Page of Orange County Department of Education LOCAL EDUCATIONAL

Page 1 of 38 Orange County Department of Education LOCAL EDUCATIONAL AGENCY PLAN ADDENDUM TEMPLATE The No Child Left Behind (NCLB) Act of 2001 Section 1116(c)(7)(A) requires that LEAs identified for 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 CDE 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 Persons Involved Related Estimate Funding and problems and include a determination of why the /Timeline Expenditures d Cost Source prior LEA Plan was not successful.(See DAS, Standards-based Curriculum, Instruction & Assessment, p. 3-5) We, the Orange County Department of Education, serve one of the largest at-risk student populations in all of the 58 counties in California. Our alternative education program, known as “ACCESS,” serves our county’s most at-risk students who have not been successful in traditional school environments. We serve an average daily attendance of approximately 8,000 students from across our county while serving approximately 18,000 students annually. ACCESS is organized into Principal Academic Regions (PARs) throughout the county in order to support students and provide partnership with the local school districts. Each PAR has an administrative team which consists of a Program Administrator or Principal, and Assistant Principal(s), as well as a team of support staff. The PAR Page 2 of 38 Orange County Department of Education administrators work closely together under the supervision of the ACCESS Directors and the Assistant Superintendent of Alternative Education. The Orange County ACCESS Program is comprised of four unique programs serving specific student populations: 1. Special Schools serves students with severe physical and cognitive disabilities that preclude them from attaining academic progress as required by the No Child Left Behind Act of 2001 (NCLB) and as measured by California Standards Tests. Included in this group are also students with severe emotional disabilities that interfere with academic achievement as measured by the CSTs and CAHSEE. 2. Alternative Education is most often a short-term placement for students with high mobility due to issues such as truancy, expulsion, drug use, gang affiliation, adjudication, teen pregnancy/teen parenting, homeless issues, and foster youth situations. These students are often grossly credit deficient, are disenfranchised, and have significant issues in their knowledge of core academic skills. 3. Juvenile Court System educational support services are also provided by the Orange County Department of Education. Through these services, we educate adjudicated youth in juvenile hall, probation camps, and social service emergency placements. These students are wards of the court and are highly transient within these settings as a result of Probation guidelines. The average stay within these facilities is between three and 30 days. 4. The Orange County Community School program consists of students whose parents have chosen to home school their children. For various reasons these parents often choose to exempt their students from state testing. This lack of participation Page 3 of 38 Orange County Department of Education negatively impacts the 95% participation rate required by NCLB. English learners (ELs) represents approximately 57% of the overall student population within three of the four programs described above, making them a high priority focus. Our highly mobile student population creates challenges in regards to meeting NCLB targets for both testing participation rates and students achievement (Adequate Yearly Progress). This is especially true within the juvenile court system, which transfers students between county institutions and community schools as deemed necessary. For many students, these transitions happen often and without prior notice. Reasons the prior LEA plan failed to bring about increased student achievement: • Many ACCESS students perform at Below or Far Below Basic levels on the California Standards Tests and demonstrate minimal core academic skill development. ACCESS has not adequately identified or addressed the needs of those students performing Below and Far Below Basic in English- language arts and mathematics. In the past, student grade level identification has been based upon previous district placement. In looking at our 10th grade student population, we found a significant number of 10th grade students who were inaccurately placed, having fewer than 60 credits and/or missing credits in English 9 and Algebra I. ACCESS students demonstrate unpredictable • • • Page 4 of 38 Orange County Department of Education attendance and high rates of truancy. ACCESS students are enrolled for far shorter periods of "continued" enrollment than would be characteristic of a traditional district program ACCESS does not currently have a uniform standards-aligned curriculum (program and instructional practice), intervention materials for students performing 1-2 years below grade level or intensive intervention programs for students more than 2 years below grade level. ACCESS does not currently have intentional “Systematic ELD” instruction, or a curriculum designed to support the acquisition of English. This has decreased the likelihood of students achieving academic success and having universal access to mastery of California State Content Standards There is a need for a cohesive and consistent diagnostic assessment tool for the purpose of identifying students requiring strategic or intensive intervention in English/reading language arts and mathematics and to place them in appropriate intervention classes. ACCESS does not currently have a way to measure short-term student achievement which is necessary given the high mobility rates of our student population. Lack of growth targets makes it difficult to identify effective practices and modify curriculum (program/instructional practice) in a timely manner to enhance rapid skill acquisition. There is a need for more intensive, consistent, and ongoing professional development for staff in delivering specialized instruction targeting the core academic needs of our high priority student populations (EL students, special education students, and students with truancy/attendance issues). • • • • • • Page 5 of 38 Orange County Department of Education • Teachers need the necessary skills to analyze program goals in terms of language function and form requirements. These vary across program, region, and delivery model. Teachers often work as individual practitioners without the benefit of learning communities, coaches, models, and on-going staff development sufficient to meet the NCLB achievement goals. • Plans to address these needs: • Meetings with administrators to support via dissemination of testing data for the purpose of driving instruction and setting and monitoring academic goals to increase student achievement, particularly in regards to our high priority student populations ACCESS Administration, Assessment Center/Curriculum and Instruction Staff Winter 2008 • Development and implementation of the ACCESS 10th grade designation benchmark will ensure that 10th grade students have received the appropriate instruction in the correct content areas in order for them to be successful on the California High School Exit Exam (CAHSEE) when taken in their 10th grade year. The CAHSEE itself implies student mastery of 6th-8th grade CA State Mathematics Standards and 9th and 10th grade CA State English Language Arts Standards. By requiring 60 credits for students to be placed in 10th grade (including successful completion of English 9 and pre-algebra courses), ACCESS can support the intention of the CAHSEE to measure student proficiency in core academic areas. ACCESS Administration, Assessment Center, and Attendance and Records Winter 2008 Page 6 of 38 Orange County Department of Education • The Truancy Response Project is a multi-agency program designed to target chronically truant youth. The program provides a progression of intervention actions up to and including formal court action. ACCESS Program Administrators, School Nurse, Clinicians, Outreach Teachers, District Attorney, Parents Fall 2007 School staff time for school nurse, clinicians, and PAR administration Juvenile Justice Grant • District-wide adoption of SBE- adopted/standardsaligned materials in ELA and Mathematics. ACCESS Administration, Staff Development Coordinator, Math and ELA Regional Leads 2008-2009 $68/pp IMFRP • Adoption and implementation of appropriate intervention instructional materials and strategies to meet the needs of students performing below grade level. ACCESS Administration, Standards and Curriculum Committee, Regional EL Liaisons, Math Leads Staff Development Included in cost of overall adoption IMFRP Staff Dev. • District-wide adoption of Systematic ELD curriculum designed to support the acquisition of English. ACCESS Administration, Standards and Curriculum Committee, Staff time for Administration Teaching and Instructional Support Staff Title III IMFRP SB 1802 Page 7 of 38 Orange County Department of Education Regional EL Liaisons Spring 2008 • The implementation of Pearson Performance Series (Scantron) as a pre- and post- assessment tool for the purpose of identifying students requiring strategic or intensive intervention in English/reading language arts and mathematics and to place them in appropriate classes. $69,000 ACCESS Attendance and Records and Assessment Center Fall 2008 Assessment Center budget • With the implementation of Scantron (see above), ACCESS will also have a way to measure shortterm student achievement by establishing growth targets. This will make it possible to identify effective practices and modify curriculum (program/instructional practice) in a timely manner. ACCESS Attendance and Records and Assessment Center Fall 2008 $69,000 Assessment Center budget • Purposeful, targeted, and sustained district-wide professional development (including 466/472) in the implementation of state adopted, local board approved standards-aligned curriculum, strategies for differentiation and universal access for EL students, and specialized instructional pedagogy for meeting the academic deficiencies associated with truant and/or special education students ACCESS Administration, Curriculum and Instruction, Teaching Staff, Instructional Support Staff, Title I Administration and Staff Staff time for teachers, instructional support staff, and administration $100,00 Staff Development, Title I, Title III funding Page 8 of 38 Orange County Department of Education 2. Include specific measurable achievement goals and objectives for all significant student subgroups, consistent with Adequate Yearly Progress (AYP). Please describe those goals and objectives for student Persons Involved Related Estimated Funding achievement, participation, growth on the API, and /Timeline Expenditures Cost Source graduation rate, if applicable.(See DAS, Standardsbased Curriculum, Instruction & Assessment,p.3-5) ACCESS Administration, Assessment Center, Target: ACCESS student achievement goals and objectives C&I Staff, Site Instructional Staff are aligned with the AYP/NCLB requirements, as established by the state and federal government. They are Ongoing from 20052006 School Year as follows: • Ninety-five participation rate on key state assessments (10th grade CAHSEE and 2nd-5th and 6th -8th grade CST’s) • Target proficiency percentages, as established by NCLB: o 2005-2006: 11.2% (ELA) and 9.6% (Math) o 2006-2007: 22.3% (ELA) and 20.9% (Math) o 2007-2008: 33.4% (ELA) and 32.2% (Math) o 2008-2009: 44.5% (ELA) and 43.5% (Math) o 2009-2010: 55.6% (ELA) and 54.8% (Math) o 2010-2011: 66.7% (ELA) and 66.1% (Math) o 2011-2012: 77.8% (ELA) and 77.4% (Math) o 2012-2013: 88.9% (ELA) and 88.7% (Math) o 2013-2014: 100% (ELA) and 100% (Math) Goal #1- Meet AYP/NCLB Requirements for Participation and Proficiency on State Tests Students in grade 10 (CAHSEE) and grade spans 2-5 and 6-8 (CSTs) must meet both participation and proficiency targets overall and in each significant subgroup. Our overall proficiency targets are currently met. However, proficiency targets are not met within our significant subgroups, most notably our subgroups of EL and socioeconomically disadvantaged students. As the targets Page 9 of 38 Orange County Department of Education for percentages of proficient students increase each year, there will be challenges in meeting these targets. These challenges will be addressed through state adopted, local board approved standards-aligned curriculum and increased professional development in working with our high priority students, who are represented in these significant subgroups. Participation continues to fall short of the required 95% threshold. ACCESS students, who are often habitually truant and defined as “at-risk”, are more likely to be absent during testing and motivating them to participate is an ongoing challenge. In addition, many parents within our home school program choose to exempt their children from state testing requirements. Efforts are being made to generate value for these assessments and to encourage students to show up and do their best as an important part of their educational goals and objectives. Goal #2-Student Academic Placement: Target: Testing of all ACCESS students beginning in the Fall of 2008. The basis for academic proficiency and mastery of California Academic Content Standards begins with appropriate academic placement. Students lacking core academic skills require intensive and targeted intervention and proper assessment upon enrollment plays an important part in this endeavor. To this end, Pearson Performance Series (Scantron) is being introduced and implemented in Fall 2008 for the purpose of ensuring the best academic placement for all students. It will also provide a 90 day post- test to allow students to demonstrate short-term academic growth. This will also provide teachers with important data with which to drive individual student learning goals and increase student academic success. This proactive and focused approach will increase student proficiency rates on CSTs, and will also likely improve Assessment and Attendance and Records Administration Fall 2008 $69,000 Assessment Center Budget Page 10 of 38 Orange County Department of Education participation rates as students will be better prepared to take these important assessments. This periodic assessment data will allow teachers and instructional staff to set specific learning goals for each student subgroup and will promote greater academic growth across the program. Goal #3- Principal Administration Region (PAR) Level Disaggregation of Data: Target: Ongoing disaggregation of assessment data for PAR administrators. Past practice has been to disseminate data in large units in the form of general presentations at large leadership meetings. The format for disseminating this data is changing to better support data driven decision making in each PAR. Regional data is now explored as it relates to the specific learner as well as specific student subgroups within a region. This process puts meaningful data in the hands of administrators and teachers to provide them with the information they need to set appropriate learning goals for each student. The opportunity to focus more specifically on subgroups and high priority students will be increased, as administrators are given information that will facilitate their roles as instructional leaders within their regions. Goal #4- 10th Grade Redesignation Target: Increased proficiency rates, as identified by the AYP/NCLB requirements- currently, 35.2% (ELA) and 37.0% (Math) for 2007-2008. In the past, student grade level identification has been based upon previous district placement. In looking at our 10th grade student population, we found a significant number of 10th grade students who had fewer than 60 credits and/or missing credits in English 9 and Algebra I. This finding led to the development of an ACCESS 10th grade designation benchmark in order to ensure that students have received the appropriate instruction in the ACCESS Attendance Center, Administration, Principals and Site Instructional Staff Fully implemented 2007-2008 school year Staff Development Materials $340,000 Gateway Grant, Title I and III Staff Development Funds ACCESS Administration, Attendance and Records, and Assessment Center Staff Winter 2008 ACCESS Instructional Costs $6.5 million State and Federal Funds Page 11 of 38 Orange County Department of Education correct content areas which will allow them to be successful on the CAHSEE when taken in their 10th grade year. The CAHSEE itself implies student mastery of 6th-8th grade CA State Mathematics Standards and 9th and 10th grade CA State English Language Arts Standards. By requiring specific credits and coursework for designation as a 10th grade student, ACCESS can support the integrity and goals of the CAHSEE as well as the ACCESS student in their need to demonstrate proficiency. Goal #5- CAHSEE Passage Rate Target: Increase passing rate by 10% overall and in each significant subgroup In 2002, our 10th grade percent passing on the CAHSEE was 12.73% in mathematics. We have seen a steady growth in student success due to 10th grade redesignation and targeted instructional support based in California Content Standards. Our most current results (February 2008) indicate a 53.06% passing rate for 10th grade. Our next goal will be to increase the passing rate by a least 10%, with a focus on proficiency rates, as well. Our EL passage rate for 10th grade was 10.16% in March 2003, and is now 36.52% (February 2008) Our new goal will be to increase at least 10% with a focus on proficiency rates, as well. ACCESS Administration, C&I staff, Support Staff, Regional Leads and Curriculum Committees, Assessment Center Staff, Site Instructional Staff Goal #6- Special Education: Intensive Early Identification and Intervention Services Target: To identify and serve special education students upon entry to Otto A. Fischer School (Juvenile Hall) ACCESS has instituted a more proactive approach to the identification of Special Education students at Otto A. ACCESS Special Education Staff/ACCESS Teachers Page 12 of 38 Orange County Department of Education Fischer School, which is located on site within Orange County Juvenile Hall. Early identification of students requiring special education services, combined with additional RSP teachers and Special Day Classes, has resulted in a more cohesive academic program for these students. This model of intensive early identification and intervention services, in conjunction with implementing all IEPs according to state and federal guidelines, provides increased opportunities for special education students to achieve academic and behavioral success. Page 13 of 38 Orange County Department of Education 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 Persons Involved Related Estimated Funding use and how you will accomplish this. /Timeline Expenditures Cost Source Research indicates that student achievement is increased through a highly qualified and committed staff who share leadership and view problem-solving as a distributed process done through collaboration. Extending staff training and developing regional cultures in which an on-going staff development model is in place will support instructional practices adopted by the division and be an essential element of the LEA Plan. Strategy: Regional (PAR) Professional Learning Communities How: Train administration to create and support a Professional learning culture. ACCESS Administration, C&I Staff, Instructional Staff, Title I Administration and Staff, Safe Schools Staff, Clinicians, School Nurses, Support Staff Ongoing, beginning Fall 2008 Title I, Title III, Staff Development Funds, General Fund Research indicates that setting and monitoring goals is one of the most important processes in school-wide reform Strategy: Data-Driven Decision Making How: Provide training in the Strategic Schooling Model of Dennis Parker. ACCESS Administration, C&I Staff, Instructional Staff, Title I Administration and Staff, Safe Schools Staff, Support Staff, Dennis Parker, OCDE Ongoing, beginning Fall 2008 ACCESS Program Administrators, School Nurse, Clinicians, Outreach School staff time for school nurse, clinicians, and $450/pp Title I, Title III, Staff Development Funds, General Fund Research indicates that students with learning and social challenges require systematic explicit direct instruction Strategy: Increase student program attendance How: Truancy Response Project Juvenile Justice Funded Page 14 of 38 Orange County Department of Education Teachers, District Attorney, Parents, Fall 2007 PAR Administration Research indicates that disenfranchised youth are often unable to set personal goals- both short and long term- and benefit from strategic guidance and support. Strategy: Promote successful student transition after students leave the ACCESS program How: Title I Transition Program that provides essential support, guidance, and referrals for students beginning with enrollment in an ACCESS school and during their transition back to the community or district school to increase the likelihood of future academic and personal success. ACCESS Administration, Instructional Staff, Title I Administration and Staff, Safe Schools Staff, Support Staff Fall 2006 $400,000 Title I Research indicates that selecting and committing to proven methods of instruction, and then adjusting as needed, will improve student achievement over time. Strategy: Selecting and committing to proven researchbased methods of instruction How: Adoption and implementation of SBE-adopted, local Board approved and standards-aligned materials in ELA/Mathematics and Intervention. Teacher participation in review/pilot/adoption and subsequent program aligned training ensuring fidelity of implementation. Professional development for teachers (AB 466/SB472/ ELPD) and administrators (AB 75/430). ACCESS Administration, C&I Staff, Instructional Staff, Beginning Fall 2008 $68/pp IMFRP Page 15 of 38 Orange County Department of Education Research indicates that a collaborative and purposeful approach to instruction strengthens the academic fidelity of an educational program. Strategy: Cohesive approach to supporting EL students How: Through the creation and implementation of the ACCESS district-wide Title III Action Plan, which also includes Regional Action Plans to meet the needs of these high priority students. ACCESS Administration, C&I Staff, Instructional Staff, Title I Administration and Staff, Regional EL Liaisons Spring 2008 School staff time and training $215,000 Title III, ELAP, SB1802, Immigrant Funds, and Staff Development Funds Research also promotes a school-wide focus on English language development (ELD) along with` a coherent standards-based curriculum and instructional program designed to foster academic language and content literacy across the curriculum. Strategy: School-wide focus on ELD. How: The California Department of Education has identified Project GLAD as an effective model that addresses ELD and fosters academic language and content literacy while guiding and improving teacher instructional practice utilizing a standards-based curriculum model. Systematic English Language Development (ELD), an organized systematic method developed by Susana Dutro with the California Reading and Literature Project and enhanced by Jean Hernandez with Riverside Unified School District ACCESS Administration, C&I Staff, Instructional Staff, Title I Administration and Staff, Regional EL Liaisons Spring 2008 School staff time and training $215,000 Title III, ELAP, SB1802, Immigrant Funds, and Staff Development Funds Research validates administrator training in programs and practices designed to promote critical change, ensure program implementation, and thereby increase student achievement. Strategy: Provide leadership training in all core programs How: Design and implement professional development ACCESS Administration, C&I Staff, Regional EL Liaisons, OCDE Spring 2008 Attached to general training Title III, ELAP, SB1802, Immigrant Funds, and Staff Page 16 of 38 Orange County Department of Education for administrators on the implementation of English learner programs, principles of second language acquisition, current research on English learners, catch-up and acceleration programs, and training for administrators on the use of classroom observational tools for ELD and SDAIE ( including GLAD, Systematic ELD, CBL, adopted core materials in ELA/Math, Intervention, All ACCESS Math, Gateway Math.) Development Funds Strategy: Multimodal approach to instruction for Special Education student. How: Expand reading instruction to address the critical needs of Deaf and Hard of Hearing students. Reading Counts by SRA, 30 minutes of daily reading, Computerized reading comprehension testing, Thinking Basics Program, Fairview Learning Systems ACCESS/OCDE Special Education Staff, ACCESS/OCDE Special Education Teachers ACCESS/ OCDE Instructional costs $6.5 million State and Federal Funds Research indicates that teachers who demonstrate mastery of the core academic subjects are more likely to provide effective instruction. Strategy: STAR Teacher Grant Program to improve teachers’ mastery of the core academic subjects. How: Through a partnership with CSULB to provide the opportunity for teachers to take classes in core content for math and science. ACCESS Administrators, C&I Staff, CSULB Staff, Teachers, Support Staff ACCESS Instructional costs CSLUB Funding Research indicates that at-risk students who receive individualized instructional support are more likely to make academic gains. Strategy: Individualized academic support for instruction Title I Administration, Support and $250,000 Title I Funding Page 17 of 38 Orange County Department of Education How: Title I Program Para educators, tutors, instructional materials funding and parent outreach Instructional Staff, Teachers . 4. Identify actions that have the greatest likelihood of improving student achievement in meeting state standards. Please identify those actions. (See DAS, StandardsPersons Involved Related Estimate Funding /Timeline Expenditures d Cost Source based Curriculum, Instruction & Assessment, p. 3-5) Staff $68/pp Staff ACCESS Textbook Adoptions: Action: California Standards Based / StandardsAligned Textbook Adoptions ACCESS has always utilized a variety of math programs to meet the very diverse needs of our students. These programs include ETS Pathwise, Glencoe, Pacemaker and McDougall Little. Over the past 5 years, Teacher Leaders have developed ALL ACCESS Math (AAM), a common, supplemental standards-based math program that is available to all ACCESS classrooms. This program provides a daily normative experience that focuses on CAHSEE standards and the underpinnings of Algebra 1. AAM was inspired by the Gateway Math Grant and also Alameda County’s Numeracy Project for alternative schools. It provides intensive and explicit CAHSEE intervention as well as a “crosswalk” that ties together the most commonly used materials in ACCESS around individual standards. It focuses on a deeper understanding of concepts and utilizes teacher collaboration to improve pedagogy. Twenty-five Math Community Teachers now meet in Japanese Lesson Study groups to “uncover” math standards and to create common lessons. Approximately 30 % of ACCESS math teachers use these AAM materials on a daily basis. We are currently developing a ‘WIKI” that will allow the ongoing sharing of ideas and concepts for every weekly math lesson throughout ACCESS. Administration, Staff Development Coordinator, Math and Regional Leads Sept. 2008-June 2009 Development Development, IMFRP Page 18 of 38 Orange County Department of Education Since the advent of AAM, our 10th grade passing CAHSEE scores have increased from 12.73% to over 53%. Consequently, our teachers have begun to realize the immense value of collaboration and the power of Professional Learning Communities based on common standards, materials and goals. Teachers are beginning to be more open to adopting a common textbook and are in the process of exploring state adopted math programs. ACCESS will be adopting a new math textbook for the 2009-10 school year. The Regional Math Leads for each ACCESS administrative region along with the Standards and Curriculum Committee will be reviewing the math textbooks for adoption in the fall of 2008. A recommendation will be submitted for adoption, and teacher training for these materials will begin in the spring of 2009 and continue through the fall for implementation in 2009-2010. For students who require intensive interventions, we are currently piloting Mind Research Institute’s state adopted pre-algebra program that covers grade levels 2-8. In 101 lessons, students are able to span 6 grade levels in just one year, accelerating them up to readiness level for a full Algebra 1 course. It uses an additional computerized visual-spatial approach to learning. As many of our students arrive with very weak math skills, we feel this would be a wonderful option to get them back on track as quickly as possible. We also are piloting Revolution Prep which is an online CAHSEE program. After school CAHSEE math remediation is also available. For EL learners we utilize GLAD Math strategies to increase comprehensible input. We incorporate mind maps, big books, t-graphs, process and inquiry charts etc. throughout our lessons. We use ELD strategies such as Page 19 of 38 Orange County Department of Education TPR, quickwrites, visualization and teacher modeling. Popular SDAIE strategies in ACCESS are anticipatory guides, graphic organizers as well as clustering and mapping. For our students with disabilities, we use differentiated instruction and train teachers in universal access. We train teachers to use a balance between explicit instruction and guided problem solving tasks. For both groups, we are also developing video lessons that focus on the real world application of weekly math concepts. As purposeful engagement is a key issue with our entire population, staff development for 08-09 will include graphing calculator trainings as well as mimeo trainings to encourage more technology. We have also started an ACCESS-wide Chess Club and use a variety of hands on materials and games, such as Equate and individual response boards. We are developing unit lessons that integrate math into social studies, science, VAPA and language arts. As research has shown that teacher content knowledge is crucial, the STAR teacher grant further assists teachers with their content knowledge in math. Thirty-five teachers currently take on-site, university classes to become more highly qualified in math and science over the next three years. Our goal is to have 70 participants over a five year period. Over 100 teachers, in small groups of 20, have also completed 15-week classes in Algebra 1 during 06-08. A new cohort will start in Geometry in the fall of 2008 For the past seven years, ACCESS has used CharacterBased Literacy for their English Language Arts program in Middle School as well as High School. The program has grown from a small core of ten teachers to over 150 participants. Each month students read common books from the state-adopted literature list. The lessons were Page 20 of 38 Orange County Department of Education designed at Santa Clara University to include a variety of almost 100 different strategies that are found to be most successful with alternative students, including word walls and time lines. The books are organized under 5 themes that comprise the focus of our Character Education program. It utilizes the Write Source books as an important grammar component. Reading enthusiasm has grown immensely with both staff and students. This has been an incredibly positive addition to our program overall, and is led by one TSA and 10 Character Fellows. GLAD strategies such as inquiry charts, t-graphs, poems and chants are taught to staff by our four “Gladiators”. They are available to present to individual PARs or at CBL meetings. Our eight “RELLs” are beginning to support the implementation of Systematic ELD strategies throughout their PARs. Our ACCESS Teacher Orientation Program is designed to prepare teachers for intensive ELA intervention. Focusing on developing critical thinking skills, programs such as Power Writing and Step Up to Writing assist teachers with teaching expository form. Story Form covers the comprehension and the writing of fiction, while Report Form covers the comprehension and the writing of non-fiction. Reciprocal Teaching models on-the-surface and under-thesurface questioning, clarifying, summarizing and predicting, all research-proven interventions. All programs provide explicit instruction that addresses universal access. Approximately 40 teachers per year spend 50 hours in training for these concepts. After school ELA CAHSEE remediation classes and tutoring are also available to students. Page 21 of 38 Orange County Department of Education ACCESS will be adopting a new language arts program for the 2010-2011 school year. The preview and selection of these ELA programs will commence in January 2009. Regional leads for English learners and the Standards and Curriculum Committee will be involved in the selection process. During the 2009-2010 school year, we will provide teacher training on the implementation and use of the adopted ELA program for implementation in 2010-11. ACCESS Administration, Standards and Curriculum Committee, RELLs Nov. 2008-June 2010 Staff Development $68/pp Staff Development, IMFRP Action: Truancy Response Project The Truancy Response Project is a multi-agency program designed to target chronically truant youth. The program provides a progression of intervention actions up to and including formal court action. This team approach combines the efforts of ACCESS schools, the District Attorney, Juvenile Court, Health Care Agency, Probation, Social Services, and Parent Empowerment to improve school attendance. The Truancy Response Project is demonstrating a positive impact on student attendance through interventions being implemented by the schools, District Attorney, Probation, and the Juvenile Court. Each intervention has an increasing level of sanction for the student and family. The project will be expanding into all ACCESS regions(countywide) during the 2008-09 school year. ACCESS Program Administrators Staff time for School Nurse, Clinicians, PAR and Administrative Staff Juvenile Justice Grant Action: Implementation of Guided Language Acquisition Design (Project GLAD) Training Across ACCESS GLAD is a model of professional development in the area of language acquisition and literacy, providing an organizational structure for an integrated, balanced literacy approach. The GLAD strategies promote and model English language acquisition, academic achievement, and Title III Coordinator, Title III ConsultantsOCDE, Jackie Campbell CUSD, March /2004 – June 2010 $113,300 $87,000 Year 2 Title III ELAP Immigrant Ed Funding Page 22 of 38 Orange County Department of Education cross-cultural skills. GLAD develops metacognitive use of high level, academic language and literacy. Research underscores that language is acquired most effectively when the emphasis is on meaning and the message, not on the form of the language. Therefore, the integration of GLAD strategies for listening, speaking, reading, and writing into all content areas supports the understanding that language is best acquired while studying something of interest or through real life use. These skills will strengthen and support student learning in core academic areas. During GLAD staff development, teachers are provided with the instructional strategies, the theory and research that support this model, and the curriculum that brings these all together in the context of ELA and ELD standards as well as content area standards. Action: Implementation of Project Connect Training Across ACCESS The Project Connect Resource will be available to all ACCESS staff. The OCDE website for Project Connect is a subscriber-distributed resource that contains links and video examples of Best Practices for English Learners (videos support GLAD and Systematic ELD implementation) as well as the use of electronic boards for on-going teacher support and peer coaching. Use of this learning tool is directly connected to the five-day training in Systematic ELD to be initiated by ACCESS and will serve as an opportunity to provide on-going support to ACCESS instructional staff which will in turn support student learning in core academic areas. Action: ACCESS- Wide Teacher Training in Systematic ELD As mentioned in question three, Systematic ELD uses an organized method of instructional delivery that follows a developmental scope and sequence of language skills and includes substantive practice to ensure students increase Title III Coordinator, Title III Consultants, OCDE Dec. 2007 – June 2010 $4,200 per year Title III Title III Coordinator, Title III Consultant, OCDE, RCOE March 2208- March 2009 $44,000 per year Title III Page 23 of 38 Orange County Department of Education fluency and accuracy. Action: ACCESS-Wide Teacher Training in Structured Academic Oral Language Development: Teachers will participate in a two-day introductory workshop provided by Dr. Kate Kinsella of San Francisco State University. Participants in the two-day workshop will learn effective ways to: 1) Teach and reinforce high-utility academic words in multiple contexts. 2) Engage all students in dynamic academic discussions. 3) Accelerate academic language development for all students. 4) Enhance student comprehension and academic writing. 5) Effectively assess academic vocabulary knowledge. 6) Prioritize vocabulary for more robust instruction. 7) Pace instruction to ensure the success of English learners and striving readers. 8) Integrate brief, mediated academic writing tasks. Action: Continue to Stipend the “GLADiators” Key Trainer Group All ACCESS teachers were given a one-day overview of GLAD and from this initial training a group of four teachers emerged to continue in-depth Tier I training and ultimately agreed to become Key Trainers. Tier II teachers must complete the following: full Tier I training; an additional two and five day training in which they are a participating trainer; create a unit and complete a team full two day/ five day demo in which the unit becomes the subject matter for the demonstration lesson. Tier II teacher “GLADiators” must have a minimum of six months classroom experience as a GLAD teacher before being considered eligible to begin the process of Key Trainer status through OCDE. Action: Continue and expand Regional EL Liaisons (RELL) program Each ACCESS region has identified one certificated staff Title III Coordinator, Kate Kinsella July 2008 – June 2009 $5,500 per year Title III Title III Coordinator, CUSD July 2005-June 2010 $20,200 per year Title III Curriculum and Instruction Director, $20,100 per year Title III Page 24 of 38 Orange County Department of Education member to become a regional EL liaison (RELL) and support coach to the greater division. This person serves as the regional coach and trainer using personal knowledge of regional issues, concerns, student population, etc. to assist the EL Coordinator in defining training needs and area of support. The RELL will be provided one planning day per week with an additional planning day each month to meet with all other RELLs throughout the division to discuss issues and further develop both training and coaching skills. Action: Implement Administrator’s Training in GLAD, Systematic ELD, Academic Oral Language Development, and Thinking Maps ACCESS administrators will participate in a training designed to explore the research of the instructional practices that their staff will be implementing. Included in this training will be methods for identifying the characteristics of quality implementation, how to evaluate, reinforce, and support implementation, and the strategies necessary to monitor student progress to determine overall effectiveness and areas where additional training and modification may be needed. Title III Coordinator, Regional Administration December /2007 – June 2010 Title III Coordinator, Title III ConsultantsOCDE, Dr. Kinsella Jan. 2008 – June 2010 Action: Continue utilizing Title III tutors and staff to support student learning Primarily bilingual tutors have been hired to work in selected school sites throughout ACCESS. Sites are chosen based on a high population of EL students. Tutors support the efforts of the RELLs by providing individualized and small group instruction, assessment of students, and data collection. In addition, after school classes are offered to teach staff essential basic Spanish so they can better communicate with students and families. Title III Administration, Title III Bilingual Tutors $50,000 Title III Page 25 of 38 Orange County Department of Education Action: Continue to implement and expand Character Based Literacy (CBL) training ACCESS-wide Teachers are required to participate in and implement Character Based Literacy, a standards-based English language arts curriculum that infuses character education into works of literature. In addition, it is essential that administrators support, encourage, and monitor the implementation of CBL to ensure it is completed with fidelity and integrity. Action: Continue offering and supporting Assessment Advisory Committee Goals and Functions: Each ACCESS PAR assigns instructional staff who serve as Assessment Liaisons for their regions. These liaisons attend bi-monthly data and information meetings which focus on NCLB and Program Improvement goals and objectives. The strategic focus of the group allows for dialogue and collaboration in continually improving the instruction and academic outcomes of the ACCESS program. The liaisons are then responsible to report back to their regions to continue the collaboration and planning at the PAR and site level. This method of communication has been very valuable in showcasing and sharing best practices and creating shared goals for the ACCESS program as a whole. Action: Continue to support teachers in becoming Highly Qualified Teachers (HQT) and through ongoing and targeted professional development opportunities Currently, we are in partnership with CSULB to provide our ACCESS teachers the opportunity to take classes in core content for math and science. These classes will guide them through the potential passage of the CSET in these two key areas of need support their classroom instruction strategies. ACCESS Administration, CBL Coordinator, Teachers Assessment Center Administrative, Instructional and Support Staff Summer 2006 $45,000 General Fund Curriculum and Instruction Administration and Staff Funding provided by CSULB Page 26 of 38 Orange County Department of Education Action: Create a common benchmark assessment for the purpose of measuring student learning outcomes in the area of math. When our current mathematics grant expires (June 2008), the math committee will continue their work with a new mathematics Professional Learning Community and establish an interactive All ACCESS Math (AAM) website. We are also preparing for an upcoming common prealgebra textbook adoption. We are currently in the process of adopting district-wide, state adopted 7-8 grade science textbooks. The books will offer technological support for contract learning, day class, and institutions. Six of our teachers are instituting a new 78 grade three-year science grant, and will be our future science teacher leaders. Action: Continue ongoing support of Visual and Performing Arts (VAPA) through professional development opportunities As VAPA is now considered a core subject, our eight Visual and Performing Arts Coaches and Arts Committee have just completed an official “Arts Advantage Plan.” In this plan, we stress arts integration to improve engagement across the curriculum. Due to our recent arts grant, we have been able to purchase many staff development materials, equipment, and supports to begin to accomplish our goals. We look forward to a dramatic increase in innovative teaching strategies throughout ACCESS, as well as an improvement in classroom visual environments. Action: Implement Professional Learning Communities across ACCESS Classroom culture affects academics and attendance in a myriad of ways. We have a new Professional Learning Community focused on behavior management and discipline. Our common belief is that positive, planned, welcoming environments create safe and nurturing learning places. We will focus on class, team, and asset building to C&I Staff, Math Leads, Staff Development Coordinator, ACCESS Administration, Science Textbook Committee Staff Development Materials and supplies $68 per student Staff Development IMFRP Staff Development Coordinator, Teacher on Special Assignment, VAPA Coaches Meetings, Trainings, Materials $300,000 VAPA Grant Funding Staff Development Coordinator, PAR Administration, ACCESS Teachers $35,000 PAR Funds General Fund Page 27 of 38 Orange County Department of Education ensure that students feel they truly “belong.” Staff is also encouraged to participate in ENVoY and Kagan Win-Win Discipline trainings. Vitally connected to this are our Cultural Proficiency trainings as well as our on-going “Bridges Over Poverty Series”, based on the work of Ruby Payne. Action: Continue to support the Title I Transition program through the addition of staff and professional development opportunities To better meet the needs of students presently residing with Orange County Juvenile Hall, Title I has increased its transition personnel. Transition staff supports the renewed efforts of the school by intensifying transcript management efforts, school transfers, and graduation checks. In addition, paraeducator staff has also been increased to address the academic challenges inherent in serving adjudicated youth. An intensive after school tutoring program has been recently instituted to supplement the school curriculum. CAHSEE remediation and preparation are the focus of this after school tutoring program. The ACCESS Title I ofice provides monthly, quarterly, and annual professional development opportunities for instructional staff. These meetings are designed to assist staff with acquiring the skills necessary to work effectively with our unique population of students. Meeting topics include instructional methodology, student motivation, lesson planning, and issues pertaining to the juvenile justice and social service systems. In addition, Title I supervisors provide on-site mentoring to give staff immediate feedback. Title I Administration, Instructional, Transition, Support Staff $110,000 Title I Page 28 of 38 Orange County Department of Education Action: Provide additional training for ACCESS special education teachers Specific instruction in strategies for increasing literacy in the ACCESS Special Education student population will be addressed for the purpose of increasing student achievement and providing teachers with instructional strategies that will support student mastery of core academic content areas. OCDE Special Education Staff 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 Persons Involved Related Estimated Funding how you will address them. (See DAS, Professional /Timeline Expenditures Cost Source Development, p. 6-7) Developing the 21st Century Principal Assessment Center (D21) is a simulation-based process designed to identify the leadership potential of new and aspiring administrators. Activities are based on nine skill areas required by principals, as identified by the National Association of Secondary School Principals (NASSP). NASSP-trained and certified assessors evaluate the performance of each participant and provide feedback and coaching. This twoday training utilizes technology and video to enhance the participant's experience. The skill areas focus on teamwork, judgment, sensitivity, oral and written communication, understanding your strengths and weaknesses, as well as developing these strengths in others. The targeted focus is to enhance the participant’s skills in collaborative decision making, effective school management, and building instructional leadership capacity. ACCESS has had seven administrators go through the D21 training. Upon completion of the training each administrator receives a summary of his/her performance on the nine skill ACCESS Program Administrators, Principals, Assistant Principals Administration salaries $15,000 Title I, Title II Page 29 of 38 Orange County Department of Education areas. ACCESS will continue to develop the infrastructure and supports necessary to deliver the current standards-aligned English-language arts curriculum of Character Based Literacy (CBL) across the division. This will be accomplished through the following: supporting quarterly regional staff development days to introduce quarterly themes, novels, curriculum, and develop strong teaching practices as they relate to CBL; supporting quarterly administrator meetings to review upcoming curriculum; regularly discussing and planning ways to meet regional needs; looking at current student progress toward division academic benchmarks; supporting CBL fellows within each region that serve as resources, coaches and model teachers to support curricular fidelity and ensure quality student outcomes. Professional Development within ACCESS has been planned based on CAHSEE and CST student achievement data, as well as a variety of staff surveys in individual subject areas that cover staff strengths, needs, and student interests. In addition, we have identified the shortage of math and science credentials by analyzing ACCESS teachers’ highly qualified status. We believe that sufficient and sustained exposure to particular focus areas, based on student academic data, of professional development (based on student academic data) is necessary to effect positive change. Each year, ACCESS leadership chooses an area on which to focus staff development efforts. In the past six years, we have targeted writing, assessment, mathematics, GLAD, science, and cultural diversity. Multiple ACCESS-wide initial trainings combined with on-going, focused workshops ensure a coordinated and cohesive approach to staff development. ACCESS Teachers, CBL Coordinator, CBL Fellows ACCESS and Curriculum and Instruction Administration, Staff Development Coordinator Staff Development materials, technology, conferences $1.5 million Staff Development, Gateway Grant, PAR funds, VAPA Grants, Title I Page 30 of 38 Orange County Department of Education To encourage teacher leadership, the following are examples of sustained, on-going professional development opportunities: Character Based Literacy (CBL) staff and CBL Fellows meet monthly to review and to add new skills; Gateway/All ACCESS Math (AAM) has met for a total of 80-hours this year and will continue next year to provide training in math pedagogy focused on understanding for both Math Leads and Regional Leads; ACCESS Teacher Orientation provides 50-hours of training covering interactive instruction, classroom management, and critical thinking for our newest teachers; BTSA and Induction provides two-years of reflective teaching support as well, pairing veteran teachers with newer teachers; direct support for English learner instruction is provided by highly trained RELL coaches, as well as a wide variety of ongoing classes including GLAD strategies and Spanish in the classroom. In addition, several committees also provide on-going trainings in the areas of assessment, technology, and the arts. Finally, a Behavior Management Professional Learning Community began in May 2008. Title I Programs will continue providing the effective staff development model described in question four above and invite other appropriate program staff to participate as applicable. 6. Include specific academic achievement and English Language Proficiency goals and strategies for English Learners consistent with Annual Measurable Achievement Objectives (AMAOs) 1, 2, and 3 of the Title III Accountability System. (See Title III Accountability Report Information Guide available at http://www.cde.ca.gov/sp/el/t3/acct.asp.) Please describe those goals and specific strategies for Persons Involved Related Estimated Funding meeting the goals. /Timeline Expenditures Cost Source Page 31 of 38 Orange County Department of Education Overall ELA Goal: ACCESS will reach 33% proficiency among English Learner students (high priority subgroup) in English-language arts. Overall Math Goal: ACCESS will reach 32% proficiency among English Learner students (high priority students) in mathematics. Goal: Train all staff to effectively implement Systematic ELD We believe that with increased teacher skill and practice in identifying areas of needs and maximizing areas of academic strength within the English learner student population, students will reach proficiency at an increased rate. Although ACCESS consistently meets both AMAO 1 and 2 of the Title III accountability system, we recognize the direct connection between English proficiency and successful academic performance. ACCESS will continue to make the acquisition of language a priority by adopting a systematic English Language Development (ELD) program designed to take students to native-like language fluency. Five Regional EL Liaisons have attended a four-day Training of Trainers opportunity and are currently using the Systematic ELD program supports to design an ACCESS teacher training opportunity as well as teacher supports to ensure implementation. C&I Staff, ACCESS Administration, Instructional Staff, OCDE RELL Stipends $47,000 Title III, Staff Development Funds Goal: Further research into and the adoption of as well as training (SB 472 & ELPD) in specific state adopted materials for both ELA and intervention are now planned for the Fall of 2009. In review of the AYP data, it is clear that ACCESS students within the AMAO 3 cohort have not met their targets. However, student scores in the area of English language C&I Staff, ACCESS Administration, Instructional Staff, OCDE $125,000 IMFRP, Title III, Staff Development Page 32 of 38 Orange County Department of Education arts grade 9-12 have nearly doubled since the accountability measures have been in place. This increase may be due in part to the introduction of the local board approved ELA program Character Based Literacy (CBL) that is now an integral part of the ACCESS 9-12 instructional program and serves as a support to the state adopted K-8 ELA program. CBL daily lesson plans expect students to read and write every day by responding, reacting, and exploring deeply literature from the California Recommended Readings in Literature. CBL, which standardizes the curriculum across multiple sites, is also ideal for continuity of the academic program for our highly mobile student population. The English Learner Subgroup Self Assessment (ELSSA) data indicates that within the K-8 cohort of English Proficient, 58% of the students score at Below Basic and Far Below Basic in English language arts leaving only 16% of the student population scoring at or above Proficient. Given that 26% of the students tested score within the Basic range on the ELA portion of the CSTs, identifying these “continuously enrolled students” and providing strategic intentional instruction to promote skill acquisition should move them to a proficient level far faster than has been possible in the past. As noted above, the target for ELA proficiency is currently 33.4% of ACCESS EL students. Goal: Further research into and the adoption of and well as training (SB 472 & ELPD) in specific state adopted materials for both ELA and intervention are now planned for the Fall of 2008. Review of the data for AMAO 3 also indicates that mathematics scores are increasing for our 9-12 grade population. We believe this is a result of the intentional focus on mathematics instruction by our Staff Development Coordinator and Regional Math Leads. But, again the rate of acceleration of improvement targets requires a more C&I Staff, ACCESS Administration, Instructional Staff, OCDE $125,000 IMFRP, Title III, Staff Development Page 33 of 38 Orange County Department of Education intentional approach to mathematics instruction. In the area of mathematics 67% of the enrolled K-8 students score at Below Basic and Far Below Basic, leaving 28% of the student population scoring at or above Proficient. When considering this data, it may be of value to note that 6% of the students tested score within the Basic range on the mathematics portion of the CSTs. Continuing our focus on providing teachers with skills and knowledge in the area of mathematics and its instruction will assist the program in its effort to maximize instructional time and increase student proficiency. As noted above the current target for mathematics proficiency is 32.2% of ACCESS EL students. Goal: Ensure universal access by training all teachers in the Project GLAD model for instruction ACCESS continues to make progress toward the goal of 33.4 % in English language arts and 32.2% in mathematics, but we realize that because these targets are not static, additional program planning in the core academic areas for increased intentional intervention is necessary to assure all students reach proficiency. The disaggregated data for our EL subgroup indicate that 81% of those English learners scoring at the Intermediate CELDT level of English proficiency perform at Below or Far Below Basic on the ELA portion, with 19% of our student population scoring within the Basic range. On the mathematics portion, only 4% of the Intermediate English learners scored at Proficient, leaving 87% of the population scoring at Below and Far Below Basic. It is the intention of the LEA Plan to provide teachers with research-based instructional strategies to allow them greater effectiveness in the area of targeted intentional instruction of English learners. C&I Staff, ACCESS Administration, Instructional Staff, OCDE $100,000 Title III, ELAP, Staff Development Page 34 of 38 Orange County Department of Education 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 Persons Involved Related Estimated Funding incorporate them. /Timeline Expenditures Cost Source The ACCESS program is a year-round program and provides student services 12 months a year. The design of the program is intended to support the academic and social needs of the all student. Often sites are open from very early morning until late into the evening to accommodate the students’ needs and personal schedules. Along with this flexible scheduling, the ACCESS Safe Schools Program is currently providing ten ACCESS sites with afterschool programming, for four to five hours each day. Activities include professionally-led art classes, organized sports leagues, gender-based counseling groups, career and college classes, creative writing, service learning projects, music/dance group, nutrition/cooking, and educational fieldtrips and projects. In addition, ACCESS provides after-school tutoring for CAHSEE remediation and preparation. Every summer, ACCESS Safe Schools offers 35 youth an opportunity to audition and participate in Summer at the Center, a performing arts two-week camp and performance, in collaboration with the Orange County Performing Arts Center and the Young Americans. Safe Schools Administration and Support Staff, ACCESS Staff and Teachers $550,000$600,000 Safe Schools Healthy Students Initiative Safe Schools Administration and Support Staff, ACCESS Staff and Teachers $50,000 Instructional Funds and Various Grants Safe Schools also collaborates with community agencies to provide three summer camp opportunities for over twenty students. Pyles Boys Camp, Human Relations Camp, and Girls Inc. Eureka Program are the three camps and they all receive scholarships so there is no cost to the student. Safe Schools Administration and Support Staff, ACCESS Staff and Teachers Funded completely through various community agencies Page 35 of 38 Orange County Department of Education 8. Include strategies to promote effective parental involvement in the school. Please describe those strategies. (See DAS, Parent Persons Involved Related and Community, p. 10) /Timeline Expenditures This school year, a Title I Family Involvement Specialist was recruited to develop an ACCESS-wide, comprehensive, and integrated program to better incorporate families into the educational process. For a variety of reasons, many ACCESS parents find it challenging to be involved in school affairs, therefore, extra attention will continue to be given to the sensitive family situations in which our students live. The mission of the Title I Family Involvement Program is to encourage our families to participate actively in their child’s education, assist schools to create family-friendly programs, and partner with community organizations, such as PTA, to support learning. Following a child’s arrest in Orange County, parents attend the initial court hearing during which they are provided with an orientation that describes the juvenile court process and what they can expect. In collaboration with Probation and Fischer School staff, Title I Program staff is helping to develop a school component for this orientation, which will also be available for families online. A video of classrooms within the on-site school is intended to help parents recognize that their children are continuing to receive an accredited, standards-based educational program in traditional-appearing classroom settings. Many ACCESS schools organize Open House events as a way for parents to learn about the school program and meet with teachers in a more relaxed atmosphere to showcase student work. Often students act as tour guides Title I Family Involvement Program Manager, Title I Support Staff Estimated Cost $80,000 Funding Source Title I Page 36 of 38 Orange County Department of Education and hosts. For example, at one of our probation camps in Orange County, the Open House is scheduled on a Sunday, which is the regular visiting day for parents. Some school sites provide transportation and child care for families to encourage increased attendance at school/family functions. Title I also organizes annual meetings for families to inform them about the educational services Title I provides and solicit feedback to improve program offerings. In addition, parents are invited to attend college tours with their children and to participate in classroom presentations on topics such as financial aid for post-high school education and career exploration. To build the capacity of school staff to work more effectively with families, Title I is developing a Family-Friendly Schools Project. Staff who participate in the project will attend after school workshops to learn how to develop a more accessible school environment for families. In addition, Title I is publishing a bilingual newsletter which will provide tools and resources to assist families in supporting their children’s education. Title I supports a weekly course entitled “Critical Communication for Educators.” This course is offered to ACCESS staff that have the desire to learn Spanish phrases to facilitate greater communication with families of their students. Title I Instructor, Teachers, Support Staff $3500 Title I ACCESS Safe Schools Clinicians have piloted an evidenced-based class for parents to receive Parent Management Training curriculum at no cost. Parents are referred to the class through the Student Consultation Team process. This ten-week training provides parents with the skills and resources to build healthy relationships with Safe Schools Administration, Clinicians, and Support Staff, PAR $1,800 Administrators Safe Schools Healthy Initiative Grant Page 37 of 38 Orange County Department of Education their children.