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

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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
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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.

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LEA Plan Revision Process
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ABCs Stakeholders Provide LEA Plan Input
Teachers and Administrators
Parent Groups
District Leadership Team
LEA Plan
Students (Assessment Data)
Community Groups
Board of Education
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District Leadership Team

• Dr. Smuts, Superintendent
• Dr. Sieu, Deputy Superintendent
• Mrs. Mayfield, Assistant Superintendent-Academic
  Services
• Dr. Hansen, Assistant Superintendent-Human
  Resources
• Mr. Nguyen, Chief Financial Officer
• Mr. McCoy, Director Child Development and Special
  Programs
• Mrs. Bodger, Director of Schools
• Dr. Hixson, Director of Human Resources
• Dr. Sprigg, Director of Information and
  Technology

• 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

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Parent Groups

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

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Community Groups

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

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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
  achievement.
• 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
  learners.

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Self-Assessment Tools Indicate Progress Towards
Full Implementation of Research Based Effective
Practices
50
Partially Implemented
0
Minimal Implemented Less than 50 Implementation
100
Full Implemented
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LEA Plan Required Components

• Performance Goal Areas

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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

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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.

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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.

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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
  effectiveness.

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Multi-Tiered Interventions

• Benchmark Interventions - Teachers differentiate
  instruction and use the district-adopted
  supplemental materials to meet the needs of
  students.
• 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.

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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.

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LEA Plan Performance GoalsNumbers 6 through 10

• High School Graduation
• Advanced Placement Classes
• Auxiliary Programs
• Safe School Environment
• Parent Involvement and Education

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High School Graduation

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

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Advanced Placement Classes

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

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Auxiliary Programs

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

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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

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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
  progress.

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LEA Plan Performance GoalsNumbers 11 through 15

• Monitoring Program Effectiveness
• Teacher Collaboration
• Professional Development
• Highly Qualified Teachers
• Fiscal Support

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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.

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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.

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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.

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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.

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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
  materials.

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