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Santa Maria-Bonita School District

Evaluation of LEA Plan

2016-2017 School Year

INTRODUCTION

The Santa Maria-Bonita School District (SMBSD) has reviewed student performance data to determine the effectiveness of LEA programs and services provided during the 2016-2017 school year, as required by Title I, Title II, Title III and Title IV regulations. Data collected and analyzed included multiple local and state measures.

Student achievement data was aggregated into summaries at the district and school level using multiple measures, including formative assessments and state assessments such as the California Assessment of Student Performance and Progress (CAASPP), School Dashboard, California English Language Development Test (CELDT), California Healthy Kids Survey, Staff Survey, district benchmark assessment data, pre-post program assessment data, student attendance, student behavioral data, Local Control Accountability Plan (LCAP) Survey data.

District staff analyzed the level of implementation of programs and services outlined in the LEA Plan, as well as the results for each action and service, and proposed modifications based on the results. Site principals, teachers, classified staff, parents and community members provided input into the level of implementation of the instructional programs through the LEA/LCAP Advisory Committee. Additionally, parents provided input for the LEA Plan and Evaluation Report through the Parent Satisfaction Survey, and meetings of District English Learner Advisory Council (DELAC), School Site Councils (SSCs), School English Learner Advisory Councils (ELACs), Migrant Parent Advisory Committee (PAC), Parents of Gifted and Talented Education (PAGE), Preschool Committee, and Special Education Committee. The analysis and stakeholder input were used to evaluate the effectiveness of the LEA programs and assess the needs of students and schools.

This report describes the effectiveness of the activities and services implemented by the district and schools in the 2016-17 school year and the progress made toward the goal of proficiency for all students, based on the accountability provisions of Titles I, II, III and IV outlined in the Santa Maria-Bonita LEA Plan.

BACKGROUND

The Santa Maria-Bonita School District was identified in Program Improvement (PI) Year Three+ status (Cohort 7) in November 2008 and was required to contract with a District Assistance Intervention Team (DAIT) provider, the Lowell Institute, in order to implement Corrective Action 6, fully implement a new SBE-approved curriculum and offer professional development, until they exit from PI status. The district worked with the Lowell Institute from 2009-2012 to implement a DAIT Plan designed to increase student learning. From 2014-2017, the district worked with the Santa Barbara County Education Office to receive technical assistance. Eighteen of the 20 schools in the district were also identified in Program Improvement, one school was in PI Year 3, three schools were in PI Year 4, and 14 schools were in PI Year 5 in 2015-16. The strategies implemented from 2009-2016 included four major initiatives:

1. Innovative Leadership and Coaching

2. Response to Intervention

3. Improved Achievement for English Learners

4. Family Engagement

Sampling of specific strategies provided under each of the above categories included:

· Extensive Professional Development for Teachers, Administrators, and Parents in Math, ELA, and ELD

· Partnership with Google Education

· Adoption of Math (Go Math), ELA (Treasures), ELD (English 3D) Curriculum

· Partnership with the South Coast Writing Project

· Initial Implementation of Positive Behavior Interventions and Supports

· Partnership with the Parent Institute for Quality Education (PIQE)

· Partnership with Cal Poly SLO (Central Coast STEM Institutes)

· Implementation of AVID Curriculum

· Implementation of Reading Intervention Program (Inside)

· Hired additional staff to support teachers and students (TOSAs and Intervention Teachers)

Data analysis from 2014-2016, indicated an improvement in student performance in ELA, Math, and English language proficiency.

· In local assessments, 34% of students scored proficient or advanced in the writing test at the end of the school year.

· In Oral Reading (fluency), 66% of students were proficient or advanced.

· In math, 35% of students scored proficient or advanced.

· The 2014-2015 CAASPP results (baseline) indicated that 23% of students met or exceeded the standards. In math, 17% of students met or exceeded standards. The following year (2015-16), the percent of students who “met” or “exceeded” standards increased by 4% in ELA and 2% in math.

· In 2015-16, AMAOs results indicated that 50% of English learners made annual progress in learning English and moved to the next language proficiency level.

Overall, student performance data indicated that the district was moving in the right direction. By focusing on innovative leadership and coaching, response to intervention, improved achievement for English learners, and family engagement the district anticipated continued improvements in student performance.

In December 2015, the Every Student Succeeds Act (ESSA) was approved by Congress to reauthorize the Elementary and Secondary Education Act (ESEA). Most of the new provisions will not take effect until the 2017–18 school year, making the 2016–17 school year a transition year for local educational agencies (LEAs). The ESSA Transition Plan describes how California will use the 2016–17 school year to transition from our current separate state and federal processes for planning, accountability, and support systems into a single, coherent system starting in the 2017–18 school year.

In the 2015–16 school year, California produced Adequate Yearly Progress (AYP) reports established under the No Child Left Behind (NCLB) Act of 2001 for the last time. Schools and districts identified for Program Improvement (PI) under Title I or Title III were required to revise their LEA Plan, as needed, to implement corrective actions throughout the 2016–17 school year. LEAs are required to implement these corrective actions or interventions in the 2016–17 school year, except for Supplemental Educational Services or Public School Choice (Choice). The LEA Plan, as required under NCLB, will be transitioned out at the conclusion of the 2016–17 school year. Beginning with the 2017–18 school year, LEAs will meet state and federal planning requirements through the LCAP and the Consolidated Application Reporting System (CARS). LEAs that have previously addressed areas of improvement through a revised LEA Plan should address areas for improvement to be implemented in the 2017–18 school year using the LCAP.

In 2015-16, the district formed an LEA Multi-Stakeholder Planning and Development Committee to continue the district’s focus on improving student learning and align effective initiatives, including revising the LEA plan to align it with the Local Control Accountability Plan and other strategic plans. The district’s LEA Plan, Local Control Accountability Plan, School Single Plans, and other strategic plans were aligned to focus on effective initiatives to improve student learning. The following performance and corresponding LCAP goals were developed by the LEA Multi-Stakeholder Committee for the 2016-2019 school years:

1. Performance Goal 1 (Title I): All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2016-2017. Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

2. Performance Goal 2 (Title III): All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Corresponding LCAP Goal: Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

3. Performance Goal 3 (Title II): By 2016-2017, all students will be taught by highly qualified teachers. Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

4. Performance Goal 4 (Title IV): All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Corresponding LCAP Goal: Maintain a safe, secure, healthy and positive learning environment for all students and staff.

The Santa Maria-Bonita LEA Plan was revised to include specific programs and services under each performance goal. The LEA Plan was translated into Spanish and posted on the district website for public review at: http://www.smbsd.org/district/program_improvement/local_education_plans.

The LEA Plan for 2016-2019 was approved by the local governing board on October 12 and November 9, 2016, and was fully implemented in the 2016-17 school year. This evaluation report provides an analysis of the programs and services provided by the district and schools in the 2016-17 school year, as required by Title I, Title II, Title III and Title IV regulations, and outlined in the LEA Plan.

EVALUATION OF PROGRAMS AND SERVICES IMPLEMENTED IN 2016-2017

In 2016-17, Santa Maria-Bonita School District focused on the main strategies and actions outlined in the LEA plan. The results for each of the LEA Performance Goals are analyzed below:

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2016-2017. Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

Planned Improvement in Student Performance in Reading and Mathematics (Title I)

Specific Actions to Improve Education Practice in Reading and Math

Analysis of Results

Title I

Expenditures

1) Alignment of instruction with content standards:

· Title I funds were used to align all reading/ELA materials with state standards.

· The schools purchased ancillary materials to supplement the reading and math programs (e.g., leveled readers, bilingual books, ELA/ELD and math consumable workbooks).

Our district piloted a new ELA common core curriculum in 2016-17 and will fully implement it in 2017-18. Schools will continue supplementing the common core program to address the needs of struggling readers.

% Making/Maintaining Progress from 2015-16 to 2016-17

CAASPP ELA Data:

Level 1 to Levels 2-4: 23%



Level 4 to Level 4: 56%

The CAASPP results indicate a positive growth in ELA. About 23-29% of students are making steady growth in ELA.

Schools:

$174,033

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

· Title I funds were used to develop supplemental assessments to monitor student progress and supplemental materials to support the ELA and math standards.

· The schools purchased formative assessments (e.g., DIBELS, Reading Counts), supplemental materials and supplies (e.g., math manipulatives) to support the ELA and math programs.

Our district will continue implementing the Math core curriculum that was adopted in 2015-16. Schools will continue supplementing the common core program to address the needs of students struggling in math.

% Making/Maintaining Progress from 2015-16 to 2016-17

CAASPP Math Data:




Level 4 to Level 4: 63%

The CAASPP results indicate a positive growth in math. Between 19 and 22% students are making steady growth in math.

Schools:

$784,933

3) Extended learning time:

· The district supported the implementation of academic and enrichment after school programs that promote student engagement and achievement for all students not meeting state standards, including but not limited to English learners, Homeless/Foster, Migrant, Low Income and students with special needs.

· The schools used their Title I funds to supplement the extended learning time activities and support all low performing students in meeting the ELA standards.

· Homework Club

· Saturday School

· Summer School

· Intersession Programs

· Before/After School Tutoring

· English Language Development

· Reading/Writing

· Mathematics

· Science/STEM/Robotics

· Social Studies

· Technology/Computer

· College and Career Readiness

· Speech & Debate Club

· AVID

# Students Served:

Summer School: 3,268

Extended Day: 9,048

CAASPP Scale Score Growth from 2015-16 to 2016-17

All English Learners:

ELA: 28.4 points

Math: 13.8 points

Summer School:

ELA: 28.9 points (+0.6)

Math: 17.4 points (+3.6)

Saturday School:

ELA: 33.2 points (+4.9)


Junior High Extended Day:

ELA: 26.3 points (-2.0)


Elementary Extended Day:

ELA: 27.6 points (-0.7)


The CAASPP scale score data shows that English learners that participated in Saturday School, Summer School and Extended Day programs had greater gains than the average English learner in the district. Our district and schools will continue providing academic support to students not meeting the state standards.

District: $185,879

Schools:

$71,895

4) Increased access to technology:

Title I funds were used to provide additional time for computer technicians, teachers and instructional staff to support students’ access to technology, and purchase supplemental software and technology devices to support the ELA and math standards.

· Purchased educational software to supplement instruction (Hapara, Accelerated Reader, Achieve 3000, etc.)

· Purchased 44 computers, 18 laptops, 333 iPads, 906 Chromebooks, 28 Chromebook Carts & 52 Kindles for interventions.

· Purchased 3 Apple TV, 10 Interactive Smart boards, 25 document cameras and 38 LCD projectors for classrooms.

Our schools will continue using technology to supplement ELA and math instruction, and will explore research-based interventions in math.

2016-17 CAASPP Results:

Level 1-Standard Not Met: ELA 45.7% Math 48.8%

Level 2-Standard Nearly Met: ELA 26.5% Math 30%

Level 3-Standard Met: ELA 21.3% Math 15.2%

Level 4-Standard Exceeded: ELA 6.6% Math 5.9%

The CAASPP results indicate that 28% of students are meeting or exceeding the ELA standards, compared to 21% in math. The data suggests that there is a need to provide more intensive interventions in math.

District:

$216,347

Schools:

$806,614

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

Title I funds were used to supplement professional development/coaching activities for teachers, administrators, and support staff to support ELA instruction, including:

· Five TOSAs were hired to provide on-site training and coaching.

· Contract with Outside Consultants and Presenters

· Provided Collaboration Time on Assessments and Progress Monitoring

· Provided Professional development during minimum days, after school institutes and conferences outside the district.

Our district and schools will continue providing professional development on research-based practices for ELA and math, with emphasis on differentiation and evidence-based interventions.

% Met/Exceeded Standards

2015-16 CAASPP Data:

ELA: 27% Math: 19%

2016-17 CAASPP Goals:

ELA: 32% Math: 24%

2016-17 CAASPP Results:

ELA: 28% Math: 21%

Our district goal of 5% increase in students meeting or exceeding the ELA and math standards was not met, the CAASPP data shows a 1% increase in ELA and 2% increase in math.

District:

$259,315

Schools:

$50,512

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

Title I funds were used to support parent-school-community involvement activities related to the Title I program, including:

· Hire Community Liaisons and Project Clerks for each school to assist with parent communication and parent involvement activities.

· Provide interpreters and childcare for parent meetings and family events.

· Provide parent education programs (e.g., family literacy/math nights, Dare to Thrive Family Engagement, Love and Logic, PIDA, etc.)

# Families Served:

Dare to Thrive: 1,000

Family nights: 3,800

Parent meetings &

family events: 14,000

Parent communication

& translation: 14,000

The data shows that the number of parents participating at school is relatively high. There is need to increase the number of participants in parent engagement and parent education programs.

District: $212,165

Schools:

$106,842

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

· Title I funds were used to supplement services for students and parents to support the transition from preschool to elementary, junior high, and high school, and supplemental college and career readiness activities.

% Students Ready for Kinder and College/Career

Kindergarten Entrance (KSEP)

Ready to Go: 24%

Need Quarterly Monitor: 33%

Need Monthly Monitor: 30%

Need Immediate Follow-Up: 13%

College/Career Indicator:

Prepared: 30%

Approaching Prepared: 26%

The data suggests that there is need to provide more support to students to support their transition from home to kindergarten, and college/career.

Schools: $3,334

8) Monitoring student progress and program effectiveness:

· Student progress will be monitored through formative assessments (daily, weekly, monthly, per trimester) and summative assessments (trimester, annually), and data will be analyzed on a regular basis to modify instruction and provide students with timely interventions and academic support in ELA.

· An LEA Stakeholder committee will be formed to monitor the implementation of the LEA plan and evaluate the effectiveness of Title I programs.

% Decreasing/Not Making Progress from 2015-16 to 2016-17

CAASPP ELA Data:

Level 1 to Level 1: 77.0%

Level 2 to Levels 1-2: 71.6%



CAASPP Math Data:

Level 1 to Level 1: 77.9%




The CAASPP data indicates that over 75% of students are not making progress in ELA and math. There is a need to monitor student progress to provide timely interventions.

District:

$27,607

Schools:

$21,537

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

Title I funds will be used to provide alternative supports at the school-site level to address the needs of the lowest-performing students, including students with disabilities, and schools with greatest needs, including:

· Hire certificated and classified staff to provide targeted interventions during the school day: Intervention Teachers, Teacher Tutors, Limited Assignment Teachers, Computer Technicians, Library Media and Bilingual Instructional Assistants.

% Students Increasing, Maintaining or Decreasing from 2015-16 to 2016-17

CAASPP Data

Increasing Performance:

ELA: 21.5% Math: 19.1%

Maintaining Performance:

ELA: 63.2% Math: 63.3%

Decreasing Performance:

ELA: 15.3% Math: 17.6%

The data suggests that students need more strategic and intensive support to improve their performance in ELA and math.

Schools:

$434,881

10) Any additional services tied to student academic needs:

The following additional services were implemented to meet student needs, including:

· Contract with Fighting Back Santa Maria Valley to hire Homeless Liaison

· Behavioral/Social Emotional Support Services.

# Homeless Students Served:

0-5 years old: 60

K-8 grade: 5,272

The data indicates that all K-8 homeless students are receiving the support needed. We need to identify all 0-5 year old homeless children in our community to address their needs.

District:

$44,344

Schools:

$24,871

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

Corresponding LCAP Goal: Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

Planned Improvement in Programs for LEP Students and Immigrants (Title III)

Specific Actions to Improve Education Practice for LEP Students

Analysis of Results

Title III

Expenditures

1) Provide research-based supplemental materials to enhance ELD instruction and formative assessments to monitor ELD progress every trimester and accelerate the language acquisition process for all English learners.

2016-17 CAASPP ELA Results for all ELs:

Level 1-Standard Not Met: 72.56%

Level 2-Standard Nearly Met: 21.43%

Level 3-Standard Met: 5.64%

Level 4-Standard Exceeded: 0.37%

$ 62,210.71

2) Provide research-based supplemental programs for all English learners outside the school day to accelerate their language acquisition and reclassification, and provide academic support to meet the State Standards in ELA and math, including:

· Saturday School

· Summer School

· Extended Day Program

· Intersession Program

· Before and After School Programs

2016-17 CAASPP Math Results for all ELs:

Level 1-Standard Not Met: 66.67%

Level 2-Standard Nearly Met: 25.49%

Level 3-Standard Met: 6.91%

Level 4-Standard Exceeded: 0.94%

$ 286,271.06

3) Use the subgrant funds to meet all accountability measures:

· Increase the percentage of English learners making annual progress in learning English;

· Increase the percentage of English learners attaining English proficiency on CELDT;

· Increase annual reclassification rates from 10% to 12%.

70% of the SMBSD schools increased the language proficiency of their students at least by one level.

The reclassification rate increased to 16.1% or 1,549 reclassified students.

$ 97,239.42

4) Hold the school sites accountable:

· All schools will increase the percentage of English learners making annual progress in learning English;

· All schools will increase the percentage of English learners attaining English proficiency on the CELDT;

· All schools will increase their annual reclassification rates to 12%.

SMBSD schools increased their levels according to the CA Accountability Dashboard as it follows:

· 25 % of schools are blue

· 40% of schools are green

· 70% of schools increased one level

· English Learner Proficiency Indicator (ELPI) at the district level increased three levels from red to green. The status in the is 68.5 % with an increase in Change of +2.8 %.

5) Promote parental and community participation in programs for English Learners:

· Provide parental notifications to all parents and guardians of English learners within 15 days of identification and placement in LEP programs.

· Provide outreach activities to promote involvement of parents of English learners in their children’s education.

· Provide parent education programs for parents of English learners, including Parent Engagement, English as a Second Language, Family biliteracy, Parent Project, and other parent programs.

· All the parents and guardians of English learners received notifications on identification and placement of LEP programs within 15 days.

· SMBSD implemented a system for inviting and conducting Family Literacy Nights. Families were educated as to the reason why their students are considered English Learners, what they can do to help our students achieve English proficiency and reclassification. Parents received practical tools in ways how they can help their children increase proficiency in language development.

· Students and parents received books to continue working at home; 210 parents and 275 children attended.

The expenses for this item have been accounted in other sections of this document.

6) All teachers will provide high quality language instruction for English learners:

· All grade levels will provide Designated and Integrated ELD instruction for English learners.

· The district will pilot and implement new ELD programs and supplemental materials for English learners.

· ELD standards will be fully implemented in all classrooms.

· ELD assessments will be purchased to monitor language acquisition progress throughout the year.

· EL Coaches will be hired for all elementary schools to support the ELD/EL programs, coach/train teachers, and implement high quality instruction for English learners.

· EL Coordinator and two EL TOSAs will be hired to support ELD programs and professional development.

· 100% of the SMBSD teachers are highly qualified to teach English learners.

· A pilot of the language assessment program “TELL” (Test of English Language Learning by Pearson) was conducted. The pilot involved 400 English Learners. The goal was to find a program that can monitor language acquisition progress throughout the year.

· Write to Learn was piloted with 50 students. The goal of the program is to address the needs of Long Term English Learners with a focus on Reading and Writing.

· Several ELD Teachers in Jr. High and 6th grade piloted Decode Kits from Saddleback which addresses foundational skills for newcomer adolescents.

· Teachers were provided training on ELD Standards as well as their own copies of the California ELD Standards. In addition, they were given ELD standards classroom posters and laminated legal size Grade level ELD Standards.

· An EL Coordinator and one EL TOSA were hired to focus on the services for English Learners. Some of the services provided include: professional development, visiting sites, interviewing students in order to support classroom needs, and ensuring that the needs of all English Learners are being met.

$ 20,159.48

7) Provide high quality professional development:

· All district/school administrators, teachers and instructional assistants will continue receiving ongoing professional development on designated and integrated ELD, ELD standards, and research-based instructional strategies for English learners beyond what the district has provided for initial implementation

· SMBSD staff will attend trainings out of the area and will also receive small group guidance on lesson planning, calibrating, and lesson delivery. A strong emphasis will be placed on classroom routines that work along with specific teaching strategies such as the use of sentence frames, and close reading.

· All instructional staff will implement the research-based strategies and knowledge learned in the professional development.

· Professional development was provided on the following:

· CELDT

· ELD Standards

· ELD Strategies

· ELPAC Task Types

· Designated and Integrated ELD

· 23 Teachers and Administrators participated in a 32 hour long training provided by Dr. Kate Kinsella and Theresa Hancock. This PD was called, Institute for Leading and Coaching Integrated and Designated ELD.

· Jennifer Finny-Alyson and Dr. Kate Kinsella provided multiple trainings to SMBSD staff on preparing lessons that increase the use of academic language and how to write language objectives. More than 30 administrators and 50 teachers participated.

· Matthew Espinoza provided trainings on: Integrated/Designated ELD, Grammar Bootcamp, Deconstructing and Charting the ELD Standards, Deep Study of the California ELA/ELD Framework, and Sample Text Types across the disciplines, and Comparing registers.

$ 80,200.00

8) Hire additional staff to support student learning:

· Instructional assistants will provide small group and individual group instruction to students. In addition, they can assist their learning in providing guidance in the student's primary language.

· Intervention teachers will assist in the delivery and instruction of English Language development individually and during small groups, with a focus on Designated English Language development. They will also assist in the accurate placement of students in the various proficiency levels.

· Teacher Tutors and Limited Assignment Teachers will continue to provide small group instruction in the area of English Language Arts and English Language Development.

· Other support staff to help assist in the implementation of ELA/ELD Standards.

· Nine schools provided extended day classes focusing on language development, ELA, Math and science. 1,286 students participated in these programs with a total attendance of 52,133 hours of instruction.

· Title III also provided support to 3,268 ELs who participated in summer school.

Summer Pre-Posttest Results:

ELA: 10% growth

Math: 17% growth

· Ten ELD Intervention Teachers met a minimum of twice a month in order to collaborate on best teaching practices for the academic achievement of English Learners with an emphasis on the delivery of Designated and Integrated ELD. In order, to properly place students in their appropriate English proficiency level, the 13 intervention teachers worked together to extract, analyze and disseminate English Learners’ data back to their staff.

· Teacher Tutors and Limited Assignment Teachers received support at their sites on researched based best teaching practices and classroom routines designed to increase academic achievement for all English Learners.

· Monthly two- hour trainings were held with 20 SMBSD Community Liaisons. Attendees gained awareness of the various cultures, languages and needs of a diverse English Learner population in order to be able to educate the families they serve.

$ 36,901.67

9) SMBSD will identify those students who are long-term English learners or at risk of becoming Long-Term English learners and will provide extra services which will include:

· Supplemental classes, supplemental curriculum and materials, collaboration among staff members to track these students’ progress and a higher level of communication with students and parents about the consequences of not being reclassified and as a fluent English speaker.

· 3,268 students participated in Summer School with the following pre-posttest results:

ELA: 10% growth

Math: 17% growth

· ELD Intervention teachers made classroom visits and spoke to classes as well as presented at staff meetings regarding reclassification, the term LTEL and the implications of not qualifying to enroll in A-G courses at the highschool level.

· Teachers were given detailed lists of students that were identified as Long-Term or At Risk of Becoming Long-Term English Learners. Teachers were asked to collaborate at their sites and analyze the various pieces of data in order to get to know each English Learner’s needs better.

· The following supplemental materials were provided to increase academic achievement and language development for all SMBSD English Learners:

· Academic Vocabulary Toolkit

· Frames for Fluency

· Oxford Picture Dictionaries

· English 3D

· Bilingual Dictionaries (Korean, Farsi, Arabic, Tagalog, etc.)

· Newcomer Toolkit Saddleback

· Academic Vocabulary Posters

· Sentence Frames Posters

· 4 Ls Posters

$ 42,279.16

10) To develop and enhance programs and services that support English Language Learners becoming proficient in all academic area sites will:

· Hire additional Intervention Teachers

· Additional Instructional aides

· Provide professional development opportunities for staff.

· Provide grade level time for collaboration.

· Provide more supplemental materials to support English Learners.

· Provide more extended day activities that promote language

· Licenses for various programs that promote learning English.

· 7 ELD Intervention teachers were hired to provide support teachers and administration at the sites.

· SMBSD Scheduled trainings for Instructional Assistants to support the academic achievement of English learners.

· Multiple opportunities for professional development were offered to teachers who teach English learners. These activities focussed on research based classroom routines such as academic vocabulary development, echo reading, grouping writing learning objectives, understanding cultural and linguistic diverse populations, etc.

$ 3,301.77

11) To improve access to technology, the district plans to:

· Hire technology clerks (computer technicians)

· Continue STEM initiatives

· Upgrade hardware and complete repairs

· All SMBSD sites have been provided with licenses to use Imagine Learning. Twelve school sites purchased Achieve3000 licenses for the English learners, Foster Youth and low income students. Both programs are supplemental instructional programs that support the CCSS. The Imagine Learning program has provided the opportunity for ELD students to practice and master both ELD standards and Language Art grade level standards. Students may use this program at home as an extended activity.

· The Achieve 3000 program provides intervention and increases our student's access to the curriculum. Both programs are used within and outside of the regular classroom. We are hoping to increase student's access to these programs at home. This will provide further practice and also increase parent’s ability to engage in their student's learning.

$ 34,746.00

12) The following additional steps will be implemented:

· Develop clear progression of ELD standards to facilitate planning and development of units/lessons.

· Develop formative assessments/tasks to measure student’s rate of language acquisition.

· Develop ELD intervention materials.

· Develop a program of parent-student events to support English learning activities that engage families.

· Increase collaboration time between integrated and designated ELD teachers at the junior high level.

· Develop CELDT to ELPAC transition plan.

· ELD Intervention Teachers collaborated in creating DELD lessons and PowerPoint presentations to support the future Benchmark ELD implementation.

· Various formative language assessments have been presented and discussed at meetings with ELD Intervention teachers and administrators; the TELL (Test of English Language Learning) was selected and piloted.

· English Learners Master Plan was created, presented to the Board and approved.

· Family literacy nights provided an opportunity to educate our families on several practical routines they could continue to practice at home, in order to help their children engage and take ownership of their progress toward English Language Proficiency. 197 parents and 268 students participated.

· Provided training on ELPAC new Task Types to 16 ELD Intervention Teachers who in turn have been training the staff at their sites.

· EL TOSA and EL Coordinator have participated in trainings on the Initial ELPAC field test and have shared information with staff

$ 85,100.79

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

Specific Actions to Notify and Involve Parents of LEP Students

Analysis of Results

Title III Expenditures

1) Promote parental and community participation in programs for ELs

· Provide parental notifications to all parents and guardians of English learners within 30 days of enrollment and place ELs in LEP programs.

· Provide outreach activities to promote involvement of parents of English learners in their children’s education.

· Provide parent education programs for parents of English learners, including Parent Engagement, English as a Second Language, Family biliteracy, Parent Project, and other parent programs.

· All parents and guardians of English learners were notified within 30 days of enrollment and placed in LEP programs.

· SMBSD presented to the parents a Family Literacy Night at the Santa Maria Public Library on June 13th with interpretation into Spanish and Mixtec; here parents received training on how they can support their children’s academic achievement through literacy at home and how to access the public library services. More than 50 parents and 70 children attended this activity.

$ 39,700.00

2) Provide timely notification, communication and orientation about EL identification and reclassification, EL programs and services:

· Annual Parent Notification letter is sent at the beginning of the school year, explaining all program options.

· Upon initial enrollment, families receive language assessment results and orientation to district programs within two weeks.

· The following procedures are followed for parent notifications:

Continuing Students: Notifications will be provided to parents of continuing students no later than 30 days after the beginning of the school year.

New Students: Parents of new enrollees will receive notice within two weeks of the child being placed in an English Learner program

· Santa Maria-Bonita School District has failed to make progress on the Annual Measurable Achievement Objectives (AMAOs) for the last 11 years. All parents are notified annually in writing, in a language that they can understand, within 30 calendar days of the public release of the Title III Accountability Reports. Each school also holds a parent meeting at their site to explain the AMAO results and the lack of school progress and program improvement options. Childcare and translation are provided at these meetings.

· 10,399 parents of English learners received notification, communication and orientation about EL identification and reclassification, EL programs and services. They also received language assessment results and orientation to district programs within two weeks.

· Notifications were provided to parents of continuing students within 30 days after the beginning of the school year.

· Parents of new enrollees received notice within two weeks of their child being placed in an English Learner program.

· All parents were notified in writing, in a language that they can understand, within 30 calendar days of the public release of the Title III Accountability Reports. Each school also held a parent meeting at their site to explain the AMAO results and program improvement options. Childcare and translation were provided at these meetings.

$ 79,564.74

Plans to Provide Services for Immigrants

Specific Actions to Improve Education Practice for Immigrant Students

Analysis of Results

Title III Expenditures

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

The district conducts training activities to assist parents in family literacy, parenting, and ELD or collaborates with other locally based organizations e.g., community college, to provide services.

SMBSD presented to the parents a Family Literacy Night at the Santa Maria Public Library on June 13th with interpretation into Spanish and Mixtec; parents received training on how they can support their children’s academic achievement through literacy at home and how to access the public library services. More than 50 parents and 70 children attended this activity. SMBSD implemented a system for inviting and conducting Family Literacy Nights. Families were educated as to the reason why their students are considered English Learners, how to help our students achieve English proficiency and reclassification. Parents received practical tools in ways how they can help their children increase proficiency in language development. Students and parents received books to continue working at home and parents were invited to enroll in the English as a Second Language classes offered at 12 school sites.

$23,476.06

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

The district provides an extensive ELD component for immigrant students during the school day and in extended day programs. Both certificated and classified staff members are highly qualified to provide services to immigrant students. Professional development and coaching is provided to staff in order to implement services to immigrant children and youth.

SMBSD provided multiple trainings before the implementation of Saturday School, Summer School, Migrant Extended Day, and Intersession classes to the personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth:

Schools expanded the programs and services for English learners at their sites to support achievement in all academic areas. The following services were provided in 2016-17:

· 3 additional Intervention Teachers, 15 Teacher Tutors, and 2 Limited Assignment Teachers were hired by the school sites to support ELD/ELA instruction and provide small group interventions for English learners. The preliminary CELDT results for 2016- 17 indicate that 52.7% of English Learners districtwide have moved to the next language proficiency level. Schools that provided more targeted support for English learners have shown greater results. An analysis of the school CELDT data revealed that the percentage of students who increased one or more proficiency levels on the CELDT ranged from 43.3% to 64.4%.

· 5 additional Bilingual Instructional Assistants were hired to assist English learners in the area of ELD/ELA. Qualitative data supports the benefit of Bilingual Instructional Assistants helping students access the curriculum.

· Professional Development was provided for all Bilingual Instructional Assistants and ELD Intervention Teachers.

$ 39,700.00

3) Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth:

The district provides a variety of programs before/after school including tutoring, mentoring and college and career readiness classes. District funding sources are used to provide this service.

During the school year of 2016-2017 SMBSD provided mentoring and academic or career counseling for immigrant children and youth. The district provided a variety of programs before/after school including tutoring, mentoring and college and career readiness classes. District funding was used to provide this service.

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

Funds are used to identify and acquire supplemental instructional materials and to develop ELD instructional resources.

SMBSD identified and acquired curricular materials and educational software, and technologies to be used in the program supplemental instructional materials and to develop ELD instructional resources.

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:

Students receive these additional or supplemental basic instructional services through the Title III sponsored after school and Saturday school programs. There are additional supplies, educational materials, and other cost sharing projects.

The following programs have been provided by the district:

· Saturday School for Elementary and Jr. High Students. A total of 800 students from preschool- 8th grade received ELA/ELD and math interventions in Saturday School. Classes were provided at Oakley school, 4.5 hours per day, for 22 Saturdays. Students who participated in Saturday School showed higher scores on the CAASPP assessments, having an average growth of 52.92 and 42.21 points in ELA and math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. The LCAP survey data from teachers, support staff, parents and administrators confirmed these results.

· Summer School was provided at two additional sites. A total of 1,500 students in grades preschool-8th grade received intensive and strategic support in ELA/ELD and math. Classes were provided at Taylor and Rice schools, 4 hours daily, for 20 days. Summer participants showed higher scores on the CAASPP assessments, having an average growth of 49.94 and 32.07 points in ELA and math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. The LCAP surveys completed by teachers, support staff, administrators and parents confirmed the positive impact of the summer programs.

· Extended day classes and intersession programs were offered at the site level. Sites offered extended day classes according to Low Income, Foster Youth, and English Learner needs. Extended day classes at sites included reading, math, homework club and ELD. All classes included a pre-test and post-test. Students who participated in Tommie Kunst junior high school extended day program obtained higher scores on the CAASPP assessments, with an average growth of 48.16 points in ELA and 53.83 points in math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. Students who participated in other site extended day programs had an average growth of 40.73 points in ELA and 31.66 points in math. The LCAP survey data gathered from teachers, support staff, parents and administrators confirmed the positive impact of extended day learning programs on student learning.

$ 43,290.00

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:

Students receive this additional or supplemental education on the American school system through participation in the Title III sponsored Saturday School Program. The Annual Family Literacy Conference also involves both parents and students in an orientation on the American educational system. The Dare to Thrive (Atreviendose a Prosperar) Parent Engagement Program is provided by Fighting Back Santa Maria Valley at 10 schools every year to introduce immigrant parents and youth to the American educational system (K-20 pipeline) and how to help children succeed in school.

· SMBSD offered 49 classes as part of the extended day program where 1,286 students attended a total of 52,133 hours of instruction. This instruction emphasized on English Language Arts, Math, and English language development.

· 3,268 students participated in Summer school with the following results:

Summer Pre-Posttest:

ELA: 10% growth

Math: 17% growth

· The Dare to Thrive (Atreviéndose a Prosperar) Parent Engagement Program is provided by Fighting Back Santa Maria Valley at 10 schools every year to introduce immigrant parents and youth to the American educational system (K-20 pipeline) and how to help children succeed in school.

The expenses for this item have been accounted in other sections of this report.

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:

· The district works closely with community organizations and colleges and universities to provide well-coordinated and effective programs. Our district partners with Allan Hancock College to offer a variety of Adult Education classes to parents of immigrant children and youth, including: English as a Second Language classes, Computer Literacy, GED/High School Graduation, Plazas Comunitarias, etc.

· Our district also partners with local agencies to assist parents and children with their basic needs, such as Food Bank, Department of Health, Mental Health, Social Services, Fighting Bank Santa Maria Valley, Santa Maria Youth and Family, Healthy Start, First Five, Catholic Charities, Good Samaritan Shelter, etc.

· SMBSD continues working closely with community organizations, colleges and universities to provide effective programs. Our district partners with Allan Hancock College to offer a variety of Adult Education classes to parents of immigrant children and youth, including: English as a Second Language classes, Computer Literacy, GED/High School Graduation and Plazas Comunitarias.

· ESL classes were provided at twelve elementary schools and one junior high school in fall and spring. A total of 500 parents and 450 students in preschool-seventh grade participated each semester. Spanish Literacy classes were provided at Adam School in fall and spring. Forty parents attended the Spanish Literacy classes each semester. Through qualitative data parents who attended these classes have stated an increase in their ability to work with their children at home and own ability to effectively navigate the school and university system.

The expenses for this item have been accounted in other sections of this report.

Performance Goal 3: By 2016-2017, all students will be taught by highly qualified teachers.

Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

Planned Improvements for Professional Development (Title II)

Specific Actions to Improve Education Practice through Professional Development and Highly Qualified Teachers

Analysis of Results

Title II Expenditures

1) How the professional development activities will be 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:

Continue to provide administrative, certificated and classified staff professional development that supports State Standards in all academic areas, provides best practices, and supports the needs and program needs of school sites from preschool through 8th grade. These include, but are not limited to: Math, English Language Arts, English Language Development, Science, Social Studies, GATE, AVID, the Dual Language Program, STEM, PE, Technology, Special Education, Preschool, Robotics and the Visual and Performing Arts.

A total of 460 hours of PD were provided to teachers and administrators.

266 events were provided within the district and a total of 128 events were outside of the district. Highest areas of focus:

24% in ELA/ELD

13.5% in Math

16.2% in Science

4.6% in Technology

$348,014

for TOSAs

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:

· Include research-based instructional strategies and effective schools research during all trainings (Hattie, Fisher, Frey).

· Provide staff professional learning materials

Trainings using the work of Hattie, Fisher and Frey were provided to all 16 intervention teachers and 30 teachers who participate in the C & I advisory committee. Research was also shared with all Lead Learners. In addition, brain research by Julie Adams was shared with all 16 Intervention teachers and Teachers on Special Assignment.

$174,142 Intervention Teachers

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:

· Continue to work with a committee to enhance the work of creating formative assessments in all grades.

· Revisit and refine the district assessments in math K-8.

· Create grade level committees to begin creating district assessments aligned to state standards in ELA for all grade levels.

· Continue to notify parents of their child's academic progress by mailing home state testing results and through parent teacher conference.

Site support is being provided to create grade level team development of common formative assessments. Assessment Committee met to refine and revise K-8 math assessments for the 17-18 school year based on feedback from district teachers. Committee members also met to determine an ELA assessment for the 17-18 year. A plan was put into place to utilize the publisher’s summative assessment in August and April and to meet the next school year to review and revise as needed. Parents were notified via mail of state testing results. Report card committee discussed including a section on the report card with 3 years of available results as a discussion point at conferences.

$42,672

25% Administrator

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:

· Collaborate on the design and content of all training activities provided from the Instructional Services Department to ensure the use of researched based practices.

· Use school site plans for coordinating programs from all funding sources based on alignment to needs of students and teachers.

· Monitor the yearly site professional development plans for alignment to district LEA Plan

Professional development is planned with other funding such as: LCAP, SPSAs, Grants, Lottery and Curriculum funding. Presenters include Dr. Muhammad, Kate Kinsella, Julie Adams, Valerie Henry, Ruth Parker and Jo Gusman.

$8,590

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:

· Survey teachers and site administrators formally and informally, to identify areas of professional development.

· Provide Teacher Induction Program to new teachers.

· Professional development in the area of Professional Learning Communities, English Language Development, State Standards, Math Intervention

A survey has been developed to identify areas of need for the 2017-2018 school year. There is a strong desire for ample opportunities in: Professional Learning Communities, the new ELA/ELD Adoption and in math.

Survey responses were collected from over 300 staff members that included teachers and administrators.

Teacher Induction Program is provided through General Funds. Other professional opportunities are provided through Title II and LCAP funds.

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:

· Technology will be provided to support the implementation of State Standards and district programs.

· Provide professional learning in using technology as 21st Century learning tools.

· Utilize funds to provide high quality professional learning to ensure implementation of best practices.

In conjunction with LCAP, funds are being utilized to integrate technology throughout the school day. Ample opportunities are being provided through TOSAs with 4.6% of Professional learning being dedicated to technology.

Teacher on Special Assignment Funding.

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):

· Provide staff development that integrates technology within all curricular areas

· Provide professional development the Special Education teachers to ensure that IEP goals provide access to the core curriculum.

· Provide professional development utilizing 1:1 ipads, Chromebooks, document cameras and the use of Google.

· Provide professional learning in an online assessment reporting system to monitor student progress toward achievement of instructional standards.

· Provide training for Library clerks and Computer clerks on how to support student use of instructional technology.

Due to the need for technology professional development, over 100 hours of training has been provided in the first half of the 2017 school year. This included over 485 participants including teachers and classified staff.

Teacher on Special Assignment Funding. In addition, Extra time funding was utilized for some teachers.

LCAP funding has also been utilized.

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:

· Seek input from stakeholders for the planning of professional development activities by using Google, focus groups or committees

Input from various stakeholders is used to define what professional learning opportunities will be provided to paraprofessionals. An evaluation of the trainings also provides guidance to future professional development. There is a high need for training in ELA/ELD strategies. .

Teacher on Special Assignment Funding. In addition, Extra time funding was utilized for some teachers.


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

a) 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;

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

c) Involve parents in their child’s education; and

d) Understand and use data and assessments to improve classroom practice and student learning.

· Intervention Teachers will assist teachers and administrators with the appropriate placement of students, professional development at their sites and one on one/small group instruction with students in English Language Arts/English Language Development and Math.

· Provide the support of one Intervention Teacher on Special assignment to support the implementation of the ELA Adoption.

· Provide training in classroom management.

· Provide parents access to online resources that teachers may use to share with them that are relevant to their child.

· Provide teachers training on how to use data to inform their teaching.

· Provide after school and weekend trainings.

Training or professional learning opportunities are provided through Teachers on Special Assignment, Intervention Teachers, Administrators and/or outside presenters. All certificated staff members are welcomed to attend.

A total of 576 staff members attended the trainings.

337 teachers and 239 instructional assistants have attended professional learning opportunities.

Teacher on Special Assignment and Intervention Teacher Title II Funding.


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

· Develop Capacity of Beginning Teachers through the Teacher Induction Program and District Professional Learning Opportunities (Beginning of the year professional development by Grace Dearborn or Rick Smith on Classroom Management)

· Develop a recruitment and retention plan, including:

· Partnerships with local colleges and universities

· Posting all certificated and classified positions on Edjoin.org, local newspapers and internet websites

· Creating a pool of highly qualified candidates (Curriculum subs, teacher tutors, LATs).

· Develop a professional development plan, including:

· Teacher Induction Program for new teachers

· Staff Development on ELA/ELD, math and science framework

· Professional development on SDAIE, and research-based instructional strategies

· Professional Learning Communities

Professional Learning on Classroom Management was provided by Grace Dearborn. Based on evaluations the presentation was well received. Materials were purchased for new and Veteran who attended to support their learning.

A total of over 394 hours of professional learning opportunities were provided.

The Teacher Induction Program and Edjoin are funded through General funds.

1

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

Corresponding LCAP Goal: Maintain a safe, secure, healthy and positive learning environment for all students and staff.

Environments Conducive to Learning (Activities):

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

Specific Actions to Improve Environments Conducive to Learning

Analysis of Results

Expenditures

1) To maintain a safe, secure, healthy and positive learning environment for all students and staff sites will:

· Provide more transportation for students needing extended day classes, as well as extracurricular activities.

· Provide more Outreach Counselors to assist students who need more social skill development, as well as emotional support.

· Hire a Marriage and Family Therapist to provide assistance to families in our district.

· Purchase the STEM/Soccer lunch program and other lunch programs that engage students in their learning in various academic and social needs of our students.

Transportation is provided to students to stay after school and receive additional academic support in their classes. Students receive remediation and enrichment that benefit them in their classes. All 20 schools have an Outreach Consultant and some schools have hired additional staff with site funds to assist students. This service has received positive feedback from staff and more assistance has been requested because of the positive impact it has upon students. There is one MFTI assigned to each junior high school site for 250 hours. The MFTI staff work with students that need extensive behavioral support. The feedback from staff and administration has been extremely positive in support of this program. Adam, Alvin, Battles, Taylor, Oakley, Ontiveros and Rice Schools participate in the STEM soccer program. This program has helped students to stay involved and active during their lunchtimes. In addition to teaching student positive peer interaction; this program has helped students in the elementary schools have a feeling of disconnectedness to school.

LCAP funds:

· $406,935

· $991,886

· $65,000

· $44,250

2) To maintain a safe, secure, healthy and positive learning environment for all students and staff, we will continue to provide the following actions and services:

· Two School Psychologists-

· School Psychologist Intern

· BCBA Behavioral Support Specialists

· Behavior Support Teacher

· Fighting Back Santa Maria Valley Services (Truancy Mentors)

· School Nurse (total of 10 in the school district)

· SMPD Resource Officer

· SBCEO Jr. High At Risk Class (Fitzgerald School)

· Outreach Counselors

· Health Aides to Full Time

· Additional Assistant Principal

· Additional College Field Trips

· Cal-SOAP Tutors

· Outreach Counselor at Jimenez Elementary School

· Student Connections (Second Step Pilot, Foster Youth Liaison, Teen Court)

· ASES slots at Los Adobes

· ASES at Jimenez Elementary School

· ASES at Bruce and Tunnell School

Two school psychologists and one intern were going to be hired in 2016-17 but this did not occur until 2017-2018. Two BCBA Support Specialists and one Behavior Support Teacher will be hired in 2017-18. There is one truancy mentor for each cluster of schools. One cluster has purchased an additional truancy mentor for support. These individuals help keep our attendance rate high in the district and support our families that have children with attendance issues.

There are 10 nurses in the district. This has allowed each nurse to focus on 2 schools instead of more. With two schools on their caseload, they are able to get to know there students and their health concerns. There are 2 School Resource officers for the School District that service 17 of our schools. With the additional officer, they have been able to be more proactive at school sites and develop relationships with the staff and students there. There are two At Risk Classes at Fitzgerald School. These classes have 20 students each so students are able to receive individualized instruction and counseling services. These students have shown an improvement in academics as well as behavior in their time at Fitzgerald.

Each school in the district has a full time health aide to assist in the health office. This has ensured that visits to the health office are documented correctly and students and families receive follow up on health issues that occur on campus.

19 out of 20 schools have an assistant principal on campus which has been beneficial in maintaining a secure campus and following up with disciplinary issues, as well as maintaining positive attendance.

Students were able to visit several colleges with staff and friends. These trips have allowed students to bond with one another and staff members during these events. The metric used to measure the effectiveness of this service is found in the results of the California Healthy Kids Survey. Tutors work an average of three days per week. 767 students are tutored on a daily basis and 2,301 duplicated students are served weekly from this program. These tutors work with students to help them obtain academic proficiency.

The Second Step Pilot is being utilized at 3 sites. Teen Court program is offered to families that have students with behavior concerns. Referrals are made at the school sites to assist students and families, as well as School Attendance Review Board Meetings. These interventions provide students with skills to make better decisions with their behaviors in school. This contributes to a positive school climate and a safe school environment. The metric used to measure the effectiveness of this service is the CHKS and the district's suspension rates.

20 spots were opened for the Los Adobes ASES program to service the families living there. Jimenez Elementary School received 85 spots and Tunnell and Bruce each received 20. Students that attend the ASES program receive academic support in their classes which benefit them during the regular school day, as they are able to keep up with homework assignments and class projects.

LCAP Funds:

· $0

· $0

· $0

· $0

· $380,650

· 1,049,179

· $217,354

· $652,000

· $991,886

· $583,000

· $0

· $24,194

· $171,804

· $44,973

· $89,443

· $20,000

· $89,052

· $60,000

3) To maintain a safe, secure, healthy and positive learning environment for all students and staff, we will expand on the following actions and services:

· Additional Fitzgerald Class in 8th grade- to assist students with behavioral challenges at school in a small group setting.

· Noon Duty Aides - Increase Coverage 25% to help supervise students during lunch time at school sites and provide greater coverage for supervision

· Marriage Family Therapist Counseling (250 hours per JH site) to assist students with emotional needs that occur during the school day and throughout the school year.

· Opportunity Class (teacher per junior high site) to assist students with behavioral challenges at school and provide them with a small group setting that will meet their instructional needs.

· Extended Day/Intersession Services to assist students with academic needs in the various subject areas (Math, ELA, homework, etc.).

· Santa Maria Valley Youth and Family Outreach Consultants to work with students on emotional needs that occur throughout the school year.

· Plus Optix Vision Screening Tool for nurses to utilize for vision screenings for students.

· School Climate Training and Support Implementation of Positive Behavior Intervention and Supports & Restorative Practices

· Additional Preschool Support will include 2 Instructional Aides, training, field trips

· Continue Parent Project Classes / Mixteco Nurturing Parenting Classes

· Continue Bilingual Healthy Start Advocate

· Additional Dual Language Immersion Program Support

There are two At Risk Classes at Fitzgerald School. These classes have 20 students each so students are able to receive individualized instruction and counseling services. These students have shown an improvement in academics as well as behavior in their time at Fitzgerald. Schools have been provided with an additional 25% of supervision staff during lunchtime on their campuses. This ensures that students are safe and can be monitored at all times in various locations. There is one MFTI assigned to each junior high school site for 250 hours. MFTI staff work with students that need extensive support. The feedback from staff and administration has been extremely positive in support of this program.

There is one Opportunity Class Teacher at each junior high school to assist with at risk students. These students are placed in Opportunity because they are having difficulty in the regular classroom setting. These teachers help these students in a smaller setting so they can perform academically and prevent them from being removed from the classroom setting for behavior.

Students who attended the Extended Intersession class (mentioned as an example above) received academic instruction with an emphasis on English Language Arts and Mathematics. Students took a pretest and a post test in writing with a 134 % growth based on the grading rubric. Besides the regular English and Math instruction, the students worked on Science and History concepts related to their field trip to the Monterey Bay Aquarium and Ronald Reagan Museum, which took place as a culminating activity.

The PlusOptix machine has helped the nurses conduct the vision screenings efficiently and with an extra machine, students can get screened faster. This allows them to get the necessary assistance if needed in an expedited manner. 7 schools received training and follow up support in Tier 1 behavior interventions at the district 4 times during the school year. The remaining junior high school, who is receiving Tier 2 support, attends trainings in Santa Clara and Gilroy four times during the year. School sites also meet after school with their PBIS team members to discuss strategies, analyze data and evaluate the implementation of the program.

Additional Bilingual Instructional Aides were hired in order to provide increased assistance to our Low Income, Foster Youth, and English Learner preschool students. Teacher training continues as well as an increase of Bilingual Instructional Assistants in order to provide necessary support within and outside of the classroom for our preschool students. These classes have taught parents strategies for dealing with a variety of behaviors at home so that they do not occur in the school setting. This has helped to address and prevent negative behaviors that can occur at school. The impact of this program can be reflected in the decrease in the suspension rate for the district.

Bilingual Healthy Start Advocates have been very effective in supporting our Low Income, Foster Youth, and English Learners. The advocates have supported the following services connecting families who are in need. Jimenez staff continues to receive and implement best teaching practices for the program. The Dual Immersion Task Force continues to meet twice a month. Planning and analyzing progress is part of the teams' responsibility as well as continued outreach to the community. Administration and staff continue to visit Dual Language Immersion Programs outside of the district to learn practices of implementation. The 90-10 Model will continue to be implemented in our Kindergarten and First Grade classes.

LCAP Funds:

· $652,000

· $159,607

· $65,000

· $270,402

· $276,910

· $991,886

· $8,188

· $28,000

· $50,000

· $35,000

· $164,733

· $21,942

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

Prevention Program Performance Indicators (4115(a)(1)(B) ):

The LEA is required to establish a biennial goal for all of the performance indicators listed below. List specific performance indicators for each grade level served, and for each listed measure, as well as the date of, and results from, the baseline administration of the Healthy Kids Survey:

Alcohol, Tobacco, Other Drug Use, and Violence Prevention

Performance Measures

From the California Healthy Kids Survey

Baseline Data

Survey date:

08/01/14

Biennial Results

Survey Date:

1/11/2017

The percentage of students that have ever used cigarettes will decrease biennially by: 1%

5th 2%

7th 2%

5th 2%

7th 2%

The percentage of students that have used cigarettes within the past 30 days will decrease biennially by: 1%

7th 2%

7th 0%

The percentage of students that have used marijuana will decrease biennially by: 1%

5th 1%

7th 5%

5th 1%

7th 6%

The percentage of students that have used alcohol within the past 30 days will decrease biennially by: 5%

7th 10%

7th 7%

The percentage of students that have used marijuana within the past 30 days will decrease biennially by: 1%

7th 5%

7th 4%

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

5th 83%

7th 70%

5th 80%

7th 65%

The percentage of students that have been afraid of being beaten up during the past 12 months will decrease biennially by: 10%

7th 20%

7th 21%

Truancy Performance Indicator

Baseline Data

Survey date:

08/01/14

Biennial Results

Survey Date:

1/11/2017

The percentage of students who have been truant will decrease annually by 5% from the current LEA rate shown here.

17.47 %

14.47%

Protective Factors

Performance Measures

from the California Healthy Kids Survey

Baseline Data

Survey date:

08/01/14

Biennial Results

Survey Date:

1/11/2017

The percentage of students that report high levels of caring relationships with a teacher or other adult at their school will increase biennially by: 5%

5th 70%

7th 40%

5th 70%

7th 30%

The percentage of students that report high levels of high expectations from a teacher or other adult at their school will increase biennially by: 5%

5th 66%

7th 62%

5th 68%

7th 62%

The percentage of students that report high levels of opportunities for meaningful participation at their school will increase biennially by: 5%

5th 30%

7th 18%

5th 27%

7th 15%

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

5th 67%

7th 63%

5th 67%

7th 60%

Other Performance Measures

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

LEA Specified Performance Measures

Attendance and Suspension Rates

(Process to Collect Data)

Performance Indicator Goal

Analysis of Results

· Attendance rates (annual)

· Suspension rates (annual)

· Increase in Average Daily Attendance by 0.05% per year

· Decrease in suspension percentage (total students) by 1% per year

· During the 2015-2016 school year, the attendance rate was 96.98%. During the 2016-2017 school year, the attendance rate was 96.74%

· The suspension rate during the 2015-2016 school year was 4.7%. This number decreased to 3.6% in 2016-2017.

Science Based Programs (4115 (a)(1)(C)):

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

Science-Based Program Name

Program

ATODV Focus

Target

Grade

Levels

# Students Served

Analysis of Results

Too Good for Drugs

ATD

3-6

7709

Students in grades 3-6 receive the Too Good for Drugs Curriculum. This teaches them the dangers and side effects of drugs and how to make positive choices. This has helped reduce the number of students who use drugs as measured by the CHKS.

Project Alert

ATD

7-8

3179

Students in grades 7-8 receive the Project Alert anti-drug curriculum. This teaches them the dangers and side effects of drugs and how to make positive choices. This has helped reduce the number of students who use drugs as measured by the CHKS.

Research-based Activities (4115 (a)(1)(C) ):

Based on the research cited in Appendix D, check the box for each activity the LEA has implemented as part of the comprehensive prevention program and provide all other requested information.

Check

Research-Based Activities

Program

ATODV Focus

Target

Grade

Levels

# Students Served

Analysis of Results

X

After School Programs

ATDV

K-8

1450 in ASES;

607 Migrant Ext. Day & 395 Sat. School

These programs have provided academic and emotional support to students in the district. The impact is reflected in the CHKS results. 98% of 5th grade students and 94% of 7th grade students report a high to moderate rate of school connectedness. 80% of 5th grade students and 88% of 7th grade students feel safe or very safe at school. Finally, 85% of 5th grade students and 88% of 7th grade students report high to moderate levels of academic motivation.

X

Conflict Mediation/Resolution

V

7-8

3,452

X

Early Intervention and Counseling

ATDB

K-8

17,017

X

Environmental Strategies

A

K-8

17,017

Family and Community Collaboration

Media Literacy and Advocacy

Mentoring

Peer-Helping and Peer Leaders

X

Positive Alternatives

ATDV

5-8

7,098

X

School Policies

ATDV

K-8

17,017

Service-Learning/Community Service

Student Assistance Programs

X

Tobacco-Use Cessation

TUPE / DARE

7-8

3,452

Youth Development

Caring Schools

Caring Classrooms

X

Other Activities

V

K-8

17,017

Promising or Favorable Programs (4115 (a)(3) ):

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

Promising Program name

Program

ATODV Focus

Target

Grade

Levels

# Students Served

Analysis of Results

Outreach Counseling Services

ATDV

K-8

1584

Students that receive support from the outreach consultants were able to get support with peer relationships, dealing with personal issues and anti-bullying information at school.

Evaluation and Continuous Improvement (4115 (a)(2)(A) ):

Provide a description for how the LEA has conducted regular evaluations of the effectiveness of the LEA’s alcohol, tobacco, other drug use and violence prevention program. Describe how the results of the evaluation are used to refine, improve and strengthen the program.

The Healthy Kids Survey are administered to all 5th and 7th graders biennially. The data is reviewed by the District's Advisory Committee, Board of Education, and made available to the public every year. While all indicators included in LEAP will be evaluated, particular attention will be given to alcohol use rates, battery incidents, perception of school safety, and perception that use of tobacco, alcohol, and marijuana are harmful to one's health.

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

Describe the steps and timeline the LEA has used to publicly report progress toward attaining performance measures for the SDFSC and TUPE programs. Describe how the evaluation results are made available to the public including how the public provided notice of the evaluation results availability.

Data Collection:

CHKS is administered every other year

Suspendable incidents of batteries collected annually

Attendance and truancy indicator data collected annually

Reporting Timelines:

Annually discipline and attendance information will be shared with administrators in the district

Biennially the results of the CHKS will be shared publicly at a Board Meeting

Principals will receive individual reports from the CHKS

An evaluation report is prepared annually and shared publicly at a Board Meeting

Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E) ):

Briefly describe how SDFSC funded program services are targeted to the LEA’s schools and students with the greatest need. (Section 4114 [d][3])

Elementary schools with the highest percentages of students living in poverty and the highest percentage of English Learners as well as junior high schools are designated as highest needs schools. These designated schools will receive additional support, which may include: early intervention counseling, Peer Mediation/Conflict Resolution Programs, home outreach, after-school instructional assistance, additional prevention booster lessons, bilingual and culturally appropriate modifications to prevention activities, external referral and case management services, or other activities in consultation with the site administrator. Parent and staff input is solicited prior to determining additional services.

Coordination of All Programs (4114 (d)(2)(A)):

Provide a detailed, but brief, explanation of how the LEA coordinated SDFSC funded alcohol, tobacco, other drug and violence prevention programs with other federal state and local prevention programs.

Coordination occurs with parents at school sites though the District Advisory Committee consisting of parents, educators and community service providers. The District Advisory Committee serves as the advisory committee for not only Safe and Drug Free Schools, but also English Learner and other federal programs.

Parent Involvement (4115 (a)(1)(e)):

Provide a brief, but detailed, description of the parent involvement and describe the parent notification procedures used to meet requirements under NCLB Title IV, Part A – SDFSC program.

Parents are involved at both the program design and implementation levels. In terms of program design, the District maintains an advisory committee consisting of parents elected from each sites' school council. These parents represent the diversity of the District in terms of ethnic and socioeconomic backgrounds. The District Advisory Committee receives reports on program implementation and results. The District Advisory Committee reviews the LEAP and provides direct input on activities, goals, and implementation of the program. The advisory committee provides input on activities to be incorporated into the District's comprehensive prevention program.

TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460):

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

As an elementary district, it is most common for the occasional pregnant minor to be served through the pregnant and parenting minors program run by the

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