Three-Year Improvement Plan by neolledivine


									San Juan Unified Background 
San Juan Unified School District is the 12th largest K‐12 school district in the state of California. In 
2008/09 SJUSD directly served more than 45,000 students in kindergarten through 12th grade, nearly 
12,000 learners in the adult education program, and approximately 3,000 in the early childhood 
education programs.  

SJUSD operates on a total annual budget of nearly $395 million. Approximately 90 percent of the 
District’s general fund budget of $231,367,216i is used toward employee compensation and benefits. 
The district employs 5014ii staff and an additional 2,500 substitute and temporary workers.  

Seventy‐two schools are operated by the district in the 75 square miles encompassed by the district 
boundaries in the north‐east suburban areas of Sacramento County. The district also operates several 
alternative programs, 3 adult education centers, a variety of preschool sites, and has chartered two 
dependentiii and three independentiv charter schools.  School facilities in the district age in range from 
25 years to more than 85 years of age. District voters have passed two major facilities bonds in the last 
ten years, 1998’s $157 million measure S and 2003’s $350 million Measure J.  

Comprehensive support operations are also in place to support district schools including a 
transportation department that travels more than 3 million miles each year and a food service 
department which serves more than 18,000 lunches each day. 

Test scores in the district continue to outpace county averages and the district API has increased by 35 
points during the last five years. More than 85 percent of high school students successfully complete the 
English‐Language arts portion of the California High School Exit Exam (CAHSEE) while 86 percent pass 
the math portion in their tenth grade year.  The average SAT scoresv in the district are 531 for verbal, 
545 for math, and 526 for writing.  The average ACT scorevi is 23.89.  

However, in the fall of 2008, San Juan Unified was designated a program improvement district when the 
English language learner and students with disabilities subgroups failed to make required progress on 
English‐Language Arts assessments.  

The Board of Education is comprised of Board President Richard Launey, Board Vice President Lucinda 
Luttgen, Board Clerk Larry Miles, Board Member Larry Masuoka, and Board Member Greg Paulo.  Dr. Pat 
Jaurequi was hired as the district’s 8th superintendent on Sept. 1, 2008.  

  First Interim Budget Update, Dec. 16, 2008 
   As of Dec. 17, 2008 
     Visions in Education & Choices Charter School 
    California Montessori Project, Golden Valley Charter School, and Options for Youth 
   Reflects SAT scores for 2006‐2007  
    Reflects ACT scores for 2006‐2007 
History of San Juan Unified 
(This history is largely extracted from “A History of the Formation Of The San Juan Unified School District 
of Sacramento County, California,” by James R. Cowan.)  

San Juan Unified School District was established on July 1, 1960.  It was created by joining the San Juan 
union high School District with five elementary school districts: Arcade, Arden‐Carmichael, Fair Oaks, 
Orangevale, and Sylvan.  These districts have historical ties dating back to the 1800’s.  

The Sylvan School District was the first to be established, taking form sometime before 1866 on sites 
that were part of the original Spanish land grant known as Rancho San Juan.  It was followed by the old 
San Juan Elementary District, which was formed in 1880 but disbanded in 1911 to be re‐established later 
as the San Juan High School District. Residents of the newly formed high school district soon voted a tax 
for the purpose of erecting their first high school on Greenback Lane near Mariposa Avenue.  San Juan 
High School was the first built in the district and would remain the district’s only high school until El 
Camino High School was built in 1950.  

The next elementary district formed was Arcade in 1885 on part of the old Rancho Del Paso grant.  
Orangevale and Roberts districts followed about 1890; the Fair Oaks district was established in 1896.  
The Arden School District, formed from part of the Arcade district, emerged in 1915, and the Carmichael 
district was formed in 1916.  

By 1928, the San Juan High School District included the same area as the Orangevale, Roberts, Fair Oaks, 
Sylvan, and Carmichael school districts. Arcade and Arden joined a few years later to make a total of 
seven school districts in the San Juan area prior to World War II.  

It should be mentioned that Carmichael District and Arden‐Carmichael District became statewide 
leaders in the development of schools for special needs students.  

Most of the districts started with a handful of students and one small school house.  They progressed 
through the years, increasing slowly in enrollment until after World War II when Sacramento received its 
portion of the population explosion experienced by most California communities.  In 1956, the Arcade 
District would purchase 80 acres of land near Donner Summit in the Sierra Mountains for the sum of 
$4,000.  An outdoor education camp was built on the site using mostly donated materials and labor 
thanks to the efforts of teacher Jim Winthers.  (The camp was later named for Mr. Winthers and remains 
part of the current San Juan Unified.)  

The elementary districts closest to Sacramento, Arden‐Carmichael and Arcade, were the ones receiving 
the early growth boost in numbers of students.  This early growth spurt led to the first unification 
election which was held in 1959 and failed in every elementary district except Arcade.  

The idea of area‐wide unification was not accepted and the growth continued climbing from more than 
6,000 students to more than 29,000 students between 1950 and 1959.  Unification was again proposed 
to the voters as being the best solution for the extensive growth. The second election was held Dec. 2, 
1957 and failed by 34 votes.  A third and final election was held in 1959 with the new San Juan Unified 
School District established and operational on July 1, 1960. The election vote was 5,813 in favor and 
2,624 opposed.  

The new district began with 54 elementary schools and six high schools and was the 7th largest district in 
the state with more than 34,000 students. 

Dr. Fred J. Kiesel was San Juan’s first Superintendent.  He came to San Juan from Mt. Diablo Unified and 
would ultimately spend more than 16 years in the District. Kiesel was active on the state education 
scene playing an instrumental role in uniting seven different organizations to form the present day 
Association of California School Administrators (ACSA) and working cooperatively with other districts to 
lower building costs.  

The years after unification would bring growth and great success to San Juan Unified.  Enrollment would 
eventually peak at more than 53,000 students and the district was known state wide for its in depth 
professional development and high achieving schools. 

The District has served a growing and changing community.  It its early years, the District served a 
booming suburban community formed of post World War II families.  As the Sacramento region 
continues to expand, the once suburban communities served by San Juan Unified have become more 
urban in nature.  

District enrollment has flowed with state‐wide trends. In 2002‐2003 the district entered a period of 
severe declining enrollment losing as many as 1,700 students in a single year. The results were traumatic 
when combined with state budget roller coasters that swung from full funding to deficit funding.  In the 
wake of financial hardship, San Juan Unified.  Since 2002‐2003 the district has closed nine schools and 
reduced staffing at all levels.   

Today, San Juan Unified directly serves more than 45,000 K‐12 students, 12,000 learners in the adult 
education program, and approximately 3,000 in the early childhood education program.   
Communities Served by San Juan Unified 
Arden – Arcade 

Population: 83,025  
Total Area (square miles): 21 
Total Housing Units: 43,000 
51% of Housing Units are single‐family, 49% multiple‐family. 
Per Capita Income: N/A 
Description: The Arden‐Arcade Community is located in the northern‐central portion of Sacramento 
County. The Community encompasses about 13,000 acres or 21 square miles. The area was part of the 
“Haggin Grant” in 1910, which was a portion of an old Mexican Land Grant to John Sutter. 
Much of Arden‐Arcade began to develop in the 1940’s with the Town and Country Village shopping 
center (the first suburban shopping center in Northern California). Most of the population growth in 
Arden‐Arcade occurred up through the 1960’s & 70’s, when it is estimated that 75‐80% of the 
Community was developed with urban uses. Arden‐Arcade is now one of the most heavily developed 
areas of urban Sacramento. 

Population:  49,742 
Total area (square miles): 10 
Total Housing Units: 21,383 
Per Capita Income: $26,811 

Description: Carmichael is a 10 square mile unincorporated community of Sacramento County, located 
10 miles northeast of downtown Sacramento along the north side of the American River. The first 
settlers of Carmichael lived on 10‐acre parcels that were farmed. Following World War II, Carmichael’s 
rural character began changing to that of a sprawling suburban bedroom community that grew rapidly. 
Fair Oaks Boulevard was transformed from a rural thoroughfare to a 2 mile‐long business district. Some 
of the remaining signs of early Carmichael days are the palm trees along Palm Drive, planted around 

Fair Oaks 

Population: 28,008 
Total area (square miles): 10.32  
Total Housing Units: 11,461 
Per Capita Income: $ 31,874 

Description: Fair Oaks is a well‐established community located in the unincorporated area of 
Sacramento County. It consists of a mix of suburban and semi‐rural neighborhoods. The area is home to 
rolling hills and numerous native oaks that add its quality of life. The views of the American River Bluffs 
and the surrounding attractions of the Nimbus Hatchery and Folsom Dam also add to the distinctive 
character of Fair Oaks.  

Fair Oaks’ uniqueness also stems from its existing business core and town center, known as the Fair 
Oaks Village. The village is home to narrow winding roads, rolling hills, an open‐air amphitheatre, and a 
historic plaza of historic buildings full of unique galleries and shops. The village shares the similar 
characteristics one could find in a small town atmosphere. The Plaza Park Amphitheatre, located in the 
Village, is the main site of the Fair Oaks Theatre Festival, one of the diverse outdoor community theatres 
in the area. The village area is also the site of the annual Spring Fest, an event celebrating the residents 
of Fair Oaks; the 2008 theme is “Spirit of the Olympics”.  


Population: 26,705 
Total area (square miles): 10.16  
Total Housing Units: 10,098 
Per Capita Income: $ 24,658 

Description: Orangevale is a unique community located in the unincorporated area of Sacramento 
County. Named for the orange groves that once populated area, this rural and semi urban community 
has been able to preserve its identity amidst the growth in Sacramento and Placer Counties. By 
maintaining a slow and steady growth, Orangevale residents have been able to preserve its rural 
community characteristics. It can be said that it is not uncommon to see horses sharing the road in 

This quiet agricultural community nestled between Citrus Heights, Folsom and Fair Oaks has some of the 
best views of mountain vistas and is home to many native oaks that populate the area. Adjacent to the 
Folsom Lake State Recreation Area, Orangevale residents and visitors can partake recreational activities 
nearby such as viewing the bluffs on the American River, visiting the Nimbus fish hatchery, or playing 
sports at the Orangevale Community Park.  

Citrus Heights   
Population: 89,017 
Total area (square miles): N/A 
Total Housing Units:  35,245 
Per Capita Income: $28, 227 

Description: Citrus Heights has established itself as an important suburb in the Sacramento region 
with its solid base of small businesses, retail chains, and food service establishments. Citrus Heights is a 
young city having been incorporated in 1997. Remaining predominantly rural through the 1960s, Citrus 
Heights began its emergence as a regionally important retail destination in the 1970s with the opening 
of the Sunrise Mall and Birdcage Walk shopping centers. 
Today, Citrus Heights is an economically and socially diverse population with a strong sense of 
community and civic pride.  City government and business groups continue to grow and improve 
services to meet the needs of residents. 
                                                      EXECUTIVE SUMMARY
                                                            Blueprint for Success
                                                     Approved by the Board of Education on 6/26/01

     Goal 1                   Goal 2                         Goal 3                          Goal 4                            Goal 5                Goal 6
  All students will:   All students will: apply            Provide a                  Acquire and allocate               Provide quality       Build capacity of the
   read, write, and     their knowledge and           psychologically safe            resources to support           services for the school   learning community
compute at or above    skills in multiple ways           environment.                   the district goals.                community.           to meet the district
  identified content    that support lifelong                                                                                                         goals.
      standards.               learning.

                                                       THREE OPERATIONAL GOALS
                                 #1 - Build a collaborative culture at school sites and across the district which focuses on
                                 student learning and evidence of learning results.
                                 #2 - Accelerate implementation of consistent effective instructional practices to support a
                                 standards-based educational system.
                                 #3 - Increase student achievement for "at-risk" students with focus on African American,
                                 Hispanic/Latino, and low socio-economic students.

                                                                    FOCUS AREAS

           Key Actions/
                                                                                                          High School
           School Site                Accountability                                                                                    Board Input and
                                                                        Professional                    Reform Initiative
              Plans/                  Plan and Site                                                                                      Instructional
                                                                        Development                     and Graduation
          Administrative                  Plan                                                                                              Focus

                                                                                                                                                                Attachment 1
                                              Goal Two                                                    Goal Three
                                              All students will apply their                               Provide a psychologically              Goal Six
                                              Knowledge and skills in                                     safe environment.                      Build capacity of the
                                              multiple ways that support                                     Working in partnership              learning community to
        Goal One                              lifelong learning.                                             with Goal 3 Committee               meet the district goals.
        All students will:                        Working in partnership                                                                            Working in partnership
        Read, write, and                          with Goal 2                                                                                       with SJTA/Management
        compute at or                                                                                                                               Bridge Committee
        above identified
        content standards

                                        Operational Goals for Building a Standards-based Educational System
                                          •     Build a collaborative culture at school sites and across the district which focuses on student
                                                learning and evidence of learning results
                                          •     Accelerate implementation of consistent effective instructional practices to support a
                                                standards-based educational system
                                          •     Increase student achievement for “at risk” students with focus on African American,
                                                Hispanic/Latino and low socio-economic students


                                                                    •    School Interventions                           Student
                                                                    •    Collaborative Work                             Achievement

                                                                Family/Community Partnerships

C:\Patti\Department\Lorna\Blueprint for Success Overhead Landscape.doc
               Three-Year Improvement Plan
           Approved by SJUSD Board of Education August 28, 2007
                       Amended September 25, 2007

The following improvement targets reflect the five filters of (1) academic performance,
(2) personnel support, (3) customer satisfaction, (4) facilities development and support,
and (5) financial health. While certain initiatives align with a particular filter more than
others, in reality most improvement effort will span several filters and reflect multiple
pathways to reach stated objectives. It is also true that at times filters can conflict with
each other, such as maintaining an under enrolled class which pleases our customers, but
clashes with the financial filter.

These targets reflect and expand upon the district’s Vision Statement, Mission Statement,
and Beliefs (adopted 1992) and the six (6) Core Goals, and the three (3) Operational
Goals as adopted in 2001 by the Board of Education.

While adopted statements and established operational goals are helpful in prioritizing
action plans, in reality the district faces only one core goal, but with multiple pathways
required in order to achieve it. The recommended core goal is as follows:

 All students will learn at high levels and graduate from high school with the skills and
           confidence to successfully pursue viable post-high school options.

Cabinet members and other district level administrators as assigned, in conjunction with
principals and other department heads will have responsibility and accountability for
results. In some cases a voluntary strategic implementation task force will be created in
support of initiatives. Progress reports will be presented at the monthly Extended Cabinet
meetings. In order to give greater focus to this effort, personal evaluations of all staff,
(including the Superintendent), should include reference to appropriate initiatives.

Academic Performance Filter

Improvement effort for academic performance to be targeted toward the following

Academic Impact Points (3 year target)
   1. 74% of 3rd graders to achieve reading proficiency (currently 44%)/ (long term
      target [LTT]=90%)
   2. 90% of 4th graders to achieve math proficiency (currently 60%)/(LTT=90%)
   3. 75% of 5th graders to achieve science proficiency (currently 45%)/ (LTT=85%)

   4. 77% of 6th graders to achieve writing proficiency (currently 47%)/ (LTT=90%)
   5. 58% of 8th graders to successfully complete Algebra I (currently 28%)/
   6. 72% of 8th graders to achieve social science / history proficiency (currently 42%)
   7. AVID to expand to 3,000 students for both high school and middle school
       (currently 2,200)/(LTT=4,000 students)
   8. All 9th and 10th graders to be placed in an advisement program intended for
       academic support, character development, parent communication and post high
       school planning. Counselors also to meet a minimum of two times per year with
       all ninth and tenth graders.
   9. 95% of 10TH graders to pass ELA and math CAHSEE (currently 80% ELA / 80%
       Math)/ (LTT=95%)
   10. 63% of high school students to complete A-G courses (currently 33%)/
   11. 69% of high school students to successfully complete at least one advanced
       placement course (currently 39%)/ (LTT=75%)
   12. All high school API scores to improve, with a minimum of four (4) high schools
       to achieve an API of 800 or more (currently have six (6) high schools with an API
       in the 700’s)/(LTT= all high school to exceed 800 API)
   13. 60% of all 9th and 11th grade students to report having meaningful participation in
       their schools based on the Healthy Kids Survey, or similar district created survey
       (currently 14%)/(LTT=90%)

Other Academic Considerations:
   1. Expand data feedback (value-added) for schools to be utilized for instructional
       modifications, targeted interventions, and/or more precise goal setting.
   2. Consider reconstitution or closure of PI schools failing to make improvement.
   3. Consider modification of the existing ELL delivery of support, including possible
       elimination of middle school ELL Center and implementation of district-wide
       “newcomer” intensive language intervention.
   4. Expand instrumental learning opportunities for students, especially in our schools
       of poverty.
   5. Student safety is always our highest priority. School and district emergency
       preparedness and response planning to be at the highest quality level.
   6. Schools shall promote and model healthy life styles, including the need for
       exercise, healthy food choices, and reduction of smoking and drug and alcohol

Technology Direction:
   1. Create a thoughtful “roadmap” that creates a picture that clarifies direction for
      technology expansion, including standardization of implementation, utilization,
      and expected outcomes based on grade level applications. Expansion of
      bandwidth to be incorporated into “roadmap”.
   2. Create a budget line item to support creative early adoption initiatives with
      expectations for lesson demonstration and/or training of other interested staff.

   3. Resolve the student information system challenge the district now faces.
   4. Replicate laptop initiative (as per Salk H.T. Academy) at two (2) additional
   5. Implement user friendly, attractive, relevant (i.e. - current) and useful websites for
      all major district departments, schools, and classroom teachers.
   6. Regardless of status of student information system, on-line grade reporting to be
      made available for parents of all secondary students.
   7. Expand and improve technology applications as needed for better operational
      (fiscal, payroll, maintenance, human resources, transportation, etc.) efficiencies.

High School Initiatives / Alternative Education:
   1. Complete the redesign of Encina Preparatory Academy and San Juan Academy.
   2. Strengthen and expand alternative learning opportunities for middle school
      students, and under age 16 and over age 16 high school students, to support
      students removed for disciplinary reasons and /or needing alternative types of
      instruction. Examination of this issue to include effective classroom management
      training, expansion of positive behavior intervention and character education into
      the classrooms.

Personnel Support Filter

Professional Development:
The district shall develop and deliver a professional development program in a systematic
and focused manner that supports district initiatives combined with support for site based
needs. Delivery systems to include, but not be limited to, expert presentations, traditional
directed instruction, follow-up coaching, collaborative study groups, in-house expert
demonstrations, contracted services, and web based training modules and community of
learner on-line networks. It is critically important that areas of focus and training are
aligned with district priorities and that these priorities apply both to the regular classroom
environment as well as to extended learning classrooms.

Specific areas of targeted professional development include the following:
   1. Quality first teaching components (including classroom management, positive
       behavior intervention, specific content support, and best instructional practices)
   2. PLC development (use of data, common assessments, and cycle of inquiry)
   3. Technology instructional applications
   4. Cultural Proficiency / Human Dignity
   5. Leadership training, including a monthly symposium for first and second year
   6. Researched backed intervention strategies and programs

Staff Satisfaction:
Human Resources to create annual evaluation instrument to measure staff satisfaction and
to create systems to better recognize, support, engage and motivate personnel.
Consideration to be given to the creation of preventative health programs for SJUSD

The Human Resources Department will develop and publish uniform standards, and
provide training regarding welcoming and service expectations with members of the
public in schools and in all offices.
The HR department and Labor Relations Director shall train managers and encourage
employee organizations to seek early resolution of employee-management disputes.
Establishing positive and productive relationships between the district and employee
organizations is a continuing high priority focus.

Managers to be better trained in contract understanding and enforcement, conflict
resolution, employee discipline, and meaningful evaluation processes.

Customer Satisfaction Filter

The district will continue with its annual April parent satisfaction survey. (Survey to
include feedback on websites and grades on-line.) Results shall annually be evaluated,
analyzed and published, serving as the basis school and district improvement goals.

Additional initiatives, projects or indicators related to customer satisfaction include the

   1. Staff to create and implement a specific district marketing and communication
   2. Continuation and possible expansion of phone notification system.
   3. Public forums to continue to generate strong attendance and positive evaluations
      (attendance 2004: 217 / 2005: 722 / 2006: 515).
   4. District enrollment to stabilize by 2009-10 (recent loss of enrollment:
      2005: 1532 students / 2006: 961 students).
   5. Loss of high school students between October and May to decrease annually
       (2005-06: 1648 students / 2006-07: 1005 students).
   6. A new school construction bond and /or maintenance assessment district to be
      approved by the community at a date established by the Board of Education
      (either 2008 or 2010 pending feasibility study and Board decision).

Facilities Development Filter

A major factor for consideration related to facility development will be whether or not the
district pursues a bond election for the construction of new schools. Other specific
projects include the following:

   1. Complete an independent overview of the efficiency of maintenance,
      modernization and construction operations. Report to be presented to the
      Superintendent and Board of Education.
   2. Resolve immediate facility issues, including the placement of the adult education
      program and the disposition of Orangevale School, while also providing specific
      process recommendations, cost and timeline for the reconstruction of San Juan

        Academy. Staff is also directed to explore possible facility options for the
        expansion of alternative education options for secondary students.
   3.   In addition to existing bond dollars, district will pursue funding for San Juan
        Academy through state bond dollars, QZAB, CTE allocations, and community
   4.   Staff to work closely with bond exploratory committee to identify options for
        selection of facilities for possible reconstruction, with recommendations
        submitted to the Board of Education.
   5.   Staff to continue to address “curb-appeal” issues, including the painting of
        schools with newer, attractive color schemes, campus cleanliness, and grounds
        upkeep. District approved “self-help” projects to be encouraged.
   6.   Continuation of modernization effort utilizing voter approved Measure J funds.

Financial Health Filter

The pressures of declining enrollment, insufficient state funding, combined with salary
and health benefit demands will continue to create a stressful financial situation for the
school district. In addition to these challenging factors, we face a long list of needs that
require financial support. The district will have no choice but to monitor and prioritize all
spending and to actively pursue additional funds whenever possible. Maintaining a
culture where every employee views themselves as a budget manager will be essential in
the years ahead.

Other specific and measurable projects include the following:

   1. It is recommended that the district strive to increase non-designated reserves as
      per the recommendation of School Services for all districts experiencing declining
   2. Complete internal budgetary analysis of all expenditure categories. Analysis is to
      include examination of relevancy for the expenditure and the relationship to
      student learning, personnel support and/or operational necessity.
   3. Staff is expected to assertively pursue grant opportunities, in support of district
      goals and initiatives.
   4. Salary comparison data to be secured and published to assure fairness and
      competitiveness. Certificated salary comparisons to be based on the ten (10)
      California school districts of similar size (5 larger / 5 smaller), while classified
      salaries to be compared with salaries of district that has contiguous boundaries
      with the San Juan Unified School District.
   5. Should enrollment continue to decline, consideration must be given to additional
      school closures. In addition, consolidation of schools could be a cost saving
      component of a facility bond, as new elementary schools should be selected
      strategically to allow consolidation of smaller schools into a new, but fewer larger
      school. Operating fewer schools is recommended for long term financial stability
      of the school district.

     California Department of Education        District Name:           San Juan Unified School District        CD Code:     34-67447__
               August 18, 2008

                                                      LOCAL EDUCATIONAL AGENCY PLAN ADDENDUM

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

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                         Persons          Related      Estimated   Funding
 and include a determination of why the prior LEA Plan was not                    Involved/Timeline   Expenditures     Cost       Source
 successful. (See DAS, Standards-based Curriculum, Instruction
 & Assessment, pp. 3-5)
 The following surveys were distributed in October/ November of 2008:
     • District Assistance Survey (DAS): completed by central and site
          administrators and a cross section of teachers and parents
     • Academic Program Survey (APS): completed by school site teams
     • English Learner Self Study Assessment (ELSSA): completed by
          parents of EL students, EL staff and cross section of site staff
     • Least Restrictive Environment (LRE): completed by special
          education staff, cross section of site staff and parents of special
          needs students.

 A total of 1,047 surveys were distributed with a 47% return rate. The APS
 surveys completed by school site teams had the highest rate of return at 82%.

  Based on results of surveys and focus group meetings, there is a profound
 need to develop a district strategic plan that will focus energy and resources
 on student learning, with an emphasis on English Learners and Students with
 Disabilities. Importantly, a professional development plan for administrators
 and teachers is needed in the following areas: I. High Quality First
 Instruction, II. Effective Interventions and III. Instructional Leadership.

San Juan Unified School District, LEA Plan Addendum 2008-2009
Contributing factors to the lack of success of the current LEA plan are as
     • LEA Plan actions have not been implemented consistently, or with
         fidelity, across the district.
     • Access to the core curriculum for all students is not supported
     • Interventions have not been implemented consistently.
     • Professional development activities for teachers and administrators
         have been sporadic and largely voluntary, resulting in continued
         fragmentation of program implementation.

Based on survey results and focus group meetings, actions identified to
address fundamental teaching and learning needs are as follows:
    • Develop a strategic plan for the district which will focus energies      Superintendent,          Strategic          $69,000    Title I
        and resources on student learning including English Learners (EL)      Assistant                Planning Process              Title II
        and Students with Disabilities (SWD).                                  Superintendents,                                       Title III
    • Purchase and implement research-based strategic and intensive            Directors, Curriculum                                  EIA
        intervention programs and materials (grades 4-12) in                   Specialists,                                           General Fund
        reading/language arts and math.                                        Principals, Vice-
                                                                               Principals, Leadership
    • Utilize standards based assessments to guide/modify instruction and
        to monitor progress of ALL students.                                   Teams, teachers and      Professional       $45,000
                                                                               support staff            development
    • Implement K-12 strategic differentiated classroom instruction to
        meet specific needs of students, including ELs/SWDs/GATE,
                                                                               Timeline: January
        students below standards and CAHSEE preparation.
                                                                               2009- 2011               Teacher release    $8,000.
    • Provide standards based professional development for general
        education and special education teachers and language specialists on
        core replacement and supplemental research-based materials to
                                                                                                        Textbooks and                 IMF
        ensure consistency in program effectiveness.
                                                                                                        supplemental                  EIA
                                                                                                        materials                     Prop 20
                                                                                                        Release time       $18,000.   Funds

San Juan Unified School District, LEA Plan Addendum 2008-2009
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                     Target for             Target for             Target for
                                                        2009    Increase in    2010    Increase in    2011    Increase in
  English Language Arts      % Tested     % Prof/Adv   Target   Proficiency   Target   Proficiency   Target   Proficiency
  District-All students         99             56.1     45          -          56          -          67         10.9
  African American              98             38.0     45         7.0         56         18.0        67         29.0
  American Indian               99             51.0     45          -          56         5.0         67         16.0
  Asian                        100             73.4     45          -          56          -          67          -
  Filipino                      99             61.5     45          -          56          -          67         5.5
  Hispanic                      99             36.8     45         8.2         56         19.2        67         30.2
  Pacific Islander             100             53.8     45          -          56         2.2         67         13.2
  White                         99             61.4     45          -          56          -          67         5.6
  Disadvantaged                98              37.1     45         7.9         56         18.9        67         29.9
  English Learners             99              27.7     45         17.3        56         28.3        67         39.3
  Students w/Disabilities      95              25.0     45         20.0        56         31.0        67         42.0

Additional Indicator - API
2007 Base                                                                                                  767
2008 Growth                                                                                                777
Change                                                                                                      10
2009 Growth needed                                                                                          1

Additional Indicator - Graduation Rate
2007 Rate                                                                                                 84.1
2008 Rate                                                                                                 81.7
Change                                                                                                    -2.4
2009 Target                                                                                           83.1 or +0.1
San Juan Unified School District, LEA Plan Addendum 2008-2009
                                        2008                       Target for                 Target for                Target for
                                 %            %          2009     Increase in      2010      Increase in    2011       Increase in
Mathematics                    Tested      Prof/Adv     Target    Proficiency     Target     Proficiency   Target      Proficiency
District-All students           99             58.4     45.5           -           56.4          -          67.3           8.9
African American                97             38.8     45.5          6.7          56.4         17.6        67.3           28.5
American Indian                 99             53.7     45.5           -           56.4         2.7         67.3           13.6
Asian                           100            79.9     45.5           -           56.4          -          67.3            -
Filipino                        99             63.1     45.5           -           56.4          -          67.3           4.2
Hispanic                        99             42.7     45.5          2.8          56.4         13.7        67.3           24.6
Pacific Islander                99             57.8     45.5           -           56.4          -          67.3           9.5
White                           99             62.7     45.5           -           56.4          -          67.3           4.6
Disadvantaged                    98            44.5     45.5         1.0           56.4         11.9        67.3           22.8
English Learners                 99            42.9     45.5         2.6           56.4         13.5        67.3           24.4
Students w/Disabilities          95            30.0     45.5         15.5          56.4         26.4        67.3           37.3

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 how   Persons Involved/      Related      Estimated     Funding
 you will accomplish this.                                                Timeline        Expenditures     Cost         Source
 Strategies to ensure High Quality First Instruction and Effective
 Interventions for all students:
     • Select and implement SBE adopted reading and math core programs            Assistant                Teacher subs,          $105,000   Title I
         and interventions in all schools, using consistent pacing and periodic   Superintendents,          extra hourly                     Title II
         common assessments and train teachers, administrators and                Directors, Curriculum                                      Title III
         paraprofessionals.                                                       Specialists,             Trainers               $ 40,000   SIP
     • Define High Quality First Instruction and Effective Interventions          Principals, Vice-                                          EIA
         and communicate expectations to teach all students, including EL         Principals, Leadership   Release time for       $ 23,000
         and SWD.                                                                 Teams, teachers and      teachers, training
     • Train teachers and administrators on the instructional programs, best      support staff            materials and
         practices, standards aligned instruction, and a model for monitoring                              printing costs
         fidelity and effectiveness of instruction.                               Timeline – January
                                                                                  2009 – 2011.

San Juan Unified School District, LEA Plan Addendum 2008-2009
    •   Build Professional Learning Communities district wide, with a focus
        on student learning and results.
    •   Communicate expectations and monitor instructional time for core
        curriculum and interventions as outlined in the State Frameworks.
    •   Explore and implement daily schedules that provide flexibility for
        optimum instruction.
    •   Align instructional strategies used in the extended learning programs
        with those used in core programs.
    •   Develop common protocols for data analysis around formative
        assessments that lead to conversations that inform instruction. Train
        administrators and teachers in the use of these protocols.
    •   Develop, implement and monitor implementation of a district wide
        protocol for student placement in intervention programs with an
        emphasis on EL and SWD subgroups.
    •   Communicate and implement entrance and exit criteria for students
        in intervention programs with an emphasis on EL and SWD groups.
    •   Articulate vertically and horizontally across the district to ensure a
        continuous intervention support system for students, including the
        use of RTI, ELD, and SDAIE strategies.

Strategies to ensure High Quality Instructional Leadership:
    • Utilization of data analysis and facilitation skills by the site
        leadership team to enhance the effectiveness of collaboration.
    • Communicate the intent, focus and content of the district’s strategic
        plan to all stakeholders in the school community.
    • Ensure all meetings have student achievement as an agenda item.
    • Develop protocols to be used district-wide to monitor High Quality
        First Instruction. Train administrators and teachers in the use of
        these protocols.

San Juan Unified School District, LEA Plan Addendum 2008-2009
  4. Identify actions that have the greatest likelihood of improving student achievement in meeting state standards.
Please identify those actions. (See DAS, Standards-based                Persons           Related       Estimated    Funding
Curriculum, Instruction & Assessment, pp. 3-5)                     Involved/Timeline   Expenditures        Cost       Source
 Actions that ensure High Quality First Instruction and Effective
    • Select and implement SBE adopted reading and math core programs             Assistant
        and interventions in all schools with pacing and formative and            Superintendents,
        summative assessments.                                                    Directors, Curriculum    Training costs
    • Provide SB472 training opportunities for teachers.                          Specialists,             for teachers        $66,000   Title I
    • Define quality first instruction and communicate expectations to            Principals, Vice-        administrators                Title II
        teach ALL students with emphasis on SWD and EL subgroups.                 Principals, Leadership                                 Title III
    • Train teachers and administrators on the RTI model and the use of a         Teams, teachers and                                    EIA
        protocol to guide student placement in intervention programs.             support staff
        Provide support for RTI implementation at sites.
    • Provide Response to Intervention (RTI) support to all at risk               Timeline: January 2009
        students, including SWDs and English Learners, as they move               – 2011.
        through the different tiers of the interventions. Student progress will
        be monitored with fidelity using a district protocol.
    • Train and expand implementation of the Positive Behavior Support
        (PBS) program                                                                                      PBS Training        $12,000   Title I
    • Provide professional development on high quality first instruction                                   costs and release
        including classroom management, questioning strategies,
        differentiation, time management, checking for understanding
        strategies, corrective feedback and lesson design.
    • Monitor instructional time for core curriculum and interventions as
        outlined in the State Frameworks.
    • Align extended learning programs with the strategies used in the
        adopted curriculum and programs.
    • Develop observational strategies and protocols to monitor High
        Quality First Instruction effectively.
    • Providing training to teachers and administrators on coaching                                        Coaching and        $60,000   Title I
        models to support program implementation and effectiveness.                                        Data Director
     • Expand the use of Data Director according to the district                                           training and
         implementation plan: use the data for placement, progress                                         release time
         monitoring and documenting intervention history.

San Juan Unified School District, LEA Plan Addendum 2008-2009
Actions to ensure high quality instructional leadership:
    • Train instructional leaders in the use of data analysis and facilitation
        skills to enhance the effectiveness of site collaboration.
    • Provide AB 430 training and practicum activities to all site
        administrators in alignment with the adoption schedule.                  AB430 Training   $22,000   Title I
    • Provide the Leadership Training Program (LTP) to aspiring
    • Communicate the intent, focus and content of the district’s Strategic
        Plan to all stakeholders in the school community.
    • Provide training to teachers and administrators on coaching models         Coaching cost
        to support program implementation and effectiveness.                     encumbered in
    • Train and coach all site administrators on effective conferencing          #3 (above)
        techniques to provide effective feedback on the quality of

San Juan Unified School District, LEA Plan Addendum 2008-2009
   5. Address the professional development needs of the instructional staff that will support the strategies and recommendations described
Please explain how you identified those needs and how you will         Persons              Related       Estimated    Funding
address them. (See DAS, Professional Development, pp.             Involved/Timeline      Expenditures        Cost       Source
Based on survey results and focus group meetings, the following
professional development topics will be addressed:                          Assistant                Teacher subs,       $16,000    Title I
    • Research based instructional strategies:                              Superintendents,         extra hourly pay               Title III
              o Response to Intervention program                            Directors, Curriculum                                   EIA
              o Differentiated Instruction                                  Specialists,              Training           $5,000
              o Effective Professional Learning Communities and             Principals, Vice-         materials,
                   facilitation training                                    Principals, Leadership   printing
              o Positive Behavior Support (PBS)                             Teams, teachers and
    • Staff development for K-12 teachers, EL and Special Ed support        support staff
         staff on the use of SBE standards and adopted core instructional                            Trainer and         $130,000   Title I
         programs and materials purchased by the District in English        Timeline: January        release time,                  Title III
         language arts and mathematics including intensive intervention     2009-2011.               extra hourly pay               EIA
         programs and materials.
    • EL instructional strategies, including ELD and SDAIE.
    • Training for monitoring classroom instruction including:
              o Classroom observation protocols
              o Effective feedback methods
              o Coaching protocols
              o Evaluation methods
    • Leadership Training Program (LTP) for aspiring administrators.                                 Costs included in

San Juan Unified School District, LEA Plan Addendum 2008-2009
   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.

           a. 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

          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
Please describe those goals and targets.                                  Persons            Related      Estimated    Funding
                                                                   Involved/Timeline       Expenditures     Cost        Source
The San Juan USD has been unsuccessful in meeting the Annual
Measurable Objectives (AMAOs) for the past two years. In 2006-07,
AMAO #1 was not met. In 2007-08, AMAO #3, which is the NCLB
Annual Yearly Progress (AYP) target for the EL subgroup was not met
in English language arts. Based on survey results, district data on the        Asst Superintendents,    Professional       $150,000   Title I
achievement levels of English Learners, and focus group meetings, the          Directors, Curriculum    Dev. Trainers                 Title II
goals and targets are as follows:                                              Specialists,             and release time              Title III
    • Provide High Quality First Instruction to EL students through access     EL Program Staff, site   for teachers                  SIP
         to the core curriculum supported with ELD and SDAIE strategies.       administrators,                                        EIA
    • Implement district wide protocol for placement of EL students in         teachers and support
         appropriate programs and interventions.                               staff.
    • Ensure consistent implementation of interventions for EL students
         and monitor progress to ensure appropriateness of interventions.      Timeline: January 2009
    • Ensure consistent implementation of district EL policies and             – 2011.
         procedures that support EL student achievement.
Describe scientifically based research strategies to improve English
language Development (AMAO 1 and 2; English Learner Subgroup Self
Assessment (ELSSA) Section B).
    • Select and implement SBE adopted materials for core curriculum
         and intervention for English language arts and ELD.
    • Define High Quality First Instruction and communicate clear
         expectations on how to differentiate instruction for EL students at
         each level of English proficiency.
San Juan Unified School District, LEA Plan Addendum 2008-2009
    •   Train teachers, language specialists and administrators on best
        practices for ELD instruction; monitor ELD instruction using district
        observation protocols.
    • Develop schedules to provide flexibility and minimal interruptions
        to the daily ELD instruction
    • Monitor EL student progress through data analysis and action
    • Develop and train on common ELD benchmarks and assessments to
        monitor acquisition of English language and grade level standards.
    • Articulate within school departments and grade levels, and across
        schools to ensure continuous support for EL students as they
    • Develop, distribute and monitor the implementation of the English
        Learner Master Plan.
    • Communicate identification criteria and program placement for EL
        students to teachers, language specialists, administrators and parents.
Describe scientifically based research strategies to improve academic
achievement in reading/language arts (AMAO #3, ELSSA Section B.)
    • Select and implement SBE adopted materials for reading/language
    • Define High Quality First Instruction and communicate clear
        expectations on how to differentiate instruction for EL students.
    • Train teachers and site/district administrators on best practices for       Training and   $ 40,000   Title I
        reading/language arts instruction for El students.                        release time              Title III
    • Monitor reading progress for EL students through collaboration
        around student data and work.
    • Provide common benchmarks and assessments to monitor progress
        in reading/language arts and grade level standards.
    • Articulate vertically and horizontally across the district to ensure a
        continuous intervention support system for EL students, including
        the use of RTI, ELD, and SDAIE strategies.
Describe scientifically based research strategies to improve academic
achievement in mathematics (AMAO #3, ELSSA Section C.)
    • Select and implement SBE adopted materials for mathematics.
    • Define High Quality First Instruction and communicate clear
        expectations on how to differentiate instruction for EL students.
    • Train teachers and site/district administrators on the best SDAIE           Training and   $40,000    Title I
        practices for math instruction.                                           release time              Title III
    • Train and monitor SDAIE math instruction practices.
    • Provide common benchmarks and formative and summative
        assessments to monitor acquisition of math and grade level

San Juan Unified School District, LEA Plan Addendum 2008-2009
    •    Articulate vertically and horizontally across the district to ensure a
         continuous intervention support system for EL students in the area of
         mathematics, including the use of RTI, ELD, and SDAIE strategies.
    •    Communicate and monitor the expectation that all EL students have
         access to core math instruction.

Describe scientifically based research professional development
strategies and activities, including coordination efforts with other No
Child Left Behind (NCLB) programs (ELSSA, Section D.)

The San Juan USD will design and implement a high quality professional
development plan that will address strategies and activities to meet the needs
of English Learners. The professional development plan will provide
extensive, on-going training for administrators, teachers, bilingual
instructional assistants, site language specialists, other staff and parents as
     • Train teachers and site/district administrators in the use of ELD
          benchmark assessments and on best practices for ELD and SDAIE           Summer            $ 50,000   Title I
          strategies.                                                             Institutes –                 Title III
     • Provide training to teachers and site/district administrators on           ELD,SDAIE,
          coaching models to support effective collaboration and use of data.     Coaching and SB
     • Train teachers and administration on monitoring fidelity and               472
          effectiveness of instruction for English Learners.
     • Train teachers on access to the core curriculum for EL students,
          culturally responsive teaching strategies, academic language and
     • Align adopted ELD materials to the ELD/ELA standards.
     • Provide training in SB 472 English Learner Professional

Describe parent involvement and outreach strategies to help parents
become active participants in the education of their children, including
coordination efforts with other NCLB programs. (ELSSA, Section E)

The San Juan USD has a culturally diverse parent community whose primary
                                                                                  Parenting         $ 15,000   Title I
languages are Spanish, Russian and Ukrainian. The district provides clear
                                                                                  workshop                     Adult Ed
and timely communication, in English and the primary languages, to parents
                                                                                  trainers and                 Title III
and community members, on student achievement, academic expectations,
accountability requirements and support services. The following are parent
involvement and outreach activities to be provided:
    • Classes in parenting skills and English as a Second Language (ESL).

San Juan Unified School District, LEA Plan Addendum 2008-2009
    •   Workshops for parents on homework, behavior and healthy habits.
    •   Parent Institute for Quality Education (PIQE) classes at Edison,
        Greer, Dyer Kelly and Will Rogers.                                                              PIQE trainers       $10,000
    •   Workshops on the district SBE materials (ELD, mathematics,
        English language arts) and EL program entrance and exit criteria.
    •   A Community Resource Handbook available in multiple languages.
    •   Oral and written translation services in Spanish, Russian and
    •   Opportunities for parent classes and workshops in the parents’
        primary languages.
    •   Training for administrators, teachers and classified staff on effective
        parent involvement strategies.

   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.                      Persons              Related         Estimated       Funding
                                                                                   Involved/Timeline       Expenditures         Cost           Source
Align regular day activities and materials for High Quality First               Asst Superintendents,
Instruction and Effective Interventions with extended learning                  Directors, Curriculum    Training for       $ 15,000        Title I
before/after school programs and summer school as follows:                      Specialists,             extended                           Title III
    • Utilize research based, standards aligned ELA and math                    EL Program staff,        learning staff                     SIP
         interventions in extended learning programs.                           Extended Learning                                           EIA
    • Align interventions offered before/after school, during the school        Dept., site                                                 Supplemental
         day and in summer programs as appropriate.                             administrators, teachers                                    Hourly
    • Provide professional development to certificated and classified staff     and support staff.                                          Intervention
         in intervention strategies and materials.                                                                                          Funds
Evaluate, monitor and communicate student progress in extended                                                                              21st CC
learning programs to regular school day staff:                                  Timeline: January 2009                                      ASES
    • Expand use of Data Director according to district plan and include        - 2011.
         data from extended learning programs as appropriate.
    • Utilize formative and summative assessments for student placement
         in before/after school and summer programs and implement
         programs within the assessment timeline.
    • Define and communicate entrance and exit criteria with periodic
         monitoring for program placement.
    • Identify and provide enrichment and supplemental materials to after
         school programs to support and reinforce the regular school day
         instructional focus.
                                                                                                         Extra Hourly Pay $30,000           Supplemental
    • Utilize intervention coaches to ensure fidelity of implementation and
         provide professional development on intervention programs both
         within and beyond the school day.

San Juan Unified School District, LEA Plan Addendum 2008-2009
   8. Include strategies to promote effective parental involvement in the school.
Based on survey results and focus group meetings, strategies for parent
involvement include:                                                               Assistant
    • Regular and timely communication on the progress of the district             Superintendents,
        Strategic Plan (June 2009 and on-going quarterly reports).                 Directors, State & Fed.
    • Train School Site Councils on their roles/responsibilities including         Program Office,           Printing, website,   $ 12,000   Title I
        development of the Single Plan for Student Achievement (SPSA).             Communications            flyers, translated              Title III
    • Provide clear, timely communication to parents and community                                           materials                       EIA
        members on student achievement, accountability requirements and            Timeline: January 2009
        support offered for student success in appropriate primary languages.      – 2011.
        (e.g. newsletters, websites, fliers, parent handbooks, events and parent
    • Provide information to parents of Students with Disabilities to ensure
        understanding of placement, program, IEP and special services.
    • Provide opportunities for parents to participate in decision-making
        related to site and district initiatives.
    • Post the Parent Involvement Board Policy on the district web site; post
        schools’ parent involvement policies on their web sites.
    • Conduct annual parent surveys and use the results to amend policies
        and practices to improve parent involvement and student achievement.
    • Communicate to parents at regular intervals the identification process,
        interventions used and progress for challenged students.

San Juan Unified School District, LEA Plan Addendum 2008-2009

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