Local Education Agency Plan (LEAP) - 1.cdn.edl.io€¦ · Academic Achievement Professional...

The Local Education Agency Plan 1 of 51 3/6/17

(Rev 12-07)California Department of EducationSchool and District Accountability Division (CDE use only)

Application #

Elementary and Secondary Education Act/No Child Left Behind Act of 2001

LOCAL EDUCATION AGENCY PLAN

mail original and two copies to: California Department of EducationSchool and District Accountability Division1430 N Street, Suite 6208Sacramento, California 95814 - 5901

LEA Plan Information:Local Educational Agency (LEA): Whittier City Elementary School DistrictCounty/District Code: 19-65110Dates of Plan Duration:(should be five - year plan)

January 2016 - January 2017

Date of Local Governing Board Approval: January 10, 2017

LEA Information:Superintendent: Dr. Ron CarruthAddress: 7211 South Whittier Ave.City, State Zip: Whittier, CA 90602-1123, CA Phone: 562.789.3000

Signatures (Signatures must be original. Please use blue ink.)The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan.

Dr. Ron Carruth January 10, 2017

Printed or typed name of Superintendent Date Signature of Superintendent

Ms. Cecilia Perez January 10, 2017

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


Local Education Agency PlanWhittier City Elementary School District

Table of Contents

Part I: Background and Overview

Background

Descriptions of the Consolidated Application, the Local Educational Agency Plan, the Single Plan for Student Achievement, and the Federal Program Monitoring (FPM).

Development Process for the LEA Plan

LEA Plan Planning Checklist

Federal and State Programs Checklist

District Budget for Federal and State Programs

Part II: The Plan

Needs Assessments

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions: District Planning

District Profile

Local Measures of Student Performance Performance Goal 1 Performance Goal 2 Performance Goal 3 Performance Goal 4

Total Allocations and Expenditures by Funding Source

Additional Mandatory Title I Descriptions

Part III: Assurances and Attachments

Assurances

Signature Page


AppendicesAppendix A: District & Student Performance Data


Part IBackground and Overview

Categorical Program Monitoring (CPM) to Federal Program Monitoring (FPM)In order to meet legislative requirements for specific state and federal program and funding, California currently employees five major processes: The Consolidated State Application, the Local Educational Agency Plan, the school-level Single Plan for Student Achievement, the Local Control Accountability Plan and Federal Program Monitoring. California is moving toward more closely coordinating and streamlining these processes to eliminate redundancies and make them less labor intensive for LEA’s, while continuing to fulfill all requirements outlined in state and federal law.

Below is a brief description of the ways in which these various processes currently are used in California.

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

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

The Single Plan for Student Achievement (SPSA)State law requires that school-level plans for programs funded through the Consolidated Application be consolidated in a Single Plan for Student Achievement (Education Code Section 64001), developed by schoolsite councils with the advice of any applicable school advisory committees. LEA’s allocate NCLB funds to schools through the Consolidated Application for Title I, Part A, Title III (Limited English Proficient), and Title V (Innovative Programs/Parental Choice). LEA’s may elect to allocate other funds to schools for inclusion in school plans. The content of the school plan includes school goals, activities, and expenditures for improving the academic performance of students to the proficient level and above. The plan delineates the actions that are required for program implementation and serves as the school's guide in evaluating progress toward meeting the goals.

The Local Educational Agency Plan (LEA Plan)The approval of a Local Educational Agency Plan by the local school board and State Board of Education is a requirement for receiving federal funding subgrants for NCLB programs. The LEA Plan includes specific descriptions and assurances as outlined in the provisions included in NCLB. In essence, LEA Plans describe the actions that LEAs will take to ensure that they meet certain programmatic requirements, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required. In addition, LEA Plans summarize assessment data, school goals and activities from the Single Plans for Student Achievement developed by the LEA’s schools.

Federal Program Monitoring (FPM)State and federal law require CDE to monitor the implementation of categorical programs operated by local educational agencies. Federal Program Monitoring (FPM) is conducted for each district once every four years by state staff and local administrators trained to review one or more of these programs. The purpose of the review is to verify compliance with requirements of each categorical program, and to ensure that program funds are spent to increase student achievement and performance.

Local Control Accountability Plan (LCAP) As part of the new California funding formula, Local Control Funding Formula (LCFF), LEAs are required to develop, adopt, and annually update a three-year Local Control and Accountability Plan (LCAP), beginning on July 1, 2014, using a template adopted by the California State Board of Education (SBE). LEAs must engage parents, educators, employees, parents, students and the community to establish these plans. The LCAP will describe the LEA’s vision for student, annual goals and aseptic actions the LEA will take to achieve the vision and goals. The LCAP must focus on either areas identified as state priorities. The LCAP must also demonstrate how the district’s budget will help achieve the goals and assess each year how well the strategies in the plan were able to improve student outcomes.


Development Process for the LEA PlanLEAs must develop a single, coordinated, and comprehensive Plan that describes the educational services for all students that can be used to guide implementation of federal and state-funded programs, the allocation of resources, and reporting requirements. The development of such a plan involves a continuous cycle of assessment, parent and community involvement, planning, implementation, monitoring, and evaluation. The duration of the Plan should be five years. The Plan should be periodically reviewed and updated as needed, but at least once each year.

In developing the Plan, the LEA will review its demographics, test results, performance, and resources. Given that the majority of such information is readily available in the School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the Academic Performance Index (API) results, and other data sources, the LEA will find the data easy to access via the Internet. (See Appendix B for links to each of the web sites containing student and staff demographic information, SARC, STAR, and API data.) The LEA is expected to gather and review its own information from these resources and use it to inform the planning process.

The LEA Plan can serve as a summary of all existing state and federal programs and establish a focus for raising the academic performance of all student groups to achieve state academic standards. In the context of this plan, improvements in instruction, professional development, course offerings, and counseling and prevention programs are means of achieving specific academic and support services goals for all groups of students, including identified under-performing student groups. Federal law requires that school site administrators, teachers and parents from the LEA (which includes direct-funded charter schools) must be consulted in the planning, development, and revision of the LEA Plan.

The LEA Plan can be completed using the following recommended steps for plan development:

Step One: Measure the Effectiveness of Current Improvement Strategies

Analyze Student Performance:Conduct a comprehensive data analysis of student achievement, including multiple measures of student performance. Identify all relevant assessments and apply thoughtful analyses of current educational practices to establish benchmarks aimed at raising academic performance for all students, especially identified student groups.

Tables of data for your schools and district are available online:

API Reports (http://www.cde.ca.gov/ta/ac/ap) Standardized Testing and Reporting (STAR) data (http://www.cde.ca.gov/ta/tg/sr) Title III Accountability Reports (AMAO 1, 2 & 3) for English learners (http://www.cde.ca.gov/sp/el/t3/acct.asp) AYP Reports (http://www.cde.ca.gov/ta/ac/ay)

Analyze Current Educational Practices, Professional Development, Staffing, and Parental Involvement:Identify, review, and analyze data and related information on factors such as educational practices, parent and community involvement, professional development, support services, and resources that have an impact on student learning.

Over the past several years, CDE has developed several self-assessment tools that schools and districts can use to evaluate these factors and others needed to support academic student achievement:

The Academic Program Survey (APS) - school-level survey of status of implementation of the nine essential program components

District Assistance Survey (DAS) - district-level survey of status of implementation of nine essential program components

Least Restrictive Environment Assessment - to examine educational practices for students with disabilities English Learner Subgroup Self Assessment (ELSSA) - to improve outcomes for English Learners

These tools can be found in the Virtual Library on the CDE web site at http://www.cde.ca.gov/ta/lp/vl/improvtools.asp.

(See Part II, Needs Assessment, for further details.)


Step Two: Seek Input from Staff, Advisory Committees, and Community MembersSeek the input of teachers, administrators, councils, committees, and community members (e.g., school site council; school health council; committees for Limited English Proficient, state compensatory education, gifted and talented education, special education, etc.) The most effective plans are those supported by the entire LEA community. The integration of existing program plans, such as Immediate Intervention/Underperforming Schools Program, High Priority Schools Grant Program, Alternative Education Programs, Focus on Learning: Secondary School Accreditation, and others does not eliminate any program requirements. The combined process must include the requirements of every program involved.

Step Three: Develop or Revise Performance GoalsUsing the five NCLB performance goals and indicators (see Appendix A), develop local performance targets that are: a) derived from school and student subgroup performance data and analysis of related, scientifically based educational practices; b) attainable in the period specified in this Plan and consistent with statewide targets for all students and subgroups; c) specific to the participants (i.e., students, teachers, administrators, paraprofessionals); and d) measurable.

Step Four: Revise Improvement Strategies and ExpendituresFor district-operated programs, identify the participants, expected performance gains, and means of evaluating gains. Indicate specific improvements and practical monitoring of their implementation and effectiveness. For school-operated programs, summarize those same elements from approved Single Plans for Student Achievement.

Identify available resources. Aside from fiscal resources available through federal and state funding, programmatic resources are available on the CDE Web site at http://www.cde.ca.gov. The Consolidated Application provides funding for district-operated programs (including reservations from Title I for various purposes, Title II, Title IV, and Tobacco-Use Prevention) as well as for school-operated programs (including Title I, Parts A and D, Title III, Title V, School Improvement, Economic Impact Aid, and 10th Grade Counseling).

Step Five: Local Governing Board ApprovalThe LEA Plan must be approved by the local governing board prior to submittal to CDE. Ensure that all required signatures are affixed. All subsequent amendments should be approved by the local governing board and kept on file with the original LEA Plan.

Step Six: Monitor ImplementationTo verify achievement of performance targets, monitor areas such as:

a) assignment and training of highly qualified staff; b) identification of participants; c) implementation of services; d) provision of materials and equipment; e) initial and ongoing assessment of performance; and f) progress made toward establishing a safe learning environment.

The analysis of data (student, school-wide, support services, professional development) is part of the ongoing program monitoring and evaluation. When results are not as expected, it may be helpful to consider the following: a) How are performance targets and activities based on student performance and factual assessment of current educational practice? b) How educationally sound is the plan to help reach the targets? c) How timely and effectively is the plan being implemented? d) If the plan has not been implemented as written, what were the obstacles to implementation?

You may use the checklist on the next page to indicate planning steps as they are completed.

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


Planning Checklist for LEA Plan Development

LEA Plan - Comprehensive Planning Process Steps

X 1. Measure effectiveness of current improvement strategies

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

X 3. Develop or revise performance goals

X 4. Revise improvement strategies and expenditures

5. Local governing board approval

6. Monitor Implementation


Federal Programs Checklist

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

Federal Programs

X Title I, Part A

Title I, Part B, Even Start

Title I, Part C, Migrant Education

X Title I, Part D, Neglected/Delinquent

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

Title II, Part D, Enhancing Education Through Technology

X Title III, Limited English Proficient

Title III, Immigrants

Title V, Part A, Innovative Programs - Parental Choice

Adult Education

Career Technical Education

McKinney - Vento Homeless Education

X Individuals with Disabilities Education Act (IDEA), Special Education

X 21st Century Community Learning Centers

Other (describe):

Other (describe):

Other (describe):

Other (describe):


The Local Control Funding Formula (LCFF) replaces California's state-controlled school finance system with one that promises more local control as well as greater transparency and fairness.

Under the Local Control Funding Formula system, districts receive a uniform base grant for every district, adjusted by grade level, plus additional funds for students with greater educational needs, defined as low-income, English learner and foster youth students. Full implementation of the new funding formula is projected to take eight years. At full implementation, districts will receive 20% more money for high-needs students, based on unduplicated counts of low-income, English learner and foster youth students, and even more for schools with large concentrations of these populations. This additional funding for high-needs students replaces most of the state’s categorical programs—funds the state previously provided to school districts for specific purposes such as summer school programs, school safety or helping certain student populations.

Districts have broad discretion over how to use the base grants. The funding law says that districts must expand or improve services for high-needs students in proportion to the additional funding that these students bring to the district. Temporary regulations that the State Board of Education passed in January 2014 tell districts how much money they must spend each year on high-needs students and when that money can be used to fund schoolwide and districtwide programs.

School districts will have more authority than before to decide how to spend their money. But districts also face new obligations to show that their spending improves student performance. In addition, districts must adopt a Local Control and Accountability Plan (LCAP), after soliciting suggestions from teachers, parents and the community, and update it annually. The LCAP spells out the district's goals for improving student outcomes according to eight priorities set by the state, and align spending to meet the goals.


District Budget for Federal Programs

Please complete the following table with information for your district.

ProgramsPrior Year

DistrictCarryovers

Current YearDistrict

Entitlements

Current YearDirect Services

to Studentsat SchoolSites ($)

Current YearDirect Services

to Studentsat SchoolSites (%)

Title I, Part A $38,008.00 $1,400,006.00 1,190,005.00 85%

Title I, Part BEven StartTitle I, Part CMigrant EducationTitle I, Part DNeglected/DelinquentTitle II Part A, Subpart 2Improving Teacher Quality

$151.00 $290,304.00 246,758.00 80%

Title II, Part DEnhancing Education Through TechnologyTitle IIILimited English Proficient

0 $121,111.00 118,688.00 98%

Title IIIImmigrants

0 $3,667.00 3,593.00 98%

Title V, Part AInnovative Programs - Parental ChoiceAdult Education

Career Technical Education

McKinney - Vento Homeless Education

IDEA, Special Education

21st Century Community Learning Centers

Other (describe)


Part IIThe Plan

Needs AssessmentThe passage of NCLB imposes a number of significant new requirements on LEAs as conditions for funding provided at the state and local levels. Among these are reporting requirements designed to facilitate accountability for improving student academic performance, teacher quality, and school safety. As such, a needs assessment to determine strengths and weaknesses in these areas must be conducted.

In determining specific areas of need to be addressed in the Plan, the LEA should review its demographics, test results, and resources. The majority of such information is readily available on the LEA’s School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the California English Language Development Test (CELDT) results, the Academic Performance Index (API) results, CBEDS, DataQuest, and other data sources. This data is easily accessible via the Internet (see Appendix B for links to each of the Web sites that contain student and staff demographic information, SARC, STAR, CELDT, and API data). The LEA is expected to gather and review its own information from these resources to determine strengths and needs and to shape the planning process.

Academic PerformanceThe needs assessment should include a focus on the academic areas highlighted in California’s Performance Goals 1, 2, 3, and 5 (see Appendix A for a full listing of all of California’s Performance Goals and Indicators), including:

Statewide standards, assessment, and accountability Local assessments and accountability Coordination and integration of federal and state educational programs The LEA academic assessment plan

Teacher QualityAnother component of the needs assessment should examine local needs for professional development and hiring. LEA teachers and administrators should participate in this process to identify activities that will provide:

teachers with the subject matter knowledge and teaching skills to provide all students the opportunity to meet challenging state academic achievement standards, and

principals the instructional leadership skills to help teachers provide all students the opportunity to meet the state’s academic achievement standards.

School Safety and PreventionThe LEA needs assessment also focuses on Performance Goal 4 (see Appendix A). It is based on an evaluation of objective data regarding the incidence of violence, alcohol, tobacco, and other illegal drug use in the elementary and secondary schools and the communities to be served. It includes the objective analysis of the current conditions and consequences regarding violence, alcohol, tobacco, and other illegal drug use, including delinquency and serious discipline problems, among students who attend such schools (including private school students who participate in the drug and violence prevention program). This analysis is based on ongoing local assessment or evaluation activities (Sec. 4115 (a)(1)(A). California’s Healthy Kids Survey may also provide useful information in this area. The Survey is available at http://www.wested.org/pub/docs/chks_survey.html.

Descriptions - District PlanningOnce local strengths and needs are identified as a result of examining and evaluating current district-level data, specific descriptions can be written of how program goals will be implemented to improve student academic achievement. On the pages that follow, the LEA will provide descriptions and information about how it plans to address the requirements of NCLB based upon results of the needs assessment. Collectively, these descriptions, along with the Assurances in Part III of this document, comprise the LEA Plan.

Comprehensive Needs Assessment

With the full transition to the new California Standards in place, the Whittier City School District continues to focus on improving the academic achievement for all students in English Language Arts and Mathematics, as well as the Literacy Standards in History Social Science and Science. The 2016-2017 will be the third year of administration of the Smarter Balance Assessment Consortium (SBAC) testing and academic performance data was provided to districts. The testing and reporting system is also referred to as the California Assessment of Student Performance and Progress (CAASPP).


An analysis of the CAASPP results indicate that a significant increase of 12% of students meeting or exceeding standards on the English Language Arts section of the SBAC. Furthermore, an increase of 4% of Whittier City School District students did not meet the Language Arts and Mathematics standards as measured by the SBAC assessments. We are extremely proud of our growth in ELA and recognize the need to increase student achievement in Math. Below are charts indicating the performance levels in ELA and Mathematics across 3rd through 8th grades, followed by charts showing comparisons of percent of students who met or exceeded the standards between statistically significant demographic groups:

English Language Arts 2016 Results by Grade Level

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th GradeStandard Exceeded 20% 21% 16% 10% 8% 9%Standard Met 24% 22% 29% 29% 31% 35%Standard Nearly Met 30% 21% 22% 35% 30% 30%Standard Not Met 27% 36% 34% 25% 32% 26%Total Met/Exceeded 44% 43% 45% 39% 39% 44%

Mathematics 2016 Results by Grade Level

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th GradeStandard Exceeded 12% 8% 10% 5% 7% 9%Standard Met 29% 20% 13% 14% 13% 12%Standard Nearly Met 28% 35% 28% 36% 39% 34%Standard Not Met 32% 38% 48% 49% 44% 45%Total Met/Exceeded 41% 28% 23% 19% 20% 21%

Demographic Comparison Chart ELA

Overall ELLs RFEPs SED SWD Hispanic/LatinoStandard Exceeded 14% 3% 15% 12% 3% 14%Standard Met 28% 10% 40% 28% 6% 28%Standard Nearly Met 27% 27% 29% 28% 19% 27%Standard Not Met 30% 60% 15% 33% 72% 31%Total Met/Exceeded 42% 13% 35% 40% 9% 42%

Demographic Comparison Chart Mathematics

Overall ELLs RFEPs SED SWD Hispanic/LatinoStandard Exceeded 8% 1% 10% 7% 2% 8%Standard Met 17% 6% 20% 16% 5% 16%Standard Nearly Met 33% 23% 41% 32% 15% 33%Standard Not Met 42% 69% 30% 45% 78% 43%Total Met/Exceeded 25% 7% 30% 23% 7% 24%

A closer look at the data by school site reveals substantial differences in the performance levels of schools, indicating a greater need at some schools more than others. Furthermore, while the district scored somewhat higher in the area of English Language Arts than in Mathematics, it was agreed that many of issues students struggled with in math also had to do with reading and comprehension of the complexity of problems.

An in-depth examination of data by demographic groups uncovers other substantial areas of need as well. Although our Reclassified English Proficient students scored higher than our overall scores, only 13% of English Learners scored proficient and advanced in ELA and 7% in Mathematics. Similarly, a great percentage of students with disabilities are not meeting standards as indicated by 9% of SWD meeting or exceeding in ELA and only 7% in Mathematics.

It is clear that our students need instructional support and varied classroom experiences in order to be successful in meeting the California Standards. In particular, the most essential needs we have identified for our students in Language Arts are to think critically, read more complex texts, and write for a variety of audiences and purposes. In Mathematics, our students need to develop greater conceptual understandings, achieve procedural fluency and persevere in solving problems. In all content areas, WCSD students need to collaborate and communicate more effectively with peers, explain their thinking and use technology in meaningful ways to enhance their learning.


At this time, 100% of our teachers are highly qualified. All teachers participate in ongoing professional development to improve their expertise in teaching in order to provide all students with the opportunity to meet the challenging Common Core Standards. Principals also participate in bi-monthly Professional Learning Communities and visit each other’s schools regularly to develop their skills as instructional leaders.


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

MissionThe purpose of the WCSD is to partner with students, parents, and the community to ensure every student learns the core content standards and reaches his/her optimum potential to have a positive impact on a global society.

VisionWCSD is comprised of high-performing learning academies that use interactive technology to successfully serve our diverse learners, as well as parents, staff, and community members. Our expertly trained, high quality staff always strives to use best practices in order to provide a premier educational program, including timely and appropriate academic and personal interventions as well as multiple enrichment opportunities for gifted learners. We guarantee all of our students and their families a high quality education that incorporates a diversified curriculum, including character development and the arts. State-of-the-art technology, provided by the school, community and parents, will be in the hands of every student to use as a tool to enhance and extend their learning. Our facilities provide a safe and secure learning environment for our students and staff. In order to engage parents as partners, we are committed to communicating effectively with our families to foster and promote strong parent/school partnerships that contribute to the success of all of our students.

ProfileWhittier City School District was established in 1897 and the District Main Offices are in what was previously one of the first elementary schools, John Greenleaf Whittier School. The District serves a diverse representation of socioeconomic levels, with families residing in single- family dwellings and apartments. Approximately 92% of WCSD students are of Hispanic/Latino ethnic origin, 5% White (Non-Hispanic), an 1% Multiple origins. Approximately 20% of the current students are identified as English Learners (ELs), 18% of the students identified as Reclassified Fluent-English-Proficient (RFEP), 13% of students are Students with Disabilities. Approximately 75% of the students participate in the Free/Reduced Lunch Program.

Our District functions as a Professional Learning Community (PLC) and all of its actions are designed to support that model. In order to enhance our works as a PLC, the district banks instructional minutes so that students can be released early on Tuesdays and teachers are able to collaboratively plan at least 2 times per month. As a PLC, we are committed to distributing leadership in order to increase our effectiveness; the District has created “Lead Teacher” positions for each of the sites to assist in the implementation of the Common Core State Standards (CCSS) now referred to as the California Standards, the refinement of the Response to Intervention programs, the integration of iPad technology in classrooms, the improvement of instruction and services for English Learners, and the creation and nurturing of Themed Academies. Lead Teachers provide leadership and support to the school by researching related topics, providing feedback on critical issues, serving as a resource to teachers, and acting as a liaison between the district and the site.

We believe that high quality instruction is the best method for ensuring that our students achieve at high levels. High quality instruction emphasizes the need for appropriate yet challenging learning goals, instructional activities that engage students with the curricular content, and a learning environment that simultaneously supports students that are struggling and challenges proficient and high achieving students. High-quality classrooms are both respectful and rigorous. Students feel free to contribute their ideas and questions and challenged to engage deeply with the content. The California Standards provide an excellent vehicle for our continued focus on high-quality, rigorous instruction. Teachers participate in professional development opportunities specifically designed to provide them with knowledge of the California Standards as well as strategies and plans for implementing the California Standards. Principals conduct regular classroom walk-thrus, providing feedback and support to teachers during the transition to a new way of teaching. Instructional Coaches work with the Principal to provide additional support to key areas and provide follow up professional development, coaching and support.

The fundamental goal of the Whittier City School District is to continually examine and improve our practices to ensure that all students have the best opportunities to achieve high academic standards. To reach this goal, the District’s instructional priorities are to:• Ensure full implementation of the California Standards in English Language Arts and Mathematics, identifying

effective teaching strategies and offering ongoing professional development and coaching in order for teachers to make the needed shifts in their instructional practices;

• Ensure that students have multiple opportunities to read and write daily, solve complex mathematical problems, think critically, collaborate effectively and often and participate in daily discourse in all curricular areas;


• Ensure full access to the curriculum for all students, including English Learners, Students with Disabilities and all demographic groups;

• Begin to implement the new English Language Development Standards;• Support teachers by providing access to timely and appropriate data on student performance on assessments;• Provide opportunities for teachers to collaboratively work in grade level and/or department level teams, scrutinizing

data to monitor student learning and plan instructional practices to meet the needs of all students;• Support schools in developing a comprehensive “Response to Intervention” model to provide additional time and

resources for students who struggle academically and behaviorally;• Provide a 1:1 iPad environment for students and staff, enhancing our instructional programs with technology, while

providing an infrastructure where students can safely access information;• Engage parents so that students are supported academically at home, parents view the school as a resource on key

issues, and teachers and parents view themselves as partners in preparing our students for academicsuccess;• Create schools that capture the interest of students through a focused application of 21st Century Skills in a highly

engaged and interactive themed environment; increase school choice within our community to allow students andfamilies to follow their particular interests in a way that will attract and retain our families and students.

Whittier City School District’s core program is the foundation for all instructional practice and assessment in every classroom. With the new Local Control Funding Formula (LCFF), the Whittier City School District developed and approved its current Local Control Accountability Plan (LCAP) in June 2015 for implementation during the 2016- 2016 school year. The LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. In order to provide greater coherence and improved communication, the District has aligned its District Improvement Plan (LEA Plan) and all of the School Plans with the District’s LCAP.

Whittier City School District recognizes the important role that parents and families play in educating students to high academic standards. When parents/guardians are involved in their children’s education, students achieve to greater levels, develop better social skills and have improved behavior at home and school. Therefore, we know that we need to reach out to parents not only to inform them of their children’s progress, but of our schools’ activities, as well as strategies for helping their children at home. This year, a renewed emphasis is being placed on improving our efforts in engaging parent and families. Using Joyce Epstein’s “Types of Parent Involvement” model, the district structures and promotes parent engagement in the following ways: (1) Parenting, (2) Communicating, (3) Volunteering (4) Learning at Home, (5) Decision Making and Advocacy, and (6) Community Collaboration. We have added one additional key focus area which is “Relationship Building” to encompass school activities designed to bring families into our schools to make them feel welcome and appreciated. Community Liaisons have been assigned to each site to provide parents with consistent, timely communication, coordinate parent volunteer efforts, and promote parent education opportunities. The Parent Center housed at Longfellow Elementary School hosts a wide variety of parent workshops and serves as a resource center for all parents in the Whittier City School District.

WCSD schools offer a wide range of opportunities that engage parents in their child’s educational program, such as Coffee with the Principal, California Standards Information Nights, Family Literacy Night, Family Math Night or Family Art Night. Classes designed to help parents work with children at home and to become more engaged in their child’s education are offered regularly at schools as well as at the District Parent Center. Every year, the district co-sponsors a Parent Education Conference held at Whittier College that features keynote speakers and workshops that address topics of interest for our parents. Each year, we send parents to the local CABE Conference. Parent Conferences, Back to School Night, Open House, and school Awards Ceremonies, are some of the ways we communicate about students’ academic performance. In addition, other events such as Family Picnics, Fall Harvest Festivals, Grandparents’ Day, Moms and Muffins, Dads and Donuts, and many others, send a message to our parents and families that they are welcome members of our school communities. This year Whittier City School District will offer a Parent Academy where parents will have many opportunities to learn about how to help their children successfully learn the California Standards.


Local Measures of Student Performance(other than State-level assessments)

Per NCLB Section 1112 regarding Local Educational Agency Plans, each LEA must provide the following descriptions in its Plan:

A description of high-quality student academic assessments, if any, that are in addition to the academic assessments described in the State Plan under section 1111(b) (3), that the local educational agency and schools served under this part will use to:

a) determine the success of students in meeting the State student academic achievement standards and provide information to teachers, parents, and students on the progress being made toward meeting student academic achievement standards;

b) assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving students to meet State student achievement academic standards and do well in the local curriculum;

c) determine what revisions are needed to projects under this part so that such children meet the State student academic achievement standards; and

d) identify effectively students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments.

If the LEA uses such assessments in addition to State Academic assessments, please provide a succinct description below, and indicate grade levels and students served with such assessments.

Also, please describe any other indicators that will be used in addition to the academic indicators described in Section 1111 for the uses described in that Section.

Whittier City School District has in place a systematic and comprehensive plan for providing interventions for students who continue to have difficulty in achieving the standards, despite differentiation in the classroom. The District provides a comprehensive assessment guide that identifies the universal screening tool that will be used at each grade level. Universal screening assessments are given at the beginning and middle of the school year and are meant to identify students who need additional support and have not mastered basic literacy skills. Once students have been identified through the universal screening tool, additional diagnostic assessments are administered to identify specific academic needs. Each school has in place two levels of intervention: Tier II interventions for students who are experiencing some difficulties meeting the standards and Tier III interventions for students whose needs are such that they require more intense and frequent intervention services. The District has identified research based intervention materials that provide targeted skill based lessons and are used consistently across all schools.

Intervention cannot replace the high quality standards-based instruction that must be in place in all classrooms. Therefore, the priority in the District is effective first teaching, coupled with flexible grouping and differentiation strategies to address a wide range of student needs in the classroom. This describes Tier I of our Response to Intervention (RTI) plan.

Student progress in grades K-8 is monitored using district benchmark assessments, and common formative assessments in English Language Arts and Math. Interim assessments for grades 3-8 provided through the CAASPP website are also used to provide information about student progress in meeting end of year standards. In addition, those students who are assigned to either a Tier II or Tier III intervention program are assessed regularly using the intervention curriculum embedded assessments to ensure that students are learning and making progress towards the targeted intervention skills. Teachers analyze assessment data regularly to monitor student progress and make instructional decisions for whole class and small group instruction, as well as decisions regarding the grouping of students in the RtI Program.

The District uses the Professional Learning Communities framework to develop our practices around teaching and learning, assessment and collaboration. Each school has identified a leadership team consisting of the principal and teachers who meet periodically throughout the school year to examine student progress on a variety of assessment data. Their goal is to analyze the school’s progress, to share that information with the staff, parents and school community, and to provide opportunities for staff and parents to give input into developing goals for the increased achievement of all students. Teachers meet in grade level teams and/or department level teams to examine assessment data, identify student needs, develop goals, select promising practices, engage in collaborative planning, and evaluate the effectiveness of their instruction. Teachers are encouraged to refine their instructional practice through peer observation, coaching and lesson study. Instructional Coaches provide additional support in data analysis and instructional planning.

The Single Plan for Student Achievement 18 of 51 3/6/17

Planned Improvements in Student Performance

SUBJECT: All students will demonstrate 21st Century skills and have daily access to technology in the classroom LCAP GOAL #1:All WCSD students will receive a rigorous academic instructional program that focuses on 21st Century Skills, developing strong communication and critical thinking skills through collaborative experiences, as well as opportunities to creatively express their ideas and new learning (The 4 "C's") in order to meet the demands of the Common Core Standards. WCSD teachers will be provided with multiple opportunities and support to make the instructional shifts needed to promote and cultivate critical thinking, problem solving, and mastery of the California Core State Standards (CCSS) among all WCSD students. In addition, teachers will develop the skills needed to access and integrate technological resources across the curriculum. Students will have increasingly higher levels of daily access to technology. Teachers will maintain and use technology for student records, assessment, and analysis, resulting in data-driven instruction.--------District Related LEAP Plan Goal #1:1. WCSD will demonstrate a 10% increase in the percentage of students who meet and exceed the California State ELA Standards based on the 2016 CAASPP results:3rd Grade from 44% to 54%4th Grade from 43% to 53%5th Grade from 45% to 55%6th Grade from 39% to 49%7th Grade from 39% to 49%8th Grade from 44% to 54%

2. WCSD will will demonstrate a 10% increase in the percentage of students who meet and exceed the California State Mathematics Standards based on the 2016 CAASPP results:3rd Grade from 41% to 51%4th Grade from 28% to 38%5th Grade from 23% to 33%6th Grade from 19% to 29%7th Grade from 20% to 30%8th Grade from 21% to 31%

3. We will collect baseline data for grades Kinder through 2nd grade in ELA and Mathematics based on the new benchmark assessments.

4. All teachers will collaborate in grade level, department level and/or vertical collaboration teams to analyze data, to identify students’ needs and plan instruction

5. All students will have access to iPad Technology and teachers in iPad classrooms will receive ongoing Professional Development

--------Data Used to Form these Goals:• California Assessment of Student Progress and Performance (CAASPP) Data• Technology Inventory

--------


Findings from the Analysis of this Data:Significant growth was made district-wide in the area of English Language Arts. However, an analysis of the CAASPP results indicate that a significant percentage of Whittier City School District students still did not meet the Language Arts and Mathematics standards as measured by the SBAC assessments. Furthermore, while the district scored somewhat higher in the area of English Language Arts than in Mathematics, it was agreed that many of issues students struggled with in math also had to do with reading and comprehending some of the problems. Fifth grade had the greatest percentage of students who met or exceeded the standards in ELA while the greatest percentage of students who met or exceeded the standards in Mathematics was in third grade. --------How the District will Evaluate the Progress of this Goal:1. Student progress will be monitored and evaluated using OARS data, CFAs and IBAs during Data Reflection Sessions, Grade level intervention meetings (GLIMs), and grade level meetings (PLC).2. Student writing will be examined on a regular basis.3. Curriculum embedded assessments in mathematics will provide data for student learning in Mathematics.4. Teacher surveys will indicate teacher comfort level with technology.--------

Actions to be Taken to Reach This Goal Timeline Person(s)

ResponsibleProposed Expenditure(s)

Description Type Funding Source AmountThe District will offer Summer Pre-Kinder Readiness Classes at all of the elementary schools.

Summer 2016 Assistant Superintendent (I.S.) and Principals

Teacher Salaries 1000-1999: Certificated Personnel Salaries

Title I - Basic Grants Low Income

6000

Related Benefits for Summer Pre-Kinder

3000-3999: Employee Benefits


1063




Description Type Funding Source AmountCommon Core Instructional Coaches will provide professional development and coaching to teachers to assist them in implementing the Common Core Standards in ELA and Mathematics.

Leadership Team work will be strengthened through the PDAR Process.Teams at each school site will use the PDAR process to study effective teaching strategies and collaboration practices.

Teachers will be provided with opportunities to participate in afterschool training Math, Reader's & Writer's Workshop, Components of Balanced Literacy including Word Work & Running Records.


Assistant Superintendent, Director of Equity & Access, Common Core Coordinator

Salary for 4 Instructional coaches

1000-1999: Certificated Personnel Salaries


269,613

Afterschool Professional Development


Impact Aid, Low Income and English Learners

37,125

Teacher Hourly for Summer Professional Development


Common Core 20,348

Contract for PDAR Consulting Work


Common Core 28,000

Release Time for Leadership Team and PDAR Work


Common Core 40,000

Release time for Teachers to attend Balanced Literacy & Math Professional Development


Common Core 40,000

Common Core Coaches Per Diem, RAWC Stipends



65,000

Middle School Support for Balanced Literacy Implementation

5800: Professional/Consulting Services And Operating Expenditures

Common Core 6,000

Release Time For Middle School Balanced Literacy Work


Common Core 4,000

Each site will select Common Core Lead teachers to support the school's implementation of the Common Core Standards. The Lead positions will include Curriculum Lead, Assessment Lead, Technology Lead and Public Relations & Theme Lead.


Assistant Superintendent, Common Core Coordinator, Principals

Common Core Leads stipends


Local Control Funding Formula (LCFF)

44000




Description Type Funding Source AmountAdministrators and teachers will attend professional conferences and read professional literature in order to identify best practices and implement research-based strategies and programs for implementing the Common Core and related instructional strategies.


Assistant Superintendent, Direct of Equity & Access, Common Core Coordinator, Principals

Conferences 5000-5999: Services And Other Operating Expenditures


10,000


Title II - Part A: Improving Teacher Quality

6,834



25,693

The District will allocate funds to school sites in order to work with outside writing consultants to provide support for using the Writing Units of Study for grades k-8. The District will use outside consultants to provide on-going Professional Development to increase effective instruction in the classrooms (West Ed, Kelly Gallagher).



Contracts 5000-5999: Services And Other Operating Expenditures

Common Core 110000

The District will allocate Title I funds and Impact Aide funds to school sites be used to implement site level goals and actions. Schools will work with staff, the School Site Council and the English Learner Advisory Council to develop a Single Plan for Student Achievement to outline the expenditure of the funds; the district will set aside funds for Indirect Costs.


Assistant Superintendent, Director of Equity & Access

Title I School Site Allocations

None Specified Title I - Basic Grants Low Income

429,396

Impact Aid School Site Allocations

None Specified Impact Aid, Low Income and English Learners

501,285




Description Type Funding Source AmountSalaries for Coordinator of Special Projects and Administrative Secretary.



70% Salary for Coordinator, Special Projects



66,287

30% Salary for Coordinator Special Projects



33,144

35% Salary Secretary 2000-2999: Classified Personnel Salaries


19,788

35% Salary Secretary 2000-2999: Classified Personnel Salaries


19,026.00

The District will collaborate with Private Schools to ensure that they receive services to which they are entitled.



Materials for Private Schools

4000-4999: Books And Supplies


30,664

Approximately 20% of funding will be set aside for academic intervention support in the transition to ESSA.


Assistant Superintendent, Director of Equity & Access,Principals

Supplemental Tutoring Services

5000-5999: Services And Other Operating Expenditures


200000




Description Type Funding Source AmountBenefits for District personnel: Coordinator Special Projects, Coaches, and Secretaries.

January 2017- January 2018

Assistant Superintendent , Director of Equity & Access

Benefits, health and welfare Per Diem Coaches, & Coordinator Special Projects



54018

35% benefits, health and welfare for Administrative Secretary



11,841

35% benefits, health & welfare for Secretary



11,797

Benefits for Common Core Coaches & Coordinator Special Projects



72,053

Health and Welfare for Common Core Coaches and Coordinator Title I



61,221

Indirect Costs for Programs and budgets.



Indirect Cost Title I 7000-7439: Other Outgo


91,433

Indirect Cost Title II 7000-7439: Other Outgo


18,458

Indirect Cost Title III 7000-7439: Other Outgo

Title III - Limited English Proficient Students

2,375

Indirect Cost Title III Immigrant

7000-7439: Other Outgo

Title III - Immigrant Education

233

The District will allocate funds to school sites in order to support the classrooms with the implementation of Common Core Standards.



Instructional materials and books


Common Core 118,652



SUBJECT: All students will have full access to a comprehensive instructional program and a broad course of studyLCAP GOAL #2:All students will have full access to a comprehensive instructional program and a broad course of study. The District will attract, hire and retain the most highly qualified teachers, administrators and support staff. All students will have access to books and materials that support high levels of engagement in learning in the California Standards. In addition to access to instruction in all content areas, students will have opportunities to participate in the visual and performing arts throughout kindergarten through 8th grade based on the California Visual and Performing Arts Framework. All students will participate in Physical Education classes and the District will expand sports programs at the middle schools. Students will develop healthy lifestyle habits. Our schools will be clean, safe and well-maintained and appear attractive to the public.--------District Related LEA Plan Goal #2:1. All students will receive instruction in ELA, Math, Social Studies, Science, Physical Education and the Arts2. 100% WCSD Teachers will be highly qualified and will have the appropriate credentials for the class to which they are assigned3. All students will have books and materials aligned to the California standards4. The WCSD campuses and the District Offices will be clean and well- maintained and appear attractive to the public.--------Data Used to Form these Goals:• Classroom Observations• Teacher lesson plans and principal observations• Williams report on Highly Qualified Teachers• Inventory of curriculum books and materials--------Findings from the Analysis of this Data:1. Teachers need time to plan instruction aligned to the CCSS2. Teachers need additional training in how to analyze data and plan instruction collaboratively3. Teachers need additional materials to support the Common Core State Standards in English Language Arts and Mathematics4. Interventions are needed for students who are at risk for poor attendance--------How the District will Evaluate the Progress of this Goal:• School visits, classroom observations, Principal PLCs• Textbook inventories• School walk-thrus, checking all classrooms, bathrooms and playgrounds• William’s Reports on HQT--------




Description Type Funding Source AmountThe District will provide district-wide professional development on the California standards, pacing, assessment and instructional strategies.


Assistant Superintendent, Common Core Coordinator, Instructional Coaches and teachers, Director E & A, and Technology Coordinator

Sub Release for Professional Development - Technology



8441

Teacher Hourly during the summer CIT Work



71,000

Professional Instructional Materials



7276

Release time for Green Stem Training for K-2 teachers



19,642

Contracts to support SVMI Training, Scholastic 3D



21,000

Eureka Math will be purchased to support the teaching of the Common Core Mathematics Standards. Units of Study will be purchase to teach the writing standards in grades K - 8 In addition, Common Core funds will be distributed to teachers to select books and materials to teach the Common Core Standards in ELA.


Assistant Superintendent, Director of Equity & Access, Common Core Coordinator, Instructional Coaches

Eureka Math curriculum paid for with Lottery funds


None Specified

The District will purchase books, materials and curriculum resources to support the implementation of the California Standards and 21st Century Learning outcomes.



Materials to support the Core programs, middle school, electives, Art, PE, & Music


Common Core 30,000

Purchase of Licenses to support Digital Libraries for all 6-8 students


Common Core 25,000

Funds distributed to teachers for CCSS ELA Books and materials


Common Core 68,000




Description Type Funding Source AmountDistrict will provide teachers will high-quality summer professional development in the area of Balanced Literacy.

June 2016 Assistant Superintendent, Director of Equity & Access, Common Core Coordinator

Professional Development Contract Services



60,000

Teacher Hourly 1000-1999: Certificated Personnel Salaries


41,492

Professional Development Contract Services



51,729

District will provide on-site coaching and professional development to further support teachers in strengthening instruction in Science, Math, and for English Learners in these content areas.Science Coach will support teachers in teaching science units, will ensure teachers have access to FOSS Materials, and will provide Professional Development and coaching to teachers on the new Science standards; a clerk will assist in maintaining the FOSS kits and "critters" for classroom science experiments.Green Stem Coach will support teachers in the implementation of the Common Core and making instructional shifts in Mathematics.EL Coordinator will provide on-site professional development in supporting English Learners.


Assistant Superintendent, Director of Equity & Access, Common Core Coordinator, EL Coordinator, Science Coach, Green Stem Coach, Instructional Coaches

Salary for Green Stem Coach, Science Coach, and 20% of EL Coordinator



104,636

Benefits for Coaching Salaries



18,528

Science Center Clerk 2000-2999: Classified Personnel Salaries


18662

Benefits for Science Center Clerk



11402

Green Stem Clerk 2000-2999: Classified Personnel Salaries


5391

Green Stem Clerk Benefits



2036

Health & Welfare for Coach and Coordinator Salaries



13,825




Description Type Funding Source AmountThe District will provide scholarships for students to attend Chinese Academy at Whittier College during the Summer.

Summer 2017 Assistant Superintendent

Scholarships 5000-5999: Services And Other Operating Expenditures


3,000

The District will contract with Doc-tracking services to provide an online document tracking system that will allow administrators to streamline and complete the District Plan, School Plans, Safety Plans and Districtwide data.



Contract with Doc-tracking



3250



SUBJECT: Closing the achievement gap between all demographic groups LCAP GOAL #3:Whittier City School District will close the achievement gap between all demographic groups, including Hispanic/Latino, English Learners, Reclassified Fluent English Proficient, Foster Youth, Students with Disabilities, and Socio-economically Disadvantaged as measured by a gap no larger than 10% between any demographic group and the overall percent proficient and above for ALL students on state standardized test measures. Administrators and teachers will disaggregate assessment data to monitor student learning for all groups and ensure that additional support is provided for those students who are struggling to meet proficiency standards. Teachers will use common formative assessments to monitor student learning to provide additional support when needed. Students' academic needs, as identified by data, will drive all instructional decision-making at the school sites.--------District Related LEA Plan Goal #3:1. The percentage of English Learners who meet or exceed the standards will increase by 15%2. The percentage of Socioeconomically Disadvantaged students who meet or exceed the standards will increase by 15%3. The percentage of Hispanic Latino students who meet or exceed the standards will increase by 10%4. Student data will be disaggregated and analyzed to monitor the progress of all students including English Learners, Hispanic/Latino, Foster Youth, and Socio-economically Disadvantaged students5. Students with Disabilities will receive modified instruction when needed to ensure access to the standards-based instruction and will take assessments as determined by the IEP6. CELDT data will demonstrate an increase of 3% of English learners who make progress toward English proficiency as measured by the CELDT--------Data Used to Form these Goals:• CAASPP Data• CELDT data--------Findings from the Analysis of this Data:An in-depth examination of data by demographic groups uncovers other substantial areas of need as well. Although our Reclassified English Proficient students scored higher than our overall scores, only 13% of English Learners scored proficient and advanced in ELA and 7% in Mathematics. Similarly, a great percentage of students with disabilities are not meeting standards as indicated by 9% of SWD meeting or exceeding in ELA and only 7% in Mathematics. --------How the District will Evaluate the Progress of this Goal:• CAASPP Data• Common formative assessments, benchmark assessments• CELDT data• ADEPT Assessments• Reclassification data• EL Shadowing Data• Teacher observations and analysis of progress for English Learners, Hispanic/Latino, Foster Youth, and Socio-economically Disadvantaged students• Individual Educational Plans (IEPs)--------




Description Type Funding Source AmountData Reflection Sessions will be implemented at all of the elementary schools to provide opportunities for principals to meet with teachers in grades 3-5 to examine the new SBAC Assessment, CAASPP Interim Assessments; District Benchmark data and other student work. Art and Physical Education Teachers will be hired to provide instruction to students during the data reflection sessions.

Data Reflection Sessions will support differentiated instruction to meet the needs of all learners: GATE, High Achieving, English Learners, At-Risk, and Special Education.


Assistant Superintendent, Director of Equity & Access, Common Core Coordinator, Principals, VAPA Coach

PE & Art teachers will release 3-5 grade teachers to participate in Data Reflection Sessions



120,000

PE & Art teacher benefits



30,000

Instructional Materials to support Interventions



14,400

Instructional Materials to support Interventions



18,776

Materials and resources to support foster/homeless youth education



3,674

District will expand the use of Systematic ELD Curricular Units during designated English Language Development. K-6 ELD teachers will receive training on the use of Systematic ELD Instructional Units; 7th/8th ELD teachers will receive PD on intervention with their English learners and Long Term English Learners.


Assistant Superintendent, EL Coordinator, EL Lead Teachers, Teachers

Materials and support kits for EL Achieve and ADEPT



12,557

Materials to Support EL Achieve



432




Description Type Funding Source AmountThe English Learner Coordinator will provide training and support to teachers in ELD instruction; The EL Coordinator will work with parents of EL students; the Assessment Center staff will maintain documentation, assess, and monitor the growth of English Learners


Assistant Superintendent, EL Coordinator

80% of EL Instructional Specialist Salary plus Per Diem



85,057

Coaches Per Diem 1000-1999: Certificated Personnel Salaries


43,171

Assessment Center Clerk

2000-2999: Classified Personnel Salaries


32,935

Assessment Center Secretary



45017

Clerk Benefits, Health and Welfare



13,619

Secretary Benefits, Health and Welfare



30,051

The District will provide an opportunity for WCSD staff in EL Shadowing, in order to create an awareness of the limited access English Learners have in using academic English throughout the school day; teams will learn how to implement three high leverage strategies that address academic oral language development and the CCSS for listening and speaking.


Assistant Superintendent, EL Coordinator, Principals,Teachers and Coaches

Sub release time for teachers for EL Shadowing

0001-0999: Unrestricted: Locally Defined


20,012

Books and Materials 4000-4999: Books And Supplies


957

District Staff will administer the annual CELDT test to all ELD students not yet reclassified.


Assistant Superintendent, EL Coordinator, District Staff

Hourly pay for CELDT Administration



40,000

Aide Support in CELDT Administration



19,161




Description Type Funding Source AmountThe District will provide additional services to Newcomers who have been in the Country less than 12 months. They will receive support during the school day to succeed as they adapt to the english setting.


Assistant Superintendent, EL Coordinator, District Staff

Newcomer aide support for students new to the Country



18000

Newcomer aide benefits



4539

Newcomer aide support for students new to the country



2505

Materials for Newcomer support



929

The District will provide an online assessment reporting system for the collection, reporting, and analysis of periodic assessments districtwide.


Assistant Superintendent, Common Core Coordinator, Instructional Coaches, Site Administrators and Teachers

OARS online assessment Reporting System



31000

Participating schools will offer Achievement Via Individual Determination (AVID) classes and implement instructional strategies to promote a college going culture and provide additional support to students in order to increase achievement.


Assistant Superintendent, Site Administrators and Teachers

Contract with AVID 5000-5999: Services And Other Operating Expenditures


20000

Teachers will become knowledgeable about implementing the new ELD Standards and related instructional shifts through on-going professional development.


Assistant Superintendent, EL Instructional Specialist, Site Administrators

Stipends for EL Leads 1000-1999: Certificated Personnel Salaries


11000

Professional Development for EL Leads and ELD Teachers



4,500




Description Type Funding Source AmountGATE identified students will be provided with enrichment opportunities both in and out of school. Teachers will be provided with support and training to differentiate for the needs of GATE students within the classrooms.


Assistant Superintendent, EL/GATE Coordinator, GATE Advocates, Site Administrators

GATE Academy 1000-1999: Certificated Personnel Salaries

Common Core 2,000

Materials to support the GATE Academy


Common Core 3,000

GATE Advocate Trainings and Meetings


Common Core 1,000

Materials to support GATE instruction at all school sites


Common Core 4,000

Select teachers will complete year two of Academic Language Development (ALD) training to best serve the academic and linguistic needs of English learners. Select teachers will be trained on the ALD process to effectively use strategies to engage their ELs.


Assistant Superintendent (I.S.), Select Site Administrators and Teachers

Stipends and Release time for ALD certification



30000



SUBJECT: Parent and community engagement and a positive school climateLCAP GOAL #4:GOAL 4: WCSD will support and promote parent and community engagement and each school will facilitate a positive climate that ensures students feel a part of the school, and feel that adults care about them in order to increase student achievement in all of our schools. Attendance rates will increase at all schools. All parents, teachers, students and staff will feel welcome and respected in our schools. Schools will adopt a theme or make progress towards adopting a theme that will serve to engage parents and the greater school community and increase enrollment in our schools.--------District Related LEA Plan Goal #4:1. The District will increase student engagement at all schools2. The District will establish baseline data from Parent Engagement Leadership Team Surveys3. The District will demonstrate 100% compliance on Williams Report on Facilities4. The District will establish baseline data on Positive Behavior Intervention Support (PBIS) Surveys5. The District will demonstrate a decrease in the student suspension rate from 3.5% to 3.0%6. The District will maintain the 0% student expulsion rate7. The District will demonstrate an increase in the percentage of students who say they "feel part of the school" all or most of the time by 5% at both the elementary and middle schools--------Data Used to Form these Goals:• Parent Engagement Leadership Team Surveys• PBIS Implementation Checklist• Williams Facilities Report• Suspension and expulsion data• Healthy Kids Survey data--------Findings from the Analysis of this Data:1. Parent Engagement Leadership Team Surveys indicate that all schools need to increase their efforts at making parents feel welcome at school and need to increase the number of parents who attend school events2. PBIS Checklists and school site visits indicates that all schools are making progress in the implementation of PBIS but need to further refine their implementation with a focus on teaching the behaviors identified in the matrix and monitoring assessment of progress3. Williams Facilities Reports indicate that the District is 100% compliant4. The student expulsion rate is 0%5. Suspension rate is currently 4%6. Healthy Kids Survey data indicates that the average elementary school student response to the prompt, 'My school wants me to do well' was a 3.85 on scale of 1-4. The survey also indicated that the average middle school student response to the prompt, 'My school has high standards for achievement was also a 3.85 on a scale of 1-4. The average response of elementary school students to 'I feel safe at school' was 3.5 out of 4 while middle school students response was 3.2 out of 4.--------


How the District will Evaluate the Progress of this Goal:• Parent Engagement Leadership Team Surveys• PBIS Implementation Checklist• Williams Facilities Report• Suspension and expulsion data• Healthy Kids Survey data--------



Description Type Funding Source AmountA Community Liaison will be placed at each school site to coordinate parent volunteer and engagement efforts. Community Liaisons will meet with the Coordinator of Special Projects on a regular basis to develop engagement practices and strategies.

Community Liaisons and parents across the District will be provided with opportunities for training and education workshops.


Assistant Superintendent, Coordinator of Special Projects, District & Site Administration

Parent Education Classes, Community Liaison Conferences



10000

Volunteer Fingerprinting



4,377




Description Type Funding Source AmountThe District will contract with the ProEdu Whittier Group to provide workshops and classes to parents throughout the year on strategies and tools to work with their children and the schools to ensure greater success for students.


Coordinator Special Projects and EL Instructional Specialist

Contract with ProEdu 5000-5999: Services And Other Operating Expenditures


18000

Child Care for parent workshops and district meetings



1000

Busing for ProEdu Field Trip



2000

Translation for parent workshops and district meetings



2000

Food and Hospitality for parent meetings for LCAP, Parent Ed Workshops, etc.



10,000

The District will provide English as a Second Language Classes to parents from the District


EL Coordinator English Classes 5000-5999: Services And Other Operating Expenditures


3000

Child Care 2000-2999: Classified Personnel Salaries


500

WCSD Staff and parents will have opportunities to attend conferences to expand their understanding of the new EL Standards


Assistant Superintendent, EL Coordinator

Conferences 5800: Professional/Consulting Services And Operating Expenditures


9,000




Description Type Funding Source AmountAll Schools will implement a Positive Behavior Intervention and Supports (PBIS) System to improve school climate, decrease student behavior problems and decrease suspensions; The District will provide training for site teams; schools will use a reliable, confidential, web-based information system to collect, summarize and use student behavior data for decision making.Schools will expand support to implement Tier II interventions.


Assistant Superintendent, I.S., and RtI Support Coach, Principals and Teachers

PBIS Contract with LACOE



10,000

Release Time for Lead Teacher and Team Training



5000

The District will support school site PBIS Leadership Teams to create a PBIS Action Plan for the school year


Principals, PBIS Leadership Teams

Summer Teacher Hourly



20000

Healthy Kids Survey will be administered to all 5th & 7th grade students to gain insight into student needs


Director Equity & Access

Survey Costs 5800: Professional/Consulting Services And Operating Expenditures


1000


Total Allocations and Expenditures by Funding Source

Total Allocations by Funding SourceFunding Source Allocation Balance (Allocations-Expenditures)

Impact Aid, Low Income and English Learners 1,090,329 0.00Common Core 500,000 0.00Title I - Basic Grants Low Income 1,438,014 0.00Title III - Limited English Proficient Students 121,111 0.00Title II - Part A: Improving Teacher Quality 290,455 0.00Title III - Immigrant Education 3,667 0.00Local Control Funding Formula (LCFF) 354,250 0.00


Part III

Assurances and Attachments


Assurances

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

General Assurances1. Each such program will be administered in accordance with all applicable statutes, regulations, program plans, and

applications.

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

3. (a) The control of funds provided under each program and title to property acquired with program funds will be in a public agency, a non - profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; (b) the public agency, non - profit private agency, institution or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law.

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

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

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

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

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

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

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

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


TITLE I, PART A The LEA, hereby, assures that it will:

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

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

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

14. Provide technical assistance and support to schoolwide programs.

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

TITLE I, PART D - SUBPART 231. Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home

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

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

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

TITLE II, PART A34. The LEA, hereby, assures that:

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

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

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

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

The LEA will assure compliance with the requirements of professional development as defined in section 9101 (34).


TITLE II, PART D35. The LEA has an updated, local, long - range, strategic, educational technology plan in place that includes the

following:a. Strategies for using technology to improve academic achievement and teacher effectiveness.b. Goals aligned with challenging state standards for using advanced technology to improve student academic

achievement.c. Steps the applicant will take to ensure that all students and teachers have increased access to technology

and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction.d. Promotion of curricula and teaching strategies that integrate technology, are based on a review of relevant

research, and lead to improvements in student academic achievement.e. Ongoing, sustained professional development for teachers, principals, administrators, and school library

media personnel to further the effective use of technology in the classroom or library media center.f. A description of the type and costs of technology to be acquired with Ed Tech funds, including provisions for

interoperability of components.g. A description of how the applicant will coordinate activities funded through the Ed Tech program with

technology - related activities supported with funds from other sources.h. A description of how the applicant will integrate technology into curricula and instruction, and a timeline for

this integration.i. Innovative delivery strategies - a description of how the applicant will encourage the development and use of

innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.

j. A description of how the applicant will use technology effectively to promote parental involvement and increase communication with parents.

k. Collaboration with adult literacy service providers.l. Accountability measures - a description of the process and accountability measures that the applicant will use

to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards.

m. Supporting resources - a description of the supporting resources, such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology.

36. The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained, and intensive high quality professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments.

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

o has in place a policy of Internet safety for minors that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors; and

o is enforcing the operation of such technology protection measure during any use of such computers by minors; and

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

o Any LEA that does receive such discount rates hereby assures the SEA that it will have in place a policy of Internet safety for minors required by Federal or State law.


TITLE III38. The LEA assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with

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

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

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

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

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

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

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

TITLE IV, PART A 45. The LEA assures that it has developed its application through timely and meaningful consultation with State and local

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

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

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

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

49. The LEA has, or the schools to be served have, a plan for keeping schools safe and drug - free that includes: Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of

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

Security procedures at school and while students are on the way to and from school. Prevention activities that are designed to create and maintain safe, disciplined, and drug - free environments. A crisis management plan for responding to violent or traumatic incidents on school grounds. A code of conduct policy for all students that clearly states the responsibilities of students, teachers, and

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


50. The application and any waiver request under section 4115(a)(3) (to allow innovative activities or programs that demonstrate substantial likelihood of success) will be available for public review after submission of the application.

TITLE IV, PART A, SUBPART 351. The LEA assures that it has, in effect, a written policy providing for the suspension from school for a period of not less

than one year of any student who is determined to have brought a firearm to school or who possesses a firearm at school and the referral of a student who has brought a weapon or firearm to the criminal or juvenile justice system. Such a policy may allow the Superintendent to modify such suspension requirement for a student on a case - by - case basis.

TITLE V, PART A52. The LEA has provided, in the allocation of funds for the assistance authorized by this part and in the planning, design,

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

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

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

55. The LEA will annually evaluate the programs carried out under this Part, and that evaluation: will be used to make decisions about appropriate changes in programs for the subsequent year; will describe how assistance under this part affected student academic achievement and will include, at a

minimum, information and data on the use of funds, the types of services furnished, and the students served under this part; and

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

New LEAP Assurances56. Uniform Management Information and Reporting System: the LEA assures that it will provide to the California

Department of Education (CDE) information for the uniform management information and reporting system required by No Child Left Behind, Title IV in the format prescribed by CDE. That information will include:

(i) truancy rates; (ii) the frequency, seriousness, and incidence of violence and drug - related offenses resulting in suspensions

and expulsions in elementary schools and secondary schools in the State; (iii) the types of curricula, programs, and services provided by the chief executive officer, the State educational

agency, local educational agencies, and other recipients of funds under this subpart; and (iv) the incidence and prevalence, age of onset, perception of health risk, and perception of social disapproval of

drug use and violence by youth in schools and communities. (Section 4112, General Provisions, Title IV, Part A, PL 107 - 110)

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

Other58. The LEA assures that a minimum of 95% of all students and a minimum number of students in each subgroup (at both

the school and district levels) will participate in the state’s assessments program.


Signature Page

Dr. Ron CarruthJanuary 10,

2017Printed or typed name of Superintendent Date Signature of Superintendent


Appendix F

District & Student Performance Data CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 692 668 679 644 672 643 98.1 96.3

Grade 4 689 707 677 694 676 692 98.3 98.2

Grade 5 690 677 664 662 662 661 96.2 97.3

Grade 6 646 655 631 649 627 647 97.7 98.9

Grade 7 636 629 612 617 608 616 96.2 98.1

Grade 8 706 657 659 638 655 633 93.3 96.5

All Grades 4059 3993 3922 3904 3900 3892 96.6 97.5

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2385.8 2414.0 11 20 17 24 30 30 40 27

Grade 4 2425.6 2450.7 11 21 19 22 24 21 45 36

Grade 5 2468.1 2484.8 10 16 27 29 23 22 40 34

Grade 6 2481.1 2504.1 6 10 20 31 35 31 38 27

Grade 7 2504.2 2521.7 6 8 23 31 32 30 39 32

Grade 8 2530.0 2549.6 5 9 28 35 35 30 31 26

All Grades N/A N/A 8 14 22 28 30 27 39 30

ReadingDemonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below StandardGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 15 41 51 46 34

Grade 4 12 19 44 42 44 39

Grade 5 14 19 40 44 45 37

Grade 6 9 12 45 48 46 41

Grade 7 9 13 45 48 47 39

Grade 8 13 21 47 48 40 31

All Grades 12 16 44 47 45 37


WritingProducing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 9 19 43 48 47 33

Grade 4 9 17 46 49 43 33

Grade 5 17 21 45 48 38 31

Grade 6 9 17 44 51 47 32

Grade 7 13 17 45 54 42 29

Grade 8 11 16 54 54 35 30

All Grades 11 18 46 51 42 31

ListeningDemonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 14 62 67 26 20

Grade 4 10 13 63 64 26 22

Grade 5 10 12 62 63 28 25

Grade 6 11 10 64 72 25 18

Grade 7 9 10 62 66 29 25

Grade 8 7 10 66 69 26 21

All Grades 10 12 63 67 27 22

Research/InquiryInvestigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 14 23 51 55 35 23

Grade 4 13 24 51 50 34 26

Grade 5 19 29 56 53 24 18

Grade 6 14 24 63 56 24 20

Grade 7 13 18 55 53 32 28

Grade 8 14 22 58 54 28 24

All Grades 15 23 55 54 30 23


CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 692 669 682 645 677 645 98.6 96.3

Grade 4 689 706 679 696 677 695 98.5 98.6

Grade 5 690 677 667 665 656 662 96.7 97.8

Grade 6 646 655 632 649 627 645 97.8 98.9

Grade 7 636 629 614 618 611 618 96.5 98.3

Grade 8 706 657 662 637 655 635 93.8 96.5

All Grades 4059 3993 3936 3910 3903 3900 97.0 97.7

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 2393.7 2413.9 7 12 21 29 30 28 40 32

Grade 4 2427.3 2438.6 6 8 14 20 39 35 40 38

Grade 5 2451.7 2463.4 5 10 12 13 29 28 53 48

Grade 6 2475.3 2471.2 6 5 13 14 36 36 45 46

Grade 7 2490.2 2491.7 8 7 13 13 32 37 47 44

Grade 8 2504.9 2514.0 5 9 14 12 32 34 47 45

All Grades N/A N/A 6 8 15 17 33 33 45 42

Concepts & ProceduresApplying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 14 22 36 39 50 39

Grade 4 9 14 27 33 64 54

Grade 5 8 15 27 26 65 59

Grade 6 9 8 32 33 60 60

Grade 7 14 12 31 32 56 56

Grade 8 10 13 34 35 56 52

All Grades 10 14 31 33 58 53


Problem Solving & Modeling/Data AnalysisUsing appropriate tools and strategies to solve real world and mathematical problems


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 14 19 41 47 45 34

Grade 4 8 13 43 43 49 44

Grade 5 9 11 31 34 60 55

Grade 6 7 6 46 43 47 51

Grade 7 8 9 43 43 49 48

Grade 8 7 8 54 54 39 38

All Grades 9 11 43 44 48 45

Communicating ReasoningDemonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 3 12 19 52 58 35 23

Grade 4 9 14 44 45 47 41

Grade 5 6 10 44 42 50 48

Grade 6 7 8 49 53 44 39

Grade 7 10 9 66 56 24 35

Grade 8 7 11 55 54 38 36

All Grades 9 12 51 51 40 37


Appendix F

District & Student Performance Data

Title III Accountability

Annual GrowthAMAO 1

2013-14 2014-15 2015-16

Number of Annual Testers 965 796 666

Percent with Prior Year Data 99.1 99.7

Number in Cohort 956 796 664

Number Met 474 325 328

Percent Met 49.6 40.8 49.4

NCLB Target 59.0

Met Target No No N/A

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instructionAMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 883 287 769 309 776 310

Number Met 164 100 90 112 88 122

Percent Met 18.6 34.8 11.7 36.2 11.3 39.4

NCLB Target 22.8 49.0

Met Target No No No No N/A N/A

Adequate Yearly Progress for English Learner Subgroup at the LEA Level AMAO 3

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes 98

Met Percent Proficient or Above No N/A

Mathematics

Met Participation Rate Yes 97

Met Percent Proficient or Above No N/A

Met Target for AMAO 3 No N/A


Appendix F

District & Student Performance Data

California English Language Development (CELDT) Data

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

K 1 0 1 9 11 7 28 36 34 31 30 32 32 22 26

1 7 5 21 40 35 64 37 37 7 10 17 7 6 7

2 2 1 29 16 19 29 42 45 14 26 26 29 15 9

3 *** 3 1 11 17 46 42 23 26 *** 18 15

4 6 4 50 20 26 33 45 41 15 14 17 14 15

5 12 7 31 34 37 38 12 11 *** 8 9

6 8 6 *** 25 29 46 41 *** 7 11 *** 15 13

7 3 3 39 44 *** 44 32 7 8 *** 7 14

8 2 36 49 *** 36 35 15 4 *** 11 12

Total 1 5 3 11 23 25 29 41 39 27 18 20 31 14 14

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