wuhsd lcff budget overview 060119 · 2019-06-25 · wuhsd page 1 of 4 lcff budget overview for...

WUHSD of 4

LCFF Budget Overview for Parents

Local Educational Agency (LEA) Name: Whittier Union High School District

CDS Code: 1965128

Local Control and Accountability Plan (LCAP) Year: 2019-20

LEA contact information: Matt Frajio, (562) 698-8121 ext. 1196, [email protected]

School districts receive funding from different sources: state funds under the Local Control Funding

Formula (LCFF), other state funds, local funds, and federal funds. LCFF funds include a base level of

funding for all LEAs and extra funding - called "supplemental and concentration" grants - to LEAs based

on the enrollment of high needs students (foster youth, English learners, and low-income students).

Budget Overview for the 2019-20 LCAP Year

All federal funds,

$8,252,920 , 5% Projected Revenue by Fund Source

LCFF Base grant, $105,934,218 , 64%

Local funds/transfers in, $6,742,238 , 4%

Total LCFF funds,

$130,004,500 , 79%

All other state funds, $20, 616,024 , 12%

LCFF supplemental & concentration grants ,

$24,070,282 , 15%

This chart shows the total general purpose revenue Whittier Union High School District expects to receive

in the coming year from all sources

The total revenue projected for Whittier Union High School District is $165,615,682, of which

$130,004,500 is Local Control Funding Formula (LCFF), $20,616,024 is other state funds, $6,742,238 is

local funds/transfers in, and $8,252,920 is federal funds. Of the $130,004,500 in LCFF Funds,

$24,070,282 is generated based on the enrollment of high needs students (foster youth, English learner,

and low-income students).

The LCFF gives school districts more flexibility in deciding how to use state funds. In exchange, school

districts must work with parents, educators, students, and the community to develop a Local Control and

Accountability Plan (LCAP) that shows how they will use these funds to serve students.

mailto:[email protected]

WUHSD of 4

LCFF Budget Overview for Parents

In 2019-20, Whittier Union High School District is projecting it will receive $24,070,282 based on the enrollment of foster youth, English learner, and low-income students. Whittier Union High School District must demonstrate the planned actions and services will increase or improve services for high needs students compared to the services all students receive in proportion to the increased funding it receives for high needs students. In the LCAP, Whittier Union High School District plans to spend $24,070,282 on actions to meet this requirement.

WUHSD of 4

LCFF Budget Overview for ParentsUpdate on Increased or Improved Services for High Needs Students in 2018-19

This chart compares what Whittier Union High School District budgeted last year in the LCAP for actions and services that contribute to increasing or improving services for high needs students with what

Whittier Union High School District estimates it has spent on actions and services that contribute to increasing or improving services for high needs students in the current year

In 2018-19, Whittier Union High School District's LCAP budgeted $23,024,812 for planned actions to increase or improve services for high needs students. Whittier Union High School District estimates that it will actually spend $23,793,148 for actions to increase or improve services for high needs students in 2018-19.

$23,793,148

$23,024,812

$ 0 $ 5,000,000 $ 10,000,000 $ 15,000,000 $ 20,000,000 $ 25,000,000

Current Year Expenditures: Increased or Improved Services for High Needs Students

Total Budgeted Expenditures for High NeedsStudents in the LCAP

Estimated Actual Expenditures for HighNeeds Students in LCAP

WUHSD of 4

LCAP Year (select from 2017-18, 2018-19, 2019-20)

2019-20

Local Control Accountability Plan

and Annual Update (LCAP)

Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze

the LEA's full data set; specific links to the rubrics are also provided within the template.

LEA Name Contact Name and Title Email and Phone

Whittier Union HighMatthew Frajio

Director

[email protected]

(562) 242-8208 1196

LCAP Year (select from 2017-18, 2018-19, 2019-20)

2019-20

Local Control Accountability Plan

and Annual Update (LCAP)

Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze

the LEA's full data set; specific links to the rubrics are also provided within the template.

LEA Name Contact Name and Title Email and Phone

Whittier Union HighMatthew Frajio

Director

[email protected]

(562) 242-8208 1196

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https://elcap.lacoe.edu/lcap2017/docs/addendum.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_a.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_b.html

https://www.caschooldashboard.org/


https://elcap.lacoe.edu/lcap2017/docs/addendum.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_a.html

https://elcap.lacoe.edu/lcap2017/docs/appendix_b.html

https://www.caschooldashboard.org/


2017-20 Plan Summary

The StoryDescribe the students and community and how the LEA serves them.

Whit t ier Union High School Dist r ict is a high-achieving school dist r ict that does Whatever I t Takes t o ensure

student achievem ent and well- being, while suppor t ing teachers as they im plem ent r igorous program s. We

foster a culture of collaborat ion, inclusiveness, and support , set t ing a foundat ion for t he ongoing success of

our students – from the f irst day they step onto our cam puses unt il t he last day when they walk across our

schools’ stages as graduates.

Whit t ier Union serves m ore than 11,000 high school students at f ive award-winning com prehensive high

schools, a m odel cont inuat ion school, an independent student school, and a t ransit ion program . Each year,

we welcom e close to 3,000 freshm an who will spend the next 720 days of t heir high school exper ience

learning from our t alented teachers and staff. I n t hat t im e, we take them from being teens who are j ust

beginning to spread their wings to m ature adult s who are ready to take on the wor ld in college, t he m ilit ary,

and careers – fueling their f lam es of growth so they can f ly t o t he heights in reaching their potent ial.

Through a network of support s and intervent ions designed to m eet each student ’s unique academ ic, social,

and em ot ional needs, staff care for all 11,400 teens. Our student populat ion consist s of 9.4% English Learner

(EL) students and 71.4% receive subsidized lunches, with our LCFF Unduplicated count at 72.7% . The

m ajor it y of our students (89% ) ident ify as Hispanic Lat ino, with 7% White, 1.2% Asian and 1% Afr ican

Am er ican.

Near ly 96% of students are graduat ing from our com prehensive high schools in four years, and, for t hose

students who need m ore t im e and support in alt ernat ive school, 93% are graduat ing in f ive years; students

in grades 10 – 12 have m aintained the highest On-Target for Graduat ion Rates in Dist r ict history; near ly 97%

of seniors are on- t rack to graduate; and, m ore than 90% of graduates enroll in two- or four- year colleges.

These achievem ents would not be possible without our suppor t ive Board of Trustees and dedicated team of

educators who work v igorously t o provide a wor ld- class educat ion to our students, providing the m ost

t ransform at ive 720- day exper ience possible t o each and every student .

LCAP HighlightsIdentify and briefly summarize the key features of this year's LCAP.

Working closely with stakeholders throughout the dist r ict , four goals have been ident if ied for focus within the

upcom ing years. These goals are aligned with other im provem ent effor t s within the dist r ict , including the

Board's Measurable Targets, WASC Cr iter ia, and the Pr incipals’ Annual Review so that all effor t s will be

focused in the sam e direct ion and there will be coherent understanding and act iv it y throughout the dist r ict .

GOAL 1 - Organiza t ion: Schools will be staffed with an increasing percentage of qualif ied teachers and

adm inist rators who m ake enlightened educat ional decisions based on data and effect ively im plem ent , suppor t

and assess act iv it ies that focus on all students achieving high standards, ensur ing that the Dist r ict ’s m ission,

v ision, beliefs, goals & obj ect ives and m easurable t argets are rev iewed annually and serve t o guide t he

operat ion of t he Dist r ict t o m eet t he needs of students. (Act ions and Serv ices, page 9 2 )

GOAL 2 – Cur r icu lum and I nst ruct ion: All students exper ience high-qualit y inst ruct ion that engages their

interest while providing a r igorous, relevant and coordinated curr iculum that suppor t s the achievem ent of t he

State Content Standards. ( Act ions and Serv ices, page 1 2 5 )

GOAL 3 – Assessm ent a nd Account a bilit y : Provide inst ruct ion that ut ilizes inter im and quarter ly

com m on assessm ents that result in the shar ing of student data and the ident if icat ion of best pract ices so that

students learn challenging content and student per form ance is increased. (Act ions and Serv ices, page 1 6 1 )

GOAL 4 - School Cult ure and Suppor t for Persona l and Academ ic Grow t h: Prov ide a com prehensive

system of suppor t serv ices to facilit ate student success, both academ ically and personally. (Act ions and

Serv ices, page 1 7 9 )

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http://ito.lacoe.edu/

Review of Performance

Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment

tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any

specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

Greatest Progress

The Graduation Rate, whose per form ance level was green for all students on the Fall 2018 Dashboard,

cont inues to be the shining star of per form ance at WUHSD, and the area of greatest progress for our

alternat ive educat ion students. Although it was blue for all students last year, t his year it includes all

alt ernat ive DASS students. We are proud of our alternat ive students, and the fact t hat t hey have the

persistence and resilience to stay through their f if t h year to graduate, if needed. While this m ay change the

“ color” on the Dashboard from blue to green, with the actual percentage lower ing from 97% down to 92%

when the students from the cont inuat ion and independent student school are averaged into the four- year

cohort , t he f inal outcom e is the sam e. I n fact , without the alternat ive schools included, the com prehensive

graduat ion rate rem ained at the sam e high rate of 97.3% . With all of the challenges facing today’s youth, a

four- year m andate is not reasonable for all 3,000 graduates.

According to the Dashboard, which recalculates last year ’s data, with alternat ive schools included, WUHSD

Graduation Rate increased 1.8% overall. There are not any groups that are red or orange, with only two groups

that are yellow (English Learners and Students with Disabilit ies) . Five groups are green (Asian, Foster Youth,

Hispanic, Socio-Econ Disadvantaged, and White) with one group blue (hom eless) . This high graduat ion rate

for all st udents, regardless of t he challenges, has been due to m any years of hard work by all st aff m em bers

and the Whatever it Takes init iat ive. Addit ionally, t here are fewer subgroups on each of t he school's

Dashboards who are any color other t han blue or green - - an im provem ent over last year.

A wide var iet y of st rategies in t he classroom , depar tm ents, schools, and the dist r ict focus on m aking sure

that students pass coursework and stay on t rack for graduat ion and A-G com plet ion. Every sem est er

On-Target for Graduat ion Rates are com puted, with directed intervent ions put into place, including students

placed into sum m er school as soon as they slip behind. Ear ly m onitor ing of t he on- target rate, which

cont inues t o r ise each year, has prov ided school sit es with an indicator of any grade levels in need of

at tent ion. Disaggregat ing the on- target rates by student groups also provides even m ore inform at ion of

areas to celebrate and areas in need of at tent ion. This is also done with D/ F rates on Mid-Quarter and

Quarter grading per iods between sem ester grading per iods. Ut ilizing these tools enables suppor t s and

intervent ions to be put in place before t ranscr ipts im pact students’ futures.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the "Red" or "Orange" performance category or

where the LEA received a "Not Met" or "Not Met for Two or More Years" rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of

local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

Greatest Needs

Whit t ier Union is proud to say that t here are no Red or Orange indicators in any per form ance categor ies for

overall per form ance; nor is t here a "not m et " or a "not m et for two or m ore year" rat ing on any local

indicators. Cont inued hard work over m any years has y ielded t hese result s. There are always areas t hat are

in need of im provem ent , w it h Academ ic Achievem ent ( both ELA & Math) , College Career I ndicator, and

Suspension Rate are all in yellow on the LCFF Rubr ic. Upon deeper analysis, alt hough EL Progress did not get

a color t his year, t he cont inued suppor t of English Learners is an ongoing challenge across all of t he school

sit es. Current steps in addressing these areas with t he greatest need for im provem ent include:

Educat ing all stakeholders on the indicators and everyone's cr it ical im portance on helping

students succeed (direct ly or indirect ly, including accuracy of repor t ing and recording data in SI S)

1.

I m por tance of look ing deeper into areas of greater need, digging deeper into data, acquir ing

m ore data repor t s

2.

Cont inue to acquire data throughout the intervent ion(s) to assess depth of im plem entat ion and

effect iveness of act ions

3.

Change aspects of t he intervent ion based on feedback from the data throughout t he intervent ion4.

Cont inue to repor t successes and challenges to stakeholders t o gain suppor t network5.

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the "all student" performance.

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https://drive.google.com/open?id=1tyOXd8QX3sWVw0VrOvYg1eLb5bbPySXF


https://drive.google.com/open?id=1kbx4Mc30AK4NgkucsPLBl8sS-eQwyyw6

https://drive.google.com/open?id=18zFRMc-s4Mi8n1eEhBZnaRf9BpmtvJtl

What steps is the LEA planning to take to address these performance gaps?

Performance Gaps

ELA and Math SBAC had per form ance gaps for both English Learners ( 335 students) and Foster Youth (19

students) , with the general student group in yellow and the student subgroups in red. Addit ionally, on the ELA

SBAC, students with disabilit ies (243 students) were also red.

For ELA and Math SBAC, Foster Youth are in the red with 19 students. Upon deep review, we discovered that

there were f if t een (15) foster youth that had been with us since near the beginning of school in October. We

are unable to ident ify t he other four students, f inally realizing they possibly could have becom e foster youth

som e t im e dur ing the year after leaving our dist r ict and enrolling in another dist r ict . I n this case, we are not

only f ight ing the bat t le of the unknown, but the bat t le of sm all num bers, with each student carry ing the

weight of near ly 7% of the ent ire group. Thus, regardless of status being lower than all students, t he

volat ilit y of change cannot be understated.

Perform ance on the ELA and Math SBAC is an area of focus for all st udents, as is t he overall achievem ent of

English Learners and students with disabilit ies. For ELA and Math SBAC, each school has analyzed the issues

and developed im provem ent plans schoolwide. This is not sim ply an ELA and Math issue – it is a lit eracy and

num eracy challenge that every t eacher and suppor t staff m em ber suppor t s. We cont inue to increase the

r igor and alignm ent within the classroom , while providing classroom , depar tm ent , and schoolwide

intervent ions top ensure students have the t im e and suppor t necessary to m aster and apply the requisit e

standards. Cont inued ref lect ion and suppor t is prov ided through Best Pract ices, Sum m er Professional

Learning, Curr iculum Assessm ent Coaches, and other suppor t personnel t o ensure t hat Teaching and

Learning is t he put center stage and provided all of t he resources required for students’ success.

The per form ance level for all students on the suspension rate is yellow, with the Foster Youth (152 students)

as the only student group that is two levels below ( red) Asian are Blue; Filipino, Hom eless, and Afr ican

Am er ican, and Two or m ore Races are Green; Socioeconom ic Disadvantaged, Hispanic, and White students

are Yellow (along with all students) ; and, Students with Disabilit ies and English Learners are Orange. The

only group whose suspension rate increased are whit es who are at t he m edium level ( orange per form ance

level) . English Learners and Students with Disabilit ies m aintained from the prev ious year ; however, their

suspension rate was high, so the result ing per form ance level was orange. As such, t his analysis was

under taken by each school sit e at t he LCAP Taskforce with addit ional act ions are planned by each for t he

upcom ing school year to ensure that at tent ion is paid to each group; e.g., walking with students to help them

calm down. Unfor tunately, t here appears to be a surge of students vaping on all of our sit es. We are

searching for an effect ive alt ernat ive to suspension that will curb the use of m ar ij uana and other cont rolled

substances in the vape, but as of yet have not found it . Restorat ive pract ices are being im plem ented at sit es,

but again, t hese com e into the picture after t he fact and are not prevent ing the vaping from occurr ing in the

first place. Over 90% of suspensions and all of our expulsions are t he result of drugs. We plan on exam ining

the suspension rates at m onthly Council Meet ings (Super intendents and pr incipals) in order t o engage in

regular discussions of what is work ing and brainstorm possible solut ions to the issues. We will address

suspension rates with the sam e level of inform at ion and interest as we have done with at tendance rates for

the past decades; t hus, result ing in decreased suspension rates in the future.

There is one area not recognized as a student group on the Dashboard where Whit t ier Union has not iced a

per form ance gap and is direct ing at tent ion at Best Pract ices, Sum m er Professional Learning, and other

arenas, in a ref lect ive m anner as we analyze data in observance of our pract ice. This is t he gender gap, wit h

fem ales oft en outper form ing m ales. Often the obj ect ive t est scores are sim ilar, but there is a gap in the f inal

course grade. This is an area of exam inat ion t his year, so as to propose intervent ion in t he upcom ing year.

Comprehensive Support and Improvement

An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts.

Schools Identified

Identify the schools within the LEA that have been identified for CSI.

One school, Front ie r Cont inua t ion H igh School, has been ident if ied for CSI because of

their 59.1% Graduat ion Rate. Front ier is a Dashboard Alternat ive School Status (DASS) school, with the

requirem ent of 67% graduat ion rate t o prevent schools from being in t he CSI category. DASS schools have

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t he sam e end product of t he Dashboard with dif ferent requirem ents for m eet ing each indicator, given the

t ransient nature of the student populat ions that at tend alternat ive schools.

Support for Identified Schools

Describe how the LEA supported the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any

resource inequities to be addressed through the implementation of the CSI plan.

The dist r ict prov ided the data for a com prehensive needs assessm ent t o ident ify t he root causes for t he low

graduat ion rate, t hen engaged in the process with them . This process reinforced what was stated in the

ear lier sect ion regarding progress; we are proud of our students who have the persistence and resilience to

cont inue to pursue their diplom a in their f if t h and sixth year of high school. These students, t ypically our

at - r isk EL, SED, and/ or foster students, have been our focus in WUHSD, even before the incept ion of t he

LCAP.

After t he dist r ict provided the requisite data and engaged in the needs assessm ent with Front ier, the following

findings em erged. Current ly, Front ier needs a 7% Graduat ion Rate increase to ex it Com prehensive Suppor t

and I m provem ent status (or at least a 67% Graduat ion Rate) . Dur ing the Needs Analysis of Front ier High

School, t he following inform at ion was discovered about the 2017/ 18 school year :

Under DASS, t here were 1 0 0 Graduates, with 1 6 4 seniors used in t he DASS calculat ion for t he

Dashboard. Alt hough there were actually 115 Graduates dur ing the year, 15 of the students did not

m eet t he cr it er ia, specif ically t he cutoff dates required by DASS. 3 4 Seniors who would have counted as

Front ier Graduates returned m id- year t o graduate from their Com prehensive High School, w it h 7

t ransferr ing to Sierra Vista I ndependent Study School t o graduate. I f t hose 41 students had rem ained at

Front ier, along with the 15 students who m issed the requisite ninety days by less than two weeks, then

Front ier would have had a Graduat ion Rate of 7 1 % , t hus surpassing the required 67% and Front ier High

School would not have been placed into CSI . Whit t ier Union st rongly support s Front ier High School in

prom ot ing a student - centered philosophy that allows students to work towards their personal goal –

whether it is graduat ing from their school of choice or concurrent ly work ing full- t im e to help support

their fam ily. Each student has their own unique story and circum stance, with different needs that dr ive

their m ot ivat ions and it is at schools like Front ier where personalizat ion can occur on an indiv idual level.

Upon dist r ict analyses of t he root causes, som e possible " f ixes" for t he graduat ion rate issue arose; including,

using a different system at the cont inuat ion high school that does not change students' grade levels unt il t hey

get t he requisit e credit s for each year, som ething that WUHSD has never done before. To do so in order t o

keep Dashboard Alt ernat ive School Status ( DASS) schools out of CSI / TSI / ATSI would sim ply be one of t he

m any gam es that schools can play and would negat ively im pact other system s in the dist r ict , including test ing

and EL redesignat ion. WUHSD is not interested in playing those gam es and will stand f irst behind their

students, support ing their cont inual clim b towards graduat ion. Students have always com e first before any

accountabilit y system . The pr im ary reason that students were referred to Front ier was that t hey were behind

in credit s and Front ier also allows f if t h and six th year seniors to stay at t he school, provided they cont inue to

be product ive. All of t hese students cont inued to be labeled as grade 12, som e for two or t hree years. This

has a negat ive im pact on DASS accountabilit y as the system current ly ident if ies students to be classif ied as

“ seniors” in the denom inator for the graduat ion calculat ion.

Despite f laws in m ethodology, t he needs analysis ident if ied a couple factors that could assist in increasing the

num ber of graduates com ing out of Front ier, regardless of which school’s stage they actually walk across.

These factors have been included in t he CSI plan, and with suppor t of t he dist r ict and LCAP, will be

im plem ented in t he upcom ing school year. Cont inued support t o increase product iv it y so that m ore students

get on- t rack to graduate was seen to be one area that could possibly increase the focus on the graduat ion

rate in order to fur ther increase the overall rate. One st rategy that has begun to see posit ive result s t hat can

be fur ther ref ined has been the use of t he cohor t m odel for new students so they feel m ore connected to t he

school and a car ing adult , as the research indicates. This ev idence-based intervent ion allows the students to

m ake connect ions with t he staff and one another in a safe and secure environm ent . This has led to increased

product iv it y, fewer absences, and st ronger engagem ent with school from the new students. As Front ier has

new enrollm ents m onthly, t his cohort m odel creates a “ buffer zone” that allows students to learn m ore rapidly

about t heir new school, how to earn credit s in a new system , and where to access resources on cam pus. This

t ranslates into quicker assim ilat ion into the new system and, for m any of t hose students who decide to stay

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at Front ier, graduat ion.

Another possible need for Front ier students is access to online credit - recovery. There is t he on-sit e after-

school/ before- school lab available for students t o use for m aking up credit s. The Dist r ict has prov ided

CyberHigh for credit recovery ; however, t he level of som e of t he courses does not m eet t he needs of som e

students. Addit ionally, m any of t he students are in need of par t ial credit s and the abilit y t o enroll in par t ial

credit s t hrough CyberHigh is som ewhat cum bersom e. The m ot ivat ional factor alone for students as t hey are

able to see their par t ial credit s disappear from their t ranscr ipt s as their credit s t owards graduat ion increase

would lead to increased t im e spent in the lab outside of class t im e, result ing in increased product iv it y and

higher graduat ion rates. With this need ident if ied, the Dist r ict will work with Front ier and Sierra Vista to

ident ify a m ore appropr iate online credit recovery program that is easy for students t o enroll in and access

and that can be used by both schools, as they are both located on the sam e physical plant .

Another support from the Dist r ict is a “ counter” f ield that has been placed on each student record within the

Student I nform at ion System to ident ify how m any consecut ive days a student has been enrolled at Front ier

High School. This assist s staff in determ ining if t he student will m eet the DASS cr it er ia and be in the DASS

pool of students or not so that calculat ions can be done throughout the year to m onitor progress towards the

goal, as students graduate cont inually form FHS. While this does not discern who gets serv ices, it does assist

in progress m onitor ing overall.

To ensure that all possible act ions are being taken by the sit e, Front ier will send out t eam s of two to three

teachers to v isit other cont inuat ion high schools who have high graduat ion rates. These team s will spend one

day at t he sit e, explor ing all of t he program s, serv ices, and incent ives that t he school ut ilizes to encourage

students to focus on their studies and graduate from high school.

An analysis of t he dist r ict and school budgets, personnel, and m ater ials discovered that Front ier did not have

a Data Lead; whereas, t he com prehensive high schools and t ransit ion sit e did have one. This was a resource

inequit y that will be resolved out of LCAP supplem ental funds. Funding Data Lead hours for Front ier High

School each m onth, j ust as they do for other sit es, will ensure that the effect iveness of t he intervent ions is

m onitored and adj ustm ents can be m ade to ensure effect ive im plem entat ion. Current ly, Front ier does not

have a Data Lead to assist in t he disaggregat ion and analysis of t heir data.

Monitoring and Evaluating Effectiveness

Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

Front ier is located on the sam e physical plant as the Dist r ict Off ice, which allows easy check-ups on the

im plem entat ion of t he CSI Plan. Longitudinal data on all indicators will be collected by the Data Lead so it can

be analyzed by school sit e adm inist rat ion and dist r ict Ed Serv ices. Discussions with students and staff

regarding their percept ions on both the credit - recovery program s and the im pact of t he cohor t m odel for new

students adds depth to the outcom e data. Addit ionally, Front ier ’s Data Lead (a teacher with addit ional hours)

will assist in the collect ion of data throughout the year, including collect ing data on grads quarter ly throughout

t he year, both DASS and non-DASS grads, t hen com par ing them to past year ’s graduate num bers, helps to

benchm ark progress in t he 2019/ 20 school year.

The am ount of credit t hat is recovered, t he course it is recovered in, t he star t / end dates, and the num ber of

students that recovered the credit w ill be collected for CyberHigh and for t he new system , after it is

im plem ented. While br inging in m ore credit recovery opt ions is always a bit dangerous, we have developed a

docum ent t o prevent potent ial use and abuse of online credit recovery t o safeguard the use and ensure the

integr it y of WUHSD credit s and grades, including the use of Dist r ict Com m on Assessm ents as the f inal before

the student receives credit .

After each term (quar ter) , t he average product iv it y of new students who were placed into cohor t s and have

been at Front ier for at least four m onths will be com pared to the sam e num ber of students’ average

product iv it y of t hose who have been at Front ier and were not placed in a cohor t when they entered the

school. The product iv it y would be com pared by ut ilizing the num ber of credit s per t erm . Another m easure of

t he effect iveness of t he cohor t m odel is behavior. Referrals and suspensions will be collected on the students

who were in t he cohor t and com pared to t he com parat ive sam ple group.

At t he end of year, a rev iew of t he data by dist r ict Ed Serv ices will be conducted to evaluate the effect iveness

6

of the im plem entat ion of t he intervent ions and determ ine if t here should be m ore focus placed upon thepract ices and processes at Front ier High School.

7

Annual Update

LCAP Year Reviewed: 2018-19

Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed.

Goal 1

ORGANIZATION Vision, Resources, Leadership and Staff

Schools will be staffed with an increasing percentage of qualified teachers and administrators who make enlightened educational decisions based on

data and effectively implement, support and assess activities that focus on all students achieving high standards, ensuring that the Districts

mission, vision, beliefs, goals & objectives and measurable targets are reviewed annually and serve to guide the operation of the District to meet the

needs of students.

In order for students to achieve at high levels, we believe the following must be in place:

A highly-qualified staff facilitates achievement of the academic standards and the schoolwide learning outcomes through a system of

preparation, induction, and ongoing professional development.

Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student

learning needs.

All students have equal access to the schools entire program

The human, material, physical, and financial resources are utilized effectively to support students in accomplishing the academic standards

and the schoolwide learning outcomes.

The school is a safe, clean, and orderly place that nurtures learning and provides a focus on continuous school improvement.

Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision,

mission, the schoolwide learner outcomes, and the district LCAP

State and/or Local Priorities Addressed by this goal:

State Priorities: 1. Basic; 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 7. Course access; 8. Other pupil

outcomes

Local Priorities:

Annual Measurable Outcomes

Expected Actual

Annual Update

LCAP Year Reviewed: 2018-19

Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed.

Goal 1





needs of students.





learning needs.









outcomes

Local Priorities:


Expected Actual

8

Priority 1: Basic Conditions at

School: SARC Reports

2018-19

99.8% Average on all indicators

on Facility Inspection Reports

from all 7 sites

0% Teacher Misassigned

Access to Textbooks in All Core

Courses

All 3 Targets Met

Average Percentage Score of Conditions on

Williams Facilities Inspection Tool

2 0 1 7 2 0 1 8

California HS 99.47% 99.52%

La Serna HS 99.84% 100%

Pioneer HS 99.74% 99.79%

Santa Fe HS 100% 100%

Whit t ier HS 99.84% 99.87%

Sier ra Educat ion Center( Fr on t ier HS &

Sier r a Vist a HS)

100% 100%

W UHSD 9 9 .8 2 % 9 9 .8 6 %

Note: 2 schools are situated on Sierra Education Center: Frontier &

Sierra Vista

0% Misassigned Teachers

100% access to textbooks in all core classes

9

Priority 2: Implementation of

State Standards

2018-19

Reflection Survey Completed

and Report of Progress to the

Board

Teacher Professional Learning:

Average Days per Teacher

(Target: 5 days per year)

Professional Learning:

Percentage of Teachers by

School Participating in Summer

and District Best Practices

(Target: 75% Comprehensive;

50% Alt Ed)

All 3 Targets Met

The Reflection Survey on the implementation of academic state

standards was originally given to Course Leads at Summer Professional

Learning, then discussed with other Teacher Leadership Groups, as well

as with Administrative Groups, to ensure common understanding and

input from a wide variety of stakeholders. Following the original survey,

the annual administration and follow-up falls to a more select District

Committee who oversees extensive Professional Learning in the summer

and throughout the year for all content areas, including the structured

content professional learning and collaborative groups at the teachers

request. This collaborative professional learning has led to a relatively

high rating for many content areas. Transition to the Common Core

began in the summer of 2010 -- the same time SBE was adopting the

standards for ELA and math, with the content frameworks used as a

source for ongoing, embedded professional learning. Utilizing new

standards and content frameworks within our collaborative groups allows

for this new content to be processed by our teachers and seamlessly

woven into assessments and activities that they develop themselves,

allowing not only for full implementation but also sustainability. The

results are summarized below:

In regards to progress in providing professional learning for

teaching to the recently adopted academic standards, English

identified full implementation; whereas, Mathematics, Social

Science, ELD, and Science identified as initial implementation

In regards to making instructional materials that are aligned to the

standards available in all classrooms where the subject is taught,

English, Math, Social Science, and Science identified as full

implementation; whereas, ELD identified as initial implementation.

In regards to progress in implementing policies or programs to

support staff in identifying areas where they can improve in

delivering standards-based instruction, World Language identified

as full implementation and sustainability; Physical Education and

Visual and Performing Arts identified as full implementation; and,

Career Technical Education and Health Education Content

Standards identified as initial implementation.

In regards to the success of engaging in activities of identifying

the professional learning needs of groups of teachers, identifying

the professional learning needs of individual teachers, and

10

providing support for teachers on standards they have not

mastered, school administrators averaged a 4, or full

implementation.

Continuing work in all areas should see increases across the board as the

Reflection Survey is used each year to measure increased growth.

Professional Learning: Average Days per Teacher throughout Year

Target: 5 days

2016-17 2017-18

Summer Year Total Summer Year Total

CHS 4.59 3.08 7.67 3.91 4.54 8.54

LS 5.71 4.86 10.57 3.71 6.11 9.82

PHS 4.83 5.01 9.84 4.01 5.98 9.99

SF 4.18 2.91 7.09 3.27 3.87 7.14

WHS 3.97 5.19 9.16 3.78 8.02 11.8

FHS 1.60 3.25 4.85 1.83 7.27 9.1

SV 1.85 .93 2.78 1.54 2.31 3.85

Trans 4.22 1.58 5.80 5.75 .58 6.33

WUHSD 4.51 3.96 8.47 3.66 5.44 9.10


11

Priority 7: Course Access 2018-19

Maintain sections in Master

Schedule at a minimum of

4.5 sections per student to

ensure access to broad

selection of courses

Percentage of Teachers Participating in Best Practices

Target: 75% (Alt Ed 50%)

2016-17 2017-18

CHS 84% 98%

LS 87% 99%

PHS 79% 97%

SF 78% 99%

WHS 77% 95%

FHS 65% 94%

SV 75% 91%

Trans 75% 100%

WUHSD 80% 99%

Met

Average Sections per Student in WUHSD Master Schedules

2014-15 2015-16 2016-17 2017-18 2018-19

4.7 5.7 4.9 4.9 4.9

12

Priority 4: Academic Achievement

- Academic Indicator Grade 11

SBAC (DF3)

2018-19

SBAC DF3 Targets:

ELA: 20 points above level 3

Math: 40 points below level 3

Priority 4: Academic Achievement:

English Learner Progress

2018-19

ELPI Target on hold - Focus on

Reclassification. Target: 8.5%

Priority 5: Student Engagement:

Graduation Rate

2018-19

Graduation Rates: Maintain

95.5% or higher at

Comprehensive High

Schools

DASS Schools: Maintain

67% or higher at DASS

Schools

ELA & Math Targets Not Met

ELA: 12.7 points above level 3 (declined 7.5 points from

2017/18) Yellow on Dashboard

MATH: 65.5 points below level 3 (improved 4.3 points

from 2017/18, but did not meet target) Yellow on

Dashboard

Met with increase in Redesignation

Without an ELPI this year and the introduction of a new assessment

(ELPAC), we focused on redesignation of English Learners using ELPAC,

grades, parent consultation, and common assessment scores: 11.6%(up from 7.5% in 2017/18)

Green on Dashboard.

All five comprehensive high schools met the target.

Four-Year Cohort Graduation RatesSchool Target: 96%(Source: DataQuest)

2016-17 2017-18

CA State 86.6% 87.2%

LA County 84.8% 85.1%

WUHSD 88.8% 90.2%

Cal 96.5% 97.9%

LS 98.1% 97.5%

PHS 95.4% 96.7%

13

SF 96.1% 96.4%

WHS 93.8% 97.0%

DASS Graduation Rates: Targets not met

Frontier HS 59.1% (with more detailed explanation in CSI section)

Sierra Vista HS 64.4%

(Independent Study)

14


Chronic Absenteeism

2018-19

2017/18 CORE Chronic Absentee

Rate: 11% This is an increase from

10.0% in 16/17 and 7.0% in 15/16

with the same measures.

Chronic Absenteeism Rates

CORE Data 15/16 16/17 17/18

Districtwide 7% 10% 11%

African

American4% 16% 11%

Asian 1% 4% 5%

ELs (+4 years

RFEP)7% 10% 11%

Filipino 5% 7% 2%

Foster 10% 12% 21%

Hispanic 7% 11% 11%

Homeless 10% 15% 16%

SocioEconomic

Dis.8% 13% 12%

Students w/Dis 15% 17% 16%

White 7% 12% 14%

We have been monitoring Chronic

Absenteeism for the past three

years through the CORE Data

Collaborative. With the calculation

differing solely in the number of

requisite days of enrollment (State

calculation has no minimum, while

DataQuest states 12.2%, down from 13.1% for Chronic

Absenteeism; whereas, CORE indicates that WUHSD is 11.7%

(noting the indicators are becoming more alike in how they

calculate with the State's new method).

Additionally, other than the two small student groups of Filipino (124

students) and Asian (133 students), all of the other student groups and

overall decreased last year, while the County and State rates increased

in their Chronic Absenteeism rate.

Met

DataQuest:

Chronic Abs Rate

Ethnicity 16/17 17/18

African American 14.5% 11.3%

Asian 5.3% 6.5%

Filipino 2.5% 5.8%

Hispanic or La no 12.9% 12.1%

White 15.8% 14.7%

All 13.0% 12.2%

County 15.1% 15.5%

State 15.4% 15.6%

15

CORE has a minimum student

enrollment of 45 days, removing

some of the errors that can come

from a student who is enrolled 10

days, then dropped after a 1 day

absence being considered as a

chronic absentee).

13.1% is the District Chronic

Absenteeism Rate for 2016/17

according to CDE DataQuest, which

only has one year of data,, with

subgroups making up more than 1%

of the district listed below

Ethnicity EnrollmentChronic

Abs Rate

African

American120 15.80%

Asian 133 5.30%

Filipino 127 2.40%

Hispanic or

Latino11,156 13.00%

White 1,018 16.10%

All 12,685 13.10%

16

Actions / Services

Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

Action 1

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures

For Actions/Services not included as

contributing to meeting Increased or

Improved Services Requirement

Students to be Served: All

Location: All Schools

Base level of Staffing






Base level of staffing provided the

guaranteed level of educational

services to students in WUHSD

$51,421,225 - LCFF -

1000-1999 Certificated

Salaries - Base certificated

personnel (Note: 31:1

Teacher Staffing ratio from

Base)

$20,024,926 - LCFF -

2000-2999 Classified

Salaries

$21,860,008 - LCFF -

3000-3999 Employee

Benefits

$51,468,292 - LCFF -


Salaries

$20,274,200 - LCFF -


Salaries

$22,066,223 - LCFF -

3000-3999 Employee

Benefits

Action 2

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures

For Actions/Services included as



Students to be Served: English

Learners, Foster Youth, Low Income

Scope of Service: LEA-wide


Maintain academic and career

counseling services to ensure

students are placed in appropriate

and most rigorous coursework in








Counselors provided students with

academic, career, and socio-

emotional support throughout high

school as students are placed into

$2,553,305 - LCFF -


Salaries

$481,421 - LCFF -

3000-3999 Employee

Benefits

$2,537,878 - LCFF -


Salaries

$633,252 - LCFF -

3000-3999 Employee

Benefits

17

preparation for college and career,

ensuring students are directed, not

invited, to stretch to maximum

heights.

most rigorous course of study and

demonstrate success through higher

on-target and A-G rates.

Action 3

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Continue to reduce class sizes and

increase Course Access by

increasing staffing by additional .5

students per FTE (equivalent of

6 FTEs)








Maintained lowered staffing ratio

(decreased by .5 students per FTE

four years ago). This has resulted in

slightly smaller class sizes, but more

importantly, increased course

access.

$531,794 - LCFF -


Salaries

$186,160 - LCFF -

3000-3999 Employee

Benefits

$503,621 - LCFF -


Salaries

$175,943 - LCFF -

3000-3999 Employee

Benefits

Action 4

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures













$150,000 - Federal

Revenues - Title II -


Salaries - Presenters,

Stipends, Subs

$33,000 - Federal


3000-3999 Employee

$382,562 - Federal



Salaries

$168,542 - Federal


3000-3999 Employee

Benefits

18


Teacher Professional Learning in

Summer and Best

Practices (CCSS, NGSS, ELD,

integration of technology with

content standards and assessment

applications) Course Lead +1 from

each site attend content weeks in

summer for ELA, Math, Science, SS,

and World Language then share

professional learning with teachers

on their site teams. Sub time

throughout the school year to

continue to implement summer

professional learning and attend

Best Practices after administration of

common assessments.


Teacher Professional Learning

focused of preparing WUHSD

teachers to form strong teams that

improve the learning of English

Learners, lower socio-economic and

foster students so they have

increased opportunities during and

after high school. Best Practices

throughout the year continued to

reinforce the summer learning,

creating and modifying assessments

and sharing resources to support

both teachers and students.

Benefits

$400,000 - LCFF -


Salaries

$105,688 - LCFF -

3000-3999 Employee

Benefits

$83,090 - LCFF -

4000-4999 Books and

Supplies - Support

materials and copies,

lunch, & water (~$30 per

day per person)

$13,588 - LCFF -


Salaries - IDC

$484,417 - LCFF -


Salaries

$126,645 - LCFF -

3000-3999 Employee

Benefits

$125,621 - LCFF -

4000-4999 Books and

Supplies

$16,541 - LCFF -


Salaries

Action 5

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







Provide the BTSA (Beginning Teacher

Support and Assessment) Induction

Program for beginning teachers, and

Peer Assistance Support System

(PASS) Program for teachers as

needed




Students to be Served:


Ten new teachers were provided

induction support, with four

expected to complete the induction

experience in June 2019. There

were not any teachers in Peer

Assistance Support.

$72,011 - LCFF -


Salaries

$13,523 - LCFF -

3000-3999 Employee

Benefits

$8,222 - LCFF - 4000-4999

Books and Supplies

$6,500 - LCFF - 5000-5999

Services and Other

Operating Expenses -

Professional Learning and

Conferences

$72,011 - LCFF -


Salaries

$28,648 - LCFF -

3000-3999 Employee

Benefits

$5,964 - LCFF - 4000-4999

Books and Supplies

$7,642 - LCFF - 5000-5999

Services and Other

Operating Expenses

19

Action 6

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






NBPTS Application Process






There were not any new NBPTS

applicants this year; however, two

teachers are in the process of

completing their application, but will

not complete it until next year. Next

year we should have quite a few

applicants involved in the process

who need to renew their

certification.

$23,240 - Federal


5000-5999 Services and

Other Operating Expenses -

NBPTS Application and

Program Support Costs

$11,674 - Federal



Salaries - Certificated sub

costs for teachers to be

released to observe and

work together on application

$900 - Federal Revenues -

Title II - 3000-3999

Employee Benefits - Sub

Benefits

$7,840 - Federal Revenues

- Title II - 5000-5999

Services and Other

Operating Expenses


- Title II - 1000-1999

Certificated Salaries

$194 - Federal Revenues -

Title II - 3000-3999

Employee Benefits

Action 7

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






Professional Clear Administrator

Induction Program for administrators

through WUHSD local program

(under ACSA's umbrella) includes

stipend for coach consultant, annual






There were four new candidates in

this two-year long program, along

with four "graduates" from the

program in 2018.

$14,000 - Federal




Certificated coach stipend


- Title II - 5000-5999

Services and Other


Support of Candidates in

Program


- Title II - 4000-4999 Books

$14,000 - Federal



Other Operating Expenses


- Title II - 5000-5999

Services and Other

Operating Expenses


- Title II - 4000-4999 Books

and Supplies


- Title II - 5000-5999

20

upkeep of (two) coaches

certification through network

professional learning, annual

candidate enrollments, and local

professional learning for candidates.

and Supplies


- Title II - 5000-5999

Services and Other

Operating Expenses

Services and Other

Operating Expenses

Action 8

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Leadership Development for Course

Leads, Department Chairs, and

Administrators on mentoring and

coaching certificated staff and

training to support effective teaching

and learning, particularly for the

underachieving students and

subgroups








Coaching meeting and leadership

development materials were

developed and utilized at several

meetings throughout WUHSD to

support effective teaching and

learning.

$4,800 - LCFF - 1000-1999


$909 - LCFF - 3000-3999

Employee Benefits

$500 - LCFF - 4000-4999

Books and Supplies

$2,000 - LCFF - 1000-1999


$923 - LCFF

$568 - LCFF - 4000-4999

Books and Supplies

Action 9

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







$82,834 - LCFF -


Salaries

$21,537 - LCFF -

$84,904 - LCFF -


Salaries

$23,916 - LCFF -

21





Data Leads at six sites (10

hours/month) to collect and display

data on the services provided to

targeted students (EL, foster, SED) in

order to provide decision makers

with information on the

effectiveness of those services





The availability of a teacher with

extra hours and training at each site

to pull data in a timely manner for the

analysis of interventions assisted in

making decisions regarding current

and future services for EL, foster, &

SED students.

3000-3999 Employee

Benefits


Salaries

Action 10

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures




Students to be Served: English Learners



Join consortia with other partner

school districts to provide services

and workshops to parents of English

Learner Parents to engage them in

the educational process of child and

assist them in understanding the high

school and post-secondary

requirements.







Workshops for EL parents engaged

them in educational process and

with the community of learners.

$4,000 - LCFF - 5000-5999

Services and Other


Contracting with local

provider of workshops for

English Learner parents in

the community; Cost

shared with three of partner

elementary school districts

$4,000 - LCFF - 5000-5999

Services and Other

Operating Expenses

22

Action 11

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Community Liaison to help develop

relationships and encourage

participation with stakeholders who

normally would not participate in

the LCAP process








Community Liaison developed

relationships with stakeholders

throughout the community,

including local merchants, parents,

and students

$30,000 - LCFF -



$29,500 - LCFF -



Action 12

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






Professional Learning for Classified

personnel to ensure that students

are supported at the highest level

possible both in and out of the

classroom. Workshops may include

professional learning and

support for personnel in the area of






Instructional aides for special

education had professional learning

workshops covering two days on

topics that assisted them in

supporting students in the

classroom. There was two days of

$150,000 - Federal



Salaries

$40,000 - Federal


3000-3999 Employee

Benefits

$141,321 - LCFF -


Salaries

$43,215 - LCFF -

3000-3999 Employee

Benefits

23

behavior management, technology,

food service regulations,

communication, safety and security,

and other areas that ensure the best

possible performance and

environment for staff and students.

"Pool School" for M&O personnel

who cared for the pools on each of

the sites. Food service personnel

learned about caring for food

products with care to keep them

safe tor consumption.

Analysis

Complete a copy of the following table for each of the LEA's goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including

performance data from the LCFF Evaluation Rubrics, as applicable.

Describe the overall implementation of the actions/services to achieve the articulated goal.

All of the actions and services were implemented as planned; however,neither Leadership Development (Goal 1.8) nor National

Board Certification (Goal 1.6) was implemented to the degree they had been in the past due to annual circumstances. This is likely

to change in upcoming years. Professional learning was slightly stronger than originally projected. The organizational structure is

in place and supportive of student learning in WUHSD. Professional learning helps lay the foundation for the organizational

knowledge required to keep the structure in place, regardless of changes in leadership or staff. Each site evaluates their local

needs, then comes together three times a year at the district for the LCAP Taskforces. At these events, there are Teachers,

Counselors, Support Personnel, and Admin for each school site that discuss student needs based on data. Review of plan

implementation and any challenges are reviewed, with potential solutions explored. The use of Google docs maintains an ongoing

record that can be referred to back at the site, as well as at the new Taskforce. Site improvements goals reinforce district

improvement goals in a coherent system that supports the District's mission and vision.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

District practices and expectations guarantee that WUHSD places highly-qualified staff in all classrooms. In order to ensure that all

students learn at maximum levels, teachers are required to have their CLAD and are assigned to teach courses according to their

credential. Teachers attended an average of 9.1 days of professional learning, up from 8.47 days in the previous year.

Additionally, 99% of WUHSD teachers participated in some type of professional learning in the past year. This also is a dramatic

increase from the previous year where only 80% of teachers participated in professional learning.

Support in WUHSD courses includes standards-based instructional materials available for students in the classroom, at home, and

online. Each student attends school in a clean and safe learning environment that has annual formal inspections of over 1,460

24

areas. Facilitates continue to be rated as excellent on all sites, with an average of 99.86% on the district evaluation form, and all

sites scoring over 99.74%.These inspections were used to complete the SARC. In order to receive such high scores on the

annual inspections, school personnel continually inspect and maintain their school site to a high standard of excellence,

immediately responding to any report of needed attention.

All students have access to courses that will open up many opportunities to them in their future, despite what they may desire at

the moment. There are very few courses that are not A-G approved for students to take in WUHSD. District philosophy is to place

students in the most rigorous coursework and provide additional support to make them successful, not to lower expectations.

Mindset changes have accompanied the expansion of A-G coursework, with the Native Speaker Spanish courses being replaced

by Spanish Honors courses, making transcripts and GPAs more desirable for those with Spanish was a home language.

There are also a multitude of measures that are utilized in Whittier Union to ensure that all students have access to, and are

enrolled in, a broad course of study. These include a variety of reports and pivot tables that are sent to the sites eight times each

year at the end of each grading term. Reports are often longitudinal; e.g., percentage of students scheduled in A-G coursework,

students success rate (courses above a C), and percentage of students on-target for graduation rate. Accompanying these

summary and disaggregated reports are pivot tables that drill down to the program, grade level, subgroup, and actual student(s)

so that intervention and support can be provided to the student before semester grades are posted on the transcript and the

student finds themselves behind. All of the Pivot Tables have slicers for grade level, gender, ethnicity, special education, language

proficiency, foster or homeless status, socioeconomic disadvantaged; along with all of the course characteristics, including

department, A-G course, etc. The slicers assist in digging deeper into the data to uncover situations before they become issues,

ensuring that no student falls through the cracks. Finally, a teacher at each school site serves in the extra duty role (10 hours per

month) of Data Lead to assist administration in the collection and analysis of the of data to ensure students success.

Principals turn in their Annual Reports every October that contain longitudinal data on all of the Boards Measurable Targets, all of

which are included in the LCAP (many of which are also State-mandated indicators). The Annual Report has the same goals as

the LCAP followed by three questions:

What was your schools plan to address these targets?1.

What were your schools results in meeting these targets? (populated with longitudinal data)2.

What are your schools plans for improvement?3.

Principals do not complete these reports alone they involve their leadership teams, teachers, and other stakeholders to ensure that

many voices are heard in the planning of continual improvement based on data. This is just one piece of information that helps the

different stakeholders on the summer retreats, staff, parents, and community members, fully understand what is important in

Whittier Union. The completed Annual Report is the basis for the Principals evaluation.

25

Organizationally, with a strong focus on continual school improvement and the use of the WASC criteria as the basis for the

Boards Measurable Targets, the LCAP Goals, and the Principals Annual Report, there is a clear and coherent focus within the

District. Everyone continues to row in the same direction with their focus on improving the well-being of our students.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

The primary difference between budgeted and actual comes in personnel costs due to salary increases of approximately 2.5%

for both certificated and classified, with another STRS/PERS increases of 2%

When the LCFF budget was adjusted, additional supplemental and concentration funds were placed into our budget to use for

appropriate certificated salaries for unduplicated students (primarily due to the 2.5% increased cost in this area). This funding

came from the changing budget projections received, so the total amount of LCFF supplemental and concentration funds allocated

for 2018/19 in WUHSD was $23,793,148 ($768,336 more than indicated on the 2018/19 LCAP).

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as

applicable. Identify where those changes can be found in the LCAP.

There will be a slight decrease in expenditures for Professional Learning for Classified out of LCFF S/C in the upcoming year due

to the State grant that was received for $109,856. Professional Learning will still continue, in fact, the cost will increase as

WUHSD now has assumed transportation under it's wing; whereas, before it was a consortium among WUHSD and the five

partner elementary districts (Goal 1.12; pg. 122).

Frontier HS will hire one of their teachers teachers to do extra hours (3 hours/month or maximum of 30 hours.year) in order to

serve as their Data Lead out of LCFF S/C. Frontier did not have a Data Lead in the past like the comprehensive high schools and

the Transition Program; however, they are now in CSI for graduation rate and with the DASS parameters and ongoing reporting

throughout the year, additional data collection will be necessary to inform programmatic decisions (Goal 1.9, 118).

26

Goal 2

CURRICULUM & INSTRUCTION

All students experience high-quality instruction that engages their interest while providing a rigorous, relevant and coordinated curriculum that

supports the achievement of the State Content Standards.

In order for students to achieve at high levels, we believe the following must be in place.

All students are engaged in challenging learning experiences in the classroom that effectively help them learn the academic standards

assessed on state and national assessments that prepare them for college and career after high school

All teachers will use a variety of strategies and resources, including technology and experiences beyond the textbook that actively engage

students, emphasize higher order thinking skills, and help them succeed at high academic levels.

Teachers continue to develop personally and professionally, regularly articulating with teachers from partner middle schools and local

colleges, reviewing the success of the graduates to learn about their own program and others, while also using educational research to

strengthen the current instructional program so all students achieve at higher levels


State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 8. Other pupil outcomes

Local Priorities:


Expected Actual

27

Priority 2:

Implementation of

State Standards

2018-19

Reflection Survey

Completed and

Report of

Progress to the

Board

Teacher Professional

Learning: Average

Days per Teacher

(Target: 5 days per

year)

Professional

Learning:

Percentage of

Teachers by School

Participating in

Summer and District

Best Practices

(Target: 75%

Comprehensive;

50% Alt Ed)

Met: Description of Reflection Survey Recorded on in Goal 1 (and on the Dashboard with Report

of Progress to the Board)

Met: Professional Learning

Professional Learning: Average Days per Teacher throughout YearTarget : 5 days

2 0 1 6 - 1 7 2 0 1 7 - 1 8

Summer Year Tot al Summer Year Tot al

CHS 4 . 59 3 . 08 7 .6 7 3 . 91 4 . 54 8 .5 4

LS 5 . 71 4 . 86 1 0 .5 7 3 . 71 6 . 11 9 .8 2

PHS 4 . 83 5 . 01 9 .8 4 4 . 01 5 . 98 9 .9 9

SF 4 . 18 2 . 91 7 .0 9 3 . 27 3 . 87 7 .1 4

WHS 3.97 5.19 9 .1 6 3 . 78 8 . 02 1 1 .8

FHS 1 . 60 3 . 25 4 .8 5 1 . 83 7 . 27 9 .1

SV 1 . 85 . 93 2 .7 8 1 . 54 2 . 31 3 .8 5

Trans 4 . 22 1 . 58 5 .8 0 5 . 75 . 58 6 .3 3

W UH SD 4 .5 1 3 .9 6 8 .4 7 3 .6 6 5 .4 4 9 .1 0

Pr ofe ssiona l Le a r n ing:Pe r ce nt a ge of Te a che r s Pa r t icipa t ing in Be st Pr a ct ice s

Target : 75% ( Alt Ed 50% )

28

Priority 4: Academic

Achievement -

Academic Indicator

Grade 11 SBAC (DF3)

2018-19

SBAC DF3:

ELA: 20 points

above level 3

Math: 40 points

below level 3


Achievement: English

Learner Progress

2018-19

ELPI Target on hold -

Focus on

Reclassification.

Target: 8.5%

2 0 1 6 - 1 7 2 0 1 7 - 1 8

CHS 84% 98%

LS 87% 99%

PHS 79% 97%

SF 78% 99%

WHS 77% 95%

FHS 65% 94%

SV 75% 91%

Trans 75% 100%

W UHSD 80% 99%

Not Met: ELA

Not Met: Math

ELA: 12.7 points above level 3 (declined 7.5 points from 2017/18)

MATH: 65.5 points below level 3 (improved 4.3 points from 2017/18)

Yellow on Dashboard

Target Met: Without an ELPI this year and the introduction of a new assessment (ELPAC), we

focused on redesignation: 11.6% (up from 7.5% in 2017/18)

29

Priority 5: Student

Engagement:

Graduation Rate

2018-19

Graduation Rates:

Maintain 95.5% or

higher at

Comprehensive

High Schools

DASS Schools:

Maintain 67% or

higher at DASS

Schools

Priority 5: Student

Engagement: Chronic

Absenteeism

2018-19

Chronic

Absenteeism

Target: Decrease

1% overall to

12.1% based on

CDE DataQuest



2016-17 2017-18

CA State 86.6% 87.2%

LA County 84.8% 85.1%

WUHSD 88.8% 90.2%

Cal 96.5% 97.9%

LS 98.1% 97.5%

PHS 95.4% 96.7%

SF 96.1% 96.4%

WHS 93.8% 97.0%

DASS Graduation Rates:

Targets not met



(Independent Study)

DataQuest states 12.2%, down from 13.1% for Chronic Absenteeism; whereas,

CORE indicates that WUHSD is 11.7% (noting the indicators are becoming more alike

in how they calculate with the State's new method).

Additionally, other than the two small student groups of Filipino (124 students) and Asian (133

students), all of the other student groups and overall decreased last year, while the County and

State rates increased in their Chronic Absenteeism rate.

Target Met

DataQuest:

30

Priority 8:

College/Career

Indicator

2018-19

CCI Prepared: Increase

2% per year

Class of 2017: 51.6%

Prepared

AP Pass Rate 2018-19

AP Pass Rate

Target: 42%

Chronic Abs Rate

Ethnicity 16/17 17/18


Asian 5.3% 6.5%

Filipino 2.5% 5.8%


White 15.8% 14.7%

All 13.1% 12.2%

County 15.1% 15.5%

State 15.4% 15.6%

Nearly Met (shy.5%)

Overall Yellow on Dashboard

Class of 2018: 53.1% Prepared

Met: 42% passing with a 3 or higher on the 4,493 tests taken

31

AP Participation Rate:

Percentage of Unique

Students Taking at

least One Test

2018-19

Target for

Percentage of

Students Taking at

least one AP

Class in School

Year: 20%

Target for

Percentage of AP

Students Taking at

least one Test in

School Year: 75%

Met Both Targets

Percentage of Unique Students Taking at Least One AP Classes in

School Year

2 0 1 2 - 1 3 2 0 1 3 - 1 4 2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8

CHS 8% 11% 17% 19% 27% 22%

LS 18% 17% 19% 22% 30% 25%

PHS 9% 11% 14% 10% 26% 26%

SF 9% 10% 18% 20% 26% 25%

WHS 16% 21% 23% 23% 26% 25%

W UHSD 1 2 % 1 4 % 1 8 % 2 0 % 2 7 % 2 1 %

Percentage of AP Students who Take at least

One Test during School Year

2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8

CHS 78% 72% 71% 70%

LS 97% 93% 91% 86%

PHS 94% 93% 81% 79%

SF 84% 81% 80% 84%

WHS 63% 75% 77% 70%

32

A-G Rate 2018-19

UC/CSU A-G Rate

Target: 53.5%

D/F Rates Sem 1 2018-19

D/F Rate Sem 1

Target: 10.6%


D/F Rate Sem

2 Target: 11.9%

On-Target for

Graduation Rate Sem

1

2018-19

On-Target Rate for

Graduation

Semester 1

Target: 94%

On-Target for

Graduation Rate Sem

2

2018-19

On-Target Rate for

Graduation

Semester

2 Target: 94%

EL Reclassification

Rate

2018-19

EL

Reclassification Rate

Target: 9.5%

W UHSD 8 3 % 8 2 % 8 1 % 7 8 %

UC/CSU A-G Rate Target Met: 55.3%

D/F Rate Sem 1 Target Not Met: 11.5%

D/F Rate Sem 2 Target Met: 11.2%

On-Target Rate for Graduation Semester 1 Target Not Met: 93.1%

On-Target Rate for Graduation Semester 2 Target Met: 94.6%

EL Reclassification Rate Target Met: Without an ELPI this year and the introduction of

a new assessment (ELPAC), we focused on reclasification: 11.6% (up from 7.5% in

2017/18)

33

Actions / Services


Action 1

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






Textbooks & Instructional Materials

for base school program (Lottery

funds for IMRFP)






Textbook adoption for advanced

math courses, novels for ELA,

binding of current selected

texts, and preparation for Social

Studies, which will occur in in the

2019/20 school year

$600,000 - Other State

Revenues - 4000-4999

Books and Supplies

$318,324 - Other State

Revenues - 4000-4999

Books and Supplies

Action 2

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






Technological Teacher Support Tools

for teachers to maintain student and

textbook records (e.g., SEIS Special

Ed System or Destiny Textbook






Technology purchased included SEIS

(Special ed system) and Destiny

(textbook manager) -- supported

learning in the classroom

$28,200 - LCFF -



$28,413 - LCFF -



34

Manager)

Action 3

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








With summer school assistance from

Mt SAC, decrease Summer School

sections paid for by WUHSD.

Currently, WUHSD provides smaller

sections for Targeted Students (EL,

foster, SED) at all sites to ensure

that academic proficiency and credit

attainment are at expected levels.

Summer School staffing decreased

due to certificated Admin Intern from

Mt SAC (TOSA) and one classified

support at each comp high school.








Each site had 2-6 smaller classes for

EL, foster, or SED students funded

through LCFF to provide

individualized attention and learning

support. The majority of the cost of

summer school was still paid for by

Mt SAC (over $600,000). Nearly 95%

of students entered school in August

2018, on-target to graduate based

on credits. Before summer school,

only 92.2% of students were

on-target to graduate. Thanks to

summer school, over 200 students

got back on track, with another

4,024 students earning credits they

needed for graduation in specific

content areas. WUHSD schools had

robust summer school programs,

with students provided opportunities

to take courses in all content areas.

If a student's home school did not

$100,000 - LCFF -


Salaries

$85,000 - LCFF -


Salaries

$33,000 - LCFF -

3000-3999 Employee

Benefits

$189,231 - LCFF -


Salaries

$64,294 - LCFF -


Salaries

$8,129 - LCFF - 3000-3999

Employee Benefits

35

offer a specific course, they were

able to attend school at another

campus. Rio Hondo and ROP also

offered courses on WUHSD schools

in the summer, also.

Action 4

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








After-School Courses to support

targeted students in credit recovery

along with parallel support to ensure

success the first time in course








Sites used after-school courses in

different ways to meet the needs of

their students in mastering content

the first time taking a course. Some

started the course mid-way through

the first semester, while others

began courses at the start of each

semester.

$73,142 - LCFF -


Salaries

$13,166 - LCFF -

3000-3999 Employee

Benefits

$86,000 - LCFF -



$94,574 - LCFF -


Salaries

$23,398 - LCFF -

3000-3999 Employee

Benefits

$98,684 - LCFF -



Action 5

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







$3,417,213 - LCFF -


Salaries

$744,978 - LCFF -

$3,798,613 - LCFF -


Salaries

$951,357 - LCFF -

36

Students to be Served: Low Income

Scope of Service: Limited to

Unduplicated Student Group(s)


Additional sections at each site

provide credit recovery and parallel

academic courses, along with socio-

emotional support to students,

ensure students, particularly SED

students, do not fall behind in

credits. Guided Study comprises

some of the sections for the

low-income at-risk students at all

sites. Guided Study are sections of

support programs during and beyond

the freshman year that provide

continued intensive support and

monitoring to students through

interpersonal engagement,

instruction in organizational skills and

time management, and daily

homework checks. Connecting with

all of the teachers that each student

has throughout the day to ensure

that they are on-track provides a

solid foundation for students ninth

grade year. We have found that

these Guided Study sections eases

the transition for the high-risk

low-income students, lowers the

dropout rates, connects students to

school, results in students wanting

to come to school, thus improving the

attendance rates so students can

learn. (128 additional support





Between 21 and 63 sections (4.2 -

12.6 FTE) were added at the

different sites to support students

at-risk of not mastering course

content and passing their classes.

Some of these supplemental section

supports were parallel classes,

some were Guided Study, and some

were smaller sections on dedicated

content to individualize instruction.

The result was a decrease in the D/F

rate for 1st semester from 11.5% in

17/18 to 11.2% in 18/19. On-Targets

rates for graduation continue to

increase, being the highest overall in

history of the district, and the

graduation rate continues to remain

above 95% at all comprehensive

high schools.

3000-3999 Employee

Benefits

3000-3999 Employee

Benefits

37

sections districtwide).

Action 6

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Provide additional sections

for SDAIE & ELD in order to support

EL students' success. This provides

parallel support classes as well as

lower class sizes in other

coursework so EL students get more

personalized and individual attention.

Parallel Academic English

Development (ALD) courses assist

English Learners in mastering English

language and gaining proficiency in

academic coursework, along with

gaining organizational skills. Some of

these sections will now be Guided

Study sections for EL students (LS)

(total EL support sections 127

district)








139 sections supporting EL students

mastering of English and success in

content courses were added to the

Master Schedules this year, including

Parallel Academic English

Development (ALD) courses that

assist English Learners with

previewing the vocabulary and

difficult content before learning it in

their mainstreamed courses, along

with support for organizational and

time management skills. The

one-on-one in these smaller support

classes resulting in other sites

modifying the structure and forming

EL Guided Study, which has led to

higher pass rates in academic core,

an increase of 9% in first semester

18/19. Additionally, the benefit of

smaller classes for EL students can

be seen in the EL reclassification

$3,196,596 - LCFF -


Salaries

$703,404 - LCFF -

3000-3999 Employee

Benefits

$3,391,160 - LCFF -


Salaries

$707,560 - LCFF -

3000-3999 Employee

Benefits

38

rate increase of 4.1%, up to 11.6%.

Action 7

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






Scope of Service: Schoolwide

Location: All Schools, Specific Schools:

Comprehensive High Schools

Ed Tech Support Leads foster

seamless integration of technology

with curriculum. Teachers at each

comprehensive high school have

release periods to assist their

colleagues one-on-one or to provide

workshops on technology that is to

be used in the classroom to further

understanding and engagement.

(total of 7 sections + hourly Trans)








Spreading their expertise through

period-by-period workshops,

one-on-one training, development

of video libraries, and other

innovative techniques, seven

teachers throughout the District

were released for one period out of

their schedule to accomplish the goal

of increasing the technological

literacy of their colleagues so as to

further engage students in learning.

The Ed Tech at Transitions was paid

hourly so as not to release her from

her teaching assignment.

$163,437 - LCFF -


Salaries

$32,593 - LCFF -

3000-3999 Employee

Benefits

$6,000 - LCFF - 5000-5999

Services and Other

Operating Expenses

$136,856 - LCFF -


Salaries

$31,985 - LCFF -

3000-3999 Employee

Benefits

$1,238 - LCFF - 5000-5999

Services and Other

Operating Expenses

Action 8

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures

For Actions/Services included as For Actions/Services included as $415,104 - LCFF -


$427,577 - LCFF -


39






Location: Specific Schools:


Open Media Center until evening so

students can access technology,

resources, and tutoring services.

Staffed with a full-time computer lab

assistant to monitor media center

and provide computer assistance to

students.

Provide tutoring and targeted

academic assistance in the media

centers after school, using

certificated, classified, College and

High School Tutors to assist.

The full-time computer lab assistant

in the Media Center also monitors the

location of the tutoring in the

classrooms during the day using

College tutors, as well as the

location of the technology carts.







Media Centers were open before

and after school at the

comprehensive high schools,

allowing students to study, print from

the computers, receive tutoring

assistance, and, at some sites,

attend a variety of workshops.

Participation is directed at some

sites, and has a direct impact on

improving classroom grades.

Salaries

$256,779 - LCFF -


Salaries

$106,559 - LCFF -


Salaries

$152,118 - LCFF -

3000-3999 Employee

Benefits

Salaries

$204,683 - LCFF -


Salaries

$101,021 - LCFF -


Salaries

$151,214 - LCFF -

3000-3999 Employee

Benefits

Action 9

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







$373,843 - LCFF -

4000-4999 Books and

Supplies

$98,406 - LCFF -

$203,488 - LCFF -

4000-4999 Books and

Supplies

$88,264 - LCFF -

40





Technology: As courses and

assessments move to a more

technologically-based format,

students need to be well-versed in

the medium. The purchase of

technological devices and

accompanying carts/furniture will

ensure students have access to all

forms of content and that they are

fully prepared for college and

career, particularly those students

who do not have access to these

devices at home.

Technological services and

programs to engage students and

provide them with additional support

and access to the content (e.g.,

Turn-it-In, CA streaming

video, Artstor,and other

content providers). Pilot of an online

course provider for on-site credit

recovery program for at-risk

students (CyberHigh).





As schools and districts around us,

including some that feed into us, go

to a one-to-one model for

technology, we do not plan to do

that; however, sound pedagogy

uses technology as a tool to support

learning. As such, we are

approaching a 1:1 ratio, but the

devices remain on the sites, with

access to web-based services and

programs to be used with guidance

from staff.

Not only is technology continually

changing and needing to be

upgraded or replaced; the student

and teachers are continually

changing also. The continual battle of

teens using technology vs. using

technology to learn requires staff to

continually learn with the students.

The CyberHigh pilot was successful

this past year with comprehensive

high school students; however,

some alternative education students

struggled with some of the A-G

course levels in an online

environment. Guidelines were

developed with stakeholders from all

groups and it was deployed for

credit recovery for students

4000-4999 Books and

Supplies - Technology carts

for devices

$182,499 - LCFF -



Software services and aps

for devices to support

instruction

4000-4999 Books and

Supplies

$129,544 - LCFF -



41

throughout the district. The

stakeholder group agreed it

should only be used for credit

recovery within the district - not

original credit. In the upcoming year,

more credit deficient students will be

able to utilize the service. 92% of the

students who were credit deficient

and used CyberHigh were part of an

Unduplicated Student Group.

Action 10

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures









Support & Training of Academic

Mentors: Academic Mentors support

teachers in the classroom to ensure

targeted students master academic

content. Training is provided to

ensure that the Academic Mentors

acquire the appropriate

knowledge about the requisite skills

and demeanor needed to maximize

learning when supporting at-risk

students within the classroom. The

use of Academic Mentors has









The Academic Mentor program is

growing within the district. With

strong organization, training,

recruitment, and scholarship

opportunities for the mentors,

the successes continue to grow.

The design is for mentors to help

students academically within the

classroom; however, the mentors

end up becoming a strong emotional

support for many of the students.

Surveys and interviews noted that

$21,891 - LCFF -


Salaries

$4,019 - LCFF - 3000-3999

Employee Benefits

$20,945 - LCFF -


Salaries

42

proven to be highly effective, not

only from surveys of students

receiving help, but from a review of

academic grades and from several

Masters' Thesis studying the

program who found that positive

motivational and engagement results

on the part of the student, along with

academic gains.

the mentors were the "one person

the student could count one" through

a tumultuous time period in their life.

Schools share their practices with

one another, helping each other

grow stronger programs throughout

the district.

Action 11

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures









Outside Professional Development

for learning best instructional

practices when teaching targeted

students in all content areas

(including Visual and Performing Arts

and Physical Education).









Conferences and other professional

learning opportunities included

CABE, Title III Accountability Institute,

ELA, Math, and Science content

workshops. All learning is shared

with colleagues back on the sites

and at the district.

$88,000 - LCFF -



$104,000 - LCFF -


Salaries - Sub Costs

$10,560 - LCFF -

3000-3999 Employee

Benefits - Sub Benefits

$88,434 - LCFF -



$84,114 - LCFF -


Salaries

$10,513 - LCFF -

3000-3999 Employee

Benefits

Action 12

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures

43








College and Career Pathways: In

order to engage students in their

current educational pursuit and

prepare them for college and career,

interaction with potential careers is

done through a variety of methods

(e.g. Naviance, hands-on

experiences, or course sequences).

Support of struggling students in

these different exploratory

experiences varies from clerk

positions, additional tutoring,

assignments in Naviance.

including PSAT uploaded into

Naviance and/or Road trip Nation for

career exploration, all depending

upon the school site. CTE Pathways

are expanded on sites and with

support of ROP and clerks that

facilitate exploration and completion

of pathways.Additionally, the

UC Puente Program is supported on

three sites to expose under-

represented students to college-level

expectations, rigorous coursework,

along with college trips throughout

the state, with the goal of enrollment

in a four-year college upon








Deeper implantation of Naviance as

as a tool of college and career

awareness is continuing at the sites

as they import the PSAT scores of all

ninth through eleventh grade

students from the Fall administration,

among other uses. Despite their

structure, sites ensure that all

students have a network of support

to facilitate exploration and support

for college and career,

including College and Career Clerks,

Tutors, and Academy Clerks. The UC

Puente Program on three sites (CHS,

WHS, & LS) continues to have higher

GPAs and on-target rates than the

general population each semester.

All comprehensive sites visit

colleges with students and parents

throughout the year to plant the seed

and make the impossible seem

possible. The 2nd Annual Foster

FAFSA Free-4-All was held in

December on a very rainy night --

and still had participants who not

only completed their FAFSA

and/or CHAFEE, but received

unexpected funding for their first

$15,300 - LCFF -


Salaries - Tutoring,

Mentoring, Subs

$387,070 - LCFF -


Salaries

$143,647 - LCFF -

3000-3999 Employee

Benefits

$15,000 - LCFF -



Career Exploration

$15,000 - LCFF -



Puente

$18,000 - LCFF -

4000-4999 Books and

Supplies - Puente

$117,874 - LCFF -


Salaries - Puente

Counselors

$30,646 - LCFF -

3000-3999 Employee

Benefits - Puente

Counselors (1/2 at WHS &

CHS)

$5,000 - LCFF - 4000-4999

Books and Supplies -

Foster/Homeless College

$8,121 - LCFF - 1000-1999


(repeated expenditure)

$315,484 - LCFF -


Salaries

$121,341 - LCFF -

3000-3999 Employee

Benefits

$15,200 - LCFF -



$15,000 - LCFF -



$18,000 - LCFF -

4000-4999 Books and

Supplies

$113,844 - LCFF -


Salaries

$31,521 - LCFF -

3000-3999 Employee

Benefits

$4,851 - LCFF - 4000-4999

Books and Supplies

44

graduation (CHS, LS, WHS). Finally,

expansion of the Foster FAFSAFree-for-All, which was quickly puttogether this past year to servesenior foster students to make surethey not only completed theirFAFSA, but also had access to all thefunds and services available tofoster students, including theTransition Social Worker who camewith news on additional funds theydid not have realize they couldreceive.

year out of high school from their

County Transition Social Worker,

who was able to bring miracles to

fruition for these students.

Action 13

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Visual and Performing

Arts Lead: Engage students with

school and the Visual and

Performing Arts Programs by

enhancing and aligning

current VAPA offerings and by

expanding support through a

new VAPA Lead position. Outreach to

the community will expand through

the development and maintenance of

a district VAPA website and








The VAPA Lead, and Art Teacher at

one of the sites, has one period

release to interact with the

community and the other sites as

she arranges art shows, develops

the web site, and supports the sites

as they attract more students into

the arts, thus engaging students

from unduplicated student groups

into the arts. Two VAPA courses

were also A-G approved in the past

$19,462 - LCFF -


Salaries

$5,448 - LCFF - 3000-3999

Employee Benefits

$3,570 - LCFF - 4000-4999

Books and Supplies

$2,000 - LCFF - 5000-5999

Services and Other

Operating Expenses

$19,462 - LCFF -


Salaries

$5,448 - LCFF - 3000-3999

Employee Benefits

$4,952 - LCFF - 4000-4999

Books and Supplies

$1,819 - LCFF - 5000-5999

Services and Other

Operating Expenses

45

articulation with middle schools and

community groups.

school year. A-G rates at

comprehensive high schools

continues to rise, hitting 61% last

year.

Action 14

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures





Location: Specific Schools: Transition

Career Life Skills Micro Enterprise

Equipment and curricular materials





Scope of Service:

Location: Specific Schools: Transition

Life Skills Enterprise continued to be

supported by requisite equipment

$6,936 - LCFF - 4000-4999

Books and Supplies

$6,285 - LCFF - 4000-4999

Books and Supplies

Analysis




Actions and services were implemented in order to achieve the goal, Textbook adoptions for the year include advanced math

courses, with the main Social Science courses (World Civ, US History, Government, and Economics) doing a thorough study of

textbook options and then piloting a few possibilities so they can make a collaborative and reflective decision on textbooks to

adopt in the 2019/20 (to be in their classrooms for the 2020/21 school year).


Many metrics have declared the effectiveness of the actions listed above in reference to students experiencing high quality

instruction that engages their interests while providing them a rigorous, relevant, and standards-based curriculum, including

46

continually increasing A-G rates and On-Target for Graduation Rates, with the current rates being the highest rates ever. Also,

large numbers of students in Advanced Placement courses with an open access policy and consistent pass rates, despite

increasing numbers of students. The largest number of students in the District are in AP Spanish Language, with 466 students last

year (10.4% of testers), and 93% of the students passing the test, compared to the National average of 88% passing. The

majority of these students have a home language of Spanish, with many being Ever ELs.

Whittier Unions Board has expressed two fundamental beliefs regarding teaching and learning:

(1) All teachers can teach to high standards, given the right conditions and assistance. Assessments need to be common

so teams can deconstruct teaching and learning collectively with a more-brains-in-the-room approach; and,

(2) In a standards-based system, the goal is for all students to gain mastery. All students can achieve high standards,

given the requisite time and support; therefore, high expectations and early intervention are essential.

This requires actions for students to get back on track in relation to standards, course completion, and college preparedness.

WUHSD classrooms provide targeted support strategies, tailored interventions, and retesting; providing students with additional

opportunities to learn and demonstrate mastery. These proactive strategies provide hope to high-need students, keeping them

engaged with course content and with the school as a whole. After-school courses, Saturday workshops, smaller personalized

sections, and summer school courses provided WUHSD students opportunities to get "back on track" this past year, with the

highest on-target rate for 17/18 semester 2 and also 18/19 semester 1 -- it defies belief that the number just keeps rising.

Dependent upon developing instructional capacity, this system relies on teachers professional learning. In order to impact student

learning, teachers have to learn improved teaching practices and utilize them regularly in their classroom. To do this, Whittier Union

addresses three key areas of teachers learning and practice: content, process, and collective responsibility. In a content

component, teachers learn to develop high-quality assessments aligned with state standards and informed by past student

performance. Teachers learn what course-alike teams actually do, including a protocol for analyzing students assessment

results, the use of electronic tools, practical feedback strategies, and deeper knowledge of state standards. Rigor and high

expectations are infused throughout this learning, with adjustments made in practice to ensure greater student participation and

success in higher levels of coursework. Second, a process component where teachers learn how to work together as a

course-alike team and improve instruction, moving from individual impact concerns to integrated collegial efforts to achieve

synergistic impact. A broad base of teacher leaders develop highly effective course-alike teams engaged in professional learning,

resulting in the dynamic interchange of informed action between classroom practice and student assessment data. This team

collaboration supports the application of new content and strategies within the classroom. Relationships and trust are key.

Finally, a collective responsibility component focuses on why teachers need to use this team approach and the expected

47

outcomes of useincreased learning for all students, regardless of student demographics or the individual teacher. Developed

through the infusion of research with local data, teachers attitudes and commitment are strengthened through positive growth in

their own classroom or their peers. Students understand learning targets and what is required to reach them, making adjustments

as needed in their method of study. Student and teacher both accept responsibility for learning. Teachers self-efficacy increases,

changing the classroom contractmoving from I taught them, to a more student-centered focus, Did they learn it? Teachers believe

in the power of formative assessment and the power of course-alike teams to impact student learning engaging in this process is

relevant to their daily lives. This requisite triad of rigor, relationships, and relevance increases the readiness of all students to

successfully enter and complete college. It is this change in attitude that works together with the interventions above to make them

effective in raising the metrics -- all except for last year's SBAC scores which were a draw; however, this process, with

teachers taking responsibility for students' learning has been in place. Teachers, as a team, are examining the scores in

relationship to curriculum and instruction, then making the needed adjustments. The College/Career Indicator is another metric that

is not yet fully showing the work of both students, teachers, and counselors; however, in two years when the 2021 cohort

graduates, their hard work should shine. Students have been taking concurrent college courses; CTE pathways are more fully

articulated, with more students enrolled in those pathways; more AP courses have been added, including Computer Principles

which attracts a different group of students who were not previously enrolled in AP courses; and, with the team approach,

students' SBAC scores will increase.






There will be a decrease in the number of Ed Tech Leads next year as they have been so effective in bringing up the level of

teachers' technological literacy, there is not a need for as many at each site as there were when they were first implemented

(Goal 2,7; pg. 141).

With the adoption of Windows 10, there are specific computers that will not be able to run the software and will need to be

replaced by 2020, causing an increase in technology costs for the upcoming year (Goal 2.9, pg. 145).

48

Priority 1: Basic

Conditions at School:

SARC

2018-19

99.84% Average on

all indicators on

Facility Inspection

Reports from all 7

sites

0%

Teacher Misassigned

Access to Textbooks

in All Core Courses

Goal 3

ASSESSMENT AND ACCOUNTABILITY

Provide instruction that utilizes interim and quarterly common assessments that result in the sharing of student data and the identification of best

practices so that students learn challenging content and student performance is increased.


The school effectively uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student

performance data.

Teachers employ the use of formative and summative assessments, along with a variety of assessment strategies to evaluate student

learning. Students and teachers use these findings to provide feedback to students and to modify the teaching/learning process for the

enhancement of the educational progress of every student.

Each school uses an assessment and monitoring system to determine student progress toward achievement of the academic standards and

college/career readiness standards.

The assessment of student achievement in relation to standards drives the schools program, its regular evaluation and improvement, and the

allocation and usage of resources.


State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 8. Other pupil outcomes

Local Priorities:


Expected Actual

Met

Average Percentage Score of Conditions on

Williams Facilities Inspection Tool

2 0 1 7 2 0 1 8

California HS 99.47% 99.52%

La Serna HS 99.84% 100%

Pioneer HS 99.74% 99.79%

49



Learner Progress

2018-19

ELPI Target on hold -

Focus on

Reclassification.

Target: 8.5%


Achievement -

Academic Indicator

Grade 11 SBAC (DF3)

2018-19

SBAC DF3:

ELA: 20 points

above level 3

Math: 40 points

below level 3

SBAC Participation

Rate

2018-19

SBAC

Participation Rate

Target: Maintain

above 96%

Santa Fe HS 100% 100%

Whit t ier HS 99.84% 99.87%

Sier ra Educat ion Center( Fr on t ier HS &

Sier r a Vist a HS)

100% 100%

W UHSD 9 9 .8 2 % 9 9 .8 6 %

Note: 2 schools are situated on Sierra Education Center: Frontier & Sierra Vista

0% Misassigned Teachers

100% access to textbooks in all core classes

Target Met: Without an ELPI this year and the introduction of a new assessment (ELPAC), we

focused on redesignation: 11.6% (up from 7.5% in 2017/18)

Not Met: ELA: 12.7 points above level 3 (declined 7.5 points from 2017/18)

Not Met: MATH: 65.5 points below level 3 (improved 4.3 points from

2017/18)

Yellow on Dashboard

SBAC Participation Rate Targets:

Not Met: ELA 95.8%

Not Met: MATH 95.4%

50

AP Participation Rate 2018-19

Target for

Percentage of

Students Taking at

least one AP

Class in School

Year: 20%

Target for

Percentage of AP

Students Taking at

least one Test in

School Year: 75%

Percentage of Unique Students Taking at Least One AP Classes in School

Year

2 0 1 2 - 1 3 2 0 1 3 - 1 4 2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8

CHS 8% 11% 17% 19% 27% 22%

LS 18% 17% 19% 22% 30% 25%

PHS 9% 11% 14% 10% 26% 26%

SF 9% 10% 18% 20% 26% 25%

WHS 16% 21% 23% 23% 26% 25%

W UHSD 1 2 % 1 4 % 1 8 % 2 0 % 2 7 % 2 1 %

Percentage of AP Students who Take at least

One Test during School Year

2 0 1 4 - 1 5 2 0 1 5 - 1 6 2 0 1 6 - 1 7 2 0 1 7 - 1 8

CHS 78% 72% 71% 70%

LS 97% 93% 91% 86%

PHS 94% 93% 81% 79%

SF 84% 81% 80% 84%

WHS 63% 75% 77% 70%

51

AP Pass Rate 2018-19

AP Pass Rate

Target: 42%

EAP College-Ready 2018-19

EAP College-Ready

Targets

ELA 30%;

Math 12%


D/F Rates Sem 1

Targets: 10.6%


D/F Rates Sem 2

Target: 11.9%

On-Target for

Graduation Sem 1

2018-19

On-Target for

Graduation

Semester 1

Target: 94%

W UHSD 8 3 % 8 2 % 8 1 % 7 8 %

Met: AP Participation and Test Taking

AP Pass Rate Target Met: 42% passing with a 3 or higher on the 4,493

tests taken

EAP College-Ready Targets

Not Met: ELA 22%

Not Met: MATH 8.0%

D/F Rates Sem 1 Targets Not Met: 11.5%

Met D/F Rates Sem 2 Target: 11.2%

On-Target for Graduation Semester 1 Target Not Met: 93.1%

52

On-Target for

Graduation Rate Sem

2

2018-19

On-Target for

Graduation

Semester

2 Target: 94%

SBAC ELA

Participation and

Proficiency Rates

2018-19

SBAC ELA

Participation Rate

Target: 96%

SBAC ELA Proficiency Rate

Target: 62%

SBAC MATH

Participation and

Proficiency Rate

2018-19

SBAC MATH

Participation Rate

Target: 96%

SBAC MATH

Proficiency Rate

Target: 29%

On-Target for Graduation Semester 2 Target Met: 94.6%

SBAC ELA Participation Rate Target Not Met: 95.8%

SBAC ELA Proficiency Rate Target Not Met:

ELA

2015 2016 2017 2018

WUHSD 61% 61% 62% 58%

SBAC Math Participation Rate Target Not Met: 95.4%

SBAC Math Proficiency Rate Target Met:

Math

2015 2016 2017 2018

26% 30% 28% 30%

53

Actions / Services


Action 1

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Common Assessments: Provide

interim and quarterly common

assessments that result in the

sharing of student data and the

identification of best practices in

order to improve the achievement of

all students, particularly the

underperforming students, ensuring

that they are college and career

ready when they graduate

from WUHSD. Utilize other sources of

data, research, and information to

inform the collaborative analysis of

common assessment results

and discussion of practice in order

to improve student learning.

Within WUHSD, we strongly believe

that collaboration is the reason for

students continued academic

growth, with change driven through








At least four district Common

Assessments were administered in

courses within the core content

areas of ELA, Math, Science, Social

Science, and World Language.

EADMS is still used for the

administration of the Common

Assessments; however, many of the

exams are now computer-based

instead of paper-and-pencil. There

are four site-based common

assessments in between the four

district assessments to identify gaps

in students' learning. Discussion of

students' results occur at

course-alike team meetings at the

site and the district following

assessments where teachers

discuss the assessments, share

best practices, and determine the

$134,640 - LCFF -



Services to facilitate

analysis of data (e.g.,

EADMS, Student Tracker, &

CORE Data Collaborative)

$6,000 - LCFF - 4000-4999


Scanners, Supplies

$53,000 - LCFF -



Reprographics charges

$156,821 - LCFF -



$18,325 - LCFF -

4000-4999 Books and

Supplies

$68,210 - LCFF -



54

the use of common assessments as

a tool: a tool to define content

covered in certain period; a tool to

dive deep into student performance

and guide dialogue directed to

overcoming barriers to student

learning; and, a tool for the sharing

of best instructional and curricular

practices.Note: Production of District

Common Assessments occurs a

minimum of 4-9 times per year for all

core courses.

need for intervention.

Action 2

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Comprehensive High SChools

Intervention Specialist Release

Periods: The Intervention Specialist is

a teacher who has one release

period to analyze data and provide

support and information to personnel

on the site to ensure that students

are provided with time and support

to achieve academic success (Note:

Based on need, two sites have

added an additional period of









Each Intervention Specialist reviews

the different data on student

performance that is released

throughout the year (at least

quarterly, if not more often) and

identifies students in need of

additional support. Their time is also

spent arranging intervention

programs and communicating their

existence to teachers, students, and

$180,345 - LCFF -


Salaries

$32,154 - LCFF -

3000-3999 Employee

Benefits

$173,248 - LCFF -


Salaries

$48,216 - LCFF -

3000-3999 Employee

Benefits

55

Intervention Specialist) parents.

Action 3

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Facilitate collaboration and analysis

of common assessment data and the

development of interdependent

teams to support strong student

achievement for all students,

particularly the under-performing

students, ensuring that they are

college and career ready when they

graduate from WUHSD. This is done

through the Coordinator of

Curriculum and Assessment with

seven Coaches, who are teachers

with additional monthly hours, who

facilitate course-alike teams

throughout the year (subs in Goal 1)








The Curriculum Assessment

Coordinator and seven coaches

(extra hours for teachers) facilitate

collaboration of course-alike teams

as the teams analyze data and then

develop their own site course-alike

teams

$509,492 - LCFF -


Salaries

$25,718 - LCFF -

3000-3999 Employee

Benefits

$68,830 - LCFF -

4000-4999 Books and

Supplies - Supplies, lunch,

and water for groups

coming into district

throughout the year

$543,491 - LCFF -


Salaries

$61,241 - LCFF -

3000-3999 Employee

Benefits

$72,154 - LCFF -

4000-4999 Books and

Supplies

Action 4

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures

56








Course Leads: 115 Course Leads,

who, at each site, facilitate the

development of the course-alike

team; then, as a member of the

district team, contribute to the

development of assessments and

curriculum, ensuring that all students

groups are included in the analysis.

Course Leads provide opportunities

for their team to share best practices

for teaching that contribute to

improving student learning and

mastery of standards for all

students, working with teachers and

staff to identify students in need of

intervention, ensuring that all

students not only master the content,

but move on to the most rigorous

course of study and graduate on

time.








115 Course Leads across the district

(18 - 23 Course Leads per

Comprehensive High School; 2

Course Leads per Alt Ed HS; 5

District Course Leads in Content

Areas for Special Education) meet at

least three times per year to review

student performance on Common

Assessments, design future

assessments, share Best Practices

for teaching and learning, and

discuss intervention. This has been

one of the most effective and

consistent methods for increasing

student achievement in WUHSD

since 2004.

$286,560 - LCFF -


Salaries

$44,107 - LCFF -

3000-3999 Employee

Benefits

$318,538 - LCFF -


Salaries

$67,518 - LCFF -

3000-3999 Employee

Benefits

Action 5

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







$123,500 - LCFF -



$140,289 - LCFF -



57





Advanced Placement Testing:

Support low-income students in

taking as many AP tests as they are

prepared to take by promoting the

lower $5 test charge and covering

any balance due for AP tests with

district funds. Support these

students with additional materials

specifically designed to prepare for

AP tests where students lack the

background experiences that are

often capitalized upon on these

forms of standardized exams.





Every student is encouraged to take,

and often times placed in, the most

rigorous course of study they can

master. The district removes cost

barriers for the AP tests for

Advanced Placement students, as all

students in these courses are

expected to take the exam. For

income-eligible students, each exam

costs $5. This past year, 1,665

income-eligible students took 3,076

AP exams with district assistance.

This is up from 1,309 student taking

2,786 AP exams the previous year --

356 more students experiencing AP

testing and discovering what college

would be like in their future.

College Board AP Test

Fees (Gap Only: State

Program in Back in Place)

$18,000 - LCFF -

4000-4999 Books and

Supplies - Support Materials

$26,842 - LCFF -

4000-4999 Books and

Supplies

Action 6

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






College Readiness: Prepare all

students for the option of attending





Location: All Schools, Specific Grade

Spans: 9th - 11th

All ninth grade through eleventh

$90,780 - LCFF -



College Board: PSAT

$0 - LCFF - 1000-1999

Certificated Salaries - Subs

$0 - LCFF - 4000-4999

Books and Supplies

$90,919 - LCFF -



$0 - LCFF - 1000-1999


$0 - LCFF - 4000-4999

Books and Supplies

58

college after completing high school

by taking the PSAT in ninth, tenth, and

eleventh grade, particularly those

students who had not considered

college as an option in the past. In

order to prepare all students to

consider college as an option, we

will begin the conversations with

students focused on college early,

making it more likely that student may

actually attend college. By taking

the PSAT multiple times, the student's

SAT score is shown to be higher,

offering the student more options in

colleges.

grade students took the PSAT, This is

the third year that WUSHD has had

all three grades take the

assessment, with growth

demonstrated in all three grades.

Counselors and teachers have

prepared classroom presentations

using College Board tools to inform

students and for students to utilize to

improve their scores. Due to the

changes in the test, we are unable

to see individual changes when the

student takes the test multiple times

until the 2020/21 school year.

Analysis




The actions and services in Goal 3 were fully implemented, with AP Testing exceeding projections due to more low-income

students taking the test that originally expected. All ninth through eleventh grade students took the PSAT, with the anticipated

number of Course Leads and Curriculum Assessment Coaches leading the work throughout the District. Many of the paper-

an-pencil assessments have migrated over to online assessments; however, they are still being developed and deployed. SBAC

Participation Rates, along with other metrics are strong or growing, but the proficiency rate still needs work, whcih the

course-alike teams are addressing at the site and district level.


One of the means for increasing content and pedagogical knowledge is through intensive teacher learning with the goal of

developing, or refining, learning expectations. After each district quarterly assessment, all the course leads from that course (plus

one other teacher in that course from their site) come together for the day to analyze assessment results and share strategies

that will strengthen learning and/or address any gaps, and share any research or practices that support the work they do on their

59

sites with their teams. Expected outcomes from these Best Practice days include lateral coordination of common expectations,

increased knowledge and use of strategies supporting high-need students, as well as providing a conduit to distribute common

knowledge throughout the district. Between the four district quarterly assessments, sites give four common site assessments and

conduct a process that mimics the district Best Practices with their site course-alike team. District Best Practices help to develop

Course Leads into leaders that can form strong teams out of their site colleagues so they can bring about increased student

achievement.

At District Best Practices, teachers may identify learning needs beyond the capacity of their course-alike team and request to

attend specialized workshops and conferences that address unique needs of special populations, including English Learners,

students with disabilities, and other high-need students. These workshops range from language development of students with

disabilities required for academic success, aligning English language development standards with content standards, and the

supportive use of digital tools. All specialized learning is designed to expand the knowledge base of course-alike teams, allowing

them to make the requisite instructional adjustments in order to close the achievement gap.

Summer Professional Learning includes one week devoted to each core content area. This time allows for a few nuggets of new

learning one of which is always strategies for increasing the achievement of English Learners in the classroom and then the

application of that new learning to the revision of common assessments and pacing guides. Teachers (course lead +1 from each

site) still review of data, refine common pacing guides and assessments, identify challenging topics, either due to language

fluency, processing difficulties, or gaps in background knowledge; and plan targeted strategies to address these issues, in

preparation for the upcoming school year. These teacher representatives then take the knowledge from these days to their

colleagues at their sites. One Special Education representative participates at each course table in both summer and Best

Practices who then not only modifies the district common assessment for students in self-contained learning handicapped

classrooms, but also discusses additional supports for mainstreamed students with other district teachers.

This practice of professional learning relies on increasing individual and organizational capacity through the use of course-alike

teams at both the district and site level. Collaboration based on student achievement and new concepts related to student learning

and well-being are essential resources for initiating this practice. During the year for Best Practices, substitutes are needed to

release teachers for the day; whereas, during the summer, teachers receive the daily professional development rate. In addition

to teachers, coaches are needed to facilitate the dialogue. A cadre of seven teacher-coaches facilitate the work with the

course-alike teams, earning additional hours for their work. All of the course-alike groups utilize California standards and

frameworks to guide the direction of their work; however, concepts found valuable to one content area are shared with another;

e.g., the use of inquiry in science has been applied in the other disciplines. Another support for this program is collaboration time

built into every schools schedule, allowing the activities and learning from the district course-alike team to be replicated on each

site for all teachers throughout the district.

60

Using the students results on common assessments to spark dialogue regarding support for students, re-testing, and spiraling of

questions has led to consistent growth in multiple measures, including on-target rate, graduation rates, GPAs, as well as

narrowing the gap between subgroups, including gender. Disaggregation of student results identifies concepts that students are

not mastering. Together, teachers break down the learning process to identify where and why the student is struggling, then

strategies are shared, discussed, and developed to meet the need. Resources are shared on the Districts Google Drive or Google

Classroom, allowing all teachers to both share and access resources.

The inclusion of ELD and Special Education teachers brings a multitude of perspectives and resources to the discussion. This

model not only addresses students academic needs, as described above, but also considers their socio-emotional, behavioral

needs, and language needs. All teachers begin to see themselves as teachers of language usage. English language development

is something that occurs in every discipline, with language-rich practices embedded within the content so that deeper

understanding and more sophisticated language use assists students in learning the language. Time is a valuable resource that is

treasured. Hope strategies are regularly discussed in regards to interventions, grading, and student engagement. When students

are engaged and learning, there is a sharp decline in behavioral issues. With a common curriculum and pacing, students

experiencing difficulties are more easily identified and referred to a network of student intervention programs.

All efforts strive to increase individual and organizational capacity. The capacity to facilitate change requires distributed leadership

where those with different roles and competencies work cooperatively around the common task of improvement. Teams exist

within and between schools, building a network of professionals who learn with and from one another, forming a strong

foundation of knowledge and support. Leadership development activities are included in Summer Professional Learning and Best

Practices; however, supplemental learning opportunities have been provided. Currently, one to two day meetings, often in the

summer, are provided to Course Leads and Department Chairs from all sites. Topics include handling difficult conversations,

overcoming resistance, building trust, highlighting best practices without highlighting poor performers, motivating peers, and team

development. The new roles and responsibilities within this model create a strong base of distributed leadership, leveraging

change through internal accountability systems that develop a collective responsibility for student learning rather than individual

autonomy. This model is the foundation for academic improvement and change.

With this professional learning model, the continued growth of teachers and administrators leads to increased knowledge and

consistent application of the curriculum across the district. Thus, the primary outcome of this model is the continued growth of

students through the collective monitoring of student progress, the sharing of best instructional and curricular practices, and the

focus on strategies that support all students, particularly those who are not meeting standards. With the 2004 district initiative of

doing Whatever it Takes to meet students needs still a guiding principle, the development of the LCAP based on the eight State

Priorities was simply an extension of our work. This work is clearly articulated within the LCAP, funded by both base and

supplemental funding. Experienced district staff coordinate professional learning in a cohesive manner, providing timely and

61

differentiated assistance and developing lateral networks of support between school sites; thus, raising expectations and support

simultaneously.

The continued growth of students and their vision of college is further pushed forward when all of the ninth, tenth, and eleventh

grade students take the PSAT. Not only has the PSAT been found to be considered one of the best ways to get students focused

on college as an option, but it has been found that each time a student takes the PSAT, the higher their SAT score is likely to be in

future years. The alignment of the PSAT and SAT scores, as well as the building on the longitudinal score has increased students'

understanding of their growth on this college assessment, but also what they need to do to improve. The free tools that

accompany their scores are used by students and staff to improve future scores and expand their opportunities to arenas and

universities they had never even considered.



for both certificated and classified, with another STRS/PERS increases of 2%. Additionally, more socioeconomic disadvantaged

students took the AP exam, contributed to the material differences between the budgeted and estimated expenditures.



Additional hours were provided to a Spanish teacher to prepare materials for a couple of the Spanish Course Teams so that two

of the Curriculum Assessment Coaches did not miss additional days of class to facilitate the group. Facilitation has become in

great demand as more teacher teams have seen its value; however, we do try to guard against excessive class release time for

the Curriculum Assessment Coaches. In struggling to achieve that balance, there are a couple of the Spanish groups who

function very well together due to the longevity of those teachers in the Course Lead roles, and the actual personalities of those

Course Leads themselves, that they only needed extra preparation for the group that is typically done by the coach. One of the

members in the group was willing to do this preparation for their three meetings, so hourly compensation will be provided (Goal

3.3, pg. 168).

62

Priority 2: Implementation of

State Standards

2018-19



Board

Teacher Professional Learning:

Average Days per Teacher

(Target: 5 days per year)



School Participating in Summer

and District Best Practices

(Target: 75% Comprehensive;

50% Alt Ed)

Goal 4

SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH

Provide a comprehensive system of support services to facilitate student success, both academically and personally.


The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the

teaching/learning process.

The school is a safe, clean, and orderly place that nurtures learning and maintains a culture characterized by trust, professionalism, and high

expectations for all students.

All students have access to a system of personal and equitable support and intervention services, activities and opportunities at the school

and within the community to help ensure school, college, and career success.

The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic

standards, the college- and career-readiness standards, and the schoolwide learner outcomes.


State Priorities: 2. Implementation of State Standards; 3. Parent involvement; 4. Pupil achievement; 5. Pupil engagement; 6. School climate; 8.

Other pupil outcomes

Local Priorities:


Expected Actual

Met

The Reflection Survey on the implementation of academic state

standards was originally given to Course Leads at Summer Professional

Learning, then discussed with other Teacher Leadership Groups, as well

as with Administrative Groups, to ensure common understanding and

input from a wide variety of stakeholders. Following the original survey,

the annual administration and follow-up falls to a more select District

Committee who oversees extensive Professional Learning in the summer

and throughout the year for all content areas, including the structured

content professional learning and collaborative groups at the teachers

request. This collaborative professional learning has led to a relatively

high rating for many content areas. Transition to the Common Core

began in the summer of 2010 -- the same time SBE was adopting the

standards for ELA and math, with the content frameworks used as a

63

source for ongoing, embedded professional learning. Utilizing new

standards and content frameworks within our collaborative groups allows

for this new content to be processed by our teachers and seamlessly

woven into assessments and activities that they develop themselves,

allowing not only for full implementation but also sustainability. The

results are summarized below:

In regards to progress in providing professional learning for

teaching to the recently adopted academic standards, English

identified full implementation; whereas, Mathematics, Social

Science, ELD, and Science identified as initial implementation

In regards to making instructional materials that are aligned to the

standards available in all classrooms where the subject is taught,

English, Math, Social Science, and Science identified as full

implementation; whereas, ELD identified as initial implementation.

In regards to progress in implementing policies or programs to

support staff in identifying areas where they can improve in

delivering standards-based instruction, World Language identified

as full implementation and sustainability; Physical Education and

Visual and Performing Arts identified as full implementation; and,

Career Technical Education and Health Education Content

Standards identified as initial implementation.

In regards to the success of engaging in activities of identifying

the professional learning needs of groups of teachers, identifying

the professional learning needs of individual teachers, and

providing support for teachers on standards they have not

mastered, school administrators averaged a 4, or full

implementation.

Continuing work in all areas should see increases across the board as the

Reflection Survey is used each year to measure increased growth.

Professional Learning: Average Days per Teacher throughout Year

Met Target: 5 days

2016-17 2017-18

Summer Year Total Summer Year Total

64

CHS 4.59 3.08 7.67 3.91 4.54 8.54

LS 5.71 4.86 10.57 3.71 6.11 9.82

PHS 4.83 5.01 9.84 4.01 5.98 9.99

SF 4.18 2.91 7.09 3.27 3.87 7.14

WHS 3.97 5.19 9.16 3.78 8.02 11.8

FHS 1.60 3.25 4.85 1.83 7.27 9.1

SV 1.85 .93 2.78 1.54 2.31 3.85

Trans 4.22 1.58 5.80 5.75 .58 6.33

WUHSD 4.51 3.96 8.47 3.66 5.44 9.10


Met Percentage of Teachers Participating in Best Practices

Met Target: 75% (Alt Ed 50%)

2016-17 2017-18

CHS 84% 98%

LS 87% 99%

PHS 79% 97%

SF 78% 99%

65

Priority 4: Academic Achievement

- Academic Indicator Grade 11

SBAC (DF3)

2018-19

SBAC DF3 Targets:

ELA: 20 points above level 3

Math: 30 points below level 3

Priority 4: Academic Achievement:

English Learner Progress

2018-19

ELPI Target on hold - Focus on

Reclassification. Target: 8.5%

Priority 3: Parent Engagement:

Survey of Parents Attending

Events

2018-19

Parent Engagement

Target: 200%

of WUHSD students' parents

attending an activity at school

WHS 77% 95%

FHS 65% 94%

SV 75% 91%

Trans 75% 100%

WUHSD 80% 99%

Not Met: ELA: 12.7 points above level 3 (declined 7.5

points from 2017/18)

Not Met: MATH: 65.5 points below level 3 (improved

4.3 points from 2017/18)

Yellow on Dashboard

Met: Without an ELPI this year and the introduction of a new

assessment (ELPAC), we focused on redesignation: 11.6% (up from

7.5% in 2017/18)

Target Not Met: 152% of WUHSD parents were involved in some

type of school activities (Duplicates allowed)

66


Graduation Rate

2018-19

Graduation Rates: Maintain

95.5% or higher at

Comprehensive High

Schools

DASS Schools: Maintain

67% or higher at DASS

Schools

Source: California Dashboard


Chronic Absenteeism

2018-19

Chronic Absenteeism

Target: Decrease 1% overall

to 12.1% based on CDE

DataQuest



2016-17 2017-18

CA State 86.6% 87.2%

LA County 84.8% 85.1%

WUHSD 88.8% 90.2%

Cal 96.5% 97.9%

LS 98.1% 97.5%

PHS 95.4% 96.7%

SF 96.1% 96.4%

WHS 93.8% 97.0%

DASS Graduation Rates: Targets not met



(Independent Study)

DataQuest states 12.2%, down 1.1% from 13.1% for Chronic

Absenteeism; whereas, CORE indicates that WUHSD is 11.7%

(noting the indicators are becoming more alike in how they

calculate with the State's new method).

Additionally, other than the two small student groups of Filipino

(124 students) and Asian (133 students), all of the other

student groups and overall decreased last year, while the

County and State rates increased in their Chronic Absenteeism

rate.

Chronic Absenteeism Target Met

67

Priority 6: School Climate:

Suspension

2018-19

Suspension Rate Overall

Target: 3.9%

Source: DataQuest

DataQuest:Data:

Chronic Abs Rate

16/17 17/18


Asian 5.3% 6.5%

Filipino 2.5% 5.8%


White 15.8% 14.7%

All 13.0% 12.2%

County 15.1% 15.5%

State 15.4% 15.6%

Suspension Rate Target: Met

15/16 16/17 17/18

WUHSD 3.6% 3.7% 3.6%

African American 6.4% 8.6% 1.7%

Asian 1.6% 0.8% 0.8%

Filipino 0.0% 0.8% 1.4%

Hispanic 3.8% 3.8% 3.8%

White 2.6% 2.0% 3.1%

SocioEcon Dis 4.0% 4.3% 4.0%

EL 6.2% 6.0% 6.4%

SpEd 7.8% 8.3% 8.5%

68

Cohort Dropout Rate 2018-19

Cohort Dropout Rate

Overall Target: 5.4%

Student Attendance Rates (Comp

HS)

2018-19

Student Attendance Rate

Target (Comp HS): 96.5%

Expulsion Rates 2018-19

Expulsion Rate Overall

Target: .2%

Homeless 5.1% 4.5% 3.5%

State 5.0% 4.9% 4.7%

County 3.0% 3.0% 2.9%

Cohort Dropout Rate Overall Target Met: 3.7%

Cohort Dropout Percentage Rates

2015-16 2016-17 2017-18

WUHSD 5.6 5.0 3.7

EL 11.2 9.4 9.3

SocEcDis 6.4 5.6 4.2

Hispanic 5.8 5.2 3.6

White 5.1 3.7 4.2

CA State 10.3 9.1 9.6

LA County 11.0 9.6 9.8

Student Attendance Rate Target (Comp HS) Met: 96.5%

Expulsion Rate Overall Target Not Met: .3%

33 students were expelled. We missed the target by 4 students

Expulsions Percentage Rates

2015-16 2016-17 2017-18

WUHSD 0.2 0.2 0.27

69

On-Target for Graduation Rate

Sem 1

2018-19

On-Target for Graduation

Rate Semester 1 Target:

94%

On-Target for Graduation Rate

Sem 2

2018-19


Rate Semester 2 Target:

94%

Staff Morale/Student Opinion

Survey

2018-19

Staff/Student Survey

Targets:

100% Staff Participation

80% Student Participation

CA State 0.2 0.2 0.1

LA County 0.1 0.1 0.2

On-Target for Graduation Rate Semester 1 Target Not

Met: 93.1%

On-Target for Graduation Rate Semester 2 Target Met:

94.6%

Staff/Student Survey Targets Met:

100% Staff Participation

86% Student Participation

70

Actions / Services


Action 1

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








District Categorical Office assists all

of the sites in providing services to

English Learner students and their

families and providing professional

development to the staff to ensure

that all WUHSD personnel are able to

support the academic, social, and

emotional growth of students and

families whose first language is not

English. DELAC Meetings ensure

parents are actively involved in the

decision-making processes at

the district level, as well as serving

to provide a strong planning

committee for providing services for

the parents of other English

Learners throughout the district.








Staff and services funded out of the

District Categorical Office provides

support to EL students, EL parents,

and teachers of EL students with the

goal of students mastering English

and course content.

$157,162 - LCFF -


Salaries

$123,624 - LCFF -


Salaries

$89,211 - LCFF -

3000-3999 Employee

Benefits

$40,000 - LCFF -

4000-4999 Books and

Supplies

$70,000 - LCFF -



$178,215 - LCFF -


Salaries

- LCFF - 2000-2999

Classified Salaries

- LCFF - 3000-3999

Employee Benefits

- LCFF - 4000-4999 Books

and Supplies

- LCFF - 5000-5999

Services and Other

Operating Expenses

Action 2

71

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








District English Learner Counselor: .5

Counselor Districtwide for EL

Students to promote Redesignation

and reach out to both student and

family. Counselor works with 9th

and 10th grade EL students at all of

the schools throughout the district.








Redesignation rates increased from

7.5% in the previous year up to

11.6%, with the numbers remaining

highest in the ninth and tenth grade

where the District EL Counselor

supports students.

$57,914 - Federal

Revenues - Title III -


Salaries

$23,195 - Federal


3000-3999 Employee

Benefits

$59,362 - Federal



Salaries

$22,597 - Federal


3000-3999 Employee

Benefits

Action 3

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Fund Horizon's Office at each

comprehensive high school site with

Categorical Director, Assistant, and

Specialist to provide services to

English Learners and to facilitate








Staff and services were funded out

of each sites' Horizons office to

support language acquisition of

English Learners and provide parent

education for their families.

$40,000 - LCFF -


Salaries - subs

$522,762 - LCFF -


Salaries

$1,207,664 - LCFF -


Salaries

$632,381 - LCFF -

3000-3999 Employee

Benefits

$25,000 - LCFF -

4000-4999 Books and

Supplies

$25,000 - LCFF -

$38,361 - LCFF -


Salaries

$677,728 - LCFF -


Salaries

$1,208,412 - LCFF -


Salaries

$612,548 - LCFF -

3000-3999 Employee

Benefits

$28,213 - LCFF -

4000-4999 Books and

Supplies

$37,728 - LCFF -

72

their progress. Services provided

out of this office for students and

families include college field trips and

parent workshops. Services

provided out of this office for staff

include professional development

and conferences to include their

proficiency in working with English

Learners. ELAC Meetings ensure

parents are actively involved in the

decision-making processes at the

school level, as well as serving to

provide a strong planning committee

for providing services for the

parents of other English Learners

throughout the school.





Action 4

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures




Students to be Served: Specific Student

Group(s): REFPs



Monitoring of RFEP students by

Horizons' Directors through the use of

targeted grade checks every five weeks




Students to be Served: Specific Student

Group(s): RFEPs



Horizon Directors will monitor

progress of RFEP students through

use of targeted grade checks and

data reports distributed every 8

weeks to ensure continued

success. RFEP continue to score

high on GPA, grade checks and

$5,730 - LCFF - 4000-4999

Books and Supplies

$3,842 - LCFF - 4000-4999

Books and Supplies

73

common assessments. In fact, RFEP

students often score higher than

English Only students on student

achievement measures.

Action 5

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures




Students to be Served: Foster Youth





Foster Youth Counselor: .25

Targeted Counselor per site

addresses needs of Foster Youth,

monitoring and facilitating their

progress, ensuring that all of their

academic credits have been posted

to their transcript, coordinating all of

their social and emotional supports,

and ensuring that their needs are

met both in and out of school




Students to be Served: Foster Youth





Districtwide, 1.25 counselor FTE,

with .25 counselor at each

comprehensive high school to attend

to the unique needs to foster youth

$295,397 - LCFF -


Salaries

$118,711 - LCFF -

3000-3999 Employee

Benefits

$218,642 - LCFF -


Salaries

$89,217 - LCFF -

3000-3999 Employee

Benefits

Action 6

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures





$295,397 - LCFF -


$218,642 - LCFF -


74







Intervention Counselor: .25 Targeted

Counselor per site addresses needs

of Low Income youth, monitoring and

facilitating their progress, ensuring

that all of their academic credits

have been posted to their transcript,

coordinating all of their social and

emotional supports, and ensuring

that their needs are met both in and

out of school. Additional hours

provided at WHS (out of site

allocation) to provide additional

services to Guided Study Classes in

the afternoon.







Districtwide, a total of 1.25 FTE

Counselor, plus additional hours for

WHS counselor, paid for the .25

Targeted Counselor at each

comprehensive high school to attend

to the unique needs of the low

income youth

Salaries

$118,150 - LCFF -

3000-3999 Employee

Benefits

Salaries

$89,217 - LCFF -

3000-3999 Employee

Benefits

Action 7

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Location: Specific Schools: Comp HS








Location: Specific Schools: Comp HS

$155,000 - LCFF -



$168,214 - LCFF -



75

Transportation: Provide a bus for

English Learner students to attend

the Newcomer Program at

La Serna High School, regardless of

where students live in the district,

along with after-school buses for

students to attend tutoring programs

at each high school

Provided a bus for EL students to

attend LS. This allowed students to

get to school on time and eliminated

much of the tardiness previously

seen. Also provide transportation

home for students who stay for

tutoring at other comprehensive high

schools and have no other way

home.

Action 8

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures






Location: Specific Schools: CHS, PHS,

WHS

Paid Student Mentors: Student

workers serve as Academic

Mentors in the classroom outside of

their school day or at Saturday

School to support academic success

of English Learner and SED

students. While normally students

receive credits on their transcript

when they serve as Academic

Mentors, a few serve as paid

Academic Mentors if they are able to

work select schedules where

needed to support English Learners






Location: Specific Schools: CHS, PHS,

WHS

While most student mentors work

during a class period, there are

some that come in on Saturday or

after school and are paid for those

hours.

$20,543 - LCFF -


Salaries

$5,136 - LCFF - 3000-3999

Employee Benefits

$18,241 - LCFF -


Salaries

$6,124 - LCFF - 3000-3999

Employee Benefits

76

Action 9

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures









Provide books & supplies to students

in need to support engagement in

coursework and academic success.

Support is available in different

locations on the different

comprehensive sites so that

students do not stand out in the

classroom. They can pick up

classroom supplies and other

materials before going to class.

Students can also obtain a college

textbook and attend a concurrent

college course on their HS site.









Supplies support Targeted Students

in both high school and college

coursework. School supplies,

including paper, are available on

each site for students to pick up in

the office. Rio Hondo Community

College places 2 college courses on

each school site, including Sierra

Education Center for both alternative

education schools, every term - two

semesters and summer. These

courses are free to students and

WUHSD provides textbooks for

students to use in the courses.

Students earn college and high

school credit in the courses.

$164,300 - LCFF -

4000-4999 Books and

Supplies

$211,542 - LCFF -

4000-4999 Books and

Supplies

Action 10

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures





$22,273 - LCFF -


Salaries

$18,381 - LCFF -


Salaries

77







Field Experiences for EL, foster, and

SED students and their parents (e.g.,

college trips, cultural events)







Cultural events, college trips, and

other trips that SED, foster,and EL

students typically do not get to take

were scheduled by schools to

increase the background knowledge

of students and expand their

horizons

$5,090 - LCFF - 3000-3999

Employee Benefits

$101,124 - LCFF -



$4,851 - LCFF - 3000-3999

Employee Benefits

$106,415 - LCFF -



Action 11

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Parent and Community Engagement:

Keep parents and community

informed of students and schools

progress and engaged in the

improvement process through media

releases and emails, survey, and

other forms of media








Multiple means of communication,

translated into students' home

language, is continually sent to

parents and guardians through the

mail and digitally, in order to engage

parents with the educational

process.

$110,350 - LCFF -



Report Cards, SARC, SIS

$58,000 - LCFF -



Consultant to provide

media releases to

community regarding

LCFF. LCAP, and elicit

community engagement

with educational program

and processes

$8,500 - LCFF - 4000-4999


Parent Empowerment

$116,241 - LCFF -



$59,568 - LCFF -



$11,318 - LCFF -

4000-4999 Books and

Supplies

78

communications. Consultant ensures

regular and

clear communication with

the community regarding LCFF

and LCAP, eliciting community

engagement with the educational

program and processes.

Engage parents through the use of

communication tools in their native

language to advise of attendance

and other administrative

announcements, as well as

communication from teaching staff

(LOOP, a web-based tool). The

Parent Portal into the Aeries, the

student information system, allows

parents to

check child's grades, attendance,

and other relevant information on a

daily basis. Report Cards go home

every five weeks in the mail and the

School Accountability Report Card

will be produced once each year

(both of which will be in English and

Spanish).

Parents asked for more interaction

time one the sits at the LCAP

Advisories and other parents

meetings, so Parent Empowerment

funds were planned on the sites for

parent activities throughout the

school year.

Action 12

79

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







Location: Specific Schools: FHS

(District Program)

District Childcare Center: Provide

childcare services and parenting

support for teen parents to ensure

they not only graduate with a high

school diploma, but that they are

college and career ready. Located in

a central location, all students are

able to use the services provided by

the Center, then attend any of the

schools within the district.

Transportation is provided from the

student's home to the Center, then

from the Center to their school, to

ensure that the student remains in

the most rigorous course of

study while remaining A-G

eligible and continuing to take AP

courses, or staying enrolled in other

special programs that are found on

their comprehensive high school

site. The goals of the center are (1)

to ensure that students graduate

from high school; (2) that they do not

have another child while in high

school; and, (3) that they go on to

college or a career so they can







Location: Specific Schools: District

Program (located at FHS)

Childcare Center provides free

childcare and transportation for teen

moms so they can graduate from

high school and break the cycle. The

Center served 89 students, 20 were

English Learners, 20 were

redesignated, and all were low

socioeconomic. Two of the students

were foster.

$153,740 - LCFF -


Salaries

$103,809 - LCFF -

3000-3999 Employee

Benefits

$43,596 - LCFF -

4000-4999 Books and

Supplies

$37,911 - LCFF -



Transportation for student

and their child to school

and daycare as they are

not allowed to ride

traditional school bus

$158,648 - LCFF -


Salaries

$106,452 - LCFF -

3000-3999 Employee

Benefits

$86,211 - LCFF -

4000-4999 Books and

Supplies

$94,215 - LCFF -



80

support their child. One hundred

percent of the participants of the

Center are included in the

Unduplicated Targeted Student

count. Community involvement at

holidays and throughout the year

cements relationships between the

teen parents and supportive adults,

proving that it takes a village to raise

a child.

Action 13

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures









Proactive Student Identification:

Cumulative Records Review of

At-Risk Students when entering

district for 9th grade in order to

provide targeted support in a timely

and proactive manner









Teams at each site reviewed cums in

the summer to proactively intervene

with services and course placement

for ninth grade students coming into

the district. As a high school district,

all ninth grade students are new to

us. We have a limited time to get to

now all of their needs before they

enter into all of our schools. A

review of the cums helps prepare

our large high schools for the

personalization needed by some of

$22,707 - LCFF -


Salaries

$4,108 - LCFF - 3000-3999

Employee Benefits

$21,843 - LCFF -


Salaries

$3,958 - LCFF - 3000-3999

Employee Benefits

81

our higher risk students who may

shrink into the background if we did

not do our homework.

Action 14

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Student Well-Being Program: 2 FTE

for Social Worker Counselors in

district to support students socio-

emotional growth and supervise

school social work interns serving

the mental health needs of students

throughout the district. Additionally,

professional development will be

continually provided for the crisis

team and other personnel throughout

the district to ensure that all students

are provided with a strong safety

net, regardless of the issues or

situations they may be facing. Threat

assessment, internal and external

through Dr. Tao, when needed, to

ensure a safe and secure

environment for learning.








Fortunately, SWB has not been in

demand as much this year as in past

years due to a decrease in crises;

however, with over 11,000

teenagers, there are always critical

situations and trainings that keep the

2 Social Worker Counselors busy.

Knowing that students can't achieve

if they aren't of sound mind, this

program has been vital to our

students' success.

$306,602 - LCFF -


Salaries

$99,716 - LCFF -

3000-3999 Employee

Benefits

$25,000 - LCFF -

4000-4999 Books and

Supplies

$15,000 - LCFF -



Software (Confidential

Social Worker Recording

Software)

$20,000 - LCFF -



Conferences and

Professional Learning

Experiences

$30,000 - LCFF -



External Consultant Threat

Assessment

$15,000 - LCFF -



Homeless Support

$336,217 - LCFF -


Salaries

$97,965 - LCFF -

3000-3999 Employee

Benefits

$21,234 - LCFF -

4000-4999 Books and

Supplies

$18,000 - LCFF -



$18,941 - LCFF -



$21,254 - LCFF -



$3,918 - LCFF - 5000-5999

Services and Other

Operating Expenses

82

Action 15

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







Maintain three school nurses to

better serve our students' health

needs








School nurses rotate to all of the

campuses on a designated schedule

to meet the needs of students, many

of whom normally do not have

access to medical services.

$230,116 - LCFF -


Salaries

$99,786 - LCFF -

3000-3999 Employee

Benefits

$1,500 - LCFF - 4000-4999

Books and Supplies

$267,514 - LCFF -


Salaries

$71,654 - LCFF -

3000-3999 Employee

Benefits

$3,201 - LCFF - 4000-4999

Books and Supplies

Action 16

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








504 Student Support: Ensure all

students receive all the support

required to demonstrate success on

rigorous coursework through the








The systematic implementation of

504 plans developed, reviewed, and

monitored by different groups of

people on each site has become

$1,000 - LCFF - 5000-5999

Services and Other

Operating Expenses

$1,000 - LCFF - 4000-4999

Books and Supplies

$0 - LCFF - 5000-5999

Services and Other

Operating Expenses

$238 - LCFF - 4000-4999

Books and Supplies

83

adequate provision and

implementation of 504 plans. Data

revealed that only the higher

socioeconomic parents were aware

of the options to support their

students that were available through

504 plans. A comprehensive needs

assessment, followed by training

and implementation of

recommendations.

somewhat institutionalized at this

point, with periodic reminders

throughout the year. Trainings may

be necessary occasionally in the

future so that stakeholders do not

forget their role in the system;

however, this year and next should

be free from organized training and

operate solely with simple and

periodic reminders.

Action 17

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures








Implement research based

school-wide positive behavioral

support systems and restorative

justice programs aimed at

decreasing non-mandatory

suspension rates for identified

groups of students, lowering the

non-mandatory expulsion rate, and

increasing the percentage of

students indicating that they feel

safe and connected with their

school. Utilizing dogs to ensure that








The exploration of a solution to

student behavior continues,

particularly in regards to students

vaping. With the policy of

suspending and transferring on the

first use of drugs or alcohol and a

suspended expulsion on the second

use, schools are searching for

preventative programs that promote

healthy choices before the first

offense occurs.

$6,000 - LCFF - 1000-1999

Certificated Salaries - subs

$540 - LCFF - 3000-3999

Employee Benefits - Sub

Benefits

$500 - LCFF - 4000-4999

Books and Supplies

$2,000 - LCFF - 5000-5999

Services and Other

Operating Expenses

$5,982 - LCFF - 1000-1999


$581 - LCFF - 3000-3999

Employee Benefits

$488 - LCFF - 4000-4999

Books and Supplies

$566 - LCFF - 5000-5999

Services and Other

Operating Expenses

84

sites remain drug free, while

providing a multitude of services and

surveys to ensure that WUSHD

meets students' needs and provides

positive support for healthy choices

in their future.

Action 18

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures









Freshman Support: (1) Link Crew is

a specialized program where junior

and senior student mentors meet

regularly with entering ninth grade

students. This mentor program

develops strong relationships

between incoming students and a

supportive student leader who

guides and supports the freshman,

ensuring a successful transition to

high school. (2) With student leaders

serving as guides, Freshman First

Day provides an opportunity for ninth

grade students to attend school and

meet their teachers. This special time

on the day before tenth through









In order to ensure freshman are

connected to the school, freshman

support is done a little differently at

each site to match the local context;

however, the three basic tenets

were firmly evident at each

comprehensive site throughout the

district:

1. Link Crew

2. Freshman First Day

3. Academic Mentors

The focus on freshman continues to

be a hallmark of WUHSD, knowing

$64,512 - LCFF -


Salaries

$15,300 - LCFF -


Salaries

$26,504 - LCFF -

3000-3999 Employee

Benefits

$26,000 - LCFF -

4000-4999 Books and

Supplies

$6,000 - LCFF - 5000-5999

Services and Other

Operating Expenses

$82,437 - LCFF -


Salaries

$26,148 - LCFF -


Salaries

$27,415 - LCFF -

3000-3999 Employee

Benefits

$32,284 - LCFF -

4000-4999 Books and

Supplies

$14,328 - LCFF -



85

twelfth grade students begin

classes provides a welcoming and

personalized environment that

facilitates their transition to high

school. Each 9th grade student is

encouraged to sign up for at least

two co-curricular programs that will

connect them to the school beyond

the required academics (3)

Academic Mentors, or upper

classmen who have demonstrated

strong academic and personal

connections to students in need of

support, assist these students

throughout the year in their

classes.Two schools (WHS & CHS)

each added an additional period of

release for development of their

Academic Mentor Program.

that it is critical to connect with

students during their early time in the

district to ensure that the outcome of

their 720 days will be a success.

Action 19

Planned

Actions/Services

Actual

Actions/Services

Budgeted

Expenditures

Estimated Actual

Expenditures







Location: Specific Schools: SF

Attendance Caller to make sure

English Learner parents receive

news of absences in Spanish and







Location:

Additional hours provided at SF to

communicate with Spanish-speaking

parents (SF had the highest annual

$20,742 - LCFF -


Salaries

$7,052 - LCFF - 3000-3999

Employee Benefits

$22,642 - LCFF -


Salaries

$7,214 - LCFF - 3000-3999

Employee Benefits

86

are able to ask questions about their

child's education to a live person

attendance rate of any of the

comprehensive high schools at

97.29%)

Analysis




The majority of these actions facilitating academic and personal success of students were implemented fully. Sites' exploration of

the appropriate restorative justice programs and positive behavior programs is still continuing (Goal 1.17). This remains in the

exploratory/pilot stage as nothing has met the test for full implementation. The other actions and services work together, forming a

strong support net to ensure students to do not fall through the cracks.


Continued quantitative and qualitative measures provide positive feedback to the district and school sites that the culture is

supportive of students' personal, social, and academic growth, and students enjoy coming to school. These metrics include the

diminishing dropout rates, with the 2017/18 cohort district rate dropping down to 3.7% (compared to the State rate of 9.6% and

the County rate of 9.8%) and the 2017/18 cohort graduation rate of 90.2% (compared to the State rate of 83.0% and the County

rate of 81.6%) [DataQuest]. Other quantitative data continues to rise and is also at the highest it has even been at, including

on-target for graduation rates, A-G rates, and attendance rates. Students feel school is a safe place to be, characterized by

trust and respect. The Student Opinion Survey is one source of qualitative data that is given to all WUHSD students. In that

survey, 81% of students feel that students are treated with respect by staff and 65% feel that students are treated with respect

by other students; 87% of students feel their school is a safe place to be; 94% of students knew and understood the discipline

rules at their high school; and, 86% of students knew which courses and how many credits they needed to earn in order to

graduate. Only 14% of students did not know how to use the school's tutoring service; however, depending upon the site, this

ranged from 5% of students up to 29% of students. The Student Opinion Survey has been given to WUHSD students since 1994,

with the results used by stakeholder groups at the schools to plan improvement efforts.



87




The actions and services in this Goal provide a strong support net for students throughout their potentially tumultuous high school

years. These have proven effective and, at this time, there has not been an identified need for additional services. These services

have been the central core to WUHSD's "Whatever it Takes" initiative that has been in place since 2004, supporting students

academic and socio-emotional needs.

88

Stakeholder Engagement

LCAP Year: 2019-20

Involvement Process for LCAP and Annual UpdateHow, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

Engagement was elicited for the development and refinement of the LCAP Plan through the parent network at monthly parent

organization meetings, at faculty and staff meetings, with the District Student Advisory Committee and with WSEA and CSEA

leadership. A sampling of these meetings are described in more detail below to demonstrate how teachers, counselors,

principals, administrators, classified support staff, certificated and classified union representatives, students, parents, and

community members are all engaged in the LCAP development process.

Site Meetings include: LCAP, ELAC, SSC, PTSA, Student Congress, Staff Meetings, Teachers' Team Meetings, and

Leadership Meetings

District Meetings include: LCAP Taskforce, LCAP Advisory Committee, DELAC, Superintendent's Council, PTA Presidents

Meeting, Superintendent's Student Advisory Committee (in blue below)

The chart below shows the involvement of the different stakeholder groups at a variety of meetings:

Teachers Counselors PrincipalsAdmin

Classified Collec veBargaining Reps

Students Parents Community

Sit e LCAP Meet ings X X X X X X X X

E L A C X X X X

School Site Counci l X X X X X X

P T S A X X X X X

St udent Congress X X

St aff Meet ings X X X X X

Sit e Teachers' Team Meet ing X

Site Leadership Meet ings X X X X X

L C A P Task for ce X X X X X X

L C A P Adv isory Com m it t ee X X X X X X X X

89


D E L A C X X

Super int endent 's Council X X

PTA Pr esiden t s Meet ing X X

Super int endent 's St udent Adv isory X X

Meetings make use of:

Presentations and handouts of priorities and longitudinal WUHSD data on metrics that comprise state and local priorities

Data handouts on the change in student performance on the metrics, specifically graduation rates, on-target rates, D/F

rates, attendance rates, suspension and expulsion rates, AP participation and pass rates, and SBAC scores (with data

disaggregated)

Information and district data on the state priorities and the alignment to District Measurable Targets

Talking points distributed to district personnel to ensure consistent message to all stakeholders

Website to promote stakeholder engagement and to provide more information, including links to WestEd videos on LCFF and

LCAP

District Meetings: LCAP Taskforce: Wide representation of Teachers, Counselors, Classified Support, and Administrators

from every school comprise the team from each site that attended each of the three Taskforces, which were held this past

year on September 5, 2018; December 12, 2018; and, February 21, 2019. The teams met to review concepts of LCFF and

LCAP; review history, data and success rates of our instructional program and interventions; prepare and refine draft plans

to specifically serve “targeted students” at each unique site and review success of these plans once implemented, making

adjustments as needed. Full-day meetings were held in September, December, and February. This meeting took place one

week before the evening. LCAP Advisory Meeting.

District Meetings: LCAP Parent/Community Advisory – Through evening meetings, the parents, staff, students, and

community were informed about LCFF and LCAP, along with the implementation process of LCAP interventions and their

impact on student success at each site and districtwide. The purpose was to clarify, address questions, and seek input in

order to better address student needs. Tables were set up by school and conducted in both English and Spanish. LCAP

Advisory Meetings were held on September 18, 2018; December 12, 2018; and February 28, 2019. An extremely high number

of EL Parents attended the meetings (average of 36% of participants at three Advisory meetings were parents of EL

students). Deeper analysis of the sign-in sheets demonstrated that the average Advisory was comprised of a majority

(72%) of parents whose students were in the targeted group (EL, foster, SED). Following the evening LCAP Advisory

Meetings, the DELAC often meet, given the high number of EL Parents already in attendance.

1 June Board Meeting:LCAPpresented to the Board of Trustees for review (LCAPHearing) on June 11, 2019

st

90

2 June Board Meeting:LCAP approved by the Board of Trustees on June 25, 2019

Strong support was voiced from all stakeholder groups. The LCAP was presented to DELAC on May 9, 2019. There were not

any comments or questions from DELAC,ELACs, LCAPTaskforce, the LCAP Advisory Council, or any other stakeholder group

presented to by the Superintendent or Deputy Superintendent; therefore, there was not a requirement for the Superintendent's

written reply. The Superintendent attended two DELACmeetings during the 2018/19 school year. The Superintendent also

consulted with the Director of WASCEP, our local SELPA, formally and informally throughout the year to ensure that there were

not any additional services that WUHSD could provide that would result in higher achievement for students with disabilities. The

final consultation date with the Director of the SELPA was on March 21, 2019. The Director of Special Education Services

attended all of the LCAP Taskforces and Advisories to ensure representation of the students with disabilities subgroup at all

planning sessions. On February 21, 2019 the superintendent presented the LCAP first to the Parent Committee. There were not

any questions; therefore the superintendent did not need to respond in writing to that committee. The LCAP had been presented

to these groups throughout the year, with their input incorporated into changes, so a continual discussion with stakeholders has

made this process more of a seamless cycle.

Impact on LCAP and Annual UpdateHow did these consultations impact the LCAP for the upcoming year?

This is our third year using Google docs to measure the rate of parent involvement based on their attendance at school events;

however, the results from the third year won't be in until after this report has been turned into the County. While parents may

attend school events and not be fully engaged with the educational process, this is a universal measure that can be collected

across the district at each site through the use of a basic Google Form that counts the number of parents and community

members at event, noting the type of event and whether the event was in English or Spanish. Based on this data, from

2016/17 to 201/18, parent participation went for 15,788 parent events, then up to 18,128. The third year results from

2018/19, will be calculated at the start of July. In order to make this number tangible, within the context of declining

enrollment, this means we have gone from an average of 1.30 parental visits per student in 2016/17 up to 1.52 parental

visits per student in 2017/18. Judging from mid-year results, it appears as if there will be a gain in parent visits in 2018/19

(using CBED numbers for students). This comparative data on parent visitation to our school sites can best be seen in the

chart below:

2016/17 2017/18

Total Parent Visits in Year 15,788 18,128

Average Parental Visits per Student 1.30 1.52

nd

91

While active and involved parents and community members are aware of LCFF and LCAP, recent surveys across the State

indicate that other community members are not necessarily aware of local control. Continued education of the broader

community continued throughout the past year and needs to continue in the upcoming years. The effective use of public

relations personnel to send out email blasts and other informative media on the basics of the funding, in general, and the WUHSD

LCAP, in particular, improved the knowledge base in the community and elicited new and stronger bonds from parents and

other community partners. While parents may not understand the details of funding, they do understand that they can

approach site and district administration with their needs and concerns. In the 2018/19 WUHSD Parent Survey, 91% of

parents stated they felt comfortable communicating with the administration/principal regarding concerns or questions.

The need for increased parent education was heard at the LCAP Taskforce, LCAP Advisory, and at other site and district

meetings throughout the year. This included more information on colleges earlier and for all grade levels. The results of this

input is reflected in continued funding allocated towards not only communicating with our stakeholders in this Plan (Goal

1.10, pp. 120) , but also through parent education, open houses, and parent involvement opportunities. One suggested

activity was parent support groups for parents of at-risk students, and possibly a resource list, so parents could support

one another and share strategies for helping students socially and academically (Goal 4.3, pp. 185).

While not wanting to get rid of their tutoring, parents recommended a change in tutoring times at one site, along with more

focused, subject-specific tutoring times at another site (Goal 2.8, 2.12, 4.3, pp. 144, 149, 185) Parents from one school

wanted another parallel class similar to the math parallel class that had been so successful, but this one focused on

acquiring skills for other content areas that students needed (Goal 2.4, pp. 134) Parents also expressed a strong desire that

wanted to make sure that the school continued to have academic mentors that were bilingual (Goal 2.10, pp. 147). The

parent expressed gratitude for how much this had helped their child, not only academically, but also to make them feel

comfortable within the classroom in a new school. In the Parent Survey, 90% of parents stated that the school provides

extra help when needed or required; i.e. tutoring or interventions.

Additionally, the Parent Survey supported some of the expenditures found in the LCAP; i.e., 81% of parents call their child

counselor whenever they needed assistance (Goal 1.2, pp. 132) and, 96% of parents believed that the school encourages

their child to attend school regularly (Goal 2.2, 4.19, 1.1; pp.131,223,100). This is supported by the Districtwide annual

attendance rate at comprehensive high schools of 96.22%, the highest in WUHSD history, and remarkably high for a high

school district.

92

Goals, Actions, & Services

Strategic Planning Details and Accountability

Complete a copy of the following table for each of the LEAs goals. Duplicate the table as needed.

(Select from New Goal, Modified Goal, or Unchanged Goal)

Unchanged Goal

Goal 1





needs of students.





learning needs.









outcomes

Local Priorities: Professional Learning: Average Days per Teacher per Year Professional Learning: Percentage of Teachers Participating in Best

Practices

Identified Need:

Organization of district and schools is a priority, with vision, resources, leadership, and staffing key to ensuring that students learn. Throughout the

continual improvement process and review of data, stakeholders found that this goal was important to the conditions of learning, pupil outcomes, and

93

student engagement. The use of local quantitative and qualitative data, the LCFF rubrics and the California Dashboard, as well as input from

stakeholders at Taskforce Meetings and Community Advisories, meetings found the following strengths and areas of need that confirmed the

decision to continue this goal. All of the annual measurable outcomes were met for the first goal in the past year except for the Academic Indicator

Grade 11 SBAC DF3 Target; however, in evaluating data on the LCFF rubric and Dashboard, Chronic Absenteeism and English Learner Progress also

appear to be an area of need along with continued growth on the Grade 11 SBAC exam. Maintenance or continued growth is desired on the other

measurable outcomes.

Areas of Strength

Basic Conditions at Schools: In regards to the School Accountability Report Card, school facilities averaged

99.86% on all indicators on the Facility Inspection Report; there were 0% of

teachers who were missasigned; and, 100% of students had access to textbooks in

all core courses

Implementation of State Standards Teacher professional learning, both in the summer and throughout the school year,

continues to be a strength of the district, with collaborative teams accepting

collective responsibility for student learning and sharing their best instructional

practices with one another in order to increase both individual and organizational

capacity throughout the district so all students gain. Teachers averaged 9.1 days

of Professional Learning throughout the 18/19 year, with 99% of teachers

participating in Best Practices (both exceeding WUHSD Target).

Course Access Sections were maintained in the Master Schedule at all sites, through strategic

scheduling and both site and district use of Targeted Funds for support classes of

English Learners and at-risk students (SED). The average sections per student

remained relatively the same at 4.9 sections per student at the comprehensive

high school.

Student Engagement: Graduation Rate The graduation rate was discussed in more depth in the Plan Summary as an area

of Greatest Progress, or strength, on the LCFF Rubric. It is green on the rubric,

with 92% of students graduating within four years (1.8% increase).

Areas of Need Target Met

94

Both of these areas are still considered areas of need, even though we met our target this year

Chronic Absenteeism Chronic Absenteeism decreased 1.1% in the past year, while both the County and

State numbers increased. While attendance remains exceptionally high, schools are

digging into the data to find the students who are not attending and the reason(s)

they are not at school. As a high school district, we do not receive a color for this

indicator, but value these results as students need to be present to learn.

English Learner Progress English Learner Progress did not receive a color on the Rubric due to the change to

the ELPAC assessment, and as such, we are just using the redesignation rate to

measure progress this year. As such, WUHSD increased 4.1%, from 7.5% to

11.6% in students who were reclassified as RFEP in the past year; however there

is still room for improvement hence, the focus of many of the services throughout

this plan.

Areas of Need Target Not Met

Grade 11 SBAC Exam As a high school, we received a color for the first time this year, with a yellow in

both ELA and Math for the SBAC results on the Grade 11 exam, but we do always

try to improve. In ELA, we declined 7.5 points and missed our target in DF3; Math

increased 4.5 points, but still missed our DF3 target. This corresponds to a 2%

increase in math proficiency in the past year compared to a 4% decrease in ELA.

We are diligently working hard in each area to ensure students are receiving the

first best instruction. We are still attempting to calibrate other assessments in

grades nine and ten to ensure that we are all are preparing appropriately for the

exam.

Expected Annual Measurable Outcomes

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

Priority 1: Basic

Conditions at School:99.82% Average on

all indicators on

99.8% Average on all

indicators on Facility





95

SARC Reports Facility Inspection

Reports from all 7

sites

0% Teacher

Misassigned

Access to Textbooks

in All Core Courses

Inspection Reports

from all 7 sites

0% Teacher

Misassigned

Access to Textbooks

in All Core Courses

Inspection Reports from all 7

sites


Access to Textbooks in All

Core Courses

Inspection Reports

from all 7 sites

0% Teacher

Misassigned

Access to Textbooks

in All Core Courses

Priority 2:

Implementation of State

Standards

Reflection Survey

Completed and Report

of Progress to the

Board: Met


Learning: Average

Days per Teacher

(Target: 5 days per

year) 7.66 days

per year

Professional

Learning: Percentage

of Teachers by

School Participating in

Summer and District

Best Practices

(Target: 75%

Comprehensive; 50%

Alt Ed)

CHS 80%

LS 86%

PHS 76%

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)


Percentage of

Teachers by School

Participating in Summer

and District Best

Practices (Target:

75% Comprehensive;

50% Alt Ed)



Board


Learning: Average Days per

Teacher (Target: 5 days per

year)



School Participating in

Summer and District Best

Practices (Target: 75%

Comprehensive; 50% Alt Ed)

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)


Percentage of

Teachers by School


and District Best

Practices (Target:

75% Comprehensive;

50% Alt Ed)

96

SF 81%

WHS 76%

FHS 20%

SV 69%

Trans 70%

WUHSD 78%

Priority 7: Course

AccessMaintain sections in

Master Schedule at a

minimum of 4.5

sections per

student to ensure

access to broad


2016/17: 5.7 sections

per student

Maintain sections in


minimum of 4.5

sections per

student to ensure

access to broad


Maintain sections in Master

Schedule at a minimum of

4.5 sections per student to

ensure access to broad


Maintain sections in


minimum of 4.5

sections per

student to ensure

access to broad



Achievement -

Academic Indicator

Grade 11 SBAC (DF3)

ELA: 28 points

above level 3

Math: 50 points

below level 3

ELA: 35 points

above level 3

Math: 40 points

below level 3

ELA: 40 points above level

3

Math: 30 points below level

3

ELA: 45 points

above level 3

Math: 20 points

below level 3



Learner ProgressName

RFEP + EL

ChangesName

RFEP + EL

ChangesName

RFEP + EL

Changes

Unable to determine

student's who went up a

level for EL Changes due

to the implementation of

97

WUHSD 76.2%

California

HS74.0%

La Serna HS 67.5%

Pioneer HS 85.9%

Santa Fe HS 74.4%

Whittier HS 78.0%

WUHSD 77.5%

California HS 74.5%

La Serna HS 68.0%

Pioneer HS 86.5%

Santa Fe HS 75.5%

Whittier HS 78.5%

WUHSD 78.0%

California HS 75.0%

La Serna HS 68.5%

Pioneer HS 87.0%

Santa Fe HS 76.0%

Whittier HS 79.0%

ELPAC (and elimination of

the CELDT). In this

transition year, we believe

that the district would

remain at the same level.

There were not any

significant changes in EL

pass rates on Common

Assessments or other

measures of proficiency,

including the distribution of

students in each ELPAC

level.

Level 4 32%

Level 3 33%

Level 2 20%

Level 1 16%

Priority 5: Student

Engagement:

Graduation Rate

Current WUHSD

rate: 95.5%

Source: California

Dashboard

Maintain 95.5% or

higher

Maintain 95.5% or higher Maintain 95.5% or

higher

Priority 5: Student

Engagement: Chronic

Absenteeism

10% 9% 2017/18 CORE Chronic Absentee

Rate: 11% This is an increase

from 10.0% in 16/17 and 7.0% in

15/16 with the same measures.

Chronic Absenteeism Rates

CORE Data 15/16 16/17 17/18

Districtwide 7% 10% 11%

African

American4% 16% 11%

Based on CORE

Data Systems,

2019/20 Target Rate

for Chronic

Absenteeism is

10%

98

Asian 1% 4% 5%

ELs (+4 years

RFEP)7% 10% 11%

Filipino 5% 7% 2%

Foster 10% 12% 21%

Hispanic 7% 11% 11%

Homeless 10% 15% 16%

SocioEconomic

Dis.8% 13% 12%

Students w/Dis 15% 17% 16%

White 7% 12% 14%

We have been monitoring Chronic

Absenteeism for the past three

years through the CORE Data

Collaborative. With the calculation

differing solely in the number of

requisite days of enrollment (State

calculation has no minimum, while

CORE has a minimum student

enrollment of 45 days, removing

some of the errors that can come

from a student who is enrolled 10

days, then dropped after a 1 day

absence being considered as a

chronic absentee).

13.1% is the District Chronic

Absenteeism Rate for 2016/17

according to CDE DataQuest,

which only has one year of data,,

with subgroups making up more

than 1% of the district listed below

99

Ethnicity EnrollmentChronic

Abs Rate

African

American120 15.80%

Asian 133 5.30%

Filipino 127 2.40%

Hispanic or

Latino11,156 13.00%

White 1,018 16.10%

All 12,685 13.10%

100

Planned Actions / Services

Complete a copy of the following table for each of the LEAs Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served: Location(s):

(Select from All, Students with Disabilities, or Specific Student Groups) (Select from All Schools, Specific Schools, and/or Specific Grade Spans)

All All Schools

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served: Scope of Services: Location(s):

(Select from English Learners, Foster Youth, and/or Low

Income)

(Select from LEA-wide, Schoolwide, or Limited to

Unduplicated Student Group(s))

(Select from All Schools, Specific Schools, and/or

Specific Grade Spans)

Actions/Services

2017-18

Select from New Action, Modified Action, or Unchanged

Action:

2018-19


Action:

2019-20


Action:

Unchanged Action Unchanged Action Unchanged Action

Base level of Staffing Base level of Staffing Base level of Staffing

Budgeted Expenditures

2017-18 2018-19 2019-20

101

Amount $50,412,966 $51,421,225 $52,449,650

Source LCFF LCFF LCFF

Budget

Reference

1000-1999 Certificated Salaries;

Base certificated personnel (Note: 31:1

Teacher Staffing ratio from Base)







Amount $19,632,280 $20,024,926 $20,425,424


Budget

Reference2000-2999 Classified Salaries 2000-2999 Classified Salaries 2000-2999 Classified Salaries

Amount $21,431,380 $21,860,008 $22,297,208


Budget

Reference3000-3999 Employee Benefits 3000-3999 Employee Benefits 3000-3999 Employee Benefits

102

Action 2




OR




Income)





English Learners, Foster Youth, Low

Income

LEA-wide All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Maintain academic and career counseling

services to ensure students are placed in

appropriate and most rigorous

coursework in preparation for college

and career, ensuring students are

directed, not invited, to stretch to

maximum heights.







maximum heights.







maximum heights.

103


2017-18 2018-19 2019-20

Amount $3,189,399 $2,553,305 $2,629,351


Budget

Reference1000-1999 Certificated Salaries 1000-1999 Certificated Salaries 1000-1999 Certificated Salaries

Amount $809,439 $481,421 $502,374


Budget


104

Action 3




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:



increase Course Access by increasing

staffing by additional .5 students per FTE

(equivalent of 6 FTEs)










2017-18 2018-19 2019-20

105

Amount $521,367 $531,794 $547,747


Budget


Amount $182,510 $186,160 $189,883


Budget


106

Action 4




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

Unchanged Action Modified Action Modified Action

Teacher Professional Learning in Summer

and Best Practices (CCSS, NGSS, ELD,

integration of technology with content

standards and assessment applications)

Course Lead +1 from each site attend

content weeks in summer for ELA, Math,

Science, SS, and World Language then

share professional learning with

teachers on their site teams. Sub time

throughout the school year to continue to





















107

implement summer professional learning

and attend Best Practices after

administration of common assessments.








2017-18 2018-19 2019-20

Amount $385,305 $150,000 $150,000

Source College Readiness Block Grant Federal Revenues - Title II Federal Revenues - Title II

Budget

Reference


Presenters, Stipends, Subs





Amount $0 $33,000 $33,000

Source Federal Revenues - Title II Federal Revenues - Title II

Budget

Reference 3000-3999 Employee Benefits 3000-3999 Employee Benefits

Amount $400,000 $400,000 $400,000

Source Federal Revenues - Title I LCFF LCFF

Budget


Amount $239,342 $105,688 $105,688

Source College Readiness Block Grant LCFF LCFF

Budget


Amount $81,461 $83,090 $84,752


Budget

Reference

4000-4999 Books and Supplies;

Support materials and copies, lunch, &

water (~$30 per day per person)







108

Amount $12,135 $13,588 $13,588


Budget

Reference

2000-2999 Classified Salaries;

IDC


IDC


IDC

Amount $0 $0 $96,216

Source Federal Revenues - Title IV

Budget

Reference 1000-1999 Certificated Salaries

Amount $0 $0 $24,609

Source Federal Revenues - Title IV

Budget

Reference 3000-3999 Employee Benefits

109

Action 5




English Learners, Foster Youth, Low Income All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:




Program for beginning teachers, and Peer

Assistance Support System (PASS)

Program for teachers as needed












2017-18 2018-19 2019-20

110

Amount $60,011 $72,011 $73,051


Budget


Amount $13,573 $13,523 $13,523

Source Federal Revenues - Title II LCFF LCFF

Budget


Amount $17,865 $8,222 $8,222


Budget

Reference4000-4999 Books and Supplies 4000-4999 Books and Supplies 4000-4999 Books and Supplies

Amount $6,500 $6,500 $6,500


Budget

Reference

5000-5999 Services and Other Operating

Expenses;

Professional Learning and Conferences


Expenses;



Expenses;


111

Action 6




All All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


National Board of Professional Teaching

Standards (NBPTS) Application Process

for current teachers -- payment for "box"

to apply and release days to complete the

application to be certified












2017-18 2018-19 2019-20

112

Amount $23,240 $23,240 $23,240

Source LCFF Federal Revenues - Title II Federal Revenues - Title II

Budget

Reference


Expenses;

NBPTS Application and Program Support

Costs


Expenses;


Costs


Expenses;


Costs

Amount $11,445 $11,674 $11,907


Budget

Reference


Certificated sub costs for teachers to be

released to observe and work together on

application




application




application

Amount $0 $900 $900

Source Federal Revenues - Title II Federal Revenues - Title II

Budget

Reference

3000-3999 Employee Benefits;

Sub Benefits


Sub Benefits

113

Action 7




All All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Professional Clear Administrator Induction

Program for five administrators through

WUHSD local program (under

ACSA's umbrella) includes stipend for

coach consultant, annual upkeep of

(two) coaches certification through

network professional learning, (five)

annual candidate enrollments, and local



Program for administrators through

WUHSD local program (under

ACSA's umbrella) includes stipend for

coach consultant, annual upkeep of


network professional learning, annual




Program for administrators

through WUHSD local program

(under ACSA's umbrella) includes stipend

for coach consultant, annual upkeep of


network professional learning, annual



114


2017-18 2018-19 2019-20

Amount $15,000 $14,000 $14,000


Budget

Reference


Expenses;



Expenses;



Expenses;


Amount $4,000 $4,500 $4,500


Budget

Reference


Expenses;

Support of Candidates in Program


Expenses;



Expenses;


Amount $7,300 $2,000 $2,000


Budget

Reference


Induction Supplies

4000-4999 Books and Supplies 4000-4999 Books and Supplies

Amount $5,400 $3,000 $3,000


Budget

Reference


Expenses;



Expenses


Expenses

115

Action 8




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:





coaching certificated staff and training to

support effective teaching and learning,

particularly for the underachieving

students and subgroups















116


2017-18 2018-19 2019-20

Amount $18,000 $4,800 $4,800


Budget


Amount $5,000 $909 $909


Budget


Amount $2,000 $500 $500


Budget


117

Action 9




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

Unchanged Action Unchanged Action Modified Action

Data Leads at six sites (10 hours/month)

to collect and display data on the

services provided to targeted students

(EL, foster, SED) in order to provide

decisionmakers with information on the






decision makers with information on the






decision makers with information on the

effectiveness of those services.

Additional Data Lead added for Frontier

HS to help disaggregate data and analyze

data to monitor progress regarding

118

graduation and CSI status.


2017-18 2018-19 2019-20

Amount $81,210 $82,834 $96,147


Budget


Amount $21,115 $21,537 $31,291


Budget


119

Action 10




OR




Income)





English Learners LEA-wide All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Join consortia with other partner school

districts to provide services and

workshops to parents of English Learner

Parents to engage them in the educational

process of child and assist them in

understanding the high school and

post-secondary requirements.







post-secondary requirements.







post-secondary requirements. Within the

consortia, suggestions heard from

parents will be forwarded; e.g. the need

for increased parent education, including

more information on colleges earlier in

120

their child's high school career.


2017-18 2018-19 2019-20

Amount $2,000 $4,000 $4,000


Budget

Reference


Expenses;

Contracting with local provider of

workshops for English Learner parents in

the community; Cost shared with three of

partner elementary school districts


Expenses;






Expenses;





121

Action 11




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:



relationships and encourage participation

with stakeholders who normally would

not participate in the LCAP process










2017-18 2018-19 2019-20

122

Amount $40,000 $30,000 $30,000


Budget

Reference


Expenses


Expenses


Expenses

123

Action 12




All All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

New Action Unchanged Action Modified Action

Professional Learning for Classified personnel

to ensure that students are supported

at the highest level possible both in and out of

the classroom. Workshops may include

professional learning and support for personnel

in the area of behavior management,

technology, food service regulations,

communication, safety and security, and other

areas that ensure the best possible

performance and environment for staff and

students.


personnel to ensure that students are

supported at the highest level possible

both in and out of the




behavior management, technology, food

service regulations, communication,

safety and security, and other areas that

ensure the best possible performance


personnel to ensure that students are

supported at the highest level possible

both in and out of the




behavior management, technology, food

service regulations, communication,

safety and security, and other areas that

ensure the best possible performance

124

and environment for staff and students. and environment for staff and students.

Due to additional funding through the

state's Classified Professional

Development Grant, there will be

increased opportunities for classified

personnel to enhance their learning and

skills in the upcoming year.


2017-18 2018-19 2019-20

Amount $150,000 $150,000 $100,000

Source Federal Revenues - Title II Federal Revenues - Title II LCFF

Budget


Amount $26,000 $40,000 $40,000

Source Federal Revenues - Title II Federal Revenues - Title II LCFF

Budget


Amount $0 $0 $100,000

Source Other State Revenues

Budget

Reference


Classified PD Grant

Amount $0 $0 $8,956

Source Other State Revenues

Budget

Reference


Classified PD Grant

125


Unchanged Goal

Goal 2

CURRICULUM & INSTRUCTION

All students experience high-quality instruction that engages their interest while providing a rigorous, relevant and coordinated curriculum that

supports the achievement of the State Content Standards.

In order for students to achieve at high levels, we believe the following must be in place.

All students are engaged in challenging learning experiences in the classroom that effectively help them learn the academic standards

assessed on state and national assessments that prepare them for college and career after high school

All teachers will use a variety of strategies and resources, including technology and experiences beyond the textbook that actively engage

students, emphasize higher order thinking skills, and help them succeed at high academic levels.

Teachers continue to develop personally and professionally, regularly articulating with teachers from partner middle schools and local

colleges, reviewing the success of the graduates to learn about their own program and others, while also using educational research to

strengthen the current instructional program so all students achieve at higher levels


State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 5. Pupil engagement; 8. Other pupil outcomes

Local Priorities: Students Taking at Least One AP Class/Year Percentage of AP Students in and AP Class Taking at least one Test in the Year D/F

Rates for both Semesters On-Target Rates for both Semesters

Identified Need:

Curriculum and Instruction is the heart and soul of an education institution. The reason why districts and schools exist is for students to learn and

grow through the implementation of curriculum and instruction. Throughout the continual improvement process and review of data, stakeholders

found that this goal was important to the conditions of learning, pupil outcomes, and student engagement. The use of local quantitative and

qualitative data, the LCFF rubrics and the California Dashboard, as well as input from stakeholders at Taskforce Meetings and Community

Advisories, meetings found the following areas of need that confirmed the decision to continue this goal.

All of the annual measurable outcomes were met for this goal in the past year except for first semester D/F Rates, first semester on-target rates,

the College Career Indicator, which missed the target by one half percent, and Grade 11 SBAC. Fortunately, the greatest increase in D/F Rates

semester was in math, which second semester validates first semester in A-G; and, since over 90% of enrolled WUHSD Math courses are A-G

approved, coupled with the increase in second semester grades, ensues remediation of those grades for college purposes. This also is true with the

126

interventions put into place second semester to bring up the on-target rate second semester, despite the fact it would be best if the interventions

were not needed in the first place. Finally, CCI was 53.1% prepared, instead of the target of 53.6%, something to be remedied in the upcoming year

when we will be getting a color on the rubric for the first time. Please refer to Goal 1 for a discussion of Grade 11 SBAC and the need to improve.

Maintenance or continued growth is desired on the other measurable outcomes.



Priority 2: Implementation

of State StandardsReflection Survey


of Progress to the

Board: Met


Learning: Average

Days per Teacher

(Target: 5 days per

year) 7.66 days per

year


Percentage of Teachers

by School Participating

in Summer and District

Best Practices (Target:

75% Comprehensive;

50% Alt Ed)

CHS 80%

LS 86%

PHS 76%

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)






75% Comprehensive;

50% Alt Ed)

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)






75% Comprehensive;

50% Alt Ed)

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)






75% Comprehensive;

50% Alt Ed)

127

SF 81%

WHS 76%

FHS 20%

SV 69%

Trans 70%

WUHSD 78%


Achievement - Academic

Indicator Grade 11 SBAC

(DF3)

ELA: 28 points above

level 3

Math: 50 points below

level 3


level 3


level 3


level 3


level 3


level 3


level 3




RFEP + EL

Changes

WUHSD 76.2%

California HS 74.0%

La Serna HS 67.5%

Pioneer HS 85.9%

Santa Fe HS 74.4%

NameRFEP + EL

Changes

WUHSD 77.5%

California HS 74.5%

La Serna HS 68.0%

Pioneer HS 86.5%

Santa Fe HS 75.5%

NameRFEP + EL

Changes

WUHSD 78.0%

California HS 75.0%

La Serna HS 68.5%

Pioneer HS 87.0%

Santa Fe HS 76.0%

Unable to determine





the CELDT). In this




There were not any







level.

128

Whittier HS 78.0% Whittier HS 78.5% Whittier HS 79.0%Level 4 32%

Level 3 33%

Level 2 20%

Level 1 16%

Priority 5: Student

Engagement: Graduation

Rate

Current WUHSD

rate: 95.5%

Maintain 95.5% or

higher

Maintain 95.5% or

higher

Maintain 95.5% or

higher

Priority 5: Student

Engagement: Chronic

Absenteeism

10% 9% 8% 7%

AP Participation Rate:

Percentage of Unique

Students Taking at least

One Test

22.2% 21% 22% 23%

AP Pass Rate 40.8% 41.5% 42% 42.5%

A-G Rate 52.3% 53% 53.5% 54%

D/F Rates Sem 1 11.6% 11.1% 10.6% 10.1%

D/F Rates Sem 2 13.1% 12.5% 11.9% 11.3%


Rate Sem 192.7% 94% 94% 94%


Rate Sem 290.7% 94% 94% 94%

EL Reclassification Rate 7.5% 8.5% 9.5% 10.5%

129



Action 1




All All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Textbooks & Instructional Materials for

base school program (Lottery funds for

IMRFP)



IMRFP)



IMRFP)


130

2017-18 2018-19 2019-20

Amount $1,766,000 $600,000 $625,000

Source Other State Revenues Other State Revenues Other State Revenues

Budget


131

Action 2




All All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Technological Teacher Support Tools for

teachers to maintain student and textbook

records (e.g., SEIS Special Ed System or

Destiny Textbook Manager)










2017-18 2018-19 2019-20

Amount $24,611 $28,200 $28,200

132


Budget

Reference


Expenses


Expenses


Expenses

133

Action 3




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

Unchanged Action Modified Action Unchanged Action

Increase Summer School sections for

Targeted Students (EL, foster, SED) at all

sites to ensure that academic proficiency

and credit attainment are at expected

levels. Summer School Staffing consists

of certificated Admin Intern (TOSA with

one at each comp. HS sites to run

summer school & support expanded

offerings while building org. capacity);

certificated teachers; and classified

With summer school assistance from Mt

SAC, decrease Summer School sections

paid for by WUHSD. Currently, WUHSD

provides smaller sections for Targeted

Students (EL, foster, SED) at all sites to

ensure that academic proficiency and

credit attainment are at expected levels.

Summer School staffing decreased due to

certificated Admin Intern from Mt

SAC (TOSA) and one classified support at

With summer school assistance from Mt

SAC, decreased Summer School sections

are paid for by WUHSD than in past years

(prior to 2017). Provide small sections for

Targeted Students (EL, foster, SED) at all

sites to ensure that academic proficiency

and credit attainment are at expected

levels. Summer School Staffing decreased

due to certificated Admin Intern from Mt

SAC (TOSA) and one classified support at

134

support. each comp high school. each comp high school.


2017-18 2018-19 2019-20

Amount $226,280 $100,000 $105,000


Budget


Amount $98,947 $85,000 $90,000


Budget


Amount $57,466 $33,000 $38,000


Budget


135

Action 4




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


After-School Courses to support targeted

students in credit recovery along with

parallel support to ensure success the

first time in course










2017-18 2018-19 2019-20

136

Amount $71,708 $73,142 $74,605


Budget


Amount $12,908 $13,166 $13,429


Budget


Amount $35,000 $86,000 $87,000


Budget

Reference


Expenses;

Outside contractor for providing after-

school courses


Expenses


Expenses

137

Action 5




OR




Income)





Low Income LEA-wide All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Additional sections at each site provide

credit recovery and parallel academic

courses, along with socio-emotional

support to students, ensure students,

particularly SED students, do not fall

behind in credits. Guided Study

comprises some of the sections for the

low-income at-risk students at all sites.

Guided Study are sections of support

programs during and beyond the

freshman year that provide continued























138

intensive support and monitoring to

students through interpersonal

engagement, instruction in organizational

skills and time management, and daily

homework checks. Connecting with all

of the teachers that each student has

throughout the day to ensure that they

are on-track provides a solid foundation

for students ninth grade year. We have

found that these Guided Study sections

eases the transition for the high-risk

low-income students, lowers the dropout

rates, connects students to school,

results in students wanting to come to

school, thus improving the attendance

rates so students can learn. (158

additional support sections districtwide).
















rates so students can learn. (148

additional support sections districtwide).
















rates so students can

learn. (157 additional support

sections districtwide). Additional sections

will be added at Frontier as part of their

CSI plan to assist in the transition and

orientation to the campus. These

students will be in a cohort as they learn

how to navigate the campus and earn

credits towards graduation, but will be

paid for by the district.


2017-18 2018-19 2019-20

Amount $2,228,000 $3,147,213 $3,195,000


Budget


Amount $467,880 $744,978 $1,147,320

139


Budget


140

Action 6




OR




Income)





English Learners Limited to Unduplicated Student Group(s) All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Provide additional sections for SDAIE &

ELD in order to support EL students'

success. This provides parallel support

classes as well as lower class sizes in

other coursework so EL students get

more personalized and individual

attention. Parallel Academic English




academic coursework, along with gaining























141

organizational skills (total EL support

sections 139 district)

organizational skills. Some of these

sections will now be Guided Study

sections for EL students (LS) (total EL

support sections 127 district)

organizational skills. Some of these

sections will now be Guided Study

sections for EL students (LS) (total EL

support sections 132 district)


2017-18 2018-19 2019-20

Amount $2,224,000 $3,196,596 $2,624,000


Budget


Amount $578,240 $703,404 $955,560


Budget


142

Action 7




OR




Income)






Income

Schoolwide All Schools, Specific Schools:


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Ed Tech Support Leads foster seamless

integration of technology with curriculum.

Teachers at each comprehensive high

school have release periods to assist

their colleagues one-on-one or to provide

workshops on technology that is to be

used in the classroom to further

understanding and engagement. (total of

7 sections + hourly Trans)









7 sections + hourly Trans)









6 sections + hourly Trans) There will be

fewer total sections of release in the

143

2019/20 school year as the urgency of

the first implementation has been met.

Now there is slower, steady call for

on-site support to integrate the curriculum

with technology.


2017-18 2018-19 2019-20

Amount $118,000 $163,437 $138,000


Budget


Amount $30,680 $32,593 $53,040


Budget


Amount $6,000 $6,000 $6,000


Budget

Reference


Expenses;

Conferences


Expenses


Expenses

144

Action 8




OR




Income)






Income

LEA-wide Specific Schools: Comprehensive High

Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:




resources, and tutoring services. Staffed

with a full-time computer lab assistant to

monitor media center and provide

computer assistance to students.

Provide tutoring and targeted academic

assistance in the media centers after

school, using certificated, classified,



















145

College and High School Tutors to assist.

The full-time computer lab assistant in the

Media Center also monitors the location of

the tutoring in the classrooms during the

day using College tutors, as well as the















2017-18 2018-19 2019-20

Amount $436,376 $415,104 $427,558


Budget


Amount $271,352 $256,779 $264,483


Budget


Amount $104,470 $106,559 $109,756


Budget


Amount $293,111 $152,118 $276,701


Budget


146

Action 9




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:




technologically-based format, students

need to be well-versed in the medium.

The purchase of technological devices

and accompanying carts/furniture will

ensure students have access to all forms

of content and that they are fully

prepared for college and

career, particularly those students who





















147

do not have access to these devices at

home.

Technological services and programs to

engage students and provide them with

additional support and access to the

content (e.g., Turn-it-In, CA streaming




recovery program for at-risk students

(CyberHigh).


home.









(CyberHigh).


home.






content providers). Implementation of

online course provider for on-site credit


(CyberHigh).

In 2019/20, addition of another online

course provider for DASS schools, as

CyberHigh was not meeting the needs of

these alternative education students for

partial credits they need to make up in

order to graduate. Additional technology

was also added to ensure all Frontier

students had access to current

technology to access online courses.


2017-18 2018-19 2019-20

Amount $673,843 $373,843 $363,843


Budget

Reference


Devices

4000-4999 Books and Supplies 4000-4999 Books and Supplies

Amount $318,406 $98,406 $98,548


Budget

Reference4000-4999 Books and Supplies; 4000-4999 Books and Supplies; 4000-4999 Books and Supplies;

148

Technology carts for devices Technology carts for devices Technology carts for devices

Amount $182,499 $182,499 $212,499


Budget

Reference


Expenses;

Software services and aps for devices to

support instruction


Expenses;


support instruction


Expenses;


support instruction

Amount $0 $0 $84,000

Source CSI/ESSA 1003

Budget

Reference


Expenses;

FHS only: Additional online course

provider option for partial credits toward

Graduation

Amount $0 $0 $36,000


Budget

Reference


FHS only: technology for students to

access online coursework

149

Action 10




OR




Income)






Income

Limited to Unduplicated Student Group(s) All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Support & Training of Academic Mentors:

Academic Mentors support teachers in

the classroom to ensure targeted

students master academic content.

Training is provided to ensure that the

Academic Mentors acquire the

appropriate knowledge about the

requisite skills and demeanor needed to

maximize learning when supporting

at-risk students within the classroom.





Training is provided to ensure that

the Academic Mentors acquire the









Training is provided to ensure that

the Academic Mentors acquire the





150

The use of Academic Mentors has

proven to be highly effective, not only

from surveys of students receiving help,

but from a review of academic grades

and from several Masters' Thesis

studying the program who found that

positive motivational and engagement

results on the part of the student, along

with academic gains.




















2017-18 2018-19 2019-20

Amount $21,462 $21,891 $23,445


Budget


Amount $3,863 $4,019 $9,143


Budget


151

Action 11




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Professional Development for learning

best instructional practices when

teaching targeted students in all content

areas (including Visual and Performing

Arts and Physical Education).

Outside Professional Development for

learning best instructional practices

when teaching targeted students in all

content areas (including Visual and

Performing Arts and Physical Education).

Outside Professional Development for

learning best instructional practices

when teaching targeted students in all

content areas (including Visual and

Performing Arts and Physical Education).

For Frontier High School, a DASS school

in CSI, the teachers will attend additional

Professional Development, including

networking with other alternative schools

152

with high graduation rates.


2017-18 2018-19 2019-20

Amount $128,000 $88,000 $88,000


Budget

Reference


Expenses


Expenses


Expenses

Amount $98,000 $104,000 $91,000


Budget

Reference


Sub Costs


Sub Costs


Sub Costs

Amount $0 $10,560 $16,380

Source LCFF LCFF

Budget

Reference


Sub Benefits


Sub Benefits

Amount $0 $0 $43,000


Budget

Reference


FHS only

Amount $0 $0 $10,000


Budget

Reference


FHS Only

153

Action 12




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

Modified Action Modified Action Unchanged Action

College and Career Pathways: In order to

engage students in their current

educational pursuit and prepare them for

college and career, interaction with

potential careers is done through a

variety of methods (e.g. Naviance,

hands-on experiences, or course

sequences). Support of struggling

students in these different exploratory

experiences varies from clerk positions,





















154

additional tutoring, assignments in

Naviance. including PSAT uploaded into


career exploration, all depending upon

the school site. CTE Pathways are

expanded on sites and with support of

ROP. Additionally, the UC Puente Program

is supported on three sites to expose

under-represented students to

college-level expectations, rigorous

coursework, along with college trips

throughout the state, with the goal of

enrollment in a four-year college upon

graduation (CHS, LS, WHS).







ROP and clerks that facilitate exploration

and completion of pathways.Additionally,

the UC Puente Program is supported on

three sites to expose under-represented

students to college-level expectations,

rigorous coursework, along with college

trips throughout the state, with the goal

of enrollment in a four-year college upon


expansion of the Foster FAFSAFree-for-All, which was quickly puttogether this past year to serve seniorfoster students to make sure they notonly completed their FAFSA, but also hadaccess to all the funds and servicesavailable to foster students, including theTransition Social Worker who came withnews on additional funds they did nothave realize they could receive.







ROP and clerks that facilitate exploration

and completion of pathways.Additionally,

the UC Puente Program is supported on

three sites to expose under-represented

students to college-level expectations,

rigorous coursework, along with college

trips throughout the state, with the goal

of enrollment in a four-year college upon


expansion of the Foster FAFSAFree-for-All, which was quickly puttogether this past year to serve seniorfoster students to make sure they notonly completed their FAFSA, but also hadaccess to all the funds and servicesavailable to foster students, including theTransition Social Worker who came withnews on additional funds they did nothave realize they could receive.


2017-18 2018-19 2019-20

Amount $15,000 $15,300 $15,300


Budget

Reference


Tutoring, Mentoring, Subs





Amount $379,480 $387,070 $594,811

155


Budget


Amount $140,830 $143,647 $209,943


Budget


Amount $92,000 $15,000 $25,000


Budget

Reference


Expenses;

Naviance & Career Exploration


Expenses;

Career Exploration


Expenses;

Career Exploration

Amount $15,000 $15,000 $15,000


Budget

Reference


Expenses;

Puente


Expenses;

Puente


Expenses;

Puente

Amount $15,000 $18,000 $18,000


Budget

Reference


Puente


Puente


Puente

Amount $0 $117,874 $121,410

Source LCFF LCFF

Budget

Reference


Puente Counselors


Puente Counselors

Amount $0 $30,646 $126,266

Source LCFF LCFF

156

Budget

Reference


Puente Counselors (1/2 at WHS & CHS)


Puente Counselors (1/2 at WHS & CHS)

Amount $0 $5,000 $5,000

Source LCFF LCFF

Budget

Reference





157

Action 13




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Visual and Performing Arts Lead: Engage

students with school and the Visual and

Performing Arts Programs by enhancing

and aligning current VAPA offerings and

by expanding support through a new

VAPA Lead position. Outreach to the

community will expand through the

development and maintenance of a

district VAPA website and articulation

with middle schools and community





by expanding support through a

new VAPA Lead position. Outreach to the



district VAPA website and articulation with

middle schools and community groups.





by expanding support through a

new VAPA Lead position. Outreach to the



district VAPA website and articulation with

middle schools and community groups.

158

groups.


2017-18 2018-19 2019-20

Amount $19,080 $19,462 $20,446


Budget


Amount $5,342 $5,448 $8,178


Budget


Amount $3,500 $3,570 $3,641


Budget


Amount $4,500 $2,000 $2,000


Budget

Reference


Expenses


Expenses


Expenses

159

Action 14




Low Income Specific Schools: Transition

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:









2017-18 2018-19 2019-20

Amount $6,800 $6,936 $7,075


160

Budget


161


Unchanged Goal

Goal 3

ASSESSMENT AND ACCOUNTABILITY

Provide instruction that utilizes interim and quarterly common assessments that result in the sharing of student data and the identification of best

practices so that students learn challenging content and student performance is increased.


The school effectively uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student

performance data.

Teachers employ the use of formative and summative assessments, along with a variety of assessment strategies to evaluate student

learning. Students and teachers use these findings to provide feedback to students and to modify the teaching/learning process for the

enhancement of the educational progress of every student.

Each school uses an assessment and monitoring system to determine student progress toward achievement of the academic standards and

college/career readiness standards.

The assessment of student achievement in relation to standards drives the schools program, its regular evaluation and improvement, and the

allocation and usage of resources.


State Priorities: 2. Implementation of State Standards; 4. Pupil achievement; 8. Other pupil outcomes

Local Priorities: D/F Rates for both Semesters On-Target Rates for both Semesters PSAT Participation Golden State Seal Merit Diploma EAP College

Ready in Math and ELA

Identified Need:

Assessment and Accountability is the method through which we drive change to everyone in the organization. Within WUHSD, we strongly believe

that collaboration is the reason for students continued academic growth, with change driven through the use of common assessments as a tool: a

tool to define content covered in certain period; a tool to dive deep into student performance and guide dialogue directed to overcoming barriers to

student learning; and, a tool for the sharing of best instructional and curricular practices.

Throughout the continual improvement process and review of data, stakeholders found this goal to be important to the conditions of learning, pupil

outcomes, and student engagement. The use of local quantitative and qualitative data, the LCFF rubrics and the California Dashboard, as well as

input from stakeholders at Taskforce Meetings and Community Advisories, meetings found the following areas of need that confirmed the decision

to continue this goal. As in Goal 2, all of the annual measurable outcomes were met for this goal in the past year except for growth on the SBAC

162

English Language Arts and Math, D/F Rates and On-target Rates for first Semester. Unique to this goal, the percentage of students who were

designated as College-Ready by EAP did not meet the target in either Math or ELA. This target is met by students scoring proficient on the SBAC,

which we have discussed earlier of focus for the upcoming year. Although Math SBAC scores demonstrated growth in both measures (proficiency

and distance from three), there is still much room for growth. In evaluating data on the LCFF rubric and Dashboard, continued growth on the Grade

11 SBAC exam appear to be the areas of greatest need. Maintenance or continued growth is desired on the other measurable outcomes. Additionally,

We currently have three years of PSAT scores for grades nine, ten and eleven and are working on developing a system that will inform instruction

so teachers can easily access and interpret the results for both students and parents.



Priority 1: Basic

Conditions at

School: SARC

99.82% Average on

all indicators on

Facility Inspection

Reports from all 7

sites

0%

Teacher Misassigned

Access to Textbooks

in All Core Courses



Inspection Reports from all

7 sites



Core Courses



Inspection Reports from all 7

sites



Core Courses



Inspection Reports from all

7 sites



Core Courses

Priority 4:

Academic

Achievement:

English Learner

Progress

NameRFEP + EL

Changes

WUHSD 76.2%

California

HS74.0%

La Serna HS 67.5%

NameRFEP + EL

Changes

WUHSD 77.5%

California HS 74.5%

La Serna HS 68.0%

NameRFEP + EL

Changes

WUHSD 78.0%

California HS 75.0%

La Serna HS 68.5%

Unable to determine student's

who went up a level for EL

Changes due to the

implementation of ELPAC (and

elimination of the CELDT). In

this transition year, we believe

that the district would remain at

the same level. There were not

any significant changes in EL





163

Pioneer HS 85.9%

Santa Fe

HS74.4%

Whittier HS 78.0%

Pioneer HS 86.5%

Santa Fe HS 75.5%

Whittier HS 78.5%

Pioneer HS 87.0%

Santa Fe HS 76.0%

Whittier HS 79.0%

students in each ELPAC level.

Level 4 32%

Level 3 33%

Level 2 20%

Level 1 16%

Priority 4:

Academic

Achievement -

Academic

Indicator Grade

11 SBAC (DF3)

ELA: 28 points

above level 3

Math: 50 points

below level 3


level 3


level 3


level 3


level 3


level 3


level 3

SBAC

Participation

Rate

ELA 96.6%;

Math 97.8%

Maintain above 96% Maintain above 96% Maintain above 96%

AP Participation

Rate22.2% 22.4% 22.6% 22.8%

AP Pass Rate 40.8% 41.8% 42% 42.5%

EAP

College-ReadyELA 25%;

Math 8.5%

ELA 28%;

Math 10%

ELA 30%;

Math 12%

ELA 32%;

Math 14%

D/F Rates Sem

111.6% 11.1% 10.6% 10.1%

D/F Rates Sem

213.1% 12.5% 11.9% 11.3%

On-Target for

Graduation Sem

1

92.7 94% 94% 94%

On-Target for 90.7% 94% 94% 94%

164

Graduation Rate

Sem 2

SBAC ELA

Participation and

Proficiency

Rates

SBAC ELA

Participation Rate

97%

SBAC ELA

Proficiency Rate

62%

SBAC ELA Participation

Rate 96%


68%


Rate 96%


62%


Rate 96%


63%

SBAC MATH

Participation and

Proficiency

Rate

SBAC MATH

Participation Rate

98%

SBAC MATH

Proficiency Rate

32%

SBAC MATH Participation

Rate 96%

SBAC MATH

Proficiency Rate 33%


Rate 96%

SBAC MATH



Rate 96%

SBAC MATH


165



Action 1




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Common Assessments: Provide interim

and quarterly common assessments that

result in the sharing of student data and

the identification of best practices in

order to improve the achievement of all

students, particularly the













166

underperforming students, ensuring that

they are college and career ready when

they graduate from WUHSD. Utilize other

sources of data, research, and

information to inform the collaborative

analysis of common assessment results



Within WUHSD, we strongly believe that

collaboration is the reason for students’

continued academic growth, with change

driven through the use of common

assessments as a tool: a tool to define

content covered in certain period; a tool

to dive deep into student performance


overcoming barriers to student learning;

and, a tool for the sharing of best

instructional and curricular


Common Assessments occurs a minimum

of 4-9 times per year for all core

courses.










collaboration is the reason for students













courses.










collaboration is the reason for students













courses.


2017-18 2018-19 2019-20

Amount $132,000 $134,640 $143,647


Budget

Reference


Expenses;

Services to facilitate analysis of data

(e.g., EADMS, Student Tracker, & CORE

Data Collaborative)


Expenses;



Data Collaborative)


Expenses;



Data Collaborative)

167

Amount $125,000 $6,000 $8,000


Budget

Reference


Scanners, Supplies


Scanners, Supplies


Scanners, Supplies

Amount $64,675 $53,000 $64,255


Budget

Reference


Expenses;



Expenses;



Expenses;


168

Action 2




OR




Income)






Income


SChools

169

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Intervention Specialist Release Periods:

The Intervention Specialist is a teacher

who has two release periods to analyze

data and provide support and information

to personnel on the site to ensure that

students are provided with time and

support to achieve academic success



who has one release period to analyze




support to achieve academic success

(Note: Based on need, two sites have

added an additional period of Intervention

Specialist)



who has one release period to analyze




support to achieve academic

success. (Note: Based on need, two

sites have added an additional period of

Intervention Specialist)


2017-18 2018-19 2019-20

Amount $180,354 $180,345 $188,346


Budget


Amount $52,123 $32,154 $54,103


Budget


170

Action 3




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Facilitate collaboration and analysis of

common assessment data and the

development of interdependent teams to

support strong student achievement for

all students, particularly the under-

performing students, ensuring that they

are college and career ready when they


through the Coordinator of Curriculum

and Assessment with seven Coaches,









through the Coordinator of Curriculum

and Assessment with seven Coaches,









through the Director of Professional

Learning with seven Coaches, who are

171

who are teachers with additional monthly

hours, who facilitate course-alike teams

throughout the year. One additional

coach is being added this year to limit the

number of days the other coaches are

subbed out of their classes and to

expand organizational capacity (subs in

Goal 1)

who are teachers with additional monthly

hours, who facilitate course-alike teams

throughout the year (subs in Goal 1)

teachers with additional monthly hours,

who facilitate course-alike teams

throughout the year.

Teams are also able to come in to develop

and analyze site common assessments,

along with plan strategies, routines, and

lesson, without one of the coach

facilitators, if the time is approved by their

site administrator. The increased use of

the availability of time to collaborate with

your own team by simply asking has

increased, demonstrating increased

increased student achievement in those

same course-alike teams.


2017-18 2018-19 2019-20

Amount $323,031 $509,492 $529,492


Budget


Amount $86,672 $25,718 $90,718


Budget


Amount $67,480 $68,830 $75,203


Budget

Reference


Supplies, lunch, and water for groups

coming into district throughout the year







172

Amount $0 $0 $261,326

Source LPSBG

Budget

Reference


subs

Amount $0 $0 $66,694

Source LPSBG

Budget

Reference 3000-3999 Employee Benefits

173

Action 4




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Course Leads: 115 Course Leads, who,

at each site, facilitate the development of

the course-alike team; then, as a member

of the district team, contribute to the




Course Leads provide opportunities for

their team to share best practices for

teaching that contribute to improving





















174

student learning and mastery of

standards for all students, working with

teachers and staff to identify students in

need of intervention, ensuring that all

students not only master the content, but

move on to the most rigorous course of

study and graduate on time. ($2,102 per

Course Lead Stipend in 217/18)







study and graduate on time.







study and graduate on time.


2017-18 2018-19 2019-20

Amount $241,730 $286,560 $298,900


Budget


Amount $62,850 $44,107 $84,107


Budget


175

Action 5




OR




Income)





Low Income Limited to Unduplicated Student Group(s) All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Advanced Placement Testing: Support

low-income students in taking as many

AP tests as they are prepared to take by

promoting the lower $5 test charge and

covering any balance due for AP tests

with district funds. Support these


specifically designed to prepare for AP

tests where students lack the

background experiences that are often

capitalized upon on these forms of























176

standardized exams. Note: Given

2017/18 is the transition year with federal

and state programs, the $5 fee waiver

program is not yet in place for students

taking the AP test in 2017; therefore,

WUHSD is supporting low-income

students by covering what state and

federal programs would typically cover

for these students and only charging

them the $5.

standardized exams. standardized exams.


2017-18 2018-19 2019-20

Amount $138,000 $123,500 $146,500


Budget

Reference


Expenses;

College Board AP Test Fees (Gap Year:

No State Program in Place)


Expenses;

College Board AP Test Fees (Gap Only:

State Program in Back in Place)


Expenses;

College Board AP Test Fees (Gap Only:

State Program in Back in Place)

Amount $8,000 $18,000 $5,000


Budget

Reference


Support Materials


Support Materials


Support Materials

177

Action 6




All All Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


College Readiness: Prepare all students

for the option of attending college after

completing high school by taking the

PSAT in ninth, tenth, and eleventh grade,

particularly those students who had not

considered college as an option in the

past. In order to prepare all students to

consider college as an option, we will

begin the conversations with students

focused on college early, making it more

likely that student may actually attend



completing high school by taking

the PSAT in ninth, tenth, and eleventh

grade, particularly those students who

had not considered college as an option

in the past. In order to prepare all

students to consider college as an option,

we will begin the conversations with





completing high school by taking

the PSAT in ninth, tenth, and eleventh

grade, particularly those students who

had not considered college as an option

in the past. In order to prepare all

students to consider college as an option,

we will begin the conversations with



178

college. By taking the PSAT multiple times,

the student's SAT score is shown to be

higher, offering the student more options

in colleges.


the PSAT multiple times, the student's SAT

score is shown to be higher, offering the

student more options in colleges.


the PSAT multiple times, the student's SAT

score is shown to be higher, offering the

student more options in colleges.


2017-18 2018-19 2019-20

Amount $89,000 $90,780 $92,596


Budget

Reference


Expenses;

College Board: PSAT


Expenses;

College Board: PSAT


Expenses;

College Board: PSAT

Amount $12,000 $0 $0


Budget

Reference


Subs


Subs


Subs

Amount $12,000 $0 $0


Budget


179


Unchanged Goal

Goal 4

SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH

Provide a comprehensive system of support services to facilitate student success, both academically and personally.


The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the

teaching/learning process.

The school is a safe, clean, and orderly place that nurtures learning and maintains a culture characterized by trust, professionalism, and high

expectations for all students.

All students have access to a system of personal and equitable support and intervention services, activities and opportunities at the school

and within the community to help ensure school, college, and career success.

The school ensures that there is a high level of student involvement in curricular and co-curricular activities that link to the academic

standards, the college- and career-readiness standards, and the schoolwide learner outcomes.


State Priorities: 2. Implementation of State Standards; 3. Parent involvement; 4. Pupil achievement; 5. Pupil engagement; 6. School climate; 8.

Other pupil outcomes

Local Priorities: Parent Engagement Target (Visitation Rate) On-Target Rates per Semester Staff Morale/Student Opinion Survey Responses

Identified Need:

School Culture and Support for Student Personal and Academic Growth is the manner in which we ensure that students are provided with the requisite

support to learn and grow. The continual improvement process and review of data, stakeholders found that this goal was important to the conditions

of learning, pupil outcomes, and student engagement. The use of local quantitative and qualitative data, the LCFF rubrics and the California

Dashboard, as well as input from stakeholders at Taskforce Meetings and Community Advisories, meetings found the following strengths and areas

of need that confirmed the decision to continue this goal.

All of the annual measurable outcomes were met for this goal in the past year except for the overall Expulsion Rate, which missed the target by 4

students (.27% missed the .2% target), and the Parent Engagement Target, which found an average of 1.52 visits per student of their parents or

guardians to some type of school activities (target 2 visits per year). Other targets missed that have been discussed in earlier goals include SBAC

scores and participation and the on-target rate for semester 1. In evaluating data on the LCFF rubric and Dashboard, these areas appear to be the

180

areas of greatest need. Maintenance or continued growth is desired on the other measurable outcomes.



Priority 2: Implementation

of State StandardsReflection Survey


of Progress to the

Board: Met

CCSS Teacher


Average Days per

Teacher (Target: 5 days

per year) 7.66 days

per year

CCSS Professional

Learning: Percentage of

Teachers by School


and District Best

Practices (Target: 75%

Comprehensive; 50%

Alt Ed)

CHS 80%

LS 86%

PHS 76%

SF 81%

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)






75% Comprehensive;

50% Alt Ed)

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)






75% Comprehensive;

50% Alt Ed)

Reflection Survey


of Progress to the

Board


Learning: Average

Days per Teacher

(Target: 5 days per

year)






75% Comprehensive;

50% Alt Ed)

181

WHS 76%

FHS 20%

SV 69%

Trans 70%

WUHSD 78%


Achievement - Academic

Indicator Grade 11 SBAC

(DF3)


level 3


level 3


level 3


level 3


level 3


level 3


level 3


level 3




RFEP + EL

Changes

WUHSD 76.2%

California HS 74.0%

La Serna HS 67.5%

Pioneer HS 85.9%

Santa Fe HS 74.4%

Whittier HS 78.0%

NameRFEP + EL

Changes

WUHSD 77.5%

California HS 74.5%

La Serna HS 68.0%

Pioneer HS 86.5%

Santa Fe HS 75.5%

Whittier HS 78.5%

NameRFEP + EL

Changes

WUHSD 78.0%

California HS 75.0%

La Serna HS 68.5%

Pioneer HS 87.0%

Santa Fe HS 76.0%

Whittier HS 79.0%

Unable to determine





the CELDT). In this




There were not any







level.

Level 4 32%

Level 3 33%

182

Level 2 20%

Level 1 16%

Priority 3: Parent

Engagement: Survey of

Parents Attending Events

145% of WUHSD students'

parents attending an

activity at school

When broken down by

school or program:

California HS 171%

LaSernaHS 222%

Pioneer HS 179%

Santa Fe HS 123%

Whittier HS 28%

Frontier HS (Cont) 102%

Sierra Vista HS

(IS) 30%

Transition Program 148%

Note: Repeat Visits

counted as Number of

Visits divided by

Enrollment

Target: 175%

of WUHSD students'


activity at school

Target: 200%

of WUHSD students'


activity at school

Target: 225%

of WUHSD students'


activity at school

Priority 5: Student

Engagement: Graduation

Rate

Current WUHSD

rate: 95.5%

Source: California

Dashboard

Maintain 95.5% or

higher

Source: California

Dashboard

Maintain 95.5% or

higher

Source: California

Dashboard

Maintain 95.5% or

higher

Source: California

Dashboard

Priority 5: Student

Engagement: Chronic

Absenteeism

10%

Source: California

Dashboard

9%

Source: California

Dashboard

8%

Source: California

Dashboard

7%

Source: California

Dashboard

Priority 6: School Climate: 4.5% 4.2% 3.9% 3.7%

183

Suspension Source: California

Dashboard

Source: California

Dashboard

Source: California

Dashboard

Source: California

Dashboard

Cohort Dropout Rate 6.4% 5.8% 5.4% 5.2%

Student Attendance Rates Comp HS 96.5% Comp HS 96.5% Comp HS 96.5% Comp HS 96.5%

DASS HS 75%

(75% is target rate for Model

Continuation HS)

Habitual Truancy Rates 10.8% 10.7% 10.6% 10.5%

Expulsion Rates .2% .2% .2% .2%


Rate Sem 192.7% 94% 94% 94%


Rate Sem 290.7% 94% 94% 94%

Staff Morale/Student

Opinion Survey100% Staff and 73%

Student (Biennial

Surveys)

80%

Student Participation

100%

Staff Participation

80% Student

Participation

184



Action 1




OR




Income)






Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


District Categorical Office assists all of

the sites in providing services to English

Learner students and their families and

providing professional development to the

staff to ensure that all WUHSD personnel

are able to support the academic, social,

and emotional growth of students and















185


English. DELAC Meetings ensure parents

are actively involved in the decision-

making processes at the district level, as

well as serving to provide a strong

planning committee for providing services

for the parents of other English Learners

throughout the district.


















2017-18 2018-19 2019-20

Amount $152,120 $157,162 $163,451


Budget


Amount $121,200 $123,624 $131,879


Budget


Amount $87,462 $89,211 $191,995


Budget


Amount $41,200 $40,000 $60,000


Budget


Amount $117,100 $70,000 $80,000


186

Budget

Reference


Expenses


Expenses


Expenses

187

Action 2




OR




Income)






Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:



Counselor Districtwide for EL Students to

promote Redesignation and reach out to

both student and family. Counselor works

with 9th and 10th grade EL students at all

of the schools throughout the district.














188

2017-18 2018-19 2019-20

Amount $55,117 $57,914 $59,024

Source Federal Revenues - Title III Federal Revenues - Title III Federal Revenues - Title III

Budget


Amount $17,637 $23,195 $23,195

Source Federal Revenues - Title III Federal Revenues - Title III Federal Revenues - Title III

Budget


189

Action 3




OR




Income)






Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:





Specialist to provide services to English

Learners and to facilitate their progress.

Services provided out of this office for

students and families include college field

trips and parent workshops. Services


include professional development and

conferences to include their proficiency























190

in working with English

Learners. ELAC Meetings ensure parents


making processes at the school level, as




















throughout the school. Per parent

requests for more parent education and

involvement at DELAC and LCAP

Taskforce, increased opportunities for

parent workshops, open houses and

[parent involvement roles will be planned

in the upcoming year. Additionally, new

tutoring times will be explored, along with

the recruitment of bilingual academic

mentors to support ELs in the academic

classrooms.


2017-18 2018-19 2019-20

Amount $61,742 $40,000 $40,000


Budget

Reference


subs


subs


subs

Amount $522,762 $522,762 $522,762


Budget


Amount $1,207,664 $1,207,664 $1,207,664


191

Budget


Amount $643,133 $632,381 $632,381


Budget


Amount $27,155 $25,000 $25,000


Budget


Amount $36,921 $25,000 $25,000


Budget

Reference


Expenses


Expenses


Expenses

192

Action 4




Specific Student Group(s): REFPs Specific Schools: Comprehensive High Schools

OR




Income)





Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Monitoring of RFEP students by Horizons'

Directors through the use of targeted grade

checks every five weeks








2017-18 2018-19 2019-20

Amount $5,618 $5,730 $5,730

193


Budget


194

Action 5




OR




Income)





Foster Youth Limited to Unduplicated Student Group(s) Specific Schools: Comprehensive High

Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Foster Youth Counselor: .25 Targeted

Counselor per site addresses needs of

Foster Youth, monitoring and facilitating

their progress, ensuring that all of their

academic credits have been posted to

their transcript, coordinating all of their

social and emotional supports, and

ensuring that their needs are met both in

and out of school









and out of school









and out of school

195


2017-18 2018-19 2019-20

Amount $240,585 $295,397 $307,213


Budget


Amount $67,364 $118,711 $118,711


Budget


196

Action 6




OR




Income)





Low Income Limited to Unduplicated Student Group(s) Specific Schools: Comprehensive High

Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:




Low Income youth, monitoring and

facilitating their progress, ensuring that all

of their academic credits have been

posted to their transcript, coordinating all

of their social and emotional supports,

and ensuring that their needs are met

both in and out of school. Additional

hours provided at WHS (out of site





















197

allocation) to provide additional services

to Guided Study Classes in the

afternoon.



afternoon.



afternoon.


2017-18 2018-19 2019-20

Amount $255,585 $295,397 $307,213


Budget


Amount $71,564 $118,150 $118,711


Budget


198

Action 7




OR




Income)






Income

Limited to Unduplicated Student Group(s) Specific Schools: Comp HS

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

Modified Action Unchanged Action Unchanged Action

Transportation: Provide a bus for English

Learner students to attend the

Newcomer Program at La Serna High

School, regardless of where students

live in the district, along with after-school

buses for students to attend tutoring

programs at each high school















199


2017-18 2018-19 2019-20

Amount $42,231 $155,000 $151,000


Budget

Reference


Expenses


Expenses


Expenses

200

Action 8




OR




Income)





English Learners Schoolwide Specific Schools: CHS, PHS, WHS

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Paid Student Mentors: Student workers

serve as Academic Mentors in the

classroom outside of their school day or

at Saturday School to support academic

success of targeted students. While

normally students receive credits on their

transcript when they serve as Academic

Mentors, a few serve as paid Academic

Mentors if they are able to work select

schedules.





success of English Learner and SED

students. While normally students receive

credits on their transcript when they

serve as Academic Mentors, a few

serve as paid Academic Mentors if they

are able to work select schedules where

needed to support English Learners





success of English Learner and

SED students. While normally students

receive credits on their transcript when

they serve as Academic Mentors, a few

serve as paid Academic Mentors if they

are able to work select schedules where

needed to support English Learners.

201

Parents expressed appreciation for the

presence of bilingual Academic Mentors

in the academic classrooms for their

students, stating it made their child feel

more comfortable in a new high school

when they were able to ask clarifying

questions of a peer in their home

language when they didn't understand

the new rigorous content.


2017-18 2018-19 2019-20

Amount $20,140 $20,543 $23,214


Budget


Amount $5,035 $5,136 $6,451


Budget


202

Action 9




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Provide books & supplies to students in

need to support engagement in


Support is available in different locations

on the different comprehensive sites so

that students do not stand out in the

classroom. They can pick up classroom

supplies and other materials before going

to class. Students can also obtain a

college textbook and attend a concurrent





















203

college course on their HS site. Rio

Hondo offers two courses each term on

all school sites at no cost, but does not

pay for books. This pays for the book so

students exit high school with college

credits.

college course on their HS site. college course on their HS site.


2017-18 2018-19 2019-20

Amount $164,300 $164,300 $164,300


Budget


204

Action 10




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Field Experiences for EL, foster, and SED

students and their parents (e.g., college

trips, cultural events)








2017-18 2018-19 2019-20

Amount $21,836 $22,273 $24,648

205


Budget


Amount $4,990 $5,090 $6,192


Budget


Amount $101,124 $101,124 $109,124


Budget

Reference


Expenses


Expenses


Expenses

206

Action 11




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:

Modified Action Modified Action Unchanged Action


Keep parents and community informed of

students and schools progress and

engaged in the improvement process

through media releases and emails,

survey, and other forms of media


regular and clear communication with the

community regarding LCFF and LCAP,

eliciting community engagement with the








regular and clear communication with










regular and clear communication with



207

educational program and processes.



language to advise of attendance and

other administrative announcements, as

well as communication from teaching

staff (LOOP, a web-based tool). The

Parent Portal into the Aeries, the student

information system, allows parents to

check child's grades, attendance, and

other relevant information on a daily

basis. Report Cards go home every five

weeks in the mail and the School

Accountability Report Card will be

produced once each year (both of which

will be in English and Spanish).


















Parents asked for more interaction time

one the sits at the LCAP Advisories and

other parents meetings, so Parent

Empowerment funds were planned on

the sites for parent activities throughout

the school year.


















Parents asked for more interaction time

one the sits at the LCAP Advisories and

other parents meetings, so Parent

Empowerment funds were planned on

the sites for parent activities throughout

the school year.


2017-18 2018-19 2019-20

Amount $130,350 $110,350 $110,350


Budget

Reference




Expenses;



Expenses;


208

Amount $60,000 $58,000 $58,000


Budget

Reference


Expenses;

Consultant to provide media releases to

community regarding LCFF. LCAP, and

elicit community engagement with

educational program and processes


Expenses;






Expenses;





Amount $0 $8,500 $9,500

Source LCFF LCFF

Budget

Reference


Parent Empowerment


Parent Empowerment

209

Action 12




OR




Income)






Income

LEA-wide Specific Schools: FHS (District Program)

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:



childcare services and parenting support

for teen parents to ensure they not only

graduate with a high school diploma, but

that they are college and career ready.

Located in a central location, all students

are able to use the services provided by


schools within the district. Transportation

is provided from the student's home to





















210

the Center, then from the Center to their

school, to ensure that the student

remains in the most rigorous course of

study while remaining A-G eligible and

continuing to take AP courses, or staying

enrolled in other special programs that

are found on their comprehensive high

school site. The goals of the center are

(1) to ensure that students graduate from

high school; (2) that they do not have

another child while in high school; and,

(3) that they go on to college or a career

so they can support their child. One

hundred percent of the participants of the

Center are included in the Unduplicated

Targeted Student count.

Community involvement at holidays and

throughout the year cements

relationships between the teen parents

and supportive adults, proving that it

takes a village to raise a child.
















Targeted Student count. Community

involvement at holidays and throughout

the year cements relationships between

the teen parents and supportive adults,

proving that it takes a village to raise a

child.
















Targeted Student count.

Community involvement at holidays and

throughout the year cements

relationships between the teen parents

and supportive adults, proving that it

takes a village to raise a child.


2017-18 2018-19 2019-20

Amount $150,725 $153,740 $159,889


Budget


Amount $52,754 $103,809 $94,521


Budget


211

Amount $23,596 $43,596 $47,421


Budget


Amount $17,911 $37,911 $55,311


Budget

Reference


Expenses;

Transportation for student and their child

to school and daycare as they are not

allowed to ride traditional school bus


Expenses;





Expenses;




212

Action 13




OR




Income)






Income


Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:



Cumulative Records Review of At-Risk

Students when entering district for 9th

grade in order to provide targeted

support in a timely and proactive manner












213

2017-18 2018-19 2019-20

Amount $32,066 $22,707 $22,707


Budget


Amount $7,966 $4,108 $4,108


Budget


214

Action 14




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Student Well-Being Counselor: 2 FTE in

district to support students socio-

emotional growth and supervise school

social work interns serving the mental

health needs of students throughout the

district. Additionally, professional

development will be continually provided

for the crisis team and other personnel

throughout the district to ensure that all

students are provided with a strong

Student Well-Being Program: 2 FTE for

Social Worker Counselors in district to

support students socio-emotional growth

and supervise school social work interns

serving the mental health needs of

students throughout the district.

Additionally, professional development

will be continually provided for the crisis

team and other personnel throughout the

district to ensure that all students are

Student Well-Being Program for SEL and

Foster Students: 2 FTE for Social Worker

Counselors in district to support students

socio-emotional growth and supervise

school social work interns serving the

mental health needs of students

throughout the district. Additionally,

professional development will be

continually provided for the crisis team

and other personnel throughout the

215

safety net, regardless of the issues or

situations they may be facing.

provided with a strong safety net,

regardless of the issues or situations

they may be facing. Threat assessment,

internal and external through Dr. Tao,

when needed, to ensure a safe and

secure environment for learning.

district to ensure that all students are

provided with a strong safety net,

regardless of the issues or situations

they may be facing. Threat assessment,

internal and external through Dr. Tao,

when needed, to ensure a safe and

secure environment for learning.

Special counseling and advocacy

services are provided to foster youth

who attend Frontier and Sierra Vista, the

alternative schools situated on the same

campus as the district office. Credit

monitoring and locations for completion of

work to graduate will also be provided to

foster youth through this office.

FAFSA-Night for Foster Youth will be

coordinated in order to bring resources

together so students complete

FAFSA/CHAFEE and receive maximum

resources from Children's Services

before exiting the system. Specific

training is provided to the interns who are

assigned to each of the comprehensive

high schools in working with foster youth

and their liaisons to ensure that the

students have a smooth and effective

eductional experience.


2017-18 2018-19 2019-20

Amount $300,590 $306,602 $315,243


216

Budget


Amount $78,153 $99,716 $122,945


Budget


Amount $15,000 $25,000 $28,000


Budget


Amount $10,000 $15,000 $15,800


Budget

Reference


Expenses;

Software (Confidential Social Worker

Recording Software)


Expenses;


Recording Software)


Expenses;


Recording Software)

Amount $25,000 $20,000 $20,000


Budget

Reference


Expenses;

Conferences and Professional Learning

Experiences


Expenses;


Experiences


Expenses;


Experiences

Amount $0 $30,000 $30,000

Source LCFF LCFF

Budget

Reference


Expenses;

External Consultant Threat Assessment


Expenses;

External Consultant Threat Assessment

Amount $0 $15,000 $15,000

Source LCFF LCFF

217

Budget

Reference


Expenses;

Homeless Support


Expenses;

Homeless Support

218

Action 15




OR




Income)





Low Income LEA-wide All Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Maintain three school nurses to better

serve our students' health needs






2017-18 2018-19 2019-20

Amount $185,500 $230,116 $237,019


219

Budget


Amount $51,940 $99,786 $99,786


Budget


Amount $1,500 $1,500 $3,500


Budget


220

Action 16




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


504 Student Support: Ensure all students

receive all the support required to

demonstrate success on rigorous

coursework through the adequate

provision and implementation of 504

plans. Data revealed that only the higher

socioeconomic parents were aware of

the options to support their students that

were available through 504 plans. A

comprehensive needs assessment,





















221

followed by training and implementation

of recommendations.


of recommendations.


of recommendations.


2017-18 2018-19 2019-20

Amount $12,000 $1,000 $5,000


Budget

Reference


Expenses;

Training


Expenses


Expenses

Amount $8,000 $1,000 $3,000


Budget


222

Action 17




OR




Income)






Income


Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Implement research based school-wide

positive behavioral support systems and

restorative justice programs aimed at

decreasing non-mandatory suspension

rates for identified groups of students,

lowering the non-mandatory expulsion

rate, and increasing the percentage of

students indicating that they feel safe

and connected with their school. Utilizing

dogs to ensure that sites remain drug





















223

free, while providing a multitude of

services and surveys to ensure that

WUSHD meets students' needs and

provides positive support for healthy

choices in their future.












2017-18 2018-19 2019-20

Amount $12,000 $6,000 $6,000


Budget

Reference


subs


subs


subs

Amount $0 $540 $540

Source LCFF LCFF

Budget

Reference


Sub Benefits


Sub Benefits

Amount $15,000 $500 $500


Budget


Amount $22,000 $2,000 $2,000


Budget

Reference


Expenses


Expenses


Expenses

224

Action 18




OR




Income)






Income


Schools

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Freshman Support: (1) Link Crew is a

specialized program where junior and

senior student mentors meet regularly

with entering ninth grade students. This

mentor program develops strong

relationships between incoming students

and a supportive student leader who


ensuring a successful transition to high

school. (2) With student leaders serving





















225

as guides, Freshman First Day provides

an opportunity for ninth grade students to

attend school and meet their teachers.

This special time on the day before tenth

through twelfth grade students begin


personalized environment that facilitates

their transition to high school. Each 9th

grade student is encouraged to sign up

for at least two co-curricular programs

that will connect them to the school

beyond the required academics (3)

Academic Mentors, or upper classmen

who have demonstrated strong academic

and personal connections to students in

need of support, assist these students

throughout the year in their classes.

















throughout the year in their classes.Two

schools (WHS & CHS) each added an

additional period of release for

development of their Academic Mentor

Program.

















throughout the year in their classes. Two

schools (WHS & CHS) each added an

additional period of release for

development of their Academic Mentor

Program.


2017-18 2018-19 2019-20

Amount $15,000 $64,512 $67,447


Budget


Amount $15,000 $15,300 $19,890


Budget


226

Amount $9,084 $26,504 $32,808


Budget


Amount $10,000 $26,000 $26,000


Budget


Amount $10,000 $6,000 $6,000


Budget

Reference


Expenses


Expenses


Expenses

227

Action 19




OR




Income)





English Learners Limited to Unduplicated Student Group(s) Specific Schools: SF

Actions/Services

2017-18


Action:

2018-19


Action:

2019-20


Action:


Attendance Caller to make sure English

Learner parents receive news of

absences in Spanish and are able to ask

questions about their child's education to

a live person





a live person





a live person


2017-18 2018-19 2019-20

228

Amount $9,703 $20,742 $23,364


Budget


Amount $3,077 $7,052 $9,118


Budget


229

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year: 2019-20

Estimated Supplemental and Concentration Grant Funds: Percentage to Increase or Improve Services:

$24,070,282 23.03%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services

provided for all students in the LCAP year.

Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds

(see instructions).

With LCFF S/C being fully funded in the 2019/20 school year, WUHSD has an expected $24,070,282 targeted for unduplicated

students. This amount increases the quantity and quality of services provided, with a proportionality percentage of 23.03% (as

calculated by the LCFF Analysis done by LACOE on 5/20/19). Many of the services remained the same as in the effective

2018/19 LCAP, with some cuts having to be made, as the increase in salary due to the negotiated pay raise from LCFF S/C funds

in the 2018/19 Plan ($575,929) is more than the additional $550,451 in LCFF Funds in the 2019/20 Plan. The increase in quality and

quantity is going to have to come at a cost to other services that were not as effective; balancing will be a priority as staff closely

reviews the quality and quantity of services.

In 2018/29, we expanded use of after-school courses during second semester for those classes that students received a

D or an F in during first semester; thus, students ended the year completing the course and not behind in credits or course

completion. This concept was piloted at two schools during 2017/18 in English and Social Science with positive results. This

meets the philosophy of completing the courses sooner rather than later so students can have more of their schedule open

for advanced coursework. Mid-year in 2018/19, one of the schools decided this was too expensive for the students who

were taking advantage of the opportunity and discontinued this method of credit recovery, while the other school expanded

the options, starting many of the classes mid-year for the courses the students failed first semester so the students could

continue on in the course in the same year, as well as the next course in the sequence in the following year – staying not

only on-track for graduation but also for A-G. This points out the importance of the local context, even down to the individual

school site.

An online course provider service for credit recovery was piloted in the 2017/18 school year at an alternative school;

however, it was not offered at any of the comprehensive high schools. MOUs and protocols have been developed to

230


https://elcap.lacoe.edu/lcap2017/#

ensure the integrity of the WUSHD courses, with the requirement of passing WUHSD Common Assessment before passing

a course. Students throughout the district used CyberHigh in the 2018/19 school year. As alternative students continued to

use the courses, they struggled completing many of the A-G courses in the online environment. Exploration for other online

providers solely for alternative education will be conducted this year, looking specifically for easy access to partial credits

and testing out the challenge of the different levels within the online environment.

More classes are continually being written and submitted for A-G approval, giving students more options of a rigorous

course of study that will ensure they are A-G qualified. With this more rigorous course of study, come the need for

additional support; thus, the number and type of parallel and support classes on sites during the school day have been

expanded to support students so they master the standards and content the first time they take a course so they do not

need to repeat the course and fall off track for graduation or A-G. This allows students to be placed into the most rigorous

course possible and truly deepen and extend their learning over their high school years.

Per our mantra of doing “Whatever it Takes” to ensure success for all students, we have been providing services to students

who struggled since 2005. While we identified our target group as students in need during this time period, and not the specific

unduplicated student group, it was noted that, in essence, we had been providing services to the same group. Starting with the

current students in need, and not necessarily focusing on the unduplicated student group, resulted in a very similar outcome with

over 92% of the students identifying as English Learners, foster youth, or low-income students. While the majority of the services

and programs are primarily directed to the needs of the 72.62% unduplicated students, there are some expenditures of the

Targeted Student Funding (concentration and supplemental funds) that are either districtwide and/or schoolwide. We strongly

believe that to not provide these services in a global manner (1) would be disruptive to the educational process; (2) would not be

feasible, given the service or the program; or, (3) would be unethical or immoral. And, as stated earlier, over 92% of the student

recipients of the services funded with S&C dollars are in the unduplicated student group.

Following is the breakdown of the percentage of unduplicated students by school site for the past two years, noting the upward

trend in unduplicated students (primarily due to an increase in low-income students based on Free and Reduced lunch status

during 2017/18 and 2018/19 school year):

Unduplicated Student Percentage

13-14 14-15 15-16 16-17 17-18 18-19

Enrollment 13,263 12,983 12,510 12,120 11,848 11,404

WUHSD 69.86% 69.45% 69.32% 69.60% 72.60% 72.62%

231

CHS 74% 76% 73% 75% 76% 75%

LS 45% 45% 46% 48% 52% 51%

PHS 84% 85% 86% 86% 90% 88%

SF 74% 73% 73% 74% 77% 77%

WHS 77% 77% 75% 74% 76% 78%

FHS 85% 80% 84% 81% 90% 89%

SV 71% 62% 62% 68% 65% 82%

Trans 81% 80% 82% 76% 90% 88%

NPS 29% 21% 40% 36% 52% 53%

District Trend Data: Changes in Unduplicated Group Size over Time

District EL % 10% 9% 9% 9% 9% 9%

EconDis % 69% 68% 68% 68% 72% 75%

Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Lim ited to Unduplicated

Student Group( s) .

Goal 2 : Act ion 5 , Act ion 6 , Act ion 1 0 , Act ion 1 1

Goal 3 : Act ion 5

Goal 4 : Act ion 1 , Act ion 3 , Act ion 5 , Act ion 6 , Act ion 7 , Act ion 9 , Act ion 1 0 , Act ion 1 9

Service Targeted

Group( s)

Descript ion

2 . 5 Sect ions for cr ed i t

r ecov er y, socio -

em ot ional and

par al le l academ ic

suppor t w it h in

school day

EDAdd i t ional sect ions at each si t e p r ov ide cr ed i t r ecov er y and

par al lel academ ic cou r ses, along w i t h socio- em ot ional suppor t

t o ensur e econom ical ly d isadv an t aged st uden t s do not fal l

beh ind in cr ed i t s, desp i t e chal lenges t hey m ay face ou t side of

t he school hour s. Wit h t he con t inued r ise in low - incom e

st uden t s t he past t w o y ear s, now r each ing 75% of st uden t s in

WUHSD, t h is act ion is cr i t ical ly im por t an t as st uden t s m ay be

lack ing d i f fer en t aspect s in t heir background, f r om

or gan izat ional sk i l ls, academ ic language, sim p le back gr ound

know ledge, specif ic cont ent know ledge or how t o read t he

t ex t book t o gain t h is know ledge, j ust t o nam e a few possib i l i t ies

in t he academ ic r ealm , let alone social and em ot ional

232

Service Targeted

Group( s)

Descript ion

chal lenges t he burden of pover t y can p lace on ch i ldren . Wit h

add i t ional sect ions, som e of t hese chal lenges can be addr essed

t hrough relat ionsh ips w it h car ing adu lt s and peer m ent or s who

del iver a sound cur r icu lum . Gu ided St udy is a suppor t program

t hat ser ves pr im ar i ly f r eshm an and sophom or es, pr ov id ing

cont inued in t ensive suppor t and m on it or ing of st udent s t h r ough

in t er per sonal engagem ent , inst r uct ion in or gan izat ional sk i l ls

and t im e m anagem ent , along w it h dai ly hom ework checks. Many

of t he econom ical ly d isadv an t aged st uden t s com e in t o h igh

school w it h gaps in t heir background know ledge and lack ing t he

st u dy sk i l l s n ecessar y f o r su ccess in academ ic cou r ses. Th e

Gu ided St udy t eacher connect s w i t h al l t he ot her t eacher s t hat

each st udent has t h roughout t he day t o ensure t hat t hey are

on- t r ack w i t h hom ew or k , class assignm ent s, and t est s so t he

st udent s gain a sol id foundat ion in t heir n in t h and t ent h grade

y ear s. Then , by connect ing w i t h t heir Academ ic Ment or and

Gu ided St uden t t eacher, st udent s have som eone w ho can not

on ly help t hem academ ical ly, bu t also w it h ot her issues t hey

face in t hei r dai ly l i f e. St uden t s see peer s ser v ing as Academ ic

Men t or s and t hey can v isual ize t hem selv es being Academ ic

Ment ors in t he fu t u re, suppor t ing ot her t arget ed st udent s in t he

classr oom , ensu r ing t hose st uden t s m ast er academ ic con t en t ,

as w el l as l ist en ing t o any t r oub les t hey ar e hav ing com ing t o

school or ot her issues t hey ar e hav ing in t heir l i fe.

When conduct ing long i t ud inal analy ses as t o w her e t hese

h igh- r isk st udent s w er e four year s af t er at t end ing Gu ided St udy

classes as f r eshm an in 2015 , on ly 3 st uden t s ou t of 323 w er e

not in an educat ional set t ing, or .9% dropout . While t here were

28 st uden t s ( 8 .7% ) r egu lar ly at t end ing al t er nat iv e educat ion

and 18 st uden t s ( 2 . 8% ) at t end ing com pr ehensiv e h igh schools

ou t side of t he d ist r ict , t he r em ain ing 274 or ig inal ly h igh - r isk

233

Service Targeted

Group( s)

Descript ion

st uden t s ( 84 .8% ) w ho en t er ed t he d ist r ict in t he fal l of 2015

were on- t rack t o graduat e f rom one of t he dist r ict ’s

com pr ehensiv e h igh schools.

Ot her suppor t cou r ses for econom ical ly d isadv an t aged st uden t s

w ho passed Algebr a 1 - Col lege Pr ep ( w i t h a low C) include

Concept Geom et r y for t en t h g r ade st uden t s. Th is cou r se

pr ov ides a br idge bet w een Algebr a and Geom et r y, g iv ing

st udent s an addit ional year t o gain a deeper m ast er y of t he

concept s of Algebra and prepare for Geom et r y t he fol low ing year,

pu t t ing t hem back on t he A- G t r ack . These sm al ler cou r ses

ensur e st uden t s ar e r eady t o not on ly succeed in Geom et r y, but

also in Algebr a 2 t he fol low ing year.

Ot her sect ions for at - r isk econom ical ly d isadv an t aged st uden t s

who are st r uggl ing even m ore are paral lel m at h courses for

st uden t s in Algebr a I . These cov er t he sam e concept s at t he

sam e t im e, but in a dif ferent way dur ing anot her per iod of t he

day so t he st udent does not fai l Algebra I , t hus fol low ing

Gusky ’s m et hod for successfu l in t er ven t ion .

We have found t hat t hese sect ions of Gu ided St udy, paral lel

Algebr a 1 , and ot her sm al ler suppor t classes in t he n in t h gr ade

ease t he t r ansi t ion t o h igh school for t he low - incom e h igh- r isk

st udent s, t hus, lower ing t he dropout rates and connect ing

st uden t s t o school . Par en t s ar e suppor t iv e of t hese

in t er v en t ions also, includ ing b i l ingual Academ ic Men t or s p laced

in n in t h g r ade Algebr a I classes so t hei r ch i ld can t alk Span ish

and feel even m ore com for t ab le in t heir new school. WUHSD

does not ex per ience t he loss of st uden t s bet w een eigh t h and

n in t h grade t hat r esearch f inds in m any d ist r ict s. For a h igh

school d ist r ict , w i t h st udent s com ing in f r om f ive par t ner

234


Service Targeted

Group( s)

Descript ion

elem en t ar y school d ist r ict s, t he del iber at e connect ions m ade in

t hese cou r ses helps guar an t ee t hat st uden t s con t inue t o com e

t o school . St uden t s w an t t o com e t o school , as y ou can see by

our im proved at tendance rates. Once at school , st uden t s can

t hen learn. (151 suppor t sect ions d ist r ict w ide) .

2 . 6

Add i t ion al EL

Sect ion s

ELAdd i t ional sect ions at each si t e f or SDAI E & ELD p r ov ide

suppor t t o ensu r e success for Eng l ish Lear ner s in academ ic

cor e cou r ses. Th ese cou r ses m ay be par al le l suppor t classes,

as w el l as low er class sizes in ot her academ ic cou r sew or k so EL

st udent s get m or e per sonal ized and ind iv idual at t en t ion . A

par al lel cour se w as dev eloped in n in t h gr ade ( and occasional ly

t en t h g r ade) at t w o si t es is cal led Academ ic Eng l ish

Dev elopm en t ( ALD) . Th is cou r se assist s En g l ish Lear n er s in

m ast er ing Eng l ish language and gain ing pr of iciency in academ ic

cour sew or k , along w i t h gain ing or gan izat ional sk i l ls. Th is cour se

also t eaches st uden t s t he academ ic v ocabu lar y f r om t hei r ot her

cour ses, i . e., Biology or Wor ld Civ i l izat ion . There are ot her

cou r ses w i t h m or e t han 40% Eng l ish Lear ner s t hat si t es

in t en t ional ly k eep sm al ler so t hat add i t ional t im e can be spen t

on academ ic v ocabu lar y, m ore oral in t eract ions w it h t heir peers,

and t im e t o rev iew concept s in d i f ferent ways so t hat t r ue

under st and ing and m ast er y occur s. (123 t o t al EL suppor t

sect ion s in d ist r ict )

2 . 1 0

Suppor t and

Train ing of

Acad em ic

Men t or s

ED & ELTr ain ing is pr ov ided t o ensur e t hat t he st udent s w ho ser ve as

Academ ic Men t or s acqu ir e t he appr opr iat e k now ledge and

r egar d ing t he r equ isi t e sk i l ls and dem eanor needed t o m ax im ize

lear n ing w hen suppor t ing at - r isk st uden t s w i t h in t he classr oom ,

as w el l as w hen t o con t act t he t eacher r egar d ing any issue t hat

is bey ond t hei r capaci t y. Academ ic Men t or s ar e p laced in t o

classes w i t h h igh num ber s of Eng l ish Lear ner s or at - r isk

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Service Targeted

Group( s)

Descript ion

st uden t s ( of t en low - incom e) – t he sect ions t hey w or k in ar e

t y p ical ly t he ones m ent ioned abov e in 2 .5 and 2 .6 . Much car e

is t ak en in m at ch ing Academ ic Men t or s t o bot h t he t eacher and

t he class. Bi l ingual Men t or s ar e of t en p laced in classes w i t h

Eng l ish Lear ner s, al low ing EL st uden t s t he com for t and space t o

com m un icat e w i t h som eone at t he school in an easy t one,

befor e t he Ment or br ings t hem back t o w or k on academ ics. The

use of Academ ic Men t or s has pr ov en t o be h igh ly ef fect iv e, not

on ly f r om surveys of st udent s receiv ing help, bu t f r om a rev iew

of academ ic g r ades and f r om sev er al Mast er s' Thesis st udy ing

t he program . Al l of t hese concur red, f ind ing t hat posi t ive

m ot ivat ion and engagem ent on t he par t of t he st udent , along

w it h academ ic gains. St uden t s com m ent ed t hat w hen t hey saw

Academ ic Ment or s f r om t heir neighbor hood t hey r eal ized t hat

t hey t oo cou ld be successfu l in h igh school .

2 . 1 1

Pr o f ession a l

Developm ent for

t each ing EL, ED, &

Fost er st uden t s

EL, fost er, EDSupp lem en t al Pr ofessional Dev elopm en t ou t side of t he d ist r ict

is u t i l ized for lear n ing best inst r uct ional p r act ices for t each ing

t ar get ed st uden t s in al l con t en t ar eas ( includ ing Visual and

Per for m ing Ar t s and Phy sical Educat ion ) . St r at eg ies ar e

lear ned at ou t side con fer ences or w or k shops and t hen shar ed

w it h ot her t eacher s in t he d ist r ict .

3 . 5

Ad v an ced

Placem en t Test in g

EDWUHSD suppor t s low - incom e st uden t s in t ak ing as m any AP

t est s as t hey are prepared t o t ake by prom ot ing t he low er $5

t est char ge and cov er ing any balance due for AP t est s w i t h

d ist r ict funds. Schools w i l l p r ov ide low - incom e st uden t s w i t h

add i t ional st udy m at er ials, speci f ical ly designed t o pr epar e for

AP t est s, w her e st uden t s lack t he back gr ound ex per iences t hat

are of t en capit al ized upon on t hese form s of st andard ized

ex am s. Th is past y ear, 1 , 6 6 5 incom e- el ig ib le st uden t s t ook

3 , 0 7 6 AP ex am s w i t h d ist r ict assist an ce. Th is is u p f r om 1 , 3 0 9

236

Service Targeted

Group( s)

Descript ion

st uden t t ak ing 2 , 7 8 6 AP ex am s t he p r ev ious y ear - - 3 5 6 m or e

st uden t s ex per iencing AP t est ing and d iscov er ing w hat co l lege

would be l ike in t heir fu t ure.

Not e: Becau se of changes t o ESSA, 2 0 1 7 / 1 8 w as ex pect ed t o

be t he on ly t r ansit ion year w it h federal and st at e program s

suppor t ing AP fees; how ev er, t here is not a program yet in p lace

t o cov er t he balance ot her t han t he $32 r educt ion f r om Col lege

Boar d . WUHSD w i l l st i l l suppor t low - incom e st uden t s by

cover ing w hat st at e and federal pr ogr am s w ou ld t yp ical ly cover

for t hese st uden t s ( $53 ) ; t hus, WUHSD w i l l con t inue t o char ge

t he low - incom e st uden t s on ly $5 for each t est t hey t ak e and

st r ongly encour age t hem t o t ake t est s for al l of t heir AP

cou r ses.

4 . 1

D i st r i c t

Cat egor ica l Of f i ce

ELWUHSD Dist r i ct Cat egor ica l Of f i ce su ppor t s En g l ish Lear n er

st uden t s and t heir fam i l ies, pr ov id ing pr ofessional developm ent

t o t he st af f t o ensur e t hat al l WUHSD per sonnel ar e ab le t o

suppor t t he academ ic, social , and em ot ional gr ow t h of st udent s

and fam il ies w hose f i r st language is not

Eng l ish . DELAC Meet in gs ensu r e par en t s ar e act iv ely in v o lv ed

in t he decision - m ak ing p r ocesses at t he d ist r ict lev el , as w el l

as ser v ing as a st r ong p lann ing com m it t ee for pr ov id ing

ser v ices t o t he par en t s of ot her Eng l ish Lear ner s t h r oughou t t he

d ist r ict .

4 . 3

Hor izon ’s Of f ice

( EL Suppor t

Of f ice)

ELFund ing Hor izon ' s Of f ice at each com pr ehensiv e h igh school

si t e w i t h a Cat egor ical Di r ect or, an Assist an t , and a Bi l ingual

Special ist , and b i l ingual cler k s al low s t hese of f ices t o ser v e

Engl ish Lear ner s and t heir fam i l ies by faci l i t at ing and m on it or ing

t heir p r ogr ess. Ot her ser v ices pr ov ided ou t of t h is of f ice for

st udent s and fam il ies include t u t or ing, col lege f ield t r ips, and

237

Service Targeted

Group( s)

Descript ion

parent w orkshops. Serv ices prov ided ou t of t h is of f ice for st af f

include p r ofessional dev elopm en t and con fer ences t o incr ease

t heir ef fect iveness and pr of iciency in w or k ing w it h Engl ish

Lear n er s. En g l ish Lear n er Adv isor y Cou n ci l ( ELAC) Meet in gs

ensur e par en t s ar e act iv ely inv olv ed in t he decision - m ak ing

pr ocesses at t he school lev el , as w el l as ser v ing as a st r ong

plann ing com m it t ee for pr ov id ing ser v ices t o t he par en t s of

ot her Eng l ish Lear ner s t h r oughou t t he school .

4 . 5

I n t er v en t ion

Counselor : Fost er

Fost er Yout h. 2 5 Tar get ed Counselor per si t e addr esses t he un ique needs of

Fost er Yout h , m on it or ing and faci l i t at ing t heir progress, ensur ing

t hat al l of t heir academ ic cr ed i t s have been post ed t o t heir

t r anscr ip t , coor d inat ing al l of t heir social and em ot ional

suppor t s, and ensur ing t hat t heir needs are m et bot h in and out

of school . These counselor s closely m on i t or al l f ost er st uden t s’

school enrol lm ent s and t r ansfer s t o see i f t hey qual i fy for

AB167 / 216 , and t he im pact on t he cr ed i t s/ cou r ses needed for

graduat ion . They develop a r elat ionsh ip w it h t he Tr ansi t ion

Social Wor ker w ho suppor t s t he fost er st udent s in t heir

t r ansi t ion t o col lege or car eer af t er t hey t u r n 18 , m ak ing sure

t hey receive al l of t he suppor t , f inancial and em ot ional, needed

t o be successfu l in h igh school and bey ond.

4 . 6

I n t er v en t ion

Cou n selor : Econ

Disadv an t aged

ED. 2 5 Tar get ed Counselor per si t e addr esses t he speci f ic needs of

Low I ncom e yout h , m on it or ing and faci l i t at ing t heir progress,

ensur ing t hat al l of t heir academ ic cr ed i t s hav e been post ed t o

t heir t r anscr ip t , coor d inat ing al l of t heir social and em ot ional

suppor t s, and ensur ing t hat t heir needs are m et bot h in and out

of school. They m ake sur e t hat t he st udent s at t end t u t or ing and

m ake up any cr ed i t s needed so t hey ar e not on ly on- t r ack t o

graduat e, bu t are also A- G el ig ib le w hen t hey do graduat e. Th is

counselor get s t o know t he st udent s wel l , ensur ing t hat i f t hey

238

Service Targeted

Group( s)

Descript ion

are, or were hom eless, t hat t hey are prov ided w it h al l of t he

add i t ional r esour ces av ai lab le due t o t hat st at us, and ev aluat es

t heir t r anscr ip t t o see i f t hey ar e el ig ib le for AB 1806 .

Addit ional hour s pr ov ided at WHS ( ou t of si t e al locat ion) pr ov ide

add i t ional ser v ices t o Gu ided St udy Classes in t he

af t er noon . Add i t ional hour s p r ov ided at PHS ( ou t of si t e LCAP

al locat ion ) p r ov ide add i t ional ser v ices t o suppor t EL st uden t s in

t he af t er noon. Addit ional hour s at SFHS ( ou t of si t e

LCAP al locat ion ) focus on n in t h gr ade st uden t s w ho ar e of f

t arget for graduat ion w it h t he goal of im prov ing D/ F rat es dur ing

t heir f r eshm an year.

4 . 7

EL&

I n t er v en t ion Bus

ELTr anspor t at ion : Pr ov ide a bus for Eng l ish Lear ner st uden t s t o

at t end t he New com er Pr ogr am at La Ser na High School ,

r egard less of w here st udent s l ive in t he d ist r ict , along w it h

af t er - school buses for low - incom e and EL st uden t s so t hey can

at t end af t er - school t u t or ing pr ogr am s at four h igh schools.

Ther e pr ev iously w as not a lat e bus av ai lab le and st uden t s

decl ined t u t or ing ser v ices because t hey cou ld not get hom e

and/ or had t o walk t h rough unsafe neighborhoods. A lat e bus

r em ed ies t hat issue.

4 . 9

Book s ( co l lege)

and Supp l ies

EDPr ov ide book s & supp l ies t o st uden t s in need t o suppor t

engagem en t in cou r sew or k and academ ic success. Suppor t is

av ai lab le in d i f fer en t locat ions on t he com pr ehensiv e si t es so

t hat st uden t s do not st and ou t in t he classr oom . They can p ick

up classr oom supp l ies and ot her m at er ials befor e going t o

class. St uden t s can also ob t ain a col lege t ex t book and at t end a

concur r en t col lege cour se on t heir HS si t e. Rio Hondo of fer s t w o

cour ses each t er m on al l school si t es at no cost , bu t does not

pay for book s. WUHSD pay s for t he book so st uden t s ex i t h igh

school w it h col lege cred i t s, prov id ing t hem w it h a bel ief t hey can

239

Service Targeted

Group( s)

Descript ion

succeed in col lege and, of t en t im es, pr efer en t ial enr ol lm ent

t im es when t hey graduat e and go t o col lege, due t o t heir credit

st at us. Book s ar e t r aded am ong schools si t es w hen t he cou r ses

are of fered at d i f ferent locat ions.

4 . 1 0

Fie ld Ex per ien ces:

EL, fost er, EDField ex per iences for EL, fost er, and ED st uden t s and t heir

parent s ( e.g., col lege t r ips, cu l t u r al even t s) pr ov ide

oppor t un i t ies for st udent s and t heir par en t s t hat bu i ld

back gr ound k now ledge t hat w as pr ev iously lack ing. Suggest ed

by DELAC, educat ional and cu l t u r al ev en t s w i l l be p lanned

t oget her so st udent and parent w i l l be able t o at t end t oget her.

( Pr ev iou sly, on ly t he st uden t at t ended t hese even t s)

4 . 1 9

At t en dan ce Cal ler

ELAt t endance Cal ler m ak es su r e Eng l ish Lear ner par en t s r eceiv e

new s of absences in Span ish and ar e ab le t o ask quest ions

abou t t hei r ch i ld ' s educat ion t o a l iv e per son . At t endance cal ler

act ion is on ly at Santa Fe HS, w h ich t r ad i t ional ly has t he h ighest

at t endance r at e in t he d ist r ict

Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as LEA- w ide .

Goal 1 : Act ion 2 , Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 0 , Act ion 1 1

Goal 2 : Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 2 , Act ion 1 3

Goal 3 : Act ion 1 , Act ion 2 , Act ion 3 , Act ion 4

Goal 4 : Act ion 1 1 , Act ion 1 2 , Act ion 1 3 , Act ion 1 4 , Act ion 1 5 , Act ion 1 6 , Act ion 1 7 , Act ion 1 8

Follow ing are t he distr ictw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals

for undup l icat ed t ar get ed st uden t s in st at e and local p r ior i t ies:

Service Sch oolw ide

or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and

Meet ing the Goals for Unduplicated Targeted Students in State

and Local Priorit ies

240

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1 . 2 Main t a in

academ ic an d

car eer counsel ing

ser v i ces

D ist r i c t Al l st uden t s r eceiv e appr opr iat e academ ic suppor t t o help

ensu r e school , co l lege, and car eer success. To safeguard t hat

st uden t s w i t h special t a len t s and / or needs hav e access t o a

sy st em of per sonal suppor t ser v ices, act iv i t ies, and

oppor t un i t ies at t he school , counsel ing ser v ices ar e p r oact iv e

t hroughout t he four years t hat a st udent is in Whit t ier Un ion.

The ser v ices ar e pr im ar i ly d i r ect ed t ow ar ds ED, EL, and fost er

st udent s, beg inn ing before a st udent even en t er s WUHSD, w it h

counselor s con t act ing m idd le schools t o ob t ain in for m at ion

regard ing st udent s’ personal and hom e l i fe t hat cou ld pot ent ial ly

im pact t hei r academ ic success. Th r ough Campus Watch, f r eshm en

r eceiv e per sonal ized at t en t ion and appr opr iat e p lacem ent in

suppor t pr ogr am s and cour sew or k . Th is col labor at ive ef for t

bet w een m idd le schools and h igh schools r esu l t s in a

coord inat ed suppor t net w ork for st udent s w ho face personal

chal lenges, such as a ser ious i l lness, acciden t s, d iv or ce, deat h

or ot her m aj or per sonal event s. Cr i t ical d ialogue bet w een h igh

school and m idd le school suppor t per sonnel ensur es t hat al l

st uden t s w ho face per sonal chal lenges ar e im m ediat ely

connect ed t o adu l t s on each cam pus in w hom t hey can con f ide

and t rust t o prov ide t hem w it h t he personal suppor t t hey need.

Add i t ional ly, r ev iew of cum ulat ive records in t he sum m er before

n in t h grade al lows st af f t o ident i fy st udent s in need of addit ional

suppor t and care, m ak ing sure t hat no st udent fal ls t h rough t he

cr ack s.

Resear ch has show n t hat t r ansi t ion - t o- h igh - school p r ogr am s

can lower dropout rat es of n in t h grade st udent s up t o 16% . We

are proud t hat our Cohort Dropout Rate i s far below t hat . St rong

t r ansi t ion pr ogr am s not on ly include t he peer - t o- peer pr ogr am s

241






m ent ioned in Freshm an suppor t program s below , bu t also

include clear par en t com m unicat ion and involvem ent , along w it h

special ized suppor t – bot h ar ising ou t of t he WUHSD counsel ing

of f ice. I n order t o prov ide t hese serv ices, w it h a low st udent -

t o- adu l t counselor r at io, LCFF S&C funds w er e u t i l ized. At a

t im e w hen t hese ser v ices w er e being cu t and being r ep laced

w it h Gu idance Techn icians in su r r ound ing d ist r ict s, t he decision

w as m ade t hat t hese ser v ices w er e cr i t ical t o m eet t he needs of

t he Eng l ish Lear ner s, fost er y ou t h , and ED st uden t s. The v alue

t o t hese st udent s in keeping t hem in h igh school, ensur ing t hat

t hey graduat e f rom h igh school, and t hat t hey graduat e f rom

h igh school com plet ing a- g r equ ir em ent s m eant t hat t hey w ou ld

have opt ions af t er graduat ion f r om h igh school year. Th is is t he

epit om e of WUHSD’s m ission of doing Whatever it Takes and is

considered key t o m ost of t he st at e’s pr ior i t ies.

Wh i le a special ized hal f - t im e counselor w as added at each si t e

t o t he addr ess un ique needs of bot h t he fost er and ED st udent s,

t h is was in addit ion t o, not inst ead of, t he academ ic and car eer

counsel ing ser v ices. Ot her op t ions consider ed d id not p r ov ide

t he h igh - qual i t y p r ofessional counsel ing ser v ices t hat addr ess

t he h igh needs ex pr essed by 74% of ou r st uden t s. The

ou t com es dem onst r at e t he lev el of success [ e. g ., dropout rat e

( 5 .0% , over 6% low er t han t he st at e and count y r at es) ; h igh

school gr aduat ion ( 97% ) , col lege enr ol lm ent ( 88% ) ] . Wh i le t he

ser v ices ar e pr im ar i ly d i r ect ed t ow ar ds t he t ar get ed st uden t s,

ot her s st i l l benef i t . Pr ov id ing t hese ser v ices on ly t o t ar get ed

st udent s, and leav ing t he ot her 26% out side t he door w ou ld be

d isr upt ive t o t he educat ional env ir onm ent and unet h ical .

1 . 3 I n cr ease Cou r se D ist r i c t I n 2014 , t o ensu r e t hat al l st uden t s hav e access t o a w ide

242





Acce ss b y

incr easing st af f ing

by addit ional .5

st uden t s

v ar iet y of cour ses, t he incr eased base st af f ing w as

supplem ent ed by an addit ional ½ st udent ( general fund was

30.5 t o 1 , w it h t he supplem ent al ½ st udent added on t op) Th is

ensur ed t hat t he w ide var iet y of Advanced Placem ent , ot her

adv anced cour sew or k , along w i t h suppor t cour ses r em ained

open at al l si t es. These cour ses ar e open t o al l st uden t s at t he

school and t he dem ogr aph ics of t he cour ses r ef lect t he

dem ogr aph ics of t he school si t e, un l ik e t he add i t ional suppor t

courses m ent ioned elsewhere in t he p lan t hat are added w it h

S&C funds t hat p r im ar i ly ser v e t ar get ed st uden t s. Th is ser v ice

ensur es t hat t ar get ed st uden t s ( Eng l ish Lear ner, fost er, and ED)

ar e going t o hav e access t o cou r ses t hat w i l l en r ich and st r et ch

t hem . Of t en t he focus is on develop ing t he st r uct u r es and

prov id ing t he suppor t for st udent s t o obt ain m ast ery of t he

st andar ds; how ever, we want t o ensure t hat st udent s r eceive

t hat car ing and gent le push t h roughout t heir h igh school car eer.

Thr ough t he add i t ion of sm al ler AP and honor s cour ses w e ar e

ab le t o honor language d iv er si t y as an asset in AP Span ish

Language for our Engl ish Language Lear ner s and in t r oduce ot her

st udent s t o honor s cour sew or k for t he f i r st t im e. The analysis of

dat a f r om eigh t h gr ade assessm ent scor es and d ialogue t h r ough

ar t icu lat ion beg ins t he pr ocess t o l i f t up st udent s. Wit hou t t he

ab i l i t y t o t end t o st uden t s in a v ar iet y of classes w it h

enr ol lm en t s under 35 st uden t s, m any undup l icat ed st uden t s

wou ld not have t he oppor t un it y t o exper ience t he m ore r igorous

cur r icu lar opt ion .

Not e: AP Span ish Language has t he lar gest en r ol lm en t and

gr eat est num ber of AP t est s t aken in t he d ist r ict w i t h a h igh

per cen t age of Ev er Eng l ish Lear ner s en r ol led in t he class. I t

a lso has t he h ighest pass r at e of any AP Test in t he d ist r ict ,

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h igher t han t he nat ional av er age at 93% passing

1 . 4 Sum m er

Pr o f ession a l

Lear n ing and Best

Pr act i ces

D ist r i c t Sum m er Pr ofessional Lear n ing includes one w eek dev ot ed t o

each cor e con t en t ar ea: Eng l ish , Mat h , Science, Social Science,

and Wor ld Language. [ Exam ple: Dur ing English Week , Sum m er

Pr ofessional Lear n ing has cou r se t ab les for Eng l ish 1 , Eng l ish

2 , Engl ish 3 , and Engl ish 4 ] Th is t im e al low s for a few nugget s of

new lear n ing – one of w h ich is alw ays st r at eg ies for incr easing

t he ach iev em ent of Eng l ish Lear ner s in t he classr oom and

anot her is of t en f i l l ing in t he background know ledge of ED

st udent s – and t hen t he appl icat ion of t hat new learn ing t o t he

r ev ision of com m on assessm en t s and pacing gu ides, as w el l as

t he shar ing of lessons and ot her m eans of apply ing t he new

know ledge in t he classr oom . Teacher s ( cour se lead + 1 f r om

each si t e) also r ev iew st udent per for m ance dat a on bot h in t ernal

and ex t er nal assessm en t s ( e. g ., PSA T) , r ef ine com m on pacing

gu ides and assessm en t s, iden t i f y chal leng ing t op ics, ei t her due

t o language f luency, p r ocessing d i f f icu l t ies, gaps in back gr ound

know ledge, or ot her fact or s; and share t arget ed st r at eg ies t o

addr ess t hese issues, in p r epar at ion for t he upcom ing school

y ear. These t eacher r epr esen t at iv es t hen t ak e t he k now ledge

f r om t hese days t o shar e w i t h t heir col leagues at t heir si t es.

One Specia l Educat ion r ep r esen t at iv e par t icipat es at each

cour se t ab le in bot h Sum m er Pr ofessional Lear n ing and Best

Pr act ices t h r oughou t t he y ear. Th is SpEd con t en t

r epr esen t at iv e not on ly shar es add i t ional suppor t s for

m ainst r eam ed and gener al educat ions st uden t s ( e.g . UDL) , bu t

t hey also t ak e t he com plet ed assessm en t t o t hei r Moder at e

Sever e cour seal ike d ist r ict gr oup for a few m or e m odif icat ions

( i.e., few er answ er choices, shor t er quest ion st em s, et c. ) so t hat

244





al l st uden t s ar e r eceiv ing t he sam e assessm en t . These

assessm ent s def ine t he par am et er s t he cu r r icu lum on one hand,

as wel l as ident i fy areas of st udent s’ needs.

Using t he st uden t s’ r esu l t s on com m on assessm en t s t o

spar k d ialogue am ong t eacher s r egar d ing suppor t s for st uden t s,

r e- t est ing , and sp i r al ing of quest ions has led t o consist en t

grow t h in m ult ip le m easures, includ ing On- Target Rates, Cohort

Graduat ion Rates, GPAs, as w el l as nar row ing t he gap bet w een

subgr oups. Disaggr egat ion of st uden t r esu l t s iden t i f ies

concept s t hat st uden t s ar e not m ast er ing . Toget her, t eacher s

break down t he learn ing process t o ident i fy where and why t he

st uden t ( s) is st r ugg l ing, t hen how t hey can possib ly t each i t

d i f ferent ly t han before so t hey m ight underst and i t bet t er.

St r at eg ies ar e shar ed, d iscussed, and dev eloped t o m eet t he

need. Resour ces ar e shar ed on t he Dist r ict ’s Google Dr ive or in

a shar ed Goog le Classr oom , al low ing al l t eacher s t o bot h shar e

and access r esour ces. Wi t h t h is p r ofessional lear n ing m odel ,

t he con t inued gr ow t h of t eacher s and adm in ist r at or s leads t o

incr eased k now ledge and consist en t app l icat ion of t he

cur r icu lum acr oss t he d ist r ict . Thus, t he pr im ar y ou t com e of

t h is m odel is t he con t inued gr ow t h of t eacher s and st uden t s

t h r ough t he col lect iv e m on i t or ing and shar ed accoun t ab i l i t y of

st uden t pr ogr ess, t he shar ing of best inst r uct ional and

cur r icu lar p r act ices, and t he focus on st r at eg ies t hat suppor t al l

st udent s, par t icu lar ly t hose w ho are not m eet ing st andards.

Ex per ienced d ist r ict st af f coor d inat e Pr ofessional Lear n ing in a

cohesiv e m anner, p r ov id ing t im ely and d i f fer en t iat ed assist ance

and develop ing lat er al net w or ks of suppor t bet w een school

si t es; t hus, r aising ex pect at ions and suppor t sim u l t aneously.

245

https://drive.google.com/open?id=18zFRMc-s4Mi8n1eEhBZnaRf9BpmtvJtl

https://drive.google.com/open?id=1YfOnrm5Q2PJyfpAWA2Ie3PTSRl8D6AjG





Th is is t he sam e pr ocess t hat goes on t h r oughou t t he y ear at

Best Pr act ices, on ly i t is one cour se at a t im e at t he Dist r ict for

one day analy zing t he past Quar t er ly assessm en t , ex am in ing

t he st r engt hs and areas of needed grow t h d isp layed by t he

st udent s, look ing forward t o t he nex t exam / quar t er, and shar ing

what m ight be done t o im prove st udent learn ing in t hat t im e

f r am e. Col labor at iv e decisions ar e m ade r egar d ing changes on

past and fu t u r e assessm ent s, along w it h ar eas of focus for t he

group.

Not e t hat t h is focus on t he im pr ov ing ou t com es for st uden t s

who are of t en underper form ing ( Engl ish Learners, fost er yout h ,

and low - incom e st uden t ) beg ins w i t h look ing at assessm ent s.

Th is is sim p ly w her e WUHSD en t er s t he cy cle of im pr ov em ent

and t he vant age poin t f r om whence we col laborat ively dr ive

change – i t is not ou r on ly st op.

1 . 8 Leader sh ip

Dev elopm en t

D ist r i c t Leader sh ip Dev elopm en t for Cour se Leads and Depar t m en t

Chair s on m ent or ing and coach ing cer t i f icat ed st af f and t r ain ing

t o suppor t ef fect ive t each ing and learn ing, par t icu lar ly for t he

t ar get ed st uden t s w ho ar e under ach iev ing. Col labor at ion is a

non- negot iab le in our d ist r ict , yet , few t eachers have t he

backgr ound or innat e sk i l ls t o adr oi t ly lead t heir peer s in t r ue

col laborat ion when a st orm appears on t he hor izon or a shark

appear s in t he w at er s. Leader sh ip developm ent w or k focuses on

how t o lead a group of your peers t o look at d isaggregat ed dat a

and t hen use i t t o im pr ov e classr oom inst r uct ion and st uden t

learn ing, w it hout m ak ing anyone feel uncom for t able. By

focusing on t he r esu l t s of Eng l ish Lear ner st uden t s or

econom ical ly d isadv an t aged st uden t s in com par ison w i t h ot her

st uden t s on an assessm ent , ar eas of needed gr ow t h com e t o t he

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for ef r on t so t hat t hose t eacher s w i t h “ Best Pr act ices” in t h is

area, or t hose w hose st udent s per form ed bet t er t han ot hers, can

share t hem w it h ot hers. Through t he developm ent of t hese

inst r uct ional leader s, col leagues ar e ab le t o gu ide one anot her

t h r ough t h is sensi t iv e t er r i t or y so t hat t eacher s ar e open t o

learn ing new pract ices f rom one anot her and t r y ing new

st r at eg ies in t he classr oom , faci l i t at ing t he success of a l l

st uden t s, r egar d less of t heir chal lenges. I t is t he per sonal

leadersh ip developm ent in how t o handle t hose d i f f icu l t

m om ent s w hen shar ing pr act ices t hat al low s al l t eacher s t o

im prove t heir pedagogy for t he undupl icat ed st udent groups,

posit ively prom ot ing one anot her and not feel ing t rod upon when

t heir r esu l t s ar e not exem plar y. Bu i ld ing ind iv idual, social , and

decisional cap i t al t h r oughou t t he or gan izat ion is cr i t ical for t he

academ ic success of Eng l ish Lear ner s, f ost er y ou t h , and

econom ical ly d isadv an t aged st uden t s. Pi l and Leana ( 2 0 0 9 )

found t hat hor izont al t ies, or t he num ber and st rengt h of t ies

w it h in t eam s of t eachers and t he st r engt h of t hose t ies, had a

sign i f ican t im pact on t eacher ab i l i t y and st uden t per for m ance.

The Course Lead has d irect bear ing on t he healt h of t he t eam ’s

hor izon t al t ies.

1 . 9 Dat a Leads D ist r i c t

( one at each

si t e)

Each Si t e has a Dat a Lead w it h add i t ional hour s each m ont h .

The role of t he Dat a Lead is t o m on it or t he ef fect iveness of t he

ser v ices and act ions funded t h r ough LCFF Supp lem en t al and

Concent r at ion Funds for Eng l ish Lear ner s, fost er you t h , and

econom ical ly d isadv an t aged st uden t s. They t hen pr ov ide t he

dat a t o t he gr oups of decision m aker s on t he cam pus so t hey

can m on it or and evaluat e t he cont inued prov ision of t hat

serv ice, or det erm ine i f t hat ser v ice needs t o be m odif ied in any

way. Dat a Leads m eet t oget her t h r ee t im es each year t o lear n

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f r om one anot her and ensure t hey are doing t heir j ob in t he m ost

ef fect ive and ef f icien t m anner possib le. Before each of t he t h ree

LCA P Task for ces, a m eet ing w i t h 12 - 15 st ak eholder s f r om each

si t e focused on t he ev aluat ion of act ions and ser v ices, Dat a

Leads col lect up- t o- t he m inu t e dat a on t he si t e’s act ions and

serv ices t hat can be used t o in form t he d ialogue on t he day of

t he Task for ce, l ink ing t he dat a t o Goog le docs so t hat

longit ud inal dat a can be explored t h roughout t he day. The f inal

m eet ing of t he y ear includes d iscussions of t he Annual Repor t ,

incor por at ing per spect ives f r om d i f fer en t van t age poin t s t o

ensur e an accur at e por t r ayal of t he cur r en t si t uat ion .

1 . 1 0 EL Par en t

Edu cat ion

Dist r i ct :

ELWUHSD j oined a consor t ia w it h our f ive par t ner elem ent ar y

school d ist r ict s t o p r ov ide ser v ices and w or k shops t o t he

parent s of Engl ish Learners in order t o engage t hem in t he

educat ional p r ocess of t hei r ch i ld / ch i ld r en and t o assist t hem in

under st and ing t he h igh school and post - secondar y

requ ir em ent s. The w orkshops are held in t he com m unit y in t he

ev en ing in Span ish .

1 . 1 1 Com m un i t y

Lia i son

D ist r i c t The d ist r ict has one Com m un i t y Liaison w ho sol ici t s inpu t and

feedback f r om sev er al com m un it y gr oups and ind iv iduals

r egar d ing d ist r ict act iv i t ies and oper at ions. The Liaison also

in t er act s w i t h t he st uden t s and ot her st akeholder s on a r egu lar

basis, dev elop ing r elat ionsh ips and encour ag ing par t icipat ion

w it h st akeholders w ho norm al ly w ou ld not par t icipat e in

t h e LCAP p r ocess. Th e Lia ison com m u n icat es cu r r en t d ist r i ct

in i t iat ives t h roughout t he area, inqu ir ing about t heir t hought s on

t he ser v ices and act ions p r ov ided t o undup l icat ed st uden t s

( Engl ish Lear ner s, fost er you t h , and low - incom e st udent s) and

any suggest ions for im pr ov em ent s.

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2 . 3 Cr ed i t - Recov er y

Sum m er School

D ist r i c t We dr am at ical ly cu t back on ou r sum m er school sect ions in

2017 because of a par t ner sh ip w i t h Mt San An t on io Com m un i t y

Col lege w ho funded 96 sect ions of sum m er school t h r ough t heir

SSSP pr ogr am ( CA Com m un i t y Col lege’s St uden t Success and

Suppor t Pr ogr am ) . WUHSD funded sum m er school sect ions t hat

we want ed t o keep sm all so as t o prov ide a m ore nur t ur ing

w elcom e t o h igh school for t hose st uden t s need ing sk i l l bu i ld ing

( ED) or w or k on language pr of iciency ( EL) . Th is year, t he num ber

of classes of fer ed t h r ough S&C funds for ED & EL st uden t s

shou ld be under 30 , com pared t o t he 132 of fered t h rough Mt

SAC. Pr ov id ing incr eased sect ions t o m eet t he needs of t he

89% of t ar get ed st uden t s w ho enr ol led in sum m er school

ensur es equ i t ab le oppor t un i t ies ar e av ai lab le on al l school

sit es. I f we wait ed unt i l we were able t o t abu lat e t he percent age

of undupl icat ed st udent s avai lab le for sum m er school, i t w ou ld

be t oo lat e t o of fer sum m er school and t he oppor t un it y wou ld be

lost ; t hus, t he si t uat ion wou ld be t oo d isrupt ive t o t he

educat ional pr ocess. We ar e for t unat e t o hav e Mt SAC on al l f iv e

si t es t o suppor t our st udent s’ cred i t r ecovery and enr ichm ent ,

pr ov id ing st uden t s w i t h t he ab i l i t y t o t ake even m or e cour ses

t h r oughout t he upcom ing school year.

2 . 4 Af t er - Sch oo l

Cou r ses t o

suppor t

D i st r i c t Af t er - School Cour ses suppor t t ar get ed st uden t s’ cr ed i t and A- G

r ecov er y ( especial ly low - incom e st uden t s in t he t ar get ed gr oup)

When rev iew ing t he rost ers of t he st udent s who were in need of,

and enr ol led in , t he af t er - school cour ses at t he t w o si t es

of fer ing t h is oppor t un it y, 87% of t he st udent s w er e

econom ical ly d isadv an t aged , 2% fost er, and 1% Eng l ish

Learners.

Eng l ish w as of fer ed second sem est er on one si t e t o t hose

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st uden t s w ho fai led f i r st sem est er and Eng l ish and Social

Science w as of fer ed on anot her si t e t o t hose st udent s w ho got

D/ F f i r st sem est er.

Repeat ing t he f i r st sem est er befor e t he second sem est er is

com plet ed ensures t hat t he st udent w i l l end t he year w it h t he

cour se and cr ed i t s on t ar get . The st uden t s w i l l k eep a slot in

t heir schedu le open for advanced cour sew ork , or ot her

preferences, in t he fol low ing year. Mak ing up D/ F as soon as

possib le does not g iv e st uden t s t im e t o t h ink t hat i t is not

possib le and k eeps t hem t h ink ing posi t iv e t hough t s abou t t heir

fu t ure. I n t he past , t here were ot her courses of fered af t er school

for cred it r ecovery ; how ever, a m ore st r at egic p lan m ay have

great er r esu lt s in t he long run . Paral lel courses are r un dur ing

t he school day for Mat h , as w e have found t hat dai ly inst r uct ion

w as needed at t he sam e t im e as t he pr im ar y cour se t o ensur e

passing bot h cour ses at t he end of t he sem est er.

2 . 8 Ex t ended Med ia

Cent er hours w it h

t ech and t u t or ing

Schoolw ide Wit h in t he Media Cen t er s on each si t e, com put er pr in t er s and

ink ar e avai lab le t o st uden t s w ho do not hav e access t o in t er net

and ink at hom e t o com plet e assignm ent s. Fr om t he LCAP

St uden t Sur v ey last y ear, we found t hat at hom e, m any st udent s

needed ink t o pr in t m ore t han t he act ual in t ernet ; however, m ore

and m or e t eacher s ar e m ov ing ov er t o Goog le classr oom .

Because of t hese needed ser v ices for ou r low - incom e st uden t s,

our Media Cent er s have ex t ended t heir hour s in t o t he ear ly

even ing. A lat e bus and supper program has been added at four

of t he com pr ehensiv e h igh schools w hose f r ee and r educed

lunch percent age is h igh enough t o qual i fy. Depending on t he

cam pus, t u t or ing ser v ices ar e pr ov ided in t he Media Cen t er by

ei t her t eacher s, col lege st uden t s, or peer m en t or s. Th is past

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y ear, t u t or ing has becom e m or e t ar get ed t o speci f ic sub j ect s

and not sim ply an open st udy hal l , r esu l t ing in incr eased gr ades

and st udent r e- t est ing dur ing t u t or ing, inst ead of ot her

designat ed t im es t h r oughout t he school day or on Sat u r day ( as

i t w as in t he past ) . Analyzing r ost er s for t u t or ing dem onst rat ed

86% t ar get ed st uden t s, p r im ar i ly ED ( low - incom e) . Ver y few

Engl ish Lear ner s at t ended t u t or ing, w i t h par en t s st at ing at t he

Dist r ict LCAP Adv isor y t h at t h ei r st u den t s h ad ot h er

obl igat ions af t er school and t hat t im e d id not work for t hem . EL

paren t s w ant ed suppor t for t heir st udent s dur ing t he school day

f r om Academ ic Men t or s w ho spok e Span ish , t hus t he add i t ional

EL sect ions ( 2 . 6 ) and t r ain ing of Academ ic Men t or s ( 2 . 10 ) .

2 . 9 Technology &

Tech n o log ica l

ser v ices an d

program s t o

engage st uden t s

and prov ide t hem

w it h addit ional

suppor t and

access t o t h e

con t en t ( includ ing

on - l ine cou r se

prov ider for credit

r ecov er y )

D ist r i c t As cou r ses an d assessm en t s m ov e t o a m or e

t echnolog ical ly - based for m at in bot h h igh school and col lege,

st udent s need t o be w el l - ver sed in t he m edium . The purchase of

t echnolog ical dev ices and accom pany ing car t s/ fu r n i t u r e m ak e

cer t ain st uden t s hav e access t o al l for m s of con t en t t o fu l ly

prepare t hem for col lege and career, par t icu lar ly st uden t s w ho

do not hav e access t o t hese dev ices at hom e. Technology on

t he si t es has incr eased, w i t h schools near ing or su r passing

one- t o- one. Replacem ent p lans need t o be phased in as m any of

t he d ist r ict dev ices ar e Ch r om ebook s w h ich hav e su r passed

t heir t h r ee year s l i fespan.

Su r pr ising ly, wh i le st udent s m ay be f luent in social m edia, t hey

m ay not be qu it e so adroit in t heir use of t echnology for

academ ic pu r poses, par t icu lar ly t ar get ed st uden t s w ho of t en

have not had enr iched exper iences over t im e w it h a var iet y of

dev ices. Conscious of t he t echnolog ical l i t er acy gap , t eacher s

pr ov ide st uden t s w i t h a m y r iad of ex per iences and assignm ent s

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t r av er sing along SAMR f r om Subst i t u t ion , t o Augm ent at ion, t o

Modif icat ion , t o Redef in i t ion . The pur chase of an on l ine cred i t

r ecover y syst em w i l l be a f lat annual cost for t he d ist r ict , as ar e

ot her t echnolog ical ser v ice subscr ip t ions. St uden t s w ho ar e

beh ind in cr ed i t s in need of t he on l ine cr ed i t r ecover consist of

91% undup l icat ed st uden t s. The on l ine cr ed i t r ecov er y ser v ice

is j ust one ex am ple of t he ot her t echnolog ical ser v ices and

pr ogr am s t hat suppor t st udent s in gain ing a deeper

underst anding of cont ent ( e.g., Tur n - i t - I n , Cal i for n ia St r eam ing,

Cy ber High , NoRedI nk )

2 . 1 2 Col lege an d CTE

Suppor t ing

Pat hw ay s:

Nav ian ce

add- ons, Puen t e,

CTE Acad em i es,

Four - Year Plan s

and Un iv er si t y

V i s i t s

D ist r i c t Col lege and Car eer Pat hw ay s: I n or der t o engage st uden t s in

t heir cur ren t educat ional pur su it and prepare t hem for col lege

and car eer, in t eract ion w it h pot en t ial careers is done t h rough a

var iet y of m et hods ( e.g . Nav iance add- ons, hands- on

ex per iences, or cou r se sequences in academ ies) . Suppor t of

st r ugg l ing st uden t s in t hese d i f fer en t ex p lor at or y ex per iences

var ies f r om cler k posi t ions w ho pr ov ide addit ional t u t or ing and

w h i le up load ing assignm en t s and PSA T sco r e

in Nav iance and/ or Road t r ip Nat ion for career exp lorat ion , al l

depend ing upon t he school si t e. CTE Pat hw ay s ar e ex panded on

si t es in t o academ ies, w h ich by nat u r es, have t o f i r st enr ol l ED,

f ost er, and EL st udent s and w it h suppor t of ROP, si t es now al l

hav e t he basic cor e of Nav iance, w i t h si t es pu r chasing som e

add- ons t o m or e fu l ly engage st uden t s. Cler k s faci l i t at e

com plet ion of CTE sequences on si t es t h r ough t he analy sis of

gaps and t u t or ing of st udent s in ar eas in need. Addit ional ly, t he

UC Puen t e Pr ogr am is suppor t ed on t h r ee si t es t o ex pose

under - r ep r esen t ed st uden t s t o co l lege- lev el ex pect at ions,

r igorous coursew ork , along w it h col lege t r ips t h roughout t he

st at e, w it h t he goal of enrol lm ent in a four - year col lege upon

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gr aduat ion ( CHS, LS, WHS) .

2 . 1 3 VAPA Le a d D ist r i c t One t eacher has one r elease per iod t o w or k on t he LCAP goals

al igned w it h Ar t s for Al l g r an t goals t hat includes engaging

st uden t s w i t h WUHSD schools and t he Visual and Per for m ing

Ar t s Pr ogr am s by faci l i t at ing t he pr ocess t o enhance and al ign

cur r en t VAPA of fer ings and by ex pand ing suppor t t o st uden t s

and t eacher s. Al ignm en t o f VAPA cou r ses has led t o incr easing

A- G appr ov als on cour ses w i t h an t icipat ed h igher r ecr u i t m en t in

t he fu t u re. Ar t icu lat ion w it h m iddle school and t he com m unit y on

ar t show s and w eb pages is designed t o suppor t m ore

u n du p l icat ed st u den t s in gain in g access t o m or e VAPA cou r ses

at a h igher lev el . The Ar t s for Al l Plan includes goals t o

incr ease EL per cen t ages w i t h in t he d i f fer en t Ar t s cour ses, w i t h

d i f fer en t for um s designed for t eacher s t o shar e st r at eg ies for

ef fect iv ely r each ing incr easing ly d iv er se dem ogr aph ics w i t h in

each cour se. A r elease per iod w as r equ ir ed t o do com m un it y

ou t r each and t o access t eacher s and st uden t s w h i le t hey w er e

st i l l at t he ot her si t es. I m pr ov ing t each ing st r at eg ies t o engage

EL st uden t s in ar t s classes so t hat m or e t han 2% of ELs ar e

enr ol led in VAPA, com par ed t o 9% of gener al en r ol lm en t is t he

goal o f 2 0 1 8 / 1 9 .

3 . 1 Com m on

Asse ssm e n t

Pr oduct ion and

Suppor t

D i st r i c t Pr ov ide in t er im and quar t er ly com m on assessm ent s t hat r esu l t

in t he shar ing of st udent dat a and t he ident i f icat ion of best

pr act ices in or der t o im pr ove t he ach iev em ent of al l st uden t s,

par t icu lar ly t he under - per for m ing st udent s, ensur ing t hat

st uden t s, par t icu lar ly EL, ED, and fost er st uden t s ar e col lege

and career r eady when t hey graduat e f r om WUHSD.

Assessm en t s ar e t he v eh icle used t o com m un icat e change and

levels of suppor t t h r oughout t he d ist r ict . Ar eas in need of

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addit ional suppor t are ident i f ied t h rough t he use of

assessm en t s, w i t h suppor t s shar ed w i t h par al lel cou r ses and

t u t or s t o assist in r aising st uden t s t o m ast er y lev el .

3 . 2 I n t er v en t ion

Sp ecia l i st

Release Per iods

D ist r i c t The I n t er v en t ion Special ist is a t eacher w ho has t w o r elease

per iods t o analyze dat a and prov ide suppor t and in form at ion t o

per sonnel on t he si t e t o ensur e t hat st udent s ar e pr ov ided w it h

t im e and suppor t t o ach iev e academ ic success. Wh i le t he t w o

release per iods are of fered at each si t e, t he work of t he

I n t er v en t ion Special ist is focused on t he undup l icat ed st uden t s

and ensur ing t hat t he gap, i f t here is one, is closing at each

gr ading t erm . Ot her dat a, besides gr ades, is used, depending

upon si t e.

3 . 3 Coor d inat or and

Co ach es

Dist r i c t The Dir ect or of Pr ofessional Lear n ing and sev en Coaches, w ho

ar e t eacher s w it h add it ional m ont h ly hour s, faci l i t at e

col labor at ion and analy ses of com m on assessm en t dat a and t he

developm ent of st r ong, in t erdependent t eam s t o suppor t st r ong

st uden t ach iev em ent for al l st uden t s, par t icu lar ly t he

under per for m ing st udent s am ong t he undupl icat ed t arget ed

groups, ensur ing t hat t hey are col lege and career r eady w hen

t hey gr aduat e f r om WUHSD.

Coaches faci l i t at e cou r seal ik e t eam s t h r oughou t t he y ear and

work w it h Course Leads t o prepare t hem t o work w it h t heir

t eam s t o best ser v e t he undup l icat ed st uden t s in al l t heir

cour ses, h igh l igh t ing gaps in per for m ance so t hat t eam s can

addr ess t hese a classr oom lev el , on a cour se lev el , and a

depar t m ent level . Wh i le bu i ld ing t he capaci t y of t he Cour se

Lead and t he or gan izat ion , t he st uden t s at al l si t es ar e best

served. We have found t h is organ ic in t ervent ion m et hod of

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ser v ing undup l icat ed st uden t s w i t h in t he classr oom t o be t he

m ost ef fect iv e academ ical ly and t he m ost t im e ef f icien t so t hat

st udent s can m ove on t o advanced cour sew or k w it h in t he

con t en t ar ea w it hou t hav ing t o r epeat cour ses.

Whi le ou t side t u t or ing is st i l l p rov ided in addit ion t o t h is, t he

f i r st best inst r uct ion t hat addr esses any gaps w i t h in t he

classr oom t he f i r st t im e t he st uden t t ak es t he cour se, as soon

as possib le, is t he goal in al l classr oom s. Thus, com m on

assessm en t s, dat a analy sis, shar ing of best p r act ices, and

dev elopm ent and faci l i t at ion of cour seal ik e t eam s by

k now ledgeab le and sk i l led leader s r esu l t s in t eam s of t eacher s

w ho ret u rn t o t heir ind iv idual classroom s and engage w it h

st udent s w it h a w ide var iet y of background know ledge and sk i l ls,

br inging t hem up t o t he nex t level of learn ing. I n t he analysis of

assessm en t dat a, t he Eng l ish Lear ner dat a is d isaggr egat ed

f rom ot her st udent s’ dat a t o det erm ine t he d if ferences: Where is

t he d i f fer ence? What t op ics w er e cover ed t her e? How m uch is

t he d i f ference? What st r at eg ies can be used ( or w ere used) t o

m in im ize t he d i f f er ence? Th is d iscussion am ong col leagues has

led t o cont inued im provem ent over years.

3 . 4 Cou r se Leads

Dist r i c t At each si t e, Cour se Leads faci l i t at e t he dev elopm ent of t he

course- al ike t eam ; t hen , as a m em ber of t he d ist r ict t eam ,

Cour se Leads con t r ibu t e t o t he dev elopm en t of assessm en t s

and cur r icu lum , ensur ing t hat al l st udent s gr oups ar e included in

t he analy sis. Thank s t o t he Cour se Leads, a l l st uden t s con t inue

t o im prove due t o t heir t eachers’ cont inual im provem ent in

pedagogy, focused on closing t he gap bet w een Eng l ish Lear ner s,

Econom ical ly Disadv an t aged St uden t s and t he ot her st uden t s in

t he cour se. Cour se Leads pr ov ide oppor t un i t ies for t heir t eam t o

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analy ze d isaggr egat ed dat a on t he assessm ent s, iden t i f y gaps,

t hen f ind out who d id a good j ob t each ing t hat par t icu lar concept

so t hey can shar e how t hey appr oached i t in t he classr oom –

w hat best pr act ices for t each ing d id t hey hav e t hat con t r ibu t ed

t o im prov ing st udent learn ing and m ast ery of st andards for al l

st uden t s.

Cour se Leads also w or k w i t h t heir Dist r ict and Si t e t eam s t o

ident i fy st udent s in need of in t er vent ion and t he areas t hat

in t er vent ion m ay be par t icu lar ly needed for d i f feren t st udent s

(e.g., Eng l ish Lear ner s) . Ear ly iden t i f icat ion of st uden t s ensur e

t hat t hey m ast er t he con t en t and pass t he cour se so t hat t hey

can access adv anced cou r sew or k , t hus m eet ing st at e and

d ist r i ct goals. Wh i le Com m on Assessm en t s com m u n icat e

change and t he levels of suppor t t h roughout t he d ist r ict , i t is t he

Cour se Lead in each cour se t hat p r ov ides t he ind iv idual t eacher

w it h t he suppor t t hey need in t he classroom t o ensure t hat t he

change is act ual ly im plem ent ed, w it h t he f r equent forum s t hat

lead t o innov at iv e st uden t suppor t st r at eg ies and pedagog ical

appr oaches for each t op ic or un i t .

Desp i t e incr eases in t he annual st ipend up t o $2 , 198 , t h is is

st i l l t he m ost econom ical and ef fect ive m et hod for dr iv ing

change w h i le suppor t ing bot h t eacher s and st udent s t hat w e

hav e found. Ther e ar e 118 Cour se Leads in t he Dist r ict . Fiv e of

t hem ar e Special Ed Cour se Leads w ho t ak e t he Gener al Ed

cont en t and m odify i t for Moder at e Sever e t eacher s and

classr oom s, ensu r ing t hat a l l WUHSD st uden t s ar e r eceiv ing

t he sam e con t en t in a m anner t hat t hey can pr ocess and

under st and. Moder at e Sev er e st uden t s ar e 94% ED. Wit h at

least fou r fu l l - day Best Pr act ices in t he school y ear and fu l l

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w eeks of con t en t in t he sum m er, t he lear n ing t o suppor t Engl ish

Lear ner s and econom ical ly d isadv an t aged st uden t s is in fused

t hroughout t hese days, t hen passed along w it h a t r ainer -

of - t r ainer m odel t h r oughout t he d ist r ict so t hat al l t eacher s ar e

r ecip ien t s of t he k now ledge and pr act ices.

At t he t eam level , hor izon t al t ie st r engt h is a sign i f ican t

pr ed ict or of st uden t im pr ov em ent ( Pi l & Leana, 2009) . Am ong

t eachers on t he t eam , t he num ber of t ies, t he f requency and

st r engt h of in t er act ions, and t he closeness w i t h ot her t eacher s

on t he t eam are al l byproduct s of how t he Course Lead

schedu les and w or ks w it h t he t eam . The posi t ive im pact f r om

hor izon t al t ie st r engt h on st udent per for m ance, such as t hat

dev eloped on t he t eam s by t he Cour se Lead, w as gr eat est on

low SES st uden t s. We hav e seen t he sam e. The social cap i t al

posi t ively im pact s low - incom e st uden t s’ per for m ance t h r ough

t he col lect iv e accoun t ab i l i t y assum ed by t eacher s for a l l

st uden t s – ev en i f t hey nev er si t in t hei r class.

4 . 1 1 Media &

Com m un icat ion

D ist r i c t Tw ent y - f ive percent of WUHSD st udent s’ hom e language is not

Engl ish ; t herefore, i t is im por t ant t o use a w ide var iet y of m edia

com m un icat ion t hat is t r anslat ed in t o hom e languages

( pr im ar i ly Span ish at 22% of st udent s’ hom e language) t o fu l ly

engage parent s and fam il ies w it h t heir ch i ld ’s educat ional

p r ocess, along w i t h t he WUHSD im pr ov em en t p r ocess. Var ious

for m s of m edia com m unicat ion and a consu l t an t ar e used t o

dev elop and m ain t ain a t r anspar en t p r ocess t o educat e

par en t s/ guar d ians abou t LCFF and t he Cal i for n ia Dashboar d

Accoun t ab i l i t y Sy st em . Som e of t he for m s used include

t r anslat ed new spaper and m edia r eleases, em ai l b last s, and

ot her form s of m edia com m unicat ions in parent s’ hom e

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language, as wel l as on web pages. Parent s are welcom ed in t o

t h e sch ools an d d ist r ict f o r LCAP Adv isor ies t o h elp sh ape

fu t ure im provem ent ef for t s, w it h t ranslat ions prov ided t o al l who

at t en d . Dist r ict LCAP Adv isor ies ar e t h r ee t im es each y ear, with

Engl ish Lear ner par en t s com pr ising over hal f of t he at t endees

each t im e.

4 . 1 2 Ch i ldcar e Cen t er D ist r i c t The Ch i ldcar e Cen t er p r ov ides f r ee ch i ldcar e

t o WUHSD st udent s, along w it h f r ee t r anspor t at ion f r om hom e t o

t he Cen t er, and f r om t he Cent er t o t heir h igh school. Th is goals

of t he cent er are ( 1 ) t o ensure t hat st udent s graduat e f r om h igh

school; ( 2 ) t hat t hey do not have anot her ch i ld wh i le in h igh

school; and, ( 3 ) t hey go on t o col lege or a career so t hey can

suppor t t heir ch i ld . One hundred percent of t he par t icipan t s of

t he Cen t er ar e included in t he Undup l icat ed Tar get ed St uden t

coun t . 100% of t he par t icipan t s ar e Econom ical ly

Disadv an t aged , w i t h 28% Eng l ish Lear ner s. Resear ch has

shown t hat educat ion of t he parent , w it h t he prospect of a br ight

fu t u r e, can br eak t he cycle of t een pr egnancy and dependence

on ot hers for f inancial suppor t .

4 . 1 3 Cum u lat iv e

Recor ds Rev iew

Dist r i c t Pr oact iv e St uden t I den t i f icat ion : Cum u lat iv e Recor ds Rev iew of

At - Risk St udent s w hen en t er ing d ist r ict for 9 t h gr ade in order t o

prov ide t arget ed suppor t in a t im ely and proact ive m anner.

4 . 1 4 St uden t

Wel l - Being

Pr ogr am

Dist r i c t St udent Wel l- Being Program has expanded f r om t he or ig inal 1

Social Wor ker t o t he cur r en t pr ogr am of 2 FTEs of Social

Wor k er / Counselor s w ho suppor t st uden t s’ socio- em ot ional

gr ow t h and super v ise school social w or k in t er ns ser v ing t he

m ent al heal t h needs of st udent s on each si t e t h r oughout t he

d ist r ict . They for m a t eam w ho pr ov ides pr ofessional

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developm ent and t r ain ing for t he cr isis t eam t o ot her per sonnel

t h roughout t he d ist r ict so t hat al l st udent s are prov ided w it h a

st r ong safet y net , r egar d less of t he issues or si t uat ions t hey

m ay be facing. The pr ogr am also t r ains counselor s and st af f t o

conduct in t er nal t h r eat assessm ent s, t hen , w hen needed pu l ls in

t h e Cou n t y SART Team , and when t hat is not enough, cont act s

Dr. Tao, t o ensure a safe and secure env ironm ent for

lear n ing. The st uden t s t hat t he Wel l - Being Counselor s and t he

I n t erns see t h roughout t he day are t he st udent s who do not

hav e insu r ance and t hose w ho ar e not com for t ab le accessing

m ed ical ser v ices of fer ed at v ar ious cl in ics ( e. g ., Eng l ish

Lear ner s) . The pr ogr am has expanded t o also pr ov ide

add i t ional ser v ices t o hom eless and fost er st uden t s seek ing

em ot ional suppor t , counsel ing, and, at t im es, em er gency

shel t er.

4 . 1 5 Th r ee sch oo l

n u r ses

D ist r i c t The d ist r ict m ain t ains t h r ee school nu r ses t o bet t er ser v e ou r

st udent s’ healt h needs, par t icu lar ly our low - incom e st udent s

and t hose st udent s who are reluct an t t o go t o t he doct or for

form al ized healt h care. Whi le t he t h ree nurses have regu lar

r ot at ing schedu les, t hey also r espond t o cal ls f r om t he d i f fer en t

si t es w hen st udent ( s) are in need. When t he local hospit al

changed t heir pol icies and no longer pr ov ided t he m obi le cl in ic

t o ou r school si t es, t hese nur ses pr ov ided an im por t an t

in t erm ediary st ep for m any of t he low - incom e st udent s who have

no ot her access t o heal t h car e and had depended on Car eFor ce

One in t he past ( Mob i le Cl in ic) . Not e: Car eFor ce One is no

longer avai lab le t o Wh it t ier r esiden t s.

4 . 1 6 5 0 4 St u den t

Suppor t

D i st r i c t WUHSD ensu r es al l st uden t s r eceiv e t he r equ isi t e suppor t t o

dem onst r at e success on r igor ous cou r sew or k t h r ough t he

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adequat e pr ov ision and im plem ent at ion of 504 p lans. Dat a

r evealed t hat on ly t he h igher socioeconom ic par en t s w er e aw ar e

of t he opt ions t o suppor t t heir st uden t s avai lab le t h r ough 504

p lans. A com pr ehensiv e needs assessm en t w as conduct ed in

2016 / 17 and t r ain ing began , w i t h som e r esist ance t o chang ing

r oles as w e im plem ent ed t he r ecom m endat ions of t he ou t side

consu l t an t s. Th is past y ear clar i f ied r o les and ensur ed t hat

ever yone w as com for t ab le in t hose r oles – and d id t hey w or k as

t hey shou ld or do we need t o change any t h ing or prov ide any

addit ional suppor t . Whi le t he serv ice was of fered t o al l

st uden t s, i t w as pr im ar i ly Eng l ish Lear ner s and low - incom e

st udent s who were “ new users” benef it ing f rom t h is t rain ing and

t he new im plem ent at ion program . Cont inued rein forcem ent of

t he new r oles is necessar y t o ensur e t hey becom e

inst i t u t ionalized, along w it h a few changes as we “ work out t he

k inks” in t he p lan.

4.17 PBIS/Restorative

Justice

Schoolwide Implementation of PBIS and restorative justice principles schoolwide

improves the quality of life more for low-income students as they are being

disciplined and suspended more than other students; and. with 74% Free and

Reduced Lunch, the majority of students fall into this category. Improving

the climate of the schools will thus benefit all students, but particularly the

students who have a past history of responding to environmental disruptions

in an inappropriate manner.

4 . 1 8 Fr eshm an

Suppor t s

Schoolw ide Freshm an Suppor t : ( 1 ) Link Crew is a special ized program w here

j un ior and sen ior st udent m ent ors m eet r egu lar ly w it h en t er ing

n in t h gr ade st uden t s. Th is m ent or pr ogr am develops st r ong

r elat ionsh ips bet w een incom ing st uden t s and a suppor t iv e

st udent leader w ho gu ides and suppor t s t he f r eshm an, ensur ing

a successfu l t r ansi t ion t o h igh school .

( 2 ) Wit h st uden t leader s ser v ing as gu ides, Fr eshm an Fir st Day

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prov ides an oppor t un it y for n in t h grade st udent s t o at t end

school and m eet t heir t eachers and learn t heir way around t he

cam pus, so t hey know how t o get f r om one class t o t he nex t .

Th is special t im e on t he day before t en t h t h rough t welf t h grade

st uden t s beg in classes p r ov ides a w elcom ing and per sonal ized

env ir onm ent t hat faci l i t at es t heir t r ansi t ion t o h igh school . Each

n in t h grade st udent is encouraged t o sign up for at least t wo

co- cur r icu lar p r ogr am s t hat w i l l connect t hem t o t he school

bey ond t he r equ ir ed academ ics

( 3 ) Academ ic Men t or s, or upper classm en w ho hav e

dem onst r at ed st r ong academ ic and per sonal connect ions t o

st uden t s in need of suppor t , assist t hese st uden t s t h r oughou t

t he y ear in t hei r classes.

These t r ansi t ional suppor t ser v ices hav e show n t o engage

f reshm an w it h t he h igh school academ ic program and proven t o

incr ease n in t h gr ade on- t ar get r at es. Resear ch has show n t hat

bu i ld ing r esi l ience t h r ough posi t iv e st r at eg ies and dev elop ing

t he st r engt hs of low - incom e st udent s w i l l connect t hem t o t he

educat ional env ironm ent and fost er yout h who t hr ive. Yout h

car ing for yout h prov ides st rong bonds t o one anot her and t o t he

school . Bi l ingual Academ ic Men t or s ar e also p laced in t o

classes w i t h a h igh per cen t age of Eng l ish Lear ner s, help ing bot h

st udent and parent feel m ore com for t able w it h t he new set t ing.

Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Schoolw ide .

Goal 2 : Act ion 7

Goal 4 : Act ion 8

Fol low ing are t he schoolw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals

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Service Schoolw ide Manner in W hich it is Principally Directed to and Effect ive and



2 . 7 Ed Tech Leads D ist r i c t

( at least one at

each com p si t e)

Ed Tech Leads fost er seam less in t egr at ion of t echnology w i t h

cur r icu lum . Teacher s at each com pr ehensiv e h igh school hav e

r elease per iods t o assist t hei r co l leagues one- on - one or t o

pr ov ide w or kshops on t echnology t hat is t o be used in t he

classroom t o fu r t her st udent s’ underst anding and engagem ent .

Som e si t es hav e t hei r Ed Tech Leads suppor t ing st uden t s in

w or k shops on a v ar iet y of academ ic t echnology. Whi le st udent s

k now social m edia, t hey som et im es lack t he k now ledge

n ecessar y f or academ ic t echn ology. Th is is par t icu lar ly t r ue for

st udent s w it h low econom ic backgr ounds w ho have l im it ed

in t er act ion ou t side of school w i t h t echnology. Th ese st u den t s

ar e at a d isadvan t age in r egar ds t o t heir keyboar d ing sk i l ls,

t hei r r esear ch ing ab i l i t y, and ot her t echnolog ical sk i l ls t hat ar e

m or e academ ic in nat u r e. The Ed Tech Lead is r eady w hen

t eacher s need t hem t o assist t hem in t heir ow n classr oom .

Ther e w i l l be a r educt ion in sect ions used for Ed Tech Leads in

t he upcom ing year, w i t h t w o si t es r educing t he sect ions used

from t wo down t o one, as t he com put er l i t eracy of t he st af f has

dr am at ical ly incr eased ov er t he past t h r ee y ear s.

4 . 8 Paid St uden t

Men t or s

Schoolw ide Using st uden t s w ho ar e ex cel l ing in t hei r cou r ses af t er - school

or on Sat urdays t o t u t or t heir Engl ish Learner ( or low - incom e)

peers on a st udent w orker basis has proven t o be m ore

successfu l t han h i r ing adu l t s in m any inst ances. St uden t s t end

t o l ist en m ore t o t heir peers, and fol low t heir d ir ect ions, get t ing

m or e assist ance ou t of t he t u t or ing sessions t han t hey w ou ld

f r om adu lt t u t or s or f r om t eacher / t u t or s. Engl ish Learners are

ab le t o ask t hei r Span ish - speak ing peer s quest ions in Span ish ,

t hen r eceiv e t he answ er s in Eng l ish – som et h ing t hey w er e

262

r et icen t t o do w i t h t heir t eacher s. Add i t ional ly, t he St udent

Ment or s, w ho also are m em bers of t he Undupl icat ed Group,

of t en need t he m oney t o supp lem ent t he scholar sh ips t hey

receive, r esu lt ing in a w in- w in si t uat ion .

LCAP Year: 2018-19


$23,024,812 22.07%




(see instructions).

The $23 , 024 , 812 fund ing t ar get ed for undup l icat ed st uden t s ( LCFF Supp lem en t al and Concen t r at ion

fund ing) incr eases t he quan t i t y and qual i t y of ser v ices pr ov ided, w i t h a pr opor t ional i t y per cen t age of 22 .07%

( as calcu lat ed by LACOE LCFF Analy sis in 5 / 18 ) . Many of t he ser v ices r em ained t he sam e as t he ef fect iv e

2017 / 18 LCAP, w it h an incr ease in qual i t y and quan t i t y, due t o t he add i t ional $3 , 324 , 155 in 2018 / 19 fund ing

ov er t he pr ev ious y ear ' s fund ing, includ ing :

I m pr ov ing t he sect ions of par al lel suppor t cou r ses for Eng l ish Lear ner s and ED st uden t s at d i f fer en t si t es.

We hav e found t hat get t ing st uden t s back on t r ack as soon as possib le r esu l t s in h igher g r aduat ion r at es

and A- G r at es. These add i t ional suppor t sect ions ensu r e Eng l ish Lear ner s and at - r isk fost er and ED

st uden t s m ast er con t en t t he f i r st t im e t hey t ak e t he cou r se, t hus enab l ing t hem t o p r ogr ess t o m or e

adv anced cour sew or k du r ing t hei r fou r y ear s in h igh school . Gu ided St udy com pr ises som e of t he sect ions

for t he low - incom e and fost er n in t h and t en t h g r ade at - r isk st uden t s at al l si t es. Gu ided St udy ar e sect ions

of suppor t pr ogr am s par t icu lar ly st uden t s’ f r eshm an y ear, and occasional ly bey ond, t hat p r ov ide con t inued

in t ensiv e suppor t and m on i t or ing t h r ough in t er per sonal engagem en t , inst r uct ion in or gan izat ional sk i l ls

and t im e m anagem en t , and dai ly hom ew or k check s. Connect ing w i t h al l o f t he t eacher s t hat each st uden t

has t h r oughou t t he day t o ensu r e t hat t he st uden t s st ay on - t r ack p r ov ides a sol id foundat ion for st uden t s’

n in t h g r ade y ear. We hav e found t hat t hese Gu ided St udy sect ions eases t he t r ansi t ion for t he h igh - r isk

low - incom e and fost er st uden t s, low er s t he dr opou t r at es, connect s st uden t s t o school , r esu l t s in st uden t s

263


w an t ing t o com e t o school , t hus im pr ov ing t he at t endance r at es so st uden t s can lear n . One of t he schools

( LS) w i l l be add ing Gu ided St udy for som e of t hei r n in t h g r ade EL st uden t s in t he 2018 / 19 school y ear.

The ex panded use of af t er - school cou r ses du r ing second sem est er f or t hose classes t hat st uden t s

r eceiv ed a D or an F in du r ing f i r st sem est er ; t hus, st uden t s ended t he y ear com plet ing t he cou r se and not

beh ind in cr ed i t s or cour se com plet ion . Th is concept w as p i lot ed at t w o schools dur ing t h is past y ear in

Eng l ish and Social Science w i t h posi t iv e r esu l t s. Th is m eet s t he ph i losophy of com plet ing t he cour ses

sooner r at her t han lat er so st uden t s can hav e m or e of t hei r schedu le open for adv anced cou r sew or k .

An on l ine cour se pr ov ider ser v ice for cr ed i t r ecover y w as p i lot ed in t he 2017 / 18 school year at an

al t er nat ive school; how ever, i t w as not of fer ed at any of t he com pr ehensiv e h igh schools. MOUs and

pr ot ocols hav e been dev eloped t o ensu r e t he in t egr i t y of t he WUSHD cour ses, w i t h t he r equ ir em en t of

passin g WUHSD Com m on Assessm en t bef or e passin g a cou r se.

Per ou r m an t r a of doing “Whatever it Takes” t o ensur e success for al l st uden t s, w e hav e been pr ov id ing ser v ices

t o st uden t s w ho st r ugg led since 2005 . Wh i le w e iden t i f ied ou r t ar get g r oup as st uden t s in need du r ing t h is t im e

per iod , and not t he speci f ic undup l icat ed st uden t g r oup, i t w as not ed t hat , in essence, w e had been pr ov id ing

ser v ices t o t he sam e gr oup. St ar t ing w i t h t he cu r r en t st uden t s in need, and not necessar i ly focusing on t he

undup l icat ed st uden t g r oup, r esu l t ed in a v er y sim i lar ou t com e w i t h ov er 94% of t he st uden t s iden t i f y ing as

Eng l ish Lear ner s, fost er y ou t h , or low - incom e st uden t s. Wh i le t he m aj or i t y of t he ser v ices and pr ogr am s ar e

pr im ar i ly d i r ect ed t o t he needs of t he 72 . 6% undup l icat ed st uden t s, t her e ar e som e ex pend i t u r es of t he

Tar get ed St uden t Fund ing ( concen t r at ion and supp lem ent al funds) t hat ar e ei t her d ist r ict w ide and/ or schoolw ide.

We st r ong ly bel iev e t hat t o not p r ov ide t hese ser v ices in a g lobal m anner ( 1 ) w ou ld be d isr up t iv e t o t he

educat ional p r ocess; ( 2 ) w ou ld not be feasib le, g iv en t he ser v ice or t he p r ogr am ; or, ( 3 ) w ou ld be unet h ical or

im m or al . And , as st at ed ear l ier, ov er 94% of t he st uden t r ecip ien t s of t he ser v ices funded w i t h S&C dol lar s ar e

in t he undup l icat ed st uden t g r oup.

Fol low ing is t he br eak dow n of t he per cen t age of undup l icat ed st uden t s by school si t e for t he past t w o y ear s,

not ing t he upw ar d t r end in undup l icat ed st uden t s ( p r im ar i ly due t o an incr ease in low - incom e st uden t s du r ing

2017 / 18 school y ear ) :

Unduplicated Percentage 1 3 / 1 4 1 4 / 1 5 1 5 / 1 6 1 6 / 1 7 1 7 / 1 8

W UHSD 69.7% 69.1% 69.1% 69.6% 72.6%

Cal i f or n ia HS 7 4 % 7 6 % 7 3 % 7 5 % 7 6 %

La Ser na HS 4 5 % 4 5 % 4 6 % 4 8 % 5 2 %

264

Pion eer HS 8 4 % 8 5 % 8 6 % 8 6 % 9 0 %

San t a Fe HS 7 4 % 7 3 % 7 3 % 7 4 % 7 7 %

Whit t ier HS 7 7 % 7 7 % 7 6 % 7 4 % 7 6 %

Fr on t ier HS 8 5 % 8 0 % 8 4 % 8 0 % 9 0 %

Sier r a Vist a HS 7 1 % 6 2 % 6 2 % 6 8 % 6 5 %

Tr an si t ion s 8 1 % 2 1 % 8 2 % 7 9 % 9 0 %

District Trend Data: Changes in Unduplicated Group Size over Time

District EL % 1 0 % 9 % 9 % 9 % 9 %

District EconDis% 6 9 % 6 8 % 6 8 % 6 8 % 7 2 %

Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Lim ited to Unduplicated

Student Group( s) .

Goal 2 : Act ion 5 , Act ion 6 , Act ion 1 0 , Act ion 1 1

Goal 3 : Act ion 5

Goal 4 : Act ion 1 , Act ion 3 , Act ion 5 , Act ion 6 , Act ion 7 , Act ion 9 , Act ion 1 0 , Act ion 1 9

Service Targeted

Group( s)

Descript ion

2 . 5 Sect ions for

cr ed i t r ecov er y,

socio - em ot ion a l

and paral lel

acad em ic

suppor t w it h in

school day

ED Add i t ional sect ions at each si t e p r ov ide cr ed i t r ecov er y and par al lel academ ic

cour ses, along w i t h socio- em ot ional suppor t t o ensu r e econom ical ly

d isadv an t aged st uden t s do not fal l beh ind in cr ed i t s, desp i t e chal lenges t hey

m ay face ou t side of t he school hour s. Gu ided St udy cour ses com pr ise near ly

for t y of t he sect ions ( or 31% of t he sect ions) for t he low - incom e at - r isk st uden t s

at al l si t es. Gu ided St udy is a suppor t pr ogr am t hat ser ves pr im ar i ly f r eshm an

and sophom or es, pr ov id ing con t inued in t ensive suppor t and m on it or ing of

st uden t s t h r ough in t er per sonal engagem ent , inst r uct ion in or gan izat ional sk i l ls

and t im e m anagem ent , and dai ly hom ew ork checks. Many of t he low - incom e

st udent s com e in t o h igh school w i t h gaps in t heir backgr ound know ledge and

lack in g t h e st u dy sk i l l s n ecessar y f or su ccess in academ ic cou r ses. Th e Gu ided

265

Service Targeted

Group( s)

Descript ion

St udy t eacher connect s w i t h al l of t he t eacher s t hat each st uden t has t h r oughou t

t he day t o ensur e t hat t hey ar e on- t r ack w it h hom ew or k , class assignm ent s, and

t est s so t hat t hey have a sol id foundat ion for t heir n in t h and t en t h grade years.

Then , by connect ing w i t h t heir Academ ic Men t or and Gu ided St uden t t eacher,

st uden t s hav e som eone w ho can not on ly help t hem academ ical ly, but also w it h

ot her issues t hey face in t heir dai ly l i f e. St uden t s see peer s ser v ing as Acad em ic

Men t or s and t hey can v isual ize t hem selv es being Academ ic Men t or s in t he

fu t u r e, suppor t ing ot her t ar get ed st udent s in t he classr oom t o ensur e t hey

m ast er academ ic con t en t , as w el l as l ist en ing t o any t r oub les t hey ar e hav ing

com ing t o school or ot her issues t hey are hav ing in t heir l i fe. Cl oser

r elat ionsh ips bet w een t he st udent s, t heir peer m ent or s, and t heir t eacher s

r esu l t s in st r onger connect ions t o school and bet t er per for m ance in classes.

When conduct ing long i t ud inal analy ses as t o w her e t hese h igh - r isk st uden t s w er e

fou r y ear s af t er at t end ing Gu ided St udy classes as f r eshm an in 2014 , on ly 3

st udent s ou t of 362 were not in an educat ional set t ing, or .8% dropout . Whi le

t her e w er e 23 st uden t s ( 6 .4% ) r egu lar ly at t end ing al t er nat iv e educat ion and 17

st uden t s ( 4 . 7% ) at t end ing com pr ehensiv e h igh schools ou t side of t he d ist r ict ,

t he r em ain ing 319 or ig inal ly h igh - r isk st uden t s ( 88 .1% ) w ho en t er ed t he d ist r ict

in t he fal l of 2014 were on- t rack t o graduat e f rom one of t he d ist r ict ’s

com pr ehensiv e h igh schools.

Ot her suppor t cou r ses for econom ical ly d isadv an t aged st uden t s w ho passed

Algebr a 1 - Col lege Pr ep ( w i t h a low C) include Concept Geom et r y for t en t h gr ade

st uden t s. Th is cour se pr ov ides a br idge bet w een Algebr a and Geom et r y, g iv ing

st uden t s an add i t ional year t o gain a deeper m ast er y of t he concept s of Algebr a

and prepare for Geom et ry t he fol low ing year, pu t t ing t hem back on t he A- G t r ack .

These sm al ler cou r ses ensu r e st uden t s ar e r eady t o not on ly succeed in

Geom et r y, bu t also in Algebra 2 t he fol low ing year.

Ot her sect ions for at - r isk econom ical ly d isadv an t aged st uden t s w ho ar e

st r ugg l ing ev en m or e ar e par al lel m at h cour ses for st uden t s in Algebr a I . These

266

Service Targeted

Group( s)

Descript ion

cover t he sam e concept s at t he sam e t im e, bu t in a d i f ferent way dur ing anot her

per iod of t he day so t he st udent does not fai l Algebra I .

We have found t hat t hese sect ions of Gu ided St udy, paral lel Algebra 1 , and ot her

sm al ler suppor t classes in t he n in t h gr ade ease t he t r ansi t ion t o h igh school for

t he low - incom e h igh- r isk st udent s, t hus, low er ing t he dropout r at es and

connect ing st uden t s t o school . WUHSD does not ex per ience t he loss of st uden t s

bet ween eight h and n in t h grade t hat r esearch f inds in m any d ist r ict s. For a h igh

school d ist r ict , w i t h st uden t s com ing in f r om f ive par t ner elem ent ar y school

d ist r ict s, t he del iber at e connect ions m ade in t hese cou r ses helps guar an t ee t hat

st uden t s con t inue t o com e t o school . St uden t s w an t t o com e t o school , as y ou

can see by our im proved at tendance rates. Once at school , st uden t s can t hen

lear n . ( 136 add i t ional suppor t sect ions d ist r ict w ide) .

2 . 6 Add i t ion al EL

Suppor t Sect ions

EL Add i t ional sect ions at each si t e f or SDAI E & ELD pr ov ide suppor t t o ensu r e

su ccess f or En g l ish Lear n er s in academ ic cor e cou r ses. Th ese cou r ses m ay be

par al lel suppor t classes, as w el l as low er class sizes in ot her cou r sew or k so EL

st uden t s get m or e per sonal ized and ind iv idual at t en t ion . A par al lel cour se in

n in t h g r ade ( and occasional ly t en t h g r ade) at t w o si t es is Academ ic Eng l ish

Dev elopm en t ( ALD) . Th is cou r se assist s En g l ish Lear ner s in m ast er in g Eng l ish

language and gain ing pr of iciency in academ ic cour sew or k , along w it h gain ing

or gan izat ional sk i l ls. Ther e ar e ot her cou r ses w i t h m or e t han 40% Eng l ish

Lear ner s t hat si t es in t en t ional ly k eep sm al ler so t hat add i t ional t im e can be

spen t on academ ic v ocabu lar y, m ore peer in t eract ions, and t im e t o rev iew

concept s in d i f fer en t w ays so t hat t r ue under st and ing and m ast er y occur s. ( 127

t ot a l EL suppor t sect ions in d ist r ict )

2 . 1 0 Suppor t and

Train ing of

Acad em ic

Men t or s

ED & EL Tr ain ing is p r ov ided t o ensur e t hat t he Academ ic Men t or s acqu ir e t he appr opr iat e

know ledge about t he r equ isi t e sk i l ls and dem eanor needed t o m ax im ize lear n ing

w hen suppor t ing at - r isk st udent s w it h in t he classr oom , as w el l as w hen t o

con t act t he t eacher r egar d ing any issue t hat is bey ond t heir capaci t y. Acad em ic

Ment or s ar e p laced in t o classes w i t h h igh num ber s of Eng l ish Lear ner s or at - r isk

267

https://drive.google.com/file/d/13zdNo_ooQkIIFivbYXWo9cCvaxmJ_uQd/view?usp=sharing

Service Targeted

Group( s)

Descript ion

st uden t s ( of t en low - incom e) – t he sect ions t hey w or k in ar e t y p ical ly t he ones

m ent ioned abov e in 2 .5 and 2 .6 . Much car e is t ak en in m at ch ing Academ ic

Ment or s t o bot h t he t eacher and t he class. Bi l ingual Ment or s ar e of t en p laced in

classes w i t h Eng l ish Lear ner s, al low ing EL st uden t s t he com for t and space t o

com m unicat e w it h som eone at t he school in an easy t one, befor e t he Ment or

br ings t hem back t o w or k on academ ics. The use of Academ ic Men t or s has

proven t o be h igh ly ef fect ive, not on ly f r om surveys of st udent s r eceiv ing help,

bu t f r om a r ev iew of academ ic gr ades and f r om sev er al Mast er s' Thesis st udy ing

t he program . Al l of t hese concur red, f ind ing t hat posi t ive m ot ivat ion and

engagem ent on t he par t of t he st udent , along w it h academ ic gains. St udent s

com m ent ed t hat w hen t hey saw Academ ic Ment or s f r om t heir neighbor hood t hey

r eal ized t hat t hey t oo cou ld be successfu l in h igh school .

2 . 1 1 Pr o f ession a l

Developm ent for

t each ing EL, ED,

& Fost er

st uden t s

EL,

f ost er,

ED

Supplem ent al Pr ofessional Dev elopm ent ou t side of t he d ist r ict is u t i l ized for

lear n ing best inst r uct ional p r act ices for t each ing t ar get ed st uden t s in al l con t en t

ar eas ( includ ing Visual and Per for m ing Ar t s and Phy sical Educat ion ) . St r at eg ies

ar e learned at ou t side con ferences or w orkshops and t hen shar ed w it h ot her

t eacher s in t he d ist r ict .

3 . 5 Ad v an ced

Placem en t

Test in g

ED WUHSD suppor t s low - incom e st uden t s in t ak ing as m any AP t est s as t hey ar e

pr epared t o t ake by pr om ot ing t he low er $5 t est char ge and cover ing any balance

due for AP t est s w i t h d ist r ict funds. Schools w i l l p r ov ide low - incom e st uden t s

w i t h add i t ional st udy m at er ials, speci f ical ly designed t o p r epar e for AP t est s,

w her e st uden t s lack t he back gr ound ex per iences t hat ar e of t en cap i t al ized upon

on t hese for m s of st andar d ized exam s.

Not e: Because of changes t o ESSA, 2017 / 18 w as ex pect ed t o be on ly t he

t ransit ion year w it h federal and st at e program s; however, t here is not a program

y et in p lace t o cov er t he balance ot her t han t he $32 r educt ion f r om Col lege

Boar d. WUHSD w i l l st i l l suppor t low - incom e st uden t s by cov er ing w hat st at e and

feder al pr ogr am s w ou ld t yp ical ly cover for t hese st udent s ( $53) , un t i l t hey w ork

t h is ou t . WUHSD w i l l con t inue t o char ge t he low - incom e st uden t s on ly $5 for al l

268

Service Targeted

Group( s)

Descript ion

t he t est s t hey t ak e

4 . 1 D ist r i c t

Cat egor ica l

Of f ice

EL WUHSD Dist r ict Cat egor ical Of f ice suppor t s Eng l ish Lear ner st uden t s and t hei r

fam i l ies, pr ov id ing pr ofessional developm ent t o t he st af f t o ensure t hat

al l WUHSD per sonnel ar e ab le t o suppor t t he academ ic, social , and em ot ional

grow t h of st udent s and fam il ies whose f i r st language is not

Eng l ish . DELAC Meet ings ensu r e par en t s ar e act iv ely inv o lv ed in t he decision -

m ak ing pr ocesses at t he d ist r ict lev el , as w el l as ser v ing as a st r ong p lann ing

com m it t ee for pr ov id ing ser v ices t o t he par en t s of ot her Eng l ish Lear ner s

t h roughout t he d ist r ict .

4 . 3 Hor izon ’s Of f ice

( EL Suppor t

Of f ice)

EL Fund ing Hor izon ' s Of f ice at each com pr ehensiv e h igh school si t e w i t h

Cat egor ica l D i r ect or, Assist an t , and Bi l ingual Special ist a l low s t hese of f ices t o

ser v e Eng l ish Lear ner s by faci l i t at ing and m on i t or ing t heir p r ogr ess. Ot her

ser v ices pr ov ided ou t of t h is of f ice for st udent s and fam i l ies include t u t or ing,

col lege f ield t r ips, and parent w orkshops. Serv ices prov ided ou t of t h is of f ice for

st af f include pr ofessional dev elopm ent and con fer ences t o incr ease t heir

ef fect iv eness and pr of iciency in w or k ing w i t h Eng l ish Lear ner s. Eng l ish Lear ner

Adv isor y Counci l ( ELAC) Meet ings ensu r e par en t s ar e act iv ely inv o lv ed in t he

decision - m ak ing p r ocesses at t he school lev el , as w el l as ser v ing as a st r ong

p lann ing com m it t ee for pr ov id ing ser v ices t o t he par en t s of ot her Eng l ish

Lear ner s t h r oughout t he school .


Cou n selor :

Fost er

Fost er

Yout h. 2 5 Tar get ed Counselor per si t e addr esses t he un ique needs of Fost er Yout h,

m on it or ing and faci l i t at ing t heir progress, ensur ing t hat al l of t heir academ ic

cr ed i t s have been post ed t o t heir t r anscr ip t , coor d inat ing al l of t heir social and

em ot ional suppor t s, and ensur ing t hat t heir needs are m et bot h in and out of

school . These counselor s closely m on i t or al l f ost er st uden t s’ school en r ol lm en t s

and t r ansfer s t o see i f t hey qual i f y for AB167 / 216 , and t he im pact on t he

cr ed i t s/ cour ses needed for gr aduat ion . They develop a r elat ionsh ip w it h t he

Tr ansi t ion Social Wor ker w ho suppor t s t he fost er st udent s in t heir t r ansi t ion t o

col lege or career af t er t hey t u rn 18 , m ak ing sure t hey receive al l of t he suppor t ,

269

Service Targeted

Group( s)

Descript ion

f inancial and em ot ional , needed t o be successfu l in h igh school and bey ond.


Cou n selor : Econ

Disadv an t aged

ED . 2 5 Tar get ed Counselor per si t e addr esses needs of Low I ncom e y ou t h ,

m on it or ing and faci l i t at ing t heir progress, ensur ing t hat al l of t heir academ ic

cr ed i t s have been post ed t o t heir t r anscr ip t , coor d inat ing al l of t heir social and

em ot ional suppor t s, and ensur ing t hat t heir needs are m et bot h in and out of

school. They m ake sur e t hat t he st udent s at t end t u t or ing and m ake up any

cr ed i t s needed so t hey ar e not on ly on- t r ack t o gr aduat e, bu t ar e also A- G

el ig ib le w hen t hey do graduat e. Th is counselor get s t o know t he st udent s w el l ,

ensur ing t hat i f t hey are, or were hom eless, t hat t hey are prov ided w it h al l of t he

add i t ional r esour ces av ai lab le due t o t hat st at us, and ev aluat es t heir t r anscr ip t

t o see i f t hey ar e el ig ib le for AB 1806 . Add i t ional hour s pr ov ided at WHS ( ou t of

si t e al locat ion ) p r ov ide add i t ional ser v ices t o Gu ided St udy Classes in t he

af t er noon. Addi t ional hour s pr ov ided at PHS ( ou t of si t e al locat ion) pr ov ide

add i t ional ser v ices t o suppor t EL st uden t s in t he af t er noon . Add i t ional hour s at

SFHS ( out of si t e al locat ion) focus on n in t h grade st udent s who are of f t arget for

graduat ion w it h t he goal of im prov ing D/ F rat es dur ing t heir f r eshm an year.

4 . 7 EL Bu s EL Tr anspor t at ion : Pr ov ide a bus for Eng l ish Lear ner st uden t s t o at t end t he

New com er Pr ogr am at La Ser na High School , r egar d less of w her e st uden t s l ive in

t he d ist r ict , along w i t h af t er - school buses for low - incom e and EL st uden t s so

t hey can at t end af t er - school t u t or ing pr ogr am s at fou r h igh schools. Ther e

pr ev iously w as not a lat e bus avai lab le.

4 . 9 Book s ( co l lege)

and Supp l ies

ED Pr ov ide book s & supp l ies t o st uden t s in need t o suppor t engagem ent in

cou r sew or k and academ ic success. Suppor t is av ai lab le in d i f fer en t locat ions on

t he com pr ehensiv e si t es so t hat st uden t s do not st and ou t in t he classr oom .

They can p ick up classr oom supp l ies and ot her m at er ials befor e going t o class.

St uden t s can also ob t ain a col lege t ex t book and at t end a concur r en t col lege

cour se on t heir HS si t e. Rio Hondo of fer s t w o cour ses each t er m on al l school

si t es at no cost , bu t does not pay for books. WUHSD pays for t he book so

st udent s ex i t h igh school w i t h col lege cred i t s, prov id ing t hem w it h a bel ief t hey

270

Service Targeted

Group( s)

Descript ion

can succeed in col lege and, of t en t im es, pr efer en t ial enrol lm ent t im es w hen t hey

graduat e and go t o col lege, due t o t heir cred it st at us. Books are t r aded am ong

schools si t es w hen t he cour ses ar e of fer ed at d i f fer en t locat ions.

4 . 1 0 Field

Ex p er ien ces:

EL,

f ost er,

ED

Field ex per iences for EL, fost er, and ED st udent s and t heir parent s ( e.g., co l lege

t r ips, cu l t u r al ev en t s) . Suggest ed by DELAC, educat ional and cu l t u r al ev en t s w i l l

be p lanned t oget her so st udent and parent w i l l be able t o at t end t oget her.

( Pr ev iou sly, on ly t he st uden t at t ended t hese even t s)

4 . 1 9 At t en dan ce

Cal ler

EL At t endance Cal ler t o m ak e su r e Eng l ish Lear ner par en t s r eceiv e new s of

absences in Span ish and ar e ab le t o ask quest ions abou t t hei r ch i ld ' s educat ion

t o a l iv e per son . At t endance cal ler act ion is on ly at Santa Fe HS, wh ich

t r ad i t ional ly has t he h ighest at t endance r at e in t he d ist r ict

Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as LEA- w ide .

Goal 1 : Act ion 2 , Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 0 , Act ion 1 1

Goal 2 : Act ion 3 , Act ion 4 , Act ion 8 , Act ion 9 , Act ion 1 2 , Act ion 1 3

Goal 3 : Act ion 1 , Act ion 2 , Act ion 3 , Act ion 4

Goal 4 : Act ion 1 1 , Act ion 1 2 , Act ion 1 3 , Act ion 1 4 , Act ion 1 5 , Act ion 1 6 , Act ion 1 7 , Act ion 1 8

Fol low ing are t he distr ictw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals



or D ist r ict w ideManner in W hich it is Principally Directed to and Effect ive and Meet ing

the Goals for Unduplicated Targeted Students in State and Local Priorit ies

1 . 2 Main t a in academ ic

and car eer

cou n sel in g

ser v i ces

D ist r i c t Al l st uden t s r eceiv e appr opr iat e academ ic suppor t t o help ensu r e school ,

co l lege, and car eer success. To safeguar d t hat st uden t s w i t h special

t alen t s and / or needs hav e access t o a sy st em of per sonal suppor t

ser v ices, act iv i t ies, and oppor t un i t ies at t he school , counsel ing ser v ices

are proact ive t h roughout t he four years t hat a st udent is in Whit t ier Un ion .

The ser v ices ar e pr im ar i ly d i r ect ed t ow ar ds ED, EL, and fost er st uden t s,

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beginn ing befor e a st uden t ev en en t er s WUHSD, w i t h counselor s

con t act ing m idd le schools t o obt ain in for m at ion r egar d ing st uden t s’

per sonal and hom e l i fe t hat cou ld pot en t ial ly im pact t heir academ ic

su ccess. Th r ou gh Campus Watch, f r eshm en r eceiv e per sonal ized at t en t ion

and appr opr iat e p lacem ent in suppor t progr am s and cour sew ork . Th is

col labor at iv e ef for t bet w een m idd le schools and h igh schools r esu l t s in a

coor d inat ed suppor t net w or k for st uden t s w ho face per sonal chal lenges,

such as a ser ious i l lness, acciden t s, d iv or ce, deat h or ot her m aj or

per sonal ev en t s. Cr i t ical d ialogue bet w een h igh school and m idd le school

suppor t per sonnel ensur es t hat al l st uden t s w ho face per sonal chal lenges

ar e im m ediat ely connect ed t o adu l t s on each cam pus in w hom t hey can

conf ide and t rust t o prov ide t hem w it h t he personal suppor t t hey need.

Add i t ional ly, r ev iew of cum ulat ive records in t he sum m er before n in t h

grade al lows st af f t o ident i fy st udent s in need of addit ional suppor t and

car e, m ak ing sur e t hat no st udent fal ls t h r ough t he cr acks.

Resear ch has show n t hat t r ansi t ion - t o- h igh - school p r ogr am s can low er

dropout rat es of n in t h grade st udent s up t o 16% . We are proud t hat our

Cohort Dropout Rate i s far below t hat . St rong t ransit ion program s not on ly

include t he peer - t o- peer pr ogr am s m ent ioned in Fr eshm an suppor t

pr ogr am s below , bu t also include clear par en t com m unicat ion and

involvem ent , along w it h special ized suppor t – bot h ar ising ou t of t he

WUHSD counsel ing of f ice. I n or der t o pr ov ide t hese ser v ices, w i t h a low

st uden t - t o- adu l t counselor r at io, LCFF S&C funds w er e u t i l ized. At a t im e

w hen t hese ser v ices w er e being cu t and being r ep laced w i t h Gu idance

Techn icians in su r r ound ing d ist r ict s, t he decision w as m ade t hat t hese

ser v ices w er e cr i t ical t o m eet t he needs of t he Eng l ish Lear ner s, fost er

you t h , and ED st uden t s. The value t o t hese st uden t s in keeping t hem in

h igh school, ensur ing t hat t hey graduat e f r om h igh school, and t hat t hey

graduat e f r om h igh school com plet ing a- g r equ ir em ent s m eant t hat t hey

would have opt ions af t er graduat ion f r om h igh school year. Th is is t he

epit om e of WUHSD’s m ission of doing Whatever it Takes and is consider ed k ey

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t o m ost of t he st at e’s pr ior i t ies.

Wh i le a special ized hal f - t im e counselor w as added at each si t e t o t he

addr ess un ique needs of bot h t he fost er and ED st udent s, t h is w as in

addit ion t o, not inst ead of, t he academ ic and car eer counsel ing ser v ices.

Ot her op t ions consider ed d id not p r ov ide t he h igh - qual i t y p r ofessional

counsel ing ser v ices t hat addr ess t he h igh needs ex pr essed by 74% of ou r

st uden t s. The ou t com es dem onst r at e t he lev el of success [ e. g ., dropout

r at e ( 5 .0% , over 6% low er t han t he st at e and count y r at es) ; h igh school

gr aduat ion ( 97% ) , col lege enr ol lm en t ( 88% ) ] . Wh i le t he ser v ices ar e

pr im ar i ly d ir ect ed t ow ar ds t he t ar get ed st udent s, ot her s st i l l benef i t .

Pr ov id ing t hese ser v ices on ly t o t ar get ed st uden t s, and leav ing t he ot her

26% ou t side t he door w ou ld be d isr upt ive t o t he educat ional env ir onm ent

and unet h ical .

1 . 3 I n cr ease Cou r se

Acce ss b y

incr easing st af f ing

by addit ional .5

st uden t s

D ist r i c t I n 2014 , t o ensur e t hat al l st uden t s hav e access t o a w ide v ar iet y of

cour ses, t he incr eased base st af f ing w as supp lem ent ed by an add i t ional ½

st udent ( general fund was 30 .5 t o 1 , w it h t he supplem ent al ½ st udent

added on t op) Th is ensur ed t hat t he w ide v ar iet y of Adv anced Placem ent ,

ot her advanced cour sew or k , along w it h suppor t cour ses r em ained open at

al l si t es. These cou r ses ar e open t o al l st uden t s at t he school and t he

dem ogr aph ics of t he cour ses r ef lect t he dem ogr aph ics of t he school si t e,

un l ike t he add i t ional suppor t cour ses m ent ioned elsew her e in t he p lan t hat

ar e added w it h S&C funds t hat pr im ar i ly ser ve t ar get ed st udent s. Th is

ser v ice ensu r es t hat t ar get ed st uden t s ( Eng l ish Lear ner, fost er, and ED)

ar e going t o hav e access t o cour ses t hat w i l l en r ich and st r et ch t hem .

Of t en t he focus is on develop ing t he st r uct u r es and pr ov id ing t he suppor t

for st udent s t o obt ain m ast er y of t he st andards; how ever, we want to

ensur e t hat st udent s r eceive t hat car ing and gen t le push t h r oughout t heir

h igh school car eer. Thr ough t he add i t ion of sm al ler AP and honor s cour ses

w e ar e ab le t o honor language d iv er si t y as an asset in AP Span ish

Language for our Eng l ish Language Lear ner s and in t r oduce ot her st uden t s

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t o honors coursework for t he f i r st t im e. The analysis of dat a f r om eigh t h

gr ade assessm en t scor es and d ialogue t h r ough ar t icu lat ion beg ins t he

process t o l i f t up st udent s. Wit hout t he ab i l i t y t o t end t o st udent s in a

v ar iet y of classes w i t h en r ol lm en t s under 35 st uden t s, m any undup l icat ed

st udent s wou ld not have t he oppor t un it y t o exper ience t he m ore r igorous

cur r icu lar opt ion .

Not e: AP Span ish Language has t he lar gest en r ol lm en t and gr eat est

num ber of AP t est s t aken in t he d ist r ict w i t h a h igh per cen t age of Ever

Eng l ish Lear ner s en r ol led in t he class

1 . 4 Sum m er

Pr o f ession a l

Lear n ing and Best

Pr act i ces

D ist r i c t Sum m er Pr ofessional Lear n ing includes one w eek dev ot ed t o each cor e

con t en t ar ea: Eng l ish , Mat h , Science, Social Science, and Wor ld Language.

[ Exam ple: Dur ing Engl ish Week , Sum m er Pr ofessional Lear n ing has

cour se t ab les for Eng l ish 1 , Eng l ish 2 , Eng l ish 3 , and Eng l ish 4 ] Th is t im e

al lows for a few nugget s of new learn ing – one of wh ich is always st rat egies

for incr easing t he ach iev em ent of Eng l ish Lear ner s in t he classr oom and

anot her is of t en f i l l ing in t he backgr ound know ledge of ED st udent s – and

t hen t he appl icat ion of t hat new learn ing t o t he rev ision of com m on

assessm en t s and pacing gu ides, as w el l as t he shar ing of lessons and

ot her m eans of apply ing t he new know ledge in t he classroom . Teach er s

( cour se lead + 1 f r om each si t e) also r ev iew st udent per for m ance dat a on

bot h in t er nal and ex t er nal assessm ent s ( e.g ., PSA T) , ref ine com m on

pacing gu ides and assessm en t s, iden t i f y chal leng ing t op ics, ei t her due t o

language f luency, pr ocessing d i f f icu l t ies, gaps in backgr ound k now ledge,

or ot her fact or s; and shar e t ar get ed st r at eg ies t o addr ess t hese issues, in

pr epar at ion for t he upcom ing school year. These t eacher r ep r esen t at iv es

t hen t ake t he know ledge f r om t hese days t o share w it h t heir col leagues at

t hei r si t es.

One Special Educat ion r epr esen t at iv e par t icipat es at each cou r se t ab le in

bot h Sum m er Pr ofessional Lear n ing and Best Pr act ices t h r oughou t t he

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y ear. Th is SpEd con t en t r epr esen t at iv e not on ly shar es add i t ional

suppor t s for m ainst r eam ed and gener al educat ions st uden t s ( e.g . UDL) ,

bu t t hey also t ak e t he com plet ed assessm en t t o t hei r Moder at e Sev er e

course- al ike d ist r ict group for a few m ore m odif icat ions ( i . e., fewer answer

choices, shor t er quest ion st em s, et c. ) so t hat al l st uden t s ar e r eceiv ing

t he sam e assessm en t . These assessm en t s def ine t he par am et er s t he

cur r icu lum on one hand, as wel l as ident i fy areas of st udent s’ needs.

Using t he st uden t s’ r esu l t s on com m on assessm en t s t o

spar k d ialogue am ong t eacher s r egar d ing suppor t s for st uden t s,

r e- t est ing , and sp ir al ing of quest ions has led t o consist en t gr ow t h in

m u l t ip le m easur es, includ ing On - Target Rat es, Cohor t Gr aduat ion

Rat es, GPAs, as w el l as nar row ing t he gap bet w een subgroups.

Disaggr egat ion of st uden t r esu l t s iden t i f ies concept s t hat st uden t s ar e

not m ast er ing. Toget her, t eacher s br eak dow n t he lear n ing pr ocess t o

ident i fy where and why t he st udent ( s) is st ruggl ing, t hen how t hey can

possib ly t each i t d i f feren t ly t han before so t hey m igh t under st and i t bet t er.

St r at eg ies ar e shar ed, d iscussed, and dev eloped t o m eet t he need.

Resour ces ar e shar ed on t he Dist r ict ’s Google Dr ive or in a shar ed Google

Classr oom , al low ing al l t eacher s t o bot h shar e and access r esou r ces. Wi t h

t h is professional learn ing m odel, t he con t inued gr ow t h of t eachers and

adm in ist r at or s leads t o incr eased k now ledge and consist en t app l icat ion of

t he cu r r icu lum acr oss t he d ist r ict . Thus, t he pr im ar y ou t com e of t h is

m odel is t he con t inued grow t h of t eachers and st udent s t h rough t he

col lect iv e m on i t or ing and shar ed accoun t ab i l i t y of st uden t p r ogr ess, t he

shar ing of best inst r uct ional and cu r r icu lar pr act ices, and t he focus on

st r at eg ies t hat suppor t al l st uden t s, par t icu lar ly t hose w ho ar e not

m eet ing st andar ds.

Ex per ienced d ist r ict st af f coor d inat e Pr ofessional Lear n ing in a cohesiv e

m anner, pr ov id ing t im ely and d i f fer en t iat ed assist ance and develop ing

lat er al net w or ks of suppor t bet w een school si t es; t hus, r aising

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ex pect at ions and suppor t sim u l t aneously. Th is is t he sam e p r ocess t hat

goes on t h r oughou t t he y ear at Best Pr act ices, on ly i t is one cour se at a

t im e at t he Dist r ict for one day analy zing t he past Quar t er ly assessm ent ,

exam in ing t he st r engt hs and areas of needed grow t h d isp layed by t he

st udent s, look ing forward t o t he nex t exam / quar t er, and shar ing what m ight

be done t o im prove st udent learn ing in t hat t im e f r am e. Col laborat ive

decisions ar e m ade r egar d ing changes on past and fu t u r e assessm en t s,

along w it h areas of focus for t he group.

Not e t hat t h is focus on t he im prov ing ou t com es for st udent s w ho are of t en

underper form ing ( Engl ish Learners, fost er you t h , and low - incom e st udent )

beg ins w i t h look ing at assessm en t s. Th is is sim p ly w her e WUHSD en t er s

t he cycle of im provem ent and t he vant age poin t f r om whence we

col labor at iv ely dr iv e change – i t is not ou r on ly st op .

1 . 8 Leader sh ip

Dev elopm en t

D ist r i c t Leader sh ip Dev elopm en t for Cour se Leads and Depar t m en t Chair s on

m ent or ing and coach ing cer t i f icat ed st af f and t r ain ing t o suppor t ef fect ive

t each ing and learn ing, par t icu lar ly for t he t arget ed st udent s who are

under ach iev ing. Col labor at ion is a non- negot iab le in our d ist r ict , yet , few

t eacher s hav e t he back gr ound or innat e sk i l ls t o adr oi t ly lead t heir peer s

in t r ue col laborat ion when a st orm appears on t he hor izon or a shark

appears in t he w at er s. Leadersh ip developm ent w ork focuses on how t o

lead a group of your peers t o look at d isaggregat ed dat a and t hen use i t t o

im pr ove classr oom inst r uct ion and st uden t lear n ing, w i t hou t m ak ing

anyone feel uncom for t ab le. By focusing on t he r esu l t s of Engl ish Lear ner

st uden t s or econom ical ly d isadv an t aged st uden t s in com par ison w i t h

ot her st udent s on an assessm ent , ar eas of needed gr ow t h com e t o t he

for ef r on t so t hat t hose t eacher s w i t h “ Best Pr act ices” in t h is ar ea, or t hose

w hose st udent s per form ed bet t er t han ot hers, can share t hem w it h ot hers.

Thr ough t he dev elopm ent of t hese inst r uct ional leader s, col leagues ar e

ab le t o gu ide one anot her t h r ough t h is sensi t ive t er r i t or y so t hat t eacher s

are open t o learn ing new pract ices f rom one anot her and t r y ing new

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st r at eg ies in t he classr oom , faci l i t at ing t he success of a l l st uden t s,

r egar d less of t hei r chal lenges. I t is t he per sonal leader sh ip dev elopm ent

in how t o handle t hose d i f f icu l t m om ent s w hen shar ing pract ices t hat

al low s al l t eacher s t o im pr ove t heir pedagogy for t he undupl icat ed st udent

groups, posit ively prom ot ing one anot her and not feel ing t rod upon when

t heir r esu l t s ar e not exem plar y. Bu i ld ing ind iv idual , social , and decisional

cap i t al t h r oughou t t he or gan izat ion is cr i t ical for t he academ ic success of

Eng l ish Lear ner s, fost er y ou t h , and econom ical ly d isadv an t aged st uden t s.

Pi l and Leana ( 2009) found t hat hor izont al t ies, or t he num ber and

st rengt h of t ies w it h in t eam s of t eachers and t he st r engt h of t hose t ies,

had a sign i f ican t im pact on t eacher ab i l i t y and st uden t per for m ance. The

Course Lead has d irect bear ing on t he healt h of t he t eam ’s hor izont al t ies.

1 . 9 Dat a Leads D ist r i c t

( one at each

si t e)

Each Si t e has a Dat a Lead w it h addi t ional hour s each m ont h . The r ole of

t he Dat a Lead is t o m on i t or t he ef fect iv eness of t he ser v ices and act ions

funded t h r ough LCFF Supp lem ent al and Concen t r at ion Funds for Eng l ish

Lear ner s, fost er y ou t h , and econom ical ly d isadv an t aged st uden t s. They

t hen pr ov ide t he dat a t o t he gr oups of decision m aker s on t he cam pus so

t hey can m on it or and evaluat e t he con t inued pr ov ision of t hat ser v ice, or

det erm ine i f t hat serv ice needs t o be m odif ied in any way. Dat a Leads

m eet t oget her t h ree t im es each year t o learn f r om one anot her and ensure

t hey are doing t heir j ob in t he m ost ef fect ive and ef f icien t m anner possib le.

Befor e each of t he t h r ee LCAP Task for ces, a m eet ing w i t h 12 - 15

st ak eholder s f r om each si t e focused on t he ev aluat ion of act ions and

ser v ices, Dat a Leads col lect up- t o- t he m inu t e dat a on t he si t e’s act ions

and serv ices t hat can be used t o in form t he d ialogue on t he day of t he

Task for ce, l ink ing t he dat a t o Google docs so t hat long i t ud inal dat a can be

explored t h roughout t he day. The f inal m eet ing of t he year includes

d iscussions of t he Annual Repor t , incor por at ing per spect iv es f r om

dif feren t vant age poin t s t o ensure an accurat e por t r ayal of t he cur ren t

si t uat ion .

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1 . 1 0 EL Par en t

Edu cat ion

Dist r i ct :

ELWUHSD j oined a consor t ia w i t h our f ive par t ner elem ent ar y school

d ist r ict s t o p r ov ide ser v ices and w or k shops t o t he par en t s of Eng l ish

Lear ner s in or der t o engage t hem in t he educat ional pr ocess of t heir

ch i ld / ch i ld r en and t o assist t hem in under st and ing t he h igh school and

post - secondar y r equ ir em ent s. The w or k shops ar e held in t he com m un it y in

t he even ing in Span ish .

1 . 1 1 Com m un i t y Lia ison D ist r i c t The d ist r ict has one Com m un i t y Liaison w ho sol ici t s inpu t and feedback

f r om sev er al com m un it y gr oups and ind iv iduals r egar d ing d ist r ict

act iv i t ies and oper at ions. The Liaison also in t er act s w i t h t he st uden t s and

ot her st ak eholder s on a r egu lar basis, dev elop ing r elat ionsh ips and

encouraging par t icipat ion w it h st akeholders w ho norm al ly w ou ld not

par t icipat e in t h e LCAP p r ocess. Th e Lia ison com m u n icat es

cur ren t d ist r ict in i t iat ives t h roughout t he area, inqu ir ing about t heir

t hough t s on t he ser v ices and act ions pr ov ided t o undup l icat ed st uden t s

( Engl ish Lear ner s, fost er you t h , and low - incom e st udent s) and any

suggest ions for im pr ov em ent s.

2 . 3 Cr ed i t - Recov er y

Sum m er School

D ist r i c t We d r am at ical ly cu t back on ou r sum m er school sect ions in 20 17 because

of a par t ner sh ip w it h Mt San Ant on io Com m unit y Col lege w ho funded 96

sect ions of sum m er school t h r ough t hei r SSSP pr ogr am ( CA Com m un i t y

Col lege’s St uden t Success and Suppor t Pr ogr am ) . WUHSD funded sum m er

school sect ions t hat w e w ant ed t o keep sm al l so as t o pr ov ide a m or e

nur t u r ing w elcom e t o h igh school for t hose st udent s needing sk i l l bu i ld ing

( ED) or w or k on language pr of iciency ( EL) . Th is year, t he num ber of

classes of fer ed t h r ough S&C funds for ED & EL st uden t s shou ld be under

30 , com par ed t o t he 132 of fer ed t h r ough Mt SAC. Pr ov id ing incr eased

sect ions t o m eet t he needs of t he 89% of t ar get ed st uden t s w ho enr ol led

in sum m er school ensur es equ i t ab le oppor t un i t ies ar e av ai lab le on al l

school si t es. I f we wait ed unt i l we were able t o t abu lat e t he percent age of

undupl icat ed st udent s avai lab le for sum m er school, i t w ou ld be t oo lat e t o

of fer sum m er school and t he oppor t un it y wou ld be lost ; t hus, t he si t uat ion

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w ould be t oo d isrupt ive t o t he educat ional process. We are for t unat e t o

hav e Mt SAC on al l f iv e si t es t o suppor t ou r st uden t s’ cr ed i t r ecov er y and

enr ichm ent , pr ov id ing st udent s w it h t he ab i l i t y t o t ake even m or e cour ses

t h r oughout t he upcom ing school year.

2 . 4 Af t er - Sch oo l

Cou r ses t o suppor t

D i st r i c t Af t er - School Cour ses suppor t t ar get ed st uden t s’ cr ed i t and A- G r ecov er y

( especial ly low - incom e st udent s in t he t ar get ed gr oup) When r ev iew ing

t he rost ers of t he st udent s who were in need of, and enrolled in , t he af t er -

school cour ses at t he t w o si t es of fer ing t h is oppor t un i t y, 87% of t he

st uden t s w er e econom ical ly d isadv an t aged, 2% fost er, and 1% Eng l ish

Learners.

Eng l ish w as of fer ed second sem est er on one si t e t o t hose st uden t s w ho

fai led f i r st sem est er and Eng l ish and Social Science w as of fer ed on

anot her si t e t o t hose st uden t s w ho got D/ F f i r st sem est er.

Repeat ing t he f i r st sem est er befor e t he second sem est er is com plet ed

ensured t hat t he st udent w i l l end t he year w it h t he course and credit s on

t ar get . The st udent s w i l l keep a slot in t heir schedu le open for advanced

cour sew or k , or ot her p r efer ences. Mak ing up D/ F as soon as possib le does

not g ive st uden t s t im e t o t h ink t hat i t is not possib le and keeps t hem

t h ink ing posit ive t hought s about t heir fu t ure. I n t he past , t here were ot her

cour ses of fer ed af t er school for cr ed i t r ecover y ; how ever, a m ore st r at eg ic

p lan m ay have great er r esu lt s in t he long run . Paral lel courses are r un

dur ing t he school day for Mat h , as we have found t hat dai ly inst ruct ion was

needed at t he sam e t im e as t he pr im ar y cour se t o ensur e passing bot h

cour ses at t he end of t he sem est er.

2 . 8 Ex t ended Med ia

Cent er hours w it h

t ech and t u t or ing

Schoolw ide Wit h in t he Media Cent er s on each si t e, com put er pr in t er s and ink ar e

avai lab le t o st udent s w ho do not have access t o in t er net and ink at hom e

t o com plet e assignm en t s. Fr om t he LCAP St uden t Su r v ey last y ear, we

found t hat at hom e, m any st udent s needed ink t o pr in t m ore t han t he

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act ual in t ernet ; how ever, m ore and m ore t eachers are m ov ing over t o

Goog le classr oom . Because of t hese needed ser v ices for ou r low - incom e

st uden t s, our Media Cen t er s have ex t ended t heir hour s in t o t he ear ly

even ing. A lat e bus and supper program has been added at four of t he

com pr ehensiv e h igh schools w hose f r ee and r educed lunch per cen t age is

h igh enough t o quali fy. Depending on t he cam pus, t u t or ing ser v ices ar e

pr ov ided in t he Media Cen t er by ei t her t eacher s, col lege st uden t s, or peer

m en t or s. Th is past y ear, t u t or ing has becom e m or e t ar get ed t o speci f ic

sub j ect s and not sim ply an open st udy hal l , r esu l t ing in incr eased gr ades

and st udent r e- t est ing dur ing t u t or ing, inst ead of ot her designat ed t im es

t hroughout t he school day or on Sat urday ( as i t w as in t he past ) . Analyzing

r ost er s for t u t or ing dem onst r at ed 86% t ar get ed st uden t s, p r im ar i ly ED

( low - incom e) . Very few Engl ish Learners at t ended t u t or ing, w it h parent s

st at ing at t he Dist r ict LCAP Adv isor y t hat t hei r st uden t s had ot her

obl igat ions af t er school and t hat t im e d id not work for t hem . EL parent s

w ant ed suppor t for t heir st udent s dur ing t he school day, t hus t he

add i t ional EL sect ions ( 2 . 6 ) and t r ain ing of Academ ic Men t or s ( 2 . 10 ) .

2 . 9 Technology &

Tech n o log ica l

ser v ices an d

program s t o

engage st uden t s

and prov ide t hem

w it h addit ional

su ppor t an d access

t o t he con t en t

( includ ing on - l ine

course prov ider for

cr ed i t r ecov er y )

D ist r i c t As cou r ses an d assessm en t s m ov e t o a m or e t ech n olog ica l ly - based

for m at in bot h h igh school and col lege, st udent s need t o be w el l - ver sed in

t he m ed ium . The pu r chase of t echnolog ical dev ices and accom pany ing

car t s/ fu r n i t u r e m ak e cer t ain st uden t s hav e access t o al l for m s of con t en t

t o fu l ly prepare t hem for col lege and career, par t icu lar ly st udent s w ho do

not hav e access t o t hese dev ices at hom e. Technology on t he si t es has

incr eased, w i t h schools near ing or su r passing one- t o- one. Rep lacem en t

p lans need t o be phased in as m any of t he d ist r ict dev ices ar e

Chr om ebook s w h ich hav e su r passed t heir t h r ee y ear s l i f espan .

Su r pr ising ly, wh i le st udent s m ay be f luent in social m edia, t hey m ay not be

qu i t e so adr oi t in t heir use of t echnology for academ ic pur poses,

par t icu lar ly t arget ed st udent s w ho of t en have not had enr iched

ex per iences ov er t im e w i t h a v ar iet y of dev ices. Conscious of t he

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t echnolog ical l i t er acy gap, t eacher s pr ov ide st uden t s w i t h a m y r iad of

ex per iences and assignm en t s t r av er sing along SAMR f r om Subst i t u t ion , t o

Augm ent at ion, t o Modif icat ion , t o Redef in i t ion . The purchase of an on l ine

cr ed i t r ecover y syst em w i l l be a f lat annual cost for t he d ist r ict , as ar e

ot her t echnolog ical ser v ice subscr ip t ions. St uden t s w ho ar e beh ind in

cr ed i t s in need of t he on l ine cr ed i t r ecov er consist of 91% undup l icat ed

st uden t s. The on l ine cr ed i t r ecov er y ser v ice is j ust one ex am ple of t he

ot her t echnolog ical ser v ices and pr ogr am s t hat suppor t st uden t s in

gain ing a deeper underst anding of cont ent ( e.g., Tu r n - i t - I n , Cal i for n ia

St r eam ing, Cy ber High , NoRedI nk )

2 . 1 2 Col lege an d CTE

Suppor t ing

Pat hw ay s:

Nav ian ce

add- ons, Puen t e,

CTE Acad em i es,

Four - Year Plan s

and Un iv er si t y

V i s i t s

D ist r i c t Col lege and Car eer Pat hw ays: I n or der t o engage st uden t s in t heir cu r r en t

educat ional pur su i t and pr epar e t hem for col lege and car eer, in t er act ion

w it h pot en t ial careers is done t h rough a var iet y of m et hods ( e.g. Nav iance

add- ons, hands- on ex per iences, or cou r se sequences in academ ies) .

Suppor t of st r ugg l ing st udent s in t hese d i f fer en t exp lor at or y exper iences

var ies f r om cler k posit ions who prov ide addit ional t u t or ing and w h i le

up load ing assignm en t s and PSA T scor e in Nav iance and/ or Road t r ip

Nat ion for car eer ex p lor at ion , al l depending upon t he school si t e. CTE

Pat hw ays ar e expanded on si t es in t o academ ies, w h ich by nat u r es, have t o

f i r st enr ol l ED, fost er, and EL st uden t s and w it h suppor t of ROP, si t es now

al l hav e t he basic cor e of Nav iance, w i t h si t es pu r chasing som e add- ons

t o m or e fu l ly engage st uden t s. Cler k s faci l i t at e com plet ion of CTE

sequences on si t es t h r ough t he analy sis of gaps and t u t or ing of st uden t s

in ar eas in need. Add i t ional ly, t he UC Puen t e Pr ogr am is suppor t ed on

t h r ee si t es t o ex pose under - r epr esen t ed st uden t s t o col lege- lev el

expect at ions, r igor ous cour sew or k , along w it h col lege t r ips t h r oughout t he

st at e, w it h t he goal of enrol lm ent in a four - year col lege upon

gr aduat ion ( CHS, LS, WHS) .

2 . 1 3 VAPA Le a d D ist r i c t One t eacher has one r elease per iod t o w or k on t he LCAP goals al igned

w it h Ar t s for Al l g r an t goals t hat includes engag ing st uden t s

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w it h WUHSD schools and t he Visual and Per for m ing Ar t s Pr ogr am s by

faci l i t at ing t he p r ocess t o enhance and al ign cu r r en t VAPA of fer ings and

by ex pand ing suppor t t o st uden t s and t eacher s. Al ignm ent

of VAPA cou r ses h as led t o in cr easin g A- G appr ov als on cou r ses w i t h

an t icipat ed h igher r ecru i t m ent s in t he fu t u re. Ar t icu lat ion w it h m idd le

school and t he com m unit y on ar t show s and w eb pages is designed t o

suppor t m or e undup l icat ed st uden t s in gain ing access t o

m or e VAPA cou r ses at a h igher lev el . The Ar t s f or Al l Plan includes goals

t o incr ease EL per cen t ages w it h in t he d i f fer en t Ar t s cour ses, w i t h d i f fer en t

for um s designed for t eacher s t o shar e st r at eg ies for ef fect iv ely r each ing

incr easing ly d iv er se dem ogr aph ics w i t h in each cou r se. A r elease per iod

w as r equ ir ed t o do com m un i t y ou t r each and t o access t eacher s and

st udent s w h i le t hey w er e st i l l at t he ot her si t es. I m pr ov ing t each ing

st r at eg ies t o engage EL st uden t s in ar t s classes so t hat m or e t han 2% of

ELs ar e en r ol led in VAPA, com par ed t o 9% of gener al en r ol lm en t is t he

goal o f 2 0 1 8 / 1 9 .

3 . 1 Com m on

Asse ssm e n t

Pr oduct ion and

Suppor t

D i st r i c t Pr ov ide in t er im and quar t er ly com m on assessm ent s t hat r esu l t in t he

shar ing of st udent dat a and t he iden t i f icat ion of best pract ices in order t o

im prove t he ach ievem ent of al l st udent s, par t icu lar ly t he under - per for m ing

st uden t s, ensur ing t hat st uden t s, par t icu lar ly EL, ED, and fost er st uden t s

are col lege and career r eady w hen t hey graduat e f r om WUHSD.

Assessm en t s ar e t he v eh icle used t o com m un icat e change and lev els of

suppor t t h roughout t he d ist r ict . Areas in need of addit ional suppor t are

iden t i f ied t h r ough t he use of assessm ent s, w i t h suppor t s shar ed w it h

par al lel cou r ses and t u t or s t o assist in r aising st uden t s t o m ast er y lev el .


Sp ecia l i st Release

Per iods

D ist r i c t The I n t er v en t ion Special ist is a t eacher w ho has t w o r elease per iods t o

analyze dat a and prov ide suppor t and in form at ion t o personnel on t he si t e

t o ensure t hat st udent s are prov ided w it h t im e and suppor t t o ach ieve

academ ic success. Wh i le t he t w o r elease per iods ar e of fer ed at each si t e,

t he w or k of t he I n t er ven t ion Special ist is focused on t he undup l icat ed

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st udent s and ensur ing t hat t he gap, i f t here is one, is closing at each

grading t erm . Ot her dat a, besides grades, is used, depending upon si t e.

3 . 3 Coor d inat or and

Co ach es

Dist r i c t The Coor d inat or of Cu r r icu lum Assessm en t and sev en Coaches, w ho ar e

t eacher s w i t h add i t ional m ont h ly hour s, faci l i t at e col labor at ion and

analy ses of com m on assessm ent dat a and t he dev elopm ent of st r ong,

in t er dependent t eam s t o suppor t st r ong st uden t ach ievem ent for al l

st udent s, par t icu lar ly t he under per form ing st udent s am ong t he

undupl icat ed t ar get ed gr oups, ensur ing t hat t hey ar e col lege and car eer

ready when t hey graduat e f r om WUHSD.

Coaches faci l i t at e cour seal ik e t eam s t h r oughou t t he y ear and w or k w i t h

Course Leads t o prepare t hem t o w ork w it h t heir t eam s t o best ser ve t he

undup l icat ed st uden t s in al l t heir cour ses, h igh l igh t ing gaps in

per for m ance so t hat t eam s can addr ess t hese a classr oom lev el , on a

course level, and a depar t m ent level. Whi le bu i ld ing t he capacit y of t he

Cour se Lead and t he or gan izat ion , t he st uden t s at al l si t es ar e best

served. We have found t h is organ ic in t er vent ion m et hod of serv ing

undup l icat ed st uden t s w i t h in t he classr oom t o be t he m ost ef fect iv e

academ ical ly and t he m ost t im e ef f icien t so t hat st uden t s can m ov e on t o

advanced coursework w it h in t he cont en t area w it hout hav ing t o r epeat

cou r ses.

Whi le ou t side t u t or ing is st i l l p rov ided in addit ion t o t h is, t he f i r st best

inst r uct ion t hat addr esses any gaps w i t h in t he classr oom t he f i r st t im e t he

st uden t t ak es t he cour se, as soon as possib le, is t he goal in al l

classr oom s. Thus, com m on assessm en t s, dat a analy sis, shar ing of best

pr act ices, and dev elopm ent and faci l i t at ion of cou r seal ik e t eam s by

know ledgeable and sk i l led leader s r esu l t s in t eam s of t eacher s w ho r et u r n

t o t heir ind iv idual classroom s and engage w it h st udent s w it h a w ide var iet y

of background know ledge and sk i l ls, br ing ing t hem up t o t he nex t level of

lear n ing . I n t he analy sis of assessm ent dat a, t he Eng l ish Lear ner dat a is

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disaggregat ed f r om ot her st udent s’ dat a t o det erm ine t he d if ferences:

Wher e is t he d i f fer ence? What t op ics w er e cover ed t her e? How m uch is t he

dif ference? What st r at eg ies can be used ( or were used) t o m in im ize t he

d i f f er ence? Th is d iscussion am ong col leagues has led t o con t inued

im provem ent over years.

3 . 4 Cou r se Leads

Dist r i c t Cour se Leads w ho, at each si t e, faci l i t at e t he developm ent of t he

course- al ike t eam ; t hen , as a m em ber of t he d ist r ict t eam , con t r ibu t e t o

t he dev elopm ent of assessm ent s and cu r r icu lum , ensur ing t hat al l

st uden t s gr oups ar e included in t he analysis, of t en d isaggr egat ing one t o

com pare t o ot hers. I f i t were not for Course Leads, not al l st udent s wou ld

be able t o cont inue t o im prove due t o t heir t eachers’ cont inual

im provem ent in pedagogy, focused on closing t he gap bet w een Engl ish

Lear ner s, Econom ical ly Disadv an t aged St uden t s and t he ot her st uden t s in

t he cour se. Cour se Leads pr ov ide oppor t un i t ies for t heir t eam t o analy ze

disaggr egat ed dat a on t he assessm ent s, iden t i fy gaps, t hen f ind ou t w ho

did a good j ob t each ing t hat par t icu lar concept so t hey can shar e how t hey

appr oached i t in t he classr oom – w hat best p r act ices for t each ing d id t hey

have t hat con t r ibu t ed t o im prov ing st udent learn ing and m ast er y of

st andar ds for al l st uden t s.

Cour se Leads also w or k w i t h t heir Dist r ict and Si t e t eam s t o iden t i f y

st udent s in need of in t er vent ion and t he areas t hat in t er vent ion m ay be

par t icu lar ly needed for d i f ferent st udent s ( e.g., Eng l ish Lear ner s) . Ear ly

iden t i f icat ion of st uden t s ensur e t hat t hey m ast er t he con t en t and pass

t he cou r se so t hat t hey can access adv anced cou r sew or k , t hus m eet ing

st at e an d d ist r ict goals. Wh i le Com m on Assessm en t s com m un icat e

change and t he levels of suppor t t h r oughout t he d ist r ict , i t is t he Cour se

Lead in each cour se t hat pr ov ides t he ind iv idual t eacher w i t h t he suppor t

t hey need in t he classr oom t o ensur e t hat t he change is act ual ly

im plem ent ed, w it h t he f requent forum s t hat lead t o innovat ive st udent

suppor t st r at eg ies and pedagog ical appr oaches for each t op ic or un i t .

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Desp i t e incr eases in t he annual st ipend up t o $2 , 144 , t h is is st i l l t he

m ost econom ical and ef fect ive m et hod for dr iv ing change, and suppor t ing

bot h t eacher s and st uden t s t hat w e hav e found. Ther e ar e 115 Cour se

Leads in t he Dist r ict . Fiv e of t hem ar e Special Ed Cour se Leads w ho t ak e

t he Gener al Ed con t en t and m odify t o t ake back t o Moder at e Sever e

t eacher s and classr oom s, ensu r ing t hat a l l WUHSD st uden t s ar e r eceiv ing

t he sam e con t en t in a m anner t hat t hey can under st and. Moder at e Sever e

st uden t s ar e 94% ED. Wit h at least fou r fu l l - day Best Pr act ices in t he

school year and fu l l weeks of cont ent in t he sum m er, t he learn ing t o

suppor t Eng l ish Lear ner s and econom ical ly d isadv an t aged st uden t s is

in fused t h roughout t hese days, t hen passed along w it h a t r ainer - of - t r ainer

m odel t h r oughou t t he d ist r ict so t hat al l t eacher s ar e r ecip ien t s of t he

k now ledge and pr act ices.

At t he t eam level , hor izon t al t ie st r engt h is a sign i f ican t pred ict or of

st uden t im pr ov em ent ( Pi l & Leana, 2009) . Am ong t eacher s on t he t eam ,

t he num ber of t ies, t he f requency and st rengt h of in t eract ions, and t he

closeness w it h ot her t eacher s on t he t eam ar e al l bypr oduct s of how t he

Cour se Lead schedu les and w or k s w i t h t he t eam . The posi t iv e im pact f r om

hor izon t al t ie st r engt h on st udent per for m ance, such as t hat developed on

t he t eam s by t he Cour se Lead, w as gr eat est on low SES st udent s. We

hav e seen t he sam e. The social cap i t a l posi t iv ely im pact s low - incom e

st uden t s’ per for m ance t h r ough t he col lect iv e accoun t ab i l i t y assum ed by

t eacher s for al l st uden t s – ev en i f t hey nev er si t in t hei r class.

3 . 6 Pr epar e al l

st udent s for t he

opt ion of at t ending

col lege af t er

com plet ing h igh

school by t ak ing

t h e PSA T in n in t h,

t en t h , and elevent h

D ist r i c t I n order t o prepar e al l st udent s t o consider col lege as an opt ion , w e begin

t he conv er sat ions w i t h st uden t s focused on col lege ear ly,

d i scu ss i n g PSA T resu lt s in n in t h , t ent h , and elevent h grade; t hus, m ak ing

i t m or e l ikely t hat st uden t m ay act ual ly at t end col lege. St uden t s t hat

par t icu lar ly benef i t f r om t h is ar e econom ical ly d isadv an t aged st uden t s

who m ay not have t hought of col lege as an opt ion in t heir fu t ure. Research

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grade has show n t hat t h is ear ly d iscussion and consider at ion of col lege due

t o PSA T assessm ent s is one of t he st r ongest ind icat or s of fu t u r e

col lege- going behav ior. Schools up load t he PSA T r esu l t s in t o Nav iance, a

sof t w ar e pr oduct pur chased by ROP for al l si t es, t o pr ov ide st uden t s w i t h

in for m at ion abou t col lege and car eer s. Teacher s use t h is in for m at ion for

classr oom assignm en t s as st uden t s ex p lor e d i f f er en t possib i l i t ies for t hei r

fu t u re t hat before t hey had not even im agined. Scholar sh ips are also

suggest ed t h r ough t h is p r ogr am ; t hus, econom ical ly d isadv an t aged

st udent s are now not on ly t alk ing about d i f feren t col leges, bu t also

beg inn ing t o act ual ly see t he possib i l i t y of at t end ing col lege in t heir

fu t ure.

Dat a has show n t hat WUHSD st uden t s w ho t ak e t he PSA T m ore t han once

scor e h igher on al l t h r ee sect ions of t he SA T when t hey t ake i t in t heir

j un ior and sen ior y ear s of h igh school . St uden t s t ak ing PSA T t w ice scor ed

77 poin t s h igher on t he Reading, 71 poin t s h igher on t he Mat h , and 60

poin t s h igher on t he Wr i t ing t han WUHSD st udent s w ho had not pr ev iously

t ak en t he PSA T ( 16 / 17 t est ) . So, not on ly ar e WUHSD st uden t s t h ink ing

of t hem selves as col lege st uden t s m or e of t en , t hey ar e get t ing h igher

scor es t hat w i l l help t hem act ual ly get t her e.

4 . 1 1 Media &

Com m un icat ion

D ist r i c t Tw ent y - f ive per cen t of WUHSD st udent s’ hom e language is not Engl ish ;

t herefore, i t is im por t an t t o use a w ide var iet y of m edia com m unicat ion

t hat is t r anslat ed in t o hom e languages ( pr im ar i ly Span ish at 22% of

st udent s’ hom e language) t o fu l ly engage parent s and fam il ies w it h t heir

ch i ld ’s educat ional p r ocess, along w i t h t he WUHSD im pr ov em ent pr ocess.

Var ious for m s of m edia com m un icat ion and a consu l t an t ar e used t o

dev elop and m ain t ain a t r anspar en t pr ocess t o educat e par en t s/ guar d ians

abou t LCFF and t he Cal i f or n ia Dashboar d Accoun t ab i l i t y Sy st em . Som e of

t he for m s used include t r anslat ed new spaper and m edia r eleases, em ai l

b last s, and ot her form s of m edia com m unicat ions in parent s’ hom e

language, as w el l as on w eb pages. Par en t s ar e w elcom ed in t o t he schools

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and d ist r ict for LCAP Adv isor ies t o help shape fu t u r e im pr ov em ent ef for t s,

w i t h t r anslat ions p r ov ided t o al l w ho at t end . Dist r ict LCAP Adv isor ies ar e

t h r ee t im es each y ear, w it h Engl ish Learner paren t s com pr ising over half of

t he at t endees each t im e.

4 . 1 2 Ch i ldcar e Cen t er D ist r i c t The Ch i ldcar e Cen t er p r ov ides f r ee ch i ldcar e t o WUHSD st uden t s, a long

w it h f ree t ranspor t at ion f rom hom e t o t he Cent er, and f rom t he Cent er t o

t heir h igh school. Th is goals of t he cen t er ar e ( 1 ) t o ensur e t hat st udent s

graduat e f rom h igh school; ( 2 ) t hat t hey do not have anot her ch i ld whi le in

h igh school; and, ( 3 ) t hey go on t o col lege or a career so t hey can suppor t

t heir ch i ld . One hundred percent of t he par t icipan t s of t he Cent er are

included in t he Undup l icat ed Target ed St udent count . Al l of t he

par t icipan t s ar e Econom ical ly Disadv an t aged , w i t h 24 % Eng l ish Lear ner s.

Research has shown t hat educat ion of t he parent , w it h t he prospect of a

br igh t fu t u re, can break t he cycle of t een pregnancy and dependence on

ot hers for f inancial suppor t .

4 . 1 3 Cum u lat iv e

Recor ds Rev iew

Dist r i c t Pr oact iv e St uden t I den t i f icat ion : Cum u lat iv e Recor ds Rev iew of At - Risk

St udent s when ent er ing d ist r ict for 9 t h grade in order t o prov ide t arget ed

suppor t in a t im ely and proact ive m anner

4 . 1 4 St uden t Wel l - Being

Pr ogr am

Dist r i c t St udent Wel l - Being Pr ogr am has expanded f r om t he or ig inal 1 Social

Wor ker t o t he cur r en t pr ogr am of 2 FTEs of Social Wor ker / Counselor s w ho

suppor t st uden t s’ socio- em ot ional g r ow t h and super v ise school social

w or k in t er ns ser v ing t he m ent al heal t h needs of st uden t s on each si t e

t h roughout t he d ist r ict . They form a t eam w ho prov ides professional

developm ent and t r ain ing for t he cr isis t eam t o ot her personnel t h roughout

t he d ist r ict so t hat al l st udent s ar e pr ov ided w it h a st r ong safet y net ,

r egar d less of t he issues or si t uat ions t hey m ay be facing. The pr ogr am

also t r ains counselor s and st af f t o conduct in t er nal t h r eat assessm en t s,

t hen , w hen needed pu l ls in t he Count y SART Team , and when t hat is not

enough , con t act s Dr. Tao, t o ensure a safe and secure env ironm ent for

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lear n ing. The st uden t s t hat t he Wel l - Being Counselor s and t he I n t er ns

see t h roughout t he day are t he st udent s who do not have insurance and

t hose w ho ar e not com for t ab le accessing m ed ical ser v ices of fer ed at

v ar ious cl in ics ( e. g ., Eng l ish Lear ner s) . The pr ogr am has ex panded t o also

pr ov ide add i t ional ser v ices t o hom eless and fost er st uden t s seek ing

em ot ional suppor t , counsel ing, and, at t im es, em er gency shel t er.

4 . 1 5 Th r ee sch oo l

n u r ses

D ist r i c t The d ist r ict m ain t ains t h r ee school nu r ses t o bet t er ser v e our st uden t s’

heal t h needs, par t icu lar ly ou r low - incom e st uden t s and t hose st uden t s

who are reluct ant t o go t o t he doct or for form alized healt h care. While t he

t h r ee nur ses hav e r egu lar r ot at ing schedu les, t hey also r espond t o cal ls

f rom t he d if ferent si t es when st udent ( s) are in need. When t he local

hosp i t al changed t heir pol icies and no longer pr ov ided t he m obi le cl in ic t o

our school si t es, t hese nur ses pr ov ided an im por t an t in t er m ediar y st ep for

m any of t he low - incom e st uden t s w ho have no ot her access t o heal t h car e

and had depended on Car eFor ce One in t he past ( Mob i le Cl in ic) .

4 . 1 6 5 0 4 St u den t

Suppor t

D i st r i c t WUHSD ensu r es al l st uden t s r eceiv e t he r equ isi t e suppor t t o dem onst r at e

success on r igor ous cour sew or k t h r ough t he adequat e pr ov ision and

im plem ent at ion of 504 p lans. Dat a r evealed t hat on ly t he h igher

socioeconom ic par en t s w er e aw ar e of t he opt ions t o suppor t t heir st uden t s

av ai lab le t h r ough 5 0 4 p lans. A com pr ehensiv e needs assessm en t w as

conduct ed in 2016 / 17 and t r ain ing began , w i t h som e r esist ance t o

changing r oles as w e im plem ent ed t he r ecom m endat ions of t he ou t side

consu l t an t s. Th is past y ear clar i f ied r oles and ensur ed t hat ev er y one w as

com for t ab le in t hose roles – and d id t hey work as t hey shou ld or do we

need t o change any t h ing or prov ide any addit ional suppor t . While t he

ser v ice w as of fer ed t o al l st udent s, i t w as pr im ar i ly Eng l ish Lear ner s and

low- incom e st udent s who were “ new users” benef i t t ing f rom t h is t r ain ing

and t he new im plem ent at ion program . Cont inued rein forcem ent of t he new

r oles is necessar y t o ensur e t hey becom e inst i t u t ional ized, along w i t h a

few changes as we “ work out t he k inks” in t he plan.

288




4 . 1 8 Fr eshm an Suppor t s Schoolw ide Freshm an Suppor t : ( 1 ) Link Crew is a special ized program where j un ior and

sen ior st udent m ent or s m eet r egu lar ly w it h en t er ing n in t h grade st udent s.

Th is m ent or pr ogr am dev elops st r ong r elat ionsh ips bet w een incom ing

st udent s and a suppor t ive st uden t leader w ho gu ides and suppor t s t he

f r eshm an, ensur ing a successfu l t r ansi t ion t o h igh school .

( 2 ) Wit h st uden t leader s ser v ing as gu ides, Fr eshm an Fir st Day pr ov ides

an oppor t un it y for n in t h grade st udent s t o at t end school and m eet t heir

t eachers and learn t heir way around t he cam pus, so t hey know how t o get

f r om one class t o t he nex t . Th is special t im e on t he day befor e t en t h

t h r ough t w el f t h gr ade st uden t s beg in classes pr ov ides a w elcom ing and

per sonal ized env ir onm ent t hat faci l i t at es t heir t r ansi t ion t o h igh school .

Each n in t h grade st udent is encouraged t o sign up for at least t w o

co- cur r icu lar pr ogr am s t hat w i l l connect t hem t o t he school bey ond t he

r equ i r ed academ ics

( 3 ) Academ ic Men t or s, or upper classm en w ho hav e dem onst r at ed st r ong

academ ic and per sonal connect ions t o st uden t s in need of suppor t , assist

t hese st uden t s t h r oughou t t he y ear in t hei r classes.

These t r ansi t ional suppor t ser v ices hav e show n t o engage f r eshm an w i t h

t he h igh school academ ic pr ogr am and pr oven t o incr ease n in t h gr ade

on- t ar get r at es. Resear ch has show n t hat bu i ld ing r esi l ience t h r ough

posi t iv e st r at eg ies and dev elop ing t he st r engt hs of low - incom e st uden t s

w i l l connect t hem t o t he educat ional env ir onm ent and fost er you t h who

t hr ive. Yout h car ing for yout h prov ides st rong bonds t o one anot her and t o

t he school . Bi l ingual Academ ic Men t or s ar e also p laced in t o classes w i t h

a h igh percent age of Engl ish Learners, help ing bot h st udent and paren t

feel m ore com for t able w it h t he new set t ing.

Act ions/ Ser v ices Con t r ibu t ing t o m eet ing t he incr eased or im pr ov ed ser v ices and iden t i f ied as Schoolw ide .

289

Goal 2 : Act ion 7

Goal 4 : Act ion 8

Fol low ing are t he schoolw ide services and t he m anner in wh ich i t is pr incipal ly d ir ect ed t o and ef fect ive in m eet ing t he goals


Service

Schoolw ide Manner in W hich it is Principally Directed to and Effect ive and Meet ing the Goals

for Unduplicated Targeted Students in State and Local Priorit ies

2 . 7 Ed

Tech Leads

D ist r i c t

( at least one

at each

com p si t e)

Ed Tech Leads fost er seam less in t egr at ion of t echnology w i t h cu r r icu lum . Teach er s

at each com pr ehensiv e h igh school hav e r elease per iods t o assist t hei r co l leagues

one- on- one or t o pr ov ide w or kshops on t echnology t hat is t o be used in t he

classroom t o fu r t her st udent s’ underst anding and engagem ent . Som e si t es have

t heir Ed Tech Leads suppor t ing st uden t s in w or k shops on a v ar iet y of academ ic

t ech n ology. Wh i le st uden t s k now social m edia, t hey som et im es lack t he k now ledge

n ecessar y f or academ ic t echn ology. Th is is par t icu lar ly t r ue for st udent s w it h low

econom ic back gr ounds w ho hav e l im i t ed in t er act ion ou t side of school w i t h

t ech n ology. These st uden t s ar e at a d isadvan t age in r egar ds t o t heir k eyboar d ing

sk i l ls, t hei r r esear ch ing ab i l i t y, and ot her t echnolog ical sk i l ls t hat ar e m or e

academ ic in nat u r e. The Ed Tech Lead is r eady w hen t eacher s need t hem t o assist

t hem in t heir ow n classroom .

4 . 8 Paid

St uden t

Men t or s

Schoolw ide

Using st uden t s w ho ar e ex cel l ing in t heir cour ses af t er - school or on Sat u r day s t o

t u t or t heir Engl ish Learner ( or low - incom e) peer s on a st udent w or ker basis has

pr ov en t o be m or e successfu l t han h ir ing adu l t s in m any inst ances. St uden t s t end

t o l ist en m or e t o t heir peers, and fol low t heir d ir ect ions, get t ing m ore assist ance ou t

of t he t u t or ing sessions t han t hey wou ld f r om adu lt t u t or s or f r om t eacher / t u t or s.

Eng l ish Lear ner s ar e ab le t o ask t hei r Span ish - speak ing peer s quest ions in

Span ish , t hen r eceiv e t he answ er s in Eng l ish – som et h ing t hey w er e r et icen t t o do

w it h t hei r t eacher s. Add i t ional ly, t he St udent Ment ors, who also are m em bers of t he

Undupl icat ed Gr oup, of t en need t he m oney t o supp lem ent t he scholar sh ips t hey

receive, r esu lt ing in a w in- w in si t uat ion .

290

LCAP Year: 2017-18


$20,322,092 19.82%




(see instructions).

The $19,700,657 funding targeted for unduplicated students (LCFF Supplemental and Concentration funding) increases the quantity and quality of

services provided, with a proportionality percentage of 19.39% (as calculated by LACOE LCFF Analysis on 1/18/17). Many of the services remained

the same as the effective 2016/17 LCAP, with an additional $938,115 in 2017/18 funding over the previous year's funding which results in increases

in the quantity and quality of services provided, including:

Additional sections of parallel support courses for English Learners and SED students at different sites. We have found that getting students

back on track as soon as possible results in higher graduation rates and higher A-G rates. These additional support sections ensure English

Learners and at-risk students master content the first time they take the course, thus enabling them to progress to more advanced

coursework during their four years in high school. Guided Study comprises some of the sections for the low-income at-risk students at all

sites. Guided Study are sections of support programs during and beyond the freshman year that provide continued intensive support and

monitoring to students through interpersonal engagement, instruction in organizational skills and time management, and daily homework

checks. Connecting with all of the teachers that each student has throughout the day to ensure that they are on-track provides a solid

foundation for students’ ninth grade year. We have found that these Guided Study sections eases the transition for the high-risk low-income

students, lowers the dropout rates, connects students to school, results in students wanting to come to school, thus improving the attendance

rates so students can learn.

After-school tutoring is becoming more targeted and focused, often using students as Academic Mentors. Student Surveys indicated that 94%

of students stated that Academic Mentors helped them; 87% stated that mentors encouraged them; 81% stated that the Academic Mentor

helped them get a better grade. While Academic Mentors are often used during the day in academic courses, their use is expanding to after

school in the Media Center for tutoring purposes at some sites.

Addition of an online course provider service for credit recovery. This program was purchased at the end of the 2016/17 school year with

protocols put into place in July, 2017. Piloting of the program will being in Fall 2017 in onsite settings. Committees with staff and bargaining

members were convened to put protocols in place to ensure that online courses would not usurp the integrity of WUHSD courses. While there

is a desire to provide flexible options for students to recover credits, we are also cautious about protecting the rigor of courses and ensuring

that common assessments are required for all courses, even if they are for online make-up credit. The draft of Online Protocols has been

developed and will be in place before students begin onsite use of the online system (CyberHigh) to ensure that it does not become a credit

factory.

291


Per our mantra of doing, “Whatever it Takes” to ensure success for all students, we have been providing services to students who struggled since

2005. While we started with students in need during this time period, and not the specific unduplicated student group, it was noted that, in essence,

we had been providing services to students who were a member of one of the targeted student groups (English Learner, low-income, or foster).

Whenever we did the analysis with the data, typically over 90% of students were in the unduplicated count.

Starting with the students in need and not the unduplicated student group is contraindicated to the process currently advocated by many LCAP folks

today; yet, the beneficiaries and outcomes are the same -- it turns out to be a case of the chicken and the egg.

While the majority of the services and programs are targeted specifically to the needs of the 69.6% unduplicated students, there are expenditures of

the Targeted Student Funding (concentration and supplemental funds) that are either districtwide and/or schoolwide.

We strongly believe that to not provide these services in a global manner would be (1) disruptive to the educational process; (2) would not be

feasible, given the service or the program; or, (3) would be unethical or immoral.

Following is the breakdown of the percentage of unduplicated students by school site:

WUHSD 69.6%

California HS 75.1%

La Serna HS 47.8%

Pioneer HS 85.6%

Santa Fe HS 74.1%

Whittier HS 74.1%

Frontier HS 80.3%


Transitions 78.6%

Actions/Services Contributing to meeting the increased or improved services and identified as Limited to Unduplicated Student Group(s).

292

Goal 2: Action 3, Action 4, Action 5, Action 6, Action 8, Action 10, Action 11, Action 15

Goal 3: Action 5

Goal 4: Action 1, Action 3, Action 5, Action 6, Action 7, Action 9, Action 10, Action 13, Action 19

ServiceTargeted

Group(s)Description

2.5

Sections for credit recovery,

socio-emotional and parallel

academic support within school

day

SED

Additional sections at each site provide credit recovery and parallel

academic courses, along with socio-emotional support to students,

ensure students, particularly SED students, do not fall behind in credits.

Guided Study comprises some of the sections for the low-income

at-risk students at all sites. Guided Study are sections of support

programs during and beyond the freshman year that provide continued

intensive support and monitoring to students through interpersonal

engagement, instruction in organizational skills and time management,

and daily homework checks. 93% of Guided Study students are SED.

Connecting with all of the teachers that each student has throughout the

day to ensure that they are on-track provides a solid foundation for

students’ ninth grade year. We have found that these Guided Study

sections eases the transition for the high-risk low-income students,

lowers the dropout rates, connects students to school, results in

students wanting to come to school, thus improving the attendance rates

so students can learn. (158 additional support sections districtwide).

2.6 Additional EL Sections EL

Provide additional sections for SDAIE & ELD in order to support EL

students' success. This provides parallel support classes as well as

lower class sizes in other coursework so EL students get more

personalized and individual attention. Parallel Academic English

Development (ALD) courses assist English Learners in mastering

English language and gaining proficiency in academic coursework, along

with gaining organizational skills (total EL support sections 139 district)

2.10Support and Training of

Academic MentorsSED & EL

Academic Mentors support teachers in the classroom to ensure targeted

students master academic content. Training is provided to ensure that

the Academic Mentors acquire the appropriate knowledge about the

requisite skills and demeanor needed to maximize learning when

supporting at-risk students within the classroom. The use of Academic

Mentors has proven to be highly effective, not only from surveys of

students receiving help, but from a review of academic grades and from

several Masters' Thesis studying the program who found that positive

293

ServiceTargeted

Group(s)Description

motivational and engagement results on the part of the student, along


2.11Professional Development for

teaching EL, SED, & fosterEL, foster, SED

Supplemental outside Professional Development for learning best

instructional practices when teaching targeted students in all content

areas (including Visual and Performing Arts and Physical Education).

3.5 Advanced Placement Testing SED

Support low-income students in taking as many AP tests as they are

prepared to take by promoting the lower $5 test charge and covering any

balance due for AP tests with district funds. Support these students with

additional materials specifically designed to prepare for AP tests where

students lack the background experiences that are often capitalized upon

on these forms of standardized exams. Note: Given 2017/18 is the

transition year with federal and state programs, the $5 fee waiver

program is not yet in place for students taking the AP test in 2017;

therefore, WUHSD is supporting low-income students by covering what

state and federal programs would typically cover for these students and

only charging them the $5.

4.1 District Categorical Office EL

District Categorical Office assists all of the sites in providing services

to English Learner students and their families and providing professional

development to the staff to ensure that all WUHSD personnel are able

to support the academic, social, and emotional growth of students and

families whose first language is not English. DELAC Meetings ensure

parents are actively involved in the decision-making processes at the

district level, as well as serving to provide a strong planning committee

for providing services for the parents of other English Learners


4.3Horizon’s Office

(EL Support Office)EL

Fund Horizon's Office at each comprehensive high school site with

Categorical Director, Assistant, and Specialist to provide services to

English Learners and to facilitate their progress. Services provided out

of this office for students and families include college field trips and

parent workshops. Services provided out of this office for staff include

professional development and conferences to include their proficiency in

working with English Learners. ELAC Meetings ensure parents are

actively involved in the decision-making processes at the school level,

as well as serving to provide a strong planning committee for providing

294

ServiceTargeted

Group(s)Description

services for the parents of other English Learners throughout

the school.

4.5 Intervention Counselor Foster Youth

.25 Targeted Counselor per site addresses needs of Foster Youth,

monitoring and facilitating their progress, ensuring that all of their

academic credits have been posted to their transcript, coordinating all of

their social and emotional supports, and ensuring that their needs are

met both in and out of school

4.6 Intervention Counselor SED

.25 Targeted Counselor per site addresses needs of Low Income youth,

monitoring and facilitating their progress, ensuring that all of their

academic credits have been posted to their transcript, coordinating all of

their social and emotional supports, and ensuring that their needs are

met both in and out of school. Additional hours provided at WHS (out of

site allocation) to provide additional services to Guided Study Classes in

the afternoon.

4.7 EL Bus EL

Transportation: Provide a bus for English Learner students to attend the

Newcomer Program at La Serna High School, regardless of where

students live in the district, along with after-school buses for students to

attend tutoring programs at each high school

4.9 Books (college) and Supplies SED

Provide books & supplies to students in need to support engagement in

coursework and academic success. Support is available in different

locations on the different comprehensive sites so that students do not

stand out in the classroom. They can pick up classroom supplies and

other materials before going to class. Students can also obtain a college

textbook and attend a concurrent college course on their HS site.

Rio Hondo offers two courses each term on all school sites at no cost,

but does not pay for books. This pays for the book so students exit high

school with college credits.

4.10 Field Experiences EL, foster, SED

Field experiences for EL, foster, and SED students and their parents

(e.g., college trips, cultural events). Suggested by DELAC, educational

and cultural events will be planned together so student and parent will be

able to attend together.

295

ServiceTargeted

Group(s)Description

4.19 Attendance Caller EL

Attendance Caller to make sure English Learner parents receive news of

absences in Spanish and are able to ask questions about their child's

education to a live person

Actions/Services Contributing to meeting the increased or improved services and identified as Districtwide.

Goal 1: Action 2, Action 3, Action 4, Action 9, Action 10, Action 11

Goal 2: Action 9, Action 13, Action 14

Goal 3: Action 1, Action 2, Action 3

Goal 4: Action 12, Action 14, Action 15, Action 16, Action 17

Actions/Services Contributing to meeting the increased or improved services and identified as Schoolwide.

Goal 2: Action 7, Action 16

Goal 4: Action 8

Following are the schoolwide or districtwide services and the manner in which it is principally directed to and effective in meeting the goals for

unduplicated targeted students in state and local priorities:

ServiceSchoolwide

or Districtwide

Manner in Which it is Principally Directed to and Effective and

Meeting the Goals for Unduplicated Targeted Students in State and

Local Priorities

1.2Maintain academic and career

counseling servicesDistrict

All students receive appropriate academic support to help ensure

school, college, and career success. To ensure that students with

special talents and/or needs have access to a system of personal

support services, activities, and opportunities at the school, counseling

services are proactive throughout the four years that a student is in

Whittier Union. The services actually begin before a student even

comes to WUHSD, with counselors contacting middle schools to obtain

information regarding students’ personal and home life that could impact

their academic success. Review of cumulative records in the summer

before ninth grade on select students help to identify additional students

in need of additional support and care upon entry to high school,

ensuring a successful transition. Research has shown that transition-

to-high-school programs can lower dropout rates up to 16%. Strong

transition programs not only include the peer-to-peer programs

mentioned in Freshman support programs below, but also include clear

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ServiceSchoolwide

or Districtwide



Local Priorities

parent communication and involvement, along with specialized support –

both potentially arising out of the counseling office. In order to provide

these services, with a low student to adult counselor ratio, LCFF S&C

funds were utilized. At a time when these services were being cut, the

decision was made to preserve these services for the students

of WUHSD, particularly the English Learners, foster students, and SED

students. The value to these students in keeping them in high school,

ensuring that they graduate from high school, that they graduate form

high school completing a-g requirements, and that they have options

after graduation from high school years was the epitome of WUHSD’s

mission of doing Whatever it Takes and considered key to most of the

state’s priorities. While a specialized half-time counselor was added at

each site to address unique need to both foster and SED student, this is

in addition to, not instead of, these academic and career counseling

services. Other options considered did not provide the high-quality of

professional counseling services to address the high needs potentially

expressed by 70% of our students. The outcomes demonstrate the

level of success [e.g., drop-out rate (4.5%, over 7% lower than the

state and county rates); high school graduation (95.5%), college

enrollment (88%)]. Providing these services only to targeted students

would be disruptive to the educational environment and unethical.

1.3

Increase Course Access by

increasing staffing by

additional .5 students

District

To ensure that all students have access to a wide variety of courses,

the increased base staffing was supplemented by an additional ½

student (general fund was 30.5 to 1, with the supplemental ½ student

added on top) This ensured that the wide variety of Advanced

Placement, other advanced coursework, and support courses remained

open at all sites. These courses are open to all students at the school

and the demographics of the courses reflect the demographics of the

school site, unlike the additional support courses mentioned elsewhere in

the plan that are added with S&C funds that primarily serve targeted

students. This service ensures that targeted students (English Learner,

foster, and SED) are going to have access to courses that will enrich

and stretch them. Often the focus is on developing the structures and

providing the support for students to obtain mastery of the standards;

however, we want to ensure that students receive that caring and gentle

push throughout their high school career. Through the addition of smaller

AP and honors courses we are able to honor language diversity as an

asset in AP Spanish Language for our English Language Learners and

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ServiceSchoolwide

or Districtwide



Local Priorities

introduce other students to honors coursework for the first time. The

analysis of data from eighth grade assessment scores

and dialogue through articulation begins the process to begin to lift up

students. Without the ability to tend to students in a variety of classes

with enrollments under 35 students, many unduplicated students would

not have the opportunity to experience the more rigorous curricular

option.

1.4

Summer Professional Learning

(College Readiness 17/18 &

18/19; LCFF 19/20)

District

Summer Professional Learning includes one week devoted to each core

content area. This time allows for a few nuggets of new learning – one

of which is always strategies for increasing the achievement of English

Learners in the classroom – and then the application of that new learning

to the revision of common assessments and pacing guides. Teachers

(course lead +1 from each site) still review of data, refine common

pacing guides and assessments, identify challenging topics, either due

to language fluency, processing difficulties, or gaps in background

knowledge; and plan targeted strategies to address these issues, in

preparation for the upcoming school year. These teacher

representatives then take the knowledge from these days to their

colleagues at their sites. One Special Education representative

participates at each course table in both summer and Best Practices

who then not only modifies the district common assessment for

students in self-contained learning handicapped classrooms, but also

discusses additional supports for mainstreamed students with other

district teachers. Using the students’ results on common assessments

to spark dialogue regarding support for students, re-testing, and spiraling

of questions has led to consistent growth in multiple measures, including

on-target rate, graduation rates, GPAs, as well as narrowing the gap

between subgroups. Disaggregation of student results identifies

concepts that students are not mastering. Together, teachers break

down the learning process to identify where and why the student is

struggling, then strategies are shared, discussed, and developed to

meet the need. Resources are shared on the District’s Google Drive or

Google Classroom, allowing all teachers to both share and access

resources. With this professional learning model, the continued growth

of teachers and administrators leads to increased knowledge and

consistent application of the curriculum across the district. Thus, the

primary outcome of this model is the continued growth of students

through the collective monitoring of student progress, the sharing of

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ServiceSchoolwide

or Districtwide



Local Priorities

best instructional and curricular practices, and the focus on strategies

that support all students, particularly those who are not meeting

standards. Experienced district staff coordinate professional learning in

a cohesive manner, providing timely and differentiated assistance and

developing lateral networks of support between school sites; thus,

raising expectations and support simultaneously.

1.9 Data LeadsDistrict

(one at each site)

Each Site has a Data Lead with additional hours each month. The role of

the Data Lead is to monitor the effectiveness of the services and

actions funded through LCFF and provide the data to the decision

makers on the campus so they can monitor and evaluate the continued

provision of that service, or if that service needs to be modified. Data

Leads from all sites meet three times per year to ensure that they are

doing their job in the most effective and efficient manner possible.

1.10 EL Parent Education EL

Join consortia with other partner school districts to provide services and

workshops to parents of English Learner Parents to engage them in the

educational process of child and assist them in understanding the high

school and post-secondary requirements.

1.11 Community Liaison District

There is one Community Liaison in the district who solicits input and

feedback from several community groups regarding district operations.

The Liaison also interacts with the students and other stakeholders on a

regular basis, developing relationships and encouraging participation with

stakeholders who normally would not participate in the LCAP process.

The Liaison also communicates current district initiatives throughout the

area.

2.3Credit-Recovery Summer

SchoolDistrict

79% of students completing summer school in 2016 were found to be

unduplicated students. Providing increased sections to meet the needs

of these students ensures equitable opportunities are available on all

school sites. If we waited until we were able to tabulate the percentage

of unduplicated students available for summer school, it would be too

late to offer summer school and the opportunity would be lost; thus, the

situation would be too disruptive to the educational process.

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ServiceSchoolwide

or Districtwide



Local Priorities

2.4After-School Courses to

supportDistrict

After-School Courses to support targeted students in credit recovery

along with parallel support to ensure success the first time in course

2.7 Ed Tech Leads

District

(at least one at

each

comprehensive

site)

Ed Tech Leads foster seamless integration of technology with

curriculum. Teachers at each comprehensive high school have release

periods to assist their colleagues one-on-one or to provide workshops on

technology that is to be used in the classroom to further students’

understanding and engagement.

2.8Extended Media Center hours

with tech and tutoringSchoolwide

Computer printers and ink are available to students who do not have

access to internet and ink at home to complete assignments; A late bus

and supper program has been added at four of the comprehensive high

schools whose free and reduced lunch percentage is above 65% (all

except for La Serna). Teachers have been replaced with classified and

student tutors, due to the cost (more efficient cost-wise); Tutoring has

become more targeted to specific subjects and not simply an open

study hall, resulting in increased grades and student re-testing.

2.9

Technology & Technological

services and programs to

engage students and provide

them with additional support

and access to the content

(including on-line course

provider for credit recovery)

District

As courses and assessments move to a more technologically-based

format, students need to be well-versed in the medium. The purchase of

technological devices and accompanying carts/furniture will ensure

students have access to all forms of content and that they are fully

prepared for college and career, particularly those students who do not

have access to these devices at home. The purchase of an online

credit recovery system was a flat annual cost for the district, as are

other technological service subscriptions. Students who are behind in

credits in need of the online credit recover consist of 86% unduplicated

students. There are not any other options for providing these students

the service that is not disruptive to the educational environment –

unless we simply deprive the 14% who are not unduplicated students of

use of the service (something we believe would simple be unethical as

we already have purchased the service). The online credit recovery

service is just one example of the other technological services and

programs that assist students in understanding content (e.g., Turn-it-In,

California Streaming, Cyber High)

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ServiceSchoolwide

or Districtwide



Local Priorities

2.13

College and Career Supporting

Pathways: Naviance, Puente,

Academies, Four-Year Plans

and University Visits

District

College and Career Pathways: In order to engage students in their

current educational pursuit and prepare them for college and career,

interaction with potential careers is done through a variety of methods

(e.g. Naviance, hands-on experiences, or course sequences). Support

of struggling students in these different exploratory experiences varies

from clerk positions who provide additional tutoring and while uploading

assignments and PSAT scores into Naviance and/or Road trip Nation for

career exploration, all depending upon the school site. CTE Pathways

are expanded on sites and with support of ROP. Additionally, the

UC Puente Program is supported on three sites to expose under-

represented students to college-level expectations, rigorous coursework,

along with college trips throughout the state, with the goal of enrollment

in a four-year college upon graduation (CHS, LS, WHS).

2.14 VAPA Lead District

One teacher has one release period to work on the LCAP goals aligned

with Arts for All grant goals that include engaging students

with WUHSD schools and the Visual and Performing Arts Programs by

facilitating the process to enhance and align current VAPA offerings and

by expanding support to students and teachers. Alignment

of VAPA courses has led to increasing A-G approvals on courses with

anticipated higher recruitments in the future. Articulation with middle

school and the community on art shows and web pages is designed to

support more unduplicated students in gaining access to

more VAPA courses at a higher level. The Arts for All Plan includes

goals to increase EL percentages within the different Arts courses, with

different forums designed for teachers to share strategies for

effectively reaching increasingly diverse demographics within each

course. A release period was required to do community outreach and to

access teachers and students while they were still at the other sites.

3.1Common Assessment

Production and SupportDistrict

Provide interim and quarterly common assessments that result in the

sharing of student data and the identification of best practices in order

to improve the achievement of all students, particularly the under-

performing students, ensuring that they are college and career ready

when they graduate from WUHSD. Assessments are the vehicle used

to communicate change and levels of support throughout the district.

Areas in need of additional support are identified through the use of

assessments, with supports shared with parallel courses and tutors to

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assist in raising students to mastery level.

3.2Intervention Specialist Release

PeriodsDistrict

The Intervention Specialist is a teacher who has two release periods to

analyze data and provide support and information to personnel on the

site to ensure that students are provided with time and support to

achieve academic success. While the two release periods are offered at

each site, the work of the Intervention Specialist is focused on the

unduplicated students.

3.3

Coordinator and Coaches

District

Facilitate collaboration and analysis of common assessment data and

the development of interdependent teams to support strong student

achievement for all students, particularly the underperforming students,

ensuring that they are college and career ready when they graduate

from WUHSD. This is done through the Coordinator of Curriculum and

Assessment with six Coaches, who are teachers with additional monthly

hours, who facilitate course-alike teams throughout the year. Coaches

works with Course Leads to ensure that they are best able to work with

their teams so they can best serve the unduplicated students in all their

courses, highlighting gaps in performance so that teams can address

these on sites and in the classroom on a local level. While building the

capacity of the Course Lead and the organization, the students at all

sites are best served. We have found this organic method of serving

unduplicated students within the classroom to be the most effective

academically and the most time efficient so that students can move on

to advanced coursework within the content area without having to repeat

courses. While outside tutoring is still providing in addition to this, the

first best instruction that addresses any gaps within the classroom the

first time the student takes the course as soon as possible is the goal in

all classrooms. Thus, common assessments, data analysis, sharing of

best practices, and development and facilitation of course-alike teams

by knowledgeable and skilled leaders results in teams of teachers who

return to their individual classrooms and engage with students with a

wide variety of background knowledge and skills, bringing them up to

the next level of learning. There is not any way possible to provide this

much needed service solely to unduplicated students.

3.4Course Leads

DistrictCourse Leads who, at each site, facilitate the development of the

course-alike team; then, as a member of the district team, contribute to

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18/19; LCFF 19/20)

the development of assessments and curriculum, ensuring that all

students groups are included in the analysis. Course Leads provide

opportunities for their team to share best practices for teaching that

contribute to improving student learning and mastery of standards for

all students, working with teachers and staff to identify students in need

of intervention. Early identification of students ensure that they master

the content and pass the course so that they can access advanced

coursework, thus meeting state and district goals. While Common

Assessments communicate change and the levels of support

throughout the district, it is the Course Lead in each course that

provides the individual teacher with the support they need in the

classroom to ensure that the change is actually implemented, with the

frequent forums that lead to innovative student support strategies and

pedagogical approaches for each topic or unit. Despite increases in the

annual stipend up to $2,102, this is still the most economical and

effective method for driving change, and supporting both teachers and

students that we have found.

3.6

Prepare all students for the

option of attending college

after completing high school by

taking the PSAT in ninth, tenth,

and eleventh grade


18/19; LCFF 19/20)

District

In order to prepare all students to consider college as an option, we

begin the conversations with students focused on college early,

discussing PSAT results in ninth, tenth, and eleventh grade; thus,

making it more likely that student may actually attend college.

Research has shown that this early discussion and consideration of

college due to PSAT assessments is one of the strongest indicators of

future college-going behavior. Data has shown that WUHSD students

how take the PSAT more than once score higher on all three sections of

the SAT when they take it in their junior and senior years of high school.

4.8 Paid student mentors Schoolwide

The use of students who are excelling in courses after-school or on

Saturdays to tutor their peers on a student worker basis has proven to

be more successful than hiring adults in many instances.

4.11 Media & Communication District

Transparent process to keep parents and community informed and

engaged in the improvement process and educate them

about LCFF and the Dashboard through media releases, email blasts,

and other forms of medial communications in parents’ home language,

as well as on web pages.

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4.12 Childcare Center District

The Childcare Center provides free childcare to WUHSD students,

along with free transportation from home to the Center, and from the

Center to their high school. This goals of the center are (1) to ensure

that students graduate from high school; (2) they do not have another

child while in high school; and, (3) they go on to college or a career so

they can support their child. One hundred percent of the participants of

the Center are included in the Unduplicated Targeted Student count.

4.13 Cumulative Records Review District

Proactive Student Identification: Cumulative Records Review of

At-Risk Students when entering district for 9th grade in order to provide

targeted support in a timely and proactive manner

4.14Student Well-Being Counselor

(2 FTE)District

Student Well-Being Counselor: 2 FTE in district to support students’

socio-emotional growth and supervise school social work interns serving

the mental health needs of students throughout the district. Additionally,

professional development will be continually provided for the crisis team

and other personnel throughout the district to ensure that all students

are provided with a strong safety net, regardless of the issues or

situations they may be facing. The Student Well-Being Counselors also

supervise interns conducting their field work each year to extend their

realm of influence and service throughout the district. The students that

the Well-Being Counselors and the Interns see throughout the day are

the students who do not have insurance and those who are not

comfortable accessing medical services offered at various clinics

(often English Learners).

4.15 Three school nurses District

Maintain three school nurses to better serve out students’ health needs,

particularly our low-income students and those students who are

reluctant to go to the doctor for formalized health care. While the three

nurses have regular rotating schedules, they also respond to calls from

the different sites when student(s) are in need. When the local hospital

changed the policies and no longer had the mobile clinic available, these

nurses have provided an important intermediary step for many of the

SED students who have no other access to health care.

4.16 504 Student Support District Ensure all students receive all the support required to demonstrate

success on rigorous coursework through the adequate provision and

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implementation of 504 plans. Data revealed that only the higher

socioeconomic parents were aware of the options to support their

students that were available through 504 plans. A comprehensive needs

assessment was conducted in 2016/17 and training was begun, with

some resistance to changing roles as we implement the

recommendations of the outside consultants. This year will be spent in

clarifying roles and ensuring that everyone is comfortable in how those

new roles actually work – and do they work as they should or do we

need to change anything or provide any additional support. While the

service is offered to all students, it is primarily English Learners and

low-income students who are “new users” that are benefitting from this

training and the new implementation program.

4.17 Freshman Supports Schoolwide

Freshman Support: (1) Link Crew is a specialized program where junior

and senior student mentors meet regularly with entering ninth grade

students. This mentor program develops strong relationships between

incoming students and a supportive student leader who guides and

supports the freshman, ensuring a successful transition to high school.

(2) With student leaders serving as guides, Freshman First Day

provides an opportunity for ninth grade students to attend school and

meet their teachers. This special time on the day before tenth through

twelfth grade students begin classes provides a welcoming and

personalized environment that facilitates their transition to high school.

Each 9th grade student is encouraged to sign up for at least two

co-curricular programs that will connect them to the school beyond the

required academics

(3) Academic Mentors, or upper classmen who have demonstrated

strong academic and personal connections to students in need of

support, assist these students throughout the year in their classes.

These transitional support services have shown to engage freshman

with the high school academic program and proven to increase ninth

grade on-target rates. Research has shown that building resilience

through positive strategies and developing the strengths of SED

students will connect them to the educational environment and foster

youth who thrive. Youth caring for youth

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