Both individual schools and districts are required to meet three criteria for the 2015 AYP, as outlined below. Schools and districts that miss any one of the following criteria do not make AYP. Student academic achievement data is not a part of 2015 AYP; CA schools transitioned to a new assessment system in 2015, and accordingly the state’s accountability system is being redesigned. CUSD’s results are noted for each section.
1. Participation Rate: Target 95 Percent: All schools and districts are required to meet the 95 percent participation rate target. The calculation of the participation rate is based on student participation on the Smarter Balanced Summative Assessments and the California Alternate Assessment field test, part of the California Assessment of Student Performance and Progress system.
CUSD had an overall participation rate of 98% on these assessments. Some grades in CUSD schools did not meet the 95% participation rate.
2. Attendance Rate: Target 90 Percent: Schools and LEAs are required to meet a 90 percent attendance rate target, based on a calculation of enrollment on Fall Census Day in October 2014.
CUSD had an overall attendance rate of 96%.
3. Graduation Rate: Target 90 Percent: All schools and LEAs with grade twelve enrollment or at least one graduate in the 2013–14 graduation cohort are required to meet the 90 percent graduation rate target or their calculated growth target. The growth target is calculated so that all schools and LEAs will be required to meet the 90 percent target by 2019.
CUSD had a 2013-14 cohort graduation rate of 97. 94%, the highest of unified school districts in San Diego County.
More information about the new accountability system for both national and state of California schools will be coming in the next several months. Please look to this report for further updates in the future.
Background Information:
2) Quality Preschool Initiative (QPI) (written)
The Quality Preschool Initiative is funded by First 5 San Diego to provide high-quality preschool opportunities in several communities throughout San Diego County, including Silver Strand State Preschool. About $50 million will be allocated to areas of need between July 2012 and June 2015 for identified preschools. The ultimate goal of the Quality Preschool Initiative is to reduce the school readiness gap and improve school achievement in San Diego County by providing children with the kind of early education experiences they need to do well in school and beyond.
Report:
In July of 2015, Silver Strand State Preschool joined the First 5 San Diego Quality Preschool Initiative (QPI). Through this program, preschools around the county have benefitted from quality enrichment of classrooms, teacher mentoring, and professional development opportunities for staff as well as parent education opportunities to promote positive practices. As a first time participant, CUSD was awarded over $92,000.00 in a mini-grant to enhance its classroom and outdoor environments. The transformation “magically” occurred over the two-week winter break. When the children returned, the room was filled with all new furniture, instructional materials, and supplies to support academic and socio-emotional growth. The room has designated areas for home living, block play, manipulatives, math, science, art, and writing. It also has a new listening center where children can read along with favorite stories.
For the playground, there are several new additions including playhouses, a sand box, play tables, a basketball hoop, outdoor blocks, tricycles, soccer goals, stepping stones, obstacle course materials, and other materials to support the development of young children. To date, Silver Strand preschool students have had a wonderful time exploring all the new and enriching learning materials.
The Quality Preschool Initiative provides one-of-a-kind support to preschool programs by giving them tools they need to improve quality for children, including: external reviews to evaluate adult-child interactions, program safety, and environmental quality; customized professional development and coaching support responsive to the needs of each teacher and director; developmental screening for all children and referral to services as needed; and parent education. Silver Strand State Preschool recently sponsored “Let’s Read Together,” a series of three early literacy workshops that help parents prepare their children for successful lifelong learning. Participating families learned how to interact with their children in ways that promote enjoyment, self-confidence, and a joy of learning. Simple strategies and activities were provided which enhance early literacy development. Each session featured a different story book and families received these books as well as a corresponding activity book for at-home projects that relate to the story. Our next parent education opportunity will be in the spring when Silver Strand State Preschool offers “Positive Solutions for Families.”
Also included in QPI is the QRIS = Quality Rating and Improvement System, which defines the necessary components of an effective preschool program, measures the degree of which these components are in place (rating), and then offers strategies to improve on those measures (improvement). A rating of a preschool site is determined by a calculation of several elements of quality, such as, teacher education qualifications, teacher-student interactions, and the physical space of a classroom learning environment. The higher the tier rating, the better the quality. It is expected that this rating may be connected to future awards of state funds for preschools.
Background Information:
3) Secondary Mathematics Proposal (presentation)
For the past three years, CUSD schools have been transitioning to new standards in mathematics, as mandated by the California Department of Education (CDE), and as required by the revised 2013 California Mathematics Framework. The shifts inherent in these new standards have redefined what it is to be mathematically proficient and affect all students in kindergarten through grade 12. These shifts in pedagogy have caused CA schools, including CUSD, to revise the entire mathematics program including course design and sequence of courses, units of study, lessons, assessments, and methodology. Two options for high school mathematics are available in the new standards: a traditional course sequence of Algebra I, Geometry, Algebra II, and higher mathematics; or, an integrated course sequence that blends content standards from traditional courses into Mathematics I, Mathematics II, Mathematics III, and then on to higher mathematics. Three years ago, Coronado High School mathematics department, with support from CUSD administration, decided to continue to provide the traditional course sequence with a “watch-and-see” attitude as to how other local high schools would handle the transition and learn from them.
For these past three years, CUSD math teachers have been engaged in rigorous and ongoing professional development and collaboration. In large part due to the lack of Common Core State Standards aligned instructional materials, and to ensure curriculum addressed the new standards, CUSD secondary teachers chose to rewrite curriculum for all traditional CHS math courses to align to the new standards. CUSD remunerated participating secondary teachers for this work during the 2013-14 and 2014-15 school years as part of the Secondary Math Redesign Project. Approximately $20,000 was paid to teachers for this challenging and time-consuming work over the course of the two years. Though teacher-created curricula have greatly helped CUSD move forward to address new math standards, overall the work lacks a coherent and consistent structure that overarches all secondary grades. During this time, CHS teachers have been studying integrated mathematics, collaborating regularly with CMS math colleagues, have visited local schools that have transitioned to this option, and have considered newly available curricula.
Report:
CUSD secondary mathematics teachers and CUSD administration, supported by San Diego County Office of Education, will present a multi-year proposal for funding and support needed to transition fully to integrated mathematics for grades 9-12, and continuing support needed for grades 6-8. The rationale for integrated mathematics showing CUSD’s belief that all students can be successful and get to high levels of mathematics as directed by a student’s college and career goals, will be presented. The PowerPoint presentation will be provided to the Governing Board under separate cover.