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LEA Plan Addendum Draft Plan v.3 2008-2009

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LEA Plan Addendum Draft Plan v.3 2008-2009 Powered By Docstoc
					California Department of Education August 18, 2008

District Name: Sacramento City Unified

CD Code: 34-67439

School District

DRAFT
LOCAL EDUCATIONAL AGENCY PLAN ADDENDUM TEMPLATE The No Child Left Behind (NCLB) Act of 2001 Section 1116(c)(7)(A) requires that local educational agencies (LEAs) identified for Program Improvement (PI) shall, not later than three months after being identified, develop or revise an LEA Plan, in consultation with parents, school staff, and others. Rather than completely rewriting the existing LEA Plan, we recommend using this Plan Addendum template to address the items below. Type your responses in the expandable text boxes. Please submit your completed Addendum by e-mail to LEAP@cde.ca.gov. The Plan Addendum, which must be submitted to the California Department of Education (CDE) no later than January 9, 2009, is required to:

1. Address the fundamental teaching and learning needs in the schools of that LEA and the specific academic problems of low-achieving students, including a determination of why the prior LEA Plan failed to bring about increased student achievement.
Please describe how you will address those needs and problems and include a determination of why the prior LEA Plan was not successful. (See DAS, Standards-based Curriculum,
Instruction & Assessment, pp. 3-5)

Persons Involved/Timeline Associate Superintendents, District Administrators, Directors, Coordinators, Site Administrators, teachers, staff and parents Ongoing

Related Expenditures

Estimated Cost

Funding Source

Based on the analysis of the 2007-2008 Accountability Report and the results of the Academic Performance Survey (APS), District Assistance Survey (DAS), and the English Learner Sub-Group Self Assessment (ELSSA), the following areas reflect the most need: 1. Intervention and Support for students who are not meeting standards 2. Professional Development 3. Collaboration Structures

Numbers 1,3, and 4 were Identified and funded in LEA Plan approved February 2009

Funding to support additional professional development increased to $2,300,481

-Title I
-Staff Development Math and reading

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4. Full Implementation of Board Policy Priority #1: Equity, Access and Achievement For Every Student By Name: (1.1) Closing the Achievement Gap, (1.2) Improving English Language Arts Proficiency, (1.3) Improving Math Proficiency, and (1.4) Success for Program Improvement Schools

Contributing factors to the lack of success of the current LEA plan are as follows: • Existing racial achievement disparities are systemic. (i.e. Criteria schools/ programs, concap) • Lack of K-12 full implementation of the standards-based instructional core curriculum. • Lack of coherence of professional development activities to support the needs of students. • Lack of K-12 full implementation of targeted interventions and support systems that address student learning needs. • Lack of full implementation of the Response to Intervention (RTI) framework. • Lack of consistent use of K-12 student achievement to inform professional development needs. • Lack of consistent use of research based instructional strategies. • Lack of consistent implementation of LEA plan actions across the district. • Lack of effective use of fiscal resources to address student academic needs. • Lack of Instructional focus on the needs of ELL and Special Education students. • Lack of strategic use of instructional minutes to maximize intervention and support opportunities.

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Lack of retention of certificated and classified personnel at the site as well as district office. Lack of retention of certificated and classified personnel at the site as well as district office.

Based on survey results, actions identified to address fundamental teaching and learning needs: • Consistently implement Equity Leadership and Culturally and Linguistically Responsive instructional practices. • Purchase state-adopted core curriculum consistent with the state adoption cycle. • Consistent implementation and monitoring of standards-based instructional core curriculum with fidelity. • Consistent design and monitoring of instructional program and master schedules to ensure intervention and support structures at the site. • Provide professional development focused on instructional leadership and accountability for administrators • Monitor classroom instructional delivery, management, and student engagement. • Provide meaningful and relevant feedback to teachers through classroom visitations to align practices that impact student achievement. • Fully Implement and monitor the District’s Response to Intervention (RTI) Framework. • Consistently develop and align professional development opportunities which are aligned to research-based instructional strategies with a specific emphasis on improving the instruction provided to English Learners and Special Education students.

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Fully implement and monitor the English Language Learner Action Plan. Provide professional development to staff and councils regarding effective use of fiscal resources to increase student learning. Monitor use and allocation of school site resources to ensure the needs of targeted students are being met. Identify strategies to support the retention of highly motivated and qualified staff (i.e. certificated and classified).

2. Include specific measurable achievement goals and targets for student groups consistent with Adequate Yearly Progress (AYP).

Please describe those goals and targets for student achievement, participation, growth on the API, and graduation rate, if applicable. (See DAS, Standards-based Curriculum, Instruction & Assessment, pp.3-5)
2008 % Proficient or Advanced 45.4 34.7 39.8 50 62.7 36.1 37.0 2009 Target
(AMO45%)

Additional Indicator - API 2010 Target Growth 2.27 10.3 5.2 2.5 3.14 8.9 8
(AMO56%

English Language Arts District-All students African American American Indian Asian Filipino Hispanic Pacific Islander

% Tested 100 100 99 100 100 100 100

2011 Target Growth 8.33 11 11 3.5 3.4 11 11
(AMO67%)

47.67 45 45 52.5 65.84 45 45

56 56 56 56 68.98 56 56

67 67 67 67 72.38 67 67

Growth 11 11 11 11 3.6 11 11

2007 Base 2008 Growth Change 2009 Growth Target

719 734 15 36

Additional Indicator – Graduation Rate 2007 Rate

86.9

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White Socio-Econ. Disadv. English Learners Students w/Disabilities

100 100 100 99 2008

63.4 36.0 31.3 22.4 % Proficient or Advanced 51.7 36.3 44.6 64.6 69 43.5 42.8 63.9 45.2 46.6 29.0

66.57 45 45 45 2009 Target (AMO45.5)

3.17 9 13.7 22.6

69.9 56 56 56 2010 Target (AMO56.4)

3.33 11 11 11

73.4 67 67 67 2011 Target (AMO67.3)

3.5 11 11 11

2008 Rate Change 2009 Target Growth

81 3.1 4

Mathematics District-All students African American American Indian Asian Filipino Hispanic Pacific Islander White Socio-Econ. Disadvan. English Learners Students w/Disabilities

% Tested 100 100 99 100 100 100 100 100 100 100 99

54.29 45.5 45.5 67.83 72.5 45.5 45.5 67.1 45.5 45.5 45.5

Growth 2.59 9.2 .9 3.23 3.45 2.8 2.7 3.2 0.3 2.33 16.5

56.4 56.4 56.4 71.2 76.1 56.4 56.4 70.4 56.4 56.4 56.4

Growth 2.11 10.9 10.9 3.39 3.63 10.9 10.9 3.36 10.9 7.47 10.9

67.3 67.3 67.3 74.8 79.9 67.3 67.3 73.9 67.3 67.3 67.3

Growth 10.9 10.9 10.9 3.56 3.8 10.9 10.9 3.5 10.9 10.9 10.9

3. Incorporate scientifically based research strategies that strengthen the core academic program in schools served by the LEA. Please describe the specific strategies that you will use and Persons Related Estimated Funding how you will accomplish this. Involved/Timeline Expenditures Cost Source Associate Strategies to ensure high quality first instruction: Superintendents, District • Select and implement State Board of Education Administrators, (SBE) adopted reading and math core programs

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and interventions in all schools. Monitor instructional time for core curriculum and interventions as outlined in the State Frameworks. Develop and implement a master schedule that responds to the needs of the students. Implement proven interventions and supplemental materials to strengthen the core academic program for all students. Define quality first instruction and communicate expectations to all teachers and site administrators. Train teachers and administrators on researchbased best instructional practices, standards. Consistent implementation of the District’s Response to Intervention Framework. Use consistent pacing and periodic benchmark assessments. Expand the use of web-based student data management system for use in placement, progress monitoring, and documenting intervention history for all students. Build Professional Learning Communities, Small Learning Communities, and Academic Conferences district-wide. These structures will be characterized by shared purpose, collaborative activity, and collective responsibility among staff, with a focus on student achievement. Provide continuous opportunities for grade level/subject articulation to support differentiated instruction K-12 (e.g. students with disabilities, ELL students, and GATE). Consistent implementation of “district-wide walkthrough protocol” to monitor quality first instruction.

Directors, Coordinators, Site Administrators, teachers, staff and parents Ongoing

Strategies to ensure the effective use of state approved

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interventions in reading and math: • Adopt and implement State Board Education (SBE) reading and math intervention curriculum and materials. • Ensure use of categorical money to support the needs of students in intervention programs. • Allocate time in the master schedule for the implementation of interventions. • Publish, distribute and monitor implementation of district wide protocol for student placement and exit criteria in intervention programs for targeted subgroups. • Define and communicate entrance and exit criteria for students participating in intervention programs. • Ongoing training for new administrators and new teachers in the following areas: Response to Intervention (RTI), Special Education policies and procedures including alternative assessment, English Language Development, and Specially Designed Academic Instruction in English (SDAIE). Strategies to ensure high quality instructional leadership: • • • Communicate the intent, focus and content of the district’s strategic plan to all stakeholders in the school community. Ensure instructional focus, alignment, expectations, and opportunities (FAEO) are at the core of the school/district meetings. Provide differentiated training for site administrators in the use of data analysis and facilitation skills to enhance the effectiveness of instructional leadership.

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Communicate the intent, focus and content of the district’s strategic plan to all stakeholders in the school community. Provide research based instructional strategies and feedback to teachers for effective first instruction. Develop opportunities for on-going collaboration on best practices.

4. Identify actions that have the greatest likelihood of improving student achievement in meeting state standards.
Please identify those actions. (See DAS, Standards-based
Curriculum, Instruction & Assessment, pp. 3-5)

Actions that ensure high quality first instruction: • Ensure all students receive quality first instruction. • Utilize data analysis to enhance the structure of academic conferences, grade level meetings, department meetings and professional learning communities. • Support and monitor site leadership team utilization of grade level standards maps. • Support and monitor site leadership team’s use of web-based data management system. • Support and monitor school leadership team’s use of Culturally & Linguistically Responsive Pedagogy practices in the classroom. • Enroll teachers in SB472 and AB466 training. • Administer K-12 benchmark assessments in core content areas to modify instruction to meet the needs of students. • Utilize data and other multiple measures to effectively inform instruction.

Persons Involved/Timeline Associate Superintendents, District Administrators, Directors, Coordinators, Site Administrators, teachers, staff and parents Ongoing

Related Expenditures

Estimated Cost

Funding Source

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Actions that ensure effective implementation of state approved interventions in reading and math: • Fully implement the use of the web-based student data management system for placement, progress monitoring, and documenting intervention history for all students. • Provide continuous training, support and monitoring for full implementation of the RTI (Response to Intervention) model at each site. • Implement and monitor targeted standards-aligned interventions. • Use data to align Extended Learning Programs to support strategies used in the adopted curriculum programs. • Partner with parents to support instruction at home through providing training and support regarding meeting state academic standards. • Define and communicate entrance and exit criteria for intervention programs, using multiple measures, with periodic monitoring for progress and placement in programs. (Academic Conferences, ParentTeacher Conferences, Student Study Team Meetings, EL Action Plan) • Fully implement district intervention programs. Design the master schedule to support implementation of intervention program. Actions that ensure high quality instructional leadership: • Ensure all administrators use the model of Building Leadership Capacity – focus, alignment, expectations, opportunities (FAEO). • Ensure AB 430 training is provided for all administrators. • Implement training to all site administrators on

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effective conferencing techniques to provide effective feedback on the quality of instruction. Monitor use of instructional time for core and interventions as outlined in the State Frameworks. Implement training to teachers and administrators on coaching models to support program implementation and effectiveness. Monitor instructional strategies using the district “walk-through” model. Ensure ongoing training regarding the development of a master schedule that is aligned to student data. Ensure all sites utilize collaboration and/or vertical teaming practices on a regular basis through the use of Professional Learning Communities, Small Learning Communities, or Academic Conferences. Implement training for teachers and administrators on protocols for data analysis. Ensure consistent monitoring for achievement using formative/summative assessments to differentiate targeted instruction. Schedule training for teachers and administrators to support effective teaching including: classroom management, questioning strategies, differentiation, time management, checking for understanding strategies, corrective feedback, and lesson design. Monitor strategic use of allocated resources (human, fiscal, and technical) for alignment to student needs.

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5. Address the professional development needs of the instructional staff that will support the strategies and recommendations described above. Please explain how you identified those needs and how Persons Related Estimated you will address them. (See DAS, Professional Development, pp. Involved/Timeline Expenditures Cost
6-7)

Funding Source

Based on survey results, actions identified to address fundamental teaching and learning needs: • Refine professional development plan to reflect the areas of: 1. Effective Instruction to English Learners and Special Education students. 2. Effective collaboration practices and structures 3. Effective Intervention and support for students not meeting standards. The following researched based professional development activities will take place: • Provide professional development regarding differentiated Instruction with an emphasis on effective instruction for English learner and Special Education students. • Provide training for data analysis, implementation and monitoring of instructional action plans. • Implement training for all teachers and administrators of core adopted and SBE approved ELA, Mathematics and intervention programs. • Provide SB 472 training for teachers for ELA and Math . • Provide AB 430 for all administrators in ELA and Math.

Associate Superintendents, District Administrators, Directors, Coordinators, Site Administrators, teachers, staff and parents Ongoing

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Ensure training for teachers, staff and administration on RTI model (to also include training for Positive Behavior Support plans and 504 plans)

6. English Learners a. Title III Status and Title I Program Improvement (PI) Status: An LEA that is also in Title III Year 2 should insert the Improvement Plan Addendum in the expandable space below. LEAs in Title III Year 4 are required to complete the online Action Plan and need not address Item 6. Does not apply to SCUSD. b. Title I Program Improvement Status Only: Include specific academic achievement and English Language Proficiency goals, targets and strategies for English Learners consistent with Goal 1 and Goal 2 of NCLB. (See Title III Accountability Report Information Guide available on the Title III Accountability Technical Assistance Web page at http://www.cde.ca.gov/sp/el/t3/acct.asp). Please describe those goals and targets. • Sacramento City Unified School District has been unsuccessful in meeting the annual measurable objective (AMO) #3 for the past year (2007-08). AMO#3 is the NCLB annual yearly progress (AYP) for the EL subgroup in English Language Arts. Based on the results of the Academic Performance Survey, English Learner Subgroup Self Assessment (ELSSA), and the District Assistance Survey (DAS), there is a recognized need to monitor the implementation of the District Strategic Plan focused on: Board Policy Priority #1 Equity, Access and Persons Involved/Timeline Associate Superintendents, District Administrators, Directors, Coordinators, Site Administrators, teachers, staff and parents Ongoing Related Expenditures Estimated Cost Funding Source

•

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Achievement For Every Student By Name has specific targeted objectives that include (1.1) closing the achievement gap, (1.2) Improving English Language Arts Proficiency, (1.3) Improving Math Proficiency, and (1.4) Success for Program Improvement Schools. There is also need to develop an English Language Learner Action Plan and aligned professional development for ELL, a professional development plan to support Special Education teachers.

Contributing factors to the lack of success of the current LEA plan are as follows: • Lack of instructional focus on ELL students and their needs. • Lack of consistent K-12 implementation of standardsbased instructional core curriculum for English Language Learners across the district. • Lack of K-12 interventions for English Language Learners. • Lack of targeted professional development to address the needs of the English Language Learner. • Lack of consistent knowledge of and use of effective research based strategies regarding support for English Learner students (i.e. SDAIE) • Lack of proper use of instruction minutes to maximize learning opportunities and provide interventions for EL students. • Lack of consistently aligned resources (human, fiscal, and technical) to support the needs of English Language Learners. • High personnel turnover rate in classrooms and across

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the district in leadership positions. Based on survey results, actions identified to address fundamental teaching and learning needs for English Language Learners, goals and targets are as follows: Actions that ensure high quality first instruction: • Purchase state-adopted core curriculum consistent with the state adoption cycle. • Implement standards-based instructional core curriculum with fidelity. • Differentiate instruction for English Language Development. • Utilize results from the CELDT, CST, benchmark assessments and curriculum embedded assessments to plan differentiated instruction for ELL students. • Utilize formative/summative assessments to monitor EL student progress. • Utilizing a variety of instructional strategies for student engagement.

Actions that ensure effective implementation of state approved interventions for EL students: • Implement and monitor interventions for ELL students who are not at grade level standards (i.e. FBB, BB, and Basic). Actions that ensure high quality instructional leadership: • Implement an ELL Achievement Action Plan for universal, strategic, and intensive support to schools serving all EL students.

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Implement Equity Leadership practices to examine racial practices and policies that are barriers to student achievement. Design a master schedule that is in alignment to the needs of the students. Monitor the district protocol for placement of ELL students in appropriate programs and interventions. Monitor use and allocation of school site resources to ensure needs of targeted students are being met. Continue to provide professional development focused on instructional leadership and accountability for administrators.

Define scientifically based research strategies to improve academic achievement in ELA (AMO#3, ELSSA Section B). • Monitor classroom instruction to ensure researchbased, effective strategies are being used for English Learners during instruction. • Provide meaningful and relevant feedback to teachers from classroom visitations around practices with a focus on ELL students to impact student achievement. • Frequently monitor ELL students’ progress in reading through collaboration around student work and data (i.e. Academic Conferences, Grade Level Meetings, Department Meetings, Small Learning Communities/Professional Learning Communities.). • Ensure equal access for ELL students to the core curriculum. • Develop ongoing and continuous professional development on culturally and linguistically responsive teaching strategies.

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Define scientifically based research professional development strategies and activities, including coordination efforts with other NCLB programs (ELSSA, Section D). • Develop ongoing and continuous professional development for teachers and administrators for SDAIE and ELL strategies. • Continue to ensure targeted professional development focused on research based instructional strategies (i.e., differentiated instruction, culturally and linguistically responsive teaching)

7. Incorporate, as appropriate, activities before school, after school, during the summer, and during an extension of the school year.
Please describe those activities and how you will incorporate them. Provide high quality learning opportunities to access appropriate core instruction outside of the instructional day. • Utilize state approved and district adopted English Language Arts and Math curriculum in extended learning programs. • Utilize Data Director (CST, Benchmark and CAHSEE data) for use in extended learning programs. • Communicate opportunities for extended day programs and student needs to parents. • Communicate entrance criteria to parents, students and staff. • Ensure professional development for Summer School curricula. • Align core program activities with extended learning Persons Involved/Timeline Associate Superintendents, District Administrators, Directors, Coordinators, Site Administrators, teachers, staff and parents Ongoing Related Expenditures Estimated Cost Funding Source

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programs. Evaluate, monitor and communicate student progress in extended learning programs to the regular school day staff and parents. • Support student emotional needs through the RTI model. Extended Day and Summer School programs will focus on: • Students who score Basic, Below Basic and Far Below Basic on the California Standards Test (CST) in Language Arts and Mathematics. • Students who have not passed the California High School Exit Exam (CASHEE) • Students needing credit recovery (High School). • English Learner students • Ethnically and Culturally Diverse students Additional Summer School Programs: • PACE • HISP • International Baccalaureate • Independent Study • Math Academy (in Collaboration with CSUS) • Culturally and Linguistically Responsive Program • Hmong, Mien, Lao Summer School K-6 • Technology Based Credit Recovery Program • Special Education •

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8. Include strategies to promote effective parental involvement in the school. Please describe those strategies. (See DAS, Parent and Persons Community, p. 10) Involved/Timeline Associate Superintendents, • Full implementation of Board Policy regarding District Parent Engagement. Administrators, • Ensure sites are welcoming to the community. Directors, • Full implementation of two-way partnerships and Coordinators, communication with parents and community members to support family involvement and student Site Administrators, teachers, staff and success. parents • Implement District Parent Survey as a means to obtain feedback from parents Ongoing • Partner with parents to provide resources and opportunities for them to support their child’s success. • Provide timely communication with parents regarding school events and ways to become involved at the school site. • Provide effective communication with parents regarding the standards-based system and their child’s progress in school in a language they understand. • Provide training for parents regarding instructional and site programs. • Provide training for parents regarding School Site Council and other opportunities for participation. • Explore a means to off set costs for fingerprinting. • Hold meetings at times when parents can attend. • Explore a means by which to support the needs of Special Education parents and students as they transition from one segment to the next (i.e. elementary to middle school.)

Related Expenditures

Estimated Cost

Funding Source

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Enclosure 3 Page 1 of 1 LOCAL EDUCATIONAL AGENCY (LEA) PROGRAM IMPROVEMENT PLAN ASSURANCE PAGE LEA Plan Information: Name of Local Educational Agency: Sacramento City Unified School District County District Code: 34-67439 Date of Local Governing Board Approval: _______________________________________________ District Superintendent: Mrs. Susan Miller (Interim) Address: 5735 47th Avenue Phone : (916) 643-9000 City: Sacramento FAX: (916) 643-9073 Zip Code: 95824 E-mail:

Signatures: On behalf of LEAs, participants included in the preparation of this Program Improvement Plan addendum:

Signature of Superintendent

Printed Name of Superintendent

Date

Signature of Board President

Printed Name of Board President

Date

Send this signed assurance page no later than January 9, 2009, to: Peggy Carter, Consultant Assessment and Accountability Branch Accountability and Improvement Division Intervention Assistance Office California Department of Education 1430 N Street, Suite 4401 Sacramento, CA 95814


				
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Description: LEA Plan Addendum Draft Plan v.3 2008-2009