Montague ESD Local Control Accountability Plan

Montague ESD Local Control Accountability Plan Digging Down Deep to Get to the Top Draft: 2014-2015 School Year Presenter: Superintendent Gary Lampella

What is LCAP? • The Local Control and Accountability Plan (LCAP) and annual update template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5. • For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.

Guiding Principles and Implications • LCAP based on Vision/Mission Statement and refinement of Five Strategic Plan • College Preparedness and Awareness: plan for the end in mind or backwards planning model or “best prepared students entering high school” • Work ethic- “Blue Collar Man” by Styx ….. • Dignity and worth of an individual – President Lincoln • Invest in known results or “you don’t always get what you what” by the Rolling Stones • Assess students more frequently to inform instruction- IMPLICATION • Accent the positive to get desired change - IMPLICATION

National Assessment of Educational Progress 2013 CALIFORNIA NATION

8 State Priorities Conditions of Learning Pupils Outcomes Engagement

A. Conditions of Learning • Basic Services Priority #1 Compliance with Williams Act • Credentials • Access to standards-aligned instructional materials • School facility in good repair • Implementation of the state standards Priority #2 • Course Access Priority #7

B. Pupil Outcomes • Pupil Achievement Priority #4 • Performance on standardized tests • API • College Readiness • Other Pupil Outcomes Priority #8 • Other subject areas

C. Engagement • Parent Involvement Priority #3 • Decision making • Parent participation • Pupil Engagement Priority #5 • Attendance rates • Chronic Absenteeism • Drop outs • School Climate Priority #6 • Suspension and expulsions rates • Other local measures

Section I Stakeholder Involvement

Stakeholder Involvement • Reconvened Strategic Plan Committee • Parent Meeting, Stakeholder Input and Feedback Form and 2 Public Hearings (April 9th and June 18th) • Five Committee Meetings • Members included: Rose, Abbe, Tom, Casey, Sharron, Stacey, Jaime, Victoria, Cathleen, Amy Barker (SCOE), Liesl, Kerri, Vanessa and Gary • Good Cross Section of Participants

Section 2 Goals and Progress Indicators

Goal Development Needs Metrics Progress Indicators (90% of the students at/or above grade level; Rational: 90/90/90 schools)

Identified Needs and Metric: A. Conditions of Learning • 1.1 Need: maintain no teacher mis-assignments (rate of teacher mis-assignment) • Metric: Seniority List and Quarterly Williams Act • Report • 1.2 Need: Hire competent personnel • Metric: Superintendent's Hiring Practice Report • 1.3 Need: Purchase 6-8 ELA and Math standards based instructional materials • Metric: Principal Certification, Board Sufficiency Resolution and Document Completion of Purchases • 1.4 Need: Adequate state funding for construction projects: namely, mechanical/HVAC; sewer; restrooms/sinks/fountains; and structural damage; roof, foundation, plumbing, paving, and sidewalks. • Metric: Annual Facilities Inspection Tool, monthly maintenance report and architect observations • 1.5 Need: Continued successful implementation of state's academic content and performance standards. • Metric: Principal Certification, SMART Goals Outcome Report, and Completion of Training record • 1.6 Need: To expand middle school offerings to include an elective of the students choice, possibly visual performing arts, and include k--8 choral and band program • Metric: Coordinated Instructional Schedule, Principal Observation

Identified Need and Metric: B. Pupil Outcomes 2.1 Need: Improve national ranking on National Assessment of Educational Progress for 4th and 8th grades in reading and mathematics. (Nationally California 4th graders ranked 45th in reading and math, whereas California 8th grade ranked 42nd in reading and 45th in math at a cost of $9216 per pupil, overall California ranked 37th per pupil spending); and make investments in known effective and instructional models (John Hattie, Marzano) Metric: Document research based trainings Need: Improve performance on state assessment (Smarter Balanced Assessment). A three average (2011 to 2013) of STAR results (grades 2-8) indicated that 51% of the students are at/above grade level in ELA and 50% of the students are at or above grade level in math. Analysis of the data also suggests that females out perform males especially at the middle grades. Male students need exposure to informational text. Metric: Smarter Balance Assessment Need: Improve performance on district curriculum based assessments.1st trimester district assessment results 2013 indicated that in the area of ELA 53% of the students were at or above grade level and in the area of math on the same assessment 55% of the students were at or above grade level.The district's assessment system needs further refinement. Metric: District curriculum based assessment with a 75% cut point for proficiency. Need: Provide a male teacher at middle school level to reduce the pupil teacher ratio (one teacher per grade level) and to promote a positive role model for male students. Metric: Coordinated Instructional Schedule Need: Provide daily direct instruction and short term assessments (for example, weekly assessments) to diagnosis learning needs and inform instruction. Based on Jay Westover observations strongly suggested less independent practice and more guided instruction or practice, that is, direct instruction to improve student learning. Metric: District Curriculum Based Assessment and Smarter Balanced Assessment

Identified Needs and Metric: B. Pupil Outcomes 2.2.1 Need: Improve the performance of low income students on Smarter Balance Assessment and district assessments. Disaggregated STAR results indicated that 43% of low income students (economic status) scored at or above grade level in ELA and 37% of the low income students scored at or above grade level in math. Employ a K-4 intervention teacher and a 5-8 intervention teacher. Metric: SBA and District curriculum assessment 2.2.2 Need: Improve preschool, K-3 literacy for all students as a baseline for 4-8 success. STAR 2013 data revealed that 3rd grade 31% students are at/above grade level in ELA and 50% are at/above grade level in math. Need to devote as much time and support to ensure literacy. Metric: SBA and district curriculum based assessments Need: Need to incorporate "strategic intervention' at each grade level, and provide differentiated instruction for gender and low income sub-group. LCAP discussion revealed current instruction affects 50% of the student population. Hence, provide staff development on best research practices to bring this school to great, employ quality personnel, and continue the practice of school wide agreements on the use of instructional support , human resources and coordination of those resources. Metric: Schedule, plan and document trainings incorporated in Friday Staff Collaboration meetings 2.3 Need: Improve and maintain Proficient on the Academic Performance Index (API) Ranking. STAR 2013 results indicated that the school obtained an API score of 794 compared to a state average of 790. STAR 2013 results also indicated that the district low income students scored an API of 792 compared to a state average of 743. Metric: Re benching Academic Performance Index (API) data will establish a baseline for proficiency.

Identified Needs and Metric: B. Pupil Outcomes 2.4 and 2.5 Need: Become Goal Oriented. and add every day life skills in the curriculum. 2013 principal found 75% of the students knew what they wanted to do career wise; however, approximately 50% of the students did not know to how achieve their goal. LCAP committee discussion also revealed that students are not exposed at home and could use more exposure at school with college and career options. Metric: Teacher Observation (Report) 2.6 Need: Reverse and eliminate the cycle of failure as accepted mode of student behavior and attitude. Mid trimester progress reports/deficiency notices indicated that 20% of middle school students are about to fail or do not improve as function of the above notices. Establish a no failure policy and procedure. Metric: Progress reports/deficiency notices 2.7 Need for 5th and 8th students to improve their performance in science and history and place a greater emphasis on US constitution. STAR 2013 results indicated that 66% of 5th and 8th grade students scored at or above grade in science compared to the state average of 58.7%. Forty three percent of the 8th grade students scored at or above grade level in social science compared to compared to a state average of 37%. LCAP committee discussion revealed that 8th graders need to pass 8th grade US Constitution test. Revise Retention/Promotion Board Policy. AS Smarter Balance assessments DEVELOPS ASSESSMENT WILL PROBABLY OCCUR AT DESIGNATED GRADE LEVELs. Metric: Re-benching Smarter Balanced Assessment will establish a baseline and grade level assessment 2.8 Need: Improve Physical Fitness of 5th and 7th grade students by implementing a more rigorous approach, monthly assessments or check-in points through out the year, and professional development .California Physical Fitness Test 2012 indicated that 52.4 of 5th graders are physically fit and 46.6% of the 7th graders are physical fit. Focus on specific areas of need. Metric; California Physical Fitness Test (PFT), document trainings and teacher made PFT aligned with the state's assessment tool 2.9 Need: Improve writing performance of all students, develop rubric and provide professional development. LCAP committee discussion indicated that there is no formal writing program across grade levels, no district wide writing assessment tool and a lack of professional development. Metric: District writing rubric and document training 2.10 Need: Implement technology grade level standards, practice typing k-8 and continually upgrade and provide maintenance of technology infra-structure. Metric: Principal's Report .

Identified Needs and Metric: C. Engagement 3.1 Need: Improve reciprocal communication, involvement and outreach with parents. SSC Surveys indicate about a about 60% parent return rate Metric ;SSC Parent Survey 3.2 Need: Increase rate of parent participation and promote positive support of parents. LCAP committee discussion indicated that parent participation sign in sheets reflect 70%+ for Open House, 85% for Back to School Nights and 75% for parent conferences. Food tends to increase participation. Metric: Sign in Sheets (baseline 76%) 3.3 Need : Increase actual attendance rate of students and promote a robust campaign to reinforce student attendance participation in extra curricular programs. Monthly attendance report 2014 was 92% compared to the state average of 94.87%. K students actual attendance rate is less than students in grades 1-8. Board Policy on promotion indicates students need to be in attendance 160 of 180 days. Change to 171 of 18o days. Metric: Monthly Attendance Report and P-2 Report 3.4 Need: Reduce rate of chronic absenteeism and maximize make up homework as a result of being absent. SARB attendance report indicates that 48% students received SARB letters for 12-13 SY, that's approximately half of the student population which adversely affects student performance and make-up of homework. Metric: SARB letter data collection and analysis and home make up report 3.5 Need: Improve student social behavior and character by revising Board Policy (four strikes and one is expelled), refining discipline plan and implement a robust student recognition and character program. According to SARC the rate of suspensions have declined for the past three years with a suspension rate of 10.4 for the 2012-13 SY. Types of suspensions: bullying, defiance, disrespect for others. LCAP committee discussion indicated the closing of the CDS on campus may be more a effective means to change student behavior and academics because parents would have transport expelled student to another school. Employ Campus Assistant to address student behavior issues. Teacher observation also suggests that students just don't care if they do well academically or not. Metric: Annual discipline report, revised board policy, staff observation 3.6 Need: Recognize students, parents and community members for achieving specific criteria. Pupil recognition records: 70% of the students are formally recognized. A more powerful approach is needed. Metric: Recognition Program report of the rate of students and others recognized.

A. Conditions of Learning 1.0 Montague ESD will function with increasing operational effectiveness (Aim 4, strategic plan) as reflected by the practice of alignment of instructional materials and student learning with state academic standards in ELA, Math and Literacy in all content areas taught by properly credentialed teachers in a well maintained school facility. Sub goals are listed as follows: 1.1 Annually the district will strive for 0 % rate of teacher mis-assignment by monitoring and reviewing each teacher assignment as evidenced by updated seniority list and Quarterly Williams Act Report. 1.2 The district will hire individuals who are caring, competent and cooperative and values the community and the district’s vision/mission statement as evidenced by Superintendent's report to the Board. (Local Priority) 1.3 All students, including English-learners, will have access to standards-aligned instructional materials (textbooks or other instructional materials) as evidenced by principal certification and Board Sufficiency resolution. Specific grade level needs: 6-8 ELA and Math. 1.4 The district will strive to have facilities in good repair, update five deferred maintenance plan (SP #4—Action 2) and pursue additional funding for the cost of construction projects (SP#4—Action #1) as evidenced by the data collected on the Facilities Inspection Tool and monthly maintenance reports 1.5 All teachers will implement the state’s academic content and performance standards for all students including English Learners and receive CCSS training through either Friday staff collaboration meetings or other designed training as evidenced by: 1) principal’s classroom observations/certification, completion of training's, and 2) summary report of SMART goals outcome. 1.6, All students including English Language learners are assigned to a specific grade level teachers and have access to the core curriculum including PE/Health, visual performing arts and a choral and band program as evidenced by coordinated instructional schedule/ principal observation.

B. Pupil Outcomes: Achievement 2.0 All students will demonstrate increasing proficiency in all academic (Aim I, Strategy Plan) and social areas (Aims II Strategic Plan) in preparation for high school, college, careers or the work world . Sub goals are listed as follows: 2.1 By spring 2017, 90% of the students per grade level will meet or exceed proficiency in ELA and math as measured by the state's SBA, and the district's curriculum based grade level assessment system. (SP p 6) 2.2.1 By spring 2017, 90% low income identified students will meet or exceed proficiency in ELA and mathematics as measured by the state's Smarter Balance Assessments and district's curriculum based grade level assessment system (SP Obj. 5) 2.2.2 By Spring 2017, 95% of the third grade students will be reading on grade level as measured by the district's curriculum based grade level assessment. 2.3 By spring 2017, all students including English learners and disaggregated student groups will reach or exceed high academic content standards in ELA and mathematics as measured by a minimum proficiency level on the Academic Performance Index and/or outperform average state score. (SP p 6)

B. Pupil Outcomes: Other 2.4 By spring 2017, 90% of the 8th grade students will set and achieve personal and achievement goals to include a career plan as measured by teacher observation. (SP p 7) 2.5 By spring 2017, 90% of K-8 students will be demonstrate employment skills and/or college and career readiness skills as appropriate per grade level as measured by teacher observation. 2.6 By spring 2017, 95% of the middle students will obtain at least a "C" each trimester in each subject area as measured by teacher observation. 2.7 By spring 2017, 90% of students will meet or exceed proficiency in 5th and 8th grade Science and 8th grade Social Science as measured by the SBA. or grade level assessment. (Subject to change) 2.8. By spring 2017, 90% of our 5th and 7th grade students will score in 5 of the 6 healthy fitness zones as measured by the California Physical Performance Test. 2.9 By spring 2017, students will be given more opportunities to explore solutions and solve real world problems through writing experiences as documented by students pre/post performance on the district writing rubric. 2.10 By spring 2017, 90% of the K-8th grade students will be grade level technology literate as measured by teacher observation

C. Engagement 3.0 All students will be educated in a safe, nurturing, learning environment (Aim II, strategic plan) with enhanced school/parent involvement and communication (Aim III, strategic plan). Sub goals are listed as follows: 3.1 By spring 2017, 90% of the parents will demonstrate their level of agreement that the school staff encourages ongoing communication between school and parents, and encourages active parent involvement as measured by the number of 4’s and 5’s on the SSC parent survey.(SP AIM III; obj) 3.2 By 2017, 90% of the parents will participate in parent conferences, open house, and back school night as measured by parent participation data collection sheets and submitted to the principal. (SP AIM III; obj) 3.3 By spring 2017, 95% of the students will strive for an actual attendance rate of 95% as measured by the P-2 attendance report. 3.4 By spring 2017, 90% of the students will receive zero SARB letters as a measure of chronic absenteeism. 3.5 By 2017, 98% of the students will not receive one office referral for a serious Infraction of school rules, and suspendable offense as evidence by the annual discipline report. 3.6 By 2017, all students by year's end will be formal recognized for their contributions to the school as a means to foster school pride and shape the school culture using a variety of positive reinforcement strategies. (SP #2 Action 5)

Section 3 Actions and Services For Year 2014-2015

CONDITIONS OF LEARNING : 1.0 Montague ESD will function with increasing operational effectiveness (Aim 4, strategic plan) as reflected by the practice of alignment of instructional materials and student learning with state academic standards in ELA, Math and Literacy in all content areas taught by properly credentialed teachers in a well maintained school facility. YEAR 1 2014-15 1.1 • Supt. monitor teacher assignments for proper credential, authorizations and renewal date • 1.2 • Selection Matrix: Supt. Facilitates the process • Employment Practice: (SP #4—action #4) • Advertise- establish desirable criteria • Screen Applications for completeness and criteria • Interview –Team Approach • Rank and discuss Outcome • Reference Check* • Recommendation to Supt. • Supt Recommendation to Board • 1.3 • Investigate and recommend 6-8 mathematics program SP #1-12) for adoption 2014-2015(Estimated cost $5,000). Consider 6-8 English Language Arts program for the 2015-16 school year (Estimate cost $5000) Purchase: informational text primarily for male students other supplemental materials (estimated cost $500

CONDITIONS OF LEARNING : 1.0 Montague ESD will function with increasing operational effectiveness (Aim 4, strategic plan) as reflected by the practice of alignment of instructional materials and student learning with state academic standards in ELA, Math and Literacy in all content areas taught by properly credentialed teachers in a well maintained school facility. YEAR 1 2014-15 1.4 Budget for 1-3 percent of prior year expenditures for deferred maintenance building needs as funds permit (set aside) Pursue state funding for major construction needs Employ vendor to conduct Prop 39 energy audit and develop plan State funding: Identified building needs Prop 39: Indoor Environmental Services contract 1.5 Professional development via Friday staff collaboration (PLC Agendas) (SP #1 Action 3,4,7) Develop and publicize grade level common core standards for students, staff and parents (SP #1 Action 11 Vertical alignment of standards SCMP Math Grant Professional Development Instructional Rounds Professional Development Provide training if needed for middle school teachers with newly adopted Math instructional materials Friday Staff Collaboration is the central vehicle to facilitate the standards based system system Publicize common core using common sense 1.6 Conduct preschool transition IEP meetings for incoming K students Develop and implement a coordinated instructional schedule (master schedule) that includes intervention services and resource specialist/Title I services Incorporate elective in middle school coordinated with instructional schedule

PUPIL ACHIEVEMENT :2.0 All students will demonstrate increasing proficiency in all academic (Aim I, Strategy Plan) and social areas(Aims II Strategic Plan) as a function of college preparedness and/or Career awareness. YEAR 1 2014-15 2.1 • Use of buy back days to support research best practices • Principal implement a school wide reading/literacy incentive program such as DEAR for example • Reduce pupil teacher ratio by providing one teacher per grade level. Male teacher to provide a male role model; 6th grade position • Fund one Resource Specialist/Title I teacher • Fund half time Home Independent Study teacher, expand if needed • Close Community Day School: Transfer CDS teacher to middle school/ 6th grade self-contained • Analyze student performance data on a monthly cycle to inform instructional decision making and adjust instruction • Define district curriculum based assessments system, standardized directions and procedures, establish cut point for proficiency and procedure for teachers to share their trimester student performance results (HIGH PRIORITY) • Discuss and reach consensus regarding the frequency of assessment, use data and the need for direct instruction 2.2 • (2.2.1- 2.2.2) Employ .75 full time equivalent K-4 Intervention Teacher to provide strategic intervention and address the needs of low income students via tutoring (Parent Survey) and/or small groups • Employ .55 full time equivalent 5-8 Intervention Teacher to provide strategic intervention, lunch time detention, elective, after school tutorial and address the needs of low income students via tutoring (Parent Survey) and/or small groups • Continue practice of Friday Staff Collaboration: PLC agenda's to address strategic intervention, differentiated instruction for subgroups and gender, school agreements, assessment of student performance data, analysis and recommendation for improvement • Incorporate strategic intervention schedule and middle school schedule in the coordinator instructional schedule (master schedule) • Provide professional development in literacy, ELA and mathematics; including preschool teachers in the area of literacy • Disaggregate student performance data by subgroup to inform instructional decision making 2.3 • See all other practices noted in in 2.1 to 2.3 • Provide practice with SBA document instruments and other testing taking strategies • Track student performance; develop a system to track student performance

PUPIL ACHIEVEMENT :2.0 All students will demonstrate increasing proficiency in all academic (Aim I, Strategy Plan) and social areas(Aims II Strategic Plan) as a function of college preparedness and/or Career awareness. YEAR 1 2014-15 .2.4 • Implement all aspects of Career Pathway Grant; focus on career skills • Schedule one inspirational speaker per trimester; utilize local resources if available (Parent Survey) • Design and implement a program for high school students to share the real world expectations of high school to our 7th and 8th graders. (Parent Survey) 2.5 • Implement all aspects of Career Pathway Grant • Reach consensus with staff as to what constitutes employment skills 2.6 • 5-8 Intervention teacher facilitates implementation of mandatory after school tutorial for middle school students who are about to fail (no Failure option) • Define programmatic guidelines and inform parents and students 2.7 • Develop and implement instructional model for US Constitution test • Revise Promotion/Retention/Acceleration Board Policy to include passage of US Constitution test as prerequisite to graduation • Use of guest speakers and/or field trips that focus on real world experiences (Parent Survey)

PUPIL ACHIEVEMENT :2.0 All students will demonstrate increasing proficiency in all academic (Aim I, Strategy Plan) and social areas(Aims II Strategic Plan) as a function of college preparedness and/or Career awareness. YEAR 1 2014-15 2.8 • Provide for professional development in PE standards and activities. Schedule for each trimester via Friday Staff Collaboration • Assess students every two months on Physical Fitness Test at each grade level in order to inform instructional decision making and make adjustments in instruction • Designated a teacher or teachers to provide professional development to the entire teaching staff 2.9 • Provide for professional develop in writing program via Siskiyou County Office of Education, exchange time with Friday Staff Collaboration • By consensus with staff built writing rubric, test it, make adjustments, establish protocol as to number of teachers evaluating student work samples 2.10 • Provide professional development in grade level technology standards using Shasta County K-8 technology pacing guide • Develop and implement a k-8 typing program using the computer lab multiple times during the week. • Maintain technology maintenance agreement

ENGAGEMENT: 3.0 All students will be educated in a safe, nurturing, learning environment (Aim II, strategic plan) with enhanced school/parent involvement and communication (Aim III, strategic plan). YEAR 1 2014-15 3.1 • Principal conducts parent volunteer training (Parent Volunteers) and offers free TB testing (Board Member) • Adjust office hours so one office person greets students and parents as they come to school and offers support or encouragement; become office/friendly/ approachable; maybe schedule entire staff • Principal implements the program "Tips for Parents;' for example, the parents role in a parent conference, rights of Special Education students and parents, or how to write a resume and letter of interest, school attendance , etc. base on observed needs • Principal trains teacher "Parent Input Survey" to be used at Back to School Night • Recognize parent volunteers and/or businesses • On the SSC survey or focus groups ask parents how they would like to see communication occur to enhance parent involvement (Parent Survey) • Change the format for Back-to-Night School; create an orientation for specific grade levels that includes the teacher and principal (Parent Survey) 3.2 • Coordinate parent dinners with MAC or other service club Brag about your school at various school functions

ENGAGEMENT: 3.0 All students will be educated in a safe, nurturing, learning environment (Aim II, strategic plan) with enhanced school/parent involvement and communication (Aim III, strategic plan). YEAR 1 2014-15 3.3 • Intervention teachers implement mandatory lunch detention for all homework make up • Define guidelines for lunch detention • Define guidelines for Positive Attendance Campaign, focus on monthly recognition 3.4 • Offer parent alternatives to support improved attendance including K parents; focus on parent and student accountability (Parent Survey) • Reinforce and recognize students on a monthly and trimester basis with the Positive Attendance Campaign by way of (examples) pizza parties, root beer float parties, etc. seek funding from MAC: make students feel important and school is important (Parent Survey)

ENGAGEMENT: 3.0 All students will be educated in a safe, nurturing, learning environment (Aim II, strategic plan) with enhanced school/parent involvement and communication (Aim III, strategic plan). YEAR 1 2014-15 3.5 • Employ Campus Assistant to address supervision of students on the playground and in classroom, counsel students as to appropriate behavior • Revise Board Policy on student discipline to include rights, procedure and board behavior contract with the notation that 4 office referrals will result in expulsion; publicize policy; involve parents in the discipline and follow through (Parent Survey) • Complement school wide discipline plan with pupil recognition, solicit MAC funding • Teach and instill the behavior expectations for all students, review periodically through the school year (Parent Survey) • .72 Full time Equivalent Classified Position 3.6 • Principal take Citizens of the Month to lunch or other and also recognized by the Board; solicit Mac for funding • Define and publicize pupil recognition program as to how students are recognized as well parents (Parent Survey)

DESCRIPTION/JUSTICATION In the 2014/15 school year the district is estimated to receive $75,000 in supplemental and concentration funds provided for low income, foster youth, and English learners. These funds will be expended to attain our goals as described in Section 3, Part B. It is our belief that the most effective way to provide opportunities to these pupils is through these initiatives. Specific goals that address these initiatives include: 1.0 Montague ESD will function with increasing operational effectiveness (Aim 4, strategic plan) as reflected by the practice of alignment of instructional materials and student learning with state academic standards in ELA, Math and Literacy in all content areas taught by properly credentialed teachers in a well maintained school facility. 2.0 All students will demonstrate increasing proficiency in all academic (Aim I, Strategy Plan) and social areas(Aims II Strategic Plan) as a function of college preparedness and/or Career awareness. 3.0 All students will be educated in a safe, nurturing, learning environment (Aim II, strategic plan) with enhanced school/parent involvement and communication (Aim III, strategic plan). Underprivileged pupils often experience learning gaps that impedes their academic progression and limits their educational opportunities to be prepared for the rigors of high school, employment and accepted norms of civilized behavior in a democratic society. In our model we are attempting to create a positive learning environment in which underprivileged pupils want to be at school daily and receive strategic instruction and intervention district wide from trained staff members who value and care for each student. By investing in appropriate instructional materials, employing intervention teachers and professional development we aim to eliminate the learning or achievement gaps and give our students the opportunity to be the best prepared and goal oriented students as they enter high school. We believe that this is best use of these funds and effort available to help each student achieve more. Our percentage of Low income unduplicated pupils is 73.4%. We have chosen to provide services to these pupils through a district wide spending plan and blended learning concept for two reasons: first, integrating targeted services into our classroom structure would create an administrative cost burden. These funds would be better spent servicing pupils as a whole and the amount of service the underprivileged pupils would receive would be comparable or increased. Second, the isolation and segregation that targeted programs sometimes bring does a disservice to our underprivileged pupils. A blended learning environment has proven to be a more effective structure in our district and provides a more effective learning environment.

SUMMARY Your Comments and Thoughts

Montague ESD Local Control Accountability Plan