjects based on their unique educational pathway in a safe environment inclusive of design, security and climate.

MUSD Targets: Grade Level Standards, Safety, Emerging Students

2017-2020 Plan SummaryManteca Unified School District (MUSD) was formed in 1966 and currently serves more than 23,600 students. The District serves three cities: Stockton, Lathrop, and Manteca, as well as the town of French Camp. MUSD is approximately 113 square miles and is located in the southern part of San Joaquin County.

Manteca USD is projecting attendance growth over the next ten years. In February, 2019, the MUSD board of education adopted new vision and mission statements as follows: Vision Statement: Every student works to achieve grade level standards, feels safe and is supported to realize individual success; Mission Statement: Through smart actions and decisions, MUSD will work together using meaningful, measurable and aligned data for all students to achieve mastery of grade level standards in all subjects based on their unique educational pathway in a safe environment inclusive of design, security and climate.

The 2017-2020 three-year LCAP embodies those goals.

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June 2019

Manteca Unified School District

Schools

5 Comprehensive High Schools20 K-8 Schools1 Dependent Charter High School1 Adult School3 Alternative High Schools32 Pre-School Classes

www.mantecausd.netfacebook.com/proudtobemusdtwitter.com/musd

(209)825-3200 Mailing Address: PO BOX 32 Manteca, CA 95336Physical Address: 2271 W Louise Ave Manteca, CA 95337

Transportation3,858 Students Served Daily

Numbers updated 2-15-2019

43.7% College/Career Prepared

Ethnic Groups

* Does not include Pre-School and Adult School Students

2018-19Enrollment

23,617*

Graduates

Students94.4% Graduation Rate

28%19% 6.6%

Met UC / CSU Golden State Merit Diploma Seal of Biliteracy

SuperintendentsBoard MembersStephen J. Schluer, PresidentEric Duncan, Vice PresidentKathy Howe, Clerk

Karen PearsallMarie FreitasCathy Pope-GotschallBob Wallace

Dr. Clark Burke, SuperintendentRoger Goatcher, Deputy Superintendent

22.7%45

English Language Learners

Languages63.8% Socioeconomically

Disadvantaged0.9% Foster Youth

Communities ServedCity of MantecaCity of LathropCity of Stockton

Township of French CampUnincorporated Areas

of Manteca

112.73 Square Miles

EmployeesCertificated: 1,305Classified: 1,182

Budget - General Fund$283,879,595

2018-19 Total Expenditures

1. Basic2. Standards Implementation3. Parent Involvement4. Pupil Achievement

5. Pupil Engagemet6. School Climate7. Course Access8. Pupil Outcomes

State Priorities

District Targets:Grade Level Standards, Safety,and Emerging Students

Vision: Every student works to achieve grade level standards, feels safe, and is supported to realize individual success.

Mission: Through smart actions and decisions, MUSD will work together using meaningful, measurable and aligned data for all students to achieve mastery of grade level standards in all subjects based on their unique educational pathway in a safe environment inclusive of design, security and climate.

up 8.7 points

up 5.1 points

English Language ArtsMathematics

CAASPP Scores

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June 2019Plan Highlights

The LCAP has three goals:

Goal 1: Provide a safe, healthful, and expansive environment. Goal 1 focuses on safety and covers Priority 1 C (Basic), Priority 6 A, B, and C (school climate). Goal 1 has 12 active actions and services. A highlight of Goal 1 is the large scale implementation of PBIS or other programs to improve climate and student engagement (1.18), and decrease suspensions and chronic absenteeism for all students, but particularly for Foster Youth and Students with Disabilities. A second highlight is the district-wide access to school-based counseling (1.19) identified as a need by multiple stakeholder groups.

Goal 2: Promote engaging learning opportunities for all students, inclusive of emerging students, inside and outside the classroom. Goal 2 focuses on Engagement for all and covers Priority 3 Parent Involvement, Priority 5 Pupil Engagement, Priority 2. B Implementation of State Standards, and Priority 4D Pupil Achievement. Goal 2 has 27 active actions and services. Highlights of Goal 2 focus on unduplicated students: Foster Youth (2.32, 2.36, 2.37), English Learners (2.24, 2.30, 2.31, 2.33, 2.34), and all others (SWD, Low Income for example) and provides for all students with needs (2.27, 2.28). Parent engagement is also a focus (2.17, 2.18) with a highlight being the communication between schools, students and their families.

Goal 3: Maximize student achievement by supporting effective instruction aligned to state standards. Goal 3 focuses on Student Achievement and covers Priority 4 Pupil Achievement and Priority 8 Other Pupil Outcomes, Priority 1.A B Basic; Priority 2A and Priority 7 (Course Access). Goal 3 has 16 active actions and services. Highlights of Goal 3 include the use of software and databases (3.3) in conjunction with staff development (3.15, 3.28) to employ meaningful, measurable, student-centered data to meet individual student needs. Other highlights include an effective Induction program (3.29) for new teachers, and industry-standard-based CTE programs (3.20) designed to produce college/career ready students.

Greatest ProgressThere are two areas of greatest progress:

COLLEGE/CAREER INDICATOR: The College/Career Indicator suggests that 43.7% of MUSD’s high school graduates are

“prepared” for the next steps in life: college and/or career. MUSD had a Green rating on the Fall 2018 California School Dashboard with a Medium status and an increase of 4.5% of prepared students.

GRADUATION RATE: The table below depicts MUSD’s graduation rate for the past 3 years. MUSD has had a consistent 90% plus graduation rate since 2012-2013. MUSD was Green on the Fall 2018 California School Dashboard, maintaining a 94.4% graduation rate despite changes to the calculations of who counts as a graduate.

Greatest NeedMUSD was Orange in Chronic Absenteeism on the Fall 2018 California Dashboard due to having a high status which also increased in 2017-2018. Of MUSD’s 16,893 students in grades K- 8, 10.1% were considered chronically absent, which means they were absent 10 percent or more of the instructional days they were enrolled. Student groups in Red were American Indian, Foster Youth, Two or More Races;

DISTRICT PERFORMANCE OVERVIEW

Manteca UnifiedExplore the performance of Manteca Unified under California'sExplore the performance of Manteca Unified under California's

Accountability System.Accountability System.

Chronic Absenteeism

Orange

Suspension Rate

Yellow

English LearnerProgress

No Performance Color

Graduation Rate

Green

College/Career

Green

English Language Arts

Yellow

Mathematics

Yellow

Basics: Teachers,Instructional Materials,

Facilities

STA N DA RD M E T

Implementation ofAcademic Standards

STA N DA RD M E T

Parent Engagement

STA N DA RD M E T

Local Climate Survey

STA N DA RD M E T

Access to a BroadCourse of Study

STA N DA RD M E T

District Details

NAME

Manteca Unified

ADDRESS

2271 W. Louise Avenue

Manteca, CA 95337-8381

WEBSITE

http://www.mantecausd…

GRADES SERVED

K-Adult

MANTECA UNIFIED

Student PopulationExplore information about this district's student

population.

Enrollment

23,622

SocioeconomicallyDisadvantaged

63.8%

English Learners

22.7%

Foster Youth

0.9%




Chronic Absenteeism

Orange

Suspension Rate

Yellow



Graduation Rate

Green

College/Career

Green


Yellow

Mathematics

Yellow


Facilities

STA N DA RD M E T


STA N DA RD M E T

Parent Engagement

STA N DA RD M E T


STA N DA RD M E T


STA N DA RD M E T

District Details

NAME

Manteca Unified

ADDRESS



WEBSITE


GRADES SERVED

K-Adult

MANTECA UNIFIED


population.

Enrollment

23,622


63.8%

English Learners

22.7%

Foster Youth

0.9%

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June 2019student groups in Orange were Asian, African American, Students with Disabilities, English Learners, Hispanic, Pacific Islander, Socioeconomically Disadvantaged; student groups in Yellow were Filipino and Homeless and one student group, White, had a Green rating. The district’s Director of Child Welfare and Attendance is participating on the county committee addressing Chronic Absenteeism. Sites are working through PBIS and other individual programs to increase daily school attendance. District will increase the services for Foster Youth/Homeless to coordinate needed interventions in the school and with outside agencies to assist students in having more regular school attendance.

Even though no other areas were in the Orange or Red category from the 2018 California Dashboard, MUSD wants to call out and continue to address the achievement in English Language Arts and Mathematics on state standards.

MUSD improved from Orange to Yellow in English Language Arts on the Fall 2018 California Dashboard. While there was improvement, MUSD’s status is Low, and is 15.4 points below Standard.

Next Steps for English Language Arts: The fourth year of ELA implementation will focus on monitoring, coaching, and supporting individual classroom instruction. We will continue to work with nationally recognized trainers who will work with ELD teachers, literacy coaches, administrators and academic coaches training on small group rotation methods focused on standards. Trainer(s) will model lessons within classrooms and give coaching feedback for classroom teachers. Elementary schools will be implementing iRead for primary grade students who are not meeting standards, and S.P.I.R.E. which was piloted in 2018-2019 will be utilized more fully in some schools. Read 180 services will be upgraded to the new Universal program. An individual coaching model will be implemented with one third grade teacher at each TK-8 site, and district level academic coaches will coach and be coached through the Better Lesson program. MUSD is also aligning its assessments to be meaningful, measurable, and valid in determining our progress toward Standard Met. High schools will continue to meet in site PLCs during late start Wednesday and monthly in district QISA teams. The cycle of refinement has been introduced and will continue to be a focus for administrators and classroom teachers.

MUSD improved from Orange to Yellow in mathematics on the Fall 2018 California Dashboard. The mathematics score is derived from the SBAC scores for grades 3-8, and 11. The mathematics district performance score increased by 5.1

points from the previous dashboard, but is still low, 57.4 points below Standard.

Next Step for Mathematics: High schools will implement a site rotating coaching model building expertise among their own teachers

in observation, walkthrough data and refinement. This model will focus on using formative assessment data to inform instruction and strengthen the PLC process. They will work on helping teachers be more comfortable with state standards, specifically claims 2, 3,4 and the mathematical practices. We will work on increasing our knowledge and use of the base curriculum and increasing the rigor in the classroom. The coaching model will help bring classroom teachers into the process and assist them in seeing their work from the perspective of the learner. K-8 sites will evaluate their independent needs and provide or contract for mathematical professional learning. An academic coach for each region will be utilized to improve mathematical teaching practices. MUSD is also aligning its assessments to be meaningful, measurable, and valid in determining our progress toward Standard met. MUSD contracts with a data company to help synthesize data, drill down to the individual student level to inform daily classroom instruction and improve student progress toward the Standard. Common finals and trimester benchmark assessments will be used to inform instruction. High Schools will continue to meet in site PLCs during late start Wednesday and monthly in district QISA teams. District benchmark assessment and common final results will be reported out in the MUSD Insight publication.

Five K-8 sites were identified as Additional Targeted Support and Intervention schools for the overall performance of the Students with Disabilities (SWD) group. Special education students will have access to the core curriculum and a Tier III reading intervention program called Reading Plus and sites will further its implementation. Additional training and implementation of S.P.I.R.E. and Sounds Sensible will occur, along with increasing the grade levels that are supported by the ALEKS mathematics program. Staff development will continue. District benchmark assessment and common final results will be reported out in the MUSD Insight. IEP teams will monitor academic performance as well as attendance, behavior, and English learner/CCI/graduation progress where applicable.

MUSD was also identified for Differentiated Assistance for its Foster Youth, who were Red in Chronic Absenteeism and Suspensions. A district team participated in training and worked to determine root causes of the issues with Foster Youth.




Chronic Absenteeism

Orange

Suspension Rate

Yellow



Graduation Rate

Green

College/Career

Green


Yellow

Mathematics

Yellow


Facilities

STA N DA RD M E T


STA N DA RD M E T

Parent Engagement

STA N DA RD M E T


STA N DA RD M E T


STA N DA RD M E T

District Details

NAME

Manteca Unified

ADDRESS



WEBSITE


GRADES SERVED

K-Adult

MANTECA UNIFIED


population.

Enrollment

23,622


63.8%

English Learners

22.7%

Foster Youth

0.9%




Chronic Absenteeism

Orange

Suspension Rate

Yellow



Graduation Rate

Green

College/Career

Green


Yellow

Mathematics

Yellow


Facilities

STA N DA RD M E T


STA N DA RD M E T

Parent Engagement

STA N DA RD M E T


STA N DA RD M E T


STA N DA RD M E T

District Details

NAME

Manteca Unified

ADDRESS



WEBSITE


GRADES SERVED

K-Adult

MANTECA UNIFIED


population.

Enrollment

23,622


63.8%

English Learners

22.7%

Foster Youth

0.9%

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June 2019

Goal 1 Provide a safe, healthful, and expansive environment.

1.13General departments and their operational and supply costs will be funded such as Educational Services, Business Services, Operational Services, and the Superintendent’s Office.

1.14Students will be transported based on district guidelines and legal requirements including foster and homeless.

1.15So that student safety needs are met, deferred, routine, and emergency projects as well as modernization projects as outlined in the Master Facilities Plan will occur.

1.18 Students will have access to programs that decrease discipline incidents as supported by the Department of Child Welfare and Attendance such as Positive Behavior Intervention Supports (PBIS) and Peaceful Playgrounds. Additional school teams will be trained using PBIS. This may include partnerships with community organizations such as SJCOE, Point Break, and The Pride Center.

1.19Students will have access to school based counseling. The district will provide 20 hours to each school.

1.20High School students will participate in The Every Fifteen Minutes Program in order to

raise awareness and promote student safety.

1.21To promote a drug free school for students and staff, the district will contract with canine detection services.

1.22Student health will be supported by the Health Services Department. Examples include, but are not limited to: daily procedures per medical orders, crisis assistance, attendance at SST/IEP meetings to inform educational decisions, provide Health and Wellness services, and mandated screenings.

1.23Student health, positive student choices and its benefit to the school environment will be the focus of the Nutrition Education Department. A Health and Safety committee consisting of Health Services, Nutrition Education, parents, and school staff will meet quarterly. The fourteen schools currently participating in the Alliance for a Healthier Generation will continue to focus on

healthier staff and students.

1.24Student and parent connectedness will increase as the Department of Community Outreach continues communication and outreach efforts.

1.25Student and community needs will be the focus of School Board Members, District Leadership, and Site Administrators Leadership and Governance training.

1.26Resources will be provided for the training and support of School Site Assistants to better maintain PBIS/other school-related climate programs, or manage student behavior on playgrounds/in lunchrooms that is in line with district direction.

Next Steps for Chronic Absenteeism: Individual sites will work with families to reduce absenteeism. Incentives and increased monitoring will be put into place and more site attention given to school attendance. School nurses will be consulted and participate in the process earlier, while the School Attendance Review Board processes already in place will be used more widely as a prevention measure. The district team will continue to search for appropriate interventions to assist foster youth and their families. The team will support sites in involving health services, working with outside agencies and creating supportive environments for Foster Youth through the Student Study Team process.

In all areas, MUSD is continuing to identify meaningful, measurable, student-centered metrics which will be available to district, site and classroom personnel to better serve

students. K-8 teachers will have two days of site-directed pull-out collaboration and/or training in addition to three minimum days of professional development and one district-directed educational conference where training and topics are of the teacher’s choice. The cycle of refinement was begun in earnest in the 18-19 school year, and will continue to focus on individual student need.

Due to massive realignment of actions and services, and an inability to reuse numbers from this LCAP, there are gaps in the numbering of the actions and services. Gaps or missing numbers do not indicate an omission or change, it is simply movement. To improve aesthetics, the unused numbers were not included.

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June 2019

2.1MUSD students and staff will have access to engaging educational programs such as LOGIC, AgVenture, Planet Party, Hour of Code, High School Art Show, and Concerts.

2.6Students will be able to increase collaboration and investigation with the transformation from a traditional library to a library commons at each high school.

2.9Students may participate in the Acorn League as an incentive for student attendance, academics and to increase school connectedness.

2.13Free and reduced lunch students who are also Homeless students and/or students in transitional housing situations and /or foster will be supported and resources provided by District Staff overseeing the MUSD homeless program. Families will have interviews to coordinate resources supported by MUSD District staff.

2.17To increase parent involvement, make parents partners in their students’ education, and to gather input for district level decisions, multiple departments will offer Parent and Community Outreach Programs during the 2019-2020 school year. Parent Institutes (PIQE) will be offered in English and Spanish.

2.18Parents of Students with Disabilities, English Learners, Foster, and Low-Income students will be invited to participate on site and district advisory councils to inform educational decisions.

2.19Written and oral translation will be provided to parents related to communication about their children’s education.

2.20High Schools will receive afterschool funds for use for intervention or enrichment.

2.21Based on collaboration/input with the

teachers’ union, student teacher ratios will be maintained in grade K at 24 and in grades 1-3 at 26.

2.22Students will have access to alternative schools to remediate credits, challenge students, support behavior needs, or to meet other needs.

2.23Students will have access in year four of physical changes of the learning environment to allow for more collaboration. Examples of this would include furniture and other items to transform the learning environment of the classroom. This action/service will not be funded.

2.24English Learners will receive instruction specifically designed to increase language acquisition. As outlined in the MUSD ESSA LCAP addendum, teachers and bilingual paraprofessionals will receive training in the implementation of the ELA/ELD CSS standards and support staff in providing programs and services to EL students. Examples of these services include working with site leaders to develop and implement training modules on best instructional practices for EL students, effective designated and integrated CCSS instruction to enable students’ access to the curriculum across all areas, close reading for ELs, and academic vocabulary development for ELs. Language Acquisition software, training, and instructional materials such as Rosetta Stone will be provided. English Learner consumables will be purchased annually.

2.25Flexible scheduling for middle school, common collaborative time, permanent middle school committee which meets quarterly, middle school student field trips to high schools and colleges, and positive behavior supports for middle school students.

2.26Per MUSD Board of Trustees resolution, be.tech will be supported recognizing unduplicated students as well as all students

benefit from a school offering career certifications.

2.27Students will receive services to increase achievement via services and funds allocated to the sites based on stakeholder feedback on the site’s greatest needs. Funds will be principally directed and most effective in increasing achievement for unduplicated students as well as any student at risk. Regional teams will make recommendations based on stakeholder input on regional needs. Examples of services include funds for tutorials, professional development, technology peripherals, time sheeting for foster or homeless student point of contact, increased counseling, behavior incentives, academic incentives, staff release days for collaboration, funds for translation, supplemental curriculum, STEM materials, educational excursions, transformative furniture, parent involvement activities related to academics, enrichment programs such as Artist in Residence, multicultural events, alternatives to suspension, assemblies, guest speakers, and databases.

2.28English Learners, Foster Youth, Low Income pupils, Students with Disabilities as well as all At Risk Students will have access to interventions to attain grade level proficiency.

2.29The MUSD School Readiness staff will operate a quality preschool program serving four-year-old students with contracted providers. Staff and their partners will provide comprehensive screenings to ensure appropriate referrals and follow up for special needs services. The School Readiness staff will conduct targeted outreach and utilize culturally and linguistically appropriate program strategies to promote proportionate representation of targeted groups. The School Readiness staff will facilitate articulation amongst preschool and kindergarten staff. A bridge program may be offered for entering TK/Kindergarten students.

2.30Migrant students will participate in a joint

GOAL 2 Promote engaging learning opportunities for all students, inclusive of emerging students, inside and outside the classroom.

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June 2019

GOAL 3 Maximize student achievement by supporting effective instruction aligned to state standards.

3.3Student achievement will be increased by using software and databases to track data to inform instruction, professional learning, and programs such as Scholastic, Illuminate, Pepper and iResults.

3.5Kindergarten achievement will be increased with instructional aides added to each kindergarten classroom for 90 minutes to reduce instructional class size.

3.15Student achievement will increase, with 3 days of on-site Staff Development which focuses on developing college and/or career ready students with particular emphasis on instructional strategies, tools, and modalities which improve achievement for the unduplicated students, and students with disabilities. K-8 sites will have an additional 3 district-controlled minimum days used as part of the coaching cycle. The

use of core adopted programs and ancillaries including tools for remediation, English language development, and technology will be highlighted, as well as the cycle of refinement and data analysis.

3.17Student achievement will be the focus of trainings provided by teachers on special assignment specializing in the areas of English Language Arts/English Language Development and Science, with specific focus on strategies that increase the achievement of unduplicated students and in alignment with California State Content standards, ELD standards, and Next Generation Science standards. Academic coaches will train and work with administrators and teachers on site needs.

3.19The Department of Secondary Education will support CTE, programs, interventions, the MUSD farm, curriculum, technology,

professional learning, changes to the learning environment, instructional materials, staff, and the needs of 7-12 education. High School intervention will include collaboration with the SJCOE CARE program, collaboration with Family Resources and Services to support Teen parents, a math summer bridge program for incoming ninth grade students, and The Transition Program for at risk ninth grade students needing support due to poor grades, poor attendance, and poor behavior. Manteca Day will develop enrichment activities to build engagement and connectedness to school.

3.20Students will have access to specialized industry sector programs at each of the high schools. Manteca Unified School District currently has 15 CTE courses that are articulated with MJC, SJ Delta College, and FIDM. These include Administration of Justice through the Public Safety

summer program which will be operated by the San Joaquin Migrant Department and MUSD Compensatory Education team for migrant students at French Camp School.

2.31Each elementary site will form groups at each grade level based on the ELPAC levels to offer leveled 30 minutes of designated ELD instruction each day. District and site administrators will support the English Learner programs at their schools for ELD lesson quality and English Learner class placement. Professional development will be designed to improve language acquisition and instructional strategies for EL students with emphasis on Long Term English Learners. Site administrators will monitor the EL program for adherence to legal requirements. RFEP and EL students will be monitored and documentation kept ensuring academic success and language acquisition.

2.32 Foster/Homeless Youth services will be provided monitoring and following up with attendance, discipline and coordination of services, working with outside agencies to support Foster/Homeless Youth.

2.33High School EL students will have access to ELD classes at their level. EL student progress will be monitored quarterly via High School PLCs, QISA, and department meetings. EL Literacy Coaches at each traditional high school will support EL instruction and provide coaching for teachers of EL students across all content areas. District and site personnel will award students who meet state and district criteria Seals of Biliteracy.

2.34Students will receive support attaining English language proficiency from bilingual paraprofessionals under the supervision of classroom teachers.

2.35Services for Students with Disabilities may include per IEP team agreement, alternative education sites, which may be public or non-public, annual meetings, extended school year for students meeting MUSD extended school year criteria, and appropriate curriculum.

2.36Foster students will have an intake meeting

each year and within 30 days of transferring into a new school to measure, coordinate, and improve services. Site points of contact modeled after the MUSD homeless point of contact program will evaluate and coordinate services for Foster Students.

2.37MUSD will work with courts, agencies, and foster families to ensure when possible, foster students remain at their homeschool for the duration of the school year. Transferring foster students will be promptly enrolled in the appropriate school and classes and transferring foster students will be awarded credit for all work completed including partial credits.

2.38High school students may concurrently enroll in classes offered at Manteca Adult School for credit recovery opportunities.

2.39Middle Bridges for grades 7-8, Success 101 for grade 9, and Get Focused, Stay Focused for grades 10-12 will be funded to engage students in their learning and future decisions.

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June 2019Pathway, Automotive Technology through the Systems, Diagnostics, Service, Repair Pathway, and Health Careers through the Health Science and Medical Technology Pathway. Matching fund requirements such as for the Ag Incentive Grant will be met. Students will have access to internships for real work experiences. SJ Delta College will offer Dual Enrollment classes after school and in the summer. Advantage future teacher program will be funded. Professional learning opportunities will be provided. Industry certifications will be funded.

3.21The Department of Elementary Education will support programs, interventions, curriculum, modifications to the learning environment, technology, the IMC, instructional materials, professional learning, and K-8 education, staff, release time, and the needs of the PK-8 program.

3.22The Department of Curriculum/Instruction and Compensatory Education will support databases, parent engagement, intervention, programs, instructional materials, professional learning, software, staff, curriculum, and the needs of students identified by board goals and the California Ed Code.

3.23Students will receive instruction from qualified staff trained to implement the California State Standards (CSS). The instructional staff will be supported by staff such as but not limited to paraprofessionals, DSTs, LMTs, and certificated support staff such as counselors, administrators, program specialists, directors, occupational therapists, and teachers on special assignment in providing instruction which is rigorous and relevant. Temporary or permanent positions may be added due to increased enrollment or other needs identified by the district. Supplemental/Concentration

funds may be used to increase salaries, benefits, or stipends to increase the number of fully credentialed teacher percentages beyond the current 93%, recognizing that attracting and retaining qualified teachers is necessary for better educating unduplicated students as well as all students. Supplemental/Concentration funds may also be used to support salaries for professional development, collaboration, and independent professional learning.

3.24Students and staff will have access to technology to individualize instruction, attain technology skills embedded in the CCSS, address different learning styles, increase access to the core curriculum, increase parent curriculum awareness, increase engagement, create 21st century learners, and ensure equity and access to technology for MUSD unduplicated students.

3.25Students will have access to standards aligned curriculum materials when available or during a K-8 adoption cycle. Materials may be cross curricular and for a broad course of study per Section 51210 including Math, English, Social Studies, Science, Visual Arts, Performing Arts, Health, Physical Education, CTE, STEAM, Vocational, and STEM. Materials may include traditional as well as non-traditional delivery models, such as technologically based materials.

3.26Students will receive support services to ensure they are on a college or career pathway such as an annual consultation for high school students on course access, A-G requirements, AP course interest, and credit evaluation. Students will be awarded all work completed including partial credits. Counselors will evaluate all 7-8 students to identify at risk students. Counselors will

track all Algebra A and B students weekly. SSTs will be held for students falling below a C- in Algebra A or B. Teachers will provide mandatory tutorials in Algebra A and B. Counselors and assistant principals

from each high school will meet with Secondary Education and Compensatory Education to ensure their master schedules are offering a broad Course of study and that English Learners as well as all students have access to classes.

3.27Year 5 of NGSS Implementation will continue to use Mystery Science (K-5) and STEMScopes (6-8) as the transition NGSS curriculum as the curriculum adoption process for grades 6-8 is finalized and the process for grades K-5 and High School begins. Staff will use the state approved CA TIME (Toolkit for Instructional Materials Adoption) process to select the NGSS aligned curriculum that best fits district needs. Teachers will continue to be trained in the intricacies of the NGSS and best practices for NGSS implementation.

3.28Teachers will receive leveled, differentiated professional learning aligned with district initiatives, student’s needs, and professional requirements before and after school, during school hours, via conferences, in workshops, PLCs, and QISA groups to ensure instructional mastery of California Content standards.

3.29The Teacher Induction program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements for the California Clear Credential. The MUSD Teacher Induction Program is locally designed and implemented in accordance with the Standards of Quality and Effectiveness for Professional Teacher Induction Programs and aligned to the California Standards for the Teaching Profession. MUSD Teacher Induction also supports interns, pre-interns, and tenured teachers on improvement plans to ensure all students but especially those most at risk, the unduplicated students, receive quality instruction.

3.30Students will have maker space and STEM opportunities. Students will have access to materials, practical application projects, robotics, gaming, workshops, conferences, competitions, evening events, summer camps, and digital learning days. Professional learning opportunities will be provided.

Documents

LCAP · 2019. 7. 2. · teachers, literacy coaches, administrators and academic coaches training on small group rotation methods focused on standards. Trainer(s) will model lessons