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Title III Local Education Area Plan

Enterprise Elementary School District 69971

LEA Plan Addendum 2016-17

District Profile:

The Enterprise Elementary School District is the largest elementary school district in Shasta County with an operating budget of $27,585,536. For the 2015-2016 school year, EESD served 3,678 students (K-8): 66% Free and Reduced, 2% Black or African American, 3% American Indian or Alaska Native, 7% Asian, 10% Hispanic, 57% White, 9% English Language Learners, and 11% Students With Disabilities. Besides English, Spanish is the most common language spoken at home, with Spanish being spoken by the large majority of EL students. Over the last four years, enrollment in the District has increased by approximately 34 pupils. There are a total of 9 schools; 4 are K-5, 3 are K-8, 1 is 6-8, and the Community Day School is also K-8. The District employs approximately 400 employees.

EESD Vision Statement

Empowering every child every day to create a better world

EESD Motto:


EESD Mission:

The Enterprise Elementary School District is committed to developing within all students:

A love for learning

Personal responsibility

The confidence to embrace and overcome challenges, and

The skills to become responsible citizens

EESD Strategic Plan Goals:

In 2011, the EESD Board of Education adopted three goals created by the committee who developed the five-year strategic plan. This plan was developed to address the needs of our students and families. It focuses on the philosophy of continuous improvement. It focuses on ensuring success for each student. The goal is to ensure that all children have equal access to a quality education and can reach their highest potential. Our district strives to promote high standards, higher expectations, and a college-going culture for all children. This five-year plan is reported on and revised annually. The creation of our district Local Control Accountability Plan also fits within the parameters of our Strategic Plan. The

Strategic Plan goals include:

1. Hiring the Right People: Employees will successfully complete their two years of probationary employment and achieve permanent status.

2. Student Achievement/Staff Development: 60% of our students will be proficient, as measured by the CAASPP and district assessments, by spring 2017 in ELA and Math.

3. Facilities and Technology: Every teacher and student will have access to relevant instructional tools, provided in a healthy and sustainable environment, in safe and secure facilities.

During the 2014-15 school-year, the District Instructional Leadership Team, which includes the Assistant Superintendent of Instructional Services, the CBO, the Superintendent, the Director of English Learner Programs, two site principals, English Learner Advisory Committee, a classified employee, and two additional parents reviewed and updated the LEA addendum from 2009. This was in compliance with No Child Left Behind and State Board of Education. A variety of needs assessment instruments were used to provide a large picture of the LEA’s instructional program and the degree of coherence and effectiveness of the program. During the 2014-2015 school year we used the following instruments:

  • District Assessment Survey (completed by Cabinet/ Instructional Services Department)
  • English Language Subgroup Self-Assessment Tool (ELSSA)
  • Academic Program Survey (APS) (site teams, in collaboration with Assistant Superintendent of Instructional Services)
  • Our District has also implemented a county wide assessment system for K-3 students in the fall and spring to help identify struggling learners in the areas of reading and comprehension
  • We have instituted a process of assessing incoming kindergarten students each June in language and math skills. For all students who score below our bar, their parents attend a READY for Kindergarten class and receive toys, books and materials to use with their child over the summer to prepare them for kindergarten. We know that students who start kindergarten behind often struggle to catch up their entire school career.
  • We instituted a survey for all parents, 4th-8th grade students, and staff members, to provide feedback regarding our instructional programs and district.
  • We held a series of stakeholder meetings that were open to the public as we updated our LCAP. We had parents and community members participate, in addition to classified, certificated, and administrators from every school in the district. Input was gathered about our strengths and weaknesses. We also solicited input regarding what our stakeholders thought we should add, change, delete, and improve.
  • CASSPP Data was analyzed in the Fall of 2016. The data showed the District made good growth in both Language Arts and Math. Comparing CASSPP data from 2015 to 2016, EESD made a 7% increase in the percentage of students who met or exceeded standards in Language Arts. EESD also made a 7% increase in the number of students who met or exceeded standards in Math. In Language Arts, 4th grade made the largest growth by an increase of meeting or exceeding standards. Every grade level, 3rd-8th, increased the percentage of students meeting or exceeding standards. In Math, 4th grade also made the most significant growth in the percentage of students meeting or exceeding standards. 4th grade increased the percentage of students meeting or exceeding standards by 15%. Every grade level, 3rd-8th, increased the percentage of students meeting or exceeding standards. Local Performance Tasks were implemented each trimester.
  • During the 2015-2016 school year, EESD adopted Everyday Math for grades K-5 and College Prep Math (CPM) for 6th-8th grade. All K-5 staff received professional development in Everyday Math and 6th-8th math teachers received professional development in CPM.
  • Teachers calibrated their scoring and scored the PTs together each trimester. This helped teachers get on the same page with scoring, with rigor, expectations, and next teaching steps.

Data was analyzed and used to create an action plan for our district. Our current action plan includes our LCAP with the three LCAP goals that incorporate the 8 State Priorities.

Through our continuous improvement efforts the district is working hard on a number of proven initiatives within our LCAP, to continue EESD’s upward trajectory, including strategies to leverage effective classroom technologies and the implementation of the new California Common Core standards, which promote a deeper level of thinking and reasoning. With our transition to CC, we are preparing students to be college and career ready; providing students a strong foundation to engage in higher level mind work and cognitively demanding real world problems and leveraging technology which allows teachers to focus on developing higher order thinking during direct interaction with students. The overall steady increase in Language Arts and Math is attributed to the following:

  • Increased focus on achievement of ALL students
  • Focus on the development of Six Exceptional Systems for the No Excuses University declaration (Culture of Universal Achievement, Collaboration, Standards Alignment, Assessment, Data Management, Social/Academic Intervention, and College Going Culture) – we believe it is our responsibility to prepare students for choice in their futures – to prepare each to be able to attend college right after high school if they desire.
  • Districtwide implementation of SBE-approved curriculum (K-5 Treasures in ELA which is 97% aligned to CCSS. We adopted new Common Core aligned math curriculum in 2015. K-5 adopted Everyday Math and 6th-8th grade adopted College Preparatory Mathematics (CPM). 6-8 ELA program is Holt, which is NOT aligned to CCSS. We are piloting two ELA programs during the 2016-2017 schoolyear. Our plan is to adopt new 6th-8th grade ELA program for the 2017-2018 school year.
  • Continued use of curriculum/standards based assessments to monitor student progress (iREADY in ELA and math, Performance Tasks in Math and ELA, BPST, progress monitoring)
  • Formative assessments created and used
  • Research based interventions used for Reading and Math instruction
  • After school interventions to provide increased Math and Language Arts instruction for students not meeting grade level standards.
  • Progress monitoring used at each grade level (AIMSweb)
  • Trimester Student Intervention Meetings designed to monitor what students are not making academic progress.

Through analysis of longitudinal disaggregated data, and identified trends in academic achievement, socio-economic status, reclassification rates, years in the District, teachers, and School Site Councils, the increase in students meeting or exceeding grade level in ELA and Math is attributed to the following:

  • EPC #1: Districtwide implementation of SBE-approved curriculum occurred in 2015 for math (Everyday Math in K-5, College Prep Math in 6-8) and 2010 for ELA (Treasures K-5 and Holt for 6-8)
  • EPC #1: Teachers were provided an opportunity to collaborate two times every month.
  • EPC #1: Use of ancillary materials of core adopted program to support students not successful in core instruction: Strategic uses the ancillary materials, Intensive Learners have their own stand- alone program Language!,
  • EPC #2: Adherence to daily allocation of instructional minutes recommended by the State for Benchmark students, Strategic students, Intensive students, and EL students, in ELA. In math, we have not implemented additional minutes for students who are strategic and intensive. The focus on additional minutes has been for ELA and ELA intervention time.
  • EPC #3: All site administrators have attended the Common Core trainings in ELA and Math. Site administrators participated in professional development by Pivot Learning. The focus of the professional development was on quality Common Core instruction.
  • EPC #4: 100% of K-5 teachers attended the publisher trainings and district developed trainings in Treasures. 57% of K-5 teachers have attended the SCOE common core trainings in ELA and math. 100% of our K-3 teachers have participated in the in depth common core training that was two days in length. 19 K-5 teachers have participated in the three year math grant put on by our county office of education. 78% of our 6-8 teachers have participated in the Common Core ELA trainings and math trainings. 8 of our 6-8 math teachers have been part of the three year math grant through our county office of education. 100% of K-5 teachers received professional development in Everyday Math. 100% of 6-8 grade math teachers received professional development in College Prep. Math.
  • EPC #4: District training records are maintained and annually all teachers new to the district or who change grade level are trained. All new teachers to the district are enrolled in a two-year training program entitled Research to Action (RTA). This training acclimates teachers to the district, and includes professional development in classroom management, data, assessments, Common Core Instructional Strategies, active engagement, close reading, and many other important pieces. Our district has also allocated money to each site to conduct grade level collaboration for every teacher two times per month. Additionally, we have allocated money to every site for each teacher to participate in a formal Lesson Study process two times per year for added professional development.
  • EPC #5: Creation and implementation of new Common Core testlets in ELA created from Intel-Assess each trimester for grades 2-8. Creation, implementation, and grade level calibration and scoring of performance tasks each trimester, K-8. Curriculum-embedded assessments, common formative assessments, and summative assessments given and scored and analyzed to provide direction of instruction, re-teaching, and enhancement, in ELA and math. Common Core Aligned benchmark testlets have been created to explore this year, grades K-8.
  • EPC #5: Regular collaboration sessions focused on ELA and math provided at each site to monitor student progress and identify specific intervention needs through data analysis
  • EPC #5: District data system is used to collect and organize data into consistently formatted reports to be used by teachers, site and district administrators to review and analyze patterns of performance, and modify instruction in ELA and math.
  • EPC #5: Developed pacing for ELA and math aligned to Common Core standards and texts. Developed targets for intervention in Reading, K-8, including CC strategies in close reading, complex text, speaking, listening, and writing. Special focus in math is on the Standards of Mathematical Practice and teaching students to explain their thinking along the way.
  • EPC #6: Additional training in adopted programs and in Common Core, Trainer of Trainer model for Lead Teachers who serve as resources for all teachers at their grade level, and also for Site Literacy Teachers who each serve a site for ELA and math.
  • EPC #6: Strong support for beginning teachers through ATE (Previously BTSA) program and through district sponsored two year program Research to Action (RTA).
  • EPC #7: Strong culture at each site of regular collaboration focused on professional development, data analysis, intervention planning, and sharing of Best Practices in Common Core implementation.
  • EPC #8: Adherence by all classroom teachers to districtwide Pacing Guide at each grade level, anchored to Common Core standards in both ELA and math.
  • EPC #9: Purposeful use of general and categorical funding and LCAP Plan to support goals for student achievement in each School Plan and in the district LEA Plan.

Completion of the APS by all schools (staff and parents) and the ELSSA by five sites, and the District Program Survey by site and district administrative team resulted in the following observations:

The LEA Plan and annual updates have been implemented and are moving students in the right directions, as indicated by the increased proficiency percentages by subgroups of students. All EPC’s are in place for ELA as a result of the focus on time, expertise, and funding over the past 6 years. This makes a difference, and will continue to do so. EL students have made much growth over the past two years, since the implementation of the ELD program.

Areas of Concern for ELA:

  • Gains in achievement need to be made in all subgroups and not just our ELs. Our SED students (68% of our students) and SWD (11%) subgroups need to make a higher incremental growth. As we transition fully to Common Core and embrace the quality instructional practices CC brings, our scores will continue to rise. Our struggling learners will have the advantage of learning close reading strategies and rereading short texts with varied purposes, of engaging in meaningful discourse and grappling with concepts in a group of mixed ability learners.
  • Creation of Common Core report cards
  • Creation of quality performance tasks in ELA
  • Creation of rubrics for the performance tasks
  • Learning how to effectively use Standards-Based grading
  • To create a Standards Based report card for Kindergarten and grades 6-8
  • Analysis of core assessments and intervention results for SED students indicate greatest need is in the area of background knowledge, use of academic vocabulary, wide reading, and speaking and writing skills at all grade levels, and the need for phonemic awareness and decoding in Kindergarten and first grade. Development of a consistent, districtwide K-8 intervention program based on the model of reading components researched by individuals such as John Shelfelbine, Kate Kinsella, Marzano, and the Kennewick School District in Washington State, has been underway for several years. We will continue to refine our process by ongoing professional development opportunities and collaboration sessions focusing on these elements. Additional intervention strategies that are in place across the district include: Close Reading strategies, such as marking the text, charting the text, writing in the margins, critical reading strategies from AVID, graphic organizers, text dependent questions, citing textual evidence, to name some. Intervention programs that are in place across the district that are research based include: Six Minute Solution, Jamestown Critical Reading, English from the Roots Up, Step Up To Writing, DORA, Accelerated Reader, Skills Tutor, AIMSweb, ERWC, Keystone, AVID, Rewards Plus, Jiji Math, iREADY in ELA and math, to name a few.

Areas of Concern for Math:

  • Training of all teachers and site administrators in the core program
  • Development and utilization for districtwide pacing guides, K-8 for the new program
  • Development of protocols to guide identification of students for interventions
  • Examine instructional time to assure master schedule supports allocation of minutes in EPCs for math
  • Analysis of achievement results for LI students
  • Creation of quality performance tasks in math
  • Creation of rubrics for the Common Core report card domains
  • Creation of rubrics for the performance tasks
  • Full implementation of iREADY in math – as we move toward more technology available to all students
  • Implementation of the Standards for Mathematical Practices

Recommendations for Continued Improvement:

  • Continue with plans to adopt new Reading/Language Arts programs for 6th-8th for Common Core. Continue with professional development in math K-8 for Common Core. By June, 2015, we should have adopted our new texts in math, but 6-8 ELA materials are not yet available.
  • After the adoption process, we will create new standards aligned pacing guides, Common Core Standards based report cards, common assessments with data analysis using common protocols focused on identifying students in need of intervention, targeted reading intervention services based on diagnostic assessment, regular collaboration, structure of teacher leadership to serve as resource for grade levels. We will also continue with the Lesson Study model, focusing specifically on higher levels of Depth of Knowledge level lessons.
  • Further develop a plan to address time allotments and extra intervention in math. Our LCAP plan has provided an Extended Day Class opportunity for students at each site, with bussing home, three days per week for one hour per day. This is for intervention in ELA and math and ELD. Further develop the district Response to Intervention structure to reflect the transition to Common Core and the structures students need proficiency in, such as close reading, navigating complex text, navigating performance tasks at DOK 3 and 4, speaking and writing in complete sentences, and conceptual understanding of topics and issues.
  • Further develop the district structure to ensure all students are learning and navigating successfully the components of CC math, including speaking, explaining, group work, conceptual understanding of content, standards of mathematical practices
  • Continue with program implementation for ELD, including training of all teachers who teach ELs, common benchmark assessments, and criteria for placement into classes, and criteria to exit students from ELD classes.
  • Further develop common assessments and performance tasks aligned to Common Core at every grade level, with scoring rubrics, anchor papers, and protocols established for ELA and math.

Goals, Strategies and Action Steps:

Goal 1A: Proficiency in Reading /Language Arts

Goal Description



Estimated cost

Funding source

The district will adopt a Common Core aligned, SEB-approved English Language Arts curriculum for 6th-8th grade implementation during the 2016-2017 school-year.

SCOE is provided a county-wide series of three days to select ELA programs to pilot during the 2016-2017 school year. We will send a team of 10 to this three-day selection process.

During the 2016-17 school-year we will pilot two ELA programs.

A team of teachers, site, and district administrators will participate in the adoption process Implementation will occur for the 2017-18 school year.

$120 per teacher for three days plus a sub for each teacher at $110 per day = $330 per teacher

10 teachers = $3300

Title I

Training will occur for 100% of the ELA teachers, 6-8 in the new program over the 2017-18 school-year.

SCOE will provide the ongoing training in the ELA program selected.

100% of the ELA teachers will participate in this ongoing training

$110 per teacher for 3 days

Approximately 25 teachers X $110=$8,250

Title I

Common Core trainings in writing, navigating complex text, and other pertinent topics will be offered for K-8 teachers

SCOE and district experts will provide ongoing trainings in CC implementation, strategies, and methods.

SCOE instructional services department and district experts


$60,000 annually

Title I

Continue structure of language arts teachers representing all grade levels who are more deeply trained in adopted programs and Common Core strategies and serve as resource to teachers and administrators across the district.

ELA teachers provide regular support meetings to help with the transition to Common Core and also to the implementation of the new ELA program.

Grade level lead teachers and all teachers to attend 2013-2017

$25,000 annually

Title I

Continue training of site administrators in adopted language arts curriculum and Common Core standards so they are prepared to monitor and evaluate classroom implementation,

SCOE will provide ongoing support and trainings for admins

Our district instructional services department will provide ongoing training to admins during retreats, monthly meetings, and other established times.

Site Administrators

$5,000 annually

Title I

Continue use of county assessment program K-3 to identify fluency, comprehension, and reading gaps

Participation in K-2nd Grade GATES Early Literacy Grant

Implementation of Ready Reading and Writing

SCOE and First 5 Shasta will work with our Site Literacy teachers to assess and collect data regarding struggling readers at an early age.

11 K-2nd grade teachers will participate in the Early Literacy Gates Grant training.

All 2nd-5th grade teachers will be trained in Ready Writing.

All K-8 teachers will be trained in Ready Reading

Site Literacy teachers, teachers, Asst. Supt.

K-2 Teachers, Site Literacy Coach

Site Literacy teachers, Site Administration, Ready Reading and Ready Writing trainers



Title I

Gate Grant

Goal Description



Estimated cost

Funding source

Develop a CC assessment program for benchmark assessments, including language, comprehension, and performance tasks, scoring rubrics, protocols, and anchor papers

Solicit a work group made up of Instructional Services, Site Literacy coaches, teachers at each grade level to create the assessments, talks, rubrics, protocols,

Select anchor papers after each trimester performance task session

Teachers, district staff



Revise 2016-2017

$5,000 annually

Title I

Create a Common Core Standards Based Report Card, 6-8

Implement a district report card

Grade level representatives, district personnel, site administration, site literacy coaches


Title I

Select technology platform for district, including 1 to 1 devices to purchase

Utilize technology task force to do the following:

  • 1.Create goals and timeline
  • 2.Visit various schools who have implemented
  • 3.Research options
  • 4.Pilot
  • 5.Have a three year purchase plan
  • 6.Provide tech support at each site/teacher trainings
  • 7.Train students for CC SBAC assessments

District personnel, site administration, CBO, tech Director, teachers from various grade levels

2015-2016 purchase 1 to 1 devices for sites as determined by team

Provide tech support at each site and train students and teachers

$275,000 for tech support and teacher leaders annually

Title II, Part A


Continue to analyze data to determine students in need of intervention. Hold grade level data conferences each trimester at each site according to calendar and determine intervention needs based upon data.

Teachers, Site and District administrators, Site Literacy Coaches

Each Trimester/Quarter



Provide ELD instruction in English 3D. Teacher will receive on day of training and 4 coaching days.

Teachers and district admin.

Each teacher receives 1 day of training and 4 coaching days.

$39,000 for the Consultant


Title III

Assure that all English Learners have been assessed and placed appropriately to receive ELD instruction according to their English proficiency level.

District, EL Coordinator, teachers, CELDT assessors will assess the students and place them in appropriate groups.

Fall – CELDT test given

Spring the year before, end of year data used to determine levels

CST data analyzed in fall each year Benchmark ELD scores analyzed every 8 weeks

$9,000 CELDT

R0000-Unrestricted P-7091

Continue collaboration at each site targeted on data analysis, examination of student work, identification of interventions to address targeted student needs

Site administrators, teachers, site literacy teachers meet regularly for collaboration. .

Staffs at each site

Approximately $35,000 for entire district annually

Title I

Continue to fully utilize data system to support teacher and administrative use of data to inform instruction and identify students for specific interventions as per established data conference schedule and ongoing as needed.

Asst. Supt, site admins, site literacy teachers, and teachers can create reports and generate collaboration agendas based upon the data collected and organized.

Staffs at each site

EADMS = $20,000

Title I

Fully implement consistent interventions across the district in reading, comprehension, writing, speaking, and navigating higher DOK levels.

Site Administrators, site literacy coaches, and teachers




Goals, Strategies and Action Steps:

Goal 1B: Proficiency in Mathematics:

Data was documented with ELA in the EPC portion of this document.

Goal Description



Estimated Cost

Funding Source

District select and adopted SBE-approved math curriculum in 2014-2015. 2014-15 will be the first year to use it K-8. Ongoing training in 2016-2017.

Teachers participate in ongoing Everyday Math training.

K-5 teachers

$120 per K-5 teacher for the two days. Money use to hire substitute to free teachers up to attend training. $6,000

Title I

Train all teachers in adopted SBE-approved math curriculum. Use SCOE for the trainings and district admins.

2016-2017 school year – 2 days for each grade level

Collaboration sessions focusing on new curriculum

All math teachers

Ongoing through 2016-17 school year

$25,000 for subs

$12,000 to SCOE

Title I and Title II, Part A

Site administrators will be fully trained in adopted math curriculum so they are prepared to monitor and evaluate classroom implementation.

Monthly admin meetings given training

Admins will participate in at least one grade level’s 2 day training

9 admins over the course of the 2016-17 year

$120 X 9 = $1,080

Title I

Create and implement district pacing guides for math in all classrooms across district for new program, K-8

Site Literacy coaches will help instructional services create the pacing guides

Admin, teachers and site literacy throughout 2016-2017


Title I

Common assessments for math program and aligned with common core will be established and administered in all classrooms. Student results will be analyzed and used to inform systems for review, reteach, and intervention.

After the initial trainings, a team will create the math assessments, with

protocols, scoring guides

After using the assessments for a year, revisions will be made as needed.

Coaches, asst. supt and curriculum leads during 2016-2017 school year


Title I

Data conference schedule through collaboration and districtwide protocols for math assessments will be developed to be instituted during year 2 of implementation. District will fully implement consistent interventions across district in math for strategic and intensive students directly aligned with core instruction

Monthly collaboration will be provided for this process.

Grade levels will pilot the process in year 1, make revisions during grade level meetings districtwide for final product in year 2.

Math leads, site literacy coaches, asst. supt. Of instructional services


Title I

Continued use of iReady intervention for math

Students at the 5 sites all log on two times a week for 45 minutes each session for intervention in math

All students and all math teachers

$20,000 annually

Title I

Goal 1C: Proficiency for High Priority Students:

Goal Description



Estimated Cost

Funding Source

1. Continue with the comprehensive, cohesive districtwide implementation of core adopted ELA and math program including:

District pacing, training of all teachers and administrators, common assessments, data analysis using common protocols focused on identifying students in need of intervention, targeted intervention services based on diagnostic assessment, monthly collaboration time, structure of teacher leadership to serve as resource for each grade level, site literacy coaches to provide resources, technology leads at each site for instructional purposes

2. Revise Response to Intervention pyramid of services to better identify diagnostic assessment and appropriate intervention services for students in grades 4-8 and also in grades K-3 for preventative measures.

3. Continue implementing ELD program and utilizing the benchmark assessments to monitor progress

4. Continue scheduling of collaboration time at each site with professional focus on data analysis, examination of student work, identification of interventions to address targeted student needs in both ELA and math.

5. Continue to implement the research-based reading and math interventions, monitor progress within the intervention and progress toward grade level standard to assure the focus is on acceleration of learning of students who are below grade level.

6. Examine and monitor alignment of instruction for students not meeting proficiency, especially those with IEPs to assure they have access to core curriculum in ELA and math.

7. Closely examine instructional minutes, with emphasis on student engagement in learning to reinforce effective practices with teachers and to adjust master schedules in all grades, especially in math. Ensure all students are able to participate in a 50/50 principle classroom experience, learn to speak and write in complete sentences, and use of technology as a learning tool.

8. Develop an articulated program, K-8 in technology for students to learn all the skills needed to navigate the SBAC, performance tasks, and other CC requirements. Use tech leads at each site to help with this endeavor.

9. Title III Improvement Plan – See attached and also in CAIS

See Previous Sections

See attached TITLE III Plan

See Previous Sections

See Previous Sections

See Previous Sections

Goal I D: Effective Teaching and Administration (Leadership):

PD Needs



Estimated Costs

Funding Source

1. READING/LANGUAGE ARTS: PD in core adopted program for all teachers and site administrators, 6-8 during the 2016-2017 school year

2. PD in Common Core transition for all teachers and site administrators, K-8 ongoing in ELA – writing, comprehension, listening, speaking, navigating complex text in fiction and nonfiction

3. MATHEMATICS: PD in core adopted program for all teachers and site administrators, K-8, during 2016-17 school year

4. PD in Common Core transition in math – including performance tasks, standards of mathematical practices, changes in standards by grade levels

5. ELA interventions: PD in Language! And Triumphs which are our stand-alone intervention programs for ELA and special education classes.

6. Continued training and coaching for teachers teaching Language 3D

7. Research To Action: A two year professional development program for teachers new to our district. Systematic focus on procedures, common core, technology, Love and Logic, trauma based strategies, content areas, engagement strategies, explicit instruction, assessment, parent communication, classroom management, grading, and many other areas

8. ATE: A two year professional development program for new teachers.

9. Math interventions: Other math interventions will be sought, with PD to go along with them.

10. Technology: As our district heads toward 1 to 1 devices, we will utilize district experts in training and support for teachers learning to use the tools for teaching and learning. Students will be taught the skills necessary for SBAC and Common Core requirements. This will be an ongoing process from 2013 onward.

11. Collaboration: Monthly (minimum) collaboration will be scheduled for grade levels at each site (see previous sections for focus areas).

12. Lesson Study: Teams of teachers will come together to create a writing and/or math performance task lesson together. At the conclusion the team will reflect and analyze the lesson.

See Previous Sections

See Previous Sections

See Previous Sections

See Previous Sections

Goal 1 E: Implementation and Monitoring:

Strategies for parent involvement



Estimated Cost

Funding Sources

1. Communication of Standards and Expectations District and site administrators and teachers communicate grade level expectations to parents, students, and community members through published brochure of critical standards for each grade level, on report cards, and through conferences and newsletters.

2. Ongoing information about academic studies, classroom and school events and opportunities for parents to be involved is sent home via classroom and school newsletters, notes, and school websites.

3. District website includes links to activities, help at home, and information about each site’s opportunities

4. Parents as Leaders: District and site administrators and teachers engage parents in leadership opportunities including School Site Council, Parents’ Clubs, English Learner Advisory, Music Boosters, Sports Boosters, Parent University classes. In addition, multiple opportunities exist for all parents to be engaged in their child’s school: Being a volunteer in the classroom, chaperoning a field trip, dance, event,

5. Family involvement in their child’s education is encouraged through Family Science Nights, Family Reading Nights, Band Concerts, Back to School night, Music performances, plays, Book Fairs, No Excuses University events, college and career nights, Dr. Seuss events, and many, many other activities designed to engage parents and children together in learning activities that support a child’s learning.

During the course of the year, in monthly newsletters parent information is sent home. Conferences are two times a year, November and March. Report cards go home three times a year.

Brochures and pamphlets are available in offices, at the district office, and offered at Back To School Night, conferences, and at Open House.

Staff and parents all year

Printing costs $10,000

General Fund


Description of how LEA is meeting or plans to meet this requirement:

  • Comprehensive needs assessment
  • Methods and instructional strategies
  • Time before and after school
  • See pages 2-6
  • See pages 2-13
  • See pages 4-5