LEA Plan Corrective Action Template - Title I, Part A-Accountability ...

Elementary and Secondary Education Act Local Educational Agency Plan

Alvord Unified School District

Name of Local Educational Agency (LEA): Alvord Unified School District

County/District Code: 33 66977

Dates of Plan Duration (a three-five year plan): 2015-2018

Date of Local Governing Board Approval: June 25, 2015

Date of Local Governing Board Approval of Annual Update:

District Superintendent: Dr. Sid Salazar

Address: 10365 Keller Avenue

City: Riverside, CA Zip code: 92505

Phone: (951) 509-5000 Fax: (951) 509-6070

Certification: I hereby certify that all applicable state and federal rules and regulations will be observed by this LEA and that, to the best of my knowledge, information contained in this Plan is correct and complete. Legal assurances for all programs are accepted as the basic legal condition for the operation of selected programs, and copies of assurances are retained onsite. I certify that we accept all general and program specific assurances for Titles I, II, and/or III as appropriate, except for those for which a waiver has been obtained. Copies of all waivers will remain on file. I certify that original signatures for this Plan are on file in the district office. Sid Salazar, Ed.D June 25, 2015 Printed or typed name of Superintendent Date Signature of Superintendent Ben Johnson June 25, 2015

Printed or typed name of Board President Date Signature of Board President



District Profile

Strategic Plan

The Alvord Unified School District developed a strategic plan with strong involvement from the community. This plan contains priorities, values, vision, mission statement, beliefs, objectives, and strategies that serve as a guide for District decision making at all levels. Our priorities are: students, teachers, and instructional content. Values

Courage

Inclusiveness

Innovation

Integrity Vision

The Alvord Unified School District Promise: All students will realize their unlimited potential. Mission Statement

Alvord Unified School District, a dynamic learning community that embraces innovation, exists to ensure all students attain lifelong success through a system distinguished by:

Active and inclusive partnerships

Relationships that foster a culture of trust and integrity

High expectations and equitable learning opportunities for all

A mindset that promotes continuous improvement

Multiple opportunities for exploration and creativity

Professional development that promotes quality teaching and learning

Access to leaning experiences that promote a high quality of life Parameters

We will collaboratively develop policies that support equitable learning opportunities for all.

We will hold everyone to a high level of accountability.

We will not allow economic, social and academic barriers to impede the safety and education of our students.

We will respect and value the diverse roles of all individuals and their contributions.

We will only tolerate beliefs, decisions and actions that inspire students to succeed. Beliefs

We believe:

In individual empowerment

Everyone has the right to a world-class education

Success is our shared responsibility

Engaged learning strengthens our organization

Our community is enriched by its diversity

Innovation with inspiration transforms lives

Excellence is within everyone



Objectives

All students will graduate from high school, ready for college and career

All students will contribute to a high quality of life in our community

All students will be inspired to fulfill their own unlimited potential Strategies

We will redefine and establish programs for students who pursue an alternative educational pathway.

We will collaborate with all partners and each other for the benefit of our students and the future of our community.

We will develop a comprehensive Pre K-12 program that ensures quality and engaging instruction.

We will communicate effectively with all stakeholders in a clear and timely manner.

We will develop the character of each student to build a better and more unified community.

We will ensure, develop, and support exemplary staff at all levels of the organization.

We will develop a system for meaning family engagement.

We will develop a learning environment that challenges all students to achieve excellence.

We will develop a learning organization to address the unique situation of each student.

The Strategic Plan reflects the underlying principles in our District that coalesce with the Local Education Agency Plan (LEAP). Together, the Strategic Plan and the goals of the LEAP will lead to the improvement of student achievement and the maintenance of a safe learning environment and serve as the pathway to achieving the goals in the LEAP Plan.

District Information

The Alvord Unified School District is located in Southern California’s rapidly growing Inland Empire. Covering approximately 30 square miles, the District serves the western portion of the City of Riverside and a small eastern portion of the City of Corona. The 2014 Fall California Longitudinal Pupil Achievement Data Systems (CALPADS) indicated there are 19,390 students enrolled in fourteen elementary schools (K-5), four middle schools (6-8), three comprehensive high schools (9-12), and two alternative/continuation high schools. The student population is 78% Hispanic, 11% White, 4% African American, 5% Asian, and 2% other. The socioeconomic status of the District’s student population reflects 15,622 (80.6%) students who qualify to participate in the National School Lunch Program (NSLP) and 15,899 (82.0%) defined as socio-economically disadvantaged as parents without a high school diploma or participation in NSLP. Eleven elementary schools receive federal funds from the Elementary Secondary Education Act (ESEA)-No Child Left Behind Act (NCLB) of 2001, Title I program. Eleven elementary schools have been identified as program improvement and offer choice (Year 1- two sites) and supplemental educational services (Year 2-5- nine sites) available to all eligible students. Presently, there are 35 languages spoken by students in the District. The five primary languages spoken by the greatest numbers of students are: Spanish, English, Vietnamese, Arabic, and Filipino. As reported on the 2014 Fall CALPADS, 7733 (39.9%) students have been classified English Language Learners (ELL). A continuum of program options for students in regular and special education are available to meet the educational and service needs of all students. Special Education ensures that all individuals with exceptional needs are appropriately identified, assessed, and provided free appropriate public education programs and services designed to meet their unique needs. Currently, there are 1,850 (9.5%) students with special needs. Students identified to receive Gifted and Talented Education Services (GATE) comprise 1169 (6.0%) of the total student population. All students have equitable opportunities that ensure a seamless educational program.



Rationale

All programs and services outlined in the Local Education Agency Plan LEAP are premised on there being a coordinated effort between district personnel, school site staff, parents, community members, and students. Ongoing analysis of data provides for continual refinement of programs and services. Student achievement is the driving force behind program implementation. This effort is clearly defined in the District’s Local Education Agency Plan which supports the integration of State/Federal programs and Grants. In addition, the District’s Strategic Plan, Local Control Accountability Plan, and the Single Plan for Student Achievement (SPSA) provide a framework for the coordination and articulation of all programs with a focus on established targets, goals, and strategies to improve student achievement. The Strategic Plan reflects the underlying principles in our District that coalesce with the Local Education Agency Plan (LEAP). Together, the Strategic Plan and the goals of the LEAP will lead to the improvement of student achievement and the maintenance of a safe learning environment and serve as the pathway to achieving the goals in the LEAP Plan. Summary Analysis of the Needs Assessment

Alvord Unified School District informs, educates, and communicates with all stakeholders including parents, community members, students, local bargaining units from both certificated and classified employees, English learner parents, foster youth advocates, and other stakeholders. The District used the Local Control and Accountability Plan (LCAP) process to identify and analyze the Needs Assessment. This information was used to update the 2015-2018 LEA Plan. Stakeholders were involved in providing input to develop the LCAP and LEAP in multiple ways. A Strategic Planning Committee was first formed to develop a strategic plan that would be in alignment with the LCAP and LEAP. The committee was composed of school board members, district leaders, teachers, parents, classified, and certificated bargaining unit representatives, elected city officials, community leaders from businesses, higher education, and non-profit organizations. The process included creating a receptive climate, assembling relevant information, selection of the planning team, conducting planning sessions to develop district values, beliefs, vision, mission statement, parameters, objectives, and strategies. Parent and community engagement consisted of district and site level parent meetings. These meetings served as a way to inform, educate, and gather input and feedback from critical stakeholders. During the meetings parents and community received information on the LCFF and LCAP. They were provided opportunities to engage in discussion regarding “What do quality schools look like to you?” Written responses were collected. District level stakeholder meetings included existing parent advisory groups that included the Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Special Education parents. Site level groups included School Site Councils, English Learner Advisory Committees, and the Norte Vista High School Success Project. These groups included representatives from all numerically significant district subpopulations, including foster youth, low income, and English learners. The two bargaining units were consulted during meetings in which representatives from the Alvord Educators Association (AEA) and the California School Employees Association (CSEA) met to engage in a discussion of input and consultation. An LCAP survey was developed and hard copies of the survey were made available to all school sites for parents, community, students, and staff. The survey was also posted on the district website to access. In addition a video parent interview with the Superintendent in English and Spanish regarding LCFF and LCAP was posted on the website. An informational postcard was mailed to all employees and parents informing them of four community LCAP meetings and how to access the survey online. At the community meetings an informational presentation was provided followed by a time for attendees to provide input. Student forums were provided at the middle and high schools to engage students in a discussion as to what they would like to help them be successful in school. All stakeholder feedback was considered when determining the goals and actions outlined in the LCAP and LEAP. The strategic planning committee developed a strategic plan that aligned with the LCAP and LEAP. A public hearing is held to gather additional input and feedback prior to board approval of the plan. Feedback from each stakeholder group generated themes related to the following areas:

Continuing and increasing academic supports and enrichment

Increasing social and emotional supports for students and families,

Professional learning and instructional resources

Family engagement

College and career readiness

Access to rigorous courses



Educational technology to prepare students for 21st Century college and careers

Data was collected and reviewed as part of the needs assessment and included results from statewide assessments, college entrance exams, local assessments, and statewide data collection, such as graduation rate, pupil attendance, and discipline. This feedback and information contributed to the goal development and the actions and services included within the LCAP and LEAP. The identified needs for conditions of learning included: • Students require highly qualified teachers who are skilled in the teaching of state standards. • Students require access to standards-aligned instructional materials. • Students need access to a comprehensive course of study. • Students require schools that are well-maintained. Supporting data used to identify needs: • Number of teachers mis-assigned in 2012-13 (25), 2013-14 (0) and 2014-15 (0). • Student access to standards-aligned instructional materials in 2012-13, 2013-14 and 2014-15 was 100%. • A-G Completion Rate for 2011-12 (31.0%), 2012-13 (25.6%), and 2013-14 (29.3%). • Schools rated "good" or "exemplary" on the California Facilities Inspection Tool in 2012-13 (16 of 23), 2013-14 and 2014-15 (both years, 11 of 23). The identified needs for pupil outcomes included: • Students require access to instructional strategies that increase critical thinking skills. • Students across all grade levels must acquire solid foundational skills for success in the next grade level. • Teachers must be masterful and knowledgeable in first, best instruction. • Students need assistance with achieving academic proficiency on district and state assessments. • English learner students require access to core content and English language development. Supporting data used to identify pupil outcome needs: • English learners’ Reclassification Rate in 2012-13 (5.6%), 2013-14 (6.2%) and 2014-15 (6.9%). • Percentage of English learners making one year of growth in learning English in 2012-13 (68.8%) and 2013-14 (67.8%). The Federal No Child Left Behind (NCLB) target for AMAO 1 is 59.0%. • Percentage of English learners attaining the proficient level in five or more years in 2012-13 (66.9%) and 2013-14 (67.7%). The Federal No Child Left Behind (NCLB) target for AMAO 2, greater than five years, is 49.0%. • Percentage of English learners attaining the proficient level in less than five years in 2012-13 (34.2%) and 2013-14 (31.5%). The Federal No Child Left Behind (NCLB) target for AMAO 2, less than five years, is 28.0%. • California High School Exit Exam's percentage of students achieving proficiency in English Language Arts (2012-13, 48% and 2013-14, 46%) and Math

(2012-13, 53% and 2013-14, 55%).



• Percentage of students scoring 3+ on advanced placement exams in 2012-13 (36.1%) and 2013-14 (34.0%). • CTE Technical Skills Attainment Rate for 2012-13 (6.6%) and 2013-14 (7.8%). • Early Assessment Program’s College Readiness exam participation rates for English Language Arts (2012-13, 99% and 2013-14, 84.2) and Math (2012-13,

97% and 2013-14, 52.5%). • Early Assessment Program exam's College Ready Rates in English Language Arts (2012-13, 14.6% and 2013-14, 17.5%) and Math (2012-13, 5.4% and

2013-14, 5.6%). • 2013 Academic Performance Index (API) = 772. API was not calculated for 2014. • Free Application for Federal Student Aid (FAFSA) Completion Rate for each high school: AACHS AHS HCHS LSHS NVHS

2011-12 17.8% N/A N/A 58.4% 49.7% 2012-13 75.0% 92.7% N/A 59.4% 59.5% 2013-14 28.6% 43.5% N/A 60.2% 57.2%

The identified student needs in the area of engagement included: • Students need positive behavior interventions and supports. • Parent satisfaction with and connectedness to schools needs improving. • Parent participation in school based academic activities needs improving. • Interventions for student subgroups need increasing. Supporting data used to identify engagement needs: • Suspension rate for 2012-13 (3.7%) and 2013-14 (2.6%) 2011-12 African American 7.34% Socio-economically 4.62% English Learners 4.08% 2012-13 7.22% Disadvantaged 4.13% 3.78% 2013-14 5.67% 2.80% 2.41% • Chronic absenteeism rate for 2012-13 (17.48%) and 2013-14 (16.16%) • Attendance rate for 2012-13 (95.79%) and 2013-14 (96.24%) • Expulsion rate for 2012-13 (0.6%) and 2013-14 (0.3%) . 2011-12 African American 0.33% Socio-economically 0.33% English Learners 0.32% 2012-13 0.46% Disadvantaged 0.68% 0.62% 2013-14 0.99% 0.34% 0.32% • Middle school dropout rate for 2011-12 (0.44%), 2012-13 (0.15%) and 2013-14 (0.23%) • High school dropout rate for 2011-12 (11.2%), 2012-13 (10%), and 2013-14 (8.6%) 2011-12 African American 7.6% Socio-economically 12.7% English Learners 19.4% 2012-13 20.7% Disadvantaged 11.2% 13.6% 2013-14 13.3% 8.5% 12.9%



• Graduation rate for 2011-12 (78.5%), 2012-13 (80.2%), and 2013-14 (83.9%) 2011-12 African American 69.7% Socio-economically 75.3% English Learners 65.2% 2012-13 70.7% Disadvantaged 78.4% 73.1% 2013-14 73.3% 83.9% 75.5%

Local Measures of Student Performance

The Alvord Unified School District utilizes multiple federal, state, and district accountability systems which provide data on aggregate and individual student learning to determine if students meet grade level expectations. These data provide information that guides schools towards a learning environment that enables all students to experience success in achieving high standards. Ongoing formative assessments ensure timely interventions are developed and provided for identified students. The data is analyzed to determine the extent of the academic achievement gap; the curricular and instructional areas in need of improvement; and to assist in identifying improvement strategies that are incorporated into the Single Plan for Student Achievement.

District assessments are used in conjunction with state testing to provide additional perspectives on student learning. Grade levels included in multiple measures are Transitional Kindergarten through grade 12. The Preschool Early Literacy Indicators (PELI) is administered to all Transitional Kindergarten students and is used as a screening and progress monitoring tool that assesses the foundational early literacy skills of preschool students: a) alphabet knowledge, b) phonological awareness, c) vocabulary and oral language, and d) comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBLES) is administered to all grade K-5 students. DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties. Students in grade 10-12 are further evaluated according the California High School Exit Exam (CAHSEE) pass rates as well as factors such as student grades, Advanced Placement enrollment/exams, and enrollment in advanced coursework. In 2013-14, the District began the transition to Common Core State Standards (CCSS) by developing Units of Study in ELA, mathematics, and science at all grade levels in collaboration with site Instructional Leadership Team members and Rigorous Curriculum Design team members. Units of Study include common formative assessments (pre and post) and performance tasks. These formative and interim assessments will be examined along with State Summative Assessment data to inform instruction. To assist teachers and administrators, most assessment exams are scanned locally or taken on-line, and standards-based reports are prepared. The reports are analyzed by professional learning community (PLC) grade-level teams, departments, and leadership teams to determine trends and make decisions related to curriculum and instructional revisions and/or modifications. Individual teachers and teams of teachers use the standards-based reports to identify students at-risk of not meeting grade-level expectations and to modify their instruction as needed. Through the use of ongoing assessment and data analysis the district continually strives to refine the instructional program and make adjustments to better prepare students to meet grade level proficiency.

In addition to the academic indicators listed above, Alvord Unified School District utilizes a variety of non-academic indicators to identify students who are at-risk of not meeting grade level standards such as attendance, mobility, parent education level and behavior. Parent involvement is encouraged through Board Policy and School Parent Compacts as a means of improving student achievement. All parents are kept informed of their child’s progress toward meeting grade level standards through report cards, parent workshops and meetings, progress reports, and trimester report cards. District wide expenditures from supplemental programs are designed to provide students additional support for succeeding with the core curriculum and to enhance parents’ abilities to assist their children in the learning process. A Parent Engagement Office provides support for schools and the community.

Reviously



Goals and Strategies

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics.

Goal 1A: Proficiency in Reading/Language Arts

LCAP Pupil Outcomes Goal 2: Students will be prepared to be college and career ready when they graduate from high school.

Strategy Actions Timeline Persons Responsible Funding Source/Related Expenditures

Estimated Cost

LCAP Goal

Strategy: Instructional Materials Ensure that every student in every classroom has standards-based/standards-aligned core instructional materials.

District and site administrators ensure that all students, including English learners and students with disabilities, in all classrooms, use standards-based materials.

Fall 2014- On-going

Instructional Services Site administrators Teachers

LCFF, Lottery Textbooks

$500,000

2

Identify and implement digitally- based resources to support differentiated language arts instruction TK-12.

Fall 2014- On-going

Instructional Services IT Department

LCFF, Lottery Software, licenses

$500,000

2

Strategy: Standards-aligned Instruction Ensure that classroom instruction is aligned with California content standards and standards-based/standards-aligned (including technology-based, as appropriate) instructional materials.

Content Standards – Through the development of Reading/Language Arts units of study, a district committee of teachers identified priority and supporting standards. All content standards will be addressed through these Units of Study.

Winter 2014 – Summer 2015 On-going revisions thereafter

Assistant Superintendent ISS Director, PD Instructional Specialists Teachers

LCFF, Title II Additional hours, Sub costs

$625,000 2

Core and supplementary materials identified and embedded into the units of study to align classroom instruction to standards-based instructional materials and technology.



LCFF, Lottery, Title I Textbooks, Supplemental resources

$375,000 2

Implement TK – 12 ELA curriculum and resources with emphasis on cognitively guided instruction, intervention, differentiation, and assessment.

Fall 2015-ongoing

Assistant Superintendent ISS Director, PD Instructional Specialists

LCFF, Lottery, Title I Textbooks Supplemental resources

$375,000 2



Goal 1B: Proficiency in Mathematics



Estimated Cost

LCAP Goal

Strategy: Instructional Materials Ensure that every student in every classroom has standards-based/standards-aligned core instructional materials.

District and site administrators ensure that all students, including English learners and students with disabilities, in all classrooms, use standards-based materials.

Fall 2014 On-going


LCFF, Lottery Textbooks

$500,000

2

Implement digital based resources to support differentiated mathematics instruction TK -12.

Fall 2014-ongoing

Instructional Services IT Department

LCFF Software, Licenses, Computers

$500,000 2

Strategy: Standards-aligned Instruction Ensure that classroom instruction is aligned with California content standards and standards-based/standards-aligned (including technology-based, as appropriate) instructional materials.

Content Standards – Through the development of mathematics units of study, a district committee of teachers have identified priority and supporting standards. All content standards will be addressed through these Units of Study.



LCFF, Title II Additional hours, Sub costs

$625,000 2

Core and supplementary materials were identified and embedded into the units of study to align classroom instruction to standards-based instructional materials and technology.



LCFF, Lottery, Title I Textbooks, Supplemental resources

$375,000

2

Implement TK – 12 math curriculum and resources with emphasis on cognitively guided instruction, intervention, differentiation, and assessment.

Fall 2015-ongoing

Assistant Superintendent ISS Director, PD Instructional Specialists

LCFF, Lottery, Title I Textbooks Supplemental resources

$375,000 2

Develop and implement performance tasks to advance student abilities in complex problem solving and to build conceptual understanding (e.g. Silicon Valley Math Initiative (SVMI)/Mathematics Assessment Collaborative (MAC) EADMS Co-Op.)

Fall 2015, 0ngoing

Assistant Superintendent ISS Director, Testing and Accountability Instructional Specialists

LCFF Additional hours, Sub costs Supplemental resources

$100,000 2



Goal 1C: Proficiency for High Priority Students



Estimated Cost

LCAP Goal

Proficiency for High-priority Students Not Meeting Standards Strategy: Strategic and Intensive Interventions Provide research-based strategic and intensive interventions in ELA and mathematics to meet the needs of students identified as not meeting grade-level standards.

All students who have not passed the language arts or math CAHSEE will be required to take the CAHSEE Standards Mastery course in lieu of an elective during their junior and/or senior year.

Ongoing Instructional Support Services Secondary teachers HS administrators

LCFF Materials/Supplies

$125,000 2

School sites will use multiple measures (e.g. CFA, PT, CAHSEE, attendance, Dibles) to design, implement and assign students to specific intervention opportunities which support improved student achievement and address the needs of individual site student groups.

Ongoing Instructional Support Services Teachers Project Specialists/Instructional Coaches Site administrators

LCFF, Title I Additional hours Materials/supplies

$200,000 2

Identify and implement intervention resources to support students needing intervention in ELA and math.

Fall 2014- On-going


LCFF, Title I Materials/supplies

$500,000 2

Summer Extended Learning Opportunities (ELO) will be provided for students identified as not meeting grade level standards

June-July Instructional Support Services Teachers Site administrators

LCFF, Title I Additional hours Materials/supplies

$750,000 2

Proficiency for Students with Disabilities Strategy: Teacher Collaboration Provide opportunities for collaboration between general education and special education teachers.

Special education teachers will infuse themselves into the general education data meetings at each school site.

Monthly Special Education Office /School Sites

Sped Salaries/Benefits

No additional cost

2

Psychologists will have monthly meetings with special education teachers informing them on Least Restrictive Environment (LRE).

Monthly Special Education Office/School Sites

Sped Salaries/benefits

No additional cost

2

Restructuring the role of the school psychologists so that they have more time on campus to become an integral support for both special and general education teachers.

Daily Special Education Office /School Sites


No additional cost

2

Develop co-teaching teams at 4 pilot schools that support both general and students with disabilities (SWD) in one class.

Daily Special Education Office /School Sites


No additional cost

2



Proficiency for Students with Disabilities Strategy: Academic Support Provide academic support to meet the specific needs of SWDs in the core instructional program.

Committee of special education teachers to develop a comprehensive professional development plan that defines how special education becomes more inclusive in general education.

4X per year Special Education Office /School Sites

Sped Additional Hours Sub costs

$50,000 2

Training at school sites with a focus on brain compatible research supporting SWD in the general core programs.

Ongoing Special Education Office /School Sites

Sped Additional Hours Sub costs

$50,000 2

Develop a Multi-Tier support model for supporting SWD’s in the general core programs.

Ongoing Special Education Office /School Sites


No additional cost

2

Proficiency for English Learners See Goal 2-Title III Plan

Goal 1D: Effective Teaching and Administration (Leadership)


Strategy Actions Timeline Persons Responsible

Funding Source/Related Expenditures

Estimated Cost

LCAP Goal

Strategy: PD for Teachers Provide standards based/standards-aligned PD to all teachers, including effective instructional and improvement strategies (e.g. use of formative assessments to inform instruction).

Provide training on standards-based instruction and assessments, and technology integration with Instructional Leadership Teams (ILT).

August 2014-June 2016

Assistant Superintendent ISS Director, PD Instructional Specialists Site Coaches Teachers

LCFF, Title I, Title II Salaries, additional hours, sub costs, materials, supplies

$800,000 $750,000

2

Provide training for teachers on Multi-Tiered System of Supports (MTSS) to increase understanding of effective “first” instruction, and strategies to address intervention and issues of equity.

August 2015-ongoing



$600,000 $750,000

2

Provide training on using Kagan instructional strategies.

July 2015-June 2016

Assistant Superintendent ISS Director, PD Instructional Specialists Site Coaches

LCFF, Title I, Title II Trainer fees Supplies/materials

$25,000 2



Provide training on literacy for teachers based on district literacy plan.

July-August 2015

Assistant Superintendent ISS Director, PD Instructional Specialist Site Coaches

LCFF, Title I, Title II Trainer fees Supplies/materials

$10,000 2

Next Generation Science Standards (NGSS) training for teachers instructional specialists, and instructional site coaches

September 2015-June 2016

Assistant Superintendent ISS Director, PD Instructional Specialists RCOE and UCR Site Coaches

LCFF, Title I, Title II Additional hours, sub costs, materials, supplies

$105,000 2

Strategy: Professional Collaboration Time Provide regular opportunities for data-based collaboration for all teachers.

To promote professional data-based collaboration (PLC) all TK-12 teachers including Special Education teachers will meet regularly (early release/late start).

August 2015-ongoing Weekly release

Principals Site coaches Teachers

N/A No additional cost

2

TK teachers will be provided opportunities to meet as a district team to collaborate.

August 2015-ongoing Monthly

Principals Director, PD Instructional specialists Site Coaches

LCFF, Title I, Title II

$2,000 2

Strategy: PD for Administrators Provide all administrators with PD based on standards-based/standards-aligned curriculum used in their schools and on effective instructional and improvement practices.

Provide training for Principals on Multi-Tiered System of Supports (MTSS ) to increase understanding of effective “first” instruction, and strategies to address intervention and issues of equity.

August 2015-ongoing



$600,000 2

Provide training and support for principals in partnership with the National Center for Urban School Transformation (NCUST).

August 2014-ongoing

Instructional Support Services Division Teaching and Learning Principals

LCFF $200,000 2

Provide training on the implementation of California frameworks.

August 2014-ongoing

Instructional Support Services Division Teaching and Learning Assessment and Accountability

LCFF, Title I, Title II Printing costs, materials, supplies

$10,000 2



Provide training on literacy based on standards-based/standards-aligned curriculum used in their schools and on effective instructional and improvement practices.

August 2014-ongoing

Instructional Support Services Division Teaching and Learning Assessment and Accountability

LCFF, Title I, Title II Printing costs, materials, supplies

$10,000 2

Strategy: Preparing for Transition to CCSS Develop LEA-wide plans for transition to CCSS, including training in use of instructional materials as they become available.

Develop a textbook adoption plan for roll-out as adoptions become available with training.

August 2016 Instructional Materials Supervisor

LCFF, Lottery Books

$1,500,000 2

Provide systemic training on CCSS materials and units of study.

August 2015-ongoing

Instructional Support Services Instructional specialists Site instructional coaches

LCFF, Title II Additional hours, sub costs Salaries

$800,000 $750,000

2

Goal 1E: Implementation and Monitoring

LCAP Pupil Outcomes Goal 2: Students will be prepared to be college and career ready when they graduate from high school. LCAP Engagement Goal 3: Students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff.


Estimated Cost

LCAP Goal

Strategy: Parent and Community Involvement Involve and engage staff, parents, and community groups in academic improvement strategies.

Maintain a Parent Engagement Office composed of a coordinator, bilingual clerk, and instructional specialist to support district and school site parent engagement.

Ongoing Parent Engagement Office Staff

LCFF, Title I Salary/benefits

$330,000 3

Hold Action Teams for Partnerships (ATP) Network Meetings to provide support to elementary and middle school sites.

4x per year Parent Engagement Office Staff

Title I Materials/supplies

$2,000 3

Train High School teams and Loma Vista MS in the ATP framework and 6 Keys of Parent Involvement

October 2015 District ATP Team Title I Materials/supplies Substitute costs

$8,000 3

Provide Triple P Teen programming to support the Positive Behavior Intervention Pyramid Model

3x per year Parent Engagement TOSA and Wiley Center Counselor

MAA Collaborative Grant Materials/supplies Childcare

$6,000 3



Provide parent education opportunities through ESL classes, SMART Riverside, and Project APL.

Weekly Monthly

Parent Engagement Office Staff Parent Volunteers

Title I Materials/supplies Childcare

$2,000 3

Provide a District Newsletter publication 3x per year Parent Engagement Office

Title I, Title III Printing costs

$30,000 3

Strategy: Articulation Among Educational Levels Ensure articulation of services among educational levels including preschool, elementary, middle school, high school, and post-secondary options.

Counselors will meet with high school students and parents to develop 4-year plans to ensure students take language arts and mathematics courses to prepare them for high school graduation and post-secondary options.

Annually Counselors

No additional cost No additional cost

2

Counselors from middle schools will visit elementary schools, and counselors from high schools will visit middle schools to provide orientation for incoming 6th and 9th grade students and schedule students in appropriate language arts and mathematic courses.

Annually Counselors


2, 3

Elementary schools will provide Transitional kindergarten (TK)/kindergarten readiness experiences for incoming TK/K students and their parents.

Annually Teachers Principals

Title I Additional hours Sub costs Childcare Materials/supplies

Site funds 2, 3

Middle and high schools will offer various transitional programs for incoming 6th and 9th grade students (e.g. Link Crew, PALS, ASB, Renaissance) to assist them with academic and social issues which inhibit attainment of academic mastery.

Annually Teachers Principals

LCFF Additional hours Sub costs Materials/supplies

Site funds 2, 3

Summer extended learning opportunities (ELO) for 5th and 8th grade students with transition activities from elementary to middle school and middle school to high school as appropriate.

June-July Teachers LCFF, Title I Additional hours Materials/supplies

$750,000 2, 3

Strategy: Program Monitoring Monitor program effectiveness.

Teachers will develop and administer common formative assessments and performance tasks within units of study for each grade level in language arts, math (K-12), and science and history (6-12) courses to assess students’ progress towards mastery of CCSS, analyze the effectiveness of instructional practice and modify

Ongoing Teachers Instructional Specialists

LCFF, Title I, Title II Additional hours, Assessment resources, Instructional technology

$600,000 2



standards-based instructional tools and strategies (e.g. curriculum, pacing guides, units of study, technological resources). Technology will be used to score assessments and analyze data to allow teachers to use assessment data to focus instruction and provide specific support addressing identified student needs to further revise assessments and inform classroom instruction. Common formative assessment training will be provided to develop skills needed to create standards-based common assessments for student learning. EADMS information is used to further revise assessments and inform classroom instruction.

Elementary K-5 teachers will be trained to use Dibles Next assessments (benchmark progress monitoring) as a guide to grade level and foundational skills in ELA standards instruction. TK teachers will be trained to use Preschool Early Leaning Indicators (PELI).

Ongoing Teachers (TK-5) LCFF, Title I, Title II Sub costs, Materials/Supplies

$165,000 2

Administrators will observe lessons and provide feedback to teachers to monitor implementation of state standards aligned instruction utilizing standards aligned units of study, supplemental materials, pacing guides, and assessment results.

Ongoing Administrators Principals Assistant principals Instructional Support Services


2

Administrators will observe designated and integrated ELD and provide feedback to teachers on a consistent basis to monitor the delivery of appropriate ELD instructions to English learners

Ongoing Administrators Principals Assistant principals Instructional Support Services


2

Teachers and administrators will use formative and summative assessment data to evaluate effectiveness of instruction, materials, and/or programs and adjust practices to better meet the needs of individual and/or subgroups of students at each site.

Ongoing Teachers Administrators


2

Teachers will use formative assessments to better design instructional activities and lessons aligned to CCSS content standards as well as classroom/extended learning opportunities for intervention and reteaching opportunities to improve student achievement.

Ongoing Teachers No additional cost No additional cost

2



Goal 1F: Support for Schools in Corrective Action

Strategy Actions Timeline Persons Responsible Evidence of Implementation

Strategy: Support for schools in PI Year 3 Identify the schools in PI Year 3, the corrective action assigned to the schools and implementation of PI activities in individual school in corrective action.

Two schools are in PI Year 3 (Terrace and Twinhill). Both schools are assigned corrective action 4- Appoint an outside expert to advise the school on its progress and corrective action 6- Restructure the internal organization of the school.

March 2012 Riverside County Office of Education Principal Teachers Directors

Corrective actions plans completed with assistance from RCOE and site/district DSLT.

Terrace- Implement Reading/Language Arts and Mathematics Time with minimal interruptions. Implementation and support of intensive intervention. Professional Development in Instructional Strategies to support higher level thinking. Teachers collaborate, determine, and monitor essential components of R/LA and Mathematics instruction using units of study. LEA continues to notify parents about Public School Choice with paid transportation. LEA continues to notify parents and implement supplemental educational services (SES) Site sets aside 10% of the school’s Title I funds to provide high-quality professional development

August 2013-ongoing

Principal Leadership Team Teachers Instructional coach Directors

Revised instructional schedule which ensures instructional time for R/LA and Math and ELD instruction for Grades TK-5. Principal will monitor adherence to required instructional minutes during routines walk-throughs on a weekly basis. Revised instructional schedule which ensures instructional time intensive intervention. Principal will monitor adherence to required instructional minutes during routines walk-throughs on a weekly basis. Professional development agenda Walk through log of implementation Principal will monitor adherence to required instructional essential components during routine walk-throughs on a weekly basis.

Twinhill- Implement Reading/Language Arts/ELD and Mathematics time with minimal interruptions. ELA/ELD/Math Planning and Instructional Strategies Use formative assessment data to plan effective lessons and identify appropriate instructional strategies. Implement Intervention Block (TLC) and Intervention (TLC) Planning and Strategies used during Intervention (TLC) block LEA continues to notify parents about Public School Choice with paid transportation. LEA continues to notify parents and implement supplemental educational services (SES)

August 2013-ongoing


Routine instructional walk-throughs and Walk-through log Revised school schedule Instructional coach will assist teachers will standards-based planning, identification of appropriate instructional materials and creation of models/samples of instructional tools and scaffolds Instructional tools including standards-based planning charts, visual aids, graphic organizers, sentence frames, etc. will be posted in classrooms and updated regularly. Grade levels will submit lesson plan organizers (LPO) reflecting student data and identification of lesson and strategies aligned to meet student needs. Principal and Instructional Coach will support



Site sets aside 10% of the school’s Title I funds to provide high-quality professional development.

teachers through the PLC process by monitoring bi-monthly collaboration, reviewing LPO’s and assist with recommendations of appropriate instructional strategies.

Strategy: Support for schools in PI Year 4 Identify the schools in PI Year 4 and describe the plan for restructuring or alternative governance for each PI Year 4 school.

Two schools are in PI Year 4 (Foothill and Myra Linn).

August 2013 Riverside County Office of Education Principal Teachers Directors

Restructuring plans completed with assistance from RCOE and site/district DSLT.

Foothill- Implement Reading/Language Arts and Mathematics Time with minimal interruptions (change in daily schedule) Teachers will consistently implement lesson planning organizer components and strategies from the common core aligned rigorous units of study. All students, including students with disabilities (SWDs) and English Learners (ELs), will receive R/LA and math instruction on a daily basis using district adopted core (or adopted R/LA intervention materials) through Rigorous Curriculum Design and grade level Units of Study. Ancillary support instructional materials will be utilized as needed. English Learners will receive ELD instruction using district adopted ELD and ancillary support instructional materials. Entry and exit for ELD groups will be fluid, assessments used will be CELDT, ELD district adopted curriculum assessments and mastery of ELD standards. AUSD will provide units of study based on the common core standards. These materials will address the standards for mathematical practice Administrator monitoring of implementation of effective instructional strategies in ELA, ELD, and mathematics. ELD, RLA, Mathematics Use formative assessment data to plan effective lessons and identify appropriate instructional strategies using EADMS (Dashboard) Interventions-2nd and 3rd grade Rotations with fluid grouping reading/language arts and

August 2014-ongoing


Detailed schedule for each grade level Lesson plans Walkthrough form Principal Feedback Instructional coach feedback ELD Rotations schedule CELDT scores Data conferences PLC time PLC Agendas Progress on common formative assessments for students in intervention groups Imagine Learning reports



mathematics Imagine Learning 1st-3rd focus LEA continues to notify parents about Public School Choice with paid transportation. LEA continues to notify parents and implement supplemental educational services (SES) Site sets aside 10% of the school’s Title I funds to provide high-quality professional development

Myra Linn- Implement Additional Mathematics Time. All students will be given additional instructional time in Mathematics using current CCCSS aligned standards, basic core, and ancillary program mathematics material. Mathematics Lesson Planning and Instructional Strategies. Understand how selected standards are assessed on Benchmark, Common Formative Assessments, and Next Generation Assessments Identify academic language to be included within the lesson(s) Writing content and language objectives for the priority standards Plan Number Talks for priority standards to be used throughout the mathematics unit Identify engagement strategies to be used within the lesson Teachers will focus on priority standards from unit planning organizers from their grade level Identify standard mathematical practices to be used for each priority standard Implement Proficiency Block Teachers and other staff will implement a Proficiency Block 4 times a week for 30 minutes in order to differentiate priority standards and meet individual needs by leveled placement as evidenced from formative assessments. LEA continues to notify parents about Public School Choice with paid transportation. LEA continues to notify parents and implement supplemental educational services (SES)

August 2014-ongoing


Principal and Instructional Coach will monitor implementation of additional mathematics time through: schedules and walk through observations. Principal and instructional coach will support teachers through monitoring of monthly early release collaborations, reviewing content and language objectives, and assisting with appropriate instructional strategies. Classroom will show evidence of conceptual building in mathematics through Number Talks, graphic organizers, student work including performance tasks, and technology through various types of media. Principal will monitor through schedules, walk – through observations, and data gathered from custom classroom. Coach will assist in the planning of lessons, data analysis of formative assessments, forming custom classrooms, and selection of priority standards.



Site sets aside 10% of the school’s Title I funds to provide high-quality professional development

Strategy: Support for schools in PI Year 5 Identify the schools in PI Year 5 and describe the implementation of the restructuring or alternative governance plan that was developed when each school was in PI Year 4.

Three schools are in PI Year 5 (La Granada, Rosemary Kennedy, and Valley View).

August 2014-ongoing

RCOE Principal Teachers Directors

Restructuring plans completed with assistance from RCOE and site/district DSLT.

La Granada- Accountability: Walk through observations to monitor current practices/areas of need (non-evaluative) and to identify areas of need To close the achievement gap for Hispanic, EL, SWD, and SED subgroups- Fully implement state adopted core programs in ELA and Math Utilize core or state adopted supplemental materials to provide intervention for at-risk students Implement research based direct instruction strategies Implement Universal Access during ELA & Math blocks Implement Intervention Block Engage in cognitive planning of lessons targeting essential standards during early release days and full-day collaborations Employ Wylie Counselor to provide support for parents (references to outside agencies for assistance) and assist with students’ social and behavioral issues Implement systems of accountability / incentives for students (dress code, homework completion, and fluency goals) Coaches will implement interactive coaching cycles - ELs: Fully implement state adopted core program for ELD Trained teachers will implement instructional strategies acquired through SB472 training, Dataworks trainings, and trainings provided by District ELL TOSA Continue to implement instruction to develop students’ success with Listening, Speaking,

August 2014-ongoing

Principal Asst. Principal Instructional Coach Teachers Wylie Counselor Psychologist Speech and Language Specialist Resource Specialist

Walk-through Forms Sign-in Sheets Observation Schedules Coaching Schedules Data Analysis Worksheet Intervention Group Lists ELD Class Lists Feedback Forms Agendas Collaboration Agendas Feedback Forms Conference Fliers Conference Request Forms Wylie Counselor Schedule Lesson Plans Daily Schedules Class Lists Intervention Group Lists Assessment Results



Reading, and Writing (CELDT components) Implement Weekly ELD Block Plan

Implement differentiated questioning strategies Engage in cognitive planning of lessons targeting essential ELD and ELA standards during early release days and full-day collaborations Analyze and use CELDT data, CELDT RTQs data to plan for and align instruction to CELDT and to create groups, build classes, and plan differentiated instruction Analyze and use assessment data (CSTs, DIBELS, HM Leveled Reading Passages, Benchmarks, Short Cycle Assessments) to plan lessons and create intervention groups Coaches will implement interactive coaching cycles - SWDs: Fully implement state adopted core programs in ELA and Math Utilize core or state adopted supplemental materials to provide intervention for at-risk SWDs Implement research based direct instruction strategies Implement Universal Access during ELA & Math blocks Implement Intervention Block Engage in cognitive planning of lessons targeting essential standards during early release days and full-day collaborations Employ Wylie Counselor to provide support for parents(references to outside agencies for assistance) and assist with students’ social and behavioral issues Implement systems of accountability / incentives for students (dress code, homework completion, and fluency goals) Analyze and use assessment data (CMAs, DIBELS, HM Leveled Reading Passages, Benchmarks, Short Cycle Assessments) to plan lessons and create intervention groups School culture: Contract with Turn Around Schools to work with



Leadership Team and staff on building school culture Display college flags to promote college readiness Full-time Asst. Principal to assist with school management to allow Principal to participate in all-day grade level collaborations coaching cycles Leadership Team will attend PLC conference Leadership Team / Teachers will attend No Excuses University Conference Math: - Fully implement state adopted core program for Math - Trained teachers will implement instructional strategies acquired at SB472 trainings, Dataworks training - Principal and Asst. Principal will monitor implementation of program components per AB430 training - Coaches will implement interactive coaching cycles and conduct demonstration lessons - Engage in cognitive planning of math lessons during full-day grade level collaborations - Implement Intervention Block - Utilize core (Think Math!) or state adopted supplemental materials to provide intervention for at-risk students Implement Universal Access during Math block - Follow Math pacing guide - Administer Math Benchmark and Short Cycle Assessments - Analyze and use results for Math Benchmark / Short Cycle Assessments to inform instruction - Conduct classroom visits / observations with feedback Language arts: - Continue to fully implement state adopted core program for LA - Trained teachers will implement instructional strategies acquired at



trainings, - Principal and Asst. Principal will monitor implementation of program components - Coaches will implement interactive coaching cycles and conduct demonstration lessons - Engage in cognitive planning of LA lessons during full-day grade level collaborations - Continue implementing Intervention Block - Utilize core or state adopted supplemental materials to provide intervention for at-risk students - Implement Universal Access during LA block - Follow LA pacing guide - Administer LA Benchmarks and Short Cycle Assessments - Analyze and use results for LA Benchmarks / Short Cycle Assessments to inform instruction Data Protocol: - Collaborate on early release days (1st and 3rd

Tuesdays) - Use essential standards to create short cycle

assessments - Administer and analyze results of short cycle

assessments in ELA, Math, and ELD - Grade level teams will complete Data Analysis

Worksheet (DAW) identifying SMART Goals for all students,

including ELs and SWDs, as well as effective research-based instructional

strategies to implement - Administer the following assessments based on

established calendar: DIBELS HM Leveled Reading Passages ELA/Math Benchmark



Rosemary Kennedy-Accountability Walk through observations to monitor current practices/areas of need (non-evaluative), identify areas of improvement, monitor implementation of standards based instruction and monitor strategies of differentiated instruction linked to highly tested items that are highly missed as measured by CST. To close the achievement gap for Hispanic, SED, SWD, and EL subgroups: Fully implement state adopted core programs in RLA Utilize core or state adopted supplemental materials Continue to provide intervention for at-risk students Implement research based direct instruction strategies specifically focused on highly tested standards/essential standards Continue Universal Access during RLA Continue implementation of Intervention Block Engage in cognitive planning of lessons targeting essential standards during collaborations Implement systems of accountability / incentives for students and use of TeleParent Academic Coach will implement interactive coaching cycles Fully implement state adopted core program for EL’s Trained teachers will implement instructional strategies acquired through SB472 training, RCOE ELPD Differentiated Instruction Continue to implement instruction to develop students’ success with Listening, Speaking, Reading, and Writing (CELDT components) Implement differentiated questioning strategies Engage in cognitive planning of lessons targeting essential ELD and ELA standards during early release days and full-day collaborations Analyze and use CELDT data, CELDT RTQs, and CST Links data to plan for and align instruction to CELDT and to create groups, build classes, and plan differentiated instruction

August 2014-ongoing

Principal Academic Coach Leadership & Intervention Team Bilingual Assistant Resource Specialist Reading Intervention Specialist

Walk through notes Sign-in Sheets Visitation Schedule Coaching Schedules RCOE visitation documentation for implementation of Differentiated Instruction District Pacing Guide & Identified Essential Standards CST Blueprint provided by CDE Data Analysis Protocol RTI Group Lists (Target Time) ELD Class Lists Feedback Notes Agendas District Pacing Guide & Identified Essential Standards CST Blueprint provided by CDE TeleParent Use Reports Data Analysis Protocol Assessment results District Pacing Guide & Identified Essential Standards CST Blueprint provided by CDE



Provide Before & After school Tutoring to all EL’s scoring mid Intermediate, Early Intermediate, & Beginner Engage in cognitive planning of lessons targeting essential standards during early release days and full-day collaborations Implement systems of accountability / incentives for students Analyze and use assessment data (CSTs, DIBELS, HM Leveled Reading Passages, Benchmarks, Short Cycle Assessments) to plan lessons and monitor intervention groups Language Arts: -Continue to fully implement state adopted core program for Reading Language Arts -Trained teachers will implement instructional strategies acquired at trainings specifically link to CST key vocabulary/skills -Principal will monitor implementation of program components -Coach will implement interactive coaching cycles and conduct demonstration lessons -Engage in cognitive planning of RLA lessons during full-day grade level collaborations -Continue implementation of RTI Block (Target Time) -Utilize core or state adopted supplemental materials to provide intervention for at-risk students -Implement Universal Access during RLA block -Follow RLA pacing guide with specific focus on identified RTQ’s -Administer RLA Benchmarks and Short Cycle Assessments -Analyze and use results for RLA Benchmarks/ Short Cycle to calibrate instruction and determine intervention targets (academic & students) -Assessments to inform instruction Data Protocol: -Collaborate on early release days (1st and 3rd

Tuesdays) -Use essential standards to create short cycle

assessments



-Administer and analyze results of short cycle assessments in RLA

-Grade level teams will complete Data Analysis Protocol (DAP) identifying SMART Goals for all students, including ELs, SED, and Hispanic, as well as effective research-based instructional strategies to implement

- Administer the following assessments based on established calendar:

DIBELS HM Leveled Reading Passages RLA Benchmark Math Benchmark

Common Formative Assessments

Valley View- Determine timely identification, placement and exit from Language Arts and Mathematics intervention programs for EL and SED students. -Communicate the criteria for intervention (educate staff, parents students) -Create a system for selecting, placing and exiting students -Designate person to monitor EL and SED scores and facilitate support /training to staff -Monitor testing data -In-service staff on data analysis. -Staff Development on instructional strategies to support EL and SED students. -Increase opportunity for parent involvement/training in Language Arts and mathematics. -Increase the amount of informal visitations from administration and Academic coach. -Create opportunities to improve morale amongst all stake holders -Parents-involvement and training -Teachers-acknowledgement and feedback -Students-recognition and rewards -Provide professional development on Explicit Direct Instruction (EDI). -Implement and Maintain a single track/traditional calendar -Provide additional opportunities for

August 2014-ongoing

Principal Assistant Principal Teachers Grade Level Teams Site Coach Parent Involvement Team Director, EL

Identification rosters Lesson Plans Student assessment Data Intervention Progress Report Grade Level Minutes Lesson Plan differentiation Classroom observations Training materials (booklets, agendas, PowerPoint presentations) Sign in sheets Parent Evaluation Forms Administrative Checklist Calendar (Principal, Assistant Principal, Coach) Coaching Log Written Feedback to teachers NEU Participation Attendance (administration, teachers and Students) Viking Award Day Schedule Victorious Viking Vouchers EDI Lesson Plans EDI Feedback to teachers Grade level meetings/collaboration agenda and minutes EDI Training agendas Handouts District Calendar Pacing Guides Site Schedules



collaboration/data analysis -Maintain the required instructional times Language Arts

Kindergarten-60 minutes

1st-3rd Grades-150 minutes

4th-5th Grades-120 minutes Math

Kindergarten 30 minutes

1st-5th Grades 60 minutes ELD-K-5th Grades 30 minutes Universal Access-K-5th Grades 30 minutes

Goal 2A: AMAO 1-Annual Progress Learning English (Title III Plan)



Estimated Cost

LCAP Goal

Strategy: Accountability Hold schools accountable for ELs making annual progress learning English (AMAO 1)

Hold schools accountable for ELs making annual progress learning English (AMAO 1) through the following tasks:

All EL student records (testing, copies of letters to parents, grades, etc.) are kept in the English Learner folder. This folder is updated yearly, and accompanies the student as he/ she changes schools.

A site EL facilitator annually monitors EL student records, coordinates EL testing, advises teachers and the principal about EL student placement and groupings, monitors EL student progress and is a liaison for the teachers, English Learners Advisory Committee (ELAC) and site administrator. The EL Facilitator attends meetings to receive current information, ensure consistency in program and compliance.

Each Single Plan for Student Achievement addresses the language and academic needs of EL students.

The principal monitors EL student placement

Annually Director, EL Principals EL Facilitator Instructional Specialists, EL

LCFF EL Facilitator stipend

$65,000 2



in classes and groupings, ensures appropriate teacher authorizations, visits classrooms regularly to monitor ELD and SDAIE lesson implementation, schedules and attends ELAC meetings and ensures implementation of district plans to meet the language and academic needs of EL students.

Dual Language Immersion Program: This program affords students the ability to learn both the Spanish and English languages in a proficient manner. Students who enter in Kindergarten become bilingual, biliterate and bicultural by the time they are promoted from 5th grade. Support of bilingual instructional assistant for classroom.

August, 2015-ongoing

Teachers Instructional Specialists, EL Principals Site Coaches Director, PD Director, EL

LCFF $45,000 Title III $5,000 x 2 sites for site allocation ($10,000) Title III $20,000 Instructional materials, parent training BIA salary

$75,000 $30,000

2

Strategy: English Learner Assessment Administer the State's EL assessment.

English language development is measured by the California English Language Development Test (CELDT)

Initial-Each student whose Home Language Survey indicates a language other than English on questions 1, 2, or 3 is assessed in English proficiency. The CELDT is used for initial English language proficiency identification of English learners or Initial Fluent English Proficient (IFEP) students by determining the level of English proficiency

Annual- Furthermore, the Alvord Unified School District uses the CELDT to:

a. annually assess the progress of English learners in acquiring listening, speaking, reading, and writing skills in English until they are reclassified to Fluent English Proficient (RFEP) status

b. identify students’ English proficiency level according to the State ELD standards

c. determine if students are meeting expected proficiency level growth targets

Initial: within 30 days on enrollment Annual: July 1-October 31

Language Testers Teachers EL Facilitators Principal Director, EL Instructional Specialists, EL

GFU Language tester salaries Teacher extra duty

$135,000 $130,000

2



Strategy: English Learner Language Program Placement Place students appropriately based on the results of the State's EL assessment.

EL students are appropriately placed based through the following practices:

Home Language Survey (HLS) is required by each student at time of enrollment

If the answer to any of the first three questions on the HLS is a language other than English, the student is referred for English and primary language assessment to the District Language Assessment Center (LAC)

Student is administered the California English Language Development Test (CELDT) to identify student’s English proficiency level

Parents are provided CELDT results as well as recommendation for program placement based on these results

After initial testing is complete a red EL student enrollment folder is established for every identified English learner. The purpose is to assist the teacher, parent, school and district administrators with program placement, development, student monitoring, and reclassification.

Upon enrollment At the beginning of each school year

Language Testers Teachers EL Facilitator Principal Director, EL Instructional Specialists, EL

GFU Language Tester salaries Additional hours

$135,000 $130,000

2

Strategy: English Learner Language Instruction Deliver high quality English language instruction based on scientifically based research.

EL students receive language instruction through the following practices:

EL s are offered daily ELD and SDAIE with primary language support (when applicable and available) in core academic subjects in SEI, ELM, and alternative programs

Program goals promote high expectations for student success while developing a positive self-concept in students

Standards-aligned content and instruction are implemented at all sites Unit Planning Organizers (UPOs)

ELD: Each EL student receives daily, targeted instruction in ELD appropriate to his/her level of fluency in English

Teachers instruct ELD to no more than two CELDT levels grouped together during ELD time

Teachers in grades K-5 teach ELD lessons of 30-45 minutes using Houghton Mifflin state

Ongoing Teachers Site Coaches

Title III Supplemental materials to support language development

$20,000 2



adopted materials as well as relevant supplementary materials

EL students in grades 6-8 (CELDT Levels 1-3) receive one period daily of ELD instruction using High Point as well as supplementary materials

EL students in grades 9-1 2, (CELDT Levels 1-3) receive one period of ELD instruction using “High Point” materials and relevant supplementary materials

Each EL student receives access to core content through specially designed academic instruction in English (SDAIE) and primary language support (when applicable and available)

Strategy: English Learner Progress Monitoring Monitor student progress regularly and adjust instructional program accordingly

Use formative assessments to plan differentiation through the following practices:

Develop Common Formative Assessments (CFA) and Academic Performance Tasks (APT)

Differentiate Instruction based on student language proficiency using corresponding ELD standards

Teachers collaborate to monitor student outcomes

Ongoing Teachers Principals Instructional Specialists, EL Director, EL

LCFF, Title II, Title III Resources, additional hours, sub costs

$200,000 $50,000

2

Strategy: English Learner Reclassification Reclassify ELs using multiple measures.

The district reclassifies ELs using the following multiple measures:

Early Advanced or Advanced Overall and in each domain (Listening, Speaking, Reading, and Writing) on the CELDT

Proficient (4) or above on an assessment of basic skills

Parental Consultation

SOLOM score 4/5: Comprehension, Fluency, Vocabulary, and Grammar with minimum score of 3 in Pronunciation

Elementary: grade of 3 in LA core and a grade of EA or Advanced in English Language Development for two consecutive semesters. Secondary: grade of C or better in Language Arts core for two consecutive semesters.

December May

EL Facilitators Teachers Principals Instructional Specialists, EL EL Office Staff Director, EL

LCFF EL facilitator stipend

$65,000 2



Goal 2B: AMAO 2-English Proficiency (Title III Plan)



Estimated Cost

LCAP Goal

Strategy: Accountability Hold schools accountable for ELs reaching English language proficiency (AMAO 2)

Hold schools accountable for ELs making annual reaching English language proficiency (AMAO 2) through the following tasks:

All EL student records (testing, copies of letters to parents, grades, etc.) are kept in the English Learner folder. This folder is updated yearly, and accompanies the student as he/ she changes schools.

A site EL facilitator annually monitors EL student records, coordinates EL testing, advises teachers and the principal about EL student placement and groupings, monitors EL student progress and is a liaison for the teachers, English Learners Advisory Committee (ELAC) and site administrator. The EL Facilitator attends meetings to receive current information, ensure consistency in program and compliance.

Each Single Plan for Student Achievement addresses the language and academic needs of EL students.

Standards-aligned content curricula and instruction are implemented at all sites through the use of Unit Planning Organizers (UPOs)

The principal monitors EL student placement in classes and groupings, ensures appropriate teacher authorizations, visits classrooms regularly to monitor ELD and SDAIE lesson implementation, schedules and attends ELAC meetings and ensures implementation of district plans to meet the language and academic needs of EL students.

Annually-ongoing

Director, EL Principals EL Facilitator Instructional Specialists, EL


$65,000 2



Dual Language Immersion Program: This program affords students the ability to learn both the Spanish and English languages in a proficient manner. Students who enter in Kindergarten become bilingual, biliterate and bicultural by the time they are promoted from 5th grade. Support of bilingual instructional assistant for DLI classroom.


Teachers Instructional Specialists, EL Principals Site Coaches Director, PD Director, EL


$75,000 $30,000

2

Strategy: English Learner Assessment Administer the State's EL assessment.

The Alvord Unified School District uses the CELDT to:

a) annually assess the progress of English learners in acquiring listening, speaking, reading, and writing skills in English until they are reclassified to Fluent English Proficient (RFEP) status

b) identify students’ English proficiency level according to the State ELD standards

c) determine if students are meeting expected proficiency level growth targets, individually, school-wide, and District-wide

Initial: within 30 days on enrollment Annual: July 1-October 31

Language Testers Teachers Instructional Specialists, EL EL Facilitator Principal Director, EL


$135,000 $130,000

2

Strategy: English Learner Language Program Placement Place students appropriately based on the results of the State's EL assessment.

EL students are appropriately placed based through the following practices:

Home Language Survey (HLS) is required by each student at time of enrollment

If the answer to any of the first three questions on the HLS is a language other than English, the student is referred for English and primary language assessment to the District Language Assessment Center (LAC)

Student is administered the California English Language Development Test (CELDT) to identify student’s English proficiency level

Parents are provided CELDT results as well as recommendation for program placement based on these results

A red folder is established for every identified EL student for program placement, development, monitoring, and reclassification.

Upon enrollment At the beginning of each school year

Language Testers Teachers EL Facilitator Principal Director, EL Instructional Specialists, EL


$135,000 $130,000



Strategy: English Learner Language Instruction Deliver high quality English language instruction based on scientifically based research.

EL students receive language instruction through the following practices:

EL s are offered daily ELD and SDAIE with primary language support (when applicable and available) in the core academic subjects in SEI, ELM, and alternative programs

Program goals promote high expectations for student success while developing a positive self-concept in students

Standards-aligned content curricula and instruction are implemented at all sites through the use of Unit Planning Organizers (UPOs)

ELD: Each EL student, upon assessment for language proficiency level, receives daily, targeted instruction in ELD appropriate to his / her level of fluency in English

Teachers instruct ELD to no more than two CELDT levels grouped together during ELD time

Teachers in grades K-5 teach ELD lessons of 30-45 minutes using Houghton Mifflin state adopted materials as well as relevant supplementary materials

EL students in grades 6-8 (CELDT Levels 1-3) receive one period daily of ELD instruction using High Point as well as supplementary materials

EL students in grades 9-1 2, (CELDT Levels 1-3) receive one period of ELD instruction using “High Point” materials as well as relevant supplementary materials

Each EL student currently receives access to core content through specially designed academic instruction in English (SDAIE) and primary language support (when applicable and available)

Ongoing Teachers Site Coaches

Title III Supplemental materials to support language development

$20,000 2

Strategy: English Learner Progress Monitoring Monitor student progress regularly and adjust instructional program accordingly






$200,000 $50,000

2




Strategy: English Learner Reclassification Reclassify ELs using multiple measures.

The district reclassifies ELs using the following multiple measures:

Early Advanced or Advanced Overall and in each domain (Listening, Speaking, Reading, and Writing) on the CELDT

Proficient (4) or above on an assessment of basic skills

Parental Consultation

SOLOM score 4/5: Comprehension, Fluency, Vocabulary, and Grammar with minimum score of 3 in Pronunciation

Elementary: grade of 3 in Language Arts core and a grade of Early Advanced or Advanced in English Language Development for two consecutive semesters

Secondary: grade of C or better in Language Arts core for two consecutive semesters

December May

EL Facilitators Teachers Principals Instructional Specialists, EL EL office staff Director, EL


$65,000 2



Goal 2C: AMAO 3-AYP for EL Subgroup (Title III Plan)



Estimated Cost

LCAP Goal

Strategy: Accountability Hold schools accountable for meeting AYP requirements for the EL subgroup (AMAO 3).

Scaffold Core ELA/ELD and intervention instruction through the following practices:

Teachers create ELA units of study with embedded differentiation strategies specific to ELs

Units of study include corresponding English Language Development Standards

ELD lessons are developed to support EL students with the language demands of the ELA units of study

Development of units of study are supported by Instructional Specialists

Teachers of English Language Development (ELD) are provided release time for training and collaboration

Instructional Specialists support ELD and core content teachers

Bilingual Assistants provide primary language support to English learners

Ongoing Teachers Instructional Specialists, EL Principals Site coaches Director, PD Director, EL

Title I, Title II, Title III, LCFF Salaries/benefits Additional hours Sub costs

$1,200,000 2

Dual Language Immersion Program: This program affords students the ability to learn both the Spanish and English languages in a proficient manner. Students who enter in Kindergarten become bilingual, biliterate and bicultural by the time they are promoted from 5th grade. Support of bilingual instructional assistant for classroom.


Teachers Instructional Specialists, EL Principals Site coaches Director, PD Director, EL


$75,000 $30,000

2

Strategy: English-language Arts Proficiency Implement standards-based/standards-aligned ELA/ELD instructional materials, including intervention and supplemental materials.

Provide access to ELA/ELD core and intervention materials through the following tasks:

Inventory materials

Distribute ELA/ELD texts and materials to all schools

June-August Materials Center Principals

N/A N/A 2

Scaffold Core ELA/ELD and intervention instruction through the following:

Ongoing Teachers Instructional

Title I, Title II, Title III, LCFF

$1,200,000

2



Teachers create ELA units of study with embedded differentiation strategies specific to ELs

Units of study include corresponding English Language Development Standards

Development of units of study are supported by Teachers on Special Assignment

Teachers of English Language Development (ELD) are provided release time for training and collaboration

Instructional Specialists supports ELD teachers

Bilingual Assistants provide primary language support to English learners with emerging English proficiency

Specialists, EL Principals Site coaches Director, PD Director, EL

Salaries/benefits Additional hours Sub costs

Provide ELA/ELD support for Long term EL students through the following:

Teachers of Advanced Academic Language Development (AALD) for long term English learners are provided release time for training and collaboration

Instructional Specialist supports AALD teachers


Title III Training materials Instructional Specialist salary/benefits

$20,000 $20,000 $120,000

2







$200,000 $50,000

2

Strategy: Mathematics Proficiency Implement standards-based/standards-aligned mathematics instructional materials, including intervention and supplemental materials.

Provide access to math core and intervention materials through the following:

Inventory materials

Distribute math texts/materials to all schools

June-August Materials Center Principals

N/A N/A 2

Scaffold core math and intervention instruction through the following:

Teachers create Math units of study with embedded differentiation strategies specific to ELs

Math units of study include corresponding

Ongoing Teachers Instructional Specialists, EL Principals Site coaches Director, PD

Title I, Title II, Title III, LCFF Salaries/benefits Additional hours Sub costs

$1,200,000 2



English Language Development Standards

Development of units of study are supported by Teachers on Special Assignment

Teachers of Sheltered Math courses are provided release time for training and collaboration

Instructional Specialist supports Sheltered Content teachers

Bilingual Assistants provide emerging proficiency English learners primary language support to access math content

Director, EL

Provide Math support for Long term EL students through the following:

Teachers of Advanced Academic Language Development (AALD) for long term English learners are provided release time for training and collaboration. AALD teachers support additional core content i.e. Math, Science, Social Sciences

Instructional Specialists supports AALD


Title III, LCFF Training materials Instructional Specialist salary/benefits

$140,000 2







$200,000 $50,000

2

Goal 2D: High Quality Professional Development (Title III Plan)



Estimated Cost

LCAP Goal

Strategy: PD for Teachers Provide research-based PD designed to improve the instruction and assessment of ELs

Provide professional development to scaffold core ELA/ELD, math and intervention through the following:

Schedule training and content

Implement staff development

Ongoing Director, PD Director, EL Principals Instruction Specialists

LCFF Instructional Specialists-EL Salaries/benefits

$370,000 2



Ongoing support provided by instructional coaches

Classroom visits

Feedback to teachers based on classroom visits

Site Coaches

Strategy: PD for Administrators Provide research-based PD designed to improve the instruction and assessment of ELs.




Ongoing support provided by Instructional Specialists

Site visits

Feedback to principals

Ongoing Directors, Teaching and Learning Director, EL Director, PD Principals Instruction Specialists


$370,000 2

Strategy: PD for Other Personnel Provide research-based PD for other school- or community-based personnel to increase EL achievement.




Ongoing support provided by Instructional Specialists

Ongoing Director, PD Director, EL Principals Instruction Specialists Site Coaches


$370,000 2

Goal 2E: Parent and Community Participation (Title III Plan)

LCAP Engagement Goal 3: Students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff.


Estimated Cost

LCAP Goal

Strategy: Parental Participation Promote parental participation in programs for ELs.

Notify parents of DELAC and ELAC meetings through the following:

Provide DELAC and ELAC Agenda Hard Copy

Post DELAC Agenda on District Website

August-June EL Office Principals El Facilitators Instructional Specialists, EL


$65,000 3

Provide parent orientation meetings such as:

TK/K Orientation

New Student/Parent Orientation

New School-Student Matriculation

Ongoing Principals Teachers Counselors

LCFF, Title I Additional hours Child care Materials

Site Funds 3

Strategy: Community Participation Promote community

Parents are provided opportunities to participate in programs for English Learners such as:

ELAC

Ongoing EL Office Principals El Facilitators

LCFF, Title I EL facilitator stipend

$65,000 3



participation in programs for ELs.

DELAC

SSC

English as a Second Language

Family Literacy

Middle and High School College/Career Awareness

Instructional Specialists, EL Parent Engagement Office

Goal 2F Parental Notification (Title III Plan)

LCAP Engagement Goal 3: Students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff.


Estimated Cost

LCAP Goal

Strategy: Plans to Notify Parents of ELs Develop and implement an LEA-wide plan to meet parent notification requirements under 20 USC 6312[g].

Parent information conveyed to DELAC and ELACs on topics such as:

State Assessments Results

High school graduation requirements, and college/career entrance criteria

August-October EL Office Principals El Facilitators Instructional Specialists, EL


$65,000 3

Provide parent notices for the following:

Initial/Annual Notification

Annual CAASPP/CELDT Proficiency Results

Reclassification Notification

High School Notice (graduation requirements and progress toward meeting them)

Upon enrollment August-October

EL Office LCFF Printing and mailing costs

$20,000 3

Provide home-school communication for EL parents in English and Spanish via district/site flyers, newsletters, websites, phone-message broadcasts and school-web parent portals, to stay informed of school requirements, events and honors.

Ongoing EL Office Translators/Interpreters

LCFF Salaries/benefits TIII Newsletter printing costs

$265,000 $10,000

3



Goal 2G: Services for Immigrant Students (Title III Plan)

LCAP Pupil Outcomes Goal 2: Students will be prepared to be college and career ready when they graduate from high school. LCAP Engagement Goal 3: Students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff.


Estimated Cost

LCAP Goal

Strategy: PD for Staff

Provide training and materials on cultural responsive teaching for immigrant students.

2015-2016 Director, EL Instructional Specialists-EL

TIII-Immigrant Sub costs, materials

$14,000 2

Strategy: Community Worker Provide a community worker to assist with support of parent and student immigrants and EL families.

Fall, 2015 Director, EL

TIII LEP, TIII-Immigrant Salary/benefits

$36,000 3

Goal 3: Highly Qualified Teachers

LCAP Conditions of Learning Goal 1: Students will be enrolled in a comprehensive course of study taught by highly qualified staff in schools that are clean and in good repair.


Estimated Cost

LCAP Goal

Strategy: Ensure that all students, specifically poor and minority students, are taught by highly-qualified teachers.

Monitor the hiring processes to ensure students receive instruction by highly qualified teachers and long term substitutes and analyze credentials and college transcripts for all teachers and substitutes.

Ongoing HRD No additional cost

No additional cost

1

Review the master schedule by principal and HRD to verify all teachers are placed appropriately.

July, mid semester

Secondary Principals HRD staff

No additional cost

No additional cost

1

Maintain competitive salary schedules to recruit and maintain highly qualified teachers

Ongoing HRD staff Fiscal Services

LCFF Salaries/benefits

$8,000,000 1

Investigate, select and provide a Teacher Induction Program which incorporates research-based methods to support new teacher success and retention and use of effective methods and strategies when working with at-risk learners (English Learners, students of poverty, etc.).

2015 Instructional Support Services

LCFF $2,000 per BTSA teacher

1

Plan for ongoing professional development for all staff using data from survey results (e.g. AVID Summer Institute).

Ongoing Instructional Support Services

LCFF, Title I, Title II

$350,000

1

Provide release time for transitional kindergarten teachers to collaborate on best instructional practices.

8 days yearly Instructional Support Services

Title I $25,000 1



District instructional specialists provide support in curriculum, assessment, and coaching for site instructional coaches and teachers.

Ongoing Instructional Support Services Site Coaches

Title I, Title II, LCFF

$700,000

1

Goal 4 Safe and Drug Free Schools-Optional Not Federally Funded

LCAP Engagement Goal 3: Students will be educated in an environment which fosters school connectedness and is inclusive of students, parents, and staff


Estimated Cost

LCAP Goal

Strategy: Maintain and provide additional resources and staff to support safe and drug free schools

Provide additional health assistants to help monitor and promote good attendance.

Fall, 2015-ongoing

Health Services Department


$325,000 3

Provide additional campus supervisors to school sites.

Fall, 2015-ongoing

HRD LCFF Salaries/benefits

$70,000 3

Provide School Resource Offices at the three comprehensive high schools.

Fall, 2015-ongoing

Student Services LCFF Salaries/benefits

$250,000 3

Provide elementary school counselors to work with students.

Fall, 2015-ongoing

Instructional Support Services


$1,400,000 3

Provide assistant principals at elementary school sites.

Fall, 2015-ongoing

HRD LCFF Salaries/benefits

$565,000 3

Provide support for After Schools Expanded Learning programs at school sites.

Fall, 2015-ongoing

ASP LCFF Salaries/benefits

$525,000 3

Conduct Healthy Kids Survey (School Climate Health and Learning Survey System) for students, staff, and parents to provide data on pupil engagement and parent involvement.

Every other year

Student Services Categorical Programs Testing and Accountability

Title I Administrative costs

$1,500 3

Parent Engagement Office support for school sites and the community.

Fall, 2015-ongoing

Parent Engagement Office

LCFF, Title I Salaries/benefits

$330,000 3

Goal 5A: Increase Graduation Rates

LCAP Conditions of Learning Goal 1: Students will be enrolled in a comprehensive course of study taught by highly qualified staff in schools that are clean and in good repair LCAP Pupil Outcomes Goal 2: Students will be prepared to be college and career ready when they graduate from high school



Estimated Cost

LCAP Goal

Strategy: Plans to provide educational opportunities for

All students who have not passed the CAHSEE in their sophomore year will be placed in a CAHSEE

Ongoing Counselors Teachers Site administrators


$130,000 2



students to increase the percentage of students who graduate from high school and ensure that all students have equal access to AP/IB opportunities.

Language Arts and/or Math standards online program with teacher guided instruction during their junior year of high school. Student with special needs will receive additional instructional support (e.g. teachers, aides, materials)

Special education teachers Instructional assistants

Additional hours Materials/supplies

Students are notified of every opportunity to retake if not passed CAHSEE. Post-grade 12 students have the opportunity to receive up to one year of intensive intervention to pass CAHSEE.

Ongoing Counselors Site administrators


2

Counselors will be assigned to all students and schedule periodic meetings (a minimum once annually) to assess progress toward meeting graduation requirements. Interventions (e.g. summer extended learning opportunity-ELO, make-up classes, credit recovery, Adult Education, concurrent enrollment in community college) will be planned to help students make up credits.

Ongoing Counselors Site administrators Teachers


3

Progress reports and notices are consistently sent to parents according to the guidelines established in Board Policy and Administrative Regulations regarding students who are in danger of failing classes or not meeting graduation requirements.

Ongoing Counselors Site Administrators Teachers


3

School sites will utilize internet/on-line capacity to enable parents to email teachers and communicate regarding student progress so they can serve as active partners in helping students meet graduation requirements using AERIES Student Information System

Ongoing Counselors Site administrators Teachers Student Information Systems staff IT staff


3

Student Study Teams will be utilized to identify intervention strategies for students not meeting grade level proficiency.

Ongoing Counselors Site administrators Teachers SST chairperson Special education teachers


2

Counselors, EL facilitators and teachers of EL students will monitor the progress of EL students, including LTELS and RFEP students toward completing graduation requirements. Catch-up plans and interventions will be

Ongoing Counselors Teachers EL facilitators

No additional cost EL facilitator stipend-LCFF EL

No additional cost EL facilitator stipend-LCFF EL $65,000

3



provided for students who are experiencing academic difficulties and are not successfully progressing toward completion of high school graduation requirements

Counselors and core course departments at the high schools will articulate with feeder schools to ensure students are appropriately placed in high school courses and programs.

Ongoing Counselors Site administrators


1, 2

The district will continue with partnerships with community groups and colleges to assist and motivate students to meet graduation requirements.

Ongoing District and site staff Community leaders


3

Identify sector needs and realign ROP and CTE programs to increase awareness of career pathways and engagement in school.

Ongoing Counselors Site administrators Instructional Support Services

LCFF CTE

$80,000 $165,000

2, 3

The AVID program ensures students from under represented populations and first generation college bound are encouraged and recruited to take AVID classes and AP classes with AVID support at all middle schools and high schools.

Ongoing Counselors Site administrators AVID teachers

LCFF, Title II Additional hours Conferences Sub costs

$160,000

2

Presentations and newsletters regarding the district’s AP/IB and honors programs at the middle and high schools will be used to inform parents and students of these educational opportunities.

Ongoing Counselors Site administrators AP/IB teachers


2

Ensure GATE services placement criteria include options for culturally diverse and/or economically disadvantaged students and increase teacher GATE certification.

Ongoing District and site administrators

LCFF Conferences Sub costs

$100,000 2

The district will expand AP/IB course offerings to ensure all students have opportunities to include courses in their annual schedules according to individual interests and college/career goals.

Ongoing District and site administrators


2

Counselors, AVID coordinators, and teachers will promote enrollment in AP, IB, and honors courses to ensure students from under represented populations have equal access to all post-secondary opportunities.

Ongoing Counselors AVID coordinators Avid teachers AVID tutors AVID, AP, IB graduates


2



Vertical teaming strategies will be used to articulate honors, IB, and AP expectations to students to prepare students to succeed in AP/IB courses

Ongoing AP/IB teachers No additional cost No additional cost

2

Instructional staff will attend conferences, workshops, and classes to effectively teach AVID, AP, and IB courses and use instructional strategies to help students be successful on AP/IB examinations.

Ongoing AVID, AP, IB teachers Site administrators

LCFF, Title II Conferences Sub costs

$80,000

1, 2

EL students with CELDT levels of 4 and 5 and RFEP students will be encouraged by administrators, counselors, and teachers to enroll in AVID, AP, IB, and honors courses.

Ongoing Counselors Teachers Site administrators


1, 2, 3

Goal 5B Decrease Drop Out Rates



Estimated Cost

LCAP Goal

Strategy: Plans to provide educational opportunities for students to decrease the percentage of students who drop out of school.

Develop a structural system to monitor each individual student to include outreach and support

Ongoing District and site administrators Counselors Teachers

No additional cost

No additional cost

3

Develop a system of progressive consequences and interventions to address habitual chronic absenteeism and referral to the School Attendance Review Board and include resources to implement positive school attendance.

Ongoing Director, Student Services District and site administrators School Attendance and Review Board Parents

No additional cost

No additional cost

3

School sites will implement methods to encourage positive school attendance, including reward assemblies, individual student recognition for perfect/improved attendance, and class incentives. Schools will hold parent conferences regarding attendance concerns. Counselors will recommend and provide interventions for students experiencing attendance problems.

Ongoing Counselors Attendance clerks Site administrators Teachers Parents

No additional cost

No additional cost

3



Counselors will take steps to ensure the earliest identification of student needs in order to provide instructional and socio-emotional supports.

Ongoing Counselors No additional cost

No additional cost

3

Middle schools will use academic support periods to provide intervention.

Ongoing Teachers Site administrators

No additional cost

No additional cost

3

Instructional strategies will be used at all grade levels and course to increase the active participation of students to ensure teachers check for understanding before moving on to more difficult and complex concepts (e.g. Kagen)

Ongoing Teachers Site administration

No additional cost

No additional cost

3



District Budget for Federal Programs Please complete the following table with information for your district.

Programs

Prior Year

District Carryovers

13-14

Current Year

District Entitlements

14-15

Current Year Direct Services

to Students at School

Sites (amount) 14-15

Current Year Direct Services

to Students at School

Sites (percent) 14-15

Title I, Part A

$ 895,369 $ 5,433,934 $ 5,379,908 85%

Title I, Part B, Even Start

N/A N/A N/A N/A

Title I, Part C, Migrant Education

N/A N/A N/A N/A

Title I, Part D, Neglected/Delinquent

N/A N/A N/A N/A

Title II Part A, Teacher and Principal and Recruiting

$ 2,855 $ 690,167 $ 131,488 19%

Title III, Limited English Proficient

$ 473,588 $ 751,178 $ 1,209,430 99%

Title III, Immigrant Education

- $ 32,120 - -

Title VI, Part B, Rural Education Achievement

N/A N/A N/A N/A

Adult Education

N/A N/A N/A N/A

Career Technical Education - $ 164,064 $ 151,064 92%

McKinney-Vento Homeless Education

N/A N/A N/A N/A

IDEA, Special Education

- $ 3,168,131 $ 3,086,803 97%

21st Century Community Learning Centers N/A N/A N/A N/A

TOTAL

$ 1,371,812 $ 10,239,594 $ 9,958,693

86%

Additional Mandatory Title I Descriptions


Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Section 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single school districts, if conducting a schoolwide program authorized under Section 1114, may attach a copy of the Single Plan for Student Achievement in lieu of this description. All 10 of the required components must be addressed. (For more information on Schoolwide, please go to http://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp).

Requirements Description of how the LEA is meeting or plans to meet this requirement:

For SWP, describe how the LEA will help schools to bring together all resources to upgrade the entire educational program at the school and include assistance in activities such as:

A comprehensive needs assessment of the entire school in relation to state standards. Schoolwide reform strategies that provide opportunities for all children to meet state standards.

Effective methods and instructional strategies based on scientifically-based research.

Strategies that give primary consideration to extended learning time, extended school year, before and after school and summer programs.

Proven strategies that address the needs of historically underserved students, low achieving students, and those at risk of not meeting state standards.

Instruction by highly-qualified teachers and strategies to attract and keep such teachers.

High quality and ongoing PD for teachers, principals, paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff.

Strategies to increase parental involvement.

Assistance to preschool children in transitioning from early childhood programs to elementary school programs.

Timely and effective additional assistance to students who experience difficulty mastering state standards.

Each eligible SWP school develops, in consultation with the LEA, a comprehensive Single Plan for Student Achievement (SPSA). The SPSA is used to guide the instructional program and ensure alignment with the goals and targets of the LEAP. The SPSA provides opportunities for all students to meet proficient and advanced levels of student academic achievement as defined by the state. This SPSA describes how each school will implement the following SWP components: A comprehensive needs assessment of the entire school using State/District assessment data is reviewed and analyzed to develop reform strategies to include; -opportunities for all children to meet the State’s proficient and advanced levels of academic achievement. -use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program in the school; -increase the amount and quality of learning time, such as providing an extended school year and before- and after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum -include strategies for meeting the educational needs of historically underserved populations such as females and African Americans -include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards, which may include counseling, pupil services, and mentoring services; college and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and the integration of vocational and technical education programs; and address how the school will determine if such needs have been met; and are consistent with, and are designed to implement the State and local improvement plans. -Instruction by highly qualified teachers. -High-quality and ongoing professional development for teachers, principals, and paraprofessionals, parents, community members, and other staff to enable all students in the school to meet the State’s student academic

http://www.cde.ca.gov/sp/sw/rt

http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp

Additional Mandatory Title I Descriptions (Cont.)



achievement standards. -Strategies to attract high-quality highly qualified teachers to high-need schools. -Parental involvement strategies include participating in plan writing (developing, implementing, evaluating), developing School-Parent Compact, Parent Involvement Policy, attending Site/District committees (ELAC, DELAC, PTA, SSC), partnering with Site/District professional development activities, and decision-making regarding how funds are allocated for parental involvement activities. -Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs. The District provides a variety of school-based and work-based learning opportunities aligned to academic content standards. Through the Regional Occupation Program, career academies, and other career technical programs, students have access to programs that meet University of California a-g requirements and are articulated with the community college and California State University system. Through partnerships with the Riverside Community College and California State University campuses, teachers collaborate and articulate curriculum, pathways are defined, and the need for remediation in English, ELD and mathematics are being addressed prior to graduation from high school. -Measures to include teachers in the decisions regarding the use of academic assessments described in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. -Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement shall be provided with effective, timely additional assistance which shall include measures to ensure students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. -Coordination and integration of Federal, State, and local services and programs, including violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. Supplemental programs reflect the needs of at-risk, ELL, GATE, students with disabilities (SWD), and may include services for social, emotional and physical challenges through access to psychologists, personal services consultants, counselors, and nurses.




For targeted assistance programs (TAS), describe how the LEA will help schools to identify participating students most at risk of failing to meet state standards and help those students to meet the State’s challenging academic standards. The description should include activities such as:

Effective methods and instructional strategies based on scientifically-based research.

Strategies that give primary consideration to extended learning time, extended school year, before and after school and summer programs.

Strategies that minimize removing children from the regular classroom during regular school hours for instruction.

Instruction by highly-qualified teachers.

Professional development opportunities for teachers, principals, and paraprofessionals, including, if appropriate, pupil services personnel, parents, and other staff.

Strategies to increase parental involvement.

N/A

Describe who is involved and the criteria used to identify which students in a targeted assistance school will receive services. The criteria should:

Identify children who are failing or most at risk of failing to meet the state academic content standards.

Use multiple measures that include objective criteria such as state assessments, and subjective criteria such as teacher judgment, parent interviews, and classroom grades.

Include solely teacher judgment, parent interviews and developmentally appropriate measures, if the district operates a preschool through grade two program with Title I funds.

N/A

The description should include services to homeless children, such as the appointment of a district liaison, immediate enrollment, transportation, and remaining in school of origin.

Provided appropriate supplemental services such as: -District homeless liaison -Transportation -The same access to the same education as other students -Backpacks and other school supplies -Before and after school tutoring -In-school assistance in English/language arts and mathematics -English language development -Other appropriate services

The description should include services to children in a local institution for neglected or delinquent children and youth or those attending a community day program, if appropriate.

N/A




Describe the process for parent notification of the school’s identification as PI, including notification of the right for students to transfer to another school that is not PI with paid transportation, and the right to receive supplemental services.

The District shall identify for school improvement any school that fails, for two consecutive years, to make adequate yearly progress (AYP). Identification shall take place before the beginning of the school year following such failure to make adequate yearly progress. Parents will be provided prompt notification in a language they can understand to include;

-An explanation of what identification means and the reasons for identification;

-The actions the school/District are taking to address the problem of low achievement;

-How parents can become involved in addressing the academic issues;

-Identification of each public school that is available to parents if they choose to transfer their student to another public school (with transportation provided by the District) and if applicable, the opportunity to obtain supplemental educational services;

-A reasonable deadline by which parents must respond (eg., standard mail, email or fax) to the opportunity to have their student attend another public school. Sufficient time and information will be given for parents to make an informed decision.

Describe how the LEA will provide school choice and supplemental services to eligible children, including the selection of the children to receive services.

A school that has failed to make adequate yearly progress (AYP) for two consecutive years will provide public school choice. The District will assist the school with the following:

-Parents will be provided prompt notification in a language they can understand.

-An explanation of what identification means and the reasons for identification;

-The actions the school/District are taking to address the problem of low achievement;

-How parents can become involved in addressing the academic issues;

-Identification of each public school that is available to parents if they choose to transfer their student to another public school (with transportation provided by the District) and if applicable, the opportunity to obtain supplemental educational services;

-A reasonable deadline by which parents must respond (eg., standard mail,

Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide PD for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-level staff in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”




email or fax) to the opportunity to have their student attend another public school. Sufficient time and information will be given for parents to make an informed decision.

-The local education agency (LEA) will provide or pay for transportation to the student’s new school of choice within the District up to an amount determined by the District adhering to NCLB guidelines.

-If the LEA is unable to offer choice to all students priority will be given to the lowest-achieving students from low-income families.

-The school the student chooses to attend cannot be identified for improvement or subject to corrective action or restructuring.

-The student will be enrolled in classes and activities the same as all other students

-Transportation will be provided in accordance with the “20 percent rule”

-Student has the right to continue attending the school they transfer to but transportation will end when the transferring school exits program improvement

A school that has not made AYP for three years will arrange for supplemental educational services for eligible students attending the school while continuing to offer choice. The District will assist the school with the following parent, student, and provider items:

-Prompt notification to parents in a language they can understand

-Privacy of the participating students must be maintained.

-Supplemental services are only available to eligible students who remain in the identified school.

-A student is eligible to receive supplemental services only if that student is from a low-income family.

-If funds are insufficient to provide supplemental services to all eligible students services will be prioritized for those students who are the lowest-achieving eligible students.

-These services may only be provided by an approved provider and are in addition to the instruction provided during the school day.

-The services must be of high quality, research-based, and have been proven effective in assisting students to meet high academic achievement standards

-The provider must be financially sound

-The provider must be capable of providing supplemental educational services that are consistent with the instructional program of the LEA and the academic standards of the state.




-Helps parents choose a provider if requested

Once parents select a provider, the District will enter into an agreement with the provider that includes the following:

-specific achievement goals for the student in consultation with the parents

-a description of how student progress will be measured and how the parents/teachers will be kept informed

-a timetable for improving student achievement

-a provision for termination of the agreement if the provider fails to meet student progress goals

-a provision governing payment for the services;

-a provision prohibiting providers from disclosing identity of student receiving services

-an assurance that the providers’ services are consistent with civil rights laws




Describe the LEA’s strategies for coordinating resources and efforts to help schools retain, recruit, and increase the number of highly-qualified teachers, principals, and other staff.

The District coordinates Title I and Title II funds to increase the academic achievement of all students to:

-Provide preparation and training to ensure that all teachers and paraprofessionals are highly qualified

-Recruit and hire highly qualified teachers

-Assist with teacher retention

-Train principals to be strong instructional leaders

The District will provide activities necessary for teachers, principals, paraprofessionals and other staff to improve in

-Core academic subject knowledge

-Knowledge and use of instructional strategies, methods, and skills

-Use of student assessment data to guide and focus instruction

-Classroom management and creating an environment conducive to learning

-Identifying early and effective interventions

-Providing parents opportunities to increase their capacity to assist with the education of their children

-Implementation of a standards based curriculum in a manner that consistently accelerates learning for all students

-Effective data analysis

Each school will further define the professional development activities needed to improve the academic achievement of its students in their Single Plan for Student Achievement (SPSA) based on an analysis of student achievement data. The analysis of student achievement data will focus on the specific areas of need for all and subgroups of students thereby serving as the basis for the professional development needed to address the unique needs of the site.

Describe the LEA’s strategies for coordinating resources and efforts to prepare parents to be involved in the schools and in their children’s education.

The goal of the district is to establish strong, healthy, and systematic school, family, and community partnerships which lead to effective family engagement that supports student achievement and closes the achievement gap.

The district recognizes that parents/guardians are their children’s first and most influential teaches and that continued parental involvement in the education of children contributes greatly to student achievement and a positive school environment.

Parent involvement is encouraged through Board Policy as a step in improving student achievement. All parents are kept informed of their child’s progress




toward meeting grade level standards through report cards and progress reports, parent workshops, conferences and meetings. District-wide expenditures from supplemental programs are designed to provide students additional support for succeeding with the core curriculum and to enhance parents’ abilities to assist their children in the learning process.

In order to engage parents/guardians positively in their children’s education, the Superintendent or designee shall ensure that staff members at each school:

-Help parents/guardians develop parenting skills and provide home environments that support their children’s academic efforts and their development as responsible members of society.

-Inform parents/guardians that they can directly affect the success of their children’s learning and provide them with techniques and strategies that they may use to improve their children’s academic success and help their children in learning at home.

-Initiate consistent and effective two-way communication between the home and school so that parents/guardians may know when and how to help their children in support of classroom learning activities.

-Receive training that fosters effective and culturally sensitive communication with the home, including training and how to communicate with non-English speakers and how to give parents/guardians opportunities to assist in the instructional process in both at school and at home.

-Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school meetings, and participate in site councils, advisory councils and other activities in which they may undertake governance, advisory and advocacy roles.

Through the Parent Engagement Office’s support Alvord schools are receiving Parent Engagement Initiative Leadership training (Parent PELI) and are forming Action Teams for Partnership (ATP) as an arm of their School Site Councils (SSC). These teams are made up of school staff, parents and community members who work together to set school goals and plan activities around Joyce Epstein’s 6 Types of Parent Involvement in order to increase parent engagement and increase student achievement. All District parent involvement programs are built around these 6 types of parent involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with the Community.

Each Title I school is required to develop a written parent involvement policy. This policy describes how the school will support and increase parent involvement. The parent involvement policy must be developed with




parents/community and include participation from all appropriate advisory committees and be approved by the School Site Council. The written parent involvement policy at Title I schools must include how parents will be informed of the school’s Title I program requirements.

Schools who are allocated Title I funds must develop a written parent involvement policy and with the participation of parents and community members that describes how the school will:

-engage parents in their children’s education

-inform parents that they can directly affect the success of their children’s learning

-build consistent and effective communication between home/school

-train teachers and administrators to communicate effectively with parents

-integrate parent involvement programs with the SPSA (EC 11504)

Section 1118 of NCLB advocates shared responsibilities for high student achievement. The school-parent compact is a component of the Parent Involvement Policy. Each Title I school jointly develops with parents a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement.

Describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program, including programs such as:

a. Even Start

b. Head Start

c. Early Reading First

d. Other preschool programs

e. Services for children that are migratory, neglected or delinquent, Native American (Title VII, Part A), homeless, immigrant, and limited-English proficient, and children with disabilities.

Ensure that all programs listed in the budget pages of the LEA Plan (page 42) have been addressed.

The Common Core State Standards are the basis for the district’s core curriculum and teacher developed unit planning organizers and units of study are used for structure. All students participate in the core curriculum including students with disabilities and English Learners. Implementation and coordination of the core curriculum and supplemental programs along with associated professional development activities is the responsibility of the Instructional Support Services (ISS) staff. The ISS staff meets weekly to plan, review, and discuss the coordination of services for students to maximize their opportunities to achieve proficiency in the content standards and ensure that professional development is focused on effectively meeting the needs of all students. Applicable Federal and State programs is used to assist students in meeting high standards and having all teachers become highly qualified. High quality professional development activities are aligned with the standards and identified needs of staff and parents. Training includes analysis of school data to determine strengths and areas needing improvement for individual and groups of students. The SPSA for each school details the curricular areas of focus and associated professional development that each site has identified as areas of need. This identification process involves students, parents, teachers, administrators, and paraprofessionals. Additional coordination




occurs at the site level where leadership/departmental teams meet regularly to assess progress and adjust activities to ensure school wide effectiveness in all program areas. Interdisciplinary teams at the middle school provide insight into relationships between curricular areas and classroom assignments. At the secondary level, both departmental and interdepartmental meetings occur monthly to evaluate academic content, activities, schedules, and materials to ensure consistency and coordination for all students. Culmination of this coordination occurs when feeder schools meet to align programs and activities K-12. The District works closely with the Riverside County Office of Education who conducts Preschool and Head Start Programs for children within the District to ensure a smooth transition into kindergarten. The schools organize several pre-kindergarten sessions for parents ranging from informational meetings to multi-session workshops on how parents can work with their children to make sure they are prepared for kindergarten. These services are provided in English and Spanish to meet the needs of the community. Parents of children with disabilities that are pre-kindergarten age three to five are eligible for services. The District provides the following:

Speech and language

Special Day Classes (SDC) for children with severe needs

Extended year Homeless children are provided the following services:

The same access to the same education as other students

Homeless liaison

Before and after school tutoring

In-school assistance in English/language arts and math

English language development

Transportation

Other appropriate services This coordinated effort will ensure the seamless implementation of the core curriculum with the supplemental programs throughout the district.


Assurances

To assure the LEA’s eligibility for funds included in this Plan, the Superintendent attests to compliance with all of the following statements by the signature on the cover page. General Assurances

1. Each such program will be administered in accordance with all applicable statutes, regulations, program plans, and

applications. 2. The LEA will comply with all applicable supplement not supplant and maintenance of effort requirements. 3. The control of funds provided under each program and title to property acquired with program funds will be in a public

agency, a non-profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities. The public agency, non-profit private agency, institutions, organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law.

4. The LEA will adopt and use proper methods of administering each such program, including the enforcement of any obligations imposed by law of agencies, institutions, organizations, and other recipients responsible for carrying out each program; and the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

5. The LEA will cooperate in carrying out any evaluation of each such program conducted by, or for, the State Educational

Agency (SEA), the Secretary, or other Federal officials. 6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and

accounting for, Federal funds paid to the applicant under each such program. 7. The LEA will submit such reports to the SEA (which shall make the reports available to the Governor) as the Secretary

of the SEA and Secretary may require to enable the SEA and Secretary to perform their duties under each such program; and maintain such records, provide such information, and afford such access to the records as the SEA (after consultation with the Governor) or the Secretary may reasonably require to carry out the SEA’s or the Secretary’s duties.

8. The LEA has consulted with teachers, school administrators, parents, and others in the development of the local

consolidated application/LEA Plan to the extent required under Federal law governing each program included in the consolidated application/LEA Plan.

9. Before the application was submitted, the LEA afforded a reasonable opportunity for public comment on the application

and considered such comment. 9a. The LEA will provide the certification on constitutionally protected prayer that is required by Section 9524. 10. The LEA will comply with the armed forces recruiter access provisions required by Section 9528. Title I, Part A

The LEA hereby assures that it will:

11. Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under Section 411(b)(2) of the National Education Statistics Act of 1994.

12. If the LEA receives more than $500,000 in Title I funds, it will reserve at least one percent of the allocation to carry out

ESEA Section 1118, Parent Involvement, including promoting family literacy and parenting skills. The LEA then will set aside an amount for parental involvement of parents of private school children, based on the proportion of private school children from low-income families residing in Title I attendance areas. The LEA will then distribute at least 95 percent of the remainder to its public schools, leaving the balance of the reserved funds for parental involvement activities at the LEA level.

13. Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds

from Federal, State, and local sources.


14. Provide technical assistance and support to schoolwide programs. 15. Work in consultation with schools as the schools develop the schools’ plans pursuant to Section 1114 and assist

schools as the schools implement such plans or undertake activities pursuant to Section 1115 so that each school can make adequate yearly progress toward meeting the State student academic achievement standards.

16. Fulfill such agency’s school improvement responsibilities under Section 1116, including taking actions under paragraphs

(7) and (8) of Section 1116(b). 17. Provide services to eligible children attending private elementary schools and secondary schools in accordance with

Section 1120, and timely and meaningful consultation with private school officials regarding such services. 18. Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant

scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

19. In the case of an LEA that chooses to use funds under this part to provide early childhood development services to low-

income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act.

20. Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118

and 1119 and California Education Code Section 64001.

21. Comply with requirements regarding the qualifications of teachers, paraprofessionals, and Professional Development

(PD). 22. Inform eligible schools of the LEA’s authority to obtain waivers on the school’s behalf under Title IX. 23. Coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with the SEA and other

agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under Section 1116 if such a school requests assistance from the LEA in addressing major factors that have significantly affected student achievement at the school.

24. Ensure, through incentives for voluntary transfers, the provision of PD, recruitment programs, or other effective

strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers.

25. Use the results of the student academic assessments required under Section 1111(b)(3), and other measures or

indicators available to the agency, to review annually the progress of each school served by the agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments described in Section 1111(b)(3) within 12 years from the baseline year described in Section 1111(b)(2)(E)(ii).

26. Ensure that the results from the academic assessments required under Section 1111(b)(3) will be provided to parents

and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language or other mode of communication that the parents can understand.

27. Assist each school served by the agency and assisted under this part in developing or identifying examples of high-

quality, effective curricula consistent with Section 1111(b)(8)(D) and California Education Code Section 64001. 28. Ensure that schools in school improvement status spend not less than 10 percent of their Title I funds to provide PD (in

the area[s] of identification to teachers and principals) for each fiscal year. 29. Prepare and disseminate an annual LEA report card in accordance with Section 1111(h)(2). 30. Where applicable, the applicant will comply with the comparability of services requirement under section 1120A(c). In

the case of an LEA to which comparability applies, the applicant has established and implemented an agency-wide salary schedule; a policy to ensure equivalence among schools in teachers, administrators, and other staff; and a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies. Documentation will be on file to demonstrate that the salary schedule and local policies result in comparability and will be updated biennially.


Title I, Part D—Subpart 2

31. Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home

school, particularly with respect to a student with an individualized education program under Part B of the Individuals with Disabilities Education Act.

32. Work to ensure that the correctional facility is staffed with teachers and other qualified staffs that are trained to work with children and youth with disabilities, taking into consideration the unique needs of such children and youth.

33. Ensure that the educational programs in the correctional facility are related to assisting students to meet high academic achievement standards.

Title II, Part A

34. The LEA, hereby, assures that:

The LEA will target funds to schools within the jurisdiction of the LEA that:

a. Have the lowest proportion of highly-qualified teachers; b. Have the largest average class size; or c. Are identified for school improvement under Section 1116(b).

The LEA will comply with Section 9501 (regarding participation by private school children and teachers).

The LEA has performed the required assessment of local needs for PD and hiring, taking into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and pedagogy skills, and to give principals the instructional leadership skills to help teachers, to provide students with the opportunity to meet California’s academic content standards. This needs assessment was conducted with the involvement of teachers, including teachers participating in programs under Part A of Title I.

The LEA will assure compliance with the requirements of PD as defined in Section 9101 (34). Title III

35. The LEA assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with

education-related community groups, nonprofit organizations, and institutions of higher education in developing the LEA Plan.

36. The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for

Limited-English Proficient (LEP) subgroups making AYP. 37. The LEA is complying with Section 3302 prior to, and throughout, each school year. 38. The LEA annually will assess the English proficiency of all students with limited English proficiency participating in

programs funded under this part. 39. The LEA has based its proposed plan on scientifically based research on teaching limited-English proficient students. 40. The LEA ensures that the programs will enable students to speak, read, write, and comprehend the English language

and meet challenging State academic content and student academic achievement standards. 41. The LEA is not in violation of any State law, including State constitutional law, regarding the education of limited-English

proficient students, consistent with sections 3126 and 3127.


Title V, Part A

42. The LEA has provided, in the allocation of funds for the assistance authorized by this part and in the planning, design,

and implementation of such innovative assistance programs, for systematic consultation with parents of children attending elementary schools and secondary schools in the area served by the LEA, with teachers and administrative personnel in such schools, and with such other groups involved in the implementation of this part (such as librarians, school counselors, and other pupil services personnel) as may be considered appropriate by the LEA.

43. The LEA will comply with this Part A, including the provisions of Section 5142 concerning the participation of children

enrolled in private nonprofit schools. 44. The LEA will keep such records, and provide such information to the SEA, as may be reasonably required for fiscal audit

and program evaluation. 45. The LEA will annually evaluate the programs carried out under this Part A, and that evaluation:

Will be used to make decisions about appropriate changes in programs for the subsequent year

Will describe how assistance under this part affected student academic achievement and will include, at a minimum, information and data on the use of funds, the types of services furnished, and the students served under this part

Will be submitted to the SEA at the time and in the manner requested by the SEA.

Additional LEA Plan Assurances

46. Unsafe School Choice Policy: the LEA assures that it will establish and implement a policy requiring that a student

attending a persistently dangerous public elementary school or secondary school, as determined by the State, or who becomes a victim of a violent criminal offense, as determined by State law, while in or on the grounds of a public elementary school or secondary school that the student attends, be allowed to attend a safe public elementary or secondary school within the LEA, including a public charter school. The LEA will submit on a format to be designated by CDE the information the state requires to complete annual federal reporting requirements on the number of schools that have been designated “persistently dangerous” in accordance with California State Board of Education policy (Section 9532, General Provisions, Title IX, PL 107–110).

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