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Education is the Foundation

We commit to providing innovative public education environments for students, their parents and teachers by empowering them to collaboratively create learning opportunities which will develop responsible and contributing members of society.

(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

 

 

 

LEAPlan 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


LEAPlan 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

 

 

LEAPlan 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:

 

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 10th 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)

 

 

 LEA Plan – Comprehensive Planning Process Steps

 

 

 

1.   Measure effectiveness of current improvement strategies

 

 

 

 

 

2.   Seek input from staff, advisory committees, and community members.

 

 

 

 

 

3.   Develop or revise performance goals

 

 

 

 

 

4.   Revise improvement strategies and expenditures

 

 

 

 

 

5.   Local governing board approval

 

 

 

 

 

6.   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 B

 

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)

 

 

21st 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

 

 

 

 

 

21st 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 

South Sutter opened their doors in 2005

Ocean Grove opened their doors in 2005 

 

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/

1st month of school and last month of school

 

$1,800  per

K-8th

 

$2200 per

9-12th

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

1st 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;2.   the child’s level of English proficiency, how such level was
assessed, and the status of the student’s academic achievement;

2.   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;

3.   how the program in which their child is, or will be participating will meet the educational
strengths and needs of the child;

4.   how such program will specifically help their child learn English, and meet age appropriate
academic achievement standards for grade promotion and graduation;

5.   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;

6.   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

  1. 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

  1. 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;
  2. 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.

 

School director

Advisors

Paraprofessionals

ES’s

Parents


Ongoing

 

 

 

Please provide a description of:

Persons Involved/

Timeline

Related Expenditures

Estimated Cost

Funding Source

9.  How the LEA will provide training to enable teachers to:

□        Teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency;

□        Improve student behavior in the classroom and identify early and appropriate interventions to help all students learn;

□        Involve parents in their child’s education; and

□        Understand and use data and assessments to improve classroom practice and student learning.

□       

Training on learning styles, meeting the needs of gifted students, and meeting the needs of those with special needs will be incorporated into the monthly training meetings.  ES’s will be trained to use a learning style inventory to select curriculum and strategies that support the different learning styles.  ES’s will be trained on interventions that can be used for special needs students.  ES’s will receive training on when to begin a Student Study Team. ES’s will be trained on curriculum and strategies that will engage and challenge our gifted population.

 

ES’s will be trained on how to effectively convey the above information to the parents so that the parents can work with the ES to meet the individual students’ needs.

 

Our students learn in the home, so professional development for classroom behavior will not be a need for our school.

 

Our parents serve as our students’ day-to-day teacher and are inherently involved in their child’s education.  The ES will meet at least once every twenty school days with, and will be available via phone or email to the parent(s) in order to offer support and guidance.

 

ES’s will be trained on how to interpret the data from the Scantron and state testing.  ES’s will be trained on how to use the data to guide instruction.  ES’s will look at areas that demonstrate weakness and will collaborate on research based ways to improve. 

ES’s will be trained on how to explain this information in a meaningful way to the parents.

 

School director

Advisors

ES’s

Parents


Ongoing

 

 

 

10.   How the LEA will use funds under this subpart to meet the requirements of Section 1119:

Funds will be used for class registrations, conference registrations, technology stipends, and single subject testing so that teachers will have the opportunity to become highly qualified in more than one subject area.

 

 

School director

Advisors

ES’s


Ongoing

 

 

 

Performance Goal 4:  All students will be educated in learning environments that are safe,

                                    drug-free, and conducive to learning.

 

Environments Conducive to Learning (Strengths and Needs):

Please provide a list of the LEA’s strengths and needs regarding how students are supported physically, socially, emotionally, intellectually, and psychologically in environments that are conducive to learning, along with the LEA’s strengths and needs regarding student barriers to learning (e.g., attendance, mobility, and behavior).

 

STRENGTHS

NEEDS

 

Students learn at home and in their communities.  The ES meets at least once every 20 school days and assesses the students’ environment.  The ES teams with the parent to make sure the physical, social, emotional, intellectual, and psychological needs of each student are being met. 

 

Parents receive emails from a parent list serve that provides resources such as Group Educational Activities (GEA’s).  On a GEA students go to local museums, zoos, aquariums…etc.  Students have the opportunity to learn cooperatively in a hands-on environment and complete pre and post learning activities that coincide with the activity.

 

 ES’s help parents connect with other parents to form cooperative learning groups in which students can learn with their peers in a group setting and learn valuable social skills.

 

The parents team with their ES’s to select vendors that provide physical education classes (such as dance lessons, nutrition classes, swimming lessons…etc.).  Parents and ES’s work together when necessary to select vendors who will provide group learning experiences (such as small group tutoring or classes).

 

Therefore, the learning environment is tailored to the individual student and his/her family.

 

 

 

ES training on identifying safe environments that are conducive to learning.

 

 

 

 

 

 

Environments Conducive to Learning (Activities):

Please list the activities or programs supported by all NCLB or state funded programs that the LEA will implement to support students physically, socially, emotionally, intellectually, and psychologically in environments that are conducive to learning. Include programs and strategies designed to address students’ barriers to learning (e.g. attendance and behavior).  Include a copy of the LEA’s code of conduct or policy regarding student behavior expectations.

 

The following excerpted from our Student Agreement.  All families are required to agree to and sign this document:

Student Educational Objectives:

The student must make adequate and appropriate progress toward the attainment of the Student Standards outlined in the charter document. Activities selected as the means to reach the objectives may include, but are not limited to: reading, research, essays, term papers, flash cards, illustrations, oral reports, demonstrations, participation, group projects, lesson exercises, games, projects, comprehension questions, computer programs, educational activities, simulations, discussions, note taking, videos, audio tapes, coloring, and other educational activities. Learning records will include descriptions of the major objectives and activities of the course of study covered by the agreement that were used within each assignment period.

Methods of evaluating student work:

Mandatory: portfolio, monthly review of work, parent and ES observation, State mandated assessments, school mandated assessmentsOptional: Additional norm and criterion referenced tests, student demonstrations.

Student/Parent understands the following:

*This student is able to select from school services and resources including, but not limited to, all school personnel, a credentialed teacher, textbooks, computers and software, supplementary materials, educational activities, group courses, and community resources.

*No more than 20 days may pass between when an assignment is made and the date by which a K-12 student must complete the assigned work in this charter school unless an exception is made in accordance with school policy.

*The number of missed appointments/assignments that will be allowed before an evaluation is conducted to determine whether it is in the best interests of the student to remain in independent study shall be (1).

*Enrollment in this charter school program is an optional alternative that is voluntarily selected. This student will remain eligible to enroll in a school located in the district in which he/she is enrolled in the Charter School.

*I understand that this charter school may choose, in lieu of or in addition to currently required State Mandated standardized assessments, to administer its own school-wide assessment to all students. School mandated assessments cannot be waived and participation in such is deemed to be a condition of enrollment/continued enrollment in this charter school. 

*Any student with an existing Individualized Education Plan (IEP) may not participate in this charter school unless the IEP specifically provides for that participation (Ed Code 51745c)

*Assumption of Risk IEM client schools shall permit students to use, as educational material, products available to the general public. IEM acts only as a purchasing/distribution mechanism for products selected by the student/parent and is in no way responsible for any product liability. The parent, hereby acknowledges that the use of potentially hazardous products pose certain risks of injury even when operated/used properly.  Student's use of ANY potentially hazardous product, whether authorized or unauthorized, and wherever and however such use or operation may occur do so under HIS OR HER own risk. 

The following is excerpted from our Suspension and Expulsion Policy:

Suspension/Expulsion Definition

Students may be suspended or expelled from this charter school for non-compliance with the terms of the parent-student contract, or any material violation of any of the conditions, standards or procedures set forth in the charter school charter, the school handbook or of the school’s policies and procedures. The Special Education Director will be involved in the suspension/expulsion process for all identified pupils with disabilities. Students, who fail to demonstrate adequate and appropriate progress toward the student standards, as determined by the professional judgment of the certificated Education Specialist assigned to that student, will be subject to expulsion.

This charter school will suspend a student from participation in any school events outside of the student’s home if the student is found to have committed any act listed in CA Education Code 48900 that occurs during, or while going to or coming from, a school sponsored class, a school site, an assessment session, or  any other school activity. If the student violates their written requirement to be at home during school hours and not at any location where the school is holding educational events, the student is subject to expulsion from the school.

Needs and Strengths Assessment (4115(a)(1)(A) ):

Based on data regarding the incidence of violence and alcohol, tobacco, and other drug use in the schools and communities to be served, and other qualitative data or information, provide a list of the LEA’s strengths and needs related to preventing risk behaviors.

 

STRENGTHS

NEEDS

 

 

 

 

 

 

 

 

 

 

 

 

 

Performance Goal 4:  All students will be educated in learning environments that are safe,

                                    drug-free, and conducive to learning.

 

Safe and Drug Free Schools and Communities (SDFSC) and Tobacco Use Prevention Education (TUPE)

 

Prevention Program Performance Indicators (4115(a)(1)(B) ):

The LEA is required to establish a biennial goal for all of the performance indicators listed below.  List specific performance indicators for each grade level served, and for each listed measure, as well as the date of, and results from, the baseline administration of the Healthy Kids Survey:

 

 Alcohol, Tobacco, Other Drug Use, and Violence PreventionPerformance Measures From the California Healthy Kids Survey

Most Recent Survey date:__/__/__Baseline Data

BiennialGoal (Performance Indicator)

The percentage of students that have ever used cigarettes will decrease biennially by:

 5th  __%     7th__ %

 5th __%    7th __%

The percentage of students that have used cigarettes within the past 30 days will decrease biennially by:

 7th __%      9th__%
11th __%

 7th __%    9th __%    11th __%

The percentage of students that have used marijuana will decrease biennially by:

 5th __%     7th__ %

 5th__%     7th __%

The percentage of students that have used alcohol within the past 30 days will decrease biennially by:

7th  __%      9th__% 11th __ %

 7th __%    9th  __%   11th  __%

The percentage of students that have used marijuana within the past 30 days will decrease biennially by: 

 7th  __%    9th__%
11th __%

 7th __%    9th  __%   11th  __%

The percentage of students that feel very safe at school will increase biennially by:

5th  __%      7th __%
9th  __%    11th __%

5th __%    7th  __%
9th __%   11th  __%

The percentage of students that have been afraid of being beaten up during the past 12 months will decrease biennially by:

7th __%   9th __%      11th __%

7th __%    9th  __%   11th__%

 Truancy Performance Indicator 

The percentage of students who have been truant will decrease annually by ______from the current LEA rate shown here. 

NOTE: Calculate the percentage in the LEA by tallying the number of students who have been classified as truant during the school year per Education Code Section 48260.5, and dividing that total by the CBEDS enrollment for the same school year.

 _____%

 _____%

  Protective Factors Performance Measuresfrom the California Healthy Kids Survey 

 Most recent date: __/__/__ 

Baseline Data

 BiennialGoal(Performance Indicator)

 

The percentage of students that report high levels of caring relationships with a teacher or other adult at their school will increase biennially by:

5th __%     7th  __%
9th __%   11th __%

5th __%        7th __%
9th __%      11th __%

 

The percentage of students that report high levels of high expectations from a teacher or other adult at their school will increase biennially by:

5th__%      7th __%
9th __%   11th __%

5th__%         7th__%
9th__%       11th__%

 

The percentage of students that report high levels of opportunities for meaningful participation at their school will increase biennially by:

5th __%     7th __%
9th __%   11th __%

5th __%        7th __%
9th __%      11th __%

 

The percentage of students that report high levels of school connectedness at their school will increase biennially by:

5th __%      7th __%
9th __%    11th __%

5th __%        7th __%
9th __%      11th __%

 

 

 

 

 

 

 

 
 

 

Other Performance Measures

List below any other performance measures and performance indicators the LEA has adopted specific to its prevention programs (drug, violence, truancy, school safety, etc.). Specify the performance measure, the performance indicator goal, and baseline data for that indicator. 

 


LEA Specified Performance Measures

 

__________________________________

(Process to Collect Data)

 

Performance Indicator

Goal

 

Baseline

Data

 

 

 

 

 

 

 

 

 

Science Based Programs (4115 (a)(1)(C) ):

The LEA must designate and list the science-based programs (programs proven by science to effectively prevent tobacco use, alcohol use, other drug use, and violence) selected from Appendix C.  From Appendix C, list the scientifically based programs the LEA will adopt and implement to serve 50 percent or more of the students in the target grade levels.  Indicate below your program selections, and provide all other requested information.

 

 

Science-Based Program Name

Program

ATODV Focus

Target

Grade

Levels

Target

Population

Size

Purchase

Date

Staff Training Date

Start

Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Research-based Activities (4115 (a)(1)(C) ):

Based on the research cited in Appendix D, check the box for each activity the LEA will implement as part of the comprehensive prevention program and provide all other requested information.

 


Check

Activities

Program ATODV Focus

Target Grade Levels

 

 

After School Programs

 

 

 

 

Conflict Mediation/Resolution

 

 

 

 

Early Intervention and Counseling

 

 

 

 

Environmental Strategies

 

 

 

 

Family and Community Collaboration

 

 

 

 

Media Literacy and Advocacy

 

 

 

 

Mentoring

 

 

 

 

Peer-Helping and Peer Leaders

 

 

 

 

Positive Alternatives

 

 

 

 

School Policies

 

 

 

 

Service-Learning/Community Service

 

 

 

 

Student Assistance Programs

 

 

 

 

Tobacco-Use Cessation

 

 

 

 


Check

Activities

Program ATODV Focus

Target Grade Levels

 

 

Youth Development

Caring Schools

Caring Classrooms

 

 

 

Other Activities

 

 

 

 

 

 


Promising or Favorable Programs (4115 (a)(3) ):

The LEA may – but is not required to – designate and list the promising or favorable programs (programs whose effectiveness is not as strongly established though scientific evidence) selected from Appendix E.  From Appendix E, list the promising or favorable programs the LEA will adopt and implement to serve 50 percent or more of the students in the target grade levels.  Indicate below your program selections, and provide all other requested information.

 

Promising Program name

Program

ATODV Focus

Target

Grade

Levels

Target

Population

Size

Purchase

 Date

Staff Training Date

Start

Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Waiver to Adopt Promising or Favorable Programs not listed in Appendix E:

Check the box below if the LEA will submit an application for waiver in order to include other promising or favorable programs not found in Appendix E.  Programs not listed in Appendix E will be considered on a case-by-case basis.  The LEA must demonstrate that the program for which a waiver is requested is legitimately innovative or demonstrates substantial likelihood of success. The CDE will provide under separate cover additional information and the forms for submitting a waiver request.

 

 □

 


Analysis of Data for Selection of Programs and Activities (4115 (a)(1)(D) ):

For each selected Appendix C programs or Appendix D activities, provide a brief narrative rationale based on the LEA’s analysis of CSS, CHKS, and CSSA data related to why the LEA selected these programs and activities for implementation.

 

 

 

 

 

 

 

 

 

 

 

 

Evaluation and Continuous Improvement (4115 (a)(2)(A) ): 

Provide a description for how the LEA will conduct regular evaluations of the effectiveness of the LEA’s alcohol, tobacco, other drug use and violence prevention program.  Describe how the results ofthe evaluation will be used torefine, improve and strengthen the program.

 

 

 

 

 

 

 

 

 


Use of Results and Public Reporting(4115 (a)(2)(B) ):

Describe the steps and timeline the LEA will use to publicly report progress toward attaining performance measures for the SDFSC and TUPE programs.  Describe how the evaluation results will be made available to the public including how the public will beprovided notice ofthe evaluation result’s availability.

 

 

 

 

 

 

 

 

 

 

 

 

Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E) ):

Briefly describe how SDFSC funded program services will be targeted to the LEA’s schools and students with the greatest need.  (Section 4114 [d][3])

 

 

 

 

 

 

 

 

 


Coordination of All Programs (4114 (d)(2)(A)): 

Provide a detailed, but brief, explanation of how the LEA will coordinate SDFSC funded alcohol, tobacco, other drug and violence prevention programs with other federal state and local prevention programs.

 

 

 

 

 

 

 

 

 

 

 

 

Parent Involvement(4115 (a)(1)(e)):

Provide a brief, but detailed, description of the parent involvement and describe the parent notification procedures used to meet requirements under NCLB Title IV, Part A – SDFSC program.

 

 

 

 

 

 

 

 

 

 


TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460):

Describe the TUPE services and referral procedures for pregnant minors and minor parents enrolled in the LEA and how they will be provided with tobacco-use prevention services.  Include students participating in programs such as the California School Age Families Education (Cal-SAFE) program, the Adolescent Family Life Program (AFLP) administered through the Department of Health Services, and the Cal-Learn program administered by the Department of Social Services.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TUPE Funded Positions (Health & Safety Code 104420(b)(3)):

Provide full time equivalent (FTE) staffing configuration for all TUPE funded positions. (Health and Safety Code section104420 [b][3])

 

 

Position/Title

Full time equivalent

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Performance Goal 5:  All students will graduate from high school.

 

 

Planned Improvements: High School Graduation Rates, Dropouts, and AP

 

This section of the plan is intended to reflect the LEA’s efforts to reduce the percentage of students dropping out of school, and therefore, increase the percentage of students who graduate from high school. Also include a description below of the LEA’s efforts to ensure that all students have equal access to advanced placement (AP) opportunities.

 

Performance Indicator

Activities/Actions

Students Served

Timeline/
Person(s) Involved

Benchmarks/
Evaluation

Funding Source

5.1

(High School Graduates)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.2

(Dropouts)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.3

(Advanced Placement)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Additional Mandatory Title I Descriptions

 

Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included.

 

 

 

Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance with Section 1113, “Eligible School Attendance Areas.”

 

 

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

Identify one of the following options as the low-income measure to identify schools eligible for Title I funding:

  • Number of children in families receiving assistance under the CalWorks program;
  • Number of children eligible for Free/Reduced Price Lunch programs;
  • Number of children ages 5-17 in poverty counted by the most recent census data;
  • Number of children eligible to receive medical assistance under the Medicaid program;
  • Or a composite of the above.

 

Describe how the low-income measure described above is used to rank and select schools to receive Title I funds

  • All schools with a 75% or above poverty level are funded
  • All other schools are funded by poverty ranking district wide or by grade span.

 

 

 

 


Additional Mandatory Title I Descriptions

(continued)

 

Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single school districts, if conducting a schoolwide program authorized under Section 1114, may attach a copy of the Schoolwide Plan or Single Plan for Student Achievement in lieu of this description. All ten of the required components must be addressed. (For more information on Schoolwide, please go to http://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp ).

 

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

For schoolwide programs (SWP), describe how the LEA will help schools to bring together all resources to upgrade the entire educational program at the school and include assistance in activities such as:

·  A comprehensive needs assessment of the entire school in relation to state standards. Schoolwide reform strategies that provide opportunities for all children to meet state standards.

·  Effective methods and instructional strategies based on scientifically-based research.

·  Strategies that give primary consideration to extended learning time, extended school year, before and after school and summer programs.

·  Proven strategies that address the needs of historically under served students, low achieving students, and those at risk of not meeting state standards.

·  Instruction by highly qualified teachers and strategies to attract and keep such teachers.

·  High quality and ongoing professional development for teachers, principals, paraprofessionals, and if appropriate, pupil services personnel, parents and other staff.

·  Strategies to increase parental involvement.

·  Assistance to preschool children in transitioning from early childhood programs to elementary school programs.

·  Timely and effective additional assistance to students who experience difficulty mastering state standards.

 

For targeted assistance programs (TAS), describe how the LEA will help schools to identify participating students most at risk of failing to meet state standards and help those students to meet the State’s challenging academic standards. The description should include activities such as: 

·  Effective methods and instructional strategies based on scientifically-based research.

·  Strategies that give primary consideration to extended learning time, extended school year, before and after school and summer programs.

·  Strategies that minimize removing children from the regular classroom during regular school hours for instruction.

·  Instruction by highly qualified teachers.

·  Professional development opportunities for teachers, principals, and paraprofessionals, including if appropriate, pupil services personnel, parents, and other staff.

·  Strategies to increase parental involvement.

 

 

 


Additional Mandatory Title I Descriptions

(continued)

 

 

Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted assistance schools under Section 1115, “Targeted Assistance Schools,” will identify the eligible children most in need of services under this part. Please note that multiple, educationally related criteria must be used to identify students eligible for services. Where applicable, provide a description of appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children in community day school programs, and homeless children.

 

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

Describe who is involved and the criteria used to identify which students in a targeted assistance school will receive services. The criteria should:

·  Identify children who are failing or most at risk of failing to meet the state academic content standards.

·  Use multiple measures that include objective criteria such as state assessments, and subjective criteria such as teacher judgment, parent interviews and classroom grades.

·  Include solely teacher judgment, parent interviews and developmentally appropriate measures, if the district operates a preschool through grade 2 program with Title I funds.

 

 

The description should include services to homeless children, such as the appointment of a district liaison, immediate enrollment, transportation, and remaining in school of origin.

 

 

The description should include services to children in a local institution for neglected or delinquent children and youth or attending a community day program, if appropriate.

 

 

Additional Mandatory Title I Descriptions

(continued)

 

Please describe the actions the LEA will take to assist in its low-achieving schools identified under Section 1116, “Academic Assessment and Local Educational Agency and School Improvement,” as in need of improvement.

 

 

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

If the LEA has a PI school(s), describe technical assistance activities the LEA will provide to help the PI school, such as the following:

·  Assistance in developing, revising, and implementing the school plan.

·  Analyzing data to identify and address problems in instruction, parental involvement, professional development and other areas.

·  Assistance in implementing proven and effective strategies that will address the problems that got the school identified as PI and will get the school out of PI.

·  Assistance in analyzing and revising the school budget so the school’s resources are used effectively.

 

 

 

 

 


Additional Mandatory Title I Descriptions

(continued)

 

 

 

Please describe the actions the LEA will take to implement public school choice with paid transportation and Supplemental Educational Services, consistent with the requirements of Section 1116, “Academic Assessment and Local Educational Agency and School Improvement.”

 

 

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

Describe the process for parent notification of the school’s identification as PI, including notification of the right for students to transfer to another school that is not PI with paid transportation, and the right to receive supplemental services.

 

 

Describe how the LEA will provide school choice and supplemental services to eligible children, including the selection of the children to receive services.

 

 

 

 

 

 

 

 

 

 

 

 

 


Additional Mandatory Title I Descriptions

(continued)

 

 

Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-level staff in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”

 

 

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

Describe the LEA’s strategies for coordinating resources and efforts to help schools retain, recruit and increase the number of highly qualified teachers, principals, and other staff.

 

 

Describe the LEA’s strategies for coordinating resources and efforts to prepare parents to be involved in the schools and in their children’s education.

 

 

 

 

 


Additional Mandatory Title I Descriptions

(continued)

 

Coordination of Educational Services

                         

In the space below, please describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Include programs such as:  Even Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant children.

 

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

Describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program, including programs such as:

a.   Even Start

b.   Head Start

c.   Reading First

d.   Early Reading First

e.   Other preschool programs

f.    Services for children that are migratory, neglected or delinquent, Native American (Title VII, Part A), homeless, immigrant, and limited-English proficient, and children with disabilities.

 

Compare to programs listed on Page 11 of the LEA Plan to determine if all active programs have been addressed.

 

 

 

 

 

Part III

Assurances and Attachments

 

 

Assurances

 

Signature Page

 

Appendix

Appendix A: California’s NCLB Performance Goals and Performance Indicators

Appendix B: Links to Data Web sites

Appendix C:Science-Based Programs

Appendix D:Research-based Activities

Appendix E:Promising or Favorable Programs

 

 

ASSURANCES

 

To assure the LEA’s eligibility for funds included in this Plan, the Superintendent must provide an original signature below attesting to compliance with all of the following statements.

 

GENERAL ASSURANCES

 

1.   Each such program will be administered in accordance with all applicable statutes, regulations, program plans, and applications.

 

2.   The LEA will comply with all applicable supplement not supplant and maintenance of effort requirements.

 

3.   (a) The control of funds provided under each program and title to property acquired with program funds will be in a public agency, a non-profit private agency, institution, organization, or Indian tribe, if the law authorizing the program provides for assistance to those entities; (b) the public agency, non-profit private agency, institution or organization, or Indian tribe will administer the funds and property to the extent required by the authorizing law.

 

4.   The LEA will adopt and use proper methods of administering each such program, including – (a) the enforcement of any obligations imposed by law on agencies, institutions, organizations, and other recipients responsible for carrying out each program; and (b) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation.

 

5.   The LEA will cooperate in carrying out any evaluation of each such program conducted by, or for, the State educational agency, the Secretary, or other Federal officials.

 

6.    The LEA will use such fiscal control and fund accounting procedures as will ensure proper disbursement of, and accounting for, Federal funds paid to the applicant under each such program.

 

7.    The LEA will – (a) submit such reports to the State educational agency (which shall make the reports available to the Governor) and the Secretary as the State educational agency and Secretary may require to enable the State educational agency and Secretary to perform their duties under each such program; and (b) maintain such records, provide such information, and afford such access to the records as the State educational agency (after consultation with the Governor) or the Secretary may reasonably require to carry out the State educational agency’s or the Secretary’s duties.

 

8.    The LEA has consulted with teachers, school administrators, parents, and others in the development of the local consolidated application/LEA Plan to the extent required under Federal law governing each program included in the consolidated application/LEA Plan.

 

9.    Before the application was submitted, the LEA afforded a reasonable opportunity for public comment on the application and considered such comment.

 

9a.  The LEA will provide the certification on constitutionally protected prayer that is required by section 9524.

 

10.  The LEA will comply with the armed forces recruiter access provisions required by section 9528.

 

TITLE I, PART A

 

The LEA, hereby, assures that it will:

 

11.  Participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics carried out under section 411(b)(2) of the National Education Statistics Act of 1994.

 

12.  If the LEA receives more than $500,000 in Title I funds, it will allow 1% to carry out NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting skills; 95% of the allocation will be distributed to schools.

 

13.  Inform eligible schools and parents of schoolwide program authority and the ability of such schools to consolidate funds from Federal, State, and local sources.

 

14.  Provide technical assistance and support to schoolwide programs.

 

15.  Work in consultation with schools as the schools develop the schools’ plans pursuant to section 1114 and assist schools as the schools implement such plans or undertake activities pursuant to section 1115 so that each school can make adequate yearly progress toward meeting the State student academic achievement standards.

 

16.  Fulfill such agency’s school improvement responsibilities under section 1116, including taking actions under paragraphs (7) and (8) of section 1116(b).

 

17.  Provide services to eligible children attending private elementary schools and secondary schools in accordance with section 1120, and timely and meaningful consultation with private school officials regarding such services.

 

18.  Take into account the experience of model programs for the educationally disadvantaged, and the findings of relevant scientifically based research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part.

 

19.  In the case of an LEA that chooses to use funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act.

 

20.  Work in consultation with schools as the schools develop and implement their plans or activities under sections 1118 and 1119 and California Education Code Section 64001.

 

21.  Comply with requirements regarding the qualifications of teachers and paraprofessionals and professional development.

 

22.  Inform eligible schools of the local educational agency’s authority to obtain waivers on the school’s behalf under Title IX.

 

23.  Coordinate and collaborate, to the extent feasible and necessary as determined by the local educational agency, with the State educational agency and other agencies providing services to children, youth, and families with respect to a school in school improvement, corrective action, or restructuring under section 1116 if such a school requests assistance from the local educational agency in addressing major factors that have significantly affected student achievement at the school.

 

24.  Ensure, through incentives for voluntary transfers, the provision of professional development, recruitment programs, or other effective strategies, that low-income students and minority students are not taught at higher rates than other students by unqualified, out-of-field, or inexperienced teachers.

 

25.  Use the results of the student academic assessments required under section 1111(b)(3), and other measures or indicators available to the agency, to review annually the progress of each school served by the agency and receiving funds under this part to determine whether all of the schools are making the progress necessary to ensure that all students will meet the State’s proficient level of achievement on the State academic assessments described in section 1111(b)(3) within 12 years from the baseline year described in section 1111(b)(2)(E)(ii).

 

26.  Ensure that the results from the academic assessments required under section 1111(b)(3) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language or other mode of communication that the parents can understand.

 

27.  Assist each school served by the agency and assisted under this part in developing or identifying examples of high-quality, effective curricula consistent with section 1111(b)(8)(D) and California Education Code Section 64001.

 

28.  Ensure that schools in school improvement status spend not less than ten percent of their Title I funds to provide professional development (in the area[s] of identification to teachers and principals) for each fiscal year.

 

29.  Prepare and disseminate an annual LEA report card in accordance with section 1111(h)(2).

 

30.  Where applicable, the applicant will comply with the comparability of services requirement under section 1120A(c).  In the case of a local educational agency to which comparability applies, the applicant has established and implemented an agency-wide salary schedule; a policy to ensure equivalence among schools in teachers, administrators, and other staff; and a policy to ensure equivalence among schools in the provision of curriculum materials and instructional supplies.  Documentation will be on file to demonstrate that the salary schedule and local policies result in comparability and will be updated biennially.

 

TITLE I, PART D – SUBPART 2

 

31.  Where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home school, particularly with respect to a student with an individualized education program under Part B of the Individuals with Disabilities Education Act.

 

32.  Work to ensure that the correctional facility is staffed with teachers and other qualified staffs that are trained to work with children and youth with disabilities taking into consideration the unique needs of such children and youth.

 

33.  Ensure that the educational programs in the correctional facility are related to assisting students to meet high academic achievement standards.

 

TITLE II, PART A

 

34.  The LEA, hereby, assures that:

 

·     The LEA will target funds to schools within the jurisdiction of the local educational agency that:

(A) have the lowest proportion of highly qualified teachers;

(B) have the largest average class size; or

(C) are identified for school improvement under section 1116(b).

 

·      The LEA will comply with section 9501 (regarding participation by private school children and teachers).

 

·      The LEA has performed the required assessment of local needs for professional development and hiring, taking into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and pedagogy skills, and to give principals the instructional leadership skills to help teachers, to provide students with the opportunity to meet California’s academic content standards. This needs assessment was conducted with the involvement of teachers, including teachers participating in programs under Part A of Title I.

 

·      The LEA will assure compliance with the requirements of professional development as defined in section 9101 (34).

 

TITLE II, PART D

 

35.  The LEA has an updated, local, long-range, strategic, educational technology plan in place that includes the following:

·    Strategies for using technology to improve academic achievement and teacher effectiveness.

·    Goals aligned with challenging state standards for using advanced technology to improve student academic achievement.

·    Steps the applicant will take to ensure that all students and teachers have increased access to technology and to help ensure that teachers are prepared to integrate technology effectively into curricula and instruction.

·    Promotion of curricula and teaching strategies that integrate technology, are based on a review of relevant research, and lead to improvements in student academic achievement.

·   Ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center.

·    A description of the type and costs of technology to be acquired with Ed Tech funds, including provisions for interoperability of components.

·    A description of how the applicant will coordinate activities funded through the Ed Tech program with technology-related activities supported with funds from other sources.

·    A description of how the applicant will integrate technology into curricula and instruction, and a timeline for this integration.

·    Innovative delivery strategies – a description of how the applicant will encourage the development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies, particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources.

·    A description of how the applicant will use technology effectively to promote parental involvement and increase communication with parents.

·    Collaboration with adult literacy service providers.

·    Accountability measures – a description of the process and accountability measures that the applicant will use to evaluate the extent to which activities funded under the program are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling student to reach challenging state academic standards.

·    Supporting resources – a description of the supporting resources, such as services, software, other electronically delivered learning materials, and print resources that will be acquired to ensure successful and effective uses of technology.

36.  The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained, and intensive high quality professional development in the integration of advanced technology into curricula and instruction and in using those technologies to create new learning environments.

 

37.  Any LEA that does not receive services at discount rates under section 254(h)(5) of the Communications Act of 1934 (47 U.S.C. 254(h)(5) ) hereby assures the SEAthat the LEA will not use any Title II, Part D funds to purchase computers used to access the Internet, or to pay for direct costs associated with accessing the Internet, for such school unless the school, school board, local educational agency, or other authority with responsibility for administration of such school:

o   has in place a policy of Internet safety for minors that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene, child pornography, or harmful to minors; and

o   is enforcing the operation of such technology protection measure during any use of such computers by minors; and

o   has in place a policy of Internet safety that includes the operation of a technology protection measure with respect to any of its computers with Internet access that protects against access through such computers to visual depictions that are obscene or child pornography, and is enforcing the operation of such technology protection measure during any use of such computers.

o   Any LEA that does receive such discount rates hereby assures the SEA that it will have in place a policy of Internet safety for minors required by Federal or State law.

TITLE III

 

38.  The LEA assures that it consulted with teachers, researchers, school administrators, parents, and, if appropriate, with education-related community groups, nonprofit organizations, and institutions of higher education in developing the LEA Plan.

 

39.  The LEA will hold elementary and secondary schools accountable for increasing English language proficiency and for LEP subgroups making adequate yearly progress.

 

40.  The LEA is complying with Section 3302 prior to, and throughout, each school year.

 

41.  The LEA annually will assess the English proficiency of all students with limited English proficiency participating in programs funded under this part.

 

42.  The LEA has based its proposed plan on scientifically based research on teaching limited-English-proficient students.

 

43.  The LEA ensures that the programs will enable to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.

 

44.  The LEA is not in violation of any State law, including State constitutional law, regarding the education of limited-English-proficient students, consistent with Sections 3126 and 3127.

 

TITLE IV, PART A

 

45.  The LEA assures that it has developed its application through timely and meaningful consultation with State and local government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals).

 

46.  The activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning environment that supports academic achievement.

 

47.  The LEA assures that funds under this subpart will be used to increase the level of State, local, and other non-Federal funds that would, in the absence of funds under this subpart, be made available for programs and activities authorized under this subpart, and in no case supplant such State, local, and other non-Federal funds.

 

48.  Drug and violence prevention programs supported under this subpart convey a clear and consistent message that acts of violence and the illegal use of drugs are wrong and harmful.

 

49.  The LEA has, or the schools to be served have, a plan for keeping schools safe and drug-free that includes:

 

·    Appropriate and effective school discipline policies that prohibit disorderly conduct, the illegal possession of weapons, and the illegal use, possession, distribution, and sale of tobacco, alcohol, and other drugs by students.

·    Security procedures at school and while students are on the way to and from school.

 

·    Prevention activities that are designed to create and maintain safe, disciplined, and drug-free environments.

 

·    A crisis management plan for responding to violent or traumatic incidents on school grounds.

 

·    A code of conduct policy for all students that clearly states the responsibilities of students, teachers, and administrators in maintaining a classroom environment that:

 

o   Allows a teacher to communicate effectively with all students in the class.

o   Allows all students in the class to learn.

o   Has consequences that are fair, and developmentally appropriate.

o   Considers the student and the circumstances of the situation.

o   Is enforced accordingly.

 

50.  The application and any waiver request under section 4115(a)(3) (to allow innovative activities or programs that demonstrate substantial likelihood of success) will be available for public review after submission of the application.

 

TITLE IV, PART A, SUBPART 3

 

51.  The LEA assures that it has, in effect, a written policy providing for the suspension from school for a period of not less than one year of any student who is determined to have brought a firearm to school or who possesses a firearm at school and the referral of a student who has brought a weapon or firearm to the criminal or juvenile justice system. Such a policy may allow the Superintendent to modify such suspension requirement for a student on a case-by-case basis.

 

TITLE V, PART A

 

52.  The LEA has provided, in the allocation of funds for the assistance authorized by this part and in the planning, design, and implementation of such innovative assistance programs, for systematic consultation with parents of children attending elementary schools and secondary schools in the area served by the LEA, with teachers and administrative personnel in such schools, and with such other groups involved in the implementation of this part (such as librarians, school counselors, and other pupil services personnel) as may be considered appropriate by the LEA.

 

53.  The LEA will comply with this Part, including the provisions of section 5142 concerning the participation of children enrolled in private nonprofit schools.

 

54.  The LEA will keep such records, and provide such information to the SEA, as may be reasonably required for fiscal audit and program evaluation.

 

55.  The LEA will annually evaluate the programs carried out under this Part, and that evaluation:

 

  • will be used to make decisions about appropriate changes in programs for the subsequent year;
  • will describe how assistance under this part affected student academic achievement and will include, at a minimum, information and data on the use of funds, the types of services furnished, and the students served under this part; and

 

  • will be submitted to the SEA at the time and in the manner requested by the SEA.

 

NewLEAP Assurances

 

56.  Uniform Management Information and Reporting System: the LEA assures that it will provide to the California Department of Education (CDE) information for the uniform management information and reporting system required by No Child Left Behind, Title IV in the format prescribed by CDE. That information will include:

 

(i)  truancy rates;

(ii) the frequency, seriousness, and incidence of violence and drug-related offenses resulting in suspensions and expulsions in elementary schools and secondary schools in the State;

(iii) the types of curricula, programs, and services provided by the chief executive officer, the State educational agency, local educational agencies, and other recipients of funds under this subpart; and

(iv) the incidence and prevalence, age of onset, perception of health risk, and perception of social disapproval of drug use and violence by youth in schools and communities. (Section 4112, General Provisions, Title IV, Part A, PL 107-110)

 

57.  Unsafe School Choice Policy: the LEA assures that it will establish and implement a policy requiring that a student attending a persistently dangerous public elementary school or secondary school, as determined by the State, or who becomes a victim of a violent criminal offense, as determined by State law, while in or on the grounds of a public elementary school or secondary school that the student attends, be allowed to attend a safe public elementary or secondary school within the local educational agency, including a public charter school.  The LEA will submit on a format to be designated by CDE the information the state requires to complete annual federal reporting requirements on the number of schools that have been designated “persistently dangerous” in accordance with California State Board of Education policy. (Section 9532, General Provisions, Title IX, PL 107-110.)

 

Other

 

58.  The LEA assures that a minimum of 95% of all students and a minimum number of students in each subgroup (at both the school and district levels) will participate in the state’s assessments program.

 

 

SIGNATURE PAGE

 

 

 

_______________________________________

Print Name of Superintendent

 

 

 

_______________________________________

Signature of Superintendent

 

 

 

_______________________________________

Date

 

 

APPENDIX ­A

 

On May 30, 2002, the California State Board of Education (SBE) adopted the five goals and 12 performance indicators for No Child Left Behind, as set forth in the Federal Register Notice of May 22, 2002.  The SBE’s adoption of the specified goals and performance indicators represents California’s commitment to the development of an accountability system to achieve the goals of NCLB.

 

Collectively, NCLB’s goals, performance indicators, and performance targets constitute California’s framework for ESEA accountability.  The framework provides the basis for the state’s improvement efforts, informing policy decisions by the SBE and implementation efforts by the California Department of Education (CDE) to fully realize the system envisioned by NCLB; it also provides a basis for coordination with the State Legislature and the Governor’s Office.

 

California’s NCLB Performance Goals and Performance Indicators

 

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

 

1.1    Performance indicator:  The percentage of students, in the aggregate and for each subgroup, who are above the proficient level in reading on the State’s assessment.  (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(1)(C)(i). )

 

1.2    Performance indicator:  The percentage of students, in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State's assessment. (These subgroups are those for which the ESEA requires State reporting, as identified in section 1111(h)(C)(i). )

 

1.3    Performance indicator:  The percentage of Title I schools that make adequate yearly progress.

    

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.

 

2.1.   Performance indicator:  The percentage of limited-English-proficient

Students, determined by cohort, who have attained English proficiency by the end of the school year.

 

2.2    Performance indicator:  The percentage of limited-English-proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

 

2.3    Performance indicator:  The percentage of limited-English-proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

 

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

 

3.1    Performance indicator:  The percentage of classes being taught by “highly qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in the aggregate and in “high-poverty” schools (as the term is defined in section 1111(h)(1)(C)(viii) of the ESEA).

 

3.2    Performance indicator:  The percentage of teachers receiving high-quality professional development.  (See definition of “professional development” in section 9101(34). )

        

3.3    Performance indicator:  The percentage of paraprofessionals (excluding those with sole duties as translators and parent involvement assistants) who are qualified.  (See criteria in section 1119(c) and (d). )

 

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

 

4.1    Performance indicator:  The percentage of persistently dangerous schools, as defined by the State.

 

 Performance Goal 5: All students will graduate from high school.

 

   5.1    Performance indicator:  The percentage of students who graduate from high school, with a regular diploma:

·    disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged; and,

       ·    calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

 

    5.2    Performance indicator:  The percentage of students who drop out of school:

·    disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged; and

·    calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data.

 

 

APPENDIX ­B

 

Links to Data Web sites

 

Below is a listing of Web site links for accessing district-level data and information to be used by the LEA in developing this Plan:

 

 

·   Academic Performance Index (API)

http://www.cde.ca.gov/psaa/api/index.htm

 

·   California Basic Educational Data System (CBEDS)

http://www.cde.ca.gov/demographics/coord/

 

·   California English Language Development Test (CELDT)

http://www.cde.ca.gov/statetests/celdt/celdt.html

 

·   California High School Exit Exam (CAHSEE)

http://www.cde.ca.gov/statetests/cahsee/eval/eval.html

 

·   California Standardized Test (CST)

http://www.cde.ca.gov/statetests/index.html

 

·   DataQuest

http://data1.cde.ca.gov/dataquest/

 

·   School Accountability Report Card (SARC)

http://www.cde.ca.gov/ope/sarc/

 

·   Standardized Testing and Reporting (STAR) Program

http://www.cde.ca.gov/statetests/star/index.html

 

 

 

 

 

 

 

 

 

APPENDIX C

 



Science-Based Programs

Science-based research has provided evidence of effectiveness for the following school-based prevention programs.  Each of the listed programs have been identified as a research-validated, exemplary, or model program by one or more of the following agencies: The California Healthy Kids Resource Center, the Center for Substance Abuse Prevention, United States Department of Education’s Expert Panel, or the University of Colorado’s Center for the Study and Prevention of Violence. Some of these programs are also discussed in the California Department of Education’s publication Getting Results.  Websites where additional information can be found about each program’s description, target population, and outcomes are listed below.  The code in the last column of the menu provides a quick reference indicating which websites have information specific to each program. 

 

A: < http://www.californiahealthykids.org> (California Healthy Kids Resource Center: Research-Validated Programs)

 

B: < http://www.colorado.edu/cspv/blueprints/model/overview.html>(University of Colorado: Blueprints)

 

C: < http://modelprograms.samhsa.gov/model_prog.cfm>(Center for Substance Abuse Prevention: Model Programs)

 

D: < http://www2.edc.org/msc/model.asp> (United States Department of Education: Expert Panel)

 

E: < http://www.gettingresults.org/> (Getting Results)

 

School-Based Programs

 

Intended program outcomes and target grade levels. See research for proven effectiveness

Name

Grade

Alcohol

Tobacco

Drugs

Violence

Youth Dev.

Website

Across Ages

4 to 8

x

x

x

 

x

C,

All Stars™

6 to 8

x

x

x

 

 

A, C, D, E

ATLAS (Athletes Training and Learning to Avoid Steroids)

9 to 12

x

 

x

 

 

A, B, C, D,

Border Binge Drinking Reduction Program

K to 12

x

 

 

x

 

C,

Child Development Project/Caring School Community

K to 6

x

 

x

x

x

A, B, C, D, E

Cognitive Behavioral Therapy for Child Sexual Abuse

Families

 

 

 

x

 

C

Cognitive Behavioral Therapy for Child Traumatic Stress

Families

 

 

 

x

 

C

Coping Power

5 to 8

 

 

x

x

 

C

DARE To Be You

Pre-K

x

 

x

x

x

A, C,

Early Risers Skills for Success

K to 6

 

 

 

x

 

C,

East Texas Experiential Learning Center

7

x

x

x

x

x

C

Friendly PEERsuasion

6 to 8

x

 

 

 

 

C

Good Behavior Game

1 to 6

 

 

 

x

 

B, C

High/Scope Perry Preschool Project

Pre-K

 

 

 

x

x

B, C, E

I Can Problem Solve

Pre-K

 

 

 

x

 

A, B, D

Incredible Years

K to 3

 

 

 

x

x

B, C,

Keep A Clear Mind

4 to 6

x

x

 

 

 

A, C,

Leadership and Resiliency

9 to 12

 

 

 

 

x

C,

Botvin’s LifeSkills™ Training 

6 to 8

x

x

x

x

 

A, B, C, D, E

Lions-Quest Skills for Adolescence

6 to 8

 

 

 

 

x

D, C, E

Minnesota Smoking Prevention Program

6 to 10

 

x

 

 

 

A, D, E

Olweus Bullying Prevention

K to 8

 

 

 

x

 

B, C, E

Positive Action

K to 12

x

x

x

x

x

C, D,

Project ACHIEVE

Pre-K to 8

 

 

 

x

x

A, C, E

Project ALERT

6 to 8

x

x

x

 

 

A, C, D, E

Project Northland

6 to 8

x

 

x

 

 

A, B, C, D, E

Project PATHE

9 to 12

 

 

 

 

x

B, E

Project SUCCESS

9 to 12

x

x

x

 

 

C,

Project Toward No Drug Abuse (TND)

9 to 12

x

x

x

x

 

C,

Project Toward No Tobacco Use (TNT) 

5 to 8

 

x

 

 

 

A, C, D, E

Promoting Alternative Thinking Strategies (PATHS)

K to 6

 

 

 

x

 

A, B, C, D,

Protecting You/Protecting Me

K to 5

x

 

 

 

 

C,

Quantum Opportunities

9 to 12

 

 

 

 

x

B, E

Reconnecting Youth

9 to 12

x

 

x

x

x

A, C, E

Responding in Peaceful and Positive Ways

6 to 12

 

 

x

x

 

C, D, E

Rural Educational Achievement Project

4

 

 

 

x

 

C

School Violence Prevention Demonstration Program

5 to 8

 

 

 

x

 

C

Second Step

Pre-K to 8

 

 

 

x

 

A, C, D,

Skills, Opportunities, and Recognition (SOAR): Seattle Social Development Project:

K to 6

x

 

 

x

x

B, C, D, E

SMART Leaders

9 to 12

 

 

x

 

 

C

Social Competence Promotion Program for Young Adolescents (SCPP-YA)

5 to 7

 

 

x

 

 

C

Start Taking Alcohol Risks Seriously (STARS) for Families

6 to 8

x

 

 

 

 

C,

Students Managing Anger and Resolution Together (SMART) Team

6 to 9

 

 

 

x

 

C, D,

Too Good for Drugs

K to 12

x

x

x

x

 

C

Community and Family-based Programs

 

Intended program outcomes and target setting. See research for proven effectiveness

Name

Target Population

Alcohol

Tobacco

Drugs

Violence

Youth Dev.

Website

Big Brothers Big Sisters

Community

 

 

 

 

x

B, E

Brief Strategic Family Therapy 

Families

 

 

x

 

 

B, C,

CASASTART

Community

 

 

x

x

 

B, C, D,

Communities Mobilizing for Change

Community

x

 

 

 

 

C

Creating Lasting Family Connections

Families (6 to 12)

x

 

x

 

x

A, C, D,

Families And Schools Together (FAST)

Families

 

 

 

x

 

C,

Family Development Research Project

Families

 

 

 

x

 

C

Family Effectiveness Training

Families

 

 

 

x

 

C,

Family Matters

Families

x

x

 

 

 

C

FAN (Family Advocacy Network) Club

Families

 

 

x

 

x

C

Functional Family Therapy

Families

x

 

x

x

 

B, E

Home-Based Behavioral Systems Family Therapy

Families

 

 

 

x

 

C

Houston Parent-Child Development Program

Parents

 

 

 

 

 x

C

Multisystemic Therapy

Parents

 

 

x

x

 

B, C, E

Nurse-Family Partnership

Parents

 

x

 

 

 

B, C,

Parenting Wisely

Parents

 

 

 

x

 

C,

Preparing for the Drug Free Years

Parents (4 to 7)

x

 

x

 

x

A, B, C, D,

Project Star (Students Taught Awareness and Resistance): Midwestern Prevention Project

Community

x

x

x

 

 

B, D, C, E

Schools and Families Educating Children (SAFE Children)

Families

 

 

 

 

x

C

Stopping Teenage Addiction to Tobacco

Community

 

x

 

 

 

C

Strengthening Families Program

Families (4 to 6)

x

 

x

x

x

A, C, D,

 

APPENDIX D

 

Research-based Activities (4115 (a)(1)(C) ):

The LEA must designate and list the research-based activities (strategies and activities developed by the LEA to supplement the science-based programs listed above) selected from below:

 

 

Research-based Activities

Activities

Research Summaries Supporting Each Activity:

After School Programs

 

Getting Results Part I, page 77-78

Conflict Mediation/Resolution

Getting Results Part I, page 63-65

Getting Results Part I, page 127-129

Early Intervention and Counseling

Getting Results Part I, page 72

Getting Results Part I, page 100-101

Getting Results Part I, page 106-107

Environmental Strategies

Getting Results Part I, page 73-75

Getting Results Part II, page 47-48

Getting Results Part II, page 76-79

Getting Results Part II, page 89-94

Family and Community Collaboration

Getting Results Part I, page 104-105

Getting Results Part II, page 26-28

Getting Results Part II, page 33

Media Literacy and Advocacy

Getting Results Part II, page 45

Getting Results Update 3, page 22-24

Mentoring

 

Getting Results Part I, page 49

Peer-Helping and Peer Leaders

Getting Results Part I, page 104-106

Getting Results Update 3, page 43-45

Positive Alternatives

Getting Results Part I, page 79-81

Getting Results Part I, page 104-106

Getting Results Part I, page 108-109

School Policies

Getting Results Part I, page 66-72

Getting Results Part II, page 22-23

Service Learning/Community Service

Getting Results Part I, page 81-83

Getting Results Part II, page 46-47

Student Assistance Programs

 

Getting Results Part I, page 89-90

Tobacco-Use Cessation

Getting Results Part II, page 28

Getting Results Part II, page 42-43

Getting Results Part II, page 72-74

Youth Development/Caring Schools/Caring Classrooms

Getting Results Part I, page 121-123

Getting Results Part I, page 136-137

Getting Results Part II, page 28

Getting Results Update 1

 

 

APPENDIX E

 

Promising or Favorable Programs

Either the United States Department of Education’s Expert Panel, the University of Colorado’s Center for the Study and Prevention of Violence, or the Center for Substance Abuse Prevention has identified the programs listed below as producing a consistent positive pattern of results (CSAP) or have evidence of a deterrent effect (Blueprints) but otherwise did not match all of the criteria established by these agencies to be identified as an exemplary or model program. The code in the last column of the chart provides a quick reference indicating which web sites have information specific to each program. 

 

A: < http://www.californiahealthykids.org> (California Healthy Kids Resource Center)

 

B: < http://www.colorado.edu/cspv/blueprints/model/overview.html> (University of Colorado: Blueprints)

 

C: < http://modelprograms.samhsa.gov/model_prog.cfm> (Center for Substance Abuse Prevention)

 

D: < http://www2.edc.org/msc/model.asp> (United States Department of Education: Expert Panel)

 

E: < http://www.gettingresults.org/> (Getting Results)

 

Name

Grade, or

Setting

Alcohol

Tobacco

Drug

Violence

Youth Dev.

Web site

Adolescent Alcohol Prevention Trial

5 to 7

 

 

x

 

 

C

Aggression Replacement Training

School

 

 

 

x

 

D

Aggressors, Victims, and Bystanders

6 to 9

 

 

 

x

 

D

Al’sPal’s: Kids Making Healthy Choices

Pre K to 2

 

 

 

x

 

D

Baby Safe (Substance Abuse Free Environment) Hawaii

Families

x

x

x

 

 

C

Basement Bums

6 to 8

 

x

 

 

 

A

Be a Star

 K to 6

 

 

 

 

x

C

Behavioral Monitoring and Reinforcement

 7 to 8

 

 

x

x

 

C

Bilingual/Bicultural Counseling and Support Services

 Communities

x

 

x

 

 

C

Bully Proofing Your School

 K to 8

 

 

 

x

 

B

CAPSLE (Creating a Peaceful School Learning Environment)

 K to 5

 

 

 

x

 

B

Club Hero

 6

 

 

 

 

x

C

Coca-Cola Valued Youth Program (CCVYP)

 School

 

 

 

 

x

B

Colorado Youth Leadership Project

 7

x

 

 

 

x

C

Comer School Development Program (CSDP)

School 

 

 

 

 

x

B

Earlscourt Social Skills Group Program

K to 6

 

 

 

 

x

B

Effective Black Parenting Program (EBPP)

 Families

 

 

 

x

 

B

Facing History and Ourselves

7 to 12

 

 

 

x

 

D

Family Health Promotion

 Families

x

x

x

 

x

C

FAST Track

1 to 6

 

 

 

x

 

B

Get Real About Violence

 K to 12

 

 

 

x

 

C

Growing Healthy

K to 6

x

x

x

 

 

D

Intensive Protective Supervision Program

Community

 

 

 

X

 

B

Iowa Strengthening Families Program

Family

x

 

 

 

 

B

Kids Intervention with Kids in School (KIKS)

 6 to 12

x

x

x

x

x

C

Let Each One Teach One

Mentoring

 

 

 

 

x

D

Linking the Interests of Families and Teachers (LIFT)

1 to 5

 

 

 

x

 

B, C, D

Lion’s Quest Working Toward Peace

5 to 9

 

 

 

x

 

D

Massachusetts Tobacco Control Program

7 to 12

 

X

 

 

 

C

Michigan Model for Comprehensive School Health Education

K to 12

x

x

x

 

 

D

Open Circle Curriculum

K to 5

 

 

 

x

x

D

Parent-Child Assistance Program (P-CAP)

 Families

x

 

x

 

 

C

PeaceBuilders

K to 8

 

 

 

x

 

D

Peacemakers Program

4 to 8

 

 

 

x

 

D

Peer Assistance and Leadership

 9 to 12

 

 

x

x

 

C

Peer Coping Skills (PCS)

 1 to 3

 

 

 

x

 

B

Peers Making Peace

K to 12

 

 

 

x

 

D

Personal/Social Skills Lessons

6 to 12

 

x

 

 

 

A

Preventive Intervention

6 to 8

 

 

x

 

 

B

Preventive Treatment Program

Parents

 

 

x

x

 

B

Primary Mental Health Project

Pre k to 3

 

 

 

 

 

D

Project Alive

K to 12

 

x

 

 

 

A

Project BASIS

 6 to 8

 

 

 

x

x

C

Project Break Away

6 to 8 

 

x

x

 

 

C

Project Life

9 to 12

 

x

 

 

 

A

Project PACE

 

 

 

 

x

C

Project SCAT

4 to 12

 

x

 

 

 

A

Project Status

6 to 12

 

 

x

x

x

B

Safe Dates

School 

 

 

 

x

 

B

Say It Straight (SIS) Training

6 to 12

x

 

 

 

 

D

School Transitional Environmental Program

9 to 12

 

 

x

x

x

B

Smokeless School Days

9 to 12

 

x

 

 

 

A

Social Decision Making and Problem Solving

1 to 6

x

 

 

x

 

D

Social Decision Making and Problem Solving Program (SDM/PS)

K to 5 

 

 

 

 

x

B

Socio-Moral Reasoning Development Program (SMRDP)

 School

 

 

 

x

 

B

Storytelling for Empowerment

6 to 8 

x

 

x

 

 

C

Strengthening Hawaii Families

Families

 

 

x

 

 

C

Strengthening the Bonds of Chicano Youth & Families

Communities

x

 

x

 

 

C

Syracuse Family Development Program

Family

 

 

 

x

 

B

Teams-Games-Tournaments Alcohol Prevention

10 to 12 

x

 

 

 

 

C

Teenage Health Teaching Modules

6 to 12

 

x

 

 

 

C, D

Teens Tackle Tobacco! - Triple T

6 to 12

 

x

 

 

 

A

The Scare Program

School

 

 

 

x

 

D

The Think Time Strategy

K to 9

 

 

 

x

 

D

Tinkham Alternative High School

9 to 12 

 

 

 

 

x

C

Tobacco-Free Generations

8 to 12

 

x

 

 

 

A

Viewpoints

9 to 12 

 

 

 

x

 

B

Woodrock Youth Development Project

K to 8 

x

x

x

 

x

C

Yale Child Welfare Project

Families

 

 

 

x

 

B

 

4535 Missouri Flat Road, Suite 1A  Placerville, CA 95667
Phone 800-979-4436 
Fax 530-295-3583

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