J. C. Montgomery School Accountability Report Card Reported Using Data from the 2017 18 School Year California Department of Education By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Rebecca Villa 17-18 Irene Garcia 18-19; Principals Principal, J. C. Montgomery About Our School About Our School J.C. Montgomery provides a rigorous and relevant education program to incarcerated students. One of the goals of J.C. Montgomery is to provide curriculum aligned with the California State Standards, this allows students to return to their district of residence schools with minimum interruption in learning. Many J.C. Montgomery students who enroll are deficient in school credits and are struggling academically. J.C. Montgomery teachers provide intervention programs and strategies, to assist students in closing their learning gaps. While reports on CBEDS day indicate J.C. Montgomery served forty-one (41) students, that is a snapshot in time. Students enter and leave J.C. Montgomery and Kings County Juvenile Center almost daily. Students may be enrolled for one day up to over a year in some cases. Entering and leaving the Juvenile center may be due to placement/release by the court, commitment time completed, or moving to another adult or juvenile facility. During the 2017-2018 J.C. Montgomery served over one-hundred and forty-three students. Contact J. C. Montgomery 1450 Forum Dr. Hanford, CA 93230-4334 Phone: 559-589-2608 E-mail: irene.garcia@kingscoe.org
About This School Contact Information (School Year 2018 19) District Contact Information (School Year 2018 19) School Contact Information (School Year 2018 19) District Name Kings County Office of Education School Name J. C. Montgomery Phone Number (559) 584-1441 Street 1450 Forum Dr. Superintendent Todd Barlow City, State, Zip Hanford, Ca, 93230-4334 E-mail Address todd.barlow@kingscoe.org Phone Number 559-589-2608 Web Site http://www.kings.k12.ca.us Principal Rebecca Villa 17-18 Irene Garcia 18-19; Principals E-mail Address irene.garcia@kingscoe.org Web Site http://www.kings.k12.ca.us County-District-School (CDS) Code 16101651630102 School Description and Mission Statement (School Year 2018 19) J.C. Montgomery is an alternative court school program operated by Kings County Office of Education and located within the Kings County Juvenile Center. The facility is maintained by the Kings County Probation Department. Maximum capacity of the facility is 60 students. All students who attend J.C. Montgomery are in the court process and ordered to attend school while housed within the locked facility. J.C. Montgomery students are either currently on probation or pending placement on probation, depending on their court status. J.C. Montgomery students are placed into one of the three security units as follows: Maximum Security - Serious crimes or adult charges 200 s - Medium security pending court proceedings & females Medium security unit, minors that are court committed Students can continue or complete their education and graduate from J.C. Montgomery. Character building strategies are embedded in the curriculum. District Mission Statement The mission of Kings County Office of Education is to provide and to promote the most relevant educational program for Kings County students. School Vision Statement Alternative school students will become confident, cooperative, responsible, and respected citizens, who achieve personal and academic success, develop social skills, learn to get along with others and become productive members of the community. School Mission Statement Alternative Education students will: Acquire structure and discipline Learn the importance of strong ethics and good character Understand the relevance of education to daily living Become more confident and universally aware Develop essential skills and problem-solving strategies Set goals and plan for the future utilizing individual strengths Continue a lifetime of learning Last updated: 12/20/2018 Page 2 of 20
Student Enrollment by Grade Level (School Year 2017 18) Grade Level Number of Students Grade 8 2 Grade 9 4 Grade 10 8 Grade 11 10 Grade 12 17 Total Enrollment 41 17.5 15.0 12.5 10.0 7.5 5.0 2.5 0.0 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year 2017 18) Student Group Percent of Total Enrollment Black or African American 2.4 % American Indian or Alaska Native % Asian % Filipino % Hispanic or Latino 80.5 % Native Hawaiian or Pacific Islander % White 12.2 % Two or More Races 4.9 % Other 0.0 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 100.0 % English Learners 31.7 % Students with Disabilities 34.1 % Foster Youth 4.9 % Page 3 of 20
A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teachers School 2016 17 School 2017 18 School 2018 19 District 2018 19 With Full Credential 4 3 3 27 Without Full Credential 0 1 1 9 4.5 4.0 3.5 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0 3.0 2.5 2.0 1.5 1.0 0.5 0.0 0.0 1.0 2.0 Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners 2016 17 2017 18 2018 19 0 0 0 1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Total Teacher Misassignments* 0 0 0 0.5 Vacant Teacher Positions 0 0 0 0.0-0.5-1.0 2016 17 2017 18 2018 19 Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Page 4 of 20
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018 19) Year and month in which the data were collected: May 2018 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Character Based Learning, CBL Units, students do not use and adopted English Language Arts textbooks. The instructor uses a series of novels and lessons with embedded standards for ELA. In addition, n designated English Language Development Program was piloted before making a decision to adopt for the 2018-19 school year. In addition, Apex courses in ELA are available for students who need credit recovery for graduation requirements. No 0.0 % Mathematics There are two math programs available at JCM. Pearson/Prentice Hall (2012) and Carnegie Learning (2015). In spring 2019, JCM will work with a Curriculum Consultant to adopt new math materials from most recent adoption. In addition, Apex courses are available for students who need credit recovery for graduation requirements. No 0.0 % Science Glencoe Science In addition, Apex courses are available for students who need credit recovery for graduation requirements. Yes 0.0 % History-Social Science Glencoe History/Social Studies In addition, Apex courses are available for students who need credit recovery for graduation requirements. Yes 0.0 % Foreign Language In addition, Apex courses are available for students who need credit recovery in foreign language/fine arts for graduation requirements. 0.0 % Health In addition, Apex courses available in Health for students who need credit recovery for graduation requirements. 0.0 % Visual and Performing Arts In addition, Apex courses in Visual/Performing Arts are available for students who need credit recovery for graduation requirements. 0.0 % Science Lab Eqpmt (Grades 9-12) Note: Cells with N/A values do not require data. N/A N/A 0.0 % Page 5 of 20
School Facility Conditions and Planned Improvements J.C. Montgomery school is located with the Kings County Juvenile Center. The last inspection of Kings County Juvenile Center occurred on October of 2018, classroom facilities were found to be in good repair. School Facility Good Repair Status Year and month of the most recent FIT report: October 2018 System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/Doors/Gates/Fences Good Good Good Good Good Good Good Fair Overall Facility Rate Year and month of the most recent FIT report: October 2018 Overall Rating Good Page 6 of 20
B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard Subject School 2016 17 School 2017 18 District 2016 17 District 2017 18 State 2016 17 State 2017 18 English Language Arts / Literacy (grades 3-8 and 11) 6.0% 20.0% 5.0% 11.0% 48.0% 50.0% Mathematics (grades 3-8 and 11) 0.0% 0.0% 2.0% 3.0% 37.0% 38.0% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments. Page 7 of 20
CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017 18) CAASPP Assessment Results English Language Arts (ELA) Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 16 15 93.75% 20.00% Male 16 15 93.75% 20.00% Female Black or African American -- -- -- American Indian or Alaska Native Asian Filipino Hispanic or Latino 13 12 92.31% 16.67% Native Hawaiian or Pacific Islander White -- -- -- Two or More Races Socioeconomically Disadvantaged 16 15 93.75% 20.00% English Learners -- -- -- Students with Disabilities -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 8 of 20
CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2017 18) CAASPP Test Results in Mathematics Disaggregated by Student Group, Grades Three Through Eight and Grade Eleven Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 16 14 87.50% Male 16 14 87.50% Female Black or African American -- -- -- American Indian or Alaska Native Asian Filipino Hispanic or Latino 13 12 92.31% Native Hawaiian or Pacific Islander White -- -- -- Two or More Races Socioeconomically Disadvantaged 16 14 87.50% English Learners -- -- -- Students with Disabilities -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Career Technical Education (CTE) Programs (School Year 2017 18) Career Technical Education (CTE) Programs Students at J.C. Montgomery School receive bi-weekly career pathway support from Kings County ROP Career Advisers and personnel. Students enrolled at J.C. Montgomery are typically there for a short time (from a few days to a few months), and have the option to enroll in these classes in their home high schools, when released. CTE participation was limited in 2017-18 school year to any if they were present during the time the ROP Career Adviser came in to present to the students. Page 9 of 20
State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education California Physical Fitness Test Results (School Year 2017 18) Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards 9 1.0% 1.0% -- Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 10 of 20
C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each school site Opportunities for Parental Involvement (School Year 2018 19) Parent Involvement (School Year 2017-18) J.C. Montgomery School parents are invited to participate in monthly Parent Coffee Hours held at Kings Office of Education on the third Friday of each month. J.C. Montgomery parents are also encouraged to participate in School Site Council, English Learner Advisory Committee meetings, and parents also participate in their child s IEP meetings. Contact Information Parents or community members who wish to learn more about the school may contact the school office at (559) 589-2623. Page 11 of 20
State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator School 2014 15 School 2015 16 District 2014 15 District 2015 16 State 2014 15 State 2015 16 Dropout Rate 79.4% 87.0% 60.0% 62.9% 10.7% 9.7% Graduation Rate 14.7% 0.0% 21.3% 12.9% 82.3% 83.8% Indicator School 2016 17 District 2016 17 State 2016 17 Dropout Rate 63.0% 36.6% 9.1% Graduation Rate 22.2% 33.8% 82.7% Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 100 Dropout Rate Graduation Rate 80 60 40 20 0 2014 15 2015 16 2016 17 For the formula to calculate the 2016 17 adjusted cohort graduation rate, see the 2017 18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/. Page 12 of 20
Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate) Student Group School District State All Students 40.9% 44.8% 88.7% Black or African American 0.0% 75.0% 82.2% American Indian or Alaska Native 0.0% 33.3% 82.8% Asian 0.0% 0.0% 94.9% Filipino 100.0% 50.0% 93.5% Hispanic or Latino 35.7% 44.4% 86.5% Native Hawaiian or Pacific Islander 0.0% 0.0% 88.6% White 50.0% 36.4% 92.1% Two or More Races 50.0% 50.0% 91.2% Socioeconomically Disadvantaged 27.3% 41.0% 88.6% English Learners 16.7% 38.5% 56.7% Students with Disabilities 0.0% 29.0% 67.1% Foster Youth 100.0% 66.7% 74.1% Page 13 of 20
State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions School School School District District District State State State Rate 2015 16 2016 17 2017 18 2015 16 2016 17 2017 18 2015 16 2016 17 2017 18 Suspensions -- 1.3% 9.8% 10.4% 11.8% 9.1% 3.7% 3.7% 3.5% Expulsions -- 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.1% 0.1% Suspensions Expulsions 14 12 School Suspensions District Suspensions State Suspensions 0.12 0.10 School Expulsions District Expulsions State Expulsions 10 0.08 8 0.06 6 0.04 4 2 0.02 0 2015 16 2016 17 2017 18 0.00 2015 16 2016 17 2017 18 School Safety Plan (School Year 2018 19) Safe School Plan J.C. Montgomery School is located in the Kings County Juvenile Center, operated by the Kings County Probation Department. Kings County Probation Department annually updates their safety plan; the most recent update was on October 2017, currently, they are in the process of revising it. The Kings County Juvenile Center conducts regular drills with students and staff to ensure preparedness in case of an emergency. The Safe School Plan is often reviewed by the Kings County Juvenile Center staff members, and students. Additionally, J.C. Montgomery staff review their roles in the Safe School Plan Annually. Federal Intervention Program Dashboard data has just become available for alternative schools. Counseling & Support Staff It is the goal of J.C. Montgomery School to assist students in their social, personal, and academic development. J.C. Montgomery staff includes a full-time Transition Specialist who is also a credentialed school counselor. The Transition Specialist assists with class scheduling, transcript evaluations, college entrance requirements, financial aid and serves as an academic counselor. The Transition Specialist assists students and families in re-enrolling in their district of residence school upon release from the Juvenile Center. The Principal overseas graduation requirements and the Transition Specialist oversees transcript evaluation, contacts previous schools for all credits students have earned and schedules students in appropriate classes. The Transition Specialist assists graduates with college applications, and completion of financial aid documents. The academic counselor-to-pupil ratio is a max of 1:60. The table below lists the support service personnel available at J.C. Montgomery School. Note: One Full-Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Page 14 of 20
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D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Page 16 of 20
Average Class Size and Class Size Distribution (Secondary) (School Year 2015 16) Subject Average Class Size Number of Classes * 1-20 English 4.0 10 Mathematics 9.0 4 Science 7.0 5 Social Science 3.0 14 Number of Classes * 21-32 Number of Classes * 33+ * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Average Class Size and Class Size Distribution (Secondary) (School Year 2016 17) Subject Average Class Size Number of Classes * 1-20 Number of Classes * 21-32 Number of Classes * 33+ English 5.0 12 Mathematics 12.0 4 Science 8.0 6 Social Science 5.0 11 * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Average Class Size and Class Size Distribution (Secondary) (School Year 2017 18) Subject Average Class Size Number of Classes * 1-20 Number of Classes * 21-32 Number of Classes * 33+ English 3.0 14 Mathematics 5.0 7 Science 4.0 8 Social Science 2.0 22 * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Page 17 of 20
Academic Counselors and Other Support Staff (School Year 2017 18) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 1.0 41.0 Counselor (Social/Behavioral or Career Development) Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) N/A N/A N/A Psychologist 0.5 N/A Social Worker Nurse Speech/Language/Hearing Specialist N/A N/A N/A Resource Specialist (non-teaching) 1.0 N/A Other N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016 17) Level Total Expenditures Per Pupil Expenditures Per Pupil (Restricted) Expenditures Per Pupil (Unrestricted) Average Teacher Salary School Site $14052.0 $2015.0 $12037.0 $138891.0 District N/A N/A $4508.0 $102611.0 Percent Difference School Site and District N/A N/A 91.0% 35.0% State N/A N/A $6574.0 -- Percent Difference School Site and State N/A N/A 57.0% 55.0% Note: Cells with N/A values do not require data. Page 18 of 20
Types of Services Funded (Fiscal Year 2017 18) Students at J.C. Montgomery receive services which are very individualized. Students receive instruction in core state standards. In addition, there are integrated and designated ELD instruction lessons each day. Course recovery is avail al able through APEX for high school students; in addition, APEX tutorial modules for students struggling. Students independent reading and math levels are monitored through Let's Go Learn for basic math and ELA skills. There is a full-time Resource Specialist (RSP) staff at JCM to assist students in goals per their IEP. The full-time Transition Specialist assist students when entering and exiting to help ensure students remain on track with their academic year. Teacher and Administrative Salaries (Fiscal Year 2016 17) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $53,146 -- Mid-Range Teacher Salary $67,638 -- Highest Teacher Salary $96,025 -- Average Principal Salary (Elementary) $101,938 -- Average Principal Salary (Middle) $110,256 -- Average Principal Salary (High) $119,253 -- Superintendent Salary $176,025 -- Percent of Budget for Teacher Salaries 40.0% -- Percent of Budget for Administrative Salaries 16.0% -- For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 100000 140000 80000 120000 100000 60000 80000 40000 60000 40000 20000 20000 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Last updated: 12/18/2018 Professional Development Staff Development Kings County Office of Education has invested in providing quality and relevant professional development for staff. Professional Development needs are determined from multiple sources. Teachers annually complete a Teacher Professional Development Survey, student achievement data, and the WASC committee action plan is also reviewed to determine areas of need. Additionally, ongoing professional development in implementing California State Standards and new or ongoing technology devices and curriculum are covered in professional development. Professional Development comes from a variety of sources. The Kings County Curriculum Consultants provide after school workshops followed by modeling and Page 19 of 20
coaching, and one on one support for teaching staff. Teachers and support staff attend workshops, and mentoring programs as well. Focus areas for staff professional development include: English Language Development English Language Arts Mathematics Next Generation Science Standards Technology such as LightSail (online library), Let s Go Learn (intervention support), APEX (credit recovery for high school), and Google Classroom Structured Professional Development is scheduled twice a month, after school with mentoring and coaching following after the professional development, during the school day. During the 2016-2017 school year, 105 half days of professional development occurred in the areas of ELA, ELD, NGSS, Mathematics, and Let s Go Learn. During the 2017-2018 school year, 40 days of Professional development took place, in the areas of ELA, ELD, NGSS, Mathematics, Let s Go Learn, and LightSail. During the 2018-2019 school year, 40 days of Professional development are scheduled in the areas of ELD, ELA, Mathematics NGSS, and in the area of technology such as Google Classroom. Last updated: 12/20/2018 Page 20 of 20