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California Department of EducationSpecialized Programs Division (CDE use only)

Application #

No Child Left Behind Act of 2001

LOCAL EDUCATION AGENCY PLAN

Mail original and California Department of Educationtwo copies to: Specialized Programs Division

1430 N Street, Suite 4309Sacramento, California 95814-5901

LEA Plan Information:

Name of Local Education Agency (LEA): Chowchilla Elementary School District

County/District Code: 20-65193

Dates of Plan Duration: July 2016- June 2018

Date of local governing board approval: June 13,2016

District Superintendent: Dr. Charles Martin

Address: 355 N. 5th Street

City: Chowchilla Zip code: 93610

Phone: (559) 665-8000 Fax: (599) 665-8020

Signatures: (blue ink)

The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan.

Dr. Charles Martin June 13, 2016 Printed or typed name of Superintendent Date Signature of Superintendent

Kenneth Lasiter June 13, 2016

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

January 2016

Part IBackground and Overview

LEA Plan requirements were created to culminate in the 2013-2014 school year. The template has not yet been revised so LEA’s are required to use goals as they were initially created.

Background

Descriptions of the Consolidated Application, the Local Education Agency Plan, the Single Plan for Student Achievement, and the Coordinated Compliance Review Process

Development Process for the LEA Plan

LEA Plan Planning Checklist

Federal and State Programs Checklist

District Budget for Federal and State Programs

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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.

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 2013-2014.

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 2011-2012, 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.

Collectively, NCLB’s goals, along with the performance indicators and targets, will constitute California’s framework for ESEA accountability. This framework will provide the basis for the state’s improvement efforts, for informing policy decisions by SBE, and for implementation efforts by CDE to fully realize the system envisioned by NCLB. It will also provide 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, and

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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 Coordinated Compliance Review process, local education 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.

Descriptions of the Consolidated Application, the Local Education Agency Plan, and the Coordinated Compliance Review Process

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 Education Agency Plan, the school-level Single Plan for Student Achievement, and the Coordinated Compliance Review. While inextricably linked, these four components of state and federal funding and accountability remain separate systems. Over the next year, however, California plans to move aggressively to more closely coordinate and streamline these processes to eliminate redundancies and make them less labor intensive for LEA’s, while continuing to fulfill all requirements outlined in state and federal law.

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

The Consolidated Application (ConApp)

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

Part II of the Consolidated Application is submitted in the fall of each year and 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)

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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 Education Agency Plan (LEA Plan)

The approval of a Local Education Agency Plan 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 LEA’s will take to ensure that they meet certain programmatic requirements, including 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.

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. The Categorical Program Monitoring audits are 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. A District team audits every site within the District twice each year. The first round of audits focuses on a instructional component while state compliance issues are addressed with the second audit.

Development Process for the LEA Plan

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Chowchilla Elementary School District has developed 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 ongoing development of this plan involves a continuous cycle of assessment, parent and community involvement, planning, implementation, monitoring, and evaluation. The duration of the Plan will be five years (July 1, 2011 through June 30, 2016) and will be updated annually.

In developing the Plan, CESD 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, CESD will find the data easy to access via the Internet and through Data Driven Classroom.

This LEA Plan serves as a summary of all existing state and federal programs and establishes 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.

Chowchilla Elementary School District is in Year 3 of Program Improvement. The LEA Plan was revised in 2013-14 school year to address the requirements of District PI Year 3 Corrective Action. Fairmead and Ronald Reagan Elementary Schools are in Year 5 of Program Improvement. To address the needs of those student groups who have not achieved the established Annual Measureable Objectives (AMO), the School Site Council has adopted a school Restructuring Action Plan. Implementation of the Plan will be monitored by an Alternative Governance Board (AGB). See below.

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Action/Service/Date Person(s) Responsible Task/DateCost and Funding

Source(Itemize for Each

Source)1. Identify and address the needs of struggling readers.

2. In accordance with the Alternative Governance Board Action Plan, Step Lucy Calkins’ Units of Study Writing will be implemented district wide K-6 to address the writing needs of all learners with additional focus on our EL subgroup.

3. Identify struggling students in mathematics and address their needs.

Teachers Administration Coaches English language Development

(ELD) Tutors and Teacher

Teachers Learning Coordinator (LC) Principal English language Development

(ELD) Tutors and Teacher

Principal LC Teachers ELD Teacher

In accordance with the Alternative Governance Board (AGB) Action Plan, conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Language Arts to identify struggling readers. Teachers will review students’ CFAs to monitor the progress of students, create interventions, and plan for addressing future standards.

Components of the research-based writing strategies and student products will be analyzed by teachers in order to monitor instruction, set individualized goals, and plan differentiated strategies for individual students based on writing assessments and assignments. The necessary structures/strategies will be provided to students to help them be successful in writing. When teachers plan lessons for writer’s workshop (30-60 minutes daily), English Learner needs will be addressed during the lessons.

In accordance with the Alternative Governance Board (AGB) Action Plan, conduct ongoing team collaboration to review grade level formative assessments, summative assessments, intervention progress, and student work samples in the area of Mathematics. Teachers will reflect on students’ data, set goals, and provide intervention and/or adjust instruction as needed.

In accordance with the Alternative Governance Board (AGB) Action Plan, newly-adopted math program (CGI) components will be used with fidelity by all teachers.

Data analysis and planning, LCFF $8000.

(See above.)

(See above.)

Contract with CSU Fresno Professors$30000

This LEA Plan was completed using the following steps for plan development:

Step One: Measure the Effectiveness of Current Improvement Strategies

1a.Analyze Student Performance - A comprehensive data analysis of student achievement, including multiple measures of student performance, was conducted. All relevant assessments were reviewed and analyzed to determine educational practices to establish benchmarks aimed at raising academic performance for all students, especially identified student groups.

1b.Analyze Current Educational Practices, Professional Development, Staffing, and Parental Involvement - 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 were identified, reviewed, and analyzed. Materials used APS, DAS, ELSSA, parent, staff and AGB surveys

Step Two: Seek Input from Staff, Advisory Committees, AGB, and Community Members

2. Obtain input . The input of 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.) were sought.

Step Three: Develop or Revise Performance Goals3. Develop performance goals. - Using the five NCLB performance goals and

indicators, local performance targets were developed that are: a) derived from group 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, participants, expected performance gains, and means of evaluating gains were identified. Specific improvements were listed and practical monitoring of their implementation and effectiveness. For school-operated programs, those same elements from approved Single Plans for Student Achievement were summarized.

4. Review available resources . Aside from fiscal resources available through federal and state funding, programmatic resources were available on the CDE Web site at <http://www.cde.ca.gov>. The Consolidated Application provided 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, Title III, Title V, School and Library Improvement Program, Economic Impact Aid, and Supplemental Counseling.)

Step Five: Local Governing Board Approval

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

5. Obtain local governing board approval . The LEA Plan was approved by the local governing board on January 12, 2015, prior to submittal to CDE. The plan is a living document that is reviewed on an annual basis.

Step Six: Monitor Implementation6a. Monitor progress. To verify achievement of performance targets, 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 will be monitored with support of AGB.

6b. Evaluate the effectiveness of planned activities. 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, the following will be considered: 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?

CESD’s Step Seven:7. Modify the plan . The LEA Plan will be reviewed and updated annually. Factors

that may indicate a need to amend the plan, such as; a) a major service or activity that proves ineffective; b) a program allocation is less or more than estimated; c) staff, equipment, or materials essential to the plan cannot be procured; d) school boundaries or demographics suddenly change; e) an activity was found to be non-compliant; and f) a planned activity is not supported by staff, parents, or students, will be considered.

The following checklist indicates the planning steps as they were completed.

PLANNING CHECKLISTFOR LEA PLAN DEVELOPMENT

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LEA Plan – Comprehensive Planning Process Steps

X 1. Measure effectiveness of current improvement strategies

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

X 3. Develop or revise performance goals

X 4. Revise improvement strategies and expenditures

X 5. Local governing board approval

X 6. Monitor Implementation

X 7. Revise Plan as Needed

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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

X Title I, Part A EIA – State Compensatory Education

Title I, Part B, Even Start X EIA – Limited English Proficient

Title I, Part C, Migrant Education State Migrant Education

Title I, Part D, Neglected/Delinquent X School Improvement

X Title II, Part A, Subpart 2, ImprovingTeacher Quality Child Development Programs

Title II, Part D, Enhancing Education Through Technology Educational Equity

X Title III, Limited English Proficient X Gifted and Talented Education

Title III, Immigrants

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/ Under performing Schools Program

Adult Education X School Safety and Violence Prevention Act (AB1113, AB 658)

Career Technical Education Tenth Grade Counseling

McKinney-Vento Homeless Education Healthy Start

X IDEA, Special EducationDropout Prevention and Recovery Act: School Based Pupil Motivation and Maintenance Program (SB 65)

21st Century Community Learning Centers Other (describe):

Other (describe): Other (describe):

Other (describe): Other (describe):

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DISTRICT BUDGET FOR FEDERAL PROGRAMS – 2015-2016

Programs2014-2015

DistrictCarryovers

2015-2016District

Entitlements

2015-2016Direct Services

to Students at School Sites ($)


to Students at School Sites (%)

Title I, Part A 45,687 645,959 499,793 77 %

Title I, Part B, Even Start 0 0 0 0

Title I, Part C, Migrant Education 0 0 0 0

Title II Part A, Subpart 2, Improving Teacher Quality

11,580 84,190 28,734 34 %

Title II, Part D, Enhancing Education Through Technology

Combined above %

Title III, Limited English Proficient 21,133 67,763 83,808 94 %

Title V, Part A, Innovative Programs – Parental Choice

0 0 0 0

IDEA, Special Education 0 124,166 124,166 100 %

21st Century Community Learning Centers

0 0 0 0

Other (describe) 0 0 0 0

TOTAL 78,400 922,078 736,501 79%

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DISTRICT BUDGET FOR STATE PROGRAMS – 2015-2016

Categories2014-2015

DistrictCarryovers

2015-2016District

Entitlements


to Students at School Sites ($)


to Students at School Sites (%)

EIA – State Compensatory Education 0 0 0 0

EIA – Limited English Proficient 103,765 0 103,765 100 %

State Migrant Education 0 0 0 0

School Improvement 0 0 0 0

Child Development Programs 0 0 0 0

Gifted and Talented Education 0 0 0 0

Immediate Intervention/ Underperforming Schools Program (II/USP)

0 0 0 0

School Safety and Violence Prevention Act (AB 1113) 0 0 0 0

Healthy Start 0 0 0 0

Dropout Prevention and Recovery Act: School-based Pupil Motivation and Maintenance Program (SB 65)

0 0 0 0

Other (describe) 0 0 0 0

TOTAL 103,765 0 103,765 100 %

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Part IIThe Plan

Needs AssessmentsAcademic Achievement Professional Development and HiringSchool Safety

Descriptions – District Planning

District Profile

Local Measures of Student Performance

Performance Goal 1

Performance Goal 2

Performance Goal 3

Performance Goal 4

Performance Goal 5

Additional Mandatory Title I Descriptions

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

In determining specific areas of need to be addressed in the Plan, CESD reviewed its demographics, test results, and resources. The majority of such information was readily available on the 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 was 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. CESD gathered and reviewed its own information from these resources to determine strengths and needs and to shape the planning process.

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

o Statewide standards, assessment, and accountabilityo Local assessments and accountabilityo Coordination and integration of federal and state educational programso The LEA academic assessment plan

Teacher QualityCESD examined local needs for professional development and hiring. CESD teachers, coaches and administrators participated in this process and identified 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 coaches and principals the instructional leadership skills to help teachers provide all students the opportunity to meet the state’s academic achievement standards.

School Safety and PreventionThe CESD needs assessment also focused on Performance Goal 4 (see Appendix A). It was based on an evaluation of objective data regarding the incidence of violence, alcohol, tobacco, and other illegal drug use in the elementary and secondary schools and the communities to be served, as well as survey data. It included the objective analysis of the current conditions and consequences regarding violence, alcohol, tobacco, and other illegal drug use, including delinquency and serious discipline problems, among students who attend CESD schools (including private school students who participate in the drug and violence prevention program). This analysis was based on ongoing local assessment or evaluation activities (Sec. 4115 (a)(1)(A). CESD’s version of the California’s Healthy Kids Survey also provides useful information in this area.

Chowchilla Elementary School district is in Year 3 of Program Improvement, but we have schools in Year 5. To address the needs of those student groups who have not achieved the established Annual Measureable Objectives (AMO), the School Site Councils have adopted a school Restructuring Action Plan (see Below). Implementation of the Plan will be monitored by an Alternative Governance Board.

Alternative Governance Board – Restructuring PlanWhat actions? Who is responsible? How will we know? How Often?

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All teachers work collaboratively in grade-level teams to determine what children need to know, what resources will be used for instruction, how learning will be measured, and what to do when pupils don’t or do meet learning goals.

Site AdminCoachesTeachers

Collaborative meeting agendas; minutes/notes of each meeting

Weekly lesson plans showing that agreed-upon approaches are being used by all teachers in team

Student work samples that show that the same instructional materials are being used by all teachers in team

Weekly

All pupils are taught writing with research-based writing program; Lucy Calkins -Units of Study / Writing Pupils will employ program structures/strategies with their writing.


Classroom displays of instructional guidelines

Pupil writing samples

Pre-writing strategies on display with evidence of pupil participation; pupil work on Benchmark assessments

Daily

All teachers will employ research-based, Cooperative learning strategies throughout lessons


Classroom observations

Lesson plans

Team meeting agendas/notes

Daily

Newly adopted math program components (CGI) will be used with fidelity by all teachers


Classroom observations

Lesson plans

Team meeting agendas/notes

Daily

Descriptions – District Planning

Once local strengths and needs were identified as a result of examining and evaluating current district-level data, specific descriptions were written of how program goals will be implemented to improve student academic achievement. On the pages that follow, CESD provided 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

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

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The Mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance,

personal responsibility and respect for self and others.

The Chowchilla Elementary School District is composed of approximately 2,200 students, K-8. Over the past few years we have begun to experience growth. Students are housed in four elementary schools and one junior high (grades 7-8). The District provides a comprehensive after school program at each of the school sites operated by the Teaching Fellows. Governed by a 5-member Board of Education, the District employs approximately 100 certificated and 123 classified employees and oversees an annual budget in excess of $17,000,000.

Class size is still a consideration within CESD. In grades K-2, every effort is made to keep class loads under 24 students per class. Throughout the District, there is a strong focus on the development of Professional Learning Communities. Staff development is a priority in the Chowchilla Elementary School District. Other programs include technology education, special education, Gifted and Talented Education (GATE), and an after school program.

The implementation of the Professional Learning Community initiative allows instructors’ collaborative planning time vital to the improvement of student achievement. It is our belief that collaborative community efforts are productive because schools belong to all of us. We encourage and seek the support and active participation of our citizens in educational issues.

Local Measures of Student Performance (other than State-level assessments) Per NCLB Section 1112 regarding Local Education Agency Plans, each LEA must provide the following descriptions in its Plan:

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

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

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

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

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

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

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

Chowchilla Elementary School District utilizes District benchmark assessments. The benchmark assessments are tied to California State standards in Reading, Language Arts, Mathematics and Social Science. Currently, our District assesses all students in grades K-8 in Reading, Writing and Mathematics. Writing and math rubrics are used to score student work samples. Teachers calibrate their expectations and instructional support through the scoring of the student work samples. The students’ scores generated are used to guide classroom instruction. Focus lessons are created for areas of concern. These assessments are given to each student a few times each year. Daily, ongoing assessments which are implemented within each class period daily are a major component driving the instructional program.

Additional District assessments include running records and DIBLES for students reading below grade level. These assessments are conducted district-wide, using a variety of resources. ELD levels are also assessed using CELDT and formative assessments identified in our core curriculum.

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Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.

Planned Improvement in Student Performance in Reading/Writing

Description of Specific Actions to Improve Education Practice in Reading/Writing

Persons Involved/Timeline

Related Expenditures

Estimated Cost

Funding Source

1. Alignment of instruction with content standards: The district will take the following steps to align the district with \ content standards.

1. Principals will receive training on how to coach, evaluate and supervise reading instruction. (Curriculum walk-throughs, and Principals’ meetings/trainings ) 2. Locally adopted textbooks, supplemental materials will align with the standards.3. Local evaluations will stress students achieving proficiency on standards based assessments.4. New instructors will attend staff development or receive coaching that will focus on the alignment of instruction in relation to the state adopted content standards.5.Teachers will be provided weekly release time to align their instruction to standards and coaches and grade level leads will support the vertical alignment content standards by strand.6.Teachers will have access to on-going writing support

1) District Staff, Principals, Coaches

2) Assist. Supt. Of C&IPrincipals, Teachers

3) Coaches reflect with teachers

4) Assist. Supt., Principals, Madera Unified BTSA

5) Teacher PD Mondays6) Assist. Supt., Principals,

Teachers, ELA Coach

1) None – trained along side staff

2) Supplemental materials by site

3) None

4) BTSA Provider MCOE BTSA Coach Sub and extra pay Materials Materials CSU Fresno 5) Admin/coach/tch6) Material

1) 0

2) $ 2476

3) 0

4) $ 29,000 $ 10,000 $ 98,000 $ 30,000 $ 4,000 $ 4,000 $ 37,000

5) Listed6) Listed

1) N/A

2) EIA carryover

3) N/A

4) Title II Title II LCFF Title II LCFF LCFF LCFF LCFF5) 06) 0

2. Use of standards-aligned instructional materials and strategies:1. Use of locally adopted /standards aligned textbooks and materials

chosen as a result of stakeholders input 2. Implementation of District-wide Planning Day Schedule to provide weekly opportunities to exam student work and data to determine key instructional teaching points.3. Identify and incorporate focus standards/objectives in lessons 4. Standards aligned lesson will be designed incorporating research- based strategies5. Ongoing writing trainings based on Lucy Caulkins 6. Purchase reading materials for reading labs, lit circles and GR 7. PD Materials Math, ELA

1) Asst. Supt. of C & I2) Principals, Asst. Supt.,

Teachers EL Director, 3) Teachers, Principals, Asst.

Supt., Coaches4) Teachers, Principals, Asst.

Supt., Coaches5) Teachers, ELA Coach6) Site Administration7) Coaches

1) Lit Circle books

Guided reading books

2) Transportation, Lead Teachers

3) Coach Salary4) ELA/ELD Stnrd Trng5) Same as above and

Monday PD6) Books7) Materials

Conferences

1) $ 67K $ 60K

2) $0

3) Listed4) Listed5) Listed 6) $121.00 FM $4055 CESD7) $4833.00 $10946.00

1) LCFF LCFF

2) N/A

6) EIA Carryover

7) EIA Carryover

3. Extended learning time:1. The district will collaborate with local pre-school programs to

develop language and pre-reading skills.2. The district will provide before/after school, summer programs for

students not meeting standards and/or those students who are at risk of retention and/or those students new to the school.

3. The district will Coordinate with the Teaching Fellows after school program, for tutorial services.

4. Provide intervention activities using Universal Access strategies from the core adoption/Guided Reading.

1) Principal/Sp Ed Director\2) Asst. Supt of C& I, Principals, Instructors3) Teaching Fellows

4) Principal, Instructors Transportation Dept. SES Providers

1) 2) Staff, Instructional

Supplies, Assessments to note

academic focus3) Conversation4) Teacher pay Teacher pay Bussing

1) 2) $ 19,000 $ 58,000

3) $04) $ 16,000 $ 8,000 $ 4,000

1)2) Migrant

3) 4) Title III LCFF LCFF

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Estimated Cost

Funding Source

Continued from 3:5. Enrichment/advanced opportunities, ie., Block R, Speech Contests, Essay Contests, Wilson Robotics

5) Instructors, Teachers 5) Teacher & Materials 5) $ 4000 $ 4000

5) LCFF LCFF - GATE

4. Increased access to technology:

1. A standards aligned /benchmark reading assessment (Accelerated reader) is used district wide to determine reading proficiency, as they relate to the specific state content standards chosen.2. Use of instructional software that targets students who are lacking pre-requisite skills needed to meet grade level standards.3. District –Wide Writing assessment data will be scanned into DDC4. Purchase of Chromebooks/iPads/Laptops/Promethean Boards

1) Local Benchmark Assessment/ Data Driven Classroom2) Local Benchmarks Study Island, keyboarding Imagine Learning Accelerated Reader3) District Assessment Team4) Fairmead Principal

Wilson Principal

Reagan PrincipalStephens PrincipalsDistrict Office PD

1) Lead Teachers, DDC2) Imagine Learning Acc Reader

software support3)

4) Chromebooks Promethean Board

/Chromebooks Classroom Desktops Chromebooks Chromebooks

1) $ 7,892 $ 10,000 $ 3,0002) $ 4,0003) $ 0

4) $6535.00 $7121.00

$10122.00$9670.00$4091.00

1) LCFF LCFF EIA Carryover2) Title III

4) EIA Carryover

5. Staff development and professional collaboration aligned with standards-based instructional materials:

1. Training for the newly-adopted textbooks/materials (when needed).2. District wide training on the standards based writing rubric.(ELA/ELD)3. Staff Development Day collaboration and training which utilizes

Guided Reading ( small group), writing practices that target state standards.

4. District/Site trainings to support SPSA Goals5. Writing Trainings (Units of Study)/ Materials

1) Staff Development Text Publisher

2) Director of El Services

3) Assist. Supt., Principals, Teachers

4 and 5) Coaches

1) Text Publisher Training

2) Rubric Development

3) PDC trainings and needed materials4) Units of Study Books

1) AB466 $950 per staff/5 sub day 2) Listed

3) $30000

4) $11570

1) LCFF

3) LCFF

4) EIA Carryover

6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents):

1. Each school will maintain a site council with staff, parent, and community representatives, an ELAC, DELAC and LCAP Rep

2. Each committee receives reports on overall student assessment results in reading and reports the results to the entire school.

3. The committee also provides input on how to improve reading programs.

4. Reports regarding student assessment reading results are sent to each family and shared at Parent/Teacher conferences

5. Site Parent Education Nights

1) School Site Council ELAC members, DELAC

and DAC Representatives2) Assessment Data3) School Site Council,

ELAC members4) Clerical staff, Prin. Parents, Instructors At-Risk Counselors4) Site Admin, Instructors

4) Postage Counselors5) Materials/Headphones Overtime Certificated Classified

4) $ 3,5005) $ 4028 $ 8319 $ 3301

4) Testing Fund5) EIA Carryover EIA Carryover EIA Carryover

7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school):

1. Title I teachers and instructional assistants work in teacher classrooms or the reading labs to help students acquire reading

1) Instructional Asst.2) Reading Intervention

1) Instructional Asst.2) Materials and Staff

1) $ 3180002) $ 200000

1) LCFF2) Title I

20

skills.2. A reading intervention program is available at each school site.3. After and Summer school remedial Language Arts classes

Program, Instructors3) Instructors, Principal,

3) Materials

$ 1250003) $ Listed

Title I and LCFF3) Title I




Estimated Cost

Funding Source

8. Monitoring program effectiveness:

1. State testing data and local testing data/rubrics will be utilized to monitor student achievement towards grade level standards.

2. The district board and administration will fully support the school accountability act and participate in all phases of the standards based assessment system.

3. School sites will establish a process for reviewing individual and group data to guide instructional decisions.

4. Teachers will use state and local assessment to determine their instructional focus with the help of Site Gr Level Lead/Coaches

5. Ongoing review of student writing samples and running records6. Review of program components and student data by AGB make

recommendations for program/instructional changes

1) Assist. Supt C&I Principals2) District Administration3) Assist. Supt C&I Principals, PDC, Instructors4) Principals, Grade Level

Leader, Teachers5) Principals, Grade Level

Leader, Teachers6) AGB Team

1) Software Program for disaggregating data2) 0

3) DDC

4) Grade Level Leader stipend

5) 0

6) Blue Sheet time

1) Listed

3) Listed

4) Listed

6) $2500 LCFF

9. Targeting services and programs to lowest-performing student groups:1. Students identified as basic or below on local assessments will have access to additional reading assistance daily and or access before/after/summer school offerings.

1) Instructors, Principals, Assist. Supt.

of C & I1) Instructional Materials

2) Listed

10. Any additional services tied to student academic needs:

1. Supplemental support providers

1) Club Z Professional Tutors of

America Ace-It Tutoring Jump Into math

1) Support given to students at Program Improvement Sites

1) $ 17,000 1) Title I

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.

21

Planned Improvement in Student Performance in Mathematics(Summarize information from district-operated programs and approved school-level plans)

Description of Specific Actions to Improve Education Practice in Mathematics

Persons Involved/Timeline Related Expenditures Estimated

CostFunding Source

1. Alignment of instruction with content standards: The district will take the following steps to align the district with \ content standards.

1. Principals will receive training on how to coach, evaluate and supervise reading instruction. (Curriculum walk-throughs, and Principals’ meetings/trainings/coaching )2. Textbooks and supplemental materials will align with the standards.3. Local evaluations will stress students achieving proficiency on standards based assessments.4. New instructors will attend staff development that will focus on the alignment of instruction in relation to the state adopted content standards.5.Teachers will be provided weekly release time to align their instruction to standards/calibrate Instruction & scoring rubrics.

1) District Staff, Principals, MCOE – CC Standards,

2) Assist. Supt. Of C&I, Principals, Teachers

3) Principals, Teachers4) Coaches, Principals, Madera Unified BTSA5) Principals

1) District Admin and Coaches

4) New Teacher Training/BTSA

1) 0

4) Listed

2. Use of standards-aligned instructional materials and strategies:1. Use of locally adopted /standards aligned textbook/materials

chosen as a result of stakeholders input 2. Implementation of District-wide Planning Day Schedule to provide weekly opportunities to exam student work and data to determine key instructional teaching points.3. Power standards and objectives will be identified and

implemented through CGI

1) Instructors, Principals, Asst. Supt.2) Principals, Teachers Director of EL Services, 3) Instructors, Principals, Asst. Supt.

1) Texts

2) Transportation, Lead TeachersWriting Assess. Leaders

3) EDI/CGI, Power Standards Training

1) $ 160K / $30K

2) Listed

2) LCFF

3. Extended learning time:1. The district will provide before/after school, summer programs for

students not meeting standards and/or those students who are at risk of retention and/or those students new to the school.

2. The district will Coordinate with the Teaching Fellows after school program, for tutorial services.

3. The district will provide intervention activities using strategies from CGI instructional practices

4. Enrichment/advanced opportunities : Math related offerings / Wilson Robotics

1) Asst. Supt of C& I, Principals, Instructors2) Teaching Fellows3) Principal, Instructors4) Instructors, Paraprofessionals

1) Instructional Supplies, Assessments to note

academic focus2) Materials to support deficit areas3) Instructional Materials4) Instructors and Instructional Materials

1) Listed

2) Listed

3) Listed4) $ 0

1) LCFF

2) Teaching Fellows

3) LCFF4) LCFF



CostFunding Source

22

4. Increased access to technology:

1. Standards aligned /benchmark math assessment rubrics are used district wide to determine proficiency, related to the specific state content standards & problem solving strategies2. Use of instructional software that targets students who are lacking pre-request skills needed to meet grade level standards

1) Local Benchmark Assessment/ Data Driven Classroom2) Local Benchmarks Accelerated Math

1) Lead Teachers, Edusoft,

DDC2) Acc Math software

support/ Study Island

1) Listed

2) Sites Cover cost

5. Staff development and professional collaboration aligned with standards-based instructional materials:

1. Training for the newly-adopted textbooks (as needed).2. Staff Development Day collaboration and training which utilizes

CGI practices that target state standards.3. Staff Development Day time spent on vertically aligning standards4. District/Site trainings to support Single Plan for Student Achievement Goals (embedded days, supersub days, leadership)

1) Staff Development Publisher2&3) Assist. Supt.,

Principals, Teachers

4) Assist. Supt./ Coaches, Teachers

1) Publisher Training

2) Coaches Blue sheet Trainings CSU Fresno Making It REAL4) Subs/Overtime

1) AB466 $950 per staff/5 sub days

2) $196,000 $ 35,000 $ 11,363 $ 10,0004) Listed

1) LCFF

2) LCFFLCFFEIA CarryoverLCFF

6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents):

1. Each school will maintain a site council with staff, parent, and community representatives, an ELAC, DELAC and LCAP Rep

2. Each committee receives reports on overall student assessment results in math and reports the results to the entire school.

3. The gr level leads also provide input on how to improve math instruction.

4. Reports regarding student assessment math results are sent to each family and shared at Parent/Teacher conferences

1) School Site Council ELAC members,

DELAC and DAC Representatives2) Assessment Data3) School Site Council,

ELAC members4) Clerical staff, Prin. Parents, Instructors At-Risk Counselors

4) Postage Supplemental Counselors

4) Listed

7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school):

1. Instructional assistants work in teacher classrooms to help students acquire math skills (k-2)

2. A math intervention program is available at each school site.3. Before/ After and Summer school remedial mathematics classes4. Site Parent Education Nights

1) Instructional Asst.2) Reading Intervention Program, Instructors3) Instructors, Principal, 4) Site Admin,

Instructors

1) Instructional Asst.2) Materials and Staff 3) Materials and Staff4) Materials

1) Listed 1) Site Costs



CostFunding Source

8. Monitoring program effectiveness:

1. State testing data and local testing rubric data will be utilized to monitor student achievement towards grade level standards.

2. The district board and administration will fully support the school

1) Assist. Supt C&I Principals2) District

1) Software Program for disaggregating data

1) Listed

23

accountability act and participate in all phases of the standards based assessment system.

3. School sites will establish a process for reviewing individual and group data to guide instructional decisions.

4. Teachers will use state and local assessment to determine their instructional focus with the help of Site Math Grade Level Leader

5. Review of program components and student data by AGB make recommendations for program/instructional changes

Administration3) Assist. Supt C&I Principals, PDC, Instructors4) Principals, Grade

Level Leader, Teachers

5) AGB Team

3) DDC, CGI

4) Grade Level Leader Voucher

5) Blue Sheet Time

3) Listed

4) Listed

5) $3000 5) LCFF

9. Targeting services and programs to lowest-performing student groups:

1. Students identified as struggling on local assessments will receive additional math assistance daily and/or access before/after/summer school offerings.

1) Instructors, Principals, Assist.

Supt. of C & I

1) Instructional Materials 1) Listed

10. Any additional services tied to student academic needs:

1. Supplemental support providers 1) Club Z Professional Tutors

of America Ace-It Tutors

1) Support given to students at Program Improvement Sites

1) Listed

24

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.

Planned Improvement in Programs for LEP Students and Immigrants (Title III)(Summarize information from district-operated programs and approved school-level plans)

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

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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 subgrant;

a. Describe Programs and Activities Interventions (after school hours and summer school)

Hire personnel – extra pay for teachers

Purchase supplementary materials

Implement After School Intervention classes

Intervention programs (during the school day)

Hire personnel – Additional Aides


Reconfigure staff to run Reading and Math Labs

Provide Guided Reading, writing and CGI trainings to improve instructional

strategies

Hire personnel - Coaches


Provide necessary materials to support writing process instruction

Rubric Development

Chart paper

Pocket charts

Provide necessary training to support data entry

Data Driven Classroom (DDC) Contract

Site based trainings

List of data points which require entry into DDC

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b. Describe how the LEA will use the subgrant funds to meet all annual measurable achievement objectives described in Section 3122;

b. The LEA plans to use Title III funds to help EL students meet the State’s annual measurable achievement objectives by:

Utilizing weekly Staff Development Day meetings (45 minutes) to further

develop standards-based interim assessments in Language Arts and Math.

Develop interventions for EL students who are not making adequate

progress.

Research effective intervention programs

- Hire personnel to provide intervention programs

- Purchase supplementary materials

- Provide transportation for children who need to come early or stay late to

attend intervention program (if offered beyond school hours)

Provide on-going professional development and coaching to teachers in

providing high-quality, standards based instruction in ELD, administration of

benchmarks exams and for new teachers in regards to Language Arts and Math

for EL students

Utilize the District Benchmark Assessments to better determine each

students’ strengths and needs.

Establish a district database system that collects and provides disaggregated

data to schools and individual teachers on student academic growth and

progress towards benchmarks (Data Driven Classroom)

EL record keeping

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c. 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 limited-English-proficient students (Section 1111(b)(2)(B);

annually measuring the English proficiency of EL students so that the students served develop English proficiency while meeting State Academic standards and student achievement (Section 1111(b)(1);

c. The LEA is committed to monitoring the academic achievement of its EL

students in the subject areas of ELD, ELA and math. To ensure that EL

students are making satisfactory progress. The LEA employs the

following monitoring process:

At the school sites:

All EL student records (testing, copies of letters to parents, grades, etc.) are kept in

a language development folder. This folder is updated yearly, and accompanies the

student as he/she changes schools.

During some site Staff Development Day early release, staff meet to discuss EL student

progress and issues.

Director of EL work with lead staff at each site to gather and monitor EL student

records, coordinates EL testing, advises teachers and the principal about EL

student placement and groupings, monitors EL student progress and are a liaison

for the teachers, EL Committees and principals.

Each Single Plan for Student Achievement addresses the language and academic

needs of the EL students.

District Benchmark Assessments provide Language Arts and Math data on EL

students

The principal monitors the EL student placement in classes and groupings, ensures

appropriate teacher authorizations, visits classrooms regularly to monitor ELD and

SDAIE lesson implementation, schedules and attends ELAC meetings and ensures

implementation of district plans to meet the language and academic needs of the

EL students.

District Mock FPM Reviews are utilized to document the language and academic

progress of each EL student towards benchmarks. Information from these visits is

used to determine the need for specific, targeted interventions which are planned

for through the process. These reports are evaluated at the site/district level.

At the district level:

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Through the District Benchmark Assessments, EL student progress in English

Language Arts and Mathematics is monitored. (EL Coordinator secretary)

The Assistant Superintendent of C & I develops reports each year with site

administration to determine academic progress. These reports are analyzed for

successful progress towards the agreed upon benchmarks. Suggestions revisions

to instruction are determined at this time. (Key Data System’s lists)

As year-end assessment (CST or local benchmarks) results are received, they are

disseminated to sites for study. District administrators, along with site principals

and lead staff meet to analyze the data and determine if EL students met their

annual yearly progress goal (based on length of time in the district’s language

program). If the sites have not met their annual yearly progress target, a study

session is held to examine the program design and its implementation. Necessary

changes are implemented immediately for the new school year.

The Director of English Learners makes an annual report to the Board of Trustees

on the language and academic progress of the EL students in the district.

District-wide professional development is provided for staff in the following areas:

EL Master Plan

Effective ELD and SDAIE strategies (Project CARE)

Diversity and Equity training

District-wide training is provided for the teaching staff in the following areas:

EL Master Plan components

BCLAD/CLAD/SB 395 training – CTEL training

Standards-based instructional planning for ELD, ELA and math

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d. Describe how the LEA will promote parental and community participation in EL programs

d. The LEA will use Title III funds to encourage and promote broad

involvement of the parents of EL students and the community.

Title III funds will:

Build capacity for strong parent involvement through assistance which will be made available

for planning effective parent involvement and coordinating with other programs.

Provide written and oral (through District list of staff available to offer assistance with various

languages) translation for parents who receive individual student assessment results and

program descriptions.

Provide Family Night Events for parents to develop skills, techniques and strategies to assist

their children at home

Provide oral translation for every advisory meeting and parent conference at both the District

and site level.

Hire staff to offer child care. Provide auto-dialers to send out meeting reminders in Spanish.

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2. Describe how the LEA will provide high quality language instruction based on scientifically based research (per Sec.

3115(c) . The effectiveness of the EL programs will be determined by the increase in: English proficiency; and Academic achievement in the core

academic subjects

Title III funds will enhance the current instructional program for EL students by providing: Materials such as the WestEd ELD/ELA standards binders and the ELD checklists, to

be used during release time where teachers of EL students meet by grade level to

discuss their academic progress by looking at samples of student work based on

previously agreed-upon targeted essential standards and assessments

Director of EL will support site administration in learning to guide grade-level

conversations and research scientifically proven methodologies and materials that meet

identified EL student needs

Supplemental reading materials, such as SNAP!, and Rigby GR materials for students

at less than reasonable levels of fluency

Guided Reading ,CARE, writing and CGI trainings for all site staff

Development of writing rubrics and lesson design which support student access to the

writing process.

After school Intervention and summer school opportunities for EL students

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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 EL children;b. designed to enhance the ability of

teachers to understand and use curricula, assessment measures, and instruction strategies for limited-English-proficient students;

c. 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;

d. Long term effect will result in positive and lasting impact on teacher performance in the

classroom.

In order for administrators, teachers, parents and the community to meet the needs of EL students at all proficiency levels, they must participate in a comprehensive standards-based professional development program. Title III funds will be used to design a professional development plan that will integrate research and scientifically-based theory with high quality instructional practices. The district will utilize a Professional Learning Community model to develop a plan which will include: knowledge of meta-cognitive and meta-linguistic skills through which EL students

are taught

Share newly adopted ELD standards with all staff

the ability to design and implement differentiated, standards-based instruction in all

academic areas, and how this intersects with the socio-economic, cultural and

linguistic diversity within the school community

strategies to identify potential interference between the primary language and

English

a vast repertoire of strategies for literacy instruction

“scientifically-based, research-based best practices” for reading comprehension

the ability to systematically identify and develop resources for differentiating

instruction in the teaching of reading, writing, listening and speaking

an understanding of the role of assessment in guiding and evaluating instructional

and programmatic practices

the ability to design and implement formal and informal assessment

the ability to use classroom data to differentiate instruction and evaluate the

efficacy of instruction

The work of the Professional Learning Community in conjunction with the District

coaches, AGB Team and administration will provide, on-going, mandatory training for

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Title III funds will be used to hire staff developers, pay stipends to teachers, and/or pay for

substitutes, in order that teachers receive scientifically-based, research-based strategies

training which specifically includes those strategies which meet the needs of EL students, such

as:

SDAIE

Rubric Development

Writing Materials

GLAD Training

ELD trainings

Use of adopted ELA/ELD materials (AB 466 training)

Effective instructional practices for culturally-diverse students

Communicating with linguistically and culturally-diverse parents

Balanced literacy

Student-involved classroom assessments

Professional Learning communities training

Thinking maps

Curriculum planning

ELD/ELA connections

Differentiated instruction

Grouping models

Standards-based lesson planning, backward mapping design

Subject matter projects

Training for teacher certification

AB 395 – New CTEL Training

Read 180

In addition to providing a series of trainings in which teachers of EL students will learn new

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4. Upgrade program objectives and effective instruction strategies.

Yes If yes, describe:

As part of the LEA’s Title III program, a K-8 ELD Grade Level leads

will meet bi-monthly to:

evaluate academic course content

adopt supplementary materials

review intervention programs

develop intervention curricula

develop local standards-based assessments

review disaggregated data

evaluate student progress

determine the efficacy of programs for EL students

These meetings will provide an opportunity for district-wide articulation and ensure consistency

and coordination. Writing Assessment (Literacy) Leaders will be funded with Title III funds to

support site implementation of effective writing instruction for EL students. Quarterly LCAP

meetings, Curriculum Team, and Principal meetings will provide on-going opportunities for formal

training and collaboration. A District LCAP Team will meet quarterly to review and coordinate all

site and district programs and develop plans to upgrade program objectives and effective

instructional strategies.

The Local AGB Team will review program components and student data to make recommendations for

program/instructional changes

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5. Provide – a. tutorials and

academic or vocational education for EL students; andb. intensified instruction.


Chowchilla Elementary School District will provide an intensified instruction curriculum that will focus

on the specific needs of identified EL students in order to assist them in developing English language

proficiency, high levels of academic proficiency, and in meeting reclassification criteria. Specific

areas of focus include improvement of writing, reading fluency, reading comprehension, word

analysis and vocabulary development. The Intervention program will be designed to support and

complement the students’ regular English Language Arts/English Language Development and core

content instructional program.

In addressing the needs of the identified students, the Title III Intensified Instruction (ELA/ELD) will

use consistent, systematic instruction to:

provide intensive and extensive opportunities to write

acquire new knowledge and vocabulary through reading and writing

read and comprehend leveled fiction and textual materials

enjoy writing with and without technological involvement

engage in meaningful reading and writing

do expository, narrative, response to literature and persuasive writing (based upon grade-level

ELA standards and grade-span ELD standards)

Research-based best practices and common characteristics of highly effective intervention

programs form the basis for this program. These include:

small classes, with small group or individual instruction (Cooper et.al 2000)

creative instruction (White and Johnson 1999)

longer program duration (Ascher 1988)

high academic expectations and a clear academic focus (Ascher 1988)

specific interventions and curriculum for teachers designed to meet identified student needs

(White and Johnson 1999)

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Based on identified student needs, the common thread between ELA and ELD Standards, specific

academic skills, teaching techniques and assessments will be mapped.

Instruction will include a variety of activities and strategies that promote EL student success in

writing. The Assistant Superintendent of C & I will model effective writing strategies and the

student will learn critical concepts of how print works, and how an effective message can be

created. Teacher modeling of effective writing strategies with students will assist EL classroom

teachers to develop strategies of their own.

Students will participate in daily classroom and resource activities which support their development

of writing skills aligned to the district created writing rubrics which include:

Purpose

Organization

Elaboration of Central idea

Word Choice

Sentence Variety

Conventions

Students will be given multiple opportunities to apply learning in teacher-guided groups, small

groups, and one-on-one instruction.

In order to encourage independent reading for pleasure and academic advancement, the EL

students will have access to an extensive collection of material at appropriate reading levels.

Students will read daily.

Instruction will be designed and modified using information from on-going formal and informal

assessment of each students’ strengths and needs.

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6. Develop and implement programs that are coordinated with other relevant programs and

services.


Using Title III funds, a variety of programs will be developed to extend the regular

instructional program and focus on the needs of EL students. The following collaborative

programs will be coordinated to meet each student’s identified needs:

Current, existing intervention programs (afterschool, during school day)

Site tutoring programs ( Interventions, reading partners)

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46

7. Improve the English proficiency and

academic achievement of EL children.


Chowchilla Elementary School District utilizes instructional strategies in reading, writing and math

which draw from the skills each child possesses and peer models to build skill effectiveness.

CESD has a focus for the next three years on math, reading and writing instruction. Staff are

working to develop rubrics which incorporates the traits of writing for written work and CGI

practices for math. Staff will create a rubric based method of monitoring progress for both math

and writing. The writing rubric will incorporate the essential standards noted in the WestEd ELD

binder for each grade level. Improving student writing skills in the essential areas noted will be the

focus of the daily 45 minute deployment. Staff Development Day early release time will in part be

spent on discussing student writing samples and methods for improving English proficiency. The

math rubrics will be developed with the support and guidance of CSU Fresno Staff.

Title III funds will be used to develop the curriculum and assessments for this program. The

goals of this program will be to support the success of the EL students in the regular

instructional program.

This program will be supported by the collaboration and coordination with the following District

programs and related services:

District staff development and support provided by the Assistant Superintendent and EL

Coordinator

ELD Checklists

Catch-up plans (benchmarks)

CARE units (much like Project GLAD)

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8. Provide community participation programs, family literacy services, and parent outreach

and training activities to EL children and their families –o To improve

English language skills of EL

children; ando To assist parents

in helping their children to improve their academic achievement and becoming active participants in the education of their children.


Title III funds will be used by the LEA to educate and empower parents of EL students to

become an integral part of the school and community and ensure academic success for their

children. Connecting the families with needed educational and social services, is an

essential part of creating an atmosphere conducive to academic success. The District

plans to offer the following classes and programs to parents of EL children:

District Web-Site (Spanish Translation) that will provide parents information on educational

programs and partnerships with the District and community-based organizations, services and

facilities

Parent education classes

Working with your child at home

Family Literacy Nights/ Parent Education Nights

Monthly parent meetings

ELAC/DELAC

Class instruction and materials will be translated, as needed, into the primary language of the parents.

Child care and refreshments will be provided at all meetings/classes. As often as possible, classes will

be held at the sites of the attending parents.

Parents’ culture and expertise will also be tapped as sources of learning for school personnel and

students. Parents will be surveyed as to their background and experiences, and encouraged to share

their knowledge and skills within classes and school-wide.

Title III funds will support the cost of a district-based bilingual EL Secretary who will make phone calls,

do a needs assessment, make home visits, administer CELDT and Primary Language Assessments

and welcome parents into the schools. This EL Secretary will serve as an advocate for our EL families,

and provide oral and written translation. The EL Secretary will identify individuals who have

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9. Improve the instruction of EL children by providing for –o The acquisition

or development of educational technology or instructional materials

o Access to, and participation in, electronic networks for materials, training, and communication; and

o Incorporation of the above resources into curricula and programs.


Title III funds will also be used to purchase or make available a library of bilingual videos for

parents to view at home. The information covered in these videos will include:

Videos of educational topics, such as working with their children at home

Parenting Skills

50

10. Other activities consistent with Title III.

Yes If yes, describe: Training for paraprofessionals

Parenting Partners

Library Open House

51

Plans to Notify and Involve Parents of Limited-English-Proficient Students

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.


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ity1. LEA informs the parent/s of an EL student of each of the

following (per Sec. 3302 of NCLB):

a. the reasons for the identification of their child as EL

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

Upon registration of their student, and annually thereafter, parents will receive a

written explanation of the following information:

a. The reasons for the identification of their child as EL and in need of

services (Home Language Survey response, score on initial CELDT test)

b. The child’s level of English proficiency and how it was assessed (explanation

of CELDT level, and explanation of CELDT exam), and the status of the

student’s academic achievement. (For “annual” EL students, it is important

to record CST and/or other academic information, GPA, and results of

other district assessments.)

c. The method of instruction the student will receive (Program description that

includes information on time in ELD and subjects to be taught in L1 or

SDAIE and materials to be used, and authorization of teacher. In addition,

benchmarks and yearly goals should be explained so that parents can

monitor progress towards these goals.)

d. The program is designed to meet the needs of the child. The design is

based on CPM (EL) requirements, research and past successful

experiences.

e. The program design helps their child learn English with emphasis on the

ELD components and training of teachers

f. Specific exit requirements, reclassification criteria and expected rate of

promotion and graduation are in place for students who participate in this

program. (If the student is a newcomer with no prior educational

experience, he/she will need more instructional time to catch up with

his/her peers.)

53






54

Req

uire

d A

ctiv

ityh. 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;

iii. 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.

h. Parents may choose an alternate program. Parents have the right to withdraw

his/her children from the program,

Title III funds will be used to hire bilingual personnel (counselor, EL Secretary) at the

district and site levels who will be available to parents to ensure full understanding of

this information.

District Office

Site Office

Additional District Support

Once students are initially assessed, and each year thereafter, parents are

notified of their child’s scores and program placement. Waiver Options are also

provided in writing at this time. Parent waiver options are also shared at Back-to-

School nights and through the site’s ELAC. Complete detailed explanation of all

program information and parent rights are given in translated form, both oral and

written. Parents returning the forms requesting additional information are met with,

the current services offered are explained, along with the alternative program option.

Following initial placement, progress is formally evaluated at three intervals

during the year, and parents are informed in writing of their child’s scores (report

cards) and any changes in program or classification.

Regularly scheduled site ELAC and District DELAC meetings focus on

informing parents about instructional programs and how they can support their child’s

academic achievement.

Annual parent notification, taking place within 30 days of the beginning of each

school year, includes detailed complete program descriptions, options, and parent

rights. Back to School Nights, held within the first 30 days of school, are designed to

provide translated information to parents. A bilingual counselor is available for

individual mini-conferences with parents with concerns or questions.

55






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.

For students who enroll after the beginning of the school year, this process

will take place within 2 weeks of being placed in a language program.

LEA Parent Notification Failure to Make ProgressIf 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.

If the District or site fails to make its AYP, all parents will be notified of such

failure in writing in a language they understand no later than 30 days after

such failure occurs. Bilingual counselor/EL Secretary will field phone calls

to parents with a follow-up written letter to answer any questions the

parents may have and to inform them of their option to choose another

school within the district. Explanations regarding the AYP and the lack of

school progress and options. Will be shared through site ELAC and Family

Club meetings. Child care and translation will be provided.

56

Plans to Provide Services for Immigrants

IF the LEA is receiving or planning to receive Title III Immigrant funding, complete this table (per Sec. 3115(e) ).


Allo

wab

le A

ctiv

ities

1. Family literacy, parent outreach, and training activities designed to assist parents to become active

participants in the education of their children:

No If yes, describe:

2. Support for personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth:


57



Allo

wab

le A

ctiv

ities

3. Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth;


4. Identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out

with funds:


58



59

Allo

wab

le A

ctiv

ities

5. Basic instruction services that are directly attributable to the presence in the school district involved of immigrant children and youth, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly

attributable to such additional basic instruction services:


60

IF the LEA is receiving or planning to receive Title III Immigrant funding,

complete this table (per Sec. 3115(e) ).


Allo

wab

le A

ctiv

ities

6. Other instruction services designed to assist immigrant children and youth to achieve in elementary and secondary schools in the USA, such as programs of introduction to the educational system and civics education:


61

Performance Goal 3: By 2008-2009, all students will be taught by highly qualified teachers.

Summary of Needs and Strengths for Professional DevelopmentBased on a needs assessment of teacher data for your district, include a narrative that describes areas of needed professional development and areas where adequate professional development opportunities exist.

[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]

STRENGTHS NEEDS

Area #1: All teachers, paraprofessionals and administrators are highly qualified.

During this 2014-215 school year, the District has two instructors, located at Ronald Reagan Elementary, that are not Highly Qualified.

District, Teacher’s Association and Board are working jointly to assure all certificated staff hold authorizations to work with English Learners. (CLAD, BLAD, LDS, BCC, SB 1969, SB 395, CTEL).

All but two of the district’s administration are fully credentialed and meet NCLB “highly qualified” criteria

Each potential Classified staff member is tested prior to being offered a position with the Chowchilla Elementary School District. Passage of this exam identifies these new staff members as meeting the NCLB “highly qualified” requirements. To date, 100% of the classified staff are “highly qualified”

The District has worked diligently for the past three year to establish procedures that effectively address the states Equitable Distribution (ED) requirements. The district has taken aggressive steps through staff transfers, the establishment of credential monitoring procedures, the development of personalized credential plans and the insistence by the Superintendent that more rigorous hiring guidelines be implemented for first time employees.

Personalized progress plans have been developed with these staff members. They are projected to be fully credentialed and HQT/NCLB compliant at the start of the 2015-2016 school year.

One principal, one VP and one Director of Special Education are completing coursework for clear administrative credentials. Two will hold clear admin credential at the end of the 2014-2015 school year. The VP will clear her credential during the 2015-2016 school year.

62

Area #2: Improve all students' learning.

All sites have adopted standards-based materials approved by SBE and local Board.

All sites are identifying and developing a standards-based curriculum map in reading, writing, and math. District Benchmark Assessments are used to determine areas of deficit and strength.

All sites using collaborative time, discussing how to modify instruction for students not mastering identified standard’s assessments.

Assistance with the use of new standards based materials.

Provide continued staff development of the California State Writing Standards where assessment drives instruction.

District-wide training for administrators, teaching staff, and paraprofessionals in the following areas:

- EL Master Plan components- Standards-based instructional

planning for ELD, ELA and math.

Sites disaggregate and review local assessment data regularly and state and local assessment data each June, calendar standards, and set curricular goals based on student achievement gaps for the following year.

Sites have established Comprehensive Student Review Teams that meet 2x’s each year to review the status of EVERY student. Identified student needs are matched to an intervention.

A District RTI model exists. Each site has an identified team for monitoring student progress and determining student placement in interventions and/or in Special Education.

Area #3 : Improve teacher, paraprofessional, and administrator effectiveness.

Students at risk of retention receive standards-based interventions with specific goals set to reach grade level proficiency.

School sites have coordinated before school, after school and summer interventions to address intervention needs of identified students.

Coordination of Student Study Teams

63

Ongoing BTSA support is provided to all qualifying teachers in collaboration with Madera Unified School District.

Coaches have been employed in Math, ELA and Kagan Structures/Tech. Staff development is occurring daily, weekly, monthly and yearly. Coaches work with leadership, grade level leaders, content specific staff, in small groups and through 1 on 1.

Collaboration among administration exists to discuss collective findings on teacher effectiveness to drive staff development offerings. Current writing training resulted from these collaborations.

All teachers are trained in Cognitively Guided Instruction (CGI) through CSU Fresno. Discussions, planning and trainings are offered through Staff Development Mondays.

Guided reading and small group reading instruction trainings have begun K-8. Additional trainings specifically in the upper grades are needed.

The District technology plan addresses technology related teaching and learning needs of staff through the monitoring of CTAP (California Technology Assistance Planning) staff technology competency and needs assessment data completed by all certificated staff annually.

Principals attend District trainings to be able to support implementation in classrooms through observations, conferences and follow-up.

Research is used to design effective staff development.

Training for administrators/teachers in requirements to clear a 2042 Credential, which includes a partnership in BSTA

New teachers, small groups and grade level leads tied to content and administration all receive coaching from each of the coaches.

Align vertical teaming efforts for research based Mathematics

Build strategies to improve standards-based math, reading, science, social studies instruction and writing

Build district capacity to provide staff development by training trainers. These trainers provide ongoing training and support to teachers, monitor aspects of implementation in schools, and supervise data collection.

Develop a “results driven” framework for professional development that provides for transfer of training, practice, feedback, and reflection, as well as support and reinforcement for the use of skills in natural settings.

Embed district-wide meeting planning model incorporating GR, writing, math and Kagan structures to be used during weekly planning time.

Administration need to participate in ongoing content based trainings to better know instructional strategies which they are monitoring

64


Planned Improvements for Professional Development (Title II)(Summarize information from district-operated programs and approved school-level plans)

Please provide a description of: Persons Involved/Timeline

Related Expenditures Estimated Cost Funding

Source1. 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:

CESD will conduct annual professional needs assessment of teachers, principals and paraprofessionals:

a) The District Office in conjunction with the Madera County Office of Education will identify staff needs in meeting highly qualified requirements through reviewing staffing records and provide this information to sites. Additional staff development and coaching activities needed to meet requirements occur to support staff in meeting requirements where possible.

b) All sites will use student assessment data and needs established from state and local testing each spring and establish professional development goals which will increase student achievement on both standardized and State mandated tests.

c) All sites will survey staff to identify professional needs which increase instructional efficacy and will continue to use related data/observations noted on official review

documents. Data will be compiled to set staff development goals in school plans.

d) School and District professional development goals and activities will be created based on their alignment to State adopted materials, content standards, and positive impact on increasing student achievement.

Assistant Superintendent/ CETA Monthly/Ongoing

Principals and Site Councils – Spring to Spring Process/Ongoing

Assistant Superintendent,CoachesPrincipals, Teachers

Assistant Superintendent,CoachesPrincipals, Teachers

N/C

Survey Monkey

N/C

$500 Title II

65

Please provide a description of: Persons Involved/Timeline Related Expenditures Estimated

CostFunding Source

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:

Areas of need determined through Teacher Surveys and analysis of assessment data will be the focus for staff development offerings. Professional Learning Communities are used at each campus to review student work samples and assessment data. Student needs are gleaned from the conversations taking place as staffs discuss trends and/or areas of strength and concern. Improving instructional procedures and strategies is the focus of the conversations taking place on Staff Development Monday afternoon meetings.

As a result of a review of staff surveys and student performance on state and local assessments on the core academic areas, staff development offerings may be developed, materials created or assessments revised. District support will coordinated to ensure that resources are used efficiently throughout the District based on differentiated teacher needs. The system will focus on ensuring that all staff meet highly qualified requirements, that student achievement gaps are closed, and that there is instructional efficacy district-wide. Long-term trainings for writer’s workshop, Guided Reading, Kagan Structures, Content Accessed through repeated Exposure (CARE) and Cognitive Guided Instruction (CGI) are planned that which provide opportunities for follow-up demonstrations, modeling and coaching. Activities are aligned with teacher professional goals which follow the California Standards for the Teaching Profession to increase alignment with effective instructional practices. Observation of effective strategies will be noted on the Teacher Evaluation Document.

Assistant Superintendent,Principals, Teachers and Site Councils – Spring to Spring Process/Ongoing

Assistant Superintendent, Principals, Coaches, Teachers

N/A

CGIConsulting (CSU Fresno)CoachSub CostsBlue Sheet Time

Kagan StructuresCoachSub CostsBlue Sheet Time

Guided Reading/WritingConsultantCoachSub CostsBlue Sheet TimeMaterials

CAREBlue Sheet Time

N/A

$149,000$ 47,000

$ 17,000$ 98,000

$ 269,000

$14000

N/A

LCFFTitle II

Title ILCFF

Title ILCFF

Migrant

66



Estimated Cost

Funding Source

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:

Impact on Student Achievement Professional development activities will be assessed based

upon local assessments of student progress towards standards and teacher evaluation of effective classroom application (formative). They will also be based on student performance on achievement tests (summative). Professional development activities and formats will regularly be assessed to ensure application and alignment to the curricular adoption, an increase student achievement towards content and performance standards, and to their support of classroom practices which increase student engagement, time on task and mastery of grade level standard material.

Eliminating the Achievement Gap

CESD has four significant subgroups whose performance on achievement tests continues to be monitored closely: These are 1) English Learner, 2) Economically Disadvantaged, 3) Special Education and 4) Hispanic students. Every year the performance of these groups are compared to the performance of other students throughout the school through an analysis student work samples, benchmarks and state testing as well as a needs assessment process at each site. The sites and district then set specific targets for increasing achievement, and aligns professional development activities to these needs. These activities are then embedded in a larger district staff development plan.

Assistant Superintendent, Site Principals, Teaching Staff

N/A N/A N/A

67



Estimated Cost

Funding Source

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:

CESD implements the following strategy to coordinate professional development activities with Title II, Part A with other Federal, State and local programs:

State and local test results are reviewed annually by staff to assess student performance results. These include the SBAC, CELDT Testing, and local measures. Student performance results are compared to established District and State and Federal goals and benchmarks in the areas of reading, mathematics, writing, and English Language Development.

The effectiveness of program activities is assessed through the annual review of Consolidated Programs using student achievement data, classroom visitations, and staff and parent input. In this process, Site Principals, teachers, classified staff, and parents review data and contribute to overall findings and development of staff development which will best support student achievement.

Site principals and their leadership teams, including the SSC modify school plans and determine how the LEA Plan can best support established goals and related activities at the sites. Needs of teachers not meeting the “highly qualified” definition required by NCLB are also used as a basis for developing next steps in ongoing professional development for the sites and district. In addition, those activities which improve the knowledge of instructional practices for administrators are written into the plan. Finally, trainings which allow staff to involve parents in their children’s education are identified.

The Assistant Superintendent,Principals, Site Leadership Teams,Site Councils and DELAC Groups,School Board of Education

The Assistant Superintendent,Principals, Site Leadership Teams,Site Councils and ELAC/DELAC Groups,School Board of Education

Release time for Leadership Team to visit classrooms and write/modify plan.

N/A

$135.00/day for substitutes per leadership team member.

N/A

Title 1/EIA/SIP

68



Estimated Cost

Funding Source

Question #4 CONTINUED Activities must meet requirements of being researched based and sustained. Title II funds are coordinated with Title I professional development, as well as Title V, State EIA and Title III funds to support those activities, topics, coaching and strategies which will increase the achievement levels of students not meeting grade level standards. Site Single Plans for Student Achievement (SPSA) are presented to the Site Councils and DELAC groups for review and recommendations and to provide parents and staff members with an opportunity for input about the plans before they are finalized. Recommendations are included in a final draft which is approved by Site Councils. Then these plans, with the LEA plan, are sent annually to the School Board for review and approval.

LCAP Steering Committee

LCAP Steering Committee

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:

Based on the analysis of SBAC, CELDT, local data, and input from teachers to identify relevant student and teacher needs, the following professional development plan will be implemented to increase student achievement:

a. Teachers will be taught a format for the use of collaborative time focused on coordinating the teaching and assessing of key/essential standards in the grade level/content subject matter areas of most improvement. Strategies will include the disaggregation of testing data and alignment to standards; identification of benchmarks which indicate progress or mastery of standards; assessments which inform instruction; Explicit Direct Instruction and/or Cognitive Guided Instruction; analysis of student work; and effective practices which both address the needs of underachieving students and increase student achievement towards grade/subject matter standards.

a)Staff Development Mondays: All certificated teaching staff meet for 50 minutes weekly

a) Negotiated a) Negotiated a) General Fund

Please provide a description of: Persons Involved/ Related Estimated Funding

69

Timeline Expenditures Cost Source#5 Continued

b.Staff development days (Start of the year) Cooperative Structures, Cognitive Guided Instruction (CGI), SBAC Training

c. Ongoing support to increase staff members’ knowledge regarding effective strategies and programs for English Learner’s acquisition of English and of academic language needed to understand content area skills, knowledge and concepts.

d.Training in effective student engagement and classroom management skills to ensure an appropriate environment for teaching and learning.

e.Training in utilization of technology to support learning and teaching, particularly in the utilization of aligning student assignments and test items to standards and in reporting student results.

f. Training and time to develop standards based assessments which will identify student progress or student needs toward mastery of standards.

g.Administrators’ professional development will combine the leaders’ roles in supporting the implementation of a standards-based curriculum; organization and management for continuous improvement; addressing diverse needs of students; particularly those in the lowest-performing groups in the district; observational tools for supporting effective instruction in the classroom; and how to build leadership capacity for effective instruction in the classroom.

b) All teaching staff 5 days a year.

c) Coach Director of EL modeling and coaching of writing, reading strategies

d) All certificated staff identified as in need of these skills. BTSA Provider

Coaches

e) CS/Tech Coach

f) Principals, Teachers, Coaches during Staff Development Mondays

g) District and site admin during admin meetings

Coaches

b) Presenter fees Sub costsc) N/A

d) Teacher subs and stipends for follow-up.

e) Substitutes for teacher release time.f) none

g) none

b)2213.00

d) Coaching stipends for BTSA staff $1500yrPAR - $2000 per teacher

e) Listed

f) none

b) EIA C/O

d) Title II Part A,

e) Listed

Please provide a description of:Persons Involved/Timeline


Estimated Cost

Funding Source

6. How the LEA will integrate funds under this subpart with funds

70

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:

The CESD Technology Planning Committee will ensure that technology-related professional development links to student achievement and professional goals that support student achievement. Staff development needs will be identified through the use of the on-line CTAP surveys which identify professional needs for staff utilizing technology for teaching and learning. These needs will be directly related to student achievement needs, the implementation of state-adopted curricular materials and the implementation and reporting of standards based lesson objectives and related assessments. The Assistant Superintendent will work with the committee and sites to coordinate technology-related professional development activities with other district professional development activities. The expenditure of Title II, Part A funds will be utilized to support professional development, as it is outlined in both site plans and the District Technology Plan. The effectiveness of this staff development will be compiled annually, via teacher surveys and student achievement data, and a summary will be presented to both Site Councils and School Board, as per District Technology Plan evaluation and reporting criteria.

The Assistant Superintendent, IS Supervisor, Principals, Teachers, Site Councils/monthly

Technology Committee, IS Supervisor, Site Councils, School Board of Education

Promethean Board and accessories,Installation, training,Chromebooks

Estimates are being gathered for improving WI-FI capability

Tittle IILCFF



Estimated Cost

Funding Source

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

71

will be provided in the effective use of technology. (Note: A minimum of 25% of the Title II, Part D Enhancing Education through Technology funding must be spent on professional development.)

CESD has a District Technology Plan which is integrated into every site’s comprehensive school plan. The Technology Plan describes how students and teachers will access technology for teaching and learning and ultimately increasing student achievement. The plan’s goals for the utilization of technology to this end include goals outlining:

How technology will be used to support the district’s academic content standards to improve learning in core curricular areas.

How all K-12 students, including special populations, will use technology to increase literacy skills and meet district content standards.

How all students will acquire functional technological and information literacy skills to enhance learning.

How all students, including special populations, will have access to technology to support learning.

How all staff and administration will be provided a method of accessing real-time information on attendance, grades and academic progress to make student record keeping and assessment more efficient.

How technology will be utilized so that teachers and administrators can be more accessible to parents.

Assistant Superintendent, Principals, annual analysis and planning based on staff surveys; TrainingsOngoing as needed

Tech Coach Listed



Estimated Cost

Funding Source

#7 Continued The plan outlines how ongoing, sustained professional

development for teachers, administrators, and school library media personnel will be provided in the effective use of technology. Goals include the implementation of a district-funded staff development program to ensure all personnel

Site Technology Designee, IS Department, Site Tech Specialist, Media Resource

Training offerings for each group

72

effectively and efficiently use technology to support standards-based instruction. Activities include:

Creating grade level appropriate integration activities to support standards-based instruction in reading and writing.

Participating in local Technology Academies to continue the effective uses of technology.

Providing ongoing workshops and support in the District’s web-based program, for student record keeping and parent communication.

Training staff to use appropriate software to support grade level/content area instruction.

Teachers, Kagan/Tech Coach

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:

CESD is a small district with five schools. All five of the schools have regular School Site Councils to support and above the development their goals and other objectives. All of the District’s Site Councils, with the guidance of the Assistant Superintendent, conduct a needs assessment each spring from the three sources stated in #1: Administrator/Teacher/Paraprofessional qualifications, gaps noted in student achievement data, and individual site Instructional Needs Surveys. The sites and district use credential information to allocate funding to support professional development courses and activities for staff to meet HQ criteria.



Estimated Cost

Funding Source

# 8 Continued Sites use student assessment data, information about State API, Federal AYP benchmarks, and needs established from State and local testing to establish professional development goals which will increase student achievement on both standardized and California Standards assessments. Finally, the sites survey staff to identify professional needs which increase instructional efficacy. When appropriate, those sites involved in ongoing improvement processes continue to use

The Assistant Superintendent, Principals,Site Council representatives,

The Assistant Superintendent,

Release Time for teachers working on surveys and site staff development plans

$ 125.00 per day per teacher

LCFFTitle II

73

related data/observations, as part of the ongoing professional needs assessments. Data is then compiled to set staff development goals in school plans and shared with the District’s LCAP Steering Committee. Administrators work with the Assistant Superintendent to evaluate whether or not goals are tied to improving teachers’, principals’ and paraprofessional’s knowledge and skills; improve student achievement, particularly for those students below grade level in content area standards, and improve teaching and learning. Then, appropriate activities and strategies are selected to accomplish these goals at the site and district levels. These are incorporated into the Single School Plans of each site, and reviewed by site council parents, DELAC representatives and staff. The final draft is then reviewed and approved by the Board of Education. The Assistant Superintendent and coaches work with the Principals to monitor the impact of the activities and strategies, and adjust, as necessary.

Principals, Site Council members, District Joint Panel Committee

LCAP Steering Committee, Site Councils, DELAC members,Board of Education

The Assistant Superintendent, Principals



Estimated Cost

Funding Source

74

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.CESD professional development plan will be based upon the California

Standards for the Teaching Profession (CSTP): Engaging and Supporting All Students in Learning (including

students with different learning styles and needs). The use of Kagan Structures, Guided Reading and Cognitive Guided Instruction strategies and use of materials in all content areas to support differentiated instruction will lead to an increase in student engagement and time on task.

Creating and Maintaining an Effective Learning Environment (includes student behavior and parental involvement.) Effective classroom management strategies that incorporate parental involvement improve the learning environment leading to greater student achievement.

Understanding and Organizing Subject Matter for Student Learning Staff will better understand content as a result of ongoing staff development in Reading, writing and Math. Trainings will be provided through sub days, Staff Development Mondays and blue sheet time. Standards will be taught in a cyclically fashion as they pertain to the needs seen through analyzing student work samples. Identified areas of weakness will become the focus for instruction. Collaborative teams will determine the most effective strategies to address the areas of concern.

Planning Instruction and Designing Learning Experiences for All Students Differentiated instruction includes planning instruction for students with special needs, English Learners, and Gifted/ Talented students.

Admin, teachersaddressed annually in goals.

N/A N/A N/A



Estimated Cost

Funding Source

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#9 Continued Assessing Student Learning Data will be used to drive instruction and to determine students needing intervention, or enrichment. Developing as a Professional Educator Teacher collaboration time will focus on selecting essential standards,

identifying areas of need, based on student work samples, standardized and local test results, developing standard-based assessments, and sharing of effective teaching strategies.

Staff development will focus on the use of standards based materials to support the teaching and assessment of standards and use of technology for reporting mastery of standards to parents.

Specific seminars will address Professional Learning Communities Kagan Structures Guided Reading Cognitive Guided Instruction (CGI) Content Access through Repeated Exposure (CARE) The needs of new teachers through BTSA and Coaches Principal trainings to support standards based instruction, the implementation of Kagan Structures, the implementation of

strategies to support English Learners, and for using data to set instructional goals (especially for schools that do not make AYP)

Family Nights will be utilized to provide parents with strategies needed to better support their children in becoming academically proficient.

Principals, Teachers - Staff Development Mondays

Principals, teachers

Supt., Assist. Supt., Principals, Coaches, Teachers

Coaches, Principals, Teachers, parents

MaterialsBlue sheet timefood

$10000

None

Title I, Title II, Part A , Title III as appropriate,

Title I



Estimated Cost

Funding Source

76

10. How the LEA will use funds under this subpart to meet the requirements of Section 1119:

CESD will work with Madera County of Education (MCOE),

Association of California School Administrators (ACSA), CSU Fresno, Fresno Pacific University, CSU Stanislau, UC Merced and other Institutions of Higher Education (IHEs) to assure that principals’ professional development continues to assure they are highly qualified to support: standards implementation; instruction for struggling learners; working with parents; the analysis of data for continued gains in student achievement; and organizational strategies for continuous improvement.

The District will work with MCOE, CSU Fresno (CalTeach), Fresno Pacific University and other IHEs to access course work locally for multiple and single subject credentials in English/Language Arts, Mathematics, Science and English Language Development so that teachers may meet the requirements of Section 1119.

The District will enter into partnership with MCOE, CSU Fresno, Fresno Pacific College, and other IHEs to provide course work and tutoring in subject matter competency in English Language Arts, Mathematics, Science, English Language Development, Sheltered Strategies and writing.

Superintendent,Assistant Superintendent, County Schools Office

Superintendent Assistant Superintendent, Director of Business Services

Superintendent Assistant Superintendent, Director of Business Services

77

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Environments Conducive to Learning (Strengths and Needs):Please provide a list of the LEA’s strengths and needs regarding how students are supported physically, socially, emotionally, intellectually, and psychologically in environments that are conducive to learning, along with the LEA’s strengths and needs regarding student barriers to learning (e.g., attendance, mobility, and behavior).

STRENGTHS NEEDS Site activities are developed which focus

on the physical, social and emotional wellness of each student

Regularly scheduled facility checks are done with custodial staff which promote a clean and safe learning environment

Collaborative effort with the Chowchilla Police to promote safe learning environments

Effective (SRO) School Resource Officer program at all sites

K-8 schools have developed site specific bomb threat plans and lock-down plans.

Effective Madera County Probation Department presence on Wilson

Annual Safety-check, walk through at each campus

Psychologist support at all sites Collaboration with Camerena Health

Center

Coordinated implementation and staff development on the use of the District’s science-based approved program: I Can Problem Solve

Continued programs’ development focused on Alcohol/Drug and behavior related activities, as pointed out in the District’s Healthy Kids Survey.

Continued need for additional support services to provide emotional and counseling services

Continued need for bullying prevention programs

A developed understanding and use of the developmental assets

Environments Conducive to Learning (Activities):Please list the activities or programs supported by all NCLB or state funded programs that the LEA will implement to support students physically, socially, emotionally, intellectually, and psychologically in environments that are conducive to learning. Include programs and strategies designed to address students’ barriers to learning (e.g. attendance and behavior). Include a copy of the LEA’s code of conduct or policy regarding student behavior expectations.

ACTIVITIES I Can Problem Solve, the program, will be implemented within K-6 grades classrooms Memorandum of Understanding between the District and Chowchilla Police Department

will continue to provide campus police officer. (SRO - School Resource Officer) Memorandum of understanding between the CESD and the Madera County Probation

will continue to provide a liaison through Wilson Middle School. Attendance incentives such as awards at assemblies, will continue to be utilized in

addition to SARB proceedings. Site created behavior strategies will continue to evolve to improve student behavior. Drug Store Program will continue every other year at Wilson. Kagan Structures which support collaboration and effective communication.

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Needs and Strengths Assessment (4115(a)(1)(A) ):Based on data regarding the incidence of violence and alcohol, tobacco, and other drug use in the schools and communities to be served, and other qualitative data or information, provide a list of the LEA’s strengths and needs related to preventing risk behaviors.

STRENGTHS NEEDS Students demonstrating drug and alcohol abuse are

supported through internal counseling and SRO support

District psychologist responds to schools when support is needed

Comprehensive Student Reviews (CSRs)are conducted at each campus

School sites annually review and analyze specific incidents leading to suspensions and expulsions

Collaborative MOU with City resulting in the assigning an SRO to all sites

Effective support of district level staff: Special Service’s School Psychologist

Parent night informational meeting presented on gangs for our English and Spanish speaking audiences.

District schools celebrate Red Ribbon Week. Availability of gang information nights available to all

school sites Excellent collaboration and support with Chowchilla

Police and Fire Departments Positive relationships with Madera County

Alternative Schooling Programs District Wide dress code

Additional supportive services dedicated to reducing drug, alcohol, tobacco abuse and student conflict problems

Additional alternative education options

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Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Safe and Drug Free Schools and Communities (SDFSC) and Tobacco Use Prevention Education (TUPE)

Prevention Program Performance Indicators (4115(a)(1)(B) ):The LEA is required to establish a biennial goal for all of the performance indicators listed below. List specific performance indicators for each grade level served, and for each listed measure, as well as, the date of, and results from, the baseline administration of the Districts version of Healthy Kids Survey: Noted Improvement

Alcohol, Tobacco, Other Drug Use, and Violence PreventionPerformance Measures

From the California Healthy Kids Survey

Most Recent Survey date:

2014-2015Baseline

Data

BiennialGoal

(Performance Indicator)

The percentage of students that have ever used cigarettes will decrease biennially from: 5th 6%

7th 15%5th 5% 7th 10%

The percentage of students that have used cigarettes within the past 30 days will decrease biennially from:

7th 5% 7th 3%

The percentage of students that have used marijuana will decrease biennially from: 5th 1%

7th 8%5th 1%7th 7%

The percentage of students that have used alcohol within the past 30 days will decrease biennially from: 7th 16% 7th 15%

The percentage of students that have used marijuana within the past 30 days will decrease biennially from: 7th 4% 7th 3%

The percentage of students that feel very safe at school will increase biennially from: 5th 54%

7th 14%5th 60%7th 22%

The percentage of students that have been afraid of being beaten up during the past 12 months will decrease biennially by: 7th 23% 7th 22%

Truancy Performance Indicator – Number of Truants as reported in the UMIRS District wide divided by CBEDS =

432/1924 = 22.5%The percentage of students who have been truant will decrease annually by 3 % from the current LEA rate shown here.

NOTE: Calculate the percentage in the LEA by tallying the number of students who have been classified as truant during the school year per Education Code Section 48260.5, and dividing that total by the CBEDS enrollment for the same school year.

Actual 09-10 17.08%

15%

Protective Factors Most recent date: Biennial

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Performance Measuresfrom the California Healthy Kids Survey

2014-2015Baseline Data

Goal(Performance

Indicator)The percentage of students that report high levels of caring relationships with a teacher or other adult at their school will increase biennially from:

5th 67% 7th 32%

5th 70%7th 35%

The percentage of students that report high levels of high expectations from a teacher or other adult at their school will increase biennially from:

5th 55%7th 62%

5th 67%7th 64%

The percentage of students that report high levels of opportunities for meaningful participation at their school will increase biennially from:

5th 26%7th 18%

5th 30%7th 20%

The percentage of students that report high levels of school connectedness at their school will increase biennially from: 5th 46%

7th 34%5th 50%7th 36%

Other Performance MeasuresList below any other performance measures and performance indicators the LEA has adopted specific to its prevention programs (drug, violence, truancy, school safety, etc.). Specify the performance measure, the performance indicator goal, and baseline data for that indicator.

LEA Specified Performance MeasuresSuspension Rates

Performance Indicator

Goal 2013-2014Number of

Suspensions

BaselineData

2008-2009

Suspension data is tracked throughout the District by site. The data reported here is broken down by Elementary, Junior High, High School and alternative education.

The number of student suspensions for violence [48900 (a)] will decrease biennially

The number of student suspensions for use, sale, possession of alcohol or drugs [48900 (c)] will decrease biennially at the secondary level by:

District wide suspension rate =All - 176/2150=8%

Violent/ Drug-115/2150=5%

Drug

District wide suspension rate = All - 374/1924=19.4%

Violent/ Drug-207/1924=10.8%

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Science Based Programs (4115 (a)(1)(C) ):The LEA must designate and list the science-based programs (programs proven by science to effectively prevent tobacco use, alcohol use, other drug use, and violence) selected from Appendix C. From Appendix C, list the scientifically based programs the LEA will adopt and implement to serve 50 percent or more of the students in the target grade levels. Indicate below your program selections, and provide all other requested information.

Science-Based Program NameProgramATODV Focus

TargetGradeLevels

TargetPopulation

SizePurchase

DateStaff

Training Date

StartDate

I Can Problem Solve 2007-2008 X K-6 1510 Continuing Aug 2008 8/2007

I Can Problem Solve 2008-2009 X K-6 1800 On-going Sept 2015

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Research-based Activities (4115 (a)(1)(C) ):Based on the research cited in Appendix D, check the box for each activity the LEA will implement as part of the comprehensive prevention program and provide all other requested information.

Check Activities Program ATODV Focus Target Grade LevelsX After School Programs Getting Results Part 1 pp7-78 K-8

X Conflict Mediation/Resolution Getting Results Part I pp 63-65 and 127-129 K-8

X Early Intervention & Counseling Getting Results Part I pp.72, 100-101, 106-107 K-8

X Family and Community Collaboration Getting Results Part IPp104-105, Part II pp.26-28, 33 K-8

X Positive Alternatives

Getting Results Part Ipp79-81, 104-106, 108-109

CLUB YES! After School“Drug Store” / 5K Fun Run

K-8

7-8

X School Policies Getting Results Part Ipp. 66-72, Part II pp. 22-23 K-8

X Tobacco-Use Cessation

Getting results Part IIpp.28, 42-43, 72-74

Materials supplied by CDECalifornia Smokers Helpline

Wilson - 5K Fun Run4 – 7

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Promising or Favorable Programs (4115 (a)(3) ):The LEA may – but is not required to – designate and list the promising or favorable programs (programs whose effectiveness is not as strongly established though scientific evidence) selected from Appendix E. From Appendix E, list the promising or favorable programs the LEA will adopt and implement to serve 50 percent or more of the students in the target grade levels. Indicate below your program selections, and provide all other requested information.

Promising Program name ProgramATODV Focus

Target GradeLevels

TargetPopulation

Size

Purchase Date

Staff Training

Date

Start Date

Waiver to Adopt Promising or Favorable Programs not listed in Appendix E:Check the box below if the LEA will submit an application for waiver in order to include other promising or favorable programs not found in Appendix E. Programs not listed in Appendix E will be considered on a case-by-case basis. The LEA must demonstrate that the program for which a waiver is requested is legitimately innovative or demonstrates substantial likelihood of success. The CDE will provide under separate cover additional information and the forms for submitting a waiver request.

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Analysis of Data for Selection of Programs and Activities (4115 (a)(1)(D) ):For each selected Appendix C programs or Appendix D activities, provide a brief narrative rationale based on the LEA’s analysis of CSS, CHKS, and CSSA data related to why the LEA selected these programs and activities for implementation.

The CALIFORNIA HEALTHY KIDS SURVEY of 2007-2008, as well as, the Consolidated Application for funding, 2009-2010 indicated a need for instruction and activities to educate our students to resolve interpersonal problems and prevent antisocial behaviors. As the result of program implementation the number of suspensions has been cut in half. CESD will continue its implementation of counseling, Kagan Structures, Peer Mediation, the use of a SRO and I Can Problem Solve.

The number of suspensions based on the Consolidated Application, 2008-2009/2009-2010 data for two years to now reflects the improvement of our students to appropriately deal with conflict. Suspensions and expulsions rates have decreased by more than half.Suspensions 2007= 18.62% Suspensions 2009 = 19.4% Suspensions 2013-2014 = 8%Expulsions 2007 = 1.13% Expulsions 2009 = 1.25% Expulsions 2013-2014 = .28%

The District continues to choose the research-validated program to address these concerns, because the program has demonstrated effectiveness and success and meets requirements of state and federal guidelines. Current leadership values asset building and site leadership in order to make changes in school climate.

Evaluation and Continuous Improvement (4115 (a)(2)(A) ): Provide a description for how the LEA will conduct regular evaluations of the effectiveness of the LEA’s alcohol, tobacco, other drug use and violence prevention program. Describe how the results of the evaluation will be used to refine, improve and strengthen the program.

The results from District’s 2013-2014 version of a HEALTHY KIDS SURVEY were received and distributed to the school sites in May 2014. The results showed that students and families felt that our sites were safe and clean environments for learning. More than 90% of our families felt supported and felt able to communicate effectively with staff. The School Site Councils will review the data making recommendations to the schools which address school and district needs. Informal staff surveys are given to teachers during the school year to determine implementation of lessons.

Conversations concerning the District’s version of the Healthy Kids Survey took place with staff to determine priorities. Implementation of “I Can Problem Solve” is a component of addressing the chosen issues.

Use of Results and Public reporting (4115 (a) (2) (B)):

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Describe the steps and timeline the LEA will use to publicly report progress toward attaining performance measures for the SDFSC and TUPE programs. Describe how the evaluation results will be made available to the public including how the public will be provided notice of the evaluation result’s availability.

The results from the District’s version of the CALIFORNIA HEALTHY KIDS SURVEY 2013-2014 were received and distributed to the school sites in May of 2014. The results demonstrate areas of concern which will be targeted by school goals and which will be subject of focused lessons using the District’s selected program, I Can Problem Solve. The School Site Councils will review the data making recommendations to the schools which address school and district needs. Informal staff surveys will be given to teachers during each school year to determine implementation of lessons.

Healthy Kids Survey conversations are taking place with staff to determine priorities. Implementation of “I Can Problem Solve” will be a component of addressing the chosen issues.

Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E) ):Briefly describe how SDFSC funded program services will be targeted to the LEA’s schools and students with the greatest need. (Section 4114 [d][3]) Chowchilla Elementary has adopted I Can Problem Solve as our foundational program. Interactive activities in the ICPS program develop students' sequential, consequential, and alternative thinking skills. Students begin by learning the vocabulary necessary to understand cause and affect relationships. Students work through a series of activities applying these skills to stories and situations that strengthen their problem-solving competencies. This enables them to manage and solve everyday problems more effectively. Tips for integrating lessons into other subject areas, extension activities, activity sheets, parent letters, and black-line masters are included. Published research on this program has shown positive behavioral impacts. This program is identified an approved science based program. We are using this program to support the district philosophy of Character Education pertaining to developing traits of respect, responsibility, honesty and courage. Our version of the California Healthy Kids’ Survey results (2013-2014) will direct staff attention, initiate discussion and may direct the acquisition of additional resources and programming for grades K-6. A committee of parents, teachers and administrators will comprise a selection committee to review and recommend a middle school program. Positive interactions with at-risk students by site counselors and resource officer will take place through extra-curricular activities, assemblies, and playground interactions. Extra-curricular activities will be used to focus on alcohol, tobacco, drug, violence and youth development.

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Coordination of All Programs (4114 (d)(2)(A) ): Provide a detailed, but brief, explanation of how the LEA will coordinate SDFSC funded alcohol, tobacco, other drug and violence prevention programs with other federal state and local prevention programs.

The local Valley State Prison (VSP) adopted one elementary campus. VSP Staff provided a Back-to-School BBQ at the campus and provided backpacks and school supplies to the children.

Chowchilla Elementary has developed a close partnership with the Chowchilla Police Department. The district employs a part-time Resource Officer to assist with positive interactions with students at all campuses. She also assists with drug, alcohol, tobacco and violence discussions and interventions.

Parent Involvement (4115 (a)(1)(e) ):Provide a brief, but detailed, description of the parent involvement and describe the parent notification procedures used to meet requirements under NCLB Title IV, Part A – SDFSC program.Parent Involvement:Parents are actively involved at the school sites and at the district level through a variety of coordinated training activities and committee meetings. These meetings focus on safety and other issues relevant to safe and drug-free schools. Family Nights are also scheduled throughout the year in the areas of, literacy, math, parenting and English classes. The LCAP Steering Committee (Formerly DAC, still serves much the same function)meets four times annually to review and monitor issues noted in the LEA Plan. Parents are invited to contact the schools to participate, when their interest and time allow them to do so.

Parent Notification:The District annually provides to parents, notification, as required by state and federal law. Information pertaining to the annual parent notification requirements is received from the district’s legal counsel, undergoes internal district review and then is printed and distributed to all families whose students attend K-8 schools.

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TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460):Describe the TUPE services and referral procedures for pregnant minors and minor parents enrolled in the LEA and how they will be provided with tobacco-use prevention services. Include students participating in programs such as the California School Age Families Education (Cal-SAFE) program, the Adolescent Family Life Program (AFLP) administered through the Department of Health Services, and the Cal-Learn program administered by the Department of Social Services.

The District’s Nurse works with students that are identified, or self-reported, as pregnant or potentially pregnant minors. Administrators, counselors, and psychologist meet with minor students and makes confidential referrals to Madera County’s public health agencies, or the student’s private physician. If the student visits Trinity Pregnancy Resource Center the first time, there is no charge for the visit. All results are confidential. If the student chooses to meet with nursing staff, they will discuss how and when the student will inform her parents. The student will also be directed to appropriate medical support groups, such as Alpha Pregnancy which provides additional support services. District nursing staff and staff of Merced County Golden Valley Health Clinic will be asked to support the District in its effort to inform pregnant minors of the danger of smoking and the cessation services that are available.

Chowchilla Elementary School District operates an Independent Study Program that is in compliance with all applicable laws and reporting procedures. This program is run on an “as served-as-need” basis. Pregnant or childcare giving teens, are given priority. Plans to make pregnant minors aware of the dangers of smoking and of cessation services will be incorporated within the independent study program by the end of the current school year.

TUPE Funded Positions (Health & Safety Code 104420(b)(3) ):

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Provide full time equivalent (FTE) staffing configuration for all TUPE funded positions. (Health and Safety Code section104420 [b][3])

Position/Title Full time equivalent

No Longer Funded

Additional Mandatory Title I Descriptions

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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.

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.”

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 identify schools eligible for Title I funding:

Number of children in families receiving assistance under the 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.

Number of children eligible for Free/Reduced Price Lunch programs;

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

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

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

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

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Additional Mandatory Title I Descriptions(continued)

Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single school districts, if conducting a schoolwide program authorized under Section 1114, may attach a copy of the Schoolwide 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 Schoolwide, 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 ).


For schoolwide programs (SWP), describe how the LEA will help schools to bring together all resources to upgrade the entire educational program at the school and include assistance in activities such as:

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

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

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

Proven strategies that address the needs of historically under -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.

CESD will: Conduct Comprehensive student reviews each year to

determine strengths and needs of students Review student work samples in relation to state

standards. Schoolwide reform will result in adopting strategies that provide opportunities for all children to meet state standards.

Search out and implement effective methods and instructional strategies based on scientifically-based research such as CGI, Guided Reading, Kagan Structures, and Lucy Calkin’s Units of Study

Implement structures that extended learning time, extend the school year, before and after school instruction and summer programs.

Utilize proven strategies that address the needs of historically under -served students, low achieving students, and those at risk of not meeting state standards such as those used in Project GLAD.

Hire highly qualified teachers and adopt strategies to attract and keep such teachers, such as quality PD.

Offer high quality and ongoing professional development for teachers, principals, paraprofessionals, and if

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http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp

http://www.cde.ca.gov/sp/sw/rt

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.

appropriate, pupil services personnel, parents and other Adopt Family Night Trainings to support parent

involvement Develop protocols for assisting preschool children in

transitioning from early childhood programs to elementary school programs

Provide timely and effective additional assistance to students who experience difficulty mastering state standards through both in-class supports and through site interventions.

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.

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

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requirement:If the LEA has a PI school(s), describe technical assistance activities the LEA will provide to help the PI school, such as the following:

Assistance in developing, revising, and implementing the school plan.

Analyzing data to identify and address problems in instruction, parental involvement, professional development and other areas.

Assistance in implementing proven and effective strategies that will address the problems that got the school identified as PI and will get the school out of PI.

Assistance in analyzing and revising the school budget so the school’s resources are used effectively.

CESD provides assistance such as: The District provides guidance as school sites develop

and revise their site plans, based on scientifically based research to strengthen the core academic subjects and address specific academic issues

The District provides assistance to school (s) to analyze data and budgets

The District Surveys students, parents and staff to provide stakeholder input to sites regarding instruction, safety, and parental involvement

The District in conjunction with Madera County Office of Education coordinates the CGI and PLC trainings at each school site through various training activities. This process focuses on the student –centered implementation of the state standards, teaching strategies and the development of collaborative structures.

All low achieving school sites will establish specific annual, measurable objectives for continuous and substantial progress. This progress will be measured by local assessments housed in Data Driven Classroom, as well as SBAC testing results.

The District supports a variety of before school, after school and intersession activities

LCAP steering Committee reviews district and site budgets and recommends appropriate expenditures.


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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 School Improvement.”

Description of how the LEA is meeting or plans to meet this requirement:Describe the process for parent notification of the school’s identification as PI, including notification of the right for students to transfer to another school that is not PI with paid transportation, and the right to receive supplemental services.

Our schools are grade level specific which do not allow for School choice as only one school within the district serves any given grade level which make Notification Criteria for School Choice not applicable.

Parents of children attending a low performing school will be informed annually of those supplemental services that are available.

Describe how the LEA will provide school choice and supplemental services to eligible children, including the selection of the children to receive services.

Parents will be allowed to choose from the list of service providers made available by the school district.

The parents in partnership with the program they choose will develop the student achievement goals, the assessment for progress and the timeline. The school district will be available to lend support in this area.

The goals should be tied to grade level standards.

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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.”


Describe the LEA’s strategies for coordinating resources and efforts to help schools retain, recruit and increase the number of highly qualified teachers, principals, and other staff.

CESD strives to hire only Highly Qualified (HQ) staff. In the event that a candidate is not HQ, CESD works with CalTEACH and surrounding colleges / universities to develop a plan to remedy the credentialing issue. Additionally, CESD provides a great deal of ongoing staff development each year to support the effective use of best practices. These trainings involve all layers of CESD staff.

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

CESD conducts Family Night or Common Core Nights each year. Informing parents of the changes in state identified standards and instruction to meet those standards is communicated and modeled. Strategies to better support the academic proficiency of our students are shared through these events.

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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.


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, including programs such as:

a. Even Startb. Head Startc. Reading Firstd. Early Reading Firste. Other preschool programsf. Services for children that are migratory, neglected or delinquent,

Native American (Title VII, Part A), homeless, immigrant, and limited-English proficient, and children with disabilities.

Compare to programs listed on Page 11 of the LEA Plan to determine if all active programs have been addressed.

CESD works with the Madera County of Education in maintaining state Preschool classes and a Pre-K /Kindergarten Special Day Class (SDC). The SDC teacher also coordinates efforts and services with the local Head Start programs.

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Chowchilla ESDBoard PolicyParent Involvement

BP 6020 Instruction

The Board of Trustees recognizes that parents/guardians are their children's first and most influential teachers and that sustained parent involvement in the education of their children contributes greatly to student achievement and a positive school environment. The Superintendent or designee shall work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home.

Parents/guardians shall be notified of their rights to be informed about and to participate in their children's education and of the opportunities available to them to do so.

The Superintendent or designee shall regularly evaluate and report to the Board on the effectiveness of the district's parent involvement efforts, including, but not limited to, input from parents/guardians and school staff on the adequacy of parent involvement opportunities and barriers that may inhibit parent/guardian participation.

Title I Schools

Each year the Superintendent or designee shall identify specific objectives of the district's parent involvement program for schools that receive Title I funding. He/she shall ensure that parents/guardians are consulted and participate in the planning, design, implementation, and evaluation of the parent involvement program. (Education Code 11503)

The Superintendent or designee shall ensure that the district's parent involvement strategies are jointly developed with and agreed upon by parents/guardians of students participating in Title I programs. Those strategies shall establish expectations for parent involvement and describe how the district will carry out each activity listed in 20 USC 6318. (20 USC 6318)

The Superintendent or designee shall consult with parents/guardians of participating students in the planning and implementation of parent involvement programs, activities, and regulations. He/she also shall involve parents/guardians of participating students in decisions regarding how the district's Title I funds will be allotted for parent involvement activities. (20 USC 6318)

The Superintendent or designee shall ensure that each school receiving Title I funds develops a school-level parent involvement policy in accordance with 20 USC 6318.

Policy CHOWCHILLA ELEMENTARY SCHOOL DISTRICTadopted: August 10, 2009 Chowchilla, Californiaupdated: September 14, 2015

Part III

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Assurances and Attachments

Assurances

Signature Page

Appendix

Appendix A: California’s NCLB Performance Goals and Performance

Indicators

Appendix B: Links to Data Web sites

Appendix C: Science-Based Programs

Appendix D: Research-based Activities

Appendix E: Promising or Favorable Programs

Appendix F: NCLB Legislation, Sections 1111 through 1120

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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.

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

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

TITLE I, PART A

The LEA, hereby, assures that it will:

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

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

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

14. Provide technical assistance and support to schoolwide programs.

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

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

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

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

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

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

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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.

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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.

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.

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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:

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

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

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

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

TITLE 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-English-proficient students.

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

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

TITLE IV, PART A

45. The LEA assures that it has developed its application through timely and meaningful consultation with State and local government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals).

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

47. The LEA assures that funds under this subpart will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under

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this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds.

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

49. The LEA has, or the schools to be served have, a plan for keeping schools safe and drug-free that includes:

Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the illegal use, possession, distribution, and sale of tobacco, alcohol, and other drugs by students.

Security procedures at school and while students are on the way to and from school.

Prevention activities that are designed to create and maintain safe, disciplined, and drug-free environments.

A crisis management plan for responding to violent or traumatic incidents on school grounds.

A code of conduct policy for all students that clearly states the responsibilities of students, teachers, and administrators in maintaining a classroom environment that:

o Allows a teacher to communicate effectively with all students in the class.

o Allows all students in the class to learn.o Has consequences that are fair, and developmentally appropriate.o Considers the student and the circumstances of the situation.o Is enforced accordingly.

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

TITLE IV, PART A, SUBPART 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

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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

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“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% 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.

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SIGNATURE PAGE

_______________________________________Print Name of Superintendent

_______________________________________Signature of Superintendent

_______________________________________Date

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APPENDIX A

On May 30, 2002, the California State Board of Education (SBE) adopted the five goals and 12 performance indicators for No Child Left Behind, 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.

1.1Performance 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). )

1.2Performance 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). )

1.3Performance 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-proficientStudents, 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.

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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). )

Performance Goal 4: All students will be educated in learning environments that are safe, drug free, and conducive to learning.

4.1 Performance indicator: The percentage of persistently dangerous schools, as defined by the State.

Performance Goal 5: All students will graduate from high school.

5.1 Performance indicator: The percentage of students who graduate from high school, with a regular diploma: disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically

disadvantaged; and, calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

5.2 Performance indicator: The percentage of students who drop out of school: disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically

disadvantaged; and calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data

Appendix BLinks to Data Web sites

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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)http://www.cde.ca.gov/psaa/api/index.htm

California Basic Educational Data System (CBEDS)http://www.cde.ca.gov/demographics/coord/

California English Language Development Test (CELDT)http://www.cde.ca.gov/statetests/celdt/celdt.html

California High School Exit Exam (CAHSEE)http://www.cde.ca.gov/statetests/cahsee/eval/eval.html

California Standardized Test (CST)http://www.cde.ca.gov/statetests/index.html

DataQuesthttp://data1.cde.ca.gov/dataquest/

School Accountability Report Card (SARC)http://www.cde.ca.gov/ope/sarc/

Standardized Testing and Reporting (STAR) Programhttp://www.cde.ca.gov/statetests/star/index.html

Chowchilla Elementary School District 3 Year Average API (2012-2014)

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http://www.cde.ca.gov/statetests/star/index.html

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

http://data1.cde.ca.gov/dataquest/

http://www.cde.ca.gov/statetests/index.html

http://www.cde.ca.gov/statetests/cahsee/eval/eval.html

http://www.cde.ca.gov/statetests/celdt/celdt.html

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

http://www.cde.ca.gov/psaa/api/index.htm

Chowchilla Elementary School District 2013-2014 APR

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Suspension and Expulsion Report For 2014-15

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Suspension and Expulsion Rates Chowchilla Elementary ( 2065193 )

Report:

Year:

District:

(Students Suspended and Students Expelled divided by Cumulative Enrollment) multiplied by 100

List of district and independently reporting charters that did not certify their 2014-15 CALPADS End-of-Year 3 - Discipline submission.

Chowchilla Elementary Report

School CodeCensus

EnrollmentCumulative Enrollment

Students Suspended

Suspension Rate

Students Expelled

Expulsion Rate

Fairmead Elementary 6023931 491 532 69 13.0 2 0.4

Merle L. Fuller Elementary 6023881 503 551 5 0.9 0 0.0

Ronald Reagan Elementary 0113076 460 500 19 3.8 0 0.0

Stephens Elementary 6023899 244 274 0 0.0 0 0.0

Wilson Middle 6023907 492 531 87 16.4 6 1.1

Report Total

Level CodeCensus

EnrollmentCumulative Enrollment

Students Suspended

Suspension Rate

Students Expelled

Expulsion Rate

Chowchilla Elementary 2065193 2,190 2,385 180 7.5 8 0.3

Madera County Total 20 30,865 32,461 2,385 7.3 51 0.2

State Total 00 6,235,520 6,418,044 243,603 3.8 5,692 0.1

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http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=SusExpRt&cCDS=00000000000000&cName=Statewide&cLevel=State

http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=cSusExpRt&cLevel=County&cCDS=20000000000000&cName=Madera%20County

http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=sSusExpRt&cCDS=20651936023907&cName=Wilson%20Middle

http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=sSusExpRt&cCDS=20651936023899&cName=Stephens%20Elementary

http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=sSusExpRt&cCDS=20651930113076&cName=Ronald%20Reagan%20Elementary

http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=sSusExpRt&cCDS=20651936023881&cName=Merle%20L.%20Fuller%20Elementary

http://dq.cde.ca.gov/dataquest/SuspExp/suspexplrate.aspx?cYear=2014-15&cType=ALL&cChoice=sSusExpRt&cCDS=20651936023931&cName=Fairmead%20Elementary

http://dq.cde.ca.gov/dataquest/SuspExp/Noncertified201415.aspx

TRUANCY REPORT FOR 2014-2015 Not Available

-

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Chowchilla Elementary School District2014-2015 Title III Accountability ReportsLocal Educational Agency (LEA) Level Data

July 14, 2015LEA:Chowchilla ElementaryCounty:MaderaCDS Code:20-65193-0000000School-level DataDataQuest Help

This is preliminary English Learners (ELs) report data on the annual measureable achievement objectives (AMAOs) 1 and 2 for 2014-15. The 2014-15 Title III Accountability Report will be released in Fall 2015.

AMAO 1 - Percentage of ELs Making Annual Progress in Learning English

Number of 2014-15 Annual CELDT Takers586Number with Required Prior CELDT Scores585Percentage with Required Prior CELDT Scores99.8%Number in Cohort Meeting Annual Growth Target308Percentage Meeting AMAO 1 in LEA52.6%2014-15 Target60.5%Met Target for AMAO 1No

AMAO 2 - Percentage of ELs Attaining the English Proficient Level on the CELDT

Less than 5 Years CohortNumber of 2014-15 English Learners in Cohort492Number in Cohort Attaining the English Proficient Level101Percentage in Cohort Attaining the English Proficient Level20.5%2014-15 Target24.2%Cohort Met TargetNo5 Years or More CohortNumber of 2014-15 English Learners in Cohort191Number in Cohort Attaining the English Proficient Level84Percentage in Cohort Attaining the English Proficient Level44.0%2014-15 Target50.9%Cohort Met TargetNoMet Targets for AMAO 2NoNote:

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http://preview.cde.ca.gov/title3/needhelp.asp#print_tips

http://dq.cde.ca.gov/dataquest/t3/dtl.aspx?rt=lea&cds=20651930000000&schyear=2014-15

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