(Rev 11-10) California Department of Education District and School Improvement Division (CDE use only) Application # Elementary and Secondary Education Act/No Child Left Behind Act of 2001 LOCAL EDUCATIONAL AGENCY (LEA) PLAN For LEAs in PROGRAM IMPROVEMENT YEAR 3 CORRECTIVE ACTION Please submit your completed revised LEA Plan by e-mail to [email protected] no later than June 30, 2011. Please indicate in the subject line of the e-mail: Brawley Elementary School District; PI Year 3; Revised LEA Plan. LEA Plan Information: Name of LEA: Brawley Elementary School District County/District Code: 13-63073 Dates of Plan Duration (should be up to three years): August 2011 through June 2014 Date of Local Governing Board Approval: July 26, 2011 District Superintendent: Roberto Moreno, [email protected] Address: 261 D Street City: Brawley Phone: 760.344.2330 State: CA Zip: 92227 Fax: 760.344.8928 Certification: I hereby certify that all of the applicable state and federal rules and regulations will be observed by this LEA and that, to the best of my knowledge, information contained in this Plan is correct and complete. Legal assurances for all programs are accepted as the basic legal condition for the operation of selected projects and programs and copies of assurances are retained onsite. I certify that we accept all general and program specific assurances for Titles I, II, and/or III as appropriate, except for those for which a waiver has been obtained. A copy of all waivers will remain on file. I certify that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures of any required external providers, i.e., district assistance and intervention team or other technical assistance provider. See Assurances on pages 31-35. Signatures are required on page 36. 2011-2012 BESD LEA PLAN Page 1 of 37 Table of Contents Part I: Background and Overview .................................................................................... 3 BACKGROUND ................................................................................................................ 3 DESCRIPTIONS OF THE CONSOLIDATED APPLICATION, THE LOCAL EDUCATION AGENCY PLAN, AND THE CATEGORICAL PROGRAM MONITORING ............................................................... 4 DEVELOPMENT PROCESS FOR THE LEA PLAN .................................................................. 5 LEA PLAN PLANNING CHECKLIST .................................................................................... 7 FEDERAL AND STATE PROGRAMS CHECKLIST ................................................................... 7 DISTRICT BUDGET FOR FEDERAL AND STATE PROGRAMS .................................................. 8 Part II: The Plan .............................................................................................................. 9 NEEDS ASSESSMENT...................................................................................................... 9 DESCRIPTIONS – DISTRICT PLANNING .............................................................................. 9 DISTRICT PROFILE.......................................................................................................... 9 PERFORMANCE GOAL 1: READING ................................................................................. 12 PERFORMANCE GOAL 1: MATHEMATICS ......................................................................... 16 PERFORMANCE GOAL 2: ENGLISH LEARNERS ................................................................. 18 PERFORMANCE GOAL 3: HIGHLY QUALIFIED TEACHERS .................................................. 22 ADDITIONAL MANDATORY TITLE I DESCRIPTIONS ............................................................ 26 Part III: Assurances and Attachments ........................................................................... 31 ASSURANCES............................................................................................................... 31 SIGNATURE PAGE ........................................................................................................ 36 APPENDIX .................................................................................................................... 37 Appendix A: California’s NCLB Performance Goals and Performance Indicators .. 37 Appendix B: Links to Data Web sites ..................................................................... 37 2011-2012 BESD LEA PLAN Page 2 of 37 Part I: Background and Overview BACKGROUND The No Child Left Behind (NCLB) Act of 2001 embodies four key principles: Stronger accountability for results Greater flexibility and local control for states, school districts, and schools in the use of federal funds Enhanced parental choice for parents of children from disadvantaged backgrounds, and A focus on what works, emphasizing teaching methods that have been demonstrated to be effective. (Text of the legislation can be found at http://www.cde.ca.gov/nclb/fr/) In May 2002, California’s State Board of Education (SBE) demonstrated the state’s commitment to the development of an accountability system to achieve the goals of NCLB by adopting five Performance Goals: 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. 2. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 3. By 2005-06, all students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. 5. All students will graduate from high school. In addition, 12 performance indicators linked to those goals were adopted (see Appendix A), as specified by the U.S. Department of Education (USDE). Performance targets, developed for each indicator, were adopted by the SBE in May 2003. Performance Goal 4 is no longer a requirement. Collectively, NCLB’s goals, along with the performance indicators and targets, constitute California’s framework for ESEA accountability. This framework provides the basis for the state’s improvement efforts, informing policy decisions by SBE, and implementation efforts by CDE to fully realize the system envisioned by NCLB. It also provides a basis for coordination with California’s Legislature and the Governor’s Office. Since 1995, California has been building an educational system consisting of five major components: Rigorous academic standards Standards-aligned instructional materials Standards-based professional development Standards-aligned assessment An accountability structure that measures school effectiveness in light of student achievement. As a result, California is well positioned to implement the tenets of NCLB. State and federally funded initiatives aimed at improving student achievement must complement each other and work in tandem in order to have the greatest impact. In California, the state and federal consolidated applications, competitive grants, the state accountability system, the Categorical Program Monitoring process, local educational agency plans, professional development opportunities, and technical assistance all are moving toward a level of alignment and streamlining. The result of this consolidation will be to provide a cohesive, comprehensive, and focused effort for supporting and improving the state’s lowest-performing schools and appropriate reporting mechanisms. 2011-2012 BESD LEA PLAN Page 3 of 37 DESCRIPTIONS OF THE CONSOLIDATED APPLICATION, THE LOCAL EDUCATION AGENCY PLAN, AND THE CATEGORICAL PROGRAM MONITORING In order to meet legislative requirements for specific state and federal programs and funding, California currently employs four major processes: the Consolidated State Application, the Local Educational Agency Plan, the school-level Single Plan for Student Achievement, and Categorical Program Monitoring. California is moving toward more closely coordinating and streamlining these processes to eliminate redundancies and make them less labor intensive for LEA’s, while continuing to fulfill all requirements outlined in state and federal law. Below is a brief description of the ways in which these various processes currently are used in California. The Consolidated Application is the fiscal mechanism used by the California Department of Education to distribute categorical funds from various state and federal programs to county offices, school districts, and charter schools throughout California. Annually, in June, each LEA submits Part I of the Consolidated Application to document participation in these programs and provide assurances that the district will comply with the legal requirements of each program. Program entitlements are determined by formulas contained in the laws that created the programs. Part II of the Consolidated Application is submitted in the fall of each year; it contains the district entitlements for each funded program. Out of each state and federal program entitlement, districts allocate funds for indirect costs of administration, for programs operated by the district office, and for programs operated at schools. The Single Plan for Student Achievement (School Plan) State law requires that school-level plans for programs funded through the Consolidated Application be consolidated in a Single Plan for Student Achievement (Education Code Section 64001), developed by school site councils with the advice of any applicable school advisory committees. LEA’s allocate NCLB funds to schools through the Consolidated Application for Title I, Part A, Title III (Limited English Proficient), and Title V (Innovative Programs/Parental Choice). LEA’s may elect to allocate other funds to schools for inclusion in school plans. The content of the school plan includes school goals, activities, and expenditures for improving the academic performance of students to the proficient level and above. The plan delineates the actions that are required for program implementation and serves as the school's guide in evaluating progress toward meeting the goals. The Local Educational Agency Plan (LEA Plan) The approval of a Local Educational Agency Plan by the local school board and State Board of Education is a requirement for receiving federal funding sub grants for NCLB programs. The LEA Plan includes specific descriptions and assurances as outlined in the provisions included in NCLB. In essence, LEA Plans describe the actions that LEAs will take to ensure that they meet certain programmatic requirements, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required. In addition, LEA Plans summarize assessment data, school goals and activities from the Single Plans for Student Achievement developed by the LEA’s schools. Federal Program Monitoring (FPM) [has replaced Categorical Program Monitoring (CPM)] State and federal law require CDE to monitor the implementation of categorical programs operated by local educational agencies. This state-level oversight is accomplished in part by conducting on-site reviews of eighteen such programs implemented by local schools and districts. Categorical Program Monitoring is conducted for each district once every four years by state staff and local administrators trained to review one or more of these programs. The purpose of the review is to verify compliance with requirements of each categorical program, and to ensure that program funds are spent to increase student achievement and performance. 2011-2012 BESD LEA PLAN Page 4 of 37 DEVELOPMENT PROCESS FOR THE LEA PLAN LEAs must develop a single, coordinated, and comprehensive Plan that describes the educational services for all students that can be used to guide implementation of federal and state-funded programs, the allocation of resources, and reporting requirements. The development of such a plan involves a continuous cycle of assessment, parent and community involvement, planning, implementation, monitoring, and evaluation. The duration of the Plan should be five years. The Plan should be periodically reviewed and updated as needed, but at least once each year. Under the Elementary and Secondary Education Act, Section 1116(c) (10) (B) (iii), states are required to provide technical assistance while instituting any corrective action. California EC Section 52059(e) provides that the Superintendent may recommend, and the SBE may approve, that an LEA identified for corrective action contract with a district assistance and intervention team (DAIT) or other technical assistance provider. The assignment of technical assistance requirements is based upon LEA need. BESD is PI Year 3 and must obtain technical assistance in the development of this plan. In developing the Plan, the LEA will review its demographics, test results, performance, and resources. Given that the majority of such information is readily available in the School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the Academic Performance Index (API) results, and other data sources, the LEA will find the data easy to access via the Internet. (See Appendix B for links to each of the web sites containing student and staff demographic information, SARC, STAR, and API data.) The LEA is expected to gather and review its own information from these resources and use it to inform the planning process. The LEA Plan can serve as a summary of all existing state and federal programs and establish a focus for raising the academic performance of all student groups to achieve state academic standards. In the context of this plan, improvements in instruction, professional development, course offerings, and counseling and prevention programs are means of achieving specific academic and support services goals for all groups of students, including identified under-performing student groups. Federal law requires that school site administrators, teachers and parents from the LEA (which includes direct-funded charter schools) must be consulted in the planning, development, and revision of the LEA Plan. The LEA Plan can be completed using the following recommended steps for plan development. Step One: Measure the Effectiveness of Current Improvement Strategies Analyze Student Performance Conduct a comprehensive data analysis of student achievement, including multiple measures of student performance. Identify all relevant assessments and apply thoughtful analyses of current educational practices to establish benchmarks aimed at raising academic performance for all students, especially identified student groups. Tables of data for your schools and district are available online: API Reports - http://www.cde.ca.gov/ta/ac/ap Standardized Testing and Reporting (STAR) data - http://www.cde.ca.gov/ta/tg/sr/ LEA Accountability Reports of Annual Measurable Achievement Objectives (AMAOs) for English learners http://www.cde.ca.gov/sp/el/t3/acct.asp AYP Reports – http://www.cde.ca.gov/ta/ac/ay Analyze Current Educational Practices, Professional Development, Staffing, and Parental Involvement Identify, review, and analyze data and related information on factors such as educational practices, parent and community involvement, professional development, support services, and resources that have an impact on student learning. Over the past several years, CDE has developed several self-assessment tools that schools and districts can use to evaluate these factors and others needed to support academic student achievement: The Academic Program Survey (APS) – school-level survey of status of implementation of the nine essential program components 2011-2012 BESD LEA PLAN Page 5 of 37 District Assistance Survey (DAS) – district-level survey of status of implementation of nine essential program components Least Restrictive Environment Assessment (LRE) – to examine educational practices for students with disabilities English Learner Subgroup Self Assessment (ELSSA) – to improve outcomes for English Learners These tools can be found on the CDE State Assessment Tools Web page at http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp. Step Two: Seek Input from Staff, Advisory Committees, and Community Members Seek the input of teachers, administrators, councils, committees, and community members (e.g., school site council; school health council; committees for Limited English Proficient, state compensatory education, gifted and talented education, special education, etc.) The most effective plans are those supported by the entire LEA community. The integration of existing program plans, such as Immediate Intervention/Underperforming Schools Program, High Priority Schools Grant Program, Alternative Education Programs, and Focus on Learning: Secondary School Accreditation and others does not eliminate any program requirements. The combined process must include the requirements of every program involved. Step Three: Develop or Revise Performance Goals Using the five NCLB performance goals and indicators (see Appendix A), develop local performance targets that are: a) derived from school and student subgroup performance data and analysis of related, scientifically based educational practices; b) attainable in the period specified in this Plan and consistent with statewide targets for all students and subgroups; c) specific to the participants (i.e., students, teachers, administrators, paraprofessionals); and d) measurable. Step Four: Revise Improvement Strategies and Expenditures For district-operated programs, identify the participants, expected performance gains, and means of evaluating gains. Indicate specific improvements and practical monitoring of their implementation and effectiveness. For school-operated programs, summarize those same elements from approved Single Plans for Student Achievement. Identify available resources. Aside from fiscal resources available through federal and state funding, programmatic resources are available on the CDE Web site at http://www.cde.ca.gov. The Consolidated Application provides funding for district-operated programs (including reservations from Title I for various purposes, Title II, Title IV, and Tobacco-Use Prevention) as well as for school-operated programs (including Title I, Parts A and D, Title III, Title V, School Improvement, Economic Impact Aid, and 10th Grade Counseling). Step Five: Local Governing Board Approval The LEA Plan must be approved by the local governing board prior to submittal to CDE. Ensure that all required signatures are affixed. All subsequent amendments should be approved by the local governing board and kept on file with the original LEA Plan. Step Six: Monitor Implementation To verify achievement of performance targets, monitor areas such as: a) assignment and training of highly qualified staff; b) identification of participants; c) implementation of services; d) provision of materials and equipment; e) initial and ongoing assessment of performance; and f) progress made toward establishing a safe learning environment. The analysis of data (student, school-wide, support services, professional development) is part of the ongoing program monitoring and evaluation. When results are not as expected, it may be helpful to consider the following: a) How are performance targets and activities based on student performance and factual assessment of current educational practice? b) How educationally sound is the plan to help reach the targets? c) How timely and effectively is the plan being implemented? d) If the plan has not been implemented as written, what were the obstacles to implementation? You may use the checklist on the next page to indicate planning steps as they are completed. 2011-2012 BESD LEA PLAN Page 6 of 37 LEA PLAN PLANNING CHECKLIST LEA Plan – Comprehensive Planning Process Steps 1. Measure effectiveness of current improvement strategies 2. Seek input from staff, advisory committees, and community members. 3. Develop or revise performance goals 4. Revise improvement strategies and expenditures 5. Local governing board approval 6. Monitor Implementation 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 EIA – State Compensatory Education Title I, Part B, Even Start EIA – Limited English Proficient Title I, Part C, Migrant Education State Migrant Education Title I, Part D, Neglected/Delinquent School Improvement Title II, Part A, Subpart 2, Improving Teacher Quality Child Development Programs Title II, Part D, Enhancing Ed Through Tech Educational Equity Title III, Limited English Proficient Gifted and Talented Education Title III, Immigrants 21st Century Community Learning Centers Title IV, Part A, Safe and Drug-Free Schools and Communities Tobacco Use Prevention Education(Prop 99) Title V, Part A, Innovative Programs –Parental Choice Immediate Intervention/USP Adult Education School Safety Violence Prevention Act (AB1113 Career Technical Education Tenth Grade Counseling McKinney-Vento Homeless Education Healthy Start IDEA, Special Education Dropout Prevention and Recovery Act: School Based Pupil Motivation and Maintenance Program (SB 65) Other (describe): Other (describe): 2011-2012 BESD LEA PLAN AB 658) Page 7 of 37 DISTRICT BUDGET FOR FEDERAL AND STATE PROGRAMS FEDERAL PROGRAMS Programs Title I, Part A Title I, Part B, Even Start Title I, Part C, Migrant Education (reimbursed district) Title I, Part D, Neglected/Delinquent Title II Part A, Subpart 2, Improving Teacher Quality Title II, Part D, Enhancing Ed Through Technology Title III, Limited English Proficient Title III, Immigrants Title IV, Part A, Safe& Drug-free Schools & Communities Title V, Part A, Innovative Programs –Parent Choice Career Technical Education McKinney-Vento Homeless Education IDEA, Special Education 21st Century Community Learning Centers Other : TOTAL Prior Year District Carryovers ($) (6-30-11 Carryover) 2011-2012 Current Year District Entitlements ($) Current Year Direct Service to Students at School Sites ($) Current Year Direct Services to Students at School Sites (%) $307,260 $1,606,263 $1,292,808 88.66% $0 $246,161 $238,436 99.97% $48,524 $358,537 $346,920 96.76% $19,320 $150,747 $147,732 98% $0 $505,693 $489,308 96.76% $375,104 $2,867,401 $2,515,204 STATE PROGRAMS Categories EIA – State Compensatory Education EIA – Limited English Proficient State Migrant Education School and Library Improvement Block Grant Child Development Programs Educational Equity Gifted and Talented Education Tobacco Use Prevention Education – (Prop. 99) School Safety Violence Prevention Act (AB 1113) Healthy Start Other: TIIBG (Targeted Instructional Improvement Block Grant) TOTAL 2011-2012 BESD LEA PLAN Current Year Direct Services to Students at School Sites ($) Current Year Direct Services to Students at School Sites (%) $440,558 $660,836 $380,523 $561,711 85% 85% 54,277 $381,000 $266,700 70% $0 $23,428 $23,428 100% 0 $463,432 $333,041 $1,505,822 $248,049 $1,226,313 74.48% Prior Year District Carryovers ($) Current Year District Entitlements ($) $178,773 $230,382 Page 8 of 37 Part II: The Plan The District-School Leadership Team (DSLT) was formed under the direction of the Superintendent with the purpose of including all applicable stakeholders in the evaluation and reflection of current practices. The DSLT was comprised of administrators, coordinators, resource teachers, teachers, coaches, mentors, parents, counselors, and vice-principals. The DSLT participated in analysis on survey (APS, DAS, ISS, and ELSSA) data. School sites participated in analysis on surveys (APS and ELSSA). The data gathered from these surveys was utilized to identify areas of needs improvement which have addressed in the LEA and Single Plan for Student Achievement Plans. The School Board held a Special Board Meeting for stakeholders in the community to establish recommended target actions for the District Goals. The information obtained from this meeting was also used in the development of the LEA Plan. NEEDS ASSESSMENT The passage of NCLB imposes a number of significant new requirements on LEAs as conditions for funding provided at the state and local levels. Among these are reporting requirements designed to facilitate accountability for improving student academic performance and teacher quality. As such, a needs assessment to determine strengths and weaknesses in these areas must be conducted. In determining specific areas of need to be addressed in the Plan, the LEA should review its demographics, test results, and resources. The majority of such information is readily available on the LEA’s School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the California English Language Development Test (CELDT) results, the Academic Performance Index (API) results, CBEDS, DataQuest, and other data sources. This data is easily accessible via the Internet (see Appendix B for links to each of the Web sites that contain student and staff demographic information, SARC, STAR, CELDT, and API data). The LEA is expected to gather and review its own information from these resources to determine strengths and needs and to shape the planning process. Academic Performance The needs assessment should include a focus on the academic areas highlighted in California’s Performance Goals 1, 2, 3, (see Appendix A for a full listing of all of California’s Performance Goals and Indicators), including: o Statewide standards, assessment, and accountability o Local assessments and accountability o Coordination and integration of federal and state educational programs o The LEA academic assessment plan Teacher Quality Another component of the needs assessment should examine local needs for professional development and hiring. LEA teachers and administrators should participate in this process to identify activities that will provide: o Teachers with the subject matter knowledge and teaching skills to provide all students the opportunity to meet challenging state academic achievement standards, and o Principals the instructional leadership skills to help teachers provide all students the opportunity to meet the state’s academic achievement standards. DESCRIPTIONS – DISTRICT PLANNING Once local strengths and needs are identified as a result of examining and evaluating current district-level data, specific descriptions can be written of how program goals will be implemented to improve student academic achievement. On the pages that follow, the LEA will provide descriptions and information about how it plans to address the requirements of NCLB based upon results of the needs assessment. Collectively, these descriptions, along with the Assurances in Part III of this document, comprise the LEA Plan. DISTRICT PROFILE The Brawley Elementary School District is located in the town of Brawley in the southeast desert area of Imperial County, approximately 1 hour from the Arizona border and ½ hour from the border with Mexico. The city population is approximately 27,000 in a rural, agricultural setting. The district’s current enrollment, 2011-2012 BESD LEA PLAN Page 9 of 37 as of May 2010, is 3,733 students, with a slow decrease in the number of students occurring over the past few years. Of this number 85% are Hispanic, 11% are White-not of Hispanic origin, 3% are Black-not of Hispanic origin, and 1% are Asian. Current demographics indicate that 72% of the district’s students meet the eligibility requirements for the free and reduced meals program; 31% of students are English Learners; 10% of students receive Special Education services; 21% of students qualify for Migrant Education services; 5% of students are identified for GATE services. The district is composed of five schools, four elementary schools (J.W. Oakley, Phil D. Swing, Myron D. Witter, and Miguel Hidalgo) and one junior high school (Barbara Worth Junior High School). Due to a voluntary desegregation plan, the four elementary schools are grouped in two pairs. One school in each pair houses grades K-3 and one school in each pair houses grades K, 4-6. Kindergarten students attend their neighborhood schools while students in grades 1-6 attend first one school in the pair and then the other. Bussing is provided for students from their home neighborhoods to the school of attendance. All students in the district then transition to grades 7-8 attend the one junior high school. All schools operate under stateauthorized Title I School Wide plans. Listed below are the API scores over the past four years for each school in the district. School Site Overall API Scores for 2007-2010 School 2007 2008 2009 2010 Miguel Hidalgo 765 761 761 771 J. W. Oakley 768 752 784 775 Phil Swing 728 754 767 728 Myron Witter 762 775 770 757 Barbara Worth Jr High 682 709 737 742 Growth 6 points 7 points 0 points -5 points 60 points Listed below are the CST scores (Proficient and Advanced) for 2006 and 2010; and growth over the period of 5 years: School Grade Miguel Hidalgo English Language Arts 4 5 6 2006 47% 34% 44% 2010 53% 46% 48% J.W. Oakley 2 3 44% 28% Phil Swing 4 5 6 Myron D. Witter Barbara Worth Growth Mathematics Growth 6% increase 12% increase 4% increase 2006 60% 44% 48% 2010 63% 50% 41% 3% increase 6% increase 7% decrease 56% 36% 12% increase 8% increase 64% 51% 59% 52% 5% decrease 1% increase 36% 32% 23% 49% 36% 38% 13% increase 4% increase 15% increase 44% 48% 29% 49% 46% 35% 5% increase 2% decrease 6% increase 2 3 44% 31% 49% 31% 5% increase 0% increase 64% 66% 47% 53% 17% decrease 13% decrease 7 8 25% 28% 49% 51% 24% increase 23% increase 22% 16%* 44% 45%* 22% increase 29% increase *It is of note that Barbara Worth Jr. High School had all 8th grade students in Algebra I in 2006 while approximately 38% of students took Algebra I in 2010 and 62% tested in Algebra Readiness. In 2006, there were 61 out of (385) 8th grade students that scored proficient or advanced in mathematics while 162 out of (359) 8th grade students scored proficient or advanced in mathematics in 2010. 2011-2012 BESD LEA PLAN Page 10 of 37 Listed below are district’s performance standard summary and proficient (Proficient and Advanced) scores for 2010 California Standards Test in both English Language Arts and Mathematics. Proficiency Level Advanced Proficient Basic Below Basic Far Below Basic 2010 CST ELA Percent 22% 31% 28% 11% 7% 3 Advanced Proficient Basic Below Basic Far Below Basic 10% 24% 38% 17% 12% 4 Advanced Proficient Basic Below Basic Far Below Basic 27% 24% 28% 12% 9% 5 Advanced Proficient Basic Below Basic Far Below Basic 15% 26% 28% 18% 14% 6 Advanced Proficient Basic Below Basic Far Below Basic 16% 27% 36% 14% 7% 7 Advanced Proficient Basic Below Basic Far Below Basic 18% 31% 27% 11% 13% 8 Advanced Proficient Basic Below Basic Far Below Basic 24% 27% 23% 15% 10% Grade 2 2011-2012 BESD LEA PLAN 2010 CST ELA Percent Proficient 53% 2010 CST Math Percent 22% 31% 24% 19% 4% 2010 CST Math Percent Proficient 53% 34% 25% 28% 25% 19% 4% 53% 51% 29% 27% 26% 16% 2% 56% 41% 20% 29% 14% 24% 13% 49% 43% 13% 25% 32% 23% 7% 38% 49% 14% 30% 28% 18% 10% 44% 51% 9% 36% 31% 15% 8% 45% Page 11 of 37 PERFORMANCE GOAL 1: READING All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. * Key: District Administration (D), Administrators (A), Resource Teachers (RT), Teachers (T), Brawley Essential Standards Team (BEST), Academic Coaches (C) DESCRIPTION OF SPECIFIC ACTIONS TO IMPROVE EDUCATION PRACTICE IN READING *PERSONS INVOLVED/ TIMELINE RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE D, A, T Annually Textbooks ,Ancillary Materials Varies based on need Instructional Materials Funds (IMF) D, A, RT, BEST Begin May 2011 Distribute August 2011 Refine annually (BEST) Training Costs, Materials, Stipends, printing $ 26,000 (24 Teachers X 32 hours X $34/hour) Title I D, A, BEST Follow up Meetings throughout year Begin May 2011 Distribute August 2011 Refine annually (BEST) Training Costs, Materials, Stipends, printing $ 6,500 (24 Teachers X 8 hours X $34/hour) Title I $ 9,800 (24 Teachers X 12 hours X $34/hour Title I 1. Alignment of Instruction with content standards: 1a. All schools use SBE adopted Language Arts materials. Needs examined annually. 1b. Define and distribute essential standards in ELA for each grade level and align SBE adopted materials to essential standards for grades 1-6. Refine for grades 7-8. (Essential standards determined by Relevance, State Blue Prints, and Endurance). 1c. Develop and implement scope and sequence which allows time for re-teaching based on data obtained from Data Director to ensure identified gaps are remediated for grades 1-6. Refine and implement for grades 7-8. Allow time for re-teaching based on data obtained from Data Director to ensure identified gaps are remediated. D, A, RT, BEST, T Follow up Meetings quarterly (minimally) Begin May 2011 Refine annually (BEST) 2. Use of standards-aligned instructional materials and strategies: 1d. Create and refine benchmark assessments aligned with scope and sequence to assess student’s mastery of state content standards for grades 1-6 and refine for grades 7-8. 2a. All teachers use SBE adopted Language Arts materials. Needs examined annually. 3. Extended learning time: 3a. Establish interventions for students not achieving mastery in ELA and provide extended learning time. (Include the training and use of web based reading inventory assessments such as Dibels). 3b. Promote and provide Supplemental Educational Services (SES) Tutoring programs for eligible students in PI yr 2 schools. 2011-2012 BESD LEA PLAN Training Costs, Materials, Stipends, printing D, A, T Annually Textbooks Ancillary Materials Amount varies annually IMF 2012-2013 ~ ~ ~ D, SES Providers, Parents Annually Flyers, Cost of Services 20% Title I allocation Title I Page 12 of 37 DESCRIPTION OF SPECIFIC ACTIONS TO IMPROVE EDUCATION PRACTICE IN READING 3c. Implement extended day programs at all school sites which focus on providing prerequisite reading and language skills for those students needing intensive intervention, and review/ preview of essential standards for those with prerequisite skills who need more individualized instruction in specific content standards for students most at-risk of failure to meet State content standards 4. Increased access to technology: 4a. Interactive White Boards for identified classrooms were purchased June 2011. 4b. Provide staff with professional development in quality standards based lesson design using the Interactive White Boards. PERSONS INVOLVED/ TIMELINE RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE D, A, RT, T, Paraeducators Begin Fall 2011 Instructional Materials, Stipends, Transportation Varies Title I Title III EIA/SCE EIA/LEP Title I:Part C D, A, RT June 2011 N/A N/A N/A Outside Trainers, D, A, RT,T Fall 2011 Training Costs, Site visits, Substitutes, Stipends $10,000 (40 staff X 8 hours/$34/hour) 26 Subs ($100/day) Title II 4c. Ipads for administrators, Resource Teachers, and identified teachers were purchased in 2011 for D, A, RT, T Ipads, auxiliary items, $650/teacher BWHJ. Continue to purchase Ipads for identified Fall 2011 ITunes teachers. 4d. Provide staff with professional development in the Outside Trainers, $10,000 Training Costs, use of Ipads and web-based reading inventory D, A, RT,T (40 staff X 4 Substitutes, Stipends assessments such as Dibels. Summer 2012 hours/$34/hour) 4e. Teachers will continue to receive technical support for D, A, RT, C accessing the DataDirector system to obtain state 2011-2012 C, RT Salary Varies and local assessment information for all students to refine instructional delivery and implement RtI. 5. Staff development and professional collaboration aligned with standards-based instructional materials: 5a. Provide staff development to all teachers in the Outside Trainers, Training Costs, $825 per participant per use of SBE adopted instructional materials (SB D, A, RT, T Materials, Stipends, training plus teacher pay 472) over the next three years. Annually for select staff Substitutes 5b. Provide staff development to all teachers in the Outside Trainers, Training Costs, $825 per participant per use of SBE adopted intervention materials. (SB D, A, RT, T Stipends training plus teacher pay 472) over the next two years. Annually for select staff 5c. Continue to provide professional development ICOE, D, A, RT,T Training Costs, $12,000 per school site (Learning Walks) in Explicit Direct Instruction in 2011-2012 Materials, Substitutes Subs ($100/day) partnership with Imperial County Office of Education 5d. Meet at least quarterly to review/refine curriculum D, A, RT, BEST Training Costs, subs, $6,500 guides and benchmark assessments with ICOE. 2011-2012 Materials, Stipends, 24 tchrs X 8 hrs X $34/hr 5e. Weekly collaboration will take place at all sites D, A, RT, T Materials and Supplies Varies around district benchmark assessments and RtI. 2011-2012 2011-2012 BESD LEA PLAN Page 13 of 37 Title II Title II Varies Title I Title II Title I Title II Title I EIA/SCE EIA/LEP Title I Title I DESCRIPTION OF SPECIFIC ACTIONS TO IMPROVE EDUCATION PRACTICE IN READING PERSONS INVOLVED/ TIMELINE RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE 5f. Provide teachers with continued support in the Outside Support, Training Costs, $5000 Title I development and delivery of well crafted Explicit D, A, RT, T stipends, substitutes 50 tchrs X 6 hrs $34/hour Title II Direct Instruction lessons (lesson study). 2011-2012 5g. Provide staff development on use of technology to Outside Trainers, effectively infuse technology into instruction to D, A, RT,T See 4b,4d, 4f See 4b,4d, 4f Title II increase student learning. 2011-2012 5h. Continue to provide professional development in D, A, RT, T DataWorks, stipends, $5000 Title I Explicit Direct Instruction for select staff. 2011-2012 snacks, lunch 50 tchrs X 6 hrs $34/hour 6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): 6a. The District maintains parent advisory groups (DAC/DELAC/MPAC) with staff, parent, and General Phone calling system, community representatives. The District distributes all Title I mailings, flyers, required district level parental notifications and D, A, RT, SARB officer Title I:Part C training, materials, Varies individual state assessment results. The SARB Annually Title III food, SARB Officer processes assist families with improving student EIA/SCE salary attendance at schools. The District provides parent EIA/LEP trainings throughout the school year. 6b. Each school site maintains parent advisory groups (SSC, ELAC) with staff and parent representatives. Each site distributes all required site level parental notifications. Back to School and Open Houses are General D, A, RT, T Communications, held annually. Teachers provide parents with Title 1 (1%) Annually training, materials, 1% set aside Title I information regarding state standards and curriculum. EIA/SCE food Teachers meet with all parents on an individual basis EIA/LEP at the end of the first grading period and as needed. Individual school sites provide varied parent outreach activities and training. 7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school): 7a. Implement College Begins in Kinder (CBK) and/or Ready, Set, Go! for preschool to kindergarten Training Costs, transition programs for parents and children, focusing D, A, RT, T meeting costs, Varies on available General on critical readiness skills with participation based on Spring 2012 materials, stipends funding and grants Title I pre-screening conducted at Kindergarten preregistration. 7b. Orientations are provided at a variety of school sites Communications, General A, RT, T to assist students and parents with transition from training, materials, 1% set aside Title I Title 1 (1%) Annually one site to another. food EIA/SCE 7c. Counselors at two school sites (BWJH and Swing) General A, RT, Counselors provide academic and social support for students Counselor salary Varies Fund 2011-2012 and parents as well as staff support. Title I 2011-2012 BESD LEA PLAN Page 14 of 37 DESCRIPTION OF SPECIFIC ACTIONS TO IMPROVE EDUCATION PRACTICE IN READING PERSONS INVOLVED/ TIMELINE 7d. Define and establish a school site “Intervention Team” to provide academic and social support for 2012-2013 students and parents. 8. Monitoring program effectiveness: 8a. Administer, use, and analyze the newly created School Board, D, A, RT, T, benchmark assessments to monitor program DAIT, Students, Parents effectiveness, inform instructional decision-making 2011-2012 and report to all stakeholders. 8b. Evaluate reading program effectiveness through data School Board, analysis provided by CST, CELDT, district Superintendent, benchmark assessments, and academic program D, A, RT, T, DAIT surveys and report to all stakeholders. 2011-2012 8c. Administrators conduct classroom observations and Administrators, teacher evaluations to determine whether reading Superintendent instruction is effective and standards are being 2011-2012 incorporated into daily instruction. 8d. Each site has a board approved Single Plan for School Board, Student achievement: principals, teachers, and site Superintendent, D, C, A, councils are responsible for monitoring student RT, T, Parents progress in reading and making needed revisions. Annually 9. Targeting services and programs to lowest-performing student groups: Superintendent, C, A, RT, 9a. Design a pyramid of intervention to address those T, DAIT students who are not meeting grade level standards 2011-2012 (Design) which will be implemented in 2012-2013. 2012-2013 (Implement) 10. Any additional services tied to student academic needs: 10a. Waiting on potential ASES funding notification. ~ 2011-2012 BESD LEA PLAN Page 15 of 37 RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE ~ ~ ~ Salary, DAIT provider Varies Varies ~ ~ ~ ~ ~ ~ ~ ~ ~ Training costs, meetings costs, stipends Varies Varies ~ ~ ~ PERFORMANCE GOAL 1: MATHEMATICS All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. * Key: District Administration (D), Administrators (A), Resource Teachers (RT), Teachers (T), Brawley Essential Standards Team (BEST), Academic Coaches (C) DESCRIPTION OF SPECIFIC ACTIONS TO IMPROVE EDUCATION PRACTICE IN MATHEMATICS *PERSONS INVOLVED/ TIMELINE RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE 1a. All schools use SBE adopted mathematics materials. Needs examined annually. D, A, T Annually Textbooks ,Ancillary Materials Varies based on need Instructional Materials Funds (IMF) 1b. Define and distribute essential standards in mathematics for each grade level and align SBE adopted materials to essential standards for grades (Essential standards determined by Relevance, State Blue Prints, and Endurance). D, A, BEST Establish Math BEST Winter 2012 Define/Distribute Spring 2012 (K-6) Ongoing (7-8) ICOE consulting, Training Costs, Materials, Stipends, substitutes, printing $ 26,000 (24 Teachers X 32 hours X $34/hour) Title I 1c. Create and Distribute Scope and Sequence Curriculum Guide- Backwards Map standards to ensure scope and sequence allows for coverage in depth of critical standards as determined by state blueprint. Allow time for re-teaching based on data obtained from Data Director to ensure identified gaps are remediated. D, A, RT, T, BEST Create Winter 2012 Distribute Summer 2012 (Elementary) Ongoing (Jr. High) ICOE consulting, Training Costs, Materials, Stipends, substitutes, printing $ 6,500 (24 Teachers X 8 hours X $34/hour) General fund Title I ICOE consulting, Training Costs, Materials, Stipends, substitutes, printing $15,000 annually for process General fund Title I Textbooks Ancillary Materials Amount varies annually IMF Training Costs, Materials, Stipends, Substitutes $50,000 annually Title II 1. Alignment of Instruction with content standards: D, A, RT, T, BEST Create Winter 2012 Distribute May 2012 (Elementary) Ongoing (Jr. High) 2. Use of standards-aligned instructional materials and strategies: 1d. Established goals, instructional activities, and benchmark assessments aligned with scope and sequence which in turn is aligned with state content standards. 2a. All teachers use SBE adopted mathematics materials. Needs examined annually. 2b. Establish programs of support and intervention (including staff development) for district-adopted core and intervention curricula as well as grade-level established supplementary materials as needed. 2011-2012 BESD LEA PLAN D, A, T Annually D, A, RT, T Revisit annually based on student data and master schedule Page 16 of 37 DESCRIPTION OF SPECIFIC ACTIONS TO IMPROVE EDUCATION PRACTICE IN MATHEMATICS *PERSONS INVOLVED/ TIMELINE RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE 3. Extended learning time: 3a. Establish interventions for students not achieving 2012-2013 School Year ~ ~ ~ mastery in Math. 3b. Implement extended day programs at all school sites D, A, RT, T Instructional Materials, Title I which focus on providing critical math skills for Paraeducators Stipends, Varies Title III students most at-risk of failure to meet standards. Begin Fall 2011 Transportation Title I: C 4. Increased access to technology: SAME AS ELA PERFORMANCE GOAL 4. 5. Staff development and professional collaboration aligned with standards-based instructional materials: 5a. Provide staff development to all teachers in the Outside Trainers, Training Costs, $825 per participant per Title I use of SBE adopted instructional materials (SB D, A, RT, T Materials, Stipends, training plus teacher pay Title II 472) over the next three years. Annually for select staff Substitutes 5b. Provide staff development to all teachers in the Outside Trainers, Training Costs, $825 per participant per Title I use of SBE adopted intervention materials. (SB D, A, RT, T Stipends training plus teacher pay Title II 472) over the next two years. Annually for select staff Data Works Training Costs, 5c. Implement professional development in Explicit Direct Title I, External evaluator, Materials, Stipends, $5,000 and teacher pay Instruction (EDI). Title III D, A, RT, T, Substitutes 5d. Develop SPSA three-year timeline of staff D, A, RT, T General development activities for administration, teachers, On going with annual plan ~ $9,360 annually Title I and support staff aligned with plan’s standards-based revisions curriculum, instruction, and assessment. 6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): SAME AS ELA PERFORMANCE GOAL 6. 7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school): SAME AS ELA PERFORMANCE GOAL 7. 8. Monitoring program effectiveness: SAME AS ELA PERFORMANCE GOAL 8. 9. Targeting services and programs to lowest-performing student groups: SAME AS ELA PERFORMANCE GOAL 9. 10. Any additional services tied to student academic needs: SAME AS ELA PERFORMANCE GOAL 10. 2011-2012 BESD LEA PLAN Page 17 of 37 PERFORMANCE GOAL 2: ENGLISH LEARNERS All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Planned Improvement in Programs for LEP Students and Immigrants (Title III) (Summarize information from district-operated programs and approved school-level plans) NCLB 1. (Per Sec. 3116(b) of NCLB, this Plan must include the following: a. Describe the programs and activities to be developed, implemented, and administered under the sub grant; Describe how the LEA will use the sub grant funds to meet all annual measurable achievement objectives described in Section 3122; Describe how the LEA will hold elementary and secondary schools receiving funds under this subpart accountable for: Meeting the annual measurable achievement objectives described in Section 3122; Making adequate yearly progress for limitedEnglish-proficient students (Section 1111(b)(2)(B); Annually measuring the English proficiency of LEP students so that the students served develop English proficiency while meeting State Academic standards and student achievement (Section 1111(b)(1); Describe how the LEA will promote parental and community participation in LEP programs. b. c. Required Activities Description of how the LEA is meeting or plans to meet this requirement. 1a Activities: d. ELD curriculum will be uniform throughout the district to facilitate implementation, monitoring, and staff development. Protect ELD time and maximize the use of this time (30 minutes minimum). Monitor lesson delivery for evidence of ELD standards; observed during walk-through. ELD lessons will include daily learning objectives posted and referred to by all ELD teachers beginning in 2013-2014. Monitor ELD lessons during walk-through for evidence of posting ELD standards and objectives beginning in 2013-2014. Provide systemic Professional Development to all staff over the next four years. See below. Rewrite the Master Plan for English Learners and submit for board adoption (Summer 2011). Roll out the Plan (Fall 2011) and begin implementation process. Full implementation (Fall 2013). 1b Funding Title III funds will be used to provide systemic EL PD; LTELs will be provided strategic extended day programs for English development; and parents will be afforded training. All ELs will be able to participate in school based extended day programs. 1c Accountability Teachers will use the district-developed pacing guides to ensure full implementation of the English Language Arts Core Program. The required daily instructional time for English Language Arts and English Language Development will be protected from disruptions. A program management assessment and monitoring system will be used to determine student progress and the effectiveness of instruction. BESD uses Data Director to store and manage local and state assessment data and a quarterly report comprised of school and district data will be generated by district to monitor students’ progress Meetings are held after each common assessment to review student progress; identify students in the Intensive and Strategic levels; determine area of focus for next assessment period; and implement an appropriate intervention plan for struggling students. Teachers and administration (site and district) will participate in Learning Walks. Administration (site and district) will participate in classroom observations for the purpose of enhancing standards-based instruction, implementation of EL strategies, student engagement. 1d Parental and Community Involvement 2011-2012 BESD LEA PLAN BESD will review and revise as needed all EL-related parent notification procedures, forms, and materials to improve understanding of programs and processes. District and site administration will monitor implementation of procedures to assure consistency and effectiveness. District Coordinator will create a quarterly calendar of parent trainings, events, and activities to promote parent awareness and educate parents on educational issues, family relationship, health, and assisting students with school work at site and district level. Page 18 of 37 NCLB Description of how the LEA is meeting or plans to meet this requirement. Scientifically Based Researched Strategies (Language/ELA and other content areas) 2 Required Activities 2. Describe how the LEA will provide high quality language instruction based on scientifically based research (per Sec. 3115(c). The effectiveness of the LEP programs will be determined by the increase in: English proficiency; and Academic achievement in the core academic subjects 3 Provide high quality professional development for classroom teachers, principals, administrators, and other school or community-based personnel. a. designed to improve the instruction and assessment of LEP children; designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for limitedEnglish-proficient students; based on scientifically based research demonstrating the effectiveness of the professional development in increasing children’s English proficiency or substantially increasing the teachers’ subject matter knowledge, teaching knowledge, and teaching skills; long term effect will result in positive and lasting impact on teacher performance in the classroom. Required Activities b. c. d. Professional Development 3. 2011-2012 BESD LEA PLAN Use state approved content (ELA and Math) and intervention materials daily. Provide district and site support to develop teachers understanding and use of Explicit Direct Instruction via lesson study, demonstration lessons, observations, feedback, professional development, PLC meetings, etc. Teachers will instruct students on the Writing Process, Writing Traits and Genres on an ongoing basis using district adopted curriculum. Teachers will differentiate instruction. Extended day programs will be provided in identified areas. Teachers will be trained to include in daily lessons and lesson plans a variety of Student Engagement Strategies that engage students in speaking, listening, reading and writing. Student engagement must be mandatory for all students, elicited by the teacher, engage all students at the same time, take place throughout the lesson, and have an academic focus. Teachers will be trained and will use a variety of EL strategies through a partnership with ICOE/ SB 472, see below (2011-2012). Develop a systematic RTI model for all struggling learners, including ELs (2011-2012). Implement a systematic RTI model for all struggling learners, including ELs (2012-2013). Forty (40) Designated Teachers (2 teachers per grade level per K-6 site and 8 BWJH teachers) will be trained in SB472 (content and EL-PDCTEL). Teachers will be required to participate in all training and activities. The first group of teachers will be identified as Title III Teachers-Cohort A. This PD will continue over the next five years. Administrators and Resource Teachers will be invited to participate. o Title III Cohort A: 2011-2012: Cohort B: 2012-2013; Cohort C: 2013-2014, etc. o Cohorts of teachers will participate in the Professional Development Collaborative for Teachers of English (PDCTEL), which will be customized to meet the needs of BESD staff based on the results of ELSSA beginning in the fall of 2010. Teachers receiving the researchbased in-depth professional development on Saturdays throughout the school year will learn how to apply effective, systemic strategies to meet the needs of English Learners; to scaffold and differentiate instruction based on language proficiency level; plan lessons that include content and language objectives, differentiation, vocabulary; and academic language development strategies. The training will include EL strategies across all content area. Teachers in this cohort will participate in lesson design, analysis of data and group collaboration to analyze student results. Teachers will also be trained to use the CRLP Adept assessment. Teachers in this cohort will also receive DataWorks: Advanced EDI-EDI for English Learners. If funding allows, teachers will participate in the DataWorks Step Up Academy. This academy will serve a dual purpose, working with teachers on the delivery of EDI Lessons while actually teaching high risk English Learners and/or Long Term English Learners (LTEL). This group of teachers will serve as Title III Lead teachers the following year to support the site in meeting the needs of English Learners as well as supporting the next cohort of teachers. Administration will be trained in Systematic ELD through an agreement with ICOE (2011-2012). Teachers will be trained in Systematic ELD through an agreement with ICOE through cohort groups following EL-PDCTEL (2012-2013). PD will be supported by Resource Teachers and Academic Coaches via classroom demonstrations, Learning Walks, coaching cycles and Lesson Study. Site and district administration will monitor implementation via walk-throughs. Page 19 of 37 NCLB 4. Description of how the LEA is meeting or plans to meet this requirement. Yes or No Upgrade program objectives and effective instruction strategies. YES Yes or No 5. Provide – a. b. Allowable Activities 6. 7. tutorials and academic or vocational education for LEP students; and intensified instruction. YES Yes or No Develop and implement programs that are coordinated with other relevant programs and services. YES Yes or No Improve the English proficiency and academic achievement of LEP children. YES 8. 9. Provide community participation programs, family literacy services, and parent outreach and training activities to LEP children and their families – To improve English language skills of LEP children; and To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children. Yes or No Improve the instruction of LEP children by providing The acquisition or development of educational technology or instructional materials Access to, and participation in, electronic networks for materials, training, and communication; and Incorporation of the above resources into curricula and programs. Yes or No 10. Other activities consistent with Title III. YES YES Yes or No NO 2011-2012 BESD LEA PLAN Page 20 of 37 If yes, describe: BESD has embarked on selecting Explicit Direct Instruction as the lesson design and lesson delivery mode of instruction. Continuous job embedded staff development and learning walks support this work. Lesson Study will further this work in upcoming years. If yes, describe: Extended Day Programs will be provided to targeted EL students who have been classified as long-term English Learners. Instruction will be targeted to meet their language and academic needs. If yes, describe: Other programs and services will be provided to English Learners at the school level as delineated in individual Single Plans for Student Achievement (SPSA). English Learners who are also part of the Migrant Education Program will receive additional programs and services to meet their language and academic needs. If yes, describe: In addition to services provided at the site levels, the Coordinator will establish extended day programs that will target long-term English Learners using Data Works Step Up Academy. Instruction will be targeted to meet their language and academic needs. If yes, describe: The Coordinator will continue to work with Imperial County Office of Education to provide PULSE (Parent University Leading Students to Excellence). In addition, the Parent Nurturing Program will be coordinated for eligible parents. Coordinator will also work with DELAC and MPAC to provide additional training as determined by parents. A quarterly newsletter will be provided to parents outlining district and site parent activities and parent trainings. If yes, describe: During the 2011-2012 school year, the Coordinator will convene a committee to research and discuss what educational technology (online assessments, curricula and learning technologies) will be assist in improving the instruction for ELs. If yes, describe: Plans to Notify and Involve Parents of Limited-English-Proficient Students Required Activity Parents of Limited-English-Proficient students must be notified: The outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents. 1. LEA informs the parent/s of an LEP student of each of the following (per Sec. 3302 of NCLB): a. the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program; b. the child’s level of English proficiency, how such level was assessed, and the status of the student’s academic achievement; c. the method of instruction used in the program in which their child is or will be, participating, and the methods of instruction used in other available, programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction; d. how the program in which their child is, or will be participating will meet the educational strengths and needs of the child; e. how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation; f. the specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for limited English proficient children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools; g. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; h. information pertaining to parental rights that includes written guidance detailing – i. the right that parents have to have their child immediately removed from such program upon their request; and ii. the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; i. the LEA assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the LEA. Note: Notifications must be provided to parents of students enrolled since the previous school year: not later than 30 days after the beginning of the schools year. If students enroll after the beginning of the school year, parents must be notified within two weeks of the child being placed in such a program. LEA Parent Notification Failure to Make Progress If the LEA fails to make progress on the annual measurable achievement objectives it will inform parents of a child identified for participation in such program, or participation in such program, of such failure not later than 30 days after such failure occurs. 2011-2012 BESD LEA PLAN Page 21 of 37 Description of how the LEA is meeting or plans to meet this requirement. BESD will continue to monitor and ensure that all parent notifications and meetings follow federal and state program requirements. All documents pertaining to ELs were revised (July 2011). EL/Migrant Coordinator will provide all sites with merged and prepared Annual Parent Notification Letters for distribution within the first 30 days of school. With the assistance of the Coordinator, sites provide will provide Initial Parent Notification after administering and hand scoring CELDT assessments within the first two weeks of the child being placed in a program. Coordinator will work with Superintendent to inform parents if the LEA fails to make progress on the annual measurable achievement objective not later than 30 days after such failure occurs. See above. See above. PERFORMANCE GOAL 3: HIGHLY QUALIFIED TEACHERS By 2005-2006, all students will be taught by highly qualified teachers. Summary of Needs and Strengths for Professional Development [Description of activities under Title II, Part A, Subpart 1, Grants to LEA] STRENGTHS 100% of teachers hold appropriate credential to teach subject matter 100% of teachers hold either a CLAD or BCLAD credential authorizing them to teach English Learners NEEDS API and AYP data demonstrate a need for continued refinement of standards-based instruction. Community-based recommended targeted actions and ELSSA data indicates continued need in professional development in instruction of English Learners. Additional work is needed in ensuring all teachers understand and utilize EDI Instructional Model on a regular basis. 100% of teachers are considered highly qualified. BESD has adopted state approved curricula in all content areas. School district has adopted Explicit Direct Instruction as the model of lesson design and delivery. 80% of teachers attended training. Stakeholders indicate that additional researchbased programs are needed to challenge higherperforming students. Learning walks for all sites began during the 2010-2011 school year. District-wide teams have participated in Backwards Design process (unpacking standards, defining essential standards (ELA), creating coherent pacing guides and creating common assessments). Principals and teachers have expressed need for additional training in order to integrate technology into instruction. Student achievement data indicates a need to systematize interventions both within and outside the school day. Training is necessary to set up such systems. Continue training staff members in Pyramid Response to Intervention to implement RTI for both academic and behavior areas. Administrators and designated teachers participated in the two-day Pyramid Response to Intervention to begin building consistency in the district. 2011-2012 BESD LEA PLAN Page 22 of 37 Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers. Planned Improvements for Professional Development (Title II) * Key: District Administration (D), Administrators (A), Resource Teachers (RT), Teachers (T), Brawley Essential Standards Team (BEST) PLEASE PROVIDE A DESCRIPTION OF: *PERSONS INVOLVED/ TIMELINE RELATED EXPENDITURES ESTIMATED COST FUNDING SOURCE 1. How the professional development activities are aligned with the State’s challenging academic content standards and student academic achievement standards, State assessments, and the curricula and programs tied to the standards: Outside Trainers, 1a. Participate in SB 472 training as needed to be able to Cost of Training, D, A, RT, T $825 per participant/ Title I effectively utilize SBE adopted core ELA and stipends, follow August each year for training, stipends Title II mathematics materials and curricula. meetings as needed individual teachers Outside Trainers, 1b. Participate in training of SBE adopted intervention Cost of Training, D, A, RT, T $825 per participant/ Title I materials in both English Language Arts and stipends, follow August each year for training, stipends Title II Mathematics. meetings as needed individual teachers 1c. Receive EDI or EDI Advanced on Explicit Direct DataWorks , T Training Costs, $ 25,000 Title I Instruction (EDI) via Data Works. 2011-2012 stipends, substitutes 1d. Continue participating in EDI Learning Walks (in ICOE,D, A, RT, T Training Costs, Title I conjunction with ICOE focused on standards based $ 90,000 2011-2012 stipends, substitutes Title II lesson design and delivery (essential standards). 2. How the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement: 2a. Continue to participate in work/training in Backwards D, A, RT, T Design (aligning pacing guides to ESSENTIAL Summer 2011 Training Costs, Title I standards, materials, common assessments). Training Costs Follow up Meetings stipends, substitutes Title II Teachers will ensure that the essential standards are 2011-2012 learned by all students. 2b. Monitor professional learning communities in order to create and implement both a system of Pyramid of 2012-2013 ~ ~ ~ Interventions and Response to Intervention plan in both ELA and Mathematics. 2c. School sites will continue job embedded learning D, A, RT, T Training Costs, Title I opportunities including Learning Walks and Lesson Walks 2011-2012 Training Costs substitutes, stipends Title II Study in order to enhance first time core instruction. Lesson Study 2011-2012 BESD LEA PLAN Page 23 of 37 2d. Continue to receive training on Pyramid Response to Solution Tree (Trainer), Training Costs, Title I Intervention and Response to Intervention (RTI) in ICOE, D, A, RT, T Training Costs substitutes, stipends Title II order to develop timely and systematic interventions. 2012-2013 3. How the activities will have a substantial, measurable, and positive impact on student academic achievement and how the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students: 3a. The development and utilization of professional development strategies and activities are based on a variety of needs assessments provided by multiple stakeholders. The sustained activities are scientifically research based which will result in academic gains by all students. Focus on intervention will close the gap which separates low-income, English Learners, and minority students from others. A strategic district-wide vision has been established. 4. How the LEA will coordinate professional development activities authorized under Title II, Part A, Subpart 2 with professional development activities provided through other Federal, State, and local programs: 4a. All professional development activities will be aligned to both the LEA Plan and SPSAs. Funds will be coordinated annually in order to maximize resources and student achievement results. Not less than 10% of the Title I, Part A funds will be used for professional development activities. 5. The professional development activities that will be made available to teachers and principals and how the LEA will ensure that professional development (which may include teacher mentoring) needs of teachers and principals will be met: 5a. New teachers will be provided BTSA training and A, P, BTSA Training Costs, Training Costs, stipends Title II coaching through modules of Year 1 and Year 2. Coordinated annually stipends, BTSA 6. How the LEA will integrate funds under this subpart with funds received under part D that are used for professional development to train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy: 6a. All activities will be aligned to both the LEA Plan and SPSAs and funds will be coordinated in order to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy. 7. How students and teachers will have increased access to technology; and how ongoing sustained professional development for teachers, administrators, and school library media personnel will be provided in the effective use of technology. (Note: A minimum of 25 percent of the Title II, Part D Enhancing Education through Technology funding must be spent on professional development.): 7a. Selected teachers will receive training on interactive Title I whiteboards and how to integrate technology to ICOE, D, A, RT, T Training Costs, $10,000 Title II effectively increase the quality of teaching and 2011-2012 substitutes, stipends Training Costs, stipends learning. 7b. Selected teachers will receive training on applications that support learning technology to enhance ICOE, D, A, RT, T Training Costs, Title I instruction and assessment (i.e. IPADs, online Training Costs 2011-2012 substitutes, stipends Title II assessments, diagnostic software, computer curriculum, Dibels, etc) 7c. School sites will continue to increase access to D, A, RT, T ~ ~ ~ technology for students and teachers. 2011-2012 8. How the LEA, teachers, paraprofessionals, principals, other relevant school personnel, and parents have collaborated in the planning of professional development activities and in the preparation of the LEA Plan: 8a. BESD will refine their multi-year professional development plan in collaboration with all stakeholders via LEA Plan, SPSA, and Special Board Meeting for the development of activities aligned with District goals set in board policy. 2011-2012 BESD LEA PLAN Page 24 of 37 9. How the LEA will provide training to enable teachers to: □ Teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency; □ Improve student behavior in the classroom and identify early and appropriate interventions to help all students learn; □ Involve parents in their child’s education; and □ Understand and use data and assessments to improve classroom practice and student learning. 9a. Receive training in order to meet individual learning styles to incorporate into their Pyramid Response to 2013-2014 ~ ~ ~ Intervention and RtI. 9b. Receive training in order to ensure that Special Education students meet their individual academic 2013-2014 ~ ~ ~ goals. 9c. Revisit GATE Master Plan to ensure students are Training Costs, D, A, T Training Costs, Title I challenged and needs are met. Training will be materials, substitutes , 2012-2013 Coordinator Salary Title II provided as plan is modified. stipends 9d. Receive training on Systematic ELD to enhance Outside Trainers, Training Costs, Title I Training Costs lesson design and lesson delivery. 2011-2012 D, A materials, stipends Title II 9e. Receive training/follow up on Effective Behavior Outside Trainers, Training Costs, Management for common language and strategies D, A, RT, T materials, substitutes , Training Costs General throughout the district. August 2011/ongoing stipends 9f. Receive training on RTI best practices and work Outside Trainers, D, A, Training Costs, collaboratively to build strong systems that include Title I RT, T materials, substitutes , Training Costs timely/systematic interventions that include early Title II 2013-2014 stipends identification/responsive progress monitoring. 9g. Conduct trainings at each site and at district level to Training Costs, D, A, RT, T Title I increase parental involvement in supporting their materials, substitutes , Training Costs 2013-2014 Title II child’s academic success. stipends 9h. Continue to receive training on how to effectively use D, A, RT, T Training Costs, Title I data to inform and improve classroom practice and Training Costs 2013-2014 substitutes , stipends Title II student learning 10. How the LEA will use funds under this subpart (Title II) to meet the requirements of Section 1119: http://www.cde.ca.gov/fg/fo/r5/ca10genassur3.asp 10a. All core academic subjects are taught by highly qualified teachers and all teachers hired shall be highly qualified. The funds will increase the percentage of teachers participating in high quality professional development including training on effective instructional strategies, and the use of State academic content standards and assessments. 2011-2012 BESD LEA PLAN Page 25 of 37 ADDITIONAL MANDATORY TITLE I DESCRIPTIONS Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included. 1. Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance with Section 1113, “Eligible School Attendance Areas.” MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement: Identify one of the following options as the low-income measure to The district uses the eligibility for the free and reduced meals program as the poverty criteria for identify schools eligible for Title I funding: identifying and ranking schools. Ranking order is established on a district wide basis, with a current district poverty rate of 79.3%. Schools in the district have specific poverty rates of 87.1%, Number of children in families receiving assistance under the 87.0%, 74.9%, 73.9%, and 73.1%. CalWorks program; Number of children eligible for Free/Reduced Price Lunch programs; Number of children ages 5-17 in poverty counted by the most recent census data; Number of children eligible to receive medical assistance under the Medicaid program; Or a composite of the above. Describe how the low-income measure described above is used to rank All schools receive funds by being at or above the district wide poverty rate or by having the and select schools to receive Title I funds: ranking exception of being at 35% or greater poverty rate. All schools with a 75% or above poverty level are funded All other schools are funded by poverty ranking district wide or by grade span. 2. Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections 1114, “School wide Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single school districts, if conducting a school wide program authorized under Section 1114, may attach a copy of the School wide Plan or Single Plan for Student Achievement in lieu of this description. All ten of the required components must be addressed. (For more information on School wide, please go to http://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp). MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement: For school wide programs (SWP), describe how the LEA will help Each year each, the Coordinator guides the school sites to administer the Academic Performance schools to bring together all resources to upgrade the entire Survey. This survey is completed by all applicable stakeholders. The purpose is to analyze the educational program at the school and include assistance in activities extent to which it is providing a coherent instructional program to support improved student such as: achievement. Based on ongoing data analysis and identification of research based and research proven A comprehensive needs assessment of the entire school in initiatives, the LEA/School site has identified the Explicit Direct Instruction (EDI) Model which relation to state standards. School wide reform strategies that designed to increase student achievement among all population regardless of students’ specific provide opportunities for all children to meet state standards. level of readiness. Effective methods and instructional strategies based on The identified instructional strategy is utilized to increase the effectiveness of teaching delivery. scientifically-based research. Strategies that give primary consideration to extended learning Teachers and administrators have received initial and sustained professional development in areas that lead to the implementation of a cohesive, coherent, and systematic Explicit Direct Instruction time, extended school year, before and after school and initiative (e.g., identification of essential standards, development of standards-based assessments, summer programs. pacing guides, lesson design and delivery, utilization of technology to enhance lessons to address Proven strategies that address the needs of historically under- 2011-2012 BESD LEA PLAN Page 26 of 37 served students, low achieving students, and those at risk of not meeting state standards. Instruction by highly qualified teachers and strategies to attract and keep such teachers. High quality and ongoing professional development 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 childhood programs to elementary school programs. Timely and effective additional assistance to students who experience difficulty mastering state standards. For targeted assistance programs (TAS), describe how the LEA will help schools to identify participating students most at risk of failing to meet state standards and help those students to meet the State’s challenging academic standards. 3. students’ learning modalities, and classroom observations by peers to increase dialogue in the area of effective pedagogy). In addition to the EDI model, the district has adopted the Response to Intervention (RtI) initiative. Administrators and designated teachers have received initial training on the components of RtI and have begun planning to develop a responsive and cohesive RtI approach. The goal is to provide timely interventions which will help close the achievement gap. Students who master grade level standards will receive enrichment activities. The EDI and RtI models are described to paraeducators and other pupil services personnel so they can support the successful implementation. As an ongoing approach, parents receive information in regard to the EDI and RtI models. These informative sessions are developed by the Coordinator to inform parents about the models, the reason for their implementation, and the outcome expected after correct and timely implementation. Venues utilized to inform parents are: SSC, ELAC, DELAC, DAC, MPAC, Parent Nights, Back-toSchool Night, and Open House. During these venues, each school site and the district attempts to recruit and increase parent involvement. At these platforms, parents and school/district personnel collaboratively design systems to reach more parents to be involved in the decision making process and support on best practices by: Proving numerous parent involvement and parent education programs based on assisting parents in effectively supporting their child’s education at home, on topics of interest as determined by parent survey, on communicating the expected grade level standard, and other activities designed to provide meaningful participation opportunities. Providing communication outreach to parents such as newspaper inserts, newsletters, and calendars. Providing a home/school compact to assist in forging a partnership among the parent, student, and teacher. To provide assistance to preschool children in transitioning from early childhood programs to elementary school programs, the LEA has implemented CBK/Ready, Set, and Go! Pre-school to kindergarten transition program for parents and children, focusing on critical readiness skills with participation based on pre-screening conducted at Kindergarten pre-registration. N/A Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted assistance schools under Section 1115, “Targeted Assistance Schools,” will identify the eligible children most in need of services under this part. Please note that multiple, educationally related criteria must be used to identify students eligible for services. Where applicable, provide a description of appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs, and homeless children. MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement: Describe who is involved and the criteria used to identify which N/A students in a targeted assistance school will receive services. The description should include services to homeless children, such The Coordinator identifies students as homeless and provides the information to administrators and as the appointment of a district liaison, immediate enrollment, Resource Teachers so that these students automatically have priority to participate in all transportation, and remaining in school of origin. appropriate services under Title I. Funds are set aside under Title I to assist in eliminating barriers 2011-2012 BESD LEA PLAN Page 27 of 37 to full school participation such as transportation, clothing, and/or school supplies. Procedures and policies are being developed by the Coordinator which assures that homeless students will be enrolled and placed regardless of the family’s ability to provide requested documentation such as proof of residency and immunizations. A Homeless Education Liaison has been named for the district and assists families in obtaining the necessary services and information for full participation in the school setting. The description should include services to children in a local institution for neglected or delinquent children and youth or attending N/A The LEA did not participate in Title I, Part D, Neglected, Delinquent, or At-Risk Programs. a community day program, if appropriate. 4. Please describe the actions the LEA will take to assist in its low-achieving schools identified under Section 1116, “Academic Assessment and Local Educational Agency and School Improvement,” as in need of improvement. MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement: If the LEA has a PI school(s), describe technical assistance activities The Coordinator will provide each school site with guidance in the development of the Single Plan the LEA will provide to help the PI school, such as the following: For Student Achievement (SPSA), informing the sites of program improvement requirements and NCLB updates. The Coordinator will guide the sites to evaluate and revise the SPSA to clearly Assistance in developing, revising, and implementing the school indicate “What the school is doing to address the problem of low achieving and what it is doing to plan. address this problem.” The LEA Plan, guided by the Coordinator, will be the document for the Analyzing data to identify and address problems in instruction, coordination and integration of all educational services in the district. In addition to the Coordinator, parental involvement, professional development and other areas. the DAIT provider will provide each site as well as the district with technical assistance to include Assistance in implementing proven and effective strategies that but not be limited to revising the LEA Plan and SPSAs, analyzing data, assisting with the will address the problems that got the school identified as PI and implementation of effective strategies, revising budgets to use resources effectively, and evaluating will get the school out of PI. the programs. Assistance in analyzing and revising the school budget so the All educational services provided under the LEA Plan and SPSAs will be guided by the performance school’s resources are used effectively. expectations of the district. Schools are expected to make their: Overall API growth target for all students and their API growth target for all identified subgroups; Overall AYP annual measurable objective for all students and for all identified subgroups. The LEA Plan and SPSAs will be reviewed and revised at least annually based on the impact of the Plan’s activities on the effectiveness of instruction and the improvement of student achievement. 5. Please describe the actions the LEA will take to implement public school choice with paid transportation and Supplemental Educational Services, consistent with the requirements of Section 1116, “Academic Assessment and Local Educational Agency and Local Educational Agency and School Improvement.*MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement Describe the process for parent notification of the school’s The Coordinator will work with the Superintendent to notify parents of eligible students of the identification as PI, including notification of the right for students to availability of public school choice sufficiently in advance of, but no later than 14 calendar days transfer to another school that is not PI with paid transportation, and before, the first day of the school year. Parents are informed of the actions being taken by the the right to receive supplemental services. district and the school site to improve student achievement. Parents are also informed of the opportunities available to them to be involved in the improvement process. http://www2.ed.gov/policy/elsec/guid/schoolchoiceguid.pdf In the letter, parents are informed that all students at the school are eligible for the public school The new regulations (Section 200.44) expect “timely notification” about public school choice to be provided sufficiently in advance of, but no later than 14choice option, the school which is available along with information regarding the school, and that the calendar days before, the first day of the school year. district will provide transportation to and from the school of choice. Describe how the LEA will provide school choice and supplemental In the same letter, which notifies parents of the right to public school choice, parents are also initially services to eligible children, including the selection of the children to informed that any student who qualifies for the free and reduced meal program will also be eligible receive services. to participate in a program of Supplemental Educational Services (SES). They are informed that more specific information regarding the program and an application will be mailed to the parents of 2011-2012 BESD LEA PLAN Page 28 of 37 eligible students within the first month of school. The provided information gives parents a general overview of the program and how it is conducted along with a list of the state-approved providers available in the area with a description of their services and qualifications. Parents are informed that services are provided under district Title I funds and that they have the right to make the final decision as to which provider they prefer. They are also invited to an SES Parent Fair, arranged by the Coordinator so that the parents can meet the providers, examine their programs, and ask specific questions. Parents will have the opportunity to complete the SES Parent Application Form with the guidance of the Coordinator. A deadline for the receipt of the applications is established and as every application comes in it is date and time stamped by the receiving employee. If more students than be served by available funds apply for the program, placement is by order of date and time received until the limit is filled with the remainder placed on a waiting list. If openings become available and there is more than one student with the same date and time stamp on the waiting list, placement will be by lottery. Successful applicants are then notified of the date and time to meet with the Coordinator, school representative, and the SES provider. At these meetings, a Goals Statement Form is developed for each participating child which includes participant and provider information, confidentiality statements, any pertinent school assessments, any IEP or 504 plans, a list of specific goals for each student’s academic improvement, the performance measure to be used, the timeline for improvement, a description of the services to be provided, how parents will receive communication from the provider, and signatures of all involved parties. After the completion of the students’ Goals Statement Forms, services are initiated. The district normally works with more than one provider, some of which provide services on campus and some in-home. If services are provided on campus after school, transportation home will be provided when services are provided on regular school days. If services are provided during holiday periods such as Spring Break, parents must provide transportation for their child to and from these supplementary sessions. 6. Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-level staff in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.” MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement: Describe the LEA’s strategies for coordinating resources and efforts The Human Resource Department recruits highly qualified teachers, principals, and other staff. to help schools retain, recruit and increase the number of highly When needed, they participate in Career Fairs. The district has minimal staff turnover rates. Some qualified teachers, principals, and other staff. sites provide a “Buddy System” for new staff as a means of support and retention. All new teachers participate in the BSTA program. Describe the LEA’s strategies for coordinating resources and efforts to The LEA, via Coordinators, will provide meaningful consultation with the parents of students served prepare parents to be involved in the schools and in their children’s through parent trainings and parent advisory groups (SSC, DAC, MPAC, DELAC, and ELAC) and education. support the efforts at all school sites. During the first month of school, the Coordinators provide training for all parent advisory groups and interested staff. Quarterly newsletters will be provided by the Coordinators describing parent opportunities at both the district and site levels which include parent/community-generated requests. School sites will develop a parental involvement policy and parent/teacher/student compact with the participation of the parents. In order to build a school’s capacity for strong parental involvement the LEA/School Site will: 2011-2012 BESD LEA PLAN Page 29 of 37 Help parents understand the stare academic content standards and state assessments; Provide materials and training to help parents work with their child to improve academic achievement; and Involve parents in school activities, especially academic related ones. All parents (parents with limited English proficiency, parents of migrant students, parents of gifted and talented students and parents with students with disabilities) will be afforded opportunities for full participation. BESD is sensitive to the needs of the community and responds positively wherever and whenever possible. 7. Coordination of Educational Services: In the space below, please describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Include programs such as: Even Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant children. MANDATORY TITLE I DESCRIPTIONS Description of how the LEA is meeting or plans to meet this requirement: Describe how the LEA will coordinate and integrate educational At the District Level: services at the LEA or individual school level in order to increase The LEA Plan will be the guiding document for the coordination and integration of all program effectiveness, eliminate duplication, and reduce educational services in the district. The Coordinator, along with the DAIT provider will ensure it fragmentation of the instructional program, including programs such Be reviewed on a regular basis at district staff meetings and at management meetings with site as: administrative staff to monitor progress and analyze data. All educational services provided under the Plan will be guided by the performance a. Even Start expectations of the district which include: b. Head Start API growth target for all students and their API growth target for all identified subgroups. c. Reading First AYP annual measurable objective for all students and for all identified subgroups. d. Early Reading First The LEA Plan will be annually revised based on the impact of the Plan’s activities on the e. Other preschool programs effectiveness of instruction and the improvement of student achievement as guided by the f. Services for children that are migratory, neglected or delinquent, Coordinator. Native American (Title VII, Part A), homeless, immigrant, and At the School Level: limited-English proficient, and children with disabilities. The LEA Plan and the Single Plan for Student Achievement (SPSA) will be the guiding Compare to programs listed on Page 11 of the LEA Plan to determine documents for the coordination and integration of all educational services at the school site. if all active programs have been addressed. All educational services provided under the SPSA will be guided by the performance expectations of the district which include: API growth target for all students and their API growth target for all identified subgroups. AYP annual measurable objective for all students and for all identified subgroups. The SPSA will be revised annually based on the impact of the plan’s activities on the effectiveness of instruction and the improvement of student achievement. Both District and School Site will focus on the implementation of Explicit Direct Instruction with the purpose of providing all students, regardless of their level of readiness, well structured lessons that explicitly teach skills and concepts they are to master at each grade level. This strategic approach will allow for teachers to design lesson in which the needs of English learners, migrant, homeless, and socioeconomic and disadvantaged students, as well as special education and gifted and talented learners. 2011-2012 BESD LEA PLAN Page 30 of 37 Part III: Assurances and Attachments ASSURANCES To assure the LEA’s eligibility for funds included in this Plan, the Superintendent must provide an original signature below attesting to compliance with all of the following statements. GENERAL ASSURANCES 1. Each such program will be administered in accordance with all applicable statutes, regulations, program plans, and applications. 2. The LEA will comply with all applicable supplement not supplant and maintenance of effort requirements. 3. (a) The control of funds provided under each program and title to property acquired with program funds will be in a public agency, a non-profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; (b) the public agency, non-profit private agency, institution or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law. 4. The LEA will adopt and use proper methods of administering each such program, including (a) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (b) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation. 5. The LEA will cooperate in carrying out any evaluation of each such program conducted by, or for, the State educational agency, the Secretary, or other Federal officials. 6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under each such program. 7. The LEA will: (a) submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and Secretary to perform their duties under each such program; and (b) maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency’s or the Secretary’s duties. 8. The LEA has consulted with teachers, school administrators, parents, and others in the development of the local consolidated application/LEA Plan to the extent required under Federal law governing each program included in the consolidated application/LEA Plan. 9. Before the application was submitted, the LEA afforded a reasonable opportunity for public comment on the application and considered such comment. 9a. The LEA will provide the certification on constitutionally protected prayer that is required by section 9524. 10. The LEA will comply with the armed forces recruiter access provisions required by section 9528. TITLE I, PART A The LEA, hereby, assures that it will: 11. Participate, if selected, in the State National Assessment of Educational Progress in 4 th and 8th grade reading and mathematics carried out under section 411(b)(2) of the National Education Statistics Act of 1994. 12. If the LEA receives more than $500,000 in Title I funds, it will allow 1 percent to carry out NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting skills; 95 percent of the allocation will be distributed to schools. 13. Inform eligible schools and parents of school wide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources. 14. Provide technical assistance and support to school wide programs. 15. Work in consultation with schools as the schools develop the schools’ plans pursuant to section 1114 and assist schools as the schools implement such plans or undertake activities pursuant to section 1115 so that each school can make adequate yearly progress toward meeting the State student academic achievement standards. 16. Fulfill such agency’s school improvement responsibilities under section 1116, including taking actions under paragraphs (7) and (8) of section 1116(b). 2011-2012 BESD LEA PLAN Page 31 of 37 17. Provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1120, and timely and meaningful consultation with private school officials regarding such services. 18. Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part. 19. In the case of an LEA that chooses to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act. 20. Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and 1119 and California Education Code Section 64001. 21. Comply with requirements regarding the qualifications of teachers and paraprofessionals and professional development. 22. Inform eligible schools of the local educational agency’s authority to obtain waivers on the school’s behalf under Title IX. 23. Coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under section 1116 if such a school requests assistance from the local educational agency in addressing major factors that have significantly affected student achievement at the school. 24. Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers. 25. Use the results of the student academic assessments required under section 1111(b)(3), and other measures or indicators available to the agency, to review annually the progress of each school served by the agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments described in section 1111(b)(3) within 12 years from the baseline year described in section 1111(b)(2)(E)(ii). 26. Ensure that the results from the academic assessments required under section 1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language or other mode of communication that the parents can understand. 27. Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with section 1111(b)(8)(D) and California Education Code Section 64001. 28. Ensure that schools in school improvement status spend not less than ten percent of their Title I funds to provide professional development (in the area[s] of identification to teachers and principals) for each fiscal year. 29. Prepare and disseminate an annual LEA report card in accordance with section 1111(h)(2). 30. Where applicable, the applicant will comply with the comparability of services requirement under section 1120A(c). In the case of a local educational agency to which comparability applies, the applicant has established and implemented an agency-wide salary schedule; a policy to ensure equivalence among schools in teachers, administrators, and other staff; and a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies. Documentation will be on file to demonstrate that the salary schedule and local policies result in comparability and will be updated biennially. TITLE I, PART D – SUBPART 2 31. Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home school, particularly with respect to a student with an individualized education program under Part B of the Individuals with Disabilities Education Act. 32. Work to ensure that the correctional facility is staffed with teachers and other qualified staffs that are trained to work with children and youth with disabilities taking into consideration the unique needs of such children and youth. 2011-2012 BESD LEA PLAN Page 32 of 37 33. Ensure that the educational programs in the correctional facility are related to assisting students to meet high academic achievement standards. TITLE II, PART A 34. The LEA, hereby, assures that: The LEA will target funds to schools within the jurisdiction of the local educational agency that: (A) Have the lowest proportion of highly qualified teachers; (B) Have the largest average class size; or (C) Are identified for school improvement under section 1116(b). The LEA will comply with section 9501 (regarding participation by private school children and teachers). The LEA has performed the required assessment of local needs for professional development and hiring, taking into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and pedagogy skills, and to give principals the instructional leadership skills to help teachers, to provide students with the opportunity to meet California’s academic content standards. This needs assessment was conducted with the involvement of teachers, including teachers participating in programs under Part A of Title I. The LEA will assure compliance with the requirements of professional development as defined in section 9101 (34). TITLE II, PART D 35. The LEA has an updated, local, long-range, strategic, educational technology plan in place that includes the following: Strategies for using technology to improve academic achievement and teacher effectiveness. Goals aligned with challenging state standards for using advanced technology to improve student academic achievement. Steps the applicant will take to ensure that all students and teachers have increased access to technology and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction. Promotion of curricula and teaching strategies that integrate technology, are based on a review of relevant research, and lead to improvements in student academic achievement. Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center. A description of the type and costs of technology to be acquired with Ed Tech funds, including provisions for interoperability of components. A description of how the applicant will coordinate activities funded through the Ed Tech program with technology-related activities supported with funds from other sources. A description of how the applicant will integrate technology into curricula and instruction, and a timeline for this integration. Innovative delivery strategies – a description of how the applicant will encourage the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources. A description of how the applicant will use technology effectively to promote parental involvement and increase communication with parents. Collaboration with adult literacy service providers. Accountability measures – a description of the process and accountability measures that the applicant will use to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards. Supporting resources – a description of the supporting resources, such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology. 36. The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained, and intensive high quality professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments. 37. Any LEA that does not receive services at discount rates under section 254(h)(5) of the Communications Act of 1934 (47 U.S.C. 254(h)(5) hereby assures the SEA that the LEA will not use any Title II, Part D funds to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such school unless the school, school board, local educational agency, or other authority with responsibility for administration of such school: 2011-2012 BESD LEA PLAN Page 33 of 37 Has in place a policy of Internet safety for minors that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors Is enforcing the operation of such technology protection measure during any use of such computers by minors Has in place a policy of Internet safety that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene or child pornography, and is enforcing the operation of such technology protection measure during any use of such computers, and Any LEA that does receive such discount rates hereby assures the SEA that it will have in place a policy of Internet safety for minors required by Federal or State law. TITLE III 38. The LEA assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with education-related community groups, nonprofit organizations, and institutions of higher education in developing the LEA Plan. 39. The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for LEP subgroups making adequate yearly progress. 40. The LEA is complying with Section 3302 prior to, and throughout, each school year. 41. The LEA annually will assess the English proficiency of all students with limited English proficiency participating in programs funded under this part. 42. The LEA has based its proposed plan on scientifically based research on teaching limited-Englishproficient students. 43. The LEA ensures that the programs will enable to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards. 44. The LEA is not in violation of any State law, including State constitutional law, regarding the education of limited-English-proficient students, consistent with Sections 3126 and 3127. TITLE IV, PART A 45. The LEA assures that it has developed its application through timely and meaningful consultation with State and local government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals). 46. The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning environment that supports academic achievement. 47. The LEA assures that funds under this subpart will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds. 48. Drug and violence prevention programs supported under this subpart convey a clear and consistent message that acts of violence and the illegal use of drugs are wrong and harmful. 49. The LEA has, or the schools to be served have, a plan for keeping schools safe and drug-free that includes: Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the illegal use, possession, distribution, and sale of tobacco, alcohol, and other drugs by students. Security procedures at school and while students are on the way to and from school. Prevention activities that are designed to create and maintain safe, disciplined, and drug-free environments. A crisis management plan for responding to violent or traumatic incidents on school grounds. A code of conduct policy for all students that clearly states the responsibilities of students, teachers, and administrators in maintaining a classroom environment that: o Allows a teacher to communicate effectively with all students in the class. o Allows all students in the class to learn. o Have consequences that are fair, and developmentally appropriate. o Considers the student and the circumstances of the situation. o Is enforced accordingly. 50. The application and any waiver request under section 4115(a)(3) (to allow innovative activities or programs that demonstrate substantial likelihood of success) will be available for public review after submission of the application. 2011-2012 BESD LEA PLAN Page 34 of 37 TITLE IV, PART A, SUBPART 3 51. The LEA assures that it has, in effect, a written policy providing for the suspension from school for a period of not less than one year of any student who is determined to have brought a firearm to school or who possesses a firearm at school and the referral of a student who has brought a weapon or firearm to the criminal or juvenile justice system. Such a policy may allow the Superintendent to modify such suspension requirement for a student on a case-by-case basis. TITLE V, PART A 52. The LEA has provided, in the allocation of funds for the assistance authorized by this part and in the planning, design, and implementation of such innovative assistance programs, for systematic consultation with parents of children attending elementary schools and secondary schools in the area served by the LEA, with teachers and administrative personnel in such schools, and with such other groups involved in the implementation of this part (such as librarians, school counselors, and other pupil services personnel) as may be considered appropriate by the LEA. 53. The LEA will comply with this Part, including the provisions of section 5142 concerning the participation of children enrolled in private nonprofit schools. 54. The LEA will keep such records, and provide such information to the SEA, as may be reasonably required for fiscal audit and program evaluation. 55. The LEA will annually evaluate the programs carried out under this Part, and that evaluation: Will be used to make decisions about appropriate changes in programs for the subsequent year; Will describe how assistance under this part affected student academic achievement and will include, at a minimum, information and data on the use of funds, the types of services furnished, and the students served under this part; and Will be submitted to the SEA at the time and in the manner requested by the SEA. New LEAP Assurances 56. Uniform Management Information and Reporting System: the LEA assures that it will provide to the California Department of Education (CDE) information for the uniform management information and reporting system required by No Child Left Behind, Title IV in the format prescribed by CDE. That information will include: (i) Truancy rates; (ii) The frequency, seriousness, and incidence of violence and drug-related offenses resulting in suspensions and expulsions in elementary schools and secondary schools in the State; (iii) The types of curricula, programs, and services provided by the chief executive officer, the State educational agency, local educational agencies, and other recipients of funds under this subpart; and (iv) The incidence and prevalence, age of onset, perception of health risk, and perception of social disapproval of drug use and violence by youth in schools and communities. (Section 4112, General Provisions, Title IV, Part A, PL 107-110) 57. Unsafe School Choice Policy: the LEA assures that it will establish and implement a policy requiring that a student attending a persistently dangerous public elementary school or secondary school, as determined by the State, or who becomes a victim of a violent criminal offense, as determined by State law, while in or on the grounds of a public elementary school or secondary school that the student attends, be allowed to attend a safe public elementary or secondary school within the local educational agency, including a public charter school. The LEA will submit on a format to be designated by CDE the information the state requires to complete annual federal reporting requirements on the number of schools that have been designated “persistently dangerous” in accordance with California State Board of Education policy. (Section 9532, General Provisions, Title IX, PL 107-110.) Other 58. The LEA assures that a minimum of 95 percent of all students and a minimum number of students in each subgroup (at both the school and district levels) will participate in the state’s assessments program. 2011-2012 BESD LEA PLAN Page 35 of 37 SIGNATURE PAGE (Signatures must be original. Please use blue ink.) The superintendent and governing board of the LEA submitting this Plan must sign on behalf of all participants included in the preparation of the Plan. LEAs in Program Improvement Year 3 assigned or required to access the services of a District Assistance and Intervention Team (DAIT) or other technical assistance provider must also secure signatures from the DAIT leads or other technical assistance provider leads. Print Name of Superintendent: Roberto Moreno _____________________________________________________ _________________ Signature of Superintendent Date Print Name of Board President: Cesar Guzman _____________________________________________________ _________________ Signature of Board President Date Print Name of DAIT Lead or Technical Assistance Provider Lead: Elena Castro ____________________________________________________ Signature of DAIT Lead or Technical Assistance Provider Lead _________________ Date Print Name of Title III English Learner Coordinator/Director: Not Applicable _____________________________________________________ _________________ Signature of Title III English Learner Coordinator/Director Date (if applicable/ NOT APPLICABLE) Please note that the Title III English Learner Coordinator/Director will only need to sign this Assurance if the LEA is identified for Title III Year 2 or Year 4 improvement status. Certification: I hereby certify that all of the applicable state and federal rules and regulations will be observed by this LEA and that, to the best of my knowledge, information contained in this Plan is correct and complete. Legal assurances for all programs are accepted as the basic legal condition for the operation of selected projects and programs and copies of assurances are retained onsite. I certify that we accept all general and program specific assurances for Titles I, II, and/or III as appropriate, except for those for which a waiver has been obtained. A copy of all waivers will remain on file. I certify that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures of any required external providers, i.e., DAIT or other technical assistance provider. 2011-2012 BESD LEA PLAN Page 36 of 37 APPENDIX Appendix A: California’s NCLB Performance Goals and Performance Indicators On May 30, 2002, the California State Board of Education (SBE) adopted the five goals and 12 performance indicators for No Child Left Behind (NCLB), as set forth in the Federal Register Notice of May 22, 2002. The SBE’s adoption of the specified goals and performance indicators represents California’s commitment to the development of an accountability system to achieve the goals of NCLB. Collectively, NCLB’s goals, performance indicators, and performance targets constitute California’s framework for ESEA accountability. The framework provides the basis for the state’s improvement efforts, informing policy decisions by the SBE and implementation efforts by the California Department of Education (CDE) to fully realize the system envisioned by NCLB; it also provides a basis for coordination with the State Legislature and the Governor’s Office. California’s NCLB Performance Goals and Performance Indicators Performance Goal 1: All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014. 1.1 Performance indicator: The percentage of students, in the aggregate and for each subgroup, who are above the proficient level in reading on the State’s assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i).) 1.2 Performance indicator: The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State's assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(C)(i).) 1.3 Performance indicator: The percentage of Title I schools that make adequate yearly progress. Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 2.1. Performance indicator: The percentage of limited-English-proficient students, determined by cohort, who have attained English proficiency by the end of the school year. 2.2 Performance indicator: The percentage of limited-English-proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1. 2.3 Performance indicator: The percentage of limited-English-proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2. Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers. 3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA). 3.2 Performance indicator: The percentage of teachers receiving high-quality professional development. (See definition of “professional development” in section 9101(34). 3.3 Performance indicator: The percentage of paraprofessionals (excluding those with sole duties as translators and parent involvement assistants) who are qualified. (See criteria in section 1119(c) and (d). Appendix B: Links to Data Web sites Below is a listing of Web site links for accessing district-level data and information to be used by the LEA in developing this Plan: Academic Performance Index (API) Academic Performance Index (API) http://www.cde.ca.gov/ta/ac/ap/ California Basic Educational Data System (CBEDS) http://www.cde.ca.gov/ds/sd/cb/ DataQuest http://data1.cde.ca.gov/dataquest/ School Accountability Report Card (SARC) http://www.cde.ca.gov/ta/ac/sa/ California English Language Development Test (CELDT) http://www.cde.ca.gov/ta/tg/el/ California Standardized Test (CST) http://www.cde.ca.gov/ta/tg/sr/guidecst08.asp Standardized Testing and Reporting (STAR) Program http://www.cde.ca.gov/ta/tg/sr/ 2011-2012 BESD LEA PLAN Page 37 of 37
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