Lodi Unified School District PROPOSAL FOR EXPANSION OF WALTER KATNICH COMMUNITY DAY SCHOOL PROGRAM Board of Education Meeting October 18, 2011

2 Executive Summary There has been an identified need and priority for expansion of the new mandatory Katnich Community Day School (CDS) program through discussion with teachers, support staff and administrators at a variety of committee meetings throughout the last few months. The development and implementation of the new program that opened on October 25, 2010 has allowed LUSD to continue to be responsible for the education of this group of expelled students. It has effectively eliminated the process of “suspended expulsion” and involuntary transfers for middle and high school special day class (SDC) students.

The new program has allowed Lodi USD to capture revenue it had been forfeiting to the San Joaquin County Office of Education (SJCOE) that covers a majority of costs of the program. There are presently three classes serving middle and high school students. The program operates separately from other programs at the Henderson site. Each class is staffed with 1 full-time teacher and 2 part-time para educators. Each class enrolls a maximum of 22 students. The proposed program would be located at the Henderson School site. There would be 5 classrooms. The start date of the new program would be October 24,

Students will develop a positive self-image and increased self- esteem. Students will focus on developing skills around resiliency and developmental assets. The program offers 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 is the highest priority. The overall goal of the program is to assist students so that they will have a positive and successful transition back to their assigned public school program. The desired outcome for the program is fully engaged students. This will 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.

5 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 last few school years. The district had considered a new Mandatory Community Day School (CDS) program in prior years.

6 Advantages of New Program The development and implementation of such a program has allowed LUSD to continue to be responsible for the education of this group of expelled students. It has effectively eliminated 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 expelled SDC students. The expanded program would allow LUSD to capture revenue it presently forfeits to the San Joaquin County Office of Education (SJCOE). By implementing an expanded program, the District would receive an increase in revenue that will cover the additional costs of 3.0 FTE teacher positions and 1.5 FTE paraeducator positions to support the five classrooms.

7 Program Funding Sources Based on student attendance the following estimated funding sources are available: $4,858 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.

COUNTY ONE PROGRAM ENROLLMENT Potential Annual Lost Revenue Expelled general education $1,210,248 Expelled special education – 8 - $86,472 Non-expelled gen. ed. – $1,243,648 Totals: 381 students and $2,540,368 lost revenue

9 Description of the Program The 360-minute instructional day and 30-minute lunch break totals 6.5 hours in length. There would be five classes. The classes would serve the needs of middle school (7th and 8th grades) and high school (9 th to 12 th grades) general and special education students. The program will continue to be located at the Henderson CDS site. Each class would be staffed with 1 full-time teacher and 1 part-time paraeducator. Each class would enroll a maximum of 22 students.

10 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.

11 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. Curricular subjects will be integrated 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 successful transition back to their assigned public school program.

12 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 Cyber High. 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. Students will utilize web-based applications, such as Destination Success in Language Arts and Math.

13 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.

14 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 are either general or special education. A majority of students who are enrolled in this program are serving a Rehabilitation Plan as part of a mandatory expulsion. We have enrollment criteria to determine which students are appropriate for this program. There is criteria that identifies acceptable behavior for students to continue to be enrolled in the program. For students who have been recommended for expulsion, the process for enrollment is 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.

15 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 application and enrollment in colleges. Increased levels of socially appropriate student behaviors.

16 PROGRAM SUCCESSES Currently there are 45 students enrolled at Katnich CDS. There is an ADA of 85%. We have developed a student-centered learning setting where the students feel welcomed, listened to, and cared for. Students are generally absent only if they are ill. The parents have been very supportive in assuring that the students attend daily. Many of the students claim they are now assessing the possible consequences of their actions before they act. The small class size allows for more academic support and also creates a "family-like" feeling.

17 The structured environment allows for more independence and the ability to work at their own pace. Valley Community Counseling provides group and individual counseling through a grant grand- fathered to Katnich CDS by Bear Creek HS Second Step (District Program) focused on character education and decision-making is jointly taught by teacher, counselor, and school psychologist. The current technology structure allows for six students to access Odyssey Ware (a web based credit recovery program) or internet based projects simultaneously.

18 ADVANTAGES OF EXPANDED PROGRAM REMAINING AT HENDERSON SITE Reduction of personnel costs: No need to hire a Vice Principal, clerical staff, custodial staff and a sixth teacher. Supervision and support services will be located at one site. Include a CTE component of agricultural science (greenhouse) There will be a capacity of 110 students with 5 portables Reduction of number of traffic and parking issues at the Turner Elementary School Site.

19 Timeline & Next Steps Development of proposed program budget – August 2011 to September 2011 Presentation of proposal for expanded CDS program to Board of Education – October 18, 2011 Target start date for new classes – October 24, 2011

20 Recommendation The Board of Education is requested to provide direction to staff regarding moving forward with expansion of the Walter Katnich mandatory community day school program at the Henderson CDS site in the Lodi Unified School District.

21 Appendices During the school year a committee was created that was representative of staff and administration for the purpose of developing the application for a new Katnich CDS program. The following list were 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

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