California Department of Education
April 2016
Title III LEA Plan Performance Goal 2
All limited English Learner (EL) students will become proficient in English and reach high academic
standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
CDS Code: 42-767860000000
LEA Name: Santa Barbara Unified School District Title III Improvement Status: Year 2
Fiscal Year: 2016- 2017
EL Amount Eligibility: $295,885.00 Immigrant Amount Eligibility: N/A
Plan to Provide Services for English Learner Students
Please summarize information from district-operated programs and provide descriptions of how the LEA is meeting or plans to
meet each requirement.
A. Required Content
How the LEA will:
Implement programs and activities in accordance with Title III
1. Build Instructional Capacity in Teachers
a. Implementation for ELA/ELD Framework: Workshops for elementary and secondary teachers and administrators
will be provided throughout the school year to support the shifts outlined in the new framework.
b. Integrated/Designated ELD: Provide ongoing coaching in elementary schools for teachers to implement integrated
and designated ELD.
c. Follow-up Workshops on ELA/ELD Framework: Provide follow-up after school workshops to continue supporting
teachers in the implementation of the California ELD/ELA Framework, strategies found in the framework, and
impact on student achievement.
2. Develop Oral and Written Language in EL Students
a. Coaching Support for Educators: Provide ongoing coaching support for teachers (monthly) to ensure teachers
supporting students in use of academic language in all content areas.
b. Academic Vocabulary Workshop: Provide focused professional development for teachers to assist in the
development of academic vocabulary and language strategies.
3. Develop and implement Assessment Continuum
a. Implement Common Formative Assessments: District-wide grade level teams will implement common formative
1
assessments for each trimester. The assessments will reflect the standards targeted for each trimester as determined
by the instructional maps for each grade level.
b. Conduct ADEPT Assessments: Use ADEPT assessment as a formative assessment to measure English language
proficiency once per trimester.
c. CELDT Data Analysis: Analyze CELDT results as a comparative measure of English language development from
year-to-year.
d. Administer the Reading Inventory (RI) Assessment: Administer RI assessment to EL students in 7th – 12th grade
that are in our ELA/ELD Intervention pathway at least four times to measure language acquisition and literacy.
e. Administer Renaissance Learning STAR Early Literacy or STAR Reading Assessment: Administer the STAR
Early Literacy or STAR Reading in grades TK – 10 and to EL students in grades 11 – 12 at least three times a year to
measure literacy.
f. Smarter Balanced Assessments (SBAC) Data: Analyze SBAC results to measure English Language Arts in grades
3-8 and 11.
g. Implement Smarter Balanced (SBAC) Interim Assessments: Adopt and administer SBAC Interim Summative
Assessment and Interim Assessment Blocks according to grade level recommendations.
4. Provide Language Acquisition Strategy Instruction (PK-12)
a. Create and implement a framework that builds teacher capacity by expanding their use of instructional strategies
that support students in the development of language across the curriculum in order to insure their understanding
of the content and its application to their daily lives.
b. Align language acquisition and development to CCSS and NGSS standards.
c. Provide support for teachers to promote language acquisition and implement ELD standards through use of
integrated and designated English Language Development (ELD).
d. Provide professional development for general and special education teachers on strategies for learners at all
levels, including English Learners and exceptional learners.
5. Provide Cognitive Strategy Instruction (Secondary)
a. The learning from Pathway Project will provide the foundation for training educators in the use of cognitive
strategies to make input comprehensible to all students.
6. Develop a Multi-Tiered System of Support
a. Create a District-wide MTSS Committee: MTSS Committee will be established with TK-12 representation from
elementary and secondary school sites.
b. Tier I level Implementation: Implement Tier I supports by deploying classified personnel (instructional aides,
curriculum specialists, paraprofessionals, etc.) to support EL student cohorts in mainstream classrooms.
c. Tier II level Implementation: Purchase instructional materials and equipment to scaffold and support student
access to curriculum in mainstream classrooms. Items will include, but not be limited to reading fluency materials,
technology equipment to support ELD in secondary, etc.
2
Use the subgrant funds to meet all accountability measures
a. Funds will be used to provide high quality professional development to teachers that will result the delivery of high quality
language instruction for English Learners.
Hold the school sites accountable
a. School sites will be held accountable for meeting the accountability measures and annually measuring English
proficiency of English learners through the implementation of our Assessment Continuum and data chats held three times
a year to discuss the following points:
• CELDT progress
• ADEPT progress
• Reading Lexile Growth
• RFEP Data
• LTEL Data
The purpose of these data chats will be to set goals, identify promising practices and develop action plans that focus on
accelerating language acquisition and increasing the academic and social success of our English Learner students.
Promote parental and community participation in programs for ELs
a. Implement SBUSD’s Framework for Family Engagement: District will deepen the implementation of the framework
for family engagement that is aligned to the CDE’s parent engagement framework and SBUSD’s Strategic Plan.
School sites will revise their site Parent Engagement Plans based on key learning from their first year of
development and implementation.
b. Continue Conducting Parent Need Surveys: District will continue to conduct a district-wide parent needs survey, in
English and the home language, to identify areas of need and topics of relevant interest to families of English
Learners.
c. Parent Education Classes or Workshops: Schools will develop a schedule of parent education classes or workshops
aligned to the district’s framework for family engagement. District personnel will assist in the development of
schools’ parent engagement plan and community partnerships.
d. Attendance at Conferences that promote achievement of English Learner and Parent Engagement: District will
assemble a team of stakeholders, including district personnel and parents, to attend the Title III and CABE
conferences in order to share in best practices intended to engage parents of English Learner students.
3
Persons
Involved/
Timeline
B. Required
Content
How the LEA will:
Related
Expenditures
Estimated
Cost
Funding
Source
(EL,
Immigrant,
or other)
Title III
Provide high quality language instruction
Director of EL Substitutes to $128,700.00
1. Provide Language Acquisition Strategy Instruction and Parent
release 165
(PK-12)
Engagement teachers for
a. Create and implement a framework that builds
training
teacher capacity by expanding their use of
instructional strategies that support students in the
development of language across the curriculum in
Training for
$198,000.00 Title III
order to insure their understanding of the content
165 teachers on
and its application to their daily lives.
Language
b. Align language acquisition and development to
Acquisition
CCSS and NGSS standards.
strategies
c. Provide support for teachers to promote langaug3e
acquisition and implement ELD standards through
use of integrated and designated English Language
Development (ELD).
d. Provide professional development for general and
special education teachers on strategies for learners
at all levels, including English Learners and
exceptional learners
Provide high quality professional development
Hire ELA/ELD
50% of
Title III
a. Continue with Teachers on Special Assignment
TOSAs
ELA/ELD
(TOSA): District will employ 7 exemplar educators to
TOSAs in the
serve as Teacher on Special Assignment (TOSA).
amount of
Their primary role will be to support the
$115,000
implementation of the ELA/ELD Framework and the
CCSS/NGSS district-wide. They will support
educators in lesson design, assessments, planning and
instructional implementation support.
b. Professional Learning Plan: Develop and implement a
professional learning plan and calendar aligned to
4
further implementation of the ELA/ELD framework
and CCSS/NGSS. Plan will include the following:
district-wide grade-level/content area common
planning and calibration meetings, district-wide
Common Formative Assessments (CFAs), refinement
of grade-level scope and sequence framework,
implementation of language acquisition strategies, and
grade level/content area lesson study cycles.
c. District-wide PLC Meetings: District-wide gradelevel/content area PLCs in ELA/ELD and Math will
meet on a quarterly basis to create and administer
Common Formative Assessments (CFAs), calibrate
student work, identify instructional strategies that will
support the development of academic vocabulary and
accelerate language acquisition.
Summer Professional Learning Opportunities
a. Summer Institute for Elementary and Secondary
Teachers: Provide summer professional learning
opportunities for all teachers TK-12. The workshops
will focus on integrated ELD strategies for all content
areas and all grade levels. These will also be
supplemented and supported by workshops
throughout the year. Elementary principals and/or
TOSAs will facilitate our grade-level/content area
PLC meetings.
Provide Systematic PD for Mathematics Teachers
a. Provide professional development for K-12 teachers
of mathematics in CCSS math standards and
practices. Specifically focusing on increasing
content knowledge, integration of math sequence,
and academic vocabulary and language acquisition
strategies. TOSAs will facilitate PLC meetings at the
elementary and secondary level.
5
C. Required for Year 2
D. Required for
Year 4
Goal 2 Improvement Plan Addendum* (IPA) for items A-B:
AMAO Goal 3: Adequate Yearly Progress (AYP) in English Language Arts
CAASPP % of Students that Meet or Exceed Standards (2014-15):
Student Groups
ELA
All Students
50%
Hispanic or Latino
34%
White
76%
SED
33%
English Learners
26%
Spec Ed
14%
AMAO Goal 2: Percentage of students with overall score of 4 or Above for the >= 5 Years EL cohort
2013-14
2014-15
2015-16
60% (Met)
62% (Met)
Data not yet available
Annual Attendance Rate: Increase by 0.5 percentage points
2013-14
2014-15
2015-16
P-1
94.9%
94.7%
95.0%
P-2
94.0%
94.8%
Not yet available
Goal 2 IPA* for items A-B:
Please describe the factors contributing to failure to meet desired accountability measures.
N/A
Please describe all required modifications to
curriculum, program, and method of
instruction.
*Please ensure the Needs Assessment is submitted if LEA is in improvement status Year 2 or beyond.
6
E. Allowable Activities
LEAs receiving or planning to receive Title III EL funding
may include allowable activities.
Persons
Involved/
Timeline
Describe all allowable activities chosen by LEA relating
to: Supplementary services as part of the language
instruction program for EL students
Provide Language Acquisition Strategy Instruction (PK12)
a. Create and implement a framework that builds teacher
capacity by expanding their use of instructional
strategies that support students in the development of
language across the curriculum in order to insure their
understanding of the content and its application to their
daily lives.
b. Align language acquisition and development to CCSS
and NGSS standards.
c. Provide support for teachers to promote language
acquisition and implement ELD standards through use
of integrated and designated English Language
Development (ELD).
d. Provide professional development for general and
special education teachers on strategies for learners at
all levels, including English Learners and exceptional
learners
Director of EL
and Parent
Engagement
Programs
ELA/ELD
TOSAs
School Site
Administrators
Director of EL
and Parent
Engagement
Programs
Provide high quality professional development (PK-12)
a. Continue with Teachers on Special Assignment
ELA/ELD
(TOSA): District will employ 7 exemplar educators to TOSAs
serve as Teacher on Special Assignment (TOSA). Their
primary role will be to support the implementation of
School Site
the ELA/ELD Framework and the CCSS/NGSS district7
Related
Expenditures
Estimated
Cost
$128,700.00
Training for
165 Teachers
Funding
Source
Title III
$198,000.00 Title III
Substitutes for
165 Teachers
50% of
Title III
ELA/ELD
TOSAs in the
amount of
$115,000
wide. They will support educators in lesson design,
Administrators
assessments, planning and instructional implementation
support.
b. Professional Learning Plan: Develop and implement a
professional learning plan and calendar aligned to
further implementation of the ELA/ELD framework and
CCSS/NGSS. Plan will include the following: districtwide grade-level/content area common planning and
calibration meetings, district-wide Common Formative
Assessments (CFAs), refinement of grade-level scope
and sequence framework, implementation of language
acquisition strategies, and grade level/content area
lesson study cycles.
c. District-wide PLC Meetings: District-wide gradelevel/content area PLCs in ELA/ELD and Math will
meet on a quarterly basis to create and administer
Director of EL
Common Formative Assessments (CFAs), calibrate
student work, identify instructional strategies that will and Parent
support the development of academic vocabulary and Engagement
Programs
accelerate language acquisition.
Promote parental and community participation in
programs for ELs
a. Implement SBUSD’s Framework for Family
Engagement: District will deepen the implementation
of the framework for family engagement that is
aligned to the CDE’s parent engagement framework
and SBUSD’s Strategic Plan. School sites will revise
their site Parent Engagement Plans based on key
learning from their first year of development and
implementation.
b. Implementation of Parent Need Surveys: District will
continue to conduct a district-wide parent needs
8
ELA/ELD
TOSAs
School Site
Administrators
survey, in English and the home language, to identify
areas of need and topics of relevant interest to families
of English Learners.
c. Parent Education Classes or Workshops: Schools will
develop a schedule of parent education classes or
workshops aligned to the district’s framework for
family engagement. District personnel will assist in
the development of schools’ parent engagement plan
and community partnerships.
d. Attendance at Conferences that promote achievement
of English Learner and Parent Engagement: District
will assemble a tea of stakeholders, including district
personnel and parents, to attend the Title III and
CABE conferences in order to share in best practices
intended to engage parents of English learner students.
*Please see http://www.cde.ca.gov/sp/el/t3/ELprogrview.asp
for a list of allowable EL activities
EL 2% for
Administrative/Indirect Costs:
F. EL Overall Budget
EL Estimated
2015-16 Carry
Over Total:
EL Estimated
Costs Total:
9
$ 5,917.70
$144,570.00
$426,700.00
Plan to Provide Services for Immigrant Students
G. Allowable
Activities
Please complete this table IF the LEA is receiving or planning to
receive Title III Immigrant funding.
Persons
Involved/
Timeline
N/A
Describe all allowable activities chosen by LEA relating
to: Enhanced instructional opportunities to immigrant
students and their families
Related
Expenditures
N/A
Estimated
Cost
N/A
*Please see
http://www.cde.ca.gov/sp/el/t3/immprogrview.asp for a list
of allowable Immigrant activities
H. Immigrant Overall Budget
Immigrant
Administrative/Indirect Costs:
Immigrant Estimated
Costs Total:
10
N/A
N/A
Funding
Source
N/A