CDS Code: LEA Name: Val Verde USD (VVUSD) Title III Improvement Status: Year 4+

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1 A. Required Content Title III LEA Plan Performance Goal 2 All English Learner (EL) students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. CDS Code: LEA Name: Val Verde USD (VVUSD) Title III Improvement Status: Year 4+ Fiscal Year: EL Amount Eligibility: $371,280 Immigrant Amount Eligibility: Plan to Provide Services for English Learner Students Please summarize information from district-operated programs and provide descriptions of how the LEA is meeting or plans to meet each requirement. How the LEA will: Implement programs and activities in accordance with Title III Use Title III to supplement and strengthen the Val Verde USD Professional Learning Plan offered in the general base program by adding a district English Learner Instructional Coach () and provide each site Bilingual Facilitator teacher California Association of Bilingual Education (CABE) Conference opportunities to promote on-going and continual professional learning around English Learner instructional support. Use Title III to supplement and augment ELD offered in the general base program through the supplemental AVID Excel Program. Use Title III to supplement and provide additional EL interventions within the Multiple Tiered Systems of Support (MTSS) model; such as additional release time for site Bilingual Facilitators teachers to observe, counsel and coach EL students on Catch-Up Plans in addition to Catch-Up Plan monitoring provided in the general base program; and additional/supplemental EL Instructional Impact Subs to release teachers in order to provide targeted interventions to EL students. In accordance with Title III, improve EL Instructional Monitoring to increase site accountability for EL outcomes. Use the subgrant funds to meet all accountability measures Use subgrant funds to provide a District English Learner Instructional Coach () to augment teacher and staff training regarding Designated English Language Development (ELD) instruction and Integrated ELD Content Instruction with Sheltered/SDAIE support. Use subgrant funds to provide Bilingual Facilitator teachers additional/supplemental EL training on research-based language acquisition instructional practices offered at the California Association of Bilingual Education (CABE) Conference as a part of the Val Verde USD s ongoing and continual Professional Learning Plan. Use subgrant funds for additional release time for site Bilingual Facilitator and Reclassifier teachers to observe, counsel and coach EL students

2 on Catch-Up Plans; in addition to general base release time for required monitoring of EL students. Use subgrant funds for additional/supplemental EL Instructional Impact Subs to release teachers in order to provide targeted interventions to EL students such as Close Reading, Academic Language Development and small group SDAIE Reading and Writing support. Use subgrant funds to increase ELD provided in the general base program by implementing a specialized ELD program for Long Term English Learner (LTEL) students to supplement their core classes through the AVID Excel Program. Hold the school sites accountable Each site principal will use an EL Walkthrough tool to monitor the implementation and participation of the teachers utilizing EL professional learning instructional strategies, supplementary sub release time to provide specific EL instruction and specific EL interventions, as well as to assess site programs such as general base Designated ELD and Integrated ELD Content Instruction with sheltered/sdaie instruction support; as well as the supplemental AVID Excel Program. Each site will increase EL focused CCL time for teachers to assess their EL needs and develop instructional responses to address such needs through a CCL EL Data analysis, Reflect & Act Tool. Each site will work with staff and community stakeholders to analyze the effectiveness of their site EL Program using the ELSSA and will provide a completed ELSSA to the Education Services Team. Each site gathers feedback from their DELAC and SSC in regards to EL site needs and sets measurable goal(s) through their site SPSA and provides a completed SPSA to the Education Services Team. The Superintendent and Cabinet will conduct an annual District wide walkthrough as part of site monitoring. Promote parental and community participation in programs for ELs The Val Verde USD English Learner Instructional Coach () will attend monthly parent advisory/leadership meetings and other family meetings offered within the general base program to inform families regarding the implementation of English Learner Instruction, for example: Designated English Language Development (ELD) instruction and Integrated ELD Content Instruction with Sheltered/SDAIE support, and seek input on needs for improved delivery and seek information provided on their student s progress. Val Verde USD has established a Family Engagement Center as part of the general base program in order promote family engagement, family leadership, family literacy, family-school connectedness, English as a Second Language (ESL) for families, technology for families and health, well-being & community resources for families.

3 B. Required Content How the LEA will: Provide high quality language instruction In order to see effectiveness of language instruction, Val Verde USD will provide: Additional/supplemental support to general base Professional Learning Plan by providing a District English Learner Instructional Coach (EL IC) to augment teacher and staff training regarding Designated English Language Development (ELD) instruction and Integrated ELD Content Instruction with Sheltered/SDAIE support offered in the general base program. Site Bilingual Facilitator and Reclassifier teacher English Learner Professional Learning Days as part of the general base program. English Learner Professional Learner Day for all teachers to receive professional learning regarding: Designated English Language Development (ELD) instruction and Integrated ELD Content Instruction with Sheltered/SDAIE support offered in the general base program. Site Bilingual Facilitator teachers attend the California Association of Bilingual Educators (CABE) Conference as part of on-going and continual English Learner Professional Learning to supplement and support ELD instruction offered within the general base program. New ELA/ELD curriculum as the general base program to meet the rigor of the CA State Standards and the CA ELD Standards Supplemental ELD Program for Long Term English Learner students through supplemental AVID Excel Program; in addition to general base ELD Program. LTELs (Criteria of in U.S. schools 5+ years and not making adequate progress towards reclassification criteria) will receive specialized ELD support to supplement their core classes through the AVID Excel Program. Additional EL interventions within the Multiple Tiered Systems of Support (MTSS) model; such as additional release time for site Persons Involved/ Timeline June 2016-June 2017 Bilingual Facilitators Bilingual Facilitators Related Expenditures Estimated Cost $89,264 $31,300 $483,279 $8,000 $250,000 $22,128 $9,632 Funding Source (EL, Immigrant, or other) LCFF LCFF LCFF/Lottery

4 Bilingual Facilitators to observe, counsel and coach EL students on Catch-Up Plans on top of required monitoring offered in the general base program. Additional/supplemental EL Instructional Impact Subs to release teachers in order to provide targeted interventions to EL students. Improve EL Instructional Monitoring to increase site accountability for EL outcomes. Provide high quality professional development Val Verde USD will provide English Learner Professional Learning (ELPL) to teachers in order to support and strengthen the current professional learning for: Additional/supplemental support to general base Professional Learning Plan by providing a District English Learner Instructional Coach (EL IC) to augment teacher and staff training regarding Designated English Language Development (ELD) instruction and Integrated ELD Content instruction with Sheltered/SDAIE support offered in the general base program. Site Bilingual Facilitator and Reclassifier teacher English Learner Professional Learning Days as part of the general base program. English Learner Professional Learner Day for all teachers to receive professional learning regarding: Designated English Language Development (ELD) instruction and Integrated ELD Content Instruction with Sheltered/SDAIE support offered in the general base program. Site Bilingual Facilitator teachers attend the California Association of Bilingual Educators (CABE) Conference as part of on-going and continual English Learner Professional Learning to supplement and support ELD instruction offered within the general base program. New ELA/ELD curriculum as the general base program to meet the rigor of the CA State Standards and the CA ELD Standards Hire Math Coach to strengthen the general base Math Program. Specialized ELD AVID Excel Professional Learning offered in addition to the general base program professional learning. Teacher EL Data Analysis during Collaborative Coaching & Learning Meetings (CCL) offered in general base program. June 2016-June 2017 Bilingual Facilitators Bilingual Facilitators $168,00 No Cost $ 125,081 No Cost LCFF LCFF LCFF/Lottery LCFF

5 D. Required for Year 4 C. Required for Year 2 Goal 2 Improvement Plan Addendum (IPA) for items A-B: Bilingual Facilitators Site ICs Please describe the factors contributing to failure to meet desired accountability measures. Goal 2 IPA for items A-B: Please describe the factors contributing to failure to meet desired accountability measures. Val Verde USD performed a data analyses of the EL Program utilizing CELDT, CAASPP results and participation rates, attendance rates, graduation rates, state data tools (e.g., ELSSA), and other local assessments (e.g. benchmark assessments, curriculum embedded assessments, LCFF Metrics) to measure EL student English proficiency, academic achievement in English language arts and mathematics, and derived the following findings in relation to failure to meet desired accountability measures: Overall, VVUSD EL students making annual progress in learning English has decreased over the last four years. This trend seems to indicate a need to strengthen English Language Development (ELD) instruction in order for students to make gains on the State Language Assessment (CELDT). VVUSD needs to increase English Learner Professional Learning specific to ELD. VVUSD will hire an English Learner Instructional Coach to focus on English Learner Professional Learning that will support English Learner outcomes. There is also a need to strengthen the ELD general base program by adopting new ELA/ELD curriculum that is aligned to the present CA Standards and CA ELD Standards. AMAO 1: Percent of EL Students Making Annual Progress in Learning English Target 56.0% 57.5% 59.0% 60.5% Percent Meeting Target 68.4% 58.3% 57.9% 56.3% Was Target Met? (Y/N) YES YES NO NO In the following two graphs, VVUSD notes the diverse needs within our EL Program. For example, current data indicates that students who have less than 5 years within U.S. Schools are consistently meeting the required targets for English Proficiency on the State Language Assessment (CELDT), while our students who have 5 or more years within U.S. Schools are not reaching English Proficiency targets. Based on current research surrounding

6 Long Term English Learner (LTEL) students, it appears that these students have unique needs in relation to language acquisition. VVUSD currently provides the supplementary AVID Excel Program to meet the needs of LTEL students at the middle school level and will expand LTEL Professional Learning across the district. AMAO 2: Percent of EL Students Attaining English Proficiency Less than 5 Years Target 20.1% 21.4% 22.8% 24.2% Percent Meeting Target 35.2% 31.3% 29.6% 29.7% Was Target Met? (Y/N) YES YES YES YES AMAO 2: Percent of EL Students Attaining English Proficiency 5 Years Target 45.1% 47.0% 49.0% 49.0% Percent Meeting Target 50.2% 44.6% 40.9% 42.9% Was Target Met? (Y/N) YES NO NO NO The graph below demonstrates that our EL students at the Intermediate CELDT level makeup the greatest percentage of students not meeting English Proficiency. It is noteworthy that there appears to be a similar trend for the state average data. These findings seem to be in line with current research surrounding Long Term English Learner (LTEL) students, which states that LTEL students are at risk of getting stuck at the Intermediate level prior to reaching English Proficiency. There is a need to focus on better serving our LTEL students through: ELD, Academic Language Support and Content Support. VVUSD currently provides the supplementary AVID Excel Program to meet the needs of LTEL students at the middle school level and will expand LTEL Professional Learning across the district to increase LTEL success. VVUSD will also research other Specialized ELD curriculum to meet the needs of LTEL students at the elementary and high school level. Prior Year CELDT Level Number in Proficiency Level Prior Year % in Proficiency Level Prior Year Number Meeting Growth Target Percent Meeting Growth Target State Avg. Meeting Growth Target Beginning % 30 55% 62.9% Early Intermediate % % 62.6% Intermediate 1, % % 41.9% Early Adv./ Advanced: % % 73.3% Not English Proficient Early Adv./ Advanced: 1, % 1, % 89.5% English Proficient Total % 2, % The graph below helps to show that a majority of VVUSD EL students are at the Early Advanced/Advanced English Proficiency level (these would be our Reclassification candidates) and at the Intermediate level (4 years + in U.S. Schools would be our LTEL students). Again, this seems to confirm the need to offer more support for LTEL students through increased professional learning and research Specialized ELD curriculum that will address the unique needs of these students. It is also worth mentioning that VVUSD has a significant number of students who can be considered for

7 Reclassification. Length of Time in Early Advanced Early Advanced or Intermediate Early Total US Schools or Advanced Advanced; Not Intermediate (by Number Beginning English English Proficient Time) Percent Proficient 6 or more years n= % 40% 4% 36% 10% 10% 29% 5 years n= % 47% 1% 38% 5% 9% 8% 4 years n= % 40% 1% 42% 9% 8% 9% 3 years or less n= Total (by ELD level) % 29% 1% 36% 18% 15% 54% n= % 35% 2% 37% 14% 13% The next two graphs show how ELs at the Intermediate and at the Early Advanced/Advanced English Proficient CELDT levels are performing in relation to English Language Arts (ELA) as measured by SBAC performance. The majority of our students within the Intermediate CELDT level are performing at the Standard Not Met level for SBAC. This indicates a need to improve our Integrated ELD Content Instruction with Sheltered/SDAIE support. This will be addressed by strengthening VVUSD English Learner Professional Learning (ELPL) and hiring an English Learner Instructional Coach to focus solely on the needs of English Learner supports for students. Another important modification will be to adopt new ELA/ELD curriculum aligned to the present CA Standards and the CA ELD Standards, which are being measured on current SBAC performance. VVUSD believes these improvements will support an increase in EL academic achievement. It is also important to mention that when looking at the second graph, where we can see how EL students at the English Proficient level on CELDT (potential Reclassification candidates), the majority of these students are performing at the Standard Nearly Met band on SBAC. However, there are still enough students at the Standard Not Met level to warrant strengthening EL support in general. Val Verde USD will strengthen its MTSS model to effectively address the needs of English Learner students through multi-tiered interventions that address language acquisition needs and academic deficits. Val Verde USD will strengthen EL Instructional Monitoring. The current ELD walkthrough forms will be aligned to the present CA ELD standards and measurable professional learning outcomes. Furthermore, VVUSD will increase EL focused Coaching and Collaborative Learning (CCL) time for teachers in order to study EL data for the purpose of determining needs and instructional responses. EL Intermediate ELA SBAC Performance Number Grade Grade Grade Grade Grade Grade Total Percent (by SBAC) Standard Exceeded n= % 0% 1% 0% 0% 0% 0% 0% Standard Met n= % 8% 3% 1% 0% 3% 0% 3% Standard Nearly Met n=

8 % 35% 18% 14% 23% 11% 20% 23% Standard Not Met n= % 58% 79% 85% 77% 86% 80% 73% Total (by grade) n= % 35% 19% 15% 12% 10% 10% EL English Proficient ELA SBAC Performance Number Grade Grade Grade Grade Grade Grade Total Percent (by SBAC) Standard Exceeded n= % 20% 4% 1% 0% 1% 0% 7% Standard Met n= % 30% 21% 13% 12% 12% 7% 19% Standard Nearly Met n= % 41% 48% 31% 42% 27% 36% 38% Standard Not Met n= % 9% 27% 55% 46% 60% 57% 36% Total (by grade) n= % 31% 16% 21% 8% 11% 12% The next two graphs show how ELs at the Intermediate and at the Early Advanced/Advanced English Proficient CELDT levels are performing in relation to Math as measured by SBAC performance. The majority of our students within the Intermediate CELDT level are performing at the Standard Not Met level for SBAC. This indicates a need to improve our Integrated ELD Content Instruction with Sheltered/SDAIE support. This will be addressed by strengthening the VVUSD English Learner Professional Learning (ELPL), the VVUSD Math Professional learning and the hiring of a Math Instructional Coach to improve the VVUSD general base Math Program; the additional EL Instructional Coach will collaborate with the Math Instructional Coach to target specific math supports for English Learner students. Another important modification has been to adopt a new Math curriculum aligned to the present CA Standards, which are being measured on current SBAC performance. VVUSD believes these improvements will support an increase in EL academic achievement in the area of Math. When looking at the second graph, where we can see how EL students at the English Proficient level on CELDT (potential Reclassification candidates), the majority of these students are also performing at the Standard Not Met band on SBAC. In fact, there is a general trend of low Math performance across the district which is why VVUSD will work to strengthen the general base Math Program as a whole, while also providing supplementary supports to ensure the success of our EL students. Val Verde USD will strengthen its MTSS model to effectively address the needs of English Learner students through multi-tiered interventions that address language acquisition needs and academic deficits. Val Verde USD will strengthen EL Instructional Monitoring. The current ELD walkthrough forms will be aligned to the present CA ELD standards and measurable professional learning outcomes. Furthermore, VVUSD will increase EL focused Coaching and Collaborative Learning (CCL) time for teachers in order to study EL data for the purpose of determining needs and instructional responses. EL Intermediate Math Number Grade Grade Grade Grade Grade Grade Total

9 SBAC Performance Percent (by SBAC) Standard Exceeded n= % 1% 0% 0% 0% 0% 0% 0% Standard Met n= % 10% 1% 0% 4% 4% 5% Standard Nearly Met n= % 35% 29% 8% 15% 9% 8% 22% Standard Not Met n= % 54% 66% 91% 85% 88% 89% 72% Total (by grade) n= % 35% 19% 15% 12% 10% 10% EL English Proficient Math SBAC Performance Standard Exceeded Standard Met Standard Nearly Met Standard Not Met Total (by grade) Number Grade Grade Grade Grade Grade Grade Total Percent (by SBAC) n= % 11% 2% 1% 0% 1% 0% 4% n= % 39% 14% 5% 11% 3% 5% 17% n= % 40% 54% 27% 29% 20% 17% 34% n= % 9% 30% 68% 60% 76% 78% 45% n= % 31% 16% 21% 8% 11% 12% The following two graphs show how our Reclassified English Proficient students achieving in ELA and Math as per SBAC performance. It appears that a majority of our Reclassified students are reaching the Standard Met band in ELA and we have a large percent at the Standard Nearly Met band as well. This is important information, because we want to ensure that we are reclassifying students where they are able to perform on par with their English Only counterparts and, at the same time, we need to make sure that we are not keeping students in the EL program beyond what is needed because we limit access and may possibly reduce student motivation. 38% of our total student population is performing at that Standards Met band and 37% of our Reclassified students are also performing at this band, which demonstrates that our Reclassified students are on par with their counterparts in the area of ELA. When looking at the second graph for Math we see the same pattern. 23% of our Reclassified students are at the Standards Met band and the team also studied the total student population, which is at 24%. Again, our Reclassified students are on par with their counterparts. It is important to point out there appears to be low math performance across the district and VVUSD is addressing the issue by strengthening the general

10 base Math program with new Math curriculum and by hiring a Math Instructional Coach; the additional EL Instructional Coach will collaborate with the Math Instructional Coach to target specific math supports for English Learner students. RFEP ELA SBAC Performance Standard Exceeded Standard Met Standard Nearly Met Standard Not Met Total (by grade) Number Grade Grade Grade Grade Grade Grade Total Percent (by SBAC) n= % 21% 23% 13% 9% 7% 9% 12% n= % 29% 34% 38% 38% 37% 40% 37% n= % 41% 31% 28% 36% 33% 37% 34% n= % 9% 12% 20% 17% 23% 14% 17% n= % 9% 14% 15% 19% 21% 21% Math SBAC Performance Standard Exceeded Standard Met Standard Nearly Met Standard Not Met Total (by grade) Number Grade Grade Grade Grade Grade Grade Total Percent (by SBAC) n= % 11% 9% 9% 11% 7% 10% 9% n= % 38% 35% 19% 21% 19% 18% 23% n= % 41% 45% 37% 42% 39% 33% 39% n= % 10% 11% 35% 26% 35% 39% 28% n= % 9% 14% 15% 19% 21% 21% In the last three years VVUSD has increased its graduation rate for all students and for English Learner students. Our current graduation rate is 84%, while the current state graduation rate is 69.4%. We will continue to push for higher graduation rates for EL students by strengthening the following: o Professional Learning o Designated ELD and Integrated ELD Content Instruction with Sheltered/SDAIE support o MTSS, with a focus on ELs o Monitoring of EL Instruction Graduation Rates

11 Percent Number Percent Number Percent Number All Students 90% % % 1420 EL Students 79% % % 241 Concluding analysis of the data has indicated that VVUSD has not met accountability measures due to the need to modify and strengthen the following: 1. Professional Learning 2. Designated ELD and Integrated ELD Content Instruction with Sheltered/SDAIE support 3. MTSS, with a focus on ELs 4. Monitoring of EL Instruction Please describe all required modifications to curriculum, program, and method of instruction. June 2016-June 2017 Val Verde USD performed a data analyses of the EL Program utilizing CELDT, CAASPP results and participation rates, attendance rates, graduation rates, state data tools (e.g., ELSSA), and other local assessments (e.g. benchmark assessments, curriculum embedded assessments, LCFF Metrics) to measure EL student English proficiency, academic achievement in English language arts and mathematics, and derived the following findings in relation to the current accountability measures: 1. Strengthen English Learner Professional Learning (ELPL) Val Verde USD will augment English Learner Professional Learning (ELPL) by providing an English Learner Instructional Coach dedicated to training staff and community stakeholders regarding EL instruction, such as: Designated English Language Development (ELD) Instruction and Integrated ELD Content Instruction with Sheltered/SDAIE support offered in the general base program. Specialized ELD offered in addition to the general base program (differentiated ELD for Newcomer and Long Term English Learner (LTEL) students). On-going Research-Based Language Acquisition Professional Learning to augment ELD offered in the general base program. EL linguistic and academic interventions to augment EL interventions in relation to MTSS offered in general base program. EL Data Analysis Professional Learning needed during Collaborative Coaching & Learning Meetings (CCL) offered in general base program. Coordinator of EL Aug Title III EL

12 2. Strengthen ELD Val Verde USD will strengthen ELD instruction in order to support students with English language proficiency and academic content mastery. This will happen through the general base program and will require supplemental supports: Val Verde will adopt new ELA/ELD curriculum as part of general base program to meet the rigor of the CA State Standards and the CA ELD Standards. Maintain ELD for Long Term English Learner Students through the Supplemental AVID Excel Program; in addition to general base ELD Program. Research supplementary materials for Specialized ELD for Newcomer and Long Term English Learner (LTEL) students. will provide increased Professional Learning regarding Specialized ELD for Newcomer and Long Term English Learner (LTEL) students. 3. Strengthen EL Interventions within Multiple Tiered Systems of Support (MTSS) Val Verde USD will strengthen its MTSS model to effectively address the needs of English Learner students through multi-tiered interventions that address language acquisition needs and academic deficits. English Learner Program Supplementary Impact Subs: There is a need for additional Impact Subs in order to release teachers to provide on-going and continual targeted interventions to EL students, such as small group support with phonology, morphology, lexicon, syntax, and semantics in context; Close Reading; Academic Language Development; and small group SDAIE Reading, Writing, Listening and Speaking support. Catch-Up Coaching/Mentoring Substitute Release Days: The district will provide Bilingual Facilitators and Reclassifiers EL Catch-Up Coaching/Mentoring Substitute Release Days in order to observe, counsel and coach ELs and RFEP students demonstrating academic and/or linguistic needs as per state & local assessments, grades, and/or CELDT; in addition to not meeting expected reclassification criteria. 4. Strengthen EL Instructional Monitoring Val Verde USD will strengthen EL Instructional Monitoring. The current ELD walkthrough forms will be aligned to the present CA ELD Coordinator of EL Aug.-May, 2016/2017 Coordinator of EL Aug.-May, 2016/2017 No Cost No Cost LCFF/Lottery Title III EL Title III EL

13 standards and measurable professional learning outcomes. Furthermore, VVUSD will increase EL focused Collaborative Coaching & Learning (CCL) time for teachers in order to study EL data for the purpose of determining needs and instructional responses: ELD Walkthrough Tool: Modify current ELD Walkthrough Tool to align with present CA ELD Standards and professional learning outcomes Train Administrators/Teachers on modified ELD Walkthrough Tool EL CCL: VVUSD will increase EL focused CCL time for teachers to assess their EL needs and develop instructional responses to address such needs Develop CCL EL Data analysis, Reflect & Act Tool Coordinator of EL Site Bilingual Facilitators Site ICs Aug.-May, 2016/2017 No Cost

14 E. Allowable Activities LEAs receiving or planning to receive Title III EL funding may include allowable activities. Describe all allowable activities chosen by LEA relating to: Supplementary services as part of the language instruction program for EL students Persons Involved/ Timeline Related Expenditures Estimated Cost Funding Source Please see for a list of allowable EL activities Hire EL Instructional Coach to provide high-quality professional learning for teachers and other staff in order to support English Language Development instruction and enhance instruction in the core academic subjects. Title III EL Bilingual Facilitators to attend California Association of Bilingual Educators (CABE) Conference as part of the ongoing and continual English Learner Professional Learning Plan to supplement and support ELD in general base program. Title III EL AVID Excel: LTELs (Criteria of in U.S. schools 5+ years and not making adequate progress towards reclassification criteria) will receive specialized ELD support to supplement their core classes through the AVID Excel Program. Title III EL English Learner Program Supplementary Impact Subs: Provide EL Impact Subs in order to release teachers to provide on-going and continual targeted interventions to EL students, such as small group support with phonology, morphology, lexicon, syntax, and semantics in context; Close Reading; Academic Language Development; and small group SDAIE Reading, Writing, Listening and Speaking support. Title III EL Catch-Up Coaching/Mentoring Substitute Release Days: Provide Bilingual Facilitators and Reclassifiers EL Catch-Up Coaching/Mentoring Substitute Release Days in order to observe, counsel and coach ELs and RFEP students demonstrating academic and/or linguistic needs as per state & local assessments, grades, and/or Title III EL

15 G. Allowable Activities CELDT; in addition to not meeting expected reclassification criteria. F. EL Overall Budget EL 2% for Administrative/Indirect Costs: $74,256 EL Estimated Costs Total: $371,280 Plan to Provide Services for Immigrant Students Please complete this table IF the LEA is receiving or planning to receive Title III Immigrant funding. Describe all allowable activities chosen by LEA relating to: Enhanced instructional opportunities to immigrant students and their families Persons Involved/ Timeline Related Expenditures Estimated Cost Funding Source Please see for a list of allowable Immigrant activities H. Immigrant Overall Budget Immigrant Administrative/Indirect Costs: Immigrant Estimated Costs Total: Indicates reoccurring cost California Department of Education May 2016