Valley Los Banos Community

Valley Los Banos Community California Department of Education School Accountability Report Card Reported Using Data from the 2015-16 School Year 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 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 http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://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 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. Mrs. Lori Gattuso, Principal Principal, Valley Los Banos Community About Our School About Our School Welcome to Valley Community School Los Banos where we STRIVE for every student to be successful in their academic and personal careers. Our Mission at Valley Community School is to provide a safe and encouraging atmosphere where staff, students, family and community members work together to create a learning environment where all participants develop a desire for personal growth and life-long learning. Our students will acquire the skills, knowledge and attitudes to reach their full potential as citizens who can successfully meet the challenges of a changing global society. Our STRIVE Program is based on restorative justice principles used in schools. STRIVE (Safe, Trust, Respect, Inspiration, Vision, and Encouragement) focuses on building and restoring relationships in order to obtain a peaceable school environment. For more information about our STRIVE program, call (209) 827-5600. Contact Valley Los Banos Community 715 West H St. Los Banos, CA 93635-8540 Phone: 209-827-5620 E-mail: lgattuso@mcoe.org

About This School Contact Information (School Year 2016-17) Contact Information (School Year 2016-17) District Contact Information (School Year 2016-17) School Contact Information (School Year 2016-17) District Name Merced County Office of Education School Name Valley Los Banos Community Phone Number (209) 381-6600 Street 715 West H St. Superintendent Steve Tietjen City, State, Zip Los Banos, Ca, 93635-8540 E-mail Address stietjen@mcoe.org Phone Number 209-827-5620 Web Site http://www.mcoe.org Principal Mrs. Lori Gattuso, Principal E-mail Address lgattuso@mcoe.org Web Site http://www.mcoe.org County-District- 24102492430163 School (CDS) Code School Description and Mission Statement (School Year 2016-17) School Description and Mission Statement (School Year 2016-17) Valley Community School was established to serve students in need of an alternative method for learning in order to be successful in school. At Valley, we nurture and support students in order to help them get back on track to becoming a productive member of the community and completing their high school education. We do this by providing quality learning opportunities in a small, personalized, learning environment. While our primary goal is to return students to their school district, some students choose to remain with Valley Community School to complete their graduation requirements. Page 2 of 21

Student Enrollment by Grade Level (School Year 2015-16) Student Enrollment by Grade Level (School Year 2015-16) Grade Level Number of Students Grade 10 14 50 Grade 11 22 Grade 12 46 40 Total Enrollment 82 30 20 10 0 Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year 2015-16) Student Enrollment by Student Group (School Year 2015-16) Student Group Percent of Total Enrollment Black or African American 1.2 % American Indian or Alaska Native 0.0 % Asian 0.0 % Filipino 0.0 % Hispanic or Latino 90.2 % Native Hawaiian or Pacific Islander 2.4 % White 4.9 % Two or More Races 1.2 % Other 0.1 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 97.6 % English Learners 24.4 % Students with Disabilities 1.2 % Foster Youth 3.7 % Page 3 of 21

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 Teacher Credentials Teachers School District 2014-15 2015-16 2016-17 2016-17 With Full Credential 11 10 5 50 Without Full Credential 0 0 0 30 Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0 12 10 8 6 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence 4 2 0 2014-15 2015-16 2016-17 Last updated: 1/23/2017 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners 2014-15 2015-16 2016-17 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 2014-15 2015-16 2016-17 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 21

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 80.0% 20.0% All Schools in District 89.0% 11.0% High-Poverty Schools in District Low-Poverty Schools in District 89.0% 11.0% 0.0% 0.0% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Year and month in which data were collected: June 2016 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Middle School: Literature and Language Arts - Holt, Rhinehart and Winston High School: Write Sources - Write Sources English Language Development: Edge Yes 0.0 % Mathematics Middle School: Mathematics Courses I, II and Algebra - McDougal Littell Middle School: Go Math levels for 6th, 7th, and 8th grades - Houghton Mifflin Harcourt High School: Algebra I - McDougal Littell High School: Foundations in Algebra (Algebra Readiness) - MIND Institute High School: Integrated Mathematics I and II Common Core - Pearson Integrated High School Mathematics Yes 0.0 % Science Middle School: Focus on Life Science - Glencoe/McGraw Hill Middle School: Focus on Physical Science - Glencoe/McGraw Hill High School: Physical Science - Globe Fearon High School: Life Science - Globe Fearon Yes 0.0 % History-Social Science Middle School: Ancient Civilization, World Explorer and American Journey - Holt, Rhinehart and Winston High School: World History - Pearson High School: U.S. History - Weiser Educational AGS High School: Our Economic System - Triumph and AMSCO High School: Civics for Today - Triumph and AMSCO 0.0 % Foreign Language 0.0 % Health 0.0 % Visual and Performing Arts Science Lab Eqpmt (Grades 9-12) Note: Cells with N/A values do not require data. 0.0 % N/A N/A 0.0 % Page 5 of 21

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School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements The facility is a safe, clean environment conducive to student learning. There were no safety, cleanliness or facility issues noted in the facility inspection process. School Facility Good Repair Status Year and month of the most recent FIT report: December 2016 System Inspected 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 Rating Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate Year and month of the most recent FIT report: December 2016 Overall Rating Good Page 7 of 21

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. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with 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 English Language Arts/Literacy (ELA) and Mathematics for All Students CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Percent of Students Meeting or Exceeding the State Standards School District State Subject 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 English Language Arts / Literacy (grades 3-8 and 11) 0.0% 0.0% 12.0% 8.0% 44.0% 48.0% Mathematics (grades 3-8 and 11) 0.0% 0.0% 3.0% 2.0% 34.0% 36.0% 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 8 of 21

ELA - Grade 11 ELA - Grade 11 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 23 18 78.3% 0.0% Male 13 11 84.6% 0.0% Female -- -- -- -- Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 23 18 78.3% 0.0% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 21 16 76.2% 0.0% 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 on the CAAs divided by the total number of students who participated in both assessments. 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. Last updated: 1/17/2017 Page 9 of 21

Mathematics - Grade 11 Mathematics - Grade 11 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 23 18 78.3% 0.0% Male 13 11 84.6% 0.0% Female -- -- -- -- Black or African American -- -- -- -- American Indian or Alaska Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic or Latino 23 18 78.3% 0.0% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races -- -- -- -- Socioeconomically Disadvantaged 21 16 76.2% 0.0% 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 on the CAAs divided by the total number of students who participated in both assessments. 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. Last updated: 1/17/2017 Page 10 of 21

CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students Percentage of Students Scoring at Proficient or Advanced School District State Subject 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 Science (grades 5, 8, and 10) 6.0% 7.0% 6.0% 12.0% 14.0% 26.0% 60.0% 56.0% 54.0% Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown 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. CAASPP Tests Results in Science by Student Group Grades Five, Eight and Grade Ten (School Year 2015-16) Student Group Total Enrollment Number of Students with Valid Scores Percent of Students with Valid Scores Percent Proficient or Advanced All Students 34 31 91.2% 6.5% Male 21 18 85.7% 11.1% Female 13 13 100.0% 0.0% Black or African American -- -- -- -- American Indian or Alaska Native 0 0 0.0% 0.0% Asian 0 0 0.0% 0.0% Filipino 0 0 0.0% 0.0% Hispanic or Latino 31 28 90.3% 7.1% Native Hawaiian or Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races 0 0 0.0% 0.0% Socioeconomically Disadvantaged 32 30 93.8% 6.7% English Learners 12 11 91.7% 0.0% Students with Disabilities 0 0 0.0% 0.0% Students Receiving Migrant Education Services 0 0 0.0% 0.0% Foster Youth -- -- -- -- Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Note: Scores are not shown 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 11 of 21

Career Technical Education Programs (School Year 2015-16) Career Technical Education Programs (School Year 2015-16) Valley Community School in Los Banos offers several Career Technical Education (CTE) courses, such as Health Careers, Graphic Art and Digital Media Art. The courses offered provide students with the basic skills and knowledge needed to acquire entry-level employment. Career Technical Education Participation (School Year 2015-16) Career Technical Education Participation (School Year 2015-16) Measure CTE Program Participation Number of Pupils Participating in CTE 145 Percent of Pupils Completing a CTE Program and Earning a High School Diploma 0.0% Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education 0.0% Courses for University of California (UC) and/or California State University (CSU) Admission Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure Percent 2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0% 2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0% Page 12 of 21

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 2015-16) California Physical Fitness Test Results (School Year 2015-16) Percentage of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards 9 12.5% 25.0% 12.5% 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 13 of 21

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 schoolsite Opportunities for Parental Involvement (School Year 2016-17) Opportunities for Parental Involvement (School Year 2016-17) Parents are a critical component of the our school culture and are welcomed to participate as a member of our School Site Council (SSC), our English Language Advisory Committee (ELAC) and to provide input into our Local Control Accountability Plan (LCAP). For more information on how to be involved in the school, call (209) 827-5600. 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) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 Dropout Rate 10.0% 10.5% 8.5% 10.0% 10.5% 8.5% 11.4% 11.5% 10.7% Graduation Rate 84.90 84.70 87.20 84.90 84.70 87.20 Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 90 80 Dropout Rate Graduation Rate 70 60 50 40 30 20 10 0 2012-13 2013-14 2014-15 Page 14 of 21

Completion of High School Graduation Requirements - Graduating Class of 2015 Completion of High School Graduation Requirements - Graduating Class of 2015 (One-Year Rate) (One-Year Rate) Student Group School District State All Students 100 65 85 Black or African American 0 47 77 American Indian or Alaska Native 0 0 75 Asian 0 22 99 Filipino 0 0 97 Hispanic or Latino 100 70 84 Native Hawaiian or Pacific Islander 0 0 85 White 100 60 87 Two or More Races 0 50 91 Socioeconomically Disadvantaged 100 62 77 English Learners 100 55 51 Students with Disabilities 83 27 68 Foster Youth -- -- -- Page 15 of 21

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 Suspensions and Expulsions School District State Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 Suspensions 43.8 39.3 42.2 21.0 17.0 14.0 4.4 3.8 3.7 Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1 Suspensions Expulsions 50 40 School Suspensions District Suspensions State Suspensions 0.12 0.10 School Expulsions District Expulsions State Expulsions 0.08 30 0.06 20 0.04 10 0.02 0 2013-14 2014-15 2015-16 0.00 2013-14 2014-15 2015-16 School Safety Plan (School Year 2016-17) Our School Safety Plan is reviewed and updated yearly by a committee that includes community members, school staff and parents. If you would like to be part of our School Safety Plan Committee, call (209) 827-5600. Page 16 of 21

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. Federal Intervention Program (School Year 2016-17) Federal Intervention Program (School Year 2016-17) Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement 2005-2006 Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement N/A 2 Percent of Schools Currently in Program Improvement N/A 50.0% Note: Cells with NA values do not require data. Page 17 of 21

Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) 2013-14 2014-15 2015-16 Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+ English 17.0 8 2 0 23.0 2 7 0 9.0 10 0 0 Mathematics 16.0 8 0 0 21.0 2 4 0 12.0 5 0 0 Science 18.0 5 1 0 22.0 1 4 0 12.0 5 0 0 Social Science 17.0 7 1 0 22.0 2 5 0 13.0 10 0 0 * 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. Academic Counselors and Other Support Staff (School Year 2015-16) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.8 85.0 Counselor (Social/Behavioral or Career Development) 0.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 0.0 N/A Social Worker 0.0 N/A Nurse 0.3 N/A Speech/Language/Hearing Specialist 0.0 N/A Resource Specialist (non-teaching) 0.0 N/A Other 2.0 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 2014-15) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $23109.1 $3393.9 $19715.2 $69438.3 District N/A N/A $0.0 $0.0 Percent Difference School Site and District N/A N/A -- -- State N/A N/A $5677.0 $0.0 Percent Difference School Site and State N/A N/A -- -- Note: Cells with N/A values do not require data. Page 18 of 21

Types of Services Funded (Fiscal Year 2015-16) Types of Services Funded (Fiscal Year 2015-16) Valley Los Banos provides a Bilingual Instructional Aide that helps students needing extra support. The school counselor is available for students to meet with regarding their academic progress. Teacher and Administrative Salaries (Fiscal Year 2014-15) Teacher and Administrative Salaries (Fiscal Year 2014-15) The law does not require COE s to report this data, per Ed. Code 41409. Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $47,972 $ Mid-Range Teacher Salary $65,960 $ Highest Teacher Salary $94,984 $ Average Principal Salary (Elementary) -- $ Average Principal Salary (Middle) -- $ Average Principal Salary (High) -- $ Superintendent Salary -- $ Percent of Budget for Teacher Salaries -- 0.0% Percent of Budget for Administrative Salaries -- 0.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 100000 1.0 80000 0.5 60000 0.0 40000-0.5 20000 0 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary -1.0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 19 of 21

Advanced Placement (AP) Courses (School Year 2015-16) Advanced Placement (AP) Courses (School Year 2015-16) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 N/A English 0 N/A Fine and Performing Arts 0 N/A Foreign Language 0 N/A Mathematics 0 N/A Science 0 N/A Social Science 0 N/A All Courses 0 0.0% Note: Cells with N/A values do not require data. *Where there are student course enrollments of at least one student. Page 20 of 21

Professional Development Professional Development Certificated staff are provided three full days of professional development focusing on instructional strategies and the school's restorative justice program, STRIVE. In addition, certificated staff are provided a 2-hour professional development session twice a month focusing on Common Core State Standards, instructional strategies and restorative justice practices. Certificated staff are provided three full days of professional development focusing on instructional strategies and the school's restorative justice program, STRIVE. In addition, certificated staff are provided a 2-hour professional development session weekly focusing on instructional strategies and restorative justice. Last updated: 1/17/2017 Page 21 of 21