Prepare students for success in college and career and
Prepare students to use digital tools
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2014 SBAC TEST RESULTS BASELINE DATA COLLECTED English Standard Met or Exceeded: CUSD: 69% Compare to State: State: 44% Compare Other Districts: Irvine: 77% Laguna Beach: 76% CUSD: 69% Saddleback Valley: 61% Newport Mesa: 54%
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2014 is the first year of testing under the new SBAC Test. The STAR Test results cannot be compared to SBAC Test results. The stated goal should have been to collect baseline SBAC Test Data not improve test results by 3%. Source: http://edsource.org/smarter-balanced-results/capistrano-unified.html The Baseline Data in English Language Arts: 69% of Students in CUSD met or exceeded the Standard in English Language Arts
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2014 SBAC TEST RESULTS BASELINE DATA COLLECTED Math Standard Met or Exceeded: CUSD: 56% Compared to State: State: 33% Compare Other Districts: Irvine: 74% Laguna Beach: 66% CUSD: 56% Saddleback Valley: 48% Newport Mesa: 47%
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2014 is the first year of testing under the new SBAC Test. The STAR Test results cannot be compared to SBAC Test results. The stated goal should have been to collect baseline SBAC Test Data not improve test results by 3%. Source: http://edsource.org/smarter-balanced-results/capistrano-unified.html The Baseline Data in Math: 44% of Students in CUSD met or exceeded the Standard in Math
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2013 STAR TEST RESULTS Percentage of Students that tested Advanced or Proficient in CST Science compared to 2012 results: 5th Grade: 78% 2013: Advanced:40% Proficient: 38% Total: 78% 2012: Advanced: 43% Proficient: 38% Total: 81%
8th Grade: 88% 2013: Advanced:70% Proficient: 18% Total: 88% 2012: Advanced: 73% Proficient: 16% Total: 89%
10th Grade: 76% 2013: Advanced: 47% Proficient: 29% Total: 76% 2012: Advanced: 46% Proficient: 29% Total: 75% |
STAR TEST RESULTS The State of California is no longer using the STAR Test assessments to measure academic performance in science. The State implemented a new CAASP assessment system as of July 1, 2013. Data from STAR assessments cannot be compared to data from CAASPP assessments.
5th Grade: 40% Advanced + 38% Proficient = 78% 8th Grade: 70% Advanced + 18% Proficient = 88% 11th Grade: 47% Advanced + 29% Proficient = 76% 5th Grade: 43% Advanced + 38% Proficient = 81% 8th Grade: 73% Advanced + 16% Proficient = 89% 11th Grade: 46% Advanced + 29% Proficient = 75%
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2013 STAR TEST RESULTS STUDENTS WITH DISABILITIES Percentage of Students that tested Advanced or Proficient in CST Science: compared to 2012 results: 5th Grade: 55% 2013: Advanced: 20% Proficient: 35% Total: 55% 2012: Advanced: 25% Proficient: 38% Total: 63%
8th Grade: 63% No Change 2013: Advanced: 38% Proficient: 25% Total: 63% 2012: Advanced: 37% Proficient: 26% Total: 63%
10th Grade: 33% 2013: Advanced: 20% Proficient: 19% Total: 39% 2012: Advanced: 12% Proficient: 21% Total: 33%
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STAR TEST STUDENTS WITH DISABILITIES
5th Grade: 20% Advanced + 35% Proficient = 55% 8th Grade: 38% Advanced + 25% Proficient = 63% 11th Grade: 20% Advanced + 19% Proficient = 39%
5th Grade: 25% Advanced + 38% Proficient = 63% 8th Grade: 37% Advanced + 26% Proficient = 63% 11th Grade: 12% Advanced + 21% Proficient = 33%
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CAASP TEST RESULTS 2014 BASELINE DATA COLLECTED 5th Grade: 81%
8th Grade: 89%
10th Grade: 77%
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CAASPP TEST RESULTS 2014 CAASPP Test Results for Science: 5th grade: Advanced 44% + Proficient 37% = 81%
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CMA PILOT TEST RESULTS Percentage of Students that tested Advanced or Proficient in CMA Science: compared to 2012 results: 5th Grade: 49% 2013: Advanced: 16% Proficient: 33% Total: 49% 2012: Advanced: 21% Proficient: 20% Total: 41%
8th Grade: 57% 2013: Advanced: 29% Proficient: 28% Total: 57% 2012: Advanced: 24% Proficient: 26% Total: 50%
10th Grade: 55% 2013: Advanced: 3% Proficient: 18% Total: 21% 2012: Advanced: 3% Proficient: 22% Total: 25%
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California Modified Assessment (CMA) Pilot Test
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CAPA TEST RESULTS Percentage of Students that tested at or above Proficient in CAPA Science: compared to 2012 results: Level I Grades 2-11:
Level II Grades 2-3:
Level III Grades 4-5:
LEVEL IV Grades 6-8:
LEVEL V Grades 9-11:
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California Alternate Performance Assessment Scores
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The California Department of Education intentionally removed 15 years of STAR Test data from the Public data base so that the Public would not have access to historical data: See: State Removes 15 years of test results before releasing new SBAC scores aligned to common core. http://edsource.org/2015/state-removes-15-years-of-test-results-before-releasing-new-smarter-balanced-scores-aligned-to-common-core/85561 The District did not mention math or english as a measurable goal - only science. The STAR testing assessments for Math and English Language Arts were replaced with the new Smarter Balanced Test Assessments (SBAC). Because this is a new assessment, there will be no ability to see downward or upward academic performance trends for several years. While the Public may have no way of measuring academic performance going forward for 3 or 4 years, we do know that academic performance has been declining. |
3%
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BASELINE DATA 2014-15 BASED ON GENDER: English Standard Met or Exceeded By Gender CUSD: Male: 63% Female: 74% Math Standard Met or Exceeded by Gender Male: 57% Female: 55%
BASED ON ETHNICITY: English Standard Met or Exceeded By Ethnicity Hispanic: 44% African-American: 53% American Indian and Alaskan: 68% White: 76% Pacific Islander: 63% Filipino:79% Asian: 86% Math Standard Met or Exceeded By Ethnicity Hispanic: 30% African-American: 38% American Indian and Alaskan: 55% White:62% Pacific Islander:44% Filipino:67% Asian: 84%
ENGLISH LEARNERS: English Standard Met or Exceeded: 11% Math Standard Met or Exceeded: 10%
ECONOMICALLY DISADVANTAGED: English Standard Met or Exceeded: 39% Math Standard Met or Exceeded: 27%
STUDENTS WITH DISABILITIES (SWD): Data Unavailable
STUDENTS WITH SERIOUS EMOTIONAL DISABILITIES (SED) Data Unavailable
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2014-15 is the first year of testing under the new SBAC Test so there is no way for parents or the public to determine if academic performance is improving or declining. Source: http://edsource.org/smarter-balanced-results/capistrano-unified.html The Baseline Data: Test Results by Gender, Ethnicity and High Needs 69% of Students in CUSD met or exceeded the Standard in English Language Arts
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GOAL NOT MET
The goal is to Increase student proficiency in academic achievement measures by 3% in all grade bands and across subgroups.
Unfortunately there is no way for parents and the public to determine if this goal has been met because the State of California is no longer using the STAR Test assessments to measure academic performance in science. The State implemented a new CAASP assessment system as of July 1, 2013. Data from STAR assessments cannot be compared to data from CAASPP assessments.
Because this is a new assessment, there will be no ability for the Public to see downward or upward academic performance trends for several years. The District knew that assessments were changing and should never have stated a 3% improvement on STAR testing as a goal since there was no way to meet that stated goal.
2013 Star Test Results for Science:
5th Grade: 81%
8th Grade: 89%
10th Grade: 80%
LCAP Stated Goal:
5th grade: 81% + 3% = 84%
8th Grade: 89% + 3% = 92%
10th Grade: 77% + 3% = 80%
2014 CAASPP Test Results for Science:
5th grade: Advanced 44% + Proficient 37% = 81%
8th Grade: Advanced 74% + Proficient 15% = 89%
10th Grade: Advanced 46% + Proficient 31% = 77%
The California Department of Education intentionally removed 15 years of STAR Test data from the Public data base so that the Public would not have access to historical data: See: State Removes 15 years of test results before releasing new SBAC scores aligned to common core. http://edsource.org/2015/state-removes-15-years-of-test-results-before-releasing-new-smarter-balanced-scores-aligned-to-common-core/85561
The District did not mention math or english as a measurable goal - only science.
The STAR testing assessments for Math and English Language Arts were replaced with the new Smarter Balanced Test Assessments (SBAC). Because this is a new assessment, there will be no ability to see downward or upward academic performance trends for several years.
While the Public may have no way of measuring academic performance going forward for 3 or 4 years, we do know that academic performance has been declining.
The continued lack of adequate funding has resulted in a notable decline in academic performance across all demographics through 2013-14 as evidenced by the following:
API - Academic Performance Index
API is based on STAR Test assessments. CUSD had a substantial decline in API in 2013 across most demographics. The District as a whole, declined 9 points from 2012-13 to 2013-14.
Source: 2013 Growth Academic Performance Index (API) Report
AMO's - Annual Measurable Outcomes for Students
AMO's show every demographic declined in English Language Arts except African American, American Indian, 2 or more races, and students with disabilities.
AMO's show every demographic declined in Math except American Indian, students with disabilities.
Source: California Department of Education: Academic Performance Index (AYP) Report:
EAP- Early Assessment Program College Readiness
The data shows a substantial, and continual decline in Math for all students. The data also reflects that the number of students choosing to take Algebra II has declined. When tested, only 3% of students taking Algebra 2 were ready for college work, down from 6% the previous year.
All demographics performed equally poor in Algebra II.
2013 EAP Early Assessment Program
2014 EAP Early Assessment Program
June 24, 2015 Board of Trustees Meeting Agenda Item #5, Exhibit #5 2015-16 Local Control and Accountability Plan and Annual Up-date at page 36.54 page 56 of 73 The LCAP states: "Official CDE EAP "College Ready Data for 2013-14 was:
2013-14 College Ready + Conditional for English = 58%
*The report says College Ready 23% + Conditional 15% = 38% not 58%
College Ready + Conditional for Math (Total) 65%
The report says College Ready Math 14% + Conditional 46% = 60% not 65%
The LCAP Annual Review gives no 2014-15 data and simply states data for 2014-15 will not be ready until the summer of 2015.
The Board is voting to approve an LCAP that will be submitted for review to the Orange County Department of Education without having the data needed to determine student achievement.
The LCAP is meaningless without data.
The LCAP was approved containing errors which will make the LCAP for the following year have errors.
The accurate data should be:
College English
2013-14 College Ready (23%) + Conditional English (15%) = 38%
2014-15 College Ready (25%) + Conditional (15%) English = 40% an improvement of 2%
College Math (Total)
2013-14 College Ready (14%) + Conditional English (46%) = 60%
2014-15 College Ready (10%) + Conditional (41%) English = 51% a decline of 9%
Students wishing to attend a UC or Cal-State school (not Community College) must complete Algebra 2 by the end of 11th grade. In 2013, the number of students that were "College Ready" or "Conditional" in Algebra II was 28%. In 2014 that number dropped to 16% (a 12% decline).
College Algebra II
2013-14 College Ready (6%) + Conditional (22%) = 28%
2014-15 College Ready (3%) + Conditional (13%) = 16%
The State of California has changed it's Math standards without informing the public in a transparent manner.
The Old California State Standards (prior to Common Core State Standards) required that students take 2 years of Math (completion of Algebra I) to graduate. When the state adopted the new Common Core State Standards, students were required to take 3 years of math (completion of Algebra II with a "C") to graduate. It is interesting to note that CDE now has "California" Common Core State standards that require students take 2 years of Math (completion of Algebra I with a "D") to graduate. The State of California is preparing High School students for Community College, not a 4- year selective college. That is why the State of California is putting additional funding into Community College, to prepare for a very large influx of graduating High School students that are not prepared to attend a 4-year college or University.
LAUSD board weighs options as college prep policy threatens graduation.
ACT Test Scores
Student Profile for admitted Freshmen Fall 2014 UCLA 
CSU Mentor - Eligibility into a Cal State School
SAT Test Scores
CSU Mentor - Eligibility into a Cal State School - See Chart posted above under ACT section
Admissions requirements of both the UC and Cal State systems require 3 years of math (Algebra I, Algebra II and Geometry) for admission. These classes must be completed prior to the 12th grade.
The minimum required GPA is 3.0 for residents.
Students wanting to go to UC or Cal-State schools (not Community College) must complete Algebra II by the end of 11th grade. In 2013, the number of students that were "College Ready" or "Conditional" in Algebra II by the end of 11th grade was 33%. In 2014 that number dropped to 21% (an 11% decline).
CUSD is no longer preparing students for a college or career. 3/4 of CUSD's graduating students will have no option but to attend Community College to complete remedial course work before beginning college level work. Academic performance in math is equally poor across all demographics. SAT and ACT scores are below what it takes to compete with students when applying to 4 year competitive colleges. Top students in the Capistrano Unified School District are actually being held back and are unable to meet their academic potential.
http://admission.universityofcalifornia.edu/counselors/freshman/minimum-requirements/
https://secure.csumentor.edu/planning/high_school/subjects.asp
Source: http://admission.universityofcalifornia.edu/freshman/profiles/
Source: http://www.collegedata.com/
On March 18, 2015 The Board of Trustees for the Capistrano Unified School District held a Board/Superintendent Workshop: District Vision, Mission, and Goals Facilitators were Dr. Kent Bechler and Rich Thome of Leadership Associates, California's "premier executive search firm".
Historical trends in the United States:
Source: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/2565068116026811814.pdf Slide #6
Source: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/2565068116026811814.pdf Slide #23
What the data shows is that of the students who took EAP testing at the end of 11th grade:
3% are ready for college (have mastered Algebra II by the end of 11th grade) The number for 2013-14 was 6%. The number of students that are choosing to take Algebra II is declining.
53.1% of students have completed A-G requirements which must be completed to enter any UC or Cal State Colleges
High School Graduation Requirements:
Source: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/7879468770227505271.pdf
By any measure, the academic performance of all students in the Capistrano Unified School District is in decline as a result of continued lack of adequate funding.
The State of California has not been transparent with the Public re: State Academic Standards.
The old California State Standard required 2 years of Math, and the passage of Algebra I with a "C" to graduate.
In January 2010, The State of California adopted the Common Core State Standards which required 3 years of math, and the passage of Algebra II to graduate.
On March 7, 2012 the State of California approved a new standard called the "California" Common Core State Standards which went back to 2 years of math, passage of Algebra 1 to graduate. It also lowered the grade required to graduate from a C to a D.
California has quietly backed away from the Common Core State Standards that it adopted in 2010 because so many students would have failed to graduate under the harder standards.
Common Core State Standards: Source: http://www.cde.ca.gov/re/cc/ccssfaqs.asp
In January 2010, Senate Bill 1 from the Fifth Extraordinary Session (SB X5 1) established the Academic Content Standards Commission (ACSC) to develop academic content standards for ELA and mathematics. The ACSC was composed of members appointed by the Governor and the Legislature, the majority of whom were current public school elementary or secondary classroom teachers. The ACSC was authorized to make recommendations to the California State Board of Education (SBE) to approve or disapprove the CCSS, and to supplement those standards with up to 15 percent additional standards. The ACSC met four times in June and July 2010, and provided its recommendations to the SBE on July 15, 2010. The SBE voted unanimously to adopt the recommendations of the ACSC on August 2, 2010. More information about the adoption process is available on the CCSS Adoption Process Web page.
The Common Core Math Standards can be found http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf
"California" Common Core State Standards
Approved on March 7, 2012, by the State Board of Education, the CCSS systems implementation plan is a living document that identifies major phases and activities in the implementation of the CCSS throughout California's educational system.
Intentionally removing the Mathematical standards for the Common Core State Standards from public view shows an intent to deceive the public.
Source: http://www.cde.ca.gov/ci/cr/cf/allfwks.asp
"Old" California State Standard: http://www.cde.ca.gov/ci/gs/hs/hsgrmin.asp
The academic bar is being set lower and lower for students in California. When you combine inadequate funding the result is a public education system that is failing to prepare students for career or college, and in fact is limiting the possibility for all students to reach their individual academic potential.
Honor's Classes:
Prior to 2015-16, Capistrano Unified School District was the only District in South Orange County that did not offer District level Honors Classes in High School.
CUSD's failure/refusal to offer high school honors classes has put CUSD students at a disadvantage when applying to college.
To show rigor, CUSD offered students Advanced Placement Classes, International Baccalaureate Program, and Honors Pre-Calculus. These are all Nationally recognized college level classes that are recommended for high achieving 11th and 12th grade High School students. These classes should not be offered to all students. Students taking these classes in 9th grade will not receive a bump in their GPA when applying to UC/CSU. Offering District Honors classes would provide a greater number of students with an opportunity to show rigor in 9th and 10th grade.
Every other District/Private High School in South Orange County offers Honors Classes to their students:
Saddleback Valley Unified School District (Public) SVUSD planning guide 2014-2015.pdf
• English 1 Honors/IB
• Math Department
• Algebra 2 Honors/IB
• Geometry Honors / IB
• Social Studies Department
• US History Honors
• Cultural Geography/History Honors/IB (ETHS, MVHS)
• Globalization/International Relations Honors (LHHS)
Laguna Beach Unified School District (Public) Planning guide: http://www.lbusd.org/uploaded/2-LBHS/Counseling/Documents/Course_Description_Book_2015_2016.pdf
• Honors English 9
• Honors English 10
• Honors English 11
• Math Department
• Honors Algebra II
• Honors Pre-Calculus
• Science Department
• Honors Chemistry
• Advanced Chemical Research/Honors
• World Language Department
• Honors Spanish II
• Honors Spanish III
• Honors Spanish IV
• Honors Spanish V
• Performing Arts Department
• Honors Art Studio
J Serra Catholic High School (Private) J Serra Catholic High School Course Catalog 2015-16 http://www.jserra.org/uploaded/Academics/JSerra_Course_Catalog.pdf
• English 1 Honors
• English 2 Honors
• Algebra 2 w/ Trig Honors
• Geometry Honors
• Pre-Calculus Honors
• Biology Honors
• Chemistry Honors
• World History Honors
• Spanish 2 & 3 Honors
St Margaret's Episcopal School (Private) http://www.smes.org/data/files/gallery/UpperSchoolCurriculum/uscg.pdf
• English II/Honors
• English III/Honors
• Geometry/Honors
• Algebra II/Honors
• Pre-Calculus/Honors
• Chemistry Honors
• French II , III/Honors
• Japanese II, III/Honors
• Latin III/Honors
• Spanish II, III, III Honors
Rancho Santa Margarita Catholic High School (Private) http://www.smhs.org/ourpages/auto/2013/12/13/42722350/2015-2016%20Course%20Description%20Book%20rev_1.pdf
• English 1 H
• English 2 H
• Algebra 1 H
• Algebra 2 H
• Geometry H
• PreCalculus H
• Biology H
• Chemistry H
• Cultural Geography MUN H
• World History MUN H
• US History MUN H
• US Government MUN H
• Economics MUN H
• Modern & Contemporary Art H
• Advanced Drawing H
• Advanced Painting H
• International Trends in Cinema H
• Spanish 1 H
• Spanish 2 H
• Spanish 3 H
• French 1 H
• French 2 H
• French 3 H
• Latin 1 H
• Latin 2 H
• Latin 3 H
• Ancient Greek 1 H
• Ancient Greek 2 H
• Ancient Greek 3 H
• Mandarin Chinese 1 H
• Mandarin Chinese 2 H
• Mandarin Chinese 3 H
• Wind Ensemble H
• Steel Drum/Percussion Ensemble H
• Advanced Women's Chorus H
• String Orchestra H
• Chamber Singers H
Lack of Honors Classes Puts CUSD Students at a Disadvantage
What Colleges Are Looking For In An Applicant
• A Rigorous Class Schedule
• Grades
• Standardized Test Scores
• Extracurricular Activities
• Letter of Recommendation
• Other factors:
• Geographic Diversity
• Academic Diversity
• Extracurricular Diversity
• Ethnic/Racial Diversity
• Socioeconomic and Geographic Diversity
• Age Diversity
Rigorous Class Schedule:
"To encourage students to undertake more challenging studies in high school, the UC and Cal State schools assign extra weight to grades received in honors-level courses. UC maintains an honors “a-g” course policy that defines the types of honors courses eligible for the UC honors designation.
When calculating a student’s UC GPA to determine if the student meets or exceeds the minimum GPA by residency status, the number of UC-designated honors courses receiving the additional grade points is limited to eight semesters or four years. Students may complete more than eight semesters of honors coursework, but a maximum of eight extra points will be factored into the UC GPA.
Most students complete UC-designated honors courses in grades 11 and 12, although some may complete these courses as early as grade 10. The University limits the amount of extra points added to the UC GPA for UC-designated honors courses completed in grade 10 to no more than four semesters or two years. This limitation also only affects the GPA calculation that determines if an applicant meets or exceeds the minimum GPA UC requires based on residency status."
Source: http://ucop.edu/agguide/a-g-requirements/honors/index.html
School-Created Honors Courses:
Beginning with the 2015-16 submission period, the following course criteria are effective for honors-level courses seeking "a-g" approval:
Honors courses designed by an institution to demonstrate distinctive features that set it apart from regular high school courses in the same "a-g" subject area are eligible for the UC honors designation.
These courses should be comparable in terms of workload and rigor to Advanced Placement (AP), International Baccalaureate (IB) or introductory college-level courses in the subject. The UC is unique in requiring School-Created Honors Courses to be at the level of an AP or IB to receive credit because an AP and IB class is a nationally recognized college level course.
* Note- the UC and CSU systems understands that California is continuing to "dumb-down" curriculum. Summer remedial coursework is now required for nearly half of CSU freshman. See: EdSource: Summer remedial courses now required for nearly half of CSU freshman: http://edsource.org/2015/summer-remedial-courses-now-required-for-nearly-half-of-csu-freshman/84160
There is no limit to the number of UC-designated honors-level high school courses that may be approved for an institution's “a-g” course list.
General requirements: School-created honors courses must satisfy the following general requirements:
Honors-level courses are specialized, advanced courses designed for 10th-, 11th- or 12th-graders who have already completed foundation work in the subject area. High school courses offered at the grade 9 level that schools might locally designate as “honors” are not eligible for the UC honors designation.
Courses must have established prerequisites, as appropriate to the discipline.
Honors-level courses must have a comprehensive final examination or a substantive, culminating project. The purpose of the final exam/project is for students to exhibit depth of knowledge and sustained mastery of subject material.
In general, high school courses being considered for UC honors designation will have a non-honors equivalent course offered at the same frequency (e.g., annually, every other year, etc.), in the same subject area, and at the same grade level. Exceptions to this criterion may be allowed under certain subject-specific circumstances. Please refer to the subject-specific honors course criteria below for details, as appropriate.
Source: http://ucop.edu/agguide/a-g-requirements/honors/index.html
By failing to provide students with "Honors" classes, CUSD is depriving students of an equal opportunity to show that they have chosen a "Rigorous" class schedule in high school. The only option for CUSD students to show "Rigor" is to take AP/IB and Honors Pre-Calculus (all college level classes); classes which are recommended for high achieving 11th and 12th grade students - not the general student population and certainly not for 9th and 10th graders. CUSD's students are not receiving the same bump in GPA as their peers in surrounding districts and are therefore at an academic disadvantage when competing with their peers for a spot in a competitive 4 year academic college or university; especially within the UC or CSU system, who understands the level of education California Public Schools are currently achieving is in decline.
The Process To Add Honors Courses At CUSD For 2015 -16 Put Parents At A Disadvantage To Make Summer Class Choices That Were In The Best Interest Of Their Child.
March 25, 2015 CUSD Board of Trustees Meeting Agenda Item #2
At the March 25th, 2015 Board of Trustees Meeting Agenda Item #2 at page 11 "High School Graduation Requirements", Staff presented the Board with a power point on High School Graduation Requirements and discussed changing current Accelerated/Advanced Classes to Honors classes. This was an Information/Discussion Item only- no action was taken. Board Meeting Minutes March 25, 2015: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/6411827051601697109.pdf
The full High School Graduation Requirements Presentation can be viewed at: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/7879468770227505271.pdf
March 25th, 2015 Board of Trustees Meeting - Board Audio: Information/Discussion: http://cusd.capousd.org/cusdweb/boardaudio/3-25-15/03-25-15RegBdMtg.mp3 at 1 hour 55 minutes 13 second to 2 hour 53 minutes 11 seconds
Board Meeting Minutes March 25, 2015:
Source: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/5374391862597108770.pdf
May 13th, 2015 CUSD Board of Trustees Meeting
At the May 13th, 2015 Board of Trustees Meeting Agenda Item # 28 Exhibit 28 at page 49 - Broadening the Course of Study- New Secondary Courses: Trustees voted 7- 0 to adopt staff recommendations to broaden the course of study options for the academic year 2015-16. They did so without any discussion. Trustee Martha McNicholas stated to the public that this would be presented and discussed in a Special Board meeting scheduled for June 25, 2015.
The Board Approved the Following Honors Classes for 2015-16 at page 50e:
Honors English I
Honors English II
Honors Biology
Honors Chemistry
Honors World History
Honors Algebra II
Honors Algebra 2/Trig Honors
Physics
* No Geometry Honors was Proposed
Board Audio: http://cusd.capousd.org/cusdweb/boardaudio/5-13-15/05-13-15RegMtg.mp3 at 9 minutes 58 seconds to 11 minutes 19 seconds
Board Meeting Minutes May 13, 2015
June 25, 2015 CUSD Board of Trustees Meeting
June 25, 2015 Special Board Meeting - Meeting High School Graduation Requirements were not on the agenda as promised to parents instead the June 25, 2015 Special Board Meeting - Public Employee Performance Evaluation - Superintendent
http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/7009195978023426664.pdf
June 25, 2015 Board Audio: http://cusd.capousd.org/cusdweb/boardaudio/6-25-15/06-25-15SpecBdMtg.mp3
Report Out: http://cusd.capousd.org/cusdweb/boardaudio/6-25-15/06-25-15SpecBdMtgReportOut.mp3
July 15, 2015 CUSD Board of Trustees Meeting
On July 15, 2015, CUSD finally held the Workshop On High School Graduation Requirements to "Clear up Inaccurate data points".
The Presentation can be viewed at: http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/4500622160282660727.pdf
Board Meeting Audio http://cusd.capousd.org/cusdweb/boardaudio/7-15-15/7-15-15%20Board%20Superintendent%20Workshop.mp3 at 9 minutes 30 seconds (Board audio is missing in parts)
Test scores show that students who do not have a math class in junior year do not score well on college entrance exam.
Need to improve A-G participation
Need to provide greater Credit Recovery
Trustees voted to implement a broader course of study for the 2015-16 school year at the May 13, 2015 Board of Trustees meeting which included all the courses listed in the board agenda Item.
At the July 15, 2015 meeting Trustees made the decision to limit 2015-16 Honors Classes to: English I Honors, English II Honors and Honors Algebra 2/Trigonometry. However none of these classes will be recognized by the UC as Honors Classes for admissions purposes; these will be "District" Honors Courses which will not offer a bump in GPA for students applying to UC/CSU schools because they are not approved by UC Doorways for UC/CSU admission purposes.
CUSD is essentially renaming "Accelerated" Classes as "Honors" Classes with no real differentiated curriculum and is adding a bump in GPA on a students CUSD transcript that really has no meaning for admission to UC/CSU (Board Audio starting at 2 hours 2 minutes) 
CUSD has known since September 3rd, 2014 that in order to provide honors classes for 2015-16, the District would need to submit courses to the UC Doorways for approval no later than May 31, 2015. The District represented to the Public starting in March 2015 that Honors classes would be offered in 2015-16. The Public learned at July 15, 2015 Board meeting that only three honors classes were being implemented and that these were in name only and would have no real meaning as an Honors Designation for admission into the UC/CSU. Had CUSD been more transparent with parents, parents would have had the opportunity to take real Honors level courses over the summer at another institutions. Having a change made on July 2015 means that these students have lost that opportunity because of their reliance on the representations made by CUSD.
September 9, 2015 CUSD BOT Meeting
September 9, 2015 Board Meeting - Agenda Item #22 Broadening the Course of Study - New Secondary Courses. Exhibit #22 at page 347 http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/170806731479778503.pdfhttp://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/170806731479778503.pdf
For 2015 -16 CUSD is essentially re-naming "Accelerated" classes as "Honors" classes. It is unclear if the curriculum in Honors designated classes has really been differentiated from a regular class which is why UC Doorways did not approve these classes for a recognized bump in GPA.
Most of the Boards discussion regarding Honor's classes centered around providing a "retroactive" Honors designation to all students who took these classes as "Accelerated" in the past.
The Local Control Funding Formula Law requires that school districts encourage parent engagement and collaboration.
At the September 9, 2015 Board Meeting Trustees, during their discussion of Honors Courses Trustees made fun of a member of the Public who was not present at the meeting to defend themselves simply because that parent had been an extremely vocal advocate for getting Honors Classes initiated for the 2015-16 academic school year so that students would not continue to be disadvantaged by the lack of Honors courses. Such conduct by the Board was unprofessional. No member of the Public should be called out on the record and made fun of simply because they were advocating for students to have the same opportunity to achieve a quality education as there peers in other local High Schools that have always had honor's classes.
September 9, 2015 Board Audio http://cusd.capousd.org/cusdweb/boardaudio/9-9-15/CUSDBoardMeeting9.10.15.mp3 at 5 hours 34 minutes 15 seconds
"What are you going to tell [name redacted]" (sinker snicker snicker)
California's new education funding law removes responsibility for District oversight from both the State office of Education and the County Office of Education and put's accountability at the District level where parent and community members are suppose to work in collaboration with their local school district to define and implement educational goals. Such collaboration requires great transparency, and will not work when funding is inadequate. Lack of funding pits what is in the best interest of educating students against what is in the economic interest of employees. Until funding is increased- there can be no real collaboration between taxpayers and their local school district. As CUSD has demonstrated time and time again, the economic interest of employees is the priority of this district. Until there is sufficient funding to meet the ever expanding salaries, pensions and benefits of employees, students will never have the funding that is needed to provide them with a reasonable opportunity to obtain high quality staff, program expansion and variety, beneficial teacher-pupil ratios and class sizes, modern equipment and materials, and high-quality buildings like their piers in other districts. CUSD students will continue to go without.
For a true collaboration, it is necessary for CUSD to be transparent about curriculum choices so that parents can help provide opportunities for their children when the District refuses to align its curriculum with National, State and Local curriculum norms.
Capistrano Unified intentionally mislead parents regarding the implementation of honors classes for the 2015-16 academic year. The District did not have the addition of Honors Classes on their LCAP plan for 2015-16 which would have matched Goal 3 on the LCAP: "Increase the number of K-12 student offerings reflecting a broad course of study to ensure students are on track to graduate from high school college and career ready.
Parents that relied on the representation that honors classes would be implemented for the 2015-16 academic school year as adopted on May 13, 2015, missed the opportunity to take honors classes over the summer at another institution.
September 23, 2015 Board of Trustees Special Meeting
On Wednesday September 23, 2015 the Capistrano Unified School District Board authorized the retroactive recognition of "Honors" Courses.
CCP/Health As A District Graduation Requirement Is Making It Difficult For Students To Complete A-G Requirements.
CCP/Health as graduation requirements are unique to CUSD. Together these classes use an entire academic block freshman year. A block that could be used by students to complete an A-G course.
Only 53.1% of CUSD students are completing A-G courses. Parents who understand this make their children take CCP and/or Health over the summer before 9th grade. This explains why the previously reported data shows that an overwhelming percentage of students took CCP and or Health over the sumer; not for "credit recovery", but to get the class out of the way as the corrected trends show.
During the great recession CUSD laid off academic counselors in an effort to balance it's budget. In 2011, the number of academic counselors had decreased to 16 for the entire District. Total High School enrollment in 2011-12 was 16,899 (1,056 students per academic counselor) It was at that same time, that CUSD implemented and required CCP as a graduation requirement. CCP became a means for providing students with College Counseling without needing a live Counselor, and CUSD also claimed that CCP was a CTE class (Career Technical Education Class) which requires a special Teaching Credential; "challenge to staff" (see the above slide) is that many teachers are not credentialed to teach a CTE class and are doing it anyway.
Source: http://www.cde.ca.gov/ci/ct/
The Number of Counselors in CUSD Since 2010-11 (There is no data available before 2010-11).
2014-15 27
2013-14 24
2012-13 16
2011-12 16
2010-11 17
Data shows that every CUSD High School went into Program Improvement in 2010. All Capistrano Unified School District High Schools were in Year 3 of Program Improvement in 2013-14 per SARC Reports.
PI is the formal designation for Title I-funded schools and LEAs that fail to make AYP for two consecutive years as measured by Participation rate, Annual Measurable Objectives (AMOs) and Graduation rate. CUSD met the graduation rate, but did not meat AMO's for Math or English Language Arts.
Data also shows that the number of academic counselors shown on the Department of Education Web Site in 2012-13 does not match what is reported in each schools SARC Report.
An Academic "Counselor" is required to have equivalent to the completion of an earned Master of Arts or higher degree in psychology, counseling, or guidance and hold a valid California Pupil Personnel Services Credential authorizing service as a school counselor.
Academic "Advisors" are required to have 2 years of college level course work in education and a valid Driver License.
The District is representing to the public that it has 5 Academic "Counselors" on its SARC report when it does not- it has academic advisors.
The average compensation for a Certificated teacher is $108,392. The average compensation for a classified employee is $53,567. The District is saving $54,825 per advisor by hiring less qualified staff.
Source: CUEA:April 22, 2015 Board of Trustees Meeting Agenda Item #4 Exhibit 4 page 23 http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/4316232143675230130.pdf At page 24k
Source CSEA: June 10, 2015 Board of Trustees Meeting Agenda Item # Addendum to June 10, 2015 Page 88a Exhibit 10-A http://capousd.ca.schoolloop.com/file/1229223560406/1218998864154/4711637837197767400.pdf at page 88f
Aliso Niguel High School - Program Improvement - Year 3
Total Enrollment 3,029
Other Support Staff
Academic Counselor
SARC Report: 5 (600 students per Counselor)
CDE 1 (3,029 students per counselor)
Councilor (Social/Behavioral or Career Development)
SARC Report: 1.5
CDE: None
Library Media Services (Paraprofessional)
SARC Report: 2
CDE: None
Psychologist
SARC Report: 1
CDE: None
Nurse
SARC Report: .5
CDE: 0
Speech/Language/Hearing Specialist
SARC Report: .5
CDE: None
Resource Specialist: None
The SARC Report Data does not match State Department of Education Data.
Current web site 2015-16 shows:
Head Academic Advisor - Vicki Hecht
*Academic Advisors - Karen Everett, Marcia Stewart, Logan Cheshire, Tonya Whiteside, Cheryl Wood,
Counselors - Rachael Chan, Katie Ramirez
Psychologist - Nathan O'Leary
Hearing/Speech Therapist - Susan Toma
Source SARC: http://cusd.capousd.org/cusdweb/sarcs2013-14/high/2014_School_Accountability_Report_Card_9-12_Aliso_Niguel_High_School_20150225.pdf page 14
Source CDE Data Reporting Office: http://data1.cde.ca.gov/dataquest/PuplSvs4.asp?cYear=2013-14&cChoice=SchPSvcs&cSelect=Aliso^Niguel^High--capistrano^unified--3066464-3030574
Source: Aliso Niguel High School 2015-16 Web Site - Guidance Staff Contact Information: https://anhs-capousd-ca.schoolloop.com/GuidanceContactInformation
Capistrano Valley High School - Program Improvement - Year 3
Total Enrollment 2,441
Other Support Staff
Academic Counselor
SARC Report: 5 (488 students per Counselor)
CDE 1 (2,441 students per counselor)
Councilor (Social/Behavioral or Career Development)
SARC Report: 1
CDE: None
Library Media Services (Paraprofessional)
SARC Report: 2
CDE: None
Psychologist
SARC Report: 0
CDE: None
Nurse
SARC Report: 0
CDE: 0
Speech/Language/Hearing Specialist
SARC Report: 0
CDE: None
Resource Specialist: None
The SARC Report Data does not match State Department of Education Data.
A Counselor is required to have equivalent to the completion of an earned Master of Arts or higher degree in psychology, counseling, or guidance and hold a valid California Pupil Personnel Services Credential authorizing service as a school counselor.
Academic Advisors are required to have 2 years of college level course work in education and a valid Driver License.
The District is representing to the public that it has 5 academic "counselors" on its SARC report when it does not.
Current web site 2015-16 shows:
Head Academic Advisor - none
*Academic Advisors - Lynne Churchfield, Mary Lohrman, Kristin Jones, Carmen Berry, Erica Crowell
Counselors - Kathy Pelzer, Dawn Vega
Psychologist - none
Hearing/Speech Therapist - none
Source SARC: http://cusd.capousd.org/cusdweb/sarcs2013-14/high/2014_School_Accountability_Report_Card_9-12_Capistrano_Valley_High_School_20150225.pdf page 14
Source CDE Data Reporting Office: http://data1.cde.ca.gov/dataquest/PuplSvs4.asp?cYear=2013-14&cChoice=SchPSvcs&cSelect=Aliso^Niguel^High--capistrano^unified--3066464-3030574
Source: Capistrano Valley High School 2015-16 Web Site - Guidance Staff Contact Information: http://www.cvhs.com/cms/page_view?d=x&piid=&vpid=1274165001833
Dana Hills High School - Program Improvement - Year 3
Total Enrollment 2,734
Other Support Staff
Academic Counselor
SARC Report: 5 (550 students per Counselor)
CDE 1 (2,441 students per counselor)
Councilor (Social/Behavioral or Career Development)
SARC Report: 1
CDE: None
Library Media Services (Paraprofessional)
SARC Report: 2
CDE: None
Psychologist
SARC Report: 1.5
CDE: None
Nurse
SARC Report: 0
CDE: None
Speech/Language/Hearing Specialist
SARC Report: .5
CDE: None
Resource Specialist: None
The SARC Report Data does not match State Department of Education Data.
A Counselor is required to have equivalent to the completion of an earned Master of Arts or higher degree in psychology, counseling, or guidance and hold a valid California Pupil Personnel Services Credential authorizing service as a school counselor.
Academic Advisors are required to have 2 years of college level course work in education and a valid Driver License.
The District is representing to the public that it has 5 academic "counselors" on its SARC report when it does not.
Current web site 2015-16 shows:
Head Academic Advisor - none
*Academic Advisors - Kathy Kam, Ann Marie Casazza, Bonnie Borden, Janis Lynch, Wanda Lewis, Audra Lee
Counselors - None
Psychologist - none
Hearing/Speech Therapist - none
Source SARC: http://cusd.capousd.org/cusdweb/sarcs2013-14/high/2014_School_Accountability_Report_Card_9-12_Dana_Hills_High_School_20150225.pdf page 15
Source CDE Data Reporting Office: http://data1.cde.ca.gov/dataquest/PuplSvs4.asp?cYear=2013-14&cChoice=SchPSvcs&cSelect=Aliso^Niguel^High--capistrano^unified--3066464-3030574
Source: Dana Hills High School 2015-16 Web Site - Guidance Staff Contact Information: http://www.dhhs.net/guidance
San Clemente High School - Program Improvement - Year 3
Total Enrollment 3,067
Other Support Staff
Academic Counselor
SARC Report: 5 (613 students per Counselor)
CDE 1 (3,067 students per counselor)
Councilor (Social/Behavioral or Career Development)
SARC Report: 1
CDE: None
Library Media Services (Paraprofessional)
SARC Report: 0
CDE: None
Psychologist
SARC Report: 0
CDE: None
Nurse
SARC Report: 0
CDE: None
Speech/Language/Hearing Specialist
SARC Report: 0
CDE: None
Resource Specialist: None
The SARC Report Data does not match State Department of Education Data.
A Counselor is required to have equivalent to the completion of an earned Master of Arts or higher degree in psychology, counseling, or guidance and hold a valid California Pupil Personnel Services Credential authorizing service as a school counselor.
Academic Advisors are required to have 2 years of college level course work in education and a valid Driver License.
The District is representing to the public that it has 5 academic "counselors" on its SARC report when it does not.
Current web site 2015-16 shows:
Head Academic Advisor - Judy Rasmussen
*Academic Advisors - Staci Stangarone, Sheray McKeown, Stephanie Brizeno, Naomi Tran, Sandra Spencer
Counselors - Patrick Harris, Sally Clanin
Psychologist - none
Hearing/Speech Therapist - none
Source SARC:
Source CDE Data Reporting Office:http://data1.cde.ca.gov/dataquest/PuplSvs4.asp?cYear=2013-14&cChoice=SchPSvcs&cSelect=San^Clemente^High^^^--Capistrano^Unif--3066464-3036001
Source: San Clemente High School 2015-16 Web Site - Guidance Staff Contact Information: http://www.sctritons.com/cms/page_view?d=x&piid=&vpid=1384340613149
San Juan High School - Program Improvement - Year 3
Total Enrollment 2,236
Other Support Staff
Academic Counselor
SARC Report: 4 (559 students per Counselor)
CDE: None
Counselor (Social/Behavioral or Career Development)
SARC Report: 1
CDE: None
Library Media Services (Paraprofessional)
SARC Report: 2
CDE: None
Psychologist
SARC Report: 1
CDE: None
Nurse
SARC Report: 1
CDE: None
Speech/Language/Hearing Specialist
SARC Report: 1
CDE: None
Resource Specialist: None
The SARC Report Data does not match State Department of Education Data.
The District is representing to the public that it has 4 academic "counselors" on its SARC report when it has no pupil services at this school?
Current web site 2015-16 shows:
Head Academic Advisor - Mrs. Scherf
*Academic Advisors - Mrs. Bergen, Mr. Elenes, Mr. Sotelo, Mrs. Cassarino,
Counselors - Jenna Jordheim, Kasey Kesler
Psychologist -Dr. Loren Thursten
Hearing/Speech Therapist - None
Source SARC: http://cusd.capousd.org/cusdweb/sarcs201314/high/2014_School_Accountability_Report_Card_9-12_San_Juan_Hills_High_School_20150225.pdf page 16
Source CDE Data Reporting Office: http://data1.cde.ca.gov/dataquest/PuplSvs4.asp?cYear=2013-14&cChoice=SchPSvcs&cSelect=San^Juan^Hills^High^--Capistrano^Unif--3066464-0113381
Source: San Clemente High School 2015-16 Web Site - Guidance Staff Contact Information: http://www.sjhhs.org/gotguidance
Tessoro High School - Program Improvement - Year 3
Total Enrollment 2,345
Other Support Staff
Academic Counselor
SARC Report: 6 (391 students per Counselor)
CDE: None
Counselor (Social/Behavioral or Career Development)
SARC Report: 1.6
CDE: 1
Library Media Services (Paraprofessional)
SARC Report: 2
CDE: None
Psychologist
SARC Report: 1.6
CDE: None
Nurse
SARC Report: 1
CDE: None
Speech/Language/Hearing Specialist
SARC Report: 1
CDE: None
Resource Specialist: .6
The SARC Report Data does not match State Department of Education Data.
The District is representing to the public that it has 4 academic "counselors" on its SARC report when it has no pupil services at this school?
Current web site 2015-16 shows:
Head Academic Advisor - Chantelle Jackson
*Academic Advisors - Pam Skiles, Martha Acosta-Hargraves, Lisa Wada, Linda O'Donovan
Counselors - Erin McMichael, Jaime Runyan
Psychologist - None
Hearing/Speech Therapist - None
Source SARC: http://cusd.capousd.org/cusdweb/sarcs201314/high/2014_School_Accountability_Report_Card_9-12_Tesoro_High_School_20150225.pdf page 16
Source CDE Data Reporting Office: http://data1.cde.ca.gov/dataquest/PuplSvs4.asp?cYear=2013-14&cChoice=SchPSvcs&cSelect=Tesoro^High^^^^^^^^^--Capistrano^Unif--3066464-3030756
Source: Tesoro High School 2015-16 Web Site - Guidance Staff Contact Information: http://www.tesorohighschool.com/GuidStaff