District Progress Report

Message from the Superintendent

Natomas Unified is pleased to share with you the latest comprehensive District Progress Report (DPR). This document reflects our dedication to the cycle of continuous improvement and our commitment to provide for all scholars' continued academic and social-emotional growth over time. I encourage you to take the time to review the DPR, which includes a variety of aspects of student achievement, including college and career readiness, local assessments, standardized testing, Multilingual learner progress, student social-emotional well-being, and student engagement.  

Our commitment to transparency is at the forefront of this publication, aiming to provide you with a clear and comprehensive understanding of our scholars' successes and areas for growth. While we celebrate our accomplishments, we also recognize that there is always room for growth and improvement. This report serves as a foundation for ongoing dialogue and collaboration with you, our educational partners. We welcome your insights, feedback, and suggestions as we work together to enhance the educational experience for every student in our district.  

I hope you find this report valuable and I encourage you to reach out to your scholar’s teacher and/or school principal with any questions or concerns. Special thanks to our Board of Trustees, dedicated staff, and our wonderful Natomas community for the role each of you play in supporting our scholars.  We value our families as partners and together we can provide opportunities to benefit the academic and social-emotional growth of each of our scholars.

Dr. Robyn Castillo, Superintendent

Message from the Board President

The Board of Trustees is committed to monitoring district progress on key metrics.

As such, the District Progress report is produced in the spirit of transparency, keeping our families, staff and community informed of our ongoing efforts to ensure our students are college and career ready. We are pleased to proactively share this report with you.

There are areas where Natomas Unified has improved and continues to excel; this progress gives me confidence that, together, we can and will address areas of need for our students.

Your partnership is vital in creating a school district where all students can thrive and pursue their passions. No matter what your connection is to Natomas Unified School District, I am thankful for your support and partnership along this journey.

Micah Grant, Board President

 

District Vision

NUSD will provide an engaging and safe learning community where all students will demonstrate responsibility, achieve academic and social-emotional growth, embrace diversity, and are prepared to make decisions about their college and career success. 

District Goals

1. Maximize Academic Growth, Responsibility,
   and Achievement for Each Student.
2. Cultivate the Social-Emotional Well-Being
   of Each Student.
3. Create a Safe, Engaging Environment
   Where Students Connect to School.
4. Engage Parents and Families to
   Support Student Success.
5. Hire, Train, and Retain High-Quality Staff.

CORE Values

• We value learning and achievement for each of our students.
• We value diversity, equity and inclusion.
• We value our families as partners in the education of their students.
• We value our committed, collaborative, caring, and exemplary employees.

The metrics in the District Progress Report provide a snapshot of current data, as well as progress over time.  These metrics are intended to provide a breadth and depth of information about student outcomes in the areas of engagement, access, and readiness.  The details below provide context for each metric including (1) alignment to the district’s goals, (2) the specific grade levels and schools included in the cohort, and (3) the timeframe when data becomes available.

This performance overview provides the current status of each metric and a trend indicator. The trend indicators are colored triangles that indicate for each metric whether performance has improved and/or has met the target (GREEN), there is little or no change (Yellow), or there is declining performance (RED). Each of these is in reference to performance at a similar point in time during the prior year.

Building on a commitment to excellence and achievement, the District Progress Report measures our progress over time to achieve our district Vision and Goals.  Some of our recent successes are shared below and on the next page, in alignment with our new District Goals.

Goal 1: Maximize Academic Growth, Responsibility, and Achievement for Each Student

• Remained a leader in Sacramento County for high graduation rates, low dropout rates, and the percent of graduates meeting requirements to enroll in the University of California (UC) or California State University (CSU) systems
• Development and implementation of NUSD’s Instructional Framework, which establishes district coherence and continuity in instructional strategies, assessment, professional development, and curriculum
• Participating in California Math Curriculum and Instruction Network (CMCIN), a state-wide effort led by the CORE districts to develop cohesive mathematics visions and implementation plans aligned to the state framework
• Working with the California State University of Sacramento (CSUS) and Sacramento County Office of Education (SCOE) to provide Math professional development.
• Providing site’s ongoing access to early reading intervention and support through resources including, but not limited to, Read 180 and Math 180 and SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) materials and training
• Continued to expand access to programs that support college and career readiness including International Baccalaureate (IB) programs, Advancement Placement (AP) coursework, and AVID programs
• Two Rivers Elementary recognized nationally as an AVID Showcase School   
• Expanded our International Baccalaureate (IB) offerings. Districtwide, 1 in 3 students are enrolled in an IB School.
• Continued to expand access to Advancement Placement (AP) courses including maintenance of AP Capstone Diploma program at Natomas High School
• Continued partnerships with American River College to expand Dual Enrollment opportunities for high school students
• Discovery High School recognized for the second time as a Model Continuation High School
• Continued to provide access to take the PSAT and SAT free during the school day on campus
• Continued paying the first application fee for seniors eligible to apply to UC/CSU campuses
• Multi-year DEI (Diversity, Equity, and Inclusion) plan with Ethnic Studies pilot course, AP African American Studies course, continuance of Race and Social Justice course for high school students, and increased materials and resources that represent our diverse student population.
• Recognized as an exemplar school district by Policy Analysis for California Education (PACE) in the July 2023 report on insights and strategies to support UC/CSU A-G completion
• Opened our first Dual Immersion program, Heredia-Arriaga School, in Fall 2023
• Received the California School Board Association (CSBA) Golden Bell Award for best practices in Career Technical Education Pathways
• Launched partnership with California College Guidance Initiative (CCGI) to provide staff additional tools for guiding students towards graduation and college entrance
• Developed an Early Warning System to support district and site-based needs assessments

Goal 2: Cultivate the Social-Emotional Well-Being of Each Student

• Maintained a full-time social worker at all of our 15 campuses to support an array of services and resources for students and families and 1 full-time social worker liaison to support foster/homeless youth
• Maintained 17 full-time psychologists to serve all students at all of our 15 campuses
• Maintained 15 full-time counselors to serve students in grades 6-12
• Maintained 10 Career Technical Education Pathways for students, including four new pathways since 2019 with state-of-the-art facilities to include Building and Construction Trades, Cosmetology, Music Production, and Public Safety
• Continued the Natomas Mobile Health Clinic which travels to provide basic health care such as physicals and vaccinations
• Opened a permanent facility for the B. Teri Burns Health Clinic and HALO (Health and Life Organization) across the street from Natomas High School
• Implemented a cohesive Social Emotional Learning (SEL) curriculum and core SEL classroom practices

Goal 3: Create a Safe, Engaging Environment Where Students Connect to School

• Expanded a dedicated, stand alone Safety and Safe Schools Department with a full-time safety dispatcher, innovative consultant, and safety and climate liaisons
• Continued expansion of our elementary and middle school athletics programs, including the addition of cross country
• Modernized athletic facilities, fields, and scoreboards for our student-athletes to support student well-being and connectedness 
• Continue community-supported school bond projects to fund construction, renovation, security, and other projects
• NUSD continues to provide access to school vaccinations and flu shots for students and staff to help keep our school communities healthy and safe
• Founded the Office of Equity in Excellence (E2) to continue and lead NUSD’s DEI (Diversity, Equity, and Inclusion) efforts. Continued to expand a set of interventions and enrichments specifically for Black/African American students including a partnership with Freedom Soul Media Education Initiatives (FSMEI) to implement the BLACK (Building Leaders and Activists with Collective Knowledge) which provides culturally relevant and responsive programming for students, families, staff, and communities
• Recognized by Equality California’s Safe and Supportive Schools Report Card for scoring in the 95th percentile for policies and practices that provide a safe and supportive school for LGBTQIA+ staff and students
• Continued implementation of Positive Behavior Intervention and Supports (PBIS) programs across campuses with six schools recognized by the state’s California PBIS Coalition for Gold Awards (JFS, TRE, LGA) or Silver Awards (ALS, HAH, WRE).
• Engaged in planning for full implementation of Community Schools model at Jefferson School and Natomas High School
• Expanded after school, winter session, and summer school opportunities through NUSD’s LEAP program
• Presented to California School Boards Association (CSBA) about our work to build coherence around our Culture of Resilience 
• Expansion of transportation and service fleet to include hybrid and electric vehicles
• Nutrition Services nationally and locally recognized and being awarded multiple grants
• 1:1 access for Chromebooks, allowing all students to take technology home each day with access to academic and social-emotional supports such as virtual tutoring and social skills groups 
• Continued partnership with the City of Sacramento, opened a state-of-the-art Aquatic Center that’s utilized by NUSD students and the community
• Significantly reduced chronic absenteeism rates, moving from ‘Orange’ in 2023 on the California School Dashboard to ‘Yellow’ in 2024
• Reduced suspension rates, moving from ‘Red’ in 2023 on the California School Dashboard to ‘Yellow’ in 2024
• Girls Flag football has been added as a CIF sport at Inderkum High School and will be expanded to NHS and LGA in the fall of 2025
• Five students qualified for the CIF state track meet in the spring of 2024 and multiple teams won section championships including NHS Boys Soccer and IHS Girls Golf
• Four teams recognized by CIF as Academic Team Champions by having the highest average team GPA in the section including IHS Girls Tennis, IHS Girls Water Polo, IHS Boys Tennis, and IHS Boys Swimming
• Launched a new Esports program through the expanded learning/LEAP Academy program for elementary school students
• Ethnic Studies pilot program selected as the 2024 Sacramento State College of Education High School Partner of the Year
• Implemented a State a Seal of Civic Engagement program, with first cohort to be recognized in spring 2025

Goal 4: Engage Parents and Families to Support Student Success

• Communications and Family Engagement (CAFE) Department continues to implement intentional efforts with parents as partners such as Coffee with CAFE,Diverse Conversation, Umoja, and a Multicultural Festival
• Increased family engagement sessions on academic opportunities, parenting, social and emotional support for students, creating intentional family time without devices and technology, and supports for Foster, Unhoused, and immigrant  families
• Continued providing families our Student Success Guides (TK-12) and On Track to College letters (high school students) to engage and empower them in supporting their students
• Continued operation of Joey’s Food Locker to provide free food to families in need each week
• Maintained NUSD Connect, Wi-Fi towers at each school, to provide internet access at home to families who need it at no cost
• Launched new websites for district and 16 schools for the 2024-2025 school year
• Launched ParentSquare as the unified communication tool for families and staff 
• California School Board Association (CSBA) Golden Quill awarded to Nick Lozito, who followed and wrote about the 23/24 season of the NHS Nighthawks men’s basketball team, including publishing the book ‘Natomas: One Season’s Dream’
• Opened the NUSD Welcome Center, bringing together Health, Enrollment, Attendance, Translation/Interpretation, and other resources under one roof to provide a one-stop experience for families seeking support
• Presented at California School Boards Association (CSBA) Annual Conference on successes of Constituent and Customer Service (CCS) department (Service Excellence Through Customer Care)

Goal 5: Hire, Train, and Retain High-Quality Staff

• English Language Development (ELD) Apprentice program to develop Quality Teaching for English Learners (Certified QTEL Teachers)
• Maintained a Diverse Teacher Recruitment Program and Aspiring Leaders Program that identifies a pipeline of new teachers and administrators who reflect Natomas’ diverse student population and who have life experiences that will benefit all student groups 
• Presented successes of Diverse Future Teachers Program to California School Boards Association (CSBA) and National School Boards Association (NSBA)
• Partnered with Sacramento County Office of Education on a Teacher Residency program
• System-wide professional development for staff in Culturally and Linguistically Relevant instruction, and additional training and coaching for administrators
• Partnership with Sacramento State (CSUS) to engage multiple cohorts of teachers in summer institutes that lead into ongoing professional development throughout the year, including design of lessons through a DEI lens
• Continued to offer staff a robust range of professional development opportunities, accessible through a central catalog
• Partnering with Aspire EDU to provide professional development to administrators in providing instructional feedback and supporting effective implementation of Professional Learning Communities (PLCs)
• Presented at California School Boards Association (CSBA) Annual Conference on NUSD’s evolving Diversity Equity and Inclusion plan (Diversity in Action: Crafting our District’s DEI Roadmap)

The information in this section can be used for translation of the District Progress Report content into languages other than Spanish. Below is the full text for each DPR metric including the title, description, and lists of actions in progress for each. This will provide the key information from each DPR metric in any language available through the google translate tool accessible at the top of this page.

Also included for each metric is a screenshot in English as a reference point when using the translated language on this page to review the data in the DPR. 

Additional notes:

For some metrics there are multiple data points within the same year. These are listed as either Fall/Spring or Fall/Mid-Year/Spring and those labels will appear when hovering over the data points in a given year.

 

Graduation Rate

 

Description: A high graduation rate is an important indicator of engagement and academic success. Graduation Rate is calculated by dividing the total number of 12th graders graduating with a high school diploma by the total number of students who began 9th grade four years earlier. The rates below reflect the official state-reported data that appears on California’s publicly available DataQuest reporting site. Note: Students who earn their diploma through an Adult School Program, earn their Special Education Certificate of Completion, complete the GED, or complete the CHSPE are not included by the state in the graduation rate.

Additional Actions:

• Maintained lower counselor/student ratio at HS
• College and Career Coordination Specialists at IHS and NHS
• Supports for English Learner students •Expanded CTE offerings
• Parent University Workshops
• Extended day credit recovery program
• Alternative Learning Program expansion
• On Track to College Letter for high school students
• Summer School
• California College Guidance Initiative (CCGI) Partnership

 

11th Grade A-G Completion

 

Description: 11th Grade A-G Completion Rate is an important indicator of academic readiness, in particular readiness for college. 11th Grade A-G rate is calculated by dividing the total number of 12th grade students who completed 11 or more A-G courses before the start of 12th grade divided by the total number of students enrolled in 12th grade the first week of October that year. The rates below reflect internal monitoring based on student course completion data within NUSD’s student information system.

Additional Actions:

• Additional high school counselors for academic advisement and intentional student placement
• Expanded course offerings and supports, including online, summer school, and middle school courses and tutoring 
• College/Career Counseling services & College and Career Specialists
• Parent University workshops
• All CTE Courses Earn A-G Credits
• Data analysis to meet each student’s individual needs
• Student progress monitoring through the Parent Portal
• On Track to College Letter for High School Students
• California College Guidance Initiative (CCGI) Partnership

 

A-G Completion

 

Description: A-G Completion Rate is an important indicator of academic readiness, in particular readiness for college. The A-G Completion Rate is calculated by dividing the total number of graduates from the previous school year who completed the UC/CSU A-G requirements by the total number of graduates from the previous school year. The rates below reflect the official state-reported data that appears on California’s publicly available DataQuest reporting site.

Additional Actions:

• Additional high school counselors for academic advisement and intentional student placement
• Expanded course offerings including online, summer school, and middle school
• Parent University workshops
• All CTE Courses Earn A-G Credits
• Data analysis to meet individual student’s needs
• On Track to College Letter for High School Students
• Student progress monitoring through the Parent Portal
• Paid for first CSU and UC Application for eligible students
• California College Guidance Initiative (CCGI) Partnership

 

AP/IB Course Enrollment

 

Description: AP/IB Course Enrollment is an important indicator of academic access. The AP/IB course enrollment rate is calculated by dividing the total number of students who are enrolled in at least one Advanced Placement (AP) or International Baccalaureate (IB) course by the total number of students enrolled in grades 9-12 at Inderkum, Leroy Greene and Natomas High. (Discovery High School does not offer AP or IB coursework options). The rates below reflect actual course enrollment data from NUSD’s student information system.

Additional Actions:

• Continued open access to AP/IB courses
• AP/IB exams at no cost for our students On Track to College Letter for High School Student to encourage enrollment
• Student voices for AP/IB
• College Board Partnership
• Increased instructional support for AP teachers and prospective AP teachers
• Evaluate multiple metrics to determine AP potential
• Student Voices Road Show
• Parent University workshops

 

AP/IB Test Pass Rate

Description: AP/IB Test Pass Rate is an important indicator of academic access and readiness. The rate is calculated by dividing the total number of students who pass at least one AP or IB exam divided by the total number of students who took an exam in the given year. AP exams are scored on a 1 to 5 scale, with a score of 3 or higher needed to pass. IB exams are scored on a 1 to 7 scale, with a score of 4 or higher needed to pass. The rates below reflect the officially-reported data from (a) the College Board, the entity that develops and implements AP courses and Exams and (b) the International Baccalaureate Organization (IBO), the entity that develops and implements IB courses and exams.

Additional Actions:

• AP Work Team
• Online AP Classroom use for formative feedback and test preparation
• Continued open access to AP/IB courses
• Offering AP/IB exams at no cost for our students
• Increased co-curricular programs, such as study sessions and practice tests to prepare students
• Student voices for AP/IB
• College Board Partnership

 

AP/IB Test Taking Rate

 

Description: AP/IB Test Taking Rate is the total number of students taking at least one exam divided by the total number of students enrolled in grades 9-12 the first week of October that school year. The Board of Trustees committed extra resources to ensure that all students who take an AP/IB class can also take the exam because NUSD pays for the AP/IB exam fees. In 2018, Natomas began a new partnership with the College Board focused on improving outcomes for our students. The 2020 and 2021 assessments were shortened and offered online during distance learning due to COVID, so data may not be comparable year to year.

Additional Actions:

• Online AP Classroom use for formative feedback and test preparation
• Continued open access to AP/IB courses
• Offer AP/IB exams at no cost for our students
• Student voices for AP/IB
• College Board Partnership

 

Athletics Participation Grades 4-8

Description: Athletics Participation Rate is an important indicator of student engagement. The rate is calculated by dividing the total number of students enrolled in athletics in grades four through eight divided by the number of students enrolled in those grades. Data for this metric is recorded each year based on enrollment as of the first day in May, allowing for a complete capture of participation through fall and spring sports. The data reflects enrollment in grades 4-8 within NUSD’s student information system.

Additional Actions:

• Added sport of Cross Country for 4th-8th
• Facilities improvements to fields and tracks to support athletics
• Free sports physicals provided at the NUSD Welcome Center
• Athletic uniform replacement on a 2-year rotation
• Scholar/Athlete recognitions
• Playoff and Championship matches for 7th/8th grade students held at high school facilities
• Implemented fully on-line athletic registration for all families.

 

Athletics Participation Grades 9-12

Description: Athletics Participation Rate is an important indicator of student engagement. Athletics Participation Rate is calculated by dividing the total number of students enrolled in athletics in grades nine through twelve divided by the number of students enrolled. Data for this metric is recorded each year based on enrollment as of the first day in May, allowing for a complete capture of participation through fall and spring sports. The data reflects enrollment in grades 9-12 within NUSD’s student information system.

Additional Actions:

• Added high school girls sport of Flag Football
• Facilities improvements to fields and tracks to support athletics
• Free sports physicals provided at the NUSD Welcome Center
• New video boards for the stadiums
• Three levels of sports (Frosh, JV, and Varsity)
• Added sport of ‘Stunt’ to IHS
• Implemented fully on-line athletic registration for all families.

 

CAASPP Achievement: ELA

Description: CAASPP Achievement in English Language Arts is an important indicator of academic readiness in literacy, including reading and writing. This metric is calculated by dividing the total number of students who met or exceeded grade level standards in ELA on the previous spring’s state assessment by the total number of students who took the test. The rates below reflect the official state-reported data from the public CAASPP reporting website. Note that testing was suspended for the 2019-20 and 2020-21 school years.

Additional Actions:

• Professional Development (PD) for staff specific to literacy
• Co-Teaching with Teachers on Special Assignment
• Continued support for EL teachers through Quality Teachers of English Learner (QTEL) PD
• Development of the NUSD Instructional Framework
• Partnership with Aspire EDU to coach and train administrators to increase student outcomes 
• Extended day supports
• Virtual tutoring options

 

CAASPP Achievement: Math

Description: CAASPP Achievement in Math is an important indicator of academic readiness in literacy, including reading and writing. This metric is calculated by dividing the total number of students who met or exceeded grade level standards in Math on the previous spring’s state assessment by the total number of students who took the test. The rates below reflect the official state-reported data from the public CAASPP reporting website. Note that testing was suspended for the 2019-20 and 2020-21 school years.

Additional Actions:

•Professional Development (PD) for staff specific to math •Co-Teaching with Teachers on Special Assignment •Continued support for EL teachers through Quality Teachers of English Learner (QTEL) PD •Development of the NUSD Instructional Framework •Partnership with Aspire EDU to coach and train administrators to increase student outcomes •Participating in statewide Math Network led by the CORE Districts to improve Math teaching and learning •Extended day supports •Virtual tutoring options

 

CAASPP Improvement: ELA

Description: CAASPP Improvement is an important indicator of how students with the highest level of academic need are being supported to improve over time. CAASPP Improvement is calculated by dividing the total number of students who scored at level 1 on the CAASPP ELA test two years ago and scored at level 2, 3, or 4 on the CAASPP ELA test the following school year by the total number of students who scored at Level 1 on the CAASPP ELA test two years ago. The rates below are calculated using the same student scores that are used to prepare the publicly-reported data on the official CAASPP reporting website. Testing was suspended for the 2019-20 and 2020-21 school years.

Additional Actions:

• Professional Development (PD) for staff specific to literacy
• Co-Teaching with Teachers on Special Assignment
• Continued support for EL teachers through Quality Teachers of English Learner (QTEL) PD
• Development of the NUSD Instructional Framework
• Partnership with Aspire EDU to coach and train administrators to increase student outcomes
• Extended day supports
• Virtual tutoring options

 

CAASPP Improvement: Math

Description: CAASPP Improvement is an important indicator of how students with the highest level of academic need are being supported to improve over time. CAASPP Improvement is calculated by dividing the total number of students who scored at level 1 on the CAASPP Math test two years ago and scored at level 2, 3, or 4 on the CAASPP Math test the following school year by the total number of students who scored at Level 1 on the CAASPP Math test two years ago. The rates below are calculated using the same student scores that are used to prepare the publicly-reported data on the official CAASPP reporting website. Testing was suspended for the 2019-20 and 2020-21 school years.

Additional Actions:

• Professional Development (PD) for staff specific to math
• Co-Teaching with Teachers on Special Assignment
• Continued support for EL teachers through Quality Teachers of English Learner (QTEL) PD
• Development of the NUSD Instructional Framework
• Partnership with Aspire EDU to coach and train administrators to increase student outcomes
• Participating in statewide Math Network led by the CORE Districts to improve Math teaching and learning
• Extended day supports
• Virtual tutoring options

 

CTE Pathway Completion Rate

Description: CTE Pathway Completion Rate is an important indicator of student college and career readiness. The rate is calculated by dividing the total number of students who complete a CTE pathway by the number of students who graduated that year. Most CTE pathways require 2 years of coursework for completion. The data for this metric includes only Inderkum High School, Natomas High School, and Discovery High School and reflects the completion numbers as reported each year to CALPADS.

Additional Actions:

• Increased course offerings based on student interest at IHS, NHS, and LGA
• Partnering with American River College and the Natomas Center to provide both asynchronous and in-person options
• Applied for and received California and Career Access Pathways grant and Middle College/Early College grant

 

California State Seal of Biliteracy

Description: California State Seal of Biliteracy is an important indicator of student access and academic readiness. This metric outcome is calculated by dividing the total number of graduates from the previous school year who completed the California State Seal of Biliteracy requirements by the total number of graduates from the previous school year. The rates below reflect the official state-reported data that appears on California’s publicly available DataQuest reporting site.

Additional Actions:

• Dual immersion school continues to expand in grade levels
• IB Schools in the district - students take World Languages from TK-12 that may include Spanish, Mandarin Chinese, French, and German
• AP and IB language course offerings
• Testing offered to students at NUSD
• Communication to students, teachers, families

 

Chronic Absenteeism Rate

Description: A low Chronic Absenteeism Rate is an indicator of positive school engagement. Chronic Absenteeism Rate is calculated by dividing the total number of students who were absent for 10% or more of the days they were enrolled by the cumulative enrollment for the year. (Students who were enrolled for less than 31 days or were enrolled but never attended school are not included). It is important to note that ALL absences, for any reason, are counted for Chronic Absenteeism Rate calculation - this includes excused absences, unexcused absences, and absences that result from discipline such as suspension days. The rates below reflect the official, end-of-year state-reported data for NUSD+LGA that appears on California’s publicly available DataQuest reporting site.

Additional Actions:

• The Board’s commitment to Health and Life Organization (HALO)’s B. Teri Burns Health Clinic
• The utilization of mobile immunization van
• HALO Dental Mobile van
• Expanded independent study opportunities
• Increased health staff •School psychologists and social workers at our schools
• Increased communication with families regarding attendance
• PBIS reinforcement systems
• Trauma-Informed Practices
• Site incentives and awards
• Transportation offered to students in foster care
• Dedicated support/resource line for students in foster care and students experiencing homelessness
• Attendance analytics and tracking program (Attend)
• Increased attendance staff training through a dedicated Program Specialist

 

District Writing Assessment

Description: Writing Proficiency is an important indicator of academic readiness. The Writing Assessment Proficiency is calculated by dividing the total number of students who score an average of 3 or 4 on the post-writing internal writing assessment by the total number of assessment takers. NUSD developed an internal writing assessment during the 2021-22 school year for piloting in 2022-23. The district writing rubric assesses student proficiency in 5 areas (Topic/Main Idea, Development, Organization, Use of Sources, and Standard English Conventions). Students receive a score of 1 to 4, with 4 being the highest, in each rubric area. An overall score is generated by averaging the 5 scores from the 5 areas.

Additional Actions:

• Co-Teaching support from Teachers on Special Assignment (TOSAs) •Professional Development for staff
• Maintaining focus on informational writing within our system of assessments
• Tracking of student level data by student groups

 

Dual Enrollment Rate

Description: Dual Enrollment Rate is an important indicator of academic access and readiness. The rate is calculated by dividing the number of graduates who completed at least one dual enrollment course in grades 9-12 by the total number of graduates in a given year. Dual enrollment courses are opportunities for students to enroll in college courses while in high school. The rates below reflect actual course enrollment data from NUSD’s student information system.

Additional Actions:

• Increased course offerings based on student interest at IHS, NHS, and LGA
• Partnering with American River College and the Natomas Center to provide both asynchronous and in-person options
• Applied for and received California and Career Access Pathways grant and Middle College/Early College grant

 

ELA Diagnostic: IXL

Description: The IXL ELA diagnostic is an important tool for assessing academic readiness. Beginning in 2023-24, NUSD began using the IXL diagnostic three times each year (Fall, Winter, and Spring) to assess students in Math and Reading. This metric reports the overall percentage of students who score at or above grade level on the English Language Arts Diagnostic. IXL is being used by all students in grades 9-12, as well as students at LGA in grades 6-8. IXL is a software platform and provides a number of diagnostic reporting tools, including the data below.

Additional Actions:

• IXL provided to all sites as part of centralized learning recovery supports
• IXL diagnostics added to district System of Assessments in as a formal diagnostic tool to monitor student progress
• Providing professional development to support implementation

 

English Learner Progress

Description: English Learner Progress is an important indicator of academic readiness and access. The English Learner Progress Rate is calculated by dividing the total number of English Learners who improve one level or more on the Annual State test for English Learners OR maintained the top level (4) by the total number of English Learners who took the annual state test for English Learners for two years in a row. The rates below were calculated internally from the official data set that was used by the California School Dashboard. The California Dashboard separates the four ELPAC achievement levels into six levels with a score of 1, 2-Low, 2-High, 3-Low, 3-High and 4.

Additional Actions:

• Designated English Language Development
• Whatever I Need (WIN) time for elementary students
• EL training for teachers: Integrated and Designated ELD
• Site support data analysis
• District English Language Advisory Committee (DELAC) and site ELAC for parent input and education
• Information nights for parents of English learners
• English Learner Master Plan update with parent guide

 

English Learner Redesignation Rate

Description: English Learner Redesignation Rate is an important indicator of student access and readiness. Redesignation Rate is calculated by dividing the total number of English Learners who were redesignated between July 1 and June 30 of the school year divided by the total number of English Learners during that school year. Redesignation (also known as reclassification) is the process by which a student demonstrates their fluency and has their status redesignated from English Learner (EL) to Fluent English Proficient (RFEP). The rates below reflect internal data calculations from NUSD’s student information system.

Additional Actions:

• WestEd’s Quality Teaching for English Learners (QTEL) professional development
• NUSD teacher apprentices completion of QTEL apprenticeship program and ongoing PD
• ELD TOSAs
• EL Coordinator
• EL Summer School
• Supplemental Curriculum to support English learner instruction

 

Expulsion Rate

Description: A low Expulsion Rate is an important indicator of positive school climate and student engagement. Expulsion Rate is calculated by dividing the total number of students expelled during the school year by the cumulative enrollment. Over the years, NUSD has implemented a series of efforts to address disparity and disproportionality, including restorative practices, the Board’s permanent elimination of suspensions and expulsions due to 48900k only, and NUSD’s recent multi-year Diversity, Equity, and Inclusion effort aligned with AR 0100. The rates below reflect the official state-reported data that appears on California’s publicly available DataQuest reporting site.

Additional Actions:

• Diversity, Equity and Inclusion training for staff to better connect with their students
• Restorative Practices
• Assistant Principals at K-8’s
• Positive Behavior Interventions and Supports (PBIS)
• Social Emotional Support services
• Promise Program alternative
• Social emotional services available for TK-12 students
• Restored and increased school athletics, extracurricular activities, clubs and afterschool programs
• School psychologists and social workers at our schools
• Trauma Informed Practices

 

High School Dropout Rate

Description: A low High School Dropout Rate is an important indicator of academic success and school climate. The High School Dropout Rate is calculated by dividing the total number of students who began high school in 9th grade four years earlier that did NOT earn a diploma or fall into one of the following categories (Earning a Special Education certificate of completion, still enrolled as a fifth-year senior, adult education high school diploma, GED (General Education Diploma) completer, or CHSPE (California High School Proficiency Exam) completer) by the total number of students who began high school in 9th grade four years earlier. The rates below reflect the official state-reported data that appears on California’s publicly available DataQuest reporting site.

Additional Actions:

• Maintained lower counselor/student ratio at HS to help provide academic and social emotional supports
• On Track to College Letter for High School Students
• School psychologists and social workers at our schools
• Parent University workshops
• Extended day credit recovery program
• Expanded CTE Offerings
• Discovery High School as a continuation school option for students
• Adult Education as an option for students
• Virtual Instruction Program

 

Math Diagnostic: IXL

Description: The IXL Math diagnostic is an important tool for assessing academic readiness. Beginning in 2023-24, NUSD began using the IXL diagnostic three times each year (Fall, Winter, and Spring) to assess students in Math and Reading. This metric reports the overall percentage of students who score at or above grade level on the Math Diagnostic. IXL is being used by all students in grades 9-12, as well as students at LGA in grades 6-8. IXL is a software platform and provides a number of diagnostic reporting tools, including the data below.

Additional Actions:

• IXL provided to all sites as part of centralized learning recovery supports
• IXL diagnostics added to district System of Assessments in as a formal diagnostic tool to monitor student progress
• Providing professional development to support implementation

 

Math Diagnostic: i-Ready

Description: The i-Ready Math diagnostic is an important tool for assessing academic readiness. Beginning in 2023-24, NUSD began using the i-Ready diagnostic to assess students in Math and Reading. This metric reports the overall percentage of students who score at or above grade level on the Math Diagnostic. i-Ready is being used three times each year (Fall, Winter, and Spring) by elementary schools, TK-8 schools, and Natomas Middle School (Students at LGA in grades 6-8 use IXL for their diagnostic). i-Ready is a software platform and provides a number of diagnostic reporting tools, including the data below.

Additional Actions:

• i-Ready platform provided to all sites as part of centralized learning recovery supports
• i-Ready diagnostics added to district System of Assessments in as a formal diagnostic tool to monitor student progress
• Providing professional development to support implementation

 

Reading Diagnostic: i-Ready

Description: The i-Ready Reading diagnostic is an important tool for assessing academic readiness. Beginning in 2023-24, NUSD began using the i-Ready diagnostic to assess students in Math and Reading. This metric reports the overall percentage of students who score at or above grade level on the Reading Diagnostic. i-Ready is being used three times each year (Fall, Winter, and Spring) by elementary schools, TK-8 schools, and Natomas Middle School (Students at LGA in grades 6-8 use IXL for their diagnostic). i-Ready is a software platform and provides a number of diagnostic reporting tools, including the data below.

Additional Actions:

• i-Ready platform provided to all sites as part of centralized learning recovery supports
• i-Ready diagnostics added to district System of Assessments in as a formal diagnostic tool to monitor student progress
• Providing professional development to support implementation

 

Student Perceptions of Connectedness (Grade 4, 8, and 11)

Description: Student Perceptions of Connectedness is an important indicator of positive school climate. This metric is measured using the CoVitality Social Emotional Health Survey. This survey is administered twice annually, once in the Fall and once in the Spring. Student Perceptions of Connectedness is calculated by dividing the total number of students who reported a positive sense of connectedness* at their school on the CoVitality survey by the total number of students who responded to the survey question. *This includes students who responded either ‘Strongly Agree’, ‘Agree’, or a neutral response to the statement ‘I feel like I am a part of this school.’

Additional Actions:

• Restorative Practices
• Social Emotional Support program
• Positive Behavior Interventions and Supports (PBIS) •Responsive Classroom
• Elementary athletics
• School based assemblies, activities, and programs, including after school
• Annual student focus groups and climate survey to gather student feedback
• School psychologists and social workers at our schools
• Parent University workshops
• Student Voices input and engagement

 

Student Perceptions of Safety (Grade 4,8, and 11)

Description: Student Perceptions of Safety is an important indicator of a positive school climate. This metric is measured using the CoVitality Social Emotional Health Survey. This survey is administered twice annually, once in the Fall and once in the Spring. Student Perceptions of Safety is calculated by dividing the total number of students who reported a positive sense of safety* at their school on the CoVitality survey by the total number of students who responded to the survey question. *This includes students who responded either ‘Strongly Agree’, ‘Agree’, or a neutral response to the statement ‘I feel safe at this school.’

Additional Actions:

• Expanded Safety and Safe Schools Department
• Assistant Principals at our K-8s and social workers and psychologists at our schools
• Facility improvements including updated procedures for visitors, new fencing, new cameras, and safety materials •Increased campus safety staffing
• Restorative Practices
• Social Emotional Support program
• Positive Behavior Interventions and Supports (PBIS)
• Bullying prevention
• School based assemblies, activities, and programs
• Ongoing partnership with Sacramento Police Department
• Parent University workshops
• Student Voices input and engagement

 

Suspension Rate

Description: Suspension Rate is the total number of students suspended during the school year divided by the cumulative enrollment. The suspension rate varies in part because of high mobility and transiency and because the rate is based on the number of individual students suspended, not the total number of suspensions. Suspension rates were exceptionally low during distance learning; rates increased as students returned with increased behavior and social emotional needs.

Additional Actions:

• Diversity, Equity and Inclusion training for staff to better connect with their students
• Restorative Practices with more work to be done
• School psychologists and social workers at our schools
• Athletics, extracurriculars, clubs, and afterschool programs to promote connectedness
• Promise Program and social emotional services available for TK-12 students
• Positive Behavior Interventions and Supports (PBIS)
• Annual student social emotional and culture climate survey to gather student feedback (CoVitality)
• Trauma Informed Practices

 

VAPA Participation Rate

Description: Visual and Performing Arts (VAPA) Participation Rate is an important indicator of student engagement. VAPA Participation Rate is calculated by dividing the total number of secondary school students enrolled in a VAPA course by the number of students enrolled in those schools. Data for this metric is recorded each year based on enrollment as of the first Wednesday of October, also known as census day. The data reflects course enrollment within NUSD’s student information system.

Additional Actions:

• LEAP enrichment offerings including after school, winter session, and summer programs
• Range of Visual and Performing Arts (VAPA) electives at secondary schools
• Advanced Placement (AP) and International Baccalaureate (IB) Art course offerings
• VAPA-related Career Technical Education (CTE) Pathways (e.g. Music Production)