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2 0 1 8 W E S T C O N T R A C O S T A

K I D S C A N

T H I R D A N N U A L S T U D E N T O U T C O M E S R E P O R T

2018WEST CONTRA COSTA

KIDS CANTHIRD ANNUAL STUDENT

OUTCOMES REPORT

Glossary of Terms

Introduction: Why We Advocate

Student Demographics

Key Standards

Elementary Data

Secondary Data

T ime for Action

Resources and Tools

All School SBAC Summary

Endnotes

3

5

6

8

10

16

25

26

36

38

TABLE OF CONTE NTS

UCUniversity of California

K-12Kindergarten through 12th Grade

ELACEnglish Language Advisory Council

WCCWest Contra Costa

LCAPLocal Control Accountability Plan

ELDEnglish Language Development

PSATPreliminary Scholastic Aptitude Test

ALDAcademic Language Development FEP

Fluent English Proficient

CSUCalifornia State University

SSTStudent Study Team

IEPIndividualized Education Program

ELAEnglish Language Arts

STEMScience, Technology, Engineering, and Math

KKindergarten

A-GCourses Required for admissions to CSU/UC

ELPACEnglish Language Proficiency Assessments for California

NCLBNo Child Left Behind

ESLEnglish as a Second Language

ADAAverage Daily Attendance

PDProfessional Development

ELLEnglish Language Learner

WCCUSDWest Contra Costa Unified School District

LCFFLocal Control Funding Formula

GPAGrade Point Average

BOEBoard of Education

SBACSmarter Balanced Assessment Consortium

CELDTCalifornia English Language Development Test

SSCSchool Site Council

APAdvanced Placement High School Courses GATE

Gifted and Talented Education

PTAParent Teacher Association

GLOSSARY OF TERMSTABLE OF CONTE NTS

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E N G L I S H L A N G UAG E AR T S PRO F I C I E N CY BY I N CO M E S TAT U S A N D E T H N I C I T Y

0 20 40 60 80 100

African A

meric

an 18%

African A

merican 36%

Latin

o 28%

Latin

o 44%

Multi

- Racial 4

0%

Multi - R

acial 66%

White

38%

White 73%

Pacific Isl

ander 20%

Pacific Isl

ander 41%

Asian 46

%

Asian 65%

Filipino 52

%

Filipino 71%

Americ

an Indian /

Alaska N

ative 29

%

American In

dian / Alaska

Nativ

e 62%

African American

Latino

Multi - Racial

White Pacific Islander

Asian

Filipino

American Indian / Alaska Native

Economically Disadvantaged Total:

12,621

Not Economically Disadvantaged Total:

4,334

Overall, the data shows the persistence of achievement gaps and shows the

importance of studying multiple factors and measures to deeply understand our

students’ outcomes. In a district like ours -- where Latino and African American

students make up 4 out of 5 of all students receiving free/reduced-price lunch -- it

is critical that we focus resources and interventions to especially support students

from historically underserved backgrounds.

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WHY WE ADVOCATEWest Contra Costa Unified School District (WCCUSD) has committed to providing the highest quality education to enable all students to make positive life choices, strengthen our community, and successfully participate in a diverse and global society. If this vision is to become a reality, it calls for a complete re-thinking of the purpose and structure of school, one that puts the unique needs of our learners at the center. We, as a community of students, families, educators, and community allies, must advocate for transformed schools, organized around new principles that:

To achieve this shared vision, we must move away from factory-model schools that were

built for a different era, a different purpose, and a different nation. The traditional school

model as it stands will not prepare our young people for a rapidly changing world and

its ever-changing challenges. With advances in technology, competitive global markets,

and significant shifts in workforce demands, we can no longer tolerate structures, policies,

and programs that replicate and perpetuate inequity.

We invite all of you, our partners and allies, to work together to envision and strive for a

transformed public education system that equitably serves all of our young people. Let’s

work together to ensure our children thrive in a sea of opportunities once their time in our

schools has come to an end. Together, we can make this dream a reality.

01

04

02

05

03

07

06

Cultivate engaged and

informed citizens, ready to

actively participate in our

democracy

Develop flexible and

personalized learning

environments where learning

can happen in different

places, at different times, and

in different ways, inside and

outside of school

Develop academic, social-

emotional, and other

skills critical for success

in work and in life, with

access to a depth and

breadth of academic and

extracurricular experiences

Engage families and

caregivers as essential partners

in the work

Empower educators to drive

solutions and craft school

designs to best meet the needs

of their students

Develop active, empowered

learners that feel ownership

of their academic journey

Hold, and deliver on, high

expectations for all students

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OVE R ALL S T U D E NT E N RO LL M E NTWH O AR E O U R S T U D E NT S I N WE S T CO NTR A COS TA?

E N GL I S H L AN GUAGE LE AR N E R AN D LOW I N COM E S T U D E NT E N RO LL M E NTWH O AR E O U R E NGL I SH L ANGUAGE LE AR N E R AN D LOW I N COM E S T U D E NT S?

0

0

10

10

20

20

30

30

African American (5,320)

Charter

Charter

Latino (18,759)Overall Student Count: 33,663

District

District

Low

-Inc

om

eEn

glis

h Le

arn

er

Multi - Racial (1,055)

White (3,346)

Pacific Islander (230)

Asian (3,250)

Not Reported (138)

Filipino (1,533)

Native American (82)

55.7%

20%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

40%

60%

80%

100%

70%

34%

79%

30%

15.8% 9.9% 9.7%4.6% 3.0%

0.7% 0.4% 0.2%

Serving families and communities in Richmond, San Pablo, El Cerrito, Hercules, Pinole, El Sobrante, and Kensington, West Contra Costa public schools impact the lives of more than 33,000 young people.

Yet, in our 65 public schools, we find that achievement gaps persist: fewer than 1 in 4 WCC schools have more than 50% of students proficient in English Language Arts, and only 1 in 3 WCC schools have more than 30% of students proficient in math.

This report focuses on outcomes for specific groups of students to bring attention to our shared responsibility to ensure all West Contra Costa public schools serve all children well, including and especially, our young people from historically underserved backgrounds.

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Kindergarten

5th Grade

3rd Grade

7th Grade

High School

Grade Level English Language Arts Math

Naming upper-and lower-case letters, matching those letters with their sounds, and printing them

Asking and answering questions about key details in stories or other information read aloud

Learning to recognize, spell, and properly use those little grammatical words that hold the language together (e.g., a, the, to, of, from, I, is, are)

Summarizing the key details of stories, dramas, poems, and nonfiction materials, including their themes or main ideas

Integrating information from several print and digital sources to answer questions and solve problems

Writing opinions that offer reasoned arguments and provide facts and examples that are logically grouped to support the writer’s point of view

Reading closely to find main ideas and supporting details in a story

Comparing the most important points and key details presented in two books on the same topic

Writing stories that establish a situation and include details and clear sequences of events that describe the actions, thoughts, and feelings of characters

Independently conducting short research projects that build knowledge about various topics

Citing several sources of specific evidence from a piece when offering an oral or written analysis of a book, essay, article, or play

Conducting research in response to a specific question by drawing on evidence from several credible literary or informational sources to support an analysis or reflection

Presenting claims and findings to others emphasizing main points, making eye contact, speaking loudly enough, and pronouncing words clearly

Evaluating arguments and specific claims, assessing whether the reasoning is valid and the evidence is sufficient, and as appropriate, detecting inconsistencies and ambiguities

Making an argument that is logical, well-reasoned, and supported by evidence

Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving contradictions when possible

Adding with a sum of 10 or less; subtracting from a number 10 or less; and solving addition and subtraction word problems

Adding and subtracting very small numbers quickly and accurately (e.g., 3 + 1)

Correctly naming shapes regardless of orientation or size (e.g., a square oriented as a “diamond” is still a square)

Adding and subtracting fractions with unlike denominators (e.g., 2 1⁄4 – 11⁄3), and solving word problems of this kind

Multiplying fractions; dividing fractions in simple cases; and solving related word problems

Generalizing the place-value system to include decimals, and calculating with decimals to the hundredths place

Multiplying and dividing up to 10 × 10 quickly and accurately, including knowing the times tables from memory

Beginning to multiply numbers with more than one digit (e.g., multiplying 9 × 80)

Understanding fractions and relating them to the familiar system of whole numbers

Analyzing proportional relationships and distinguishing proportional relationships from other kinds of mathematical relationships

Solving word problems that have a combination of whole numbers, fractions, and decimals

Solving equations such as 1⁄2 (x – 3) = 3⁄4 quickly and accurately, and writing equations of this kind to solve word problems

Working with rational and irrational numbers, including working with rational exponents

Interpreting algebraic expressions and transforming them purposefully to solve problems

Analyzing functions algebraically and graphically, and working with functions presented in different forms

Proving theorems about triangles and other figures

Below you’ll find selection of the key standards for the grade levels discussed through-out the report. They reflect some of the essential skills to be mastered by the end of grade level. To see a complete list of standards as well as ideas for whay to do at home and questions for your chlid’s teacher, visit the California PTA website, https://capta.org/focus-areas/education/common-core/. There is information for grades Kindergarten-8th and High School available in six languages.

KEY STANDARDS BY GR ADE LEVE L

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HILDA AVILAGo to Resource Page #27

FEWER THAN 4 IN 10 KINDERGARTENERS ARE ON-LEVEL DURING THE FALL ASSESSMENT OF THEIR FIRST YEAR IN SCHOOL.

This is despite nearly all students in WCCUSD preschools achieving “kindergarten-ready” ratings in all areas.

• How did your child perform on any preschool assessments or report cards?

• What are the results of your child’s initial reading assessment in kindergarten? (Generally given in September)

• Which tests will your child take this school year and what information will he/she need to know?

PERSONAL

• Know your child’s assessment schedule,

and ask what can be done at home to help

your child prepare

• Kindergarten attendance is essential as

vital learning happens all day throughout

the year

• Visit the front office, get a calendar, and

sign up for the email (e-tree) list

• Read to your child nightly for 20 minutes

in the language of your preference

SYSTEMIC

• Increase community outreach on the

importance of Early Childhood Education

(ECE) and availability of, and access to,

programs

• Advocate for all schools to offer a

teacher-led kindergarten orientation and

support outreach to invite all parents to

attend orientation sessions

• Advocate for alignment between pre-k

and kindergarten assessments to better

understand readiness and needed supports

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PRESCHOOL — KINDERGARTEN WCCUSD READINESS

“It’s never too early to

start focusing on

academics. I helped

create a love of reading in

my sons before they even

began school by taking

them to the library.”

THINGS TO CONSIDER

of students in WCCUSD preschools met early literacy benchmarks in Spring of 2017.

of WCCUSD kindergarten students met early literacy benchmarks that Fall.

99%

43%

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ALEJANDRA NAVARROGo to Resource Page #28

IN 2014-15, 27% OF WCC 3RD GRADERS WERE MEETING READING STANDARDS. THIS YEAR, THOSE SAME STUDENTS ARE IN 6TH GRADE AND ONLY 35% ARE MEETING STANDARDS.

WCC is well behind the state and Contra Costa County student achievement averages.

• What is your child’s current reading level for independent and instructional reading?

• What is an example of a book that is the “right fit” for your child right now? What should he/she be reading at the end of 3rd grade?

• What reading trackers or online programs can you use at home to

support your child’s reading level?

PERSONAL • Ask at your parent-teacher conference,

for the student-level report of the reading

assessment

• Request an independent reading list that

matches your child’s reading level

• Help your child become more familiar

with technology! Request a Chromebook

from your child’s teacher, and engage the

district for a free WiFi hotspot if needed in

your home

SYSTEMIC

• Advocate for an early warning system

to identify students needing additional

reading support, that includes 1st, 2nd,

and early 3rd grades

• Optimize the functions of Illuminate to

strengthen assessment, monitoring, and

selection of interventions for students

• Schools must regularly evaluate their

current interventions against student

progress to assess impact and to know

what programs to continue, grow, and

discontinue

PERCENT OF 3RD GRADERS MEETING / EXCEEDING STANDARDS(4-YEAR TREND)

“By being clear on each

teacher’s classroom vision

for reaching academic

excellence, we are better

able to support our children’s

education at home as we

help with homework.”

35%34%32%

53%53%51%

46%48%47%

44%

38%

27%

100%

0%

GRADE 32014-15

GRADE 42015-16

GRADE 52016-17

GRADE 6 2017-18

40%

20%

60%

80%

Contra Costa County

State of CA

West Contra Costa

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ROCIO GUTIERREZ Go to Resource Page #30

FEWER THAN 4 IN 10 ENGLISH LEARNERS ARE RECLASSIFIED BY 5TH GRADE.

At the 5th grade level, WCC is around 6% behind the state reclassification rate. By 12th grade, the district is 13% behind the state average.

PERSONAL

• Ask for your child’s status on the four strands of the ELPAC and ensure that the teacher provides evidence by way of sample work and an example of what “on-level” work looks like for comparison

• At your parent-teacher conference, ask if your child is on target to be reclassified by the end of the year. If not, ask what will be done to change that course and how you as a parent can support

SYSTEMIC

• Advocate for a public assessment of current, on-the-ground, integrated and designated ELD practices in the classroom and related student impact

• Once assessment is complete, offer dedicated teacher development to address identified gaps in ELD instruction and data analysis

• Advocate for a more expansive ELD report card that provides student progress data and provide corresponding teacher training on the new tool

• Attend your school’s ELAC committee and request trainings, guest speakers, and expanded information to be shared publicly

“We can’t be afraid to

go to the school and

ask tons of questions. At

first it may feel hard or

intimidating but the more

you do it, the easier it

becomes.”

RECLASSIFICATION STATUS FOR ENGLISH LEARNERS BY 5TH GRADE

• Is your child in ALD or ELD? If ELD, what is your child’s current English Language Learner level?

• If your child is an English Language Learner, what progress needs to be made in order for him/her to be reclassified as English Proficient?

• Who is your child’s ELD or ALD teacher? What is your child currently learning during the ELD or ALD block at school? What is your child’s progress to date?

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8+45+1037Reclassified (570)

EL for 6 + Years (157)

EL for 4-5 Years (701)

EL for 0-3 years (120)

37%

45%

10%

8%

DILICIA PALACIOSGo to Resource Page #29

FEWER THAN 1 IN 4 WCC 7TH GRADERS IS MEETING MATH STANDARDS.

Being on track to take Algebra in 8th grade is critical to meeting the A-G requirements necessary for admission to UC or CSU schools.

PERSONAL

• Sign up for Powerschool to know what’s

happening in your child’s classroom daily

• Assessment and placement decisions for

8th grade happen in 7th grade. Ask for the

testing schedule and decision deadline

• Meet with your child’s teacher to review

testing data from 3rd grade to 7th grade to

develop a plan for Algebra in 8th grade

SYSTEMIC

• Conduct a site level gap analysis on

previous year SBACs to identify focal area for

the year (i.e geometry, numeracy, etc.)

• Dedicate funding for teacher planning

time to work across grade levels on key gaps

• Support setting publicly shared, bold

annual goals at sites to raise expectations for

teachers and students

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STUDENTS MEETING OR EXCEEDING 7TH GRADE MATH STANDARDS

• What are your child’s SBAC math results from previous years?

• Using SBAC results from previous years, how will you know your child is on track to take Algebra in 8th grade?

• What skills does your child need to strengthen to be on track to take Algebra in 8th grade?

“Knowledge is so

valuable - without

knowledge we

stay behind - so

knowledge helps us

move forward and

bring others with us.”

20%

0%

40%

60%

80%

100%

23.5%17.8%

7.2%

45.8%49.1%

40.2% 38.1%

3.9%

16.5%

Latino (1,436)

All Students (2,463) Filipino (97)

African American (334)

Multiracial (63)

Asian (216)

English Learner (536)

White (220)

Low Income (1,838)

STUDENT GROUPS

THINGS TO CONSIDER

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LUCERO GARCIA Go to Resource Page #26

MORE THAN HALF OF WCC HIGH SCHOOL 9TH GRADERS RECEIVED A “D” OR “F” IN AT LEAST ONE COURSE.

Freshman-year grades are an important predictor of whether a student will graduate from high school.

PERSONAL

• Sign up for Powerschool to know what’s

happening in your child’s classroom daily

• Poor attendance can negatively impact

your child’s grades. Attendance is taken

in every individual period. Some teachers

make attendance a portion of the grade in

the course

• Walk through your child’s syllabi to know

how grades are determined by each

individual teacher. They vary greatly class

by class

SYSTEMIC

• Advocate for an 8th grade summer

bridge program to help with high school

preparedness for students most at risk

• Advocate for consistency among

teachers in how grades are coded

in Powerschool to support parent

understanding and full engagement

9TH GRADE D/F OVERALL & PER STUDENT

• How are you monitoring your child’s progress in courses throughout the year?

• How many Ds or Fs are currently on your child’s transcript?

• What are questions you have for your child’s school counselor to remain, or get back on track for, college eligibility?

“As parents of high school

students we sometimes

think students don’t need

our support when in fact

students really need us to

be informed and support

their education.”

56+4444%

56%One or more D or F gradesTotal: 1,073

No D or F GradesTotal: 843

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ALFONSO RAMIREZGo to Resource Page #34

ONLY 5% OF 11TH GRADERS ARE UNCONDITIONALLY COLLEGE-READY IN MATH, AND ONLY 16% ARE UNCONDITIONALLY COLLEGE-READY IN ENGLISH.

Students who aren’t unconditionally ready will need to take remediation courses in college, which increases their likelihood to graduate late – or to not graduate at all.

PERSONAL

• Results from the 11th grade SBAC are the

current best measure of college readiness.

Advanced students (per the top SBAC

rating) are considered unconditionally

college ready. Proficient students are

considered conditionally college-ready

• Performance on 11th grade SBAC impacts

placement in college courses

• CSU/UC applications open the summer

between 11th and 12th grade

SYSTEMIC

• Work to develop a positive culture of

testing engagement and accountability at

every site where all stakeholders understand

why assessments matter and commit full

effort during testing periods

• Advocate for paid teacher time to

meet in departments to align curriculum

across levels AND to meet in grade levels to

optimize student supports

• What are your child’s 11th grade SBAC scores in ELA and Math? What are your child’s PSAT scores from 10th and 11th grade?

• Are they ready or conditionally ready for college courses?

• Have you registered your child to take the SAT and /or the ACT in

11th grade? When is the district-sponsored SAT date in 12th grade?

11TH GRADE SBAC READINESS

“As a dad, I would

tell other fathers and

caregivers to make time

to stay connected to

your child’s education. It

makes such a difference

in the lives of my children.”

Meeting StandardsExceeding Standards

20%

0%

40%

60%

0.3%6.4%

12.5%

25.0%

16%

17.9%

34.4%

25.6%

6.5%

3.2%11.6%

3.0%

1.4%

0.3%

5%

14.2%

Overall Latino AfricanAmerican

Asian White Filipino Multiracial English Learner

Low Income

2.4%

12.9%

MA

TH

20%

0%

40%

60%

80%

80%

Overall Latino AfricanAmerican

Asian White Filipino Multiracial English Learner

Low Income

ELA

5.6%

17.8%

24.2%

32.9%

28.7%

29.9%

27.7%

37.6% 34.4%

15.6%

28.0%

11.9%

3.1%

0.3%

15.9%

27.7%

13.7%

27.6%

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VERONICA MARTINEZGo to Resource Page #34

DESPITE AN OVER-80% GRADUATION RATE, FEWER THAN HALF OF WCC GRADUATES HAVE THE COURSES THEY NEED TO BE ELIGIBLE FOR ADMISSION TO A UC OR CSU.

At individual schools, A-G completion rates range from 96% to 27%.

PERSONAL• A letter grade of “D” qualifies for

graduation units but does not qualify for

college eligibility

• Know your child’s course schedule each

high school year and monitor any transfers

to ensure he/she stays on track to A-G

eligibility

• Monitor progress to both graduation and

A-G course completion. They are a different

set of requirements

SYSTEMIC• Explore utilizing peer coaching to support

all freshmen receiving initial training on A-G

eligibility

• Create the data infrastructure for quick

multilingual access to A-G progress to date

to allow educators and families up-to-date

information in real time

• Advocate for funding for summer school

placements for students with Ds and explore

the possibility of Saturday and evening

classes

12TH GRADE GRAD VS A-G ELIGIBILITY

• How many credits does your child need to earn this school year in order to qualify to graduate?

• What A-G courses must your child take this year to be eligible for CSU/UC admissions?

• What are options to make-up any missing or failed courses?

“I wish more parents

knew that it is not enough

to have kids “pass” their

classes with a D grade.

Be sure your child sees

the counselors early

and often.”

Co

hort

A-G

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te

Cohort Graduation Rate

Color Scale

School Cohorts Represented

0%

70%

80%

90%

100%

60%

50%

40%

30%

20%

10%

0%

0%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

100%

Making Waves Academy

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Vista High (Alternative)

John F. Kennedy High

Leadership Public Schools: Richmond

Aspire Richmond Ca. College Preparatory Academy

Middle College High

Hercules High

De Anza High

El Cerrito High

All Students

Pinole Valley High

Richmond High

Throughout this book, you have seen key data and learned about the next

steps that you can take to change outcomes for individual young people,

school sites, and our larger public education system. It is only when each

and every one of us takes action, can we begin to drive toward change

that ensures all students in West Contra Costa have access to the quality

education they deserve.

Please take the time to create your action plan and let’s take the

first step, together.

Personal Advocacy Steps

Systemic Advocacy Steps

T IME FOR ACTION

Review your child’s report cards, test scores, and classwork

Attend a SSC, PTA, ELAC, or district school board meeting

Schedule a parent-teacher conference

Visit the local library to check out “best fit’ books

Call or email a board member

Email or meet with a school prinicpal

Schedule a meeting with your chlid’s high school counselor to develop a plan

Review your’s school SARC or the district data dashboards

ERIKA CRUCES

PERCENT OF STUDENTS COMPLETING COMMUNITY COLLEGE VS. COLLEGE-PREPAREDNESS

“As parents, we need to

be able to do our own

research and learning, in

order to be powerful and

impactful while sitting at

the table with decision-

makers.”

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20%

40%

60%

80%

100%

Completionearned a degree,

certificate, or transferafter six years of full-time

enrollment

72.1%

40.7%

College Prepared (183)Student’s lowest course attempted in Math and/or English was college level

Unprepared for College (653)Student’s lowest course attempted in Math and/or English was not college level (remedial)

Visiting a school for classroom observation

Participating in parent-teacher conferences

Volunteering

Monitoring student attendance

Receiving student testing results

Determining school selection

Ensuring safe school environments

Reviewing curriculum

Monitoring their student’s academic progress

Having access to their students’ records

Helping to establish and review standards

Participating in the development of school rules

Being informed about psychological testing

Participating in councils and committees

Contributing to policy development

Did you know that parents and caregivers have legal rights to school and student involvement? These laws were created and put into effect by families, teachers, concerned community members, and groups like the PTA, who want the best for our kids.

NEW LAW STRENGTHENS PARENTS’ RIGHTS TO BE HEARD IN SCHOOL DECISIONS:California’s new school-funding law — the Local Control Funding Formula (LCFF) —

strengthens parent voice in major funding decisions that affect our young people and

schools. School districts are now required to seek out parents’ input and implement our

decisions through Local Control and Accountability Plans (LCAP), which focus on eight key

areas of student success.

FAMILY-SCHOOL PARTNERSHIP ACT GIVES YOU TIME TO GET INVOLVEDThe Family-School Partnership Act encourages parents and caregivers to get involved in

children’s school activities by providing rights to time off work. Under the Act, if you work

in a business with 25 employees or more at the same location, you have the legal right

to request and take off up to 40 hours per year to participate in school or preschool-

sponsored activities. Hours off are provided through vacation usage, personal leave,

compensated time off or unpaid time.

REGULATIONS REQUIRE PARENT INVOLVEMENTParents’ rights are outlined in detail in California Education Code. Our rights include:

These rights are overseen and upheld by the California Department of Education.

PARE NTS: KNOW YOUR R IGHTS

General Observations

Is your visit welcomed by the caregiver, director, and/or other staff?

Is the program’s license posted?

Are the adult/child ratios what they are supposed to be?

Small Family day care home: 1:8

(providing 2 children are 6 years or older)

Large Family day care home: 2:14

(providing 2 children are 6 years or older)

Infant Center: 1:4

Preschool Center: 1:12

School Age Center: 1:14

In a family day care home, do the children have access to most of the home, except for a few “off-limit” areas?

Does each child have a place for personal belongings?

Health and Safety

Is the facility clean (especially kitchen and toilet areas)?

Does each child have his/her own place to sleep (bed, cot, mat, crib)?

Are nutritious, balanced meals and snacks served at appropriate times? (Mid-morning and mid-afternoon snacks should be provided daily.)

Is there a first-aid kit? Are emergency phone numbers posted?

Are sick children isolated in a separate room or area?

Do the children spend time playing outdoors? Is outdoor play adequately supervised?

Curriculum

Is there a planned schedule of activities and routines? Is the schedule posted?

Are the activities age-appropriate? Do they encourage creativity and hands-on learning?

Are infants given regular periods of attention when they are held, spoken to and played with? Are they given a change of position and location frequently?

Are the toys and equipment sturdy and age-appropriate? Are there a variety of toys? Are there enough materials so that children do not always have to share popular items?

Are creative materials provided (paints, playdough, building blocks, etc.)? Are the children allowed to express their individuality in their creations?

Are television and videos used infrequently as substitutes for more stimulating activities?

Does the caregiver keep notes on your child’s activities and development to share with you on a regular basis?

RESOU

RCES

EVALUATE A CHILD CARE PROGR A MBelow is a checklist to help you choose a center or family child care home for your child:

1. The First Tip: Show up, please!

2. Get Ready. Do your homework prior to parent-teacher conferences.

Prepare by writing notes to yourself concerning:

Any questions about the school’s programs or policies.

Things you can share with the teacher about your child and his/her life at home.

Questions about your child’s progress.

3. Ask Important Questions

4. Don’t be afraid to engage in a frank conversation with your child’s teacher. Your

goal is to develop an action plan for your child’s success at school. Good questions to

ask the teacher include:

What are my child’s strengths and weaknesses?

How does my child get along with classmates?

Is my child working up to his/her ability? Where could he/she use improvement?

What can we do at home to support what you are doing in the classroom?

5. Initiate the Action Plan

Start immediately on the action plan you and the teacher put together. Discuss the

plan with your child and track the progress. Stay in touch with your child’s teacher

throughout the year with regularly scheduled “report card” conferences that can

keep the communication lines open.

Action Plan / Conference Notes:

T IPS FOR PARE NTS ON PARE NT-TEACHER CONFERE NCESA key ingredient for educational achievement is the parent-teacher conference.

Mark testing days on your calendar to remind you and your child when the testing will take place and plan your preparations

Have the child visualize success. Encourage the child to rehearse what it will feel like to get a good score on the test

Encourage your child to review the night before the test, but avoid cramming. Cramming is rarely effective. A longer, more systematic schedule of short reviews will better prepare the student

Plan to treat your child after the test has been completed

Make sure your child gets an ample amount of sleep the night before the test

Try not to put too much pressure on the student. Reinforce that as long as the student worked hard in preparation and did his/her absolute best, you will be proud

Work with the student to focus on breathing. Stress is often caused by insufficient oxygen to the brain. Work with the student to take time before the test begins to take a number of deep, cleansing breaths, exhaling slowly. Focused breathing helps to focus the mind during testing

Try to use positive language when talking about expectations of the test. For example, replace “you are going to fail this test if you don’t study” with “if you don’t study you aren’t going to pass this test”

Preparing a student for a testing session

Working with students who are anxious about testing

The student should eat a nutritious breakfast. Avoid high sugar cereals which can make the student hyper and/or unfocused

Work with teachers and administrators at your child’s school to find materials to work on at home in preparation for the test

Set a backup alarm to avoid the possibility of oversleeping

If your child is sick please inform the school immediately

Set aside time each night prior to the test for several weeks to review the concepts that will be covered

Make sure the student is on time (if not early) on the day of testing

TEST-TAKING T IPS

RESOU

RCES

A child’s initial English Language Learner (ELL) status is established when he/she

first enters school. The California Education Code requires schools to determine

the language(s) spoken at home by all students through a tool called the Home

Language Survey. If a language other than English is spoken in the home, a child will

be coded as an English Language Learner and be assessed to determine his/her

level of English proficiency in four areas: listening, reading, writing, and speaking.

Students who are identified as ELL participate in English Language Development

(ELD) classes throughout the school year. At the elementary level, students who

are not identified as ELL are enrolled in Academic Language Development

(ALD) classes. If a student is still identified as ELL at the high school level, there are

limitations to what other courses they can enroll in, which may ultimately impact

college eligibility.

State and federal laws require that local educational agencies administer a state

test of English Language Proficiency (ELP) to eligible students in kindergarten or

transitional kindergarten through grade twelve (ages 3-21). The English Language

Proficiency Assessments for California (ELPAC) is aligned with California’s 2012

English Language Development Standards, and is comprised of two separate ELP

assessments:

1. Initial ELPAC

an initial identification of students as English learners

2. Summative ELPAC

an annual summative assessment to measure an English learner’s progress in

learning English and to identify the student’s ELP level

The ELPAC replaces the California English Language Development Test (CELDT).

It is the required state test for ELP that must be given to students whose primary

language is a language other than English. This is the first year of the full

implementation of this new test.

RESOU

RCES

E NGLISH L ANGUAGE LEARNER RESOURCES

This process happens once a year. Parents receive a notification letter each

year with an update on their child’s ELL status.

ResourcesYou can take a practice test with your child to learn more about the process

and get comfortable with the tool. The Practice Tests include sample test

questions and directions and can be found at https://www.elpac.org/

resources/practicetests/.

(CA Education Code 313)

THERE ARE FOUR DATA POINTS, SE T BY THE STATE , TO CHANGE A STUDE NT ’S E LL S TATUS:

1Assessment of English Language Proficiency Use data from the ELPAC, which is the state assessment of the 2012 English Language Development (ELD) Standards.

3Teacher evaluation Use holistic recommendation based on overall classroom performance.

2Comparison of student performance in basic skills Use of local reading assessments.

4Parent opinion and consultationUse of letter sent to families.

SPECIAL E DUCATIONWhat Are Parents’ Rights in California Special Education? Parents and students over 18 have the right:

To Participate Parents have the right to refer their child for special education services,

to participate in the development of the IEP and to be informed of all program

options and alternatives, both public and nonpublic.

To Receive Prior Written Notice Parents have the right to receive prior written notice,

in their native language, when the school district initiates or refuses their request to

initiate a change in their child’s identification, assessment, or educational placement

in special education.

To Consent Parents must provide informed, written consent before their child is

assessed or provided with any special education services. Likewise, parents may

refuse to consent to an assessment of, or the placement of, their child in special

education. Parental consent must also be provided before any change in special

education services may occur. The district must ensure that parents understand

proceedings of the IEP team meeting including arranging for an interpreter for

parents with deafness or those whose native language is one other than English.

To Receive Independent Educational Assessments If parents disagree with the results

of the assessment conducted by the school district, they have the right to ask for and

obtain an independent educational evaluation (IEE) at public expense.

To Access Educational Records Parents have the right to inspect, review, and obtain

copies of their child’s educational records.

To Stay in the Current Program if There is a Disagreement About Placement If parents

disagree with the district regarding their child’s special education placement or a

proposed change in placement, the law requires the student to “stay put” in the

current program until the dispute is resolved.

To Be Given a Hearing Regarding Disagreements About an IEP Parents have the

right to present a complaint relating to the provision of a FAPE* for their child; to

have an attorney, an advocate, and the student, if appropriate, present at the due

process hearing; and to make the hearing public. To request a due process hearing

or to receive a complete notice of procedural safeguards related to a due process

hearing, contact the Office of Administrative Hearings.

To Receive Mediation Parents are encouraged to consider settling disagreements

regarding their child’s special education program through voluntary mediation, a

process through which parties seek mutually agreeable solutions to disputes with the

help of an impartial mediator. Parents may seek mediation alone or separate from

due process, or they may participate in mediation pending a due process hearing.

Mediation cannot be used to delay the parental right to a due process hearing.

To File a Complaint Against Your School District If parents believe their child’s

school district has violated the law, they may file a complaint with the California

Department of Education. The Department must investigate complaints alleging

violations of noncompliance with IDEA, state special education laws, or regulations,

and issue a written report of findings within 60 days of receiving the complaint.

To Be Informed of School Discipline and Alternative Placement There are specific

rules regarding the suspension and expulsion of students with IEPs. Generally, a

student with a disability may be suspended or placed in an alternative educational

setting to the same extent that these options apply to students without disabilities.

If the student with a disability is in such a placement for more than ten days, an

IEP meeting must be held to consider the appropriateness of the child’s current

placement and the extent to which the disability is the cause of the misconduct.

Regardless of the child’s placement, the district must provide FAPE.

*FAPE is defined as Free and Appropriate Education

RESOU

RCES

A

DG

B

E

C

F

High school students must take and pass all A-G courses to be eligible for

California’s University Systems.

Students must pass all 15 of the A-G courses with a grade of C or better and

maintain a grade point average of at least a 2.0 (C average). For some

universities, a 3.0 grade point average (B average) is necessary for consideration.

A-G requirements are just the minimum bar.

Students should go beyond A-G to be truly ready and competitive for college. It’s

really important to keep in mind that these are minimum standards. To get into

more competitive schools, students will want to go beyond what’s required.

Take more academic classes than required.

University admissions departments generally recommend an additional year of

math (ideally getting to the highest level of math—Calculus), laboratory science,

and foreign language.

Take the most challenging classes available.

Students should ask to be placed in honors or Advanced Placement (AP) classes.

AP classes are considered college-level work and if a student passes the AP exam,

he or she can receive college credit for the class.

History/social science One year of world history, cultures and historical geography and two semesters of U.S. history, or one semester of U.S. history and one semester of American government or civics

College-preparatory elective One year of an additional approved “a-f” course beyond the minimum required for that subject area, or a course that combines any of the “a-f” subject areas in an interdisciplinary fashion

English Four years of college preparatory English that integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking

Mathematics Three years of college-preparatory mathematics including or integrating topics covered in: Elementary algebra, Advanced algebra, Two- and three-dimensional geometry. Also acceptable are courses that address the above content areas, and include or integrate: Trigonometry or StatisticsLaboratory Science

Two years, providing fundamental knowledge in two of the following disciplines: Biology, Chemistry, Physics

Language other than English Two years of the same non-English language

Visual and performing arts One year chosen from dance, drama/theater, music or visual arts

A-G E L IGIB I L I T Y & REQUIRE ME NTS WHAT CL ASSES DOES MY CHILD NE E D TO TAKE TO BE E L IGIBLE FOR CALIFORNIA’S UNIVERS I T Y SYSTE MS?

WHAT SHOULD I DO TO SUPPORT MY CHILD TO GRADUATE READY AND ELIGIBLE FOR COLLEGE?

Ask your school if all students are required to take A-G classes, and what are their specific plans to make sure your child is eligible for a four-year university.

When your child is about to start high school, work with the school to make a four-year plan on

how he/she will meet all the requirements by graduation.

If your child falls behind because he/she didn’t pass a class, ask your school what their plan is to make sure your child has finished all the A-G requirements by graduation.

RESOU

RCES

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%0%

DeA

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382

70

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14%

23%

43%

11%

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11%

3%14

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Cerri

toH

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482

44

%13

%12

%28

%18

%20

%28

%6%

41%

-2%

-5%

29%

3%0%

Herc

ules

High

Herc

ules

High

935

44%

10%

11%

6%19

%27

%22

%26

%62

%1%

0%27

%-1

%-1

%Jo

hnF.

Ken

nedy

High

Kenn

edy

High

881

96%

38%

14%

2%5%

24%

66%

3%20

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-1%

1%-2

%-2

%Le

ader

ship

Pub

licSc

hool

s:Ri

chm

ond

Char

ter

High

577

89%

21%

9%0%

2%4%

92%

2%63

%-1

0%3%

27%

8%3%

Mid

dle

Colle

geH

ighHe

rcul

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6

59

%3%

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14%

19%

52%

7%84

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%55

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%Pi

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Vall

eyH

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High

1,13

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62%

15%

11%

15%

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42%

-9%

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%-6

%2%

Rich

mon

dHi

ghRi

chm

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High

1,51

1

85%

43%

10%

1%4%

6%86

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Gree

nwoo

dAc

adem

y(Al

tern

ative

)Ke

nned

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her

358

78%

33%

12%

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63%

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-1%

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staH

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ltern

ative

)Ri

chm

ond

Othe

r26

4

76

%25

%56

%13

%8%

28%

45%

7%28

%-3

%3%

6%-1

%0%

Dist

rictT

otal

N/A

All

28,3

18

70%

34%

12%

11%

11%

17%

52%

9%34

%0%

1%23

%0%

0%Ch

arte

rTot

alN/

AAl

l5,

206

80

%30

%8%

2%3%

11%

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%1%

N/A

31%

0%N/

AW

estC

ontra

Cos

taTo

tal

N/A

All

33,5

24

72%

33%

11%

10%

10%

16%

56%

9%36

%1%

N/A

25%

0%N/

ACo

ntra

Cos

taTo

tal

N/A

All

178,

060

41%

17%

12%

31%

13%

9%36

%12

%54

%0%

1%42

%-3

%0%

Stat

eTo

tal

N/A

All

6,22

0,41

3

60%

20%

12%

23%

9%6%

54%

8%50

%1%

2%39

%1%

2%

Colo

rSca

le0%

10

0%

SchoolName

Family

GradeTotalEnroll

FRL

ELLSPED*

White

Asian

AA/

Black

Hispanic/

Latino

Other

ELA-Met

or

Exceeded

ELA-

Change

from

2017

ELA-

3year

Avg.

Change

Math-

Metor

Exceeded

Math-

Change

from2017

Math-3

year

Avg.

Change

Amet

hod:

Ben

itoJu

arez

Elem

enta

ryCh

arte

rEle

m41

7

92

%56

%10

%1%

2%2%

95%

1%37

%4%

-1%

41%

1%-4

%

OVERVIEW

DEMOGRAPHICS2017-18

SBACRESULTS2018

E ND NOTES NOTES, IDEAS, & TAKEAWAYS

RESOU

RCES

PG. 4 - SBAC ELA Proficiency, By Ethnicity and Socioeconomic, All Grades Tested 2017-18 [X-axis plot graph]

California Department of Education. (October 2, 2018). 2017-18 California

Assessment of Student Performance and Progress Test Results.

PGs. 6-7 - Student Demographics (Enrollment by Ethnicity, Vulnerable Student Groups Enrollment, District-Charter 2017-2018)

California Department of Education. (Sept 11, 2018). 2017-18 Enrollment by

School, CALPADS UPC Source File.

PGs. 8-9 - Power Standards K, 3, 5, 7, HS https://capta.org/focus-areas/education/common-core/

PG. 10 - WCCUSD Early Learning Programs Enrollment and Outcomes (DRDP)

West Contra Costa Unified School District, Early Learning Department.

PG. 10 - Kindergarten initial reading assessment Fall 2017

West Contra Costa Unified School District, Integrated Technology Department.

PG. 12 - SBAC ELA Proficiency, Overall 4-Year Cohort Trend, 3rd Grade 2014-15 to 6th Grade 2017-18 [Line Graph]



PG. 14 - 5th Grade Reclassification 17-18 cut by newcomers, short-term EL, and long-term EL

California Department of Education. (October 2, 2018). 2017-18 “Ever-ELs”

by Years as EL and Reclassification (RFEP) Status and Grade

PG. 16 - 7th Grade 2017-18 Math Proficiency by Subgroups including ELs and FRLs



PG. 18 - 9th Grade Students with one or more “D’ or “F”, Overall and Per Student

West Contra Costa Unified School District, Integrated Technology Department. Data Departments at Aspire Public Schools, Leadership

Public Schools, Making Waves Academy, and Summit Public Schools.

PG. 20 - 11th Grade College Readiness by Subgroups. Percentage of 11th Graders Meeting/Exceeding Standards by Subgroups • 2017-18



PG. 22 - Graduation Rates vs. UC/CSU Eligibility by School

California Department of Education. (April 11th, 2017). 2015-16 Graduates by Ethnicity and School; 2015-16 Graduates Meeting UC/CSU Entrance Requirements.

PG. 24 - Contra Costa Community College Degree Completion Prepared and Unprepared 2017-18

California Community Colleges. 2017 Student Success Scorecard.

Resource PG. 26 - Parents Rights https://capta.org/focus-areas/family-engagement/parents-rights/

Resource PG. 27 - How to Choose a Preschool https://www.cocokids.org/resource-referral/evaluate-a-child-care-

program/

Resource PG. 28 - Parent Conference Tips http://www.nea.org/home/60103.htm

Resource PG. 29 - Testing Tips http://www.barrow.k12.ga.us/assets/test_taking_tips_for_parents.pdf

Resource PGs. 30-31 - English Language Learner Resources

https://www.elpac.org/

https://westcontracosta.agendaonline.net/public/Meeting.

Resource PGs. 32-33 - Special Education https://www.cde.ca.gov/Sp/se/qa/pssummary.asp

Resource PGs. 34-35 - A-G Eligibility https://innovateschools.org/parent-guide/parent-guide-what-are-the-a-g-

requirements/

Resource PGs. 36-37 - School Summary Page (grouped by school family) that reflects change since 16-17 testing cycle [See CFF chart]



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