ca dashboard lea local indicators

CA Dashboard LEA Local Indicators

Narrative Summary for _________ SCCOE-Student Services Branch-Special

Ed/Alternative Education 2018-19_____

Alternative Education: The Alternative Education Department (AED) provides educational services for students who have been unsuccessful in other educational settings for a variety of reasons, including but not limited to: social, emotional, economic, and legal issues. AED serves at-risk and incarcerated youth in two types of settings: (1) Juvenile Probation Department facilities – Juvenile Hall, Ranch facilities, and Alternative Collaborative Programs; and (2) a Community School serving students released from their home districts. AED emphasizes improving students’ literacy, numeracy and social skills. AED also provides opportunities for preparation for future employment through job development, Career and Technical Education (CTE) courses and the High School Equivalency Test (HiSET). All students participate in the California Assessment of Student Performance and Progress (CAASPP). Our Course of Studies in the core subject areas address the California Academic Content Standards, and students actively earn credits toward graduation. Special Education Program: The Santa Clara County Office of Education’s Special Education Program serves students at 66 school sites in 172 classrooms. The department serves as a partner with the county’s public 31 school districts and 65 Charter Schools to serve students with disabilities. The Special Education professional team includes Special Education teachers, itinerant specialists, para-educators, psychologists, nurses, other support staff and administrators. Each member of the team plays an important role in delivering quality instruction to all students. The professional team helps to meet the special education needs of students in accordance with their Individualized Educational Plan from birth to age 22. Each year, students benefit from the intensive instructional programs and services provided at a variety of sites. Infants and toddlers receive early intervention services. Parents are provided information and resources to support their child’s needs. The Special Education Program operates classes on public school campuses to maximize inclusion opportunities. Professional teams align special education goals with Common Core State Standards and Preschool Learning Foundations. Students receive instruction in the core curriculum and participate in state testing programs. Special Education programs include:

Deaf/Hard of Hearing: Provides total communication approach that allows for all forms of communication in an instructional program.

Orthopedic Impairments: Provides instructional programs with instructors specializing in assistive technology and integration strategies to enhance the instructional program.

Autism Spectrum Disorders: Classroom programs are based on structured teaching with the use of visual schedules, work systems and partner-assisted visually-aided systems of communication.

Emotional Disturbance: Students receive individual and group Social Emotional and Mental Health services and support as well as academic instruction.

Severe Medical Needs and Cognitive Delays: Provides instruction in modified curriculum based on Common Core, independent living skills and inclusion.

Early Start Program: Provides support and resources to family members and caregivers to enhance children’s learning and development.

Itinerant Services: Specialists provide services to district and county students in the following areas: Deaf and Hard of Hearing, Visual Impairment, Orientation and Mobility, Adapted Physical Education, Orthopedic Impairments, Assistive Technology, Behavioral, Counseling and home teaching.

Workability Program: Serves students 16-22 years of age providing vocational training, transition planning and self-advocacy.

Post-Secondary: Designed for students 18-22 years of age with moderate-severe disabilities. The program provides an academic program and vocational skills while allowing access to community based instruction.

Foster Youth Services Coordinating Program: The Santa Clara County Office of Education’s Foster Youth Services Coordinating Program (FYSCP) provides technical support to districts to ensure students involved in the foster care system receive direct services from their home school districts. Services are designed to address their vital educational and social-emotional needs. FYSCP technical support includes providing guidance and training to schools and school districts regarding the various educational laws and practices that protect the rights of students in foster care. FYSCP also provides resources specific to the educational success of students in foster care. FYSCP works in collaboration with substitute care providers, the Juvenile Justice Department, the Department of Family and Children’s Services and other agencies and organizations who work to improve the lives of students in foster care. FYSCP provides educational services, opportunities and supports to those foster youth enrolled in SCCOE’s Alternative Education and Special Education programs in accordance to the AB 854 mandate. FYSCP works in collaboration with school districts, child welfare services, juvenile court, probation, community colleges, and substitute care providers to improve educational outcomes for foster youth. Services provided include immediate enrollment, tutoring, mentoring, counseling, gathering and reviewing school records, accessing completion of partial credit and/or credit recovery, assisting with post-secondary education preparation including identification and referral of community resources. In addition, FYSCP provides technical support and training to staff as it pertains to laws, practices and rights that protect students in foster care.

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional

Materials, and Safe, Clean and Functional School Facilities (Priority 1)

This is the submission form for the local educational agency (school district, charter school, and county

office of education) to complete on the local performance indicator for appropriately assigned teachers,

access to curriculum-aligned instructional materials, and safe, clean and functional school facilities

(Priority 1).

Standard: Local educational agency annually measures its progress in meeting the Williams settlement

requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or

other deficiencies identified throughout the academic year, as applicable; and provides information

annually on progress meeting this standard to its local governing board and to stakeholders and the

public through the evaluation rubrics.

Instructions: Local educational agency uses locally available information, including data currently

reported through the School Accountability Report Card, and determines whether it report the results to

its local governing board and through the self-reflection tool below. In the future, this information will be

auto-populated within the web-based evaluation rubrics system (California School Dashboard) for local

educational agencies that use the California Department of Education’s School Accountability Report

Card template. Currently, all local educational agencies will need to provide the following information:

All fields marked with an asterisk (*) are required

Number/percentage of misassignments of teachers of English learners, total teacher misassignments, and vacant teacher positions: *

(0%)

Number/percentage of students without access to their own copies of standards-aligned instructional materials for use at school and at home: *

(0%)

Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies and extreme deficiencies): *

0

Criteria:

Please assess the local educational agency performance on meeting the standard by designating the

following: *

Met Not Met Not Met For Two or More Years

Self-Reflection Tool for Implementation of State Academic Standards (Priority 2)

This is the submission form for the local educational agency (school district, charter school, and county

office of education) to complete on the local performance indicator for the implementation of state

academic standards (Priority 2).

Standard: Local educational agency annually measures its progress implementing state academic

standards and reports the results to its local governing board at a regularly scheduled meeting of the

local governing board and to stakeholders and the public through the evaluation rubrics.

Instructions: Local educational agency measures its progress using one of the self-reflective tools below

and reports the results to its local governing board at a regularly scheduled meeting and through the

evaluation rubrics web-based system (California School Dashboard).

Local educational agencies may provide a narrative summary of their progress in the implementation of

state academic standards based on locally selected measures or tools (Option 1). Alternatively, local

educational agencies may complete the optional reflection tool (Option 2).

All fields marked with an asterisk (*) are required

Reflection Tool

Recently Adopted Academic Standards and/or Curriculum Frameworks

1. Rate the local educational agency's progress in providing professional learning for teaching to the

recently adopted academic standards and/or curriculum frameworks identified below.

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 –

Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Content area 1 2 3 4 5

English Language Arts – Common Core State Standards for English Language Arts 2

English Language Development (Aligned to English Language Arts Standards) 2

Mathematics – Common Core State Standards for Mathematics 3

Next Generation Science Standards 2

History-Social Science 2

2. Rate the local educational agency's progress in making instructional materials that are aligned to the

recently adopted academic standards and/or curriculum frameworks identified below available in all

classrooms where the subject is taught.









3. Rate the local educational agency's progress in implementing policies or programs to support staff in

identifying areas where they can improve in delivering instruction aligned to the recently adopted

academic standards and/or curriculum frameworks identified below (e.g., collaborative time, focused

classroom walkthroughs, teacher pairing)









Other Adopted Academic Standards

4. Rate the local educational agency's progress implementing each of the following academic standards

adopted by the State Board of Education for all students.




Career Technical Education 3

Health Education Content Standards 2

Physical Education Model Content Standards 2

Visual and Performing Arts 2

World Language 1

Support for Teachers and Administrators

5. During the 2017-18 school year (including summer 2018), rate the local educational agency's success

at engaging in the following activities with teachers and school administrators?



Activity 1 2 3 4 5

Identifying the professional learning needs of groups of teachers or staff as a whole

4

Identifying the professional learning needs of individual teachers 3

Providing support for teachers on the standards they have not yet mastered 3

Criteria:


following: *


Self-Reflection Tool for Parent Engagement (Priority 3)

This is the submission form for the local educational agency (school districts, charter school, and county

office of education) to complete on the local performance indicator for parent engagement (Priority 3).

Standard: Local educational agency annually measures its progress in: (1) seeking input from parents in

decision making; and (2) promoting parental participation in programs, and reports the results to its

local governing board at a regularly scheduled meeting of the local governing board and to stakeholders

and the public through the evaluation rubrics.

Instructions: Local educational agency measures its progress using one of the self-reflection tools below

and reports the results to its local governing board at a regularly scheduled meeting and through the

evaluation rubrics web-based system (California School Dashboard).

Local educational agencies will provide a narrative summary of their progress toward (1) seeking input

from parents/guardians in school and district decision making; and (2) promoting parental participation

in programs.

The summary of progress must be based either on information collected through surveys of

parents/guardians or other local measures. Under either option, the local educational agency briefly

describes why it chose the selected measures, including whether the local educational agency expects

that progress on the selected measure is related to goals it has established for other Local Control

Funding Formula priorities in its Local Control and Accountability Plan.

Local Measures

Summarize:

The local educational agency's progress on at least one measure related to seeking input from

parents/guardians in school and district decision making;

The local educational agency's progress on at least one measure related to promoting parental

participation in programs; and

Why the local educational agency chose the selected measures and whether the findings relate to the

goals established for other Local Control Funding Formula priorities in the Local Control and

Accountability Plan.

Examples of measures that local educational agencies could select are listed below.

A. Seeking Input in School/District Decision Making

Measure of teacher and administrator participation in professional development opportunities related

to engaging parents/guardians in decision making.

Measure of participation by parents/guardians in trainings that also involve school/district staff to build

capacity in working collaboratively.

Measure of parent/guardian participation in meetings of the local governing board and/or advisory

committees.

B. Promoting Participation in Programs

Measure of whether school sites have access to interpretation and translation services to allow

parents/guardians to participate fully in educational programs and individual meetings with school staff

related to their child’s education.

Measure of whether school sites provide trainings or workshops for parents/guardians that are linked to

student learning and/or social-emotional development and growth.

Measure of whether school and district staff (teachers, administrators, support staff) have completed

professional development on effective parent/guardian engagement in the last two school years.

Text is limited to 3000 characters

During the 2017-18 school year, there have been 6 ELAC and 6 School site council meetings with an average of 8 members in attendance for both Alternative Education and Special education respectively. In Special Education, there have been 4 Parent Institutes (seminars/workshops) with an average attendance of 14 parents. In addition, there have been 9 PODD (communication device) trainings for parents with an average attendance of 9 parents. Parents were provided different opportunities to engage with the Student Services Branch to provide feedback. Parents were engaged through surveys and discussions at various forums that included School Site Council Meetings, English Learner Advisory Committee (ELAC) meetings, and parent training opportunities. From these stakeholder meetings throughout the school year the student services branch was able to identify priorities as it relates to parent engagement: • Promote awareness and increase parent attendance of engagement activities • Increasing parent communication. To promote parent involvement, services will be provided to increase communication between the department/school sites and families. The department is looking to provide communication through newsletters available in various languages and accessible in hardcopy at program sites, and through our website in digital formats. The department and clusters will implement communication to inform parents about school activities and student progress. Parent involvement in school decision making and support for student learning are important elements in education. The department redeveloped the intake process to increase communication, expectations, supports, and resources and to improve alignment of resources to student needs. Family engagement is enhanced by offering parent events. The department implemented parent breakfasts/coffee chats and School Site Council (SSC)/English Learner Advisory Committee (ELAC) meetings to involve parents in decision making for the department as well as provide feedback on how services can be improved. In addition, this year a Parent Advisory Committee (PAC) met quarterly to inform the LCAP process to ensure their voice in the process. Student attendance is an area that greatly impacts student achievement. The department identified the following practices as strategies and activities to assist in having a positive impact in encouraging students and families to regularly attend school: raise awareness of the negative impacts of chronic absence and truancy, identify and address factors contributing to chronic absenteeism and habitual truancy, including suspension and expulsion, and ensure that pupils with attendance problems are identified as early as possible to provide appropriate support services and interventions. The Parent Institute workshops assisted families to better

understand the resources and supports that can be provided to students with educational and/or social/emotional need.

Criteria:


following:*


School Climate (Priority 6)

This is the submission form for the local educational agency coordinator (school district, charter school,

and county office) to complete on the local performance indicator for school climate (Priority 6).

Standard: The LEA administers a local climate survey at least every other year that provides a valid

measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey,

to students in at least one grade within the grade span(s) that the LEA serves (e.g., K–5, 6–8, 9–12), and

reports the results to its local governing board at a regularly scheduled meeting of the local governing

board and to stakeholders and the public through the California School Dashboard.

Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board

and through the local data selection option in the Dashboard.

Local educational agencies (LEAs) will provide a narrative summary of the local administration and

analysis of a local climate survey that captures a valid measure of student perceptions of school safety

and connectedness in at least one grade within the grade span (e.g., K–5, 6–8, 9–12) in a text box

provided in the California School Dashboard. LEAs will have an opportunity to include differences among

student groups, and for surveys that provide an overall score, such as the California Healthy Kids Survey,

report the overall score for all students and student groups. This summary may also include an analysis

of a subset of specific items on a local survey and additional data collection tools that are particularly

relevant to school conditions and climate. The following are suggested guiding questions to help frame

the narrative summary:

1. DATA: Reflect on the key learnings from the survey results and share what the LEA learned.

2. MEANING: What do the disaggregated results (if applicable) of the survey and other data

collection methods reveal about schools in the LEA, such as areas of strength or growth,

challenges, and barriers?

3. USE: What revisions, decisions, or actions has, or will, the LEA implement in response to the

results for continuous improvement purposes? Why? If you have already implemented actions,

did you see the results you were seeking?


The Student Services Branch annually surveys students, parents, staff, and community members to ensure they are involved in the annual LCAP, SPSA, SARC, School Climate, ELAC, and other related components of our school communities and Department. This year our LCAP survey achieved a combined (AED and SPED) response rate of 21% in 2017-18 and was less then expected. As a result, we have redeveloped our system to inquiry moving forward to increase survey participation. This year the California Healthy Kids Survey was administered in collaboration with ongoing academic assessments to ascertain the current levels of student need. In combination with the Health Kids Survey, the Department analyzes student attendance rate, chronic absenteeism, and dropout rates. The results of the Student Services Branch bi-annual survey provided illustrated feedback from students, parents, and staff. The questions focused on academics, learning environment, communication, respect, and levels of services. The majority of the feedback illuminated a high level agreements with the quality of the program using a 5 gradient scale 1 being the lowest. The following illustrates some of the primary feedback:

88% Students felt welcome and safe at schools

88% Students indicated that teachers treated them with respect

90% Parents indicated that the principals treated them with respect

74% Students indicated that they are treated fairly by the principal

76% Students indicated that they were treated with respect from support staff and academic counselors

84% Students and Parents indicate that they feel respect regardless of race, religion, sexual orientation by teachers, support staff, counselors, and administration.

The Student Services department further analyzed the student academic data, student-family-staff surveys, progress toward graduation requirements, and graduation rates in order to prioritize actions. Based on students’ current level of social and emotional behaviors, the department increased direct behavioral and mental health support. Students and parents report minimal exposure or understanding of local resources that include parks, community-based organizations, museums, universities, colleges, and community colleges. In addition, the school staff identify a greater need for pro-social activities, groups, mentors, and field trips.

Criteria: Please assess the local educational agency performance on meeting the standard by

designating the following:*


Self-Reflection Tool (Priority 7) - Access to a Broad Course of Study (New in

2018)

Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which

students have access to, and are enrolled in, a broad course of study that includes the adopted courses

of study specified in the California Education Code for Grades 1-6 and Grades 7-12 , as applicable,

including the programs and services developed and provided to unduplicated students and individuals

with exceptional needs, and report the results to their local governing board at regularly scheduled

meetings of the local governing board and to stakeholders and the public through the Dashboard.

Evidence: The LEA responds to the self-reflection tools as specified and reports the results to its local

governing board and through the local data selection option in the Dashboard.

Approach for Self-Reflection Tool to Use as Evidence

LEAs provide a narrative summary of the extent to which all students have access to and are enrolled in

a broad course of study by addressing, at a minimum, the following four prompts:

1. Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which

all students have access to, and are enrolled in, a broad course of study, based on grade spans,

unduplicated student groups, and individuals with exceptional needs served.


Due to the nature of our Alternative Education schools (court and community schools) and Special Education schools our students are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs and per IEP. Through our LCAP process and the Dashboard we report results to our local governing board. The LCAP is reported annually in June and our Dashboard in October. All of these meetings are regular board meetings and are open to the public. In addition, there materials are available online.

2. Using the locally selected measures or tools, summarize the extent to which all students have access

to, and are enrolled in, a broad course of study. The summary should identify any differences across

school sites and student groups in access to, and enrollment in, a broad course of study. LEAs may

describe progress over time in the extent to which all students have access to, and are enrolled in, a

broad course of study.


All students have access to, and are enrolled in, a broad course of study based on their individual learning needs. Student transcripts, IEPs, 504s, student and family choice, and graduation plans are analyzed for each student and they are enrolled in a broad course of study that leads to their graduation plan, completion plan, terms of their expulsion, and or transition plan. Students and families are part of the planning process, enrollment, and completion process.

3. Given the results of the tool or locally selected measures, identify the barriers preventing the LEA

from providing access to a broad course of study for all students.


Due to the nature of our Alternative Education and Special Education students and programs we provide individualized learning and a broad course of study that meets state and local requirements. In addition, students have opportunities to co-enroll in Metro Ed, local districts classes, and post-secondary education when appropriate and individualized.

4. In response to the results of the tool or locally selected measures, what revisions, decisions, or new

actions will the LEA implement, or has the LEA implemented, to ensure access to a broad course of study

for all students?


The Student Services Division collaborates with districts partners to ensure that we provide a high level of services for our Alternative Education and Special Education Students. Through District Representative Meetings, District Representative & Joint Partners Meetings, Special Education Re-Benching, Annual LCAP Surveys, and other avenues we align, collaborate, and provide a full broad range course of study for all of our students.

Additional information about enrollment in courses and the number of courses offered in different

subjects at schools is available on the California Department of Education DataQuest web page.




Coordination of Services for Expelled Students - COE Only (Priority 9)

Assess the degree of implementation of the progress in coordinating instruction for expelled students in your county?

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Priority 9 1 2 3 4 5

1.a. Assessing status of triennial plan for providing educational services to all expelled students in the county, including: Review of required data.

5

1.b. Assessing status of triennial plan for providing educational services to all expelled students in the county, including: Identifying existing educational alternatives for expelled pupils, gaps in educational services to expelled pupils, and strategies for filling those service gaps.

5

1.c. Assessing status of triennial plan for providing educational services to all expelled students in the county, including: Identifying alternative

5

https://data1.cde.ca.gov/dataquest/page2.asp?Level=District&subject=Course

placements for pupils who are expelled and placed in district community day school programs, but who fail to meet the terms and conditions of their rehabilitation plan or who pose a danger to other district pupils.

2. Coordinating on development and implementation of triennial plan with all local educational agencies within the county.

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3. Establishing ongoing collaboration and policy development for transparent referral process for local educational agencies within the county to the county office of education or other program options, including dissemination to all local educational agencies within the county a menu of available continuum of services for expelled students.

5

4. Developing memorandum of understanding regarding the coordination of partial credit policies between district of residence and county office of education.

2




Coordination of Services for Foster Youth – COE Only (Priority 10)

Assess the degree of implementation of coordinated service program components for foster youth in your county?

Rating Scale (lowest to highest): 1 – Exploration and Research Phase; 2 – Beginning Development; 3 – Initial Implementation; 4 – Full Implementation; 5 – Full Implementation and Sustainability

Priority 10 1 2 3 4 5

1. Establishing ongoing collaboration and supporting policy development, including establishing formalized information sharing agreements with child welfare, probation, Local Education Agency (LEAs), the courts, and other organizations to support determining the proper educational placement of foster youth (e.g., school of origin versus current residence, comprehensive versus alternative school, and regular versus special education).

4

2. Building capacity with LEA, probation, child welfare, and other organizations for purposes of implementing school-based support infrastructure for foster youth intended to improve educational outcomes (e.g., provide regular professional

4

development with the Foster Youth Liaisons to facilitate adequate transportation services for foster youth).

3. Providing information and assistance to LEAs regarding the educational needs of foster youth in order to improve educational outcomes.

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4. Providing direct educational services for foster youth in LEA or county-operated programs provided the school district has certified that specified services cannot be provided or funded using other sources, including, but not limited to, Local Control Funding Formula, federal, state or local funding.

3

5. Establishing ongoing collaboration and supporting development of policies and procedures that facilitate expeditious transfer of records, transcripts, and other relevant educational information.

4

6. Facilitating the coordination of post-secondary opportunities for youth by engaging with systems partners, including, but not limited to, child welfare transition planning and independent living services, community colleges or universities, career technical education, and workforce development providers.

4

7. Developing strategies to prioritize the needs of foster youth in the community, using community-wide assessments that consider age group, geographical area, and identification of highest needs students based on academic needs and placement type.

2

8. Engaging in the process of reviewing plan deliverables and of collecting and analyzing LEA and COE level outcome data for purposes of evaluating effectiveness of support services for foster youth and whether the investment in services contributes to improved educational outcomes for foster youth.

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Met Not Met Not Met For Two or More Years X

ca dashboard lea local indicators

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