california department of education specialized programs ...€¦ · california department of...

1

California Department of Education Specialized Programs Division (CDE use only)

Application #

No Child Left Behind Act of 2001

LOCAL EDUCATION AGENCY PLAN Mail original and California Department of Education two copies to: Specialized Programs Division

1430 N Street, Suite 4309 Sacramento, California 95814-5901

LEA Plan Information:

Name of Local Education Agency (LEA): FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT

County/District Code: 34 67330

Dates of Plan Duration: March 2013 – June 2014

Date of local governing board approval: March 7, 2013

District Superintendent: Deborah Bettencourt

Address: 1965 Birkmont Drive

City: Rancho Cordova, CA Zip code: 95742

Phone: 916.294-9000 Fax: 916.294-9020 Signatures (Signatures must be original. Please use blue ink.)

The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan.

Deborah Bettencourt Printed or typed name of Superintendent Date Signature of Superintendent

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

2

Framework of No Child Left Behind Local Education Agency Plan

4 NCLB Principles

Stronger accountability for results; Greater flexibility and local control for states, school districts, and schools in the use of federal

funds Enhanced parental choice for parents of children from disadvantaged backgrounds, and a focus on what works, emphasizing teaching methods that have been demonstrated to be effective.

SBE-adopted 5 Performance Goals

In May 2002, California’s State Board of Education (SBE) demonstrated the state’s commitment to the development of an accountability system to achieve the goals of NCLB by adopting five Performance Goals:

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

mathematics, by 2013-2014.

2. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

3. All students will be taught by highly qualified teachers.

4. All students will be educated in learning environments that are safe, drug-free, and conducive to

learning.

5. All students will graduate from high school. SBE-adopted 12 Performance Indicators

In addition, 12 performance indicators linked to those goals were adopted, as specified by the U.S. Department of Education (USDE).

On May 30, 2002, the California State Board of Education (SBE) adopted the five goals and 12 performance indicators for No Child Left Behind, as set forth in the Federal Register Notice of May 22, 2002.

California’s NCLB Performance Goals and Performance Indicators

Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014.

1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup, who

are above the proficient level in reading on the State’s assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i). )

1.2 Performance indicator: The percentage of students, in the aggregate and in each subgroup, who

are at or above the proficient level in mathematics on the State's assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(C)(i).)

3

1.3 Performance indicator: The percentage of Title I schools that make adequate yearly progress.

Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1. Performance indicator: The percentage of limited-English-proficient

Students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance indicator: The percentage of limited-English-proficient students who are at or above

the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3 Performance indicator: The percentage of limited-English-proficient students who are at or above

the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

Performance Goal 3: All students will be taught by highly qualified teachers.

3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers (as

the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).

3.2 Performance indicator: The percentage of teachers receiving high-quality professional

development. (See definition of “professional development” in section 9101(34). ) 3.3 Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as

translators and parent involvement assistants) who are qualified. (See criteria in section 1119(c) and (d).)

Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

4.1 Performance indicator: The percentage of persistently dangerous schools, as defined by the State.

Performance Goal 5: All students will graduate from high school.

5.1 Performance indicator: The percentage of students who graduate from high school, with a

regular diploma: disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency,

and status as economically disadvantaged; and, calculated in the same manner as used in National Center for Education Statistics reports on

Common Core of Data.

5.2 Performance indicator: The percentage of students who drop out of school: disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency,

and status as economically disadvantaged; and calculated in the same manner as used in National Center for Education Statistics reports on

Common Core of Data.

4

District Goals and Performance Measures Board Approved: October 4, 2012

The Board of Education is strongly committed to the district’s mission of “providing excellence in educational programs that carry high expectations for each student’s achievement and success.” To that end, the Board has five goals to guide our district’s ongoing student achievement: Goal 1: Student Achievement and Success Goal 3: Fiscal Stability and School Facilities to Support Student Learning Goal 2: Healthy, Safe, and Innovative Learning Environment Goal 4: Effective Communications and Community Involvement

Goal 5: High Standards of Professional Development and Performance for Staff Supporting each goal, the Board will identify specific performance measures to focus our efforts. These performance measures are not all inclusive, but are chosen to target our limited time, energy and resources on outcomes aligned to our mission and goals. The Board believes in ongoing, incremental improvement and understands that meaningful and measurable change takes time. Maintaining a consistent and sustained focus on goals and their performance measures enables us to build the capacity over time to achieve the outcomes we desire for students, staff and the community. The superintendent and the leadership team will develop operational definitions for each performance measure, determine baseline performance levels and initiate strategies and action plans to meet five-year improvement targets. The district is committed to a monitoring and data system to provide regular and necessary information to staff which should inform progress towards meeting student achievement goals. Progress towards achieving the district goals and performance measures will be regularly reported to the community at board meetings.

Goal Rationale Objective - Methods and Measures Goal 1: Student Achievement and Success

1.1 Develop and implement a comprehensive multiple measures

assessment system to monitor and encourage the progress of students individually.

Regularly administered assessments inform the ongoing instructional efforts of teachers and schools, and determine district-level decisions regarding resource allocation, professional development and student placement.

• Identify formative and summative assessment tools to be used, such as benchmark tests, District Progress Assessments (DPA), writing assignments, end of course finals, and STAR.

• Trace utilization of tools at all sites by monitoring evidence submitted to Education Services Center quarterly.

• Provide training on effective use of data analytics. • Determine effective use of CAPA. • Identify number of special education referral rates by school.

1.2 Increase the percentage of students ready for kindergarten as measured by Emerging Literacy Skills Test.

Kindergarten readiness strongly influences future academic success.

• Increase student enrollment in State Preschool, First 5 Program, Jr. Kindergarten, and Parent Education Preschool.

• Increase curriculum articulation and student transitions between preschool and kindergarten programs.

• Increase parent education related to required kindergarten skills and how to develop those skills at home.

• Survey parents of current kindergarten students to determine barriers to enrollment in junior kindergarten or preschool.

1.3 Increase the percentage of K-5 students who make at least a year’s academic growth in one year of instruction.

Target increased effectiveness of instruction by utilizing on-going data.

• Identify students who are performing Below Basic and Far Below Basic on the STAR test, and create intervention plans to increase

5

Basic reading proficiency is foundational to student success in all subject matter areas in future years. Students meeting standards in math by the end of fifth grade are better equipped and prepared for success in advanced math courses at the secondary level.

each student by at least one level. • Increase the percentage of students proficient in reading by the end of

the third grade from 76% to 80% based on the STAR test. • Reduce current percentage of math students performing below basic

from 13.2% to 11.9%, and English language arts students from 12% to 10.7%.

• Increase the percentage of students proficient in math by the end of fifth grade from 70% to 73% based on the STAR test.

• Continue ongoing assessment and early identification of deficits and interventions.

• Implement effective writing strategies with active reading, oral reading, and theme tests.

• Create home-based and after-school component focused on literacy to complement school instruction.

• Use “Every Child By Name” at all elementary schools to identify underperforming students.

• Assess annual grade level and department progress at each school. • Implement strategies for mastery of basic math facts, hands-on and

project-based learning, and math challenge problems.

1.4 Increase the percentage of ninth grade students completing 60 units.

Ninth grade is pivotal to students’ future success and probability of earning a high school diploma.

• Using benchmarks, provide intervention and recovery at each concept/unit level.

• Use STAR, CAHSEE and district formative assessments at all secondary schools to identify underperforming students.

• Incorporate alternative delivery such as hands-on, project-based, or online options.

• Identify at-risk eighth graders at end of school year and provide information to high schools.

• Review STAR data on all incoming ninth graders for possible intervention needed.

• Provide all ninth grade students and their parents with transition, study and test taking skills.

• Provide credits based on mastery of concepts and materials, not just tests, homework and attendance.

1.5 Increase the percentage of students passing the high school exit exam in the tenth grade from 89% to 92% in English language arts and from 87% to 90% in math.

Students successfully passing the high school exit exam by the end of the tenth grade have the opportunity to pursue advanced coursework in the junior and senior years.

• Provide CAHSEE preparation classes for all students at risk based on ninth grade credits and grades or who fail one or both sections of CAHSEE.

1.6 Increase the availability of Advanced Placement (AP), International Baccalaureate (IB), college and Career Tech Ed courses.

The probability of success in college increases for students completing advanced studies, CTE and rigorous college-level work in high school.

• Build interest and awareness of all opportunities with eighth graders and their parents.

• Create marketing brochure for specialized programs, including AP, IB and CTE courses.

6

1.7 Increase the number of students taking advanced math, science, and engineering courses by 5% (from 2,300 to 2,456 students in science and from 3,046 to 3,198 in math.)

Science, technology, engineering and math (STEM) related careers are needed. The necessary preparation for college coursework begins in high school.

• Add new courses to attract more students. • Create project-based, experiential-based opportunities to increase

interest. • Promote math and science activities at elementary and middle school

level, such as math bowls, engineering competition, Clubs, etc. to prime interest at high school level.

• Review STAR results for high performing students and inform students and parents about opportunities for advanced coursework and future careers.

• Educate parents at elementary schools of options available at middle schools and how options progress through high schools.

1.8 Increase the percentage of students scoring college ready on entrance and placement assessments based on annual college remediation courses taken by FCUSD students as reported by college system.

Students who don’t need remedial courses in college are more likely to successfully complete college degrees.

• Work with community college to align our fourth year of English to college entrance expectations.

• Identify college entrance expectations for math and utilize early assessment program (EAP) in the junior year to identify students who will need remediation in their senior year of high school.

1.9 Increase the percentage of students meeting the four-year college entrance requirements by 5% percent.

Options and opportunities for students beyond high school are enhanced for those students completing four-year college entrance requirements.

• Build interest and awareness of college requirements with eighth grade students and their parents.

• Incorporate college entrance requirements into Back to School and Open House nights.

• Host “College Days” at all high schools.

1.10 Increase the graduation rate for all students, but specifically for the following subgroups: • Hispanic/Latino by 2.5% • Black/African American by 2.6% • Economically Disadvantaged by 2.25% • Special Education by 4.31

A high school diploma is the foundational requirement for future career and life success.

• Offer more intervention program and credit recovery programs. • Offer more career pathways. • Allow ninth grade students into continuation high schools at second

semester. • Adopt the philosophy “failure is not an option” with teachers and

students. • Create options for students who have failing grade in course(s) at

quarter rather than sit through rest of semester with no way of passing class.

• Identify and track reasons why our students are disenrolling from high schools.

• “Stay in School” and/or attendance campaign with incentives, small and large.

• Utilize SART and SARB processes. • Provide options for online courses.

1.11 Increase the achievement of underperforming categories of students in all content areas as measured by STAR, API, and graduation rates by 10%.

Performance in subgroups of ethnicity, socioeconomic and special needs must be improved.

• Develop easy-to access student data system for teachers. • Implement district-wide benchmarks. • Provide professional development for teachers related to strategies

7

for specific subgroups or learning deficits. • Increase time on task and provide conceptual approach to

instructions. • Implement a conceptual approach to instruction through such

programs as IB, academies, pathways, and thoughtful recovery labs.

Goal 2: Healthy, Safe, and Innovative Learning Environment

2.1 Increase the percentage of students who demonstrate or articulate that they feel connected to school as measured by the Healthy Kids Survey.

Students who feel connected to school are more likely to perform at a higher level and ultimately graduate.

• Use community groups to support student activities, sports and opportunities.

• Encourage community service and afterschool activities. • Ask adults on campus to connect with and mentor at-risk students.

2.2 Utilize technology in all facets of learning in the district to develop 21st century skills.

Technology is a part of 21st century learning and careers. Appropriate use will challenge students and prepare them for global experiences.

• Follow Educational Technology Master Plan including areas of in-service needed based on survey data.

• Provide more technology-driven and online courses. • Increase the number of teachers using SmartBoards, online resources,

digital instructional materials and software, computers and handheld devices.

2.3 Increase student attendance rates through positive reinforcements and parent awareness of the importance of attendance. • Elementary school students - from 96% to 97% • High school students – from 95% to 96% • Alternative program students – from 70% to 85%

Research shows that attendance in school is a critical component to student success.

• Communicate with parents, including a letter from the Superintendent or principal on the importance of attendance.

• Provide student recognition and awards each trimester or semester at school sites.

• Enter students with perfect attendance into district-wide raffle for recognition and award.

• Utilize the SART and SARB processes. • Provide quarterly attendance reports to principals.

2.4 Create and sustain a safe, healthy, and positive learning environment that protects and respects the rights of all individuals as measured by the California Healthy Kids survey, discipline data and through the complaint process.

Students who feel safe and supported at school will be more ready to learn.

• Implement the anti-bullying program at all grades. • Continue character education at middle schools. • Provide orientation on school rules. Review school rules at quarter,

trimester, or semester. • Communicate through teachers and administrators the expectation of

respect for all students to parents and students. • Develop social media policies to address expectations. • Review and practice emergency response practices. • Raise awareness and address student behavior issues that merit

attention.

2.5 By using clear communication and procedures, increase articulation between general education and special education programs.

All students should receive services to meet their individual educational needs.

• Continue to develop the procedures manual. • Provide training to certificated and classified staff.

8

Goal 3: Fiscal Stability and School Facilities to Support Student Learning

3.1 Manage revenue, expenditures and cash reserves to achieve a sustainable balanced budget for the current and two subsequent years by maintaining fiscal health.

Maintaining a sufficient fund balance will sustain cash flow throughout the fiscal year to meet payroll, and demonstrates fiscal stability which contributes to a positive fiscal standing with the county and state.

• Reduce and control expenditures to maintain a balanced budget. • Present quarterly financial reports to the Board of Education. • Explore other funding and revenue sources such as grants. • Maximize flexibility offered through Tier III categorical programs. • Use interest-based bargaining and work in collaboration with

employee groups to address budget issues. • Continue communication to parents, staff and community regarding

state fiscal crisis and its impact on the district.

3.2 Implement school construction and site improvement bond projects on-time and within budget as measured by the annual independent audit.

Schools should provide safe and up-to-date learning environment. Continued community support for construction bonds requires accountability to deliver on the plans and commitments of those measures.

• Hold quarterly Bond Oversight Committee meetings to review projects.

• Complete Annual Report to Voters on bond projects. • Present project overviews to city councils and other special interest

groups.

3.3 Meet applicable state and federal audit standards as measured by the annual independent audit.

As a steward of public resources, the district must be accountable for utilizing all resources appropriately and in accordance with state and federal requirements.

• Provide ongoing training to fiscal and school personnel related to accounting requirements.

• CFO to review quarterly financial reports for compliance

• Goal 4: Effective Communications and Community Involvement

4.1 Increase two-way community partnerships that support student learning through both monetary and time volunteered methods.

Student success is achieved through broad community support of our schools. An accomplished public education system enhances the overall community.

• Continue to develop partnerships with individual schools. Develop each school’s list of community partners, including faith-based organizations.

• Provide annual recognition of community partners. • Participate in community committees such as FCEF Industry Advisory

Board, LEED, CTE, Chamber Workforce Development, SELPA Community Advisory Committee, Superintendent’s Communication Committee (SCC) and other committees.

• Utilize school website calendars and local newspapers to advertise events. • Encourage parental and staff participation in district-wide community

service initiatives (i.e. Ambassadors Program).

4.2 Increase the efficiency, timeliness and accessibility of district communications as measured by regular updates to Cabinet and the Board of Education.

Families are increasingly busy and dependent upon new avenues of non-traditional communication strategies and social media to remain informed and engaged.

• Utilize Blackboard Connect, SchoolWires, and PowerSchool parent portal to increase communication with parents.

• Use Website, Facebook and Twitter to communicate with parents and community-at-large.

• Translate newsletters and parent information. • Monitor website online comments and questions. • Notify parents of what communication methods are available. • Utilize “mobile aware” application. • Research and develop custom mobile application for parents and

9

community. 4.3 Increase favorable coverage of district students, staff,

programs and events in local media as measured by the media matrix report.

Survey data shows that local media and the district website are the primary sources of information accessed by the community.

• Ask schools to submit media ticket request for district coverage of events. • Regularly provide news worthy articles to local media.

4.4 Effectively market district programs and schools to increase and maintain student enrollment.

Strategic marketing initiatives have been in implementation in all other districts in the region and have proven effective in attracting students and increasing revenue.

• Each school to develop its unique profile for marketing. • Create media DVD to highlight district areas, such as school leadership,

teachers, students, and support services that can be utilized at community events.

• Participate in community events such as Kids Day, Veterans’ Day Parade, etc.

• Prepare informational brochures on district schools and programs.

4.5 Increase family engagement and the utilization of volunteers.

Adult role models are critical to student achievement. • Develop and implement a community compact that outlines opportunities for adults to support students.

• Use “reading” day as district-wide and community event to encourage parents and others to connect with schools.

• Principals and teachers to provide list of other opportunities to become involved in schools.

Goal 5: High Standards of Professional Development and Performance for Staff 5.1 Increase the capacity and utilization of effective

instructional practice as measured by classroom observations by administrators using district-wide instruments.

Research verifies instructional practices are associated with higher levels of student achievement. Increasing the use of these research-based strategies will support student success.

• With ongoing staff development, implement Common Core Standards. • Core subject area teacher to develop units of conceptual curriculum and

engaged instruction by 2013-14. • Provide guided collaboration time to discuss implementation strategies.

5.2 Increase the number of National Board Certified teachers by 5% each year. (41 active in 2011-12.)

National Board Certification is positively associated with higher levels of student achievement.

• Publicize benefits of National Board Certification and district support available.

• Provide monetary award upon award of certification.

5.3 Align school and department professional development to district goals and performance measures as measured by annual professional development report in Go Sign Me Up.

Professional development, including in-district training and outside conferences should be aligned with student achievement goals.

• Communicate goals and objectives to all staff. • Align school goals to district goals. • Require correlation between professional development and goals be

submitted before training. • Submit plans and agendas or collaboration time. • Provide training for all elementary teachers in common core reading

standards and strategies for instruction. • Provide additional teacher training and support in the utilization of data

analysis

10

State Accountability Processes

In order to meet legislative requirements for specific state and federal programs and funding, California currently employs four major processes: the Consolidated State Application, the Local Education Agency Plan, the school-level plan, and the Coordinated Compliance Review. These processes are in transition to a more comprehensive and coordinated approach from the state department level, and the district continues to look at statute and regulation to steer a course that is both legal and commonsense.

The Consolidated Application (ConApp)

The Consolidated Application is the fiscal mechanism used by the California Department of Education to distribute categorical funds from various state and federal programs to county offices, school districts, and charter schools throughout California. Annually, in June, each LEA submits Part I of the Consolidated Application to document participation in these programs and provide assurances that the district will comply with the legal requirements of each program. Program entitlements are determined by formulas contained in the laws that created the programs.

Part II of the Consolidated Application is submitted in the fall of each year; it contains the district entitlements for each funded program. Out of each state and federal program entitlement, districts allocate funds for indirect costs of administration, for programs operated by the district office, and for programs operated at schools.

The Single Plan for Student Achievement (School Plan) Updated January 2011 for Block Grants

State law requires that school-level plans for programs funded through the Consolidated Application funds or AB825 Block Grants to be consolidated in a Single Plan for Student Achievement (Education Code Section 64001). These K-12 site plans are developed by school site councils with the advice of any applicable school advisory committees. In Folsom Cordova, at the current time, School and Library Block Grant funds are used for former School Improvement Programs and Library materials, as determined by the school site councils. NCLB Title I funds are allocated to K-8 sites, and these funds are the basis of focused site program development (English Language Arts, Math/Science). Title II provides coordinated professional development, and Title III is coordinated with other funding streams in a district-wide program for English learners and their families.

Decisions about the breadth of the Title I focus are annually determined, as are priorities for Title II. Operation of a district-wide program for English learners is also reconsidered annually.

School site councils recommend site plans to the local board for approval in November of each year, and the plans guide expenditures from January through December.

The Local Education Agency Plan (LEA Plan)

The approval of a Local Education Agency Plan is a requirement for receiving federal funding subgrants for NCLB programs. LEA Plans describe the actions that LEAs will take to ensure that they meet certain programmatic requirements, including coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required.

11

Categorical Program Monitoring (CPM)

State and federal law requires CDE to monitor the implementation of categorical programs operated by local educational agencies. This state-level oversight is accomplished in part by conducting onsite reviews of programs implemented by local schools and districts. The Categorical Program Monitoring visits are conducted for each district once every four years by state staff and local administrators. The purpose of the review is to verify compliance with requirements of each categorical program, and to ensure that program funds are spent to increase student achievement and performance.

PLANNING CHECKLIST FOR LEA PLAN DEVELOPMENT

LEA Plan – Comprehensive Planning Process Steps

1. Measure effectiveness of current improvement strategies

2. Seek input from staff, advisory committees, and community members.

3. Develop or revise performance goals

4. Revise improvement strategies and expenditures

5. Local governing board approval-March 7, 2013

6. Monitor Implementation

12

Check (√) all applicable programs operated by the LEA. In the “other” category, list any additional programs that are reflected in this Plan x

Title II, Part A, Subpart 2, Improving Teacher Quality

x

Child Development Programs

x

Title II, Part D, Enhancing Education Through Technology

Educational Equity

x

Title III, Limited English Proficient

AB825 Professional Development BG

x

Title III, Immigrant

x

Gifted and Talented Education

Title IV, Part A, Safe and Drug-Free Schools and Communities

x

Tobacco Use Prevention Education (Prop 99)

Title V, Part A, Innovative Programs – Parental Choice

Immediate Intervention/ Under performing Schools Program

x

Adult Education

x School Safety and Violence Prevention Act (AB1113, AB 658)

x

Career Technical Education

Tenth Grade Counseling

McKinney-Vento Homeless Education

Healthy Start

x

IDEA, Special Education

Dropout Prevention and Recovery Act: School Based Pupil Motivation and Maintenance Program (SB 65)

x

21st Century Community Learning Centers

x

Other (describe): Before/After School Learning and Safe Neighborhoods

x Other (describe): Refugee Supplemental Assistance

x Other (describe): English Language Acquisition Program

Other (describe):

Other (describe):

AB825 Pupil Retention BG

13

DISTRICT BUDGET FOR FEDERAL PROGRAMS – 2012-13

Please complete the following table with information for your district.

Programs

2011-12 District

Carryovers

2012-13 District

Entitlements

2012-13 Direct Services at School Sites

($)

2012-13 Direct Services at School Sites

(%) Title I, Part A 508,255 2,419,977 2,546,288 85%

Title I, ARRA 0 0

Title I, Part C, Migrant Education N/A

Title I, Part D, Neglected/Delinquent N/A N/A NPS

Title II Part A, Subpart 2, Improving Teacher Quality

334,816 528,694 750,880

85%

Title II, Part D, Enhancing Education Through Technology

6,000 0 6,000 100%

Title III, Limited English Proficient 88,354 238,225 320,175 98%

Title III, Immigrant 6,765 0 5,882 85%

Title IV, Part A, Safe and Drug-free Schools and Communities

0 0 0

Title V, Part A, Innovative Programs – Parental Choice

0 0 0

Adult Education(EL Civ, ESL, ASE/GED)

0 157,050 157,050 100%

Career Technical Education 0 N/A

McKinney-Vento Homeless Education

N/A

IDEA, Special Education 264,335 3,120,015 3,384,350 100%

21st Century Community Learning Centers

N/A

Refugee Children’s Assistance 15,348 0 14,492 95%

NCLB N/A N/A N/A %

TOTAL 1,224,872 6,463,961 7,186,116 93%

14

DISTRICT BUDGET FOR STATE PROGRAMS – 2012-13

Please complete the following table with information for your district.

Categories

2011-12 District

Carryovers

2012-13 District

Entitlements

2012-13 Direct Services

to Students at School Sites ($)

2012-13 Direct Services to

Students at School Sites (%)

EIA – State Compensatory Education 815,681 1,814,697 1,038,208 87%

EIA – Limited English Proficient 1,243,008 87%

State Migrant Education N/A

School & Library Improvement Block Grant

0 874,114 40,000 720,099 sweep

5%

Child Development Programs 57,605 745,039 697,951 85%

Educational Equity N/A

Gifted and Talented Education 29,542 130,055 27,088 40,000 sweep

17%

Tobacco Use Prevention Education – (Prop. 99)

176,299 0 110,763 63%

Immediate Intervention/ Underperforming Schools Program (II/USP)

N/A

School Safety and Violence Prevention Act (AB 1113)

447,190 231,034 644,822 95%

Tenth Grade Counseling N/A N/A N/A N/A

After school Education & Safety Program (ASESP)

37,361 704,851 645,401 85%

Dropout Prevention and Recovery Act: School-based Pupil Motivation and Maintenance Program (SB 65)

N/A

English Language Acquisition Program

N/A

Community-based English Tutoring N/A N/A N/A

Performance Assistance & Review 69,961 74,898 9,120 65,000 sweep

6%

TOTAL 1,633,639 4,574,688 4,456,361 72%

15

Part II

The Plan District Profile

Needs Assessments Academic Achievement Local Measures of Student Performance Professional Development and Hiring School Safety

Performance Goal 1: Reading and Math Achievement

Performance Goal 2: Limited English Proficient and Immigrant Achievement

Performance Goal 3: Professional Development

Performance Goal 4: Safe Learning Environments

Performance Goal 5: High School Graduation

Additional Mandatory Title I Descriptions Assurances

16

District Profile in the space below, please provide a brief narrative description of your district. Include your district’s vision/mission statement and any additional information about the make-up of your district in order to provide background and a rationale for the descriptions included in the LEA Plan.

District Profile

The district comprises two communities, Folsom and Rancho Cordova. Folsom has undergone profound demographic changes over the past twenty years, and many of the demographic characteristics are closely linked to increased student performance (higher parental education, higher socioeconomic level, educated immigrants). Rancho Cordova (and the revitalized Mather) is beginning a period of similar demographic shift, with the projected building of 20,000 new homes over the next ten years. Both communities are home to students who face challenges to high academic performance as measured in today’s world.

Performance and achievement targets differ by community; district-wide averages may mask performance trends within subgroups. Below is data for the past five years, comparing the demographic changes and averaged test performance of second to eleventh graders.

The district’s work on aligning instruction to standards did not begin with No Child Left Behind of 2001. In fact, since 1994, the district has increased accountability for standards-based student learning at each grade level and within each subgroup by focusing state, federal, and local resources on the following priorities.

• Development of Expected Student Learning Results (ESLRs) for Reading, Writing, Math and other subjects in 1996, replaced by SBE-adopted academic standards in 2001.

• Staff development model (Professional Development Academy) to interweave assessment of standards attainment with effective classroom use of comprehensive and systematic reading and writing instruction, guided by local analysis of state and district assessment data for various subgroups of students.

• Tight categorical focus on performance reading, writing, and math (with other content areas addressed through these).

• Site planning process that ties categorical expenditures to data findings, district goals, and content standards, and that increases breadth of categorical focus with increased school performance.

• Local analysis of various data streams to arrive at conclusions that are productive in driving improvement of student performance, with a focus on schools with high proportions of poverty students, highly transient families, or English learners.

• Coordination of various categorical funding streams to provide specialized, cost-effective, and effective supplemental services to English learners, immigrants, and refugees; gifted-and-talented students; special education students; and students facing obstacles to learning from personal choices or through family circumstances.

• FCUSD began CCSS (Common Core State Standards) implementation August 2011. The district will reach full implementation in the 2014/2015 school year.

17

Report of Findings

Folsom Cordova Unified Needs Assessment

The Sacramento County Office of Education (SCOE) is pleased to support Folsom Cordova Unified School District (FCUSD) as it engages in a needs assessment and planning process required of Year 3 Program Improvement (PI) districts. This report of findings summarizes the process and its outcomes.

The goal of FCUSD, as reflected in their strategic plan and underscored by Superintendent Deborah Bettencourt is to prepare every student for college and career. College and career readiness for all students is at the core of today’s educational system and sits as the culmination of high school. California has adopted the Common Core State Standards (CCSS) and will be implementing a new assessment system in 2014-15 to reflect these standards. With this goal, FCUSD is looking towards the future and can use the process of revising its Local Educational Agency (LEA) Plan to position itself to be successful in preparing its students for meaningful opportunities to choose from upon graduation from high school. Because FCUSD entered Program Improvement Year 3 in 2012-13, the State Board of Education (SBE) assigned “Corrective Action 6” and technical assistance resources to FCUSD on November 8, 2012. The State’s corrective action is defined as:

Implement a coherent standards-based/standards-aligned instructional program using instructional materials that may be aligned to CCSS for all students in grades K–12 in reading/English/language arts and mathematics and interventions as needed.

Provide appropriate professional development, including, but not limited to, professional development focused on standards-based/standards-aligned instruction and materials, implementation of CCSS, and the use of effective instructional strategies.

Target the instructional needs of students not meeting proficiency targets, especially

English learners, students with disabilities, and any racial, ethnic, and socioeconomically disadvantaged student groups not meeting standards.

The SBE action directs FCUSD to contract with a technical assistance provider to perform a needs assessment in seven areas of district support and revise its LEA Plan documenting the results of this needs assessment, any recommendations made by the assistance provider, and implementation of Corrective Action 6.

Outlined below is some background information about FCUSD, the needs assessment process that SCOE engaged in with FCUSD to identify its highest priorities in implementing the State’s corrective action, and recommendations by SCOE based on these priorities.

18

Background on Folsom Cordova Unified School District

FCUSD is in the northeast portion of Sacramento County. Students attending FCUSD schools come from the cities of Rancho Cordova and Folsom and the suburban and rural areas surrounding those two communities. El Dorado County lies to the east, Placer County and San Juan Unified School District to the north, Sacramento City Unified School District to the west, and Elk Grove Unified School District to the south. The 2011-12 FCUSD demographics for significant subgroups include 11.3% Asian, 2.1% Filipino, 16.9% Latino, 7.3% African American, 58.1% White, 2.6% two or more races, and 11.9% English learners. 34.1% of FCUSD students are socioeconomically disadvantaged. Students with disabilities account for 11.6% of FCUSD enrollment. FCUSD consists of 20 elementary schools, 4 middle schools, 4 comprehensive high schools and 4 Alternative Schools Accountability Model (ASAM) schools. There are 6 schools in PI: Cordova Meadows and Cordova Villa Elementary Schools are Year 2; Rancho Cordova Elementary and Williamson Elementary are Year 3; White Rock Elementary and Mills Middle School are year 5. FCUSD’s API is 837, which is a positive growth of 19 Academic Performance Index (API) points from 2010 to 2012. Over the past three years, several significant subgroups have failed to meet the required level of proficiency. See table below:

GROUPS ELA 2010 MET

ELA 2011 MET

ELA 2012 MET

MATH 2010 MET

MATH 2011 MET

MATH 2012 MET

LEA-wide

YES 65.4%

NO 66.2%

YES (SH) 69.4%

YES 64.5%

NO 65.2%

NO 66.5%

African American

NO 46.5%

NO 41.9%

YES (SH) 47.3%

NO 38.5%

NO 40.6%

NO 43.0%

Asian

YES 81.2%

YES 82.1%

YES 84.3%

YES 85.6%

YES 84.8%

YES 85.4%

Filipino

YES 73.9%

YES 73.4%

YES 80.7%

YES 68.2%

YES 76%

YES 79.4%

Latino

NO 43.4%

NO 44.5%

NO 48.9%

NO 45.5%

NO 47.8%

NO 49.3%

White

YES 70.9%

YES 72.0%

YES (SH) 74.6%

YES 69.3%

YES 69.2%

NO 69.9%

2 or More Races

NO 62.6%

YES (SH) 65.7%

YES (SH) 70.9%

YES 63.3%

YES (SH) 65.5%

YES (SH) 68.3%

Socio-economic

NO 43%

NO 41.9%

NO 46%

NO 44.2%

NO 44.4%

NO 46.5%

English Learner

YES (SH) 38.8%

NO 40.4%

NO 43.9%

YES 48.1%

YES 48.8%

NO 50.9%

Students with Disabilities

NO 41.9%

NO 38.9%

NO 41.3%

NO 42.5%

NO 38.9%

NO 37.7%

19

The 2011-12 Accountability Progress Report for FCUSD showed the percentage of students scoring at or above the proficient level was 69.4% in ELA and 66.5% in mathematics. In English language arts, Latino, socioeconomically disadvantaged, English learners, and students with disabilities have scored well below proficient for the past three years. In mathematics, African American, Latino, socioeconomically disadvantaged and students with disabilities have scored well below proficient for the past three years. Superintendent Bettencourt conducted this data review for the FCUSD and SCOE teams prior to the facilitated discussion. FCUSD is currently identified as Year 4 of Title III Accountability and is developing a plan to ensure that English learners make progress in attaining English proficiency and academic proficiency. According to DataQuest, the averages for highly qualified teachers in FCUSD exceed the county averages in most categories. For example, 100% of FCUSD elementary teachers, secondary math, and secondary foreign language teachers are highly qualified. The only area in which FCUSD is below the county average for highly qualified teachers is elementary special education.

Needs Assessment Process

The information in this report of findings was based largely on a daylong-facilitated discussion among district administrators, elementary and secondary site administrators, elementary and secondary classroom teachers, and other instructional staff. Superintendent Deborah Bettencourt gave a presentation to the group regarding FCUSD achievement data, highlighting the achievement gaps among students in FCUSD. The group then discussed the nature and extent of implementation of the standards in the seven areas of the District Assistance Survey (DAS). These data sources were the basis for assessing support for implementation of a strong instructional system District wide and to benefit all students, as described below.

Findings and Recommendations

FCUSD has continued to make positive growth over the past three years, yet the achievement gap lingers. FCUSD implemented State standards, acquired current instructional materials as the budget allowed, and provided opportunities for professional development for its staff. FCUSD, through its support of the schools entering Program Improvement (PI), has put in place a number of practices closely aligned with the nine Essential Program Components for those schools.

1. Governance

Because of time limitations, we did not have the FCUSD participants provide feedback on the Governance area during the facilitated discussion, so Superintendent Deborah Bettencourt completed the DAS Governance section. Board policies are up-to-date and meetings focus on policy-level discussions. Board goals support student achievement. Collaborative decision-making among stakeholders is part of the FCUSD leadership culture. Policies for selecting materials include the curriculum advisory committee making recommendations to the Board following teachers piloting those programs in classrooms. Instructional time on task is a priority for all FCUSD schools. Budgets are aligned with the Board goals of supporting student achievement.

FCUSD should align each site’s Single Plan for Student Achievement (SPSA) with the LEA Plan to emphasize the importance of the coherence from Board to site.

The LEA Plan should indicate how benchmark and/or formative assessments will be developed, implemented, used to inform instruction, and monitored by both site and District administration.

The LEA Plan should indicate what data system will be provided to all FCUSD schools.

20

The LEA Plan should indicate how the adopted data system in FCUSD should be used to provide up-to-date data on student achievement to facilitate instructional decisions for students who are not yet proficient in English/language arts and mathematics.

2. Alignment of Curriculum, Instruction and Assessment

FCUSD is in the midst of an aggressive implementation plan for the CCSS. Teachers are piloting CCSS supplemental materials in preparation for the State’s recommendations. A new report card is under development to help with the CCSS implementation. There is District-wide professional development planned for spring 2013 to help with better understanding of the CCSS for mathematics and English language arts. The group emphasized that the data system was only available at the PI sites, but those PI schools developed processes to use data to drive improvements in student achievement. The group also reported that the curriculum for students with disabilities is inconsistent across FCUSD. Identification of intervention students, use of appropriate intervention materials, and time to serve intervention students is inconsistent throughout FCUSD. Finally, the needs of the English learners are inconsistently addressed throughout FCUSD. Many English learners languish at the intermediate level of English proficiency, and the low-density populations (41 languages are spoken in FCUSD) of English learners are more difficult to address.

FCUSD should:

Clarify the expectations for consistent implementation of the CCSS for all students, including English learners, socioeconomically disadvantaged students, and students with disabilities.

Develop monitoring expectations for site leaders to help with the CCSS implementation, including curriculum, instruction and assessment practices.

Provide the data system to all schools in FCUSD.

Provide professional development to all teachers and administrators on the effective use of the FCUSD data system. This training should include how to analyze formative, interim and summative assessment results, to identify the students not yet proficient in English language arts and mathematics at their sites, and to develop instructional plans to ensure proficient academic achievement. This is especially critical for English learners, socioeconomically disadvantaged students and students with disabilities.

Adopt common intervention materials, identify entry and exit criteria for intervention students, and allocate time for intervention instruction. This must include intervention for English learners, socioeconomically disadvantaged students, and students with disabilities.

Identify a clear and consistent process for serving the needs of English learners throughout FCUSD including proper placement in ELD instruction, common entrance and exit criteria for ELD instruction, and additional instructional support for long-term English learners at the intermediate level.

Consider developing and implementing “pacing windows” rather than traditional pacing guides to allow for more flexibility for re-teaching and differentiation.

Provide instructional leadership training for site and District leaders.

• Implement the lessons learned at the PI sites involving the use of data to drive instruction to improve achievement outcomes.

3. Parent Involvement

This area of the DAS was rated relatively high. FCUSD has established numerous pathways to

21

distribute information to parents about student achievement and progress, even though the FCUSD parent coordinator was lost through budget cuts. The group reported that Program Monitors were available at each PI site to help with parent involvement. The group articulated the importance of parental involvement beyond simple compliance.

FCUSD should:

Develop a process to meaningfully engage the parents of students not yet proficient in all schools in FCUSD. This should involve examining whether there are more effective ways to encourage involvement of parents of students not yet proficient and those for whom English is not their first language.

Build upon the training being done at some sites and implement consistent, District wide training, especially for legally required groups like School Site Council (SSC) and English Learner Advisory Committee (ELAC).

4. Human Resources

This is another area of relative strength revealed during the facilitated conversation. Participants declared that the evaluation/monitoring system was in place, and that an online data collection system is nearly ready for implementation. Aspiring administrators can attend District-sponsored professional development. The discussion revealed that there were plenty of opportunities for professional development for teachers and administrators new to the profession. However, training for a teacher changing assignments or grade level was not systematically provided, and that staff turnover interfered with a consistent professional development implementation at the site.

As part of the transition to the CCSS, FCUSD should develop clear criteria for monitoring and measuring the performance of principals including how they monitor and implement their site plans, conduct classroom walkthroughs, participate in data collaboration meetings and regularly examine student achievement data.

5. Data Systems and Monitoring The participants rated this area as a relatively strong area of performance. The data system in place in FCUSD can provide rapid turnaround of results, even for constructed response items. The data monitoring system integrates with the Student Information System (SIS), and can help teachers with virtually any data from either the State or local assessments. Edusoft is only available to elementary and secondary schools PI schools. However, FCUSD benchmarks are not routinely used in all schools. FCUSD should: Develop, with stakeholder input, professional development to help all staff better utilize the

data system to monitor student achievement and plan for instruction. Capitalize on the principal and teacher practices that led to successful use of Edusoft at

elementary and secondary PI schools and expand these practices to all schools in FCUSD. Implement consistent use of benchmarks assessments District wide, or develop common

formative assessments in ELA and math. Develop a means for providing teachers and administrators with more time to analyze

achievement results to plan for effective intervention for students who are not yet proficient, especially English learners, socioeconomically disadvantaged students, and students with disabilities.

22

6. Professional Development

A District wide plan for CCSS will be presented for Board approval later this winter. The participants were enthusiastic about the CCSS professional development that has taken place so far in FCUSD this year. All schools have lead teachers and instructional cadres, but implementation of CCSS is not consistent throughout FCUSD. The group expressed that much of what is done for professional development and assessment monitoring is site-specific. They also expressed the concern that follow-up professional development does not generally support implementation efforts or promote deeper understanding.

FCUSD should develop a long-term professional development plan that includes the following:

o Consistent implementation of the CCSS throughout FCUSD;

o Effective utilization of the FCUSD data analysis system to plan for more effective instruction for all students;

o Consistent support for the instructional needs of English learners, socioeconomically disadvantaged students, and students with disabilities; and

o Follow-up professional development for teachers and administrators to support and deepen understanding of the CCSS, data analysis practices, and meeting the needs of students not yet proficient, including English learners, socioeconomically disadvantaged students, and students with disabilities.

FCUSD is encouraged to:

o Develop an accountability system for professional development so that professional development is perceived as a critical component of moving FCUSD out of PI, improving educational outcomes for all students, and implementing the CCSS.

o Develop a professional development calendar that minimizes scheduling conflicts for teachers and administrators with multiple responsibilities.

o Find time for the lead teachers to collaborate on developing a consistent CCSS implementation plan District wide.

7. Fiscal Operations

Although a fiscal officer did not participate in the needs assessment discussion, Superintendent Bettencourt provided the SCOE team a rating for the fiscal component of the DAS. FCUSD is still in qualified status and will continue until the COLA for next fiscal year helps reduce the structural deficit. There are no audit findings related to categorical spending, and the entire Cabinet participates in categorical budgeting processes. The Governor’s proposed Local Control Funding Formula (LCFF) will negatively impact the Rancho Cordova portion of FCUSD.

FCUSD will receive one-time only federal funding from Title 1 to assist in implementing the State’s corrective action. Careful thought should be given to how these funds can help provide materials, professional development and necessary intervention to support the FCUSD transition to the CCSS.

23

Summary and Overarching Recommendations

The candor and openness of the FCUSD participants allowed the SCOE team to identify areas of opportunity for FCUSD to develop as they rewrite their LEA Plan. The LEA plan is a great opportunity to emphasize these corrective actions as District wide challenges, not just localized to one portion of FCUSD.

There were four themes that emerged from our analysis.

The implementation of the CCSS—instructional materials, assessment practices—emerged as a central focus for FCUSD over the coming years. This is a major component of the comprehensive professional development plan that will be taken to the Board for approval.

A second theme is the need for more consistency in meeting the needs of English learners throughout FCUSD. The comprehensive plan to meet the needs of English learners is part of the Title III accountability and should be incorporated in the LEA Plan. This will clarify expectations for implementation at the site level throughout FCUSD.

Third, the plans for students in need of academic intervention are inconsistently implemented throughout FCUSD. A consistent plan for meeting the needs of intervention students is necessary to address their needs, including English learners, socioeconomically disadvantaged students, and students with disabilities. This plan will clarify the expectations for implementation at the site level throughout FCUSD.

Fourth, all schools need access to the data system so that teachers throughout FCUSD can use the data system to its fullest extent. This should be a component of the comprehensive professional development plan throughout FCUSD. This will give teachers the tools to maximize the data system to analyze data and plan for instruction to help improve academic achievement for all students, especially the underachieving significant subgroups.

24

NCLB Performance Indicators, The data below relates directly to the No Child Left Behind legislation and to the California State Board of Education performance targets.

CA NCLB Performance Indicator Aggregate Subgroup (1111(h)(1)(C)(i) Assessment

I, All students at/above proficient in reading and math.

Year 05 09 10 11 12

A. Percentage of students at/above proficient in English Language Arts

57.2

65.9 65.4 66.2 69.4 CA Standards Test—English Language Arts CAHSEE Grade 10

Asian 81.2 82.1 84.3 Black 46.5 41.9 47.3 Hispanic 43.4

44.5 48.9

White 70.9 72.0 74.6

Poverty 43.0 41.9 46.0 (SED) EL 38.8 40.4 43.9 (EL + RFEP<3yrs proof) SWD 41.9

38.9 41.3 (Spec Ed)

B. Percentage of students at/above proficient in math.

60.1 64.1 64.5 65.2 66.5 CA Standards Test—Math, CAHSEE Grade 10

Asian 85.6 84.8 85.4 Black 38.5 40.6 43.0 Hispanic 45.5 47.8 49.3 White 69.3 69.2 69.9 Poverty 44.2 44.4 46.5 (SED) EL 48.1 48.8 50.9 (EL + RFEP<3yrs proof) SWD 42.5 38.9 37.7

(Spec Ed)

C. Percentage of Title I schools that made adequate yearly progress (2006)

57.1 28.6 28.6 0 16.7 Adequate Yearly Progress Report

25

II. LEP students will become proficient in English and score at/above proficient in reading/language arts and math.

2011-12 AMAO 1 - Percentage of ELs Making Annual Progress in Learning English

61.2% AMAO 1 target: 56.0%

Title 3 Accountability Report, 2011-12

AMAO 2 - Percentage of ELs Attaining the English Proficient Level on the CELDT

< 5 years 21.3%

5+ years 43.8%

AMAO 2 target: 20.1%

45.1%

Title 3 Accountability Report, 2011-12

AMAO 3 - Adequate Yearly Progress for EL Student Group at the LEA Level - ELA

43.9%

AMAO 3 target: 78%

2011-12 adequate yearly progress report

AMAO 3 - Adequate Yearly Progress for EL Student Group at the LEA Level - Math

50.9%

AMAO 3 target: 78.2%

2011-12 adequate yearly progress report

II. All students will be taught by NCLB-compliant teachers.

Percentage of classes taught by NCLB-compliant teachers (9101(23)), (aggregate and in high poverty schools 1111(h)(1)(C)(viii)).

100% of teachers are HTQ.

2009-10 Tchr Rqmts. ConnApp Pt.I pg 21.1

Percentage of teachers receiving high-quality professional development (9101(34)).

Nearly all through PDA (lead teachers, coaches)

N/A District PDA records.

III. All students will be educated in environments that are safe, drug-free, and conducive to learning

4.1. Percentage of persistently dangerous schools (SBE definition, check CDE.ca.gov)

None. Community day school identified as “at risk.”

(MYA is “at risk”) 2009-10 Con App Part I

IV. All students will graduate from high school.

5.1. Cohort Graduation Rate 86.1% (2009-10) 90.3% (2010 -11) 91.0% (2011- 12)**

2012 target: 86.66 % (2011 cohort)

Cohort Graduation Rate - CDE

5.2. Cohort Dropout Rate 9.5% (2009-10) 4.9% (2010 -11) 4.7% (2011- 12)**

Cohort Dropout Rate - CDE

** Embargoed until released by CDE

26

2012-13 focal schools and subgroups, based on 2012 Adequate Yearly Progress data:

School School wide SED English Learners

African American

White Hispanic SWD API

Folsom Cordova

ELA(SH) Math

ELA, Math

ELA Math

ELA(SH) Math

ELA(SH)Math

ELA Math

ELA, Math

Elementary Schools Blanche Sprentz ELA(SH)

Math ELA(SH) Math(SH)

ELA(SH)Math

Cordova Gardens

ELA(SH) Math(SH)

ELA(SH) Math(SH)

ELA(SH) Math(SH)

ELA(SH) Math(SH)

ELA(SH), Math(SH)

Cordova Meadows

ELA Math(SH)

ELA, Math(SH)

ELA Math(SH)

ELA(SH)Math(SH)

ELA, Math(SH)

Cordova Villa ELA(SH) Math(SH)

ELA(SH), Math(SH)

ELA(SH), Math(SH)

ELA(SH) Math(SH)

ELA(SH)Math(SH

ELA(SH), Math(SH)

Community Charter

ELA(CI) Math

Gold Ridge ELA(SH) ELA ELA(SH)

Mather Heights ELA(SH) ELA(SH) Math(SH)

ELA(SH)Math(SH)

Navigator ELA Math

ELA Math

ELA Math

ELA Math

Peter J Shields ELA Math(SH)

ELA Math(SH)

ELA Math (SH)

ELA, Math(SH)

Rancho Cordova

ELA Math

ELA Math

ELA Math

ELA, Math

ELA Math

X

Theodore Judah

ELA(SH) Math(SH)

ELA(SH) Math(SH)

ELA(SH)Math(SH)

White Rock ELA(SH) Math

ELA(SH), Math

ELA Math

ELA Math

ELA(SH) Math(SH)

Williamson ELA Math

ELA Math

ELA Math

ELA Math

ELA(SH) Math

Middle Schools Folsom Middle Math Math

Mills Middle ELA(SH) Math

ELA(SH) Math

ELA(SH) Math

ELA(SH) Math

ELA(SH)Math(SH

ELA(SH) Math

Mitchell Middle

ELA Math

ELA Math

ELA Math

ELA(SH) Math

ELA Math

ELA Math

Sutter Middle Math ELA Math

Math Math ELA, Math

High Schools Cordova High ELA

Math ELA Math

ELA Math

ELA(SH) Math(SH)

ELA Math

ASAM Schools Folsom Lake High

ELA(CI), Math

27

Kinney High ELA(SH), Math

Mather Youth Academy-

YOP

ELA(CI), Math(CI)

Walnutwood High (Independent)

ELA Math

There are many schools and subgroups that have not met the 2012 targets in ELA and Math, so the LEAP activities focus on those needs;

English learners (ELA) Socioeconomically disadvantaged students (ELA) Students with disabilities (ELA, Math, Participation) Hispanics (ELA) African Americans (ELA, Math) Pacific Islanders (ELA) (need to error-check ethnic codes in Power School

Folsom Cordova Unified School District

28

Specific actions to improve instruction and learning in reading and math

Persons Involved- Timeline

Related Expenditures Estimated Costs

Funding Source

A. Aligned materials Textbooks, supplemental materials, and courseware will align with the CCSS as available.

1) ELA, Math, Science, Soc. Sci. 2) Intensive Intervention Materials

Asst. Sup Elem/Sec, Dir. Cat., Site Administrators, Lead Teachers, TI Res. Teacher 2013-2014 School Year 2014-2015 School Year

Purchase of CCSS ELA and Math Curriculum as available

$375,000 IMF, EIA, Title I, Title III

B. Effectiveness of alignment Analysis of student performance will identify the key areas of improvement by subgroup. (English Learners, socioeconomically disadvantaged students, students with disabilities)

1) Continue and expand analysis of student performance with district formative assessments. Implement growth model assessments K-5

2) Continue analysis and evaluation of state mandated summative assessments student performance and appropriateness of mandated materials/programs.

3) Develop and implement “pacing windows” to allow for flexibility for re-teaching and differentiation (2014-2015 math and 2015-2016 ELA)

4) K-8 Math 3 growth model assessments per year CCSS (Math Grant)

Cabinet, Site Administrators, Lead Teachers, T1 Res. Assess., Coordinator of Assess. 2012-2013 Identify writing prompts 6-12 Implement 8th and 9th grade writing prompts 2013-2014 Implement growth model assessments K-5 Implement writing assessments for 8th and 9th ELA growth model assessments 2 to 3 times yearly K-12 2014-2015 9-12 growth model assessments in CCSS math will be implemented Pacing windows for CCSS math K-11 2015-2016 Pacing windows for CCS ELA K-11

$30,000 2013-2014 $15,000 2014-2015 15,000 2015-2016

Gen Fund, Title I- III, EIA, CCSS Math Grant

Performance Goal 1.

All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.

Planned Improvement in Student Performance in Reading and Math (revised for 2013-14)

I. Align instruction with Common Core State STANDARDS:


29

C. Supplementary services/materials Supplementary services will focus on ELA and math.

1) Identify and implement effective supplementary materials/services on a yearly basis 2) Monitor SPSA school plans. 3) Monitor P.I. schools (Cordova Meadows, Cordova Villa, Rancho Cordova, White Rock, Williamson and

Mills).

Cabinet, Site Administrators, Lead Teachers, T1 Res. Assess., Dir. Cat. 2013-2014, 2014-2015, 2015-2016 Supplementary materials/services updated and implemented PI schools monitored 3 times yearly Non-PI schools twice yearly

$120,000 Title I-III, EIA

D. Teacher use CCSS Report cards-Progress Monitoring Elementary teachers will use CCSS-based report cards and/or standards checklists to understand and communicate grade level performance.

1) Continue the migration of electronic report cards, K-12 into Powerschool. Expand use of Powerschool electronic grade book

2) Investigate/Implement options with in PowerTeacher grade book for connecting standards to assignments.

3) Use data system reports, where appropriate, for communicating 4) standards achievement.

Asst Sup Elem/Sec, Lead Teachers, Coaches

Title I-III , General fund,


30

E. Teachers’ use of ELD standards Monitor of ELD checklists.

1) Support use of ELD checklists to evaluate student performance in conjunction with other standard checklists.

2) Use of ELD standard checklists to assign ELA achievement grades to Beginning and Early Intermediate Students.

3) Use ELD 60 Proficiency Test (K-12) to access student progress towards ELD Standards.

Asst Sup, Elem/Sec. Dir. Of Cat, Principals, Lead Teachers

$30,000 EIA, Title III

F. SPSA Plans Each school will implement a Single Plan for Student Achievement that is aligned with and supports the District Goals and District Assessment Survey and Board Goals.

1) Schools annually conduct data analysis 2) Results of the data analysis will inform the revision of each SPSA

and address items not yet substantially implemented. 3) To meet the needs of struggling students, all SPSAs will include

review process of student achievement, target interventions and support for students not yet proficient.

Asst Sup Elem, Principals,

$5,000 Categorical and general funds

G. Instructional Minutes in Adopted Programs Students will receive instruction for the recommended number of minutes per day/week.

1) At K-5, this includes appropriate Universal Access (in class or strategic intervention) and English Language Development.

2) Update curriculum guides to support UA/Interventions 3) Monitor instructional minutes 4) Monitor Universal Access, and effectiveness of instruction 5) “protect” instructional minutes in ELA and math

Asst Sup, Elem/Sec. Dir. Of Cat, Principals, Lead Teachers

In-kind Categorical and general funds


31

H. Strategic and Intensive Interventions (K-12) Adopt common intervention material. Refine identification criteria for placement in strategic or intensive intervention and develop exit criteria strategies for transitions to subsequent programs for students not yet proficient (English learners, socioeconomically disadvantaged students, and students with disabilities.)

1) Elementary schools will provide differentiation within core programs for ELA and math.

2) Middle schools will provide differentiation within the core

Asst Sup Elem PDA, Site principals/Fall 2013

$500,000 Hourly Supplemental, Title I, EIA, Title III

III. EXTEND LEARNING TIME Specific actions to improve instruction and learning in reading and math



Funding Source

A. 1 Preschool and Transitional Kindergarten The district will offer preschool programs during the year. These programs will focus heavily on language development and pre- reading and math readiness programs.

Asst Sup Elem, Dir. of Preschool

Projects Adult Education Parenting Preschools.

$210,000 State preschool funds; Title I preschool set aside; Prop 10

A.2 ASES Grant-STARS Program Will use CCSS materials to support and coordinate with classroom teachers.

Asst. Elem. Dir. of Preschool

$5,000 ASES, Title II

B. Early + late schedules (K-2) The district will have early/late and staggered- day schedules in the primary grades to provide time for reading, math or ELD intervention and/or extension.

Asst Sup, Elem, Principals

Intervention support beyond school day

$10,000 General Fund, Hourly Supplemental, Title I site allocations EIA, ASES Grant


32

C. Additional instructional time (K-12) Extended day and (summer) intervention programs will ensure use of effective and focused strategies for reading/English language development and math.

1) As Title I set aside for choice/SES is available, supplement a summer school program for current Kdg, reduce class size and offset summer transportation to Rancho sites.

2) Use EIA or Title 3 LEP to provide additional ELD materials and services for summer school program.

3) Extended day programs coordinated by Title I or EIA Interventions.

4) Before After School programs supporting K-1 at WR; 2nd grade at all 9 sites.

Asst Sup, Elem/Sec, Coor. Of Assessments, Dir. Of Categorical, and Dir. Of B/ASP

$225,000 General Fund, Hourly Supplemental, Title I site allocations EIA, ASES Grant

F. After School Clubs Sites provide a variety of after-school learning opportunities and/or homework assistance

1) Continue to offer opportunities for students involved in a variety of ASP clubs that develop skills important to strong reading, writing, math, science and/or social studies.

2) Multiple sites offer after-school or non-instructional days within the traditional year to support homework literacy and/or provide tutorial.

Asst. Sups., Elem and Sec. Principals, Dir. Of Cat., Dir. Of B/ASP, Principals

$25,000 Parent Funded ASES grant


33

IV. Increase access to TECHNOLOGY Specific actions to improve instruction and learning in reading and math



Funding Source

A. Tech plan focus The district technology plan will have an instructional focus, and the Technology Lead Teacher will specialize in this implementation.

1) Monitor and implement district technology plan 2) SPSA annually updated and includes summary of tech plan (support

acceleration, gap-filling, access to information, use of technology to improve reading/English proficiency, and math, history/social studies science performance).

3) Before & After School offers daily computer lab in supporting academic performance.

Dir. ETIS, Asst Sup, Principals, ETIS Lead Teacher, Lead Teachers

$30,000 General Fund, E-Rate, Title I, EIA

B. Use of core adoptions software District teachers and other staff will use the software included with the new language arts, math and other adoptions.

ETIS LT, Teachers Dir. B/ASP

In-kind AB825 TIIG ASES Grant, SCC

C. Effective use of CAI Computer-assisted instruction and individualized assessment/management will be used where effective for alternative education, interventions, and review for the CAHSEE.

1) Maximize use of math, ELA, and ELD software 2) Implement online classes

ETIS LT, Lead Teachers, Asst Sup Elem Inst Dir. B/ASP

In-kind AB825 TIIG Title I, EIA, Title 3 CHSEE remediation Site blocks, ASES Grant


34

D. Online courses Continued support of online courses for credit recovery.

ETIS LT, Asst Sup Sec

$76,000 General Fund

E. Provide a District wide data system to all school Used to provide up-to-date data on student achievement to facilitate instructional decisions for students who are not yet proficient in ELA and Math.

1) Develop Professional development to assist staff to better utilize the data system to monitor students achievement and plan for instruction.

2) Capitalize principal and teacher practices that led to successful use at PI schools and expand of practices to include all schools.

3) Develop and implement consistent District wide use of common formative assessments in ELA and math.

4) Develop means for providing (teacher and administration) more time to analyze achievement results to plan for effective intervention for students who are not yet proficient, especially English Learners, socioeconomically disadvantaged students, and students with disabilities.

5) Acquire CCSS curriculum assessments. 6) Ensure the data system successfully manages data analytic need such

as: test generating, data scanning, synchronization of all systems.

Asst. Sup Elem/Sec, Dir. of Cat, Coord. Or Asses, ETIS Lead Teacher, Lead Teachers, Site Admin. 2012-2013 Prosper –Pilot Implementation underway 9-12, math Cruncher utilized for data analysis district wide 2013-2014 Purchase, train, and implement district wide student data system 2014-2015 Continue training and support implementation of student data system

Purchase data systems with access for all sites Training and support

$200,000 Approx.

General Fund, Title I, EIA,

F. Parent access to school info Provide access to student information for parents.

1) Implement Parent Resource Outreach Mobile and Parent Engagement Project activities.

2) Transition schools to use of Web Portal & Powerschool Parent Access.

3) Provide training and access for parent groups with less computer access or savvy (including ELAC/DELAC parents)

4) Make parent portals accessible to parents on PROM and CLC

Asst Sup Elem/Sec ETIS LT, Lead Teacher, Dir. of ETIS, Dir. of Cat, Refugee, Dir. FSS

Communications electronic, translations, document copies.

$24,000 General Fund, Title II, EIA, Title III, Grant funded VISTA, Project

G. Go-sign-me-up Utilize use of online registration and attendance for staff development opportunities.

ETIS LT, Lead teachers

$10,000 Title II


35

H. Special Ed Use technology to improve special ed processes and communication

1) Transition to new online IEP system SEIS. 2) Continue to support use of online development of IEPs/SEIS.

Asst. Sup Elem/Sec, Dir. SSS, ETIS LT, Lead Teachers


V. STAFF DEVELOPMENT and professional COLLABORATION aligned with standards-based instructional materials: Specific actions to improve instruction and learning in reading and math



Funding Source

A. Instructional Leadership with CCSS Principals will receive CCSS training and implement how to coach, supervise and evaluate teachers to ensure that instruction is based on these standards.

1) Continue the focus on CCSS instruction at management meetings 2) Program Monitors Meetings –NCLB compliance support. 3) Continue to focus on CTE-Career Technical Education readiness

strategies.

Asst Sup Elem/Sec, Principals 2013-Monthly Principals’ Mtg. August 8, 2013

$30,000 General Fund, Title II

B. CCSS K-12 Consistent Implementation Teachers will receive induction, mentoring, direct lead teacher support, coach support and additional support through NCLB. District wide staff development days.

Asst Sup HR, Elem/Sec Testing Dept., BTSA, Lead Teachers 2013-2014 August , October, January Follow-up support at site request

Minimum (three full days) of training, and follow-up support through school year.

$ 350,000 General Fund, title II, Title I

C.1 Knowledge dissemination Site CAC representatives for English language arts, math, history/social studies, physical education, and science meet periodically and take information to site staff meetings.

Asst Sup Elem/Sec, Principals


36

C.2 Coaches Follow up professional development for teachers and administration to support the implementation of CCSS.

1) Elementary Professional Development Cadre. 2) Secondary Math and ELA coaches. 3) Support the implementation of the CCSS K-12

Asst Sup Elem/Sec, Lead Teachers, Coaches Middle/HS twice monthly 2013-2014 school year Elementary 3 times a year 2012-2013 5 times a year 2013-2014

$75,000 Title II, Title I (PI)

C.3. Program Monitors All sites will identify a Program Monitor rep to assist with EL’s, socioeconomically disadvantaged students, and students with disabilities. 1) Program Monitors meet monthly to obtain current and background

information for sites, and share with staff. 2) Program Monitor receive staff development on parent outreach,

Compliance issues, RTI and interventions, computer assisted instruction, effective use of instructional assistants, EL program placement/exit and CELDT.

Asst Sup Elem/Sec, Dir of Cat., Principals

$45,000 EIA/Title III

E. Math instruction Lead teacher(s) for math will train teachers and model lessons in CCSS effective instruction in math, Pre- K-12

1) Collaboration meetings will support the transition to CCSS.

Asst Sup Elem/Sec, Principals, Dir. Cat. 2012-2013 Twice yearly 2013-2014 Twice Yearly

$10,000 Title II, Title I (PI), EIA


37

F. ELA instruction Lead teacher(s) for ELA will train teachers and model lessons in CCSS effective instruction in reading/writing, Pre-K-12.

1) Collaboration meetings will support the transition to CCSS.

Asst Sup Elem/Sec, Principals, Dir. Cat. 2012-2013 Twice yearly 2013-2014 Twice Yearly

$10,000 Title II, Title I (PI), ,EIA

G. Literacy instruction through Science, Social Studies, and Technology Lead teacher(s)will K-12 facilitate anchor CCSS in reading comprehension and writing skills (argumentation/informational text).

Asst Sup Elem/Sec, Principals, Dir. Cat. 2012-2013 Once yearly 2013-2014 Once yearly

$10,000 Title II, Title I (PI), ,EIA

I. Summer school (interventions) training Lead teacher will coordinate selection of curriculum, pacing of instruction, assessments, and training of summer school staff.

1) Site principal coordinates selection of students 2) Training for summer school teachers---curriculum and pacing.

Asst Sup Elem/Sec, Principals, Dir. Cat., Testing Coord.

$5,000 Title II Title I (PI) EIA

J. English language development training ELD lead teachers will facilitate ELD training and provide assistance on instruction and interventions with a focus on LTELs (Long Term English Learners)

1) Train and support teachers on the use of Houghton Mifflin Harcourt ELD 60 program and ELD proficiency tests.

2) Continue to support implementations of Inside, Edge and Avenues (National Geographic Hampton Brown Publishing).

3) Develop and Implement training for effective EL instruction

Asst Sup Elem/Sec, Principals, Dir. Cat., Testing Coord. Lead Teachers

$25,000 AB825 PD EIA/Title III Title II, Title I

K. NCLB qualification Continuing teachers who need to meet the NCLB-qualification definition will have support for tuition and books.

Asst Sup, HR August 2013-June 2014

$15,000 Title II (HR)


38

L. Advanced certification Accomplished teachers (6 or more years of experience) will be encouraged to obtain advanced certification. National Board Cert.

Cabinet August 2013-June 2014

$15,000 Title II

M. Extended Training Opportunities for outside staff development will be identified by district leadership in order to support CCSS and advance professional learning.

Asst Sup Elem/Sec, Principals, Dir. Cat., 2013-2014

$25,000 Title I-Title III

O. EL-qualification All teachers will have authorization for instruction of English learners (ELD and/or SDAIE).

1) As of January 31, 2008, the District no longer pays course fees, materials, exam fees and credential fees.

2) Require any mis-assigned teachers to apply for an emergency certificate and enroll in a CTEL program.

Asst Sup HR, Asst Sup Elem/Sec, Dir. Cat.

0 EIA Title II & Title III

Q. AB 430 (former AB 75) training Site Administrators will be encouraged to attend AB 430 training.

Asst Sup Elem/Sec, Dir. Cat.

$10,000

AB 430 Title II

R. Teachers of GATE/High Achievers Teachers will effectively use differentiation for GATE and high-achieving students.

1) Workshops, in-service, print material, teacher demos. 2) Provide training for new teachers with GATE student(s). 3) Support teachers in Academy for Advanced Learning.

Asst Sup Elem/Sec, Lead Teacher, GATE August 2013-June 2014

$3000 GATE, Title II


39

S. Classified staff development Classified support staff will participate in regular professional growth sessions to improve support for ELA, Math, Science, and SPARK.

1) Coordinate with departments to provide regular classified staff development.

2) SPARK training. 3) Provide School Readiness and preschool Elementary

Bilingual Instructional Assistant trainings in reading instruction, questioning strategies, intervention support, Math, parent involvement, translation and interpretation, ELL strategies, understanding CELDT, ELL levels, ELD computer programs and behavior management.

Recess/Noon Duty, Supervisors, EL Instr Assts, Admin Assts, ASES staff, SCC Staff, TI Preschool, Camp. Monitors, Special Ed Inst.

$6000 ASES funds, Title I, Title II, Title III, EIA

T. BTSA Experienced mentor teachers will provide support and reflective feedback to 1st and 2nd year teachers, based on California Standards for the Teaching Profession.

1) Mentor/beginning teachers complete activities specified by state guidelines.

2) participate in ongoing workshops at district and county level. Continue to expand and provide differentiated instructional strategies.

SCOE consortium, Asst Sup Elem

Reimbursed by SCOE $5,000 General fund, Title II

U. Special Ed staff Special ed teachers and other staff will use CCSS to focus instruction and practice in reading and math.

1) Provide opportunities for in-service and professional development related to CCSS reading/math standards (mild to moderate).

2) Continue to work towards full NCLB qualification of Special Ed teachers.

3) Identify and provide appropriate professional development for teachers of moderate to severe students.

Asst Sup Elem/Sec, Dir. SSS,

$5000 General Fund, Title II

V. Alternate schedules Provide ongoing staff development for block Schedule.

Asst Sup - Secondary Principals

Provided during minimum day collaboration


40

VI. INVOLVEMENT of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): Specific actions to improve instruction and learning in reading and math



Funding Source

A. School Site Councils Each K-12 school will maintain a School Site Council (SSC). SSCs annually review and update the SPSA using student achievement data to set priorities for program expenditures.

1) Monitor CDE compliance areas. 2) Conduct CPM self-review. 3) Conduct annual training for site plan revision.

Site principals, Asst Sup Elem

none

B. Student assessment info to parents Parents receive their student’s individual assessment results (e.g., STAR, CELDT, CAHSEE, grades, transcripts/credits), with explanation of how to interpret them.

Dir. Cat., Assess Coor.

$2,500 General fund Testing

C. Parent conferences Elementary provide a minimum of one parent/teacher conference, to review and discuss student progress in reading/math, assessment results including social or behavioral issues impacting academic progress.

1) Review Parent Compact at Title I schools. 2) “Every Child by Name”. 3) Provide interpretation through bilingual aides / staff, when

necessary.

Site principals, Asst Sup Elem/Sec, Dir. Cat, Title I Res Teacher

Interpreting/translations, subs

$3000 General fund Title I EIA

E. Parent Involvement and Support Sites will be encouraged to offer meaningful engagement for parents on selected topics, including techniques for behavior management, homework for reading and math, teachers’ expectations for reading and math, and college and career readiness.

1) Utilize VISTAs to support and grow programs 2) Use existing committees to train more parents, CAC, DELAC,

ELAC, SSC, etc. 3) ELD and Preschool opportunities.

Site principals, Asst Sup Elem/Sec, Dir. Cat, Site principals, Dir. FSS, Dir. Adult Ed, Dir. PS & B/ASP

$24,000 Title I, Site PTA/PTO’s Adult Ed, S.R/First 5, ASES Grant


41

VII. Auxiliary (SUPPORT) services for students and parents (including transition from preschool, elementary, and middle school): Specific actions to improve instruction and learning in reading and math



Funding Source

A. Services for homeless 1) Refine delivery of services to eligible students 2) Remove obstacles to continuing and successful involvement in school

(ELA/Math). 3) Support student full access to school instructional programs as

needed. 4) Provide enrollment support to all eligible students Pk-12. 5) Assist identified homeless pre-school students to attend FCUSD Pre-

school programs.

Asst Sup Elem/Sec, Dir. of Cat, Homeless Services Staff August 2013-June 2014

Staff, materials, and services

$200,000 Title I Homeless Set aside

B. Supplemental Educational Services (SES) 1) Continue to offer SES Services to parents of eligible identified low

income, low achieving students at Title I PI Year 2 schools. 2) Include SES information on district website 3) Monitor and track individual progress of participating student.

Asst Sup Elem/Sec, Dir. Cat. PI Principals

$480,000 Title I SES set aside

C. Before and After School programs Students participate in fee-based before/after/intersession student care programs that include help with homework, recreation, and a healthy snack. STARS (ASES) No-cost after school program provides eligible and participating students with tutoring, recreation, enrichment, healthy snack, and homework assistance.

Asst Sup Elem/Sec, Dir. Cat. Principals, Dir. B/ASP

$350,000 ASES funding Student Care fees


42

VIII. Targeting services and program to lowest-performing students in reading and math. Specific actions to improve instruction and learning in reading and math



Funding Source

A. Strategic & Intensive Interventions Adopt common intervention materials, identify entry and exit criteria for intervention students, and allocate time for intervention instruction. This must include intervention for English Learners, socioeconomically disadvantaged students, and student with disabilities. *strategic interventions (within core), *intensive interventions (replacement of core) *extension interventions (before, after school, Saturdays or summer)

1) Refine selection criteria for identifying students for intensive interventions (max). Provide intervention materials for PI Schools.

2) Provide Data System, materials, training, support. 3) Work with Special Ed (SSS) to involve special ed students in

intensive interventions. 4) Approve, coordinate and track all interventions, including CAHSEE

remediation 5) Strengthen school day connections in before and after-school

instructional support.

Asst Sup Elem/Sec, Dir of Cat. Dir. SSS, Assess. Coord., Site coaches/RT 2013-2014 Identify and implement RTI criteria by site level Monitor entry and exit criteria for all interventions. Identify length of time intervention students have been served. 2014-2015 implementing student progress monitoring with new data system to support CCSS RTI

Data System, release time for training, equipment and materials

$200,000 Title I-III Special Ed IMF ASES funding


43

B. Progress monitoring Schools organize meetings that include the principal, teacher, resource teacher and other support staff to analyze and monitor student academic progress. Especially for students not yet proficient in LEA and/or math in the identified groups, English Learners, socioeconomically disadvantaged, and students with disabilities.

1) Expand data analysis with common assessments to include all FCUSD school sites K-12.

2) Academic focus on reading and math to develop in-class, extended time interventions and targeted learning supports to accelerate academic growth and overall success in school.

3) “Every Child By Name” (or similar meetings) K-8-coordinate with RTI and/or Student Study Teams (SST). Online Credit recovery available 9-12 through counselors, teacher, and/or student referral.

4) Collaboration with learning support programs such as, Health Services, attendance and behavior, and after school programs.

5) Grade level or department/subject collaboration on student performance

6) Refine procedures and process for differentiating (1) language acquisition from (2) cognitive/behavioral issues from (3) background experiences, and matching the right intervention to eliminate the achievement gap.

Asst. Sup Elem/Sec, Site Admin, Dir of SSS, Dir of Cat., Assess. Coord., Lead Teachers, Title I RT, Coaches, Dir of B/ASP, Program Specialists, Nurses 2013-2014 Collaboration meeting to review student progress K-5 monthly and 6-12 twice monthly 2014-2015 Collaboration will include implementation of CCSS materials and instructional practices and benchmark assessment data.

Release time, Professional development with data analytics to support student progress monitoring

$15000 General Fund, Title I-III, EIA, STARS/ASES


44

C. Staff Collaboration-Response to Instruction (RTI) Sites will use a coherent and comprehensive model for expanding the “every child by name” (or similar) strategy to all schools to support student progress monitoring.

1) Develop a process to identify students who are not successful and provide (and document) interventions that address learning gaps.

2) Special Education staff will provide expertise in recommending interventions for needs that involve processing, memory, behavior, and so on.

3) ELD staff will recommend interventions appropriate for students experiencing learning problems in addition to language acquisition.

4) Health Programs, STARs/staff will also provide support with learning supports and interventions.

5) Define/refine model, including indicators and appropriate interventions and forms.

6) Coordinate work of regular ed, Title I staff, ELD staff, and others, so the process produces indicators of increased success.

7) Develop a common system that is transparent and understandable by parents with limited school experience and/or who don’t speak English.

Asst Sup Elem/Sec, Dir. SSS, Dir. of Cat. Assess Coord.

See VIII A and B

Release time to develop common approach

$3000 Gen Fund Title I-III

D. Title I Technical Assistance Title I schools and District effectively employ and rely on Title I Resource Teachers to coordinate student achievement efforts and comply with requirements.

1) Facilitate effective data analysis support and training. 2) Skillful development of support plans for school, staff and

students. 3) Revise job description for Title I Resource to match current

priorities. 4) Support site leadership, provide staff support and resources, and

engage parents with meaningful student information. 5) Facilitate collaboration, strategic intervention, formative

assessment, planning/scheduling to ensure instructional minutes and schedule grouping for Universal Access (and ELD).

Asst Sup Elem/Sec, Dir. of Cat. Assess Coord. 2013-2014 Three – five times a year Title I schools coordinate student achievement efforts Revise Title I Resource Teacher Job Description

Resource teacher $60,000-100,000

Title I


45

E. Family health clinics The district will continue partnerships with Family Resource Center at Theodore Judah and White Rock clinic for expanded health services to students, parents and community members. Monitor service delivery at two sites Review annual reports from CHO to FCUSD.

Dir. FSS, Coord Health Programs, Principals

Land use agreement General fund

F. Core health instruction Health curriculum will be taught as required. HIV/AIDS education (7th grade, 10th grade) Comprehensive sexual health education (grades4- 6).

Asst. Sup Elem/Sec Coord Health Programs

$15,000 General fund

G. Physical Education & VAPA Continue to use the state-adopted texts to guide our physical education practices: PE Content Standards, PE Framework, SPARKS, Fitness Activity Gram Test

1) Provide professional development to elementary generalist teachers and visual and performing art specialists.

2) Develop high school Career Tech Ed Pathways in Arts Media and Entertainment.

Asst. Sup Elem/Sec, Coord. Music/PE/Prep

General fund

H. Foreign Language Experience School (FLES) Elementary parents may choose to send their children to a magnet program that provides instruction in Spanish integrated with the regular curriculum. Continue FHE’s and CG’s FLES Spanish program Support Dual Language Programs at Sutter Middle, Mills Middle, and Mitchell Middle schools.

Asst Sup Elem General Fund

I. Academies-Advanced Learning, Montessori, and International Baccalaureate (IB),

Create options and opportunities for students’ instructional needs.

Asst. Sup Elem/Sec, $300,000 General Fund


46

IX Monitoring program EFFECTIVENESS: Specific actions to improve instruction and learning in reading and math



Funding Source

A.1 State accountability system The district board and administration will support the Public Schools Accountability Act, and will assist staff and the public in interpreting its varying components over time.

Asst Supt Elem/Sec, Assess. Coord.


A.2 STAR, CAHSEE, CELDT The district will participate in all phases of the state’s standards-based assessment system.

Asst Sup Elm/Sec, Assess. Coord.

General Fund

B. SPSA(Single Pan for Student Achievement) Revision School Site Councils annually examine state test results, local student achievement results, overall and by subgroup, as well as individually. Identify student achievement gaps and develop goals to eliminate gaps in achievement. Use assessments and data analysis to drive decisions to support student learning with site funds.

Asst Sup Elem/Sec, Dir. SSS, Dir. of Cat. Assess Coord. Site Admin, SSC, ELAC

Document Tracking $5000 General Fund Title I

C. Teachers’ monitoring of standards achievement Teachers will use state testing, common formative/growth model benchmark assessments. All teachers use data system to inform instruction. Teachers will analyze formative, interim, and summative assessments results. Teachers will identify students not yet proficient in academic achievement in ELA and math. Teachers will develop instructional plans to ensure proficient academic achievement. Esp. for English Learners, socioeconomically disadvantaged students and student with disabilities.

Asst Supt Elem/Sec, Assess. Coord. Site Administrators, Lead Teachers, Coaches, Cadre

$200,000 General Fund Title I (PI),


47

D. Collaboration Sites will be encouraged to release or stipend teachers for collaborative work on reading/writing and math performance, using data systems, district common assessments to focus on student performance.

PDA, Site Principals

$5,000 EIA, Title I Title II

E. Response to Instruction progress monitoring Work collaboratively within departments (SSS, Elem/Sec, ELL, Intervention, Alternative Programs) support resources that coordinate monitoring of students’ RTI progress; Esp. for English Learners, socioeconomically disadvantaged students and student with disabilities

Dir. SSS, PDA, Site RTI teams, Coord. Health Services

General fund

F. Technical Assistance for District Program Improvement Implement the lessons learned at PI sites involving the use of data to drive instruction to improve achievement outcomes. Develop Monitoring expectations for site leaders to help with CCSS implementation, including curriculum, instruction and assessment practices.

1) Develop clear criteria for monitoring and measuring the performance of principals.

2) Develop clear criteria for how they monitor and implement their SPSAs, conduct classroom walkthroughs, participate in data collaboration meetings, and regularly examine student achievement.

3) Develop a professional development calendar the maximizes scheduling to avoid conflicts for teachers and administrators.

4) Develop and accountability system for professional development. Ensuring professional development is perceived as a critical component of moving FCUSD out of PI, improving educational outcomes for all students and implementing the CCSS.

Asst Supt Elem/Sec, Assess. Coord. Site Administrators,

Training and workshops as available

$20,000 General Fund Title I (PI) Title II, Title III, EIA

LEA PLAN

PROGRESS: 0%

Folsom-Cordova Unified - 34673300000000

(0 of 14 Action Items Complete)

The following report is filtered by active items, all statuses, all funding sources, all assignments, all tags, and all goals.

Generated by CAIS | March 6, 2013 1:55 PM

1 of 17

G. Title I Schools Schools at risk of failing AYP will receive additional direction and support for carrying out essential program components or Academic Program Survey plan.

H. Annual report on effectiveness of categorical programs Report to the board each fall on the effectiveness of various categorical program efforts including Title I , PI, ELLs, Interventions, STARS, Preschool, Parent Involvement, Professional Development Report to the board on the input of DELAC, Title I sites.

Asst Supt Elem/Sec, Assess. Coord. Site Administrators, Lead Teachers, Coaches, Cadre

LEA PLAN

PROGRESS: 0%


(0 of 14 Action Items Complete)

The following report is filtered by active items, all statuses, all funding sources, all assignments, all tags, and all goals.


1 of 17

GOAL Goal 2A: AMAO 1 -Annual Progress Learning English

Folsom Cordova USD will continue to meet AMAO 1 annually. By September 2014 the percentage of English learners learning English will increase from 61.2% to 63%, in order to continue meeting the state defined growth expectations as measured by CELDT.

Filing Cabinet Count 0

Resources and state requirements for this goal Available

3

LEA PLAN



2 of 17

GOAL Goal 2B: AMAO 2 - English Proficiency

An increasing percentage of English learners will attain English language proficiency annually. By September 2014, the percentage of English learners in language instruction educational programs fewer than 5 years attaining English language proficiency will increase from 23.1% to 24.5%, in order to move toward state-defined expectations for meeting the CELDT criterion for English-language proficiency. By September 2014, the percentage of English learners in language instruction educational programs 5 or more years attaining English language proficiency will increase from 43.8% to 46%, in order move toward state-defined expectations for meeting the CELDT criterion for English-language proficiency.


Budgeted: $150,000.00


3

STRATEGY Use data to identify LTELs

Build capacity of all staff to use local data system (Cruncher) to produce reports noting ELLs by time and program and ELD level.


ACTION STEP Use data to identify and serve LTELs

Train teachers to use data system to identify LTELs and use data to plan instructional strategies. 6-12 student data will be reviewed for appropriate placement at the start of each term (semesters-high school, trimester middle school) K-5/6 (elementary) data will be reviewed at beginning, middle and end of each trimester.

Status Not Begun 02/26/2013


Start-End Dates 04/08/2013 - 06/13/2014

Timeline Notes Data will be used for instructional planning at least once monthly during collaboration/focus time or faculty meetings. The implementation of data discussions will be monitored.

Tags T3Y4

Persons Responsible Elena Cabrera, David Knight, Stacy Kopshy, Marie Pawlek

LEA PLAN



3 of 17


STRATEGY Use data to identify LTELs

ACTION STEP Use data to identify and serve LTELs

TASKS 0 of 4 Complete

Develop data use training modules

Not Begun

Due 4/30/2013 Develop data use training that supports teachers in using data to identify and serve LTELs.

David Knight (LEA) , Elena Cabrera (LEA) , Marie Pawlek (LEA) , Stacy Kopshy (LEA)

Provide data training

Not Begun

Due 8/8/2013 Provide training to teachers and administrators to use data to identify and serve LTELs.


Monitor data use

Not Begun

Due 9/20/2013 Records from meetings and use of data will be monitored monthly.


Develop schedule for ELD progress monitoring

Not Begun

Due 5/17/2013

Develop a district wide schedule for ELD progress monitoring during the 2013-14 school year and disseminate to certificated staff.


STRATEGY Utilize effective ELD strategies

Utilize effective ELD strategies to support ELs.


Budgeted $150,000.00

ACTION STEP Implement ELD curriculum

Fully implement ELD 60, Inside, and Edge for ELD instruction in K-12 for ELs at CELDT levels 1-2. For ELs at CELDT levels 3-5, fully implement ELD 60 or the ELD components of Houghton Mifflin (K-5/6) and Holt/Pebble Creek (6-12).



Start-End Dates 08/11/2013 - 09/30/2013


Timeline Notes Verify by monthly checklist and common observation tool.

Tags T3Y4

Persons Responsible Elena Cabrera, Stacy Kopshy, Marie Pawlek

LEA PLAN



4 of 17


STRATEGY Utilize effective ELD strategies

ACTION STEP Implement ELD curriculum


Inventory and Disseminate ELD Materials

Not Begun

Due 6/7/2013

Annually, each site will inventory ELD materials (identified in Action Step) and the district will purchase any needed materials.

Elena Cabrera (LEA) , Marie Pawlek (LEA) , Stacy Kopshy (LEA)

Monitor Use of ELD Materials

Not Begun

Due 9/30/2013 Administrators will monitor the use of ELD materials at each site. (Monthly)


STRATEGY Monitor ELD strategies

Monitor implementation of ELD strategies.


ACTION STEP Monitor Implementation of ELD

Site and district administrators will monitor the implementation of the ELD program using common observation tools.



Start-End Dates 09/09/2013 - 09/30/2013

Timeline Notes Monitor on a monthly basis.

Tags T3Y4


LEA PLAN



5 of 17


STRATEGY Monitor ELD strategies

ACTION STEP Monitor Implementation of ELD


Refine observation tool

Not Begun

Due 4/15/2013

Refine the common observation tool.


Train administrators on use of tool

Not Begun

Due 8/7/2013

Train site administrators on how to use the common observation tool.


Monitor use of observation tool

Not Begun

Due 9/30/2013

Monitor site administrator use of common observation tool.

Elena Cabrera (LEA) , Marie Pawlek (LEA) , Stacy Kopshy (LEA) Janie DeArcos, Curtis Wil

LEA PLAN



6 of 17

GOAL Goal 2C: AMAO 3 - AYP for EL Subgroup

An increasing percentage of English learners will attain proficiency in Reading/Language Arts and mathematics annually. • By September 2014, the percentage of English learners attaining proficiency in reading/language arts will increase from 43.9% to 49.51%, as measured by the CST, CMA, CAPA and/or CAHSEE, in order to move toward state-defined expectations for proficiency in Reading/Language Arts. • By September 2014, the LEA will continue to meet the 99% participation rate for English learners assessed in Reading/Language Arts. • By September 2014, the percentage of English learners attaining proficiency in Mathematics will increase from 50.9% to 55.81%, as measured by the CST, CMA, CAPA and/or CAHSEE, in order to move toward state defined expectations for proficiency in Mathematics. • By September 2014, the LEA will continue to meet the 99% participation rate for English learners assessed in Mathematics.



3

STRATEGY Implement CCSS

Implement Common Core State Standards for ELA and Math to ensure high quality first instruction.


ACTION STEP CCSS Training

Provide training to teachers and administrators and provide coaching to support implementation.



Start-End Dates 08/08/2013 - 05/30/2014

Tags T3Y4

Persons Responsible Elena Cabrera, Janie DeArcos, Curtis Wilson

LEA PLAN



7 of 17


STRATEGY Implement CCSS

ACTION STEP CCSS Training


Schedule Training

Not Begun

Due 5/17/2013 Schedule training for CCSS through June 2014.

Curtis Wilson (LEA) , Elena Cabrera (LEA) , Janie DeArcos (LEA)

Develop training

Not Begun

Due 1/1/0001 Develop training that supports teachers in using CCSS.

Marie Pawlek (LEA) , Stacy Kopshy (LEA)

Coaching for implementation

Not Begun

Due 8/8/2013 Coach teachers on how to implement CCSS.


STRATEGY Differentiated Instruction

Provide differentiated instruction for EL's in mainstream content classes.


ACTION STEP Implement differentiated instruction

Utilize SDAIE and ELD strategies to ensure content is comprehensible.



Start-End Dates 08/08/2013 - 05/30/2014

Tags T3Y4



Develop Training

Not Begun

Due 4/26/2013 Develop training to assist teachers in differentiating instruction for ELs in the mainstream classroom.

Train teachers on SDAIE strategies

Not Begun

Due 8/8/2013 Train teachers on how use SDAIE strategies and teach academic language in content areas.


LEA PLAN



8 of 17


STRATEGY Monitor SDAIE strategies

Monitor the implementation of SDAIE strategies


ACTION STEP Monitor implementation of SDAIE

Monitor implementation of SDAIE and ELD strategies.



Start-End Dates 04/14/2013 - 09/30/2013

Tags T3Y4



Refine Observation Tool

Not Begun

Due 4/15/2013 Refine the common observation tool


Train administrators on use of tool

Not Begun

Due 8/7/2013 Train site administrators on how to use the common observation tool.


Monitor use of observation tool

Not Begun

Due 9/30/2013 Monitor site administrator us of common observation tool.


LEA PLAN



9 of 17

GOAL Goal 2D: High Quality Professional Development

FCUSD will provide high quality professional development to teachers, administrators and other school or community-based personnel to improve the education of English learners. • By September 2014, 100% of FCUSD teachers and administrators will receive professional development on strategies to improve English learner attainment of English language proficiency and effective implementation of CCSS for ELA and Math. • By September 2014, 100% of FCUSD teachers of English Language Development will continue to be authorized to teach ELD.



1

STRATEGY Comprehensive Professional Development

Comprehensive professional development for administrators and teachers for ELD, SDAIE and CCSS as covered in goals 2b and 2c.


ACTION STEP Develop master schedule

Develop a comprehensive master schedule of professional development, including those in Goals 2B and 2C.



Start-End Dates 08/07/2013 - 09/30/2013

Tags T3Y4



Train Cadre and Coaches

Not Begun

Due 8/7/2013 Train cadre members and coaches.


LEA PLAN



10 of 17

GOAL Goal 2E: Parent and Community Participation

FCUSD will promote the involvement of parents and community members in the education of English learners. • By June 2014, each site, with district support, will improve and increase parent involvement in an effort to increase parent participation by 5%.


Budgeted: $154,500.00


1

STRATEGY Provide parental communication and involvement

Provide clear and timely communication with parents and increase opportunities for parental involvement.



ACTION STEP DELAC and ELAC as required

Hold required DELAC and ELAC meetings.



Start-End Dates 09/30/2013 - 02/28/2014


Tags T3Y4

Persons Responsible Elena Cabrera


Schedule Meetings

Not Begun

Due 1/1/0001 Schedule DELAC meetings.

Elena Cabrera (LEA)

Monitor scheduling of ELAC

Not Begun

Due 12/20/2013 Monitor ELAC compliance.

Elena Cabrera (LEA) , Joy Cleaver (LEA)

ACTION STEP Use Parent Portal for Communication

Utilize Connect Ed to notify parents of important school activities and events.



Start-End Dates 08/06/2013 - 05/30/2014

Tags T3Y4

Persons Responsible Elena Cabrera, Janie DeArcos, Curtis Wilson

ACTION STEP Adult ELD

LEA PLAN



11 of 17



ACTION STEP Adult ELD

Continue to provide adult ELD at designated sites.



Start-End Dates 08/12/2013 - 06/02/2014

Budgeted $5,000.00

Tags T3Y4



notify

Not Begun

Due 8/12/2013 Notify parents of ELD classes.

Elena Cabrera (LEA)

hold

Not Begun

Due 12/6/2013 Hold classes.

ACTION STEP Latino Family Literacy

Continue to provide Latino Family Literacy.



Start-End Dates 10/07/2013 - 05/30/2014

Budgeted $10,000.00



schedule

Not Begun

Due 9/13/2013 Schedule Latino Family.


notify

Not Begun

Due 1/10/2014 Notify families of Latino Family Literacy meetings.


hold

Not Begun

Due 2/2/2014 Hold Latino Family Literacy meetings.


ACTION STEP Family Literacy Day Camp

LEA PLAN



12 of 17



ACTION STEP Family Literacy Day Camp

Offer Family Literacy Day Camp during the summer of 2013.



Start-End Dates 06/10/2013 - 07/19/2013

Budgeted $7,500.00

Persons Responsible Linda Burkholder, Elena Cabrera, Curtis Wilson


schedule

Not Begun

Due 4/1/2013 Schedule Family Literacy Day Camp.

Elena Cabrera (LEA)

notify

Not Begun

Due 5/10/2013 Notify families of Family Literacy Day Camp.

Elena Cabrera (LEA)

hold

Not Begun

Due 6/10/2013 Hold Family Literacy Day Camp.

Elena Cabrera (LEA)

ACTION STEP School Readiness

Provide activities and resources for parents through School Readiness.



Start-End Dates 03/14/2013 - 05/31/2013

Tags T3Y4

Persons Responsible Linda Burkholder, Elena Cabrera, Curtis Wilson


schedule

Not Begun

Due 3/4/2013 Schedule School Readiness class.

Elena Cabrera (LEA)

notify

Not Begun

Due 3/8/2013 Notify families of School Readiness class.

Elena Cabrera (LEA)

hold

Not Begun

Due 3/14/2013 Hold School Readiness classes.

Elena Cabrera (LEA)

LEA PLAN



13 of 17

GOAL Goal 2F: Parental Notification

By September 2014, FCUSD will continue to provide 100% of the parents will all legal notification in languages required: 1. identification as EL 2. program placement options 3. program placement notification 4. English language proficiency level, as determined by CELDT results and any local English Proficiency assessments used 5. academic achievement level 6. redesignation information 7. at the high school level, graduation requirements and annual notification of their students’ progress toward meeting those requirements.



1

LEA PLAN



14 of 17

GOAL Goal 5A: Increase Graduation Rates

By June 2014, the FCUSD graduation rate for English learners will increase from 78.57% to 80.2%.


Budgeted: $45,000.00


1

STRATEGY Increase graduation rate

Support students to facilitate their graduation.


Budgeted $45,000.00

ACTION STEP Identification of at risk students

At each grading period, identify students at risk of failing to complete high school graduation requirements and provide support.



Start-End Dates 09/27/2013 - 05/30/2014

Budgeted $45,000.00

Tags T3Y4

Persons Responsible Janie DeArcos


Schedule students in interventions

Not Begun

Due 8/16/2013 Schedule at risk students in interventions, summer school, or CAHSEE prep as appropriate.

David Knight (LEA) , Elena Cabrera (LEA) , Janie DeArcos (LEA)


63

GOAL Goal 5B: Decrease Dropout Rates

Results from our analysis of dropout rates indicate that _________________________ . Based on these data, our district goal is __________________________ . Our district goal for English learners is ________________________ .



1

GOAL Goal 1D: Effective Teaching and Administration

Our assessment of district needs for continuous improvement of teaching and administration to support student achievement indicates that _____________ . Based on these needs assessment findings, our district goal is _________________ .


GOAL Goal 3: Highly Qualified Teachers

Results from our analysis of the distribution of highly qualified teachers indicate that ___________ . Based on these data, our district goal is _________________ .


TOTAL PLAN FUNDS: $145,280,447.00


Actual $0.00

Performance Goal 3: By 2013-14, all students will be taught by highly qualified teachers.

Summary of Needs and Strengths for Professional Development Based on a needs assessment of teacher data for your district, include a narrative that describes areas of needed professional development and areas where adequate professional development opportunities exist.


64

[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]

STRENGTHS NEEDS 99.8% of teachers have at least a preliminary credential, 1 teacher has intern/short term permit.

1.7% are not NCLB compliant: of whom 0 are at elementary and 14 are at secondary.

All teachers are involved in individual professional development plans geared to the California Standards of the Teaching Profession.

Title I site teachers average 11.2 years experience teaching, and non-Title I site teachers average 12.2 years (www.cde.ca.gov/dataquest), 2008-09. The overall district average is 12.1, the county is 12.2, and the state is 12.8.

All teachers are surveyed regularly for staff development needs.

SPSA site plans and WASC action plans contain detailed information on staff development needs and plans.

Secondary teachers have one hour per week for collaborative work on student performance, alignment of instruction, and coordination between departments and classes. Elementary teachers have 45 minutes per week for preparation and collaboration.

To meet the requirements of NCLB.

To increase equity of teacher experience between high and low poverty sites.

To provide high level of staff support for implementation of newly adopted materials.

To quickly make teachers new to the district or new to an assignment aware of and effective in use of district-wide programs.

http://www.cde.ca.gov/dataquest)


65

Various programs’ staff development components are coordinated in through the Professional Development Academy, and lead teachers and coaches provide communication, collaboration, review of practice, analysis of assessment, alignment.

42 teachers have National Board Certification.

87 currently teachers have completed 40 hours of GATE training.

817 out of 832 teachers have completed qualification for instruction of English learners. 15 teachers all have emergency CLAD certificates on file.

Sites support professional development and collaboration in a variety of ways: articulation days monthly guided meetings professional book clubs research teams


66

Performance Goal 3: All students will be taught by teachers who meet the NCLB definition.

Planned Improvements for Professional Development (Title II)

Description of… Persons Involved/Timeline Related Expenditures Estimated cost Funding source FCUSD will develop a long-term professional development plan that includes the following:

• Consistent implementation of the CCSS throughout FCUSD;

• Effective utilization of the FCUSD data analysis system to plan for more effective instruction for all students;

• Consistent support for the instructional needs of English learners, socioeconomically disadvantaged students, and students with disabilities; and

• Follow-up professional development for teachers and administrators to support and deepen understanding of the CCSS, data analysis practices, and meeting the needs of students not yet proficient, including English learners, socioeconomically disadvantaged students, and students with disabilities.

• Consistent instructional support for college and career readiness strategies in core and elective courses linked to both higher education and workforce development.

Assistant Sup for Elementary, Secondary;, Dir. of Cat., Dir. of Tech., Dir of SSS, Assessment Coord., Special Education, Lead Teachers August 2013-June 2014 See Performance Goal 1

Salaries/benefits; operations; stipends; release time.

$50,000 Title I (PI)


67

FCUSD will begin process to:

Develop an accountability system for professional development so that professional development is perceived as a critical component of moving FCUSD out of PI, improving educational outcomes for all students, and implementing the CCSS.

Develop a professional development calendar that minimizes scheduling conflicts for teachers and administrators with multiple responsibilities.

Identify time for the lead teachers to collaborate on developing a consistent CCSS implementation plan District wide.

Assistant Sup for Elementary, Secondary;, Dir. of Cat., Dir. of Tech., Dir of SSS, Assessment Coord., Special Education; Lead Teachers August 2013-June 2014 Develop a pilot system (Title I and volunteer schools) for professional development accountability. 2014-2015 Implement the system for professional development accountability district wide

Salaries/benefits; operations; stipends; release time.

$200,000 Title I (PI)

The professional development activities are aligned with the CCSS, student academic achievement standards, assessments, and the curricula and programs tied to the standards:

Professional Development Academy, for staff development, brings all staff developers into a collaborative group who work with the Assistant Superintendents and Directors to ensure that every classroom is effectively teaching CCSS, as demonstrated by student performance on standards- based assessments.

Assistant Sup for Elementary, Secondary;, Dir. of Cat., Dir. of Tech., Dir of SSS, Assessment Coord., Lead Teacher, Special Education; 2013-2014 Implement CCSS professional development plan 2014-2015 Implementation of the district wide data analysis

$300,000 General Fund, Title I Title II Title III, EIA


68

The activities will have a substantial, measurable, and positive impact on student academic achievement and the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students:

Develop, with stakeholder input,

professional development to help all staff better utilize the data system to monitor student achievement and plan for instruction.

Capitalize on the principal and teacher practices that led to successful use of Edusoft at elementary and secondary PI schools and expand these practices to all schools in FCUSD.

Implement consistent use of benchmarks assessments District wide, or develop common formative assessments in ELA and math.

Develop a means for providing teachers and administrators with more time to analyze achievement results to plan for effective intervention for students who are not yet proficient, especially English learners, socioeconomically disadvantaged students, and students with disabilities.

Assistant Sup for Elementary, Secondary;, Dir. of Cat., Dir. of Tech., Dir of SSS, Assessment Coord., Special Education; Lead Teachers, 2013-2014 Pilot the district wide data analysis system Identify and implement data analysis strategies Use a portion of PDA days to increase the amount of time to analyze student progress 2014-2015 Implementation of the district wide data analysis Site and district leadership monitors consistent use of K-12 benchmarks and assessments

Data system for K-12 teachers use

$200,000 General fund; Title I, II, III, IV, Economic Impact Aid.

69

Performance Goal 5: All students will graduate from high school.

Planned Improvements: High School Graduation Rates, Dropouts, and AP This section of the plan is intended to reflect the LEA’s efforts to reduce the percentage of students dropping out of school, and therefore, increase the percentage of students who graduate from high school. Also include a description below of the LEA’s efforts to ensure that all students have equal access to advanced placement (AP) opportunities.

Performance Indicator

Activities/Actions

Students Served

Timeline/ Person(s) Involved

Assessments/ Evaluation

Funding Source

5.1 (High School Graduates)

District has updated course outlines, approved textbooks, and provided professional staff development to align with CCSS.

District provides courses for students who have not passed CAHSEE in the regular year.

8th – 12th

Students who did not pass the CAHSEE

Assistant Sup Secondary; Principals

2012-2013: • Board approval of CCSS aligned course outlines

• Design of CCSS 8th grade math course

• District wide after school math interventions for grade recovery at Mills and CHS

Pilot advisories at FHS, students participate in Algebra 1 recovery through ALEX software grade & credit reports.

2013-2014: Continue math grade and credit intervention Implement advisory time district wide giving students opportunities of re-taking tests & labs for grade recovery.

STAR CST’s 8th – 11th

Trimester/ Semester grades

Graduation Rates

Grade Reports, credit audits

General Fund Title I set-aside for At-Risk student interventions

70

Performance Indicator

Activities/Actions

Students Served

Timeline/ Person(s) Involved

Assessments/ Evaluation

Funding Source

5.1 (High School Graduates) con’t.

District provides alternative, continuation, parenting, and community day programs for students who are not experiencing success in the large-school comprehensive high school program. Counselors guide students to prepare for postsecondary education, including college and career readiness.

Counselors monitor students on time matriculation from 9-12

Students in alternative programs 8th – 12th

Principals, Counselors, Asst. Sup. Principals, Counselors, CTE teachers 2012-2013: CTE and Academic program teachers/ Counselors market programs/ academics/ROP courses to incoming students. Establish baseline matriculation rates, 9-12 2013-2014: Continue to increase sign-ups in college and career ready courses. Implement on-line credit recovery at all high schools Implement CCSS 8th grade math at every middle school Implement CCSS extended day grade recovery math interventions

Annual local report on increased attendance. Course requests, program requests

2012-2013 assessment will be; student , parent, and employer surveys 2013-2014 assessment will be; student , parent, and employer surveys Retention and promotion rates, grades, formative assessments (three times yearly)

Title I set- aside for community day schools (truancy abatement), $30,000 General Fund General Fund, Title I, Title III, EIA

71

5.2 (Dropouts)

District continues Dropout Recovery program at the Community Education Center.

Homeless Services

Dropouts; students 18 yrs or older

Homeless students

Principal 2012-2013 • Adolescent

Parent Program

• Adult Ed online recovery

Dir. of Cat.

Monitor attendance; credits; behavior, graduation rates

Graduation Rate/Attendance

Adult Ed Title I set- aside for homeless

5.3 (Advanced Placement)

District offers Advanced Placement and Honors courses across subject areas.

Students with previous grade of A or B; proficient or above on STAR.

Principal Core Academic teachers 2012-2013 springboard Mills & Mitchell GPS at Folsom High Dual Language at Sutter and Mills Middle 2013-2014 • MYP at

Mitchell • DP at Cordova

High

2013-2014 • Continue with

programs to improve student success: GPS (FHS), dual language (SMS & Mills), MYP (Mitchell & CHS), DP (CHS).

• Align advance program curriculum to CCSS

• Implement IB units, tech assessment options, rubric assessments.

• Research CTE-IB certificate option.

Grades AP Exam Pass Rate Program Completers Enrollment Title I Mills

General fund; GATE

72

Additional Mandatory Title I Descriptions

Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included.

Please describe the poverty criteria that will be used to select school attendance areas under Section 1113.

Schools’ percentage of students 5-17 on Calworks is determined each January, based on November rosters. Percentage of students eligible for free and reduced lunch is calculated for November. The numbers are averaged, to produce a composite poverty rate. Schools with composite poverty rates above 35% are eligible for Title I funding.

Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted assistance schools under Section 1115 will identify the eligible children most in need of services under this part.

All FCUSD schools that participate in Title I funding are school wide programs. Each of those schools serve all of their students with supplementary services. Parents are made aware of the program at the Title I annual meeting.

73

Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections 1114 and 1115 and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs, and homeless children.

Section 1114 is School wide Programs and Section 1115 is Targeted Assistance Programs. The district’s Title I program is highly focused on the highest poverty sites in the district, those above 72.6% composite poverty rate. 6 of the 6 sites operate school wide programs approved before the passage of NCLB; these plans have been updated since then.

In both SWP and TAS schools, Title I focuses very tightly on reading, writing, and math. With the passage of NCLB, science has been added.

Most sites use certificated staff, paraprofessionals, parent coordinators, computer-assisted acceleration software, extended day/week/year programs, and staff development related to assessment, standards, and subgroup needs.

Title I sites serve students identified as homeless through McKinney Vento, and through the district’s operational definitions. This would include students living in residential care for the neglected and/or delinquent (group homes, in our area).

Please describe the actions the LEA will take to assist in its low-achieving schools identified under Section 1116 as in need of improvement.

The district has identified through a variety of data sources schools that face challenges in bringing students to grade level standards in reading and math. The needs of those schools continue to drive choices in how Title I, and II funding is spent. The strongest district assistance has come in the form of curriculum lead teachers and analysis of subgroup student performance. Evidence exists that the Title I schools outpace the other schools in the district in reading and math growth over three years’ time. See data section and Goals 1, 2, and 3.

Please describe the actions the LEA will take to implement public school choice and Supplemental Services, consistent with the requirements of Section 1116.

The district has six schools identified as NCLB Program Improvement sites. One school is identified as Year 2, three schools are Year 3, one school is Year 4, and one Year 5+.

The Year 2 or more, identified schools have notified parents of their right to request a transfer to another school that is not in Program Improvement and that they may also apply for Supplemental Education Services.

74

The schools identified in Program Improvement have notified parents of their right to request a transfer to another school that is not in program improvement, and that they may also apply for Supplemental Education Services.

All schools will offer Supplemental Services. Eligible students will be those on Free and Reduced Lunch, who score at the lowest two levels on the California Standards Test, Language Arts and Mathematics. Services will be available in rank order of performance within the poverty category.

Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-level staff in accordance with sections 1118 and 1119.

See Goals 1, 2, and 3 for evidence of the degree of coordination of services between Title I, and Title II. The vehicle for coordination is the Professional Development Academy, which is headed by a director who also heads up the department for testing, assessment and research. As part of the PDA annual operations, teachers submit survey information on their perceptions of the need for staff development. Site principals use the plan revising cycle to focus on performance gaps and work with staffs to identify how their short- and long-term staff development targets relate to enabling all subgroups of students to meet grade level standards.

In the space below, please describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Include programs such as:

Even Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant children.

See above and Goals 1, 2, 3, 4, and 5 for evidence of coordination and efficiency.

75

Additional Mandatory Title I Descriptions (continued)

In short:

District-wide program for students and families wherever they reside:

o services for English Learner students o services for special education students o services for GATE students o services for preschool students o programs for prevention, intervention, and youth development o coordinated health and social services

District-wide programs for staff

professional development testing and assessment administration of state and federal programs, including the annual planning cycle and

oversight of expenditures by sites Site-based programs

o School and Library Improvement Program o Title I o ELAC o Other site-distributed allocations as the legislature provides

Coordination groups

o Superintendent’s Executive Council (weekly) o Superintendent’s Cabinet (weekly) o Instructional Advisory Committee (every two weeks) o Joint principals’ meetings ( monthly) o Management Team meetings (monthly) o Elementary and secondary principals’ meetings (monthly) o Elementary principals’ forums (monthly) o Elementary Curriculum Advisory Committee (quarterly) o Secondary Curriculum Advisory Committee (monthly) o Science Council (4 times/year) o Math Council (4 times/year) o Language Arts Council (4 times/year) o Joint Councils (2 times/year) o Transitional English Program Contacts’ meetings (monthly) o Interagency Coordinating Committee (monthly) o Alternative Education Committee (monthly) o DELAC ( 2-4 times a year)

76

Part III Assurances and Attachments

Assurances

Signature Page

Appendix

Appendix A: California’s NCLB Performance Goals and Performance Indicators

Appendix B: Links to Data Web sites

77

ASSURANCES

To assure the LEA’s eligibility for funds included in this Plan, the Superintendent must provide an original signature below attesting to compliance with all of the following statements.

GENERAL ASSURANCES

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

2. The LEA will comply with all applicable supplement not supplant and maintenance of effort requirements.

3. (a) The control of funds provided under each program and title to property acquired with

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

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

5. The LEA will cooperate in carrying out any evaluation of each such program conducted by, or for, the State educational agency, the Secretary, or other Federal officials.

6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper

disbursement of, and accounting for, Federal funds paid to the applicant under each such program.

7. The LEA will: (a) submit such reports to the State educational agency (which shall make the

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

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

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

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

comment on the application and considered such comment.

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

78

section 9524.

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

TITLE I, PART A

The LEA, hereby, assures that it will:

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

12. If the LEA receives more than $500,000 in Title I funds, it will allow 1 percent to carry out NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting skills; 95 percent of the allocation will be distributed to schools.

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

14. Provide technical assistance and support to schoolwide programs.

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

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

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

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

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

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

21. Comply with requirements regarding the qualifications of teachers and paraprofessionals and professional development.

79

22. Inform eligible schools of the local educational agency’s authority to obtain waivers on the school’s behalf under Title IX.

23. Coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under section 1116 if such a school requests assistance from the local educational agency in addressing major factors that have significantly affected student achievement at the school.

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

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

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

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

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

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

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

TITLE I, PART D – SUBPART 2 31. Where feasible, ensure that educational programs in the correctional facility are coordinated

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

80

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

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

TITLE II, PART A 34. The LEA, hereby, assures that:

• The LEA will target funds to schools within the jurisdiction of the local educational agency that:

(A) Have the lowest proportion of highly qualified teachers; (B) Have the largest average class size; or (C) Are identified for school improvement under section 1116(b).

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

• The LEA has performed the required assessment of local needs for professional

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

• The LEA will assure compliance with the requirements of professional development as

defined in section 9101 (34).

TITLE II, PART D 35. The LEA has an updated, local, long-range, strategic, educational technology plan in place

that includes the following:

• Strategies for using technology to improve academic achievement and teacher effectiveness.

• Goals aligned with challenging state standards for using advanced technology to

improve student academic achievement.

• Steps the applicant will take to ensure that all students and teachers have increased access to technology and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction.

• Promotion of curricula and teaching strategies that integrate technology, are based on a

review of relevant research, and lead to improvements in student academic achievement.

• Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center.

81

• A description of the type and costs of technology to be acquired with Ed Tech funds,

including provisions for interoperability of components.

• A description of how the applicant will coordinate activities funded through the Ed Tech program with technology-related activities supported with funds from other sources.

• A description of how the applicant will integrate technology into curricula and instruction,

and a timeline for this integration.

• Innovative delivery strategies – a description of how the applicant will encourage the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.

• A description of how the applicant will use technology effectively to promote parental

involvement and increase communication with parents.

• Collaboration with adult literacy service providers.

• Accountability measures – a description of the process and accountability measures that the applicant will use to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards.

• Supporting resources – a description of the supporting resources, such as services,

software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology.

36. The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained,

and intensive high quality professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments.

37. Any LEA that does not receive services at discount rates under section 254(h)(5) of the Communications Act of 1934 (47 U.S.C. 254(h)(5) hereby assures the SEA that the LEA will not use any Title II, Part D funds to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such school unless the school, school board, local educational agency, or other authority with responsibility for administration of such school:

• Has in place a policy of Internet safety for minors that includes the operation of a

technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors

• Is enforcing the operation of such technology protection measure during any use of such

computers by minors

82

• Has in place a policy of Internet safety that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene or child pornography, and is enforcing the operation of such technology protection measure during any use of such computers, and

• Any LEA that does receive such discount rates hereby assures the SEA that it will have

in place a policy of Internet safety for minors required by Federal or State law. TITLE III

38. The LEA assures that it consulted with teachers, researchers, school administrators,

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

39. The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for LEP subgroups making adequate yearly progress.

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

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

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

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

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

TITLE IV, PART A

45. The LEA assures that it has developed its application through timely and meaningful

consultation with State and local government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals).

46. The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning environment that supports academic achievement.

47. The LEA assures that funds under this subpart will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds.

48. Drug and violence prevention programs supported under this subpart convey a clear and consistent message that acts of violence and the illegal use of drugs are wrong and harmful.

83

49. The LEA has, or the schools to be served have, a plan for keeping schools safe and drug-

free that includes: • Appropriate and effective school discipline policies that prohibit disorderly conduct, the

illegal possession of weapons, and the illegal use, possession, distribution, and sale of tobacco, alcohol, and other drugs by students.

• Security procedures at school and while students are on the way to and from school. • Prevention activities that are designed to create and maintain safe, disciplined, and

drug-free environments. • A crisis management plan for responding to violent or traumatic incidents on school

grounds. • A code of conduct policy for all students that clearly states the responsibilities of

students, teachers, and administrators in maintaining a classroom environment that:

o Allows a teacher to communicate effectively with all students in the class. o Allows all students in the class to learn. o Has consequences that are fair, and developmentally appropriate. o Considers the student and the circumstances of the situation. o Is enforced accordingly.

50. The application and any waiver request under section 4115(a)(3) (to allow innovative

activities or programs that demonstrate substantial likelihood of success) will be available for public review after submission of the application.

TITLE IV, PART A, SUBPART 3

51. The LEA assures that it has, in effect, a written policy providing for the suspension from school for a period of not less than one year of any student who is determined to have brought a firearm to school or who possesses a firearm at school and the referral of a student who has brought a weapon or firearm to the criminal or juvenile justice system. Such a policy may allow the Superintendent to modify such suspension requirement for a student on a case-by-case basis.

TITLE V, PART A

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

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

84

54. The LEA will keep such records, and provide such information to the SEA, as may be

reasonably required for fiscal audit and program evaluation.

55. The LEA will annually evaluate the programs carried out under this Part, and that evaluation: • Will be used to make decisions about appropriate changes in programs for the

subsequent year; • Will describe how assistance under this part affected student academic achievement

and will include, at a minimum, information and data on the use of funds, the types of services furnished, and the students served under this part; and

• Will be submitted to the SEA at the time and in the manner requested by the SEA. New LEAP Assurances 56. Uniform Management Information and Reporting System: the LEA assures that it will provide

to the California Department of Education (CDE) information for the uniform management information and reporting system required by No Child Left Behind, Title IV in the format prescribed by CDE. That information will include: (i) Truancy rates; (ii) The frequency, seriousness, and incidence of violence and drug-related offenses

resulting in suspensions and expulsions in elementary schools and secondary schools in the State;

(iii) The types of curricula, programs, and services provided by the chief executive officer, the State educational agency, local educational agencies, and other recipients of funds under this subpart; and

(iv) The incidence and prevalence, age of onset, perception of health risk, and perception of social disapproval of drug use and violence by youth in schools and communities. (Section 4112, General Provisions, Title IV, Part A, PL 107-110)

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

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

Other

58. The LEA assures that a minimum of 95 percent of all students and a minimum number of students in each subgroup (at both the school and district levels) will participate in the state’s assessments program.

85

SIGNATURE PAGE

(Signatures must be original. Please use blue ink.)

The superintendent and governing board of the LEA submitting this Plan must sign on behalf of all participants included in the preparation of the Plan. LEAs in Program Improvement Year 3 assigned or required to access the services of a District Assistance and Intervention Team (DAIT) or other technical assistance provider must also secure signatures from the DAIT leads or other technical assistance provider leads. Debbie Bettencourt

Print Name of Superintendent Signature of Superintendent Date

Ed Short

Print Name of Board President Signature of Board President Date

Sue Stickel

Print Name of DAIT Lead or Technical Assistance Provider Lead (if applicable) Signature of DAIT Lead or Technical Assistance Provider Lead Date (if applicable)

Print Name of Title III English Learner Coordinator/Director (if applicable) _____________________________________________________ _________________ Signature of Title III English Learner Coordinator/Director Date (if applicable) Please note that the Title III English Learner Coordinator/Director will only need to sign this Assurance if the LEA is identified for Title III Year 2 or Year 4 improvement status. Certification: I hereby certify that all of the applicable state and federal rules and regulations will be observed by this LEA and that, to the best of my knowledge, information contained in this Plan is correct and complete. Legal assurances for all programs are accepted as the basic legal condition for the operation of selected projects and programs and copies of assurances are retained onsite. I certify that we accept all general and program specific assurances for Titles I, II, and/or III as appropriate, except for those for which a waiver has been obtained. A copy of all waivers will remain on file. I certify that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures of any required external providers, i.e., DAIT or other technical assistance provider.

86

APPENDIX A

On May 30, 2002, the California State Board of Education (SBE) adopted the five goals and 12 performance indicators for No Child Left Behind (NCLB), as set forth in the Federal Register Notice of May 22, 2002. The SBE’s adoption of the specified goals and performance indicators represents California’s commitment to the development of an accountability system to achieve the goals of NCLB.

Collectively, NCLB’s goals, performance indicators, and performance targets constitute California’s framework for ESEA accountability. The framework provides the basis for the state’s improvement efforts, informing policy decisions by the SBE and implementation efforts by the California Department of Education (CDE) to fully realize the system envisioned by NCLB; it also provides a basis for coordination with the State Legislature and the Governor’s Office.

California’s NCLB Performance Goals and Performance Indicators

Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014. 1.1 Performance indicator: The percentage of students, in the aggregate and for

each subgroup, who are above the proficient level in reading on the State’s assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i). )

1.2 Performance indicator: The percentage of students, in the aggregate and in

each subgroup, who are at or above the proficient level in mathematics on the State's assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(C)(i). )

1.3 Performance indicator: The percentage of Title I schools that make adequate

yearly progress. Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 2.1. Performance indicator: The percentage of limited-English-proficient

students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance indicator: The percentage of limited-English-proficient students

who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

87

2.3 Performance indicator: The percentage of limited-English-proficient students

who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers. 3.1 Performance indicator: The percentage of classes being taught by “highly

qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).

3.2 Performance indicator: The percentage of teachers receiving high-quality

professional development. (See definition of “professional development” in section 9101(34).

3.3 Performance indicator: The percentage of paraprofessionals (excluding those

with sole duties as translators and parent involvement assistants) who are qualified. (See criteria in section 1119(c) and (d).

Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning. 4.1 Performance indicator: The percentage of persistently dangerous schools, as

defined by the State. Performance Goal 5: All students will graduate from high school. 5.1 Performance indicator: The percentage of students who graduate from high

school, with a regular diploma:

• Disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged and

• Calculated in the same manner as used in National Center for Education

Statistics reports on Common Core of Data. 5.2 Performance indicator: The percentage of students who drop out of school:

• Disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged and

• Calculated in the same manner as used in National Center for Education

Statistics reports on Common Core of Data.

88

APPENDIX B Links to Data Web sites Below is a listing of Web site links for accessing district-level data and information to be used by the LEA in developing this Plan:

• Academic Performance Index (API) http://www.cde.ca.gov/ta/ac/ap/

• California Basic Educational Data System (CBEDS) http://www.cde.ca.gov/ds/sd/cb/ • California English Language Development Test (CELDT)

http://www.cde.ca.gov/ta/tg/el/

• California High School Exit Exam (CAHSEE) http://www.cde.ca.gov/ta/tg/hs/ • California Standardized Test (CST) http://www.cde.ca.gov/ta/tg/sr/guidecst08.asp • DataQuest

http://data1.cde.ca.gov/dataquest/

• School Accountability Report Card (SARC) http://www.cde.ca.gov/ta/ac/sa/ • Standardized Testing and Reporting (STAR) Program

http://www.cde.ca.gov/ta/tg/sr/

http://www.cde.ca.gov/ta/ac/ap/

http://www.cde.ca.gov/ds/sd/cb/

http://www.cde.ca.gov/ta/tg/el/

http://www.cde.ca.gov/ta/tg/hs/

http://www.cde.ca.gov/ta/tg/sr/guidecst08.asp

http://data1.cde.ca.gov/dataquest/

http://www.cde.ca.gov/ta/ac/sa/

california department of education specialized programs ...€¦ · california department of...

Documents