RECOMMENDED LEA PLAN TEMPLATE - Perris Elementary …

Perris Elementary School District LEA Plan p.1

Rev 12–12)California Department of EducationImprovement and Accountability Division

Elementary and Secondary Education ActCorrective Action

RECOMMENDED LEA PLAN TEMPLATE

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

Corrective Action 6 Plan Information:

Name of Local Educational Agency (LEA): Perris Elementary School District

County/District Code: 33-67199

Dates of Plan Duration (a three- to five-year plan): October 2015-August 2018

Date of Local Governing Board Approval: November 13, 2015District Contact Information: Jean Marie Frey, Asst. Supt. Ed. Services, (951) 657-3118

District Superintendent: Vincent J. Ponce

Address: 143 East First Street

City: Perris Zip code: 92570

Phone: (951) 657-3118 Fax: (951) 940-5115

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

Certification: I hereby certify that all applicable state and federal rules and regulations willbe observed by this LEA and that, to the best of my knowledge, information contained inthis Plan is correct and complete. Legal assurances for all programs are accepted as thebasic legal condition for the operation of selected programs, and copies of assurances areretained onsite. I certify that we accept all general and program specific assurances forTitles I, II, and/or III as appropriate, except for those for which a waiver has beenobtained. Copies of all waivers will remain on file. I certify that original signatures for thisCorrective Action 6 Improvement Plan are on file in the district office.

Vincent J. Ponce 11/13/2015

Printed or typed name of Superintendent Date Signature of Superintendent

Tom Elliott 11/13/2015

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


District Profile

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

District Mission Statement

District staff, parents and community members works together to create a strongeducational program within a caring, supportive environment. They strive to enablestudents to become capable, fulfilled, successful and contributing members of society.

Perris Elementary School District Profile

DemographicsPerris Elementary School District is located in the western part of Riverside County servingapproximately 5,900 students. The district operates eight schools, seven of which servestudents in grades Transitional Kindergarten through grade six and one that is a districtsponsored charter school that serves students in grades kindergarten through grade eight.Beginning in August of 2011 the district opened the K-8 dependent charter school in responseto the school's identification as a Program Improvement Year 5 school and in need ofrestructuring. The district, teachers and community determined that the alternative structure of adependant charter would best meet the needs of the students and opened Innovative HorizonsK-8 Charter School. The district serves a high poverty, high minority population of students. Allschools are on a modified traditional calendar. The Rob Reiner Children and FamiliesDevelopment Center houses nine State Preschool CSPP classes, four classes of a.m./p.m. andone class of a.m. only. In addition the center also has 6 classes of preschool children funded byFirst 5.

Population AmericanIndian

Asian PacificIslander

Filipino Hispanic AfricanAmer.

White Other

Students 0.2% 0.8% 0.4% 0.2% 86.5% 6.3% 3.3% 2.3%Teachers 0.0% 2.6% 0.0% 0.0% 30.0% 3.3% 63.8% 0.0%

EnglishLearners

Reclassified

EL

Students withDisabilities

GATE Free and ReducedLunch

District

Mobility

ParentEducation

54% 12% 8.1% 4% 99% 92% 1.96*District Mobility: The percent of students continuously enrolled from CBEDS to STAR testing.**Parent Education: The average level of parent education where “2” is high school graduate and “3” is some college

Currently 54% of district students are considered English Learners. The district percentage ofstudents receiving free and reduced lunch is 99.0% based on California Department ofEducation data. Special Education students comprise about 8.1% of the total; GATE studentscomprise 4% of the total. Teachers have served an average of 12 years in the district (13 yearstotal in education on average); 16.4% hold a master’s degree or better; 100% are fullycredentialed. In 2014-15 the district hired 23 first year teachers.

The district provides a Structured English Immersion Program (SEI), English LanguageMainstream (ELM) Program and an Alternative Program option for parents of English Learnerstudents. Special education students are provided specialized academic instruction (SAI) withina program offered through the continuum of service options. Many students with special needs


receive services through the district's 'push-in' program in which the education specialist willwork with the student in the general education class. Students requiring more intensive servicesreceive SAI utilizing the California Standards within the SDC setting. The District placesstudents with moderate to severe disabilities in programs operated in cooperation with RiversideCounty Office of Education. These students receive SAI services utilizing alternative curriculum.Students in the RSP or SDC program are provided with instruction in the California Standardsby utilizing the districts Units of Study, core materials, and state approved materials such as theLanguage! program. There is currently one student with a disability placed in non-public schoolsetting. This student entered the district and was already placed in the NPS.

District Title I Program Improvement StatusPerris Elementary School District was identified as a Year Three Program Improvement Districtin 2007 as part of Cohort 1. The district continues in Program Improvement Year 3+ in 2015.

In 2011 and again in 2015 an analysis of the district programs reaffirmed the direction given bythe original Corrective Action 6 and many of the original actions taken at that time are still inplace. These actions have been strengthened by continuing professional development includingtraining in Common Core State Standards and Differentiated Instruction through UniversalDesign which focuses on instructional strategies that are scientific research-based practicessupporting the needs of English Learners.

Of the district’s 8 schools, 8 are in Program Improvement with the following placements:Year 1 Year 2 Year 3 Year 4 Year 5+ Not PI Not Title I

0 4 0 0 4 0 0

District Support to Program Improvement SchoolsThe district provides support to the Title I Program Improvement schools with strategies that arebased on scientifically-based researched practices including:

Providing assistance in analyzing data from benchmark and other assessments with aCoordinator of Assessment and Accountability; and an Online Assessment andReporting System (OARS) contract along with analysis of other examples of studentwork to identify and address problems in instruction. A contract with Key Data Systemssupports the data work with specific reports for students not meeting grade levelstandards and identifies students in need of intervention. The CELDT Summary andIntervention List (CSIL) reports are used to monitor English learners and target longterm English learners for additional instructional support.

Providing teacher collaboration time built into the school schedule with teachers usingthat time to analyze data from benchmark assessments four times per year and use thatanalysis to plan appropriate instruction and interventions.

Providing assistance in identifying and implementing professional development ininstructional strategies and methods of instruction that are grounded in scientificallybased research, including those that have proven effective in addressing the specificinstructional issues that caused the school to be identified for PI. DifferentiatedInstruction through Universal Design is one example of this professional developmentalong with on-going training in the California State Standards and new Education Equitytraining for the 2015-16 school year.

Implementing an Alternative Governance Board (AGB) structure for schools in ProgramImprovement Year 5 with three or four meetings annually which includes onsiteclassroom visits by the AGB team and grade level interviews about the progress made inimplementing the instructional strategies identified for that grade level and school. Thiswork includes contracting with an AGB consultant to work with teachers to fully


implement the strategies identified for the group(s) of students identified for additionalsupport.

Scheduling Principal Summits conducted twice per year. Principals work with their sitestaff to analyze benchmark assessment data including an analysis of grade levels andsignificant groups of students. These data and analysis are put into a power point andpresented by the principal to a panel of administrators including the Superintendent,Assistant Superintendent of Educational Services and other top district administrators.Principals are required to include strategies for improvement of student performance intheir presentations.

Requiring daily principal classroom walkthroughs using feedback forms and/or theGoogle Docs walkthrough format and monthly classroom walkthroughs by cabinetmembers.

Implementing a district initiative to develop CCSS Units of Study developed by districtteachers to support the full and district wide consistent implementation of the CaliforniaState Standards curriculum has been put into place.

Summary Analysis of the Needs Assessment

In the space below, provide a summary analysis of the needs assessment conducted toinform the development of the Corrective Action 6 Improvement Plan. Describe sourcesof data reviewed, stakeholders involved, review process and major findings. The highpriority needs surfaced in the needs assessment should be addressed in the goals,strategies and actions of the Plan. LEAs required to work with a TA provider mustincorporate recommendations made by the TA provider

Needs AssessmentPerris Elementary School District was identified as a Year Three Program Improvement Districtin 2007 as part of Cohort 1. The district continues in Program Improvement in 2015. TheCalifornia State Board of Education took action in November 2008, identifying the district as a PIYear 3 district and assigned it Corrective Action 6. The SBE required the district to contract witha DAIT provider. Riverside County Office of Education was selected by the district to be theDAIT provider. A comprehensive analysis of the district was conducted jointly with the DAITTeam and the district using the state tools including the Academic Program Survey with eachsite, the DAIT Blueprint Survey of all cabinet level staff, a comprehensive assessment of studentachievement data over the previous five years, the new Title III plan, the district Title II plan, anda Budget Reallocation Process. The results of the analysis informed the original LEA PlanAddendum and continue to inform the work of the district to increase student learning.

Progress Implementing Corrective Action 6 2008-2011

1. Fully Implement Corrective Action (6) with full implementation of the nine essential programcomponents at each school for the current and new English Language Arts adoption and thenew mathematics adoption.Actions taken by district:

Adopted the Harcourt HSP California Math (2009) core mathematics program for allgrades.

Trained 100% of all district teaching staff and every principal in the materials-basedtraining for the new math core adoption. District is monitoring practicum hours for allstaff.

Hired a reading and math coach for each site and reorganized the district educationalservices department staff to support the site coaches. Currently four district academiccoaches continue to provide support to all eight sites.


Discontinued the use of all non-adopted materials in order to more fully implement theHoughton Mifflin Reading: A Legacy of Literacy 2003 (HM) for core grades ELA on everycampus and required all classrooms to utilize all components of the HM program.

Developed and adopted new district standards based Report Cards. Identified (by entire district leadership including superintendent, cabinet, principals and

assistant principals) Five High Leverage Instructional Strategies that all staff will be heldaccountable for providing in their instructional program including Checking forUnderstanding, Student Engagement, SDAIE strategies, Students Speaking in CompleteSentences and Bell to Bell instruction. These strategies are the focus of instructionalwalk-throughs, staff development and teacher expectations.

2. Develop an accountability and monitoring system that clearly states academic expectationsfor student achievement with goals that are monitored and communicated to all stakeholdersincluding parents and the community.Actions taken by district:

Published Expectations of Performance for Principals, Assistant Principals, and sitecurriculum coaches.

Began Principal Summits two times per year to hold principals and district cabinetmembers accountable for identifying and responding to the most current needs of eachschool site and the students in the district in a timely manner.

Instituted meetings two times per year between each site principal and HumanResources Deputy Superintendent to monitor the on-going evaluation process ofteachers.

Linked principal evaluations and teacher performance to student achievement. Formed an Alternative Governance Board at each Program Improvement Year 5 school

with members including the Deputy Superintendent of Human Resources, AssistantSuperintendent Educational Services, Coordinator of Curriculum, Staff Development,

Assigned each cabinet member to a site with responsibility for monthly walk throughswith the principal and feedback to cabinet.

Required principals to work with staff to develop and implement daily grade levelschedules that reflect the minimum time required by the APS and require principals tomonitor the daily use of that instructional time.

3. Provide all students access to the core reading language arts and math curriculum byproviding additional support for students with strategic and intensive interventions for allstudents in need of that support at every site.Actions taken by district: Provided Sopris West Language! 3rd Edition for intensive intervention (2009 ELA

Adoption) for grades 4-6 high priority students identified as achieving two or more yearsbelow grade level in ELA including SWD and EL students.

Provided Sopris West Language! 3rd Edition for intensive intervention (2009 ELAAdoption) for grades 4-6 high priority students identified as achieving two or more yearsbelow grade level in ELA including SWD and EL students.

Adopted the new Harcourt Fast Forward Math (2009) Math Intervention Program ingrades 4-6.

Reorganized the services to all Students with Disabilities (begun in 2009-2010) to be apush-in inclusion model with no district pull out RSP program to ensure that all studentsincluding SWD students receive daily access to core ELA and math instruction withappropriate support to meet their individual needs.

Instituted an additional 30 minutes daily of targeted intervention district wide at all gradelevels.


Focused efforts to ensure that Universal Access was being provided daily for all studentsin ELA.

Required all grade level teams at each site to develop and follow the same dailyschedule to ensure appropriate use of instructional minutes and time reflecting the APSguidance.

Mandated ELD instruction daily for 30 minutes minimum with no more than two CELDTlevels in each instructional group.

Required use of the Rigby “On Our Way to English” (CA version 2007) program for ELDinstruction.

Hired an EL TOSA to support the needs of English Learners district-wide. Required all SWD students receive instruction in the general education classroom

setting using the district’s core adoptions including the core ELA Houghton MifflinReading: Legacy of Literacy program or the Sopris West Language! 3rd Edition intensiveintervention program based on diagnosed need and the core Harcourt HSP Mathprogram.

Included special education teachers as part of the data meetings with SWD studentsbeing tested using the district 5 Benchmark assessments in ELA and math as well as theCST or CMA annual summative assessments.

Trained district leadership in Response to Intervention. Provided additional support in ELA and math to both general education and special

education students through Learning Centers in place on all campuses based onstudents assessed needs.

4. Build on the current Data System to increase the degree and quality of implementation anduse of data that result in an instructional response that causes an increase in studentlearning.Actions taken by district: Instituted new district Benchmark assessments in ELA and math that are aligned to key

grade level standards. Rewrote the district Pacing Guides for ELA and math to be more closely aligned to grade

level standards and to the District Benchmark assessments. Pacing Guides andassessments continue to be annually revised and published for all staff.

Instituted on-going student achievement data review in cabinet meetings, principalmeetings and at school sites for each Benchmark assessment and annually withsummative CST, CELDT data.

Began monthly updates to the Board of Education by the Assistant Superintendent ofEducation Services with data and an instructional focus.

Trained all site and district staff in the use of the district data management system. Adopted the use of the Online Assessment and Reporting System (OARS) data system

and electronic retrieval with standards based multiple formative assessments in ELAdesigned by teachers.

Designed an assessment system to give district Benchmark assessments (administeredfive times per year in grades 2-6) and a district writing prompt in grades (given threetimes per year).

Identified the Rigby “On Our Way to English” (CA version 2007) Unit assessments alongwith CELDT information to monitor the progress of EL students.

Provided Data Protocol training to staff with a process of accountability for teachercollaboration time and data analysis that has become part of the district culture.

Provided additional training for staff in the use of the OARS system, more Data Protocoltraining, and training for principals in how to support and monitor the use of data and theData Protocol process.


Negotiated a district contract that enables schools to conduct two staff meetings withinthe workday each month in addition to one collaborative meeting to conduct PLC dataprotocol meetings.

Hold teachers accountable for the use of the Five High Leverage Instructional strategiesin their instructional program through the formal teacher observation process.

Hold site principals accountable for the full implementation of the Five High LeverageInstructional strategies at their site through the principal annual evaluation process.

5. Provide all district staff professional development activities to support items 1-4 and requirethat all principals attend those trainings in order to support the use of the knowledge gained.Actions taken by district:

Provided ELPD training for teachers. Currently 30% of the staff has attended training.

Trained 100% of the teaching staff and site administrators in new Harcourt Math HSPCA Math (2009) program.

Provided site academic coaches for on-going coaching, demonstrating and modelingsupport for teachers in both ELA and math.

Delivered Differentiating Instruction through Universal Design training to 98% of staff.

Continued Progress in 2015: Student AchievementThe district remains in Program Improvement in 2015 as a result of missing AYP in the samecontent area for two AYP reporting cycles.

In 2015 an analysis of the district programs again reaffirmed the direction given by the originalCorrective Action 6. Many of the original actions taken at that time are still in place and havebeen strengthened by continuing professional development including professional developmentin the Common Core State Standards and Differentiated Instruction through Universal Designwhich focuses on instructional strategies that are scientific research-based practices thatsupport the needs of English Learners.

An analysis of student performance on the new Smarter Balanced Assessments (SBAC)reveals:

29% of the district's students met or exceeded the English Language Arts grade levelstandards, and 71% nearly met or did not meet the grade level standards.

20% of the district's students met or exceeded the Mathematics grade level standards,and 80% nearly met and did not meet the grade level standards.

Within the African American subgroup of students 28% of the students met or exceededthe standard in English Language Arts, and 14% met or exceeded the standard inMathematics.

For the Hispanic subgroup, 18% met or exceeded the standards in English LanguageArts, and 19% met or exceeded the standard in Mathematics.

For the White subgroup, 35% met or exceeded grade level standards in EnglishLanguage Arts, and 25% met or exceeded grade level standards in Mathematics.

For the Socio-economically Disadvantaged subgroup, 28% met or exceeded grade levelstandards in English Language Arts, and 19% met or exceeded grade level standards inMathematics.

For the English Learner subgroup, 16% met grade level standards in English LanguageArts, and 11% met or exceeded grade level standards in Mathematics.

For the Students with Disabilities, 8% met or exceeded grade level standards in EnglishLanguage Arts, and 7% met or exceeded standards in Mathematics.


Summary of Findings and Recommendations

Analysis for LCAP and LEA Plan RevisionIn the spring and fall of 2015 an analysis of district programs was conducted in preparation ofrevising the Local Control and Accountability Plan (LCAP) and the Local Educational Agency(LEA) Plan. Current student achievement data including the CAASPP results, previous CST,current CELDT, 2014-15 district benchmark data, and the ELSSA report were reviewed bydistrict staff. Districtwide, school by school, and subgroup student academic performance wereanalyzed. The district superintendent and cabinet members analyzed the level ofimplementation of Corrective Action 6, the district instructional priorities, and studentachievement. Site principals and assistant principals gave input into the level of implementationof the instructional programs.

Parent and community meetings were advertised and conducted to seek input after informationon the analysis of student achievement and instructional programs were shared. DistrictDELAC, school site ELAC and SSC information and input sessions were held and parent,student and staff surveys were collected.

In review of parent, community, staff and student surveys, the data shows that overall, themajority of respondents feel that the district is doing well or exceeding expectations in the statepriority areas. Specifically, data from surveys show: 70% of respondents to the district survey rated how well PESD is doing in regards to basic

services as "doing well or exceeding expectations." 74% respondents to the district surveyrated how well PESD was doing on customer service in our offices, on campuses and inour classrooms as "doing well or exceeds expectations."

62% felt PESD is "doing well or exceeding expectations" with regards to school climate. 69% felt PESD is "doing well or exceeding expectations" in regards to parent involvement. 83% of respondents indicated they were "interested or very interested" in having school

counselors in PESD.

Based on this information the district will continue with the planned actions and services outlinedin the LCAP and 2011-14 LEA Plan with the expansion/additions of some actions. Mostspecifically, Elementary School Counselors will be hired during the 2015-16 school year as adirect result of the feedback from the survey.

A slight majority of parents (53%) felt the district was doing well or exceeding expectations forstudent access to courses. This information led the district to reflect on the access to higherlevel courses it was providing for students. This information along with discussion withadministration and the governing board led the district to pilot the AVID program in 2015-2016 inthree of the schools in the district in order to raise student expectations to attend college.

The DELAC gave input into the needs of English Learners, and Title I parents are annuallyasked to provide input. Fifteen hundred parents returned surveys on the new charter schoolwhen it was under development that provided the district guidance.

Title II

Perris Elementary School District has maintained 100% Highly Qualified Teachers for the lastfive years as indicated by their CALPADS data. They continue to only hire teachers who are100% High Qualified and authorized to instruct English Learners.


Title IIIThe district is currently in Year 3+ for Title III requirement for failing to make all three AnnualMeasurable Achievement Objectives (AMAOs). As such the district is annually required to notifyparents of ELs of this status, continue to implement the Title III Year 3+ Improvement Plan, andmonitor progress in implementing this plan. Several focused initiatives and practices have beenput into place to meet the needs of English Learner students that are described in the Title IIIYear 3+ Plan and Budget that are attached to this plan, representing Goal 2 requirements. Theanalysis of the most current AMAO data is found in the End of Year Evidence of Progressbelow, page 12.

For 2015-16 Perris Elementary School District will be engaging in a textbook adoption processto adopt new English language arts/English language development core materials. We will bereviewing only program type 2 basic ELA/ELD materials so that we can provide acomprehensive core program.

PESD will also be looking at supplemental ELD materials to provide additional support forEnglish learners beyond the core ELA adoption. Teachers will provide English learners targetedsupport to increase each student’s mastery of English and reach or maintain grade levelstandards in ELA/ELD and mathematics. To effectively support English learners, teachers willutilize the strategies of Differentiated Instruction through Universal Design strategies (that alldistrict staff has been trained to use), target LTELS, and monitor student progress several timesper year. These strategies will be used in small instructional groups of English Learnersgrouped by language development level in additional one to one tutoring and or afterschoolprograms.

End of Year Evidence of Progress: Program Improvement District Report Fall, 2015

1. Summarize the LEA’s progress towards implementation of the strategies and actions inthe LEA Plan.

LEA Plan strategies and actions Summary of Progress

Alignment of instruction with contentstandards.

The Common Core State Standards (part of theCalifornia Standards) were fully implemented in Englishlanguage arts and mathematics during the 2014 – 15school year. District assessments and report cards wererevised to align with those standards. Professionaldevelopment, content coaching support as well asteacher collaboration time and lesson planning allfocused on the implementation and instruction of thecontent standards.

Continue to annually develop andprovide teachers with grade levelpacing guides for ELA and Mathematicsadoptions that align to and teach theessential standards.

For the 2014-15 school year, the districts’ Units of Studyfor ELA and math (used for pacing guides) were revisedand updated to reflect full implementation of the CCSS,integration of the new ELD standards and assessmenttimelines. In addition, beginning in June 2015, themathematics units were revised to reflect and align withthe newly adopted math curriculum which would beimplemented in the 2015-16 school year.

Monitor the instruction of standardsthrough monthly district and weeklyprincipal walk-through observations.Standards being taught are written and

The monitoring of the instruction of standards continuesto be an area of focus. Each school site is assigned adistrict office administrator that provides monitoringoversight (walk-throughs) on a monthly basis. In


posted on focus walls. addition, principals do weekly walk through observations.During these walk-throughs, administrators focus onensuring standards based instruction and the posting ofstandards being taught. Teachers post the mainstandard being taught in each area on their focus wallsfor ELA, Math, ELD and writing. In addition, with theimplementation of CCSS and our districts units of study,teachers are also post the standards that are bundledwithin the lesson on the whiteboard next to the contentand language objectives for ELA and math.

Require data teams to analyze studentproficiency of essential standards inELA and mathematics on districtBenchmarks and commonassessments.

Grade level teams at all school sites meet a minimum oftwice per month during modified Tuesdays for thepurpose of data analysis and collaborative planning.

Continue to provide ELA coachingsupport and technical assistance for allteachers in the Houghton MifflinReading: A Legacy of Literacy 2003core and Harcourt HSP Math coreprograms. Coaching support expandedto include understanding and planningusing the Common Core StateStandards.

Coaching support is provided at all schools to assist andsupport teachers in the full implementation in the CCSSand with the use of core instructional materials. (Seechart for District Adopted Programs, page 13.) Districtcoaches were also part of the textbook adoptioncommittee for the newly adopted math textbooks,Houghton Mifflin Harcourt’s Math in Focus, and workedto revise district units of study for math to ensure that theunits and new curriculum materials were in alignment.

Maintain district focus and hold allteachers accountable for the use of thedistrict Five High Leverage InstructionalStrategies including Checking forUnderstanding, Student Engagement,SDAIE strategies, Bell to Bellinstruction, Students Speaking inComplete Sentences.

The five high leverage instructional strategies remain afocus for the district. At the beginning of the year duringpre-service training, principals received training andreview of the expectations for these strategies.Principals provided information and focus on thestrategies through their weekly bulletins to staff andmonitored utilization of the strategies during walkthroughobservations.

Train teachers by grade level along withprincipals to know and understand theessential standards. Training wasprovided to teachers and principals inthe areas of understanding theCommon Core State Standards and theSmarter Balanced Assessments.

Training was provided to teachers on the implementationof our units of study which are based on the CCSS. Inaddition, training was also provided in the area writing.The writing training focused on CCSS text types andhow to align writing instruction to ELD.

Continue to require each site todevelop, publish and keep current aTitle I Parent Involvement Policy with anannual Title I Parent Survey.

All school sites reviewed and updated as necessary theirsite level parent involvement policy. With input fromtheir ELACs (which the district still requires), the SchoolSite Council reviewed and approved the policy which isincluded in their SPSA. An annual Title 1 Parent Surveywas completed at all school sites.

Alternative Governance Boards will bein place for all schools reaching Year 5Program Improvement.

Alternative Governance Boards continued at the 3district schools in PI Year 5: Good Hope Elementary,Perris Elementary and Sky View. On-going sitevisitations by the AGB board were held throughout theschool year. The AGB provided staff and the siteprincipal with specific feedback on the rigor of the


instructional program and changes required to increasestudent learning in ELA.

2. Analyze the LEA’s progress towards student achievement goals in the LEA Plan.Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiencyor better in reading and mathematics, by 2013-14.

Student Progress Baselines for Comparison Purposes English Language Arts

District

Met/ExceededStandardSBAC 2015

Grades 2-6Proficient/AdvancedCST 2003


Overall 29% 20.8% 41.6%

African American 28% 20.7% 40.8%

Hispanic 28.5% 19.3% 40.9%

White 36% 27.6% 53.1%

Socio EconomicallyDisadvantaged

28% 18% 41.5%

English Learners 16% 14% 34.1%

Students with Disabilities 8% 11.2% 29.8%

Student Progress Baselines for Comparison Purposes Mathematics

DistrictMet/ExceededStandardSBAC 2015



Overall 20% 32.4% 51.4%

African American 13% 28.3% 43.8%

Hispanic 19.3% 31.8% 51.5%

White 25% 38.9% 65.4%

Socio EconomicallyDisadvantaged

19% 30.9% 51.4%

English Learners 11% 27.5% 47.4%

Students with Disabilities 7% 20.2% 38.5%

Although SBAC data and CST data should not be directly compared, we can look at baselinedata to glean information about student progress. The above data is a baseline comparison howstudents performed on the baseline years for both the SBAC in 2015 and the CST in 2003. Inaddition it shows the academic progress made from 2003 to 2013 on the CSTs. For the 2015SBAC, district scores for meeting/exceeding standards overall and for all subgroups were higherin English language arts than in mathematics. This is a reverse trend of what we sawhistorically with the CSTs.

In English language arts a comparison of baseline data between SBAC 2015 and CST 2003shows that overall, the district had a higher percentage of students that met/exceeded standard(29%) on the SBAC than the baseline year for the 2003 CST (20.8%). In addition, all subgroupswith the exception of students with disabilities are starting at a higher SBAC baselinepercentage meeting/exceeding standard than the baseline CST scores. The SBAC data doesshow some variation in achievement amongst subgroups with the largest achievement gapsbeing the English learner subgroup (16% meeting/exceeding) and the students with disabilities(8% meeting/ exceeding) as compared to overall scores (29% meeting/exceeding). Although


there appears to be a gap between the white subgroup (36% meeting/exceeding) compared toall other groups, we must take into consideration that the white subgroup is less than 3% of theassessed population.In Mathematics, a comparison of baseline data between SBAC 2015 and CST 2003 shows thatoverall and for all sub groups, the district had a lower percentage of students that met/exceededstandard for the baselines of both assessments.

The percent of students meeting/exceeding standards in mathematics on the 2015 SBACOverall was 20%. There was a large achievement gap with the African American subgroup(13% meeting/exceeding standard), the English learner (11% meeting/exceeding) and thestudents with disabilities subgroups (7%). As with the ELA scores, there appears to be a gapbetween the white subgroup (25% meeting/exceeding) compared to all other groups, however,we must again take into consideration that the white subgroup is less than 3% of the assessedpopulation.

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

Title III Accountability Results 2014 – 2015State Target PESD 14-15

AMAO 1 Percent of ELs Making Annual Progress 60.5% 60.8%

AMAO 2Percent of ELs Scoring EnglishProficient Level on CELDT

Students Who Were ELs for lessthan 5 years

24.2% 26.8%

Students Who Were ELs formore than 5 years

50.9 % 55.5%

AMAO 3 AYP Achievement TargetsPending CDE Notification: Initial results

indicate that PESD will meet thistarget.

The Perris Elementary School District did met AMAO 1 for the 2014 – 2015 school year. TheState target was that 60.5% of English learners would make annual progress in learning Englishas measured on the CELDT test. In our district, 60.8% of English learners met their annualgrowth expectation.

The Perris Elementary School District also met AMAO 2 for both cohorts of English learners forthe 2014 – 2015 school year. For the cohort of students who were ELs less than 5 years, theymet the target, with 26.8% scoring English proficient on CELDT. For the cohort of students whowere ELs for more than 5 years, they met the target with 55.5% scoring at the proficient level onCELDT.


DISTRICT ADOPTED PROGRAMSPERRIS ELEMENTARY SCHOOL DISTRICT

Educational ServicesADOPTED PROGRAMS 2015-2016

GradeEnglish

Language Arts

EnglishLanguage Arts

IntensiveInterventionGrades 4-6

ELD(Supplemental

to the coreprogram

RLA)

MathematicsMathematicsInterventionGrades 4-6

History/Social

ScienceScience

TKMacmillan

McGraw-HillLittle Treasures

(2006)

MacmillanMcGraw-Hill

Little Treasures(2006)





K

Houghton-MifflinReading: ALegacy of Literacy(2003)

Rigby On Our Wayto English CAversion (2006)

Houghton MifflinHarcourt: Math inFocus(2015)

Harcourt SocialStudies: CAReflections (2007)

Harcourt CAScience (2008)

1 ↓ ↓ ↓ ↓ ↓

2 ↓ ↓ ↓ ↓ ↓

3 ↓ ↓ ↓ ↓ ↓

4 ↓ Sopris West:Language! 3

rd

Edition (2005)↓ ↓

Harcourt: FastForward Math(2009)

↓ ↓

5 ↓ ↓ ↓ ↓ ↓ ↓ ↓

6 ↓ ↓ ↓ ↓ ↓ ↓ ↓

7

Pearson:LiteratureCalifornia Reading& Language(2010)

↓

TCI: History Alive!(2011)

Pearson: Focuson Science(2008)

8 ↓ ↓ ↓ ↓


Local Measures of Student PerformanceIf local student academic assessments are used in addition to the state levelassessments, provide a description of how these local assessments are used to:a. determine the success of students in meeting the SBE-adopted academic standards,

and provide information to teachers, parents, and students on progress being madetoward meeting these standards

b. assist in diagnosis, teaching, and learning in the classroom to enable low-achievingstudents to meet SBE-adopted academic standards and do well in the localcurriculum

c. determine what revisions are needed to academic programs so that low-achievingstudents meet the SBE-adopted academic standards

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

Local Measures of Student PerformancePerris Elementary School District (PESD) uses numerous local assessments developed by thedistrict and aligned to CCSS and district grade level units of study in ELA and math used aspacing guides to monitor student achievement. These district assessments are developed byKey Data Systems using the INSPECT CCSS Item Bank for grades K-12 in ELA and Math. TheInterim Formative assessments aligned to the CCSS are given three times per year K-8 in ELAand Mathematics with CCSS Summative Assessments given at the beginning and end of theyear. The INSPECT CCSS Interim Formative Assessments are modified by the district to fit itsspecific needs. The INSPECT CCSS Summative Assessments include types of items to alignwith the SBAC items: constructed response, multiple choices with multiple correct responses,evidence-based selected response, and technology-enhanced. The ELA/Math Unit Culminating/Performance Tasks are given at the end of each grade level's Unit of Study. All of theseassessments are taken online by students in grades 2-8.

Diagnostic and screening assessments are also used by teachers to determine studentprogress. The Rigby ELD Unit Assessments are given at the end of each unit to determineprogress of English Learners in acquiring English proficiency. The assessments for theintervention reading program, Language!, are the Content Mastery, Progress Indicators andSummative Tests that are given to those students receiving this program.

Teachers meet to collaborate in Professional Learning Communities twice monthly to reviewassessment results and determine intervention steps for students not learning. The AcademicCoach at each site assists the PLCs to use these results to plan and modify grade level lessonsand intervention groups to target specific needs of students. Staff uses the Online AssessmentReporting System (OARS) to analyze district assessments. Grade level PLCs use the ItemAnalysis feature to review individual student’s responses and determine standards mastered,the Benchmark Report feature to disaggregate results and create bar graphs, and the MultipleMeasures Report to review more than one report for their class or grade level.

The PESD 2015-2016 Assessment Calendar below describes the timeline for theseassessments.


PERRIS ELEMENTARY SCHOOL DISTRICTEducational Services

2015-16 Assessment Calendar

Assessment Window Assessment

CELDT July 1- October 31 CELDT Testing Window

September 21 – 25 Teacher Administration of CELDT (2nd-8th)

DistrictInterim #1 September 8 – 11

TK-6 ELA/Math Summative Assessment(This assessment should not be used for report card grades.)

DistrictInterim #2 October 26 – 30 TK-6 ELA/Math Interim Assessment

DistrictInterim #3 January 25 – 29 TK-6 ELA/Math Interim Assessment

GATE February 29 – March 18 2nd Grade Universal GATE Screening

PFT April 4 – 15 5th and 7th Physical Fitness Test

CAASPP/CST May 2 – May 27

3-8 ELA/Math CAASPP5th and 8th Grade Science & 8th Grade SS (CST)

CMA, CAPA, STS

DistrictInterim #4 May 31 – June 3

TK-6 ELA/Math Summative Assessment(This assessment should be used for report card grades.)


Goals, Strategies, and Action StepsLCAP Goals: A. Maintain stock of standards aligned instructional materials to ensure every pupil has sufficient access both in theclassroom and for home use. B. 2% fewer students will perform below grade level (proficient) in each subgroup of 100 or more andin total over the previous year as measured by CAASPP results in ELA and Math once baseline is established. C. PESD will meettargets for percentage of English Learners attaining the English proficient level on the CELDT exam as measured by AMAO targets.D. 2% more EL students will be reclassified over the previous year.

LEA Goal IA Proficiency in English Language Arts: On the California Assessment of Student Performance and Progress (CAASPP) overall 29% of the district students

met or exceeded the grade level standards in English Language Arts, and 61% did not meet the grade levelstandards in English Language Arts.

Goal: In 2015-16, 2016-17, and 2018-19, 2% fewer students overall and in each subgroup of 100 or more willperform at standard nearly met and standard not met from the previous year as measured by CAASPP inELA.

1. Strategy: Instructional MaterialsEnsure that every student in all classrooms has SBE adopted, standards-aligned core instructionalmaterials.

Action Steps Timeline PersonsResponsible

Amount FundingSource

The district will fully implement the Common Core State Standards(CCSS) in English Language Arts and the English LanguageDevelopment Standards in all core and intervention programs for allstudents including ELs and SWDs using the following adoptions asthe core and supplemental instructional materials:

TK Macmillan McGraw Hill, Little Treasures (2006) Houghton Mifflin Reading A Legacy of Literacy 2003 for core

ELA Rigby, On Our Way to English CA Version for ELD in addition

to the core adoption Grades 4-6 Sopris West, Language! 3rd Edition for intensive

intervention (2009 ELA Adoption) Grades 7-8 Pearson, Literature Ca. Reading & Language




(2010)

(a) When SBE approves recommended adoptions in November2015, begin district adoption process to identify and purchasecomprehensive coherent ELA/ELD materials that are inclusive ofall components of a balanced English Language Arts/ELDprogram of instruction.

Nov. 2015-June 2016

Assist. Supt. Ed.Services, Dir ofCurr. Staff Dev.Cat. Programs

$750,000 LCFF

(b) Continue to maintain sufficient stock of English Language Artstextbooks and instructional materials that are aligned to theCCSS to ensure that all teachers including teachers of specialneeds students have sufficient materials.

Aug-June2015-16,2016-17,2017-18

Assist. Supt. Ed.Services, Dir ofCurr. Staff Dev.,Cat. Programs

$173,000 LCFF

(c) Review and purchase supplemental ELD materials that willprovide additional support for English learners beyond the coreELA adoption.

Nov 2015-Feb 2016

Assist. Supt. Ed.Services, Dir ofCurr. Staff Dev.Cat. Programs

$275,000 LCFF

(d) Annually review and modify as needed the CCSS Units ofStudy for each grade level K-8 based on the results ofdistrict benchmark assessments for each grade level andcourse using a district committee comprised of teachers andadministrators.

July-Aug2015

Dir. Curr. Staff Dev.,Cat. Programs,Content Expert.Teachers

$76,491

$59,574

Gen FundLCFFSupp/ConTitle IAdmin.

2. Strategy: Standards-aligned Instruction in Reading Language ArtsEnsure that classroom instruction is aligned with California content standards and standards-aligned(including technology-based, as appropriate) instructional materials.



(a) Utilize the instructional practices identified through the UniversalDesign professional development along with the standards foreach grade level and course aligned to the Smarter BalanceAssessment (including materials, technology, etc.)

DailyAug. 2015-June 2016

PrincipalsTeachersAcad. Coaches

NA

(b) Develop, provide and monitor teachers’ use of grade level CCSSELA/ELD Units of Study (6 per grade level) aligned to the districtELA adoptions and aligned to ELA/ELD Common Core StateStandards for each grade level.

July 2015DevelopDaily useAug. 2015-

Dir. Curr, Staff Dev.,Cat. ProgramsContent ExpertTOSA

$76.491$59,574$737,604

LCFFSupp/ConTitle IAdmin




June 2016 Acad. CoachesTeachers

Title ICentralized

(c) Monitor the instruction of ELA /ELD standards through districtwalk throughs (weekly by principals and monthly by cabinetmembers).

WeeklyMonthlyAug. 2015-June 2016

Cabinet MembersPrincipals

NA

(d) Implement the WICOR (writing, inquiry, collaboration,organization, and reading) to support the development ofstudent's writing skills and writing literacy.


PrincipalsAcad. CoachesTeachers

NA

(e) Develop and require the use of a district walk through protocol fordistrict staff, principals and teachers to monitor studentunderstanding of CCSS learning objectives for each lesson.



NA

(f) Monitor daily instructional time for core ELA instruction throughspring and fall review of grade level instructional minutes andmaster schedules for 7-8 according to the Academic ProgramSurvey EPC 2.1: Kindergarten 60 minutes, grades 1-3 2.5 hours,grades 4-5 2 hours, grades 7-8 60 minutes or one class period.


Principals NA

(g) Continue to require and monitor the daily instruction of EnglishLanguage Development (ELD) K-8 with instructional groupings ofno more than two CELDT levels.


Principals NA

(h) Require data teams (grade/course level collaboration) to analyzestudent proficiency of grade level ELA/ELD standards on districtbenchmark and common formative assessments two times permonth.

Two timesPer monthAug. 2015-June 2016

Assist. SuptEd. ServicesDir. Curr. Staff Dev.Cat. ProgramsPrincipalsTOSAsAcad. Coaches

NA

(i) Provide administrator training focused on instructional leadershipfor the implementation of CCSS following the district CCSSimplementation plan.

Fall 2015 Assist. SuptEd. ServicesDir. Curr. Staff Dev.Cat. ProgramsTOSAs

$440,217 Title I PIPD

(j) Train district and site administrators and teachers to use the data Fall 2015 Assist. Supt $440,217 Title I PI




from ELA/ELD CCSS standards aligned district benchmarkassessments to make instructional decisions.

Ed. ServicesDir. Curr. Staff Dev.Cat. ProgramsTOSAsAcad. Coaches

PD

(k) Monitor PLC meetings for use of data and discussion of sharingof best practices to deliver ELA/ELD CCSS standards alignedinstruction. Require that each team submit minutes to the siteprincipal for review and comment.

Aug. 2015-June 2016

Principals NA

(l) Continue implementing the District July, 2013-June 2016Technology Plan including professional development focused onhandheld devices and tablets, interactive whiteboards, studentresponders, use of presentation software, and databasesoftware.

July1, 2015-June 30,2016

Assist. SuptEd. ServicesDir. Curr. Staff Dev.Cat. ProgramsPrincipalsDir. TechnologyTeachers

NA

(m)Train teachers by grade level along with principals to know andunderstand grade level ELA CCSS standards-based instruction.

Aug. 2015-June 2016

Assist. SuptEd. ServicesDir. Curr. Staff Dev.,Cat. ProgramsTOSAsAcad. Coaches

NA

(n) To help close the achievement gap by preparing all students forcollege readiness and success in a global society, pilot the AVIDElementary program at three school sites 2015-16, add 4 moresites by 2017-18.

Aug. 2015-June 2016Aug 2017

Assist. Supt. Ed.Services, Dir of Curr.Staff Dev.Cat. ProgramsPrincipals/Teachers

$60,000 LCFF

(o) Support continued implementation of the Afterschool Educationand Safety Program which provides a safe an educationallyenriching afterschool program for students. The program hasboth an educational and literacy component and an enrichmentcomponent. THINK Together Contractor provides the program oncampus sites.

Daily until6:00pmAug. 2015-June 2016

THINK TogetherContract ProvidersDir. Curr. Staff Dev.& Cat. Prog.BASP Staff

$60,000 LCFF

(p) Retain Elementary School Counselors at each school site for Jan. 2016- Assist. Supt. Ed. $375,000 Title I




students needing counseling support including Foster Youth,students in poverty and other at risk youth. Counselors willpresent lessons in classrooms, provide small group andindividual support to students, support the district PBIS system,and be trained with curriculum from Excellence through Equity byDr. Pedro Noguera.

June 2016 Services, Dir of Curr.Staff Dev.Cat. ProgramsPrincipalsCounselors

Centralized

(q) Provide district support in screening students for placement in theGATE program; coordinating GATE teacher meetings forprogram planning, training and collaboration; and GATE parentinformational meetings

Aug. 2015-June 2016

Assist. Supt.Ed. Services, Dir ofCurr. Staff Dev. Cat.ProgramsPrincipals

$20,000 LCFF

(r) Provide Community Based English Tutoring (CBET) to parents ofEnglish learners and Re-designated fluent English proficientstudents. The program will not only teach parents to speakEnglish but will also provide training on how they can help theirchildren in school. Parents will be trained on key concepts andprograms used in district schools. Instructor, materials andsupplies.

Aug. 2015-June 2016

EL TOSA $30,000$9,000

LCFF

(s) Hire Academic Coaches at each site to provide over and abovesupplemental support to the ELA/ELD program of instruction bygiving demonstration lessons, analyzing the achievement ofstudent benchmark data, and meeting with the principal andteachers to use that analysis to assist teachers in planninginstruction of students not meeting grade level standards and theinstruction of English Learners.

Aug. 2015-June 2016

Assist. Supt.Ed. Services, Dir ofCurr. Staff Dev. Cat.Programs,Content ExpertTOSA

$735,604(Acad.Coaches)$52,426

$7,150

Title ICentralized

Title IAdminPD for PITitle I

(t) Provide Key Data Systems contract and OARS in order tosupport the analysis of district benchmark and other data.

Aug. 2015-June 2016

Coord.Assessments/Acct.,Dir of Curr. StaffDev. Cat. Programs

$17,000KDS

$32,000OARS

Title ICentralized


LEA Goal IB Proficiency Mathematics: On the California Assessment of Student Performance and Progress (CAASPP) overall 29% of the district students

met or exceeded the grade level standards in Mathematics, and 61% did not meet the grade level standards inMathematics.

Goal: In 2015-16, 2016-17, and 2018-19, 2% fewer students overall and in each subgroup of 100 or more willperform at standard nearly met and standard not met from the previous year as measured by CAASPP inMathematics.

1. Strategy: Instructional MaterialsEnsure that every student in every classroom has SBE CCSS adopted core instructional materials.



The district will fully implement the Common Core State Standards(CCSS) in Mathematics for all students including ELs and SWDsusing the following adoptions as core and supplemental instructionalmaterials:

TK Macmillan McGraw-Hill, Little Treasures (2006) K-8 Houghton Mifflin Harcourt, Math in Focus (2015)

(a) Fully implement and monitor the daily effective use of all districtadopted CCSS math core and intervention materials for allstudents including ELs and SWDs TK-8.

Aug-June2015-162016-172017-18

Assist. Supt.Ed. Services,Dir of Curr.Staff Dev., Cat.Programs

$750,0007/2015

LCFF

(b) Purchase and implement replacement & fill-in materials for theMathematics adoption to ensure that all teachers includingteachers of special needs students have sufficient materials.

July 2015July 2016July 2017

Assist. Supt.Ed. Services,Dir of Curr.Staff Dev.

$275,000 LCFF

2. Strategy: Standards-aligned Instruction in MathEnsure that classroom instruction is aligned with California content standards and standards-aligned(including technology-based, as appropriate) instructional materials.



(a) Utilize the instructional practices identified through the UniversalDesign professional development along with the standards foreach grade level and course aligned to the Common Core


PrincipalsTeachersTOSAs

NA




Smarter Balance Assessments (including materials, technology,etc.)

Acad. Coaches

(b) Develop, provide and monitor teachers’ use of grade level CCSSMathematics Units of Study (6-7 per grade level) aligned to thedistrict adoptions for each grade level.

July 2015DevelopDaily useAug. 2015-June 2016

Dir. Curr. StaffDev. Cat.ProgramsContent ExpertTOSAAcad. CoachesTeachers

$76.491$59,574$737,604

LCFFSupp/ConTitle IAdminTitle ICentralized

(c) Monitor the instruction of Mathematics standards through districtwalk throughs (weekly by principals and monthly by cabinetmembers).



NA

(d) Develop and require the use of a district walk through protocolfor district staff, principals and teachers to monitor studentunderstanding of CCSS learning objectives for each lesson.



NA

(e) Monitor daily instructional time for core math instruction throughspring and fall review of grade level instructional minutes K-6 andmaster schedules for 7-8 according to the Academic ProgramSurvey: Kindergarten 30 minutes, grades 1-5 60 minutes, andgrades 7-8 60 minutes or one class period.


Principals NA

(f) Require data teams (grade/course level collaboration) to analyzestudent proficiency of grade level Mathematics standards ondistrict benchmark and common formative assessments twotimes per month.

Two timesPer monthAug. 2015-June 2016

Assist. SuptEd. ServicesDir. Curr. StaffDev.Cat. ProgramsPrincipals

NA

(g) Provide administrator training focused on instructional leadershipfor the implementation of CCSS Mathematics following thedistrict CCSS implementation plan.

Fall 2015 Assist. SuptEd. ServicesDir. Curr. StaffDev. Cat.ProgramsTOSAs





(h) Train district and site administrators and teachers to use the datafrom Mathematics CCSS standards aligned district benchmarkassessments to make instructional decisions.

Fall 2015 Assist. SuptEd. ServicesDir. Curr. StaffDev. Cat.Programs, TOSAsAcad. Coaches


(i) Monitor PLC meetings for use of data and discussion of sharingof best practices to deliver Mathematics CCSS instruction.Require that each team submit minutes to the site principal forreview and comment.

Aug. 2015-June 2016

Principals NA

(j) Continue implementing the District July 2013-June 2016Technology Plan including professional development focused onhandheld devices and tablets, interactive whiteboards, studentresponders, use of presentation software, and databasesoftware.

July1, 2015-June 30,2016

Assist. SuptEd. ServicesDir. Curr. StaffDev. Cat.ProgramsPrincipalsDir. TechnologyTeachers

NA

(k) Train teachers by grade level along with principals to know andunderstand grade level Mathematics CCSS standards-basedinstruction.

Aug. 2015-June 2016

Assist. SuptEd. ServicesDir. Curr. StaffDev. Cat.ProgramsTOSAsAcad. Coaches

NA

(l) To help close the achievement gap by preparing all students forcollege readiness and success in a global society, pilot the AVIDElementary program at three school sites 2015-16, add 4 moresites by 2017-18.

Aug. 2015-June 2016Aug 2017

Assist. Supt. Ed.Services, Dir Curr.Staff Dev. Cat.Prog., Principals,Teachers

$60,000 LCFF

(m)Support continued implementation of the Afterschool Educationand Safety (ASES) Program which provides a safe aneducationally enriching afterschool program for students. Theprogram has both an educational and literacy component and an

Daily until6:00pmAug. 2015-June2016

THINK TogetherContractProvidersDir. Curr. Staff

$60,000 LCFF




enrichment component. THINK Together Contractor provides theprogram on campus sites.

Dev. & Cat. Prog.BASP Staff

(n) Retain Elementary School Counselors at each school site forstudents needing counseling support including Foster Youth,students in poverty and other at risk youth. Counselors willpresent lessons in classrooms, provide small group andindividual support to students, support the district PBIS system,and be trained with curriculum from Excellence through Equity byDr. Pedro Noguera.

Jan. 2016-June 2016

Assist. Supt. Ed.Services, Dir Curr.Staff Dev.Cat. ProgramsPrincipalsCounselors

$375,000 Title ICentralized

(o) Provide district support in screening students for placement inthe GATE program; coordinating GATE teacher meetings forprogram planning, training and collaboration; and GATE parentinformational meetings.

Aug. 2015-June 2016

Assist. Supt. Ed.Services, Dir Curr.Staff Dev.Cat. ProgramsPrincipals

$20,000 LCFF

(p) Provide Community Based English Tutoring (CBET) to parents ofEnglish learners and Re-designated fluent English proficientstudents. The program will not only teach parents to speakEnglish but will also provide training on how they can help theirchildren in school. Parents will be trained on key concepts andprograms used in district schools. Instructor, materials andsupplies.

Aug. 2015-June 2016

TOSA EL $30,000$9,000

LCFF

(q) Hire Academic Coaches at each site to provide over and abovesupplemental support to the Mathematics program of instructionby giving demonstration lessons, analyzing the achievement ofstudent benchmark data, and meeting with the principal andteachers to use that analysis to assist teachers in planninginstruction of students not meeting grade level standards and theinstruction of English Learners.

Aug. 2015-June 2016

Assist. Supt.Ed. Services,Dir Curr. StaffDev. Cat.Programs,TOSA ContentExpert

$735,604(Acad.Coaches)$52,426

$7,150

Title ICentralized

Title IAdminPD for PITitle I

(r) Provide Key Data Systems contract and OARS in order tosupport the analysis of district benchmark and other data.

Aug. 2015-June 2016

Coord.Assessment/Acct.,Dir Curr. StaffDev. Cat.Programs

$17,000KDS

$32,000OARS

Title ICentralized


LEA Goal IC Proficiency for High Priority Students: On the California Assessment of Student Performance and Progress (CAASPP) SED student performance

indicates that 28% met or exceeded standard in English Language Arts, and 72% did not meet standards inEnglish Language Arts. The district's Non-SED population had 35% meeting or exceeding standard in EnglishLanguage Arts and 65% not meeting standards in English Language Arts. In Mathematics 19% of the SEDstudents met or exceeded standard in Mathematics, and 81% of the SED students did not meet standard inMathematics. 23% non-SED students met or exceeded standard in Mathematics, and 77% did not meet standard.

SWD performance on the CAASPP indicates that 8% met or exceeded standard, and 92% did not meet grade levelstandards in English Language Arts; 7% met grade level standard in Mathematics, and 93% did not meet the gradelevel standards.

Goal: In 2015-16, 2016-17 and 2018-19, 2% fewer students overall and in each subgroup of 100 or more willperform below proficient from the previous year as measured by CAASPP in ELA and Mathematics.

Proficiency for High-priority Students Not Meeting Standards1. Strategy: Strategic and Intensive Interventions

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



(a) Provide, at every site, additional 30 minutes daily instructionaltime for all students K-6 including ELs and SWDs who areidentified for additional support in ELA/ELD using the currentdistrict adopted, standards-based, basic core program andancillary materials from the core program for universal accessfor strategic learners.

DailyAug. 2015-June 20162016-20172017-2018

Asst. Supt.Ed. ServicesDirectors, SiteAdmin. K-8,ELA/ELD Teachers

NA

(b) Use assessments and placement criteria to determine theELA/ELD instructional needs of strategic learners and theintensity of support.

8/2015-6/20162016-20172017-2018

Admin. K-8,ELA/ELD Teachers

NA

(c) Provide additional in class small group support to high prioritystudents at the grade 1 and 2 levels with a reading interventiondaily.

DailyAug. 2015-June 20162016-20172017-2018

Asst. Supt.Ed. Services,K-6 Site Admin.Grade 1-2Teachers

NA




(d) Implement the Advancement Through Individual Determination(AVID) pilot program at three of the district sites to help closethe achievement gap of high needs students by providing themwith successful study skills and strategies.

Aug. 2015-June 20162016-20172017-2018

Asst. Supt.Ed. Services, K-6Site Admin.Teachers

$60,000 LCFF

(e) Use assessments (Illuminate, District Benchmark, Districtwriting prompts, Language!) to determine the ELA/ELDinstructional needs of strategic learners and the intensity ofsupport. Monitor grade 7-8 master schedule to determine ifsufficient support classes are offered for strategic students.

Per districtAssessmentCalendarAug. 2015-June 20162016-20172017-2018

Coord.Assessment/Acct.Site Admin.Teachers

$29,674 Title IAdmin.(20%)

(f) Fully implement the new Harcourt Math in Focus (2015)adoption K-8 and the Macmillan McGraw Hill Little Treasures inTransitional Kindergarten to support the learning of CCSS Mathfor all students identifying students at risk for additionalinstructional support.

DailyAug. 2015-June 20162016-20172017-2018

PrincipalsTeachers

$750,000 LCFF

(g) Utilize the site Academic Coach to provide "Just in Time" stafftraining to fully use the new math adoption and identify theresources in the program that target high priority students inneed of additional instructional support.

Aug. 2015-June 20162016-20172017-2018

PrincipalsAcademic CoachTeachers


(h) Provide and monitor use of additional 15-30 minutes ofinstructional time within the school day for K-6 studentsincluding ELs and SWDs identified for strategic support inmath, using the current district adopted, standards-based,basic core program and ancillary materials. Use assessmentsand placement criteria to determine the instructional needs ofstrategic learners and the intensity of support.

DailyAug. 2015-June 20162016-20172017-2018

PrincipalsTeachers

NA

(i) Fully implement and monitor the intervention components in theMath in Focus adoption, Reteach A and B and Extra Practice Aand B.

DailyAug. 2015-June 20162016-20172017-2018

PrincipalsTeachers

NA

(j) Monitor number of sufficient math intervention opportunities forall appropriate students two or more years below grade level at

DailyAug. 2015-

Principals NA




each site through review of grades 4-6 class schedules at allelementary sites and the grades 7-8 master schedule atInnovative Horizons Charter School. Use student achievementdata to ensure the appropriate placement for students in mathclasses.

June 20162016-20172017-2018

(k) Monitor the progress of high priority students more frequentlythan students on target to master grade level standards andwrite SMART goals in collaborative meetings to ensure a focuson their needs.

Aug.2015-June 20162x monthlyteacher mtgs.2016-20172017-2018

Coord.Assessment/Acct.Site Admin.Teachers

$29,674 Title IAdmin.20%

(l) Hire Elementary School Counselors to provide earlyidentification and intervention of student’s academic andpersonal/social needs to remove barriers to learning and inpromoting academic achievement.

January 2016-June 2016Aug-June2016-172017-2018

Assistant Supt.Ed. ServicesPrincipalsCounselors


(m)Continue to provide school choice as district schools and/orneighboring districts are available and provide SES services forstudents in need of additional tutoring at Program Improvementschools who are at PI Year 2 and above. Currently 830students are being served by 64 SES providers have beenmade available to parents for selection. Per pupil allocation is$1,336.42.

Aug.2015-June 20162016-20172017-2018

Dir. Curr. Staff Dev.Cat. ProgramsTOSA SES

$1,039,607 Title ISES SetAside

(n) Continue to provide support for Homeless students through thecoordination of services with community agencies, ensureenrollment in school, and assist with transportation to and fromschool. Collect achievement data on Homeless students andmonitor their progress in ELA and math.

Aug.2015-June 20162016-20172017-2018

Assistant Supt.Ed. ServicesPrincipalsCounselors

$4,000 Title IHomeless

Proficiency for Students with Disabilities1. Strategy: Teacher Collaboration

Provide opportunities for collaboration between general education and special education teachers.Action Steps Timeline Persons

ResponsibleAmount Funding

Source




(a) Continue to provide weekly collaboration time district wide foreach site and continue to include teachers of SWD students inthat collaboration.

WeeklyAug. 2015-June 20162016-20172017-2018

PrincipalsGen. Ed. andSWD Teachers

NA

(b) Continue to ensure that SDC and RSP teachers are included asa permanent member of a collaborative team that most closelymatches the needs of the students they serve.

Aug. 2015-June 20162016-20172017-2018

PrincipalsGen. Ed. andSWD Teachers

NA

(c) Continue to include all teachers of SWD students in allprofessional development that relates to the content and to theneeds of the students they serve.

Aug. 2015-June 20162016-20172017-2018

Assistant Supt.Ed. ServicesPrincipalsDir. Curr. StaffDev, Cat.Programs

NA

(d) Train both general ed. and special ed. teachers in an inclusionmodel of instruction. Provide on-going support and time forgeneral ed. and special ed. teachers who are workingcollaboratively to meet and plan instruction.

Aug. 2015-June 20162016-20172017-2018

PrincipalsAcademicCoachesTeachers

$735,604 6% Title IPD, 94%Title ICentralized

(e) Continue to have the Academic Coach and teachersdisaggregate all assessment data for SWD students to monitortheir progress toward grade level proficiency.

Aug. 2015-June 20162016-20172017-2018


NA

(f) Continue to assess SWD students who are placed in theLanguage! intervention reading program with the Language!assessments.

Aug. 2015-June 20162016-20172017-2018


NA

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



(a) Ensure that the first placement consideration for SWD studentsK-8 is core ELA/ELD and math instruction or core with strategic

Aug. 2015-June 2016

PrincipalsAcademic

NA




or intensive support as needed to master grade level standardsas prescribed in the individual education plan (IEP) of eachstudent.

2016-20172017-2018

CoachesTeachers

(b) Provide special accommodations or modifications for SWDstudents K-8 to enable them to participate successfully in thecore ELA/ELD or math classrooms as appropriate.



NA

(c) Monitor implementation of district expectations for instructionalstrategies universal design, academic vocabulary, studentengagement, direct instruction) for SWDs using the districtclassroom observation form for walk throughs.


PrincipalsCabinet members

NA

(d) Train general ed. teachers in accommodations and modificationsstrategies to support all learners in ELA/ELD and math includingSWD students K-8 in the regular instructional setting.

Fall 2015 AcademicCoaches

$735,604 6% Title IPD, 94%Title ICentralized

(e) Monitor the progress of SWD students in meeting grade levelproficiency in ELA/ELD and math more frequently than studentson target to master grade level standards and write SMARTgoals in collaborative meetings to ensure a focus on their needs.

2 x monthTeacherCollaboration.Mtgs.2015-20162016-20172017-2018


NA

Proficiency for English Learners (See Title III Year 4 Plan attachment at the end of the LEA Plan pages 60-107.)

Goal ID Effective Teaching and Administration (Leadership): In 2015-2016, 2016-2017, 2017-2018 teachers will be trained to implement effective CCSS aligned instruction

and improvement strategies with collaboration opportunities to use formative assessment to makeinstructional decisions as documented in professional development agendas and participant logs.

In 2015-2016, 2016-2017, 2017-2018 administrators will support and monitor teachers in using effective CCSSaligned curriculum and instructional strategies plus use of collaboration time as evidenced in observationaldocuments.


In 2015-2016, 2016-2017, 2017-2018 the district transitions to full implementation of CCSS including moving touse of CCSS materials through implementation of the new 2015 Mathematics adopted materials and the new2016 ELA/ELD adopted materials.

1. Strategy: PD for TeachersProvide CCSS PD to all teachers, including effective instructional and improvement strategies (e.g. use offormative assessments to inform instruction).



(a) Provide training to implement PESD CCSS Units of Study on howto read, understand, and plan, paying close attention to theInstructional Shifts, ELA Standards, ELD Standards, MathStandards, and Frameworks.

MonthlyAug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsTOSAsAcad. Coaches

NA

(b) Provide Modules 1, 2, and 3 focusing on the ELA/ELD Frameworkfor instructional strategies to teach opinion/argument writing,informative/explanatory writing, and narrative writing.

2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsTOSAsAcad. Coaches

NA

(c) Provide Focus on CCSS ELD Standards Participants to deepenunderstanding of Integrated and Designated ELD through a modelof a weekly lesson overview; explore grade specific vignettes fromthe California ELA/ELD Framework and integrated/designatedstandards-based planning using Units of Study, the ELDstandards, and instructional resources.

April 2016 Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsTOSAsAcad. Coaches

NA

(d) Provide Math In Focus Training: Math Supplemental ProfessionalDevelopment focused on new math program, In Focus Math.

Aug. 2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev., Cat.Programs

NA




TOSAsAcad. Coaches

(e) Provide Math Supplemental Professional Development focusing onreviewing pedagogy, a detailed look at lesson structure, a detailedlook at lesson planning, and help with questions and concerns.

Oct. 2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsTOSAsAcad. Coaches

NA

(f) Provide Math Supplemental Professional Development focusing onstrategies to differentiate instruction using In Focus Math materials.

Feb. 2016 Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsTOSAsAcad. Coaches

NA

(g) Train Academic Coaches to support daily full implementation ofUnits of Study for Common Core State Standards using theinstructional strategies related to these.

MonthlyAug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsTOSAs

NA

(h) Train Academic Coaches in the role of the coach, type of coaching,building relationships, coaching strategies (listening techniquesand meaningful conversations), coaching cycle (pre-conference,planning, demo/co-teaching, debrief).

MonthlyAug. 2015-June 20162016-20172017-2018


NA

(i) Provide the necessary training for teachers to implement full andeffective use of classroom technology in standards-alignedinstruction according to the District Technology Plan.

MonthlyAug. 2015-June 20162016-20172017-2018


NA




Acad. Coaches

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



(a) Provide twice monthly collaboration time for all teachers K-8 toeffectively evaluate student performance based on summativeand formative assessments and plan next instructional steps.

Twice MonthlyAug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.Programs

NA

(b) Continue to ensure that all teachers of high priority studentsincluding teachers of SWD students are included in twicemonthly collaborative teams.

Twice MonthlyAug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.Programs

NA

(c) Provide all teachers K-8 with in-depth training in data analysis,the district data system and how to use data during collaborativemeetings.

Aug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsCoord.Assessment/Acct.

NA

(d) Provide teachers and site administrators on-going training ineffectively analyzing data from SBAC and district formativeassessments using a protocol process that is monitored at allsites.

Fall 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsCoord.Assessment/Acct.

NA

(e) Train principals to lead their staffs in the development and use ofdistrict formative assessments to gain valuable information foruse during collaboration.

Fall 2015-June 20162016-2017

Assist. Supt.Ed. ServicesDir Curr. Staff

NA




2017-2018 Dev. Cat.ProgramsCoord.Assessment/Acct.

(f) Train principals and teachers how to effectively use the districtdata systems, OARS and Illuminate, through an intensiveprofessional development program to include increasing theirabilities to navigate the system, generate reports, anddisaggregate data.

Fall 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev. Cat.ProgramsCoord. Coord.Assessment/Acct.

NA

3. Strategy: PD for AdministratorsProvide all administrators with PD based on standards-based/standards-aligned curriculum used in theirschools and on effective instructional and improvement practices.



(a) Provide training to implement PESD CCSS Units of Study onhow to read, understand, and plan, paying close attention to theInstructional Shifts, ELA Standards, ELD Standards, MathStandards, and Frameworks.

MonthlyAug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesDir Curr. StaffDev., Cat.ProgramsTOSAsAcad. Coaches

NA

(b) Provide Modules 1, 2, and 3 focusing on the ELA/ELDFramework for instructional strategies to teach opinion/argumentwriting, informative/explanatory writing, and narrative writing.

2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev., Cat.ProgramsTOSAsAcad. Coaches

NA

(c) Provide Focus on CCSS ELD Standards Participants to deepenunderstanding of Integrated and Designated ELD through amodel of a weekly lesson overview; explore grade specific

April 2016 Assist. Supt.Ed. ServicesDir Curr. Staff

NA




vignettes from the California ELA/ELD Framework andintegrated/designated standards-based planning using Units ofStudy, the ELD standards, and instructional resources.

Dev., Cat.ProgramsTOSAsAcad. Coaches

(d) Provide PLC at Work Institute building capacity of staff tofunction as a PLC at Work, using PLC process to sustaincontinuous school improvement.

2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev., Cat.Programs

NA

(e) Train administrators on responsibilities related to theadministration of the CELDT Test.

Aug. 2015,2016, 2017

Assist. Supt.Ed. ServicesDir Curr. Staff Dev,Cat. ProgramsTOSA EL

NA

(f) Train administrators to build EL Class Lists 2015-2016 to giveprimary language support and assist long term ELs.

Aug. 2015 Assist. Supt.Ed. ServicesDir Curr. Staff Dev,Cat. ProgramsTOSA EL

NA

(g) Train assistant principals on Scoring Constructed Response toprovide training to their staffs on teacher scoring of district onlineassessments.

Oct. 2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev., Cat.ProgramsCoord.Assessment/Acct.

NA

(h) Train principals to understand and assist implementation of thePE and Art Frameworks in order to support the 2015-16 additionof site-based PE and art teachers on their campuses.

Sept. 2015 Assist. Supt.Ed. ServicesDir Curr. StaffDev., Cat.ProgramsTOSA ContentExpert

NA

4. Strategy: Preparing for Transition to CCSS


Refer to:1. Strategy: PD for Teachers and 3. Strategy: PD for AdministratorsProvide CCSS PD to all teachers and administrators, including effective instructional and improvementstrategies (e.g. use of formative assessments to inform instruction) pages 29-31 and 33-34.

Goal IE Implementation and Monitoring: In 2015-2016, 2016-2017, 2017-2018 the district will involve staff, parents and community groups in academic

improvement strategies as evidenced through board and meeting agendas. In 2015-2016, 2016-2017, 2017-2018 the district will articulate to staff and parents educational services

available at pre-school, elementary, and middle school as evidenced by completion of expected district andsite communication activities.

In 2015-2016, 2016-2017, 2017-2018 the district will effectively support and monitor all programs to ensurestudent achievement as evidenced by board reports and agendas for staff and parent meetings.1. Strategy: Parent and Community Involvement

Involve and engage staff, parents, and community groups in academic improvement strategies.Action Steps Timeline Persons

ResponsibleAmount Funding

Source(a) Annually review with principals district expectations to ensure

timely communication with parents in receiving report cards, stateinformation on academic proficiency levels for grade-levelstandards and local assessments, as well as availableinterventions in reading/language arts and mathematics forstudents needing assistance.

Aug. 2015,2016, 2017

Assist. Supt.Ed. ServicesDir. Curr. Staff Dev.Cat. ProgramsTOSAs

NA

(b) Provide parents with information annually on the performance oftheir child on the CAASPP and CELDT state assessments.

Sept./Jan.2016, 2017,2018

Assist. Supt.Ed. ServicesDir Curr. Staff Dev.Cat. ProgramsCoord.Assessment/Acct.TOSAs

NA

(c) Provide parents information on the progress of their child(ren)through fall parent conferences and through reportcards aligned to state standards.

Aug. 2015-June 20162016-20172017-2018

PrincipalsTeachers

NA




(d) Provide information to the board of education on theachievement of district students with analysis of disaggregateddata annually when state data is available and throughout theyear as new data is available from district benchmarkassessments.

Aug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesCoord.Assessment/Acct./Acct.

NA

(e) Continue to require that all sites create and support a SchoolSite Council (SSC) and ELAC to help develop, support andmonitor the activities supported through categorical funds asoutlined in the school's Single Plan for Student Achievementfocused on student achievement.

Aug. 2015-June 20162016-20172017-2018

Assist. Supt.Ed. ServicesPrincipals

NA

(f) Continue to operate a DELAC that meets four times a year toinform parents and ask for their input on district and siteprograms.

Quarterly2015-20162016-20172017-2018

Dir of Curr. StaffDev., Cat. ProgramsTOSA EL

NA

(g) Continue to require each site to develop, publish and keepcurrent a Title I Parent Involvement Policy with an annual Title IParent Survey.

2015-20162016-20172017-2018

Dir of Curr. StaffDev, Cat. ProgramsTOSA Title I

NA

(h) Train sites to implement the scientifically-based research ofJoyce Epstein for the six types of parental involvement andprovide appropriate structure to the parental involvement throughthe Family Involvement Action Team (FIAT) through an ActionTeam approach, development of an Action Plan, and regularevaluations (debriefing) and celebrations.

2015-20162016-20172017-20186 Trainings

Dir of Curr. StaffDev. Cat. ProgramsCoord. Assess.TOSA EL

TOSA Title I

NA

$12,576$62,881$82,323$27,744

Title ITitle IITitle ITitle II

(i) Continue to provide a district TOSA Title I and TOSA EL tosupport parents and encourage their participation in their child'slearning, participate in site and district Title I parent activities,ELAC and DELAC and parent trainings.

2015-20162016-20172017-2018

TOSA EL

TOSA Title I

$12,576$62,881$82,323$27,744


(j) Provide parents with opportunities to give input into the LEA Planfor 2015-2018 at the district level through participation in themeetings for LCAP, DELAC, and at the site level through theSSC process.

2015-20162016-20172017-2018

Assist. Supt.Ed. ServicesDir. Curr. Staff Dev.Cat. Programs

NA

(k) Provide parents opportunities to become more involved with theirchildren’s learning at school through site activities such as Parent

2015-20162016-2017

Principals NA




Phonics Training, Walk to School, Math Night, Science Night,Reading Night (reading strategies for families), Read With MeWednesday, Parent English Tutoring.

2017-2018

(l) Provide CBET classes to provide parents and community withELD in order to assist their children or those in the community toattain English proficiency, achieve at high levels in coreacademic subjects, and meet challenging state academic contentand achievement standards expected of all students. Content:December 2015 – Close reading, January 2016 – Graphicorganizers, February 2016 – Step-Up to Writing, March 2016 –Phases of Writing, April 2016 – Phases of Writing

2015-20162016-20172017-20182 hr. classes2X Weekly30 Weeks

TOSA EL $30,000$9,000

LCFF

2. Strategy: Articulation Among Educational LevelsEnsure articulation of services among educational levels including preschool, elementary, and middleschool.



(a) Continue to provide services at the Rob Reiner Children andFamilies Development Center including providing nine StatePreschool CSPP classes, four classes of am/pm and one class ofam only and six classes of preschool children funded by First 5.

2015-20162016-20172017-2018

Assist. Supt.Ed. ServicesDirector RobReiner

NA

(b) Continue to implement the TK program at each school as atransition program from Pre-school to Kindergarten to ensure thatstudents and parents are prepared for this change in educationalsetting and to communicate and articulate program goals fromone level to the next.

2015-20162016-20172017-2018


NA

(c) Continue to implement a transition program from TransitionalKindergarten to Kindergarten and Kindergarten to grade 1 toensure that students and parents are prepared for this change ineducational setting and to communicate and articulate programgoals from one level to the next.

May 2016May 2017May 2018


NA

(d) Plan and implement a transition program from elementary tomiddle school to ensure that students and parents are preparedfor this change in educational setting and to communicate

May 2016May 2017May 2018


NA




program goals from one level to the next. Plan for an on-site visitfor grade 6 students to help them acclimate to the New HorizonsCharter School grade 7 or to the adjacent district’s middle school.

(e) Continue to share end of year assessment data in ELA/ELD andmath from elementary to middle school to ensure properplacement of students in middle school classes.

May-June2013, 2014,2015, 2016

Asst. Supt. Ed.Services, SiteAdmin., Teachers

NA

3. Strategy: Program MonitoringMonitor program effectiveness.



(a) Monitor student achievement in ELA/ELD and progress inaccomplishing the action steps in the SPSAs and the revisedLEA Plan designed to support the achievement students inreading language arts and English Language Development.Monitor student progress in ELA and ELD through the state anddistrict assessments.

Aug.2015-May20162016-20172017-2018

Assist. Supt.Ed. ServicesDir. Curr. StaffDev. Cat.ProgramsCoord.Assessment/Acct.

NA

(b) Monitor and evaluate the performance of the Principals in leadingtheir sites toward high levels of student achievement in ELA/ELDreaching all AYP and AMAO 1, 2, and 3 targets and theireffectiveness in ensuring school wide implementation of districtwide instructional strategies annually during their formalevaluation and during their Principal Summits.

Aug.2015-May20162016-20172017-2018

Assist. Supt. Ed.ServicesDir. Curr. StaffDev., Cat.ProgramsCoord.Assessment/Acct.Principals

NA

(c) Conduct Principal Summits annually so that principals cananalyze and share student progress in grade level ELA/ELD andMath standards and district superintendent and cabinet memberscan identify areas of needed support for each site.

Fall 2015Fall 2016Fall 2017

SuperintendentAssist. Supt. Ed.Services

NA

(d) Monitor the use of the district strategies by walk-throughs bydistrict administrators and weekly classroom walk-throughs byprincipals.

Aug.2015-May20162016-20172017-2018

Assist. Supt. Ed.ServicesPrincipals

NA




(e) Give district Benchmark assessments in ELA and Math fourtimes per year to monitor the progress of all students towardproficiency with grade level standards.

Assess.CalendarAug.2015-May20162016-20172017-2018

Coord.Assessment/Acct.Principals

NA

(f) Monitor by principals grade level teachers’ collaboration meetingsto analyze district assessments, write SMART goals based onanalysis of data relative to student need, and tied directly to theinstruction of grade level standards using effective research-proven strategies.

CollaborationCalendarAug.2015-May20162016-20172017-2018

Assist. Supt. Ed.ServicesPrincipals

NA

(g) Maintain the district OARS system for the banking and retrieval ofall state and district assessments.

Aug.2015-May20162016-20172017-2018

Coord.Assessment/Acct.

NA

(h) Continue to conduct an Alternative Governance Board for anyschool reaching Year 5 Program Improvement with on-going sitevisitation by the AGB board throughout the school year. The AGBwill provide staff and the site principal with specific feedback onthe rigor of the instructional program and changes required toincrease student learning in ELA and Math.

3-4 TimesAug.2015-May20162016-20172017-2018

Supt.Assist. Supt. Ed.Services

NA

Goal IF Support for Schools in Corrective Action and PI SchoolsPerris Elementary School District (PESD) provides technical assistance through additional support and monitoring of the AlternativeGovernance Plans for its schools in PI Year 5 to fulfill all required mandates as evidenced by the annual report to the board oftrustees. PESD furthermore provides technical assistance through the Alternative Governance Boards (AGB) which meets regularlywith the site principal and teachers, visit classrooms, examine benchmark data, provide recommendations for instructional focus, andrevisit to monitor progress three to four times during the year. Additionally principals of PI Year 5 schools are required to makepresentations to a panel including the Superintendent, Assistant Superintendent, Director of Curriculum, Staff Development andCategorical Programs, and a Board member. These Principal Summit presentations are structured with required topics including theacademic performance of students by grade level, subgroups, and content including ELA, ELD and Mathematics. These areconducted after each benchmark assessment. Conclusions by the principal and staff about the progress of each group of studentsand next steps to increase achievement are an important part of the presentation. The district hired a consultant to provide direct


teacher and principal support in the implementation of the AGB suggested strategies who works with all PI Year 5 schools to provideongoing teacher and principal coaching. The district provides technical assistance to its PI schools through comprehensive studentdata reports through its contracts with Key Data Systems and Red School House Online Reporting and Assessment System (OARS).Cabinet members are assigned to the PI schools and make monthly visits to the campus with classroom visits.

1. Strategy: Support for schools in PI Year 3Identify the schools in PI Year 3, the corrective action assigned to the schools and implementation of PIactivities in individual school in corrective action.There are no schools in PESD in PI Year 3.

2. Strategy: Support for schools in PI Year 4Identify the schools in PI Year 4 and describe the plan for restructuring or alternative governance for eachPI Year 4 school.There are no schools in PESD in Year 4.

3. Strategy: Support for schools in PI Year 5Identify the schools in PI Year 5 and describe the implementation of the restructuring or alternativegovernance plan that was developed when each school was in PI Year 4.Perris Elementary School District has 4 schools in PI Year 5.

Good Hope Elementary School, PI Year 5Good Hope has written and is implementing its Alternative Governance Plan.Actions:1. Good Hope has been assigned an Alternative Governance Board which works with the principal and teachers to continually

examine student benchmark data, visit classrooms, dialogue with grade level teachers and make recommendations forinstruction, then visit Good Hope again to monitor the implementation of those recommendations. This occurs three to four timesper year.

2. The Alternative Governance plan for Good Hope is an addendum to the Single Plan for Student Achievement and theimplementation is monitored by the SSC.

3. The Alternative Governance plan outlines additional instructional time for each grade level in additional English Language Artsand Mathematics.

4. The Principal is required to present student achievement data at Principals’ Summits after each district benchmark assessment.5. The school staff and SSC worked with the district to hire and support an Academic Coach as part of the Centralized Services to

provide demo lessons, serve as a resource of instructional strategies especially for EL and SWD students, support teachers’collaboration meetings and analyze data.

6. For the 2015-16 school year the school staff and SSC is working with the district to hire and support an Elementary SchoolCounselor for the site as part of the Centralized Services to eliminate barriers to achievement for students at risk, Foster Youth,and Homeless students.


7. Additional teacher collaboration time has been built into the schedule to allow grade levels to collaborate three additional timesduring the year in addition to their normal collaboration time and the school leadership to collaborate three additional times duringthe year in addition to their regularly scheduled collaboration time.

Innovative Horizons Charter-K-8, PI Year 5Innovative Horizons was previously a district school. The district, working in collaboration with the site leadership, parentsand staff, chose to close Nan Sanders Elementary school and reopen this school as a K-8 charter school.Actions:1. The school population was changed from a K-6 school to a K-8 school with families applying to attend.2. All staff was required to apply and be selected to work at the new charter school.3. The staff worked together with the district to design and implement a rigorous, comprehensive CCSS standards-based academic

curriculum, fostering innovations, creativity, and critical thinking while incorporating visual and performing arts, technology, andathletics.

4. This is the first school to hire a counselor who presents lessons and works with students in groups and one-to one to eliminatebarriers to learning.

Perris Elementary, PI Year 5Perris Elementary has written and is implementing its Alternative Governance Plan.Actions:1. Perris Elementary has been assigned an Alternative Governance Board which works with the principal and teachers to

continually examine student benchmark data, visit classrooms, dialogue with grade level teachers and make recommendationsfor instruction, then visit Perris Elementary again to monitor the implementation of those recommendations. This occurs three tofour times per year.

2. The Alternative Governance plan for Perris Elementary is an addendum to the Single Plan for Student Achievement and theimplementation is monitored by the SSC.

3. The Alternative Governance plan outlines additional teacher collaboration time. In addition to the regular meetings, one meetingper month for grade level collaboration will be calendared and held to discuss the results of on-going student assessment results,adjustment of instruction based on the analysis of those assessments and grade level planning for next units of study

4. The Principal is required to present student achievement data at Principals Summits after each district benchmark assessment.5. The school staff and SSC worked with the district to hire and support an Academic Coach as part of the Centralized Services to


6. For the 2015-16 school year the school staff and SSC is working with the district to hire and support an Elementary SchoolCounselor for the site as part of the Centralized Services to eliminate barriers to achievement for students at risk, Foster Youth,and Homeless students.


7. Site level professional development will be site specific and will focus on supporting classroom implementation of the coreinstructional program in ELA and math. Grade level data team training will be provided for grade levels.

Sky View Elementary, PI Year 5Sky View Elementary has written and is implementing its Alternative Governance Plan.Actions:1. Sky View Elementary has been assigned an Alternative Governance Board which works with the principal and teachers to

continually examine student benchmark data, visit classrooms, dialogue with grade level teachers and make recommendationsfor instruction, then visit Sky View again to monitor the implementation of those recommendations. This occurs four times peryear.

2. The Alternative Governance plan for Perris Elementary is an addendum to the Single Plan for Student Achievement and theimplementation is monitored by the SSC.

3. The Alternative Governance plan outlines additional instructional time for each grade level in additional English Language Artsand Mathematics.

4. The Principal is required to present student achievement data at Principals’ Summits after each district benchmark assessment.5. The school staff and SSC worked with the district to hire and support an Academic Coach as part of the Centralized Services to


6. For the 2015-16 school year the school staff and SSC is working with the district to hire and support an ElementarySchool Counselor for the site as part of the Centralized Services to eliminate barriers to achievement for students at risk, FosterYouth, and Homeless students.

7. Additional teacher collaboration time has been built into the schedule to allow grade levels to collaborate three additional timesduring the year in addition to their normal collaboration time and the school leadership to collaborate three additional times duringthe year in addition to their regularly scheduled collaboration time.

Goal 2: See Title III Year 4 Plan attachment at the end of the LEA Plan pages 60-107.

Goal 3: Highly-Qualified Teachers: All teachers will continue to be fully credentialed, have 100% Highly Qualifiedstatus, and authorization to teach English Learners as documented by 2012-2013, 2013-2014, and 2014-2015CALPADS.

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




Currently, as well as for the last five years, all teachers in PESD are100% Highly Qualified and authorized to teach English Learners. Thedistrict only recruits and hires new teachers who are HQT andauthorized to teach ELs. The district maintains equitable distributionof its teachers through careful hiring and placement practices at all ofits schools, all of which are Title I funded and have significantpopulations of English Learners.

2015-20162016-20172017-2018

Asst. Supt. EdServicesDirector HR

GeneralFund

(a) To maintain its 100% Highly Qualified Teacher status, PerrisElementary School District will continue to employ recruitment andretention strategies such as: Teacher Blended Induction Program at the RCOE Center for

Teacher Innovation (CTI) for all new teachers Staff development for ELA/ELD and math adoptions Professional development for district wide instructional

strategies Collaboration time with grade or content level teams Academic coaching support at each site Credit for prior years of teacher service

2015-20162016-20172017-2018

Asst. Supt. EdServicesDirector HRDir. Curr., StaffDev., Categorical

AcademicCoaches

$76,491

$735,604

GeneralFund

Title I 50%Gen Fund50%Title ICentralized

(b) Provide all new teachers an expert coach to deliver the programfrom RCOE’s Center for Teacher Innovation through one-to-oneseasoned coaches and customized, common-core aligned, job-embedded, accredited intern and induction credential solutions.

2015-20162016-20172017-2018

TOSA EL

TOSA Title I

$12,576$62,881$82,323$27,744


(c) Provide the CTI program for Teacher Blended Induction to newteachers: Teacher Orientation, Cycle 1-Building Community toSupport Learning Cycle, Cycle 2-Effective Management: StudentPerception and Engagement, Cycle 3-Planning and AnalyzingStudent Learning, Cycle 4-Approaches to Instructional Design,Cycle 5-Self-Selected Inquiry, Cycle 6-Differentiating for Success,Cycle 7-Strategies for a Successful End of Year.

2015-20162016-20172017-2018

TOSA EL

TOSA Title I

$12,576$62,881$82,323$27,744


(d) Provide site Academic Coaching services to new teachers withprofessional development: Positive Behavioral Intervention andSupports, Classroom Management Units of Study Units of StudyELA and Math Overview, Writing Process, Step Up to Writing,

2015-20162016-20172017-2018

AcademicCoaches





English Learners (SDAIE, Differentiation of Instruction, PictureWord Induction Model), Direct Instruction, Bundling Standards,Data Analysis, OARS training (online assessment system), PLCCollaborative Intervention Team, Educational Monitoring TeamProcess, Technology in the Classroom, New TeacherWalkthroughs for Instructional Strategies and ClassroomManagement

(e) Provide professional development with coaching support for:Implementation of CCSS Units of Study, CoachingImplementation of the Common Core State Standards, PLC atWork Institute, Focus on Writing Module 1, Focus on WritingModule 2, Focus on Writing Module 3, Integrated and DesignatedELD, Math In Focus Training, Literacy and Language: A Focus onCalifornia ELD Standards, Google Classroom, TechnologyIntegration: QR Codes for Student Portfolios, TargetedIntervention, Differentiation of Instruction, Full implementation ofCalifornia State Standards, Creation of Content and LanguageObjectives to Support Learning/Instruction, Student Groupings,Instruction and Support of English Learners and ELD Focus WallContent

2015-20162016-20172017-2018

AcademicCoachesTOSA ContentExpert

$735,604

$59,575

Title ICentralized

Title I 50%


FEDERAL AND STATE 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 State Programs

√ Title I, Part A √ Categorical Flexibility Programs*

Title I, Part B, Even Start EIA—State Compensatory Education

Title I, Part C, Migrant Education EIA—Limited English Proficient

Title I, Part D, Neglected/Delinquent State Migrant Education

√ Title II, Part A, Subpart 2, ImprovingTeacher Quality

√ Child Development Programs

√ Title III, Limited English Proficient Educational Equity

Title III, Immigrants √ Tobacco Use Prevention Education—(Prop.99)

Title V, Part A, Innovative Programs –Parental Choice

Healthy Start

Adult Education √ After School Education and Safety (ASES)(Proposition 49)

Career Technical Education Other (describe)

√ McKinney-Vento Homeless Education

√ IDEA, Special Education

21st

Century Community Learning Centers

Other (describe)

*Categorical Flexibility Funds include, but are not limited to, the following funds:School and Library Improvement Block GrantGifted and Talented EducationSchool Safety and Violence Prevention ActTenth Grade CounselingDropout Prevention and Recovery Act: School-based Pupil Motivation and Maintenance Program


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 School

Sites (amount)



Sites (percent)

Title I, Part A1,426,139.43 4,402,170.00 5,089,547.61 85%

Title I, Part B, Even Start

Title I, Part C, Migrant Education

Title I, Part D,Neglected/Delinquent

Title II Part A, Teacher andPrincipal and Recruiting

196,726.26 288,184.00 412,173.72 85%

Title III, Limited EnglishProficient

113,158.87 275,262.00 380,804.77 98%

Title III, Immigrant Education

Title VI, Part B, Rural EducationAchievement

Adult Education

Career Technical Education

McKinney-Vento HomelessEducation

0.00 1,470.00 1,470.00 100%

IDEA, Special Education0.00 628,254.00 628,254.00 100%

21st

Century CommunityLearning Centers

Other (describe)

TOTAL 1,736,024.56 5,595,340.00 1,010,528.77


DISTRICT BUDGET FOR STATE PROGRAMS

Please complete the following table with information for your district.

CategoriesPrior Year

DistrictCarryovers

Current YearDistrict

Entitlements



Sites (amount)

CurrentYear

DirectService

sto Studentsat School

Sites(percent)

Categorical Flexibility Programs*1,701,829 9,273,614 6,166,579 56%

EIA—State CompensatoryEducation

EIA—Limited English Proficient

State Migrant Education

Child Development Programs0.00 819,795 696,825.75 85%

Educational Equity

Tobacco Use PreventionEducation—(Prop. 99)

3,197.86 0.00 3,197.86 100%

Healthy Start

After School Education and Safety(ASES) (Proposition 49)

0.00 882,711.38 750,304.67 85%

Other (describe)

TOTAL 1,705,026.86 9,849,172 6,866,602.61

*Categorical Flexibility Funds include, but are not limited to, the following funds:School and Library Improvement Block GrantGifted and Talented EducationSchool Safety and Violence Prevention ActTenth Grade CounselingDropout Prevention and Recovery Act: School-based Pupil Motivation and Maintenance Program


Additional Mandatory Title I Descriptions

Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance withSection 1113, “Eligible School Attendance Areas.”

Description of how the LEA is meeting or plans to meet thisrequirement:

Identify one of the following options as the low-income measure toidentify schools eligible for Title I funding:

Number of children in families receiving assistance under theCalWorks program;

Number of children eligible for Free/Reduced Price Lunchprograms;

Number of children ages 5-17 in poverty counted by the mostrecent census data;

Number of children eligible to receive medical assistanceunder the Medicaid program;

Or a composite of the above.

PESD uses the percent of students eligible for Free/ReducedPrice Lunch Program to determined eligibility for Title Ifunding. After a school is identified to receive Title I funds,funds are distributed based on the number of students eligiblefor Free/Reduced Lunch. All district schools are Title I funded.

Describe how the low-income measure described above is used torank and select schools to receive Title I funds:

All schools with a 75% or above poverty level are funded

All other schools are funded by poverty ranking district wideor by grade span.

All district schools are Title I funded.


Additional Mandatory Title I Descriptions (Cont.)

Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Section 1114,“Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single school districts, ifconducting a schoolwide program authorized under Section 1114, may attach a copy of the Single Plan for Student Achievement in lieuof this description. All 10 of the required components must be addressed. (For more information on Schoolwide, please go tohttp://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp).

For SWP, describe how the LEA will help schools to bring together allresources to upgrade the entire educational program at the school andinclude assistance in activities such as:

A comprehensive needs assessment of the entire school in relation tostate standards. Schoolwide reform strategies that provide opportunitiesfor all children to meet state standards.

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

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

Proven strategies that address the needs of historically underservedstudents, low achieving students, and those at risk of not meeting statestandards.

Instruction by highly-qualified teachers and strategies to attract and keepsuch teachers.

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

Strategies to increase parental involvement.

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

Timely and effective additional assistance to students who experiencedifficulty mastering state standards.

(If described in Summary Analysis of the NeedsAssessment, indicate page number[s] 4-12)

(If described in Goal 1, indicate page number[s] 16-20,20-24, 24-29.)

(If described in Goal 1, indicate page number[s] 19, 20).

(If described in Goals 1 and 2, indicate page number[s]17-19, 19-24, 24-29, and 60-92.)

(If described in Goal 3, indicate page number[s] 41-43).

(If described in Goal 1, indicate page number[s] 29-33).

(If described in Goals 1 and 2, indicate page number[s]34-36, 93-104.)

(If described in Goal 1, indicate page number[s] 36).

(If described in Goal 1, indicate page number[s] 17-20,19-24, 24-29).



For targeted assistance programs (TAS), describe how the LEAwill help schools to identify participating students most at risk offailing to meet state standards and help those students to meetthe State’s challenging academic standards. The descriptionshould include activities such as:

Effective methods and instructional strategies based onscientifically-based research.

Strategies that give primary consideration to extendedlearning time, extended school year, before and afterschool and summer programs.

Strategies that minimize removing children from theregular classroom during regular school hours forinstruction.

Instruction by highly-qualified teachers.

Professional development opportunities for teachers,principals, and paraprofessionals, including, ifappropriate, pupil services personnel, parents, andother staff.

Strategies to increase parental involvement.

The District does not have targeted assistance programs (TAS) atits schools.

(If described in Goal 1, indicate page number[s] here).



(If described in Goals 1 or 3, indicate page number[s] here).





Requirements Description of how the LEAis meeting or plans to meetthis requirement:

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

Identify children who are failing or most at risk offailing to meet the state academic contentstandards.

Use multiple measures that include objectivecriteria such as state assessments, and subjectivecriteria such as teacher judgment, parentinterviews, and classroom grades.

Include solely teacher judgment, parent interviewsand developmentally appropriate measures, if thedistrict operates a preschool through grade twoprogram with Title I funds.

The District does not havetargeted assistanceprograms (TAS) at itsschools.

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

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



Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide PD forteachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-level staffin accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”

Requirements Description of how the LEA is meeting or plans to meet this requirement:

Describe the process for parentnotification of the school’s identification asPI, including notification of the right forstudents to transfer to another school thatis not PI with paid transportation, and theright to receive supplemental services.

When the district receives achievement data from the state, letters are sent for eachschool’s parents notifying them of the school’s Program Improvement (PI) status. Lettersinclude the right to transfer to a non-PI school, information about the schools available andprocess by which they can apply for a transfer. In the case of schools that will definitely bePI for the upcoming year, the LEA provides parents the opportunity to request a transfer toa non-PI school during the district’s open enrollment window giving them priority fortransfer. Letters inform parents their right to receive Supplemental Services if they remainat a PI school and meet the requirements.

Describe how the LEA will provide schoolchoice and supplemental services toeligible children, including the selection ofthe children to receive services.

Choice: All PESD schools are in Program Improvement. We have attempted to enter in toan agreement with neighboring districts in order to provide CHOICE to non-PI schools.However, we have been unsuccessful in securing such an agreement.Supplemental Services: The LEA mails letters informing parents of SupplementalEducation Services (SES) to all Socio-Economically Disadvantaged (SED) students at allPI schools year two and beyond. The parents can attend a district fairs to meet with andthen select their providers. Students are placed according to their choices wheneverpossible. When the demand exceeds the funding available or space with providers,students with greatest academic need are given priority.



Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide PD forteachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-levelstaff in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers andParaprofessionals.”

Requirements Description of how the LEA is meeting or plans to meetthis requirement:

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

(If described in Goals 1 or 3, indicate page number[s] 41-43).

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

(If described in Goals 1 and 2, indicate page number[s]34-36, 94-104.)

Describe how the LEA will coordinate and integrate educationalservices at the LEA or individual school level in order to increaseprogram effectiveness, eliminate duplication, and reduce fragmentationof the instructional program, including programs such as:

a. Even Start

b. Head Start

c. Early Reading First

d. Other preschool programs

e. Services for children that are migratory, neglected or delinquent,Native American (Title VII, Part A), homeless, immigrant, andlimited-English proficient, and children with disabilities.

Ensure that all programs listed in the budget pages of the LEA Plan(pages 70-72) have been addressed.

The district serves pre-school children through the RobReiner Children and Families Development Center thathouses nine State Preschool CSPP classes, four classesof a.m./p.m. and one class of a.m. only. In addition thecenter also has 6 classes of preschool children funded byFirst 5.

Coordination between pre-school teachers and sitegeneral education staff occurs through theimplementation of activities for the TransitionalKindergarten classes on all district campuses.


Assurances

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

General Assurances

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

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

3. The control of funds provided under each program and title to property acquired withprogram 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 tothose entities. The public agency, non-profit private agency, institutions, organization, orIndian tribe will administer the funds and property to the extent required by the authorizinglaw.

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

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

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

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

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

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


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

10.The LEA will comply with the armed forces recruiter access provisions required by Section9528.

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 and8th grade reading and mathematics carried out under Section 411(b)(2) of the NationalEducation Statistics Act of 1994.

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

13. Inform eligible schools and parents of schoolwide program authority and the ability of suchschools 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 toSection 1114 and assist schools as the schools implement such plans or undertakeactivities pursuant to Section 1115 so that each school can make adequate yearly progresstoward meeting the State student academic achievement standards.

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

17.Provide services to eligible children attending private elementary schools and secondaryschools in accordance with Section 1120, and timely and meaningful consultation withprivate 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 bemost effective if focused on students in the earliest grades at schools that receive fundsunder this part.


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

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

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

22. Inform eligible schools of the LEA’s authority to obtain waivers on the school’s behalf underTitle IX.

23.Coordinate and collaborate, to the extent feasible and necessary as determined by the LEA,with the SEA and other agencies providing services to children, youth, and families withrespect to a school in school improvement, corrective action, or restructuring under Section1116 if such a school requests assistance from the LEA in addressing major factors thathave significantly affected student achievement at the school.

24.Ensure, through incentives for voluntary transfers, the provision of PD, recruitmentprograms, or other effective strategies, that low-income students and minority students arenot taught at higher rates than other students by unqualified, out-of-field, or inexperiencedteachers.

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 ofeach school served by the agency and receiving funds under this part to determine whetherall of the schools are making the progress necessary to ensure that all students will meetthe State’s proficient level of achievement on the State academic assessments described inSection 1111(b)(3) within 12 years from the baseline year described in Section1111(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 istaken, in an understandable and uniform format and, to the extent practicable, provided in alanguage 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 oridentifying examples of high-quality, effective curricula consistent with Section 1111(b) (8)(D) and California Education Code Section 64001.

28.Ensure that schools in school improvement status spend not less than 10 percent of theirTitle I funds to provide PD (in the area[s] of identification to teachers and principals) for eachfiscal 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 requirementunder section 1120A(c). In the case of an LEA to which comparability applies, the applicanthas established and implemented an agency-wide salary schedule; a policy to ensureequivalence among schools in teachers, administrators, and other staff; and a policy toensure equivalence among schools in the provision of curriculum materials and instructionalsupplies. Documentation will be on file to demonstrate that the salary schedule and localpolicies result in comparability and will be updated biennially.

Title I, Part D—Subpart 2

31.Where feasible, ensure that educational programs in the correctional facility are coordinatedwith the student’s home school, particularly with respect to a student with an individualizededucation 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 staffsthat are trained to work with children and youth with disabilities, taking into consideration theunique needs of such children and youth.

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

Title II, Part A

34.The LEA, hereby, assures that:

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

a. Have the lowest proportion of highly-qualified teachers;b. Have the largest average class size; orc. Are identified for school improvement under Section 1116(b).

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

The LEA has performed the required assessment of local needs for PD and hiring, takinginto account the activities that need to be conducted in order to give teachers themeans, including subject matter knowledge and pedagogy skills, and to give principalsthe instructional leadership skills to help teachers, to provide students with theopportunity to meet California’s academic content standards. This needs assessmentwas conducted with the involvement of teachers, including teachers participating inprograms under Part A of Title I.

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


Title III

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

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

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

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

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

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

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

Title V, Part A

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

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

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

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


Will be used to make decisions about appropriate changes in programs for thesubsequent year

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

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

Additional LEA Plan Assurances

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


Title III Year 4 Plan

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

An increasing percentage of English Learners will gain at least one proficiency level on the annual CELDT.

By June 2015 the percentage of English Language Learners who gain at least one proficiency level annually onthe CELDT will increase 49.2% to 59% in order to move to state-defined expectations for meeting the CELDT

criterion for English Language.

Filing Cabinet Count 0

Resources and state 3

requirements for this goal Available

STRATEGY Support ELD Through Scaffolded Content Instruct.

A focus on the four domains of language related to RLA/ELD standards: Reading, Writing, Speaking andListening.How to address the needs of students at the different levels of English proficiencyStrategies for engagement and structured language practice with an emphasis on academic andconversational languageContent and Language ObjectivesUsingstandards to plan instructionDisaggregate data/common assessments

FilingCabinet Count 0

ACTION STEP Scaffolding for Comprehensibility of Content

Teachers will use strategies from ELD Common Core State Standards training in the following areas:A focus on the four domains of language as related to RLA/ELD standards: Reading, Writing, Speaking,and ListeningHow to address the needs of students at the different levels of English proficiencyStrategies for engagement and structured language practice with an emphasis on academic andconversational language

Status Completed 07/08/2015 Filing Cabinet Count 7

Start-End Dates 11/03/2014 - 06/19/2015

Timeline Notes End date was changed to official last day of school

Tags T3Y4

Persons Responsible Rosa Farfan, Patty Hernandez

LEA PLANPerris Elementary -Tit33671990000000

PROGRESS: 97%(28 of 29 ActionItems Complete)

Generated by CAIS | October 30,20154:56 PM 1 of 43


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

Support ELD Through Scaffolded Content Instruct. ACTION STEP

Scaffolding for Comprehensibility of Content TASKS 3 of 3 Complete

Teachers Write Lesson Plans Completed Due 6/19/2015

Teachers will writelesson plans which Patty Hernandez (LEA), Rosareflect appropriate scaffolding and Farfan (LEA)instructional techniques. Lesson plans include evidence ofELD strategies.

Coaching Support Completed Due 8/15/2014

Hire two additionalcoaches in order to Jean Marie Frey (LEA), Pattyensure one full time coach is assigned to Hernandez (LEA)each of the eight sites.

Bilingual AideSupport Completed Due 6/19/2015

Continue to provide Bilingual Aides at all Patty Hernandez (LEA)8 sites to supportEL Intervention

LEA PLAN

Perris Elementary - 33671990000000



GOAL Goal 2B: AMAO 2 - English Proficiency

An increasing percentage of English learners will attain English language proficiency annually.

By June 2014, the percentage of English learners in language instructional education programs fewer than5 years attaining English language proficiency will increase from 25.6 % to 27.0%, in order to move towardstate-defined expectations for meeting the CELDT criterion for English-language proficiency.

By June 2014, the percentage of English learners in language instructional education programs more than5 years attaining English language proficiency will increase from 52.9% to 58.0%, in order to move toward

state-defined expectations for meeting the CELDT criterion for English-language proficiency

Filing Cabinet Count 0 Budgeted: $359,117.34

Resources and state 3 Actual: $359,117.34


STRAT

EGY Implement ELD Time and Materials Principals will

ensure

ELD time (150 minutes per week).

Filing CabinetCount 0

ACTION STEP Instructional ELD Minutes Ensured. Principals will ensure ELD time (150 minutes per week)


Start-End Dates 03/05/2014 - 06/13/2014

Tags T3Y4

Persons Responsible Patty Hernandez

TASKS 2 of 2 Complete

Principals Submit Master Schedules Completed Due 9/10/2014

Principals willsubmit master schedules Patty Hernandez (LEA)reflecting designated time for ELD for each grade level toAssistant Superintendent of Educational Services

Teachers Submit Master Schedules Completed Due 8/29/2014

Teachers will submit copies of master Patty Hernandez (LEA)

LEA PLAN





STRATEGY Support ELD Through Scaffolded Content Instruction

Teachers will use strategies from the ELD training in the following areas:

A focus on the four domains of language as related to RLA/ELD standards: Reading, Writing,Speaking, and Listening.How to address the needs of students at the different levels of English proficiencyStrategies for engagement and structured language practice with an emphasis on academicand conversational languageContent and language objectivesUsing standards to plan instruction.Disaggregate data/common assessment.

Filing Cabinet Count 0 Budgeted $359,117.34

Actual $359,117.34

ACTION STEP Scaffolding for Comprehensibility of Content Teachers will use

strategies from the ELD training in the following areas:

A focus on the four domains of language as related to RLA/ELD standards: Reading, Writing,Speaking, and Listening.How to address the needs of students at the different levels of English proficiencyStrategies for engagement and structured language practice with an emphasis on academic andconversational languageContent and language objectivesUsing standards to plan instruction.Disaggregate data/common assessment


Start-End Dates 11/03/2014 - 06/19/2015 Budgeted $359,117.34

Timeline Notes End Date was changed to official lastday of school

Actual $359,117.34

Tags T3Y4


LEA PLAN





STRATEGY Support ELD Through Scaffolded Content Instruction

ACTION STEP Scaffolding for Comprehensibility of Content TASKS 3 of 3

Complete

Teachers Write Lesson Plans Completed Due 6/30/2015

Teachers will write lesson plans which Patty Hernandez (LEA)reflect appropriate scaffolding and instructional techniques.Lesson plans include evidence of ELD strategies.


Hire two additional coaches in order to Adriana Kotrich (LEA), Pattyensure one full time coach is assigned to Hernandez (LEA)each of the eight sites.

Bilingual AideSupport Completed Due 6/30/2015

Continue to provide Bilingual Aides at all Patty Hernandez (LEA)8 sites to support EL Intervention.

LEA PLAN




GOAL Goal 2C: AMAO 3- Reading/Language Arts

By June 2015, 80% of teachers will implement RLA Common Core State Standards in English Language Artsand Literacy while continuing to use Universal Design Strategies and disaggregating local assessment data toeffectively plan instruction to meet the needs of English Learners. This will also include integrating CA ELD

standards in CCSS ELA Units of Study to begin implementation in 2014-15.


STRAT

EGY Instructional RLA Minutes Ensured

The District will ensure to protect, provide and monitor an uninterrupted Reading Language Arts block.


ACTION STEP Instructional Minutes Ensured

TK-8 Instructional Minutes will be ensured. RLA TK-K 1 hour plus 30 minutes UA;4-6 2 1/2 hours including 30 mi n UA;6-8 60minutes or one per period;K-7 30 minutes extended support lesson for students in need of additional instruction in targetedskills


Start-EndDates 08/15/2013 - 06/30/2015

Tags T3Y4

PersonsResponsible Jean Marie Frey, Patty Hernandez

STRATEGY Implement RLA Time and Materials

Master schedules will reflect designated time for RLA, UA and intervention.


ACTION STEP Master Schedules

Master Schedules will reflect designated time for RLA, UA and Intervention


Start-End Dates 10/30/2013 - 06/30/2015

LEA PLAN





STRATEGY Implement RLA Time and Materials ACTION

STEP Master Schedules


Principals SubmitMaster Schedules Completed Due 6/30/2015

Principals will submit copies of master Jean Marie Frey (LEA), Pattyschedules to Assistant Superintendent of Hernandez (LEA)EducationalServices.

STRATEGY Support RLA Through Scaffolded Instruction

Teachers will use strategies from the RLA Common Core Professional development in the following areas:Use the Units of Study to plan RLA Common Core State Standards, Instructional Shifts, Language and ContentObjectives based on Rigor Relevance Quadrants and bundling of standards, implement cognitive engagement

Strategies and Universal Design points.


ACTION STEP Instructional Scaffolding for Comprehension

Teachers will use strategies from the RLA Common Core Professional development in the followingareas:Use the Units of Study to plan RLA Common Core State Standards, Instructional Shifts, Language and ContentObjectivesbased on Rigor Relevance Quadrants and bundling of standards, implement cognitive engagement strategiesand Universal Design points.


Start-End Dates 10/30/2014 - 06/30/2015

Tags T3Y4


ACTION STEP Instructional Planning Through the Use of Units

Teachers will use strategies from the RLA Common Core Training in the following areas:

Use the Units of Study to plan RLA Common Core State Standards, Instructional Shifts, Language & ContentObjectives based on Rigor Relevance Quadrants and bundling of standards, implement Cognitive EngagementStrategiesand Universal Design points.


LEA PLAN



LEA PLAN



Start-End Dates 10/30/2014 - 06/30/2015

Tags T3Y4



STRATEGY Support RLA Through Scaffolded Instruction

ACTION STEP Instructional Planning Through the Use of Units TASKS 3 of 3

Complete

Units of Study Completed Due 6/30/2015

Principals Review Progress on Units during Summits

Principals will review Units and visit classrooms 1-2 timesper week to observe instructional strategies during RLA

Completed Due 6/30/2015


STRATEGY RLA Data Analysis

All teachers and administrators will work together during regularly scheduled PLC's to disaggregate andanalyze data. Interventions and student placement will be provided based on data.


ACTION STEP Assessments

Teachers will administer regularly scheduled RLA Benchmark and Blueprint Assessments


Start-End Dates 10/21/2013 - 06/30/2015

Tags T3Y4

Teachers will collaborate & receive supplemental supportfrom the coach to plan for spiraling CCSS for EL studentsstruggling to master standards using Units. Planningw/reflect tiered voc.,language & content objectives, sentenceframes & CC standards

Jean Marie Frey (LEA), Patty Hernandez(LEA)

Continue to provide coaches at all sites in order to providesupplemental support to teachers with the implementation ofELA and RLA Common Core State Standards.

Jean Marie Frey (LEA), PattyHernandez (LEA), Rosa Farfan (LEA)




STRATEGY RLA Data Analysis

ACTION STEP Assessments TASKS 4 of 4

Complete

Disaggregation of Data Completed Due 6/30/2015

Teachers, academic coach and Juan Hernandez (LEA), Pattyadministrator will disaggregate data and Hernandez (LEA)plan studentplacement and intervention.

Develop and Disseminate District Assessments

Facilitate the development and dissemination of districtassessments


Juan Hernandez (LEA), Patty Hernandez (LEA),Rosa Farfan (LEA)

Assessment and Accountability Coordinator

Continue to provide Assessment and AccountabilityCoordinator to provide ongoing support and coordination ofidentification, annual assessment and reclassification ofEnglish Learners.


Jean Marie Frey (LEA) , Juan Hernandez (LEA),Patty Hernandez (LEA)

Student Achievement Monitoring System

Continue to provide a student achievement monitoringsystem to provide timely data from common formativeassessments to monitor ongoing progress, identify needs,inform instruction and determine effectiveness of instruction


Juan Hernandez (LEA), Patty Hernandez (LEA)

LEA PLAN




GOAL Goal 2C: AMAO 3- Mathematics

By June 2015, 80% of teachers will implement Mathematics Common Core State Standards while continuing touse Universal Design strategies and disaggregating local assessment data to effectively plan instruction to meetthe needs of English Learners. This will also include the integration of the CA ELD standards in CCSS

Mathematical Units of Study to begin implementation in 2014-15


Actual: $629,843.92

STRATEGY Instructional Math Minutes Ensured

TK-K 1 hour plus 15 minutes intervention1st-3rd 1 hour plus 15 minutes intervention4-6 1hour plus 15 minutes intervention7-8 60 minutes or an instructional period30minofextended support lessons for students in need of additional instruction in targeted skills


ACTION STEP Instructional Math Minutes Ensured

TK-K 1 hour plus 15 minutes intervention1st-3rd 1 hour plus 15 minutes intervention4-6 1 hourplus 15 minutes intervention7-8 60 minutes or an instructional period30 minutes of extended support lessons for students in need of additional instruction in targetedskills


Start-End Dates 11/02/2013 - 06/19/2015

TimelineNotes End date was changed to official lastday of school

Tags T3Y4


STRATEGY Implement Math Time and Materials

Master schedules will reflect designated time for Math and Intervention


LEA PLAN





STRATEGY Implement Math Time and Materials

ACTION STEP Implement Math Time and Materials

Masterscheduleswill reflect designated time for Math and Intervention

Start-End Dates 11/02/2013 - 06/19/2015

Timeline Notes End date was changed to official lastday of school

Tags T3Y4


TASKS 1 of1 Complete

Principals Submit Master Schedules Completed Due 6/30/2015

Principals will submit master schedules Jean Marie Frey (LEA), Pattyto AssistantSuperintendent of Hernandez (LEA)Educational Services.

STRATEGY Support Math Through Scaffolded Instruction

Teachers will use strategies from Math Common Core Professional Development.


Actual $629,843.92

ACTION STEP Instructional Planning Through Use of Math Units

Teachers will use strategies from the Math Common Core Professional Development in thefollowing areas:Usethe Units to plan Math Common Core State Standards, Standards for Mathematical Practice,Instructional Shifts, Language and Content Objectives based on Rigor Relevance Quadrants andbundling of standards, implement cognitive engagement strategies and Universal Design points.



Tags T3Y4 Actual $629,843.92

LEA PLAN



Generated by CAIS | October 30, 2015 4:56 PM 11 of 43


GOAL Goal 2C: AMAO 3 - Mathematics

STRATEGY Support Math Through Scaffolded Instruction

ACTION STEP Instructional Planning Through Use of Math Units TASKS 3 of 3

Complete

Units of Study Completed Due 6/30/2015

Principals Review and Submit Unit Completed Due 6/30/2015Lessons

Principals will review Unit of Study Jean Marie Frey (LEA) , JuanLesson and visit classroom 1-2 times per Hernandez (LEA), Pattyweek to observeinstructional strategies Hernandez (LEA)during Math


STRATEGY Math Data Analysis

Allteachers and administrators will work together during regularly scheduled PLC's to disaggregate and analyzedata. Intervention and student placement will be provided based on data.


ACTION

STEP Assessments

Teachers will administer regularly scheduled Benchmark and Blueprint Assessments.


Start-EndDates 10/30/2013 - 06/30/2015

Tags T3Y4

Teachers will collaborate/receive supplemental support fromthe coach to plan for spiraling standards for EL studentsstruggling to master standards using Units. Planningw/reflect tiered voc.,language & content objectives, sentenceframes & CC standards

Patty Hernandez (LEA)

Continue to provide coaches at all sites in order to providesupplemental support to teachers with the implementation ofMath CC State Standards and SMP's, Content andLanguage Objectives, academic and tiered language andsentence frames.

Jean Marie Frey (LEA), PattyHernandez (LEA), Rosa Farfan (LEA)

LEA PLAN





STRATEGY Math Data Analysis ACTION

STEP Assessments

TASKS 1 of 1Complete

Disaggregation of Data Completed Due 6/30/2015

Teachers, academic coach and Juan Hernandez (LEA), Pattyadministrator will disaggregate data and Hernandez (LEA)plan studentplacement and intervention

LEA PLAN




GOAL Goal 2D: High Quality Professional Development

An increasing percentage of teachers and administrators will receive professional development on theCalifornia Common Core State Standards.

All ELD, English Language Arts, and Mathematics teachers will receive Common Core State standards-baseddifferentiated instruction staff development on delivering instruction on a daily basis. All administrators willreceive staff development on research-based strategies to guide and assist teachers in Improving instruction ona daily basis. The focus will be on differentiated instruction through Common Core standards-based planningusing research-based strategies for English Learners

By June 2015, 80 % of LEA teachers will receive professional development on California Common Coreresearch-based strategies to improve English learner attainment of English language proficiency English

Language Arts and mathematics proficiency as determined by the LEA needs assessment.




STRATEGY Scaffolded Content Instruction

An increasing percentage of teachers and administrators will receive professional development on theCalifornia Common Core State Standards.

All teachers will receive Common Core, standards-based differentiated instruction staff development ondelivering instruction on a daily basis. All administrators will receive staff development on research-basedstrategies to guide and assist teachers in improving instruction on a daily basis. The focus will be ondifferentiated instruction through Common Core standards-based planning using research-based strategiesfor English Learners.

By June 2015, 80% of LEA teacher will receive professional development on California Common Coreresearch-based strategies to improve English learner attainment of English language proficiency andEnglish Language Arts proficiency and mathematics proficiency as determined by the LEA needs assessment.


Actual $594,736.02

ACTION STEP Common Core Professional Development

LEA PLAN






ACTION STEP Common Core Professional Development

Description: Administrators, ELL TOSA, Title I TOSA, Content Expert, Academic Coaches and teachers willparticipate in RLA/Math Common Core State Standard professional development that will include the following:

A focus on Rigor Relevance, Instructional Shifts, bundling standards, Claims and Targets,content and language objectives, Universal Design Strategies and strategies.


Start-EndDates 09/07/2013 - 06/18/2015 Budgeted $150,689.99


Persons Responsible Rosa Farfan, Patty Hernandez, Kerry Stephenson


Contract withRCOE Completed Due 8/15/2013

Contact RCOE to develop contract for Jean Marie Frey (LEA), Patty2013-14 PD Hernandez (LEA)

Content Expert Completed Due 6/19/2015

Continue to provide Content Expert to Patty Hernandez (LEA)facilitate PD for district, site and Academic Coaches

Professional Development forAcademic Coaches

Provide staff development for Academic Coaches on RLAand Math CommonCore State Standards


Patty Hernandez (LEA), Rosa Farfan (LEA)

Administrator & Coach Sustainability Module

Provide follow up PD for administrators and coaches beforeevery scheduled teacher professional development day toeffectively provide follow up grade level professionaldevelopment and collaborations.


Kerry Stephenson (LEA), Patty Hernandez(LEA), Rosa Farfan (LEA)

Teacher CommonCore PD Completed Due 6/28/2015

Provide RLA and Math Common Core ProfessionalDevelopment for TK-8 grade teachers

Kerry Stephenson (LEA), PattyHernandez (LEA), Rosa Farfan (LEA)

LEA PLAN






ACTION STEP Integrated Math Units of Study PD

Participants will receive professional development in the creation of Integrated Math Units of Study. CurriculumCouncil will integrate ELD standards that align to each Math Standard within the Unit. Units will include UniversalDesign strategies such as, sentence frames, Tier I and II academic language, content and language objectivesand differentiation for EL students





TASKS 14of 14 Complete

Math Curriculum Council Integrated Math PD

Day 1 Math Units of Study PD. This PD will provide anoverview of how to develop a comprehensive Integrated MathCCSS Unit of Study using Understanding by Design.Attendees will gain tools to help them in development of MathUnits for their district.




Day 2 Math Units of Study PD. This PD will provide anoverview of how to develop a comprehensive Integrated MathCCSS Unit of Study using Understanding by Design.Attendees will gain tools to help them in development of MathUnits for their district.




Math Sub Committee meet at SDO to debrief Integrated MathUnits of Study. Units include Universal Design Strategiessuch as sentence frames, content and language objectives,Tier I and II vocabulary, aligned ELD standards anddifferentiation



LEA PLAN







Math Curriculum Council SubCommittee Meeting

Meet to Develop a District Math Unit Template to includeUniversal Design Strategies such as sentence frames,content and language objectives, Tier I and II vocabulary,aligned ELD standards and differentiation




Provide full day training on Integrated Units of Study (Mathand aligned ELD Common Core State Standards, YearlyMap Standards, Claims and Targets)


Kerry Stephenson (LEA), Rosa Farfan (LEA)

Math CurriculumCouncil Meeting Completed Due 1/8/2014

Council will meet to develop Yearly Math Kerry Stephenson (LEA),Map (to include aligned ELD CCSS) and Patty Hernandez (LEA), Rosabegin thedevelopment of Math Units Farfan (LEA)

Math Curriculum Council Meeting Completed Due 1/9/2014

Committee will meet to develop Math Kerry Stephenson (LEA),Yearly Map (to include ELD aligned Patty Hernandez (LEA), Rosastandards) ofStandards and continue to Farfan (LEA)develop Math Units of Study


Committee will meet to develop Math Kerry Stephenson (LEA),Yearly Map ofStandards (to include ELD Patty Hernandez (LEA), Rosaaligned CCSS) and continue to develop Farfan (LEA)Math Units of Study


Committee will meet to continue to work on Integrated MathUnits of Study. Units include Universal Design Strategiessuch as sentence frames, content and language objectives,Tier I and II vocabulary, aligned ELD standards anddifferentiation


LEA PLAN





Pilot Integrated Math Units of Study. Units includeUniversal DesignStrategies such as sentence frames, content and languageobjectives, Tier I and II vocabulary, aligned ELD standardsand differentiation





Math CurriculumCouncil Meeting Completed Due 4/7/2014




Prepare to provide PD for all teachers in district in MathUnits of Study. Units include Universal Design Strategiessuch as sentence frames, content and language objectives,Tier I and II vocabulary, aligned ELD standards anddifferentiation








LEA PLAN




ACTION STEP Integrated RLA/ELD Units of Study PD

Participants will receive professional development in the creation of Integrated RLA/ELD Units of Study.Curriculum Council will integrate ELD standards that align to each RLA Standard within the Unit. Units willinclude Universal Design strategies such as, sentence frames, Tier I and II academic language, content andlanguage objectives and differentiation for EL students








ACTION STEP Integrated RLA/ELD Units of Study PD TASKS 14 of 14

Complete

RLA Curriculum Council Units of Study

Day 2 RLA/ELD Units of Study PD. This PD will provide anoverview of how to develop a comprehensive IntegratedCCSS RLA/ELD Unit of Study using Understanding byDesign. Attendees will gain tools to help them in developmentof RLA Units of Study




RLA Sub Committee will meet at SDO to debrief RLA/ELDIntegrated Units of Study. Units include Universal Designstrategies such as sentence frames, content and languageobjectives, Tier I & II vocabulary, aligned ELD standards anddifferentiation




Day 1 RLA/ELD Units of Study PD. This PD will provide anoverview of how to develop a comprehensive IntegratedCCSS RLA/ELD Unit of Study using Understanding byDesign. Attendees will gain tools to help them in developmentof RLA Units of Study



LEA PLAN




RLA Curriculum Sub Committee Meeting

Meet to develop a district RLA Unit Template to includeUniversal Design Strategies such as sentence frames, content& language objectives, Tier I and II vocabulary, aligned ELDstandards, instructional shifts and differentiation


Kerry Stephenson (LEA), Rosa Farfan (LEA)


Provide full day training on RLA/ELD Integrated Units ofStudy (RLA Common Core State Standards, ELD CorrelatingStandards, Yearly Map of Standards, Instructional Shifts,Claims and Targets).


Kerry Stephenson (LEA), Patty Hernandez (LEA),Rosa Farfan (LEA)





RLA Curriculum Sub Committee Meeting

Committee will meet to continue to develop RLA Yearly Mapof Standards. The RLA Yearly Map will include, ELDCorrelating Standards. Teachers will begin to writeRLA/ELD Integrated Units of Study based on Yearly Map.


Kerry Stephenson (LEA), Patty Hernandez (LEA),Rosa Farfan (LEA)

RLA CurriculumCouncil Units of Completed Due 1/9/2014Study

Committee will continue to develop Kerry Stephenson (LEA),yearly Map of RLA CCSS Standards (to Patty Hernandez (LEA), Rosainclude ELD aligned standards)and Farfan (LEA)continue to developUnits of Study.

RLA Curriculum Council Meeting Completed Due 1/10/2014

Committee will continue to develop Kerry Stephenson (LEA),yearly Map of RLA CCSS Standards (to Patty Hernandez (LEA), Rosainclude ELDalignedstandards)and Farfan (LEA)continue to develop Units of Study.


Committee will meet to continue to work on IntegratedRLA/ELD Units of Study.Units include Universal DesignStrategies such as sentence frames, content and languageobjectives, Tier I and II vocabulary, aligned ELD standardsand differentiation

Kerry Stephenson (LEA), RosaFarfan (LEA)


Pilot Integrated RLA/ELD Units of Study. Units includeUniversal Design Strategies such as sentence frames,content and language objectives, Tier I & II vocabulary,aligned ELD standards and differentiation.


LEA PLAN





The RLA Committee will meet to continue to developRLA/ELD Integrated Units of Study. They will have theopportunity to modify units based on units that were piloted.






RLA CurriculumCouncil Meeting Completed Due 4/8/2014


Committee will meet to continue to work on IntegratedRLA/ELD Units of Study. Units include Universal DesignStrategies such as sentence frames, content and languageobjectives, Tier I & II vocabulary, aligned ELD Standardsand differentiation

Kerry Stephenson (LEA), RosaFarfan (LEA)


Prepare to provide PD for all teachers in district in RLA Unitsof Study. Units include Universal Design Strategies such assentence frames, content and language objectives, Tier I &II vocabulary, aligned ELD Standards and differentiation


ACTION STEP RLA and Math Common Core Professional Development

Provide an integrated Common Core professional development training that emphasizesdifferentiation strategies for EL learners.

Committee will meet to continue to work on IntegratedRLA/ELD Units of Study. Units include Universal DesignStrategies such as sentence frames, content and languageobjectives, Tier I & II vocabulary, aligned ELD Standardsand differentiation





LEA PLAN






ACTION STEP RLA and Math Common Core Professional Development TASKS 7 of 7

Complete

Day 2 A Deeper Look at CC (10/16/13) Completed Due 10/26/2013

District wide professional development, "A Deeper Look atCCSS" (Instructional Shifts, Rigor Relevance, Bundling ofstandards and Universal Design Strategies)


Day 2 A DeeperLook at CC (11/2/1 3) Completed Due 11/2/2013

District wide professional development, "A Deeper Look atCCSS" (Instructional Shifts, Rigor Relevance and Bundlingof Standards and Universal Design Strategies)


Day 1 A DeeperLook at CC Completed Due 9/7/2013

District wide professional development, Kerry Stephenson (LEA),"A Deeper Look at CCSS" (Instructional Patty Hernandez (LEA), RosaShift, Rigor Relevance and Universal Farfan (LEA)Design Strategies)

Day 3 A Deeper Look at CC (2/1/14) Completed Due 2/1/2014

District wide professional development, Kerry Stephenson (LEA),"A Deeper Look at CCSS" (Claims, Patty Hernandez (LEA), RosaTargets, DOK and Universal Design Farfan (LEA)Strategies)

Day 3 A Deeper Look at CC (2/22/1 4) Completed Due 2/22/2014

District wide professional development, Patty Hernandez (LEA), Rosa"A Deeper Look at CCSS" (Claims, Farfan (LEA)Targets, DOK and Universal Design Strategies)

Day 4 A Deeper Look at CC (6/24/1 4) Completed Due 6/23/2014

District wide professional development, Kerry Stephenson (LEA),"A Deeper Look at CCSS" (Integrated Patty Hernandez (LEA), Rosa

LEA PLAN




Math and RLA/ELD Units of Study) Farfan (LEA)

Day 4 A Deeper Look at CC (8/1 0/1 4) Completed Due 8/30/2014

District wide professional development, Patty Hernandez (LEA), Rosa"A Deeper Look at CCSS" (Integrated Farfan (LEA)Math and RLA/ELD Units of Study)

ACTION STEP Curriculum Council Report Card Committee




ACTION STEP Curriculum Council Report Card Committee Update district

Report

Cards,

Progress Reports and Intervention Plan.


Start-End Dates 05/05/2014 - 06/18/2015

Tags T3Y4

Persons ResponsibleRosa Farfan, Patty Hernandez


Invite Curriculum Council Members Completed Due 4/1/2014

Invite CurriculumCouncil members to Kerry Stephenson (LEA),commit to developing Common Core Patty Hernandez (LEA)State Standards Report Cards that will be piloted in the2014-15 school year.

Schedule ReportCard Meetings Completed Due 3/28/2014

Meet with Assistant Superintendent of Jean Marie Frey (LEA), PattyEducational Services to schedule and Hernandez (LEA)Plan for ReportCards meetings.

Upload Report Cards Completed Due 7/28/2014

Contact District office to schedule upload Kerry Stephenson (LEA),of Common Core Report Cards to Patty Hernandez (LEA)Illuminate/Student Information system

STRATEGY Monitoring of RLA, Math and ELD

Siteadministrators will routinely visit classrooms twice a week to observe instruction and to verify that all EL's are beinginstructed appropriately in the core curriculum utilizing RLA intervention strategies from the Common Core StaffDevelopment provided. Principals will use Walk-Through Feedback Sheets and share them with the AssistantSuperintendent of Educational Services. Principals will provide feedback to teachers within 24 hours of the visitby any of the following: E-mail, private conference, copy of form in the classroom


ACTION STEP Monitor Time & Instruction in ELD, RLA, & Math

LEA PLAN





STRATEGY Monitoring of RLA, Math and ELD

ACTION STEP Monitor Time & Instruction in ELD, RLA, & Math

Site administrators will routinely visit classrooms twice a week to observe instruction and to verify that all EL'sare being instructed appropriately in the core curriculum utilizing RLA intervention strategies from the CommonCore Staff Development provided. Principals will use Walk-Through Feedback Sheets and share them with theAssistant Superintendent of Educational Services. Principals will provide feedback to teachers within 24 hoursof the visit by any of the following: Email, private conference, copy of form in the classroom


Start-EndDates 01/09/2014 - 06/19/2015

Timeline Notes End Date was changed to official lastday of school.

Tags T3Y4



Walk-ThroughFeedback Sheets Completed Due 6/30/2015

The Walk-Through Feedback Sheets will also be utilizedduring RLA, Math, and ELD Monitoring. Feedback will begiven on the implementation of the staff developmentstrategies and processes.


Walk-Throughs Completed Due 6/19/2015

Principals will conduct walk throughs 2 Patty Hernandez (LEA)times per week

Submit Monthly Walkthroughs Completed Due 6/30/2016

Principals will submit a copy of the Patty Hernandez (LEA)monthly walkthroughs to AssistantSuperintendent of Educational Services

LEA PLAN




GOAL Goal 2D: High Quality Professional Development STRATEGY

Principals will Participate in Principal Summits ACTION STEP

Principal Summits

Principals are to present a 45 minutes power point presentation. The presentation should include districtbenchmark/blueprint data for the past 3 years for the African American, Hispanic, White, SED, English Learner,and Student with Disabilities subgroups over the past 3 years using percent and number of students that areproficient and advanced in RLA, Math and ELD. Point out any achievement gaps and discuss your plans toaddress these achievement gaps. Percent of students at proficient using 70% as the cut point in RLA, grades K-8, for the most recent district benchmark assessment.


Start-EndDates 02/19/2014 - 06/14/2015

Tags T3Y2

Persons Responsible Jean Marie Frey, Patty Hernandez


Mid Year Principal SummitExpectation Review

Review expectations for Principal Summits with allprincipals. Schedule dates and email to all principals


Jean Marie Frey (LEA), Patty Hernandez (LEA)

Mid Year Principal SummitPresentation

Principals will have 45 minutes topresent their school’s current level ofstudent achievement and to report onthe status of their plans for improvingachievement, to the Superintendent’sCabinet, district support providers andpeers.


Jean Marie Frey (LEA)


Principals from IH & EH will have 45mins. to present their school’s currentlevel of student achievement and toreport on the status of their plans forimproving achievement, to theSuperintendent’s Cabinet, districtsupport providers & peers.



LEA PLAN





STRATEGY Principals will Participate in Principal Summits

ACTION STEP Principal Summits

STRATEGY Implementation of CA ELD Standards

Develop an Action Plan that prioritizes professional development based on the necessary elements needed inordertobuild the foundation skills necessary to make connections to new CA ELD standards


ACTION STEP Develop Professional Development Plan

Develop Professional Development Plan that prioritizes professional development needs.


Start-EndDates 07/17/2014 - 07/30/20 14

Tags T3Y4

LEA PLAN




Principals from GH & PE will have 45mins. to present their school’s currentlevel of student achievement and toreport on the status of their plans forimproving achievement, to theSuperintendent’s Cabinet, districtsupport providers & peers.



Mid Year Principal Summit Presentation

Principals from PA & RW have 45 mins. to present theirschool’s current level of student achievement and to reporton the status of their plans for improving achievement, to theSuperintendent’s Cabinet, district support providers & peers.


Jean Marie Frey (LEA), Patty Hernandez (LEA)

2014-15 Principal Summits Completed Due 8/30/2015

Schedule 2014-15 Principal Summits



STRATEGY Implementation of CA ELD Standards

ACTION STEP Develop Professional Development Plan TASKS 2 of 2

Complete

Develop PD Plan Completed Due 7/28/2014

Convene planning group Patty Hernandez (LEA)

Schedule 2014-15PD Completed Due 7/30/2014

Schedule 2014-15PD Patty Hernandez (LEA)

ACTION STEP CA ELD Standards Training

Provideprofessionaldevelopment for teachers, administrators and coaches.

Status In Progress 10/14/2015 Filing Cabinet Count 0

Start-End Dates 08/15/2014 - 04/30/2016

Timeline Notes End Date was changed to 4/30/16 PD was extended to 4/30/16

Tags T3Y4

PersonsResponsible Rosa Farfan, Jean Marie Frey, Patty Hernandez


Train Principals In Progress Due 4/30/2016

Provide ELDProfessional development Patty Hernandez (LEA), Rosaof principals Farfan (LEA)

Train AssistantPrincipals In Progress Due 4/30/2016

Provide ELD professional development Patty Hernandez (LEA), Rosafor assistantprincipals. Farfan (LEA)

Train Academic Coaches Completed Due 9/30/2015

Provide ELD PD for all coaches and Patty Hernandez (LEA), RosaSDO TOSAs Farfan (LEA)

Train Teachers In Progress Due 4/30/2016

Provide ELD PD for teachers Patty Hernandez (LEA), Rosa

Farfan (LEA)

LEA PLAN




GOAL Goal 2E: Parent and Community Participation

An increasing percentage of English learners’ parents will be active participants in the education oftheir children.

By June 2015 the LEA will improve and increase parent outreach strategies so that 80% of parents areactive participants in the education of their children.

Parent workshops and opportunities must be focused on providing multiple vehicles to involve parents in the

work of their children’s learning to include family workshops (Positive Behavior Support, math and literacy)




STRATEGY Offer Parent Workshops & Parent Development

An increasing percentage of English learners’ parents will be active participants in the education of theirchildren.

Parent workshops and opportunities must be focused on providing multiple vehicles to involve parents inthework of their children’s learning to include family workshops (Positive Behavior Support, math and literacy)


Actual $112,040.05

ACTION STEP Joyce Epstein’s 6 types of Parent Involvement

Implement scientifically based research of Joyce Epstein and the six types of parent involvement (parenting,communicating, volunteering, learning at home, decision making and collaborating with the community) to provideappropriate structure to the parental involvement policy and plans through the Family Involvement Action Team(FIAT) at 6 ofthe 8 school sites in the district.




PersonsResponsible Patty Hernandez


Meet with Administrators Completed Due 12/31/2013

LEA PLAN







Staff Presentation Completed Due 1/31/2014

Provide a staff presentation focusing on Adriana Kotrich (LEA), Pattybackground information on Joyce Hernandez (LEA)Epstein and the Six Types of Parent Involvement.

Surveys Completed Due 2/28/2014

Send out parentinvolvement survey to Adriana Kotrich (LEA), Pattysee which of the 6 keys Hernandez (LEA)are lacking.

InformativeMeeting Completed Due 2/28/2014

Conduct an initial informative meeting for all interestedparties - administrators, teachers, parents, communitymembers. Once we have a team we schedule a FIATmeeting

Adriana Kotrich (LEA), Patty Hernandez(LEA)

Meeting CompleteAction Plan Completed Due 2/28/2014

Review all the keys and brainstorm what the school hasdone in each of the 6 areas and also what can be done ineach area to support the goal. Decide on an activity, fill outan action plan.


Schedule FIATWorkshops/Activities Completed Due 3/31/2014

Schedule FIAT Meetings, FIAT Adriana Kotrich (LEA), Pattyworkshop/activities, and FIAT debrief Hernandez (LEA)meetings based onSite Specific Action Plan

Submit FIAT Schedule of Meetings Completed Due 3/31/2014

Submit schedule of FIAT Meetings, Adriana Kotrich (LEA), Pattyworkshop/activity, debrief meetings for Hernandez (LEA)January -June 2013

Debrief Workshops Completed Due 6/15/2014

The FIAT Team will meet to debrief the Adriana Kotrich (LEA), Pattyprevious workshop/activity and plan for Hernandez (LEA)the upcoming event.

LEA PLAN




Meet to plan 201 4-15 School Year FIAT

Meet with site admin at IH, PE, RW & GH to plan FIATfocus for 14/15 school year.


Adriana Kotrich (LEA), Patty Hernandez (LEA)





Schedule 2014-15FIAT dates Completed Due 9/28/2014

Determine FIAT meeting dates for 14/15 school year. Reviseand, or, write new action plan goals for 14/15 school year


ELL TOSA Completed Due 7/30/2014

Continue to provide ELL TOSA to facilitate ELL PD, FIAT,CBET, DELAC

ACTION STEP Parent CBET Classes


LEA will provide Parent CBET classes twice a week for two different levels in order to teach parentsEnglish so that they can tutor their children.


Start-End Dates 10/01/2013 - 06/08/2015

Persons ResponsiblePatty Hernandez, Adriana Kotrich


Contract withTeacher Completed Due 10/18/2013

Contract with a teacher to provide CBET Adriana Kotrich (LEA), Pattyclasses twice a week for two different Hernandez (LEA)levels two times aday.

Provide Childcare Providers Completed Due 10/8/2013

Contact HumanResources to hire 2child Adriana Kotrich (LEA), Pattycare providers Hernandez (LEA)

Prepare CBET Flyers Completed Due 10/14/2013

Prepare flyers to distribute to all sites. Adriana Kotrich (LEA), PattyHernandez (LEA)

Begin CBET Classes Completed Due 11/5/2013

Offer CBET classes 4 days a week. Each Adriana Kotrich (LEA), Pattylevel meets 2 days a week. Classes are Hernandez (LEA)offered in the morning and the evening.

LEA PLAN




Schedule 2014-15 CBET Clases Completed Due 8/30/2014

ELL TOSA will meet with Coordinator of Adriana Kotrich (LEA), PattyCurriculum, Staff Development and Hernandez (LEA)Categorical Programs to schedule CBET dates for 2014-15school year

Plan 2014-15 CBET Classes Completed Due 10/25/2014

Plan for CBET classes, childcare, Adriana Kotrich (LEA), Pattyteacher,flyers materials Hernandez (LEA)


STRATEGY Offer Parent Workshops & Parent Development ACTION

STEP Family Literacy Night

Sites willhold FamilyLiteracy day/nightto provide parents with reading and literacy skills in English and Spanish that will help them tutor their children


Start-End Dates 08/31/2014 - 06/19/2015

Timeline Notes Changed end date to official last dayof school.



Schedule 2014-15Literacy Night Completed Due 8/31/2014

Site administrator will schedule Reading Patty Hernandez (LEA)Nights at thebeginning of theyear.

Teachers sign up for Literacy Night Completed Due 8/31/2014

Teachers sign up for Literacy Night. Each teacher is responsiblefor the content of their activity, with the input from their gradelevel and administrator approval.


Planning Organization Meeting Completed Due 2/1/2015

Holdplanning/organization, materials Patty Hernandez (LEA)collaborative meetings no later than 4 weeks prior to theevent.

Provide Literacy Night Completed Due 6/19/2015

Provide LiteracyNight Patty Hernandez (LEA)



ACTION STEP Family Math Nights

Sites will hold Family Math Nights in which parents will learn about the Math content standards, theirsignificance, and how to tutor their own children.


Start-End Dates 08/31/2014 - 06/19/2015

Timeline Notes Changed official end date to last dayof school.




STRATEGY Offer Parent Workshops & Parent Development ACTION

STEP Family Math Nights


Schedule 2014-15 Family Math Nights Completed Due 8/31/2014

Site administrator will schedule Math Patty Hernandez (LEA)Nights at thebeginning of the year.

Teachers sign up for Math Night Completed Due 8/31/2014

Teachers sign up for math Night Each Patty Hernandez (LEA)teacher is responsible for the content of their activity, with theinput from theirgrade level andadministrator approval.

Planning Organization Meeting Completed Due 6/19/2015

Holdplanning/organization, materials Patty Hernandez (LEA)collaborative meetings no later than 4 weeks prior to theevent.

Provide Math Night Completed Due 6/19/2015

Provide Math Night Patty Hernandez (LEA)

STRATEGY Research Based Solutions

District TOSAs will attend the Family Involvement Network Meetings and Parent and Family EngagementSummit. These network meetings and Summit provide resources, guidance, and Title III program updates for thesuccessful implementation of the Title III programs. TOSA’s will then support administrators and their sites withparentinvolvement activities and resources.


ACTION STEP Family Involvement Networking Meetings

DistrictTOSAs will attend the Family Involvement Network Meetings and Parent and Family Engagement Summit. Thesenetwork meetings and Summit provide resources, guidance, and Title III program updates for the successfulimplementation of the Title III programs. TOSA’s will then support administrators and their sites with parentinvolvement activities and resources.


Start-End Dates 08/11/2013 - 06/19/2015 TASKS 9 of 9 Complete

LEA PLAN






ACTION STEP

FamilyInvolvement Networking Meetings

Register to Attend FIN Meetings Completed Due 8/30/2013

Sign up to attend2013-14 FIN meetings Kerry Stephenson (LEA),at RCOE Patty Hernandez (LEA)

Family Involvement NetworkingMeetings

Attend Family Involvement NetworkingMeeting # 1 presented by RCOE 5 times

a year.


Adriana Kotrich (LEA), Patty Hernandez (LEA), Yesenia Hernandez (LEA)


Attend Family Involvement NetworkingMeeting # 2 presented by RCOE 5 times

a year.




Attend Family Involvement NetworkingMeeting # 3 presented by RCOE 5

times a year.




Attend Family Involvement NetworkingMeeting #4 presented by RCOE 5 times

a year.




Attend Family Involvement NetworkingMeeting #5 presented by RCOE 5 times

a year


Adriana Kotrich (LEA), Kerry Stephenson(LEA), Yesenia Hernandez (LEA)

Support Sites w/ FIAT Meetings

using FIN resources

Use/share information with school siteadministrators when supporting sites withFamily Involvement Action Team (FIAT)


Adriana Kotrich (LEA), Patty Hernandez(LEA), Yesenia Hernandez (LEA)

Register to Attend 201 4-15 FIN Completed Due 8/30/2014Meetings

Sign up to attend 2014-15 FIN meetings Kerry Stephenson (LEA),

LEA PLAN




at RCOE Patty Hernandez (LEA)

Register for 2014-15 ParentInvolvement Summit

Sign up to attend Parent InvolvementSummit


Kerry Stephenson (LEA), Patty Hernandez(LEA)

LEA PLAN



GOAL Goal 2F: Parental Notification

An increasing percentage of English learners’ parents will receive communication regarding their children in atimely manner and in a language they can understand.

By June 2015, PESD will improve and increase parent outreach strategies so that 80% of parents are active

participants in the education of their children.





District Translators will attend Translator Networking meetings to obtain a deeper understanding of thevocabulary and concepts pertaining to interpretation in the education setting for various activities and reports


Actual $178,424.80

ACTION STEP Attend Translator Meeting

District Translators will attend Translator Networking meetings to obtain a deeper understanding of the vocabulary andconcepts pertaining to interpretation in the education setting for various activities and reports


Start-End Dates 12/05/2013 - 06/19/2014

Tags T3Y4

Persons Responsible Patty Hernandez, Adriana Kotrich

LEA PLAN




GOAL Goal 2F: Parental Notification


ACTION STEP Attend Translator Meeting TASKS 4 of 4

Complete

Register to Attend Translator Net Completed Due 2/28/2014working Meetings

Register to attend RCOE Translator Kerry Stephenson (LEA)NetworkingMeetings

Attend Translator Networking Meetings #1

ELL Teacher-On-Special-Assignment, District Translator andSpecial Ed. Office Staff & Translator will attend TranslatorNetworking Meetings


Adriana Kotrich (LEA), Patty Hernandez (LEA)

Translator Support Completed Due 6/15/2014

ELL Teacher-On-Special-Assignment, District Translator andSpecial Ed. Office Staff & Translator will use the informationlearned to support DELAC, ELAC, IEP Meetings, ParentConferences, Parent Connect Ed phone calls and ParentWorkshops.


Register for 2014-15 Translator Completed Due 8/30/2014Meetings

Register for 2014-15 Translator Kerry Stephenson (LEA),Networking Meetings at RCOE Patty Hernandez (LEA)

ACTION STEP District Translator

Continue to provide District Translator in order to support parent notification

LEA PLAN





Start-End Dates 08/15/2013 - 06/30/2014

Tags T3Y4


ACTION STEP Community Outreach

Continue to provide 2 Community Outreach workers in order to promote early intervention and supportparent notification and involvement





GOAL Goal 2G: Services for Immigrant Students NA

The LEA will provide high quality Instruction and Support Services to all immigrant students.

By (month/year) enhanced instructional opportunities will be provided to ___% of immigrant students andtheir families.

[See Elementary and Secondary Education Act, sections 3116(a) & (b) and 3115(e)]


Resources and state 1requirements for this goal Available

LEA PLAN




GOAL Goal 5A: Increase Graduation Rates NA

Results from our analysis of graduation rates indicate that __________________ .

Based on these data, our district goal is_______________________ .

Our district goal for English learners is ________________________ .



LEA PLAN




GOAL Goal 5B: Decrease Dropout Rates NA

Results from our analysis of dropout rates indicate that _______________________ .

Based on these data, our district goal is _________________________ .

Our district goal for English learners is________________________ .



LEA PLAN



Perris Elementary School District p.107

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

An increasing percentage of English learners will attain proficiency in Reading/Language Arts annually.

By June 2014 the percentage of teachers of English learners will attaining proficiency in ReadingLangue Arts will increase from 35.0% to 45.5% as measured by district benchmarks in order tomove towards state defined expectations for proficiency in Reading Language Arts.

FilingCabinetCount 0

Resourcesandstate 3requirements for this goal Available

TOTAL PLAN FUNDS: $5,921,578.00

Budgeted

$1,874,162.13

Actual

LEA PLAN



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