- Superintendent's Message
- Shasta County Board of Education
- COVId-19 Response
- County Wide Initiative
- Instructional Services Program
- Professional Learning and Leadership Support Services
- Early Childhood Services Department
- Student Programs Department
- North State STEM
- Science Programs
- Charter Schools
- School, District & Administrative Support
- Other Services Offered
- REACH HIGHER Shasta
- 2020 Employees of the Year
- Administrative Services Division
- Grants & Other Programs
- Fingertip Facts in Education for Shasta County
- Celebrating Shasta County's Academic Success
- Family & Child Data
- Child Care Supply Data
- General Fund Summary
- Shasta County Public School & District Information as of August 1, 2019
Welcome to our 2020-21 Report to the Community! It is my privilege to invite you to learn more about the school year we have just completed and celebrate with us what has been accomplished. Probably the most notable aspect of last year was the impact of COVID-19 and how our office was able to step up and provide valuable support even during the time of the Governor’s Shelter in Place Executive Order. I am thankful for the critical role various programs in our office were able to play in providing support and assistance.
Annually, our departments focus by setting a goal in three areas:
1) Striving to continuously improve
2) Supporting learning and growth for all employees; and
3) Fostering appreciative and supportive relationships.
Our ultimate goal is to provide the highest quality service in support of our community. If questions arise as you read and reflect on what we focused on in the past school year, please feel free to contact me at 530.225.0227. I welcome the opportunity to learn from your perspective.
Superintendent of Schools
PRINCIPAL FOR A DAY
The 28th Annual Principal for the Day kickoff event breakfast was held in March at the Shasta County Office of Education, Professional Development Center, followed by a school site visit the next day from the “Principal for a Day”. Instructional Services Technology Assistant, Sarah Kohlbeck, and Superintendent, Judy Flores, hosted over 25 Shasta County Principals for breakfast along with their volunteer community member as their “Principal for a Day.” This event provides an opportunity for our area principals and community members, a.k.a. “Principal for the Day”, to meet and discuss the activities that would take place at the school site the next day. This year’s theme was “Our Principals are the Real Superheros." It is a great opportunity for members to truly understand the work and role of our school principals!
EVERY STUDENT SUCCEEDS
February 2020 was our third year of hosting the “Every Student Succeeding” Luncheon to celebrate courageous students in Shasta County who have overcome significant odds to achieve success. This year, we recognized 15 shining stars in our county who have beaten the odds and shown tremendous resilience. It was our honor to bring these students along with members of their family as well as school representatives to hear about each student’s success. This award recognizes students who are achieving and succeeding despite the challenges that life has put before them. For some, these challenges included disease, homelessness, death of a parent, being placed in foster care, to name a few. Each student is a shining example of resilience and we were honored to recognize and celebrate all that these students have overcome to be achieving and succeeding.
Shasta Celebrates Teachers
Shasta Celebrates Teachers was a partnership between the City of Redding, the Culture of Celebration Creative Team, and the Shasta County Office of Education for the purpose of recognizing great teachers in the classroom and inspiring a new generation of talent to pursue teaching. Students were invited to nominate a current or previous teacher, along with reasons why their teacher should be recognized for the significant impact they have had on their lives. For each of the 29 teachers selected (out of 250 applications), a portrait of the teacher along with a write up was created. At the end of January 2020, an opening of the exhibition of the portraits and write-ups of each teacher saw a tremendous turnout! The stories and portraits were on display at City Hall through the end of May. It was a great opportunity to recognize teachers in Shasta County who are changing students’ lives and demonstrating the exciting possibilities of a career in teaching.
MEMBERS OF THE SHASTA COUNTY BOARD OF EDUCATION
ROLE OF THE SHASTA COUNTY BOARD OF EDUCATION
In accordance with the California Education Code and other regulations and laws, the Shasta County Board of Education serves as the governing board for the schools and programs operated by the Shasta County Superintendent of Schools. The County Board is committed to providing the leadership necessary to meet the educational needs of a diverse student population and to increase student success.
THE BOARD ALSO:
- Approves policies, regulations, and curriculum for the schools and educational programs operated by the County Superintendent.
- Adopts policies and regulations governing the Shasta County Office of Education.
- Approves the annual budget of the Shasta County Office of Education.
- Sets the County Superintendent’s salary.
- Receives the annual audit.
- Maintains an awareness of financial conditions and operations of school districts in the county.
- Approves the purchase or lease of property for County Office programs.
- Serves as the members of the County Committee on School District Organization.
- This is the legal body charged with overseeing the reorganization of school districts and district boundaries through territory transfers or unifications as well as the establishment or rearrangement of school district governing board trustee size and areas as required.
- Serves as an appeal board for the adjudication of expulsion, interdistrict attendance, and charter school appeals.
- Informs local communities about the programs and achievements of the Shasta County Office of Education.
BEYOND THE BOARD’S SCOPE OF INFLUENCE
Although the Shasta County Board of Education provides oversight in areas such as those listed previously, the County Board does not govern school districts in Shasta County. Each district has its own school board and superintendent who employ their staff and administer the education of students in their district. Complaints or concerns related to a school, whether it be in regard to staff, educational programs, or extra-curricular activities are under the direct authority of the superintendent of the school district. Concerns with the district superintendent are directed to the school board of the particular school district. In addition, the Shasta County Board of Education does not participate in negotiations with Shasta County Office of Education employees as the County Superintendent is the employer.
STUDENT BOARD MEMBERS
Since the 2005-06 school year, the Shasta County Board of Education has provided high school student representatives the opportunity to serve as Student Board Members alongside them. The Shasta County Board of Education values the voice of youth and desires to keep students at the forefront with the decisions that they make. Student Board Members are selected through an application and interview process and serve a one-year term on the Shasta County Board of Education. They provide important insight and input into the discussion of the Board and their ideas, thoughts, and concerns are listened to and reflected in decisions of the Board. This unique opportunity for students to serve as Student Board Members provides them with an up-close view of the governance process. They gain a perspective of the educational systems, rules, regulations, and practices of the Shasta County Board of Education, Shasta County Office
When Governor Newsom put the Shelter in Place Executive Order in place, Shasta County Office of Education (SCOE) employees were able to transition over a very short time period to work remotely. Our Information Technology Department stepped up to support this transition for our staff. It has been great to hear about how the work continued and connection opportunities were created through online meetings that were held across each of our departments.
We had staff who saw needs during this time and stepped in to fill those needs. It has been great to hear of the impact of the efforts of our SCOE family for educators, students, and families.
COORDINATION OF MEALS FOR STUDENTS
With schools closed due to the Shelter in Place order, children were not getting school meals. SCOE reached out to all the Food Service Directors and school sites and within 3 days we had our first county wide free school meal flyer of all the locations within Shasta County who served free meals to all children 18 years and under. Flyers were updated daily as schools added sites and created bus routes. Within a week we had 22 school districts providing school meals to children at many locations. The Redding School District created a QR code that linked to an interactive map with site locations and pick up times for free school meals. SCOE reached out to the media with each change in location, connected with 211 Shasta, and created a short video for social media regarding who can receive a Free School Meal. Shasta County’s school districts have 45 drive through locations and 100 bus stops that provide over 10,000 free school meals daily to all children under 18 years of age.
COVID-19 STUDENT ENGAGEMENT PROJECT
This project is an example of “rallying the troops”. SCOE, school districts, Help Me Grow, the Children’s Legacy Center, local law enforcement, multiple departments from Health and Human Services, and more came together to support student engagement and safety. A strengths-based, multi-tiered approach was used to connect students to school and their families to support. Those who were not engaged in school’s Tier 1 efforts were offered Help Me Grow case coordination and linked to community-based resources such as housing, unemployment, and CalFresh. A multidisciplinary team facilitated by the Children’s Legacy Center informed Tier 3 strategies including home visits and delivery of groceries and supplies. In one month, over 100 students and their families were served by this project.
Training provided to educators
Throughout the school closure caused by the COVID-19 pandemic, the Professional Learning and Leadership Support Services (PLLSS) Department remained committed to doing everything possible to support school and district leaders, teachers, and other staff through the unchartered waters of distance learning. Aligned with the SCOE Core Value of Service, PLLSS team members collaborated to design and implement a wide range of support services to help meet the immediate professional learning needs of educators. These support services continued to evolve throughout the quarantine period. From the outset, training sessions were provided on remote teaching platforms like Google Meet and Zoom. The response to these workshops was remarkable as teachers from across all grade levels throughout the county flooded virtual training sessions to learn the new essential skill of facilitating video conferencing sessions. Sensitive to the challenge of some of the county’s rural schools, “low-tech” and “no-tech” trainings were also offered to teachers to help them meet the needs of students without a reliance on internet connectivity. Early on, it became apparent that social emotional learning was going to be more important than ever so training sessions were offered for educators to address the need to meet the emotional needs of everyone involved. As soon as it became apparent that the closure would be extended throughout the remainder of the school year, PLLSS team members jumped in to create virtual communities of practice and check-in groups across all spectrums of the K-12 landscape (teachers, counselors, paraprofessionals, etc.). These communities and groups were offered on a weekly basis with the purpose of sharing ideas, successes, challenges as well as questions with distance learning, virtual tools, and resources for all content areas. With those communities of support in place, the training focus turned to content-specific opportunities with offerings in effective distance learning in math and early literacy. It was great to see how quickly and effectively the PLLSS stepped in to fill this need!.
On April 4th, Judy Flores sent out a request from Donnell Ewert, Director of Shasta County Public Health & Human Services Agency (HHSA) to all Superintendents and Principals asking if their school nurses could volunteer with HHSA. HHSA needed additional nurses for the Operations Unit. This unit follows persons that have been identified with COVID-19. Each case is investigated to identify people who may have been exposed to COVID-19 and who may need to be isolated or quarantined. Follow up with medical providers and check in on isolated patients for any questions or needs they may have. We had 13 school nurses volunteer, from 6 school districts. The school nurses have been trained and are on-call for when there is an increase of COVID-19 cases and extra nurses are needed to help manage the workload for the county. What a wonderful opportunity for our schools to join forces with Public Health to help during this time of need.
social media campaign
To help spread the word about these supports, SCOE and our community partner, First 5 Shasta harnessed the power of social media. A series of digital content was created with help from Speropictures, a Shasta County film production company. The first series promoted services and supports available to families during shelter-in-place orders. Next was two different styles of content to support parents during a pandemic and beyond. Trauma and the effects of toxic stress were the focus of the final series. All content was distributed via YouTube, Instagram, Facebook, Twitter, and Pinterest. In the first two weeks of the campaign, content had over 30,000 views.
BRIDGES TO SCHOOL SUCCESS
COVID-19 brought unexpected opportunities for our Bridges to School Success program and Shasta County families. In response to the mounting stress placed on families as they sheltered in place, Bridges launched five new virtual drop-in groups. Therapists and child development specialists facilitate each of these groups at no cost to families. Class topics vary in range, including discipline, coping skills, support groups, and family connection through music and movement. The best part is that they do not require on-going commitment so parents can join in as they are able. Parents who want additional support can connect with their host and find ways to be plugged into more individualized and in-depth support that the Bridges program offers. There has been a very positive response from participating families. Many have expressed much appreciation for having the online option where they can receive support while connecting with their host and other parents as needed or weekly. Regardless of needing to shelter-in-place, we hope to continue many of these same services moving forward!
PROJECT SHARE MASK MAKING
Throughout the Shelter in Place Executive Order, 16 Project SHARE staff members made 720 masks and they were delivered to 10 school sites allocated for food distribution to hand out to families. Each kit contained 2 or 3 premade masks, a letter to families, and the pattern and instructions to make more masks. We have received a request to continue to provide additional masks and the Project SHARE staff has responded with great enthusiasm to continue with this service.
american indian advisory
Beginning in March 2019, Superintendent Judy Flores began meeting with education leaders within the Native American community as well as key participants from within the Shasta County Office of Education. This Advisory has met on a monthly basis since that time. In April 2020, the group expanded with a formal representative from each of our Shasta County tribal groups.
During the 2019-20 school year, a full-day training was offered: “Understanding the Realities of our Native American Students and Their Families.” The October 2019 training was so well received that it was repeated on March 6, 2020. Plans are currently underway to have the session repeated in Pit River Country in the fall, or as soon as gatherings of 50 or more are allowed. Throughout the year, to follow up on the initial training, evening events were offered:
- Dr. Benjamin Madley, UCLA Professor came to the Cascade Theater and shared key concepts from his book An American Genocide: The United States and the California Indian Catastrophe, 1846-1873. Our office played a key role in preparing for and sponsoring this event.
- CSU Chico Student Voice Panel: Rachel McBride, Director of Tribal Relations at Chico State, brought a panel of Native American students who shared their experiences in getting to Chico State, including challenges and successes throughout their educational journey.
- Unconscious Bias: Donnell Jordan from the California Teachers’ Association provided a 2-part series to guide participants through a journey of personal exploration for an awareness of the perceptions we make about people and our surroundings. It provided increased awareness of cognitive biases and intervention strategies were offered.
“The Science of Ceremony” - our final session of the year was canceled due to the coronavirus, but will be rescheduled as soon as gatherings of 50 or more are safe.
This work began because of the data which showed our Native American students were chronically absent at very high rates, with almost one in four missing more than ten percent of the school year. One of the realities that was uncovered is that our Native students do not see themselves within history as portrayed by textbooks. With support from the Shasta County Board of Education, the Lumina Foundation, and United Way of Northern California, teachers from across Shasta County are coming together to develop lessons at grades 3 (Shasta County history), grade 4 (California history), and grades 5 and 8 (United States history). These lessons will share the story of our local tribes and are being written with a Culture Consultant from each tribe to make sure what is written accurately depicts the tribe. The goal at the end of phase one is to have two lessons at each of the identified grade levels for three of our local tribes: Pit River, Winnemem Wintu, and Wintu Tribe of Northern California.
This work is continuing and holds great promise for improving the background and understanding of our educators which we hope in turn will improve attendance and outcomes of our Native American students.
We had staff who saw needs during this time and stepped in to fill those needs. It has been great to hear of the impact of the efforts of our SCOE family for educators, students, and families.
Shasta County schools are significantly above the state average when it comes to Chronic Absenteeism rates, which is defined as missing 10% or more of the days for which a student is enrolled in school. If a student is enrolled for the entire school year, being chronically absent is missing 18 days or more (the equivalent of two days every month). The student groups with the highest levels of absenteeism in Shasta County are:
- Ethnic Groups:
- African American - 16.3% (69 students chronically absent in 2018-19)
- American Indian & Alaskan Native - 17.5% (194 students chronically absent in 2018-19)
- Hispanic - 14% - (633 students chronically absent in 2018-19)
- Pacific Islander - 18.4% (21 students chronically absent in 2018-19)
- Student Groups:
- Foster Youth - 18.9% (84 students chronically absent in 2018-19)
- Homeless - 30.4% (328 students chronically absent in 2018-19)
- Socioeconomically Disadvantaged - 16.5% (2,765 students chronically absent in 2018-19)
- Students with Disabilities - 19.2% (696 students chronically absent in 2018-19)
[NOTE: students can be identified in both an ethnic group and be in one or more student groups.]
A long-standing model for dealing with attendance issues had been in place throughout most schools in the county. Seven local School Attendance Review Boards (SARB) existed in the county where students and their families were directed when unexcused absences have reached a determined level and interventions have not proven successful. Five of these SARBs were for individual districts and two SARBs were consortiums of smaller school districts. Through the 2019-20 school year, SARB was the first point at which county and community interventions and supports were shared.
Over the course of the 2019-20 school year, a wide variety of representatives came together to develop a model for supporting student attendance that we are planning to roll out for the 2020-21 school year. Those involved included:
- Local SARB Chairs who are typically school site administrators;
- School district superintendents;
- County Agency representatives including law enforcement, Probation, HHSA, the Courts;
- Community Organizations including Pathways to Hope for Children, Youth Options,
- First 5 Shasta; and
- SCOE staff from Homeless, Foster Youth, Student Programs, County SARB, and Administrator Support.
This plan of support includes:
• Positive Attendance Messaging - Schools and districts will continue to build a culture among all school staff with positive messages about the importance of attendance along with a variety of strategies for promoting good and improving attendance.
• School Attendance Review Teams - Training will be provided to School Attendance Review teams on protocol and data review so that teams are able to review student attendance data weekly or bi-weekly. The goal is to connect students and their families to County and Community resources and support early in the unexcused absence cycle through the connection with “Help Me Grow” (as we seek to expand this case coordination from ages 0-8 through 12th grade).
• Multi-Disciplinary Team - Early in the process of higher than typical student absences, an online meeting with a multi-disciplinary team of County Agencies will take place to provide connections and family context. Referrals to the MDT will come through “Help Me Grow” when attempts to contact the family are not successful in changing the school attendance pattern.
• School Attendance Review Boards (SARB) - Grade Span SARB boards will be trained in mediation strategies by the Shasta County Superior Court and in Restorative Practices for SARB Boards. Case managers will be identified for students who come to SARB and for the duration of the SARB contract. County Agencies & Community Organizations are integral to the success of each panel.
• Truancy Court - When student attendance has not improved with all previous efforts, students and their families will be summoned to court, along with at least one representative of the school or district with each student.
Throughout the school year, we will continue to analyze data through a County Attendance Quarterly Check-In process to learn about the students referred to “Help Me Grow” and the impact this support is having across the system, as well as needs for additional support, service, and/or intervention from county/community partners beyond what is currently available.
Our desire in moving to this strength-based model is to support families early in the absence cycle to change patterns of behavior before they are firmly set and to provide needed resources to families to give them the tools and support necessary to help make school attendance a priority for their children.
Grading for Equity
Over the course of the 2019-20 school year, author and educator, Joe Feldman from Crescendo Education Group came to Shasta County to raise awareness and commitment to improving the accuracy and equity of secondary teachers’ grading. From across Shasta County, there were 55 teachers and 25 administrators representing 18 middle and high schools and one elementary school that became Cohort 1 of this important area of focus. Cohort 1 educators participated in a series of workshops and support to build their capacity to implement equitable grading and assessment practices. Teachers were asked to select one grading practice to change and then through Action Research to assess the impact of that change with both quantifiable and qualitative data. Teachers received support in online sessions where teachers who changed the same grading practice were online together. Teachers returned to each Professional Learning Session to share the impact of the change on both students and on themselves. Many teachers ended up changing several grading practices over the course of the year as they learned of grading practices that are mathematically accurate, that value knowledge, and that support hope and a growth mindset. It was great to hear teachers share the impact on reducing stress, building hope, and changing the focus from “points” to true learning. This year, we continue this important work with a new Cohort of teachers and administrators, building to create a larger group of educators from each school who is applying these grading practices within their courses. It is exciting to see the impact of this work already taking hold in Shasta County!
Instructional Services has the goal to provide service, leadership, and professional development to improve student learning. There are three departments within Instructional Services: Student Programs, Professional Learning and Leadership Support Services, and Early Childhood Services. Instructional Services provides an array of training, support, resources and services for educators and families in Shasta County and the nine surrounding counties throughout Region 2. Support services such as preschool, juvenile court school, after school programs, Special Education classes, Independent Study School, administrative credentialing, countywide counseling services, safety plan development, district support, charter school and charter authorizer support, assessment and accountability, curriculum and instruction, coordination of Foster Youth and Homeless Youth services, and professional learning opportunities are just some of the programs we offer to the schools in the north state. In addition, Instructional Services is uniquely positioned to share information from state level committees and the California Department of Education with schools, districts, and counties in the North State. We coordinate various programs and projects to enhance teaching and learning from preschool through high school. We are willing to customize our services to meet the needs of individual schools and districts. We strive to support and assist schools with building the necessary foundations to prepare students to be college and career ready. For more information, see the web page: https://www.shastacoe.org/instructional-services-division.
In August of 2019, California Department of Education (CDE) took a giant leap forward in promoting awareness and data with regard to post-secondary enrollment. Now counties and districts can explore their graduates' enrollment in California’s community colleges, California State University (CSU), and University of California (UC). The data CDE provides is a result of combined efforts between CalPads and National Student Clearinghouse. The data can be disaggregated by student groups and gender which is especially helpful for school counselors and administrators when setting program goals and in the identification of Tier 2 interventions. The most recent data available is for the class of 2018.
In consideration of our county’s post-secondary enrollment data and the fact that 2018 Census reported only 22.% percent of our citizens age 25+ have at least a Bachelor’s Degree as compared to California’s average of 33.3%, (Census Quick Facts) we need to be intentional with the introduction to career development in elementary school so that students and families can start building awareness of career opportunities and the education/training required. In light of our post-secondary enrollment and educational attainment, Superintendent Flores contracted with Hatching Results, LLC to develop a College & Career Curriculum for students in grades 4-8. Hatching Results, LLC developed 12 lessons that are evidence based and standards aligned. Design of the lessons also considered our rural community and our high number of first generation college students. The lessons were developed for teachers and/or school counselors to deliver and come complete with a detailed lesson plan, engagement activities, and pre/post assessments. The scope and sequence provides embedded links to all documents and can be accessed through a shared drive within SCOE. The names of lessons for each grade level are listed below. Please contact Becky Love for access/training for the lessons firstname.lastname@example.org.
College Going Rate
Community College Enrollment
|2018 CSU Enrollment||2018 UC Enrollment|
Source: California Dept. of Education Data Quest Post-Secondary Enrollment.
|Job vs. Career||Interest Profiler||Exploring Industry Sectors||Grades Matter||High School Curriculum Choices|
|Growth Mindset||Exploring California's College Systems||Degree Matching||Connecting with My Community|
|Virtual Tours||Grit & Goal Setting||Making Money Choices|
Trauma Informed Practices
Trauma Informed Practices are the link to social/ emotional success for anyone who has experienced toxic stress and trauma. These practices help everyone to be better regulated, which decreases challenging behavior, and promotes social/emotional success across the community. At Shasta County Office of Education, our trainers are certified through The Trauma Academy, (The Neuro-sequential Model of Education) Restorative Practices (IIRP), ACE Interface training (Anda/Porter), Executive Function (PESI- Lynne Kenney, PsyD) and Mindfulness (PESI- Chris Willar, Psy.D).
Student Support and Academic Enrichment Grant (Title IV)
Shasta County Office of Education worked cooperatively with 18 small, rural districts and charter schools in Shasta County to enact the shared mission of creating a healthy and safe school environment for all students by focusing on social emotional learning systems and strategies. Core grant activities were designed to align professional learning to the Quality Professional Learning Standards focused on developing educators’ attitudes, beliefs, and dispositions to ensure that all students have differentiated support to meet content and performance expectations, and are ready for college and careers. Activities supported educators in building flexible pathways and processes for students: inclusive classrooms, alternative programs, as well as playgrounds. Additionally, activities aimed to increase educators’ capacity to strengthen students’ participation, engagement, connection and sense of belonging. Overall, schools are sharing that participation and implementation of grant programs and activities has had considerable positive impact including improved culture and positive relationships among peers and staff as well as a reduction in suspension and chronic absenteeism.
PROFESSIONAL LEARNING AND LEADERSHIP SUPPORT SERVICES
The Shasta County Office of Education Professional Learning and Leadership Support Services Department provides guidance, support and high-quality professional development to help our districts develop effective instructional systems that support students in our schools. Department staff members work with teachers, instructional coaches, and education leaders at both the school and district levels to develop the knowledge and skills needed to engage in a systematic and sustainable improvement process. The principles of improvement guide our work with districts in Shasta County identified for Differentiated Assistance and our work as a Geographic Lead Agency for California’s System of Support. The shift to understanding the system and exploring options for improvement is a hopeful direction for positive change. As we provide professional learning opportunities for teachers, paraprofessionals, and administrators, we are building some improvement principles into the application of new knowledge as we ask, “What did you learn today that you will try? What are you hoping it will accomplish? What evidence will you gather to know whether it was an improvement?” Additional services include support for the development and the implementation of the Local Control Accountability Plan (LCAP), federal entitlement programs that include Title I, II, III, IV and V, Every Student Succeeds Act (ESSA) requirements, School Leadership Team professional development, policy and governance guidance, implementation of curriculum, improvement in instructional practice, and assessment support.
Under the leadership of Executive Director, Renee Menefee, the Early Childhood Services (ECS) Department is the central access point to providing education and support services for children, families, and early education professionals in various settings in Shasta County. ECS is a department of Instructional Services, and is composed of five separate divisions: Health and Nutrition, Early Education and Instruction, Inclusive Early Education, Family and Community Support Services, and Strategic Planning and Workforce Development. A few of the ECS programs include subsidized child care, resource and referral services, parent and provider trainings, part and full-day preschool programs, the Early Intervention Program, Help Me Grow, Bridges to School Success, Quality Counts North State, the Local Child Care and Development Planning Council and nutrition education.
Family and Community Support Services provide Resource and Referral (R&R) and the Alternative Payment (AP) child care subsidy programs and the Emergency Foster Bridge program for both Shasta and Tehama counties. A current list of Licensed Family child care providers is maintained in order to assist families in finding child care that meets the needs of both child and family. R&R provides parent and provider trainings and is the early care link to services available in our community. Subsidy programs help pay for child care services while parents work, seek work, or attend education programs. The Emergency Foster Bridge program provides child care vouchers for up to 6 months of care, to resource families (foster parents) who are working and need care for the foster child. The families and child care providers receive training in Trauma-Informed Practices, to better support the child’s mental health.
INCLUSIVE EARLY EDUCATION AND SUPPORT DIVISION
Supports the Early Intervention Program who provides in-home services to children with solely low disabilities or multiple disabilities in coordination with Far Northern Regional Center. This division includes Bridges to School Success offering mental health support services to children, early education providers and families. In addition, they coordinate support services for families through Help Me Grow. Help Me Grow is funded through First 5 Shasta and Dignity Health and in partnership with United Way 2-1-1. Through coordinated efforts, Help Me Grow assists families and professionals to navigate resources and referrals through a centralized system. We work to ensure all children with developmental delays are identified and linked to appropriate resources and supports.
Bridges to School Success provides integrated, comprehensive services (addressing the physical, social, emotional, and cognitive aspects of development) that are targeted at all levels of the child’s system (community, agencies, family and child). These free services include: training and support for parents and professionals; observation, assessment and diagnostic services for children exhibiting behavioral or emotional symptoms in their child care or preschool setting; case management and referral services for children needing additional assistance and intervention with parents (including home based consultation and Triple P Parenting services).
This highly successful program has helped children and families throughout Shasta County. Between 2015-2018, Bridges to School Success served approximately 400 children and families within their early childhood program, with 61% of children no longer needing services after participating in the 8 week model. In the school age program, another 300 children were seen for counseling services.
HEALTH AND NUTRITION SERVICES
The Health and Nutrition Services program provides nutrition education to family child care and preschool providers, as well as nutrition education and support to participating after school programs in Shasta County. Staff assist families in completing CalFresh applications and other requested social services. They provide the most up to date training courses in CPR and First Aid for both pediatric and adult certification. In addition, this division provides support and training to early education programs through the on-site/on-call Nurse service, as well as hearing and vision assessments for Shasta County Office of Education State Preschool students.
THE EARLY EDUCATION AND INSTRUCTIONAL SERVICES DIVISION
Provides programming and supervision for our high quality California State Preschools located at fifteen locations throughout Shasta County. The classrooms are primarily located on district campuses; ensuring a smooth transition for children as they move to TK or Kindergarten. Our curriculum provides 3-5 year old students with hands on learning experiences in math, science, literacy and social skills. We recognize each child as an individual and foster their learning style and development by providing multiple ways to learn new concepts. We value the uniqueness of each family and provide multiple ways for them to be involved. These include trainings, Parent Advisory Council and Parents for teachers groups. We strive to serve every family with kindness and compassion.
QUALITY COUNTS NORTH STATE
To progressively improve the quality in early childhood education in the North State, Early Childhood Services and First 5 Shasta continue to work as lead agencies of a group of northern counties, including Shasta, Modoc, Siskiyou, Trinity, Glenn, Tehama, and Lassen. The North State Quality Counts Consortium, provides support and incentives for programs, teachers, and administrator in participating classrooms to improve the quality of early care and education. This work is supported by the Quality Counts California grant funding from both California Department of Education and First 5 California.
As an incentive to Quality Counts North State, participating teachers, administrators, and early education substitutes, may take advantage of the Quality Counts scholarship program. This scholarship opportunity was developed in coordination between Shasta College, Shasta County Office of Education, and First 5 Shasta. The intent is to provide educational funding for individuals to attend a local educational institution including Shasta College, Lassen College, Butte College, College of the Siskiyous, and Southern Oregon University, with little to no out of pocket expenses, and includes funding for books and supplies. If an applicant desires to attend another university, the option for reimbursement exists.
LOCAL CHILD CARE AND DEVELOPMENT PLANNING COUNCIL (LPC)
Is actively involved in advocating for early care and education needs within Shasta County. The purpose of the Council is to bring together resources within our community in order to identify and assess the early care and education needs of young children and their families. The mission of Shasta County LPC is to involve the community in supporting inclusive, high quality early care and education through public outreach. The Council continues to lead efforts in the needs, services, quality, and systems that pertain to early care and education in our county.
With a focus on high-quality inclusive care, LPC is tasked with assessing local child care needs, developing a county-wide strategic plan, setting zip code priorities for use of state funds, collaborating with local entities to carry out child care staff retention initiatives, and facilitating the temporary and voluntary transfer of funds between state-funded agencies. The LPC’s membership is composed of 20 voting members, appointed by the County Board of Supervisors and the County Superintendent of Schools. Members exercise decision-making responsibility for LPC functions. Current Council membership consists of managers and directors from agencies providing child care services and support services, parents receiving child care services, and employees from local businesses. Some of the businesses represented on the Council include Shasta College, Shasta County Office of Education, Shasta Head Start, First 5 Shasta, Shasta Family YMCA, and Child Abuse Prevention Coordinating Council.
STUDENT PROGRAM DEPARTMENT
The Shasta County Office of Education Student Programs Department offers a variety of support services at the request of school districts, including but not limited to: interpreters for the Deaf and Hard of Hearing, Orientation and Mobility training for the Visually Impaired, and Excel Academy for students with behavioral and emotional disabilities. The Juvenile Court School for incarcerated youth is also part of Student Programs. Our Youth Support Services Program provides assistance to Shasta County districts to support Foster Youth Programs, Homeless support, and Tobacco Use Prevention Education. Our program partners with Shasta County Family Services, Shasta County Probation, Shasta County Health and Human Services, and Shasta County Mental Health Services. Shasta County Independent Study is an alternative to conventional educational settings, allowing students to complete coursework independently under the supervision of a credentialed teacher. Students meet individually with an assigned teacher a minimum of one time per week. This program is voluntary and provides the flexibility to meet students’ specific needs, interests, and learning styles. School Attendance Review Board (SARB) works directly with students and their parents to resolve issues in the area of attendance. Shasta Health, Academic, and Recreation Enrichment (SHARE) is a collaborative effort between Shasta County Office of Education, school districts, and support agencies to provide safe and structured activities for our students outside of the regular school day.
Project SHARE provides a variety of diverse enrichment activities and programs at twenty school sites serving TK-8th grade students, as well as one well-attended high school site. These include, but are not limited to, academics, sports and recreation, team building activities and events, as well as a heavy concentration of STEAM activities, such as Robotics, coding, maker spaces, visual and performing arts, fine arts, engineering, and math. We also focus on youth development opportunities, such as community volunteering, career development, and more. Our academic activities focus on hands-on curriculum that is aligned to common core and use real world collaborative skills. We offer homework assistance as well as extensions of school day lessons.
SHASTA COUNTY INDEPENDENT STUDY
Shasta County Independent Study (SCIS) is a learning community that fosters a personalized approach. Our team works to assist students in reaching graduation goals and beyond, with a focus on developing readiness for both college and career. As an Independent Study, we have greater flexibility to develop a personalized learning environment for our students, while adhering to criteria set forth by the California Department of Education. SCIS combines individualized learning plans with self-awareness and leadership development.
Students have the opportunity to:
- Learn at home outside the comprehensive school environment.
- Complete courses in rigorous A-G academics, CORE subject matter, and elective opportunities.
- Concurrently enroll in Shasta College for an introduction to higher learning and a higher rate of credit recovery
- Enroll in Career Technical Education classes at the Shasta Trinity Regional Occupation Pro gram.
- Participate in a variety of on-site learning opportunities.
- Receive college and career counseling.
- Referral to community agencies as needed.
North State STEM is a collaborative impact model of the nine county offices of education in California County Superintendents Educational Services Association (CCSESA) Region 2; Butte, Glenn, Lassen, Modoc, Plumas, Shasta, Siskiyou, Tehama and Trinity Counties. This North State collaborative represents the Northeastern corner of the State of California; a geographic region of over 30,000 square miles. Planned outcomes for the Region 2 Network are:
- Engage the interest of and partner with community leaders.
- Share practices worthy of attention and outcomes in order to impact STEM opportunities in the North State.
- Strengthen the existing as well as increase STEM programs, path-ways and learning activities access across the Pre-Kindergarten (PK) —16 educational systems.
- The Shasta County Office of Education is partnering with our region of nine North State counties to see how we leverage our time and talents to make a difference for students in the present and future. Local businesses, industries, organizations, and the education community collaborate to increase the opportunities for students to pursue STEM-related careers.
- The mission of North State STEM is to be the catalyst for STEM education by coordinating quality experiential programs and fostering private and public partnerships to build college and career readiness in the 21st century.
OUR LONG-TERM GOALS ARE:
- Build partnerships that connect existing education, business, and community assets to increase efficiency, innovation, scale, communication, and sustainability of quality STEM teaching and learning.
- Strengthen quality of and expand access to STEM education and resources across Northern California’s PK-16 formal and informal educational institutions.
- Increase STEM interest and competencies of all students in Northern California and increase the number of students who pursue STEM-related credentials, degrees, and careers.
Contact: (530) 245-0245
THE NORTH STATE STEM SHASTA COUNTY ACTION COMMITTEES ESTABLISHED TO PURSUE THE GOALS ARE:
KidSTEM is a new initiative that will create an annual event in Shasta County. We will offer mini-events in 2021 and a major 1-day event for 4th graders in 2022. Events include reverse engineering, Rube Goldberg devices, spontaneous engineering design, planned engineering design, 3-Act challenges (math), breakout.edu (similar to an escape room), science fiction writing, traditional science inquiry/experimentation, and more. Equity is an essential component of this event, with less need for direct parent involvement so all students can choose to be involved. The KidSTEM team is composed of representatives from the community (special thanks to the Redding Electric Utility), higher education (special thanks to Shasta College and North State Together), and K-12 education.
THE IGNITE STEM CAREER DAY COMMITTEE
Provide an opportunity for students, parents, and teachers to foster awareness of career opportunities in STEM-related fields and to dive into hands-on, “minds-on” STEM activities while providing an ideal setting for local industry leaders to expose students to STEM-related careers and vocations. The 6th event was held on November 15, 2019. There were 1,200 in attendance representing 32 schools and 8 counties. To see our plans for this year, visit the STEM Career Day website. To see a video summary of last year’s event click here.
FUTURE OF WHISKEYTOWN ENVIRONMENTAL SCHOOL
Although the future of the Whiskeytown Environmental School (WES) remains unclear, several positive steps have been taken in 2019-20 in terms of location, support, and initial planning. Following a National Park Service Safety Report that indicted that the dining hall and it’s attached offices were too dangerous to reoccupy, but the cabin area was safe for rebuilding, the SCOE Board declared “the former site of Whiskeytown Environmental School [at NEED Camp] to be its priority location.” Efforts to plan and provide resources coalesced into a group called WES Forever that met in the summer of 2019 and continues to meet and plan regularly. It is composed of representatives from Shasta County Office of Education (SCOE), the National Park Service, and two nonprofit groups (WES Community and Friends of Whiskeytown). A shared vision was developed and key agreements made for the desired return of WES to NEED Camp. Thanks to the fundraising of the Redding Host Lions, we were able to contract with an architectural firm to get cost estimates, camp and building designs, associated site graphics, and virtual flyovers to showcase the results. Once we have the cost and master plan, our nonprofits will begin the task of fundraising what will surely be millions of dollars. The SCOE deeply values the Whiskeytown Environmental School as a time-honored tradition for students and an asset to the community. The school models the highest standard for field-based science education, and fosters lifelong stewardship for our natural and cultural treasures. We are hopeful that the resilience of Shasta County and the love of this 50-year-old program will carry us into a new and better era of WES.
As an educational outreach of the Shasta County Office of Education, the planetarium captures the passion and curiosity of the universe from space to Earth. We continue to offer a double-feature public show every two weeks and they have sold out since August, 2016. Tickets are $8 each for public shows and field trips. Efforts are being made to raise funds to replace our aging projection and audio system.
Contact: (530) 225-0295
NEXT GENERATION SCIENCE
Our school field trips remain popular, in part due to our two new dynamic educators. Even grade levels that do not learn about space can find value in our programs. Every grade gets more than pre and post lessons, they get a unit of study rooted in the New Generation Science Standards (NGSS). For example, second grade discovers in their classroom how to build a towers, bridges and roofs, exploring different materials and structures. In the show they see the ultimate building challenges and enjoy them in our hands-on opportunities through our exhibits.
Register for field trips at: www.shastacoe.org/planetarium
FRIENDS OF THE PLANETARIUM AND PUBLIC SHOWS:
The Friends of the Planetarium, our nonprofit support group, is spearheading the fundraising to replace the projection system. The SCOE Board has agreed to match the funds raised. The Friends of Schreder Planetarium also handles the management of the gift shop and volunteer recruitment. If you love Schreder Planetarium, consider joining this group.
REDDING STEM ACADEMY
Redding STEM Academy is a K-8 public charter school sponsored by the Shasta County Office of Education. The primary emphasis of R-STEM is integrating science, technology, engineering, and math (STEM) into each student’s daily routine. The school is proud to utilize a nationally known STEM curriculum called "Project Lead the Way" and has developed a Makerspace for its students. The main mission of the school is to get students excited and prepared to pursue STEM classes in high school and college and to give them the confidence that they can succeed in a STEM career.
A second unique feature of R-STEM is its focus on blended learning. Utilizing technology, students are able to access individualized curriculum in science, engineering, math, and reading. This allows students to grow at their own pace. The school recognizes the importance of teaching the whole child, so the children are also exposed to the arts, drama, physical education, character building, and a multitude of field trips as part of the learning experience. The ultimate goal of the school is to help train confident, lifelong learners who are productive and caring members of their community. Please contact the school at (530) 275-5480 to set up a tour.
CHRYSALIS CHARTER SCHOOL
This is a K-8 public charter school sponsored by the Shasta County Office of Education with a mission “to encourage the light within each student to shine brighter.” Special emphasis is placed on teaching for understanding; science and nature study; and nurturing a kind, close community with lots of parent involvement. Chrysalis creates abundant learning opportunities through student-centered, experiential activities. Most classes are small to allow responsiveness to teachable moments. Discussions and small group work are frequent. Students are placed in core subject classes by ability level so they can experience understanding.
Contact: (530) 547-9726
NORTHERN SUMMIT ACADEMY-SHASTA (NSA)
The mission of Northern Summit Academy Shasta (NSA) is to “provide a personalized approach to providing a standards-based education and career awareness and preparation to students who need the flexibility of independent study combined with the support of classroom teachers, classes, and an academic environment.”
Northern Summit Academy-Shasta is a WASC accredited, TK-12 Personalized Learning Public Charter School. The program is non-classroom based and provides academic support through tutoring, small group class instruction, peer activities, and learning center study time. The purpose of Northern Summit Academy-Shasta is to guide students to meet the complex challenges of the 21st century now and as they move forward into adulthood. NSA utilizes personalized, traditional and innovative materials and teaching methods. Students generally meet weekly with their teachers of record and approximately two thirds of the students choose to participate in one or more resource center classes each week.
MTSS REGIONAL AND LOCAL SUPPORT
MTSS within Shasta County
The Multi-Tiered System of Support (MTSS) grant within Region 2 will sunset in June of 2020. To recap, Orange County Office of Education (OCDE) in partnership with Butte County Office of Education, was awarded a $10 million grant that was used to encourage Local Educational Agencies (LEAs) to establish and align school wide, data driven systems of academic and behavioral supports for the purpose of meeting the needs of California’s diverse learners in the most inclusive environment. The purpose of the funding was to enhance equitable access for all stakeholders, focus on the whole child, create a culture of collaboration among all stakeholders and align support systems. This initiative was rolled out statewide in order to sustain behavior and academic support for students throughout California. The primary objective of MTSS was to increase and improve services for all students. The MTSS initiative relied on strong administrative leadership, an integrated educational framework, family and community engagement, and inclusive policy structures and practices. Within the 3 years of the grant, Region 2 had 44 school/districts trained in this inclusive framework. As a result, participants deepened their knowledge of how to implement the MTSS framework to create equitable and inclusive learning environments for all.
ADMINISTRATIVE CREDENTIALING PROGRAMS
Shasta Leadership Academy– Tier I Program
Under Dr. Kim McKenzie’s leadership, the Tier I Administrator Credential Program continues to grow. This year we had 14 new candidates from Shasta County and the 8 counties in Region 2. The Shasta County Office of Education Preliminary Services Credential Program is designed for aspiring school administrators who seek to develop the skills to effectively lead a 21st century educational organization. The 10-month model is a blend of coursework and performance based tasks that provide ongoing opportunities for candidates to learn educational theory and apply that understanding in an authentic in-class and in-field environment. In addition, candidates are also supported by mentors within the region. Our program consists of 6 courses based on the California Administrator Performance Expectations (CAPEs). The CAPEs describe the minimum competencies expected of candidates ready to begin professional practice as a California administrator. The CAPEs include:
• Visionary Leadership
• Instructional Leadership
• Management and Organizational Leadership
• Family Engagement
• Professional Learning and Ethics
• School Improvement Leadership.
A new requirement to the program is the California Administrator Performance Assessment (CalAPA). This assessment is taken in 3 parts and must be passed prior to the preliminary credential being granted. In the past 8 years our program has served over 180 candidates in earning a Preliminary Administrative Service Credential. We have over a 50% job placement rate for those administrators actively seeking positions.
ASSOCIATION OF CALIFORNIA SCHOOL ADMINISTRATORS / SHASTA COUNTY OFFICE OF EDUCATION
Tier 2 Induction Program
Shasta County Office of Education’s Tier 2 Induction program, in partnership with Association of California School Administrators (ACSA), is designed to provide new administrators the opportunity to clear their preliminary administrative credential through a job embedded induction experience. The program was developed in response to the state’s change in how administrators clear their credentials. Upon acceptance into the 2-year induction program, preliminary administrators are paired with a trained, veteran administrator who serves as their coach, in a process that is designed to be highly individualized and tailored to build on strengths. Through on-site observations and one-on-one meetings, the coach and candidate develop and implement an Individual Learning Plan (ILP). Additionally, these candidates will attend professional development classes and will collect evidence that demonstrates they have applied the California Professional Standards for Educational Leadership (CPSELs) in their daily work. Shasta County Office of Education in partnership with ACSA, serve new leaders in the longest running coaching-based Clear Administrative Services Credential program in the state. This work continues to be led by Dr. Kim McKenzie. Our program is designed to support and accelerate school leadership practice to positively impact student learning. Through targeted coaching and timely and ongoing professional development, our program participants build capacity to develop positive and collaborative school cultures. Currently, we have 52 candidates enrolled in our induction program with 30 administrator coaches. We have 2 enrollment periods fall and winter for candidates to enroll in the program.
SHASTA COUNTY SCHOOL ATTENDANCE REVIEW BOARD (SARB)
Shasta County Office of Education has continued an ongoing commitment to both local and county School Attendance Review Boards (SARB). County and local SARBs were established by Education Code 48321 in order to:
• maximize the use of all available resources and services
• avoid unnecessary duplication of resources to resolve attendance and behavior problems; and
• divert students from the juvenile justice system with school-related problems.
The Shasta County Office of Education County SARB provides services to all local school districts to support the reduction of truancy and behavior problems within the elementary, middle school, and high school students. Our goal is to return students to positive attendance and behavior through an early intervention process utilizing positive messaging, sending letters, making phone calls, utilizing local community resources, and parent meetings to find solutions to resolve the issues hindering school attendance and behavior. Our local SARB boards require all available interventions to be held prior to bringing a student to the SARB Board. A School Attendance Review Team (SART), Student Study Team (SST), Student Success Team (SST), and Behavior Intervention Plan (BIP), are some examples of pre-SARB meetings held to offer all available services to the family prior to SARB.
Our County SARB Board consists of individuals from the Shasta County Office of Education, Law Enforcement, District Attorney’s Office, Probation, Health and Human Services, Youth Service Providers, Public Defender’s Office, and members of the community.
The SARB process serves students by recommending changes in the school program, directing the student and/or family to counseling, connecting them to community resources, tutoring if needed, alternative teacher assignments when appropriate, education, and support in navigating roadblocks creating the attendance or behavior problems and ultimately referring to the court system if the attendance problem is not successfully resolved.
Ed Code 48321 guides the work of the County SARB. According to California Department of Education’s website: Although the goal of SARBs is to keep students in school and provide them with a meaningful educational experience, SARBs do have the power, when necessary, to refer students and their parents or guardians to court.
(5) (A) If a county school attendance review board exists, the county superintendent of schools shall, at the beginning of each school year, convene a meeting of the county school attendance review board for purposes of adopting plans to promote inter agency and community cooperation and to reduce the duplication of services provided to youth who have serious school attendance and behavior problems.
(f) A county school attendance review board may provide guidance to local school attendance review boards.
The Shasta County SARB will meet to provide training to Local SARB Chairs, Co-Chairs, and any SARB panel members also able to participate. Training will be provided in mediation and restorative practices in the context of the work of a SARB panel. Data from the local SARBs will be reviewed to determine if additional resources are needed to meet the needs within the county, whether those resources are for a student group, an intervention gap in the system of support, or for a district/school who is sending a much greater percentage of students forward to SARB.
County SARB hears local SARB appeal cases-If a parent/guardian appeals their SARB hearing at their local SARB and due process is not followed, the County SARB Chair reviews the appeal and if granted County SARB hears the appeal. Appeals are not heard on the basis of dissatisfaction with the outcome, only if it appears there was a breach of due process. County SARB will provide the local SARB Chair and the school with recommendations to rectify the situation of a breach of due process is verified.
selpa (special education local planning area)
The Shasta County SELPA office provides training, dispute resolution, and policy development for all programs and fiscal aspects of special education for the 32 school districts and charter schools in Shasta County.
The Governing Board of each district and many of the charter schools in Shasta County are a signatory to the Shasta County Local Plan that defines the governance of the SELPA.
The SELPA office is the primary contact for the California Department of Education Division’s work in monitoring and supporting special education programs.
The SELPA also supports the Community Advisory Committee, which is comprised of parents of children with disabilities enrolled in local schools, as well as other parentsand professionals interested in special education.
Contact: (530) 225-0100
REACH HIGHER Shasta is a local initiative that works to create clear pathways from our children’s first day in the cradle to their first day on the job. We ensure they are ready for kindergarten, motivated and supported through elementary, middle, and high school, and assisted in the transition to career training or college. Along the way we connect them to caring adults and generous business partners who serve as mentors, guides, and coaches. We collect data that measures what’s working and what needs to change. We believe every student deserves every option open for their future following high school, and we know that their success will change the future of our community.
The mission is: "Working together as a community to provide all students with all options for education and training after high school to pursue a successful, fulfilling career."
At the Shasta County Office of Education, we truly believe that bringing all schools and districts from across Shasta County together around a single focus helps us to improve outcomes for students collectively. Because of this opportunity to support all schools through this work, we have heavily invested our staff in the work of the Reach Higher Shasta Initiatives.
LITERACY INITIATIVE The aim of the REACH HIGHER
Literacy Initiative is “All 3rd Grade Students in Shasta County reading at grade level by the end of 3rd grade as measured by the CAASPP ELA Standard Met or Exceeded.” The committee, in joint collaboration with the REACH HIGHER Shasta Early Literacy Partnership committee, has identified six main drivers to focus the work of the committee toward achieving the aim.
The drivers are:
- Partner Better Together
- Maximize Opportunities
- Empower Families
- Identify, Coordinate, Improve Known 3rd grade Literacy Actions in the Community
- Drive Improvement Through Data
- Communicate a Common County-Wide Focus.
A driver diagram has been created that maps the primary and secondary drivers of systems and potential actions discussed throughout the year.
“Did you know reading 10 minutes a day makes a lifetime of difference?” Shasta Reads is the name of this initiative with plans for billboards, information on RABA buses and other forms of communication with the goal of helping families understand the importance of reading daily.
The committee has created a Summer Reading Program with a flyer directing families to a collection of resources to promote reading throughout the summer with access to programs and books through the Shasta County Library. Resources are available: www.reachhighershasta.com or http://reddingschools.net/summer-reading-programs/
The Library began a pilot program with Munchkin University with children and families receiving books and book bags to increase reading at home.
The committee also revisited Little Free Libraries to update maps and information to whom the LFL belongs and with plans to have Rotary Clubs build more that could be placed in areas of the community where none exist. Unfortunately, COVID-19 hit and the work was put on hold until a later date.
EARLY CHILDHOOD COMMITTEE
The Reach Higher Shasta-Early Childhood Committee (RHS-ECC) has broadened the member group as it fully merged with the Local Childcare and Development Planning Council. This merger allows for input and guidance from a dynamic blend of community representatives including Health and Human Services, Shasta Head Start, State Preschool, Resource and Referral, business owners, family childcare providers, private center childcare providers, Far Northern Regional Center, Rowell Family Empowerment, First 5 Shasta and KIXE.
RHS-ECC is in the process of developing the “Next Stop Preschool” guide. This guide will provide families with information on how to select a program that best meets their child and family’s needs and interests, how to prepare for preschool, what to expect, and ways to make the transition more successful. In addition, RHS-ECC is in the process of developing the Preschool Readiness Snapshot to align with the Kindergarten Readiness Snapshot. The preschool version will allow preschool teachers to quickly assess the developmental skill level of the children entering their program and again as they transition out. The data collected will allow teachers to further individualized goals and curriculum to support each child’s development, and program administrators input on professional development training plans. The data from each child’s outgoing Preschool Readiness Snapshot can be used in conjunction with the Kindergarten Readiness Snapshot to assess “summer-slide”, informing RHS-ECC potential areas of future focus.
Attend to Achieve Campaign 2020
Launching in August, the Attend to Achieve Campaign began with two promotional videos airing on KIXE and available for viewing on school websites; in addition, advertising on RABA buses and bus stop shelters gained the attention of the public. Schools ordered free print materials such as flyers, rack cards, and posters which were used in paper and digital formats. Each month had a slogan:
August/September: Attend to Achieve: Make it Routine
October: Absences Add Up
November/December: How Sick is Too Sick?
January: New Year’s Resolution: Attend All Day, Every Day
February: Every Day is a Great Day to Learn
March: A good night’s rest = a good day of learning
April: Spring Fever is not an excused absence
May: End the school year strong (show up!)
As of February 2020, countywide data showed better overall attendance rates among Shasta County Schools, with some of the most significant improvement occurring in the primary grades, which had been an area of concern in the past, particularly Kindergarten. While the end of the 2019-2020, and the upcoming 2020-21 school years may be atypical due to COVID-19, schools now have the resources and tools to effectively promote positive school attendance, whether it be in-person or virtual learning that is taking place.
In 2019-20, administrators and counselors from across Shasta County middle and high school participated with two goals in mind:
1. To improve the eighth to ninth grade transition for students in three areas: attendance, behavior, and course outcomes; and
2. To track the success of students from middle school through high school and beyond.
Part of each session, administrators shared the names of students who are struggling in attendance, behavior, and/or grades so that we can consider ways to better support students in this transition between eighth and ninth grades.
In September 2019, we had the opportunity to bring in Julie Coleman, Deputy Chief of Improvement, CORE Districts. The CORE Districts are leaders in the state with an unwavering belief in equity and access for all students. Julie had the opportunity to share the work underway across fourteen high schools from five CORE districts who are engaged in a “Break Through Success Community” as they focus on the eighth to ninth grade transition. It was great to see many of the areas we are focusing on are the same areas where CORE is also focused.
In November, we invested time discussing the work underway with the “Grading for Equity” series with author and educator, Joe Feldman. Administrators were able to share the impact of the summer sessions on fall courses and discuss what they had observed in classrooms.
In January 2020, Michael Burke who is the Executive Director of Pathways to Hope for Children presented Hope Theory with the group. We were able to learn about the science of hope and understand the impact it can have on a student’s behavior and attendance. He shared what it truly takes to build a pathway to resilience and the role that hope plays in that change.
In March 2020, we spent time looking at our middle and high school math data, a research summary from the University of Chicago called “Teaching Adolescents to Become Learners”, and watching a video on the changing role of education. It was a great launching point for discussion on where we would like to head in the next two to three years to improve outcomes for our middle and high school students.
The Shasta Promise
Every student in Shasta County will graduate prepared to either enter the workforce directly or continue their formal education beyond high school. For those students interested in pursuing a college degree, The Shasta Promise guarantees admission into one of the six partner universities or community colleges located near Shasta County. Students who complete minimum college preparatory or community college requirements are guaranteed admission to all of the following institutions of higher education: Chico State University, College of the Siskiyous, National University, Shasta College, Simpson University, and Southern Oregon University. The expressed goal of The Shasta Promise is to guarantee enrollment for every student allowing them to earn career technical certificates, transfer to a four-year college or university, and/or have the ability to achieve an advanced degree. The Shasta Promise began April 11, 2013. Some examples of benefits for Shasta County students range from in-state tuition to Southern Oregon University, priority admission to Chico, Simpson, and National Universities and direct access to full-time classes and transfer guarantees at our community colleges. Each of the institutions provide significant programs and support to their students. Taken together, these efforts comprise The Shasta Promise. To view The Shasta Promise, please go to http://www.reachhighershasta.com/ and click on the Initiatives tab.
We are completing the fourth year of the Reach Higher Shasta (RHS)Counseling Initiative. We’ve had a lot to celebrate this year! The school counselors and administrators received a Golden Bell Award for Student Support Services sponsored by the California School Boards Association. The RHS Counseling Initiative was the first county wide school counseling program to have ever received a Golden Bell Award in the 40 years of the program’s existence.
Another celebration has been that the Shasta County Office of Education (SCOE) has become the 4th of 58 county offices of education to promote a School Counselor of the Year recognition program. Tara Schwerdt, from West Valley High School has the honor of being named SCOE’s inaugural School Counselor of the Year. Tara’s picture and School Counselor of the Year plaque has been placed alongside the Teacher of the Year plaque in the main hall at the SCOE downtown office. Tara is also featured on the SCOE’s website under recognition.
The RHS Counseling Initiative team also has some impressive data to report! Due to our intentional efforts to promote post-secondary ready graduates, the RHS campuses can boast a 70.1% Prepared status on the College/Career Readiness Indicator (CCI) for the 2019 CA School Dashboard. The chart below demonstrates our phenomenal growth from 2017-2019 in promoting college/career readiness and how we have outperformed the state average each year!
When COVID-19 forced school closures, a Shasta County School Counselor Collaborative (SCSCC) was established and the first meeting held on March 20th. The SCSCC has provided an opportunity for school counselors spanning across grades K-12 to collaborate with regard to creating virtual school counseling programs, sharing updates at the local, state, and national levels, as well as celebrating school counselors’ efforts in providing virtual support through lessons, small groups, and information to families and staff members. The SCSCC has included administrators, school social workers, school psychologists, and Shasta College administration as well. We are very proud of the collaboration from this unique group!
Looking ahead to the 20-21 school year, we know that school counselors will be heavily involved with student mental health/wellness and support of families. RHS school counselors are adjusting their Tier 1 core curriculum to include more social/emotional lessons, preparing for increased Tier 2 support with small group counseling, and revisiting our protocols for Tier 3 supports and crisis response in light of anticipated increase in student mental health needs. That being said, school counselors will continue to provide curriculum and activities to promote postsecondary and career development
The aim of the REACH HIGHER Literacy Initiative is “All 3rd Grade Students in Shasta County reading at grade level by the end of 3rd grade as measured by the CAASPP ELA Standard Met or Exceeded.” The committee, in joint collaboration with the REACH HIGHER Shasta Early Literacy Partnership committee, has identified six main drivers to focus the work of the committee to work toward achieving the aim. The drivers are: Partner Better Together; Maximize opportunities; Empower Families; Identify, Coordinate, Improve Known 3rd grade Literacy Actions in the Community; Drive Improvement Through Data and Communicate a Common County-Wide Focus. A driver diagram has been created that maps the primary and secondary drivers of systems and potential actions discussed throughout the year.
“Did you know reading 10 minutes a day makes a lifetime of difference?” In a specific effort of the drivers to Partner Better Together, Maximize Opportunities, Empower Families and Identify Coordinate, Improve Known 3rd Grade Literacy Actions in the Community , the committee has created a Summer Reading Programs flyer directing families to a collection of resources to promote reading throughout the summer with access to programs and books. Resources are available: www.reachhighershasta.com or http://reddingschools.net/summer-reading-programs/
CAREER CONNECTIONS COMMITTEE
Shasta County students need the career direction and inspiration that local businesses and their employees can provide. REACH HIGHER Shasta Career Connections makes a business's investment meaningful and easy - and establishes boundaries that respect their time and allow for their employees to give back while remaining productive. From speaking in a classroom to mentoring students to taking on a hardworking intern, businesses will find something that works for them, making a lasting difference for members of our future workforce.
The Reach Higher Shasta Career Connections Initiative gets business partners to join our volunteer database for guest presentations, field trip opportunities, job shadowing, mock interviews and internships. Schools are then able to make requests through the on-line portal. The Career Connections application makes the match and helps connect the volunteer with the school. For more info, visit http://www.reachhighershasta.com and click on the Initiatives tab.
To date there are over 100 businesses registered, 175 volunteers, and 40 internships for students as part of this experience. Increased marketing is underway to ensure that teachers, parents, and students know about the opportunities that are available.
Tara has been a leader in our countywide efforts (Reach Higher Shata Counseling Initiative) to create a model of school counseling that provides knowledge and support for all students. She has led efforts at West Valley High School that have created system changes and increased options for students as they graduate. Tara is passionate about this work and a real advocate for students.
North State Aspire Academy
Sequoia Middle School
Shasta High School
PRINCIPAL OF THE YEAR
Grant Elementary School District
SHASTA CASCADE SECTION CASCADE OF EXCELLENCE AWARD
Shasta County Office of Education
SHASTA CASCADE SECTION CASCADE OF EXCELLENCE AWARD
Shasta County Office of Education
OFFICE AND TECHNICAL
Shasta High School
Alta Myra Morris
Enterprise High School
SUPPORT SERVICES AND SECURITY
Shasta County Office of Education
Redding School District
PARA-EDUCATOR AND INSTRUCTIONAL ASSISTANCE
Boulder Creek Elementary
Shasta County Office of Education
If your actions inspire others to dream more, learn more, do more and become more - you are a leader.
President John Quincy Adams
Happy Valley Primary
CURRICULUM AND INSTRUCTION
Shasta County Office of Education
Central Valley High School
HUMAN RESOURCE SERVICES
Pre-employment testing, recruitment and selection, labor and employee relations, workers’ compensation, substitute services, certification and credentialing services, and consultation on human resource issues are services provided by this department.
Contact: (530) 225-0280
California Public Employee Retirement System
Counseling is offered to all classified employees regarding retirement.
For Appointment email:
Questions: 1 (888) 225-7377
California State Teacher Retirement System
Counseling in retirement planning, application completion, benefits, and options is offered to administrators and certificated employees from nine Northern California counties.
For Appointment: 1(800) 228-5453 ext. 3Questions: 1(800) 228-5453
FACILITIES, MAINTENANCE AND OPERATIONS
The Facilities, Maintenance and Operations Department manages the facilities used by the Shasta County Office of Education, to provide clean and safe classrooms, offices, and training facilities. The department also assists with Williams Settlement visits to district schools.
Contact: (530) 225-0274
The Shasta County Office of Education provides fiscal oversight for all Shasta County school districts. In addition, contracted services are provided to assist districts and charter schools with budgeting, payroll processing, general accounting, and collection of school developer fees.
Contact: (530) 225-0235
The Information Technology department provides support for a wide array of technology to include advanced network design and management as well as hardware and applications support. The Shasta County Office of Education Network Operations Center hosts connectivity to the major telecommunications providers in our area, and manages and maintains a Wide Area Network for schools in Shasta County.
The Shasta County Office of Education also provides connectivity to the most robust research and education network infrastructure of any state in the nation. The multi-tiered, advanced network is a collaborative effort by
- CENIC, K12HSN, and CalREN which serves the state’s public and private institutions of primary through higher educational communities.
- CENIC (Corporation for Education Network Initiatives in California) built and maintains the network.
- K12HSN (K-12 High-Speed Network) manages
- K-12 schools and districts participation on the network, and is funded by the California Department of Education.
- CalREN (California Research and Education Network) is the statewide network consisting of 14 hub sites and circuits linking to 72 K-12 node sites, 11 UC node sites, 24 CSU node sites, 111 community college node sites, as well as 6 private university node sites.
In order to provide resilient service, this network consists of hub sites that link major statewide pathways and node sites providing connectivity to educational facilities throughout the state. The Shasta County Office of Education serves as a node site, connecting 100% of the districts in Shasta County.
The Transportation Department provides pupil transportation services through contracts to Anderson Union High School District and Chrysalis Charter School. Transportation is also provided to Special Education students in districts who request this service. The Transportation Department has a full-service vehicle maintenance department providing service and repairs to school buses and district fleet vehicles.
The facility is located at:
1103 Grange Street
Redding CA 96001
Contact: (530) 225-0340
Shasta County Office of Education (SCOE) partners with Tulare County Office of Education and the California Center for Teaching Careers to address the educator shortage in the North State. The northern section has been nicknamed North State Educate and serves Butte, Del Norte, Glenn, Humboldt, Lassen, Modoc, Plumas, Shasta, Siskiyou, Tehama, and Trinity County Offices’ of Education. Our office has been a liaison to all County Offices of Education and districts in this region and represented at local and virtual job fairs. Statistics to attract educators to our region include a higher than average income and lower than average housing costs, not to mention the many geographic features such as lakes, rivers, mountains and oceans. Efforts have established outreach to over 500 candidates and will have long-lasting impact on the provision of quality education for north state youth.
Through these grants and programs, we are able to offer more services to students and teachers in Shasta County.
TIER I ADMINISTRATIVE CREDENTIAL PROGRAM
Provides a comprehensive and coordinated program for individuals seeking a Preliminary Administrative Services Credential.
Contact: (530) 245-7833
TIER II ADMINISTRATIVE CREDENTIAL PROGRAM
Provides individualized coaching, support, and professional development for Tier II, Clear Administrative Services Credential candidates.
Contact: (530) 245-7833
Professional development, monitoring, coordination, and leadership for after-school programs.
Contact: (530) 245-7830
Shasta County Office of Education, in fall of each school year, hosts a Safe Schools Culture Summit providing new legislation and best practices for maintaining safe learning environments.
Contact: (530) 225-5390
REACH HIGHER SHASTA COUNSELING INITIATIVE
Designed to support counseling work with high school administrators and create a systematic approach of counseling across the county.
Contact: (530) 225-0251
NORTH STATE STEM
The mission of North State STEM is to be the catalyst for STEM education by coordinating quality experiential programs and fostering private and public partnerships to build college and career readiness.
Contact: (530) 225-0242
MCKINNEY-VENTO HOMELESS EDUCATION ACT
Ensures educational rights and protections for students experiencing homelessness or unaccompanied situations.
Contact: (530) 225-5390
The Shasta County Office of Education provides a wide range of services to 25 school districts in Shasta County. They include business services data processing, personnel, administrative, psychological, nursing and community health, curricular assistance, instructional, information technology, and many other services.
School districts in Shasta County operate autonomouslywith their own elected governing boards and appointed Superintendent.
The Shasta County Office of Education is a service organization and an intermediate unit between local school districts and the California State Department of Education. Programs are offered for at-risk youth, early childhood, special education, and after-school.
For more information about these programs, please visit our website at www.shastacoe.org. The general information line for our main administration office is (530) 225-0200.
1644 Magnolia Ave.
Redding, CA 96001
The following figures are from 2019-20
|Number of Public Schools|
|Middle School / Junior High||9|
|Regional Occupation Programs||1|
|Number of School Districts|
|Number of Students in Public Schools|
|Kindergarten - Grade 3||8,491|
|Grades 4 - 6||6,017|
|Grades 7 - 8||4,130|
|Grades 9 - 12||8,478|
|Institutions of Higher Learning|
|Satellite University Campus||1|
|Ethnic Distribution of Students (Excludes College & Private Schools)|
|African American, not Hispanic (1.4%)||335|
|American Indian or Alaska Native (3.9%)||1,032|
|Hispanic or Latino (15.6%)||4,346|
|Pacific Islander (0.3%)||96|
|White, not Hispanic (67.1%)||18,108|
|No Response (1.6%)||373|
|Two or more races, Not Hispanic (6.3%)||1,823|
The following figures are from 2019/20
|Average LCFF Revenues
(Per Unit of Average Daily Attendance)
|Elementary School District||$9,708|
|High School District||$10,267|
|Unified School District||$11,062|
|Average Revenue Sources
(Per Unit of Average Daily Attendance, K-12)
|LCFF Revenue (74.9%)||$10,062|
|Federal Income (5.5%)||$730|
|State Sources (8.5%)||$1,701|
|Local Sources (10.2%)||$1,373|
|All Other Sources (.9%)||$187|
Current Average Cost of Education
|Elementary School District||$13,406|
|High School District||$14,348|
|Unified School District||$15,794|
The following figures are from 2019/20
|Students Served by
Shasta County Office of Education Programs
|Whiskeytown Environmental School (WES)|
Grades 5-6 plus Counselors
K-Grade 4 Day Field Trip
Schools Participating (Grades 5-6)
Schools Participating (Grades K-4)
Attendees (ages 2-55+)
Number of Groups Participating
|Early Childhood Services|
|Special Education (Ages 0-22)||43|
|Juvenile Court School||37|
|Project SHARE (after school program)||2,539|
To be leaders in educational excellence, offering support to schools and community to ensure Shasta County students receive a quality education preparing them for high school graduation and success in career and college.
Fingertip Facts data is from:
- California Basic Educational Data System
- California State Department of Education's Local Assistance Bureau
- Shasta County Office of Education's Business Service Division
The SBAC Math Data compares results of Shasta County students versus California for the period of 2015 to 2019. In 2015, 34% of the county students meet or exceeded the states by 1%. In 2016 that 1% difference remained constant with the county reporting 38% vs the states 37%. In 2017 & 2018 both the county and the state results tied at 38% and 39% respectively; both entities increasing performance by 1%. In 2019, 40% of the county students meet or exceeded the states by 1%.
In 2019, Shasta County and California both had 39% of students meet or exceed standard in math but the breakdown in proficiency levels is different. 16% of the county's students exceeded while the state had 19%; 23% of the county's students met while the state had 26%. 30% of the county's students nearly met standards why the state had 26%. Lastly, the county had 31% not meeting standards while 35%.
SBAC math data of Shasta County's students by grade level. Third, fourth, & fifth graders whom met or exceeded standards were 47%, 43% and 37% respectively. Six, seventh and eighth graders scored at 32%, 42% and 48%. There is no data available for ninth and tenth graders; eleventh graders whom met or exceeded standards were 36%.
The SBAC ELA Data compares results of Shasta County students versus California for the period of 2015 to 2019. In 2015, 44% of the county students meet or exceeded standards; which is equal to the states population. In 2016 fell below the state with a reported 47% compared to the states 49%. In 2017 the county continued its improvement projection with 48% of the students meeting and exceeding while the state results dipped to 48%, equal to the county. In 2018 the county improved another point while the state posted a two point improvement; wrapping up with the county reporting 49% and 50% for the state. In 2019 the county stayed the same at 49%, and the state improved to 51%.
In 2019, Shasta County had 49% of students meet or exceed standard while California had 51%. 19% of the county's students exceeded while the state had 23%; 30% of the county's students met while the state had 28.6%. 25% of the county's students nearly met standards why the state had 23% missing the mark. Lastly, the county had 26% not meeting standards while California had 27%.
SBAC ELA data of Shasta County's students by grade level. Third, fourth, & fifth graders whom met or exceeded standards were 47%, 47% and 49% respectively. Six, seventh and eighth graders scored at 45%, 51% and 46%. There is no data available for ninth and tenth graders; eleventh graders whom met or exceeded standards were 57%.
The 2019 California Child Care Portfolio, the 12th edition of a biennial report, presents a unique portrait of child care supply, demand, and cost statewide and county by county, as well as data regarding employment, poverty, and family budgets. The child care data in this report was gathered with the assistance of local child care resource and referral programs (R&Rs). R&Rs work daily to help parents find child care that best suits their family and economic needs. They also work to build and support the delivery of high-quality child care service in diverse settings throughout the state. To access the full report summary and county pages, go to our website at www.rrnetwork.org
Table chart for data comparing residents and children between the ages of zero and twelve within the county for 2016 and 2018. The source of the data is from the CA Department of Finance Population Projections 2019. The source of the data is the American Community Survey 2019 1-year and 2015 5-year estimates.
|Total number of residents||178,208||178,262||0.03%|
|Total number of children 0-12||26,616||27,190||2%|
|Under 2 years||4,028||4,070||1%|
Table chart for data comparing residents and children between the ages of zero and twelve within the state for 2016 and 2018. The source of the data is from the CA Department of Finance Population Projections 2019. The source of the data is the American Community Survey 2019 1-year and 2015 5-year estimates.
|Total number of residents||39,354,432||39,864,538||1%|
|Total number of children 0-12||6,631,621||6,578,476||-1%|
|Under 2 years||982,688||941,215||-4%|
Table chart for data comparing children between the ages of 0-12 living with single or dual parent families whom participate in the labor workforce within the county for 2016 and 2018. The source of the data is the American Community Survey 2019 1-year and 2015 5-year estimates. The source for the children in subsidized care is the CA Department of Education CDD 801-A October 2018, CA Department of Social Services CW115, October 2018.
|Two-parent families, both parents in labor force||5,607||6313||13%|
|Single-parent families, parent in labor force||4,492||4,515||1%|
Table chart for data comparing children between the ages of 0-12 living with single or dual parent families whom participate in the labor workforce within the state for 2016 and 2018. The source of the data is the American Community Survey 2019 1-year and 2015 5-year estimates. The source for the children in subsidized care is the CA Department of Education CDD 801-A October 2018, CA Department of Social Services CW115, October 2018.
|Two-parent families, both parents in labor force||1,667,628||1,673,759||0.4%|
|Single-parent families, parent in labor force||966,506||957,871||-1%|
Table chart for data comparing children either living in poverty or subsidized care within the county for 2014 and 2016. The source of the data is the American Community Survey 2018.
|Number of people living in poverty||30,786||26,647||-13%|
|Children 0-5 living in poverty||3,916||2,241||-43%|
|Children in subsidized care||1,757||1,687||7%|
Table chart for data comparing children either living in poverty or subsidized care within the state for 2014 and 2016. The source of the data is from the American Community Survey 2018.
|Number of people living in poverty||5,525,524||4,969,326||-10%|
|Children 0-5 living in poverty||608,247||499,726||-18%|
|Children in subsidized care||315,100||337,264||7%|
The overall people in poverty in 2018 within the county is 15% compared to 14% within the state. The source data is from the .American Community Survey 2018.
Child Care and Family Budgets
The below charts compare the uses of income eligible families with or without care subsidies to median family income households. The source of the data is either American Community Survey 2016 1-year and 2015 5-year estimates; U.S. Housing and Urban Development rent for 2-bedroom 50th percentile; 70% of 2015 State Median Income for a family of three; 2016 Regional Market Rate Survey, Network estimate
Income Eligible Family Without Subsidy using an annual income of $54,027.
|Infant / toddler||16%|
|All other family needs||47%|
Income Eligible Family With Subsidy using an annual income of $54,027.
|All other family needs||68%|
Median Family Income using an annual income of $67,217.
|Infant / toddler||13%|
|All other family needs||57%|
Table chart for data comparing the types of child care centers by the age of the child served within the county for 2017 and 2019. The source of the data is from. Resource and referral (R&R) databases.
|Child Care Supply||2017||2017||Change|
|Total number of slots||3,539||3,522||-0.5%|
|Under 2 years||302||311||2%|
|6 years and older||476||361||-24%|
|Total number of sites||83||73||-12%|
Table chart for data comparing the types of child care homes by the age of the child served within the county for 2017 and 2019. The source of the data is from. Resource and referral (R&R) databases.
|Child Care Supply||2017||2017||Change|
|Total number of slots||1,371||1,333||-3%|
|Under 2 years||N/A||N/A||N/A|
|6 years and older||N/A||N/A||N/A|
|Total number of sites||121||115||-3%|
As determined by Resource & Referral child care referrals from April thru June 2019, 24% of those requests were made for children under two, 48% for those between 2 to 5 years of age, and 28% for children 6 years and older.
Licensed child care slots were available for 70% of children between the age of 0-12 with parents in the labor force. This is an estimate based on 4,910 licensed slots and does not include license-exempt programs.
The majority of child care centers, 45%, have one or more federal, state, or local contracts.
Table chart for data comparing the child care time slots and their cost for both licensed child care centers and licensed family child care homes. The time slot data was provided by the California Child Care Resource & Referral Network; the cost source was from the 2018 Regional Market Rate Survey, Network estimate.
|Child Care Supply||Licensed Child
|Full-time and part-time slots||60%||80%|
|Only full-time slots||12%||18%|
|Only part-time slots||28%||2%|
|Sites offering evening, weekend or overnight care||0%||36%|
|Full-time infant care||$11,723||$8,481|
|Full-time preschool care||$8,688||$7,879|
Full-time child care requests by age groups are 87% for two years and under, 79% for two year olds, 90% for three year olds, 82% for four years and 86% for five year olds.
Requests for care during non-traditional hours (evenings, weekends, or overnight care) represent 13% of care requests.
Lastly, the major reasons families seek child care services are 91% for employment; 3% due to a parent in school or training; and 4% due to parents seeking employment. (These percentages may exceed 100% when multiple options are chosen.)
The languages spoken at the family homes of those requesting child care consist of 90% speaking Engish, 6% speaking Spanish, 3% speaking an Asian or Pacific Island languages, with the remaining 2% speaking some other language.
Licensed child care centers employing at least one staff speaking the following languages are 100% speaking English, 18% speaking Chinese, and 5% speaking sign language. In comparison, licensed family child care homes employing at least one staff speaking a variety of languages are 100% speaking English, 10% speaking Spanish, and 5% knowing sign language.
For more information about child care in Shasta County: Early Childhood Services at the Shasta County Office of Education. Phone 530.225.2999 or www.shastacoe.org.
2019-20 actual revenue sources were 32% from Interagency & local, 0% from transfers in & other sources, 9% federal income, 32% from LCFF sources, and lastly 27% from other state income sources.
2019-20 actual expenditures by object category were 14.7% for certificated salaries, 32.7% classified salaries, 23.0% for employee benefits, 5.1% on books & supplies, and 19.9% on services & other operating, 3.9% on capital outlay, lastly 0.8% other outgo expenditures.
2019-20 actual expenditures by program were 24.9% on special education, 18.3% undistributed, 0.7% on community service, 2.6% on court & community school, 7.9% on non agency, 12.9% on other instructional services, 0.3% on Pre-K & childcare, lastly 32.4% on services to districts.
2019-20 actual expenditures by function were 25.1% on pupil services, 9% ancillary & community services, 0.4% debt service and interfund transfers, 24.2% general administration, Board & Superintendent, 32.2% on instruction & instruction related services, lastly 8.7% on maintenance, operations, & facilities.
Shasta County School Districts & Superintendents
Anderson Union High
Bella Vista Elementary
Black Butte Union Elementary
Cascade Union Elementary
Castle Rock Union Elementary
Cottonwood Union Elementary
Fall River Joint Unified
Merrill Gront, Ed. D
French Gulch-Whiskeytown Elementary
Moira Casey, Ed.D.
Happy Valley Union Elementary
Igo-Ono-Platina Union Elementary
Indian Springs Elementary
Mountain Union Elementary
North Cow Creek Elementary
Oak Run Elementary
Pacheco Union Elementary
Shasta Trinity ROP
Shasta Union Elementary
Shasta Union High
Whitmore Union Elementary
Shasta County Charter Schools
ANDERSON NEW TECHNOLOGY HIGH SCHOOL (GRADES 9-12)
Sponsored by Anderson Union High School District
CHRYSALIS CHARTER SCHOOL (GRADES K-8)
Sponsored by Shasta County Office of Education
COTTONWOOD CREEK CHARTER (GRADES K-8)
Sponsored by Cottonwood Union School District
MONARCH LEARNING CENTER (GRADES K-8)
Sponsored by Redding Elementary School District
NEW DAY ACADEMY – SHASTA (GRADES K-12)
Sponsored by Whitmore Union Elementary School District
NORTHERN SUMMIT ACADEMY (GRADES K-12)
Sponsored by Whitmore Union Elementary School District
PACE ACADEMY (GRADES K-12)
Sponsored by Enterprise Elementary School District
PHOENIX CHARTER ACADEMY (GRADES K-12)
Sponsored by Whitmore Union Elementary School District
REDDING COLLEGIATE ACADEMY (GRADES K-12)
Sponsored by Enterprise Elementary School District
REDDING SCHOOL OF THE ARTS (GRADES K-8)
Sponsored by Columbia Elementary School District
REDDING STEM ACADEMY (GRADES K-8)
Sponsored by Shasta County Office of Education
ROCKY POINT CHARTER SCHOOL (GRADES K-8)
Sponsored by Gateway Unified School District
SHASTA CHARTER ACADEMY (GRADES 9-12)
Sponsored by Shasta Union High School District
SHASTA COUNTY INDEPENDENT STUDY CHARTER MAGNOLIA (GRADES 6-12)
Sponsored by Shasta County Office of Education
SHASTA COUNTY INDEPENDENT STUDY CHARTER SHASTA COLLEGE (GRADES 6-12)
Sponsored by Shasta County Office of Education
STELLAR CHARTER TECH/HOME STUDY (GRADES K-12)
Sponsored by Redding Elementary School District
TREE OF LIFE INTERNATIONAL CHARTER (GRADES K-4)
Sponsored by Cascade Union Elementary School District
UNIVERSITY PREPARATORY SCHOOL (GRADES 6-12)
Sponsored by Shasta Union High School District