No Child Left Behind Act of 2001 Revised March, 2008 LOCAL EDUCATION AGENCY PLAN N Street, Suite 4309 Sacramento, California

Transcription

1 California Department of Education Specialized Programs Division (CDE use only) No Child Left Behind Act of 2001 Revised March, 2008 LOCAL EDUCATION AGENCY PLAN Application # Mail original and two copies to: California Department of Education Specialized Programs Division 1430 N Street, Suite 4309 Sacramento, California LEA Plan Information: Name of Local Education Agency (LEA): Pittsburg Unified School District County/District Code: Dates of Plan Duration: July 1, 2003 to June 30, 2008 (to be updated annually) Date of local governing board approval: District Superintendent: Dr. Barbara B. Wilson Address: 2000 Railroad Ave City: Pittsburg, CA Zip code: Phone: Fax: Signatures (Signatures must be original. Please use blue ink.) The superintendent and governing board of the LEA submitting the application sign on behalf of all participants included in the preparation of the plan. Dr. Barbara B. Wilson April 9, 2008 Printed or typed name of Superintendent Date Signature of Superintendent Joe Arenivar April 9, 2008 Printed or typed name of Board President Date Signature of Board President 1

2 TABLE OF CONTENTS TOPIC PAGE Federal and State Programs Checklist... 3 District Profile Performance Goal 1(Reading) Performance Goal 1(Math) Performance Goal 2(LEP) Performance Goal 3(Highly Qualified Teachers) Performance Goal 4(Safe and Drug Free) Performance Goal 5(High School Grads) Additional Mandatory Title I Descriptions Assurances Signature page

3 FEDERAL AND STATE PROGRAMS CHECKLIST Check ( ) all applicable programs operated by the LEA. In the other category, list any additional programs that are reflected in this Plan. Federal Programs State Programs X Title I, Part A X EIA State Compensatory Education Title I, Part B, Even Start X EIA Limited English Proficient Title I, Part C, Migrant Education State Migrant Education Title I, Part D, Neglected/Delinquent X School Improvement X X Title II, Part A, Subpart 2, Improving Teacher Quality Title II, Part D, Enhancing Education Through Technology Child Development Programs Educational Equity X X Title III, Limited English Proficient X Gifted and Talented Education Title III, Immigrants X X X Title IV, Part A, Safe and Drug-Free Schools and Communities Title V, Part A, Innovative Programs Parental Choice Adult Education Career Technical Education X Tobacco Use Prevention Education (Prop 99) X School Safety and Violence Prevention Act (AB1113, AB 658) 10 th Grade Counseling X McKinney-Vento Homeless Education IDEA, Special Education Healthy Start Dropout Prevention and Recovery Act: School Based Pupil Motivation and Maintenance Program (SB 65) X 21 st Century Community Learning Centers Other (describe): Indian Education Other (describe): Other (describe): Other (describe): 3

4 District Profile Pittsburg Unified School District MISSION STATEMENT It is the mission of Pittsburg Unified School District to inspire our students, to ensure they achieve equity in academic excellence and to bring students closer together through shared experiences in learning. We believe the cultural diversity of our community and our youth are our greatest assets. We endeavor to bring our students to their fullest potential and to create life long learners who will contribute positively to the world. Major Goals 1. Continue reshaping and investing in the instructional program to achieve a target of 800 on the API at schools by the year (This requires minimally fulfilling required compliance issues in the school year) 2. Monitor enrollment and adjust programs, services, staffing and budgets to run efficiently and be fiscally responsive to students needs 3. Provide fully qualified staff for our students in a timely manner. 4. Provide safe and clean learning facilities. 5. Be proactive with our educational customers (parents) District Overview Pittsburg Unified School District is located in the city of Pittsburg, California, a suburban, industrial community with a population of approximately 50, 000 people. Geographically, it is located about 40 miles east of San Francisco on the Sacramento River in Contra Costa County s eastern region, an area that is developing rapidly. The district serves students in grades preschool through adult education. We have one preschool, seven elementary schools, two junior high schools (grades 6-8), one high school, one continuation high school, and one adult education facility: Elementary Junior High High Schools Foothill Parkside Central Pittsburg High School Heights Stoneman Hillview Riverside Continuation High School Highlands Willow Cove Los Medanos The districts present enrollment is 9,356. ( ). Thirty one percent of our students are English learners (LEP) and 10% are special education students. All schools in Pittsburg Unified School District are schoolwide Title 1 programs, based on student eligibility of 50% or more free and reduced lunch. Decline to State White 3% Pacific Islander 8% 2% Latino 50% African American 23% Filipino 6% American Indian 0% Asian 8% 4 ENROLLMENT BY GRADE Enrollment K Grand Total 9356

5 TEACHERS BY ETHNICITY Number Percent American Indian % Asian % Pacific Islander % Hispanic % Filipino % African American % White % Other % Totals % TEACHING CREDINTIALS (07-08) Percent Elementary 100% Middle School 100% High School 100% CLAD 85% Technology (Students per computer) Elementary 7 Middle School 4 High School 5.2 Continuation 2 Alternative 4 Community Day 3 CLASSIFIED STAFF (Oct 2007 CBEDS) District County Number Percent Percent Paraprofessionals Office/Clerical Other % Academic Performance Index (API) Base District Report - API Growth Number of Students Included in the 2007 API Subgroups Ethnic/Racial 2007 API Growth 2006 Base Growth Pupils included in 2007 API Numerically Significant 2007 Growth 2006 Base Growth African American (not of Hispanic origin) 1,548 Yes American Indian or Alaska Native 14 No Asian 207 Yes Filipino 408 Yes Hispanic or Latino 3,317 Yes Pacific Islander 114 Yes White (not of Hispanic origin) 552 Yes Socioeconomically Disadvantaged 4,837 Yes English Learners 2,707 Yes Students with Disabilities 546 Yes Yr Drop Rate (prior year, grade 9-12) 6.4% 5

6 CST-Comparison between test data test data CST ELA Proficiency change % change Advanced Proficient Basic Below Basic Far Below Basic Total Represented n/a CST HISTORY Proficiency change % change Advanced Proficient Basic Below Basic Far Below Basic Total Represented n/a CST MATH Proficiency change % change Advanced Proficient Basic Below Basic Far Below Basic Total Represented n/a CST SCIENCE Proficiency change % change Advanced Proficient Basic Below Basic Far Below Basic Total Represented n/a 6

7 7

8 Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and Mathematics, by Planned Improvement in Student Performance in Reading (Summarize information from district-operated programs and approved school-level plans) Description of Specific Actions to Improve Education Practice in Reading Persons Involved/ Timeline Related Expenditures Funding Source 1. Alignment of instruction with content standards: Consistent with the requirements of NCLB, the district is committed to having all students performing at proficient levels in reading by the year 2014, while at the same time focusing on closing the achievement gaps of African American and Latino students. To ensure that all students meet the state challenging academic standards, the following steps will be taken: Continue using standards-based report cards at all elementary schools Meet regularly by department / grade level to collaborate over data, student work,, and lesson design focused on essential standards Meet regularly over students-achievement related to standards Special Education collaboration with Curriculum and Instruction regarding the importance of supporting standards. The district will hold all special education students to all content standards. There will be inservices training through special education and general education. Continue to hire credentialed teachers with a background in standardsbased instruction Train teachers, administrators, paraprofessional on standards to be used in the classroom and research-based instructional practices Meet across school-levels within the schools Between elementary and middle(5 th and 6 th grades), and middle and high (8 th and 9 th grades) for collaboration of curriculum Implement culturally relevant instruction, environment and pedagogy aligned with standards Special education teachers and staff meet regularly to develop methods and procedures to support all students accessing the districts core Deputy Superintendent Director of Curriculum Instruction, Director of Special Ed., L.A. Coordinator, Intervention Coordinator EL Coordinator Principals, Literacy Academic Coaches, Teachers. Ongoing Director of curriculum and Instruction- Director of Special Education Principals, Teachers/Ongoing Director of Curriculum and Instruction and LA Coordinator Consultant Fees Substitutes, Stipends General General Title II, Title I SIP, EIA, and Title III 8

9 2. Use of standards-aligned instructional materials and strategies: In order to maximize student achievement using state standards, the district will make sure effective instructional materials and strategies are being used. The district will: Continue the use of state approved texts, McGraw-Hill s Open Court and Houghton Mifflin at the elementary level and Prentice Hall, at the Middle and High schools. Continue the use of REACH at grade Purchase culturally relevant literature for school and classroom libraries K-12. Purchase materials to support the implementation of culturally relevant strategies and front-loading strategies. Purchase materials from the state adopted list (K-8) or aligned with standards grades K-12 Ensure lesson plans are aligned with state standards Ensure that district and the designated schools ( Heights, Highlands, Foothill and Willow Cove) are following Reading First assurances Examine student work at grade level/departmental meetings to assess student mastery of standards Offer advance classes at the junior high and high school Cluster GATE students at elementary schools Schedule reading intervention programs during the regular school day for students who need the extra support Cluster classes for EL students at secondary level Train teachers to differentiate curriculum for low performing and advanced students Train teachers in EL strategies, SEL strategies, culturally relevant strategies, WRITE Institute, Frontloading and Systematic ELD Special education instruction will support the core at all levels- teachers of the severely handicapped are receiving training on support standards based instruction. LH teachers are with Educational Services to focus instruction to district core Academic Vocabulary Strategies Student engagement strategies Thinking Maps Deputy Superintendent. Director of C & I, LA Coordinator EL Coordinator, Coordinator, Principals, Literacy/Academic Coaches Teachers Ongoing Consultants and teacher extended contracts, EL Coordinator Textbooks Consultants, Instructional Supplies and Sup. Materials, software/hardwar e, com labs Sup. materials Supplies and Materials Books / Materials Consultant Fees EIA, Title I and SIP Federal 21 st Century Grant General, Title I, Title II and Title III General and Textbook Title 1 / EIA SIP / Title V GATE EIA, Title I GATE, Title I and Title II 9

10 3. Extended learning time: The district coordinates its extended learning program to support literacy by offering the following: After School Programs: After School Education and Safety Act: Program offers homework assistance, enrichment and recreation activities for all students at the elementary and Junior Highs. State Intervention Program: State Intervention Program in language arts to assist students that fail to meet grade level standards Title I Tutorial: this program is conducted before/ after school with small groups of students that need help with reading skills Summer school program: designed to meet the needs of students that are in danger of retention, and have not meet the district and state standards in reading After School Coordinator, Principals, Teachers, After School Site Coordinators, and After School Tutoring and Recreational Aides/Ongoing Assessment Coordinator, Special Projects Coordinator Intervention Coordinator, Assessment Coordinator, Principals, Teachers, Aides, Ed Services Dept. Summer Salary Costs and Benefits Supplemental Materials Teacher Stipends Salary/Benefits and Materials Salary / Benefits and Materials Salary, Benefits and Materials 21 Century Grant General Funds Categorical Funds State Intervention Same as above State Intervention Fund General Description of Specific Actions to Improve Education Practice in Reading Persons Involved/ Timeline Related Expenditures Funding Source 4. Increased access to technology: The district utilizes a technology plan which has been approved by the California Department of Education. The plan contains goals for improving reading through the integration of technology. Student and teacher surveys were used to assess computer literacy of both students and teachers. The assessments guide the training for teachers and the instruction for students. As a result, teachers have been trained in such programs as Power Point and Microsoft Word. Several computer- based reading programs at school sites include: Accelerated Reader World Book Online, Fact on File News, and Inspirations Fast Deputy Superintendent Technology Coordinator, Principals, Teachers, Library Media Staff Aides Ongoing Salary and Benefits Software/ hardware Internet connections Computer labs Title II part D General Fund Title 1 SIP / EIA Title V 10

11 Renaissance Learning Ed/Stop Educational Portal Advanced Academic On-line tutoring (6-12) Prentice Hall On-line activities Intensive 8-weeks CAHSEE course (6-12) Technology Communication Lesson SRI On-line reading assessment Edline The district will subscribe to an on-line research programs suitable for K-12 students and training of teachers. Assessment Coordinator Technology Coordinator After-school Site- Coordinator Principals Teachers On-going Assessment Coordinator Technology Coordinator Principals Salary Costs and Benefits, Instructional Supplies, Supplemental Materials, software/hardware, computer labs Federal 21 st Century Community Learning Centers 5. Staff development and professional collaboration aligned with standardsbased instructional materials: The key to reading improvement is a staff which has understanding, knowledge, and skills to provide students with productive learning experiences aligned with standards. To this end, the district will provide the following staff development: Establish a District Staff Development committee to help plan district professional development Provide a needs assessment pertaining to district staff development and collaboration Provide training and opportunity for collaboration regarding o recent and current textbook adoptions o analyzing data and student work o the district Equity Plan o culturally responsive teaching o Special Ed and regular ed BTSA - Mentors will work with new teachers to ensure they meet the required hours of Staff Development Academic and literacy coaches will be fully supported to provide training and staff development in the areas of their expertise Publisher Training- Teachers receive training on materials purchased by the district for use in the classroom (SB472) Reading First NCLB establishes Reading First as the primary initiative for improving reading in kindergarten through grade three classrooms. Reading First will provide funds to train teachers in the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension). Schools involved in this program include, Deputy Superintendent Director of C & I Director of Special Ed. L.A. Coordinator, Intervention Coordinator EL Coordinator Principals, Teachers Literacy/Academic Coaches, Director of Special Ed BTSA coach Director of C&I Stipends, Books Stipends, Books, Materials Consultants, Coaches, Stipends, Substitutes, Materials & Supplies Consultant Fees Registration Fees, Books & Materials CCCOE Title III Reading First GATE 11

12 Heights, Highlands, Foothill, and Willow Cove Elementary SB472 training for all other elementary schools Read Naturally Elementary teachers will continue the Read Naturally program which provides a method to improve fluency. The program combines several strategies for improving fluency: teacher modeling, repeated reading, and progress monitoring after school. Systematic ELD Thinking Maps District administrators will participate in AB 430 (AB75) training Equity Training: Consultants will continue to offer administrator and teacher training to improve equity for all students in PUSD Front-loading training CRLP and other consultants will continue to provide training to teachers and administrators in connection with state adopted text. Academic Language Training Consultants will provide training for teachers (K-12) REACH the district will continue to provide training for teachers using the REACH intervention program. WRITE Institute the district will continue to provide training for teachers at the secondary level to use the program with EL and strategic learners Writing District will provide additional training in writing strategies Differentiated Instruction/Higher Order Thinking Skills the district will provide training for teachers to encourage higher-order thinking skills of all students 6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): L.A. Coordinator Principals, teachers LA coaches Ongoing. Director of C&I EL Coordinator Principals, Teachers Stipends / Substitutes Consultants, Stipends / Subs Consultants, Stipends, Sub Consultants, Subs Consultant Fees Salary Costs, Instructional Supplies, Supplemental Materials, software/hardware, computer labs Title II Title II Title I, SIP Title I & Title II Title II Research shows that parent involvement in children s learning is positively related to student achievement. The more parents are involved in their children s learning, the more beneficial are the achievement effects. This holds true for all types of parent involvement in children s learning. The district recognizes the importance of parent involvement and offer parents participation in the following: DAC District Advisory Committee advises the district on compensatory education /youth advisory programs in the district DELAC District English Learner Advisory committee advises the district on its program for English learners GATE Parent Committee advises the district on its program for GATE students in Elementary and middle schools and advance placement at Director of C&I EL Coordinator GATE Coordinator Meeting Supplies Meeting Supplies Meeting Supplies EIA Funds Title 1, SIP IIUSP EIA GATE 12

13 the high school. Equity Task Force This committee has written a plan focusing on cultural issues, closing the achievement gap, and increasing parental involvement. The district will actively encourage African American parents to participate Parent Conferences: Elementary and Junior High Conferences are held during a one week period. With sites running on an adjusted schedule. At the Junior High level, parents are offered evening appointments. High School conferences are held by appointment only. Sites also provide team parent conferences as needed. Each school has a school site council composed of staff, parents, and community representatives. Student representatives are included at the middle and high schools. Each school has a Single Plan for Student Achievement Each school sends parents their child s individual assessment results on standardized test with an explanation of how to interpret them. Family Literacy Nights are held at elementary schools to help parents with reading at home. CBET classes are held at several district schools to help parents acquire English. Each school has a school newsletter that is sent home on a regular basis and contains tips on working with students at home. Spanish translations are provided to EL parents. TAT: Teacher Assistance Team composed of teachers and staff members for early intervention supporting student achievement. SST: Student Success Team is composed of teachers, administration and staff member(s) who has expertise that might be useful. The team meets with parents to help improve student achievement Individual Education Plan Meetings - IEP meetings allow parents, teachers (both special education and general education), and administrators to communicate about a student s academic progress. IEP meetings are held at least annually for special education students Each school has a Parent Coordinator who is supervised by the Director of Instruction and Curriculum. Elementary and middle schools conduct parent conference events. All schools have Back-to-School and Open House events Deputy Superintendent. Parent Community Coord, Principals, Teachers / Ongoing Principals, Teachers, Parents and Community/Ongoing Assessment Coordinator Principal, Teachers, Ongoing Adult Ed. Principal/Ongoing Deputy Supt. Principal Director of Special Ed., Director of Student Services Principals, Teachers / Ongoing Special Ed Director Parents / Teachers / Principals Meeting Supplies Meeting Supplies Duplication Meeting Supplies Salary / Benefits Materials Duplication No extra costs Salary and Benefits Title I, SIP SIP, Title I, EIA Title I, SIP, EIA Title I, SIP EIA EIA for Adults General Title I 13

14 7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school): The district offers the following auxiliary services for students and parents: Avid (Advancement via Individual Determination) is offered at the Central Jr. High and the high school. The program assists students who are capable of completing rigorous curriculum but are falling short of their potential. Stevenson s Academy assists students who have had difficulty getting to school on a regular basis become successful fulltime students and ultimately complete their graduation requirements. The program requires a high level of parent involvement and regular meetings with staff, students and parents. Puente Program provides three areas of service to students; teaching, counseling, and mentoring. Teachers and counselors are trained to implement the program. The purpose of the program is to increase the number of Latino students who enroll in a four-year college and earn degrees. Middle School Transition Program gives fifth grade students an opportunity to become familiar with the middle school programs. In the spring of each year middle school counselors along with student representatives visit each elementary school to talk with the fifth graders. In August, fifth graders visit the junior high schools to register for classes. Bridge to College Program is offered at the high school for 9 th and 10 th grade students. Course work is aligned with the state standards and includes a variety of African American literature. The purpose of the program is to increase the number of African American students who enroll in a four-year college and earn degrees. Bridge students take the appropriate UC eligible courses. The course counts for UC credit. Freshman Orientation gives incoming ninth graders an opportunity with the necessary information to prepare for their first year in high school. Articulation meetings between teachers of grades Pre K-12 are scheduled throughout the year to evaluate and align teaching strategies, key standards, and placement tests. Parents will be given an opportunity to participate in training to support their children s learning through projects such as the Parent Project and Strengthening Family Ties. School Site Council, ELAC, and DELAC trainings are provided annually to parents and community members. Special Projects Coordinator Principals, Teachers/ Ongoing Director of C and I, Academic Coaches, Teachers, Sit Administrators/ Began Fall 2005, Ongoing Deputy Superintendent Director of C & I Principals/Teachers Counselors / Ongoing Deputy Superintendent Director of C & I Intervention Coordinator Principals, Counselors Teachers and Students / Spring Semester Deputy Superintendent Director of C & I Principals, Counselors, Teachers EL Coordinator Principals, Teachers, Parents Special Projects Coordinator Ongoing MLK Coordinator Teachers Stipends, Subs Training Training / Substitutes No Extra Costs Training Substitutes Supplemental Materials Meeting Supplies Meeting Supplies Title I, SIP General Title I Title I, EIA Title I, EIA, SIP Title I, EIA, SIP 14

15 The district will provide opportunities for training in Family Friendly Schools (FFS) PUSD School Readiness Programs funded through First 5 Summer Pre K Bridge program is offered to entering K students and their families who have not attended preschool. PUSD School Readiness program funded through First 5 a full time outreach coordinator who is responsible for providing workshops, making referrals, planning activities for parents with children 0-5. Activities include parenting fairs, workshops, home visits for successful transition to Kindergarten 8. Monitoring program effectiveness: Federal Special Ed, In-service and District funds The district believes that monitoring is an integral part of program effectiveness. The results of which allow the district to evaluate program effectiveness and make necessary improvements. The following steps will be taken. Leadership guidance has been provided by educational consultants to help the school site leadership teams at program-improvement sites to analyze data and make recommendations and modifications in their staff development program to meet the needs of low performing students: o The school leadership teams meet at least six times a year to examine data and to continue to build teacher capacity to best meet the needs of the students o After meeting with educational consultants, school leadership teams will report findings to the school staff and the school site council, who, in turn, help in the development of the Single Plan for Student Achievement The district uses Data Director management system to report the Reading First, Reading Lions, assessments for reading & language arts In middle school and high school assessments were developed by the academic coaches and aligned with the adopted text and pacing guides Teachers administer the curriculum embedded assessments Various assessments are used to monitor the effectiveness of instruction and student progress in the regular program o SRI (Scholastic Reading Inventory) o Diagnostic Assessments o Accelerated Reader o Quarterly Writing Assessments o Unit Assessments o Curriculum embedded assessments Deputy Superintendent Consultants Academic/Literacy Coaches Principals, Teachers Numerous times a year At least six times a year Deputy Superintendent Director of C & I Assessment Coordinator LA Coordinator Principals and Teachers / Fall and Spring and Ongoing Consultant Fees Substitutes None None None None Assessment Program None Title II 15

16 o Teacher Assessment and Observation Various assessments are used to monitor student progress in the REACH intervention program, and for reclassification o San Diego Quick Assessment o Slosson Oral Read Test (SORT) o Curriculum Embedded Assessments o Reading Check-Outs o SRI (Scholastic Reading Inventory) o Teacher Observation Teachers will receive an item analysis of the assessments in order to monitor and adjust instruction Teachers will use local assessments to evaluate student mastery of standards. API and AYP results and assessment data will be used to determine student progress. Reclassification data will be used to determine the effectiveness of the program for English learners. Disaggregation of GATE and Honors data will be done to determine enrollment. Standard Based report cards are used in the elementary schools. Special Education students will participate in the district s assessment program as appropriate. Assessment Coordinator by 2007 EL Coordinator Special Projects Coord Special Ed Director Program Specialists Title I General Fund GATE funds District Funds Description of Specific Actions to Improve Education Practice in Reading Persons Involved/ Timeline Related Expenditures Funding Source 9. Targeting services and programs to lowest-performing student groups: The district will take the following steps to address the needs of the lowestperforming students: Leadership guidance has been provided by educational consultants to help the school site leadership teams to help program improvement sites to analyze data and make recommendations and modifications in their staff development program to meet the needs of low performing students SAIT providers/consultants oversee the programs and provide strategic planning and assistance at Pittsburg High and Stoneman.. All schools offer an intervention program for low-performing students in reading. Deputy Superintendent Director of C & I Consultants Principals, Teachers Consultants Consultants Supplemental Materials State Provider Stipends Title I SAIT/ SIP / Title I Title I 16

17 All schools are designated school-wide Title one, focusing on intervention programs for low-performing students in reading. Students at Program Improvement schools have an opportunity to participate in supplemental service provided by an outside provider that has been approved by the California Department of Education. Summer school programs focus on students at risk for retention and who are not meeting grade-level standards Some schools have instructional aides to assist teachers in working with students who need additional support Front-loading training District will continue to provide training to teachers and administrators in connection with state adopted text. Academic Language Training Consultants will provide training for teachers (K-12) REACH the district will continue to provide training for teachers using the REACH intervention program. WRITE Institute the district will continue to provide training for teachers at the secondary level to use the program with EL and strategic learners. Writing District will provide additional training in writing strategies Differentiated Instruction/Higher Order Thinking Skills the district will provide training for teachers to encourage higher-order thinking skills for all students Reading First NCLB establishes Reading First as the primary initiative for improving reading in kindergarten through grade three classrooms. Reading First will provide funds to train teachers in the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension). Schools involved in this program include, Heights, Highlands, Foothill, and Willow Cove Elementary. All elementary teachers have been provided SB472 training in Open Court and in Houghton Mifflin (for Parkside) All elementary literacy coaches receive Reading First training 10. Any additional services tied to student academic needs: Principals, Teachers ongoing Intervention Coordinator EL Coordinator / ELD Coach Director of C & I Consultants EL Coordinator Teachers Director of C & I Reading First/LA Coordinator Principal, Teachers Consultants LA Coordinator State provider Consultants, Subs Stipends Consultants, Subs, Stipends Salary / Benefits Instructional Materials Consultants, Subs Stipends Title I Summer School General Fund Reading First Title One Reading First Title II, Title I Other support include: Lincoln Center s Option for Success Program is a school -based program that focuses on providing services to students who have demonstrated social/emotional treatment needs and/or disruptive behavior in the classroom First Five grant provides for a pre-school through the program at Martin Luther King Pre-School Deputy Superintendent Spec Ed Director School Psychologists Principals, Teachers/Ongoing Lincoln Center Services Meeting Supplies Title I, SIP, Afterschool Program 17

18 Operation School Bell provides uniforms, backpacks, and clothing for students at elementary sites. This program has a positive impact on students and families because students are able to focus on learning and less on apparel. Deputy Superintendent Principals, Teachers / Run by a volunteer service No extra cost 18

19 Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by Planned Improvement in Student Performance in Mathematics (Summary of information from district-operated programs and approved school-level plans) Description of Specific Actions to Improve Education Practice in Mathematics Persons Involved/ Timeline Related Expenditures Funding Source 1. Alignment of instruction with content standards: Consistent with the requirements of NCLB, the district is committed to having all students performing at proficient levels in math by the year 2014, while at the same time focusing on closing the achievement gaps of African American and Latino students. To ensure that all students meet the state s challenging academic standards in math, the following steps will be taken: Continue using standards-based report cards at all elementary schools and meet with parents to discuss student progress toward meeting grade level standards Director of Curriculum and Instruction (Director C & I), Math Coordinator, Site Administrators, Teachers/ Ongoing Same as above None N/A Continue to meet regularly by department / grade level to collaborate over student data related to mastery of essential standards. The time will be dedicated to adjusting teaching practices and incorporating strategies to address students deficits in order to increase their progress toward meeting grade level standards Special Education students will have equitable access to State Content Standards. There will be inservices through special education and general education to ensure that students needs are met Continue to use State Intervention Funds to support after school math interventions for students in grade 6-12 who are not meeting grade level standards and are in danger of not passing CAHSEE. Continue to hire credentialed teachers with a background in standardsbased instruction Director C & I, and Director of Special Education Asst. Supt of Personnel, /Ongoing Director C & I, Math Coordinator, Academic Math Coaches, Site Administrators, Teachers /Ongoing 19

20 Continue to train teachers, administrators, and paraprofessionals in implementing and assessing standards in the classroom Implement culturally relevant instructional practices and pedagogy aligned with standards 2. Use of standards-aligned instructional materials and strategies: In order to maximize student achievement using state standards, the district will ensure effective instructional materials and strategies are being used. The district will: Continue the use of state approved math texts: Houghton Mifflin at the elementary level, Scott Foresman and Prentice Hall at the middle school level, and McDougal Littell, Mike Sierra, and Houghton Mifflin at the high school level Director C & I, Math Coordinator, Site Administrators, Teachers /Ongoing Asst. Supt of Ed Services, Admin Asst, Director C & I, Math Coordinator, Site Administrators/Ongoing Purchase math materials from the state adopted list (K-8) and other materials aligned with standards for grades 9-12 Ensure lesson plan objectives are aligned to state standards Math Coordinator, Academic Math Coaches, Site Administrators, Teachers / Ongoing Instructional Supplies, Supp. Materials IMF and Lottery Examine student work (including both formal and informal assessments) at grade level/department meetings to determine student mastery of standards in order to create action plans for student remediation, revise common plans/pacing guides and modify instructional strategies Offer advanced math classes at the junior high and high school levels and cluster GATE and EL students in classes at elementary, middle and high school levels Schedule math support classes at the middle and high school levels during the regular school day for students who need extra help in meeting grade level standards Same as above Math, Intervention Coordinator, SDS Coordinator, Accounting Supervisor, Site Administrators/ Ongoing Director C & I, Math Coordinator, Teachers, Site Administrators/Ongoing Internet, computer labs At the middle school level, teachers will meet with Pacent Learning Consulting Team to discuss curriculum and assessment data on a weekly basis Same as above 20

21 At the elementary school level, Lead Math Teacher representatives from all schools will meet together to discuss assessment data and strategies for addressing students deficits and will return to their sites to share this information with grade level teams Continue to train teachers to differentiate curriculum for low performing and advanced students using strategies such as Board Math Same as above 3. Extended learning time: The district coordinates its extended learning program to support math by offering the following: After School Programs: After School Education and Safety Act: This program offers homework assistance, enrichment and recreation activities for the most at-risk students. All elementary schools, Central Junior High and Hillview Junior High participate in this 4-district (Antioch, Mt. Diablo, West Contra Costa, and Pittsburg Unified School Districts) program After School Coordinator, After School Site Coordinators and Recreational Aides / Ongoing Salary and Benefits, Instructional Supplies, Supplemental Materials ACES State Intervention Program: At the high school level 0, Y and Z periods are designed to offer intervention for students at risk of academic failure as determined by CST scores as well as ongoing, in class assessments At the middle school level, provide weekly tutorials and intervention classes in math for students who fail to meet standards as determined by weekly standards- specific assessments Math and Intervention Coordinator, SDS Coordinator, Accounting Supervisor, Site Administrators, Teachers / Ongoing Salary and Benefits Materials and Supplies State Intervention Funds Provide before and after school CAHSEE support for high school juniors and seniors who have not yet passed CAHSEE. Additionally, provide review of CAHSEE standards for all students in the daily learning objectives for the six weeks prior to the March exam Summer School Program: Summer school is designed to meet the needs of students that are in danger of retention and have not met the district and state standards in math Intervention Coordinator / Ongoing Salary and Benefits Materials and Supplies State Intervention Funds 21

22 4. Increased access to technology: The district utilizes a technology plan which has been approved by the California Department of Education. The plan contains goals for improving both reading and math through the integration of technology. Student and teacher surveys have been given to access the use and proficient levels of all. The assessments will be used to guide the training for teachers and the instruction for students. A list of several computer- based programs used at school sites include: Edline communication, lessons, etc. SRI online reading Assessments (6-12 grades) Accelerated math (6-12 grades) ALEKS math tutorial program Renaissance Learning Leapfrog (K-5 grades) Ed1Stop Educational Portal Data Director Technology associated with textbook adoptions (K-12) Deputy Superintendent Technology Network Coordinator, Site Administrators, Teachers, Library Media Staff, Aides / Ongoing Software/ Hardware Salary Costs and Benefits Instructional Supplies and Materials Title II part D, SIP /EIA Title V and IIUSP 5. Staff development and professional collaboration aligned with standardsbased instructional materials: The key to improving student achievement in math is a staff which has the knowledge and skills necessary to provide students with effective learning experiences that are aligned with standards. To this end, the district will provide the following staff development: Ed Services will confer with stakeholder groups pertaining to district staff development and collaboration Materials and instructional strategies training and opportunities for collaboration pertaining to: current textbook adoptions the district equity plan culturally responsive teaching special education and regular education GATE Training - Trainings are provided for teachers both in the summer and during the regular school year to assist them in differentiating their instruction to meet the needs of all ability levels of students Deputy Supt, District Staff Development Committee, Teachers/ Ongoing Director C & I, Special Projects Coordinator, Director of Special Education, Math Coordinator, Academic Coaches, Teachers/ Ongoing Consultant Fees Included in reading goal 22

23 SB472 General education and special education teachers attend SB472 trainings which support the district adopted math texts. These 40 hour trainings provide support in lesson planning and assessment and included 80 hours of practicum Elementary Lead Teachers Network Representatives from all elementary schools will meet together to discuss assessment data and strategies for addressing students deficits and will return to their sites to share this information with grade level teams Pacent Learning Consultants lead middle and high school teachers in collaborative sessions to discuss curriculum and assessment data Elementary/Middle Schools Articulation Elementary and middle school teachers and counselors will meet to discuss the needs of students as they transition from elementary school to middle school. Teachers will also meet to review and revise pacing guides, create common assessments and ensure curriculum is aligned to standards Middle/High Schools Articulation - teachers will continue to meet to review pacing guides and ensure curriculum is aligned to standards BTSA- Full release mentors will work with new teachers to ensure they meet the required hours of staff development to help expand their knowledge and skills in the use of math materials, strategies and classroom management Strategic Literacy Initiative- Secondary teachers participate in this staff development program, sponsored by WestED, which teaches students literacy strategies they can use to help students read math texts Principal Support- Consultants provide mentoring support to school leadership teams which meet several times a year to focus on continued improvement in math. Leadership discussions center around analyzing student data, revising school level plans, supervising school staff and targeting underperforming students AB District administrators participate in AB 430 trainings provided by the Contra Costa County Office of Education Director C & I, Math Coordinator, Academic Math Coaches, Teachers/ Ongoing Same as above Director C & I, Special Projects Coordinator, Math Coordinator, Teachers/ Ongoing Director C & I, Math Coordinator, Teachers/ Ongoing Deputy Supt. and Site Administrators/ Ongoing Deputy Supt and Site Administrators 23

24 6. Involvement of staff, parents, and community (including notification procedures, parent outreach and interpretation of student assessment results to parents): Research shows that parent involvement in children s learning is positively related to student achievement. The more parents are involved in their children s learning, the more beneficial are the achievement effects. This holds true for all types of parent involvement in children s learning. The district recognizes the importance of parent involvement and offers parent participation in the following: DAC District Advisory Committee advises the district on compensatory education /youth advisory programs in the district DELAC District English Learner Advisory Committee advises the district on its programs for English learners ELAC Site English Language Advisory Committee advises the site on its programs for English learners GATE Parent Committee advises the district on its program for GATE students in elementary and middle schools and advanced placement at the high school Parent Conferences - Elementary and junior high conferences are held during a one week period with sites running on adjusted schedules. At the high school level conferences are held by appointment only. Sites also provide team parent conferences as needed. Conferences are used to discuss student progress Director C & I, Teachers, Parents and Community Members/ Ongoing EL Coordinator, Site Administrators, Teachers, Parents and Community Members / Ongoing Same as above Special Projects Coordinator, Principals, Teachers, Parents and Community Members / Ongoing Meeting Supplies Meeting Supplies Meeting Supplies Meeting Supplies Meeting Supplies None School Site Council - Each school has a school site council composed of staff, parents and community representatives. Student representatives are included at the middle and high schools. The council is responsible for overseeing the use of SIP funds and approving the site s Single Plan for Student Achievement Director C & I, Teachers, Parents, Counselors, Site Administrators Meeting Supplies Each school sends parents his/her child s individual assessment results on standardized tests with an explanation of how to interpret them Student Success Team SST teams are composed of teachers, parents, counselors, students and administrators. The team meets to Special Projects Coordinator, Administrators, Teachers, Parents and Community Members/ Ongoing Salary Costs and Benefits, Meeting Supplies 24

25 discuss issues around an individual student s educational needs Individual Education Plan Meetings - Meetings allow parents, teachers, (both special education and general education), the student, and administrators to communicate about a student s academic progress. IEP meetings are held at least annually for special education students Schools have Parent Coordinators who are responsible for planning activities such as Family Math Nights, Parent Luncheons, and Career Fairs. They also mentor students and provide classroom support for teachers Director of Special Education, Site Administrators, Teachers, Parents, Students/ Ongoing Director C & I, Parent Coordinators, Teachers, Parents and Community Members/ 7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school): The district offers the following auxiliary services for students and parents: Avid (Advancement via Individual Determination) is offered at Central Junior High School and Pittsburg High School. The program assists students who are capable of completing rigorous coursework but are falling short of their potentials Special Projects Coordinator, Principals, Teachers / Ongoing Stipends, Subs, Training EIA / SIP / General Fund Stevenson s Academy assists students who have had difficulty getting to school on a regular basis to become successful fulltime students and ultimately complete their graduation requirements. The program requires a high level of parent involvement and regular meetings with staff, students, and parents Director C & I, Academic Coaches, Teachers, Sit Administrators/ Began Fall 2005, Ongoing None Middle School Transition Program gives fifth grade students an opportunity to become familiar with middle school programs. In the spring, middle school counselors along with student representatives visit each elementary school to talk with fifth grade students about their transition to middle school. Parents are also invited to a meeting where they are introduced to middle school counselors and administrators and are given information about middle school programs. In August, fifth graders get an opportunity to visit the middle school campus and register for classes Director C & I, Parent Volunteer Coordinators, Counselors, Parents and Administrators/ Spring, Fall, Ongoing None Stipends Substitutes Student Tutors Title I Freshman Orientation gives incoming ninth graders an introduction to the high school campus and programs before school begins 25

26 Summer Math Institute SMI is a six week intensive summer school program designed to increase student achievement in math for junior high students. Students commit to regular attendance, intense class work, homework, and self discipline. Teachers receive training and inservices before and during the summer session Summer Algebra Success Academy Algebra Academy is a six week intensive program designed to give incoming freshman additional tools to succeed in their high school math classes. The program allows students who show high levels of mastery in math to progress beyond Algebra I and into higher level math classes such as Geometry and Algebra II. Students commit to regular attendance, intense class work, homework and self discipline. Teachers receive training and in-services before and during the summer session School Site Council, ELAC and DELAC trainings are provided annually to parents and community members Summer School Coordinator, Counselors, SMI Coordinator, Site Administrators/ Summer Summer School Coordinator, Counselors, Summer Algebra Success Academy Coordinator, Site Administrators/ Summer Director C & I, Special Projects Coordinator, Teachers, Parents, Administrators / Ongoing 8. Monitoring program effectiveness: The district believes that monitoring is an integral part of program effectiveness. The results of monitoring allow the district to evaluate the programs and make necessary improvements. The following steps will be taken: Leadership guidance will be provided by educational consultants to help school site leadership teams analyze data and make recommendations in their development of programs to meet the needs of low performing students. Leadership teams will meet regularly and report their findings to school staff, school site council, and other community members who help to develop school improvement plans Various assessments are used to monitor the effectiveness of instruction and student progress in math. The following assessments are used: District math trimester assessments given two to three times each year at elementary schools District benchmark assessments given two to three times each year at elementary and middle schools Weekly standards-specific assessments given at the middle school 3-Week assessments given at the high school Asst. Supt of Ed Services and Site Administrators/ Ongoing Data and Assessment Coordinator, Math Coordinator, Site Administrators, Academic Math Coach, Teachers / Ongoing None None None 26