ABC Board of Education Local Educational Agency Plan (LEA Plan) - PowerPoint PPT Presentation


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ABC Board of Education Local Educational Agency Plan (LEA Plan)


Local Educational Agency Plan (LEA Plan) Valencia Mayfield, Assistant Superintendent Academic Services Mike McCoy, Director of Child Development – PowerPoint PPT presentation

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Title: ABC Board of Education Local Educational Agency Plan (LEA Plan)

ABC Board of Education Local Educational Agency
Plan (LEA Plan)
  • Valencia Mayfield,
  • Assistant Superintendent
  • Academic Services
  • Mike McCoy,
  • Director of Child Development
  • Special Program

Steve Harris, ABCFT Vice President Gina
Zietlow, Gahr High School, Principal
March 2, 2010
LEA Plan Defined
  • The LEA Plan is comprehensive and establishes a
    common direction for raising the academic focus
    for ALL student groups to achieve state academic
    standards and is used to guide implementation of
    federal and state funded programs and allocation
    of resources.

LEA Plan Revision Process
ABCs Stakeholders Provide LEA Plan Input
Teachers and Administrators
Parent Groups
District Leadership Team
LEA Plan
Students (Assessment Data)
Community Groups
Board of Education
District Leadership Team
  • Dr. Smuts, Superintendent
  • Dr. Sieu, Deputy Superintendent
  • Mrs. Mayfield, Assistant Superintendent-Academic
  • Dr. Hansen, Assistant Superintendent-Human
  • Mr. Nguyen, Chief Financial Officer
  • Mr. McCoy, Director Child Development and Special
  • Mrs. Bodger, Director of Schools
  • Dr. Hixson, Director of Human Resources
  • Dr. Sprigg, Director of Information and
  • Mrs. Gonsalves, Supervisor-Curriculum,
    Instruction, and Professional Development
  • Ms. Jaimes, Supervisor Special Education
  • Mrs. Somosi, Supervisor Special Education
  • Dr. Guo, Adult School Principal
  • Mrs. Zietlow, Gahr HS Principal
  • Mr. Brown, Ross MS Principal
  • Mrs. Olivos, Melbourne ES Principal
  • Ms. Rico, ABCFT President
  • Mr. Harris, ABCFT Vice-President

Parent Groups
  • District English Learner Advisory Council -
    Parents of English learners
  • Community Advisory Committee - Parents of
    students with disabilities

Community Groups
  • Strategic Planning Board Advisory Committee
  • Student Achievement - Closing the Achievement Gap
    Board Advisory Ad Hoc Committee

State Required Self-Assessment Tools
  • District Assistance Survey (DAS) is designed to
    examine how a district supports schools.
  • Academic Program Surveys (APS) analyzes the
    extent to which schools provide a coherent
    instructional program to support improved
  • Inventory of Services and Supports (ISS) is
    designed to help districts examine their
    policies, procedures, and practices to address
    the learning needs of students with disabilities.
  • English Learner Subgroup Self Assessment (ELSSA)
    is designed to help districts and schools analyze
    the effectiveness of program services for English

Self-Assessment Tools Indicate Progress Towards
Full Implementation of Research Based Effective
Partially Implemented
Minimal Implemented Less than 50 Implementation
Full Implemented
LEA Plan Required Components
  • Performance Goal Areas

LEA Plan Performance Goals Numbers 1 - 5
  • Standards-based Instructional Materials
  • Instructional Pacing Guides
  • District Benchmark Assessments
  • and Data Analysis
  • Multi-Tiered Interventions
  • English Learners

Standards-Based Instructional Materials
  • Teachers use district adopted, standards-based
    instructional and supplemental materials to
    differentiate instruction and to meet the diverse
    needs of students.

Instructional Pacing Guides
  • District staff and teachers collaboratively
    develop district-wide pacing guides to ensure
    that all students receive a common sequence of
    grade level, standards-based instruction and
    common assessments.

District Benchmark Assessments and Data Analysis
  • Teachers administer district standards-based
    formative assessments as scheduled. Assessment
    results are used to monitor student progress, to
    identify students for interventions, to inform
    instructional planning, and to determine program

Multi-Tiered Interventions
  • Benchmark Interventions - Teachers differentiate
    instruction and use the district-adopted
    supplemental materials to meet the needs of
  • Strategic Interventions - Schools allocate
    additional instructional time and use the
    supplemental materials for
  • students reading one year below grade level
  • eighth through tenth grade students who need
    instruction in pre-algebraic skills and concepts
    necessary to succeed in Algebra I
  • Intensive interventions - Schools allocate
    additional instructional time for students
    reading two or more years below grade level and
    use specialized intervention materials designed
    to accelerate students reading levels.

English Learners
  • Teachers provide standards-based English
    Language Development (ELD) instruction for
    English learners.
  • Students scoring beginning to intermediate on the
    California English Language Development Test
    (CELDT) receive a minimum of 30 minutes per day
    of ELD in elementary and one period per day of
    ELD at the secondary level.
  • Student progress in acquiring and mastering
    English is monitored using CELDT and other
    English proficiency measures.

LEA Plan Performance GoalsNumbers 6 through 10
  • High School Graduation
  • Advanced Placement Classes
  • Auxiliary Programs
  • Safe School Environment
  • Parent Involvement and Education

High School Graduation
  • District and high school plans provide
    additional student support to increase the
    percentage of students who graduate.

Advanced Placement Classes
  • District and high school efforts will ensure
    that all students have access to advanced
    placement opportunities.

Auxiliary Programs
  • Auxiliary Programs
  • Migrant Education
  • Preschool
  • Before and After School Programs
  • Auxiliary programs will support core instruction
    by providing extended learning opportunities for

Safe School Environment
  • Schools will use the results of the Healthy Kids
    Survey to establish goals for
  • Continue student education on the negative
    consequences associated with the use of tobacco,
    alcohol, and recreational drugs
  • Continue to increase student awareness of safe
    school practices (anti-bullying, gang prevention)
    and available resources for physical, social,
    emotional, and intellectual support

Parent Involvement and Education
  • Schools encourage parent participation and
    provide parents with information on various
    opportunities for involvement.
  • Schools provide parents with the opportunity to
    attend workshops on how state and site level
    assessments, progress reports, and report cards
    are used to monitor and evaluate student

LEA Plan Performance GoalsNumbers 11 through 15
  • Monitoring Program Effectiveness
  • Teacher Collaboration
  • Professional Development
  • Highly Qualified Teachers
  • Fiscal Support

Monitoring Program Effectiveness
  • District and schools use an easily accessible
    electronic data management system (DataDirector)
    to monitor student achievement progress on
    state, district, and site assessments.

Teacher Collaboration
  • Teacher collaboration is uniformly scheduled,
    preferably twice a month.
  • It is focused on assessment data analysis,
    student progress monitoring, lesson design and
    delivery, and use of district-adopted
    instructional and supplemental materials.

Professional Development
  • Teachers and administrators receive professional
    development in district adopted instructional and
    supplemental materials, and in effective
    strategies for differentiating instruction for
    all students.

Highly Qualified Teachers
  • Professional development is focused on the use of
    standards-based materials, effective teaching
    strategies, and the use of assessment data to
    guide instruction.
  • Continue to assure all students are taught by
    highly qualified teachers.

Fiscal Support
  • 10 of the federal Title I allocation is used to
    provide professional development to meet the LEA
    Plan goals.
  • The District ensures that all students have
    access to district adopted instructional

ABCs CommitmentStudent Achievement Our Main
Academic Excellence For All
Healthy Students - Healthy Adults
Effective Resource Facilities Management
Professional Growth For All Employees
Parent Community Involvement