LEA Plan Template for LEAs in PI Year 3 - Title I, Part A ...
(Rev 11-10)
California Department of Education
District and School Improvement Division (CDE use only)
|Application # | |
Elementary and Secondary Education Act/No Child Left Behind Act of 2001
LOCAL EDUCATIONAL AGENCY (LEA) PLAN
for
LEAs in PROGRAM IMPROVEMENT YEAR 3 CORRECTIVE ACTION
Please submit your completed revised LEA Plan by e-mail to LEAP@cde. no later than March 11, 2013. Please indicate in the subject line of the e-mail: 1) the name of your LEA; 2) the Program Improvement Year; and 3) the name of the document attached (e.g., ZZZ Unified School District; PI Year 3; Revised LEA Plan).
LEA Plan Information:
Name of LEA: __ Berryessa Union School District_________________________
County/District Code: __ 4369377_________________________________________________
Dates of Plan Duration: _2013-2016__________________________
Date of Local Governing Board Approval: February 26, 2013____________________________
District Superintendent: Will H. Ector, Jr.
Address: 1376 Piedmont Road
City: San Jose State: CA Zip: 95132
Phone: 408-923-1812 Fax: 408-923-0623_________
Certification: I hereby certify that all of the 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 projects and 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. A copy of all waivers will remain on file. I certify that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures of any required external providers, i.e., district assistance and intervention team or other technical assistance provider.
See Assurances on pages 66-74. Signatures are required on page 75.
LEA Plan
TABLE OF CONTENTS
TOPIC PAGE
Part I – Background and Overview
Federal and State Programs Checklist…… 3
District Budget for Federal and State Programs………… 4-5
Part II – The Plan
District Profile……………………………………… 7-8
Local Measures of Student Performance…………………… 9-10
Performance Goal 1…………………………………………… 11-30
Performance Goal 2…………………………………………… 31-46
Performance Goal 3……………………………………………..……. 47-56
Additional Mandatory Title I Descriptions………………… 57-64
Part III – Assurances and Attachments
Assurances………………………………………………… 66-74
Signature Page……………………………………………… 75
Appendix
Appendix A: California’s NCLB Performance Goals
and Performance Indicators 76
Appendix B: Links to Data Web sites…………..…………… 78
Appendix C: Science-Based Programs………..……………… 79
Appendix D: Research-based Activities……………..……… 82
Appendix E: Promising or Favorable Programs…………… 83
FEDERAL AND STATE PROGRAMS CHECKLIST
Check (√) all applicable programs operated by the LEA. In the “other” category, list any additional programs that are reflected in this Plan.
|Federal Programs |State Programs |
| |Title I, Part A |( |EIA – State Compensatory Education |
|( | | | |
| |Title I, Part B, Even Start |( |EIA – Limited English Proficient |
| |Title I, Part C, Migrant Education | |State Migrant Education |
| |Title I, Part D, Neglected/Delinquent |( |School Improvement |
| |Title II, Part A, Subpart 2, Improving | |Child Development Programs |
|( |Teacher Quality | | |
|( |Title II, Part D, Enhancing Education Through Technology | |Educational Equity |
| |Title III, Limited English Proficient | |Gifted and Talented Education |
|( | | | |
|( |Title III, Immigrants | |Gifted and Talented Education |
| |Title IV, Part A, Safe and Drug-Free Schools and | |Tobacco Use Prevention Education (Prop 99) |
| |Communities | | |
| |Title V, Part A, Innovative Programs – | |Immediate Intervention/ Under performing Schools Program |
| |Parental Choice | | |
| |Adult Education |( |School Safety and Violence Prevention Act (AB1113, AB 658) |
| |Career Technical Education | |Tenth Grade Counseling |
| |McKinney-Vento Homeless Education | |Healthy Start |
| |IDEA, Special Education | |Dropout Prevention and Recovery Act: School Based Pupil |
|( | | |Motivation and Maintenance Program (SB 65) |
| |21st Century Community Learning Centers | |Other (describe): |
| |Other (describe): | |Other (describe): |
| |Other (describe): | |Other (describe): |
DISTRICT BUDGET FOR FEDERAL PROGRAMS
Please complete the following table with information for your district.
| |Prior Year |Current Year |Current Year |Current Year |
|Programs |District |District |Direct Services |Direct Services |
| |Carryovers |Entitlements |to Students |to Students |
| | | |at School |at School |
| | | |Sites ($) |Sites (%) |
| |$300,973 |$889,421 |$1,011,835 |85 % |
|Title I, Part A | | | | |
| | | | | |
|Title I, Part B, Even Start | | | | |
| | | | | |
|Title I, Part C, Migrant Education | | | | |
| | | | | |
|Title I, Part D, Neglected/Delinquent | | | | |
| |$90,134 |$243,995 |$314,315 |94 % |
|Title II Part A, Subpart 2, Improving Teacher | | | | |
|Quality | | | | |
| | | | | |
|Title II, Part D, Enhancing Education Through | | | | |
|Technology | | | | |
| |$260,724 |$341,379 |$590,061 |98 % |
|Title III, Limited English Proficient | | | | |
| |$22,095 |$38,963 |$59,837 |98 % |
|Title III, Immigrants | | | | |
| |$13,213 |-0- |$13,213 |100 % |
|Title IV, Part A, Safe and Drug-free Schools and | | | | |
|Communities | | | | |
| | | | | |
|Title V, Part A, Innovative Programs – Parental | | | | |
|Choice | | | | |
| | | | | |
|Adult Education | | | | |
| | | | | |
|Career Technical Education | | | | |
| | | | | |
|McKinney-Vento Homeless Education | | | | |
| |-0- |$1,457,665 |$1,457,665 |100 % |
|IDEA, Special Education | | | | |
| | | | | |
|21st Century Community Learning Centers | | | | |
|Other (describe) | | | | |
| | | | | |
|TOTAL | | | | |
DISTRICT BUDGET FOR STATE PROGRAMS
Please complete the following table with information for your district.
| |Prior Year |Current Year |Current Year |Current Year |
|Categories |District |District |Direct Services |Direct Services |
| |Carryovers |Entitlements |to Students |to Students |
| | | |at School |at School |
| | | |Sites ($) |Sites (%) |
| |$1,233,800 |$1,049,871 |$892,390 |85% |
|EIA – State Compensatory Education | | | | |
| |$528,772 |$449,944 |$382,453 |85% |
|EIA – Limited English Proficient | | | | |
| | | | | |
|State Migrant Education | | | | |
| |-0- |$767,288 |$320,256 |41% |
|School and Library Improvement Block Grant | | | | |
| | | | | |
|Child Development Programs | | | | |
| | | | | |
|Educational Equity | | | | |
| | | | | |
|Gifted and Talented Education | | | | |
| | | | | |
|Tobacco Use Prevention Education – (Prop. 99) | | | | |
| | | | | |
|High Priority Schools Grant Program (HPSGP) | | | | |
| |-0- |$34,025 |$17,731 |52% |
|School Safety and Violence Prevention Act (AB | | | | |
|1113) | | | | |
| | | | | |
|Tenth Grade Counseling | | | | |
| | | | | |
|Healthy Start | | | | |
| | | | | |
|Dropout Prevention and Recovery Act: School-based | | | | |
|Pupil Motivation and Maintenance Program (SB 65) | | | | |
|Other (describe) | | | | |
| | | | | |
| | | | | |
|TOTAL | | | | |
Part II
The Plan
District Profile
Local Measures of Student Performance
Performance Goal 1
Performance Goal 2
Performance Goal 3
Additional Mandatory Title I Descriptions
District Profile
Berryessa Union School District is a K-8 school district located in the heart of the Silicon Valley, in the northeast foothills area of San Jose, in Santa Clara County. The District serves almost 8,100 ethnically, socially, and academically diverse students in preschool through eighth grade. More than a third of the students are English language learners. More than 750 certificated and classified employees work daily at the District’s 13 schools as teachers, administrators, and other support staff. Berryessa is located within the city of San Jose.
The District includes ten elementary schools (K-5) and three middle schools serving students in grades 6-8. The District is in Program Improvement Year 3. Five of the District’s ten elementary schools are in Program Improvement (PI), including two in Year 1 and three in Year 2. Two of the District’s three middle schools are in PI, including one in Year 3 and one in Year 5. The District is providing extensive support to schools identified for Program Improvement, in particular Piedmont Middle School (PI Year 3) and Morrill Middle School (PI Year 5). Each site has a District School Liaison Team which has followed the CDE protocols to determine the most appropriate corrective actions. At Piedmont, the Corrective Actions selected include restructuring and new curriculum adoption. Teachers will be working in teams and have reworked the bell schedule to include weekly collaboration time. The Assistant Superintendent of Educational Services works closely with the principal to make management decisions and the District has contracted with Pivot Learning Partners to provide an experienced coach to work with the Piedmont principal on instructional decisions and improving achievement. At Morrill, the major restructuring efforts included replacing some school staff, creating an entirely new schedule in which interdisciplinary teams work with a common group of students, and the addition of a daily advisory period for all students. The teachers have a common weekly collaboration time and the principal is being supported with the assignment of an external coach from Pivot Learning Partners.
The Berryessa Union School District mission is to ensure that all students have the skills necessary to reach high levels of academic achievement, respect self and others, and become lifelong learners. This mission drives all decisions. As evidenced by its goals, the District focuses efforts toward an aligned standards-based system of teaching, learning, and assessing. The District has adopted textbooks aligned with state content standards, local assessments measure the standards, and a comprehensive professional development plan will assist teachers/administrators in implementing the standards.
Berryessa Union School District believes that:
|Our diversity is our strength |
|Taking responsibility for our actions is essential |
|Beliefs and actions must be aligned |
|Every individual has intrinsic worth |
|Listening to all community voices unites us |
|All children have the right to a safe, nurturing learning environment |
|All staff must be committed to a quality education and academic excellence for ALL students |
|All children must have the opportunity to gain knowledge from challenging academic subjects enhancing their ability to think |
Berryessa Union School District Parameters:
|We will make decisions based on the perspectives of all voices in the community |
|We expect excellence in both teaching and learning |
|We will support new programs only when they are implemented with effective staff development and adequate funding |
|We will never give up on a child |
|We will be explicit about our academic expectations for students |
|We will foster civility, ethics and character development for each student |
Four Strategies for Action Plan Development:
|Student Achievement |
|All students will succeed when we have high academic standards |
|and high expectations, assessed at set intervals for continuous improvement. |
| |
|Community Involvement |
|All students will succeed when all stakeholders work together to |
|fully integrate all aspects of our diverse community into full support and |
|implementation of the mission of the district. |
| |
|Staff Development |
|All students will succeed when we have quality staff who use effective |
|pedagogy and best practices in all subject areas. |
| |
|Communication |
|All students will succeed when we have effective two-way |
|communication, internally and externally, and authentic dialogue |
|among all community stakeholders to build support and understanding. |
Local Measures of Student Performance
(other than State-level assessments)
Per NCLB Section 1112 regarding Local Educational Agency Plans, each LEA must provide the following descriptions in its Plan:
A description of high-quality student academic assessments, if any, that are in addition to the academic assessments described in the State Plan under section 1111(b) (3), that the local educational agency and schools served under this part will use to:
a) Determine the success of students in meeting the State student academic achievement standards and provide information to teachers, parents, and students on the progress being made toward meeting student academic achievement standards;
b) Assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving students to meet State student achievement academic standards and do well in the local curriculum;
c) Determine what revisions are needed to projects under this part so that such children meet the State student academic achievement standards; and
d) Identify effectively students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments.
If the LEA uses such assessments in addition to State Academic assessments, please provide a succinct description below, and indicate grade levels and students served with such assessments.
Also, please describe any other indicators that will be used in addition to the academic indicators described in Section 1111 for the uses described in that Section.
The Berryessa Union School District (BUSD) has implemented SchoolCity, a powerful online database available through the Santa Clara County Office of Education. This database allows teachers to get results in a variety of useful formats and provides access to a powerful collection of student performance data. The system is anchored by the State’s STAR assessment system, and also uses local measures of performance to assure the most accurate picture possible of all students’ learning and the best possible choices for instructional planning. The State STAR, CELDT, and physical fitness assessments are supplemented with locally-defined, administered, and reported assessments in: reading (grades K-8), writing (grades K-8), and math (grades K-8). The assessments are aligned with the district’s standards-based textbooks and provide important information to inform instruction.
The value of district assessments is maximized as a result of their timing. These locally delivered assessments, of about an hour each, are conducted three times a year, in October, February, and May. This timing promotes the use of the data to inform instruction. The performance information is available in time to become a key reference point for organizing instruction aligned with the needs of the students at the beginning of the school year. In addition, the assessment data can be used each trimester to assist the teachers in planning instruction and completing the district’s standards based report card. The data also helps identify areas in which students need additional assistance. And, finally, each teacher and administrator is able to review his/her curricular and instructional plans through the end of the year in light of reliable information about student achievement to that point. As a result, curriculum and instruction can be adjusted on an ongoing basis to ensure that areas in which students are not performing as expected can receive additional attention. If necessary, additional time to address continuing needs can be recaptured from areas in which students are exceeding expectations. This allows teachers and students to make the most efficient and economical use of the time.
These assessments are closely aligned, measuring the same skills and concepts as those in the content standards, written curriculum, and taught curriculum. The goal is for the assessment system to provide a tool to improve student learning and help sharpen the focus of instruction. With the implementation of the Common Core State Standards and as new curriculum is adopted, assessments will be reevaluated to ensure that they are aligned.
Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-14.
Planned Improvement in Student Performance in Reading
(Summarize information from district-operated programs and approved school-level plans)
|Description of Specific Actions to Improve Education Practice in Reading |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
| |Timeline | | | |
|1. Alignment of instruction with content standards: | | | | |
| | | | | |
|Align instructional materials, instructional practices, professional development, and|Instructional Coach |None | | |
|assessment practices. The district has identified the essential RLA standards and has|Asst Supt.Ed Services | | | |
|set grade level expectations for learning these essential standards. The standards |Principals | | | |
|are organized into groups to be assessed on the district benchmark tests. |Teachers | | | |
| |PD Coordinator | | | |
|As recommended by the DAIT, the District will fully and consistently implement pacing|Ongoing 2013-16 | | | |
|guides, based on district essential standards in both elementary and middle school, | | | | |
|aligned to the Reading/Language Arts Content, the R/LA Framework and the CST, CMA, | | | | |
|and CAPA blueprints for all grade levels. Progress will be monitored through the use | | | | |
|of standards-based assessments and grading. Pacing guides will be updated annually | | | | |
|and modified to meet Common Core State Standards. | | | | |
| | |Hourly rate for teachers |$6,660 |SLIP |
|Establish system-wide coherence in the core-adopted curriculum that is observable at |Instructional Coach |Printing |$ 500 | |
|the classroom level |Asst Supt.Ed Services | | | |
| |Principals | | | |
|As recommended by the DAIT, the district leadership, in collaboration with site |Teachers | | | |
|leaders, will continue implementation of its three-year plan for the roll-out of the |PD Coordinator | | | |
|Common Core State Standards including professional development and recommendations |Assessment PM | | | |
|for the purchase of Common Core transition materials to supplement the currently used|Each Spring 2014-2015 | | | |
|ELA adoptions: | | | | |
|Grades K-5: Houghton Mifflin, Reading California, Medallion Edition | | | | |
|Grades 6-8: Holt, Rinehart, Winston, Literature and Language Arts (2003) | | | | |
| | | | | |
|Convene a task force to evaluate and make recommendations for the purchase of new | | | | |
|Common Core state ELA adoptions. | | | | |
| | |None | | |
| | | | | |
| |Principals | | | |
| |Ongoing 2013-16 | | | |
| | |Supplemental materials |$50,000 |PI 3 |
| | |Teacher Collaboration time |$ 2,000 |PI 3 |
| |Asst Supt.Ed Services | | | |
| |PD Coordinator | | | |
| |Curriculum Leadership Council | | | |
| |(CLC) | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |$4,800 |Lottery |
| | | |$ 500 | |
| | |Subs | | |
| |Asst Supt Ed Services |Materials | | |
| |March, 2015 | | | |
| | | | | |
|Use of standards-aligned instructional materials and strategies: | | | | |
| | | | | |
|As recommended by the DAIT, the District will prepare to implement Year 2 of their | | | | |
|plan to improve instruction based upon the new Common Core State Standards, with a | | | | |
|focus on academic language, student engagement, Depth of Knowledge, context and |Asst Supt.Ed Services |None | | |
|making meaning, and increasing rigor. |PD Coordinator | | | |
|Provide professional development for site administrators and implement Instructional |Curriculum Leadership Council | | | |
|Rounds by school cohorts. Visits will focus on implementation of the Common Core |(CLC) | | | |
|Standards with a focus on academic language, student engagement, Depth of Knowledge |Site Champions | | | |
|(DOK), complex text, and increasing rigor. |Ongoing 2013-16 | | | |
| | | | | |
|Provide professional development for all administrators on constructive and effective| | | | |
|monitoring and feedback on effective instruction. | | | |PI 3 |
| |Site administrators |Pivot Learning Partners |$31,102 | |
|Monitor classroom instruction on a weekly basis. |Asst Supt Ed Services | | | |
| |Pivot coaches | | | |
| |March/April 2013 | | | |
| |October/Nov 2013 | | | |
| |February 2014 | | | |
| | | | | |
| | | | |PI 3 |
| | | | | |
| |Asst Supt Ed Services | | | |
| |Pivot Coaches |Pivot Learning Partners |$20,487 | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| |Principals | | | |
| |Ongoing 2013-16 | | | |
|Extended learning time: | | | | |
| | | | | |
|Pilot and possibly adopt Language Live as a web- based approach to intensive |Pilot Site Principals |Training |None |Publisher supported |
|intervention at the elementary sites to address the challenge of staffing/student |Teachers |Software | | |
|ratios in smaller schools. |Language Live Coach | | | |
| |Spring 2013 | | | |
|Identify and implement research-based interventions for strategic learners in grades | | |Varies by site |Site Categorical |
|2-8. |Asst Supt.Ed Services |Examples: Accelerated Reader, Read | | |
| |Teachers |Naturally, | | |
|Provide extended learning time within the school day or before/after school reading |Ongoing 2013-16 |Leap Frog | | |
|support. | | | | |
| |Principals |Site budget SPSA | |Title III |
|Reading intervention will be provided during summer school to K-8 students who |Teachers | |$197,545 |Spec Ed |
|continue to be “at risk” by the end of the school year, with specific focus on the |Ongoing 2013-16 | |$20,000 | |
|needs English Learners and Students with Disabilities. | | | | |
| |Principals |Salaries | | |
|As recommended by the DAIT, strategic intervention in ELA (designed for students |Summer School Teachers |Materials | | |
|who are up to two grade levels below and who benefit from core instruction plus a |Assessment PM | | | |
|strategic intervention class) will be provided consistently at the middle school |Categorical Coordinator | | | |
|level. |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| |MS Principals | | | |
| |MS Teachers | | | |
| |Ongoing 2013-16 | | | |
| |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
|Description of Specific Actions to Improve Education Practice in Reading |Timeline | | | |
|Increased access to technology: | | | | |
| | | | | |
|As recommended by the DAIT, data will be readily available and accessible to staff to| | | |Title I |
|monitor student progress and inform instruction. |Dir Info Services |SchoolCity |$50,730 |SCE |
| |Assessment PM | | |Title III |
|Classrooms of the Common Core Site Champions will be equipped with projectors, |Ongoing 2013-16 | | |General Fund |
|MacBooks, IPads and Apple TVs (classroom technology package) to be used as an | | | | |
|instructional tool in the teaching of the ELA Common Core Standards. | | | |PI 3 |
| |Site Champions |Equipment |$143,000 |Title II |
|As recommended by the DAIT, the district will evaluate the technology proficiency of |County Office trainers |Trainers |$45,000 | |
|school staff on an ongoing basis and provide targeted training to non-proficient |Director Info Services |Training materials |$21,000 | |
|staff. |Summer of 2013 |Teacher stipends | | |
| |Ongoing 2013-16 | | | |
|A district Technology Instructional Coach will provide training and support to Site | | | | |
|Champions with the goal of establishing model classrooms in the implementation of | | | | |
|technology as a tool to accelerate learning. | | | | |
| |Dir Info Services |Online Technology Survey |None | |
|Develop and fully implement a plan to provide a classroom technology package by |Principals | | | |
|2015-16. |Each Fall, 2013-16 | | | |
| | | | | |
|Special education teachers will utilize IEP software that links specific objectives | | | |Title II |
|to content standards. | | | | |
| |Coordinator PD | | | |
|School City will provide access to local benchmark data for real time data analysis |Instructional Coach |Salary/benefits |$114,000 | |
|at the site and district level. |Director Info Services | | | |
| |Fall of 2013 | | | |
|As recommended by the DAIT, the District will update its comprehensive technology | | | | |
|plan that includes the infrastructure and systems needed for technology to function | | | | |
|as an integral part of assessment, planning, and teaching districtwide. | | | | |
| |Asst Supt Ed Services |Technology equipment |TBD | |
|As recommended by the DAIT, the District will fully utilize SchoolCity for regular |Director Info Services | | | |
|data collection and data analysis from multiple sources, tracked over time, to |Ongoing 2013-16 | | | |
|determine the effectiveness of the District’s academic programs and the | | | | |
|implementation of the instructional materials. Data will be both summative and |SPED Teachers | |Already funded | |
|formative, aggregated at the District level, and disaggregated by student subgroups |Ongoing 2013-16 | | | |
|by school and grade level. | | | | |
| | | | | |
|As recommended by the DAIT, the District will provide the necessary technology and | | | | |
|expertise to ensure data collection and analysis and maintain assessment data and |Director Info Services |See 4a |See 4a | |
|student information in readily accessible forms for school and classroom use. |Assessment PM | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| |Director Info Services |None | | |
| |Asst Supt Ed Services | | | |
| |Technology Coach | | | |
| |2013 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Assessment PM |See 4a |See 4a | |
| |Director Info Services | | | |
| |Principals | | | |
| |Teachers | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Director Info Services |See 4d |See 4d | |
| |Principals | | | |
| |Teachers | | | |
| |Technology Coach | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
|Staff development and professional collaboration aligned with standards-based | | | | |
|instructional materials: | | | | |
| | | | | |
|As part of its 3-year CCSS Implementation Plan, the District has identified Site | | | | |
|Champions at every school to receive and then deliver professional development | | | |Title II |
|related to the Common Core State Standards. Three Site Champions at every elementary |Asst Supt Ed Services |Site Champion stipends |$ 22,500 | |
|and four at each middle school receive a stipend to serve as CCSS expert mentors to |Site Champions | | | |
|provide easily accessible support for teachers as they implement the new standards. |Ongoing 2013-16 | | | |
| | | | | |
|As recommended by the DAIT, the District will repurpose the four teacher advisor | | | | |
|positions to provide instructional coaches to support the primary district | | | | |
|initiatives. Two additional coaches will be hired for a total of six. Each | | | | |
|instructional coach will be assigned to support a cohort of three sites in the | | | | |
|implementation of the Common Core Standards and the use of reflective instructional | | | | |
|strategies. | | | | |
|As recommended by the DAIT, the District will provide embedded subject area | | | |Title I |
|professional development for middle school teachers that includes math knowledge and | | | |Title II |
|best practice math strategies, supported by an instructional coach. |PD Coordinator |Coach salaries/benefits |$114,,000 |EIA |
|Each site will establish an Instructional Leadership Team (ILT) which will include |Instructional Coaches | |Tech coach see 4d |Title III |
|the site administrator. Site Common Core Site Champions, an Instructional Coach, and |Ongoing 2013-16 | | | |
|a Silicon Valley Math Initiative trained teacher. | | | | |
|The ILT will participate in two days of training facilitated by Pivot Learning in | | | | |
|August with two follow-up half days in November and February | | | | |
| | | | | |
|The ILT will establish a schedule of meetings (weekly at the start) focused on | | | | |
|teacher instructional support. | | | | |
| | | | | |
|Coaching support and ongoing training will be provided to teachers who are using | | | | |
|Language! as the intensive intervention for ELA. | | | | |
| |Site Principals |None | | |
|Regular education teachers will receive training in accommodations and modifications |Instructional Coaches | | | |
|to improve SWD access to the core curriculum. |Teachers | | | |
| |June, 2013 | | | |
|Identified school sites will explore training in GLAD strategies to increase student | | | |Title II |
|engagement in the core curriculum. | | | | |
| | | | | |
| |ILT |SVMI Registration | | |
| |August 2013 |Subs |5,000 | |
| |November 2013 | |15,600 | |
| |February 2014 | | | |
| | | | |PI3 |
| | | | |Title II |
| | | | | |
| |Site admin |Pivot Facilitators | | |
| |ILT I |Subs |$12, 760 | |
| |Ongoing 2013-16 | |$ 7,000 | |
| | | | | |
| | | | | |
| |Coordinator of PD |None | |Title I |
| |Site Champions | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| |Publisher Consultant |Publisher PD |$ 5,000 | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | |PI3 |
| | | | | |
| |SPED Director |None | | |
| |Teachers | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| |Asst Supt Ed Services |Trainers |$20,000 | |
| |PD Coordinator |Subs | | |
| |Ongoing 2013-16 |Materials | | |
|Involvement of staff, parents, and community (including notification procedures, | | | | |
|parent outreach, and interpretation of student assessment results to parents): | | | | |
| | | | | |
|The District and all schools will communicate overall school and sub-group progress | | | | |
|via regularly published school newsletters, site and district websites, NTI messages,| | | | |
|email presentations to SSC groups, EL groups, and the School Board. | | | | |
| |District Admin |None | | |
|Annual District Parent Night will provide an opportunity to explain state testing |Principals | | | |
|parent reports. |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Asst Supt Ed Services |None | | |
| |Assessment PM | | | |
| |Ongoing 2013-16 | | | |
|Provide auxiliary services for students and parents (including transition from | | | | |
|preschool, elementary, and middle school): | | | | |
| | | | | |
|Each school provides orientation and welcome activities for incoming kindergarten | | | | |
|students and their parents to ensure a smooth transition from preschool. | | | | |
| |Principals |None | | |
|For the transition from elementary to middle school, counselors meet with students |Teachers | | | |
|and parents for orientation and class enrollment/scheduling. Each spring, all fifth |Ongoing 2013-16 | | | |
|grade students take a “get acquainted” field trip to their middle school. | | | | |
| | | | | |
|For the transition to ninth grade, high school counselors meet with eighth grade |Principals | | | |
|students and parents to plan develop their four year plan and enroll in courses. |Counselors |None | | |
|Orientation, informational meetings, and school visitations are also offered to |Teachers | | | |
|students. |Each Spring, 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Principals | | | |
| |Counselors |None | | |
| |Teachers | | | |
| |Each Spring, 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Monitoring program effectiveness: | | | | |
| | | | |General fund |
|Common benchmark assessments in ELA, writing, and math will be administered to all | | | | |
|students in grades K-8 three times a year. Data will be used to measure student |Principals |Printing |$20,000 | |
|progress as well as program effectiveness. |Director Info Services | | | |
| |Assessment PM | | | |
|Title I schools will identify and implement common curriculum embedded assessments |Ongoing 2013-16 | | | |
|every 6-8 weeks to more closely monitor student achievement and program | | | | |
|effectiveness. | | | |Site Title I, SCE |
| | | | | |
|Site administrators will be provided with an IPad which will be used for collecting | |Scanners | | |
|and sharing data during walkthroughs and classroom observations. They will also |Principals |Training on the use of scanners | | |
|allow administrators to readily communicate with teachers, parents and peers via |Director Info Services | | | |
|email, video conferencing, and document collaboration. |Ongoing 2013-16 | | |Site Title I, |
| | | | |EIA-SCE |
|An electronic program for collecting evidence and determining effectiveness will be | | | | |
|purchased for administrator use on the IPad. | |IPads | | |
| |Director Info Services |IPad apps |$20,000 | |
|Principals will have mentor coaches to provide both 1x1 and cohort support in |Principals | |2,500 | |
|facilitating the change process, creating culturally responsive classrooms, and |Pivot Coaches | | | |
|monitoring the implementation of the Common Core. |Ongoing 2013-16 | | | |
| | | | | |
|Teachers will collaborate in the analysis of district benchmarks using the Cycle of | | | | |
|Inquiry. | | | |Site Title I, SCE |
| | | | | |
| | | | | |
| |Director Info Services |Applications | | |
| |Site Principals | |$400 per site | |
| |Teachers | | |PI 3 |
| |Assessment PM | | | |
| |Fall, 2013 | | | |
| | |Pivot Learning Partners | | |
| |Principals | |$126,000 | |
| |C&I Staff | | | |
| |Pivot Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | |None | | |
| | | | | |
| |Principals | | | |
| |Teachers | | | |
| |Ongoing 2013-16 | | | |
|Targeting services and programs to lowest-performing student groups: | | | | |
| | | | | |
|Refine the use of multiple measures to determine entry and exit criteria for student | | | | |
|placement in interventions |Assessment PM | | | |
| |Asst Supt Ed Services |None | | |
|Ensure that the Master schedules at middle school include sections for the intensive |Principals | | | |
|intervention program Language! |Teachers | | | |
| |Ongoing 2013-16 | | | |
|Continue to explore structures for consistent implementation of Language! at | | | |EIA-SCE |
|elementary level. |Asst Supt Ed Services |None | | |
| |Principals | | | |
|Establish a district-wide task force to create a list of district supported programs |Ongoing 2013-16 | | | |
|(e.g. St Math, Imagine Learning) | | | | |
| |Asst Supt Ed Services | | | |
| |Ongoing 2013-16 |None | | |
| | | | | |
| | | | | |
| |Asst Supt Ed Services |Subs |$1370 | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | |None | | |
|Any additional services tied to student academic needs: | | | | |
| | | | | |
|Expectations for the monitoring of student achievement will be communicated and | | | | |
|monitored through a system of principal meetings in which they share data dashboards | | | | |
|and progress on key district initiatives, including API/AYP, CELDT, CST, Benchmark |Asst Supt Ed Services | | | |
|assessments. |Principals | | | |
| |Ongoing 2013-16 | |Already Funded | |
|Review all district assessments against the skills, knowledge, and practice required | | | | |
|for mastery of the Common Core State Standards. | | | | |
| | | | | |
|Homework help and tutorials will be provided after school. | | | | |
| | |Site Budgets (SPSA) | | |
|Special education preschool programs will be provided to promote reading readiness |Asst Supt Ed Services | | | |
| |Assessment PM | | | |
| |Instructional Coaches | | | |
| |Site Champions | | | |
| |Ongoing 2013-16 | |Already Funded | |
| | | | | |
| |Principals | | | |
| |Teachers | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| |SPED Director | | | |
| |County Office | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-14.
Planned Improvement in Student Performance in Mathematics
(Summarize information from district-operated programs and approved school-level plans)
|Description of Specific Actions to Improve Education Practice in Mathematics |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
| |Timeline | | | |
|1. Alignment of instruction with content standards: | | | | |
| | | | | |
|Align instructional materials, instructional practices, professional development and |Instructional Coach |None | | |
|assessment practices. The district has identified the essential mathematics standards|Asst Supt.Ed Services | | | |
|and has set grade level expectations for learning these essential standards. The |Principals | | | |
|standards are organized into groups to be assessed on the district benchmark tests. |Teachers | | | |
| |PD Coordinator | | | |
|Continue to develop and use pacing guides that are aligned to the mathematics Content|Ongoing 2013-16 | | | |
|Standards, the Mathematics Framework and the CST, CMA, and CAPA blueprints for all | | | | |
|grade levels. Progress will be monitored through the use of standards-based | | | | |
|assessments and grading. Pacing guides will be updated annually and modified to meet | | | | |
|Common Core expectations. | | | | |
| | | | | |
|As recommended by the DAIT, the District will provide professional development for | |Hourly rate for teachers | | |
|teachers in the use of language acquisition and development strategies to provide |Instructional Coach |Printing |$6,660 |SLIP |
|students with access to academic language, collaborative academic conversations, and |Asst Supt.Ed Services | |$ 500 | |
|structured content specific writing through the use of visual representations.. |Principals | | | |
|Convene a task force to evaluate and make recommendations for the purchase of Common |Teachers | | | |
|Core transition materials to supplement the currently used ELA adoptions: |PD Coordinator | | | |
|Grades K-2: Macmillan, California Mathematics Concepts, Skills, and Problem Solving |Assessment PM | | | |
|(2009) |Each Spring 2014-2015 | | | |
|Grades 3-5: Scott Foresman, enVisionMath (2009) | | | | |
|Grades 6-8: Prentice Hall, Mathematics California (Grade 6 Math, Pre-Algebra, Algebra| | | | |
|Readiness) (2009) | |None | | |
|Grade 8: Holt, California Algebra I (2008) | | | | |
|Grade 8: Holt, California Geometry (2008) |Instructional coaches | | | |
| |Principals | | | |
|Convene a task force to evaluate and make recommendations for the purchase of new |Ongoing 2013-16 | | | |
|Common Core state math adoptions. | | | | |
| | | | | |
|Identify and implement research-based interventions for strategic learners in grades | | | | |
|2-8. | | | | |
| | |Supplemental materials |$50,000 |PI 3 |
| | |Teacher Collaboration time |$ 2,000 |PI 3 |
| | | | | |
| |Asst Supt.Ed Services | | | |
| |PD Coordinator | | | |
| |Curriculum Leadership Council | | | |
| |(CLC) | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |$4,800 |Lottery |
| | | |$ 500 | |
| | | | | |
| | |Subs | | |
| |Asst Supt Ed Services |Materials | | |
| |March, 2014 | |$5,000 |Targeted Instruction |
| | | | | |
| | |Silicon Valley Math Initiative |$6,028 | |
| |Asst Supt Ed Services |Subs | | |
| |Fall, 2013-ongoing | | | |
|Use of standards-aligned instructional materials and strategies: | | | | |
| | | | | |
|Provide professional development for site administrators and implement Instructional | | | | |
|Rounds by school cohorts. Visits will focus on implementation of the Common Core |Site administrators |Consultants | | |
|Standards with a focus on academic language, student engagement, Depth of Knowledge |Asst Supt of Ed Serv | |Included in ELA | |
|(DOK), complex text, and increasing rigor. |Pivot coaches | | | |
| |March/April 2013 | | | |
|Provide professional development for all administrators on constructive and effective|October/Nov 2013 | | | |
|monitoring and feedback on effective instruction. |February 2014 | | | |
| | | | | |
|Monitor classroom instruction weekly including curriculum implementation, | |Pivot Learning Partners | | |
|identification of standards, and instructional strategies. | | | | |
| | | | | |
| |Principals | |Included in ELA | |
| |Teachers | | | |
| | |None | | |
| | | | | |
| | | | | |
| |Principals | | | |
| |Summer School Teachers | | | |
|Extended learning time: | | | | |
|Extended learning time will be provided within the school day as well as before and | |Site budgets SPSA | | |
|after school, based on identified students’ needs. |Principals | | | |
| |Teachers | | | |
|Summer school math instruction will be provided to students in grades 6-8 who |Ongoing 2013-16 | | | |
|continue to be “at risk” of not successfully completing pre-algebra and algebra by | | |$ 3,000 |Targeted Instruct |
|the end if the school year, with a focus on Latino, and EL students. | |Materials |$16,000 |SVEF Grant |
| |Principals |Teachers |$ 8,000 |SVEF Grant |
| |Summer School Teachers |Instructional Assistants | | |
| |Every summer, 2013-16 | | | |
| | | | | |
| | | | | |
| |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
|Description of Specific Actions to Improve Education Practice in Mathematics |Timeline | | | |
|4. Increased access to technology: | | | | |
|The classrooms of the Common Core Site Champions will be equipped with projectors, |Site Champions |Equipment |Budgeted above in ELA | |
|MacBooks, IPads and Apple TVs (classroom technology package) to be used as an |County Office trainers |Trainers | | |
|instructional tool in the teaching of the ELA Common Core Standards |Director Info Services |Training materials | | |
| |Summer of 2013 |Teacher stipends | | |
|A district Technology Instructional Coach will provide training and support to Site |Ongoing 2013-15 | | | |
|Champions with the goal of establishing model classrooms in the implementation of | | | | |
|technology as a tool to accelerate learning. | | | | |
| | | |Budgeted above in ELA | |
|Develop and fully implement a plan to provide a classroom technology package by |Coordinator PD |Salary and benefits | | |
|2015-16. |Instructional Coach | | | |
| |Director Info Services | | | |
|Special education teachers will utilize IEP software that links specific objectives |Fall of 2013 | | | |
|to content standards, | | | | |
| | | | | |
|School City will provide access to local benchmark data for real time data analysis | | |TBD | |
|at the site and district level. | | | | |
| |Asst Supt Ed Services |Technology equipment | | |
| |Director Info Services | | | |
| | | |Already Funded | |
| | | | | |
| |SPED Teachers | | | |
| |Ongoing 2013-15 | | | |
| | | | | |
| | | |Already Funded | |
| |Director Info Services | | | |
| |Ongoing 2013-15 | | | |
| | | | | |
|5. Staff development and professional collaboration aligned with standards-based | | | | |
|instructional materials: | | | | |
| | | | | |
|As recommended by the DAIT, the District will provide embedded subject area | | | | |
|professional development for middle school teachers that includes math knowledge and |Coordinator of PD |Salaries & benefits |Budgeted above under ELA | |
|best practice math strategies, supported by a instructional coach. |Instructional Coaches | | | |
|An instructional coach will be assigned to support a cohort of three sites in the |Ongoing 2013-15 | | | |
|implementation of the Common Core Standards and the use of effective instructional | | | | |
|strategies. | | | | |
| | | | | |
|Each site will establish an Instructional Leadership Team (ILT) which will include | | |Budgeted above under ELA | |
|the site administrator. Site Common Core Site Champions, an Instructional Coach, and | | | | |
|a Silicon Valley Math Initiative trained teacher. |Principals |Site Champion stipends | | |
| |Instructional Coaches | | | |
|The ILT will participate in two days of training facilitated by Pivot Learning in |Teachers |Subs | | |
|August with two follow-up half days in November and February |June, 2013 | | | |
| | | | | |
|The ILT will establish a schedule of meetings (weekly at the start) focused on | | | | |
|teacher instructional support. |Principals |None | | |
| |Instructional Coaches | | | |
|Regular education teachers will receive training in accommodations and modifications |Site Champions | | | |
|to improve SWD access to the core curriculum. |Teachers | | | |
| |Fall,2013 | | | |
|Identified school sites will explore training in GLAD strategies to increase student | | |Budgeted above under ELA | |
|engagement in the core curriculum. | | | | |
| |ILT | | | |
| |August 2013 | | | |
| |November 2013 | | | |
| |February 2014 | | | |
| | |None | | |
| |Principals | | | |
| |ILT | | | |
| |Ongoing 2013-16 | |Already Funded | |
| | | | | |
| | | | | |
| |Coordinator of PD | | | |
| |SPED Director | | | |
| |Ongoing 2013-16 | |Already Funded | |
| | | | | |
| | | | | |
| |Asst Supt Ed Services | | | |
| |PD Coordinator | | | |
| |Ongoing 2013-16 | | | |
|Involvement of staff, parents, and community (including notification procedures, | | | | |
|parent outreach, and interpretation of student assessment results to parents): | | | | |
| | | | | |
|The District and all schools will communicate overall school and sub-group progress | | | | |
|via regularly published school newsletters, site and district websites, NTI messages,| | | | |
|email presentations to SSC groups, EL groups, and the School Board. |District Admin |None | | |
| |Principals | | | |
|Annual District Parent Night will provide an opportunity to explain state testing |Ongoing 2013-16 | | | |
|parent reports. | | | | |
| | | | | |
| | | | | |
| | | | | |
| | |None | | |
| |Asst Supt Ed Services | | | |
| |Assessment PM | | | |
| |Ongoing 2013-16 | | | |
|Auxiliary services for students and parents (including transition from preschool, | | | | |
|elementary, and middle school): | | | | |
| | | | | |
|Each school provides orientation and welcome activities for incoming kindergarten | | | | |
|students and their parents to ensure a smooth transition from preschool. | |None | | |
| |Principals | | | |
|For the transition from elementary to middle school, counselors meet with students |Teachers | | | |
|and parents for orientation and class enrollment/scheduling. Each spring, all fifth |Ongoing 2013-16 | | | |
|grade students take a “get acquainted” field trip to their middle school. | | | | |
| | | | | |
|For the transition to ninth grade, high school counselors meet with eighth grade | | | | |
|students and parents to plan develop their four year plan and enroll in courses. |Principals |None | | |
|Orientation, informational meetings, and school visitations are also offered to |Counselors | | | |
|students. |Teachers | | | |
| |Each Spring, 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| |Principals |None | | |
| |Counselors | | | |
| |Teachers | | | |
| |Each Spring, 2013-16 | | | |
| | | | | |
|Monitoring program effectiveness: | | | | |
| | | | | |
|Site administrators will be provided with an IPad which will be used for collecting |Principals |IPads |Budgeted above under ELA | |
|and sharing data during walkthroughs and classroom observations. They will also |Director Info Services |IPad apps | | |
|allow administrators to readily communicate with teachers, parents and peers via |Ongoing 2013-16 | | | |
|email, video conferencing, and document collaboration. | | | | |
| | | | | |
|An electronic program for collecting evidence and determining effectiveness will be | | | | |
|purchased for administrator use on the IPad | | | | |
| | | | | |
|Principals will have mentor coaches to provide both 1x1 and cohort support in | | | | |
|facilitating the change process, creating culturally responsive classrooms, and | | |Budgeted above under ELA | |
|monitoring the implementation of the Common Core. |Site administrators |Application | | |
| |Director Info Services | | | |
|Teachers will collaborate in the analysis of district benchmarks using the Cycle of |Fall, 2013 | | | |
|Inquiry. | | | | |
| | | |Budgeted above under ELA | |
|Single Plan for Student Achievement will be developed at each site with input from | | | | |
|parents, students, staff, teachers, and administrators. |Site principals |Pivot Learning Partners | | |
| |Pivot Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | |Budgeted above under ELA | |
| | | | | |
| |Site Principals | | | |
| |Teachers |Scanners | | |
| |Assessment PM |Training on the use of scanners | | |
| |Ongoing 2013-16 | | | |
| | |None | | |
| |Principals | | | |
| |C&I Staff | | | |
| |Each Fall, 2013-16 | | | |
| |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
|Description of Specific Actions to Improve Education Practice in Mathematics |Timeline | | | |
|Targeting services and programs to lowest-performing student groups: | | | | |
| | | | | |
|Refine the use of multiple measures to determine entry and exit criteria for student | |None | | |
|placement in interventions |Assessment PM | | | |
| |Asst Supt Ed Services | | | |
|Ensure that the Master schedules at middle school include sections for Algebra |Principals | | |PD |
|Readiness for intensive students two or more years below grade level. |Teachers | | | |
| |Ongoing 2013-16 | | | |
|Establish a district-wide task force to create a list of district supported programs | |None | | |
|(e.g. St Math, Imagine Learning). |Asst Supt Ed Services | | | |
| |Principals | |$1370 | |
| |Ongoing 2013-16 | | | |
| | |Subs | | |
| | | | | |
| |Asst Supt Ed Services | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Any additional services tied to student academic needs: | | | | PD |
| | |None | | |
|Expectations for the monitoring of student achievement will be communicated and | | | | |
|monitored through a system of principal meetings in which they share data dashboards | | | | |
|and progress on key district initiatives, including API/AYP, CELDT, CST, Benchmark |Asst Supt Ed Services | | | |
|assessments. |Principals | | | |
| |Ongoing 2013-16 | | | |
|Review all district assessments against the skills, knowledge, and practice required | | | | |
|for mastery of the Common Core State Standards. | | | | |
| | |Hourly Pay teachers |$6600 | |
|Homework help and tutorials will be provided after school. | | | | |
| | | | | |
|Special education preschool programs will be provided to promote reading readiness |Asst Supt Ed Services | | | |
| |Assessment PM | | | |
| |Instructional Coaches | | | |
| |Site Champions |Site Budgets (SPSA) | | |
| |Ongoing 2013-16 | |Already funded | |
| | | | | |
| |Principals | | | |
| |Teachers | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| |SPED Director | | | |
| |County Office | | | |
| |Ongoing 2013-16 | | | |
Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Planned Improvement in Programs for LEP Students and Immigrants (Title III)
(Summarize information from district-operated programs and approved school-level plans)
| |Description of how the LEA is meeting or plans to meet this requirement. |
|Required |1. (Per Sec. 3116(b) of NCLB, this Plan must include the |1a. The District will use Title III funds to provide the following supplemental services to targeted EL |
|Activities |following: |students: |
| |Describe the programs and activities to be developed, implemented, and |Utilize Instructional Coaches to provide professional development, mentoring, on-site coaching to classroom |
| |administered under the subgrant; |teachers in use of EL/LA standards, ELD and SDAIE teaching strategies |
| |Describe how the LEA will use the subgrant funds to meet all annual measurable |Purchase resource materials as needed to provide support to English Learners |
| |achievement objectives described in Section 3122; |Provide a Summer School Language Academy for targeted English Learners |
| |Describe how the LEA will hold elementary and secondary schools receiving funds |Focus program on vocabulary and reading comprehension (based on 01-13 CELDT data analysis) |
| |under this subpart accountable for: |Hire personnel |
| |Meeting the annual measurable achievement objectives described in Section 3122; |Purchase supplementary materials |
| |Making adequate yearly progress for limited-English-proficient students (Section |Conduct pre and post assessment of student progress |
| |1111(b)(2)(B); |Extend to include level 3 students who have been stagnant for 2+ years |
| |Annually measuring the English proficiency of LEP students so that the students | |
| |served develop English proficiency while meeting State Academic standards and |. |
| |student achievement (Section 1111(b)(1); |. |
| |Describe how the LEA will promote parental and community participation in LEP | |
| |programs. | |
| |Description of how the LEA is meeting or plans to meet this requirement. |
|Required | |1b. The District will use Title III funds to help EL students meet the State's annual measurable achievement |
|Activities | |objectives by: |
| | | |
| | |The Categorical Coordinator will be assigned to monitor EL progress and student records, coordinate CELDT |
| | |testing, advise teachers and principals about EL student placement and groupings, and serve as a liaison for |
| | |teachers, support staff and principals. |
| | | |
| | |The Categorical Coordinator will attend county EL meetings and will provide EL Program updates to staff at |
| | |sites and receive input regarding EL issues. |
| | | |
| | |Research-based interventions will be provided to struggling EL students not making adequate progress, as |
| | |prescribed by staff at triage meetings. |
| | | |
| | |The Instructional Coaches will provide ongoing professional development and coaching for staff in ELD/SDAIE |
| | |and core content areas. |
| |Description of how the LEA is meeting or plans to meet this requirement. |
|Required | |1c. The District will hold schools accountable for the progress of all EL students through close monitoring |
|Activities | |and support: |
| | | |
| | |Each principal will monitor the EL student placement in classes and groupings, ensure appropriate teacher |
| | |authorizations, visit classrooms regularly to monitor ELD and SDAIE lesson implementation, schedule and |
| | |attend ELAC meetings, and ensure implementation of district plans to meet the language and academic needs of |
| | |EL students. |
| | | |
| | |The Assistant Superintendent of Educational Services and the Categorical Coordinator will review |
| | |implementation of the EL program and will meet with site administrators to establish an action plan with |
| | |agreed upon timelines for implementation at schools where adequate progress is not being made. |
| | | |
| | |All EL records will be kept in a Language Development Folder, including the standards-based report card and |
| | |writing samples among other records to track student progress. |
| | | |
| | |Annual CELDT data will be disaggregated and disseminated to all sites with training delivered by the |
| | |Categorical Coordinator. If sites have not achieved their annual yearly progress target a study session will|
| | |be held to examine the program design and implementation. An action plan will be developed and implemented |
| | |immediately. |
| |Description of how the LEA is meeting or plans to meet this requirement. |
|Required | |1d. The District will use Title III funds to encourage and promote broad involvement of the parents of EL |
|Activities | |students and the community through the following activities: |
| | | |
| | |Build capacity for strong parent involvement through DELAC and site ELACs while developing a strong parent |
| | |volunteer base to support schools. |
| | | |
| | |Conduct an Annual Needs Analysis/Parent Outreach Evaluation, created by the DELAC committee. |
| | | |
| | |Conduct Parent Education/Information Workshops that focus on providing information to support the expressed |
| | |needs of EL parents, based on a district needs analysis in coordination with DELAC. |
| | |Hire personnel/appropriate agencies |
| | |Purchase materials as needed |
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| |Description of how the LEA is meeting or plans to meet this requirement. |
| |How the LEA will provide high quality language instruction based on |Provide systemic and consistent ELD instruction at every school at each student’s proficiency level that engages students |
|Required |scientifically based research (per Sec. 3115(c) . |in: |
|Activities |The effectiveness of the LEP programs will be determined by the |Intensive and extensive oral language and fluency |
| |increase in: |Speaking, listening, reading, and writing to acquire new knowledge and vocabulary |
| |English proficiency; and |Reading and comprehending leveled fiction and textual materials |
| |Academic achievement in the core academic subjects |Meaningful communication, including speaking, reading and writing |
| | |Expository, narrative and persuasive writing based on grade level ELA standards and grade-span ELD standards |
| |Provide high quality professional development for classroom teachers,| |
| |principals, administrators, and other school or community-based |The following actions will support high quality professional development: |
| |personnel. | |
| |a. designed to improve the instruction and assessment of LEP |A Long-Range Professional Development Plan will provide intensive, ongoing, mandatory training for all teachers at all |
| |children; |levels on the, ELA Common Core standards, ELD Common Core standards, and state adopted instructional materials. |
| |b. designed to enhance the ability of teachers to understand and | |
| |use curricula, assessment measures, and instruction strategies for |The Professional Development Plan will also focus on developing teachers’ ability to design and implement formal and |
| |limited-English-proficient students; |informal assessments and to use classroom data to differentiate instruction and evaluate the efficacy of instruction. |
| |c. based on scientifically based research demonstrating the | |
| |effectiveness of the professional development in increasing |Title III funds will be used to fund Instructional Coaches to ensure that teachers receive quality training |
| |children’s English proficiency or substantially increasing the |(research-based) that specifically includes those strategies which meet the needs of EL students such as: |
| |teachers’ subject matter knowledge, teaching knowledge, and teaching |SDAIE |
| |skills; |ELD |
| |d. long term effect will result in positive and lasting impact on |Culturally and linguistically responsive teaching |
| |teacher performance in the classroom. |Differentiated instruction |
| | |Grouping models |
| | |Standards-based lesson planning |
| |4. Upgrade program objectives and effective |Yes or No |If yes, describe: |
|Allowable |instructional strategies. | |As recommended by the DAIT, the district will provide initial and on-going support in the ELD |
|Activities | |Yes |curriculum and in instructional strategies to support EL across the curriculum. The District has |
| | | |adopted a standards-based approach. Standards-based curriculum plus research-based EL strategies are |
| | | |the two major components to ensure all EL students have access to the academic core and are |
| | | |successful. |
| | | |The district is incorporating the Common Core standards throughout the curriculum, including the ELD |
| | | |Common Core standards. |
| | | |Principals and other support staff observe, and give observational feedback around standards. |
| | | |All instructional staff are being trained and implementing effective instructional strategies for |
| | | |English Learners. |
| | | |Superintendent and/or Assistant Superintendent of Educational Services visit every school quarterly |
| | | |and provide feedback to the school as to the level of implementation. |
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| | |Description of how the LEA is meeting or plans to meet this requirement. |
| |5. Provide – |Yes or No |If yes, describe: |
|Allowable |a. tutorials and academic or vocational education for LEP | | |
|Activities |students; and | |The Title III Summer Intervention Program will use consistent, systematic instruction to: |
| |b. intensified instruction. |Yes |Provide intensive and extensive opportunities to engage in oral language and fluency |
| | | |Acquire new knowledge and vocabulary through opportunities to speak, listen, read and write |
| | | |Read and comprehend leveled fiction and textual materials |
| | | |Engage in meaningful speaking, reading and writing |
| | | |Do expository, narrative and persuasive writing based on grade level ELA standards and grade-span ELD|
| | | |standards. |
| | | | |
| | | |Instruction will be designed and modified using information from ongoing formal and informal |
| | | |assessment of each student’s strengths and needs. |
| | | | |
| | | |Title III funds will be used to pay Summer Intervention teachers and to purchase supplementary |
| | | |materials. Middle School curriculum materials will focus on the use of non-fiction materials that |
| | | |support science and social science content. |
| | | | |
| | | |During and after school interventions and tutorials are provided at all schools to target specific |
| | | |areas of individual student need. Specialized Educational Services (SES) and After School Educational|
| | | |Services (ASES) are provided in all qualifying schools. |
| |6. Develop and implement programs that are coordinated with other|Yes or No |If yes, describe: |
| |relevant programs and services. | | |
| | | |Implement the EL Master Plan. |
| | |Yes | |
| | | |Provide 35-40 minutes of ELD instruction for all EL students 1-5th grade and 30 minutes for |
| | | |Kindergarten EL students. |
| | | | |
| | | |Coordinate EIA, TITLE I and TITLE III to provide interventions for those EL students struggling with |
| | | |grade level content and skills. |
| |7. Improve the English proficiency and academic achievement of |Yes or No |If yes, describe: |
| |LEP children. | |Define exit and entrance requirements for ELD levels, provide interim assessments to be used for this|
| | |Yes |purpose. |
| | | | |
| | | |Devise a system to review implementation evidence at the site and district levels to ensure |
| | | |consistency of implementation and to measure effectiveness of curriculum, instruction, and use of |
| | | |resources to support the most at risk EL populations, i.e. Long Term English Learners. |
| | | | |
| | | | |
| | |Description of how the LEA is meeting or plans to meet this requirement. |
| |Description of how the LEA is meeting or plans to meet this |Yes or No |If yes, describe: |
| |requirement. | | |
| | | |Each site is working with the District to establish a functioning English Learner Advisory Committee |
| | | |(ELAC) where parents have an opportunity to become active participants in their child’s education. |
| | | | |
| | |Yes |The District English Learner Advisory Committee (DELAC) meets quarterly to provide training and as a |
| | | |communication forum to ELAC’s. |
| | | | |
| | | |Los Dichos is offered through Project Cornerstone at several elementary sites. |
| | | | |
| | | |The district will continue to offer a parent university program that focuses on areas of interest for|
| | | |our EL parents. |
| | | | |
| | | |Parent Institute for Quality Education (PIQE) will continue to be offered at both individual sites |
| | | |and at the district level. The nine-week sessions are provided in both Spanish and English. |
| | | | |
| | | |Raising Thriving Kids, a series of parent workshops based on the Developmental Assets will be |
| | | |provided three times a year with all materials translated in the major languages and with translators|
| | | |available. |
| |9. Improve the instruction of LEP children by providing for – |Yes or No |If yes, describe: |
| |The acquisition or development of educational technology or | | |
| |instructional materials | |Students have access to a variety of instructional media, including Imagine Learning, Accelerated |
| |Access to, and participation in, electronic networks for materials, | |Reader, and ST Math. In addition document cameras, and LCD projectors have been installed in most |
| |training, and communication; and |Yes |campuses to support EL learning environment. |
| |Incorporation of the above resources into curricula and programs. | | |
| | | |Teachers and administrative staff have been trained in School City as the main sources for student |
| | | |data in our district. School City (DMM) is the data management system that allows staff to analyze |
| | | |and display data from classroom formative assessments and CST. There are three benchmark “seasons” in|
| | | |the district. |
| |10. Other activities consistent with Title III. |Yes or No |If yes, describe: |
| | | | |
| | |No | |
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Plans to Notify and Involve Parents of Limited-English-Proficient Students
|Parents of Limited-English-Proficient students must be notified: The outreach efforts include |Description of how the LEA is meeting or plans to meet this requirement. |
|holding and sending notice of opportunities for regular meetings for the purpose of formulating | |
|and responding to recommendations from parents. | |
| |1. LEA informs the parent/s of an LEP student of each of the following (per Sec. |Parents of Limited English Proficient must be notified upon registration of their student, and annually |
|Required |3302 of NCLB): |thereafter, parents will receive a written explanation of the following information: |
|Activity |the reasons for the identification of their child as LEP and in need of placement |Using the Parental Notification Letters – parents will be told: |
| |in a language instruction educational program; |The child’s level of English proficiency and how it was assessed (explanation of CELDT level, and explanation|
| |the child’s level of English proficiency, how such level was assessed, and the |of CELDT exam) and the status of the student’s academic achievement. |
| |status of the student’s academic achievement; |The method of instruction the student will receive. (The program description includes information on the time|
| |the method of instruction used in the program in which their child is or will be, |in ELD and materials to be used, subjects to be taught in L1 or SDAIE and materials to be used, and |
| |participating, and the methods of instruction used in other available, programs, |authorization of teacher. In addition, benchmarks and yearly goals should be explained so that parents can |
| |including how such programs differ in content, instruction goals, and use of |monitor progress towards these goals.) |
| |English and a native language in instruction; |How this program is designed to meet the needs of the child. |
| |how the program in which their child is, or will be participating will meet the |How this program design helps the child learn English. |
| |educational strengths and needs of the child; |Redesignation requirements. |
| |how such program will specifically help their child learn English, and meet age |If the student has a disability, state how the services prescribed by the IEP work together with the program |
| |appropriate academic achievement standards for grade promotion and graduation; |in which the student is enrolled to maximize his/her learning experiences. |
| |the specific exit requirements for such program, the expected rate of transition | |
| |from such program into classrooms that are not tailored for limited English | |
| |proficient children, and the expected rate of graduation from secondary school for| |
| |such program if funds under this title are used for children in secondary schools;| |
| |in the case of a child with a disability, how such program meets the objectives of| |
| |the individualized education program of the child; | |
| | |
| |Description of how the LEA is meeting or plans to meet this requirement. |
| |information pertaining to parental rights that includes written guidance detailing|1 h. Parental rights to withdraw from the program and to choose a different program. |
|Required |– | |
|Activity |the right that parents have to have their child immediately removed from such |Parents will be informed of their right to decline service as well as its various programmatic |
| |program upon their request; and |forms/services. Parent representatives will be asked to share that information by language group at site |
| |the options that parents have to decline to enroll their child in such program or |meetings. |
| |to choose another program or method of instruction, if available; | |
| |the LEA assists parents in selecting among various programs and methods of |Primary language interpreters will be trained in all information pertaining to placement, program type and |
| |instruction, if more than one program or method is offered by the LEA. |parent rights. They will serve as liaisons to parents to provide this information at a variety of venues. |
| | | |
| | |During CELDT testing, parents are informed as to the purpose of the test, their child’s placement in the EL |
| | |program and what services the child will receive as a result and of their right to decline service. |
| | | |
| | |Parents will receive written notification of their child’s placement in a program no later than 30 days after|
| | |the beginning of the school year. |
|Note: Notifications must be provided to parents of students enrolled since the previous school | |
|year: not later than 30 days after the beginning of the schools year. If students enroll after | |
|the beginning of the school year, parents must be notified within two weeks of the child being | |
|placed in such a program. | |
| | |
|LEA Parent Notification Failure to Make Progress |If the district fails to make progress on the AMAO’s, all parents will be notified of such failure in writing|
|If the LEA fails to make progress on the annual measurable achievement objectives it will inform |in a language they understand not later than 30 days after such failure occurs. EL program staff and |
|parents of a child identified for participation in such program, or participation in such program,|principal are available to answer parent questions. |
|of such failure not later than 30 days after such failure occurs. | |
| | |
Plans to Provide Services for Immigrants
|IF the LEA is receiving or planning to receive Title III Immigrant funding, |Description of how the LEA is meeting or plans to meet this requirement. |
|complete this table (per Sec. 3115(e) ). | |
| |1. Family literacy, parent outreach, and training activities |Yes or No |If yes, describe: |
|Allowable |designed to assist parents to become active participants in the | | |
|Activities |education of their children: |Yes | |
| | | |ELAC and DELAC groups across the district provide continuous feedback on strategies to successfully reach |
| | | |out to parents. Family literacy and math nights are provided at elementary campuses. In addition, parents |
| | | |are encouraged to participate in parent conferences offered by the district and those provided by the |
| | | |SCCOE, ALAS, etc. Parent University is offered in the spring with a variety of sessions to support |
| | | |student success. |
| | | | |
| |2. Support for personnel, including teacher aides who have been|Yes or No |If yes, describe: |
| |specifically trained, or are being trained, to provide services to| |Bilingual Instructional Associates support immigrant middle school students at CELDT levels 1 and 2 in |
| |immigrant children and youth: |Yes |accessing the core curriculum. |
| | | | |
| | | | |
| | | | |
| |3. Provision of tutorials, mentoring, and academic or career |Yes or No |If yes, describe: |
| |counseling for immigrant children and youth; | | |
| | |Yes |Title I and Title III resources support tutoring services after school at the elementary and middle school|
| | | |levels. In addition, summer school is offered to eligible students. |
| | | | |
| |4. Identification and acquisition of curricular materials, |Yes or No |If yes, describe: |
|Allowable |educational software, and technologies to be used in the program | | |
|Activities |carried out with funds: |Yes |Purchase supplementary grade level appropriate science and social studies reading materials for immigrant |
| | | |students. |
| | | | |
| | | | |
| |5. Basic instruction services that are directly attributable to |Yes or No |If yes, describe: |
| |the presence in the school district involved of immigrant children| | |
| |and youth, including the payment of costs of providing additional | | |
| |classroom supplies, costs of transportation, or such other costs |Yes |Provide primary language support to provide access to the core curriculum for immigrant students. |
| |as are directly attributable to such additional basic instruction | | |
| |services: | | |
| | | | |
| | | | |
| | | | |
| |6. Other instruction services designed to assist immigrant |Yes or No |If yes, describe: |
| |children and youth to achieve in elementary and secondary schools | | |
| |in the USA, such as programs of introduction to the educational |Yes |Parent Institute for Quality Education (PIQE) will continue to be offered at both individual sites and at |
| |system and civics education: | |the district level. The nine-week sessions are provided in both Spanish and English. |
| | | | |
| | | | |
| | | | |
| |7. Activities coordinated with community-based organizations, |Yes or No |If yes, describe: |
|Allowable |institutions of higher education, private sector entities, or | | |
|Activities |other entities with expertise in working with immigrants, to |Yes |Berryessa participated in the 2011 and the 2012 ALAS conference taking 120 students and their parents to |
| |assist parents of immigrant children and youth by offering | |SJSU to obtain information about how to make it to college and be successful. The Silicon Valley Education|
| |comprehensive community services: | |Foundation and the Hispanic Foundation of Silicon Valley are partners in providing both summer school math|
| | | |support and twice a month Saturday tutoring. The District will continue to participate. |
Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.
Summary of Needs and Strengths for Professional Development
Based on a needs assessment of teacher data for your district, include a narrative that describes areas of needed professional development and areas where adequate professional development opportunities exist.
[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]
|STRENGTHS |NEEDS |
| | |
|All teachers at our Title I schools have met the NCLB requirements. |As recommended by the DAIT, develop a vision and strategic plan to |
|Intern teachers, who are not yet fully qualified, have demonstrated |provide direction to improvement efforts to address the needs of all |
|subject area competence by passing the MSAT, SSAT and Praxis II, or |students through implementation of the Common Core State Standards. |
|CCET. | |
| |Add a district-level Coordinator of Professional Development position.|
|All BUSD teachers have received CLAD training to increase their | |
|ability to teach English Learners a standards-based curriculum in |Provide on-site instructional coaches to support teachers at every |
|English. BUSD collaborates with institutions of higher learning and |school. |
|the SCCOE for CLAD certification. | |
| |Provide support to staff in understanding the needs of the diverse |
|The district has an active BTSA, SVNTP, SB 2042, and PAR program. |student population, including cultural sensitivity training. |
| | |
|The County Office of Education and various institutions of higher |Provide more intensive training on the district assessment system on |
|education support professional development classes for teachers and |how to use formative assessment to meet the needs of the diverse |
|para-educators. |student population. |
| | |
|BSUD Board policy states hiring and credentialing requirements. |Provide ongoing professional development and support in the |
| |implementation of the new Common Core State Standards. |
|BUSD celebrates Nationally board certified teachers and encourages | |
|teachers to enter the program. . | |
| | |
|Professional Development Plan is focused on meeting the needs of the | |
|diverse student population. | |
| | |
| | |
Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.
Planned Improvements for Professional Development (Title II)
(Summarize information from district-operated programs and approved school-level plans)
|Please provide a description of: |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
| |Timeline | | | |
|How the professional development activities are aligned with the State’s challenging academic | | | | |
|content standards and student academic achievement standards, State assessments, and the curricula| | | | |
|and programs tied to the standards: | | | | |
| | | | | |
|At the beginning of the school year, administrators examine the State test data for strengths and | | | | |
|weaknesses of all students in the district and individual sites. Principals and teachers examine | |None | | |
|test data in the fall to reflect prior year’s strengths and weaknesses and develop instructional |Asst Supt Ed Service | | | |
|strategies to bridge the gaps. |Assessment PM | | | |
| |Principals | | | |
|The district’s Curriculum Council will conduct a yearly staff survey to assess professional |Teachers | | | |
|development needs. The survey provides information to the Professional Development Coordinator. |Each Fall, 2013-16 | | | |
|The Professional Development Coordinator assists the district staff to move toward proficiency in | | | | |
|standards for all students. Activities are designed and selected based on staff needs in relation| | |$100 |Title II |
|to student achievement results. | |Survey | | |
| |Curriculum Council | | | |
|The Assistant Superintendent works with the Instructional Coaches and the facilitators to provide |PD Coordinator | | | |
|professional development workshops that are standards based. |Each Fall, 2013-16 | | | |
|How the activities will be based on a review of scientifically based research and an explanation | | | | |
|of why the activities are expected to improve student academic achievement: | | | | |
| | | | | |
|As recommended by the DAIT, the Single Plan for Student Achievement at all schools will be aligned| | | | |
|with the specific professional development goals of the district, as outlined by the Board and | | | | |
|Superintendent. | | | | |
| | |None | | |
|Based on district and site plans, teacher survey, and assessment data, the district staff will |Asst Supt Ed Service | | | |
|design professional development to assist teachers and administrators to ensure that all students |PD Coordinator | | | |
|will meet or exceed State content and academic achievement standards. |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | |None | | |
| |Principals | | | |
| |Every Fall, 2013-16 | | | |
| | | | | |
| | | | | |
| | | |$3,000 |PD |
| | |Subs | | |
| |Asst Supt Ed Service | | | |
| |PD Coordinator | | | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
|Please provide a description of: |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
| |Timeline | | | |
|3. How the activities will have a substantial, measurable, and positive impact on student | | | | |
|academic achievement and how the activities will be used as part of a broader strategy to | | | | |
|eliminate the achievement gap that separates low-income and minority students from other students:| | | | |
| | | | | |
|As recommended by the DAIT, district and site administrators will monitor the impact of the | | | | |
|targeted professional development by observing classroom instructional practices and analyzing | | | | |
|student assessment results to determine the measurable impact on student achievement. |Asst Supt Ed Service |IPads |Budget in ELA | |
| |PD Coordinator |Apps | | |
|All professional development will be designed to focus on content standards and improving teacher |Principals | | | |
|skills in addressing the achievement gaps of the various sub-groups. |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
|As recommended by the DAIT, the District will ensure that principals, vice principals and all | | | | |
|teachers complete professional development in reading/language arts, mathematics, English Language| |None | | |
|Development, interventions, and district-identified teaching strategies. At the beginning of each|PD Coordinator | | | |
|year, teachers and principals will meet to address individualized professional development goals. |Principals | | | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
|As recommended by DAIT, the district will provide all teachers and principals targeted | |Contract with County |$10,000 |PI 3 |
|professional development in culturally and linguistically responsive teaching and learning. |PD Coordinator |Office | | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Embedded in Common Core | |
| | | |training | |
| |PD Coordinator | | | |
| |Principals | | | |
| |Instructional Coaches | | | |
| |Site Champions | | | |
| |Ongoing 2013-16 | | | |
|4. How the LEA will coordinate professional development activities authorized under Title II, | | | | |
|Part A, Subpart 2 with professional development activities provided through other Federal, State, | | | | |
|and local programs: | | | | |
| | | | | |
|As recommended by the DAIT, the District will use appropriate resources to employ adequate staff | | | | |
|to provide ongoing classroom support in implementing the district identified teaching strategies |Asst Supt Ed Services |Coordinator of |$147,000 |Title II |
|and Common Core State Standards in both the elementary and middle schools, including the hiring of|July, 2013 -2016 |Professional | |EIA |
|a Coordinator of Professional Development. | |Development | | |
|As recommended by the DAIT, the district will provide accessible and structured follow-up support | |Salary/benefits | | |
|for materials implementation, i.e. instructional specialists and coaches to model lessons and | | | | |
|effective instructional strategies, and that principals conduct walk-throughs to review | | | | |
|implementation of strategies and practices introduced in teacher training. | | | | |
|Classroom management, interventions, working with students’ families, and other topics required by| | | | |
|funding sources will be addressed within the context of ensuring that all students meet or exceed | | | | |
|State content and academic achievement standards. |PD Coordinator |Included in Goal 1 |Included in Goal 1 | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |PD Coordinator |None | | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
|The professional development activities that will be made available to teachers and principals and| | | | |
|how the LEA will ensure that professional development (which may include teacher mentoring) needs | | | | |
|of teachers and principals will be met: | | | | |
| | | | | |
|As recommended by the DAIT, the District will establish ways in which the teachers will be | | | | |
|supported in their needs to collaborate to bring about increased instructional effectiveness and |Asst Supt Ed Services |None | | |
|improved achievement for all students. Teacher collaboration time will focus on reviewing |PD Coordinator | | | |
|essential standards, reviewing of student work, revising, reviewing, and planning curriculum. |Principals | | | |
|Teachers will discuss criteria for evaluating student progress. |Instructional Coaches | | | |
|Each principal will participate as part of a team to do instructional rounds at school sites. |Ongoing 2013-16 | | | |
| | | | | |
|Three times a year the principals meet with the Assistant Superintendent to analyze data | | | | |
| | | | | |
| | |Included in Goal 1 | | |
| | | | | |
| | | | | |
| |Pivot Coaches | | | |
| |Principals |None | | |
| |Instructional Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| |Asst Supt Ed Services | | | |
| |Principals | | | |
| |Ongoing 2013-16 | | | |
|Please provide a description of: |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
| |Timeline | | | |
|How the LEA will integrate funds under this subpart with funds received under part D that are used| | | | |
|for professional development to train teachers to integrate technology into curricula and | | | | |
|instruction to improve teaching, learning, and technology literacy: | | | | |
| | | | | |
|The district Professional Development Coordinator and Curriculum Council will ensure that | | | | |
|technology-related professional development links to other district and school professional | | | | |
|development activities that are coordinated to address staff needs in assisting all students to |Asst Supt Ed Services |None | | |
|meet or exceed State standards. |PD Coordinator | | | |
| |Principals | | | |
|All workshops will be coordinated with the staff development needs outlined in the District |Instructional Coaches | | | |
|Technology Plan. |Ongoing 2013-16 | | | |
| | | | | |
| | |None | | |
| |PD Coordinator | | | |
| |Director Info Services | | | |
| |Ongoing 2013-16 | | | |
|How students and teachers will have increased access to technology; and how ongoing sustained | | | | |
|professional development for teachers, administrators, and school library media personnel will be | | | | |
|provided in the effective use of technology. (Note: A minimum of 25 percent of the Title II, Part | | | | |
|D Enhancing Education through Technology funding must be spent on professional development.): | | | | |
| | | | | |
|The district will continue its partnership with outside venders to purchase computers. Upgrades | | | | |
|will be done by MIS, as needed. | | | | |
| |Asst Supt Business |TBD | | |
|The Assistant Superintendent of Ed Services and the Supt. will meet with the Tech committee to |Director Info Services | | | |
|revise the Technology Plan to reflect professional development and curriculum integration of our |Ongoing 2013-16 | | | |
|standards-based programs. | | | | |
| | |None | | |
|The needs assessment survey will direct professional development workshops for staff and will |Superintendent | | | |
|include new technology supporting the Common Core State Standards and new bridge materials or |Asst Supt Ed Services | | | |
|adoptions. |Director Info Services | | | |
| |Tech Committee | | | |
|All workshops will be aligned to the District Technology Plan. |Fall, 2013 | | | |
| | |None | | |
| |PD Coordinator | | | |
| |Director Info Services | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | |None | | |
| | | | | |
| |PD Coordinator | | | |
| |Director Info Services | | | |
| |Ongoing 2013-16 | | | |
|How the LEA, teachers, paraprofessionals, principals, other relevant school personnel, and parents| | | | |
|have collaborated in the planning of professional development activities and in the preparation of| | | | |
|the LEA Plan: | | | | |
| | | | | |
|The Curriculum Council is comprised of teachers, principals, Assistant Superintendent of Ed |Asst Supt Ed Services |None | | |
|Services, and meets five times a year. |Curriculum Council | | | |
| |Sept/Oct/Jan/March/Apr 2013-16 | | | |
|The Curriculum Council, under the direction of the Assistant Superintendent, reviews curriculum | | | | |
|issues and sends their recommendations to the Board of Trustees. |Asst Supt Ed Services |None | | |
| |Curriculum Council | | | |
| |Sept/Oct/Jan/March/Apr 2013-16 | | | |
|Please provide a description of: |Persons Involved/ |Related Expenditures |Estimated Cost |Funding Source |
| |Timeline | | | |
|How the LEA will provide training to enable teachers to: | | | | |
|Teach and address the needs of students with different learning styles, particularly students with| | | | |
|disabilities, students with special learning needs (including students who are gifted and | | | | |
|talented), and students with limited English proficiency; | | | | |
|Improve student behavior in the classroom and identify early and appropriate interventions to help| | | | |
|all students learn; | | | | |
|Involve parents in their child’s education; and | | | | |
|Understand and use data and assessments to improve classroom practice and student learning. | | | | |
| | | | | |
|The District will focus on culturally responsive teaching with an emphasis on the needs of the | | | | |
|Latino population through the following activities: | | | | |
|A leadership team including 30 teachers, principals and district leaders attended a one-day | | | | |
|seminar on “Building Cultures—the Will to Lead, the Skill to Teach, Transforming Schools at Every | | | | |
|Level”. |Asst Supt Ed Services |Books |$2000 |Site categorical |
|Site leaders have taken this back to teachers and many are leading a book study with their staff. |PD Coordinator |Speaker |$3000 |PD |
|Latino leader will address the entire district on this topic in Fall, 2013. |Principals | | | |
|Coaches will expand on this topic in professional development at sites. |Instructional Coaches | | | |
|Pivot coaches will use the book “Culturally Responsive Teaching“ with principals. |Pivot Coaches | | | |
| |Ongoing 2013-16 | | | |
|Teacher collaboration time focuses using assessments to review student work, including planning | | | | |
|for addressing diverse student needs, student behavior management, and working with families. | | | | |
| | | | | |
|Professional development focuses on developing skills to teach to the Common Core State Standards | | | | |
|using State adopted textbooks and materials as well as instructional strategies to improve student| | | | |
|achievement, addressing the diverse student population of BUSD and their special needs, such as | | | | |
|lELD, GATE, and Students with Disabilities. | | | | |
| | | | | |
|At the start of the school year principals work with staff to identify the lowest performing | | | | |
|groups and develop instructional strategies and interventions. Teachers and principal examine | | | | |
|assessment data for the school and individual grades. | | | | |
| |Principals | | | |
|As recommended by the DAIT, the District will develop a system of ongoing support for |Instructional Coaches | | | |
|administrators, especially those new to the profession and/or placed in underperforming schools so|Teachers |None | | |
|that they can effectively support and monitor the implementation of the Common Core |Ongoing 2013-16 | | | |
|standards-based instructional program, the intervention system, and the overall achievement of all| | | | |
|students. | | | | |
| |PD Coordinator | | | |
|Principals’ professional development will combine the leaders’ role in supporting standards |Principals | | | |
|implementation, organization and management for continuous improvement with behavior management, |Instructional Coaches |None | | |
|working with students’ families, and addressing diverse needs of students, particularly students |Ongoing 2013-16 | | | |
|in the lowest-performing groups in the district, especially for new principal and those whose | | | | |
|schools do not make AYP. | | | | |
| | | | | |
|Professional development for principals extends throughout the year. The third Tuesday of each | | | | |
|month is dedicated to address the needs of principals. Continued focus will be on evaluating |Principals | | | |
|teachers using the CSTPs and the Continuum of Teacher Development to improve student achievement |Instructional Coaches | | | |
| |Teachers |None | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| |Asst. Supt Ed Services | | | |
| |Pivot Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | |Already funded | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Asst. Supt Ed Services | | | |
| |PD Coordinator | |Already funded | |
| |Pivot Coaches | | | |
| |Ongoing 2013-16 | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Asst. Supt Ed Services | | | |
| |PD Coordinator | | | |
| |Pivot Coaches | | | |
| |Ongoing 2013-16 | | | |
|How the LEA will use funds under this subpart to meet the requirements of Section 1119: | | | | |
| | | | | |
|BUSD will partner with the Santa Clara County Office of Education and continue to partner with the| | | | |
|Silicon Valley New Teacher Program/BTSA, and San Jose State University to provide course work for |Asst. Supt Ed Services |BTSA |$30,000 |Grant |
|multiple and single subject credentials. |PD Coordinator |Coaches | | |
| |Ongoing 2013-16 | | | |
|The district will provide test preparation support for teachers. | | | | |
| | | | | |
| | | |$1,500 |Title II |
| | |Fees | | |
| |Asst Supt HR | | | |
| |Ongoing 2013-16 | | | |
Additional Mandatory Title I Descriptions
Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included.
Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance with Section 1113, “Eligible School Attendance Areas.”
| |Description of how the LEA is meeting or plans to meet this requirement: |
|Identify one of the following options as the low-income measure to identify schools eligible for |To identify Title I schools, BUSD will use the number of children eligible for Free/Reduced Price Lunch |
|Title I funding: |Programs. |
| | |
|Number of children in families receiving assistance under the CalWorks program; | |
|Number of children eligible for Free/Reduced Price Lunch programs; | |
|Number of children ages 5-17 in poverty counted by the most recent census data; | |
|Number of children eligible to receive medical assistance under the Medicaid program; | |
|Or a composite of the above. | |
|Describe how the low-income measure described above is used to rank and select schools to receive |All schools with Free/Reduced lunch percentages equal to or more than the district average will be |
|Title I funds: |identified as Title I. |
| | |
|All schools with a 75% or above poverty level are funded | |
|All other schools are funded by poverty ranking district wide or by grade span. | |
Additional Mandatory Title I Descriptions
(continued)
Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections 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 Schoolwide Plan or Single Plan for Student Achievement in lieu of this description. All ten of the required components must be addressed. (For more information on Schoolwide, please go to ; for Targeted Assistance go to ).
| |Description of how the LEA is meeting or plans to meet this requirement: |
|For schoolwide programs (SWP), describe how the LEA will help schools to bring together all resources|The six SWP schools include four elementary and two middle schools. Their school plans, available on |
|to upgrade the entire educational program at the school and include assistance in activities such as:|the district website, address all of the elements required in a SWP. |
| | |
|A comprehensive needs assessment of the entire school in relation to state standards. Schoolwide |Toyon Elementary School |
|reform strategies that provide opportunities for all children to meet state standards. |Summerdale Elementary School |
|Effective methods and instructional strategies based on scientifically-based research. |Vinci Park Elementary School |
|Strategies that give primary consideration to extended learning time, extended school year, before |Northwood Elementary School |
|and after school and summer programs. |Piedmont Middle School |
|Proven strategies that address the needs of historically under served students, low achieving |Morrill Middle School |
|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 professional development 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. | |
|For targeted assistance programs (TAS), describe how the LEA will help schools to identify |All Targeted Assisted Schools go through a planning process that is aligned with the state |
|participating students most at risk of failing to meet state standards and help those students to |requirements. The focus begins with the analysis of data and the determination of the goals for the |
|meet the State’s challenging academic standards. The description should include activities such as: |school year. District assessment data is analyzed three times a year to ensure that the schools are |
| |on target in their efforts. Site Professional development is designed based on the needs of the |
|Effective methods and instructional strategies based on scientifically-based research. |staff and students at the school. Parents are important members of the School Site Council and are |
|Strategies that give primary consideration to extended learning time, extended school year, before |integral to evaluating the progress of the school plan as well as determining next steps. |
|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. | |
Additional Mandatory Title I Descriptions
(continued)
Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted assistance schools under Section 1115, “Targeted Assistance Schools,” will identify the eligible children most in need of services under this part. Please note that multiple, educationally related criteria must be used to identify students eligible for services. Where applicable, provide a description of appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs, and homeless children.
| |Description of how the LEA is meeting or plans to meet this requirement: |
|Describe who is involved and the criteria used to identify which students in a targeted assistance |In area of academic performance, students in grades 3 – 8 are first identified as Title 1 if they are|
|school will receive services. The criteria should: |below proficient in math and reading on the CSTs. Using multiple measures, students at risk of |
|Identify children who are failing or most at risk of failing to meet the state academic content |failing are identified by teachers. In the fall of each year, teachers review student test data. |
|standards. |Based on cut points established by the district, teachers identify students for additional services |
|Use multiple measures that include objective criteria such as state assessments, and subjective |in reading and/or math. |
|criteria such as teacher judgment, parent interviews and classroom grades. | |
|Include solely teacher judgment, parent interviews and developmentally appropriate measures, if the |Teachers in grades K – 2 identify students using multiple measures. Cut points are determined based |
|district operates a preschool through grade 2 program with Title I funds. |on district assessments. Kindergarten students are not identified as Title 1 until after the first |
| |grading period. English Learners are measured by the ELD report card (students at levels 1 and 2) |
| |and/or the California English Language Development Test (CELDT) and/or the Individualized Learning |
| |Plan. |
|The description should include services to homeless children, such as the appointment of a district |A district liaison coordinates with the County Office to provide services to homeless students in |
|liaison, immediate enrollment, transportation, and remaining in school of origin. |Berryessa. The District works with each family to resolve transportation issues to ensure that the |
| |child can continue attending their school of origin. |
|The description should include services to children in a local institution for neglected or |There are no identified neglected or delinquent students in Berryessa. |
|delinquent children and youth or attending a community day program, if appropriate. | |
Additional Mandatory Title I Descriptions
(continued)
Please describe the actions the LEA will take to assist in its low-achieving schools identified under Section 1116, “Academic Assessment and Local Educational Agency and School Improvement,” as in need of improvement.
| |Description of how the LEA is meeting or plans to meet this requirement: |
|If the LEA has a PI school(s), describe technical assistance activities the LEA will provide to help |Five of the District’s ten elementary schools are in Program Improvement (PI), including two in Year |
|the PI school, such as the following: |1 and three in Year 2. Two of the District’s three middle schools are in PI, including one in Year 3|
|Assistance in developing, revising, and implementing the school plan. |and one in Year 5. |
|Analyzing data to identify and address problems in instruction, parental involvement, professional | |
|development and other areas. |The Assistant Superintendent of Educational Services works with the principal and the principal and |
|Assistance in implementing proven and effective strategies that will address the problems that got |District School Liaison Team (DSLT) at each PI school to ensure that the needs of the students are |
|the school identified as PI and will get the school out of PI. |being addressed. The Single Plan for Student Achievement, including the budget, at each site was |
|Assistance in analyzing and revising the school budget so the school’s resources are used |rewritten with district support. Data is analyzed on an ongoing basis and strategies have been put in|
|effectively. |place to address the needs of the students who are not proficient. |
| | |
| |Each principal has been assigned a coach from Pivot Learning Partners to meet monthly to specifically|
| |address achievement issues. The principals of the PI 3 and PI 5 schools receive more intensive |
| |coaching support, including a four-hour coaching session twice a month to examine data and strategize|
| |improving achievement. An Alternative Governance Board oversees improvement efforts and budget |
| |expenditures at the PI5 middle school. |
Additional Mandatory Title I Descriptions
(continued)
Please describe the actions the LEA will take to implement public school choice with paid transportation and Supplemental Educational Services, consistent with the requirements of Section 1116, “Academic Assessment and Local Educational Agency and School Improvement.”
| |Description of how the LEA is meeting or plans to meet this requirement: |
|Describe the process for parent notification of the school’s identification as PI, including |The district notified the parents of the all PI schools within the required timeline of receiving |
|notification of the right for students to transfer to another school that is not PI with paid |notification of PI status. All letters home were translated into our three major languages – Spanish, |
|transportation, and the right to receive supplemental services. |Vietnamese and Chinese |
| | |
| | |
| | |
| | |
|Describe how the LEA will provide school choice and supplemental services to eligible children, |When informed of each site’s PI status, parents are offered the opportunity to transfer to another |
|including the selection of the children to receive services. |school not in PI. For schools in PI Years 2-5, parents are also offered the option of Supplemental |
| |Educational Services (SES). |
| | |
| | |
Additional Mandatory Title I Descriptions
(continued)
Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide professional development 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.”
| |Description of how the LEA is meeting or plans to meet this requirement: |
|Describe the LEA’s strategies for coordinating resources and efforts to help schools retain, recruit and|The Peer Assistant and Review committee identifies teacher mentors to assist teachers with a “needs |
|increase the number of highly qualified teachers, principals, and other staff. |improvement” evaluation. The District contracts with the New Teacher Project to provide support and |
| |professional development for teachers as they work toward full certification. |
| | |
| | |
| | |
|Describe the LEA’s strategies for coordinating resources and efforts to prepare parents to be involved |As recommended by the DAIT, the District will leverage their current work around parent engagement by |
|in the schools and in their children’s education. |completing the development of a multi-year plan to improve parent engagement and support parent advocacy|
| |within the school system, including an effort to involve parents of the most at-risk, high-need |
| |students. |
| | |
| |As recommended by the DAIT, the District will develop a plan to ensure that every school has a duly |
| |elected, trained English Learner Advisory Committee (ELAC). |
| | |
| |Parent engagement activities will be multi-funded by Title I, Title III, and EIA. |
Additional Mandatory Title I Descriptions
(continued)
Coordination of Educational Services
In the space below, please 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. Include programs such as: Even Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant children.
| |Description of how the LEA is meeting or plans to meet this requirement: |
|Describe how the LEA will coordinate and integrate educational services at the LEA or individual |BUSD coordinates all funding sources through the LEAP and site SPSAs to ensure compliance and to |
|school level in order to increase program effectiveness, eliminate duplication, and reduce |provide optimum service to students and to avoid redundancy. The Categorical Coordinator works |
|fragmentation of the instructional program, including programs such as: |with the Assistant Superintendents of Educational Services and Fiscal Services to coordinate and |
|Even Start |approve all use of funds. |
|Head Start | |
|Reading First | |
|Early Reading First | |
|Other preschool programs | |
|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. | |
| | |
|Compare to programs listed on Page 11 of the LEA Plan to determine if all active programs have | |
|been addressed. | |
Part III
Assurances and Attachments
Assurances
Signature Page
Appendix
Appendix A: California’s NCLB Performance Goals and Performance Indicators
Appendix B: Links to Data Web sites
Appendix C: Science-Based Programs
Appendix D: Research-based Activities
Appendix E: Promising or Favorable Programs
ASSURANCES
To assure the LEA’s eligibility for funds included in this Plan, the Superintendent must provide an original signature below attesting to compliance with all of the following statements.
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. (a) 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; (b) the public agency, non-profit private agency, institution or 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 (a) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (b) 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, 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: (a) submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and Secretary to perform their duties under each such program; and (b) maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency’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 allow 1 percent to carry out NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting skills; 95 percent of the allocation will be distributed to schools.
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 and paraprofessionals and professional development.
22. Inform eligible schools of the local educational agency’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 local educational agency, with the State educational agency 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 local educational agency in addressing major factors that have significantly affected student achievement at the school.
24. Ensure, through incentives for voluntary transfers, the provision of professional development, 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 ten percent of their Title I funds to provide professional development (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 a local educational agency 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 local educational agency 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 professional development 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 professional development as defined in section 9101 (34).
TITLE II, PART D
35. The LEA has an updated, local, long-range, strategic, educational technology plan in place that includes the following:
• Strategies for using technology to improve academic achievement and teacher effectiveness.
• Goals aligned with challenging state standards for using advanced technology to improve student academic achievement.
• Steps the applicant will take to ensure that all students and teachers have increased access to technology and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction.
• Promotion of curricula and teaching strategies that integrate technology, are based on a review of relevant research, and lead to improvements in student academic achievement.
• Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center.
• A description of the type and costs of technology to be acquired with Ed Tech funds, including provisions for interoperability of components.
• A description of how the applicant will coordinate activities funded through the Ed Tech program with technology-related activities supported with funds from other sources.
• A description of how the applicant will integrate technology into curricula and instruction, and a timeline for this integration.
• Innovative delivery strategies – a description of how the applicant will encourage the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.
• A description of how the applicant will use technology effectively to promote parental involvement and increase communication with parents.
• Collaboration with adult literacy service providers.
• Accountability measures – a description of the process and accountability measures that the applicant will use to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards.
• Supporting resources – a description of the supporting resources, such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology.
36. The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained, and intensive high quality professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments.
37. Any LEA that does not receive services at discount rates under section 254(h)(5) of the Communications Act of 1934 (47 U.S.C. 254(h)(5) hereby assures the SEA that the LEA will not use any Title II, Part D funds to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such school unless the school, school board, local educational agency, or other authority with responsibility for administration of such school:
• Has in place a policy of Internet safety for minors that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors
• Is enforcing the operation of such technology protection measure during any use of such computers by minors
• Has in place a policy of Internet safety that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene or child pornography, and is enforcing the operation of such technology protection measure during any use of such computers, and
• Any LEA that does receive such discount rates hereby assures the SEA that it will have in place a policy of Internet safety for minors required by Federal or State law.
TITLE III
38. 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.
39. The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for LEP subgroups making adequate yearly progress.
40. The LEA is complying with Section 3302 prior to, and throughout, each school year.
41. The LEA annually will assess the English proficiency of all students with limited English proficiency participating in programs funded under this part.
42. The LEA has based its proposed plan on scientifically based research on teaching limited-English-proficient students.
43. The LEA ensures that the programs will enable to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.
44. 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 IV, PART A
45. The LEA assures that it has developed its application through timely and meaningful consultation with State and local government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals).
46. The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning environment that supports academic achievement.
47. The LEA assures that funds under this subpart will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds.
48. Drug and violence prevention programs supported under this subpart convey a clear and consistent message that acts of violence and the illegal use of drugs are wrong and harmful.
49. The LEA has, or the schools to be served have, a plan for keeping schools safe and drug-free that includes:
• Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the illegal use, possession, distribution, and sale of tobacco, alcohol, and other drugs by students.
• Security procedures at school and while students are on the way to and from school.
• Prevention activities that are designed to create and maintain safe, disciplined, and drug-free environments.
• A crisis management plan for responding to violent or traumatic incidents on school grounds.
• A code of conduct policy for all students that clearly states the responsibilities of students, teachers, and administrators in maintaining a classroom environment that:
o Allows a teacher to communicate effectively with all students in the class.
o Allows all students in the class to learn.
o Has consequences that are fair, and developmentally appropriate.
o Considers the student and the circumstances of the situation.
o Is enforced accordingly.
50. The application and any waiver request under section 4115(a)(3) (to allow innovative activities or programs that demonstrate substantial likelihood of success) will be available for public review after submission of the application.
TITLE IV, PART A, SUBPART 3
51. The LEA assures that it has, in effect, a written policy providing for the suspension from school for a period of not less than one year of any student who is determined to have brought a firearm to school or who possesses a firearm at school and the referral of a student who has brought a weapon or firearm to the criminal or juvenile justice system. Such a policy may allow the Superintendent to modify such suspension requirement for a student on a case-by-case basis.
TITLE V, PART A
52. 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.
53. The LEA will comply with this Part, including the provisions of section 5142 concerning the participation of children enrolled in private nonprofit schools.
54. The LEA will keep such records, and provide such information to the SEA, as may be reasonably required for fiscal audit and program evaluation.
55. The LEA will annually evaluate the programs carried out under this Part, 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; and
• Will be submitted to the SEA at the time and in the manner requested by the SEA.
New LEAP Assurances
56. Uniform Management Information and Reporting System: the LEA assures that it will provide to the California Department of Education (CDE) information for the uniform management information and reporting system required by No Child Left Behind, Title IV in the format prescribed by CDE. That information will include:
i) Truancy rates;
ii) The frequency, seriousness, and incidence of violence and drug-related offenses resulting in suspensions and expulsions in elementary schools and secondary schools in the State;
iii) The types of curricula, programs, and services provided by the chief executive officer, the State educational agency, local educational agencies, and other recipients of funds under this subpart; and
iv) The incidence and prevalence, age of onset, perception of health risk, and perception of social disapproval of drug use and violence by youth in schools and communities. (Section 4112, General Provisions, Title IV, Part A, PL 107-110)
57. 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 local educational agency, 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.)
Other
58. The LEA assures that a minimum of 95 percent of all students and a minimum number of students in each subgroup (at both the school and district levels) will participate in the state’s assessments program.
SIGNATURE PAGE
(Signatures must be original. Please use blue ink.)
The superintendent and governing board of the LEA submitting this Plan must sign on behalf of all participants included in the preparation of the Plan. LEAs in Program Improvement Year 3 assigned or required to access the services of a District Assistance and Intervention Team (DAIT) or other technical assistance provider must also secure signatures from the DAIT leads or other technical assistance provider leads.
Will H. Ector, Jr. ________________________________________________________________________
Print Name of Superintendent
_____________________________________________________ _________________
Signature of Superintendent Date
_Linda Chen__________________________________________________________________________
Print Name of Board President
_____________________________________________________ _________________
Signature of Board President Date
__Peggy Green_________________________________________________________________________
Print Name of DAIT Lead or Technical Assistance Provider Lead
(if applicable)
____________________________________________________ _________________
Signature of DAIT Lead or Technical Assistance Provider Lead Date
(if applicable)
___________________________________________________________________________
Print Name of Title III English Learner Coordinator/Director
(if applicable)
_____________________________________________________ _________________
Signature of Title III English Learner Coordinator/Director Date
(if applicable)
Please note that the Title III English Learner Coordinator/Director will only need to sign this Assurance if the LEA is identified for Title III Year 2 or Year 4 improvement status.
Certification: I hereby certify that all of the 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 projects and 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. A copy of all waivers will remain on file. I certify that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures of any required external providers, i.e., DAIT or other technical assistance provider.
APPENDIX A
On May 30, 2002, the California State Board of Education (SBE) adopted the five goals and 12 performance indicators for No Child Left Behind (NCLB), as set forth in the Federal Register Notice of May 22, 2002. The SBE’s adoption of the specified goals and performance indicators represents California’s commitment to the development of an accountability system to achieve the goals of NCLB.
Collectively, NCLB’s goals, performance indicators, and performance targets constitute California’s framework for ESEA accountability. The framework provides the basis for the state’s improvement efforts, informing policy decisions by the SBE and implementation efforts by the California Department of Education (CDE) to fully realize the system envisioned by NCLB; it also provides a basis for coordination with the State Legislature and the Governor’s Office.
California’s NCLB Performance Goals and Performance Indicators
Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014.
1. Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are above the proficient level in reading on the State’s assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i). )
2. Performance indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State's assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(C)(i). )
3. Performance indicator: The percentage of Title I schools that make adequate yearly progress.
Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
1. Performance indicator: The percentage of limited-English-proficient
students, determined by cohort, who have attained English proficiency by the end of the school year.
2. Performance indicator: The percentage of limited-English-proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.
3. Performance indicator: The percentage of limited-English-proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.
Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.
1. Performance indicator: The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).
2. Performance indicator: The percentage of teachers receiving high-quality professional development. (See definition of “professional development” in section 9101(34).
3. Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parent involvement assistants) who are qualified. (See criteria in section 1119(c) and (d).
Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.
1. Performance indicator: The percentage of persistently dangerous schools, as defined by the State.
Performance Goal 5: All students will graduate from high school.
1. Performance indicator: The percentage of students who graduate from high school, with a regular diploma:
• Disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged and
• Calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.
2. Performance indicator: The percentage of students who drop out of school:
• Disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged and
• Calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.
APPENDIX B
Links to Data Web sites
Below is a listing of Web site links for accessing district-level data and information to be used by the LEA in developing this Plan:
• Academic Performance Index (API)
• California Basic Educational Data System (CBEDS)
• California English Language Development Test (CELDT)
• California High School Exit Exam (CAHSEE)
• California Standardized Test (CST)
• DataQuest
• School Accountability Report Card (SARC)
• Standardized Testing and Reporting (STAR) Program
APPENDIX C
|Science-Based Programs |
|Science-based research has provided evidence of effectiveness for the following school-based prevention programs. Each of the listed programs have been identified as a research-validated, |
|exemplary, or model program by one or more of the following agencies: The California Healthy Kids Resource Center, the Center for Substance Abuse Prevention, United States Department of |
|Education’s Expert Panel, or the University of Colorado’s Center for the Study and Prevention of Violence. Some of these programs are also discussed in the California Department of Education’s |
|publication Getting Results. Websites where additional information can be found about each program’s description, target population, and outcomes are listed below. The code in the last column of |
|the menu provides a quick reference indicating which websites have information specific to each program. |
| |
|A: < > (California Healthy Kids Resource Center: Research-Validated Programs) |
| |
|B: < >(University of Colorado: Blueprints) |
| |
|C: < >(Center for Substance Abuse Prevention: Model Programs) |
| |
|D: < > (United States Department of Education: Expert Panel) |
| |
|E: < > (Getting Results) |
|School-Based Programs |
| |Intended program outcomes and target grade levels. See research for proven effectiveness |
|Name |Grade |Alcohol |Tobacco |Drugs |Violence |Youth Dev. |Website |
|Across Ages |4 to 8 |x |x |x | |x |C, |
|All Stars™ |6 to 8 |x |x |x | | |A, C, D, E |
|ATLAS (Athletes Training and Learning to Avoid Steroids) |9 to 12 |x | |x | | |A, B, C, D, |
|Border Binge Drinking Reduction Program |K to 12 |x | | |x | |C, |
|Child Development Project/Caring School Community |K to 6 |x | |x |x |x |A, B, C, D, E |
|Cognitive Behavioral Therapy for Child Sexual Abuse |Families | | | |x | |C |
|Cognitive Behavioral Therapy for Child Traumatic Stress |Families | | | |x | |C |
|Coping Power |5 to 8 | | |x |x | |C |
|DARE To Be You |Pre-K |x | |x |x |x |A, C, |
|Early Risers Skills for Success |K to 6 | | | |x | |C, |
|East Texas Experiential Learning Center |7 |x |x |x |x |x |C |
|Friendly PEERsuasion |6 to 8 |x | | | | |C |
|Good Behavior Game |1 to 6 | | | |x | |B, C |
|High/Scope Perry Preschool Project |Pre-K | | | |x |x |B, C, E |
|I Can Problem Solve |Pre-K | | | |x | |A, B, D |
|Incredible Years |K to 3 | | | |x |x |B, C, |
|Keep A Clear Mind |4 to 6 |x |x | | | |A, C, |
|Leadership and Resiliency |9 to 12 | | | | |x |C, |
|Botvin’s LifeSkills™ Training |6 to 8 |x |x |x |x | |A, B, C, D, E |
|Lions-Quest Skills for Adolescence |6 to 8 | | | | |x |D, C, E |
|Minnesota Smoking Prevention Program |6 to 10 | |x | | | |A, D, E |
|Olweus Bullying Prevention |K to 8 | | | |x | |B, C, E |
|Positive Action |K to 12 |x |x |x |x |x |C, D, |
|Project ACHIEVE |Pre-K to 8 | | | |x |x |A, C, E |
|Project ALERT |6 to 8 |x |x |x | | |A, C, D, E |
|Project Northland |6 to 8 |x | |x | | |A, B, C, D, E |
|Project PATHE |9 to 12 | | | | |x |B, E |
|Project SUCCESS |9 to 12 |x |x |x | | |C, |
|Project Toward No Drug Abuse (TND) |9 to 12 |x |x |x |x | |C, |
|Project Toward No Tobacco Use (TNT) |5 to 8 | |x | | | |A, C, D, E |
|Promoting Alternative Thinking Strategies (PATHS) |K to 6 | | | |x | |A, B, C, D, |
|Protecting You/Protecting Me |K to 5 |x | | | | |C, |
|Quantum Opportunities |9 to 12 | | | | |x |B, E |
|Reconnecting Youth |9 to 12 |x | |x |x |x |A, C, E |
|Responding in Peaceful and Positive Ways |6 to 12 | | |x |x | |C, D, E |
|Rural Educational Achievement Project |4 | | | |x | |C |
|School Violence Prevention Demonstration Program |5 to 8 | | | |x | |C |
|Second Step |Pre-K to 8 | | | |x | |A, C, D, |
|Skills, Opportunities, and Recognition (SOAR): Seattle Social Development |K to 6 |x | | |x |x |B, C, D, E |
|Project: | | | | | | | |
|SMART Leaders |9 to 12 | | |x | | |C |
|Social Competence Promotion Program for Young Adolescents (SCPP-YA) |5 to 7 | | |x | | |C |
|Start Taking Alcohol Risks Seriously (STARS) for Families |6 to 8 |x | | | | |C, |
|Students Managing Anger and Resolution Together (SMART) Team |6 to 9 | | | |x | |C, D, |
|Too Good for Drugs |K to 12 |x |x |x |x | |C |
|Community and Family-based Programs |
| |Intended program outcomes and target setting. See research for proven effectiveness |
|Name |Target Population |Alcohol |Tobacco |Drugs |Violence |Youth Dev. |Website |
|Big Brothers Big Sisters |Community | | | | |x |B, E |
|Brief Strategic Family Therapy |Families | | |x | | |B, C, |
|CASASTART |Community | | |x |x | |B, C, D, |
|Communities Mobilizing for Change |Community |x | | | | |C |
|Creating Lasting Family Connections |Families (6 to 12) |x | |x | |x |A, C, D, |
|Families And Schools Together (FAST) |Families | | | |x | |C, |
|Family Development Research Project |Families | | | |x | |C |
|Family Effectiveness Training |Families | | | |x | |C, |
|Family Matters |Families |x |x | | | |C |
|FAN (Family Advocacy Network) Club |Families | | |x | |x |C |
|Functional Family Therapy |Families |x | |x |x | |B, E |
|Home-Based Behavioral Systems Family Therapy |Families | | | |x | |C |
|Houston Parent-Child Development Program |Parents | | | | | x |C |
|Multisystemic Therapy |Parents | | |x |x | |B, C, E |
|Nurse-Family Partnership |Parents | |x | | | |B, C, |
|Parenting Wisely |Parents | | | |x | |C, |
|Preparing for the Drug Free Years |Parents (4 to 7) |x | |x | |x |A, B, C, D, |
|Project Star (Students Taught Awareness and Resistance): Midwestern |Community |x |x |x | | |B, D, C, E |
|Prevention Project | | | | | | | |
|Schools and Families Educating Children (SAFE Children) |Families | | | | |x |C |
|Stopping Teenage Addiction to Tobacco |Community | |x | | | |C |
|Strengthening Families Program |Families (4 to 6) |x | |x |x |x |A, C, D, |
APPENDIX D
Research-based Activities (4115 (a)(1)(C) ):
The LEA must designate and list the research-based activities (strategies and activities developed by the LEA to supplement the science-based programs listed above) selected from below:
|Research-based Activities |
|Activities |Research Summaries Supporting Each Activity: |
|After School Programs |Getting Results Part I, page 77-78 |
|Conflict Mediation/Resolution |Getting Results Part I, page 63-65 |
| |Getting Results Part I, page 127-129 |
|Early Intervention and Counseling |Getting Results Part I, page 72 |
| |Getting Results Part I, page 100-101 |
| |Getting Results Part I, page 106-107 |
|Environmental Strategies |Getting Results Part I, page 73-75 |
| |Getting Results Part II, page 47-48 |
| |Getting Results Part II, page 76-79 |
| |Getting Results Part II, page 89-94 |
|Family and Community Collaboration |Getting Results Part I, page 104-105 |
| |Getting Results Part II, page 26-28 |
| |Getting Results Part II, page 33 |
|Media Literacy and Advocacy |Getting Results Part II, page 45 |
| |Getting Results Update 3, page 22-24 |
|Mentoring |Getting Results Part I, page 49 |
|Peer-Helping and Peer Leaders |Getting Results Part I, page 104-106 |
| |Getting Results Update 3, page 43-45 |
|Positive Alternatives |Getting Results Part I, page 79-81 |
| |Getting Results Part I, page 104-106 |
| |Getting Results Part I, page 108-109 |
|School Policies |Getting Results Part I, page 66-72 |
| |Getting Results Part II, page 22-23 |
|Service Learning/Community Service |Getting Results Part I, page 81-83 |
| |Getting Results Part II, page 46-47 |
|Student Assistance Programs |Getting Results Part I, page 89-90 |
|Tobacco-Use Cessation |Getting Results Part II, page 28 |
| |Getting Results Part II, page 42-43 |
| |Getting Results Part II, page 72-74 |
|Youth Development/Caring Schools/Caring Classrooms |Getting Results Part I, page 121-123 |
| |Getting Results Part I, page 136-137 |
| |Getting Results Part II, page 28 |
| |Getting Results Update 1 |
APPENDIX E
|Promising or Favorable Programs |
|Either the United States Department of Education’s Expert Panel, the University of Colorado’s Center for the Study and Prevention |
|of Violence, or the Center for Substance Abuse Prevention has identified the programs listed below as producing a consistent |
|positive pattern of results (CSAP) or have evidence of a deterrent effect (Blueprints) but otherwise did not match all of the |
|criteria established by these agencies to be identified as an exemplary or model program. The code in the last column of the chart |
|provides a quick reference indicating which web sites have information specific to each program. |
| |
|A: < > (California Healthy Kids Resource Center: Research-Validated Programs) |
| |
|B: < >(University of Colorado: Blueprints) |
| |
|C: < >(Center for Substance Abuse Prevention: Model Programs) |
| |
|D: < > (United States Department of Education: Expert Panel) |
| |
|E: < > (Getting Results) |
|Name |Grade, or |Alcohol |Tobacco |Drug |Violence |Youth Dev. |Web site |
| |Setting | | | | | | |
|Adolescent Alcohol Prevention Trial |5 to 7 | | |x | | |C |
|Aggression Replacement Training |School | | | |x | |D |
|Aggressors, Victims, and Bystanders |6 to 9 | | | |x | |D |
|Al’sPal’s: Kids Making Healthy |Pre K to 2 | | | |x | |D |
|Choices | | | | | | | |
|Baby Safe (Substance Abuse Free |Families |x |x |x | | |C |
|Environment) Hawaii | | | | | | | |
|Basement Bums |6 to 8 | |x | | | |A |
|Be a Star | K to 6 | | | | |x |C |
|Behavioral Monitoring and | 7 to 8 | | |x |x | |C |
|Reinforcement | | | | | | | |
|Bilingual/Bicultural Counseling and | Communities |x | |x | | |C |
|Support Services | | | | | | | |
|Bully Proofing Your School | K to 8 | | | |x | |B |
|CAPSLE (Creating a Peaceful School | K to 5 | | | |x | |B |
|Learning Environment) | | | | | | | |
|Club Hero | 6 | | | | |x |C |
|Coca-Cola Valued Youth Program | School | | | | |x |B |
|(CCVYP) | | | | | | | |
|Colorado Youth Leadership Project | 7 |x | | | |x |C |
|Comer School Development Program |School | | | | |x |B |
|(CSDP) | | | | | | | |
|Earlscourt Social Skills Group |K to 6 | | | | |x |B |
|Program | | | | | | | |
|Effective Black Parenting Program | Families | | | |x | |B |
|(EBPP) | | | | | | | |
|Facing History and Ourselves |7 to 12 | | | |x | |D |
|Family Health Promotion | Families |x |x |x | |x |C |
|FAST Track |1 to 6 | | | |x | |B |
|Get Real About Violence | K to 12 | | | |x | |C |
|Growing Healthy |K to 6 |x |x |x | | |D |
|Intensive Protective Supervision |Community | | | |X | |B |
|Program | | | | | | | |
|Iowa Strengthening Families Program |Family |x | | | | |B |
|Kids Intervention with Kids in School| 6 to 12 |x |x |x |x |x |C |
|(KIKS) | | | | | | | |
|Let Each One Teach One |Mentoring | | | | |x |D |
|Linking the Interests of Families and|1 to 5 | | | |x | |B, C, D |
|Teachers (LIFT) | | | | | | | |
|Lion’s Quest Working Toward Peace |5 to 9 | | | |x | |D |
|Massachusetts Tobacco Control Program|7 to 12 | |X | | | |C |
|Michigan Model for Comprehensive |K to 12 |x |x |x | | |D |
|School Health Education | | | | | | | |
|Open Circle Curriculum |K to 5 | | | |x |x |D |
|Parent-Child Assistance Program | Families |x | |x | | |C |
|(P-CAP) | | | | | | | |
|PeaceBuilders |K to 8 | | | |x | |D |
|Peacemakers Program |4 to 8 | | | |x | |D |
|Peer Assistance and Leadership | 9 to 12 | | |x |x | |C |
|Peer Coping Skills (PCS) | 1 to 3 | | | |x | |B |
|Peers Making Peace |K to 12 | | | |x | |D |
|Personal/Social Skills Lessons |6 to 12 | |x | | | |A |
|Preventive Intervention |6 to 8 | | |x | | |B |
|Preventive Treatment Program |Parents | | |x |x | |B |
|Primary Mental Health Project |Pre k to 3 | | | | | |D |
|Project Alive |K to 12 | |x | | | |A |
|Project BASIS | 6 to 8 | | | |x |x |C |
|Project Break Away |6 to 8 | |x |x | | |C |
|Project Life |9 to 12 | |x | | | |A |
|Project PACE |4 | | | | |x |C |
|Project SCAT |4 to 12 | |x | | | |A |
|Project Status |6 to 12 | | |x |x |x |B |
|Safe Dates |School | | | |x | |B |
|Say It Straight (SIS) Training |6 to 12 |x | | | | |D |
|School Transitional Environmental |9 to 12 | | |x |x |x |B |
|Program | | | | | | | |
|Smokeless School Days |9 to 12 | |x | | | |A |
|Social Decision Making and Problem |1 to 6 |x | | |x | |D |
|Solving | | | | | | | |
|Social Decision Making and Problem |K to 5 | | | | |x |B |
|Solving Program (SDM/PS) | | | | | | | |
|Socio-Moral Reasoning Development | School | | | |x | |B |
|Program (SMRDP) | | | | | | | |
|Storytelling for Empowerment |6 to 8 |x | |x | | |C |
|Strengthening Hawaii Families |Families | | |x | | |C |
|Strengthening the Bonds of Chicano |Communities |x | |x | | |C |
|Youth & Families | | | | | | | |
|Syracuse Family Development Program |Family | | | |x | |B |
|Teams-Games-Tournaments Alcohol |10 to 12 |x | | | | |C |
|Prevention | | | | | | | |
|Teenage Health Teaching Modules |6 to 12 | |x | | | |C, D |
|Teens Tackle Tobacco! - Triple T |6 to 12 | |x | | | |A |
|The Scare Program |School | | | |x | |D |
|The Think Time Strategy |K to 9 | | | |x | |D |
|Tinkham Alternative High School |9 to 12 | | | | |x |C |
|Tobacco-Free Generations |8 to 12 | |x | | | |A |
|Viewpoints |9 to 12 | | | |x | |B |
|Woodrock Youth Development Project |K to 8 |x |x |x | |x |C |
|Yale Child Welfare Project |Families | | | |x | |B |
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