1. Implement CA State Standards, align curriculum across all curricular areas through the lens of community relevancy and inclusion, and administer benchmark assessments

a. Scope & sequence and benchmark assessment work in all curricular areas

b. Teacher leads across all curricular

areas

c. Administer universal screeners for ELA & math three times a year

​

2. Adopt Universal Design for Learning (UDL) framework

a. Professional development

b. Collaboration meetings to plan

lessons

3. Participate in Professional Learning Community (PLC) where educators work collaboratively in recurring cycles of improvement

a. PLC leads to facilitate items b-d

b. Collaboration calendar within course

alike teams

c. Collaboration meeting agenda that

focuses in PLC guiding questions

d. Common formative assessments and

data analysis protocols

e. PLC coaching support three

times a year

4. Implement Technology Plan to support curriculum, instruction, and assessment

a. Digital Citizenship curriculum

b. Cyber security protection: off site backup solution

c. Migrate the Student Information System to the cloud

d. Wifi access to students and families throughout the district boundaries

e. Mobile device access per student in every classroom (Chromebook set per classroom)

f. Purchase Chromebook for students who need a device at home

g. Ed tech software to supplement and support curriculum, instruction, and assessment

h. 1.0 full time employee to coordinate educational technology

i. Site ed technologists

j. Data integrity

5. Use the Impact Cycle model of Instructional Coaching to support professional growth of teachers

a. District instructional coach

b. Site instructional coach sections

c. Professional development for coaches

d. Coaching meetings after school

6. Provide training to teachers and administrators on Constructing Meaning to enhance explicit language instruction of all students, especially that of Students Learning English

a. Admin professional

development strand

b.Professional development

(Spring Symposium and Summer PD)

c. Instructional materials

d. Collaboration meetings to plan lessons

7. Provide training on Modern Classroom as a way to personalize student learning needs and promote student engagement

a. Professional development

b. Collaboration meetings to

plan lessons

8. Increase opportunity and access to college and career courses and tools

a. Utilize CaliforniaColleges.Edu to assist in planning for college and career

b. Equitable placement criteria to Advanced Placement

courses

c. Advanced Placement staff workshops

d. Advanced Placement exam fees for all students

enrolled in AP courses

e. Articulated dual enrollment courses

f. Explore Early College High School

g. State Seal of Biliteracy promotion

h. American School Counselor Association

training for counselors

9. Implement a Career Technical Education Program grounded in rigor, relevance, and relationships

a. Develop instructional strategies to meet the learning needs of special populations (students learning English,

students with IEP, non-traditional students) in CTE classes

b. Submit CTE courses as A-G

c. CTE curriculum development and alignment with community colleges

d. Relationships with local business partners to facilitate internships and work-based

opportunities for CTE students

e. Full time Teacher on Special Assignment to coordinate the District’s CTE Program

f. Explore and develop a high interest pathway at Terra Nova High School

g. Build out CTE sections in Robotics, Theater Production, and Design and Engineering

h. Industry certifications

i. Counseling sections for CTE support

j. CTE awareness for middle school students

k. CTE program promotion

10. Provide

English Language Development program (ELD) aligned EL Roadmap Principles

a. Refine scope and sequence for ELD courses and develop benchmark assessments for progress monitoring

b. Provide EL Teacher on Special Assignment (TOSA) to offer professional development and oversee progress monitoring

c. Create structures for peer observations and training on implementation of ELD standards as well as student

engagement through structured student talk

d. Revise the parent engagement plan and review with English Learner Advisory Committee and District English

Language Advisory Committee

e. Continue and expand use of Ellevation

f. Place ELD 3 students in mainstream courses instead of content EL courses

g. Hire bilingual paraprofessionals to support students in mainstream courses

h. Develop IEP practices and teacher training to strengthen the program for the

needs of English learners with disabilities

i. Newcomer sections (Designated ELD courses)

j. Engage in two-way articulation and alignment with partner elementary school districts

and the community college system

k. ELD program support staff (2 FTE - districtwide support)

l. Parent liaisons at Jefferson & Westmoor (2 FTE)

m. Director of Curriculum, Instruction and Accountability to oversee the ELD program

11. Provide a comprehensive Special Education Program

a. Professional Learning Community meetings between GenEd/SPED at the District and Site level

b. Constructing Meaning training

c. Classroom walkthroughs

d. Study Skills curriculum development

e. Least Restrictive Environment professional development

f. Reduced self contained classrooms/sections

g. PBIS Professional Development

h. Standard calculation of LRE minutes

i. Therapeutic Day School campus relocation

j. Partnership with school-based mental health services at school sites

k. Reassessment and revision of IEP goals

l. Ongoing paraprofessional training

m. Continue & expand Pathways Program in Adult Transition for students to continue to access community college through concurrent enrollment

n. Increase staffing to district Transition Services to assist students in their ability to receive travel training, access concurrent enrollment and increase subsidized/supervised job placements and hours.

o. Increase collaboration with other districts and the community colleges to provide student resources and vocational training programs.

p. Continue to provide base program for special education

12. Develop a standard Student Study Team protocols to support students having difficulties

a. Annual training of staff

b. Develop SST Handbook

c. Progress monitoring of students

13. Implement Thornton High School's Comprehensive Support and Improvement Plan to increase readiness of students for college and career

a. Align curriculum with comprehensive high schools’ A-G curriculum

b. Staff professional development in strategies for instruction

c. Social Emotional Learning framework

d. Access to online curriculum

e. Mentors program to support & monitor

student progress

f. Coordination of mentor support

g. Evening classes

h. Integration of the Community Environment

Education Program

i. CTE pathway development in Building, Trades, and Construction in partnership with the local community college

Metric

Baseline

Y1 - Mid Year Outcome (12-20-2021)

Desired Outcome for 2023–24

MDTP - math benchmark assessment (% of students who improve from beginning to end of year)

Set in Fall 2021

Math Course 1 = 69.4%

Math Course 2 = 60.6%

Math Course 3 = 63.6%

​

(Jefferson not included in mid-year because of 4x4 schedule. They will be included at the end of the year data)

75%

STAR- ELA benchmark assessment (% of students who improve from beginning to end of year)

Set in Fall 2021

Jefferson Fall Term 202/459= 44%

Oceana = TBD

Terra Nova= 167/309=54%

Westmoor= 287/600=47%

​

District Average = 656/1368 = 48%

75%

Least Restrictive Environment

(> 80%)

25.27%

198/430=46%

>52.2%

Least Restrictive Environment

(< 40%)

22.22%

100/430 = 23%

<21.6%

Least Restrictive Environment (Separate School)

10.24%

23/459 = 5%

<3.8%

Site Administrator Classroom Walkthrough

2 hours/week/

administrator

1-2 hours/week

5 hours/week/

administrator

Metric

Baseline

Y1 - Mid Year Outcome (12-20-2021)

Desired Outcome for 2023–24

4-Year Plan Completion Rate (all grade levels)

40%

JHS = 28.9%

OHS = 67.6%

TNHS = 13.1%

THS = 4.7%

WHS = 24.2%

​

District Average = 30%

80%

Advanced Placement Course Access

% of Grades 10-12 Students Enrolled in at Least 1 AP Course

​

​

​

- African American

9%

2.50%

20%

- Hispanic/Latino

16%

16%

30%

- English Learner

2%

3%

10%

- Students with Disabilities

3%

​

2%

10%

Metric

Baseline

Y1 - Mid Year Outcome (12-20-2021)

Desired Outcome for 2023–24

Advanced Placement Scores: % of 12th Grade Students Who Scored at least a "3" in one or more Advanced Placement Exams throughout their high school career (2020)

​

​

​

- Jefferson HS

17.9%

18.30% (2021)

25%

- Oceana HS

28.9%

27.10% (2021)

35%

- Terra Nova HS

32.7%

31.30% (2021)

40%

- Westmoor HS

28.9%

20.50% (2021)

35%

Smarter Balanced Proficiency Rate (ELA) - Level 3 or higher

56.1%

75.60%

60%

Smarter Balanced Proficiency Rate (Math) - Level 3 or higher

35.0%

50.61%

40%

Metric

Baseline

Y1 - Mid Year Outcome

Desired Outcome for 2023–24

Physical Fitness Test (5 out of 6 passing score)

51.3%

N/A

55%

English Learner Reclassification Rate

16.8%

TBD

20%

English Learner Progress Indicator on the Dashboard

45.10%

TBD

55%

4-year Graduation Cohort Rate

Class of 2020

Class of 2021

​

-All students

90.5%

90.70%

92%

-Hispanic/Latino

84.3%

85.30%

87%

-English Learner

78.0%

78.50%

82%

-Homeless

70%

66.70%

80%

-Students with Disabilities

68.5%

70.70%

75%

Metric

Baseline

Y1 - Mid Year Outcome

Desired Outcome for 2023–24

Thornton High School Graduation Rate (4-year)

66%

71.40% (2021)

70%

A-G rate

44.10%

44.10% (2021)

50%

-English Learner

16.2%

14.60%

20%

-African American

9.10%

6.30%

15%

- Students with Disabilities

8.10%

9.80%

11%

Dual Enrollment (College Credit Course) Rate

21.9%

21.50% (2021)

25%

CTE Pathway Completion

9.6%

6.80% (2021)

15%

State Seal of Biliteracy

2.3%

3.70% (2021)

5%

Golden State Seal Merit Diploma Rate

19.7%

31.70% (2021)

25%

College Acceptance Rate (2 year or 4 year college) - Change to College Going Rate

73%

65% (2021)

77%

Work Based Learning Rate

Set in Fall 2021

N/A

20%

College and Career Dashboard Indicator (2019)

44.80% (2019)

44.20% (2020)

50%

1. Implement Social Emotional Learning curriculum to build self awareness, self management, social awareness, relationship skills, and responsible decision making

a. Project Wayfinder curriculum for grades 9-10

b. Connect with Kids curriculum for grades 9-12

c. Care Solace App for 24/7 referral service

d. Atlas App for mindfulness and stress management

2. Provide staff training on Community Resilience Model to learn trauma informed practices

Professional development to all JUHSD staff

3. Provide training on community building, implicit bias, and restorative practices to improve school climate

a. Site specific training plan based on needs assessment results

b. Administrator training on restorative practices

4. Provide an integrated and multi-tiered mental health and wellness support

a. 7 Wellness Counselors/Social Workers

b. 3 additional wellness staff to conduct social work and services

c. Partnership with Daly City Youth Health Center

d. Clinical psychologist interns

e. School psychologist interns

f. Wellness counselor interns

g. Mental health coordinator

h. Improve collaboration between DCYHC and district Wellness staff to maximize the integrated behavioral and mental health supports provided to students; clarify and communicate the availability of these services to JUHSD leadership, staff, students, and families.

5. Adopt and implement a restorative discipline matrix to help determine root causes of the issue so that an appropriate response can be implemented

a. Staff training on the matrix

b. Monitor and reflect implementation

6. Monitor student attendance

a. Attention to Attendance monitoring system

b. Track no-shows from the previous year and conduct home visits

c. Recognition of positive student attendance

7. Hire staff to oversee attendance, discipline, mental health, and social emotional learning

a. Vice Principal II (formerly classified as Dean of Students)

Metric

Baseline

Y1 - Mid Year Outcome

Desired Outcome for 2023–24

Chronic Absenteeism Rate

18-19

20-21

​

-All Students

15.60%

20.5%

12%

-African American

22.60%

52.6%

12%

-Hispanic

22.50%

31.7%

15%

-English Learner

27.50%

41.5%

23%

-Students with Disabilities

27.20%

28.6%

23%

Suspension Rate

19-20

20-21

​

-All Students

3.90%

0.0%

<3%

- African American

14.50%

0.0%

9%

- Pacific Islander

12.00%

0.0%

9%

- English Learner

7.90%

0.0%

4%

- Students with Disabilities

6.30%

0.0%

4%

- Hispanic

5.70%

0.1%

3%

Expulsion Rate

0%

0%

0%

School Climate Survey - Students

Set in Fall 2021

57%

60%

School Climate Survey - Parents

Set in Fall 2021

7%

50%

School Climate Survey - Staff

Set in Fall 2021

53%

70%

Percent of Students Served by the Wellness Team

15% (set in Fall 2021)

8%

25%

1. Provide anti-racism education and training to administrators and staff

a. Governance training

b. Site and district administrators training

c. Staff training

d. Meeting and collaboration time

2. Plan and implement Ethnic Studies curriculum

a. Curriculum and professional development

b. Meeting and collaboration time

c. Section to oversee development and

implementation

3. Implement grading practices that promote equity

a. Overview training of Grading for Equity and professional development to cohort of teachers to engage in action research on equitable grading practices

b. Meeting and collaboration time

4. Provide training on LGBTQ+ to help create gender sensitive and inclusive classrooms

a. Professional development

b. Meeting and collaboration time

5. Implement the Comprehensive Coordinated Early Intervening Services (CCEIS) Plan (Significant Disproportionality)

a. Track identified students in the areas of academics, attendance,

and behavior

b. Multi-Tiered Support System (MTSS) training

c. Implicit bias and restorative practices training

d. Implement a restorative discipline matrix

e. Ethnic studies curriculum development and implementation

f. Hiring of diverse staff

g. Student focus group of identified students

h. Mentors for identified students

i. 504 Plan handbook

j. Social Emotional Learning Curriculum

k. Special Education District Advisory Committee

6. Convene an Equity Task Force to help examine and analyze policies and practices in relation to equity and provide direction to the Board of Trustees

a. Develop an equity walkthrough protocol to help identify equity issues that need to be addressed

b. Review district and school practices and suggest ways to align with the equity statement

Metric

Baseline

Y1 - Mid Year Outcome

Desired Outcome for 2023–24

Staff Equity Survey

Set in Fall 2021

TBD

70%

Educator Equity Rate (% Minority Certificated Staff and Administrators)

40.5%

41%

50%

Perception data from student focus group

Set in Fall 2021

TBD

5% of student participation per site

MDTP - math benchmark (% of CCEIS identified students who improve from beginning to end of year)

Set in Fall 2021

TBD

40% students will increase the scores

STAR- ELA benchmark (% of CCEIS identified students who improve from beginning to end of year)

Set in Fall 2021

10% of students increased scores from Fall to Winter

40% students will increase the scores

Attendance Rate (% of CCEIS identified students)

​

Set in Fall 2021

97.6%

90%

Discipline Referral Rate (% of CCEIS identified students)

Set in Fall 2021

TBD

Less than 10%

Discipline Referral Rate (all students)

Set in Fall 2021

TBD

​

10% reduction of referral rate

1. 4-year planning with students Learning English

Meet with school counselors to review plan at least twice year

2. Offer alternative English A-G course

Summer school 2022

3. Staff professional development on integrated and designated ELD courses

Training/workshops

4. Promote State Seal of Biliteracy

Build awareness among students and staff

5. College tutors for students learning English in Career Technical Education classes

Partnership with Skyline College

6. Monitor student progress and grades of students learning English

6 week monitoring cycle

Metric

Baseline

Y1 - Mid Year Outcome

Desired Outcome for 2023–24

% of English learners classified as "prepared" in the CCI indicator

13.60%

N/A

20%

College and Career Indicator - CTE Pathway

7.10%

5.1%

14%

College and Career Indicator - College Credit Course Pathway

17.90%

7.6%

25%

State Seal of Biliteracy - English Learners

3 students

​

4 students

9 English Learner students

1. Develop a comprehensive and wrap around intake process for students learning English

Meet and collaborate with appropriate stakeholders

2. Train ELD staff and counselors on evaluating out of country transcripts

Meet and collaborate with appropriate stakeholders

3. Develop survey questions and survey to rate services provided by the English Language Development department

Meet and collaborate with appropriate stakeholders

Metric

Baseline

Y1 - Mid Year Outcome

Desired Outcome for 2023–24

Parent/Guardian Satisfaction Survey Rating

Set if Fall 2021

TBD

4 out if 5 in the parent/guardian survey rating

Annual training of counselors

Set if Fall 2021

TBD

​

1 training per year

Development of survey

0 survey

1 survey completed

​

1 survey

Actions

Strategies/Services

1. Develop a 4-year plan with Students with Disabilities

Meet with school counselors to review plan at least twice year

2. Monitor grades of students with IEP

Review progress report grades in Professional Learning Communities

3. Review transcripts and place students appropriately

Review progress report grades in Professional Learning Communities

4. Increase access, opportunity, and support in general education courses

Collaboration meetings between general education and special education staff

5. Provide tutoring

Before/after school tutoring

6. Provide credit recovery opportunities

Targeted and personalized credit recovery

opportunity

Metric

Baseline

Mid-Year Outcome

Desired Outcome for 2023–24

Graduation Rate of Students with Disabilities on Diploma Track

67.3%

70.10%

80%

MDTP - math benchmark (% of SWD who improve from beginning to end of year)

Set in Fall 2021

TBD

70% of students with IEP will improve scores

STAR- ELA benchmark (% of SWD who improve from beginning to end of year)

Set in Fall 2021

​

Jefferson: 21/28=75%

Oceana = TBD

Terra Nova = 17/27=63%

Westmoor = 11/19=57%

​

District Average = 49/74 = 66%

Fall to Winter

​

Jefferson: 21/28=75% (Term 1)

Oceana = TBD

Terra Nova = 17/27=63%

Westmoor = 11/19=57%

​

District Average = 49/74 = 66%

70% of students with IEP will improve scores

1. Provide base program for all students

See Appendix A

2. Safe, clean and well maintained facilities

a. Convene an Emergency Operations Committee at all school sites and the District Office

b. Monitor cleanliness of facilities, especially the restrooms

c. On going training on proper cleaning techniques

d. Monitor ventilation and carbon dioxide level throughout the building

3. Recruit and retain appropriately credentialed and high quality staff

a. Hiring bonus in math, science, world language, and special education

b. Career Technical Education credentials

c. California Subject Examinations for Teachers (CSET) in areas of need

d. CTEL exams

e. Tier 2 administrative credential

4. Provide induction support and services

a. Induction coordinator for General Education

b. Special Education intern supervisor for

Special Education teachers

5. Ongoing professional learning opportunities

a. Crisis Prevention Institute

b. San Mateo County Office of Education workshops

c. Annual mandatory trainings through Target Solution

6. Purchase standards aligned instructional and supplemental materials and supplies

a. Materials and supplies

b. Textbook adoption for World Language, Chemistry, and AP US History

7. Parent engagement

a. School Climate survey

b. Parent workshops

8. Student voice

a. Student Advisory Council

b. Student Advisory Council Survey

c. School climate survey

d. Associated Student Body training for students

e. Peer assistance program training and material

9. Communication

a. Weekly district updates to staff and community

b. Mass communication platform

c. Social media presence

d. Up-to-date district and school websites

e. Interpretation and translation services

f. Director of Communication

g. Training on communication platform

10. Tutoring, basic supplies and needs for unduplicated students (English learner, foster youth, homeless, low income)

School site referral of needs

11. Site allocation to provide targeted supports for unduplicated students

Jefferson High School

Oceana High School

Terra Nova High School

Thornton High School

Westmoor High School

Metric

Baseline

​

Desired Outcome for 2023–24

Facilities Inspection Tool

Exemplary

Exemplary

Exemplary

Ineffective Teacher Rate

Set in Fall 2021

TBD

Less than 5%

Out of Field Teacher Rate

Set in Fall 2021

TBD

Less than 5%

Inexperienced Teacher Rate

Set in Fall 2021

TBD

Less than 5%

Certificated Staff Retention Rate

91.50%

84.96%

90%

Administrator Retention Rate

77.80%

82%

90%

Student Advisory Survey

Set in Fall 2021

TBD

55% participation

CA Parent Survey

Set in Fall 2021

TBD

55% participation

Communication Effectiveness Feedback Survey

Set in Fall 2021

TBD

55% participation

A description of how and when the LEA engaged, or plans to engage, its educational partners on the use of funds provided through the Budget Act of 2021 that were not included in the 2021-22 Local Control and Accountability Plan (LCAP).

Funds provided through the Budget Act of 2021 not included in the LCAP are the Educator Effectiveness Block Grant and the A-G Completion Grant. JUHSD engaged its educational partners in the development of the Educator Effectiveness Block Grant through meetings with departments and Instructional Council meetings. A public hearing was also held to gather input from the public. JUHSD plans to seek input on the A-G Grant during the District Advisory Committee meetings, Instructional Council meetings and through the Superintendent's Weekly Communication. A public hearing for the A-G grant is scheduled on March 1, 2022.

A description of how and when the LEA engaged its educational partners on the use of one-time federal funds received that are intended to support recovery from the COVID-19 pandemic and the impacts of distance learning on pupils.

JUHSD started to engage its educational partners in developing the ESSER III Plan on September 22,2021 with a Town Hall Meeting hosted by the Superintendent. In addition, the plans were communicated through the Superintendent's Weekly Communication and was emailed directly to the JUHSD students, families and staff. A feedback link was attached with the communication. In addition, feedback was gathered through school and district committees such as the District English Language Advisory Committee, School Site Council and Instructional Council and Curriculum Council meetings.

A description of how the LEA is implementing the federal American Rescue Plan Act and federal Elementary and Secondary School Emergency Relief expenditure plan, and the successes and challenges experienced during implementation.

JUHSD has used the funds to purchase personal protective equipment such as K-95 masks for all students and staff. In addition, antigen COVID tests were also purchased for students to take home before the breaks in February and April. Due to increased staff absences, the District has hired floating substitutes at each site to help cover classrooms. We have also increased mental health support by hiring additional staff. One of the challenges in implementing the plan is the difficulties in finding additional staff to hire. We have provided extra compensation for our employees to cover areas of need, but many staff have reached their capacity in dealing with challenges presented by COVID.

A description of how the LEA is using its fiscal resources received for the 2021–22 school year in a manner that is consistent with the applicable plans and is aligned with the LEA’s 2021–22 LCAP and Annual Update.

The Distric't Safe Return to In-Person Instruction and Continuity of Services Plan and the ESSER III Expenditure Plan and all the other plans are aligned with the District's LCAP goals in creating a safe and inclusive space to ensure post-secondary success. In addition, the District's plans are developed collaboratively through an equity lens by providing more support to the students and staff who need to most support. Maintaining a clean and safe campus had always been a priority and this aligns with the district's COVID related plans.

Item

As adopted in BOP

Amount per Budget Act

Total LCFF Funds

$52,958,188

$54,752,722

LCFF Supplemental/ Concentration Grants

$3,029,440

$3,028,537

All Other State Funds

$4,246,557

$4,883,411

All Local Funds

$9,432,593

$10,321,884

All Federal Funds

$5,500,007

$5,565,981

​

Allocation

Planned Expenditures

Title 1

$424,691

Jefferson HS: sections to support 4x4 schedule, instructional coaching section, collaboration stipend

​

District: Professional Learning Community and Grading for Equity

Title 2

$99,124

Induction Coordinator

Title 3 - EL

$77,454

Bilingual Paraprofessionals

Instructional materials

Title 3 - Immigrant

$42,601

Partial salary of staff to assist with parent with enrollment intake process

Title 4

$31,359

Professional development