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California Department of Education January 2021 Annual Update for Developing the 2021-22 Local Control and Accountability Plan Annual Update for the 2019–20 Local Control and Accountability Plan Year Local Educational Agency (LEA) Name Contact Name and Title Email and Phone Taylion High Desert Academy Timothy Smith - Executive Director [email protected] (760) 666-0329 The following is the local educational agency’s (LEA’s) analysis of its goals, measurable outcomes and actions and services from the 2019-20 Local Control and Accountability Plan (LCAP). Goal 1 Continue to develop an infrastructure for ongoing analysis of student achievement data; reading/writing and math assessments, demographics, to measure program efficacy of all 3 programs: Independent study, Home Study, and Distance/Virtual Learning, to ensure maximization of physical, human and financial resources; in order to tailor intervention programs for all subgroups of students. State and/or Local Priorities addressed by this goal: State Priorities: 4, 5, 8 Local Priorities: Annual Measurable Outcomes Expected Actual Page 7 of 7

1. Establish baseline using 2017-18Fall NWEAMathBenchmark Assessments. 1. NWEA Math benchmark assessments has been changed to a different assessment. 2. CAASPP ELA Assessment Targets. Increase the percent of students who attain proficiency or higher by 5% for all students. 2. ELA for 2018 CAASPP Met or Exceeded 17% 3. Percent of ELL students advancing by one proficiency level as 3. Percent of ELL students advancing by one proficiency level 10% 24% 4. Reclassification Rate 2018 17% (10 out of 59) 4. Reclassification Rate was 25% 5. Percent of ELL meeting English Proficiency on the ELPAC was 5. Percent of students meeting proficiency on ELPAC 5% 25% 6. Decrease percent of Long Term English Learners to 2% 6. Decrease percent of Long-Term English Learners was 35% 7. EAP 7. 2016 EAP baseline 0 9. 8. SAT – 8 Students took SAT 8.0 9. 0 9. 0 10. Student Device ratio 1:1 Chromebooks 10. Student Device ratio 4:1 was met 11. Physical Fitness Test requirement was met 11. Taylion met the state requirement for the Physical Fitness Test Actions / Services Planned Action/Service Budgeted Expenditures PLANNED STAFFING TO SUPPORT EDUCATIONAL PROGRAM Taylion High Desert Academy provides a high-quality education that is WASC- Accredited and offers 3 types of programs within its K-12 schools: Independent Study; Home Study and Distance/Virtual Learning. The following staff are instrumental in providing all students with a rigorous Common Core aligned educational program:THDA will employ 8 teachers that are appropriately credentialed and assigned. THDA will employ 2 Administrative Assistants that 1,405,527 Actual Expenditures 1,924,049 Page 8 of 7

will serve as the registrar and community/student outreach in order to maximize student enrollment THDA will also acquire the services of an Academic Advisor to assist students in high school with their 4-year academic plan, monitor academic performance and post graduation planning (College application, transcript review. THDA’s Leadership Team: Executive Director Principal Director of Special Education Services Director ofCompliance Director ofMarketing/IT Curriculum & Instructional Coaching 2- ASSESSMENTS THDA will implement the following assessments to drive curricular decision- making, identify students who struggle academically for designated interventions; and ensure all state accountability requirements are met by all subgroups. THDA will participate in all state mandated assessments; and administer the following: Diagnostic Assessments within THDA's curriculum Diagnostic Assessments in ELA and Math. (Options include FuelEd, Apex Learning, and Renaissance Star 360 Assessment Suite). Renaissance Star 360 Suite benchmark assessments in ELA & Math for grades 2-12: 3 times/year Implement formative and summative assessments in ELA and Math Writing Assessments in all grade levels: 3-4 times/year with rubrics. THDA will also administer the following state-mandated assessments: ELPAC for ELL CAST Science: Grade 5, 8, 12. Physical Fitness Test (PFT): Grade 5, 7, 9 CAASPP: ELA & Math: Grades 3- 11 ELL/ELD PROGRAM THDA will implement the following program to ensure all ELL’s are provided with a Common Core aligned ELA/ELD program, with appropriately credentialed teachers (BCLAD/CLAD Certified) and are assessed and monitored closely to ensure all ELL growth targets and measurable outcomes are met. The following describes our school’s ELL/ELD Program: ELPAC Coordinator will implement ELPAC assessment annually for all ELL students and report results to Principal. THDA will provide all teachers with professional development on newly adopted ELA/ELD Frameworks. School Principal & teachers as a PLC will analyze ELPAC results Page 9 of 7

and discuss student progress and routinely use data to: Monitor the progress of ELL and Reclassified students. Determine the short and longterm needs of ELL students Determine specific actions designed to accelerate language acquisition and learning for ELL students ELPAC Coordinator and teachers will reclassify students annually based on the school’s reclassification criteria. All teachers will provide Integrated ELD (academic language development across all disciplines) via Apex online program and/or on-site ELD Program. ELA teachers will provide Integrated ELD (academic language development across all disciplines), using SDAIE strategies; through push-in/pullout and small group instruction in ELD course. Implement ELL supports that focus on the following: Increased reclassification rates Increase % of ELL Students meeting English Proficiency as measured by ELPAC Increase number of ELL students improving by 1 Performance Level on ELPAC, annually Academic needs of Long-term ELL: LTEL THDA will provide onsite ELA workshops for targeted students based on diagnostic assessment used for placement. THDA will provide onsite Math workshops for targeted students based on diagnostic assessment used for placement. Students will have access to 1:1 tutoring with their designated teacher. Students will have access to audio-video resources to assist struggling readers and build on prior knowledge. Students participating in distance/virtual learning meet with their assigned teacher a minimum of bi-weekly. Included in Goal 1 /action 1 TECHNOLOGY In order to provide all students with access to 21st century learning experiences, THDA will purchase: 1. THDA Leadership Team will develop a needs assessment to research purchasing Chromebooks/laptop carts versus Thin Clients for student use to access online curriculum, supplemental materials and web-based resources. 2. Increase bandwidth schoolwide to ensure all students are able to access the Internet, online curriculum and materials. Page 1 0 of 7

Goal A nalysis A description of how funds budgeted for Actions/Services that were not implemented were used to support students, families, teachers, and staff. The activities and services for Goal 1 have been implemented to a large extent in THDA’s educational programs. Goal 1 addressed the need to collect student achievement data to drive achievement and provide supports for THDA students. One of the needs was to create a team and train them, if necessary, to collect and analyze data. THDA was successful in creating a data team that consistedwith the compliance coordinator, EL coordinator, and outreach coordinator. THDA students also continued to receive support from a counselor/academic advisor. Another major component of this goal was to implement various benchmark/assessments to measure the efficacy of THDA’s educational program. THDA staff continued to implement NWEA/MAPs, but opted to deliver shorter interim MAPS assessments, since most THDA students did not show enough persistence on the longer assessments and the school was not able to gather sufficient achievement data. In addition, the ELPAC Coordinator continued to administer the annual ELPAC to all ELL students. Finally, THDA testing coordinators, along with THDA staff were able to administer the SBAC in ELA and Math, along with the PFT and CAST. THDA staff continued to implement interventions including workshops, 1:1 tutoring, and curriculum to support the ELD program in order to improve student achievement has not been implement to-date, but is an ongoing priority. THDA staff continued to participate in professional development training and conferences related to new CCSS base and ELA/ELL frameworks. THDA worked to improve content of math and ELA workshops to be aligned with THDA curriculum and SBAC standards. Page 1 1 of 7

Goal 2 Develop and implement a comprehensive schoolwide Professional Development Plan (that addresses the rigor of the Common Core State Standards (ELA/ELD, Math, NGSS), research-based strategies to address the diverse learning needs of all students, including differentiation across disciplines) in order to provide all students with high quality instruction that includes writing across the curriculum and providing relevant learning experiences that encourages student engagement (aligns with WASC Action Plan #1, 2). State and/or Local Priorities addressed by this goal: State Priorities: 1, 2, 5, 7 Local Priorities: Annual Measurable Outcomes Expected Actual 100% of teachers will have received PD on CCSS ELA/ELD, Math and/or NGSS. PROFESSIONAL DEVELOPMENT THDA teachers participated in a variety of professional development activities focused on the new common core state standards, including ELA/ELD and 100% of Advisory teachers will have received PD on Character Math. THDA teachers have a variety of backgrounds. Each Counts Program for full implementation. THDA teacher participated in at least one or more trainings specific to their content area. All teachers participated in NWEA 100% of teachers will have received PD on NWEA MAP for MAP training since each of them administer the assessments to schoolwide implementation. their students. Additionally, THDA has assigned designated 100% of teachers will be appropriately credentialed and assigned. testing coordinators for each student. 100% of students will have access to standards-aligned THDA provided additional training in the following areas: instructional materials. Page 1 2 of 7

Decrease MS Dropout rate by 1% Social Emotional Learning Personalized Learning Career Readiness All teachers at THDA participated in training on CCSS ELA/ELD. One teacher from each department was sent to be the "Trainer of THDA designated testing coordinators for NWEA/MAPs. Trainers" by receiving PD common core math, Social Studies, and the Next Generation Science Standards. They in turn trained The trainings listed above included topics of goal planning and reporting. the remainder of the staff members. Our teachers have not received PD on Character Counts Program but instead on Social Emotional Learning. All teachers received PD on NWEA MAP for schoolwide implementation. Testing coordinators also received additional training for reports and data analysis. Expected Actual Our THDA staff including support specialist and teachers meets every other Friday to discuss topics related to students and achievement which includes reviewing achievement data. The development of SMART goals is in progress. The leadership team will continue this effort for the next academic year. We are also preparing for WASC’s 3 Year visit. CURRICULUM annually Decrease HS Dropout rate by 1% annually Increase HS graduation by 1% annually THDA purchased the core textbook and supplemental instructional material for different programs that are offered Establish baseline for % of students graduating meeting UC A-G. online and through independent study. For 2018-19, Taylion High Desert Academy purchased licenses for the online program All of our teachers have access to instructional materials that are including standards aligned to a largeextent. (1) FuelEd, (2) Google Classroom, (3) Rosetta Stone, (4) Our most recent data on MS shows that 0% students dropped Compass Learning (Odyssey), (5) Discovery Education. THDA out. also purchased instructional materials for the Science Lab which is UC A-G approved. Books/Publishers: Our most recent data on HS shows a pending graduation (baseline 42%) 0% of our graduating are meeting UC A-G College Beginning Algebra (Auffman, Barker Lockwood), Int. requirements. Math (McGraw Hill), High Point EL Support, and ELA novels PROFESSIONAL DEVELOPMENT THDA will provide all teachers with professional development on the following research based pedagogical strategies and Common Core aligned curriculum to ensure all students receive high-quality rigorous instruction in order to close the achievement STUDENT ENGAGEMENT THDA provided students with meaningful learning experiences beyond our educational programs. Page 1 3 of 7

gap and prepare them for College & Career Readiness (CCR). The following areas will be of focus for the school year: Students continue to attend field trips to enrich and extend learning beyond the academic curriculum. Students attended local museums, theaters, and natural parks. Common Core StateStandards: ELA/ELD Frameworks, Math, & NGSS THDA students participated in several field trips to expose them to post-secondary learning life and expectations including local Writing across the curriculum (w/Jane Schaffer/6 Plus 1) community colleges. A number of students participated in THDA’s Victor Valley College Bridge program and the San Professional Learning Communities (PLC) Bernardino Community District College Workforce Readiness program. All students had access to academic advisory through Targeted Interventions Flipped Instruction THDA’s counselors. Implementing Formative COURSE ACCESS Assessments to drive instruction THDA provided students with a Developing & Implementing relevant andrigorous curriculum through diverse platforms to fit student academic needs. This curriculum is delivered through Independent Study third grade-12th, Home Study K-12th, and Distance/Virtual Learning 9th- 12 . THDA provided the instructional services to students enrolled in these academic programs using the following platforms and strategies. Summative Assessments Implementing & Analyzing NWEA MAP Assessments A Plus Online Curriculum THDA will continue to provide all teachers with training on NWEA MAP Training. (Summer) THDA will provide all teachers with training on goal planning & reporting. THDA will provide 4 non- instructional days of Taylion- wide Professional Development. Google Classroom/Fuel ED Platform which includes A-G approved courses SB Community College District and Victor Valley College Concurrent Enrollment Partnerships were established with local community colleges. Students participated in Victor Valley College Bridge program and SB Community District College Workforce Readiness program. Page 1 4 of 7

THDA will provide Professional Development (Taylion- wide) every other week (Fridays); to review, disaggregate and analyze student achievement data. THDA Leadership Team will develop SMART Goals (using revised LCAP Goals) that align with WASC Action Plan, and a timeline for reviewing data, measurable outcomes that may result in modifications to the instructional program. THDA provides all students with a rigorous academic program through various platforms including: Independent study, Home Study, and Distance/Virtual Learning. Florida Virtual/Fuel Ed provides students with an extensive course list and UC A-G approved courses. A Plus Online provides students with a list of courses. THDA will work to establish a partnership with SB Community College District and Victor Valley College to provide THDA students with the opportunity to participate in concurrent enrollment. Page 1 5 of 7

Analysis Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed. Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable Describe the overall implementation of the actions/services to achieve the articulated goal. Most of the actions and services were implemented with fidelity for goal number two. THDA implemented professional development for a variety of needs including: CCSS curriculum, CCSS instruction and Social Emotional Learning, Blended Learning, Personalized Learning, and others by conferences and trainings. THDA adopted the “trainer of trainers” model where lead staff members receive training to bring back to other staff members. Many staff members were sent to conferences and training to bring back best practices to the THDA staff. Desert Mountain SELPA and San Bernardino County Office of Education training was also provided to address CCSS, SEL, and other needs. Lastly, THDA researched another SEL program different from the Collaborative Learning Solutions training because of student feedback. The Future Focus, Dream Catcher finding your purpose program has been explored and will be piloted for 2019-20 as well. THDA will continue with our professional development training and planning goal. THDA understands that learning starts with teachers and staff, leading to more effective support for THDA students. Overall, THDA has been mostly effective in implementing the professional development plan. THDA still has a need to create professional development pathways and opportunities for all staff members that ensure they have all the CCSS, SEL, Writing, PBIS, ELA, MATH, and Next Generation Science standards training. In 2018-19, THDA had to limit budgeting for conferences and training for leadership staff due to delays in SB 740 funding. THDA relied on internal professional development and training in the first part of the year, but attended conferences and professional development training in the later part of 2018-19. In 2019-20, THDA plans to be more strategic in sending and/or bringing professional development opportunities to THDA staff. THDA has received CSI and other block grants that will specifically assist in providing professional development support for THDA staff. In addition to our Math and ELA training, THDA will add our Writing, PBIS, and SEL trainings. Page 1 6 of 7

Actions / Services Planned Budgeted Action/Service Expenditures THDA will provide all teachers with professional development on the following research-based pedagogical strategies and Common Core aligned curriculum to ensure all students receive high-quality rigorous instruction in order to close the achievement gap and prepare them for College & Career Readiness (CCR). The following areas will be of focus for the school year: Common Core State Standards: ELA/ELD Frameworks, Math, & NGSS Writing across the curriculum - 6 1 Writing Professional Learning Communities (PLC) Targeted Interventions Implementing Formative Assessments to drive instruction Social Emotional and Dream Catcher Training Implementing & Analyzing Renaissance Star 360, Apex Learning, FuelEducation Online Curriculum THDA will continue to provide teachers with Renaissance Star 360 training and Apex Learning. THDA will provide all teachers with training on goal planning & reporting. 254,479 THDA will provide 4 non- instructional days of Taylion- wide Professional Development. THDA will provide Professional Development (Taylion- wide) monthly: to review, disaggregate and analyze student achievement data. THDA Leadership Team will continue to reinforce Personalized Learning Plans that align with WASC Action Plan, and a timeline for reviewing data, measurable outcomes that may result in modifications to the instructional program. Inlcuded in Goal 1/ action 3 CURRICULUM THDA will purchase and/or subscribe to the following Common Core aligned curriculum: Renaissance Star 360, Apex Learning, Fuel Education Online Platform Leadership Team will research Science Curriculum for adoption that will meet UC A-G requirements. Leadership Team will research Math Curriculum that will meet the needs of students. Leadership Team will support College and Actual Expenditures 743,609 Page 1 7 of 7

Career Readiness class by purchasing the Dream Catcher Program. Purchase instructional materials including Science Lab equipment (UC A-G). STUDENT ENGAGEMENT In order to ensure student engagement and provide students with relevant learning experiences, THDA will provide the following for all students: Field trips relevant to course content (Museums, Science Centers, Maker Labs). Field trips to Colleges/Universities. High School Students will attend College Fairs and FAFSA Application workshops. All students will have access to an academic advisory. COURSE ACCESS THDA provides all students with arigorous academic program through various platforms Independent study, Home Study, and Distance/Virtual Learning. Fuel Ed provides students with an extensive course list and UC A-G approved courses. Apex Learning provides students with an extensive course list and UC A-G approved courses. THDA will work to establish a partnership with SB County Community Colleges to provide THDA students with the opportunity to participate in concurrent enrollment. Goal A nalysis A description of how funds budgeted for Actions/Services that were not implemented were used to support students, families, teachers, and staff. Page 1 8 of 7

The activities and services for Goal 1 have been implemented to a large extent in THDA’s educational programs. Goal 1 addressed the need to collect student achievement data to drive achievement and provide supports for THDA students. One of the needs was to create a team and train them, if necessary, to collect and analyze data. THDA was successful in creating a data team that consistedwith the compliance coordinator, EL coordinator, and outreach coordinator. THDA students also continued to receive support from a counselor/academic advisor. Another major component of this goal was to implement various benchmark/assessments to measure the efficacy of THDA’s educational program. THDA staff continued to implement NWEA/MAPs, but opted to deliver shorter interim MAPS assessments, since most THDA students did not show enough persistence on the longer assessments and the school was not able to gather sufficient achievement data. In addition, the ELPAC Coordinator continued to administer the annual ELPAC to all ELL students. Finally, THDA testing coordinators, along with THDA staff were able to administer the SBAC in ELA and Math, along with the PFT and CAST. THDA staff continued to implement interventions including workshops, 1:1 tutoring, and curriculum to support the ELD program in order to improve student achievement. THDA staff continued to participate in professional development training and conferences related to new CCSS base and ELA/ELL frameworks. THDA worked to improve content of math and ELA workshops to be aligned with THDA Goal 3 Improve student academic outcomes by effectively collaborating with parents, families and community partners to support student learning and achievement. (Aligns with WASC Action Plan #3) State and/or Local Priorities addressed by this goal: State Priorities: 1,3, 6 Local Priorities: Annual Measurable Outcomes Expected Actual Page 1 9 of 7

1. Maintain suspension rates 2% 2. Maintain expulsion rates 1% 1. THDA did not suspend any students. 0% suspension rate for 2016-17 and 2017-18 and 2018-19 school year. 3. 50% of student respondents will agree that the school provides 2. THDA did not expel any students. 0% expulsion rate for a safe learning environment as measured in the annual student 3. THDA met thisgoal survey. 4. THDA met thisgoal 4. 50% of parent respondents will be satisfied with the 5. THDA hosted more than 3 workshops and facilitated a school’s program as measured in the annual parent committee which Included parents. survey. 6. THDA solicited input from the Parent Advisory Committee 5. THDA will host at least 3 workshops annually for parents to meetings increase parent engagement & participation. 7. THDA will explore other facilities inspection tools that are 6. Parent input in decision-making will take place in parent advisory meetings. 7. THDA will have an Annual FIT score of“Good.” more cost effective. In light of all the mass shootings, Taylion also created an internal staff Safety Committee to create better procedures and protocols. Actions / Services Planned Action/Service Action 1 Budgeted Expenditures 2,500 Actual Expenditures 6,267 Page 2 0 of 7

Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures SCHOOL CLIMATE THDA will implement the following in order to provide all students and staff with a safe, welcoming learning THDA successfullyimplemented outreach activities to promote and sustain a safe and welcome learning Total 0 – LCFF Base S/c (included in Goal 1) 0 LCFF Base – 4100 (included in Goal 1) Total 0 – LCFF Base S/c (included in Goal 1) 0 LCFF Base – 4100 (included in Goal 2) Planned Actual Budgeted Estimated Actual Actions/Services Actions/Services Expenditures Expenditures environment. THDA will implement a positive behavior system. 1. All students in high school will be enrolled in onsite academic advisory courses that will address: Life Skills, bullying, College/Career Pathway. 2. THDA has purchased Salesforce service to track/monitor Taylion graduates; to create an Alumni base, communicate and welcome graduates back to THDA; and to m

Taylion High Desert Academy provides a high-quality education that is WASC- Accredited and offers 3 types of programs within its K-12 schools: Independent . participating in distance/virtual learning meet with their assigned teacher a minimum of bi-weekly. Included in Goal 1 /action 1 TECHNOLOGY In order to provide all students with access to .