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MODELS OF Academic Excellence AND Innovation 2018
M O D E L S O F
Academic Excellence
A N D Innovation
2018
MESSAGE FROM THE COUNTY SUPERINTENDENT
Dear Colleagues, I think we can all agree that when we learn from each other as educators, it is our students who are the ultimate benefactors. Fourteen outstanding Models of Academic Excellence and Innovation are being acknowledged today for their effectiveness at addressing instructional strategies, student engagement, school culture, and much more. In part, these programs are being recognized for their adaptability to all districts and schools in Riverside County. It is an expectation that, as educators, we should relentlessly be focusing on what is truly helping students succeed. Maintaining an allegiance to ineffective or outdated programs simply due to tradition, or because change is too challenging, is an unacceptable approach to preparing students for succeeding in our globally-competitive marketplace of ideas and industry. This is why your attendance at the summit is so critical. Our commitment to celebrating best practices and giving you an opportunity to ask specific questions about implementation provides a higher chance of replicability. Our students deserve the best from their schools and it is up to each of us to convert the learning from today into action on our campuses and offices tomorrow. Together, we ensure excellence on purpose. At the Riverside County Office of Education, it is our mission to ensure the success of all students through extraordinary service, support, and partnerships. If we can be of assistance in helping introduce and establish these award-winning programs into your district, please contact Ana Farfan, Chief of Staff, (951) 826-6675, [email protected]. I look forward to learning how your school will take the lead in bringing the best of educational programs and services to students in your schools.
Sincerely,
Judy D. White, Ed.D. Riverside County Superintendent of Schools
All students in Riverside County will graduate from high schoolwell prepared for college and the workforce.
ABBREVIATIONS
ADA Average Daily Attendance
AP Advanced PlacementBARR Building Assets,
Reducing RisksBIE Buck Institute for
EducationCAASPP California Assessment
of Student Performance and Progress
CTE Career Technical Education
CTI Center for Teacher Innovation
E3 Engage, Enrich, EmpowerEBP Evidence-Based
PracticeEL English LearnerELL English Language
LearnerELA English Language Arts
ELD English Language Development
GPA Grade Point AverageICT Information and
Communications Technology
IEP Individualized Education Program
ISF Integrated Systems Framework
LCAP Local Control and Accountability Plan
LCFF Local Control Funding Formula
LVN Licensed Vocational Nurse
MSATP Murrieta Summit Adult Transition Program
MTSS Multi-Tiered System of Support
MVIP Murrieta Valley Induction Program
NTA New Teacher Academy
PAR Peer Assistance and Review
PBIS Positive Behaviors Interventions and Supports
PDSA Plan-Do-Study-ActPLC Professional Learning
CommunityRFEP Reclassified Fluent
English ProficientRTI Response to InterventionSBAC Smarter Balanced
Assessment ConsortiumSTEAM Science Technology
Engineering Arts Mathematics
TEACCH Treatment and Education of Autistic and Communication-Handicapped Children
TOSA Teacher on Special Assignment
TK Transitional Kindergarten
UC University of CaliforniaUSD Unified School District
TABLE OF CONTENTS
Addressing the Needs of English Learners Long Term and At-Risk English Learners. . . . . . . . . . . . . . .
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1CORONA-NORCO USD | EASTVALE ELEMENTARY SCHOOL
Office Hours 2CORONA-NORCO USD | SANTIAGO HIGH SCHOOL
Induction Coaching: A Multiplier Effect 3DESERT SANDS USD
Vertical Articulation and Alignment Through “Team Teaching Model” 4DESERT SANDS USD | JAMES MONROE ELEMENTARY SCHOOL
Culture of Continuous Improvement: Implementation of Academic Standards, School Climate, Student Achievement, Student Engagement 5HEMET USD
Integrated Systems Framework Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6HEMET USD
Digital Gateway 7JURUPA USD
Building Assets, Reducing Risks 8MORENO VALLEY USD | MORENO VALLEY, VALLEY VIEW, AND VISTA DEL LAGO HIGH SCHOOLS
Cyber Elite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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9MORENO VALLEY USD | CANYON SPRINGS AND VALLEY VIEW HIGH SCHOOLS
District-wide Implementation of Positive Behaviors Interventions and Supports/Multi-Tiered System of Support 10MORENO VALLEY USD
Murrieta Summit Adult Transition Program 11MURRIETA VALLEY USD
Murrieta Valley Induction Program 12MURRIETA VALLEY USD
Sky View Integrated Learning Academy 13PERRIS ELEMENTARY SD | SKY VIEW ELEMENTARY SCHOOL
E3 – Engage, Enrich, Empower. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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14RIVERSIDE USD | BRYANT SCHOOL OF ARTS AND INNOVATION
Freshman Connection 15RIVERSIDE USD | MARTIN LUTHER KING HIGH SCHOOL
STEAM Saturday School 16RIVERSIDE USD | WASHINGTON ELEMENTARY SCHOOL
English Learner Reclassification System 17ROMOLAND SD
Building Innovators Through Makerspaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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18SAN JACINTO USD
District Attendance Initiative 19SAN JACINTO USD
New Teacher Academy 20SAN JACINTO USD
1
Addressing the Needs of English Learners Long Term and At-Risk English Learners
CORONA-NORCO USDEASTVALE ELEMENTARY SCHOOL
Dr. Michael Lin DISTRICT SUPERINTENDENT
At Eastvale Elementary, the motto is “Every Child, Every Day, Every Minute by Everyone.” The motto is taken seriously and staff are committed to helping all children be successful, as well as College and Career Ready.
Data showed that on-going and early intervention was needed for Long Term English Learners and At-Risk English Learners. At Eastvale Elementary, it was made a priority to tear down all barriers that impede students’ success.
Best practices that are evident include:
• Daily designated and integrated ELD instruction with student profile of all long-term and at-risk EL’s kept in data books. An intervention plan is developed and parent meetings take place.
• Bilingual aides are provided in both Mandarin and Spanish.
• Teacher monitors EL’s progress toward re-designation and follows district procedures as part of the reclassification process.
• Laptops, iPads, and opportunities to use computers in the labs.
• Supplemental programs are available. Students are given access to I-Ready program to increase proficiency in reading and math.
• Extended kinder program with a temporary specialist teacher providing small group instruction to English Learners in kindergarten.
• Before and after school interventions with temporary specialist facilitating the iReady Guild and After School League for assistance.
• Intermediate and high school tutors are available for students on a daily basis.
CAASPP scores for the 2015-16 and 2016-17 school years are evidence the plan is working. The 2015-16 CAASPP results put the school at the green level with a status of 83.9%. The 2016-17 CAASPP results put Eastvale at the blue level with a status of 88.1%.
For additional information, contact:Michele Derus, [email protected], (951) 235-8382
21
Office Hours
CORONA-NORCO USDSANTIAGO HIGH SCHOOL
Dr. Michael Lin DISTRICT SUPERINTENDENT
In collaboration with administrators, teachers, counselors, and support staff, the Office Hours program provides Santiago High School students with an opportunity to meet with their teachers for re-teaching sessions embedded systematically throughout the week and the school year. Santiago has moved RTI to the level where staff collaborate and focus on the needs of all students.
Santiago High School added Office Hours intervention/enrichment period to the daily bell schedule on Thursdays and Fridays for 26 weeks of the school year. Office Hours takes place during the last 30 minutes of an extended block. During this period, students attend a mandatory targeted intervention, seek out their teachers for help, or attend an enrichment of their choice. Office Hours centers around the creation of a comprehensive PLC through RTI program to support students school-wide. Santiago is in year three of implementing this school-wide intervention, and is experiencing incredible success.
Office Hours provides teachers and students a unique opportunity to enhance the academic experience. Students improved in every grade level in every period in regards to their overall GPA. The school increased 14% in SBAC English Language Arts scores over two years and 18% over the same period in mathematics. The program promotes deeper learning and understanding and provides time built in the school day to focus on academic success.
For additional information, contact:Seth Bond, [email protected], (951) 739-5600
3
Induction Coaching: A Multiplier Effect
DESERT SANDS USD
Mr. Scott BaileyDISTRICT SUPERINTENDENT
Desert Sands USD has implemented innovative teacher support programs through recruiting, training, and rotating a pool of highly qualified coaches, comprehensive training, strategic assignment of coaches, and collaboration with administrators.
In the district, teacher support involves 1:1 coaching in induction, internships, and Peer Assistance and Review (PAR). Accordingly, the PAR Council provides oversight, while a project facilitator coordinates program elements. The PAR Council executes timelines, recruits, and monitors budgets while interviewing, observing, and approving coach assignments based on content and grade level experience. Desert Sands partners with the Center for Teacher Innovation (CTI) for infrastructure and data collection. The PAR Council maintains a pool of 85 coaches. Coach applicants are interviewed and observed, and maintain eligibility for three years.
Professional learning occurs in dynamic 1:1 relationships reflected in strong coach-candidate match data. Desert Sands USD match satisfaction exceeds CTI averages by 9%, with a 93% overall positive candidate rating. Since 2015, the district added and rotated 35 new coaches which multiplies instructional leadership and competency.
Desert Sands meets or exceeds CTI program averages including coach matches, meeting times and informal communication, quality and “adequacy” of coach-candidate contact, coach-candidate meeting lengths, and development of coaching skills. Feedback, observations, and culminating multimedia presentations reflect growth and there is 100% CTI induction completion year over year.
For additional information, contact:Wendel Morden, [email protected], (760) 771-8613
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Vertical Articulation and Alignment Through “Team Teaching Model”
DESERT SANDS USDJAMES MONROE ELEMENTARY SCHOOL
Mr. Scott BaileyDISTRICT SUPERINTENDENT
21st century leaders must reimagine traditional roles to become “design-inspired leaders.” Monroe Elementary’s unique Team Teaching Model reflects the “design thinking” mindset and simultaneously addresses several needs including providing equity and access to first best instruction for all students, streamlining best practices, reaching the rigors of common core, and creating a unified school culture.
In this ‘team-like’ approach, all teachers take ownership over the academic success of all students in their grade level and vertical articulation creates continuity of strategies and common language.
The Team Teaching Model has proven to be effective over time as state testing scores have been among the top in Desert Sands USD and Riverside County for the past three years at James Monroe Elementary School, with the most growth seen in mathematics.
For additional information, contact:Mike Kint, [email protected], (760) 771-4200
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Culture of Continuous Improvement: Implementation of Academic Standards, School Climate, Student Achievement,
Student Engagement
HEMET USD
Mrs. Christi BarrettDISTRICT SUPERINTENDENT
Hemet USD’s Culture of Continuous Improvement creates systems and processes to refine work to improve outcomes for all students. Part of the process includes addressing how the district office structure supports the work of the school sites.
The notion of a Culture of Continuous Improvement is anchored in the district’s Plan-Do-Study-Act (PDSA) cycles. Key elements have been implemented to support this change in practice. All leaders in the organization are engaging in the Action Plan process to provide a strategic plan around the data, goals, and action steps specific to the context they are leading.
A new Squad Principal Support System was created as an adaptive structure to support the work of the action plans. Each principal has a Squad Leader that serves as a mentor and coach anchored in the work of the action plans. Additionally, a great deal of refinement has led to fully aligned LCAP, SPSA, and action plan goals that mirror the district goals of Teaching and Learning, Systems of Support, and Climate and Culture.
Qualitative data indicates increased principal self-efficacy and connectedness to the district goals. In addition, there are examples of emerging changes in student outcomes intentionally related to innovations supported by this structure.
For additional information, contact:Tracy Chambers, [email protected], (951) 765-5100
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Integrated Systems Framework Development
HEMET USD
Mrs. Christi BarrettDISTRICT SUPERINTENDENT
Students in the Hemet USD are impacted by poverty and trauma. Students in communities with high levels of poverty are four times more likely than others to be chronically absent for reasons beyond their control, such as unstable housing, unreliable transportation, and/or lack of access to health care. By sixth grade, chronic absence becomes a leading indicator for dropping out of school. On average, 13% of youth referred for mental health care outside of school receive treatment, while 98% of students referred to services within the school receive mental health care.
Hemet USD developed the Integrated Systems Framework (ISF) to braid Positive Behavior Interventions and Supports, Response to Intervention, and physical/mental health services. ISF is a tiered system designed to enhance school climate, school-based services, and community collaboration, and to meet the needs of all students academically, behaviorally and socio-emotionally.
Implementation created a sense of urgency to support early identification and bridge between tiered interventions. Hemet USD approved 16 memoranda of understanding with community-based organizations to provide services at school free of charge, with a goal of 20 community partners this year.
Health services include dental screening, checkups and treatment, immunization, and physicals. Mental health services include substance abuse treatment and prevention, small group therapy, individual therapy, suicide prevention, relationship lessons, sex trafficking awareness, and empowerment groups. In addition, the organizations also offer services to parents through mobile health vans and wrap services. The district’s community partners provide staff training, including Trauma Informed Care, Mental Health 101, and suicide prevention.
For additional information, contact:Dr. Tracy Piper, [email protected], (951) 765-5100 ext. 3500
7
Digital Gateway
JURUPA USD
Mr. Elliott DuchonDISTRICT SUPERINTENDENT
In fall 2015, Jurupa Unified launched its Digital Gateway initiative, providing each student in TK through grade 12 with a Chromebook. The district’s 1:1 program is unique, in that it ensures inclusive student access to current technology, offers intensive, comprehensive professional development, and connects underserved students to new opportunities through technology.
Students in grades 2 through 12 take the Chromebooks to and from school, keep them over the summer, and continue to use them as they move to the next grade level and/or school. This uncommon approach not only extends and expands learning opportunities beyond the school day and year – anytime, anywhere learning 365 days a year, 24/7 – but also gives students and families a sense of ownership and responsibility for the devices.
In the second full year of Digital Gateway implementation, LCFF Evaluation Rubric Dashboard data indicates graduation rates for all significant student groups increased, SBAC ELA and math rates climbed (8% for all students in ELA and 4% for all students in mathematics), and the dropout rate decreased by 2% overall. Additionally, A-G course completion rates rose by 4.57%. Another student outcome includes the addition of five computer science coding courses. Classes include two Computer Science Discoveries courses, two AP Computer Science Principles courses, and one AP Computer Science course. The latter enrolled 19 female students during the 2017-2018 school year.
For additional information, contact:Paula Ford, [email protected], (951) 360-4157
87
Building Assets, Reducing Risks
MORENO VALLEY USDMORENO VALLEY, VALLEY VIEW, AND VISTA DEL LAGO HIGH SCHOOLS
Dr. Martinrex KedzioraDISTRICT SUPERINTENDENT
Building Assets, Reducing Risks (BARR) is a strengths-based model that provides schools with a comprehensive approach to meeting the academic, behavioral, social, and emotional needs of all students. Schools harness the power of data and relationships to achieve proven results.The BARR motto is “Same teachers. Same students. Better results.” The goals of BARR are to see students earning all course credit, higher achievement scores, become more engaged in learning, and reducing the adverse effects of alcohol and other drugs. The outcomes of BARR are an increase in passing rates, credits earned, student GPAs, attendance rates, and decrease in suspension rates.
The BARR model relies on creating teacher teams and assigning each team a shared group of students. There is a designated site counselor and coordinator. These teams meet weekly to discuss students’ overall progress, students who need further support, and contact parents.Teachers get the added benefit of teaching the innovative curriculum known as “I-Time” lessons.
Before BARR, the course failure rate was an average of 20%. With BARR, it dropped to an average of 15%. BARR increased the average GPA over the past three years from 2.2 to over2.5. BARR has reduced the number of students with one F from an average of 50% down to 39%. These results show the influence BARR has on closing the achievement gap. It allows the schools to monitor students and make the freshmen experience more intimate and personal for students, especially those who might otherwise slip through the cracks.
For additional information, contact:Dr. Martinrex Kedziora, [email protected], (951) 571-7500
9
Cyber Elite
MORENO VALLEY USDCANYON SPRINGS AND VALLEY VIEW HIGH SCHOOLS
Dr. Martinrex KedzioraDISTRICT SUPERINTENDENT
Cyber security employment opportunities across industry sectors exceed 31,000 in California, while Riverside and San Bernardino counties currently have 2,359 employed with over 550 current openings (CyberSeek.org). The goal of the Cyber Elite program is to provide innovative Cyber Security learning and close the achievement/opportunity gap to underrepresented student populations, while addressing the cyber demands of our state.
The collaborative CTE Cyber Security Pathway prepares students to become ICTCyber Security Specialists in diverse industries. The program includes two branches to promote student success. They include CyberPatriot Clubs, which allow participation in the Air Force Association’s CyberPatriot National Youth Cyber Education competitions, and the UC A-G approved Cyber Security courses in the CTE pathway.
Lead instructors, in collaboration with academic partners, developed the innovative CTE Cyber Security Pathway courses aligned to CTE, STEAM, the National Initiative for Cyber Education Framework, and the National Science Foundation standards. The rigorous curriculum includes integrated online academic programs such as CompTIA, Cisco NetAcademy, and Cybrary. Program goals, aligned to the district’s LCAP, intend to reach as many students as possible, aid students in understanding their ethical and personal responsibility as cyber citizens, and open doors to future possibilities in ICT careers.
The program’s100% graduation rate and attendance rate of 96.8% exceeds national, state, and county levels, illustrating a positive school climate. The increased number of diverse student participants testifies to the quality of the program, wherein academic and personal growth are evident as students increase in self-esteem, skills acquisition, and proficiency, including higher levels of achievement in core academics.
For additional information, contact:Chris Lorenz, [email protected], (951) 571-4850
Donna Woods, [email protected], (951) 571-4760
109
District-wide Implementation of Positive Behaviors Interventions and Supports/
Multi-Tiered System of Support
MORENO VALLEY USD
Dr. Martinrex KedzioraDISTRICT SUPERINTENDENT
In 2013-14, Moreno Valley USD, with 32,200 students, was significantly disproportionate in the number of Special Education African-American students suspended or expelled for more than10 days. The district had to find the cause and develop a plan of intervention immediately. The framework selected was Positive Behaviors Interventions and Supports (PBIS).
In 2014-15, the district split 36 schools into three cohorts for training, developed site plans, and implemented PBIS. In just three years, Moreno Valley USD reached the goal to eliminate disproportionality to a level not to exceed the 2.3% state rate.
Qualitative data includes parent/teacher/student interviews and relationship building notes, school climate and interest inventory surveys, and team implementation checklists that are taken three times per year. These results indicate ongoing improvement as well as areas for growth.
The district has received 34 awards for framework fidelity from the California PBIS Coalition resulting in Moreno Valley USD staff receiving invitations to share strategies, challenges, and outcomes at state and national conferences. This model has led to creating expectations, solving practical issues, and creating a cohesive climate together.
A middle school student observed, “PBIS was at my elementary school and when I saw PBIS was here I knew it was going to be a good experience.”
For additional information, contact:Dr. Martinrex Kedziora, [email protected], (951) 571-7500
11
Murrieta Summit Adult Transition Program
MURRIETA VALLEY USD
Mr. Patrick KelleyDISTRICT SUPERINTENDENT
Murrieta Summit Adult Transition Program (MSATP) symbolizes the continuation of the opportunities and supports for students not graduating with a regular education diploma in the pursuit of their dreams. The program offers students with severe disabilities equitable opportunities to become employed and lead a life of contributing community members.
The MSATP has strong community ties and relationships with over 50 employers in the city. In addition, the students and the district office staff have formed a partnership that allow the students to receive training in clerical duties, practice their skills delivering mail, scanning, and copying.
In the program, individual, small, and whole group instruction in the classroom, community, and the work place is guided by the research-based principles of Applied Behavior Analysis, 21 EBPs, TEACCH, Chaining/Backward Chaining, Task Analysis, Explorer Math, Model Me life skills, BoysTown social skills, Budget Math, Connections in the Work Place employment training, Social Success social skills, and Growth Mindset.
Employment experience is based on research-based person-centered planning, sheltered workshop, supported and competitive employment; job training with gradual release of dependence to independence; use of content/process/self-esteem-boost types of feedback; and assistive technology supports. Professional development for staff includes team effectiveness, mindfulness, community building through circles, executive function, and other district trainings. The district uses formal workshops and on the job coaching.
The following data reflects the program success for 2016-2017 and 2017-2018:
2016-2017 2017-2018
Students working/supported and sheltered employment 83% 97%
Students working independently 9% 12%
Employment partners 20 26
Average number of hours in the community per month, per class (community not counting employment) 6 6
Student to adult ratio in the classroom (all the aides and teacher, including 1:1; no LVNs) 3.5:1 3:1
Average percentage of all IEP goals being met per class 65% 66%
Workability 35 45
For additional information, contact:Zhanna Preston, [email protected], (951) 813-8757
1211
Murrieta Valley Induction Program
MURRIETA VALLEY USD
Mr. Patrick KelleyDISTRICT SUPERINTENDENT
The Murrieta Valley Induction Program (MVIP) has a unique model based on integrated and collaborative work with other departments and support personnel in the district and the leveraging of a variety of technologies that helps target support for specific populations of students and their teachers. This approach has helped focus on meeting specific needs related to LCAP goals while simultaneously supporting retention of new teachers.
General education and special education candidates and their mentors benefit from systematic support from program specialists, ELD support personnel, the foster youth liaison, and other experts throughout their induction experience. Additionally, the program has strengthened its ability to support candidates and mentors through use of a wide range of technology that provides online support and resources, delivers and facilitates digital online training, and creates a venue for exhibiting candidate competency.
Qualitative and quantitative data from a variety of sources suggests the program design has had a powerful impact on teaching and learning, particularly on supporting teachers’ ability to meet the needs of key student groups and helping ensure retention of education specialists who so often face challenging assignments. Teachers and site administrators reported improvements in capacities to support English Learners, special populations, and foster youth based on the induction experiences. There has been an 86% percent retention rate for education specialists who have participated in the induction program over the past five years, and 100% of the participants in the education specialist program have completed the program requirements since it has been in existence.
For additional information, contact:Sean McCarthy, [email protected], (951) 696-1600 ext. 1028
1211
Murrieta Valley Induction Program
MURRIETA VALLEY USD
Mr. Patrick KelleyDISTRICT SUPERINTENDENT
The Murrieta Valley Induction Program (MVIP) has a unique model based on integrated and collaborative work with other departments and support personnel in the district and the leveraging of a variety of technologies that helps target support for specific populations of students and their teachers. This approach has helped focus on meeting specific needs related to LCAP goals while simultaneously supporting retention of new teachers.
General education and special education candidates and their mentors benefit from systematic support from program specialists, ELD support personnel, the foster youth liaison, and other experts throughout their induction experience. Additionally, the program has strengthened its ability to support candidates and mentors through use of a wide range of technology that provides online support and resources, delivers and facilitates digital online training, and creates a venue for exhibiting candidate competency.
Qualitative and quantitative data from a variety of sources suggests the program design has had a powerful impact on teaching and learning, particularly on supporting teachers’ ability to meet the needs of key student groups and helping ensure retention of education specialists who so often face challenging assignments. Teachers and site administrators reported improvements in capacities to support English Learners, special populations, and foster youth based on the induction experiences. There has been an 86% percent retention rate for education specialists who have participated in the induction program over the past five years, and 100% of the participants in the education specialist program have completed the program requirements since it has been in existence.
For additional information, contact:Sean McCarthy, [email protected], (951) 696-1600 ext. 1028
13
Sky View Integrated Learning Academy
PERRIS ELEMENTARY SDSKY VIEW ELEMENTARY SCHOOL
Mrs. Jean Marie FréyDISTRICT SUPERINTENDENT
The Sky View Integrated Learning Academy provides English Language Learners and students struggling academically - over 50% of the academic population - with opportunities to improve their reading and writing skills across all content areas. Students participate in Project Based Learning (PBL) activities that include collaboration, communication, critical thinking, and creativity. The goal of the Academy is to provide ELLs and struggling students with meaningful and engaging standards-based language arts activities, preparing them to be successful 21st century learners.
The instructional program of Sky View’s Integrated Learning Academy, based on the Buck Institute for Education (BIE) Project Based Learning, was chosen as a way to actively engage students through real world application of concepts being taught. Students use a variety of texts and media to research the selected focus and complete a culminating activity that calls for them to apply their learning. They design, create, demonstrate, and explain the work and thought that went into their culminating projects.
These projects have included building a toy out of recycled material, building a shelter that could withstand the elements of rain and wind, and designing a robot that could assist in the school garden. As a culminating learning activity, students designed and wrote their own newspaper to share with their fellow students and community members about their experiences at the Integrated Learning Academy.
With more than 450 Sky View students enrolled in the Integrated Learning Academy over the last three years, the school has had the opportunity to make a positive impact on student success. CAASPP data indicates success of the Sky View Academies as there has been an increase of students meeting or exceeding the standards in English language arts/literacy with a decreasing percent of students falling in the proficiency bands of nearly met and not met.
For additional information, contact:Teresa Flynn-Everett, [email protected], (951) 657-4214
1413
E3 – Engage, Enrich, Empower
RIVERSIDE USDBRYANT SCHOOL OF ARTS AND INNOVATION
Dr. David HansenDISTRICT SUPERINTENDENT
Realizing the importance of student engagement with and connection to school and community, Bryant created an afterschool program entitled E3 – Engage, Enrich, Empower. Bryant is exceptionally proud of the pathway they have created for children to explore the world around them and to share evidence of learning through authentic experiences.
Each school year is divided into six-week sessions with classes offered two days a week and vary upon session and teacher/volunteer availability. Classes have included computers/coding, digital editing, art/ceramics, choir, cooking, science, Legos, book clubs, sign language, Spanish, Green-Team, fitness walking, architecture, Zumba, writing, and Skill-Builders. Classes are staff and community volunteer run, including local universities, parents, and local businesses.
The E3 Program builds positive school culture. When E3 applications are sent home, students are excited, racing to submit their registration (with parent signature) the same day. Enrollment in E3 sessions depend upon classes offered and grade level, often reaching 200 students with more on a waiting list.
E3 helps students feel connected. Kids want to come to school every day as evident in a continual increase in ADA, going from 94% in 2011 to over 97% in 2018. One parent declared, “My child loves this school and she cries on Saturday mornings because there is no school.” Bryant’s long-term perspective and emphasis on continuous innovation ensures the needs of students are met so they will be college, career, and life ready. The success of Bryant’s E3 program is a direct result of the continual program evaluation by all partners including teachers, administrators, parents, and community members.
For additional information, contact:Dr. Lari Nelson, [email protected], (951) 788-7453
15
Freshman Connection
RIVERSIDE USDMARTIN LUTHER KING HIGH SCHOOL
Dr. David HansenDISTRICT SUPERINTENDENT
The struggles freshmen at Martin Luther King High School experience are not unique. They experience anxiety and worries over attending high school, including classes being too hard, not knowing people or having a “place” at school, and they are concerned about not knowing where or who to go to get answers to their questions. King High School’s successful Link Crew program is over 10 years old, however, staff have recognized a need and a capacity to enhance their efforts. Coincidentally, while King was reflecting on its student engagement practices, Riverside Unified School District identified student engagement as a critical need in the development of its own LCAP goals.
The Freshman Connection hosts multiple freshmen exclusive events intended to “hook” students at the beginning, and maintain engagement throughout the year. The key components to the Freshman Connection include freshman specific activities/events, personalized communication, individual recognition, school-wide staff involvement, monitoring of academic success, and peer academic counseling when appropriate.
Attendance rates have fluctuated so though a trend has not emerged, King still had a solid 96.69% freshman attendance rate in 2017-2018. The total number of discipline incidents went from 1,914 in 2013-2014 to 650 in 2017-2018. Suspension days dropped from 238 in 2014-2015 to 172 in 2017-2018. Finally, the yearly average freshman grade point average continues to increase with the first semester total non-weighted GPA of 2017-2018 being 2.96 and second semester being 2.97. This was an increase from the 2012-2013 semester GPA’s which were 2.64 and 2.62 respectively.
For additional information, contact:Michael West, [email protected], (951) 789-5690 ext. 62200
1615
STEAM Saturday School
RIVERSIDE USDGEORGE WASHINGTON ELEMENTARY SCHOOL
Dr. David HansenDISTRICT SUPERINTENDENT
During 2015-2016, George Washington Elementary School had a chronic absenteeism rate of 8.5%. Only 23 students out of 850 met the criteria for perfect attendance. Balfanz and Byrnes (2012) in their research document entitled The Importance of Being in School: A Report on Absenteeism in the Nation’s Public Schools, state that high absentee rates have a negative impact on student learning.
To reduce chronic absenteeism and increase positive attendance, the school developed an attendance initiative that includes Saturday school sessions with a focus on STEAM education. On STEAM Saturdays, students participate in coding, engineering, physical education, art with a credentialed art teacher, and community building circles to support school culture. Students are excited to engage in hands-on, project-based learning. Students who attend on Saturdays and make up absences are able to earn back monthly recognition certificates and/or trimester awards.
George Washington Elementary has recovered 1,320 absences in a two-year period with 859 absences recovered over 10 STEAM Saturday sessions in 2017-2018. The next highest elementary school in the district recovered 583 absences.
In 2017-2018, 383 students attended STEAM Saturdays with 35 students considered chronic absentees attending five or more sessions. An additional 182 students attended two or more sessions. Through STEAM Saturdays, chronic absenteeism rates dropped to 7.3% in 2016-2017 and 46 students received perfect attendance. In 2017-2018, chronic absenteeism dropped to approximately 5.3% and 93 students received perfect attendance.
For additional information, contact:Dr. Michele Lenertz, [email protected], (951) 788-7305
17
English Learner Reclassification System
ROMOLAND SD
Mr. Trevor PaintonDISTRICT SUPERINTENDENT
Romoland School District serves a diverse population of students, of which 22% are English Learners (EL). English Learner students who meet English language proficiency and are reclassified as fluent English proficient (RFEP) prior to high school are offered increased opportunities for achievement in high school and beyond. Their academic and enrichment opportunities expand with increased access to A-G courses that meet the requirements for college admittance.
Romoland School District is committed to reclassifying all English Learner students as fluent English proficient prior to completion of grade eight. This is achieved through the implementation and monitoring of intentional strategies to increase student language acquisition, achievement, and goal-setting success. System elements include:
• All EL students receive daily integrated and designated ELD instruction taught by teachershighly skilled in integrated and designated ELD.
• All EL students receive one-on-one goal setting support from a teacher and/or administrator.
• All EL students and their parents/guardians are taught the criteria for reclassification.
• Multiple opportunities to participate in the education of their students are available to parents/guardians of all EL students.
• College and career readiness opportunities are available to all EL students.
The main metric for evaluating the effectiveness of the program is the annual district reclassification rate (percentage). There has been significant annual growth in the percentage of English Learner students reclassified as fluent English proficient over four school years and since the implementation of the English Learner Reclassification System in 2014-2015.
Romoland School District EL Reclassification Rates2014–15 2015–16 2016–17 2017–18
7.9% 15.7% 19.2% 21.7%
For additional information, contact:Michelle Wise, [email protected], (951) 926-9244Isabel Soliz, [email protected], (951) 926-9244
1817
Building Innovators Through Makerspaces
SAN JACINTO USD
Mrs. Diane PerezDISTRICT SUPERINTENDENT
As we prepare students to become college and career ready, we are always searching for opportunities to give students real world experience and the tools to be successful. We want students to be computational thinkers, problem-solvers, to be able to backwards plan, and to have logical and critical thinking skills. Schools and districts all over the world are developing Makerspaces in order to give their students an opportunity to learn and explore.
A Makerspace is a place where students can gather to create, invent, tinker, explore and discover using a variety of tools and materials. Makerspaces allow students to drive their own learning while exploring concepts taught in their classrooms. Self-directed learning allows for discovery through inquiry. Makerspaces allow students to develop these skills while also being creative and productive. Students are no longer just consumers of information. They are creators and makers.
The “Maker Mentality” became part of the fabric of San Jacinto USD in 2013 with its adoption of the Hour of Code activities available through Code.org. The district switched the focus from having students consume digital content to becoming Makers. The increase in coding and 21st century skills has been a foundation of the site-based Makerspaces. The Makerspaces in San Jacinto facilitate cooperative, student-driven, STEAM-based activities, and focus on student creation over consumption.
Makerspaces have transformed the behavior of many students. Because students are highly motivated to work within the Makerspace environment, attendance has increased and suspensions district-wide have decreased 55% in the 2016-2017 school year and overall suspension rates are down for the 2017-2018 school year. When students are positively engaged in school activities, they are less likely to engage is suspension-worthy activities.
For additional information, contact:David Sheiner, [email protected], (951) 929-7700 ext. 4245
19
District Attendance Initiative
SAN JACINTO USD
Mrs. Diane PerezDISTRICT SUPERINTENDENT
San Jacinto Unified School District’s mission is: “We exist to educate and empower all students to achieve academic excellence, personal growth, and social responsibility.” In order to ensure that the district reaches its mission, barriers to learning must be examined. Truancy and chronic absenteeism can impact academic achievement. By high school, irregular attendance can be a predictor of school dropouts. San Jacinto USD has developed a Multi-Tiered System of Support to improve attendance and remove barriers to learning.
Each school has attendance activities and interventions that occur at a tier one, tier two, and tier three level. By setting attendance goals and collaborating with all school sites, the district has been able to assist students and families by connecting them to school and community resources. Since becoming intentional on setting goals to improve attendance, there have been improvements in many areas.
In 2015-2016, the truancy rate was 48.6%, and in 2016-2017, the truancy rate dropped to 44.94%, which is a 7.7% decrease. Creating a comprehensive system to monitor attendance has connected more students and families to resources. The number of tier two School Attendance Review Team meetings have increased from 2015-2016 to 2016-2017 by 14%. Of the 425 students who have participated in San Jacinto USD’s tier three SARB meetings, 310 students had improvement in attendance, which is a 72% improvement.
For additional information, contact:Karen Kirschinger, [email protected], (951) 929-7700 ext. 4291
2019
New Teacher Academy
SAN JACINTO USD
Mrs. Diane PerezDISTRICT SUPERINTENDENT
San Jacinto Unified School District is committed to the successful induction and retention of qualified teachers in order to have a positive impact on classroom instruction/learning for all students.
The district addresses the need for additional, targeted teacher support through the inclusive model of New Teacher Academy (NTA). NTA is a program for all teachers new to the district, including teachers new to the profession, transfer veterans, interns/pre-interns and long-term substitutes, because they all have an impact in the classroom. NTA has two goals including the effective, proactive training of teachers prior to service, and continuous, specific support for teachers throughout the year.
NTA begins as a weeklong training program prior to the opening of school with scheduled follow-up sessions throughout the year for all participating teachers. Many second year teachers see the continuous benefit and are welcome to attend. The instructional sessions in NTA and follow up are provided by district specialists and are overseen by the TOSA for New Teacher Support. The training encompasses an understanding of student populations and effective instructional practice and curriculum implementation. Finally, teachers needing supplemental and intensive intervention are given “Just in Time” coaching.
NTA has shown substantial benefits through the improved performance and retention of new teachers. Three-year data shows a reduction in the CTI induction year one separation rate from 22% to 4%. There have been more than 100 hours of release time to observe and analyze exemplary teachers’ instructional practices. Positive teacher feedback indicates a sense of belonging and purpose.
For additional information, contact:Dr. Sharon Raffiee, [email protected], (951) 929-7700 ext. 4236
Models of Academic Excellence and Innovation
summaries and workshop materials available online at:
www.rcoe.us/ed-summit
RIVERSIDE COUNTY SUPERINTENDENT OF SCHOOLS
Judy D. White, Ed.D.
RIVERSIDE COUNTY BOARD OF EDUCATION
Barbara Hale, PresidentRay “Coach” Curtis, Vice President
Kim J. Cousins, MemberBruce N. Dennis, Member
Susan J. Rainey, Ed.D., MemberElizabeth F. Romero, Member
Wendel W. Tucker, Ph.D., Member
www.rcoe.us
