· Web view(Rev 03–13) California Department of Education. Improvement and Accountability Division . Alisal Union School District LEA Plan. Elementary and …

(Rev 03–13)California Department of EducationImprovement and Accountability Division

Alisal Union School District LEA PlanElementary and Secondary Education Act

Corrective Action

Please submit the suggested plan template by uploading the completed plan to www.cais.ca.gov. Please include the district profile, needs assessment summary/analysis, description of local measures of student performance, additional mandatory Title I descriptions, and budget summary for federal and state categorical programs.

Corrective Action 6 Plan Information:

Name of Local Education Agency (LEA): Alisal Union School District

County/District Code: 27-65961

Dates of Plan Duration (should be up to three years): July 2014-July 2017

Date of Local Governing Board Approval: First Approval:_09-10-2014______________

District Contact Information:

District Superintendent: John Ramirez, Jr.

Address: 1205 Market Street

City: Salinas State: CA Zip: 93905

Phone: 831 753 5700 Fax: 831 753 5709

Certification: (Retain original signatures on file in the district office.)

Certification: I hereby certify that all applicable state and federal rules and regulations will be observed by this LEA and that, to the best of my knowledge, information contained in this Plan is correct and complete. Legal assurances for all programs are accepted as the basic legal condition for the operation of selected programs, and copies of assurances are retained onsite. I certify that we accept all general and program

California Department of Education (Rev 08-14) Page 1LEA Plan Template-Corrective Action

http://www.cais.ca.gov/

specific assurances for Titles I, II, and/or III as appropriate, except for those for which a waiver has been obtained. Copies of all waivers will remain on file. I certify that original signatures for this Corrective Action 6 Improvement Plan are on file in the district office.

Printed or typed name of Superintendent Date Signature of Superintendent

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

District Vision “We are committed to the success of each student, and to the involvement and improvement of our community, holding high expectations and striving for excellence.”

Demographics Alisal Union School District (AUSD) is a high poverty district in the Salinas Valley, Monterey County. The District operates twelve elementary schools, ten K-6 schools, one K-5 school, and one K, 1, 2, 4, 5, 6 school for approximately 8,800 students. Schools range in size from just over 500 to over 860. Each school has one Resource Specialist Program class; the district serves Learning Handicapped students through five classes and provides four classes for special education students needing communication/social skills. The District also operates six district State Pre-School classes plus houses eighteen Head Start classes operated by the Monterey COE. The specific demographics as reported by the CDE Data Quest website for 2013-2014 are:

Hispanic White Filipino African American

Asian American Indian

Pacific Islander

Two or More Races

Not Reported

Total

8,438 142 85 39 57 2 19 27 196 9,005

94% 2% 1% .004% 1% .0002% .002% .003% 2% 100%

English Learners

Reclassified EL

FEP Migrant Students With Disabilities

GATE Free/Reduced Lunch

74% 11.4% 11.1% 17% 8% 6% 88%


Program Improvement Status

AUSD is currently a Program Improvement Year 3 Cohort 1 district. Eleven schools are in Program Improvement with seven in Year 5, one in Year 4, one in Year 3, and one in Year 1, and two Not in PI. The district entered Program Improvement Year 1 in 2005 when it did not make its Adequate Yearly Progress (AYP) targets in English Language Arts (ELA) for Hispanic, English Learners (ELs), and Students with Disabilities (SWD). The AYP scores in ELA for the district and these subgroups have increased somewhat from 2005-2013, but not sufficiently to meet the annual targets. The AYP math scores are historically higher with all targets met in 2005 through 2007, and all targets except for SWD met in 2010 through Safe Harbor. The 2013 API for AUSD grew 16 points from the previous year.

In August, 2011, the District began work with Performio Inc., Technical Assistance (TA) Provider, for the identification of goals and areas of improvement at each of the schools in AUSD. The provider established a baseline for each school based on the results on the California Standards Tests in English Language Arts, Mathematics and Science (STAR). Each school set goals for the achievement of Academic Performance Index (API), as well as Adequate Yearly Progress (AYP) targets.

Alisal continues work with Performio, Inc. as Technical Assistance Provider for the development of six-week action plans based on formative assessments, including District benchmarks, as well as curriculum-embedded assessments. In August, 2013, Performio, Inc. started incorporating the California Common Core State Standards as part of the language for the establishment of goals embedded in school action plans. These goals parallel the District’s High Leverage Strategies and selected entry points. In addition, starting in 2014, the District is implementing the curriculum of Engage New York, and Engage New York Math.

At the start of the 2014-15 school year, the District restructured leadership with four new Principals, and twelve Assistant Principals. The role of the AP will focus intensely on supporting and monitoring academic interventions during the school day, as well as during the after school program (ASES).

During the spring of 2014, the District selected the following CCSS entry points as strategic areas of focus for instruction and learning starting in 2014-15: (1) Close Reading Process with Rigorous Text, (2) Evidence based question + response, (3) Opinion/Argument Oral + Written Skills, (4) Use of technology for word processing + research, (5) Use of Language Objectives for content lessons, and (5) the 8 Mathematical Practices. Formative and summative assessment data and information will be analyzed in relationship to progress towards mastery of skills and standards related to the academic CCSS entry points.

Since the District’s entering Program Improvement status in 2005, AUSD has maintained a system of frequent benchmark assessments based on the California State Standards. Starting in 2014-15, benchmarks will be based on the CCSS through the Smarter Balanced Assessment System as facilitated through the California Assessments of Students Performance and Progress (CAASPP). In addition, in 2014-15, AUSD incorporated the use of Scholastic Inventory assessments to evaluate student mastery of foundational skills in Reading (SRI) and Mathematics (SMI).



During the 2013-14 school year, a process was planned to complete the District’s Local Control Accountability Plan (LCAP) to determine Needs and Priorities as follows:

January 2014: Members of Educational Services mapped out a process and timeline and developed tools (e.g. PPT, questions, principal toolkit) to be used during the development of the LCAP.

Meetings were held with various stakeholder groups to present background information on the LCFF and the 8 state priorities, share the process for developing the LCAP, share student outcome data and the work of the district and schools to date, and generate input on the 8 priorities. For some groups, this was done over the course of two meetings, for others it was accomplished in one meeting. Input was based on a series of questions in four areas. The same questions, adapted to the audience, were used for each stakeholder group.

Questions for Teachers, Parents and Community1.2. Parent Engagement: a. How can our schools help more parents become involved in our schools?b. What activities should our schools offer parents so that they can support children at home in reading, math and ELD?

3. Student Achievement in ELA, Math, ELD:a. In early grades K-2, how can our schools help improve academic achievement in ELA? Math? ELD?b. In grades 3rd – 6th, how can our schools help improve academic achievement in ELA? Math? ELD?c. How can our schools more effectively help students who are severely below grade level (2 or more grade levels) during class time?d. How can our schools more effectively help students who are severely below grade level during the school day? e. How can our schools more effectively help students who are severely below grade level during extended learning (before or after school)?

4. Academic Standards:Opener to Questions: The CCSS requires students to engage in many proficiencies related to the 21st century workplace, such as critical and creative thinking, collaboration in multiple forms related to accessing, reflecting, responding, analyzing, and synthesizing information in order to produce a product.

a. What do our schools need to do to support teachers and students in the use of for the collaboration and critical thinking just described?b. What do our schools need to do to support students mastering critical thinking at their grade level?c. What do our schools need to do to support students effectively collaborating in small groups in order to access, reflect, respond, analyze and

synthesize information in order to product a product?

Attendance + Safety: How can our schools help students attend school every day and be on time?

Stakeholder Meetings/Process

Advisory and Input Meetings:Parents (in Spanish)

Advisory groups: DELAC 3/3/14, 37 people; DAC 3/13/14, 11 people All parent meeting: 4/2/14, parent attendance ranged from 12 to 90 depending on school School Site Councils: March and April meetings depending on school schedule

Teachers and Staff

Needs Assessment

In 2013-2014 an analysis was conducted by the District in preparation for writing the new Local Educational Agency (LEA) Plan, which is aligned to the priorities included in the Local Control Accountability Plan (LCAP). Current student achievement data including CST, CELDT, district benchmark data, the 2013 AYP and API reports were reviewed. Information on the degree of implementation of the nine Essential Program Components identified in the Academic Program Survey (APS) for each school site was gathered, aggregated into a district summary for review. The superintendent, cabinet, and Educational Services staff analyzed the level of implementation of Corrective Action 6, the district instructional priorities, and student achievement. Parents provided input through site meetings and through the District English Learner Advisory Council who reviewed and gave input into Goal 2 of the LEA Plan. This analysis and stakeholder input described above provided the following picture of the district and guided the writing and focus of the new 2014 LEA Plan.

Measures of Assessment

Starting in 2014-15, the District selected nationally normed, and reliable assessments from Scholastic to establish baselines through the screening of all students in foundational skills related to reading and mathematics. The Scholastic Reading Inventory (SRI), Scholastic Phonics Inventory (SPI) and Scholastic Math Inventory (SMI) are used to determine skill gaps for students in all grade levels, and to plan differentiation and intervention activities. These assessments are administered to students at the beginning, middle and end of the school year.

In addition, students in grades third-sixth will complete SBAC Interim Comprehensive Assessments (ICA’s) in December and February, as well as the end of the year SBAC assessment. SBAC measures will be used in the areas of language arts and mathematics. Students in fifth grade will also take the California Standards Test (CST) or California Modified Assessment in Science.

Title II The District meets all requirements of Title II for Equitable Distribution of Highly Qualified Teachers and Principals. All schools in the district are above the federal poverty marker, and therefore there is an equal distribution of HQT teachers and qualified principals at all sites. The district only recruits and hires NCLB qualified teachers.

Title III

AUSD is a Title III Year 4+ LEA, having not met its Annual Measurable Achievement Objectives (AMAOs) for English Learners for ten consecutive years, indicating these students are not making adequate progress in learning English and attaining English proficiency. As such the district was required to notify parents of ELs of this status starting October, 2010, and continuing thereafter continue to implement the Title III Year 4 Online Action Plan, and monitor progress implementing this plan. Several focused initiatives and practices have been put into place to meet the needs of English Learner students that are described below in the section in Performance Goal 1C of this plan, which emphasizes supporting the proficiency for high priority students, including English Learners.


Student Achievement Data Analysis (See 2003-2013 Charts below.)Examination of student achievement data indicates AUSD did not meet the district wide ELA AYP target in 2013 with 40.9% of the District students proficient in ELA and 59.3 in Mathematics. In 2013, all, sub-groups: Hispanic, EL, SED, and SWD made the Math targets, and the SWD also made it in ELA. District wide math performance is much stronger with the district meeting the AYP math target through Safe Harbor in 2013 for district wide and all significant subgroups of students. AUSD made the percent participation and API growth criteria all three years.

Year API AYP – ELA AYP – Math PI Status2003 597 Yes Yes -2004 613 Yes Yes -2005 653 No Yes 12006 665 No Yes 22007 669 No Yes 32008 688 No No 32009 688 No No 32010 718 No No 32011 724 No No 32012 741 No No 32013 757 No Yes 3

Year AYP-% Prof/Adv. in ELA AYP-% Prof/Adv. in Math2003 14.4 26.62004 15.4 28.32005 21.1 37.32006 24.4 40.02007 24.4 39.52008 26.8 40.62009 30.0 41.52010 32.4 47.32011 35.2 50.12012 39.2 54.42013 40.9 59.3


Alisal Union School District Adopted

Programs Content Bilingual Transference

K-3

Structured EnglishImmersion Program

K-1

Bilingual Transference and Structured English

Immersion ProgramsGrades 4-6

English Language Class

K-6Language Arts Macmillan/McGraw-Hill

California Treasures (English) 2009California Tesoros de Lectura (Spanish) 2009

Macmillan/McGraw-Hill California Treasures (English) 2009


Engage NY


Engage NY

Math McGraw HillEvery Day Math(English) 2012

Todos los Dias en Matemáticas (Spanish) 2012

Engage NY

McGraw HillEvery Day Math(English) 2012

Engage NY


Engage NY


Engage NY

EnglishLanguage Development

Macmillan/McGraw-HillCalifornia Treasures (English)

Macmillan/McGraw-HillCalifornia Treasures

Macmillan-McGraw-Hill California Treasures (English)

Macmillan-McGraw-Hill California Treasures (English)

Science Delta Education Full Option Science System 2007

Delta Education Full Option Science System 2007

(K-5) Delta Education Full Option Science System 2007(6th) Macmillan/McGraw-HillCalifornia Science 2007

(K-5) Delta Education Full Option Science System 2007(6th) Macmillan/McGraw-HillCalifornia Science 2007

Social Science/History

Macmillan/McGraw-HillCalifornia Vistas 2005





District Progress to Implement Program Improvement Corrective Action 6 1. All classrooms use the State Board of Education-adopted programs in English Reading/Language Arts/ELD (2009 adoption), Mathematics, Social

Science/History and Science instructional materials and textbooks. CCSS curriculum adoption 2014 ENY and ENY-Math, and EDM.2. All schools are using a standards-based teaching and learning data driven system. 3. K-6 CCSS Pacing Calendars in English/Language Arts and Mathematics are available online to District through the EdCaliber software. 4. All English Learners are using the Treasures ELD program throughout the school year in order to supplement English and/or Spanish Language

Arts.5. Teachers are implementing assessments related to the Common Core State Standards.6. Administrators and teachers are receiving ongoing training, coaching and professional development on implementation of the CCSS Math and

ELA.7. 100% of the district’s teachers are highly qualified and CLAD or BCLAD credentialed.

Local Measures of Student Performance

If local student academic assessments are used in addition to the state level assessments, provide a description of how these local assessments are used to:

a. determine the success of students in meeting the state academic standards, and provide information to teachers, parents, and students on progress being made toward meeting these standards

b. assist in diagnosis, teaching, and learning in the classroom to enable low-achieving students to meet state academic standards and do well in the standards-based/ standards-aligned curriculum

c. determine what revisions are needed to academic programs so that low-achieving students meet the state academic standards

d. identify students who may be at risk for reading failure or who are having difficulty reading


Local Measures of Student Performance

Alisal Union School District uses local assessments developed to align to Common Core State Standards (CCSS) and district grade level pacing guides to monitor student achievement. Diagnostic and benchmark assessments (Scholastic) are used Kinder-6 th grades in ELA and Math; and District curriculum-based assessments (Treasures) are used at grades K-3 to identify areas needing improvement in reading and literacy. The District will begin administration of the SBAC Interim Comprehensive Assessments in ELA and Math for students in grades 3 rd-6th. Writing assessments aligned to CCSS are given at all grade levels in September, December, and February. Assessment data is compiled in OARS with that system used for developing reports for individual students, teachers’ classes, grade levels, schools, and district.

The assessments listed on the chart below are required and used by classroom teachers, Instructional Coaches, and principals, as well as district administrators, to monitor progress of students. Teachers meet once monthly in Professional Learning Communities (PLCs) to review assessment results and determine intervention steps for students not learning.

Alisal Union School District Local Assessments

English/Language Arts MathematicsGrades● Kinder-6th: Scholastic Reading Inventory-SRI (three times per year)● Kinder-2nd: ELA District Benchmarks● Kinder-3rd: SLA District Benchmarks for students in Bilingual

Transference● 3rd-6th: SBAC Interim Comprehensive Assessments- ICA’s (twice per

year)● Kinder-6th: District Writing Benchmarks (three times per year)

Grades● Kinder-6th: Scholastic Math Inventory (three times per year)● 3rd-6th: SBAC Interim Comprehensive Assessments- ICA’s (twice per year)



Goals, Strategies and Action Steps

In the space below each goal title:

1) Provide a description of the LEA’s specific, measurable, goal for the topic. Goal descriptions should specify the desired outcome, numerical goals for a 3 to 5 year time frame and how progress will be measured.

2) Describe research-based strategies the LEA will use to achieve the goal. ESEA-required strategies have been pre-populated in the table. The LEA should add additional local strategies, as appropriate.

3) Identify actions that will be necessary to implement each strategy. Action steps should identify a specific timeline, persons responsible and funding sources and amounts to carry out the action.

Notes:

- The high priority needs surfaced in the needs assessment should be addressed in the goals, strategies and actions of the Plan. Per Education Code 52059(e)(4), LEAs required to work with a TA provider must incorporate recommendations made by the TA provider, unless exempted by the State Superintendent for Public Instruction and the State Board of Education.

- Detailed guidance and examples of goal, strategy and action step wording may be found in the LEA Plan Guidance Document.


Goals and StrategiesGoal IA: Proficiency in Reading/Language Arts

LEA GOAL- All students and significant subgroups (SED, EL, SWD) will demonstrate on district and state assessments sufficient skills in the ELA CCSS to be college and career ready.

1. Strategy: Instructional Materials Ensure that every student in every classroom is receiving instruction to support identified needs utilizing the district-adopted ELA CCSS-aligned core instructional materials as well as other online resources.

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

Description of Specific Actions to Improve Education Practice in ELA CCSS

Persons Involved/ Timeline

Related Expenditures Estimated Cost Funding Source

1 Use of standards-aligned instructional materials and strategies:

-K-6 Macmillan/McGraw-Hill California Treasures (English) 2009 for core and ELD

-K-1 or K-3 Macmillan/McGraw-Hill California Tesoros de Lectura (Spanish) 2009 for bilingual program

1a. Teachers will use district adopted Treasures in addition to online resources from Engage NY to structure CCSS ELA core instruction.

1b. Provide special accommodations or modifications for SWD students to enable them to participate successfully in the core instruction as appropriate to meet their needs.

1c. Teachers use scaffolding strategies appropriate to each student’s English language proficiency to enable them to access and participate successfully in the core instruction.

Asst. Supt. Ed. Services, Directors, Program Managers, Principals, Coaches,Teachers

Curriculum Director, Principal, TeachersAug 2014-June 2017

Principal, TeachersAssistant Principal Coach

Principal, Teachers, Coaches, Assistant Principal

Principal

Consumables & new sets for class size reduction

Engage NY Printing & Books

None

None

None

No cost

$405,480

No cost

No cost

No cost

LCFF Base

CCSS - #7405

LCFF Base

LCFF Base

LCFF Base


1d. Principals monitor implementation of CCSS instructional agreements for all students, and with particular attention to ELs and SWD. In addition, district walk throughs with Ed Services and principal are conducted.2. Alignment of instruction with content standards:

The District will implement instruction of the CCSS in reading/language arts through:

2a. Bundling ELA standards into coherent, related skill sets. Establish instructional priorities and expectations.

2b. Provide orientation during pre-service to teachers by grade level along with principals to understand and implement annual update to grade level, CCSS ELA instruction.

2c. Given the standards focus of formative assessments and benchmarks, teachers organize the instructional schedule to prioritize critical CCSS ELA standards.

2d. Teachers will use district adopted Treasures in addition to Engage NY online resources to structure CCSS ELA core instruction.

2e. Principals monitor implementation of CCSS instructional agreements for all students, and with particular attention to ELs and SWD. In addition, district walk throughs with Ed General Services and principal are conducted.

Assessment DirectorJune 2014-17

Curriculum Director, Coaches, Teacher leaders, Aug 2014- 2017

Curriculum Director, Teachers, PrincipalAssistant Principal

Curriculum Director, Teachers, Principal

Asst Supt Ed Services, Curriculum Director, Teachers, Principal, Assistant Principal

Task Committee

None

Formative AssessmentsData management software

No expenditure

No expenditure

No Cost

No Cost

No Cost

No Cost

No Cost

LCFF Base

LCFF Base

LCFF Base and Targeted

LCFF Base

LCFF Base

3. Increased access to technology: 3a. Develop a district-wide three-year plan with timeline for the students’ use of digital skills for learning, interaction and assessment embedded throughout the CCSS ELA standards.

3b. District purchase appropriate technology hardware and software based on tech committee recommendation to include Accelerated Reader. Additional resources from site Title I allocations.

Director Technology, Tech. Support Staff, Teachers Aug- Dec 2014

Sept 2014 - June 2016

Sub coverage

Tablets/Laptops/Software/Accelerated Reader

No cost

$324.000/year$90,000/ year divided between 12

LCFF Base

LCFF BaseSite-Based Title I


Goal IB: Proficiency in Mathematics

LEA GOAL- All students and significant subgroups (SES, EL, SPED) will demonstrate on district and state assessments sufficient skills in the CCSS-M to be college and career ready.

1. Strategy: Instructional Materials Ensure that every student in every classroom is receiving instruction to support identified needs utilizing the district-adopted CCSS-M aligned core instructional materials as well as other online resources.

2. Strategy: Standards-aligned Instruction Ensure that classroom instruction is aligned with CCSS-M content standards and mathematical practices as well as standards-based/standards-aligned (including technology-based, as appropriate) instructional materials.

Description of Specific Actions to Improve Education Practice in ELA CCSS



1. Use of CCSS standards-aligned instructional materials and strategies:

-K-6 Macmillan/McGraw-Hill Every Day Math (English) 2012

- K-6 Macmillan/McGraw-Hill Todos Los Dias En Matemáticas (Spanish) 2012

1a. Teachers will use district adopted Every Day Math/ Todos los Dias in addition to Engage NY online resources to structure CCSS Math core instruction.

1b. Provide special accommodations or modifications for SWD students to enable them to participate successfully in the core Math instruction as appropriate to meet their needs.

1c. Teachers use scaffolding strategies appropriate to each student’s English language proficiency to enable them to

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,TeachersAug 2014- June, 2017

Curriculum Director, Principal, Teachers

Teachers, Principal, Assistant Principal, Coaches

Teachers, Principal, Coaches, Assistant Principal

Consumables & new sets for class size reduction

Engage NY Printing & Books

None

None

No Cost

$406,000

No Cost

No Cost

LCFF Base

CCSS #7405

LCFF Base

LCFF Base


access and participate successfully in the core Math instruction.

1d. Principals monitor implementation of CCSS instructional agreements for all students, and with particular attention to ELs and SWD. In addition, district walk throughs with Ed Services and principal are conducted.

Asst Supt Ed Services, Principals None

No Cost LCFF Base

2. Alignment of instruction with content standards:The District will implement instruction of the CCSS-M in through:

2a. Develop and implement a draft pacing calendar for CCSS Math Standards establishing focus standards and instructional priorities.

2b. Provide orientation during preservice to teachers by grade level along with principals to understand and implement annual update to grade level, CCSS Math instruction.

2c. Given the focus of formative assessments and benchmarks, teachers organize the instructional schedule to prioritize critical CCSS Math standards.

2d. Teachers will use district adopted Every Day Math/Todos los Dias in addition to Engage NY online resources to structure CCSS Math core instruction.

2e. Principals monitor implementation of CCSS instructional agreements for all students, and with particular attention to ELs and SWD. In addition, district walk throughs with Ed Services and principal are conducted.

Asst. Supt. Ed Services, Directors, Principals, TeachersAug-June 2014- 2017

Curriculum DirectorCoaches, Committee

Curriculum Director, Coaches, Teacher leaders, Aug 2014- 2017

Curriculum Director, Teachers, Principal, Assistant Principal

Teachers, Principal

Principal

No expenditure

No expenditure

Formative Assessments Data management software

No expenditure

No expenditure

No Cost

No Cost

No Cost

No Cost

No Cost

LCFF Base

LCFF

LCFF Base & Targeted

LCFF Base

LCFF Base


3. Increased access to technology:

3a. Develop a district-wide three-year plan with timeline for the students’ use of digital skills for learning, interaction and assessment embedded throughout the CCSS Math standards.

3b. Purchase appropriate technology hardware and software based on tech committee recommendation

3c. Schools may add Accelerated Math as a supplemental support for students.

Director Technology, Tech. Support Staff, Teachers Aug- Dec 2014

Sept 2014 - June 2016

Sept 2014- June 2016

No expenditure

Based on tech committee recommendation

Accelerated Math site license

No cost

See action 3b in goal 1A

Approximately $3,000 per school

LCFF

LCFF Base

Site-based LCFF Targeted Funds

Goal 1C: Proficiency for High Priority Students

LEA GOAL- All students and significant subgroups (SED, EL, SWD) will demonstrate on district and state assessments sufficient skills in the CCSS-M to be college and career ready.

1. Proficiency for High-priority Students Not Meeting Standards

a. Strategy: Strategic and Intensive Interventions Provide research-based strategic and intensive interventions in ELA and mathematics to meet the needs of students identified as not meeting grade-level standards.

2. Proficiency for Students with Disabilities

a. Strategy: Teacher CollaborationProvide opportunities for collaboration between general education and special education teachers.

b. Strategy: Academic SupportProvide academic support to meet the specific needs of SWDs in the core instructional program.

3. Proficiency for English Learners


a. LEAs with a Title III Improvement Plan in the California Accountability Improvement System (CAIS) should implement the current Title III Improvement Plan (LEAs in Title III Improvement Years 2, 3, 4 and 4+).

b. LEAs without a Title III Improvement Plan in CAIS should complete goals 2a–g as part of this LEA Plan revision

Description of Specific Actions to Support Proficiency for High Priority Student Groups



1. Interventions1a. Teachers provide Tier 2 small group intervention instruction daily within the classroom for students performing below proficiency in skills being taught; weekly group and regroup students using a schedule based on student needs.

1b. District funds Tier 3 intensive intervention support for students performing far below proficiency level or reading two years or more below grade level. Push-in model for Kinder -3rd grade and Read 180-System 44 for 4th -6th grade.

1c. As needed sites fund additional Tier 3 push in intervention instruction for Kinder-3rd grade students with designated intervention teachers or Read 180/System 44 Intervention for 4th-6th grade students. Instruction focuses on standards not met as evidenced in progress assessments, Scholastic Reading Inventory-Lexile levels, group and regroup students using a schedule based on student needs.

1d. Principals monitor implementation of interventions, focusing on efficacy of pedagogy and student progress data in order to provide feedback and guidance.

1e. Provide additional one-on-one tutoring during and after school by AmeriCorps Tutors for extra support of low performing students and English learners.

Categorical Director, Principals, Teachers, Aug- June 2014-17

Categorical Director, Principals, Teachers, Aug- June 2014-17

Categorical Director, Program Managers, Principals, Coaches,Intervention Tchrs.Aug- June 2014-17

Principal

Categorical Director, Principals, Asst.

No expenditures

Intervention Teachers, Intervention curriculum, resources, software

Intervention Teachers, Additional Intervention curriculum, resources, software

No expenditure

AmeriCorps tutors

LCFF

Cost from LCFF

$252,000 Title 1/ $23,833 EIA-LEP

No cost

$133,900-Title 1

LCFF Base

LCFF Targeted

Title I/EIA-LEP Carryover (site budgets)

LCFF Base

Title 1/EIA-LEP


1f. Design an articulated Rti2 Model outlining the tiered levels of progressive intervention that will guide the schools’ provision of intervention, with exit and entrance criteria, a universal screen and designated progress measures.

1g. Serve special education students through a variety of programs and services that are targeted to students’ needs and provide access to standards-based instruction through SBE approved ELA and Math adoptions. • 2014-15 Programs: 12 RSP Classes, 4 SC-Gen. Academics classes, 2 Pre-K/Special Classes, 4 C/SS classes, 3 SC-Functional Academics classes • Provide 7 psychologists, 11 speech therapists, 2 occupational therapists, 1 Adaptive PE specialist, 1 School Nurse and 2 LVNs

Principals, Teachers

Curriculum + SPED DirectorsRti2 Committee: Principals, CoachesSept 2014- Jan 2015

Special Ed DirectorAugust 2014- June 2017 Teacher costs

$123, 600- EIA-LEP

No cost

$4,900,000

Carryover (site budgets)

LCFF Base

Local Assistance Grant (Federal)AB 602 (State)State & Fed Mental Health FundsLEA Medi-Cal Reim.LCFF Base

2. Extended learning time:

2a. The district will provide and monitor extended time after the regular school day for students needing additional intervention instruction in ELA and ELD.● Provide 45 minutes of ELA academic time during the

ASES after school program for K-6 at all 12 schools using CCSS-based ELA curriculum. Provide 60 minutes of homework support.

● Provide an additional hour of after school academic support for under-performing students using CCSS-based ELA, Math, or ELD curriculum.

● Provide Supplemental Educational Services to the lowest performing Title I students in reading at all Program Improvement Schools Year 2 and above.

2b. For Migrant and SWD students, and others as funding is available, the district will provide extended year summer school programs that target students needing additional instruction to accelerate their learning.

Categorical Director, Extended Learning Administrator, Program Managers, Principals, TeachersAug- June 2014-17

Migrant Coordinator

Extended Learning Administrator, ASES Staff, Principals,

Migrant StaffMaterials, etc.

ASES funding

$396, 522

$560,000

$24, 728

ASES Grant

Title 1, site allocation

Title 1-Mandatory Set Aside for SES Providers

Migrant Ed Funds


2c. Principals monitor implementation of interventions, focusing on efficacy of pedagogy and student progress data in order to provide feedback and guidance.

Principals, Asst. Principals No expenditure LCFF Base

3. Specific support for SWD including teacher collaboration academic support to meet the specific needs of SWD

3a. As appropriate to the IEP, SWD students participate in both in class small group intervention instruction and pull-out instruction, and in addition, SWD students can access extended learning after school programs.

Special Ed Director, Program Managers, Principals, TeachersAug- June 2014-17

No expenditure No cost LCFF Base

4. Specific Support for English Learners

4a. Teachers use scaffolding strategies appropriate to each student’s English language proficiency to enable them to access and participate successfully in the core instruction. Both designated and integrated ELD are part of EL students daily instruction.

4b. EL students participate in both in-class small group intervention instruction and pull-out instruction, and in addition, participate in extended learning after school programs.

4c. School sites provide after school support for EL students who need additional English language instruction to understand and succeed in CCSS instruction.

Curriculum and Instruction Director, Program Managers, Principals, TeachersAug- June 2014-17

Principal, Teachers

Principals, Teachers

No expenditure

Covered in previous section under intervention costs

Teacher extra duty pay, materials

No cost

Covered in previous section under intervention costsNo cost

$360,000

LCFF Base

Covered in previous section under intervention costs

LCFF Base

EIA-LEP Carryover site-based allocation


Goal ID: Effective Teaching and Administration (Leadership)


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

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

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

4. Strategy: Preparing for Transition to CCSS Develop LEA-wide plans for transition to CCSS, including training in use of instructional materials as they become available. A local CCSS implementation plan template is available at the following CDE web page:http://www.cde.ca.gov/re/cc/.

Description of Specific Actions for Professional Development in Relation to Implementation of the CCSS in ELA and Math



1. Teacher professional development aligned with implementation of the CCSS:

1a. Annually develop the school year professional development plan and related delivery calendar appropriate to the size of the district substitute pool.

1b. Hire and deploy a coach for each school (12) to provide demonstration lessons, observe and provide feedback on differentiation of ELA, ELD and Math CCSS instruction and to assist with district training.

Curriculum Director Spring prior to new school year 2014-2017

Curriculum Director PrincipalsAug 2014 - June 2017

Curriculum Director

No expenditure

Coaches

No cost

$1,200,000

LCFF Base

½ each Title I + LCFF Targeted


http://www.cde.ca.gov/re/cc/

1c. Hire two district Teachers on Special Assignment (TOSA) to assist district and site staff with implementation of ELA and Math CCSS

1d. As per the district PD calendar, train all teachers in the use of district adopted materials in addition to Engage NY online resources to structure CCSS ELA and Math core instruction.

1e. As per the district PD calendar, provide specialized training to small groups of teachers (e.g., pilot materials, digital literacy skills) in instruction, curriculum and instructional leadership related to the implementation of the CCSS.

1f. As per the district PD calendar, provide training and support to new teachers in the use of district adopted materials in addition to Engage NY online resources to structure CCSS ELA and Math core instruction.

Aug 2014 - June 2017

Curriculum Director, Coaches, TOSAs August – March annually 2014-17

Curriculum Director, Coaches, TOSAs August – June annually 2014-17

Curriculum Director, Coaches, COE staff August – March annually 2014-17

TOSA

Varies by training: presenter, materials, subs or per diem



$200,000

$200,000$74,351$366,840

$35,000$45,975$30,300

$134,382

25% LCFF Targeted75% CCSS #7405

LCFF TargetedTitle IICCSS #7405

LCFF TargetedTitle IICCSS #7405

Title II

2. Professional Collaboration Time

2a. Organize the monthly grade level PLC time to focus on critical instructional planning related to upcoming challenging CCSS standards, while focusing on best pedagogy, and the needs of English Learners, SWD students and students with skill gaps.2b. Full day release for each grade level monthly to understand and plan for use of target instructional practices related to CCSS. Yr. 1: Teachers will be trained in the Chula Vista instructional planning process focusing on language objectives for EL and differentiated instruction for students with skill gaps.

Curriculum Director, Principals, Coaches,TeachersAug. –May 2014-17

Curriculum Director, Principal, Assistant Principal, TeachersMonthly Sept - May, 2014-2017

No expenditure; part of work day

Coverage for GLT full day every month: Release teachers and extra subs

No cost

$1.2 Million$26,288

LCFF Base

LCFF,Title I site-based allocation for extra subs

3. Administrator and coaches professional development aligned with implementation of the CCSS:


1a. As per the district PD calendar, train all site and district administrators in the use of district adopted materials in addition to Engage NY online resources to structure CCSS ELA and Math core instruction, with particular attention to the needs of English Learners and students with skill gaps.

1b. As per the district PD calendar, train all site and district administrators in leadership skills including but not limited to: 1) the use of EdCaliber system, 2) monitoring and teacher feedback practices aligned with the agreements on implementation of the CCSS for all students, 3) developing a culture of collaboration and accountability, and 4) specific training on operational leadership. Provide ongoing, differentiated support as needed to individual administrators.

1c. As per the district PD calendar, in addition to attending district-wide professional development, train coaches on the coaching and feedback systems outlined in the district coaching model and as trainers for the core instructional practices and curriculum the district has adopted.

Curriculum Director, Principals, Coaches, Summer-Fall annually 2014-17

Curriculum Director, Consultant(s), CoachesOngoing, Fall 2014 - Spring 2017

Curriculum Director, Assessment DirectorCoachesOngoing, Fall 2014 - Spring 2017

No expenditure, part of Work Calendar

ConsultantsMaterials

ConsultantMaterials

No cost

$102,000$7,440

$16,081

LCFF Base

LCFF TargetedTitle II

Title II

Goal IE: Parent Engagement and District and School Implementation and Monitoring


1. Strategy: Staff, Parent and Community Involvement Involve and engage staff, parents, and community groups in planning for implementation of the CCSS including identifying needs and establishing.

2. Strategy: Articulation Among Educational Levels Ensure articulation of services among educational levels including preschool, AUSD, and the Salinas Union HS District.

3. Strategy: Program Monitoring California Department of Education (Rev 08-14) Page 22LEA Plan Template-Corrective Action

Monitor program effectiveness.

Description of Specific Actions for Implementation and Monitoring of the CCSS in ELA and Math



1. Engaging staff, parents and community members in planning for the CCSS implementation:

1a. Parent meetings: Annually parents and advisory groups participate in providing input on training needs related to CCSS in order to support effective implementation. Parents provide input based on school data as well as parents’ needs for home-school academic support.1b. Staff meetings: Annually staff and teacher advisory groups participate in providing input on training needs related to CCSS in order to support effective implementation.

1c. Principal-District Leadership meetings: Annually principals, program managers and district leadership participate in providing input on training needs related to CCSS in order to support effective implementation.

1d. Board engagement: Twice a year the Board of Trustees receives updates on the progress of CCSS implementation.

Categorical and Curriculum and Instruction Directors, Principals, Annually in the springMarch-April 2014-17Annually in the springMarch-April 2014-17

Annually in the springMarch-April 2014-17

Annually in the fall and summer 2014-17

Child CareMaterialsConsultants

No expenditures

No expenditures

$28,000

No cost

No cost

Title I- Parent Involvement

LCFF Base

LCFF Base

2. Engagement of parents and staff in CCSS progress data and site plan development2a. Plan and implement specific educational events (Parent CCSS University, ESL classes, Positive parenting, technology, literacy & math home support)2b. AUSD notifies parents of information regarding their student’s needs for proficiency in grade level content areas.

● Communicate to parents the notification procedures for identification of students at risk of retention, on track for promotion to the next grade, and

AFRC Director, Categorical Director, Migrant Coordinator Principals, Instructional Coaches

No categorical expenditure

Child Care Materials

No categorical cost

See 1 above

LCFF Base

Title I Parent Involvement


identification for the GATE program.● Conduct parent conferences twice a year and send

report cards home two times a year.• School/Parent Involvement Policy and Compact outlines parent expectations for supporting their child’s academic success.

2c. AUSD will continue to engage parents and the community members in the development of the Single Plan for Student Achievement.

Annually in Fall and Spring2014-17

Categorical Director, Principals,Annually Jan – June 2014-17

No expenditure No additional cost

No cost

3. Broad Parent Engagement

3a. Develop a comprehensive district-wide Parent Engagement Plan focusing on the research-based six types of parent involvement (Joyce Epstein)

4. Articulation Among Educational Levels4a. District staff and site administrators organize parent meetings and site visitations for the transition from preschool to kindergarten; this includes facilitating the transition of special needs students from Special Ed preschool settings to kindergarten.

4b. District provides school readiness for incoming students by offering preschool programs through Early Childhood Education (ECE), First 5, Title 1, and Migrant

4b. Site administrators organize articulation meetings with middle school 7th grade teachers and AUSD 6th grade teachers annually in late winter-early spring.

Director AFRC, Manager of Parent

Categorical Director, Special Ed. Director,Principals, K- TeachersAnnual Spring 2014-17

Categorical Director, Preschool Manager, Migrant Coordinator, Principal, Preschool teachers

Curriculum Director, Principals, 6th grade teachersAnnual late winter-early spring 2014-17

No categorical expenditure

Child CareMaterials

Preschool Staff, preschool curriculum & materials, training, transportation

No expenditure, part of Work Calendar, after school meetings

No categorical cost

LCFF

$150,000-LCFF$200,000-Title 1$360,000-Migrant

No cost

LCFF Targeted

LCFF Base

LCFF TargetedECE/First 5Migrant, Title 1


5. Monitoring Implementation of the CCSS

5a. District and site administrators will monitor progress in accomplishing the action steps in the LEA Plan, LCAP and SPSAs, and the implementation of critical CCSS pedagogy in order to increase student achievement in CCSS ELA and Math.

5b. Implement a system of accountability for classroom instruction through regular analysis of formative and benchmark assessment data and twice yearly district walk throughs by trained Ed Services Administrators and site teams using the classroom observation form to collect implementation data and analyze for grade level improvement in CCSS ELA and Math pedagogy. In addition implementation of CCSS instructional agreements is reviewed. Particular focus is given to ELs and SWD students’ successful participation during walk throughs.

Asst. Supt. Ed Services, Directors, PrincipalsOctober – May Annual2014-2017

Asst. Supt Ed Services, Directors, PrincipalsAnnually late fall and early spring 2014-17

No expenditure

No expenditure

No cost

No cost

LCFF Base

LCFF Targeted

Goal IF: Support for Schools in Corrective Action

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

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

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


Description of Specific Actions for Supporting Schools in PI Years 3, 4 and 5.



1. Support for Steinbeck Elementary School in PI Yr. 3.

1a. These actions were taken with Steinbeck Elementary School

● Inform all parents of the PI status of the school, their right to move to a non-PI school, the availability of SES and the process to develop a corrective action for Steinbeck.

● Continue to offer SES● Continue a 10% set aside for professional development

used as described below.● District training and support network sessions for coach● Review of school plan and revision guidelines +

suggestions● PD for intervention teachers and substitutes● Benchmarks assessments and data analysis charts● PD in Common Core ELA + Math● 1 on 1 Mentor in accelerated leadership strategies for

principal

1b. In addition , the following were actions were specific to Steinbeck

● PD In standards based assessment and access to targeted standards based lessons

● Developed a corrective action plan.● Replaced principal; full time asst principal rather than half

time

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,TeachersAugust 2014-June 2015

No expenditure or previously calculated for SES, Professional Development, coaches, intervention teachers and principal mentor

No additional cost

No additional cost

2. Support for Creekside Elementary in PI Yr. 4.

2a. These actions were taken with Creekside Elementary School

● Inform all parents of the PI status of the school, their right

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,Teachers

No expenditure or previously calculated for SES, Professional Development, coaches, intervention teachers

No additional cost

No additional cost


to move to a non-PI school, the availability of SES and the implementation of a corrective action for Creekside.


used as described below.● District training and support network sessions for coach● Benchmarks assessments and data analysis charts;

frequent formative assessments (every 2 wks.)● PD in Common Core ELA + Math● 1 on 1 Mentor in accelerated leadership strategies for

principal

2b. In addition , the following were actions were specific to Creekside School

● Replaced principal, added Asst. Principal● Implement alternative governance and corrective action

plan● New ELD curriculum● New intervention curriculum – Imagine Learning

August 2014-June 2015

and principal mentor

ELD Curriculum

Imagine Learning

3. Support for schools in PI Yr. 5. (Alisal, Chavez, F. Paul, Fremont, Loya, Sanchez, Rocca Barton)

3a. These actions were taken with all schools in PI Yr. 5 and beyond:

● Inform all parents of the PI status of the school, their right to move to a non-PI school, the availability of SES and the process for developing a restructuring plan for PI Yr. 5 schools.


used as described below.● District training and support network sessions for coach● Benchmarks assessments and data analysis charts;

frequent formative assessments (every week)● PD in Common Core ELA + Math

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,TeachersAugust 2014-June 2015

No expenditure or previously calculated for SES, Professional Development, coaches, intervention teachers and principal mentor

No additional cost

No additional cost


● 1 on 1 Mentor in accelerated leadership strategies for principal

3b. In addition, the following were actions were specific to Yr. 5 and Yr. 5+ schools

● Develop a restructuring plan (year 5) or implement the restructuring plan (year 5+).

● New ELA curriculum for CCSS● New intervention curriculum in Math (Triumphs) + ELA

(Standards Plus/ Dataworks) ● Replaced Principals at Alisal, Loya, Fremont, Sanchez, and

Frank Paul; added Assistant Principals at these sites

ELA curriculum is online curriculum with only printing cost.

Math intervention curriculum previously purchased under last LEAP

No categorical cost

LCFF Base

For Goal 2, See Addendum 1: Title III Budget Overview Annual Update ( at the end of LEAP)

Goal 2A: AMAO 1 – Annual Progress in Learning English AND Goal 2B: AMAO 2 – English Proficiency Strategies

LEA GOAL AMAO 1 and AMAO 2 – The percent of EL students meeting AMAO 1 and 2 will increase 7 percentage points each year.

1. Strategy: English Learner Assessment And Language Program PlacementAdminister the State's EL assessment and place students appropriately based on the results of the State's EL assessment

2. Strategy: English Learner Language InstructionDeliver high quality English language instruction using research based materials and strategies.

3. Strategy: English Learner Progress MonitoringMonitor student progress regularly and adjust instructional program accordingly.

4. Strategy: English Learner ReclassificationReclassify ELs using multiple measures.

Description of Specific Actions for Supporting Achievement of AMAO 1 Goal




1. Administer EL Assessment and Group/Place Students Accordingly

1a. Administer the CELDT or the new state English Language Proficiency test prior to September 30 or within 30 days for students entering the district.

1b. Administer local English language proficiency assessment to be used for placement in ELD and other instructional programs (e.g. after school intervention) prior to September 30 or within 30 days of a student entering the district.

1c. Use English language proficiency assessment information and achievement data to group students appropriately for designated ELD and other support programs.

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,TeachersFall 2014-Spring 2017

CELDT testers No Cost LCFF Base

2. Deliver High Quality English language instruction using research-based materials and practices

2a. Using Treasures ELD component, implement embedded ELD during ELA and math. Utilize content and language objectives to teach language necessary for accessing and successfully engaging in content instruction. Purchase

2b. Pilot (2014-15) and purchase (spring 2015) supplemental ELD curriculum to pilot for designated ELD time focused on acquisition of language forms related to cognitive/social language functions. Aligned to next generation ELD standards

2c. Implement leveled, designated ELD daily for approximately 30 minutes (coordinated with embedded ELD) for all EL students using new supplemental ELD curriculum.

2d. Begin implementation of NGELD Standards● 2014-15 provide overview● 2015-16 begin transition to implementation● 2016-17 full implementation of NGELD

Principals, Coaches,Teachers. Daily 2014-2017

Curriculum Director, teachers, EL TOSAFall, 2014

Curriculum Director, teachers, EL TOSAFall 2015 - spring 2017

Existing ELD resources plus site selected Supplemental ELD Curriculum, Resources

On our Way to EnglishNational Geographic

Possible additional materials in 2015-16

$20,897

$240,000

$222,000

No Cost 2014-2015

Instructional Materials 7156 EIA-LEP Carryover (site budgets)

Title III Carryover

No Cost 2014-2015


Curriculum Director, teachers, EL TOSA

3. Monitor student progress regularly and change instruction accordingly

3a. In addition to weekly grade level collaboration time, provide additional grade level collaboration focused on EL students’ progress. Coaches & Teachers develop plan to modify instruction based on language proficiency of students and/or determine which students are ready for reclassification.

3b. Develop expectations and related walk through tool for designated and embedded ELD. Connect results of walk throughs to Principals’ 6-week action plan.

Principals, Asst. Principals, Coaches, TeachersSeptember 2014-June 2017

Asst. Supt. Ed Services, Directors, PrincipalsFall 2014-Spring 2015

Subs for grade level release (specifically for EL planning)

Ed Caliber Consultant

$120,000

No Cost

EIA-LEP Carryover (site Budgets)

LCFF Targeted

4. Reclassify ELs using multiple measures

6a. Teachers and instructional coach collaborate to monitor student progress on content and language assessments to inform placement and recommendations for reclassification.

6b. After reclassification, teachers and instructional coach continue to monitor student progress on content and language assessments to ensure continued progress.

Director Research + Evaluation, Teachers, CoachSeptember 2014-June 2017

Language assessment results, reclassification criteria

See 3a above EIA-LEP Carryover

Goal 2C: AMAO 3 – AYP for EL Subgroup

LEA GOAL AMAO 3- English learner students will demonstrate 7 percentage points growth annually from the baseline established on the state benchmark and end of year assessments during the 2014-15 school year.

1. Strategy: Assessment and Accountability


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

2. Strategy: CCSS English-language Arts and Mathematics Proficiency Implement CCSS ELA/ELD and mathematics instructional materials, including intervention and supplemental materials.

Description of Specific Actions for Supporting Achievement of AMAO 3 Goal



1. Holding schools accountable for meeting AYP requirements for EL students.

1a. Ensure that all assessments are administered according to the assessment schedule and that the participation rate for EL students is above 95%.

1b. Principal tracks progress and monitors instruction:● Review data from ELA and math assessments every

six weeks to identify EL students who are not meeting targets.

● Meet with teacher to plan adjustments in instruction and intervention

● Develop 6-week action plan● Monitors in classroom

Asst. Supt. Ed Services, Directors, Principals, Asst. Principals, Coaches,TeachersSeptember 2014-June 2017

Administrators, Certificated Salaries

No additional cost

LCFF Base, LCFF Targeted

2. Implement CCSS aligned ELA/ELD and mathematics instructional materials, including intervention and supplemental materials.

2a. See Goal 1A and 1B for implementation of CCSS instruction in ELA and mathematics, respectively.

2b. See Goal 1C for implementation of interventions designed to support EL

2c. See Goal 2A for implementation of designated and embedded ELD instruction.


Curriculum Director,

CCSS aligned ELA, ELD, Math Curriculum and resources

See Goals 1A, 1B, 1C, and 2A for funding allocations


2d. Select and purchase ELA materials for Bilingual Transference classrooms aligned with the adopted curriculum and CCSS instructional practices.

teachers, EL TOSAFall 2014 Materials $13,500 Title III

Goal 2D: High Quality Professional Development

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

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

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

Description of Specific Actions for Professional Development in Relation to Supporting English Learners



1. Teacher professional development to support EL:

1a. Hire and deploy a Teacher on Special Assignment (TOSA) to provide professional development and coaching support on research-based practices to support English Learner students across the district.

1b. Train teachers in the use of district adopted supplemental ELD materials to be able to support acquisition of language forms related to cognitive/social language functions.

1c. Train teachers in the development of appropriate content and language objectives and the process of embedded ELD.

1d. Train Bilingual Transference teachers and teacher leaders in instructional practices to support academic and linguistic

Curriculum DirectorAugust 2014 - June 2017

Curriculum Director, Coaches, TOSA

Curriculum Director, TOSA, Coaches

TOSA

teacher release time

Professional development focused on supplemental ELD curriculum

$45,000$45,000

$100,000

$120,000

LCFF TargetedTitle II

Title III Carryover

EIA-LEP Carryover (site budgets)


success in English and Spanish.Curriculum Director, TOSA, Coaches, Teachers

ConsultantTeacher Release

$60,833 Title III

2. Administrator professional development to support EL:

1a. Train administrators in the use of district adopted supplemental ELD materials with particular attention on how to monitor implementation.

1b. Train administrators in the development of appropriate content and language objectives and the process of embedded ELD with particular attention on how to monitor implementation.

1c. Train administrators in the specific needs of students at an Intermediate level of English proficiency across different grade levels and how to monitor classrooms for strategies to support students’ increased proficiency.

Asst. Supt. Ed Services, Curriculum Director, Principals, Coaches,

No additional cost See 1. Teacher professional development to support EL above

3. Coaches professional development aligned with implementation of the CCSS:

3a. See 1D for training for coaches on Instructional Rounds.

Asst. Supt. Ed. Services, Curriculum Director

Consultant, EL resources, materials

See 1D Title II

Goal 2E: Parent and Community Participation and Goal 2F: Parental Notification

1. Strategy: Parental and Community ParticipationActivities that help parent and community members support EL acquisition of English and achievement in the CCSS

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


Description of Specific Actions for Parent and Community Involvement with ELs



1. Activities that help parents support EL acquisition of English and achievement in the CCSS

1a. Provide parent workshops on supporting CCSS in ELA and math in the home, and a college and career ready culture. Focus on high expectations for all students, attendance and perseverance in school, and goal setting.

1b. Provide parent engagement in the school and district:● Parent advisory groups (e.g. ELAC, DELAC)● Parent site events (e.g. literacy and math nights, back

to school, open house, art/science fairs)

Asst. Supt. Ed Services, Directors, Principals, Coaches,

Ed. Services Director, Principals, Asst. Principals

CCSS Materials for parents, teachers’ extra hourly pay

Materials for meetings, site events

No cost

$28,000

$28,000

LCFF Targeted

Title 1, Parent InvolvementEIA-LEP Site budgets

2. Develop and implement an LEA-wide plan to meet parent notification requirements

2a. Parent notifications are sent in English and Spanish in the appropriate time frame. Notifications and required communications include:

● Initial language designation● Program placement and application information● Annual CELDT and state test results● PI district and school notification with associated

information on school choice, SES, and sanction process and participation opportunities (e.g. Corrective Action parent meeting)

● Reclassification information

Asst. Supt. Ed Services, Directors, Principals

No Cost No Cost


Goal 2G: Services for Immigrant Students

1. Strategy: Plans to Provide Services for Newcomer StudentsProvide enhanced educational opportunities for newcomer students and their families.

Description of Specific Actions to Support Immigrant Students and Their Families



1. Provide enhanced educational opportunities for newcomer students and their families.

1a. Provide 2-year, full day instructional program for 4th to 6th grade newcomer students with low English proficiency levels and instructional gaps. Provide targeted instruction to accelerate growth in language proficiency and literacy as well as math.

1b. Provide after school intervention in ELD and literacy five days per week for 1st through 3rd grade newcomer students.

1c. Purchase supplemental, high interest – low reading level literacy materials for upper grade newcomer class and newcomer ELD curriculum materials.

1d. Provide information and referrals for basic family services and support through the Alisal Family Resource Center.

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,Teachers. May-June, annually 2014-2017

Principals, Asst. Principals, Coaches, After school teachersOct - March, annually 2014-17

Curriculum Director, Principals, Newcomer Teachers

AFRC Director, AFRC Staff, Principals

2 Newcomer teachers, newcomer curriculum, computers, software,

Teacher extra hourly, curriculum, materials

Supplemental Newcomer/ELD Material

No cost

$300,000$10,000

$360,000$96,000

$100,000

No cost

LCFF TargetedTitle III

EIA-LEP CarryoverTitle III

Title III Carryover

LCFF Targeted


Goal 2H: Services for Migrant Students

1. Strategy: Plans to Provide Services for Migrant StudentsProvide enhanced educational opportunities for migrant students and their families.

Description of Specific Actions to Support Migrant Students and Their Families



1. Provide enhanced educational opportunities for migrant students and their families.

1a. Pre-K services offered to migrant students at five school sites. These classes help students prepare for the regular kindergarten program. 1b.Migrant Resource Teachers (3) - certificated staff that provides direct student and family support with academics and a push-in intervention.

1c. (3) Migrant Family Service Advocates (MFSA) –classified staff that provides academic support and identify and recruit students and parents into the Migrant program. 1d.Speech and Debate Program-3 month collaborative with the Region to recruit and coach AUSD students (4th-6th grade) for participation in speech and debate which culminates in a local (regional) tournament. Winner have the opportunity to [participate in the state level Migrant education speech and debate tournament in Spring 2015. 1e.Migrant Extended Day- Serves 1st-6th grade students with supplementary academic support in ELA & Math for 20 weeks, 6 hours per week. Estimated cost $54,790

Migrant Coordinator, Principals, Preschool Coordinator

Migrant Coordinator, Migrant Resource Teachers

Migrant Coordinator, Principals, Teachers

Migrant Coordinator, Principals, Migrant after school teachers

Migrant Coordinator, Principals, Migrant

Preschool teachers, Pre-K curriculum, materials, supplies

Salaries-Migrant Resource Teachers, intervention materials

Salaries-MFSA’s

Speech/Debate coach

Extended day teachers,

$424,472

$235,800

$ 92,935

$17,675

$54,790

Title 1, Part C

Title 1, Part C

Title 1, Part C

Title 1, Part C

Title 1, Part C


1f.Spring MESA (Migrant Education Spring Academy)-Week long program for Kinder -6th grade students that provides ELD, Math, & Science curriculum supplemented with enrichment such as PE, art, music, drama, technology, and experiential learning. 1g.Summer MESA (Migrant Education Spring Academy)-4 week program for current K-5th grade students to assess and focus on content standard gaps that should have been mastered in the prior grade in ELA, ELD, Math, & Science. Estimated cost $162,895

1h.Health & Dental Screening provided once a year for all migrant students. 1i. Parent Education- PAC meetings, parent training academic nights (6 sessions)

teachers

Migrant Coordinator, Summer Migrant teachers

Migrant Coordinator, Health partners

Migrant Coordinator

supplementary curriculum

Teachers, supplementary curriculum

Teachers, intervention curriculum

No additional expenditures

Child supervision, materials, consultants, light snacks

$ 35,765

$162,895

No cost

$1985

Title 1, Part C

Title 1, Part C

Title 1, Part C


Goal 3: Highly-Qualified Teachers

LEA GOAL Highly Qualified Teachers – AUSD will continue to maintain 100% of teachers classified as highly-qualified.

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

Description of Specific Actions to Ensure All Students Are Taught By Highly Qualified Teachers



1. Continue to ensure that all students are taught by highly qualified teachers.

1a. Maintain status of 100% of teachers meeting credentialing requirements.


No cost No cost No cost


Goal 4: Safe and Drug Free Schools (not federally funded—optional)

LEA GOAL Safe and Supportive Schools – The number of office referrals and suspensions will decrease by 5 percentage points each year. The number of students who are chronically absent will decrease by five percentage points.

1. Strategy: Implement PBIS and Restorative Justice Implement PBIS and Restorative Justice in schools to support a safe and caring environment.

2. Strategy: Restorative JusticeImplement Restorative Justice in schools to enhance the support of a safe and caring environment.

3. Strategy: Family and Community Support

Description of Specific Actions to Implement PBIS and Restorative Justice at District Schools



1. Implement PBIS in schools to support a safe and caring environment.

1a. Participating schools engage in a year-long training series.

1b. Site leadership team is established including a variety of role groups from the principal to classified staff. Team meets regularly to receive training, create plan, oversee implementation, and monitor data.

1c. District leadership team is established to support participating schools in implementation of PBIS. Team meets a minimum of three times per year.

1d. Each participating school site creates and implements a PBIS implementation plan that minimally outlines:

● The school’s core values● Key strategies for positive behavior management

Asst. Supt. Ed Services, Directors, Asst. Principals, Principals, Coaches,Teachers

Materials, training, release time for teachers

LCFF Targeted LCFF Targeted


● Actions and responses● Rewards and recognitions● How the data system will be used to track changes in

office referrals and suspensions.

2. In addition to PBIS, school sites may implement Restorative Justice in schools to continue to support a safe and caring environment.

2a. Schools implementing Restorative Justice will participate in a two-day training to learn the tenets of the program and prepare for implementation.

2b. School implementing Restorative Justice incorporate their action steps into their PBIS implementation plan.

Asst. Supt. Ed Services, Directors, Program Managers, Principals, Coaches,TeachersOngoing 2014-2017Principals, Asst. Principals, TeachersOngoing 2014-2017

Training, materials, release time for teachers

$36,000

No additional cost

Title 1 - site allocations

No additional cost

3. Support for students and families to promote student well-being and readiness to learn.

3a. Support basic family needs:● Information and referral at the Alisal Family Resource

Center● First Five Mother-Toddler play group workshops on

healthy parent/child interaction

3b. Counseling for students - Sticks and Stones

3c. Provide information, referrals, and other material support to students identified as homeless and their families.

AFRC Director, AFRC Staff

Principals, Asst. Principals

AFRC Director, AFRC Staff, Principals, Asst. Principals.Ongoing 2014-2017

AFRC Clerical Staff

Contract with Harmony at Home

Supplies, outreach costs

No Cost

$8,000 per site $96,000 total site allocation

$26,000

LCFF Targeted

Title I (site allocation)

Title I


District Budget for Federal Programs

Please complete the following table with information for your district.

ProgramsPrior Year

DistrictCarryovers

Current YearDistrict

Entitlements

Current YearDirect Services

to Students at School

Sites (amount)



Sites (percent)

Title I, Part A$2,806,000 $2,385,466 85%

Title I, Part B, Even Start-0-

Title I, Part C, Migrant Education$1,099,774 $1,045,910 95%

Title I, Part D, Neglected/Delinquent-0-

Title II Part A, Teacher and Principal and Recruiting$396,660

Title III, Limited English Proficient$615,394 $603,086 98%

Title III, Immigrant Education$24,544 $24,053 98%

McKinney-Vento Homeless Education-0-

IDEA, Special Education$1,093,749 $1,093,749 100%

21st Century Community Learning Centers-0-

TOTAL $5,936,012


District Budget for State Programs

Please complete the following table with information for your district.

CategoriesPrior Year

DistrictCarryovers

Current YearDistrict

Entitlements



Sites (amount)



Sites (percent)

Categorical Flexibility Programs*

EIA—State Compensatory Education Carryover

EIA—Limited English Proficient Carryover$1,161,686 $987,433 85%

State Migrant Education

Child Development Programs

Other (describe)TOTAL


Requirements Description of how the LEA is meeting or plans to meet this requirement:For SWP, describe how the LEA will help schools to bring together all resources to upgrade the entire educational program at the school and include assistance in activities such as:

●A comprehensive needs assessment (including LCAP process) of the entire school in relation to state standards. School wide reform strategies that provide opportunities for all children to meet state standards.

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

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

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

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

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

● Strategies to increase parental involvement.

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

●Timely and effective additional assistance to students who

See pages 4 - 8

See pages 15-19

See page 22

See pages 20-23

See page 41

See pages 35-37

See pages 26-28, 37-38

See page 28

See pages 20-23


experience difficulty mastering state standards.

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

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

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

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

● Instruction by highly-qualified teachers.

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

● Strategies to increase parental involvement.

For the 2014-15 school year, the goal is to have all 12 schools designated as Title 1 schools-SWP. At the end of 2013-14, 10 out of 12 schools were designated Title 1 SWP. The two schools remaining, Steinbeck School and Tiburcio Vasquez School will submit an updated needs assessment with their Single Plan for Student Achievement (SPSA) for AUSD Board Approval indicating that they meet the requirements for designation as a Title 1 SWP.

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

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

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

● Include solely teacher judgment, parent interviews and

For the 2014-15 school year, the goal is to have all 12 schools designated as Title 1 schools-SWP. At the end of 2013-14, 10 out of 12 schools were designated Title 1 SWP. The two schools remaining, Steinbeck School and Tiburcio Vasquez School will submit an updated needs assessment with their Single Plan for Student Achievement (SPSA) for AUSD Board Approval indicating that they meet the requirements for designation as a Title 1 SWP.


developmentally appropriate measures, if the district operates a preschool through grade two program with Title I funds.

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

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

Requirements 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 notification of the right for students to transfer to another school that is not PI with paid transportation, and the right to receive supplemental services.

Annual notification is sent home in the parent handbook at the beginning of the school year to all families (in English and Spanish) indicating the PI status of the schools in the district and what services they are available to receive.

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

The goal is to provide all students in Program Improvement schools the SES services that they need. Priority students are those who are performing below grade level in Language Arts and Math.

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

The LEA provides Induction BTSA support for beginning teachers and professional development in Effective Teaching Series/Classroom Management, Common Core State Standards curriculum, English Language Development strategies and curriculum. Coaching and mentoring are also provided for teachers and administrators. AUSD offers competitive salary and benefits.

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

See pages 26-28

Describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program

The LEA follows established criteria for the enrollment of students to participate in specific programs. Students cannot participate unless they


effectiveness, eliminate duplication, and reduce fragmentation of the instructional program, including programs such as: a. Even Startb. Head Startc. Early Reading Firstd. Other preschool programse. 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.

need designated guidelines, based on program requirements.

Assurances

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

General Assurances

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

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

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

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

5. The LEA will cooperate in carrying out any evaluation of each such program conducted by, or for, the State Educational Agency (SEA), the Secretary, or other Federal officials.


6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under each such program.

7. The LEA will submit such reports to the SEA (which shall make the reports available to the Governor) as the Secretary of the SEA and Secretary may require to enable the SEA and Secretary to perform their duties under each such program; and maintain such records, provide such information, and afford such access to the records as the SEA (after consultation with the Governor) or the Secretary may reasonably require to carry out the SEA’s or the Secretary’s duties.

8. The LEA has consulted with teachers, school administrators, parents, and others in the development of the local consolidated application/LEA Plan to the extent required under Federal law governing each program included in the consolidated application/LEA Plan.

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

9a. The LEA will provide the certification on constitutionally protected prayer that is required by Section 9524.

10. The LEA will comply with the armed forces recruiter access provisions required by Section 9528.

Title I, Part A

The LEA hereby assures that it will:

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

12. If the LEA receives more than $500,000 in Title I funds, it will reserve at least one percent of the allocation to carry out ESEA Section 1118, Parent Involvement, including promoting family literacy and parenting skills. The LEA then will set aside an amount for parental involvement of parents of private school children, based on the proportion of private school children from low-income families residing in Title I attendance areas. The LEA will then distribute at least 95 percent of the remainder to its public schools, leaving the balance of the reserved funds for parental involvement activities at the LEA level.

13. Inform eligible schools and parents of school wide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources.

14. Provide technical assistance and support to school wide programs.


15. Work in consultation with schools as the schools develop the schools’ plans pursuant to Section 1114 and assist schools as the schools implement such plans or undertake activities pursuant to Section 1115 so that each school can make adequate yearly progress toward meeting the State student academic achievement standards.

16. Fulfill such agency’s school improvement responsibilities under Section 1116, including taking actions under paragraphs (7) and (8) of Section 1116(b).

17. Provide services to eligible children attending private elementary schools and secondary schools in accordance with Section 1120, and timely and meaningful consultation with private school officials regarding such services.

18. Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

19. In the case of an LEA that chooses to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act.

20. Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and 1119 and California Education Code Section 64001.

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

22. Inform eligible schools of the LEA’s authority to obtain waivers on the school’s behalf under Title IX23. Coordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with the SEA and other agencies providing services

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

24. Ensure, through incentives for voluntary transfers, the provision of PD, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers.

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


26. Ensure that the results from the academic assessments required under Section 1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language or other mode of communication that the parents can understand.

27. Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with Section 1111(b)(8)(D) and California Education Code Section 64001.

28. Ensure that schools in school improvement status spend not less than 10 percent of their Title I funds to provide PD (in the area[s] of identification to teachers and principals) for each fiscal year.

29. Prepare and disseminate an annual LEA report card in accordance with Section 1111(h)(2).

30. Where applicable, the applicant will comply with the comparability of services requirement under section 1120A(c). In the case of an LEA to which comparability applies, the applicant has established and implemented an agency-wide salary schedule; a policy to ensure equivalence among schools in teachers, administrators, and other staff; and a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies. Documentation will be on file to demonstrate that the salary schedule and local policies result in comparability and will be updated biennially.

Title I, Part D—Subpart 2

31. Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home school, particularly with respect to a student with an individualized education program under Part B of the Individuals with Disabilities Education Act.

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

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

Title II, Part A

34. The LEA, hereby, assures that:

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

a. Have the lowest proportion of highly-qualified teachers;b. Have the largest average class size; or


c. Are identified for school improvement under Section 1116(b).

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

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

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

Title III

35. The LEA assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with education-related community groups, nonprofit organizations, and institutions of higher education in developing the LEA Plan.

36. The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for Limited-English Proficient (LEP) subgroups making AYP.

37. The LEA is complying with Section 3302 prior to, and throughout, each school year.

38. The LEA annually will assess the English proficiency of all students with limited English proficiency participating in programs funded under this part.

39. The LEA has based its proposed plan on scientifically based research on teaching limited-English proficient students.

40. The LEA ensures that the programs will enable students to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.

41. The LEA is not in violation of any State law, including State constitutional law, regarding the education of limited-English proficient students, consistent with sections 3126 and 3127.


Title V, Part A

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

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

44. The LEA will keep such records, and provide such information to the SEA, as may be reasonably required for fiscal audit and program evaluation.

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

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

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

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

Additional LEA Plan Assurances

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


Addendum 1- 2015-16 Title III Projected Expenditures

Elementary and Secondary Education ActTitle III Budget Overview Annual Update

Name of LEA: _Alisal Union School District_________________ Fiscal Year:__2015-16__________Total Title III Allocation: LEP $ ___615,394_________ Immigrant: $__24,544________________LEP Administrative & Indirect Costs (2%): $ _12,308_________ Immigrant Administrative & Indirect Costs: $_491_ For each applicable Title III goal indicated below, indicate the key actions that will be implemented to meet each goal, the related Title IIIbudget item, and the estimated cost for each item.

Title III Goal Specific Title III Supplemental Key Actions (Activities) to Meet Goal Unit (Purchase) Detail

Associated Estimated

Costs for each Activity Listed

Goal 2A: AMAO 1- Annual progress Learning English

Bilingual/ELD Teacher on Special Assignment to help support teachers design and deliver ELD lessons to EL students

Supplementary ELD curriculum and resources to complement the core ELD Program

1 FTE to help support and coach teachers

Purchase of additional ELD resources to help support

NGELD

$115,000

$60,000

Goal 2B: AMAO 2 - English Proficiency

Bilingual/ELD Teacher on Special Assignment to help support teachers design and deliver ELD lessons to EL students

Summer ELD Academy for Newcomer and beginning level EL students.

1 FTE to help support and coach teachers

Supplementary ELD curriculum, cost of teachers,

materials & supplies

See goal 2A

$25,836

Goal 2C: AMAO 3 -Adequate Yearly Progress (AYP) in English/Language Arts

Language tutors to help support EL students in the classroom with ELA

Guided level readers in primary language instruction for 3rd – 6th grade to help support transference to English

2 Language tutors for EL’s that speak a language other than English or Spanish that need

support in ELA

Cost of 2 sets per grade level BT classes in 3rd-6th

grades

$35,000

$75,000


GLAD Training for Instructional Coaches and teachers in grades 4th -6th (begin with one grade level in 2015-16)

GLAD Training cost $1175 per person. Train approx. 100 teachers in 2015-16

$117,500

Goal 2C: AMAO 3 – AYP in Mathematics

Language tutors to help support EL students in the classroom with ELA

2 Language tutors for EL’s that speak a language other than English or Spanish that

need support in Math

See Goal 2C above

Goal 2D: High Quality Professional Development

Additional Professional Development in literacy and ELD to help support bilingual teachers use primary language instruction (district training, county training, CABE)

Begin Dual Immersion team planning by attending conferences (CABE, ATDLE), site visits, professional related literature, planning meetings with principals and teachers

Bilingual Transference (BT) Intro training & BT Follow up

training during the year

Cost for team to attend conferences (registration,

hotel, travel), Hourly pay for planning meetings

$119,750

$20,000

Goal 2E: Parent and Community Participation

Provide workshops for parents of EL students related to CCSS and NGELD and strategies to help their child at home. (attendance at CABE conference, local workshops, and district workshops)

Cost to send team of parents to CABE conference, Cost

for consultant to provide PD for parents

$35,000

Goal 2F: Parental Notification Ensure parents receive Initial and Annual Title III Parent Notification Letter in Spanish (or home language). Ensure parent newsletters, notes and phone calls are in Spanish. Ensure meetings (DELAC, SSC) are also conducted in Spanish.

Goal 2G: Services for Immigrant Students (for LEAs receiving Title III, Immigrant funds)

Provide supplementary literacy and ELD curriculum to Newcomer program and Newcomer students not enrolled in Newcomer program

Additional technology resources related to ELD for

Newcomer students, supplementary literacy

materials

$24,053

Goal 5A: Increase Graduation Rates

N/A – Alisal USD is a K-6th grade district

Total Title III Budget Estimate (Include Administration and Indirect Costs) for LEP and Immigrant Programs

LEP $ _615,394_IMM $ _24,544_


Documents

· Web view(Rev 03–13) California Department of Education. Improvement and Accountability Division . Alisal Union School District LEA Plan. Elementary and …