ABC Board of Education Local Educational Agency Plan (LEA Plan)

Valencia Mayfield, Assistant Superintendent

Academic Services

Mike McCoy, Director of Child Development

Special Program

Steve Harris, ABCFT Vice President

Gina Zietlow, Gahr High School, Principal

March 2, 2010

LEA Plan Defined

The LEA Plan is comprehensive and establishes a common direction for raising the academic focus for ALL student groups to achieve state academic standards and is used to guide implementation of federal and state funded programs and allocation of resources.

LEA Plan Revision Process

ABC’s Stakeholders Provide LEA Plan Input

Parent Groups

Students

(Assessment Data)Community Groups

Teachers and Administrators

District Leadership Team

LEA Plan

Board of Education

District Leadership Team Dr. Smuts, Superintendent Dr. Sieu, Deputy Superintendent Mrs. Mayfield, Assistant

Superintendent-Academic Services Dr. Hansen, Assistant

Superintendent-Human Resources Mr. Nguyen, Chief Financial Officer Mr. McCoy, Director Child

Development and Special Programs Mrs. Bodger, Director of Schools Dr. Hixson, Director of Human

Resources Dr. Sprigg, Director of Information

and Technology

Mrs. Gonsalves, Supervisor-Curriculum, Instruction, and Professional Development

Ms. Jaimes, Supervisor Special Education

Mrs. Somosi, Supervisor Special Education

Dr. Guo, Adult School Principal Mrs. Zietlow, Gahr HS Principal Mr. Brown, Ross MS Principal Mrs. Olivos, Melbourne ES Principal Ms. Rico, ABCFT President Mr. Harris, ABCFT Vice-President

Parent Groups

District English Learner Advisory Council - Parents of English learners

Community Advisory Committee - Parents of students with disabilities

Community Groups Strategic Planning Board Advisory

Committee

Student Achievement - Closing the Achievement Gap Board Advisory Ad Hoc Committee

State Required Self-Assessment Tools

District Assistance Survey (DAS) is designed to examine how a district supports schools.

Academic Program Surveys (APS) analyzes the extent to which schools provide a coherent instructional program to support improved achievement.

Inventory of Services and Supports (ISS) is designed to help districts examine their policies, procedures, and practices to address the learning needs of students with disabilities.

English Learner Subgroup Self Assessment (ELSSA) is designed to help districts and schools analyze the effectiveness of program services for English learners.

50

0 100Full

Implemented

Minimal Implemented

Less than 50% Implementation

Partially Implemented

Self-Assessment Tools Indicate Progress Towards Full Implementation of Research Based Effective Practices

LEA Plan Required Components

Performance Goal Areas

LEA Plan Performance Goals Numbers 1 - 5

1. Standards-based Instructional Materials 2. Instructional Pacing Guides 3. District Benchmark Assessments

and Data Analysis4. Multi-Tiered Interventions5. English Learners

Standards-Based Instructional Materials

Teachers use district adopted, standards-based instructional and supplemental materials to differentiate instruction and to meet the diverse needs of students.

Instructional Pacing Guides

District staff and teachers collaboratively develop district-wide pacing guides to ensure that all students receive a common sequence of grade level, standards-based instruction and common assessments.

District Benchmark Assessments and Data Analysis

Teachers administer district standards-based formative assessments as scheduled. Assessment results are used to monitor student progress, to identify students for interventions, to inform instructional planning, and to determine program effectiveness.

Multi-Tiered Interventions Benchmark Interventions - Teachers differentiate

instruction and use the district-adopted supplemental materials to meet the needs of students.

Strategic Interventions - Schools allocate additional instructional time and use the supplemental materials for students reading one year below grade level eighth through tenth grade students who need instruction in pre-

algebraic skills and concepts necessary to succeed in Algebra I Intensive interventions - Schools allocate additional

instructional time for students reading two or more years below grade level and use specialized intervention materials designed to accelerate students’ reading levels.

English Learners

Teachers provide standards-based English Language Development (ELD) instruction for English learners.

Students scoring beginning to intermediate on the California English Language Development Test (CELDT) receive a minimum of 30 minutes per day of ELD in elementary and one period per day of ELD at the secondary level.

Student progress in acquiring and mastering English is monitored using CELDT and other English proficiency measures.

LEA Plan Performance GoalsNumbers 6 through 10

6. High School Graduation

7. Advanced Placement Classes

8. Auxiliary Programs

9. Safe School Environment

10. Parent Involvement and Education

High School Graduation

District and high school plans provide additional student support to increase the percentage of students who graduate.

Advanced Placement Classes

District and high school efforts will ensure that all students have access to advanced placement opportunities.

Auxiliary Programs Auxiliary Programs:

Migrant Education Preschool Before and After School Programs

Auxiliary programs will support core instruction by providing extended learning opportunities for students.

Safe School EnvironmentSchools will use the results of the Healthy Kids Survey to establish goals for: Continue student education on the negative

consequences associated with the use of tobacco, alcohol, and recreational drugs

Continue to increase student awareness of safe school practices (anti-bullying, gang prevention) and available resources for physical, social, emotional, and intellectual support

Parent Involvement and Education Schools encourage parent participation and

provide parents with information on various opportunities for involvement.

Schools provide parents with the opportunity to attend workshops on how state and site level assessments, progress reports, and report cards are used to monitor and evaluate student progress.

LEA Plan Performance GoalsNumbers 11 through 15

11. Monitoring Program Effectiveness

12. Teacher Collaboration

13. Professional Development

14. Highly Qualified Teachers

15. Fiscal Support

Monitoring Program Effectiveness

District and schools use an easily accessible electronic data management system (DataDirector) to monitor student achievement progress on state, district, and site assessments.

Teacher Collaboration

Teacher collaboration is uniformly scheduled, preferably twice a month.

It is focused on assessment data analysis, student progress monitoring, lesson design and delivery, and use of district-adopted instructional and supplemental materials.

Professional Development

Teachers and administrators receive professional development in district adopted instructional and supplemental materials, and in effective strategies for differentiating instruction for all students.

Highly Qualified Teachers Professional development is focused

on the use of standards-based materials, effective teaching strategies, and the use of assessment data to guide instruction.

Continue to assure all students are taught by highly qualified teachers.

Fiscal Support 10% of the federal Title I allocation is used to

provide professional development to meet the LEA Plan goals.

The District ensures that all students have access to district adopted instructional materials.

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Parent & Community

Involvement

Healthy Students -

Healthy Adults

StudentAchievement

StudentAchievement

ABC’s Commitment

Student Achievement – Our Main Thing