sarc report for copperopolis elementary - mtwain.k12.ca.us · kindergarten grade 1 grade 2 grade 3...

Copperopolis Elementary

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Ms. Karen Vail, PrincipalPrincipal, Copperopolis Elementary

Copperopolis Elementary is a rural TK-6 school in the foothills of Calaveras County. We are approximately 40 miles east ofStockton, CA. We have a variety of services for students including counseling. We provide district services for Special DayClass students TK- 3rd grade. Sports are offered for students in good academic standing for 5th and 6th graders. Whenstudents reach 7th grade they attend Mark Twain Elementary in Angels Camp, CA. Our staff has been trained inimplementing the new California Standards w ith a focus this year in Next Generat ion Science Standards. Our currentenrollment is 300 students. We have a very act ive Parent Teacher Club and they welcome new members.

Copperopolis Elementary217 School St.Copperopolis, CA 95228-0145

Phone: 209-782-3500E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/6/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Mark Twain Union Elementary

Phone Number (209) 736-1855

Superintendent Julia T idball

E-mail Address jt [email protected]

Web Site www.mtwain.k12.ca.us

School Contact Information (School Year 2016-17)

School Name Copperopolis Elementary

Street 217 School St.

City, State, Zip Copperopolis, Ca, 95228-0145

Phone Number 209-782-3500

Principal Ms. Karen Vail, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

05615726003388

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Copperopolis Elementary School is a rural K-6 school of approximately 300 students located in the foothills of Calaveras County. Our school along w ith Mark TwainElementary School in Angels Camp forms the Mark Twain Union Elementary School District . The school staff is committed to providing all students a California StateCommon Core Standards based educat ion w ith a foundat ion of best pract ices and current research. The educat ion provided by Copperopolis Elementary Schoolenables students to become successful and product ive members of society. A high priority is placed upon maintaining a safe environment which supports studentlearning and is characterized by respect and caring on the part of the students, staff and parent communit ies.

2015-16 SARC - Copperopolis Elementary

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www.mtwain.k12.ca.us




Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 40

Grade 1 41

Grade 2 35

Grade 3 43

Grade 4 48

Grade 5 41

Grade 6 42

Total Enrollment 277

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 60

10

20

30

40

50

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 1.4 %

American Indian or Alaska Nat ive 1.4 %

Asian 1.1 %

Filipino 0.4 %

Hispanic or Lat ino 15.9 %

Native Hawaiian or Pacific Islander 0.0 %

White 73.6 %

Two or More Races 5.8 %

Other 0.4 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 59.9 %

English Learners 2.5 %

Students w ith Disabilit ies 16.2 %

Foster Youth 1.1 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 12 13 15 38

Without Full Credent ial 0 0 0 1

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

2014-15 2015-16 2016-170.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 1 0

2014-15 2015-16 2016-170.0

0.2

0.4

0.6

0.8

1.0

1.2Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: December 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 99.0% 1.0%

High-Poverty Schoolsin District

99.0% 1.0%

Low-Poverty Schoolsin District

0.0% 0.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Note: Cells w ith N/A values do not require data.

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsTK-5 Treasures McGraw Hill/6th Holt

No 0.0 %

MathematicsCA Common Core Envision TK-6

No 0.0 %

ScienceMcMillian/McGraw K-5

Prent ice Hall 6th

No 0.0 %

History-Social SciencePearson Scott Foresman K-1

Harcourt Relect ions 2-6

No 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and Performing Arts 0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: January 2017

Overall Facility RateYear and month of the most recent FIT report: January 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Copperopolis Elementary School facilit ies are safe, clean and well maintained. Our campus is composed of fifteen classroom buildings, a media center, amult ipurpose building, an office and a restroom building. The campus includes a track, field and playground area. Maintenance and custodial services are providedby one full-t ime and one part-t ime staff members in addit ion to District support staff personnel. The school works in conjuct ion w ith a local garden organizat ionregarding landscape improvements and school garden projects.

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

GoodAir filters are replaced on a regular

basis. When units fail tehy arereplaced.

Interior: Interior Surfaces GoodFacilit ies are painted as needed.

Baseboards need to be repainted inthe mult ipurpose room.

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

GoodAt the first sign of pests,exterminator is not iifed.

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

GoodToliet has recent ly been replaced in

student restroom.

Safety: Fire Safety, HazardousMaterials

GoodFindings in recent JPA have beenaddressed, including clearing areaaround some fire ext inguishers.

Structural: StructuralDamage, Roofs

GoodRoofs are monitor after large rain

events. No leaks current ly.

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

FairBark area rebuilt to accomadate safedistacne around the sw ing set. Bark

is replaced as needed.

Some screens need to be replacedin w indows.

Baseball field needs to be regradedwith new dirt .

Long pit need to be refurbished-spring project.

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 47 46 97.9% 52.2%

Male 22 22 100.0% 36.4%

Female 25 24 96.0% 66.7%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino 12 11 91.7% 72.7%

Native Hawaiian or Pacific Islander -- -- -- --

White 30 30 100.0% 46.7%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 34 33 97.1% 39.4%

English Learners -- -- -- --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 47 46 97.9% 43.5%

Male 21 21 100.0% 47.6%

Female 26 25 96.2% 40.0%



Asian -- -- -- --


Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White 39 38 97.4% 44.7%








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All Students 40 39 97.5% 48.7%

Male 22 21 95.5% 42.9%

Female 18 18 100.0% 55.6%



Asian -- -- -- --




White 32 31 96.9% 51.6%








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ELA- ELA- Grade 6Grade 6


All Students 25 25 100.0% 52.0%

Male 12 12 100.0% 33.3%

Female 13 13 100.0% 69.2%



Asian -- -- -- --




White 20 20 100.0% 55.0%








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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 47 46 97.9% 54.4%

Male 22 22 100.0% 59.1%

Female 25 24 96.0% 50.0%



Asian -- -- -- --


Hispanic or Lat ino 12 11 91.7% 63.6%

Native Hawaiian or Pacific Islander -- -- -- --

White 30 30 100.0% 50.0%








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All Students 47 46 97.9% 41.3%

Male 21 21 100.0% 52.4%

Female 26 25 96.2% 32.0%



Asian -- -- -- --




White 39 38 97.4% 39.5%








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All Students 40 39 97.5% 25.6%

Male 22 21 95.5% 28.6%

Female 18 18 100.0% 22.2%



Asian -- -- -- --




White 32 31 96.9% 25.8%








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All Students 25 25 100.0% 36.0%

Male 12 12 100.0% 33.3%

Female 13 13 100.0% 38.5%



Asian -- -- -- --




White 20 20 100.0% 40.0%








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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced

School District State

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 53.0% 56.0% 55.0% 61.0% 55.0% 54.0% -- -- --

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 40 40 100.0% 55.0%

Male 22 22 100.0% 54.6%

Female 18 18 100.0% 55.6%



Asian 0 0 0.0% 0.0%

Filipino 0 0 0.0% 0.0%


Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 32 32 100.0% 53.1%



English Learners 0 0 0.0% 0.0%


Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Parents are encouraged to volunteer on our campus. We have a variety of ways in which you can assist us. We have a volunteer run "Read Naturally" programevery morning from 8:00 to 8:30 every morning. We enjoy having parents join us on field trips and help out in classrooms for various act ivit ies. Copper School hasa very act ive PTC who sponsor various student act ivit ies and projects through fund raising. Parents are members of our School Site Council and Cit izens BondOversight Committee. Regular parent meetings are held throughout the year that address a variety of topics including math, homework help, LCAP input,Common Core Standards, and others issues. A newly formed Posit ive School Culture Committee has been formed this year and it meet regularly to focus onimproving school culture. It is current ly recruit ing volunteers to supervise alternat ive recess act ivit ies such as art, music, and organized sports once a week.


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions

School District State

Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 1.3 0.7 1.2 4.7 4.9 4.9

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0School Expulsions

District Expulsions

State Expulsions

Copperopolis Elementary reviews its safety plan annually, next review w ill take place on 1/17. We part icipate in monthly fire drills and pract ice various other typesof drills including earthquake and lockdown. We work w ith local law enforcement regarding best pract ices for act ive shooter response and other emergencies.Staff members receive trainings presented by law enforcement including elements of Hide, Flight or Fight procedures. Staff knows how to evacuate the schoolfor fire drills and how to lock and hold in the event of a suspicious person on campus. We have a designated off campus rendezvous spot for evacuat ion andreunificat ion. Staff have been trained in various FEMA protocols. Improvement of Reunificait ion proceedures cont inue to be a priority for this year.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Academic Counselors and Other Support Staff (School Year 2015-16)


Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status Not in PI Not in PI

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 50.0%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 14.0 2 0 23.0 0 2 18.0 2

1 22.0 1 1 18.0 2 20.0 2

2 22.0 0 2 21.0 1 1 24.0 2

3 26.0 0 1 23.0 3 24.0 2

4 24.0 0 1 26.0 2 30.0 1

5 32.0 0 1 30.0 1 30.0 1

6 30.0 0 2 33.0 1 27.0 1

Other 9.0 1 10.0 1

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist 0.5 N/A

Social Worker N/A

Nurse 0.2 N/A

Speech/Language/Hearing Specialist 0.8 N/A

Resource Specialist (non-teaching) N/A

Other N/A


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*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $6500.0 $1888.0 $4900.0 --

District N/A N/A $6510.0 $61627.0

Percent Difference – School Site andDistrict

N/A N/A -0.7% -1.0%

State N/A N/A $5677.0 $60985.0

Percent Difference – School Site and State N/A N/A -1.4% -6.0%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Professional Development

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

Copperopolis El. has an RSP TK-6 and an SDC TK-3 program. Speech and Language, Adapt ive PE, Vision Impairment and OT services are provided for studentsw ith IEP's. The ASSIST process is the schoool's RtI and supports struggling students K-6. This team develops measurable goals for students to track progress.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $33,045 $41,085

Mid-Range Teacher Salary $61,975 $59,415

Highest Teacher Salary $83,272 $75,998

Average Principal Salary (Elementary) $77,060 $100,438

Average Principal Salary (Middle) $ $101,868

Average Principal Salary (High) $ $

Superintendent Salary $107,500 $116,069

Percent of Budget for Teacher Salaries 38.0% 33.0%

Percent of Budget for Administrat ive Salaries 7.0% 7.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

10000

20000

30000

40000

50000

60000

70000

80000

Staff development opportunit ies are a high priority at our site and for the Mark Twain Union Elementary School District . Professional Collaborat ion Days are heldtw ice monthly to facilitate professional growth and collaborat ion between the District teaching staff. Teachers and classified employees are encouraged to attendworkshops and trainings which w ill assist them in obtaining their professional goals and benefit the site as a whole. The site staff benefits from trainings offered bythe Calaveras County Office of Educat ion and neighboring county offices, outside agencies and a partnership w ith the San Joaquin County Office of Educat ionRSDSS program. Staff collaborates in other ways such as book reads, Instruct ional Rounds and peer trainings in technology. All staff members are committed toreceive training in Common Core State Standards. Special Educat ion staff- both classified and cert ificated- part icipate in training for Aut ism Program Developmentand Review including Evidence Based Pract ices. Probabionary teachers recive support as well. The focus in 2016-17 has been NGSS inplementat ion as well aswrit ing insruct ion.


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http://www.cde.ca.gov/ds/fd/cs/



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