(Rev 12-07)

California Department of Education

School and District Accountability Division (CDE use only)

Application #

No Child Left Behind Act of 2001

LOCAL EDUCATIONAL AGENCY PLAN

mail original and two copies to: California Department of Education

School and District Accountability Division

1430 N Street, Suite 6208

Sacramento, California 95814-5901

LEA Plan Information:

Name of Local Educational Agency (LEA): Sky Mountain

County/District Code:

Dates of Plan Duration (should be five-year plan):

Date of Local Governing Board Approval:

District Superintendent: Dr. James Buckley

Address: 8560 Aliento Road

City: Lucerne Valley Zip code: 92356

Phone: (760) 248-2162 Fax: (760) 248-6677

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.

Printed or typed name of Superintendent Date Signature of Superintendent

Printed or typed name of Board President Date Signature of Board President

TABLE OF CONTENTS

TOPIC PAGE

Part I – Background and Overview

Background………………………………………………...………………………………………………5-6

Descriptions of the Consolidated Application, the Local Educational Agency

Plan, the Single Plan for Student Achievement, and the Categorical Program Monitoring Process………………………………………………………………………………………………6

Development Process for the LEA Plan……………………………………………………………. 7-10

LEA Plan Planning Checklist……………………………………………………………………...……..11

Federal and State Programs Checklist……………………………………………………….…………12

District Budget for Federal and State Programs…………………………………………………..13-14

Part II – The Plan

Needs Assessments……………………………………………………………………………...………….16

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions – District Planning…………………………………………………………………………17

District Profile…………………………………………………………………………..………………….18

Local Measures of Student Performance………………………………………………….……………19

Performance Goal 1……………………………………………………….…………………………..20-25

Performance Goal 2………………………………………………………..………....……………….26-34

Performance Goal 3……………………………………………..……...…….…………….…………35-39

Performance Goal 4………………………………………………………………...…………………40-53

Performance Goal 5……………………………………………………………………………….………54

Additional Mandatory Title I Descriptions…………………………….………………….………..55-63

TABLE OF CONTENTS

(continued)

Part III – Assurances and Attachments

Assurances………………………………………………………………………………………………64-71

Signature Page……………………………………………………………………………….…………….72

Appendix

Appendix A: California’s NCLB Performance Goals and Performance Indicators....73-74

Appendix B: Links to Data Web sites…………..……………………………………...……….75

Appendix C: Science-Based Programs………..………………………………….………..76-78

Appendix D: Research-based Activities……………..…………………...………….…………79

Appendix E: Promising or Favorable Programs………………..…………….....……….80-81

Part I

Background and Overview

Background

Descriptions of the Consolidated Application, the Local Educational Agency

Plan, the Single Plan for Student Achievement, and the Categorical Program Monitoring Process

Development Process for the LEA Plan

LEA Plan Planning Checklist

Federal and State Programs Checklist

District Budget for Federal and State Programs

Background

The No Child Left Behind (NCLB) Act of 2001 embodies four key principles:

• stronger accountability for results;
• greater flexibility and local control for states, school districts, and schools in the use of federal funds
• enhanced parental choice for parents of children from disadvantaged backgrounds, and
• a focus on what works, emphasizing teaching methods that have been demonstrated to be effective.

(Text of the legislation can be found at http://www.cde.ca.gov/nclb/fr/.)

In May 2002, California’s State Board of Education (SBE) demonstrated the state’s commitment to the development of an accountability system to achieve the goals of NCLB by adopting five Performance Goals:

1. All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013-2014.

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.

3. By 2005-2006, all students will be taught by highly qualified teachers.

4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

5. All students will graduate from high school.

In addition, 12 performance indicators linked to those goals were adopted (see Appendix A), as specified by the U.S. Department of Education (USDE). Performance targets, developed for each indicator, were adopted by the SBE in May 2003.

Collectively, NCLB’s goals, along with the performance indicators and targets, constitute California’s framework for ESEA accountability. This framework provides the basis for the state’s improvement efforts, informing policy decisions by SBE, and implementation efforts by CDE to fully realize the system envisioned by NCLB. It also provides a basis for coordination with California’s Legislature and the Governor’s Office.

Since 1995, California has been building an educational system consisting of five major components:

• rigorous academic standards
• standards-aligned instructional materials
• standards-based professional development
• standards-aligned assessment
• an accountability structure that measures school effectiveness in light of student achievement.

As a result, California is well positioned to implement the tenets of NCLB.

State and federally funded initiatives aimed at improving student achievement must complement each other and work in tandem in order to have the greatest impact. In California, the state and federal consolidated applications, competitive grants, the state accountability system, the Categorical Program Monitoring process, local educational agency plans, professional development opportunities, and technical assistance all are moving toward a level of alignment and streamlining. The result of this consolidation will be to provide a cohesive, comprehensive, and focused effort for supporting and improving the state’s lowest-performing schools and appropriate reporting mechanisms.

Descriptions of the Consolidated Application, the Local Education Agency Plan, and the Categorical Program Monitoring

In order to meet legislative requirements for specific state and federal programs and funding, California currently employs four major processes: the Consolidated State Application, the Local Educational Agency Plan, the school-level Single Plan for Student Achievement, and Categorical Program Monitoring. California is moving toward more closely coordinating and streamlining these processes to eliminate redundancies and make them less labor intensive for LEA’s, while continuing to fulfill all requirements outlined in state and federal law.

Below is a brief description of the ways in which these various processes currently are used in California.

The Consolidated Application (ConApp)

The Consolidated Application is the fiscal mechanism used by the California Department of Education to distribute categorical funds from various state and federal programs to county offices, school districts, and charter schools throughout California. Annually, in June, each LEA submits Part I of the Consolidated Application to document participation in these programs and provide assurances that the district will comply with the legal requirements of each program. Program entitlements are determined by formulas contained in the laws that created the programs.

Part II of the Consolidated Application is submitted in the fall of each year; it contains the district entitlements for each funded program. Out of each state and federal program entitlement, districts allocate funds for indirect costs of administration, for programs operated by the district office, and for programs operated at schools.

The Single Plan for Student Achievement (School Plan)

State law requires that school-level plans for programs funded through the Consolidated Application be consolidated in a Single Plan for Student Achievement (Education Code Section 64001), developed by schoolsite councils with the advice of any applicable school advisory committees. LEA’s allocate NCLB funds to schools through the Consolidated Application for Title I, Part A, Title III (Limited English Proficient), and Title V (Innovative Programs/Parental Choice). LEA’s may elect to allocate other funds to schools for inclusion in school plans. 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.

The Local Educational Agency Plan (LEA Plan)

The approval of a Local Educational Agency Plan by the local school board and State Board of Education is a requirement for receiving federal funding subgrants for NCLB programs. The LEA Plan includes specific descriptions and assurances as outlined in the provisions included in NCLB. In essence, LEA Plans describe the actions that LEAs will take to ensure that they meet certain programmatic requirements, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required. In addition, LEA Plans summarize assessment data, school goals and activities from the Single Plans for Student Achievement developed by the LEA’s schools.

Categorical Program Monitoring (CPM)

State and federal law require CDE to monitor the implementation of categorical programs operated by local educational agencies. This state-level oversight is accomplished in part by conducting on-site reviews of eighteen such programs implemented by local schools and districts. Categorical Program Monitoring is conducted for each district once every four years by state staff and local administrators trained to review one or more of these programs. The purpose of the review is to verify compliance with requirements of each categorical program, and to ensure that program funds are spent to increase student achievement and performance.

Development Process for the LEA Plan

LEAs must develop a single, coordinated, and comprehensive Plan that describes the educational services for all students that can be used to guide implementation of federal and state-funded programs, the allocation of resources, and reporting requirements. The development of such a plan involves a continuous cycle of assessment, parent and community involvement, planning, implementation, monitoring, and evaluation. The duration of the Plan should be five years. The Plan should be periodically reviewed and updated as needed, but at least once each year.

In developing the Plan, the LEA will review its demographics, test results, performance, and resources. Given that the majority of such information is readily available in the School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the Academic Performance Index (API) results, and other data sources, the LEA will find the data easy to access via the Internet. (See Appendix B for links to each of the web sites containing student and staff demographic information, SARC, STAR, and API data.) The LEA is expected to gather and review its own information from these resources and use it to inform the planning process.

The LEA Plan can serve as a summary of all existing state and federal programs and establish a focus for raising the academic performance of all student groups to achieve state academic standards. In the context of this plan, improvements in instruction, professional development, course offerings, and counseling and prevention programs are means of achieving specific academic and support services goals for all groups of students, including identified under-performing student groups. Federal law requires that school site administrators, teachers and parents from the LEA (which includes direct-funded charter schools) must be consulted in the planning, development, and revision of the LEA Plan.

The LEA Plan can be completed using the following recommended steps for plan development.

Step One: Measure the Effectiveness of Current Improvement Strategies

Analyze Student Performance

Conduct a comprehensive data analysis of student achievement, including multiple measures of student performance. Identify all relevant assessments and apply thoughtful analyses of current educational practices to establish benchmarks aimed at raising academic performance for all students, especially identified student groups.

Tables of data for your schools and district are available online:

• API Reports - http://www.cde.ca.gov/ta/ac/ap

• Standardized Testing and Reporting (STAR) data - http://www.cde.ca.gov/ta/tg/sr
• LEA Accountability Reports of Annual Measurable Achievement Objectives (AMAOs) for English learners - http://www.cde.ca.gov/sp/el/t3/acct.asp
• AYP Reports – http://www.cde.ca.gov/ta/ac/ay

Analyze Current Educational Practices, Professional Development, Staffing, and Parental Involvement

Identify, review, and analyze data and related information on factors such as educational practices, parent and community involvement, professional development, support services, and resources that have an impact on student learning.

Over the past several years, CDE has developed several self-assessment tools that schools and districts can use to evaluate these factors and others needed to support academic student achievement:

· The Academic Program Survey (APS) – school-level survey of status of implementation of the nine essential program components

· District Assistance Survey (DAS) – district-level survey of status of implementation of nine essential program components

· Least Restrictive Environment Assessment – to examine educational practices for students with disabilities

· English Learner Subgroup Self Assessment (ELSSA) – to improve outcomes for English Learners

These tools can be found in the Virtual Library on the CDE web site at http://www.cde.ca.gov/ta/lp/vl/improvtools.asp.

(See Part II, Needs Assessment, for further details.)

Step Two: Seek Input from Staff, Advisory Committees, and Community Members

Seek the input of teachers, administrators, councils, committees, and community members (e.g., school site council; school health council; committees for Limited English Proficient, state compensatory education, gifted and talented education, special education, etc.) The most effective plans are those supported by the entire LEA community. The integration of existing program plans, such as Immediate Intervention/Underperforming Schools Program, High Priority Schools Grant Program, Alternative Education Programs, Focus on Learning: Secondary School Accreditation, and others does not eliminate any program requirements. The combined process must include the requirements of every program involved.

Step Three: Develop or Revise Performance Goals

Using the five NCLB performance goals and indicators (see Appendix A), develop local performance targets that are: a) derived from school and student subgroup performance data and analysis of related, scientifically based educational practices; b) attainable in the period specified in this Plan and consistent with statewide targets for all students and subgroups; c) specific to the participants (i.e., students, teachers, administrators, paraprofessionals); and d) measurable.

Step Four: Revise Improvement Strategies and Expenditures

For district-operated programs, identify the participants, expected performance gains, and means of evaluating gains. Indicate specific improvements and practical monitoring of their implementation and effectiveness. For school-operated programs, summarize those same elements from approved Single Plans for Student Achievement.

Identify available resources. Aside from fiscal resources available through federal and state funding, programmatic resources are available on the CDE Web site at http://www.cde.ca.gov. The Consolidated Application provides funding for district-operated programs (including reservations from Title I for various purposes, Title II, Title IV, and Tobacco-Use Prevention) as well as for school-operated programs (including Title I, Parts A and D, Title III, Title V, School Improvement, Economic Impact Aid, and 10^th Grade Counseling).

Step Five: Local Governing Board Approval

The LEA Plan must be approved by the local governing board prior to submittal to CDE. Ensure that all required signatures are affixed. All subsequent amendments should be approved by the local governing board and kept on file with the original LEA Plan.

Step Six: Monitor Implementation

To verify achievement of performance targets, monitor areas such as: a) assignment and training of highly qualified staff; b) identification of participants; c) implementation of services; d) provision of materials and equipment; e) initial and ongoing assessment of performance; and f) progress made toward establishing a safe learning environment.

The analysis of data (student, school-wide, support services, professional development) is part of the ongoing program monitoring and evaluation. When results are not as expected, it may be helpful to consider the following: a) How are performance targets and activities based on student performance and factual assessment of current educational practice? b) How educationally sound is the plan to help reach the targets? c) How timely and effectively is the plan being implemented? d) If the plan has not been implemented as written, what were the obstacles to implementation?

You may use the checklist on the next page to indicate planning steps as they are completed.

PLANNING CHECKLIST

FOR LEA PLAN DEVELOPMENT

(Optional)

ü	LEA Plan – Comprehensive Planning Process Steps
	Measure effectiveness of current improvement strategies
	Seek input from staff, advisory committees, and community members.
	3. Develop or revise performance goals
	4. Revise improvement strategies and expenditures
	Local governing board approval
	Monitor Implementation

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
	Title I, Part A		EIA – State Compensatory Education
	Title I, Part B, Even Start		EIA – Limited English Proficient
	Title I, Part C, Migrant Education		State Migrant Education
	Title I, Part D, Neglected/Delinquent		School Improvement
	Title II, Part A, Subpart 2, Improving Teacher Quality		Child Development Programs
	Title II, Part D, Enhancing Education Through Technology		Educational Equity
	Title III, Limited English Proficient		Gifted and Talented Education
	Title III, Immigrants		Gifted and Talented Education
	Title IV, Part A, Safe and Drug-Free Schools and Communities		Tobacco Use Prevention Education (Prop 99)
	Title V, Part A, Innovative Programs – Parental Choice		Immediate Intervention/ Under performing Schools Program
	Adult Education		School Safety and Violence Prevention Act (AB1113, AB 658)
	Career Technical Education		Tenth Grade Counseling
	McKinney-Vento Homeless Education		Healthy Start
	IDEA, Special Education		Dropout Prevention and Recovery Act: School Based Pupil Motivation and Maintenance Program (SB 65)
	21^st Century Community Learning Centers		Other (describe):
	Other (describe):		Other (describe):
	Other (describe):		Other (describe):

DISTRICT BUDGET FOR FEDERAL PROGRAMS

Please complete the following table with information for your district.

Programs	Prior Year District Carryovers	Current Year District Entitlements	Current Year Direct Services to Students at School Sites ($)	Current Year Direct Services to Students at School Sites (%)
Title I, Part A
Title I, Part B, Even Start
Title I, Part C, Migrant Education
Title I, Part D, Neglected/Delinquent
Title II Part A, Subpart 2, Improving Teacher Quality
Title II, Part D, Enhancing Education Through Technology
Title III, Limited English Proficient
Title III, Immigrants
Title IV, Part A, Safe and Drug-free Schools and Communities
Title V, Part A, Innovative Programs – Parental Choice
Adult Education
Career Technical Education
McKinney-Vento Homeless Education
IDEA, Special Education
21^st Century Community Learning Centers
Other (describe)
TOTAL

DISTRICT BUDGET FOR STATE PROGRAMS

Please complete the following table with information for your district.

Categories	Prior Year District Carryovers	Current Year District Entitlements	Current Year Direct Services to Students at School Sites ($)	Current Year Direct Services to Students at School Sites (%)
EIA – State Compensatory Education
EIA – Limited English Proficient
State Migrant Education
School and Library Improvement Block Grant
Child Development Programs
Educational Equity
Gifted and Talented Education
Tobacco Use Prevention Education – (Prop. 99)
High Priority Schools Grant Program (HPSG)
School Safety and Violence Prevention Act (AB 1113)
Tenth Grade Counseling
Healthy Start
Dropout Prevention and Recovery Act: School-based Pupil Motivation and Maintenance Program (SB 65)
Other (describe)
TOTAL

Part II

The Plan

Needs Assessments

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions – District Planning

District Profile

Local Measures of Student Performance

Performance Goal 1

Performance Goal 2

Performance Goal 3

Performance Goal 4

Performance Goal 5

Additional Mandatory Title I Descriptions

Needs Assessment

The passage of NCLB imposes a number of significant new requirements on LEAs as conditions for funding provided at the state and local levels. Among these are reporting requirements designed to facilitate accountability for improving student academic performance, teacher quality, and school safety. As such, a needs assessment to determine strengths and weaknesses in these areas must be conducted.

In determining specific areas of need to be addressed in the Plan, the LEA should review its demographics, test results, and resources. The majority of such information is readily available on the LEA’s School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the California English Language Development Test (CELDT) results, the Academic Performance Index (API) results, CBEDS, DataQuest, and other data sources. This data is easily accessible via the Internet (see Appendix B for links to each of the Web sites that contain student and staff demographic information, SARC, STAR, CELDT, and API data). The LEA is expected to gather and review its own information from these resources to determine strengths and needs and to shape the planning process.

Academic Performance

The needs assessment should include a focus on the academic areas highlighted in California’s Performance Goals 1, 2, 3, and 5 (see Appendix A for a full listing of all of California’s Performance Goals and Indicators), including:

o Statewide standards, assessment, and accountability

o Local assessments and accountability

o Coordination and integration of federal and state educational programs

o The LEA academic assessment plan

Teacher Quality

Another component of the needs assessment should examine local needs for professional development and hiring. LEA teachers and administrators should participate in this process to identify activities that will provide:

o teachers with the subject matter knowledge and teaching skills to provide all students the opportunity to meet challenging state academic achievement standards, and

o principals the instructional leadership skills to help teachers provide all students the opportunity to meet the state’s academic achievement standards.

School Safety and Prevention

The LEA needs assessment also focuses on Performance Goal 4 (see Appendix A). It is based on an evaluation of objective data regarding the incidence of violence, alcohol, tobacco, and other illegal drug use in the elementary and secondary schools and the communities to be served. It includes the objective analysis of the current conditions and consequences regarding violence, alcohol, tobacco, and other illegal drug use, including delinquency and serious discipline problems, among students who attend such schools (including private school students who participate in the drug and violence prevention program). This analysis is based on ongoing local assessment or evaluation activities (Sec. 4115 (a)(1)(A). California’s Healthy Kids Survey may also provide useful information in this area. The Survey is available at http://www.wested.org/pub/docs/chks_survey.html.

Descriptions – District Planning

Once local strengths and needs are identified as a result of examining and evaluating current district-level data, specific descriptions can be written of how program goals will be implemented to improve student academic achievement. On the pages that follow, the LEA will provide descriptions and information about how it plans to address the requirements of NCLB based upon results of the needs assessment. Collectively, these descriptions, along with the Assurances in Part III of this document, comprise the LEA Plan.

District Profile

In the space below, please provide a brief narrative description of your district. Include your district’s vision/mission statement and any additional information about the make-up of your district, including grade levels and demographics of students served, in order to provide background and a rationale for the descriptions included in the LEA Plan.

BACKGROUND:

Sky Mountain Charter School opened the fall of the 2007-2008 school year. Sky Mountain believes in public schools that value the role of the parent in the education of their children. We believe in programs that offer individual learning plans for each student. Sky Mountain is an independent study charter schools that models these principles.

Sky Mountain is sponsored by Lucerne Valley School District in San Bernardino County and is an independent charter school.

Innovative Education Management (IEM) is Sky Mountain’s Education Management Organization (EMO). IEM is a nonprofit 501 (c) (3) public benefit corporation that specializes in charter school development, management, administration, oversight, advocacy, and finance. IEM also provides services in curriculum development, teacher training, educational researches and technical support. Randy Gaschler, founder of IEM is the author of Parent-Driven Schools, a respected speaker on radio and at education conferences throughout the United States and Sweden. IEM is an advocate for parents and students with a mission to make a positive change in public education.

IEM has 3 other charter schools that Sky Mountain was modeled after. All 3 schools are WASC accredited. http://www.ieminc.org/links_to_charters.html

The other IEM schools, used as a model for Sky Mountain are Connecting Waters, South Sutter, and Ocean Grove. www.ieminc.org

Connecting Waters opened their doors in 2002 - http://www.connectingwaters.org/SARC08.htm

South Sutter opened their doors in 2005 - http://www.sscs.cc/Handbook/sarc/SARC2007.htm

Ocean Grove opened their doors in 2005 - http://www.ogcs.org/handbook/sarc/OGSARC08.htm

IEM develops, manages, and operates Sky Mountain Charter School pursuant to the

terms of our charter. If IEM ceases to be the manager for the charter school, the charter

will terminate automatically.

At Sky Mountain, the Educational Specialist (ES) works closely with the to serve the assigned student's educational needs as determined by a written student agreement between the parent and the ES to do a complete job for each student from the list of duties below, to meet the major deadlines on the yearly paperwork timetable as well as the deadlines for paperwork for each student, to serve their share of required proctor duties each school year; and to attend required professional growth trainings. Every ES must possess and maintain a valid teaching credential for every day they serve a student.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Professional Support

Each family and student is assigned an Education Specialist (ES). An ES must meet face-to-face with each student and/or parent at least once every 20 school attendance days (or less) plus complete all administrative duties for that student and required auditable paperwork. Every effort will be made to assign ESs to students living in his/her immediate geographical area or an area the ES has requested to serve. The ES is responsible for:

• Completing the required paperwork and documentation for each student in a timely manner according to school policy and

the yearly paperwork timetable

• Advising and counseling both parents and students about educational opportunities available through their school

• Communicating school information to the parents /students

• Evaluating student progress towards school and state standards monthly

• Evaluating student transcripts for graduation/completion purposes

• Attending IEP and other required meetings for assigned students

• Keeping current with school policy and procedure

• Keeping their ES budget accurate

• Using computer technology (see section below for details) as required

• Attending required teacher training opportunities

• Proctoring state mandated tests and administering any charter required tests

• Additional duties as assigned

MISSION STATEMENT:

We believe in educating each of our students for the 21st century by providing individualized learning opportunities that incorporate parental participation, choice and involvement in curricula offered in personalized learning environments.

DEMOGRAPHICS:

Sky Mountain had 479 students enrolled in our school in October, 2007 for CBEDs. We do not have STAR data because we are a new school.

Grade Levels:

Kinder – 46

1 – 45

2 – 50

3 – 46

4 – 41

5 – 46

6 – 52

7 – 47

8 – 39

9 – 26

10 – 19

11 – 14

12 – 8

Counties:

San Bernardino – 202

Orange – 34

Riverside – 23

LA – 217

Kern - 3

Gender:

Male - 208

Female – 271

Ethnicity:

American Indian – 6

Chinese – 6

Japanese – 6

Korean – 3

Other Asian – 3

Other Pacific Islander – 1

Filipino – 7

Hispanic – 81

African American – 16

Caucasian – 345

Unknown - 6

Local Measures of Student Performance

(other than State-level assessments)

Per NCLB Section 1112 regarding Local Educational Agency Plans, each LEA must provide the following descriptions in its Plan:

A description of high-quality student academic assessments, if any, that are in addition to the academic assessments described in the State Plan under section 1111(b) (3), that the local educational agency and schools served under this part will use to:

a) determine the success of students in meeting the State student academic achievement standards and provide information to teachers, parents, and students on the progress being made toward meeting student academic achievement standards;

b) assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving students to meet State student achievement academic standards and do well in the local curriculum;

c) determine what revisions are needed to projects under this part so that such children meet the State student academic achievement standards; and

d) identify effectively students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments.

If the LEA uses such assessments in addition to State Academic assessments, please provide a succinct description below, and indicate grade levels and students served with such assessments.

Also, please describe any other indicators that will be used in addition to the academic indicators described in Section 1111 for the uses described in that Section.

Students in grade levels second to eleventh will take a pre and post test in reading comprehension and math skills. These tests will be administered using EdPerformance testing series. The test will be completed while online using the EdPerformance tests. Once testing is completed, the results will assist the Educational Specialist and the parents in developing appropriate curriculum and instruction for the student.

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and

mathematics, by 2013-2014.

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	Estimated Cost	Funding Source
1. Alignment of instruction with content standards: Materials will be ordered from approved vendors that are aligned with the state standards. The materials will include textbooks, online curriculum, supplemental materials, etc. All parents will be provided with a copy of the state standards for their child’s grade level and all materials ordered from the approved vendors.	Education Specialist/ 1^st month of school and last month of school		$1,800 per K-8^th $2200 per 9-12^th	General
2. Use of standards-aligned instructional materials and strategies: The students will complete a pre and post test in reading comprehension using EdPerformance. Based on the students’ score the Educational Specialist will recommend materials and instruction for the students. The results from EdPerformance also include areas that the student is deficient in for their grade level standards.	Education Specialist, parents/ As needed throughout the year		$6,000	General
3. Extended learning time: Vendors that offer tutoring are made available to the students. Students can also receive Additional Education Specialist Services which will provide more involvement in the day to day instruction as well as curriculum assistance with the credentialed teacher. If a student is enrolled in Additional Educational Specialist Services (AESS), they meet with their ES 2-4 x per 20 days in addition to the extra support.	Education Specialist As needed throughout the year		$12-$50 per hour	General

Description of Specific Actions to Improve Education Practice in Reading	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
4. Increased access to technology: The students are able to request a computer, printer and all related materials for use of technology. This includes computer programs that are educational, and software to complete course work.	Educational Specialist As needed throughout the year		$1000 per computer and materials	Students’ instructional funds
5. Staff development and professional collaboration aligned with standards-based instructional materials: All Educational Specialists are involved in monthly area meetings, where an agenda is followed and a training test takes place prior to the monthly meeting. All Educational Specialists are also required to attend 2 all day mandatory staff development days during the year. Topics include recommended curriculum, strategies to assist struggling learners, assessment, and teaching tools for the parents. In addition to the monthly and 2 All-Day meetings, the ES must take and pass 14 training tests covering all aspects of Sky Mountain when they are newly hired. http://skymountaincs.org/es/training/indexes/trainindex.htm	Educational Specialist, School Director and all administive support personnel Monthly		$5000	General
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): All parents are given a copy of the test results and explanation of the results immediately. The results are used to determine the areas that the students need to improve in. The Educational Spealists can create worksheets and quizzes to cover the areas that need improvement. ESs meet with their students anywhere from 1-4 times per 20 school days. At those meetings, the ES goes over the portfolio of work and asks assessment questions based on the body of work. The parent is also involved in those meetings so that they can receive support and assistance with assessing the skills and materials that have been mastered for that period of time.	Parents, Eduactional Specialist As needed through out the year
7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school): Educational Specialists will offer tutoring services and supplementary curriculum to the students that are not proficient on the STAR testing. Additonal AESS services are available, as well as tutoring and classes. The extra support is jointly decided upon by the parent and the ES.	Educational Specialist As needed
8. Monitoring program effectiveness: Reviewing on testing results from EdPerformance Series and State testing. Additionally, the ES meets with the student/parent 1-4 times per 20 school days to ascertain the effectiveness of the curriculum as well as the skills and materials that have been mastered during that time period of school days.	Educational Specialists, School Director, Guidance Counselor
Description of Specific Actions to Improve Education Practice in Reading	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
9. Targeting services and programs to lowest-performing student groups: Students who are not proficient on EdPerformance or STAR will be offered tutoring services from outside vendors, supplemental curriculum to fill in the gaps, and/or Educational Specialist will meet with the student more frequently.	Educational Specialists throughout the year		$300-$500 per year
10. Any additional services tied to student academic needs: N/A	N/A	N/A	N/A	N/A

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and

mathematics, by 2013-2014.

Planned Improvement in Student Performance in Mathematics

(Summarize 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	Estimated Cost	Funding Source
1. Alignment of instruction with content standards: Materials will be ordered from approved vendors that are aligned with the state standards. The materials will include textbooks, online curriculum, supplemental materials, etc. All parents will be provided a copy of the state standards for their child’s grade level.	Education Specialist 1^st month of school and last month of school		$6000 (same money used in goal one)	General
2. Use of standards-aligned instructional materials and strategies: The students will complete a pre and post test in reading comprehension using EdPerformance. Based on the students’ score the Educational Specialist will recommend materials and instruction for the students. The results from EdPerformance also include areas that the student is deficient in for their grade level standards.	Education Specialist As needed throughout the year		$1800 per year for K-8 $2200 per year for High school	General
3. Extended learning time: Vendors that offer tutoring are made available to the students. Students can also receive Additional Education Specialist Services which will provide more involvement in the day to day instruction as well as curriculum assistance with the credentialed teacher.	Education Specialist As needed throughout the year			General

Description of Specific Actions to Improve Education Practice in Mathematics	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
4. Increased access to technology: The students are able to request a computer, printer and all related materials for use of technology. This includes computer programs that are educational, and software to complete course work.	Educational Specialist As needed throughout the year		$1000 per computer and materials	ADA(student Instructional funds)
5. Staff development and professional collaboration aligned with standards-based instructional materials: All Educational Specialists are involved in monthly meetings and 2 all day mandatory staff development days during the year.	Educational Specialist, School Director and all administrative support personnel Monthly		$5000	General
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): All parents are given a copy of the test results and explanation of the results immediately. The results are used to determine the areas that the students need to improve in. The Educational Specialists can create worksheets and quizzes to cover the areas that need improvement.	Parents, Education Specialist As needed through out the year
7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school): Educational Specialists will offer tutoring services and supplementary curriculum to the students that are not proficient on the STAR testing	Educational Specialist As needed
8. Monitoring program effectiveness: Reviewing on testing results from EdPerformance Series and State testing	Educational Specialists, School Director, Guidance Counselor
Description of Specific Actions to Improve Education Practice in Mathematics	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
9. Targeting services and programs to lowest-performing student groups: Students who are not proficient on EdPerformance or STAR will be offered tutoring services from outside vendors, supplementary curriculum, and/or Educational Specialist will meet with the student more frequently.	Education Specialist
10. Any additional services tied to student academic needs:

Performance Goal 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.

Planned Improvement in Programs for LEP Students and Immigrants (Title III)

(Summarize information from district-operated programs and approved school-level plans)

		Description of how the LEA is meeting or plans to meet this requirement.
Required Activities	1. (Per Sec. 3116(b) of NCLB, this Plan must include the following: a. Describe the programs and activities to be developed, implemented, and administered under the subgrant; b. Describe how the LEA will use the subgrant funds to meet all annual measurable achievement objectives described in Section 3122; c. Describe how the LEA will hold elementary and secondary schools receiving funds under this subpart accountable for: § meeting the annual measurable achievement objectives described in Section 3122; § making adequate yearly progress for limited-English-proficient students (Section 1111(b)(2)(B); § annually measuring the English proficiency of LEP students so that the students served develop English proficiency while meeting State Academic standards and student achievement (Section 1111(b)(1); d. Describe how the LEA will promote parental and community participation in LEP programs.
	2. Describe how the LEA will provide high quality language instruction based on scientifically based research (per Sec. 3115(c) . The effectiveness of the LEP programs will be determined by the increase in: · English proficiency; and · Academic achievement in the core academic subjects

			Description of how the LEA is meeting or plans to meet this requirement.
Required Activities	3. Provide high quality professional development for classroom teachers, principals, administrators, and other school or community-based personnel. a. designed to improve the instruction and assessment of LEP children; b. designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for limited-English-proficient students; c. based on scientifically based research demonstrating the effectiveness of the professional development in increasing children’s English proficiency or substantially increasing the teachers’ subject matter knowledge, teaching knowledge, and teaching skills; d. long term effect will result in positive and lasting impact on teacher performance in the classroom.
Allowable Activities	4. Upgrade program objectives and effective instruction strategies.		Yes or No	If yes, describe:
		Description of how the LEA is meeting or plans to meet this requirement.
Allowable Activities	5. Provide – a. tutorials and academic or vocational education for LEP students; and b. intensified instruction.	Yes or No		If yes, describe:
	6. Develop and implement programs that are coordinated with other relevant programs and services.	Yes or No		If yes, describe:
	7. Improve the English proficiency and academic achievement of LEP children.	Yes or No		If yes, describe:

		Description of how the LEA is meeting or plans to meet this requirement.
Allowable Activities	8. Provide community participation programs, family literacy services, and parent outreach and training activities to LEP children and their families – To improve English language skills of LEP children; and To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children.	Yes or No	If yes, describe:
	9. Improve the instruction of LEP children by providing for – The acquisition or development of educational technology or instructional materials Access to, and participation in, electronic networks for materials, training, and communication; and Incorporation of the above resources into curricula and programs.	Yes or No	If yes, describe:
	10. Other activities consistent with Title III.	Yes or No	If yes, describe:

Plans to Notify and Involve Parents of Limited-English-Proficient Students

Parents of Limited-English-Proficient students must be notified: The outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents.		Description of how the LEA is meeting or plans to meet this requirement.
Required Activity	1. LEA informs the parent/s of an LEP student of each of the following (per Sec. 3302 of NCLB): a. the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program; the child’s level of English proficiency, how such level was assessed, and the status of the student’s academic achievement; the method of instruction used in the program in which their child is or will be, participating, and the methods of instruction used in other available, programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction; how the program in which their child is, or will be participating will meet the educational strengths and needs of the child; how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation; the specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for limited English proficient children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools; in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child;
		Description of how the LEA is meeting or plans to meet this requirement.
Required Activity	information pertaining to parental rights that includes written guidance detailing – i. the right that parents have to have their child immediately removed from such program upon their request; and the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; the LEA assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the LEA.
Note: Notifications must be provided to parents of students enrolled since the previous school year: not later than 30 days after the beginning of the schools year. If students enroll after the beginning of the school year, parents must be notified within two weeks of the child being placed in such a program.
LEA Parent Notification Failure to Make Progress If the LEA fails to make progress on the annual measurable achievement objectives it will inform parents of a child identified for participation in such program, or participation in such program, of such failure not later than 30 days after such failure occurs.

Plans to Provide Services for Immigrants

IF the LEA is receiving or planning to receive Title III Immigrant funding, complete this table (per Sec. 3115(e) ).		Description of how the LEA is meeting or plans to meet this requirement.
Allowable Activities	1. Family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children:	Yes or No	If yes, describe:
	2. Support for personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth:	Yes or No	If yes, describe:
	3. Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth;	Yes or No	If yes, describe:
Allowable Activities	4. Identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with funds:	Yes or No	If yes, describe:
	5. Basic instruction services that are directly attributable to the presence in the school district involved of immigrant children and youth, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instruction services:	Yes or No	If yes, describe:
	6. Other instruction services designed to assist immigrant children and youth to achieve in elementary and secondary schools in the USA, such as programs of introduction to the educational system and civics education:	Yes or No	If yes, describe:
Allowable Activities	7. Activities coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services:	Yes or No	If yes, describe:

Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.

Summary of Needs and Strengths for Professional Development

Based on a needs assessment of teacher data for your district, include a narrative that describes areas of needed professional development and areas where adequate professional development opportunities exist.

[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]

STRENGTHS

NEEDS

100% of our teachers are highly qualified to teach grades K-8. We are working toward increasing our number of highly qualified teachers for high school classes. We have a current plan for meeting our high school students’ needs which involves using approved curriculum and materials (standards based) as well as subject matter experts (SME). We are working on a plan that involves increasing the number of teachers who are highly qualified to teach a variety of subjects at the high school level. These teachers will be able to serve their own students. The SMEs will also be able to serve as the teacher of record for other teachers’ students, in order to fulfill the HQT requirement.

We need to increase the number of teachers who are highly qualified to teach high school classes

Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.

Planned Improvements for Professional Development (Title II)

(Summarize information from district-operated programs and approved school-level plans)

Please provide a description of:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
1. How the professional development activities are aligned with the State’s challenging academic content standards and student academic achievement standards, State assessments, and the curricula and programs tied to the standards: Education Specialists (ES’s) attend professional development where they are trained to use to the state standards in order to direct teaching. ES’s attend professional development where they learn how to use the results of the Scantron testing to guide instruction. ES’s are trained to take this information and make it valuable to the parents.	Advisors ES’s School Director Parents Professional development will occur at the monthly meetings and as needed throughout the year.		$5,000	General Fund
2. How the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement: ES’s will review the research that demonstrates best teaching practices and provide parents with this information at the monthly learning record meetings. ES’s will also attend on-line Webex trainings centering on scientifically based research curriculum options and strategies. The ES-Parent team will be able to better meet the individual needs of the students by selecting curriculum and strategies that are research based.	Advisors ES’s School Director Parents		$40 per month	General Fund

Please provide a description of:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
3. How the activities will have a substantial, measurable, and positive impact on student academic achievement and how the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students: ES’s will use what they learn in the activities to support the parents. The ES-parent team will use curriculum and strategies based on the individual student and family that are also research based. The ES will work directly with the minority and low-income parents to help them come up with the best strategies for the student(s) involved.	ES Advisors School Director Parents Ongoing throughout the year.
4. How the LEA will coordinate professional development activities authorized under Title II, Part A, Subpart 2 with professional development activities provided through other Federal, State, and local programs: Funding will be used to pay for teachers and administrators to take the necessary classes and/or tests in order to become highly qualified to teach in new subject areas.	Advisors ES’s Ongoing		$4,000
5. The professional development activities that will be made available to teachers and principals and how the LEA will ensure that professional development (which may include teacher mentoring) needs of teachers and principals will be met: ES’s are assigned an advisor who serves as a mentor. The advisor answers questions, provides trainings, and offers support to the ES’s she/he serves. ES’s will attend monthly training meetings where they will also have the opportunity to collaborate with their peers. On-line trainings will be offered regularly throughout the year on a variety of topics using Webex.	ES Advisors School Director Monthly meetings and ongoing throughout the year.		$7,000

Please provide a description of:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
6. How the LEA will integrate funds under this subpart with funds received under part D that are used for professional development to train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy: Funds will be integrated to pay for the necessary trainings on how to use Scantron to guide instruction. ES’s will learn how to create reports and use the reports to guide instruction by using the program’s resources (printable lessons, worksheets, website links…etc.). ES’s will use this information to support the families they serve. Funds will also be integrated to pay for trainings for on-line classes such as Odysseyware and K-12. ES’s will be trained to effectively use these programs to meet the needs of all their students.	Advisors Professional Development trainers ES’s Parents Ongoing
7. How students and teachers will have increased access to technology; and how ongoing sustained professional development for teachers, administrators, and school library media personnel will be provided in the effective use of technology. (Note: A minimum of 25% of the Title II, Part D Enhancing Education through Technology funding must be spent on professional development.): ES’s receive a monthly technology stipend which can be used to purchase a computer, fax machine, printer, digital camera, or any other technological device that will improve their ability to effectively do their job. ES’s will be trained on how to effectively use our school’s database (FRED), the on-line Scantron program, and multiple on-line course providers.	Advisors Professional Development trainers ES’s Parents Ongoing		$24,000
8. How the LEA, teachers, paraprofessionals, principals, other relevant school personnel, and parents have collaborated in the planning of professional development activities and in the preparation of the LEA Plan: The administrative team collaborated on the initial planning of the LEA. The LEA was then presented to the ES’s, paraprofessionals, and parent council for feedback. The LEA was then revised and sent out to the ES’s, paraprofessionals, and parent council for final review and approval.