Lodi Unified School District PROPOSAL FOR NEW COMMUNITY DAY SCHOOL PROGRAM Board of Education Meeting June 15, 2010

Executive Summary There has been an identified need and priority for a new mandatory Community Day School (CDS) program through Discussion with teachers, support staff and administrators at a variety of committee meetings throughout school year. In addition, the district has considered developing and implementing such a program in prior years. The development and implementation of such a program would allow LUSD to continue to be responsible for the education of this group of expelled students. It would effectively eliminate the process of “suspended expulsion” and involuntary transfers for middle and high school special day class (SDC) students.

The program would allow Lodi USD to capture revenue it presently forfeits to the San Joaquin County Office of Education (SJCOE) that would cover most costs of the program. There would be two classes. One middle school class for 7th and 8th grade students and one high school class for 9th through 12th grade students. The program needs to be at a school site with a full-time administrator and operated separately from other programs. Each class would be staffed with 1 full-time teacher and 2 part-time para-educators. Each class would enroll a maximum of 18 students. Students will develop a positive self-image and increased self-esteem. Students will focus on developing skills around resiliency and developmental assets.

The program will offer individual and group counseling to each student. An emphasis on skill development, study skills, and organization will assist the students in meeting grade level standards. Language arts and mathematics instruction will be the highest priority. The overall goal of the program will be to assist students so that they will eventually have a positive and successful transition back to their assigned public school program. The desired outcome for the program is fully engaged students who are learning in a manner best suited to their needs. This will also result in increased levels of student achievement, decreased likelihood that enrolled students will drop out of school, increased graduation rate and increased levels of socially appropriate student behaviors.

Identified Need for Program There has been an identified need and priority for such a program as evidenced by input I received through the Needs Assessment process. This has been a topic of discussion originating with teachers, support staff and administrators at a variety of committee meetings throughout the school year. The district has considered a new Mandatory Community Day School (CDS) program in prior years.

Advantages of New Program The development and implementation of such a program would allow LUSD to continue to be responsible for the education of this group of expelled students. It would effectively eliminate the process of “suspended expulsion” and involuntary transfers for middle and high school special day class (SDC) students. There is no county program that addresses the educational needs of SDC students. The program would allow LUSD to capture revenue it presently forfeits to the San Joaquin County Office of Education (SJCOE). By implementing a new program, the District would receive an increase in revenue that will cover the costs of 2.0 FTE teacher positions and 3.0 FTE paraeducator positions to support the two classrooms.

Program Funding Sources Based on student attendance the following funding sources are available: $4,950 annually per ADA in revenue limit funds $465 annually per ADA in AB602 special education funds Additional $5,486 annually per ADA in “supplemental funds” for each student enrolled under a mandatory expulsion and attending for hours 5 and 6 daily.

Description of the Program The 360-minute instructional day and 30-minute lunch break would total 6.5 hours in length. Beginning and ending times for program and lunch period are required to be different from other programs on school site. There would be two classes. One middle school class for 7th and 8th grade students and one high school class for 9th through 12th grade students. The program needs to be at a school site with a full-time administrator and operated separately from other programs. Each class would be staffed with 1 full-time teacher and 2 part-time paraeducators. Each class would enroll a maximum of 18 students.

Program Components Students will develop a positive self-image and increased self-esteem. Students will focus on developing skills around resiliency and developmental assets. Staff will have skills and knowledge around the development and implementation of a highly structured classroom “level system”. Attendance will also be tracked and rewarded in order that students may appreciate the value of daily attendance and correlate the relationship between attendance and progress Individual and group counseling services will be available for each student enrolled in the program.

Program Components (continued) An emphasis on skill development, study skills, and organization will assist the students in meeting grade level standards. Language arts and mathematics instruction will be the highest priority. Other curricular subjects will be integrated as appropriate, to meet District promotion or graduation requirements. Further development of life skills and an emphasis on doing one’s personal best will help students achieve success. Curriculum will be differentiated so that it challenges each student at their respective level, yet provides for a high degree of success. The overall goal of the program will be to assist students so that they will eventually have a positive and successful transition back to their assigned public school program.

Supplemental Resources and Technology Students will have access to multimedia-capable computers with access to the Internet. Students will have access to online learning via ODESSEYWARE. Students will be able to have an individualized learning plan with the associated resources available. Students will engage in interactive, technology rich, highly motivating lessons designed to meet the needs of the individual diverse learner. In addition, students will utilize web-based applications, such as Destination Success in Language Arts and Math.

Social-Emotional Domain Goals To develop core social-emotional competency for both students and teachers. To develop healthy behavior and increase teachers’ ability to motivate and manage diverse learners. To provide students the opportunity to develop skills necessary to effectively manage the secondary school social-emotional experience and associated challenges. To increase resiliency and empowerment which will assist in the growth of self-esteem and problem solving abilities. To reduce the likelihood that students will be referred for disciplinary reasons or drop out of school.

ENROLLMENT PROCESS The Community Day School program is to be viewed as an intervention for students at-risk of not being successful due to challenging behavioral and/social behaviors. Students enrolled in this program would either be general or special education. A majority of students who will be enrolled in this program will be serving a Rehabilitation Plan as part of a mandatory expulsion. Specific enrollment criteria will be developed to determine which students are appropriate for this program. Criteria will also be developed that will identify acceptable behavior for students to continue to be enrolled in the program. For students who have been recommended for expulsion, the process for enrollment would be directed by the Lodi Discipline Review Board (LDRB). For students who have been habitually truant, the School Attendance Review Board (SARB) may make a recommendation for placement in the Community Day School program.

PROGRAM OUTCOMES The desired outcome for the program is fully engaged students who are learning in a manner best suited to their needs. This will also result in: Increased levels of student achievement. Decreased likelihood that enrolled students will dropout of school. Increased graduation rate. Increased levels of socially appropriate student behaviors.

Timeline & Next Steps Committee Work to complete application packet – February 2010 to June 2010 Development of proposed program budget – April 2010 to June 2010 Meeting with Henderson staff – June 1, 2010 Presentation of proposal for new CDS program to Board of Education – June 15, 2010 Submission of completed and Board approved application packet to CDE – June 21, 2010 Target start date for new classes – July 27, 2010 or at 1st quarter break (October 20, 2010). Examine possibility of opening a larger program at a vacant school site for the 2011-2012 school year.

Recommendation The Board of Education is requested to provide direction to staff regarding moving forward with submission of an application to the California Department of Education for a new mandatory community day school program in the Lodi Unified School District.

Appendices A committee was created that is representative of staff and administration for the purpose of developing the application for a new CDS program. The following list are members of this committee: Jeff Graham – RSP teacher Lori Bryant – CWA Supervisor Stephanie Ennis – Program Specialist Special Education Terry Herink, School Psychologist Irvin Jefferson, Coordinator Community Relations Steve Takemoto, Coordinator CWA Martha Dent, Vice Principal Tokay High School Randy Malandro, Principal McAuliffe Middle School Bill Atterberry, Assistant Superintendent Secondary Education David Wax, Administrative Director SELPA/Student Services