Estimated time for response is one week.
Your Question: Everywhere that ethnic groups are broken out, there is no comment on the sizes of each group. For example I had to dig through the report to find that Latinos are 5%, African American are <1% and Low SES are 5%. It seems that quantifying these groups would help those reading the report, knowing that our primary group is Asian, with white being the next largest and therefore much focus is on closing those gaps.
Response to Question: Although the demographics are not on the LCAP Narrative Summary, they are on the first page of the official document. (See Below) The Cupertino Union School District (CUSD) serves approximately 18,500 Transitional Kindergarten through 8th-grade students in 25 schools (one K-8, 19 elementary schools, and five middle schools). The District’s student demographics are as follows:
- Latino 5%
- African American less than 1%
- Filipino 1%
- Asian 73%
- White 17%
-Multi Racial 3%
- English Learners 11%
- Low SES 5%
- Students with Disabilities 7%
Based on your input, we will consider putting this on the official document.
Regarding #1 Board Priority/LCAP Goal (math):
How does IBD work to close the achievement gap? Do items like Newsela, RazKids, etc. include training specifically on how to use this to help close the math achievement gap? There is also mention that more needs to be done at the elementary level so that "minority students and English Learners are receiving the type of rich instruction in grades K - 5 which will prepare them for advanced math in Middle School." However, these students are not only disproportionately underrepresented in middle school advanced math courses; they are disproportionately overrepresented as not meeting proficiency standards. What items in the LCAP proposal will help support students who are not meeting standards, particularly at the middle school level (other than funding for ISTs)?
Response to Question: We provided training for Rosetta Stone in order for teachers to understand how to use it to support language acquisition. However, we have not provided training for teachers on how to use RazKids and Newsela to differentiate instruction support readers of all levels with language acquisition and content knowledge. This is an excellent idea for future workshops. Thank you for the suggestion!!
IBD is strongly correlated with the Common Core State Standards. When taught as intended, students are engaged in rich academic conversations with their peers discussing and debating the meaning behind texts. This interaction holds all students accountable for deeper thinking and expression. Along with that, students are expected to go back to the text and find evidence to support their reasoning. All of these strategies and more are aligned with what colleges are expecting from incoming students and hopefully responsible to closing the gap.
We all agree more needs to be done and this is a priority. We have allocated funds for our targeted middle schools with the highest numbers of students who need extra support to have after school intervention programs. Although not represented in the LCAP, we fund Elevate Math during the summer out of our General Fund. This is explicitly for the students you are asking about. It was our intent to support all students in math with deeper understanding when we provided PEBC math lab training. We are supporting all middles schools with social skill programs to take care of behaviors that may keep students from reaching their academic potential.
Which 10 elementary receive Writer's Workshop Units of Study professional
development besides three pilots schools (Blue Hills, McAuliffe, Meyerholz)
Response to Question: Thank you for your question. This year, the schools who received Writer’s Workshop PD were: Nimitz, Lincoln, Montclaire, Garden Gate, Dilworth, Muir, Collins, West Valley, Stocklmeir, Along with that, all of the middle schools have had the PD as well as Sedgwick
It was very long, so I may have missed it, but I didn't see anything in the plan about collecting feedback on teachers and school staff. It is hard to improve/reward what you don't measure.
Response to Question: Thank you for your input. It is an extremely long document!! The LCAP doesn’t specifically call this out, but along with the LCAP District survey put out each year, sites also administer spring climate surveys to allow for feedback at the site level. This feedback is reviewed at each school site.
Where is the focus on development for high achieving children that require more than a standard classroom is currently able to offer?
Response to Question: Thank you for your input. We agree there needs to be more emphasis on differentiating for students who need enrichment as well as students that need intervention. Our Units of Study program in Writing allows for high achieving students to take their writing much further than programs used in the past. The reading assessment elementary teachers are being given time for will require teachers to test students to their instructional reading level. By identifying what level a student is reading at, teachers can provide more advanced reading texts where needed. The training our teachers are receiving in math is helping them to go much deeper with problem-solving and conceptual development to make math more challenging for all students. Many of our computer programs allow for enrichment. And, we provide supplemental enrichment activities for teachers to use in our math binder. We recognize the importance of challenging our high achievers and that more needs to be done in all content areas.
I would like to see more resources dedicated to school psychologists and behavior specialists.
Response to Question: Thank you for your input. We all agree there is a need and have added extra funding for behavior specialists each year.
(LCAP) This is a ton of information for even the most motivated parents to read and digest. I wonder if you could boil it down to the top 5 bullet point takeaways that are most important for parents to know (starting with what the LCAP even is) and distribute those along with the PDFs. Thank you.
Thank you for your input. We agree there is a lot of information. We created the LCAP Summary Narrative as a way to simplify. We have attached that, and we are attaching the powerpoint we used to present all additional items/update we added to the LCAP this year. We hope this will help some.
Noon-duty aides may not enroll a child into a Cupertino School based on their employment status in the district; their home address must be within district boundaries.
Once the board adopts material, which meets the requirements of new state law, the material will be available to review at each middle school site. Families will be provided plenty of time to have the opportunity to decide to opt out.
Three 5th Grade Teachers
Five Middle School Science Teachers (one from each site)
Two Site Administrators
One District Nurse
Heidi Winig (unpaid consultant from Bay Area Communities for Health Education (BACHE))
• CA Healthy Youth Act passed in October, 2015 to be in effect January 1, 2016
• Instruction Department began attending SCCOE CSE Meetings: Fall, 2015
• CUSD Newsletter Notification and Call for Volunteers: Spring 2016
• Presentations to all Middle School Science Teachers: September, 2016
• Presentations to Grade 5 Teachers (Optional): October, 2016
• CUSD HG&D Task Force Assembled: Fall 2016