Making Connections for Student Success

1. Making Connections for Student Success

2. Five Step Inquiry Model for Improving Student Achievement

3. Local Educational Agency Plan LEAP Title III Action Plan SPSA SPSA SPSA SPSA • The Title III Action Plan is a component of the umbrella LEA Plan (LEAP). • The strategies and actions in your Title III plan are detailed descriptions of goals in your LEA plan.

4. LEA Plan Requirements • Five Performance Goals: • 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. • 2. Alllimited-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. • 3. By 2005-06, all students will be taught by highly-qualified teachers. • 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. • 5. All students will graduate from high school. (LEA Plan Template – page 5)

5. LEA Plan Development • Step 1:Measure the effectiveness of current improvement strategies. • Analyze student performance (API, STAR, AMAOs, AYP). • Analyze current educational practices, professional development, staffing, and parental involvement (APS, DAS, LRE/ISS, ELSSA). • Step 2: Seek input from staff, advisory committees, community members. • Step 3: Develop or revise performance goals. • Step 4: Revise improvement strategies and expenditures. • Step 5: Local governing board approval. • Step 6: Monitor implementation. (LEA Plan Template – pages 8 – 11)

6. LEA Plan Requirements • Five Performance Goals: • 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. • 2. Alllimited-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. • 3. By 2005-06, all students will be taught by highly-qualified teachers. • 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. • 5. All students will graduate from high school. (LEA Plan Template – page 5)

7. Title III Plan State Goals: 2A: AMAO 1 – Annual Progress Learning English 2B: AMAO 2 – English Language Proficiency 2C: AMAO 3 AYP for EL Subgroup 2D: High-Quality Professional Development 2E: Parent and Community Participation 2F: Parental Notification 2G: Providing High-Quality Instruction and Support to Immigrant Students 5A: Increasing Graduation Rates 5B: Decreasing Dropout Rates 5C: Ensuring Equal Access to Advanced Placement Courses LEAPGoal 2 LEAP Goal 5 (Title III Guidance Document)

8. LEA Addendum- Program Improvement

9. LEA Addendum- Program Improvement

11. SPSA • State law requires that school-level plans for programs funded through the Consolidated Application be consolidated in a Single Plan for Student Achievement (SPSA) Education Code Section 64001, developed by school site councils with the advice of any applicable school advisory committees. • The content of the school plan includes school goals, activities, and expenditures for improving the academic performance of students to the proficient level and above. • The plan delineates the actions that are required for program implementation and serves as the school's guide in evaluating progress toward meeting the goals. (LEA Plan Template – page 7)

12. District Program Improvement Corrective Action 6:Full implementation (2001 or later) of most recent SBE-adopted (K-8) and/or standards-aligned (9-10) English- Language Arts (ELA) and mathematics curriculum, including intervention materials. • Based on scientifically-based research. • Requires materials-based professional development for administrators. • Requires materials-based professional development for ELA teachers, mathematics teachers, and teachers of English learners.

13. School Level Program Improvement

14. Example: PI Year 3 Corrective Action Options: Option 1: Replace the school staff who are relevant to the failure to make AYP. Option 2: Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff. Option 3: Significantly decrease management authority at the school level. Option 4: Appoint an outside expert to advise the school on its progress toward making AYP, based on its revised school plan. Option 5: Extend the school year or school day for the school. Option 6: Restructure the internal organizational structure of the school.

15. Example of Aligning Plans • Foothill SPSA Addendum • Action Plan: • Planned Improvements in Student Performance • Standards-Based Core Curriculum and • Assessment (Goal 2, 5) • Research-Based Strategy • Instruction/Supplemental Instruction • (Goal 2, 5) • Data-Driven Decision Making • (Goal 2, 5) • Targeted Professional Development • (Goal 2, 5) • Achievement Driven Structure and Support • (Goal 2, 5) • Academic-Centered Family and Community • Engagement (Goal 2, 5)

16. CAIS

18. SPSA Addendum

20. SPSA Addendum

22. SPSA Addendum

23. The System District, Principal, and Coach Monitoring and Support Time and Materials Differentiated Instruction Standards-Based Walk-Through Feedback Grade-Level Collaboration PLC Site to Site Principal/Coach Collaboration Integration of LEA Plan (Title III), PI, SPSA at Site Level Benchmark Analysis Short-Cycle Assessment

24. SCA SCA SCA The Process Training Day 2 Training Day 3 Training Day 1 Benchmark 3 Benchmark 1 Benchmark 2 Standards G H I Standards E F G Standards A B C Standards B D E Standards E F G Standards A B C CST Sprint Benchmark 4 CST Standards H J K Connect to proficiency block or intervention.

26. Standards When is the standard assessed? How is the standard assessed? What is the academic language used?

28. Alvord Blueprint

29. Standards What is the academic language used? How can the academic language be used to inform the writing of my objectives?

32. Item Analysis Benchmark 1 EO 54 EL 34

33. Item Analysis Benchmark 1 EO 20 EL 17

34. Access Benchmark 3 Data EO and EL

35. Item Analysis Benchmark 3

39. Key Literacy Practices • Support analyses of a range of grade level complex texts with evidence. • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • Construct valid arguments and critique the reasoning of others. • Build and present knowledge through research by integrating, comparing, and synthesizing ideas. • Build upon the ideas of others and articulate their own when working collaboratively. • Use English structures to communicate context specific messages.

40. Core Ideas from CCSS

47. Team Word Webbing Student Engagement • Students are seated at tables in teams of four. • Each team receives a large piece of paper and each student uses a different colored marker. • Teacher gives a topic or concept and directs students to create a word web. • Each student adds to the word web part that is closest to him/her. • On cue, students rotate the paper and add to the word web part nearest them. • Individual contribution to group product increases accountability and engagement. • English learners benefit from hearing and using academic language as it relates to content area concepts and topics.