elementary and secondary education act title iii budget overview … · 2015. 9. 3. · ltel...

Enclosure 2 of 2

Elementary and Secondary Education Act

Title III Budget Overview Annual Update

Name of LEA: Evergreen School District Fiscal Year: 2015-16

Total Title III Funding Amount: $319,450 Administrative/Indirect Costs (2%): 6,128

Title III Goal

Specific Title III Supplemental Key Actions

(Activities) to Meet Goal Unit (Purchase) Detail

Associated

Estimated Costs

for each Activity

Listed

Goal 2A: AMAO 1- Annual

progress Learning English

District Met this goal

Goal 2B

1 Select a cohort of teachers to to give input on selections for new ELD materials and high leverage strategies.

2. After selecting pilot materials for ELA/ELD, participants will be trained.

3 Ongoing PD and work with coaches, site leaders,

4 Select a cohort of teachers to to give input on selections for new ELD materials.

5 Teachers will continue to develop their understanding of the alignment of the ELD and Common Core State Standards. Teachers and instructional assistants will apply these standards to their instructional planning by providing Designated ELD and/or Integrated ELD.

2. We are now transitioning

into solidifying the cohort to

review the instructional

materials. Teachers will be

led in a facilitated discussion

of Expeditionary Learning

materials and then trained in

the utilization of the

resources. Teachers will be

piloting the materials as they

continue to implement

common core and ELD

standards.

3-5. Release time for

planning, and professional

Total:

$313,322.00

2-5. $150,000

Subs/$135.00 per

day

Enclosure 2 of 2

6 Summative & Formative assessments will be administered to students by teachers and IAs

7 District & Site Leadership will monitor implementation for evidence of ELD standards integration.

8 Principals will identify LTELs and provide intervention for the students and submit a plan to the district to support the learners.

9 Select a cohort of teachers to give input and needs for possible selections for new materials that address ELD standards.

10 ELD Materials Selection Process: Analysis & selection, professional development, pilot process, and implementation.

development for using new

ELA/ELD materials in

Integrated & Designated

ELD (substitutes at $135 per

day)

8a. LTEL Specific

Intervention

(materials, teacher extra

duty)

8b. Provide supplemental

expository text for LTEL

support

8a. $90,000

8b. $73,322

Goal 2C: AMAO 3 -Adequate

Yearly Progress (AYP) in

English/Language Arts

1. Teachers will focus on techniques that will scaffold

learning and provide differentiated instruction during

Language Arts.

2. Professional Development will be provided for

teachers on Integrated and Designated ELD(see 2B)

3. ELA/ELD Materials selection & monitoring(see 2B)

4. Continued support for LTELs: analysis of data, high

leverage instructional strategies, and monitoring.

Engaging students in collaborative, interpretive and

productive academic uses of language using rigorous

texts and practices.

5. Master Plan Revision & Implementation

6. Culturally Responsive Instruction Series: Organized

Cohort of teachers for building leadership capacity,

Sharroky Hollie facilitates three workshops for

teachers, coaches and admin. Middle School cohort

has differentiated facilitated work time with Sharroky

H. and his team.

Goal 2C: AMAO 3 – AYP in

Mathematics

1. Teachers will continue to connect strategies for

scaffolding and differentiating instruction to the

currently adopted math curriculum.

2. District and site admin. will monitor implementation.

3. Math materials were selected for the pilot, pilot was

implemented , selections were rated and selected. All

teachers will be trained, Implementation in fall 2015

4. Summative/Formative Assessments

5. Strategies that will support instruction for LTELs

Goal 2D: High Quality

Professional Development

1. Professional development on ELA/ELD, Integrated

and Designated ELD Instruction, Mathematics,

Culturally Responsive Instruction, Strategies for

LTELs

Goal 2E: Parent and

Community Participation

1Review Family Engagement Framework

2. Director of Instructor will meet with site

administrators about framework

3. Continue to collect participation from parent

education events

4, Continue to promote Parent University

5. Continue promotional strategies with Director of

Communications

Goal 2F: Parental Notification 1. Continue to provide translation in major

languages

Enclosure 2 Page 2 of 2

Total Title III

Allocation:

LEP $

_____313,322.00______________________ Immigrant: $___N/A_______________

LEP Administrative & Indirect Costs (2%): $ ______6,128.00____________ Immigrant Administrative & Indirect Costs: $___N/A_______

For each applicable Title III goal indicated below, indicate the key actions that will be implemented to meet each goal, the related Title III budget item, and the estimated cost for each item.

Program Notes:

I. Activities must be of supplemental nature. Align activities with associated estimated costs.

II. LEAs must expend Title III funds on activities that are required, allowable, allocable, necessary and reasonable.

III. Title III funds should supplement the level of Federal, State, and local funds, including LCFF funds.

2. Ensure High Quality Translation

3. Continue to recruit for assistance

Goal 2G: Services for

Immigrant Students

(for LEAs receiving Title III,

Immigrant funds)

N/A

Goal 5A: Increase Graduation

Rates

Total Title III Budget Estimate

(Include Administration and

Indirect Costs) for LEP and

Immigrant Programs

LEP $ ________

$ ________

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

By June 2016, the percentage of English learners learning English will increase from 63.7% to 66.7%, in order to move toward state defined growth expectations as measured by CELDT. Evergreen School District met this goal and assures that the district will continue its efforts to support English Learners in meeting this goal.

[Required per Elementary and Secondary Education Act, sections 3116(a) & (b) and 3122(a)(3)(A)(i)]

3Resources and state requirements for this goal Available

Filing Cabinet Count 0

LEA PLANEvergreen Elementary - 43694350000000

PROGRESS: 62%(70 of 112 Action Items Complete)

Generated by CAIS | September 3, 2015 9:02 AM 1 of 102

Goal 2B: AMAO 2 - English ProficiencyGOAL

An increasing percentage of English learners will attain English language proficiency annually. By June 2016, the percentage of English learners in language instruction educational programs fewer than 5 years attaining English language proficiency will increase by 5%, in order to move toward state-defined expectations for meeting the CELDT criterion for English-language proficiency.

Evergreen School District met this goal and assures that the district will continue its efforts to support English Learners in meeting this goal.

By June 2016, the percentage of English learners in language instruction educational programs 5 or more years attaining English language proficiency will increase by 5%, in order move toward state-defined expectations for meeting the CELDT criterion for English-language proficiency.



Actual:

Budgeted: $316,450.05

$316,450.00

Strengthen & Monitor Implementation of ELD ProgramSTRATEGY

The district will ensure that teachers incorporate the new ELD standards aligned with Common Core State Standards. Through district-wide professional development teachers will understand the new ELD standards and integrate them into Designated ELD. The site administrators, Director of Instruction and Assistant Superintendent will continue to monitor the implementation of Designated ELD through Instructional Rounds.

0Filing Cabinet Count Budgeted

Actual

$316,450.05

$316,450.00

ACTION STEP Alignment of Common Core and ELD Standards

Persons Responsible

Status

Teachers will continue to develop their understanding of the alignment of the ELD and Common Core State Standards. Teachers will apply these standards to their instructional planning by providing Designated ELD and Integrated ELD.


11/01/2014 - 06/15/2016Start-End Dates

Dan Deguara, Denise Williams

Not Begun 02/01/2015

Tags T3Y4





ACTION STEP Alignment of Common Core and ELD Standards

TASKS 0 of 8 Complete

ELD Standards PD Not Begun Due 6/13/2016

Dan Deguara (LEA) , Denise Williams (LEA)

Ongoing PD and work with coaches and site leaders TOSAs, and district administrators on ELD standards

Instruction Not Begun Due 6/15/2015


Teachers will continue to implement Designated ELD strategies from the current District ELA adoption: Treasures & MacDougal Littell

Monitoring Implementation Not Begun Due 6/12/2015


District and site leadership will monitor implementation for evidence of ELD standards integration during Designated ELD lessons through instructional rounds and/or formal observations.

Materials Adoption Cohort Not Begun Due 9/30/2015


Select a cohort of teachers to give input on possible selections for new ELD materials and discuss needs

Materials Professional Development Not Begun Due 11/25/2015


Teachers will receive PD needed to support instruction on the new pilot materials

Pilot Materials Not Begun Due 1/29/2016


Teachers pilot designated programs/materials for ELD

Analysis & Selection of New Materials Not Begun Due 2/12/2016


Select Materials & Order Materials

Implementation & Monitoring Not Begun Due 6/13/2016


Newly selected materials will be used and implementation will be monitored by site and district administrators.

ACTION STEP Monitoring Student Progress






Persons Responsible

Status

Summative/Formative assessments will be collected and analyzed, facilitated by Instructional Assistants, during the year to monitor the progress of ELs in ELD. District Leadership Team, instructional team and district management will monitor the progress. Instructional Assistants will administer the CELDT and periodically administer the ADEPT and AR tests. Classroom teachers will gather other forms formative assessment data throughout the year. The Associate Superintendent and the Director of Instruction will review student progress on assessments including CELDT, CAASSP, Accelerated Reading, and ADEPT.


01/21/2015 - 01/21/2016Start-End Dates



Timeline Notes The Instructional Assistants will be the only test facilitators for the ADEPT and CELDT. The AR can be administered by Instructional Assistants the classroom teacher.

Tags T3Y4

$316,450.00

Budgeted

Actual

$316,450.05







Summative/Formative Data Analysis Not Begun Due 6/13/2016


Summative/Formative assessments related to ELD curriculum will becollected and analyzed by teachers and instructional assistants.

Monitor Progress Not Begun Due 2/23/2016


District Leadership Team, instructional team, and district management will monitor the progress

ADEPT Testing Not Begun Due 6/12/2015


Instructional Assistants administer ADEPT to ELs CELDT 1,2,3

Administer AR Not Begun Due 6/12/2015


Instructional Assistants administer AR to all ELs

Review Progress Not Begun Due 8/14/2015


Review student progress on CELDT, CAASPP, ADEPT, & AR for all ELs

Monthly PD for Instructional Assistants

Not Begun Due 5/20/2016

Denise Williams (LEA)At least 30% of the topics in the PD relate to Title III work including administering and scoring EL assessments, communicating results, and scaffolding instruction for ELs.

Specialized Instruction for LTELsSTRATEGY

LTELs will be provided instruction that will enable them to move toward proficiency in English and reach the proficient or advanced levels.

0Filing Cabinet Count

ACTION STEP Interventions for LTELs




Specialized Instruction for LTELsSTRATEGY

ACTION STEP Interventions for LTELs


Student Identification Not Begun Due 6/15/2015


Each school principal will identify LTELs who need to receive intervention to improve their language proficiency skills.

Site Intervention Plans Not Begun Due 6/15/2015


Each school site principal will be responsible for submitting an intervention plan to district leadership describing their program for providing additional support for LTELs.



Sites will implement their intervention programs for LTELs. Site and district leadership will monitor implementation.

Persons Responsible

Status

Each school principal will identify LTELs (Long Term English Learners) who need to receive intervention to improve their language proficiency skills. Each school site principal will be responsible for submitting an intervention plan to district leadership describing their program for providing additional support for LTELs. Implementation of program will be monitored by site and district leadership.


01/21/2015 - 06/21/2016Start-End Dates



Tags T3Y4



Goal 2C: AMAO 3 - AYP for EL SubgroupGOAL

By June 2016, the percentage of English learners attaining proficiency in reading/language arts will increase 5% over baseline 2015 CAASPP data as measured by the CAASP, CMA, CAPA, in order to move toward state-defined expectations for proficiency in Reading/Language Arts.



Support Reading/Language Arts Through ScaffoldingSTRATEGY

All teachers will provide research-based instructional practices to students. The focus areas will be implementing CCSS and how the CCSS are aligned with the new ELD standards with particular focus on how English learners can access academic content, and how the ELD standards are addressed within the context of CCSS.


ACTION STEP Integrated ELD and ELA/ELD Instruction


Professional Development Not Begun Due 6/13/2016


Teachers will be provided professional development connecting strategies for scaffolding and differentiating instruction to the currently adopted ELA instructional materials and curriculum.

Monitoring of Implementation Not Begun Due 6/13/2016


District and site leadership will monitor implementation for evidence of scaffolding and differentiation strategies during Integrated ELD in ELA lessons through instructional rounds and/or formal observations.

Persons Responsible

Status

Teachers will focus on techniques that will scaffold learning and provide differentiated instruction during ELA lessons, i.e. modeling, accessing prior knowledge, frontloading vocabulary, allowing students the opportunity to practice their language through academic discussions.


11/02/2014 - 06/15/2016Start-End Dates



Tags T3Y4

ACTION STEP ELA/ELD Materials to Support Instruction




Support Reading/Language Arts Through ScaffoldingSTRATEGY

ACTION STEP ELA/ELD Materials to Support Instruction


ELA/ELD Materials Cohort Not Begun Due 10/25/2015


Select a cohort of teachers to give input on possible selections and discuss needs.

Research ELA materials that have embedded ELD and select materials.

Materials PD & Pilot Not Begun Due 1/29/2016


Teachers will receive PD needed to support pilot and then pilot the materials



Select materials & order materials



Implementation of Selected Materials. Site and district leadership will monitor and support implementation.

Persons Responsible

Status

Teachers will review current materials and research other resources that will provide a structure supporting the instructional practices for English learners.


11/01/2015 - 06/21/2016Start-End Dates



Tags T3Y4

Supporting Long Term English LearnersSTRATEGY

Particular attention will be paid to academic support for Long Term English Learners (LTELs) in the ELA content area. LTEL data will be analyzed and used to design the specialized LTEL instruction to support English language development and academic success in English language arts and to revise the Master Plan. Students will receive specialized Designated ELD instruction and culturally responsive instruction.


ACTION STEP ELD Instruction for LTELs





ACTION STEP ELD Instruction for LTELs


Analysis of LTEL Data Not Begun Due 6/15/2015


The leadership team will determine which particular areas of language appear to contribute to the stalled progress of the students and identify high leverage areas for instructional emphasis in both ELD and ELA instruction for LTELs.

Implementation of LTEL Program Not Begun Due 6/15/2015


Students will receive ELD instruction, which allows them to be engaged in collaborative, interpretive, and productive academic uses of language using rigorous grade level texts and practices.



District and site leadership will monitor implementation of the LTEL program through instructional rounds and/or formal observations.

Persons Responsible

Status

Each school principal will identify LTELs (Long Term English Learners) who need to receive intervention to improve their language proficiency skills. Each school site principal will be responsible for submitting an intervention plan to district leadership describing their program for providing additional support for LTELs. Implementation of program will be monitored by site and district leadership. Students will receive ELD instruction, which allows them to be engaged in collaborative, interpretive, and productive academic uses of language using rigorous grade level texts and practices. This will provide results that will give teachers an opportunity to look at students’ language production, allowing them to identify specific gaps in language that affect students’ ability to express their thinking and successfully participate in academic tasks. This information helps teachers recognize areas to target for instruction and help structure their Designated ELD lessons.


11/03/2014 - 06/21/2016Start-End Dates



Timeline Notes Corresponds to Action Step in Goal 2B

Tags T3Y4

ACTION STEP Master Plan Revisions & Continued Implementation





ACTION STEP Master Plan Revisions & Continued Implementation

Persons Responsible

Status

The plan will be developed for meeting the needs of LTELs will be revised in the Master Plan for ELs. The review of the plan will be facilitated by the Instruction Team, DELAC and DELCCo.


01/19/2015 - 06/21/2016Start-End Dates



Timeline Notes This action is from Y2 and is documented as In Progress.

Tags T3Y4

ACTION STEP Culturally Responsive Instruction


Pilot Strategies Not Begun Due 5/29/2015


Pilot strategies at a designated Middle School that will include continuing the work with Sharokky Hollie and providing model lessons.

Analysis of Implementation Not Begun Due 6/15/2015


Implementation of culturally responsive teaching will be observed and results will be analyzed to inform future implementation.

Persons Responsible

Status

Continue to develop a plan for meeting the needs of LTELs by providing an opportunity for intentional work focusing on Culturally Responsive Instruction. This will build capacity of teachers to impact student achievement with strategies that foster a learning environment through academic vocabulary development, classroom management and a close alignment to English learner standards and strategies.


09/30/2014 - 06/21/2016Start-End Dates



Timeline Notes -This action is from Y2 and is In Progress.-Also documented in the LCAP

Tags T3Y4




Literacy Intervention for English LearnersSTRATEGY

English learners will be provided specialized ELA intervention in order to develop Foundational Literacy Skills as needed. This instruction will build upon the instruction provided in Designated ELD and ELA lessons.


ACTION STEP Formative/Summative Assessments

Persons Responsible

Status

Formative/Summative assessments will be collected and analyzed during the year to monitor the progress of ELs in ELD and ELA. District Leadership Team, instructional team and district management will monitor the progress. Instructional Assistants will periodically administer the ADEPT. All students will take the Accelerated Reading Test and interim assessments in ELA. The Associate Superintendent and the Director of Instruction will review student progress on assessments including CELDT, CAASSP, ADEPT, and interim assessments in ELA.


01/21/2015 - 06/21/2016Start-End Dates



Timeline Notes This action is from Y2 and is In Progress.

Tags T3Y4

ACTION STEP Interventions

Persons Responsible

Status

Each school principal will identify English learners who need to receive intervention to improve their skills in English Language Arts. The school will include targeted EL students who are 2 years below grade-level in ELA in their intervention classes. The focus of the intervention will be on Foundational Literacy Skills and language development including reading fluency and comprehension, vocabulary, and writing. The interventions are site specific, meeting the needs of the targeted students. Classroom teachers and/or outside agencies will deliver the interventions.


01/21/2015 - 06/21/2016Start-End Dates



Tags T3Y4



Goal 2C AMAO 3 - AYP for MathematicsGOAL

By June 2016, the percentage of English learners attaining proficiency in Mathematics will increase 5% over baseline 2015 CAASPP data as measured by the CAASPP, CMA, CAPA, in order to move toward state-defined expectations for proficiency in Mathematics.


Implement Purposeful and Explicit InstructionSTRATEGY

All English Learners will receive daily Mathematics instruction that is challenging, rigorous, and targeted to support their success using district adopted basic core and supplemental support instructional materials. Differentiated instruction will be provided.


ACTION STEP Integrated ELD Instruction in Mathematics




Teachers will be provided professional development connecting strategies for scaffolding and differentiating instruction to the currently-adopted math instructional materials and curriculum.



Teachers will implement the instruction and district/site leadership will monitor implementation for evidence of scaffolding & differentiation strategies during Integrated ELD in mathematics lessons through instructional rounds and/or formal observations.

Persons Responsible

Status

Teachers will focus on techniques that will scaffold learning, provide differentiated instruction and make explicit connections to the ELD standards, i.e. modeling, accessing prior knowledge, frontloading academic vocabulary, allowing students the opportunity to practice their language while learning the mathematics concepts.


11/03/2014 - 06/15/2016Start-End Dates



Tags T3Y4

ACTION STEP Math Materials To Support Instruction




Implement Purposeful and Explicit InstructionSTRATEGY

ACTION STEP Math Materials To Support Instruction


Materials Adoption Cohort Not Begun Due 10/24/2015


Select a cohort of teachers to give input on possible selections and discuss needs

Research Math materials that have embedded ELD and select materials

Training & Pilot Not Begun Due 4/29/2016


Teachers will receive PD needed to support pilot.

Teachers pilot designated programs/materials.



Select materials & order materials

Implementation of New Materials Not Begun Due 6/13/2016


Implementation of selected materials

Persons Responsible

Status

Teachers will review current materials and research other resources that will provide a structure supporting the instructional practices for English learners. The pilot program will be essential in determining the rigorous materials and/or instructional practices that will guide the work with our English learners.


01/05/2015 - 06/21/2016Start-End Dates



Tags T3Y4

Monitor Implementation and Results of Program and STRATEGY

District and site administrators with the support of coaches will monitor sound math instruction practices at each school and by monitoring the progress in mathematics of English learners.


ACTION STEP Monitoring Mathematics Instruction




Monitor Implementation and Results of Program and STRATEGY

ACTION STEP Monitoring Mathematics Instruction

Persons Responsible

Status

District and site administrators will monitor sound math instruction by observing, documenting, and supporting teachers in the following: Encoraging the use of scaffolding techniques that provide access to the curriculum and is geared to the students’ EL levels. We also want students to learn math through engaging problem solving activities as well as activities that help students understand and gain meaning of essential algorithms. We want students to develop a deep understanding for mathematical concepts and mathematical practices.


01/21/2015 - 06/21/2016Start-End Dates



Timeline Notes Walkthrough Data Collections1st data collection due to instruction-November 10th2nd data collection due to instruction-March 2, 20153rd data collection to instruction-April 24, 2015

Tags T3Y4


Persons Responsible

Status

Summative/Formative assessments will be collected and analyzed during the year to monitor the progress of ELs in District Leadership Team, instructional team and district management will monitor the progress. The Associate Superintendent and the Director of Instruction will review progress of formative assessments including local assessments and CAASPP.


01/21/2015 - 06/21/2016Start-End Dates



Timeline Notes The 2015/12016 monitoring schedule will be in the fall, winter and spring

Tags T3Y4


English learners will be provided instruction that will enable them to move toward proficiency in Math and reach the proficient or advanced levels. Each school principal will identify English learners who need to receive intervention to improve their skills in Mathematics. The school will include targeted EL students who are 2 years below grade-level in Math in their intervention classes.


ACTION STEP Data Analysis





ACTION STEP Data Analysis


Data Analysis for Placement & Program Design



Data will be used to determine which particular areas of language appear to contribute to the stalled progress of the students. The analyses will also help identify high leverage areas for instructional emphasis in Math instruction for LTELs.

Data Analysis for Monitoring Student Progress



Summative/Formative assessments, using embedded assessments from math instructional materials will be collected and analyzed during the year to monitor the progress.

Persons Responsible

Status

Summative/Formative assessments will be collected and analyzed during the year to monitor the progress. The district will determine what local assessments will be used and we will also utilize CAASPP data. Data will be used to inform instruction.


11/03/2014 - 06/20/2016Start-End Dates



Tags T3Y4

ACTION STEP Math Instruction for LTELS

Persons Responsible

Status

Students will receive math instruction from their teacher, which allows them to be engaged in collaborative, interpretive, and productive academic uses of language using rigorous grade level math texts and practices.


11/03/2014 - 06/13/2016Start-End Dates



Tags T3Y4





ACTION STEP Math Instruction for LTELS


Math PD Not Begun Due 6/13/2016


Professional development on how to get students to be engaged in collaborative, interpretive, and productive academic uses of language using rigorous grade level math texts and practices.



Teachers will implement the instruction and district and site leadership will monitor implementation of practices presented in the professional development.



Goal 2D: High Quality Professional DevelopmentGOAL

By Aug.2016, 100% of LEA teachers and administrators will receive professional development on research-based strategies to improve English learner attainment of English language proficiency and/or achievement in Reading/Language arts and/or Mathematics.

[Required Activity: Elementary and Secondary Education Act, Section 3116(b)(4)]



Targeted Professional DevelopmentSTRATEGY

We will strengthen our professional development opportunities to ensure that PD remains high quality and emphasizes research-based strategies in English Language Arts and/or Mathematics for English learners. CCSS aligned with ELD and providing and building culturally responsive strategies is a focus.


ACTION STEP Integrated and Designated ELD


Working with Coaches Not Begun Due 6/15/2016


Working with Coaches

Working with TOSAs Not Begun Due 6/15/2016


Working with TOSAs

Classroom Walkthroughs Not Begun Due 6/15/2016


Administration will visit classrooms to review the instructional practices for ELs

Persons Responsible

Status

Staff (teachers, administrators, instructional assistants) will be trained in the features and implementation of Designated and Integrated ELD instruction.


11/03/2014 - 06/15/2016Start-End Dates



Tags T3Y4

ACTION STEP Pilot Math/ELA Training





ACTION STEP Pilot Math/ELA Training

Persons Responsible

Status

Pilot teachers will be trained on the materials that they will utilize to help determine the resources that the district will use to implement common core Math and ELA.


01/05/2015 - 06/21/2016Start-End Dates



Timeline Notes The math pilot will begin in January and end in April. The ELA pilot will begin in the fall.

Tags T3Y4

ACTION STEP Culturally Responsive Learning

Persons Responsible

Status

Center for Culturally Responsive Teaching under the direction of Dr. Sharroky Hollie will provide professional development that will build the capacity of teachers to be Culturally Responsive Instruction leaders and maintain sustainability on these concepts and strategies. This work will impact student achievement with strategies that foster a learning environment through academic vocabulary development, classroom management and a close alignment to English learner standards and strategies.


03/03/2014 - 06/21/2016Start-End Dates



Tags T3Y4

ACTION STEP Coaches/PLCs

Persons Responsible

Status

Coaches in a collaboration with their site administrator will continue to be available to provide professional development in ELA and/or Math. They will continue with common core implementation and additionally will learn strategies that will provide support for English learners.


11/03/2014 - 06/21/2016Start-End Dates



Tags T3Y4





ACTION STEP Coaches/PLCs


Planning & Implementation Support Not Begun Due 6/15/2016


Principals work closely with their coaches in planning and implementation of PD

WestED Support Not Begun Due 1/16/2015


Admin and coaches will be trained by WestED on DOK/follow-up



Goal 2E: Parent and Community ParticipationGOAL

By June 2016, 100% of district parents will have the opportunity to learn about and participate in programs that assist them in helping their children across multiple domains.[Required per Elementary and Secondary Education Act, sections 3116(a) & (b) and3115(c)(2)]



Providing Access To All Programs For ParentsSTRATEGY

The district will continue to invite parents of English Learners to attend school events via school newsletters, mailings and/or phone calls to all parent education events including site ELAC meetings, DELAC meetings, PAC, DAC, Migrant Ed parent meetings, site family education nights and to Parent University classes.


ACTION STEP Implement Family Engagement Framework

Persons Responsible

Status

The Family Engagement Framework will be shared. In addition, the district will use the implementation rubric from the Family Engagement Framework for empowering and mobilizing parents to reach the highest level of parent engagement that will result in improved student achievement. The rubrics for Opportunities and Educational Access include these four key principles: 1) Ensure that critical parent information is readily available in accessible formats and languages spoken by families in the district; 2) Ensure that parent representation on committees reflects the composition of the student body; 3) Ensure that schools have a system in place with multiple strategies to facilitate two-way communication with parents and community members on a regular basis; and 4) Ensure that parents have the knowledge and tools to support their children’s academic achievement.


11/03/2015 - 06/21/2016Start-End Dates



Tags T3Y4



Goal 2E: Parent and Community ParticipationGOAL

Providing Access To All Programs For ParentsSTRATEGY

ACTION STEP Implement Family Engagement Framework


Technical Support Meetings Not Begun Due 6/13/2016


Technical Support Meeting with Director of Instruction. Ongoing if needed

Review State Parent Engagement document



Review State Parent Engagement document

Share Parent Education Resources Not Begun Due 6/15/2016


Continue to share Parent Education Resources across the district

Collect Participation Not Begun Due 6/15/2016


Continue to collect participation from parent education events

ACTION STEP Promote and Strengthen Parent University

Persons Responsible

Status

The Director of Instruction with the guidance of the Director of Communications will continue to implement a structure that will enhance the participation of English learner parents in Parent University. Addressing specific essential questions about Parent University will focus on why parents need to participate, what is the Parent University story, and what are the major themes of the classes.


01/05/2015 - 06/21/2016Start-End Dates



Tags T3Y4



Goal 2F: Parental NotificationGOAL

By June 2016, 100% of the schools and the district will have a system in place to ensure that all parents will receive printed materials in a language that they can understand. The materials will include program placement options, program placement notification, English language proficiency levels, academic achievement levels, and redesignation information.

[Required per Elementary and Secondary Education Act, sections 3116(a) & (b) and 3302(a) through (c)]



Continue to provide translation in major languagesSTRATEGY

The district’s categorical program department will continue to provide translation of documents in Spanish and Vietnamese to ensure that parents will receive printed materials in a language that they can understand. The district office will provide centralized support for district-level communication to support ongoing communication and interaction between schools and parents/families. The district will also hire highly qualified translators and communicate the importance of translation to the principals.


ACTION STEP Ensure High Quality Translation

Persons Responsible

Status

The district’s categorical program department will translate all district communication or documents in the district’s significant languages (Spanish and Vietnamese) in a timely and high quality manner. In addition, the translation will specify the general category of the document such as parent-teacher conferences, parent input meetings, etc.


09/01/2014 - 06/21/2016Start-End Dates



Timeline Notes Continuation from T3Y2 Plan

Tags T3Y4



Goal 2F: Parental NotificationGOAL

Continue to provide translation in major languagesSTRATEGY

ACTION STEP Ensure High Quality Translation


District supports communication Not Begun Due 6/15/2016


The categorical program department in the district office will translate all district level notices in Spanish and Vietnamese.

Recruitment for assistance Not Begun Due 6/15/2016


Recruit highly qualified translators, i.e. retirees, parents, and other classified employees.

Notifications to site administrators Not Begun Due 6/15/2016


Send translated documents to site administrators and remind them of the importance of providing communication in a language that parents can understand.

Information to parents Not Begun Due 6/15/2016


Site administrators disseminate translated documents to parents and offer assistance to the parents who speak a language other than English, Spanish and Vietnamese.



Goal 2G: Services for Immigrant StudentsGOAL

The LEA will provide high quality Instruction and Support Services to all immigrant students. • By (month/year) enhanced instructional opportunities will be provided to ___% of immigrant students and their families. [See Elementary and Secondary Education Act, sections 3116(a) & (b) and 3115(e)]





CA6 Goal 1A: Proficiency in Reading/Language ArtsGOAL

In 2012, our district had 75.6% of our students score proficient or advanced on the ELA CST, a growth from 68.1% in 2009. For the next five years, students will grow to by at least 4% annually until reaching at least 95.6% by 2017.


Instructional MaterialsSTRATEGY

Ensure that every student in every classroom has standards-aligned core instructional materials.


Standards-aligned InstructionSTRATEGY

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



As recommended by WestEd, ensure all teachers have the support necessary to implement the core instructional materials for reading/English/language arts.


ACTION STEP Continue Implementation Fidelity

Persons Responsible

Status

#1 Continue implementation fidelity of K-6 MacMillan-McGraw-Hill California Treasures and 7-8 McDougal-Littel/Holt,Rhinehart & Winston Literature.


08/07/2013 - 06/10/2014Start-End Dates

Andrea Alvarez, Dan Deguara, Lyn Vijayendran, Denise Williams

Completed 09/16/2014

Tags PI_Yr3





ACTION STEP Continue Implementation Fidelity


implementation fidelity Completed Due 6/13/2014

Dan Deguara (LEA) , Denise Williams (LEA) , Lyn Vijayendran (LEA)

Administrators continue to observe implementation of materials

Definition of Fidelity Suspended Due 9/1/2013

Denise Williams (LEA)As recommended by the District Leadership Team, develop a common definition of implementation fidelity

ACTION STEP Identify Gaps

Persons Responsible

Status

#2 Identify instructional gaps in adopted materials and identify Common Core materials needed to align resources, including intervention materials for students with disabilities, EL students, and other high priority students not meeting AYP.


06/01/2013 - 06/01/2015Start-End Dates

Dan Deguara, Lyn Vijayendran, Denise Williams


Tags PI_Yr3







Identify Bridge Materials Completed Due 1/8/2014


Schedule teacher committee to evaluate current materials and provide recommendations for additional resources

See goal 2B

Identify Bridge Materials Completed Due 4/9/2014


Administrators meet with teachers to determine support for materials implementation.

Teacher Commitee Completed Due 4/1/2014

Denise Williams (LEA) , Lyn Vijayendran (LEA)

Survey teacher committee for recommendations for “bridge” or supplemental resources

Purchase Materials Completed Due 6/1/2014


Purchase additionally needed resources and materials

Identify Teachers Completed Due 1/6/2014


- Identify teachers who will participate in a Common Core Materials Committee

Classroom instructional PracticesSTRATEGY

Utilize classroom instructional practices that prepare students with 21st Century Skills, including collaboration, communication, creativity, and critical thinking. Incorporate various tools and strategies, including technology, to help students reach the goal of being career and college ready.


ACTION STEP Technology Vision

Persons Responsible

Status

#1 Construct a vision for students and usage of technology for learning.


08/01/2013 - 06/01/2017Start-End Dates

Dan Deguara

In Progress 09/16/2014

Tags PI_Yr3





ACTION STEP Technology Vision


Meeting Dates Completed Due 8/17/2014

Dan Deguara (LEA)Set dates for 5 technology committee meetings during the school year

Technology Vision Completed Due 1/1/0001

Duplicate...how do we delete???

Revise Plan Completed Due 3/31/2014

Dan Deguara (LEA)Revise district technology plan

ACTION STEP PD 21st Century


21st Century PD Completed Due 6/16/2013

Denise Williams (LEA)Hold 3 days of PBL PD during the summer of 2013



Plan and calendarize the professional development offerings for the 2013-2014 school year


Denise Williams (LEA)Send cohort of teachers and administrators to PBL World in Napa, CA

Twilight Not Begun Due 8/1/2013

Denise Williams (LEA)Calendarize and plan Twilight sessions for the 2013-2014 school year

Persons Responsible

Status

#2 Conduct high quality professional development on 21st century teaching and learning, including Project Based Learning (PBL).


06/01/2013 - 06/01/2014Start-End Dates

Lyn Vijayendran, Denise Williams


Tags PI_Yr3

ACTION STEP Identify classrooms





ACTION STEP Identify classrooms


Classroom Labs Completed Due 6/1/2014

Communicate school happenings to teachers and administrators across the district

Persons Responsible

Status

#3 Identify classrooms around the district that exemplify PBL and utilize those classrooms as teaching labs for teachers and administrators to visit and learn from.


06/01/2013 - 06/01/2014Start-End Dates

Denise Williams


Tags PI_Yr3

Lesson ObjectivesSTRATEGY

As recommended by WestEd, use lesson objectives and have teachers post them in their classrooms and use them to drive their instruction.


ACTION STEP Development of Objectives


Professional Development Completed Due 8/1/2013

Denise Williams (LEA)Determine professional development plan for training teachers, coaches, and administrators

Persons Responsible

Status

#1 Train and coach teachers, coaches, and administrators on the development of clear and effective objectives, including how to write an objective driven by a focus on higher order Depths of Knowledge and how to write objectives with measurable outcomes that can yield See goal 2C / ELA


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3

ACTION STEP Monitor Objectives







Training Not Begun Due 6/1/2014

Train administrator, coaches and teachers on how to monitor the use and effectiveness of objectives

Persons Responsible

Status

#2 Monitor the use of objectives, including the quality of the objective and how it is used.


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3

CCSS Assessment DevelopmentSTRATEGY

Provide ongoing training for teachers on CCSS aligned assessment development and the use of data to ensure the success of a multi-tiered system of support model. This ongoing training will specifically address the unique needs of students with disabilities and subgroups that missed AYP.


ACTION STEP Using Assessments

Persons Responsible

Status

#1 Use assessments to determine student learning needs and intervention or enrichment as needed.


08/01/2013 - 06/01/2015Start-End Dates

Gary Kishimoto, Carol MacLean, Lyn Vijayendran, Denise Williams


Tags PI_Yr3





ACTION STEP Using Assessments


Using Assessments Completed Due 12/1/2014

Carol MacLean (LEA) , Denise Williams (LEA) , Gary Kishimoto (LEA)

- Train leaders and teachers across the district on how to interpret data from assessments to make changes to instructional practices.

Using Assessments Completed Due 12/1/2014


- Train leaders and teachers across the district on how to interpret data from assessments to address the needs of SWD and EL students.

ACTION STEP Ongoing Coaching


Coaching In Progress Due 12/31/2014

Carol MacLean (LEA) , Denise Williams (LEA) , Gary Kishimoto (LEA) , Lyn Vijayendran (LEA)

Train coaches on data analysis and connections to instructional practice and implications for needs of SWD and EL students

Persons Responsible

Status

# 2 Ensure that teachers receive ongoing coaches to continually strengthen practices for using data to inform instruction.

/See Goal 1A Strategy 5 Action 1 /See Goal 2C


08/08/2014 - 06/01/2015Start-End Dates

Dan Deguara, Gary Kishimoto, Carol MacLean, Lyn Vijayendran, Denise Williams


Tags PI_Yr3

ACTION STEP Create Lesson-Embedded Assessments





ACTION STEP Create Lesson-Embedded Assessments




Provide professional development on creating lesson-embedded assessments



Provide professional development on creating differentiated assessments for SWD and EL students

Persons Responsible

Status

#2 Teachers create short and medium cycle lesson-embedded performance based assessments to inform instruction, including where to differentiate to meet the needs of students with disabilities and English learners.


01/01/2014 - 06/10/2015Start-End Dates



Timeline Notes See goal 1AStrategy 5Action 1

Tags PI_Yr3

Professional DevelopmentSTRATEGY

Provide high quality professional development on ELA Common Core State Standards and instructional practices, including those that meet the needs of students with disabilities, EL students, and other students who are not meeting AYP.


ACTION STEP Summer Institute

Persons Responsible

Status

#1 Provide two day summer institute for teachers to gain knowledge of CCSS, and examine current instructional materials for alignment.


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









Participants Completed Due 6/1/2013


Select Participant



Select Participant

Location Completed Due 6/1/2013


Determine location

Materials Completed Due 7/1/2013

Andrea Alvarez (LEA) , Denise Williams (LEA) , Lyn Vijayendran (LEA) , Rhonda Cowdery (LEA)

Organize materials

Outcomes Not Begun Due 7/1/2013


Determine outcomes

ACTION STEP Training of Trainers


Trainers Completed Due 5/31/2013

Denise Williams (LEA)Select teacher trainers

Dates/Times/Location Not Begun Due 6/1/2013

Denise Williams (LEA)Finalize dates, times, outcomes, and location of trainings

Status

# 2 Train teacher leaders in grades K-8 using a “training of trainer” model to conduct workgroups throughout the year to support the implementation of CCSS.


08/01/2013 - 06/01/2014Start-End Dates


ACTION STEP Units of study





ACTION STEP Units of study


Teacher leaders Completed Due 10/1/2013

Denise Williams (LEA)Identify teacher leaders at all grade levels to develop units of study

Units of study Completed Due 10/1/2013

Denise Williams (LEA)Provide professional development on creating/developing CCSS units of study

Persons Responsible

Status

#3 Develop CCSS units of study that address the needs of all learners, including the unique needs of students with disabilities and subgroups that missed AYP.


08/07/2013 - 06/10/2014Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Coaching support


Training Completed Due 9/30/2013

Denise Williams (LEA)Train and build coaches' expertise on coaching methods and CCSS in ELA.

Status

#4 Implement a system of coaching support at school sites.


08/07/2013 - 06/10/2014Start-End Dates


Tags PI_Yr3



CA6 Goal 1B: Proficiency in MathematicsGOAL

SMART Goal: In 2012, our district had 75.8% of our students score proficient or advanced on the math CST, a growth from 71.6% in 2009. For the next five years, students will grow by at least 4% annually until reaching at least 95.8% by 2017.



Ensure that every student in every classroom has standards-aligned core instructional materials.


Standards-aligned InstructionSTRATEGY

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


Provide Professional DevelopmentSTRATEGY

Provide high quality professional development on Math Common Core State Standards and instructional practices, including those that meet the needs of students with disabilities, EL students, and other students who are not meeting AYP.


ACTION STEP Provide Institute

Persons Responsible

Status

#1 Provide a two day summer institute for teachers to gain knowledge of CCSS, develop units and examine current instructional materials for alignment.See Goal ELA 2CStrategy 1Action ll


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



Tags PI_Yr3





ACTION STEP Provide Institute


Professional Development Math Completed Due 5/20/2013


- Select participants

Summer Institute Completed Due 5/5/2013


Determine Location

Summer Institute Completed Due 5/5/2013


Organize Materials

Summer Institute Prep Completed Due 7/15/2013


Determine outcomes

ACTION STEP Training of Trainer


Training of Trainers Completed Due 8/21/2013


- Select teacher trainers

Trainer of Trainer Completed Due 6/14/2013

Denise Williams (LEA)Finalize dates, times, locations and training outcomes with West EdSee Goal 2D for funding

Persons Responsible

Status

#2 Train teacher leaders grades K-8 using a “training of trainer” model to conduct workgroups throughout the year to support the implementation of CCSS.See Goal 2D for funding


08/01/2013 - 06/01/2014Start-End Dates



Tags PI_Yr3

ACTION STEP Develop Units





ACTION STEP Develop Units


Units of Study Completed Due 10/1/2013


- Identify teacher leaders at all grade levels to develop units of study



- Provide professional development on creating/developing CCSS units of study



- Identify teacher leaders at all grade levels to develop units of study

Persons Responsible

Status

#3 Develop CCSS units of study that address the needs of all learners, including the unique needs of students with disabilities and subgroups that missed AYP.See Goal 2D


08/07/2013 - 06/10/2017Start-End Dates



Tags PI_Yr3

ACTION STEP Implement Coaching Support


Coaching Support Completed Due 9/10/2013


- Train and build coaches’ expertise on coaching methods and CCSS in ELA

Persons Responsible

Status

#4 Implement a system of coaching support at school sites.See Goal 2C / ELAStrategy 1


08/07/2013 - 06/10/2014Start-End Dates



Tags PI_Yr3




Support to Implement MathSTRATEGY

Ensure all teachers have the support necessary to implement the core instructional materials for Math.


ACTION STEP Continue Implementation


Continue Implemention Completed Due 6/30/2014

Denise Williams (LEA)- Administrators continue to observe implementation of materials


Denise Williams (LEA)- Administrators continue to observe implementation of materials


Denise Williams (LEA)-As recommended by the District Leadership Team, develop a common definition of implementation fidelity

Persons Responsible

Status

#1 Continue implementation fidelity of: K-5 Houghton-Mifflin California Math, 6-7 Glencoe/MacMillan-McGraw-Hill California Mathematics Concepts, Skills and Problem Solving, 8 Glencoe/MacMillan-McGraw-Hill California Algebra 1 and California Algebra Readiness


08/07/2013 - 06/10/2014Start-End Dates



Tags PI_Yr3

ACTION STEP Identify instructional

Persons Responsible

Status

#2 Identify instructional gaps in adopted materials and identify Common Core materials needed to align resources, including intervention materials for students with disabilities, EL students, and other high priority students not meeting AYP.See Goal 2B


06/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3




Support to Implement MathSTRATEGY

ACTION STEP Identify instructional





Teacher Committee Completed Due 4/13/2014


- Schedule teacher committee to evaluate current materials and provide recommendations for additional resources

Survey Completed Due 4/13/2014


- Survey teacher committee for recommendations for “bridge” or supplemental resources

Meet with Teachers Completed Due 4/13/2014

- Administrators meet with teachers to determine support for materials implementation.

Purchase Materials In Progress Due 4/13/2014


- Purchase additionally needed resources and materials. INstructional Fair will be held at the county office in October 2014




Classroom Instructional PracticesSTRATEGY

As recommended by WestEd, utilize classroom instructional practices that prepare students with 21st Century Skills, including collaboration, communication, creativity, and critical thinking. Incorporate various tools and strategies, including technology, to help students reach the goal of being career and college ready.


ACTION STEP Vision of Technology





ACTION STEP Vision of Technology


Committee Meetings Completed Due 8/18/2013

Dan Deguara (LEA)- Set dates for 5 technology committee meetings during the school year. THis ia site responsibility.

Technology Plan Completed Due 1/1/0001

Dan Deguara (LEA)- Revise district technology plan

Persons Responsible

Status

#1 Construct a vision for students’ usage of technology for learning.


08/01/2013 - 06/01/2017Start-End Dates

Dan Deguara


Tags PI_Yr3

ACTION STEP Conduct Professional Development

Persons Responsible

Status

#2 Conduct high quality professional development on 21st century teaching and learning, See Goal 1BStrategy 3


06/01/2013 - 06/01/2014Start-End Dates



Tags PI_Yr3





ACTION STEP Conduct Professional Development


PBL Completed Due 6/9/2013

Denise Williams (LEA)- Hold 3 days of PBL PD during the summer of 2013

PBL Completed Due 6/9/2013


- Hold 3 days of PBL PD during the summer of 2013

PBL PD Not Begun Due 1/1/0001


Send cohort of teachers and administrators to PBL World in Napa, CA

Plan and calendarize Not Begun Due 8/20/2013


- Plan and calendarize the professional development offerings for the 2013-2014 school year

PBL PD Not Begun Due 6/11/2013


- Send cohort of teachers and administrators to PBL World in Napa, CA

Plan and calendarize Not Begun Due 7/7/2013


- Plan and calendarize the professional development offerings for the 2013-2014 school year

Twilight Not Begun Due 8/21/2013


- Calendarize and plan Twilight sessions for the 2013-2014 school year

ACTION STEP Identify Classrooms

Persons Responsible

Status

#3 Identify classrooms around the district that exemplify PBL and utilize those classrooms as teaching labs for teachers and administrators to visit and learn from.


08/01/2013 - 06/01/2014Start-End Dates



Tags PI_Yr3





ACTION STEP Identify Classrooms


School Happenings Completed Due 6/1/2013


- Communicate school happenings to teachers and administrators across the district


As recommended by WestEd, use lesson objectives and have teachers post them in their classrooms and use them to drive their instruction.


ACTION STEP Development of Objectives




- Determine professional development plan for training teachers, coaches, and administrators

Persons Responsible

Status

#1 Train and coach teachers, coaches, and administrators on the development of objectives, including how to write an objective driven by a focus on higher order Depths of Knowledge and how to write objectives with measurable outcomes that can yield data to inform subsequent lessons.

See Goal 2C


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3


Persons Responsible

Status

#2 Monitor the use of objectives, including the quality of the objective and how it is used.


08/01/2013 - 08/01/2015Start-End Dates



Tags PI_Yr3







Training Completed Due 6/1/2014


- Train administrators, coaches and teachers on how to monitor the use and effectiveness of objectives

Ongoing TrainingSTRATEGY

Provide ongoing training for teachers on the use of data to ensure the success of the multi-tiered system of support model, and ensure that they receive ongoing coaching to continually strengthen practices for using data to inform instruction. This ongoing training will specifically address the unique needs of students with disabilities and subgroups that missed AYP and how to differentiate as needed.


ACTION STEP #1 Use CCSS Aligned Assessments

Persons Responsible

Status

#1 Use CCSS aligned assessments to determine student learning needs and interventions or enrichment as needed


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3


Persons Responsible

Status

#1 Use CCSS aligned assessments to determine student learning needs and interventions or enrichment as needed


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3







CCSS Assessments In Progress Due 9/20/2015


Train leaders and teachers across the district on how to interpret data from CCSS aligned assessments to make changes to instructional practices, especially for subgroups not meeting AYP.

ACTION STEP Ongoing Coaching


Train Coaches In Progress Due 9/20/2015

Carol MacLean (LEA) , Dan Deguara (LEA) , Denise Williams (LEA) , Gary Kishimoto (LEA)

- Train coaches on data analysis and connections to instructional practice and implications for needs of SWD and EL students

Persons Responsible

Status

#2 Ensure that teachers receive ongoing coaching to continually strengthen practices by using data to inform instruction. See Goal 1AStrategy 5Action 1

See Goal 2C


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3

ACTION STEP Create Short and Medium Cycle Assessments





ACTION STEP Create Short and Medium Cycle Assessments


Identify Teacher Leaders Completed Due 1/1/2014


-Identify teacher leaders at all grade levels to identify/create a district performance based assessment bank

Professional Development In Progress Due 9/20/2016


-Provide professional development on creating/developing/identifying CCSS aligned performance based assessments

Persons Responsible

Status

#3 Teachers create short and medium cycle lesson-embedded performance based assessments to inform instruction, including where to differentiate to meet the needs of students with disabilities and English learners.

See Goal 1AStrategy 5Action 1


01/01/2014 - 06/01/2017Start-End Dates



Tags PI_Yr3

Intervention MaterialsSTRATEGY

Ensure all teachers have the support and materials to implement the core intervention materials for reading/English language arts and Math.




CA6 Goal 1C: Proficiency of High Priority StudentsGOAL

SMART Goal:

In 2012, our district had 61.7% of our Black students score proficient or advanced on the ELA CST, a growth from 50.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 63% in 2013 until reaching at least 79% by 2017.

In 2012, our district had 51.9% of our Black students score proficient or advanced on the math CST, a growth from 49.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 54% in 2013 until reaching at least 70% by 2017.

In 2012, our district had 51.7% of our Hispanic students score proficient or advanced on the ELA CST, a growth from 43.3% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 56% in 2013 until reaching at least 72% by 2017.

In 2012, our district had 50.3% of our Hispanic students score proficient or advanced on the math CST, a growth from 46.2% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 54% in 2013 until reaching at least 70% by 2017.

In 2012, our district had 57.2% of our Socioeconomically Disadvantaged students score proficient or advanced on the ELA CST, a growth from 45.4% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 61% in 2013 until reaching at least 77% by 2017.

In 2012, our district had 58.7% of our Socioeconomically Disadvantaged students score proficient or advanced on the math CST, a growth from 49.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 62% in 2013 until reaching at least 78% by 2017.

In 2012, our district had 64.4% of our English Learners students score proficient or advanced on the ELA CST, a growth from 52.9% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 67% in 2013 until reaching at least 83% by 2017.

In 2012, our district had 69.9% of our English Learners students score proficient or advanced on the math CST, a growth from 62.4% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 72% in 2013 until reaching at least 88% by 2017.

In 2012, our district had 44.7% of our Students with Disabilities students score proficient or advanced on the ELA CST, a growth from 34.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 49% in 2013 until reaching at least 65% by 2017.

In 2012, our district had 42.2% of our Students with Disabilities students score proficient or advanced on the math CST, a growth from 36.7% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 51% in 2013 until reaching at least 67% by 2017.


Academic Support for SWDSTRATEGY

Provide academic support to meet the specific needs of SWDs in the core instructional program.





Strategic and Intensive InterventionsSTRATEGY

Provide research-based strategic and intensive interventions in ELA and mathematics to meet the needs of high priority students identified as not meeting grade-level standards.


Teacher Collaboration to Support SWDSTRATEGY

Provide opportunities for collaboration between general education and special education teachers to support students with disabilities.


Multi-Tiered SystemSTRATEGY

As recommended by WestEd. Adopt a multi-tiered system of support, inclusive of robust, differentiated core classroom instruction, and customized interventions and enrichment opportunities, to ensure students are fluidly moving between and across academic programs based on unique needs.


ACTION STEP Convening Sessions

Persons Responsible

Status

#1 Use convening sessions with a broad stakeholder group to discuss current multi-tiered system of support practices that exist at individual schools and collectively redefine the meaning of intervention and enrichment.


08/15/2013 - 12/31/2013Start-End Dates



Tags PI_Yr3







Date/Location Completed Due 8/21/2013

- Set date/location for meeting(s)

Stakeholders Completed Due 8/21/2013


- Determine stakeholders

Agenda Completed Due 8/21/2013

Carol MacLean (LEA) , Denise Williams (LEA) , Lyn Vijayendran (LEA) , Tiffanie Nguyen (LEA)

- Determine the agenda


Persons Responsible

Status

#2 Use the results of the convening session to drive the development of a multi-tiered system of support model that meets the needs of diverse learners, to be adopted for district-wide implementation.


01/01/2014 - 06/30/2017Start-End Dates

Gary Kishimoto, Carol MacLean, Denise Williams

Suspended 09/20/2014

Tags PI_Yr3







Evaluate the Findings In Progress Due 9/20/2015

Dan Deguara (LEA) , Denise Williams (LEA) , Gary Kishimoto (LEA)

- Evaluate the findings from the convening session, including the best practices identified districtwide

Evaluate the Findings In Progress Due 9/10/2015



Best Practices Not Begun Due 2/10/2014


- Compare districtwide best practices with national results on multi-tiered system of support best practices

Multi-Tiered System Not Begun Due 3/3/2014


- Document a unique multi-tiered system of support model based on the findings from district and national best practices.

Newly Documented Model Not Begun Due 4/1/2014


- Convening group shares the newly documented model districtwide

Systems Not Begun Due 5/1/2014


- Adopt the multi-tiered system of support model for district-wide implementation

ACTION STEP Assessments

Persons Responsible

Status

#3 Use assessments to determine student learning needs, including students with disabilities and English learners, and determine intervention or enrichment in a multi-tiered system of support.


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3





ACTION STEP Assessments


Train Leaders and Teachers Completed Due 5/12/2014


- Train leaders and teachers across the district on how to use data from CCSS aligned assessments to make changes to instructional practices in order to meet the needs of diverse learners, SWD and ELs.

Ongoing Training In Progress Due 9/20/2015


- Provide ongoing training for teachers on the use of data to ensure the success of the multi-tiered system of support model.

ACTION STEP Lesson-Embedded Assessments




- Provide professional development on creating lesson-embedded and differentiated assessmentsfor SWD, EL, and other students not meeting AYP.

Persons Responsible

Status

#4 Teachers create short and medium cycle lesson-embedded assessments to inform instruction to meet the needs of diverse learners, including the unique needs of students with disabilities and subgroups that missed AYP.

See 2CStrategy 1


01/01/2014 - 06/01/2017Start-End Dates



Tags PI_Yr3

ACTION STEP Units of Study







Train Leaders and Teachers Completed Due 10/1/2013


- Train leaders and teachers across the district on how to develop CCSS units of study that meet the needs of all students, specifically diverse learners and students not meeting AYP.

Persons Responsible

Status



08/07/2013 - 06/10/2017Start-End Dates



Tags PI_Yr3

ACTION STEP Coaching


Train Coaches Completed Due 9/13/2013

Denise Williams (LEA)- Train and build coaches’ expertise on coaching methods, differentiated instruction, multi-tiered system of support and ELD standards.

Persons Responsible

Status

#6 Implement a system of coaching support at school sites.See 2CStrategy 1


08/07/2013 - 06/10/2014Start-End Dates

Denise Williams


Tags PI_Yr3




Intervention MaterialsSTRATEGY

Ensure all teachers have the support and materials to implement the core intervention materials for reading/English




Research Not Begun Due 1/6/2014


- Research and vet CCSS-aligned resources and materials.

Purchase Not Begun Due 9/10/2013


- Purchase additionally needed resources and materials.

Persons Responsible

Status

#1 Identify instructional gaps in adopted intervention materials to align with CCSS for students with disabilities, EL students, and other high priority students not meeting AYP.See Goal 2B


06/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3

EquitySTRATEGY

Provide professional development on Equity and Culturally and Linguistically Responsive teaching and learning.


ACTION STEP BTSA




EquitySTRATEGY

ACTION STEP BTSA

Persons Responsible

Status

#1 Continue to promote Equity and Culturally and Linguistically Responsive pedagogy within the Beginning Teacher Support and Assessment (BTSA) program professional development plan.


09/01/2013 - 06/15/2015Start-End Dates



Tags PI_Yr3

ACTION STEP BTSA


CLR Lessons In Progress Due 3/3/2014

Denise Williams (LEA)- Include CLR lessons and discussion time as part of each monthly BTSA network meeting.

Persons Responsible

Status

#1 Continue to promote Equity and Culturally and Linguistically Responsive pedagogy within the Beginning Teacher Support and Assessment (BTSA) program professional development plan.


09/01/2013 - 06/15/2015Start-End Dates



Tags PI_Yr3

ACTION STEP Professional Development

Persons Responsible

Status

#2 Offer professional development on Equity and Culturally and Linguistically Responsive teaching to teachers and administrators Refer to Action #1Title 1


09/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3




EquitySTRATEGY



Date/Times In Progress Due 9/21/2016

Denise Williams (LEA)- Set dates and times for professional development

Date/Times Completed Due 8/21/2013

Denise Williams (LEA)- Set dates and times for professional development

Interventions in ELA and MathSTRATEGY

Provide professional development on strategic and intensive interventions in ELA and math, and other subjects identified through student performance data, including processes for student transitions in and out of these interventions based on ongoing monitoring and review of student achievement results.




Timeline Completed Due 8/21/2013

Denise Williams (LEA) , Gary Kishimoto (LEA)

- Develop timeline for modules creation




Calendarize Completed Due 10/13/2014


- Calendarize professional development sessions

Persons Responsible

Status

#1 Create professional development modules to clarify and define strategic and intensive interventions across the system, and determine precisely how teachers will provide these types of interventions, including research-based instructional strategies.

See 2CStrategy 1


08/07/2014 - 06/10/2017Start-End Dates

Gary Kishimoto, Denise Williams


Tags PI_Yr3




Interventions in ELA and MathSTRATEGY






Calendarize Completed Due 10/20/2014


- Calendarize professional development sessions

Persons Responsible

Status

#2 Create professional development modules to provide broad support for differentiated classroom instructional strategies, based on student assessment results, and best practices for leveled instruction in core classes after assessments are administered.

See 2CStrategy 1Title 1


08/07/2014 - 06/10/2017Start-End Dates

Gary Kishimoto, Denise Williams


Tags PI_Yr3



CA6 Goal 1D: Effective Teaching and AdministrationGOAL

SMART Goal: By the end of the 2013-2014 school year, all schools will be at Full Implementation on both the “EESD Common Core State Standards Curricular Implementation Rubric” and Full Implementation of the “EESD Common Core State Standards Pedagogical Practices Rubric.”

By the end of the 2014-2015 school year, all schools will be at Innovation on both the “EESD Common Core State Standards Curricular Implementation Rubric” and Innovation of the “EESD Common Core State Standards Pedagogical Practices Rubric.”

By the end of the 2015-2016 school year, all schools will be at Sustainability on both the “EESD Common Core State Standards Curricular Implementation Rubric” and Sustainability of the “EESD Common Core State Standards Pedagogical Practices Rubric.”


PD for AdministratorsSTRATEGY

Provide standards-based professional development to all administrators.


PD for TeachersSTRATEGY

Provide standards-based professional development to all teachers, including effective instructional and improvement strategies.


Preparing for Transition to CCSSSTRATEGY

Develop LEA-wide plans for transition to common core state standards, including training in use of instructional materials as they become available.


Professional Collaboration TimeSTRATEGY

Provide regular opportunities for data-based collaboration for all teachers.





Implementation of Commom CoreSTRATEGY

As recommended by WestEd, implement a high quality system (defined autonomy, clear roles and responsibilities, etc.) for implementation of Common Core State Standards to improve classroom instruction.


ACTION STEP Ensure Fidelity


Committee Completed Due 8/19/2013


- Identify members of committee



- Schedule meeting dates and times

Vision Completed Due 11/11/2013


- Communicate vision and processes to all stakeholders

Committee Completed Due 8/19/2013


- Identify members of committee

Persons Responsible

Status

#1 Teachers, administrators and district leadership collaboratively develop a vision and processes to ensure fidelity to the new Common Core academic program across the district


08/15/2013 - 11/01/2013Start-End Dates



Tags PI_Yr3

ACTION STEP Formalize Expectations




Implementation of Commom CoreSTRATEGY

ACTION STEP Formalize Expectations




- Schedule meeting dates and times

expectations Completed Due 11/11/2013


- Communicate expectations to all stakeholders

Persons Responsible

Status

#2 Identify and formalize expectations for a high quality implementation system.


08/15/2013 - 11/01/2013Start-End Dates



Tags PI_Yr3


Provide high quality professional development on Common Core State Standards and instructional practices.



Persons Responsible

Status

#1 Provide a two day summer institute for teachers to gain knowledge of CCSS, develop units and examine current instructional materials for alignment.

Refer to Goal 2CStrategy 2Title 1Title III


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



Tags PI_Yr3









- Select participants



- Determine location

Materials Completed Due 7/7/2013


- Organize materials

Outcomes Not Begun Due 7/7/2013


- Determine Outcomes





- Determine location

Outcomes Completed Due 5/12/2013


- Determine Outcomes

Dates Completed Due 5/12/2013


- Finalize dates, times, locations, and training outcomes with WestEd

Persons Responsible

Status

#2 Provide a Common Core summer institute for administrators.


06/12/2013 - 06/14/2013Start-End Dates



Tags PI_Yr3

ACTION STEP Train Teacher Leaders





ACTION STEP Train Teacher Leaders


Teacher Trainers Completed Due 6/1/2013

Denise Williams (LEA)Select teacher trainers

Dates Not Begun Due 6/1/2013

Denise Williams (LEA)- Finalize dates, times, locations, and training outcomes with WestEd

Persons Responsible

Status

#3 Train teacher leaders using a “training of trainer” model to conduct workgroups throughout the year on CCSS.

Refer to Goal 2DAction 3Staff Development Funding


06/12/2013 - 06/01/2014Start-End Dates

Denise Williams


Tags PI_Yr3



Topics Completed Due 11/4/2013

Denise Williams (LEA)-Determine topics

Dates and Times Completed Due 11/4/2013

Denise Williams (LEA)-Determine dates and times

Persons Responsible

Status

#4 Provide ongoing professional development on CCSS and instructional practices.


11/04/2013 - 11/04/2013Start-End Dates

Dan Deguara, Gary Kishimoto, Lyn Vijayendran, Denise Williams


Tags PI_Yr3

ACTION STEP Train Administrators





ACTION STEP Train Administrators


professional development Completed Due 8/21/2013

Carol MacLean (LEA) , Dan Deguara (LEA) , Denise Williams (LEA) , Gary Kishimoto (LEA) , Lyn Vijayendran (LEA)

- Schedule professional development for administrators

Persons Responsible

Status

#4 Train administrators on coaching methods and assessment tools as well as expectations and roles of coaches using a model of defined autonomy.No funding required


09/01/2013 - 12/31/2013Start-End Dates



Tags PI_Yr3

ACTION STEP PLC

Persons Responsible

Status

#5 As recommended by WestEd, devise a structure for PLCs and data-driven conversations at each school site using a system of defined autonomy.

Refer to Goal 1CStrategy 3Action 3Title II


09/01/2013 - 12/31/2013Start-End Dates

Denise Williams


Tags PI_Yr3

CoachingSTRATEGY

As recommended by WestEd, implement a system of coaching.


ACTION STEP Select coaches




CoachingSTRATEGY

ACTION STEP Select coaches


Determinie Qualifications Completed Due 4/13/2013

Denise Williams (LEA)- Determine qualifications and placement procedures for coaches

Application Process Completed Due 4/13/2013

Denise Williams (LEA)- Announce application process

Observe Canidates Completed Due 5/12/2013

Denise Williams (LEA)- Observe candidates teaching a lesson in their classes

Select coaches Completed Due 6/1/2013

Denise Williams (LEA)- Select coaches

Persons Responsible

Status

#1 Select coaches based on proven excellence in the classroom.

Refer to Goal 2cStrategy 1Parcel TaxTitle IIITitle 1EIA


04/01/2013 - 06/01/2013Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Expectations and Guidelines

Persons Responsible

Status

#2 Establish a system of expectations and guidelines for coaches. No funding required


03/15/2013 - 08/31/2013Start-End Dates



Tags PI_Yr3




CoachingSTRATEGY

ACTION STEP Expectations and Guidelines


Guidelines, Roles, and Responsibilities

Completed Due 8/21/2013


- Determine coaches’ guidelines, roles, and responsibilities

ACTION STEP Train Coaches




- Schedule professional development for coaches

Persons Responsible

Status

#3 Train and build coaches’ expertise on coaching methods, CCSS content, unit development, assessment, multi-tiered systems of support, research-based math, ELA and EL instructional practices, and PLCs.


06/12/2013 - 06/01/2014Start-End Dates



Tags PI_Yr3


As recommended by WestEd, use lesson objectives and have teachers post them in their classrooms and use them to drive their instruction


ACTION STEP Train and Coach





ACTION STEP Train and Coach




- Determine professional development plan for training teachers, coaches, and administrators on writing objectives with measurable outcomes.



- Determine professional development plan for training teachers, coaches, and administrators on Depths of Knowledge .

Persons Responsible

Status

#1 Train and coach teachers, coaches, and administrators on the development of objectives, including how to write an objective driven by a focus on higher order Depths of Knowledge and how to write objectives with measurable outcomes that can yield data to inform subsequent lessons.

Refer to Goal 2C ELAParcel TaxTitle IIITitle 1EIA


08/01/2013 - 06/01/2015Start-End Dates



ACTION STEP Monitor the Use of Objectives

Persons Responsible

Status

#2 Monitor the use of objectives, including the quality of the objective and how it is used, and provide additional support as needed.

Refer to Goal 1AStrategy 4Staff Development


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3





ACTION STEP Monitor the Use of Objectives


Objectives Completed Due 6/30/2014


- Train administrators, coaches and teachers on how to monitor the use and effectiveness of objectives.

ACTION STEP Inquiry Project


Update BTSA Completed Due 8/21/2013

Lyn Vijayendran (LEA)- Update BTSA inquiry rubric

Persons Responsible

Status

#2 Require BTSA teachers to use the EESD Common Core State Standards Pedagogical Practices Rubric as one piece of guiding research when implementing their inquiry project and require them to reference CCSS on their C-documents as evidence.No funding required


08/01/2013 - 06/01/2014Start-End Dates

Lyn Vijayendran


Tags PI_Yr3

BTSASTRATEGY

Have an intentional focus on the Common Core and incorporate Common Core into all aspects of the Beginning Teacher Support and Assessment (BTSA) program to help EESD new teachers solidify their understanding and practice of Common Core best practices.



Persons Responsible

Status

#1 Include CCSS best practices as part of the 2013-2014 professional development plan. for BTSA teachers


08/01/2013 - 06/01/2014Start-End Dates

Lyn Vijayendran


Tags PI_Yr3





BTSASTRATEGY



Create Agendas Completed Due 8/21/2013

Lyn Vijayendran (LEA)- Create agendas and outcomes for monthly network meetings.

Persons Responsible

Status

#1 Include CCSS best practices as part of the 2013-2014 professional development plan. for BTSA teachersNo funding required


08/01/2013 - 06/01/2014Start-End Dates

Lyn Vijayendran


Tags PI_Yr3



CA6 Goal 1E: Involvement, Implementing, MonitoringGOAL

SMART Goal All strategies in the LEA plan will be rated as at the Initial Implementation stage at the end of June 2013 and rated as at the Fully Implementation stage at the end of June 2016.


Articulation Among Educational LevelsSTRATEGY

Ensure articulation of services among educational levels including preschool, elementary, middle school, high school, and post-secondary options.


Parent and Community InvolvementSTRATEGY

Involve and engage staff, parents, and community groups in academic improvement strategies.


Program MonitoringSTRATEGY

Monitor program effectiveness.


ACTION STEP Program Review


Protocol Completed Due 12/1/2013

Dan Deguara (LEA)- Develop protocol for program review

Persons Responsible

Status

#4 Establish a district wide system of program review, to grow and support thriving programs and change or eliminate programs that are not meeting the needs of students.No funding required


09/01/2013 - 06/01/2017Start-End Dates

Dan Deguara, Gary Kishimoto, Carol MacLean, Denise Williams


Tags PI_Yr3





Program MonitoringSTRATEGY





- Review current professional development offerings

Survey Completed Due 5/12/2013


- Develop and administer a survey to determine needs

Evaluate PD Completed Due 9/28/2015


- Evaluate PD offerings and recommendations ensuring alignment to student data

Persons Responsible

Status

#5 Annually review procedures for determining and collaborating on professional development offerings between district departments and sites.No funding required


06/01/2013 - 07/15/2017Start-End Dates



Tags PI_Yr3

Collect Site DataSTRATEGY

As recommended by WestEd, district and site leaders twice each trimester in elementary sites and quarterly in middle school sites collect site data using the EESD Common Core State Standards Curricular Implementation Rubric and EESD Common Core State Standards Pedagogical Practices Rubric.


ACTION STEP Common Core Rubric





ACTION STEP Common Core Rubric


Invite Team Completed Due 8/21/2013


- Invite team to create implementation norms and rubrics

Invite Team Completed Due 8/21/2013


- Invite team to create implementation norms and rubrics

Finalize Rubrics Completed Due 9/10/2013


- Review, revise and finalize rubrics



- Provide professional development for all administrators, teachers and instructional assistants on the implementation norms and rubrics

Persons Responsible

Status

#1 Teachers, administrators and district leadership collaboratively create the EESD Common Core State Standards Pedagogical Practices Rubric and EESD Common Core State Standards Curricular Implementation Rubric.


06/13/2013 - 12/01/2013Start-End Dates

Gary Kishimoto, Lyn Vijayendran, Denise Williams


Tags PI_Yr3

ACTION STEP Implementation Checks

Persons Responsible

Status

#2 Annually conduct two implementation checks at all elementary schools each trimesterNo funding


11/04/2013 - 06/20/2016Start-End Dates

Dan Deguara, Gary Kishimoto, Denise Williams


Tags PI_Yr3







Walkthroughs Completed Due 10/1/2013


- Schedule walkthroughs

Team Members Completed Due 10/1/2013


- Assign team members






Team Members Completed Due 10/1/2013


- Assign team members

Persons Responsible

Status

#3 Annually conduct one implementation check at all middle schools each quarterNo funding required


11/04/2013 - 06/01/2016Start-End Dates



Tags PI_Yr3

Unit of PurposeSTRATEGY

Establish processes to increase levels of district office and site collaboration, communication, transparency and ensure a unity of purpose.


ACTION STEP Effective Decision-Making





ACTION STEP Effective Decision-Making


Facilitate a Process Completed Due 11/11/2013

Facilitate a process for district and site leaders to build norms of collaboration, communication and unity that all can commit to

Meet Frequently Completed Due 10/1/2013

-Meet frequently in early implementation to ensure processes are successful

Status

#1 Ensure that a transparent and effective decision-making system that is mission driven is in place to drive all decisions that ultimately influences instruction.No funding required


07/01/2013 - 11/29/2013Start-End Dates


Tags PI_Yr3

ACTION STEP Allocating Resources


Flowchart Completed Due 12/1/2013

- Develop a flowchart for resource allocation

Status

#2 Clarify systems for allocating resources at school sites.No funding required


07/01/2013 - 11/29/2013Start-End Dates


Tags PI_Yr3

ACTION STEP Communication

Persons Responsible

Status

#3 Develop an organizational communication structure.No funding required


07/01/2013 - 11/29/2013Start-End Dates

Dan Deguara


Tags PI_Yr3





ACTION STEP Communication


Communication Completed Due 12/1/2013

Dan Deguara (LEA)- Develop a flowchart for district communication.

ACTION STEP Implementation Rubrics





Feedback Completed Due 1/1/2014


- Schedule meetings to provide feedback to teachers individually and as a staff

Persons Responsible

Status

#2 Use district implementation rubrics to provide feedback to teachers.No funding required


11/01/2013 - 06/01/2016Start-End Dates



Tags PI_Yr3

AccountabilitySTRATEGY

As recommended by WestEd, develop a formal system of accountability, utilizing multiple measures, to ensure that teachers are getting high quality formative feedback on their teaching between evaluations and to ensure that there are increases in student achievement.


ACTION STEP Coaching Model




AccountabilitySTRATEGY

ACTION STEP Coaching Model



Denise Williams (LEA)- Train and build coaches’ expertise on coaching methods.

Persons Responsible

Status

#1 Use a coaching model to provide reflective feedback to teachers Refer to Goal 2cStrategy 1Parcel TaxTitle IIITitle 1EIA


08/07/2013 - 06/10/2014Start-End Dates

Denise Williams


Tags PI_Yr3



CA6 Goal 1F: Support Schools in Corrective ActionGOAL

SMART Goal By August 2016, Katherine Smith Elementary School, Dove Hill Elementary School, Montgomery Elementary School, and O.B. Whaley Elementary School will exit Program Improvement by making AYP two consecutive years in a row.


Support for Schools in PI Year 3STRATEGY

Schools are no longer advancing in the NCLB/PI structure. The district will continue to support the prior PI schools at the site and district level. The school plans are written to ensure that support is given to students and targeted intervention programs.



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



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


RestructureSTRATEGY

Restructure Katherine Smith No funding required


ACTION STEP Teaching Staff

Status

#1 Select teaching staff


03/15/2012 - 04/01/2012Start-End Dates


Tags PI_Yr3




RestructureSTRATEGY

ACTION STEP Teaching Staff


Application Not Begun Due 2/29/2012

- Establish application process

Staff Not Begun Due 3/30/2012

- Determine staff

ACTION STEP Instructional Program


Research Completed Due 5/1/2012

- Research existing project based learning focused schools and has been implemented.

Status

#2 Define new instructional programNo funding required


04/20/2012 - 05/31/2012Start-End Dates


Tags PI_Yr3

ACTION STEP Provide PD


PBL World Not Begun Due 5/1/2012

Denise Williams (LEA)- Determine teachers to attend PBL World in Napa, CA

PBL Training Not Begun Due 6/1/2012

Denise Williams (LEA)- Schedule week long summer PBL training for all teachers

Persons Responsible

Status

#3 Provide PD for teachers on PBL


06/10/2012 - 08/31/2012Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Equity




RestructureSTRATEGY

ACTION STEP Equity


Sharokky Hollie Completed Due 9/10/2012


- Schedule Dr. Sharokky Hollie to come to ESD for September inservice day


Denise Williams (LEA)- Schedule additional professional development on CLR and equity

Persons Responsible

Status

#4 Provide PD for teachers on Equity and Culturally and Linguistically Responsive TeachingRefer to Goal 1C Strategy 3


09/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3

ACTION STEP Provide PD


Consultant Completed Due 6/1/2012

Denise Williams (LEA)- Contact consultant

Schedule Completed Due 6/1/2012

Denise Williams (LEA)- Schedule presentation

Advertise Not Begun Due 6/1/2012

Denise Williams (LEA)- Advertise PD

NEU Network Not Begun Due 6/1/2014

Denise Williams (LEA)- Apply for NEU Network

Persons Responsible

Status

#5 Provide PD on Turnaround Schools.


07/15/2012 - 11/15/2012Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Supplemental Educational Services




RestructureSTRATEGY




Denise Williams (LEA)- Research SES providers. SES opportunities are still available for schools if needed

Plan SES Faire Completed Due 10/1/2012

Denise Williams (LEA)- Plan SES Providers Faire

Invite Parents Completed Due 10/1/2012

Denise Williams (LEA)- Invite DSLT/DAC and other parents to the fair

Parents Select Not Begun Due 10/1/2012

Denise Williams (LEA)- Parents select provider

Identify students Not Begun Due 10/1/2012

Denise Williams (LEA)- Identify students

Initial Assessment Not Begun Due 11/1/2012

Denise Williams (LEA)- Implement initial assessment

Schedule Not Begun Due 11/1/2012

Denise Williams (LEA)- Schedule students

Begin classes Not Begun Due 11/11/2012

Denise Williams (LEA)Begin classes

Persons Responsible

Status

#6 Implement Supplemental Educational Services(Knowledge Quest)


10/15/2012 - 06/01/2013Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Intervention Services

Persons Responsible

Status

#7 Provide intervention services for students performing below proficient in English language arts and/or math: Study Island.


09/01/2013 - 05/30/2014Start-End Dates

Denise Williams


Tags PI_Yr3




RestructureSTRATEGY



Identify students Not Begun Due 10/1/2012

Denise Williams (LEA)- Assess and identify students for intervention

Montgomery InterventionSTRATEGY

Montgomery students will receive intervention



Persons Responsible

Status

#1 Implement Supplemental Educational Services Knowledge Quest


10/15/2012 - 06/15/2013Start-End Dates

Denise Williams


Tags PI_Yr3




Montgomery InterventionSTRATEGY




Denise Williams (LEA)- Research SES providers

Plan Faire Not Begun Due 10/1/2012


Invite Parents Not Begun Due 10/1/2012


Select Provider Not Begun Due 10/1/2012


Identify Students Not Begun Due 10/1/2012


Initial Assessment Not Begun Due 11/1/2012


Schedule Not Begun Due 11/1/2012


Begin Classes Not Begun Due 11/1/2012

Denise Williams (LEA)- Begin classes



Identify Students Completed Due 10/1/2012


Persons Responsible

Status

#2 Provide intervention services for students performing below proficient in English language arts and/or math: Study Island, Fast Forward, and Leveled Literacy Intervention


09/01/2013 - 05/20/2014Start-End Dates

Denise Williams


Tags PI_Yr3




Dove Hill InterventionSTRATEGY

Dove Hill students will receive intervention





Denise Williams (LEA)- Research SES providers

Plan Completed Due 5/13/2013


Invite Parents Completed Due 5/13/2013


Select Provider Completed Due 5/1/2013




Initial Assessment Completed Due 5/1/2013


Schedule Completed Due 5/1/2013


Begin Classes Completed Due 5/1/2013

Denise Williams (LEA)- Begin classes

Persons Responsible

Status

1 Implement Supplemental Educational Services (Knowledge Quest)


09/01/2013 - 05/31/2014Start-End Dates

Denise Williams


Tags PI_Yr3





Dove Hill InterventionSTRATEGY




- Assess and identify students for intervention

Persons Responsible

Status

#2 Provide intervention services for students performing below proficient in English language arts and/or math: Study Island, Fast Forward, Leveled Literacy Intervention and Reading Assistance


09/01/2013 - 05/30/2014Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Equity


Dr. Sharokky Hollie Completed Due 9/10/2013

Denise Williams (LEA)- Schedule Dr. Sharokky Hollie to come to ESD for September inservice day



Persons Responsible

Status

#3 Provide PD for teachers on Equity and Culturally and Linguistically Responsive TeachingRefer to Goal 1C Strategy 3EIATitle 1


09/01/2013 - 06/01/2015Start-End Dates

Denise Williams


Tags PI_Yr3




O.B. Whaley InterventionSTRATEGY

O.B.Whaley students will receive intervention.








Persons Responsible

Status

#1 Provide intervention services for students performing below proficient in English language arts and/or math: Study Island, Fast Forward, Leveled Literacy Intervention and Reading Assistance


09/01/2013 - 05/30/2014Start-End Dates

Denise Williams


Tags PI_Yr3

ACTION STEP Equity

Persons Responsible

Status

# 2 Provide PD for teachers on Equity and Culturally and Linguistically Responsive TeachingRefer to Goal 1C Strategy 3EIATitle 1


09/01/2013 - 06/01/2015Start-End Dates

Denise Williams


Tags PI_Yr3




O.B. Whaley InterventionSTRATEGY

ACTION STEP Equity




Dr. Sharokky Hollie Completed Due 9/10/2012

Denise Williams (LEA)- Schedule Dr. Sharokky Hollie to come to ESD for September inservice day



CA6 Goal 3: Highly-Qualified TeachersGOAL

SMART Goal:A recent analysis of teacher assignments found that 1 out of 610 teachers is not highly qualified under NCLB regulations. By 2017, 100% of teachers will be highly qualified under NCLB regulations.

Results from our analysis of the distribution of highly qualified teachers indicate that poor and minority children are not taught by inexperienced, under-qualified, or out-of-field teachers at higher rates than are other children in the district. The district will work to ensure that this continues.


Distribution of Highly Qualified TeachersSTRATEGY

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


Teacher CredentialsSTRATEGY

Monitor teacher credentials when making school and class placements.


ACTION STEP Highly Qualified

Status

#1 Ensure all teachers meet highly qualified requirements by providing professional development resources, monitoring progress and providing funding support.

No Funding Required


08/15/2012 - 06/15/2017Start-End Dates


Tags PI_Yr3



CA6 Goal 3: Highly-Qualified TeachersGOAL

Teacher CredentialsSTRATEGY

ACTION STEP Highly Qualified


Monitor Progress Completed Due 4/13/2014

- The Director of Human Resources and the Associate Superintendent will regularly meet to monitor progress of program completion

No Funding Required

Progress Toward Completion Completed Due 8/21/2013

-The Director of Human Resources will meet regularly with teachers who are not NCLB compliant to ensure that progress toward completion of all requirements is being made.

Recruiting TeachersSTRATEGY

Continue the practice of recruiting and/or hiring only teachers who are NCLB compliant.


ACTION STEP Placement of Teachers

Status

#1 Review placement of teachers assigned to schools with high populations of poor and/or minority students.

No Funding Required


04/01/2013 - 09/30/2013Start-End Dates


Tags PI_Yr3




By June 2014, the percentage of English learners attaining proficiency in Mathematics will increase from 70% to 75 %, as measured by the CST, CMA, CAPA in order to move toward state defined expectations for proficiency in Mathematics.

By June 2014, the LEA will meet the 95% participation rate for English learners assessed in Mathematics.




Proficiency of High Priority StudentsGOAL

In 2012, our district had 51.9% of our Black students score proficient or advanced on the math CST, a growth from 49.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 54% in 2013 until reaching at least 70% by 2017.





In 2012, our district had 50.3% of our Hispanic students score proficient or advanced on the math CST, a growth from 46.2% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 54% in 2013 until reaching at least 70% by 2017.





In 2012, our district had 57.2% of our Socioeconomically Disadvantaged students score proficient or advanced on the ELA CST, a growth from 45.4% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 61% in 2013 until reaching at least 77% by 2017.





In 2012, our district had 58.7% of our Socioeconomically Disadvantaged students score proficient or advanced on the math CST, a growth from 49.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 62% in 2013 until reaching at least 78% by 2017.





In 2012, our district had 64.4% of our English Learners students score proficient or advanced on the ELA CST, a growth from 52.9% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 67% in 2013 until reaching at least 83% by 2017.





In 2012, our district had 69.9% of our English Learners students score proficient or advanced on the math CST, a growth from 62.4% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 72% in 2013 until reaching at least 88% by 2017.





In 2012, our district had 44.7% of our Students with Disabilities students score proficient or advanced on the ELA CST, a growth from 34.5% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 49% in 2013 until reaching at least 65% by 2017.





In 2012, our district had 42.2% of our Students with Disabilities students score proficient or advanced on the math CST, a growth from 36.7% in 2009. For the next five years, students will meet the criteria for safe harbor each year and grow to 51% in 2013 until reaching at least 67% by 2017.



As recommended by WestEd. Adopt a multi-tiered system of support, inclusive of robust, differentiated core classroom instruction, and customized interventions and enrichment opportunities, to ensure students are fluidly moving between and across academic programs based on unique needs.




Date/Location Completed Due 8/25/2013


- Set date/location for meeting(s)

Stakeholders Completed Due 8/25/2013


- Determine stakeholders

Agenda Not Begun Due 8/25/2013

Carol MacLean (LEA) , Gary Kishimoto (LEA) , Karen Wevers (LEA)

- Determine the agenda

Persons Responsible

Status

#1 Use convening sessions with a broad stakeholder group to discuss current multi-tiered system of support practices that exist at individual schools and collectively redefine the meaning of intervention and enrichment.


08/15/2013 - 12/31/2013Start-End Dates



Tags PI_Yr3








Evaluate the Findings Suspended Due 2/9/2014



Compare Completed Due 2/17/2014


- Compare districtwide best practices with national results on multi-tiered system of support best practices

Compare Results Not Begun Due 2/18/2014



Document of System Not Begun Due 3/17/2014



Shares Model Districtwide Not Begun Due 4/22/2013


- Convening group shares the newly documented model districtwide

Persons Responsible

Status

#2 Use the results of the convening session to drive the development of a multi-tiered system of support model that meets the needs of diverse learners, to be adopted for district-wide implementation.


01/01/2014 - 06/30/2017Start-End Dates


Suspended 09/15/2014

Tags PI_Yr3

ACTION STEP Assessment





ACTION STEP Assessment


Train Leaders and Teachers In Progress Due 6/20/2015

Carol MacLean (LEA) , Dan Deguara (LEA) , Denise Williams (LEA) , Gary Kishimoto (LEA)

- Train leaders and teachers across the district on how to use data from CCSS aligned assessments to make changes to instructional practices in order to meet the needs of diverse learners, SWD and ELs..

Ongoing Training Suspended Due 5/12/2014

- Provide ongoing training for teachers on the use of data to ensure the success of the multi-tiered system of support model

Persons Responsible

Status

#3 Use assessments to determine student learning needs, including students with disabilities and English learners, and determine intervention or enrichment in a multi-tiered system of support.


08/01/2013 - 06/01/2015Start-End Dates



Tags PI_Yr3


Persons Responsible

Status

#4 Teachers create short and medium cycle lesson-embedded assessments to inform instruction to meet the needs of diverse learners, including the unique needs of students with disabilities and subgroups that missed AYP.

See 2CStrategy 1


01/01/2014 - 06/01/2017Start-End Dates



Tags PI_Yr3









- Provide professional development on creating lesson-embedded and differentiated assessmentsfor SWD, EL and other students not meeting AYP.



Train Leaders and Teachers Not Begun Due 10/1/2013

Denise Williams (LEA)- Train leaders and teachers across the district on how to develop CCSS units of study that meet the needs of all students, specifically diverse learners and students not meeting AYP

Persons Responsible

Status


See 2CStrategy 1


08/08/2013 - 06/10/2017Start-End Dates



Tags PI_Yr3

ACTION STEP Implement Coaching

Persons Responsible

Status

#6 Implement a system of coaching support at school sites.

See 2CStrategy 1


08/07/2013 - 06/14/2014Start-End Dates

Denise Williams


Tags PI_Yr3





ACTION STEP Implement Coaching



Denise Williams (LEA)- Train and build coaches’ expertise on coaching methods, differentiated instruction, multi-tiered system of support and ELD standards.



Goal 2C: AMAO 3 - Reading/Language ArtsGOAL

An increasing percentage of English learners will attain proficiency in Reading/Language Arts annually. · By (monthly/year), the percentage of English learners attaining proficiency in Reading/Language Arts will increase from __% to __%, as measured by the local assessments and/or benchmarks, in order to move toward state-defined expectations for proficiency in Reading/Language Arts. · Optional: By (month/year), the percentage of teachers of English learners implementing the ELD Standards in tandem with the California Common Core Standards will increase from __% to __% as measured by locally developed observation tools. [Required per Elementary and Secondary Education Act, Sections 3116(a) & (b) and 3122(a)(3)(A)(iii)]




Goal 2C: AMAO 3 - MathematicsGOAL

· By (month/year), the percentage of English learners attaining proficiency in Mathematics will increase from __% to __%, as measured by the local assessments and/or benchmarks, in order to move toward state-defined expectations for proficiency in Mathematics. · Optional: By (month/year), the percentage of teacher s of English learners implementing the ELD Standards in tandem with the California Common Core Standards will increase from __% to __% as measured by locally developed observation tools. [Required per Elementary and Secondary Education Act, Sections 3116(a) & (b) and 3122(a)(3)(A)(iii)]


Budgeted $316,450.05

$316,450.00Actual

$306,411.00TOTAL PLAN FUNDS:



elementary and secondary education act title iii budget overview … · 2015. 9. 3. · ltel...

Documents