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The Local Education Agency Plan 2 of 75 3/11/15

District Profile In the space below, please provide a brief narrative description of your district. Include your district’s vision/mission sta tement and any additional information about the make-up of your district, including grade levels and demographics of students served, in order to provide background and a rationale for the descriptions included in the LEA Plan.

The El Rancho Unified School District (ERUSD) is located in southern Los Angeles County in the city of Pico Rivera. The 2013-14 district enrollment was 9,376, serving students in Transitional Kindergarten through grade twelve, in eight elementary schools, three middle schools, one comprehensive high school and one continuation high school. In addition, approximately 400 students participate in state pre-school programs in ERUSD. Approximately 97.8 percent of ERUSD students are Hispanic, with English learners (EL) accounting for approximately 23 percent of the student population. In addition, 82.6 percent of students qualify for free or reduced-price meals, the poverty indicator established by the federal government. Our schools offer a comprehensive education with a variety of educational programs suitable to meet the needs of our diverse student population. The District is governed by a five-member Board of Education. Employees number approximately 470 certificated staff and 445 classified staff. Every member of the ERUSD team plays a critical role in student success. As a district, we are guided by our core purpose and goals, which are listed below. Our Mission: The El Rancho Unified School District will actively partner with the community as its leading educational institution that provides a technology rich and innovative learning environment for all students. Students will be challenged to become college and career ready and life-long learners. Our Vision: We are committed to being a dynamic and innovative learning community that prepares each and every student for success now and in the future.


Local Measures of Student Performance

(other than State-level assessments)

Per NCLB Section 1112 regarding Local Educational Agency Plans, each LEA must provide the following descriptions in its Plan: A description of high-quality student academic assessments, if any, that are in addition to the academic assessments described in the State Plan under section 1111(b) (3), that the local educational agency and schools served under this part will use to:

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

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

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

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

If the LEA uses such assessments in addition to State Academic assessments, please provide a succinct description below, and indicate grade levels and students served with such assessments. Also, please describe any other indicators that will be used in addition to the academic indicators described in Section 1111 for the uses described in that Section.

Assessments Academic Area Grades Administration

Smarter Balanced Online Summative Assessments English-Language Arts, Math 3-8, 11 annually

California Alternate Assessment (CAA) Field Test* English-Language Arts, Math 3-8, 11 annually

California Standards Test (CST) Science 5, 8, 10 annually

California Modified Assessment (CMA) Science 5, 8, 10 annually

California Alternate Performance Assessment (CAPA)* Science 5, 8, 10 annually

Standards Test in Spanish (STS)** Reading-Language Arts 2-11 optional

California High School Exit Exam (CAHSEE) English-Language Arts, Math 10 11 12

1 time per year 2 times per year 3 times per year

California English Language Development Test (CELDT) English Language Development TK-12 annually

District Benchmark Assessments English-Language Arts, Math K-2 2-3 times per year

District Benchmark Assessments – Performance Tasks English-Language Arts, Math 3-8 2 times per year

Avenues Assessments English Language Development K-5 ongoing

High Point Assessments English Language Development 6-8 ongoing

Inside Assessments English Language Development 6-8 ongoing

Edge Assessments English Language Development 9-12 ongoing

*For students with severe cognitive disabilities. **For Spanish-speaking English learners who either receive instruction in their primary language or have been enrolled in a school in the United States less than 12 months.


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

Planned Improvement in Student Performance in Reading

(Summarize information from district-operated programs and approved school-level plans)

Description of Specific Actions to Improve Education Practice in Reading

Persons Involved/ Timeline

Related Expenditures

Estimated Cost

Funding Source

1. Alignment of instruction with content standards:

• Site teams of teachers and administrators will receive professional development on the Common Core State Standards, instructional shifts, Project-based Learning and Depth of Knowledge to align instructional strategies with content standards.

Ongoing:

• District Administrators

• Site Administrators • District Resource

Teachers • Instructional

Coaches • Teachers

Release time

Consultants

Extra-duty, extra-pay for teachers

$184,000 Title I, Title II, General Funds

• Textbooks and supplemental materials are aligned with State Standards and will support Common Core State Standards.

Textbooks & supplementary materials

$400,000 General (IMRFP) Funds

• Research-based instructional strategies will be used.

• Local assessments, curriculum-embedded assessments and formative assessment practices will be used to ensure student mastery of standards-based content.

EADMS $54,000 General Funds

• District and site administrators will conduct classroom visits to ensure differentiated instruction is being provided to address the needs of all learners, including English learners and students with disabilities.

• The Language Arts Curriculum Council (LACC) will participate in ongoing professional development and monthly meetings to develop resources to assist teachers with the alignment of instructional strategies and content standards.


$15,000 Title I Funds

• Grade-level assessment committees will meet on an ongoing basis to develop district assessments to be used to ensure student mastery of standards-based content as well as the alignment of instruction and assessment.

Release time $30,000 Title I Funds

• Teachers will be provided with time to revise curriculum maps to incorporate college and career standards and develop project-based learning units.


$15,000 General Funds


2. Use of standards-aligned instructional materials and strategies:

• State-Adopted, standards-aligned textbooks are implemented at K-12 grade levels. All students, including English learners and Students with Disabilities, have access to core materials and interventions.

Ongoing:


• Site Administrators • Instructional




• Research-based instructional strategies will be used, including: Explicit Direct Instruction, Reciprocal Teaching, Thinking Maps, Close Reading, Project-based Learning, as well as AVID strategies.

• Response to Intervention (RTI) is provided. A variety of assessment data is used to appropriately place students in and out of tiered interventions.

Salaries for instructional coaches

$865,000 Title I, General Funds

3. Extended learning time:

• Intervention and tutoring programs are provided before and/or after school and during the school day to provide students with additional support and/or supplemental instruction.

Ongoing:



Teachers • Teachers

Extra-duty, extra-pay for teachers providing before/after school intervention


• Summer school courses are offered for high school students. Salaries for summer school staff

General Funds

• Supplemental Educational Services (SES) is offered to eligible students in Program Improvement (PI) Schools Years 2-5.

SES Providers $441,930 Title I Funds

• Transitional Kindergarten (TK) is offered for children turning five between September 2 and December 2 to provide a bridge between preschool and kindergarten.

Salaries for TK teachers General Funds

• The English Learner Literacy Support Class (ELLSC), an after school intervention program, is offered at each site to provide additional support ant instruction to assist ELs in attaining English language and academic proficiency.

Extra-duty, extra-pay for ELLSC teachers

ELLSC Materials

$41,351

$12,600

General Funds, Title III

• Supplemental support and extended learning opportunities beyond the regular school day are provided to Migrant Education Program students, including tutoring, intervention, and mentoring/counseling services


Materials

$17,234 Migrant Education Funds

• Begin planning a Tutoring/Homework Center available after school hours in the community.

Extra-duty, extra-pay $5,000 General Funds


4. Increased access to technology:

• Technology is incorporated into the use of state-adopted textbooks and supplementary materials.

Ongoing:


• Site Administrators • Information

Technology Staff • District Resource


Technology equipment, software, multimedia materials


• Technology will be utilized/integrated into standards-based instruction to increase student engagement.

• Classrooms will be provided with the hardware and installation support for implementation of instructional and assessment technology equipment.

• Support and professional development in implementing/utilizing technology will be provided to teachers and staff, as needed.

• Administrators, teachers and support staff will receive ongoing support in the use of EADMS for data analysis.

• Director of Digital Integration position will be provided to support management, staff training, and implementation of all technology-based implementations.

Salary $115,000 General Funds

• Teacher Techs will provide teachers with support and professional development focused on technology.

Extra-duty, extra-pay $26,300 Title II

• Web-based programming will be provided to students across content areas (Renaissance Learning, APEX, etc.)

Web-based instructional materials

$150,000 State Lottery-Instructional Materials

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

• Teachers, administrators and support staff will participate in on-going standards-based professional development.

Ongoing:



Teachers • Counselors • Instructional


Professional Development Release time

Extra-duty, extra-pay



• Ongoing opportunities for professional development will be made available to teachers, administrators and support staff in the following areas: common core state standards, project-based learning, formative assessment, AVID strategies, and technology integration.



• Teachers, administrators and support staff will receive training focused on research-based instructional strategies to address the needs of all student groups, including English Learners and Students with Disabilities.


• Teachers, administrators and support staff will participate in ongoing training, as needed, in the use of EADMS to support standards-based instruction and assessment.

• The Language Arts Curriculum Council (LACC) will participate in ongoing professional development and monthly meetings to develop resources to assist teachers with the alignment of instructional strategies and content standards.



• Beginning teachers will participate in an induction program.

• Special Education teachers receive ongoing professional development and support targeted to meeting the needs of students with disabilities.




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

• Each school site has a functioning School Site Council (SSC) that is comprised of elected staff, parents and community representatives. Agenda items for SSC meetings will regularly address student achievement. Additionally, each SSC develops the Single Plan for Student Achievement (SPSA) which outlines reading interventions for underperforming students.

Ongoing:



Teachers • Teachers • Support Staff

• DAC and DELAC meet regularly to review categorical program implementation.

Supplies & materials

Childcare


• Parents/guardians receive their child's individual state assessment results with an explanation of how to interpret them.

• Parents/guardians will be informed of their child's academic progress through progress reports, parent/teacher conferences, promotion and retention conferences, and conferences related to students failing a course.


• Parents/guardians will be informed of grade-level standards, rubrics, and student assessment results.

• Parents/guardians will be notified annually regarding Program Improvement status of districts and sites. Additionally, parents/guardians of students attending Program Improvement schools will receive annual notification regarding School Choice and SES opportunities.

PI Choice Transportation & SES


• Communication with parents will occur via Teleparent, conferences, phone calls, student agendas, site marquees, letters sent home, flyers, etc.

Teleparent $34,900 General Funds

• Develop a plan for a centralized Parent Resource Center. Cabinet

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

• Parents will be provided with workshops on how parents can support their children's academic achievement at home.

Ongoing:






Materials and resources

Childcare for workshops

$22,124 Title I - Parent Involvement

• All K-5 students will participate in tiered intervention instruction during the school day focused on reading standards that need additional instruction and practice.

Salaries for Instructional Coaches

$865,000 Title I, General Funds

• AVID will be provided at the three middle schools and El Rancho High School.

AVID Fees



College Tutors

$150,000 General Funds, Title I Funds

• GATE enrichment opportunities, such as specialized Saturday programs and field trips, will be provided to students.

GATE enrichment programs


• CAHSEE intervention courses will be provided to high school students who have not yet passed the CAHSEE.

• Schools will provide a transition/articulation program to students: 1) preK to TK

2) TK to K

3) Grade 5 to 6

4) Grade 8 to 9


• Transition IEP meetings will be held for all students with disabilities transitioning from Infant to Preschool, Preschool to Kindergarten, Elementary to Middle School, and Middle School to High School to familiarize parents and students with the program and expectations available at the next level.

• Director • Program Specialist

8. Monitoring program effectiveness:

• Administrators fully support the California Assessment of Student Performance and Progress (CAASPP) and the Elementary and Secondary Education Act (ESEA).

Ongoing:



Coaches • Teachers • SSC Members

• Assessment data, including CAASPP results, CELDT, benchmark assessments, curriculum embedded assessments, and formative assessment practices will be used to monitor programs and drive changes in instructional practices, as needed.

Data analysis release time

EADMS

$54,000

General Funds

• Classroom teachers will regularly assess student understandings and mastery of content standards using multiple measures, including CAASPP assessments, CELDT, benchmark assessments, and formative assessments.

• All instructional planning, implementation, and monitoring will be driven by student data.

• Each site will implement a board-approved Single Plan for Student Achievement (SPSA). Site principals will be responsible for monitoring progress on SPSA goals and actions with the SSC.


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

• Differentiated instruction will be provided to address the needs of all learners, including English Learners and Students with Disabilities.

Ongoing:


• Site Administrators • Teachers • Support Staff

• Response to Intervention (RTI), Universal Access, PBIS, and other research-based intervention strategies will be provided utilizing a variety of assessment data to place students in and out of tiered intervention.

• Intervention programs are provided before and/or after school and during the school day to provide struggling or at-risk students with additional support and/or supplemental instruction.



• Tutoring and/or intervention will be provided to students who have not yet passed the CAHSEE or are at-risk of not passing the CAHSEE.

10. Any additional services tied to student academic needs:

• A Homeless Liaison will provide ongoing support for homeless families so that homeless students attend school on a regular basis.

Ongoing:

• Homeless Liaison • Independent Studies

Resource Teacher • Home Teachers • District English

Learner Resource Teacher

• Teachers • Support Staff

Supplies, resources and support for homeless students


• Independent Studies and Home/Hospital Instruction are alternative programs offered by the District based upon student needs.

• Support will be provided to sites to assess student language ability in order to provide appropriate placement and instruction.

• Teacher release time will be provided to support 6 month follow-up articulation for RFEP students.

Release time $5,500 General Funds


Performance Goal 1 (continued): All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics.

Planned Improvement in Student Performance in Mathematics

(Summarize information from district-operated programs and approved school-level plans)

Description of Specific Actions to Improve Education Practice in Mathematics

Persons Involved/ Timeline

Related Expenditures

Estimated Cost

Funding Source

1. Alignment of instruction with content standards:

• Site teams of teachers and administrators will receive professional development on the Common Core State Standards, instructional shifts, Project-based Learning and Depth of Knowledge to align instructional strategies with content standards.

Ongoing:



Teachers • Instructional


Release time

Consultants



• Textbooks and supplemental materials are aligned with State Standards and will support Common Core State Standards.



• Research-based instructional strategies will be used.

• Local assessments, curriculum-embedded assessments and formative assessment practices will be used to ensure student mastery of standards-based content.

EADMS $54,000 General Funds

• District and site administrators will conduct classroom visits to ensure differentiated instruction is being provided to address the needs of all learners, including English learners and students with disabilities.

• The Mathematics Curriculum Council (MCC) will participate in ongoing professional development and monthly meetings to develop resources to assist teachers with the alignment of instructional strategies and content standards.



• Grade-level assessment committees will meet on an ongoing basis to develop district assessments to be used to ensure student mastery of standards-based content as well as the alignment of instruction and assessment.

Release time $30,000 Title I Funds





2. Use of standards-aligned instructional materials and strategies:

• State-Adopted, standards-aligned textbooks are implemented at K-12 grade levels. All students, including English learners and Students with Disabilities, have access to core materials and interventions.

Ongoing:






• Research-based instructional strategies will be used, including: Explicit Direct Instruction, Reciprocal Teaching, Project-based Learning, as well as AVID strategies.

• Project Lead the Way (PLTW), a comprehensive program and curricula for STEM education will be implemented at the middle and high schools.

Program Fees

Professional Development Program Equipment

$77,000 Common Core Funds

3. Extended learning time:

• Intervention and tutoring programs are provided before and/or after school and during the school day to provide students with additional support and/or supplemental instruction.

Ongoing:






• Summer school courses are offered for high school students. Salaries for summer school staff

General Funds

• Supplemental Educational Services (SES) is offered to eligible students in Program Improvement (PI) Schools Years 2-5.

SES Providers $441,930 Title I Funds

• Transitional Kindergarten (TK) is offered for children turning five between September 2 and December 2 to provide a bridge between preschool and kindergarten.

Salaries for TK teachers General Funds

• Supplemental support and extended learning opportunities beyond the regular school day are provided to Migrant Education Program students, including tutoring, intervention, and mentoring/counseling services


Materials

$17,234 Migrant Education Funds

• Begin planning a Tutoring/Homework Center available after school hours in the community.

Extra-duty, extra-pay $5,000 General Funds


4. Increased access to technology:

• Technology is incorporated into the use of state-adopted textbooks and supplementary materials.

Ongoing:


• Site Administrators • Information

Technology Staff • District Resource


Technology equipment, software, multimedia materials


• Technology will be utilized/integrated into standards-based instruction to increase student engagement.

• Classrooms will be provided with the hardware and installation support for implementation of instructional and assessment technology equipment.

• Support and professional development in implementing/utilizing technology will be provided to teachers and staff, as needed.

• Administrators, teachers and support staff will receive ongoing support in the use of EADMS for data analysis.

• Director of Digital Integration position will be provided to support management, staff training, and implementation of all technology-based implementations.

Salary $115,000 General Funds

• Teacher Techs will provide teachers with support and professional development focused on technology.

Extra-duty, extra-pay $26,300 Title II Funds

• Web-based programming will be provided to students across content areas (Renaissance Learning, APEX, etc.)

Web-based instructional materials

$150,000 State Lottery-Instructional Materials

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

• Teachers, administrators and support staff will participate in on-going standards-based professional development.

Ongoing:









• Ongoing opportunities for professional development will be made available to teachers, administrators and support staff in the following areas: common core state standards, project-based learning, formative assessment, AVID strategies, and technology integration.



• Teachers, administrators and support staff will receive training focused on research-based instructional strategies to address the needs of all student groups, including English Learners and Students with Disabilities.

• Teachers, administrators and support staff will participate in ongoing training, as needed, in the use of EADMS to support standards-based instruction and assessment.

• The Mathematics Curriculum Council (MCC) will participate in ongoing professional development and monthly meetings to develop resources to assist teachers with the alignment of instructional strategies and content standards.



• Beginning teachers will participate in an induction program.

• Middle and high school teachers will participate in training and professional development for the implementation of Project Lead the Way (PLTW), a comprehensive STEM education program.

Professional development Extra-duty, extra-pay

$25,300 Common Core Funds

• Special Education teachers receive ongoing professional development and support targeted to meeting the needs of students with disabilities.




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

• Each school site has a functioning School Site Council (SSC) that is comprised of elected staff, parents and community representatives. Agenda items for SSC meetings will regularly address student achievement. Additionally, each SSC develops the Single Plan for Student Achievement (SPSA) which outlines math interventions for underperforming students.

Ongoing:



Teachers • Teachers • Support Staff

• DAC and DELAC meet regularly to review categorical program implementation.

Supplies & materials

Childcare


• Parents/guardians receive their child's individual state assessment results with an explanation of how to interpret them.


• Parents/guardians will be informed of their child's academic progress through progress reports, parent/teacher conferences, promotion and retention conferences, and conferences related to students failing a course.

• Parents/guardians will be informed of grade-level standards, rubrics, and student assessment results.

• Parents/guardians will be notified annually regarding Program Improvement status of districts and sites. Additionally, parents/guardians of students attending Program Improvement schools will receive annual notification regarding School Choice and SES opportunities.

PI Choice Transportation& SES


• Communication with parents will occur via Teleparent, conferences, phone calls, student agendas, site marquees, letters sent home, flyers, etc.

Teleparent $34,900 General Funds

• Develop a plan for a centralized Parent Resource Center. Cabinet

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

• Parents will be provided with workshops on how parents can support their children's academic achievement at home.

Ongoing:






Materials and resources

Childcare for workshops

$22,124 Title I - Parent Involvement

• AVID will be provided at the three middle schools and El Rancho High School.

AVID Fees



College Tutors

$150,000 General Funds, Title I Funds

• GATE enrichment opportunities, such as specialized Saturday programs and field trips, will be provided to students.

GATE enrichment programs


• CAHSEE intervention courses will be provided to high school students who have not yet passed the CAHSEE.

• Schools will provide a transition/articulation program to students: 1) preK to TK

2) TK to K

3) Grade 5 to 6

4) Grade 8 to 9


• Transition IEP meetings will be held for all students with disabilities transitioning from Infant to Preschool, Preschool to Kindergarten, Elementary to Middle School, and Middle School to High School to familiarize parents and students with the program and expectations available at the next level.

• Director of Special Education

• Program Specialists

8. Monitoring program effectiveness:

• Administrators fully support the California Assessment of Student Performance and Progress (CAASPP) and the Elementary and Secondary Education Act (ESEA).

Ongoing:



Coaches • Teachers • SSC Members

• Assessment data, including CAASPP results, CELDT, benchmark assessments, curriculum embedded assessments, and formative assessment practices will be used to monitor programs and drive changes in instructional practices, as needed.

Data analysis release time

EADMS

$54,000

General Funds

• Classroom teachers will regularly assess student understandings and mastery of content standards using multiple measures, including CAASPP assessments, CELDT, benchmark assessments, and formative assessments.

• All instructional planning, implementation, and monitoring will be driven by student data.

• Each site will implement a board-approved Single Plan for Student Achievement (SPSA). Site principals will be responsible for monitoring progress on SPSA goals and actions with the SSC.

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

• Differentiated instruction will be provided to address the needs of all learners, including English Learners and Students with Disabilities.

Ongoing:


• Site Administrators • Teachers • Support Staff

• Intervention programs are provided before and/or after school and during the school day to provide struggling or at-risk students with additional support and/or supplemental instruction.



• Tutoring and/or intervention will be provided to students who have not yet passed the CAHSEE or are at-risk of not passing the CAHSEE.


10. Any additional services tied to student academic needs:

• A Homeless Liaison will provide ongoing support for homeless families so that homeless students attend school on a regular basis.

Ongoing:

• Homeless Liaison • Independent Studies

Resource Teacher • Home Teachers • District English

Learner Resource Teacher

• Teachers • Support Staff

Supplies, resources and support for homeless students


• Independent Studies and Home/Hospital Instruction are alternative programs offered by the District based upon student needs.

• Support will be provided to sites to assess student language ability in order to provide appropriate placement and instruction.

• Teacher release time will be provided to support 6 month follow-up articulation for RFEP students.

Release time $5,500 General Funds


Performance Goal 2: All limited-English-proficient (LEP) students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

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

Description of How the LEA is Meeting or Plans to Meet this Requirement

Required Activities

1. (Per Sec. 3116(b) of NCLB, this Plan must include the following:

a. Describe the programs and activities to be developed, implemented, and administered under the subgrant;

English learner (EL) students within the El Rancho Unified School District are active participants in four program options. Each program focuses on rigorous, standards-based instructional programs that support the specific educational needs of EL students, language proficiency objectives and Annual Measurable Achievement Objectives. Additionally, ongoing assessment of student progress is embedded into the learning process through district benchmark assessments, curriculum-embedded assessments and formative assessment practices.

Option 1: Structured English Immersion with Primary Language Instructional Support

• An English learner (EL) in this program receives all core subject instruction primarily in English. Specially Designed Academic Instruction in English (SDAIE) strategies are utilized to ensure equitable access to all subject matter. English learners receive a daily course in English Language Development (ELD) that is rigorous, standards-based and language proficiency level appropriate. Students receive primary language support when necessary to facilitate English acquisition and academic progress. Teachers have flexibility to use primary language and primary language materials as a supplement to instruction for clarification or as enrichment. Upon reaching "reasonable fluency in English," a student is placed in an English Language Mainstream program. At any time, a parent may request for their child to be placed in an English Language Mainstream program.

Option 2: Structured English Immersion without Primary Language Instructional Support

• An English learner (EL) in this program receives all core instruction in English. Specially Designed Academic Instruction in English (SDAIE) strategies are utilized to ensure equitable access to all subject matter. English learners receive a daily course in English Language Development (ELD) that is rigorous, standards-based and language proficiency level appropriate. Upon reaching "reasonable fluency in English," a student is placed in an English Language Mainstream program. At any time, a parent may request for their child to be placed in an English Language Mainstream program.

Option 3: Alternative Bilingual Program with Waiver

• An English learner (EL) in this program receives all core instruction in the primary language. As students gain English language proficiency, more English instruction is used to teach the curriculum. English learners also receive a daily course in English Language Development (ELD) that is rigorous, standards-based and language proficiency level appropriate. Parents must complete a Parent Waiver Request Form at each school site and submit the form for administrative approval. The Parent Waiver Request process must be completed at the school site each year. At any time, a parent may request for their child to be placed in an English Language Mainstream program.



Required Activities

Option 4: English Language Mainstream

• An English learner (EL) in this program receives all core instruction in English. Specially Designed Academic Instruction in English (SDAIE) strategies are utilized to ensure equitable access to all subject matter. English learners receive a daily course in English Language Development (ELD) that is rigorous, standards-based and language proficiency level appropriate. English learners placed in English Language Mainstream have met the district's "reasonable fluency in English" criteria. ELD is provided on a daily basis until reclassification is achieved. At any time, a parent may request for their child to be placed in an English Language Mainstream program.

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

El Rancho Unified School District will use Title III funds to help English learners meet the state's Annual Measurable Achievement Objectives by providing the following supplemental services to English Learners:

• Professional development for administrators, teachers and support staff in all content areas addressing the needs of English learners

• Professional development opportunities for teachers to collaborate focused on narrowing the achievement gap for English learners

• Additional training/conference opportunities such as CABE and the Accountability Leadership Institute and/or related conferences addressing the needs of ELs

• Supplemental instructional materials to support and assist English learners in attaining English proficiency and meeting state academic content standards

• Technology and software to support and assist English learners in attaining English proficiency and meeting state academic content standards

• ELD walkthroughs and focused learning walks • Academic tutorials and intensified instruction in before/after

school programs, during Saturday school programs, and during summer school programs

• English Learner Literacy Support Class (ELLSC) after school intervention program

• Parent workshops and resources to increase parent involvement and support parents in helping their children at home

• English Learner Program Contact Teacher Committee support, collaboration and professional development

• District Resource Teacher will provide English learner support through monitoring student progress, assist with the identification of students for intervention, coordinate the ELLSC after school intervention program, provide professional development to teachers, administrators and support staff, provide classroom modeling of effective instructional strategies, and provide ongoing support and professional development to the English Learner Program Contact Teacher Committee

c. Describe how the LEA will hold elementary and secondary schools receiving funds under this subpart accountable for:

meeting the annual measurable achievement objectives described in Section 3122;

making adequate yearly progress for limited-English-proficient students (Section 1111(b)(2)(B);

El Rancho Unified School District has established procedures and protocols for monitoring EL progress in meeting the annual measurable achievement objectives in and adequate yearly progress in Language Arts and Math and developing English proficiency. The district employs the following monitoring process:



Required Activities

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

At the school sites:

• The Single Plan for Student Achievement (SPSA) for each site outlines goals and objectives for student achievement in ELD, Language Arts and Math, as well as the process for analyzing student success in achieving these goals and objectives. Interventions are identified and put into place for students not meeting the goals and objectives. In addition, the school plans delineate the site's monitoring procedures, including which staff is assigned to monitor, their responsibilities, and timelines for monitoring of activities.

• Records for EL students (Home Language Survey, language assessments, copies of letters to parents, redesignation data, etc.) are kept in the English Learner Program Folder for each student. The folder is filed in the student's cumulative records folder and follows the student as he/she progresses through grade levels and/or schools.

• Site administrators monitor the teaching and learning in the EL program by assuring proper placement in classes with teachers who are appropriately authorized, visiting classrooms regularly to monitor instruction and student progress, meeting with teachers to discuss the progress and performance of students, and attending ELAC meetings to ensure parents are completing their roles and responsibilities as an advisory group.

• Teachers monitor student progress through the use district benchmark assessments, curriculum-embedded assessments, ELD unit tests and formative assessments, which provide data for differentiated instruction. Teachers, administrators and support staff also meet regularly to identify students in need of interventions, as well as determine appropriate interventions and instructional strategies to meet the needs of the student.

• Each school site has an English Learner Program Contact Teacher who serves as a liaison between the District and the school in the implementation and monitoring of the program for EL students. The EL Program Contact Teacher attends monthly meetings for collaboration, articulation and professional development, disseminates information related to English learners to site staff, assists in coordinating testing of EL students, trains site staff on items such as district policies and procedures regarding ELD, reclassification and EL programs.

At the district level:

• The SPSA for each site is reviewed by district staff (Educational Services and Categorical Programs) and approved by the Board of Education.

• EL students participate in the California English Language Development Test (CELDT) on an annual basis.

• EL students participate in statewide assessments on an annual basis, including the California Assessment of Student Performance and Progress (CAASPP) assessments and the California High School Exit Exam (CAHSEE).

• The District English Learner Program Resource Teacher holds monthly meetings with English Learner Program Contact Teachers to discuss issues regarding EL program implementation and provides ongoing professional development addressing English learner needs and best practices.

• EL student performance data is available in Aeries Eagle and EADMS and is accessible to administrators, teachers and support staff to monitor student progress.



Required Activities

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

El Rancho Unified School District will promote and encourage broad parental and community involvement and participation in the program for English learners through the following:

• The District has a parent involvement policy that is reviewed annually by the District Advisory Council (DAC). DAC members also review and gather input from their respective School Site Councils (SSCs) regarding the District Parent Involvement Policy.

• Each school has a site parent involvement policy reviewed and approved annually by the School Site Council (SSC).

• Parents of English learners participate in committees to develop/revise the Single Plan for Student Achievement at the school sites, and to develop/revise the LEA Plan at the District.

• Through the School Site Council (SSC) and English Learner Advisory Committee (ELAC) parents review and advise on site level plans and programs.

• Schools have a compliant English Learner Advisory Committee (ELAC) or have voted to delegate ELAC responsibilities to the SSC. From these committees, each school has a parent representative on the District English Learner Advisory Committee (DELAC). The DELAC is legally constituted and advises the Board of Education on various aspects of the English Learner Program.

• The District provides parents training in leadership, parental involvement and informs parents on the master plan for English Learners.

• The District will provide and make available individual student assessment results for CAASPP and CELDT with program descriptions and interpretations of what they mean in their primary language.

• Oral translations in Spanish are provided for meetings held at the district and school site levels.

• Childcare is provided during meetings in order to increase attendance and participation.

2. Describe how the LEA will provide high quality language instruction based on scientifically based research (per Sec. 3115(c). The effectiveness of the LEP programs will be determined by the increase in:

English proficiency; and Academic achievement in the core academic

subjects

El Rancho Unified School District will provide high quality language instruction based on scientifically based research strategies that increase students' English proficiency and academic achievement in the core academic subjects through the following:

• EL students receive a high-quality, compliant program of educational services that meets all California Education Code and Elementary and Secondary Education Act (ESEA) requirements.

• EL students receive daily instruction in ELD differentiated to their proficiency levels, and are provided with full access to grade level core curriculum through primary language instruction and/or support, and/or SDAIE strategies in English.

• EL students have opportunities for extended-day tutoring and intervention programs, including the English Learner Literacy Support Class (ELLSC), which is an after school intervention program offered at each site.

• Students receive ELD, English Language Arts/Reading, Math, Science, History Social Science, and other content areas from appropriately authorized teachers, utilizing state and district adopted core curriculum textbooks and programs.



Required Activities

• Provide release time and/or extra-duty, extra-pay to certificated personnel to: 1) Attend/facilitate high quality, standards-based

professional development 2) Develop/augment standards-based curriculum

3) Collect/analyze assessment data

4) Utilize research-based intervention strategies

5) Collaborate with colleagues to design/plan standards-based lessons

6) Participate in articulation practices that identify student needs within a school and/or feeder schools

• Provide high quality professional development for teachers, administrators and support staff in ELD and in all content areas addressing the specific needs of English learners

• District and site staff will analyze assessment data to identify students in need of additional support and intervention and determine appropriate interventions based on student needs

• District and site administrators will routinely visit classrooms to observe core and ELD instruction and to verify that all EL's are receiving appropriate instruction based on their language proficiency and utilizing universal access components and/or instructional strategies for EL's.

• Provide structured CAHSEE support for long-term EL's to prepare them for the CAHSEE.

3. Provide high quality professional development for classroom teachers, principals, administrators, and other school or community-based personnel.

a. designed to improve the instruction and assessment of LEP children;

b. designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for limited-English-proficient students;

c. based on scientifically based research demonstrating the effectiveness of the professional development in increasing children’s English proficiency or substantially increasing the teachers’ subject matter knowledge, teaching knowledge, and teaching skills;

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

El Rancho Unified School District will provide high-quality professional development designed to improve the instruction and assessment of ELs.

The process for setting priorities for professional development is based on an analysis of state and district assessment data, District evaluation reports, classroom observations, needs assessment surveys and professional development evaluations. The District has identified the need to continue to provide training for teachers on how to utilize research-based ELD strategies and enable ELs to access core curriculum.

The plan to deliver this differentiated training will include the following components:

• Focusing on effective strategies for ELs designed to strengthen the use of district adopted programs for ELD and core content areas

• Monitoring classroom implementation and observations on effective strategies for ELs

• Continuing grade level and department meetings that focus on data analysis to inform instruction, intervention, and professional development needs

• Maximizing the effectiveness of ELD instruction and integrating research-based strategies across content areas, including strategies, such as: academic vocabulary development, graphic organizers and visual tools, and cooperative learning

In addition, teachers, administrators and support staff will be provided the opportunity to attend statewide and county conferences that address current research, strategies, and materials to support ELs, including:

• California Association for Bilingual Education (CABE) • Accountability Leadership Institute • Annual EL Research Symposium



Required Activities

4. Upgrade program objectives and effective instruction strategies.

Check if Yes: X If yes, describe:

El Rancho Unified School District will upgrade program objectives and effective instructional strategies through the following:

• Training for administrators, teachers and support staff on how to support the achievement of ELs

• Training and follow-up training to refine the use of effective instructional strategies for ELs

• The use of state and district assessment results to monitor student progress and inform instruction and interventions to meet the needs of ELs

• Opportunities for teachers to address program implementation concerns at grade level and department meetings

• Ongoing training for teachers regarding standards-based differentiated instruction and strategies to assist ELs in accessing the core

• Supplemental materials to support instruction for ELs


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


Allowable Activities

5. Provide: a. tutorials and academic or vocational education for LEP

students; and b. intensified instruction.

Check if Yes:

X If yes, describe:

El Rancho Unified School District will provide academic tutorials and intensified instruction to EL students in order to assist students in developing English language proficiency and academic proficiency, and in meeting redesignation and graduation criteria. Tutorials and targeted interventions will be offered during the school day, before and after school, and during Saturday school programs. In addition, the English Learner Literacy Support Class (ELLSC) afterschool intervention will be offered to English learners needing additional support and interventions to develop English language proficiency and academic proficiency.

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

Check if Yes:

X If yes, describe:

El Rancho Unified School District will develop and implement programs that are coordinated with other relevant programs and services. Collaborative programs will be coordinated to meet each student's identified needs. These may include, but not be limited to, the following:

• Intervention programs • Migrant Education • Special Education • AVID • GATE

Coordination of relevant programs and services will be facilitated through articulation and collaboration across grade levels and content areas.

7. Improve the English proficiency and academic achievement of LEP children.

Check if Yes:

X If yes, describe:

El Rancho Unified School District will provide targeted instruction and interventions that address English language acquisition, English learner proficiency levels and individual student needs through research-based instructional strategies to improve and sustain academic achievement. Data will be used to monitor implementation of the program as well as student progress in attaining English language and academic proficiency. Program implementation and student progress will also be monitored through classroom visitations and focused learning walks by district and site administrators.

Staff from the El Rancho Unified School District meet with county staff on a monthly basis to dialogue, collaborate, seek technical assistance and improve District programs to better meet the needs of EL students. Information is shared with staff and parents. English Learner Program Contact Teachers meet on a monthly basis with the District English Learner Program Resource Teacher for collaboration, articulation and professional development regarding program implementation and EL student needs.




On-going, high-quality professional development is provided for teachers, administrators and support staff to target student needs and increase student achievement. Release time and/or extra-duty, extra-pay is also provided to certificated personnel to:

• Attend/facilitate high quality, standards-based professional development

• Develop/augment standards-based curriculum • Collect/analyze assessment data • Utilize research-based intervention strategies • Collaborate with colleagues to design/plan standards-based

lessons • Participate in articulation practices that identify student needs

within a school and/or feeder schools

8. Provide community participation programs, family literacy services, and parent outreach and training activities to LEP children and their families -

To improve English language skills of LEP children; and

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

Check if Yes:

X If yes, describe:

El Rancho Unified School District promotes and encourages broad parental and community involvement and participation in the program for English learners through the following:

• The District has a parent involvement policy that is reviewed annually by the District Advisory Council (DAC). DAC members also review and gather input from their respective School Site Councils (SSCs) regarding the District Parent Involvement Policy.

• Each school has a site parent involvement policy reviewed and approved annually by the School Site Council (SSC).

• Parents of English learners participate in committees to develop/revise the Single Plan for Student Achievement at the school sites, and to develop/revise the LEA Plan at the District.

• Through the School Site Council (SSC) and English Learner Advisory Committee (ELAC) parents review and advise on site level plans and programs.

• Schools have a compliant English Learner Advisory Committee (ELAC) or have voted to delegate ELAC responsibilities to the SSC. From these committees, each school has a parent representative on the District English Learner Advisory Committee (DELAC). The DELAC is legally constituted and advises the Board of Education on various aspects of the English Learner Program.

• The District provides parents training in leadership, parental involvement and informs parents on the master plan for English Learners.

• The District will provide and make available individual student assessment results for CAASPP and CELDT with program descriptions and interpretations of what they mean in their primary language.

• Oral translations in Spanish are provided for meetings held at the district and school site levels.

• Childcare is provided during meetings in order to increase attendance and participation.


9. Improve the instruction of LEP children by providing for -

The acquisition or development of educational technology or instructional materials

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

Incorporation of the above resources into curricula and programs.

Check if Yes:

X

If yes, describe:

El Rancho Unified School District will improve the instruction of EL students by providing for the acquisition or development of educational technology or instructional materials, including the following:

• Teachers integrate technology into instructional practices to support and enhance student learning

• All of our schools sites have mobile carts and/or computer labs

• K-12 teachers have access to instructional technology including, laptops, LCD projectors and document cameras

• Software and online resources, including: EADMS, Accelerated Reader, Accelerated Math, Study Island

• Updates and upgrades in hardware, if necessary • Providing training and professional development for teachers,

administrators and support staff on how to utilize and integrate technology with instructional practices

10. Other activities consistent with Title III.

Check if Yes:

If yes, describe:


Performance Goal 2 (continued): Plans to Notify and Involve Parents of Limited-English-Proficient Students Parents of Limited-English-Proficient students must be notified: The outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents.


Required Activities

1. LEA informs the parent/s of an LEP student of each of the following (per Sec. 3302 of NCLB):

a. the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program;

b. the child’s level of English proficiency, how such level was assessed, and the status of the student’s academic achievement;

c. the method of instruction used in the program in which their child is or will be, participating, and the methods of instruction used in other available, programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction;

d. how the program in which their child is, or will be participating will meet the educational strengths and needs of the child;

e. how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation;

f. the specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for limited English proficient children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools;

g. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child;

h. information pertaining to parental rights that includes written guidance detailing - i. the right that parents have to have their child

immediately removed from such program upon their request; and

ii. the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available;

iii. the LEA assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the LEA.

El Rancho Unified School District notifies parents through outreach efforts which include holding and sending notice of opportunities for regular meetings for the purpose of informing parents of the program for English learners, and to give opportunities for parents to respond with recommendations. The District informs each parent of an English learner upon enrollment, and annually thereafter, of the following:

• The reasons for identification of their child as an EL and in need of services, as determined by the Home Language Survey (HLS) and the student's score on the initial CELDT

• Annually, the student's level of English proficiency as determined by the CELDT as well as the status of the student's academic achievement as determined by statewide assessments

• A description of the following four program options is provided to parents for selection: (1) Structured English Immersion with Primary Language Instructional Support, (2) Structured English Immersion without Primary Language Instructional Support, (3) Alternative Bilingual Program with Waiver, and (4) English Language Mainstream

• The EL program will help students acquire English and meet academic proficiency through ELD and instructional strategies, including SDAIE

• Ongoing information will be provided to parents on how students are making progress on annual goals

• Redesignation criteria and the expected rate of graduation from secondary schools

• If the student has a disability, the English learner services prescribed by the IEP work together with the program in which the student is enrolled to maximize his/her learning experiences

• Parents will be informed of their rights under Title III

Parents receive information and a detailed explanation of the procedures and placement options. Initial results are shared with parents so that they make an informed decision of the program options for their child. Program information is provided to parents in translated form, oral and/or written, in English and Spanish. Student progress is formally evaluated at three intervals during the year, and parents are informed in writing of their child's progress via report cards. Annual parent notification takes place within 30 days after the beginning of the school year and includes program descriptions, options, and parents' rights.

In addition to notification letters, parents are provided with EL program information, including but not limited to program options, reclassification criteria, and parental rights through informational meetings, ELAC and DELAC meetings.


Note: Notifications must be provided to parents of students enrolled since the previous school year: not later than 30 days after the

beginning of the schools year. If students enroll after the beginning of the school year, parents must be notified within two weeks of the child being placed in such a program. All parents of continuing students receive information as described above in 1a - 1h no later than 30 days after the beginning of the school year. Parents of new students who enroll after the beginning of the school year will receive information within two weeks of the student being placed in an EL program. Written translation of notifications are provided in Spanish. LEA Parent Notification Failure to Make Progress

If the LEA fails to make progress on the annual measurable achievement objectives it will inform parents of a child identified for participation in such program, or participation in such program, of such failure not later than 30 days after such failure occurs. If the District fails to meet Title III annual measurable achievement objectives (AMAOs), all parents of children participating in EL programs will be notified of such failure in writing in English and Spanish no later than 30 days after receiving notification of not meeting the AMAO.


Performance Goal 2 (continued): Plans to Provide Services for Immigrants

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



1. Family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children:

Check if Yes:

X

If yes, describe:

El Rancho Unified School District will provide parent outreach and training activities designed to assist parents to become active participants in the education of their children, including, but not limited to:

• Parent workshops and training, focusing on the following: 1) How parents can help children at home

2) Parenting skills

3) Literacy

4) Graduation requirements

5) College admission requirements and financial assistance

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

Check if Yes:

X

If yes, describe:

El Rancho Unified School District will provide training and support for teachers and support staff to provide services to immigrant students and their families, including opportunities to attend immigrant education conferences.

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

Check if Yes:

X

If yes, describe:

El Rancho Unified School District will provide tutorials, mentoring and academic or career counseling for immigrant students. Title III funds will be utilized to support immigrant students through the following:

• Extra-duty, extra-pay for teachers to provide tutorials and additional instructional support, including mentoring

• Additional counseling services • Supplementary instructional materials

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

Check if Yes:

X

If yes, describe:

El Rancho Unified School District will provide supplemental curricular materials, including software, online resources and other technology, to support immigrant students.

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

Check if Yes:

If yes, describe:

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

Check if Yes:

If yes, describe:

7. Activities coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services:

Check if Yes:

If yes, describe:


Performance Goal 3: All students will be taught by highly qualified teachers.

Summary of Needs and Strengths for Professional Development

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

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

Strengths Needs

• Approximately 98.5% of all ERUSD teachers have met Highly Qualified Teacher (HQT) requirements set forth in the Elementary and Secondary Education Act (ESEA).

• Professional development is a high priority in ERUSD and multiple professional development opportunities are provided to teachers and administrators annually.

• Professional development activities are scientifically, research-based, data driven and demonstrate best practices.

• Instructional coaches provide ongoing instructional support, coaching, modeling and other professional development to teachers.

• English Learner Program Contact Teachers participate in ongoing professional development with a focus on meeting the needs of English learners.

• Special education teachers participate in monthly professional development activities targeted towards meeting the needs of students with disabilities.

• The Beginning Teacher Support and Assessment (BTSA) program provides support and training, builds capacity and engages new teachers in data driven action research focused on student learning.

• The Peer Assistance and Review (PAR) program provides training and assistance to teachers.

• Teachers and administrators have received training on CCSS strategies, Depth of Knowledge, Instructional Shifts, and Student Engagement.

• Over 100 certificated staff members have participated in Project-Based Learning training through the Buck Institute.

• Provide professional development focused on the integration of technology into instruction

• Provide professional development focused on the integration of the arts into instruction

• Continue to provide Project-Based Learning (PBL) training

• Provide professional development focused on instructional strategies for writing

• Provide additional professional development opportunities for teachers on CCSS strategies, Depth of Knowledge, Instructional Shifts, and Student Engagement.

• Provide collaboration and planning time for teachers

• Monitor the implementation of professional development activities and strategies in the classroom

• Monitor the effectiveness of professional development activities for impact on student outcomes

• Continue BTSA support for new teachers

• Continue PAR support and training for current educators


Performance Goal 3: All students will be taught by highly qualified teachers.

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

Descriptions Persons Involved/

Timeline Related Expenditures

Estimated Cost

Funding Source

1. How the professional development activities are aligned with the State’s challenging academic content standards and student academic achievement standards, State assessments, and the curricula and programs tied to the standards:

• Teachers participate in Reading/English Language Arts, Mathematics, ELD and other content area, research-based professional development activities, including formative and summative assessment practices, in alignment with CCSS.

• District content area curriculum councils made up of representatives across grade levels (K-12) from all school sites meet on a regular basis to address best practices, data and curriculum development.

• The BTSA induction program provides a pathway for beginning teachers to clear their credentials through professional development, coaching and portfolio development.

Ongoing:


• Site Administrators • Teachers • Instructional

Coaches • Support Staff

Professional development Release time

Consultants


$258,000

$15,000

Title I, Title II, General Funds

Title I Funds

2. How the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement:

• All professional development activities are based on an analysis of student achievement data and district/site needs assessment data and designed to enhance teacher knowledge and understanding of current pedagogies and strategies to improve academic achievement for all students.

Ongoing:





3. How the activities will have a substantial, measurable, and positive impact on student academic achievement and how the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students:

El Rancho Unified School District professional development activities will:

• Support and enhance the quality and effectiveness of the implementation of the Common Core State Standards and district adopted core and intervention materials

• Focus on targeted students in an effort to close the achievement gap

• Assist teachers in monitoring student achievement for at-risk and struggling students.

• Assist teachers in analyzing student assessment data to improve teaching and learning

• Support and enable teachers to differentiate instruction to actively engage students in learning processes

• Assist teachers in integrating ELD and SDAIE strategies into content area instruction to enhance the instructional program delivery for ELs and reclassified students

• Support the implementation of the ERUSD Master Plan for ELs

An analysis of student achievement data with particular attention to closing the achievement gap will be used to determine the success of professional development activities and guide next steps for future professional development activities.

Ongoing:





Consultants


Title I, Title II, Title II, General Funds

4. How the LEA will coordinate professional development activities authorized under Title II, Part A, Subpart 2 with professional development activities provided through other Federal, State, and local programs:

• The SPSA for each site addresses a comprehensive professional development plan which provides for staff development, peer coaching and observations, and participation in outside professional development activities. The activities in the plan are coordinated and identify a clear focus.

• The District's professional development plan will be a comprehensive plan linking activities funded by Title II to all other professional development funding. All activities, regardless of funding source, will focus on improving student achievement.

Ongoing:





Consultants




5. The professional development activities that will be made available to teachers and principals and how the LEA will ensure that professional development (which may include teacher mentoring) needs of teachers and principals will be met:

• Training for the implementation of district adopted core and intervention instructional programs in Reading/English Language Arts, Mathematics and ELD will be provided for teachers and administrators

• Each site's SPSA outlines the school's professional development activities aligned to CCSS and research-based instructional strategies

• Teachers and administrators will participate in research-based professional development activities, including CCSS implementation, instructional shifts, Depth of Knowledge (DOK), Professional Learning Communities (PLCs), Project-Based Learning (PBL), formative assessment practices, technology integration, arts integration and AVID strategies

• District and site personnel will attend state and county workshops and conferences

• Instructional coaches provide ongoing support, coaching and professional development to teachers

• English Learner Program Contact Teachers participate in ongoing professional development opportunities through monthly meetings with the District English Learner Resource Teacher focusing on how to best meet the needs of EL students

• Special Education teachers receive ongoing professional development and support targeted to meeting the needs of students with disabilities

• Curriculum Council representatives participate in ongoing professional development activities related to best practices, instructional strategies, CCSS implementation, assessment and data analysis and curriculum development

• Structured collaboration time will be provided for teachers across grade levels and sites

• Beginning teachers in the BTSA induction program receive on-going professional development and coaching targeted to their individual needs through regular meetings with BTSA support providers

• Certificated administrators receive ongoing professional development focusing on building leadership capacity through participation in monthly administrative staff meetings

Ongoing:





Consultants


Salaries



6. How the LEA will integrate funds under this subpart with funds received under part D that are used for professional development to train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy:

• Professional development activities will be enhanced through the use of technology

• Support and professional development in implementing/utilizing technology will be provided to teachers and staff, as needed

Ongoing:



Coaches • Support Staff • IT Staff

Salaries Title II, General Funds

7. How students and teachers will have increased access to technology; and how ongoing sustained professional development for teachers, administrators, and school library media personnel will be provided in the effective use of technology. (Note: A minimum of 25% of the Title II, Part D Enhancing Education through Technology funding must be spent on professional development.):

• Implementation of ERUSD's state approved technology plan, which ensures all students have equal access to educational technology

Ongoing:



Coaches • Support Staff • IT Staff

Technology, equipment, software, multimedia materials



8. How the LEA, teachers, paraprofessionals, principals, other relevant school personnel, and parents have collaborated in the planning of professional development activities and in the preparation of the LEA Plan:

Parents, teachers, administrators and other relevant school personnel have been included in collaboration and articulation related to the planning of professional development opportunities and in the preparation of the LEA Plan through the following:

• School Site Council (SSC) meetings • English Learner Advisory Committee (ELAC) meetings • District Advisory Council (DAC) meetings • District English Learner Advisory Council (DELAC) meetings • Needs assessment survey with stakeholders (site

administrators, teachers, instructional coaches, curriculum council representatives, parents)



Coaches • Parents • Community Members • SSC, ELAC, DAC,

DELAC

9. How the LEA will provide training to enable teachers to:

Teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency;

Improve student behavior in the classroom and identify early and appropriate interventions to help all students learn;

Involve parents in their child’s education; and Understand and use data and assessments to improve

classroom practice and student learning.

• General and special education teachers attend professional development that addresses best practices to meet the needs of targeted students

• Collaboration between general and special education teachers to improve instructional practice and strategies to meet the needs of students with disabilities

• Implementation of the Master Plan for English learners to meet the specific needs of ELs

• Implementation of Response to Intervention and the use of appropriate instructional and behavioral supports to best meet the needs of students

• Ongoing communication between the school, home and community

• School/district committees and organizations such as: SSC, ELAC, DAC, DELAC, PTO, PTA and other parent organizations provide parents with the opportunity to be involved in various aspect of their child's education

Ongoing:



Coaches • Support Staff • Parents • Community Members • SSC, ELAC, DAC,

DELAC


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

• El Rancho Unified School District adheres to a plan for every teacher to become Highly Qualified

• Teachers and paraprofessionals are provided with assistance to become Highly Qualified

• Collaboration with the County Office of Education and institutes of higher learning in order to ensure teachers' subject matter competency

Ongoing:


• Site Administrators • Teachers • Paraprofessionals

Reimbursement for exam fees

Test preparation and training

Verification process for special settings (VSPP)

Title II


Performance Goal 5: All students will graduate from high school. Planned Improvements: High School Graduation Rates, Dropouts, and AP This section of the plan is intended to reflect the LEA’s efforts to reduce the percentage of students dropping out of school, and therefore, increase the percentage of students who graduate from high school. Also include a description below of the LEA’s efforts to ensure that all students have equal access to advanced placement (AP) opportunities.

5.1 (High School Graduates)

Activities/Actions (1) Improve college-going culture by emphasizing A-G requirements with students and parents through the following:

• A-G Passport • College Night • Sophomore Counseling • Back to School Night • College and Career Center

(2) CAHSEE support to increase the number of 10th grade students scoring at or above proficient in both ELA and Math

• Practice CAHSEE given to all 9th grade students • Saturday School • CAHSEE Awareness Campaign

(3) Teachers and administrators will review D/F rate in all courses, especially A-G courses, and identify strategies to reduce D/F rate

(4) Identify needs in the schedule and beyond that will accommodate student needs

• Zero and seventh period • Mandatory interventions for underperforming students beyond the school day • Pilot cross-curricular teaming that targets college prep students • Implement Expository Reading and Writing Course (ERWC) for all seniors not enrolled in Honors

or AP English courses • Early College Academy

Students Served Grades 9-12

Timeline/ Person(s) Involved

Ongoing:

Administrators, Teachers, Counselors, Instructional Managers, Subgroup Leaders

Benchmarks/ Evaluation Graduation rate

A-G completion rate

Funding Source General Fund, Title I


5.2 (Dropouts)

Activities/Actions (1) Implement support programs and interventions to targeted students, including:

• Summer Bridge to Integrated Math Course • Integrated Math Support Class • Summer Math Intervention for incoming 9th grade students • AVID Tutorials • CAHSEE Intervention Classes for 11th and 12th grade students who have not passed the ELA

and/or Math CAHSEE • Online Credit Recovery (APEX) • Academic and Attendance Intervention Program • English Learner Literacy Support Class (ELLSC) after school intervention

(2) Student participation in co-curricular and extra curricular programs that build motivation for school attendance, including, but not limited to: student government (ASB), Yearbook, Link Crew, El Rodeo (school newspaper), band, interscholastic sports, cheerleading, Teen Court, Culinary Arts, ROP and the Entrepreneur Club.

(3) Provide parent and student support and involvement opportunities, including:

• Latino Family Literacy Project • Future Don Night • Back to School Night • College Night • Sophomore Counseling • College and Career Center

(4) Expand CTE Pathways



Ongoing:


Benchmarks/ Evaluation Graduation rate

Dropout rate

Funding Source General Fund, Title I

5.3 (Advanced Placement)

Activities/Actions (1) Increase AP courses offered at the high school (2) Professional development for AP teachers

(3) AP Fee Waivers

(4) AP School Wide Action Team (SWAT)



Ongoing:


Benchmarks/ Evaluation Number of students enrolled in AP courses

Number of AP courses offered

Number of students passing AP exams

Funding Source General Fund


Additional Mandatory Title I Descriptions Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included. Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance with Section 1113, “Eligible School Attendance Areas.


Identify one of the following options as the low-income measure to identify schools eligible for Title I funding:

Number of children in families receiving assistance under the CalWorks program;

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

Number of children ages 5-17 in poverty counted by the most recent census data;

Number of children eligible to receive medical assistance under the Medicaid program;

Or a composite of the above.

School eligibility for Title I funding is determined through the identification of students from low income families as measured by the number of children eligible for free or reduced-price meals under the Richard B. Russell National Schools Lunch Act.

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

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

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

Priority is given to all schools above 75%. Schools are then ranked by grade span.

Additional Mandatory Title I Descriptions Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included. Please provide a general description of the nature of the programs to be conducted by the LEA under Sections 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” All ten of the required components must be addressed. For more information on Schoolwide, please go to http://www.cde.ca.gov/sp/sw/rt. For Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp.


Schoolwide Programs (SWP) - Resources to Upgrade the Entire Educational Program

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

entire school in relation to state standards. Schoolwide reform strategies that provide opportunities for all children to meet state standards.

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

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

• Proven strategies that address the needs of historically under served students, low achieving students, and those at risk of not meeting state standards.

• Instruction by highly qualified teachers and strategies to attract and keep such teachers.

• High quality and ongoing professional development for teachers, principals, paraprofessionals, and if appropriate, pupil services personnel, parents and other staff.

• Strategies to increase parental involvement. • Assistance to preschool children in transitioning

from early childhood programs to elementary school programs.

• Timely and effective additional assistance to students who experience difficulty mastering state standards.

In schoolwide programs, schools conduct a comprehensive needs assessment utilizing a multitude of data from statewide assessments, including the California High School Exit Exam (CAHSEE) and the California English Language Development Test (CELDT), district benchmark data, teacher recommendation, evaluation of objective measures, and surveys. Analysis of these results are reviewed annually and included in the development and revision of the Single Plan for Student Achievement (SPSA). Reform strategies are implemented schoolwide to to provide opportunities for all students to meet state standards and to upgrade the instructional program for all students. Teachers use scientific research based instructional strategies, including Explicit Direct Instruction, Close reading, Project-based learning, AVID strategies, and SDAIE strategies, to strengthen the core academic program. Student achievement progress is continually reviewed by school site leadership teams and the School Site Council (SSC) in order to determine if identified academic needs are being met. The district data management and assessment systems allow district administrators, site administrators and teachers to access student data and generate a variety of data reports to evaluate student progress. The district provides tiered interventions during the day based on students' academic needs. Additionally, students receive quality extended learning time through before/after school tutoring and intervention programs, Saturday school programs, and summer school programs for high school students and students with disabilities. English learners receive extra support through the afterschool English Learner Literacy Support Class (ELLSC) to assist students in achieving English proficiency and meeting state standards. Students are instructed by highly qualified teachers. All teachers are highly qualified or in training to become highly qualified as specified by the Elementary and Secondary Education Act (ESEA). The district provides high quality, ongoing professional development for both teachers, administrators and support staff. New teachers are provided with a strong beginning teacher support program with professional development that meets their individual needs. Parent involvement is a priority for the district and schools. Parents are encouraged to participate in school and district committees, including SSC, ELAC, DAC and DELAC. The district and school sites also offer workshops and trainings to promote parent involvement and provide parents with support and resources to assist their children at home. Preschool transition is an important component at all schools. Entering kindergarten students are provided transitional support through a variety of activities. Additionally, the district operates state preschool programs and offers transitional kindergarten (TK) for children turning five between September 2 and December 2 to provide a bridge between preschool and kindergarten. Effective, timely assistance for students who experience difficulty in mastering content standards is provided through tiered interventions within the school days and extended learning opportunities beyond the school day such as before/after school intervention and Saturday school. Students' academic difficulties are identified utilizing various assessment data, including statewide assessments, district benchmark assessments, curriculum-embedded assessments and formative assessment practices.


Targeted Assistance Programs (TAS) - Student Identification

For targeted assistance programs (TAS), describe how the LEA will help schools to identify participating students most at risk of failing to meet state standards and help those students to meet the State’s challenging academic standards. The description should include activities such as:

• Effective methods and instructional strategies

based on scientifically-based research. • Strategies that give primary consideration to

extended learning time, extended school year, before and after school and summer programs.

• Strategies that minimize removing children from the regular classroom during regular school hours for instruction.

• Instruction by highly qualified teachers. • Professional development opportunities for

teachers, principals, and paraprofessionals, including if appropriate, pupil services personnel, parents, and other staff.

• Strategies to increase parental involvement.

Title I, Part A funds in a targeted assistance program (TAS) are used to provide eligible services to students identified by the school as failing or most at-risk of failing to meet state academic content standards. Title I services provides to eligible students supplement the core program to assist students in meeting state academic content standards. Services provided include scientific research-based methods and instructional strategies that strengthen the core academic program, including but not limited to the following activities:

• extended learning opportunities (before/after school, Saturday school, summer school for identified Title I students

• tiered intervention and differentiated instruction during the school day • data analysis using multiple assessment data to determine needs and

monitor progress of identified Title I students • teacher collaboration time for instructional planning based on the analysis

of student achievement data for identified Title I students • supplemental instructional materials for identified Title I students • professional development opportunities for teachers and support staff to

support and assist identified Title I students in meeting state academic content standards

• workshops and training for parents of identified Title I students Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted assistance schools under Section 1115, “Targeted Assistance Schools,” will identify the eligible children most in need of services under this part. Please note that multiple, educationally related criteria must be used to identify students eligible for services. Where applicable, provide a description of appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs, and homeless children.


Describe who is involved and the criteria used to identify which students in a targeted assistance school will receive services. The criteria should: • Identify children who are failing or most at risk of

failing to meet the state academic content standards.

• Use multiple measures that include objective criteria such as state assessments, and subjective criteria such as teacher judgment, parent interviews and classroom grades.

• Include solely teacher judgment, parent interviews and developmentally appropriate measures, if the district operates a preschool through grade 2 program with Title I funds.

The El Rancho Unified School District identifies eligible students for Title I services in targeted assistance programs annually at the beginning of the school year. Students must qualify annually to receive services. District Title I eligibility for services is based on multiple criteria of academic progress of grade level proficiency on state academic content standards as measured by statewide assessment data, local benchmark assessment data, academic credit accrual, student grades, teacher recommendation and evaluation of objective measures and parental input through parent teacher meetings or Student Study Team (SST) meetings. Once the criteria have been reviewed with instructional staff, students are identified as Title I through the completion and submission of the ERUSD Title I Programs and Services Eligibility form. A copy of the form is maintained at both the site and district for monitoring and compliance. Title I services eligibility for targeted assistance programs is entered into the district student database for student progress and program monitoring.



The description should include services to homeless children, such as the appointment of a district liaison, immediate enrollment, transportation, and remaining in school of origin.

The Director of Special Projects oversees services to homeless students. Students living in the district who don not reside in a permanent, fixed residence are admitted to district schools upon presentation of any of the following:

• hotel/motel receipts • a letter from a social service agency verifying that the child lives within

the district • an affidavit from the parent/guardian stating they are homeless and that

the family lives within the district

A reasonable effort is made to secure an address, phone number and medical release from the parent/guardian when a child is placed in a classroom.

Services for homeless students include, but is not limited to the provision of school materials in grades K-12, school uniforms in grades K-12, transportation for students, instructional support and/or tutoring services, student services help numbers, local food bank information and local shelter information.

The description should include services to children in a local institution for neglected or delinquent children and youth or attending a community day program, if appropriate.

Not applicable

Please describe the actions the LEA will take to implement public school choice with paid transportation and Supplemental Educational Services, consistent with the requirements of Section 1116, “Academic Assessment and Local Educational Agency and School Improvement.”

Program Improvement (PI) - Parent Notification

Describe the process for parent notification of the school’s identification as PI, including notification of the right for students to transfer to another school that is not PI with paid transportation, and the right to receive supplemental services.

Written notification regarding the school's Program Improvement status is mailed home to the parents of all students enrolled at a Program Improvement school. The notification includes:

• An explanation of the school's PI status and reason for identification • A description of what the school, district and state are doing to address

the problem of low academic achievement • The parent's option to transfer their child to a non-PI school in the district

with paid transportation • A list of available non-PI schools and descriptions of their academic

achievement • The deadline and procedures for parents to respond • How parents can become involved in helping to improve student

achievement

Written notification regarding the provision of Supplemental Educational Services (SES) is mailed home to the parents of all eligible students enrolled at a school in Program Improvement Year 2 and beyond. The notification includes:

• An explanation of the supplemental services to be provided • A list of all the state-approved SES providers describing the services,

qualifications, and effectiveness of each provider willing to work with the district

• An explanation of the benefits of receiving SES • A description of the procedures and timelines that parents must follow in

selecting a provider • An explanation that if sufficient funds are not available to serve all eligible

students, then the district will give priority to the lowest-achieving eligible students based upon student achievement results

• An application for SES

A copy of the parent notifications for each site, applicable applications, and additional information regarding School choice and SES are posted on the ERUSD website.


Program Improvement (PI) - Parent Notification

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

All students in a Program Improvement school are eligible to transfer to a non-PI school and notified of the option to do so. Upon receipt of written notification regarding PI School Choice, parents are given approximately two to three weeks to notify the district of their desire to transfer their child/children to a non-PI school by completing the PI School Choice transfer request form. Once the transfer request form is received by the Categorical Programs Office, it is forwarded to the Student Services Office who then coordinates the transfer arrangement between the home school and receiving school as well as any transportation services, if requested. Students from low-income families enrolled at schools in Program Improvement Year 2 and beyond are eligible for SES. All parents of eligible students enrolled at a school in Program Improvement Year 2 and beyond are notified of the opportunity to apply for SES during two enrollment periods (if applicable). Upon receipt of written notification regarding SES, parents are given approximately three weeks to complete and return an SES application to the district. Upon parent selection of an SES provider, the district enters into an agreement with each provider that includes the following:

• Specific achievement goals for the student and timeframe for improvement, developed in consultation with the district, parent and provider

• Description of how the student's progress will be measured and how the student's parents and teachers will be regularly informed of that progress

• Provision for termination of agreements • Provision regarding payment for services provided • Provision to protect the identity of any student eligible for or receiving

SES • Assurance that SES will be provided consistent with applicable health,

safety, and civil rights laws In the event that sufficient funds are not available to serve all eligible students, the district will rank and prioritize services for lowest-achieving students based upon student achievement results.


Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA - level staff in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”

Highly Qualified Teachers

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

El Rancho Unified School District is a firm believer in the benefits of high quality professional development provided to teachers, administrators and support staff and offers a multitude of training and professional development opportunities both within and outside the district. Staff members are provided with the opportunity to attend research-based professional development in a variety of areas, including but not limited to Common Core State Standards, Student Engagement, Depth of Knowledge (DOK), Project-based Learning (PBL), and Professional Learning Communities (PLCs). Professional development is focused on utilizing research-based instructional strategies to improve achievement for all students and to bridge the achievement gap for students not meeting academic content standards.


Highly Qualified Teachers

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

Parents are provided with opportunities to be involved in their children's education and schools through participation in school and district advisory committees, such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), District Advisory Committee (DAC), and District English Learner Advisory Committee (DELAC). In addition, the district and schools provide parents with opportunities to participate in parents workshops and trainings within and outside the district to provide parents with resources and support to assist their children at home.

Coordination of Educational Services In the space below, please describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Include programs such as: Even Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant children.

Increased Program Effectiveness

Describe how the LEA will coordinate and integrate educational services to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program, including programs such as: a. Even Start b. Head Start c. Reading First d. Early Reading First e. Other preschool programs f. Services for children that are migratory,

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

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

The overall focus of the El Rancho Unified School District is on improving student achievement for all student groups. The coordination and integration of supplementary services is designed to meet the diverse needs of all students. District structures, processes and procedures are in place to ensure that students receive appropriate supplemental services based on identified needs. Supplemental programs include Title I, Title II, Title III, and Special Education. Our district's integrated approach is outlined in each school's Single Plan for Student Achievement (SPSA). Collaboration and planning among administrators, support staff, teachers and parents is encouraged at the district and each school site through the School Site Council (SSC), English Learner Advisory Committee (ELAC, District Advisory Council (DAC), and the District English Learner Advisory Council (DELAC). Through cohesive planning, each site has developed a Single Plan for Student Achievement (SPSA), approved by the SSC and Board of Education. SPSA goals are regularly monitored, evaluated and updated to improve student achievement. Each school's SPSA identifies research-based interventions and strategies for students who are at risk in order to ensure all students meet rigorous state academic content standards. Schools provide extended learning opportunities through before/after school intervention and tutoring programs, Saturday school and summer school to increase student learning time and improve student achievement. The district provides support to each school site and assists each school with the annual revision of their SPSA. Schools receive ongoing assistance in coordinating their budgets, maximizing fiscal resources and aligning their expenditures in their SPSA.


Part III

Assurances and Attachments

Assurances

To assure the LEA’s eligibility for funds included in this Plan, the Superintendent must provide an original signature below attesting to compliance with all of the following statements. General Assurances 1. Each such program will be administered in accordance with all applicable statutes, regulations, program plans, and

applications. 2. The LEA will comply with all applicable supplement not supplant and maintenance of effort requirements. 3. (a) The control of funds provided under each program and title to property acquired with program funds will be in a

public agency, a non - profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; (b) the public agency, non - profit private agency, institution or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law.

4. The LEA will adopt and use proper methods of administering each such program, including - (a) the enforcement of

any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (b) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

5. The LEA will cooperate in carrying out any evaluation of each such program conducted by, or for, the State

educational agency, the Secretary, or other Federal officials. 6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and

accounting for, Federal funds paid to the applicant under each such program. 7. The LEA will - (a) submit such reports to the State educational agency (which shall make the reports available to the

Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and Secretary to perform their duties under each such program; and (b) maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency’s or the Secretary’s duties.

8. The LEA has consulted with teachers, school administrators, parents, and others in the development of the local

consolidated application/LEA Plan to the extent required under Federal law governing each program included in the consolidated application/LEA Plan.

9. Before the application was submitted, the LEA afforded a reasonable opportunity for public comment on the

application and considered such comment.

9a. The LEA will provide the certification on constitutionally protected prayer that is required by section 9524. 10. The LEA will comply with the armed forces recruiter access provisions required by section 9528.


TITLE I, PART A The LEA, hereby, assures that it will: 11. Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and

mathematics carried out under section 411(b)(2) of the National Education Statistics Act of 1994. 12. If the LEA receives more than $500,000 in Title I funds, it will allow 1% to carry out NCLB Section 1118, Parent

Involvement, including promoting family literacy and parenting skills; 95% of the allocation will be distributed to schools.

13. Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate

funds from Federal, State, and local sources. 14. Provide technical assistance and support to schoolwide programs. 15. Work in consultation with schools as the schools develop the schools’ plans pursuant to section 1114 and assist

schools as the schools implement such plans or undertake activities pursuant to section 1115 so that each school can make adequate yearly progress toward meeting the State student academic achievement standards.

16. Fulfill such agency’s school improvement responsibilities under section 1116, including taking actions under

paragraphs (7) and (8) of section 1116(b). 17. Provide services to eligible children attending private elementary schools and secondary schools in accordance with

section 1120, and timely and meaningful consultation with private school officials regarding such services. 18. Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant

scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

19. In the case of an LEA that chooses to use funds under this part to provide early childhood development services to

low - income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act.

20. Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118

and 1119 and California Education Code Section 64001. 21. Comply with requirements regarding the qualifications of teachers and paraprofessionals and professional

development. 22. Inform eligible schools of the local educational agency’s authority to obtain waivers on the school’s behalf under Title

IX. 23. Coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with

the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under section 1116 if such a school requests assistance from the local educational agency in addressing major factors that have significantly affected student achievement at the school.

24. Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs,

or other effective strategies, that low - income students and minority students are not taught at higher rates than other students by unqualified, out - of - field, or inexperienced teachers.


25. Use the results of the student academic assessments required under section 1111(b)(3), and other measures or

indicators available to the agency, to review annually the progress of each school served by the agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments described in section 1111(b)(3) within 12 years from the baseline year described in section 1111(b)(2)(E)(ii).

26. Ensure that the results from the academic assessments required under section 1111(b)(3) will be provided to parents

and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language or other mode of communication that the parents can understand.

27. Assist each school served by the agency and assisted under this part in developing or identifying examples of high -

quality, effective curricula consistent with section 1111(b)(8)(D) and California Education Code Section 64001. 28. Ensure that schools in school improvement status spend not less than ten percent of their Title I funds to provide

professional development (in the area[s] of identification to teachers and principals) for each fiscal year. 29. Prepare and disseminate an annual LEA report card in accordance with section 1111(h)(2). 30. Where applicable, the applicant will comply with the comparability of services requirement under section 1120A(c). In

the case of a local educational agency to which comparability applies, the applicant has established and implemented an agency - wide salary schedule; a policy to ensure equivalence among schools in teachers, administrators, and other staff; and a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies. Documentation will be on file to demonstrate that the salary schedule and local policies result in comparability and will be updated biennially.

TITLE I, PART D - SUBPART 2 31. Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home

school, particularly with respect to a student with an individualized education program under Part B of the Individuals with Disabilities Education Act.

32. Work to ensure that the correctional facility is staffed with teachers and other qualified staffs that are trained to work

with children and youth with disabilities taking into consideration the unique needs of such children and youth. 33. Ensure that the educational programs in the correctional facility are related to assisting students to meet high

academic achievement standards. TITLE II, PART A 34. The LEA, hereby, assures that:

The LEA will target funds to schools within the jurisdiction of the local educational agency that:

(A) have the lowest proportion of highly qualified teachers; (B) have the largest average class size; or (C) are identified for school improvement under section 1116(b).

The LEA will comply with section 9501 (regarding participation by private school children and teachers).

The LEA has performed the required assessment of local needs for professional development and hiring, taking into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and pedagogy skills, and to give principals the instructional leadership skills to help teachers, to provide students with the opportunity to meet California’s academic content standards. This needs assessment was conducted with the involvement of teachers, including teachers participating in programs under Part A of Title I.

The LEA will assure compliance with the requirements of professional development as defined in section 9101 (34).


TITLE II, PART D 35. The LEA has an updated, local, long - range, strategic, educational technology plan in place that includes the

following: a. Strategies for using technology to improve academic achievement and teacher effectiveness. b. Goals aligned with challenging state standards for using advanced technology to improve student academic

achievement. c. Steps the applicant will take to ensure that all students and teachers have increased access to technology

and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction. d. Promotion of curricula and teaching strategies that integrate technology, are based on a review of relevant

research, and lead to improvements in student academic achievement. e. Ongoing, sustained professional development for teachers, principals, administrators, and school library

media personnel to further the effective use of technology in the classroom or library media center. f. A description of the type and costs of technology to be acquired with Ed Tech funds, including provisions for

interoperability of components. g. A description of how the applicant will coordinate activities funded through the Ed Tech program with

technology - related activities supported with funds from other sources. h. A description of how the applicant will integrate technology into curricula and instruction, and a timeline for

this integration. i. Innovative delivery strategies - a description of how the applicant will encourage the development and use of

innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.

j. A description of how the applicant will use technology effectively to promote parental involvement and increase communication with parents.

k. Collaboration with adult literacy service providers. l. Accountability measures - a description of the process and accountability measures that the applicant will use

to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards.

m. Supporting resources - a description of the supporting resources, such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology.

36. The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained, and intensive high quality

professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments.

37. Any LEA that does not receive services at discount rates under section 254(h)(5) of the Communications Act

of 1934 (47 U.S.C. 254(h)(5)) hereby assures the SEA that the LEA will not use any Title II, Part D funds to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such school unless the school, school board, local educational agency, or other authority with responsibility for administration of such school:

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

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

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

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


TITLE III 38. The LEA assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with

education - related community groups, nonprofit organizations, and institutions of higher education in developing the LEA Plan.

39. The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for

LEP subgroups making adequate yearly progress. 40. The LEA is complying with Section 3302 prior to, and throughout, each school year. 41. The LEA annually will assess the English proficiency of all students with limited English proficiency participating in

programs funded under this part. 42. The LEA has based its proposed plan on scientifically based research on teaching limited - English - proficient

students. 43. The LEA ensures that the programs will enable to speak, read, write, and comprehend the English language and meet

challenging State academic content and student academic achievement standards. 44. The LEA is not in violation of any State law, including State constitutional law, regarding the education of limited -

English - proficient students, consistent with Sections 3126 and 3127. TITLE IV, PART A 45. The LEA assures that it has developed its application through timely and meaningful consultation with State and local

government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals).

46. The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and

foster a safe and drug - free learning environment that supports academic achievement. 47. The LEA assures that funds under this subpart will be used to increase the level of State, local, and other non -

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

48. Drug and violence prevention programs supported under this subpart convey a clear and consistent message that

acts of violence and the illegal use of drugs are wrong and harmful. 49. The LEA has, or the schools to be served have, a plan for keeping schools safe and drug - free that includes:

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

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

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

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

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

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

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