Poway Unified School District Joint District Advisory Committee

Poway Unified School District Joint District Advisory Committee (DAC)- District English Learner Advisory Committee (DELAC) March 18, 2015

Agenda �Welcome and Introductions �Consolidated Application (Con. App) �LCAP Input �LCAP Data �Sharing and Next Steps 2020/10/28

Consolidated Application 2014 -2015 Budget Considerations v. Title I: v. Title III: v. Title III – Immigrant: 2020/10/28 $1, 720, 368 $503, 122 $399, 235 $88, 735

Local Control Accountability Plan �LCAP 2014 -2015 �DAC/DELAC Role �Advisory �Parent voice �Proofread for possible errors

LCAP Timeline

LCAP 8 Priorities 1. 2. 3. 4. 5. 6. 7. 8. Compliance with Williams requirements Implementation of state academic content and performance standards Parental involvement Pupil achievement Pupil engagement School climate Access to and enrollment in a broad course of study Pupil outcomes

PUSD Community Forums Engaging All Stakeholders in Developing a Vision for College, Career and Civic Readiness ü ü ü March 3 - Bernardo Heights Middle School March 16 – Meadowbrook Middle School March 19 – Deer Canyon Elementary School March 23 - Valley Elementary School- Spanish April 1 – Oak Valley Middle School 6: 00 – 8: 00 p. m.

PUSD Community Forums Desired Outcomes 1. Gather your input, recommendations, and ideas on: Current work across the District to ensure student and staff success ü Ways to continue to improve PUSD ü 2. Strengthen two-way communication

District Goals 1. Ensure each student engages in a challenging 21 st Century learning experience. 2. Develop and maintain communication systems that create collective engagement among all stakeholders. 3. Create a collaborative culture of continuous learning for all staff.

Key Topics to Support District Goals Safety Learning Experiences Measures of Success Fiscal Management Personalized Learning Experience For All Students Communication

Question 1: How do we ensure our schools provide a safe and secure environment that promotes social and emotional health and is respectful and inclusive for all? Key Data Sources �California Healthy Kids Survey, � � Grades 5, 7, 10 Students � Staff School Climate Survey � �Parent Perception Survey �Suspension and Expulsion Data �Development of reports to identify and monitor interventions for students Action Steps in 2014 -15 Additional Student Support Staffing � Counselors, Assistant Principals, Student Support Services Assistants. Alternative Discipline Practices � Additional Security Measures for all facilities � Additional resources to respond to students’ academic and/or social emotional needs.

Question 2: What types of learning environments and opportunities are needed to ensure that all students are fully prepared for college, career and citizenship? Key Data Sources � Percentage of students achieving the UC/CSU a-g Course Sequence Action Steps in 2014 -15 � District-wide and Site Based staff training Grades Pre-K - 12 � Implementation of new state standards � Improvement of math curriculum to continue support mathematical proficiency and reasoning � Enhancing our English Language Arts curriculum to continue support of critical thinking, reading and writing � Orientation to Next Generation Science Standards � Alignment of instruction to new English Language Development Standards for English learners � MAP - Measure of Academic Progress (Grades K – 8) � Reduced class sizes at grades 4 – 12 � Graduation rates � Broadening of courses in Career, Technical Education(e. g. Advanced Computer Systems Information, � Percentage of students successful in Advanced Placement Classes � Percentage of students completing Career and Technical Education Classes � Percentage of students completing Visual and Performing Arts Courses Principals of Biomedical Science, etc. ) � Parent Perception Surveys � Student Perception Surveys � Development of alternative pathways including independent study, and on line courses. � Student Performance on English Language Development Tests and other State Assessments � Full implementation of Transitional Kindergarten for students entering the school year at age 4.

Question 3: How should we define and measure success? Key Data Sources � Percentage of students achieving the UC/CSU Course Sequence Action Steps in 2014 -15 � Implementation of New State Standards District-wide and Site Based training Grades Pre-K - 12 � Course of study for Mathematics, Grades 6 – 12 � Orientation to Next Generation Science Standards and English Language Arts Standards � Ongoing Professional Learning � � Percentage of students successful in Advanced Placement Classes � Percentage of students graduating from High School. � Percentage of students passing the California High School Exit Exam on their first attempt (10 th grade) � Implementation of English Language Development Standards � Reduced class sizes at grades 4 – 12 � Broadening of courses in Career, Technical Education � Access to higher level mathematics courses � Performance in classroom grades, and on class, district and state assessments � � Percentage of English Learners becoming Fully English Proficient � � Advanced Computer Systems Information Principals of Biomedical Science Sports Medicine/Athletic Training Virtual Enterprise Web Database Design Computer Graphic Arts Development of alternative pathways including independent study, career technical education, and on line courses.

Question 4: How do we ensure equitable, effective and transparent use of District resources? Key Data Sources � LCAP meeting with community to gather input � School Site Councils review and approve budgets � Budget input from site and department leaders Action Steps in 2014 -15 � Budget presentation at regular public Board meetings � Budget presentation for PFT, PSEA, SEIU, APSM and Palomar Council PTA as needed � In-depth budget study sessions in Fiscal Subcommittee at least three times a year � Committee of Special Education teachers, Program Specialists, PFT, Special Education Directors and Transportation Director to review Special Education expenses and provide cost reduction strategies � Annual audits and budgets posted on PUSD web page. � One-on-one budget meetings with district and school site managers � Routine audit by County Department of Education of contracts, bids, purchase orders and vendor payments

Question 5: What strategies and methods for communication will effectively engage all stakeholders? Key Data Sources � �Parent Perception Surveys �Student Perception Surveys �Site formal and informal parent meetings (e. g. School Site Council, Principal Coffee) �District Advisory Committee � Implementation of a new web presence at all schools and district. � Increased use of Learning Management System and district communication tools � Staff input site, “Innovation U” �Bilingual Parent Committees �“Connect Ed” distribution Action Steps in 2014 -15 Implementation of new social media sites to communicate board actions, superintendents message.

Ongoing Communication communityinput@powayusd. com

LCAP Data As we look at this data, we will consider �What needs do we notice? �What needs do we consider to be highest priority? �How might we address the needs?

English Proficiency in CELDT All schools are in process of orienting teachers to the new English Language Development Standards. Specific training has been accomplished at all elementary schools. Full incorporation of new English Language Development Standards into the work of implementing the new state standards is planned for 2015 -16 school year. CELDT/Reclassification 2012 -13 Baseline 2013 -14 Data Growth Expected Level Growth 77. 0% 77. 8% 0. 8% English Prof < 5 Yrs. 49. 0% 47. 6% -1. 4% Eng. Proficiency >5 Yrs. 63. 0% 67. 7% Reclassification Rate 10. 50% 12. 7% Source: PUSD Student Report Center 4. 7% 2. 2%

Physical Education District staff completed a study/survey with the Hanover Research group and district leaders and principals have worked to identify effective practices for meeting physical education requirements and expanding new state standards into the physical education program. Majority of student groups saw increases with 7 th grade achieving 2016 -17 goal and grades 5 and 9 just 2 % short of current target. Physical Fitness – All 2012 -13 Baseline All PUSD - African American Asian Hispanic Native American Pacific Islanders Two or More Races White Low SES ELL Special Education Growth 2612 2536 2681 % Score 5 or 6 71% 77% 85% 7829 78% 7874 80% 2% 228 1978 997 25 44 452 3212 1234 466 702 75% 82% 67% 68% 70% 78% 66% 59% 199 2009 1107 21 39 462 4037 1178 498 779 77% 82% 71% 67% 69% 79% 82% 68% 64% 60% 2% 0% 4% -1% 1% 4% 2% 8% 1% tested 5 th Grade 7 th Grade 9 th Grade 2013 -14 Data 2666 2530 2678 % Score 5 or 6 72% 81% 87% 1% 4% 2% tested Source: California Department of Education

Increased Attendance Rate – Chronic Absentees District staff added a new attendance office position to support staff efforts in ensuring all students attend school. Sites have increased monitoring of student attendance and support of students reported as chronically absent. Chronic Absenteeism 2012 -13 Baseline 2013 -14 Data 1769 5% African American 73 6% Asian 304 Hispanic Growth 6% 1% 67 8% 2% 3% 282 3% 0% 343 7% 443 9% 2% Native American 14 10% 7 9% -1% Pacific Islanders 18 6% 7 5% -1% Two or More Races 5 5% 137 5% 0% White 1012 5% 1149 6% 1% Low SES 225 6% 537 10% 4% ELL 606 9% 294 8% -1% Special Education 374 10% 393 11% 1% Chronic Absenteeism - All Source: PUSD Student Report Center 2092

Graduation Rate Poway Unified continues with one of the highest graduation rates and lowest dropout rates for K – 12 districts in the state. The continued support of high school staff and alternative programs is expanding to ensure any student who does not manage to graduate within four years has a fifth year to complete all graduation requirements. Graduation Rates –in 4 yrs All PUSD - Grads 2012 -13 Baseline 2013 -14 Data Growth 2254 99. 5% African American Asian Filipino Hispanic Native American Pacific Islanders Two or More Races White Low SES ELL 69 552 238 9 82 1304 243 65 Special Education 154 Growth -0. 6% 98. 6% 99. 8% 99. 6% 100. 0% 99. 3% 98. 8% 98. 5% 2361 49 600 288 6 106 1312 252 61 98. 9% 96. 1% 98. 5% 98. 0% 100. 0% 99. 1% 99. 3% 95. 5% 88. 4% -2. 5% -1. 3% 0. 0% -1. 6% 0. 0% -0. 9% 0. 0% -3. 3% -10. 1% 96. 3% 187 95. 9% -0. 4%

12 th Grade Graduates who have successfully completed A – G course requirements 100% 90% 80% 70% 60% 50% 2012 40% 2013 30% 2014 20% 10% 0% African American Asian Hispanic Native Pacific American Islander Two or More Races White ELL Low SES Source: PUSD Student Report Center Sp. Ed

12 th Grade Graduates who have successfully completed A – G course requirements 2013 -14 a-g data. Strong growth in all areas with increased growth in all student groups with the exclusion of Asian student group (0% growth). Most notable is achievement of African American +4%, Hispanic, low SES, ELL with 6% growth and Special Education with an 8% growth rate. District grew by 2% and is 2% shy of 2015 target (75%). A-G – All Graduates 2012 -13 Baseline 2013 -14 Achievement Growth 71% 73% 2% African American 48% 52% 4% Asian 81% 0% Filipino N/A Hispanic 53% 59% 6% Native American 60% 80% 20% Pacific Islanders 50% 56% 6% Two or More Races 69% 74% 5% White 72% 74% 2% Low SES 47% 53% 6% ELL 28% 34% 6% Special Education 14% 22% 8% Foster N/A

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Joint DAC- DELAC Meeting Dates �May 6 - 6 -7: 30 p. m. Joint DAC/DELAC in PUSD COMMUNITY ROOM (Reminder: Replaces the May 20 meeting) OBJECTIVE: To review the LCAP draft and provide final parent feedback prior to the first presentation to the Board at the May 18 Board Meeting. Thank you!