1. 1 Making Connections for Student Success

2. 2 Five Step Inquiry Model for Improving Student Achievement

3. 3 The Title III Action Plan is a component of the umbrella LEA Plan (LEAP). The strategies and actions in your Title III plan are detailed descriptions of goals in your LEA plan. Local Educational Agency Plan LEAP Title III Action Plan

4. 4 Five Performance Goals: All 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. All 2. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. all 3. By 2005-06, all students will be taught by highly-qualified teachers. All 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. All 5. All students will graduate from high school. (LEA Plan Template – page 5) LEA Plan Requirements

5. 5 Step 1: Measure the effectiveness of current improvement strategies.  Analyze student performance (API, STAR, AMAOs, AYP).  Analyze current educational practices, professional development, staffing, and parental involvement (APS, DAS, LRE/ISS, ELSSA). Step 2: Seek input from staff, advisory committees, community members. Step 3: Develop or revise performance goals. Step 4: Revise improvement strategies and expenditures. Step 5: Local governing board approval. Step 6: Monitor implementation. (LEA Plan Template – pages 8 – 11) LEA Plan Development

6. 6 (LEA Plan Template – page 5) LEA Plan Requirements Five Performance Goals: All 1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-14. All 2. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. all 3. By 2005-06, all students will be taught by highly-qualified teachers. All 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. All 5. All students will graduate from high school.

7. 7 State Goals: 2A: AMAO 1 – Annual Progress Learning English 2B: AMAO 2 – English Language Proficiency 2C: AMAO 3 AYP for EL Subgroup 2D: High-Quality Professional Development 2E: Parent and Community Participation 2F: Parental Notification 2G: Providing High-Quality Instruction and Support to Immigrant Students 5A: Increasing Graduation Rates 5B: Decreasing Dropout Rates 5C: Ensuring Equal Access to Advanced Placement Courses (Title III Guidance Document) Title III Plan LEAP Goal 2 LEAP Goal 5

8. 8 LEA Addendum- Program Improvement

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11. 11 State law requires that school-level plans for programs funded through the Consolidated Application be consolidated in a Single Plan for Student Achievement (SPSA) Education Code Section 64001, developed by school site councils with the advice of any applicable school advisory committees. The content of the school plan includes school goals, activities, and expenditures for improving the academic performance of students to the proficient level and above. The plan delineates the actions that are required for program implementation and serves as the school's guide in evaluating progress toward meeting the goals. (LEA Plan Template – page 7) SPSA

12. 12 District Program Improvement Corrective Action 6: Full implementation (2001 or later) of most recent SBE-adopted (K-8) and/or standards-aligned (9-10) English- Language Arts (ELA) and mathematics curriculum, including intervention materials. Based on scientifically-based research. Requires materials-based professional development for administrators. Requires materials-based professional development for ELA teachers, mathematics teachers, and teachers of English learners.

13. 13 School Level Program Improvement

14. 14 Example: PI Year 3 Corrective Action Options: Option 1: Replace the school staff who are relevant to the failure to make AYP. Option 2: Institute and fully implement a new curriculum, including providing appropriate professional development for all relevant staff. Option 3: Significantly decrease management authority at the school level. Option 4: Appoint an outside expert to advise the school on its progress toward making AYP, based on its revised school plan. Option 5: Extend the school year or school day for the school. Option 6: Restructure the internal organizational structure of the school.

15. 15 Example of Aligning Plans Foothill SPSA Addendum Action Plan: Planned Improvements in Student Performance Standards-Based Core Curriculum and Assessment (Goal 2, 5) Research-Based Strategy Instruction/Supplemental Instruction (Goal 2, 5) Data-Driven Decision Making (Goal 2, 5) Targeted Professional Development (Goal 2, 5) Achievement Driven Structure and Support (Goal 2, 5) Academic-Centered Family and Community Engagement (Goal 2, 5)

16. 16 CAIS

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18. 18 SPSA Addendum

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20. 20 SPSA Addendum

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22. 22 SPSA Addendum

23. 23 The System Time and Materials Differentiated Instruction Standards-Based Grade-Level Collaboration PLC Benchmark Analysis Short-Cycle Assessment District, Principal, and Coach Monitoring and Support Walk-Through Feedback Site to Site Principal/Coach Collaboration Integration of LEA Plan (Title III), PI, SPSA at Site Level

24. 24 The Process Training Day 1 Standards A B C SCA Standards A B C Benchmark 1Benchmark 2 Standards B D E Benchmark 3 Benchmark 4 SCA Training Day 2Training Day 3 Standards E F G SCA Standards G H I CST Sprint Standards H J K CST Connect to proficiency block or intervention.

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26. 26 Standards When is the standard assessed? How is the standard assessed? What is the academic language used?

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28. 28 Alvord Blueprint

29. 29 Standards What is the academic language used? How can the academic language be used to inform the writing of my objectives?

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32. 32 Item Analysis Benchmark 1 EO 54 EL 34

33. 33 Item Analysis Benchmark 1 EO 20 EL 17

34. 34 Access Benchmark 3 Data EO and EL

35. 35 Item Analysis Benchmark 3

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39. 39 Key Literacy Practices 1. Support analyses of a range of grade level complex texts with evidence. 2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3. Construct valid arguments and critique the reasoning of others. 4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas. 5. Build upon the ideas of others and articulate their own when working collaboratively. 6. Use English structures to communicate context specific messages.

40. 40 Core Ideas from CCSS Reading Read complex literature closely and support analyses with evidence. Read complex informational text closely and support analyses with evidence. Use context to determine the meaning of words and phrases. Engage in the comparison and synthesis of ideas within and/or across texts. Writing Write analytically (e.g., write to inform/explain; make an argument) in response to sources. Write narratives to develop craft of writing. Develop and strengthen writing through revision and editing. Gather, synthesize, and report on research. Write routinely over various timeframes. Speaking and Listening Participate in purposeful collaborative conversations with partners as well as in small and large groups. Comprehend information presented orally or visually. Share information in a variety of formats (including those that employ the use of technology). Adapt speech to a variety of contexts and tasks. Language Use the English language to achieve rhetorical and aesthetic effects and recognize and use language strategically. Determine word meanings and word nuances.

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47. 47 Students are seated at tables in teams of four. Each team receives a large piece of paper and each student uses a different colored marker. Teacher gives a topic or concept and directs students to create a word web. Each student adds to the word web part that is closest to him/her. On cue, students rotate the paper and add to the word web part nearest them. Individual contribution to group product increases accountability and engagement. English learners benefit from hearing and using academic language as it relates to content area concepts and topics. Team Word Webbing Student Engagement

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51. 51 ELA/ELD Meeting Needs at Different Proficiency Levels ELA Standard: 4 th Grade Reading Fluency and Systematic Vocabulary Development 1.6 Distinguish and interpret words with multiple meanings. (ES) ELD standards linked … Early Advanced: Recognize that some words have multiple meanings (e.g., present/gift, present/time) in literature and texts in content areas. (CELDT) Advanced: Recognize that some words have multiple meanings and apply this knowledge consistently.

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53. 53 The System Time and Materials Differentiated Instruction Standards-Based Grade-Level Collaboration PLC Benchmark Analysis Short-Cycle Assessment District, Principal, and Coach Monitoring and Support Walk-Through Feedback Site to Site Principal/Coach Collaboration Integration of LEA Plan (Title III), PI, SPSA at Site Level

54. 54 The Process Training Day 1 Standards A B C SCA Standards A B C Benchmark 1 Benchmark 2 Standards B D E Benchmark 3 Benchmark 4 SCA Training Day 2Training Day 3 Standards E F G SCA Standards G H I CST Sprint Standards H J K CST Connect to proficiency block or intervention.

55. 55 Access Benchmark 3 Data EO and EL

56. 56 Item Analysis Benchmark 3

57. 57 Key Literacy Practices 1. Support analyses of a range of grade level complex texts with evidence. 2. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3. Construct valid arguments and critique the reasoning of others. 4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas. 5. Build upon the ideas of others and articulate their own when working collaboratively. 6. Use English structures to communicate context specific messages.

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61. 61 Students are seated at tables in teams of four. Each team receives a large piece of paper and each student uses a different colored marker. Teacher gives a topic or concept and directs students to create a word web. Each student adds to the word web part that is closest to him/her. On cue, students rotate the paper and add to the word web part nearest them. Individual contribution to group product increases accountability and engagement. English learners benefit from hearing and using academic language as it relates to content area concepts and topics. Team Word Webbing Student Engagement

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64. 64 ELA/ELD Meeting Needs at Different Proficiency Levels ELA Standard: 4 th Grade Reading Fluency and Systematic Vocabulary Development 1.6 Distinguish and interpret words with multiple meanings. (ES) ELD standards linked … Early Advanced: Recognize that some words have multiple meanings (e.g., present/gift, present/time) in literature and texts in content areas. (CELDT) Advanced: Recognize that some words have multiple meanings and apply this knowledge consistently.