(Rev 3-07)

California Department of Education

School and District Accountability Division (CDE use only)

Application #

No Child Left Behind Act of 2001

SINGLE SCHOOL DISTRICT PLAN

To meet the requirements of the

Local Educational Agency Plan and Single Plan for Student Achievement

mail original* and two copies to: California Department of Education

School and District Accountability Division

1430 N Street, Suite 6208

Sacramento, California 95814-5901

(*subsequent amendments are approved by local board and kept on file; do not submit to CDE)

SSD Plan Information:

Name of Local Educational Agency (LEA): Burnt Ranch School

County/District Code: 5371662

Dates of Plan Duration (should be five-year plan): July 1, 2008 to June 30, 2013

Date of Local Governing Board Approval:

District Superintendent: Sarah Supahan

Address: P.O. Box 39

City: Burnt Ranch Zip code: 95527

Phone: 530 629-2543 Fax: 530 629-2479

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

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 Single School District (SSD) Plan……………...…………..9

Planning Checklist for SSD Plan Development……………………………………...……..13

Federal and State Programs Checklist………………………………...……………………14

District Budget for Federal Programs……………..……..…………………….…………....15

District Budget for State Programs…………………………………………………………..16

Part II – The Plan

Needs Assessments………………………………………………………………...………..21

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions – Program Planning……………………………………………...…………….29

Local Measures of Student Performance

District Profile……………………………..……………………………………..……………..30

Performance Goal 1A………………………………………...…………………………….....35

Performance Goal 1B………………………………………………………………………....40

Performance Goal 2……………………………………………………………………….45-46

Performance Goal 3……………………………………………..…….…….…….…….……54

Performance Goal 4………………………………………………………….……………..…57

Performance Goal 5………………………………………………………….……….…….…71

Additional Mandatory Title I Descriptions…………………………….…………………......72

Part III – Assurances and Attachments

Assurances…………………………………………………………………………………..…82

Signatures………………….………………….………………………………….…………....90

School Site Council Recommendations and Assurances……………..………………..…91

Appendix

Appendix A: California’s NCLB Performance Goals and Performance Indicators…………………………………………………………………………….....92

Appendix B: Links to Data Web sites…………..…………………………...……….94

Part I

Background and Overview

Background…………………………………………………………………………..…page 5

Descriptions of the Consolidated Application, the Local Educational Agency

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

Monitoring Process…………………………………………………………………... page 6

Development Process for the Single School District Plan……………………..…page 9

Single School District Plan Planning Checklist…………………………………...page 13

Federal and State Programs Checklist…………………………………………....page 14

District Budget for Federal and State Programs

PLANNING CHECKLIST

FOR SSD PLAN DEVELOPMENT

SSD Plan – Comprehensive Planning Process Steps

Measure effectiveness of current improvement strategies

Seek input from staff, advisory committees, and community members

3. Develop or revise performance goals

4. Revise improvement strategies and expenditures

Local governing board approval

Monitor Implementation

FEDERAL AND STATE PROGRAMS CHECKLIST

Check (√) all applicable programs operated by the LEA. In the “other” category, list any additional programs that are reflected in this Plan.

Federal Programs		State Programs
X	Title I, Part A “3010”	X	Economic Impact Aid (EIA) – State Compensatory Education “7090”
	Title I, Part B, Even Start		EIA – Limited English Proficient
	Title I, Part C, Migrant Education		After-School Education and Safety Programs
	Title I, Part D, Neglected/Delinquent	X	School and Library Improvement Block Grant “7395”
X	Title II, Part A, Subpart 2, Improving Teacher Quality “4035”		Child Development Programs
X	Title II, Part D, Enhancing Education Through Technology “4045”		Educational Equity
	Title III, Limited English Proficient	X	Gifted and Talented Education “7140”
	Title III, Immigrants		High Priority Schools Grant Program
X	Title IV, Part A, Safe and Drug-Free Schools and Communities “3710”		Tobacco Use Prevention Education (Prop 99)
X	Title V, Part A, Innovative Programs – Parental Choice “4110”		Immediate Intervention/ Under performing Schools Program
	Adult Education	X	School Safety and Violence Prevention Act (AB1113, AB 658) “6405”
	Career Technical Education		Healthy Start
	McKinney-Vento Homeless Education		Dropout Prevention and Recovery Act: School Based Pupil Motivation and Maintenance Program (SB 65)
	Individuals with Disabilities Education Act (IDEA), Special Education		English Language Acquisition Program
	21^st Century Community Learning Centers		Community Based English Tutoring
X	Garden Nutrition “7026”	X	Art/Music Block Grant “6760”, “6761”
X	Targeted Instructional Improvement “7394”	07/08	School Gardens: GRANT
X	Other (describe): Indian Education “7210”	X	Other (describe): IMFRP
X	Other (describe): REAP “5810”	X	Other (describe): PAR “7271”
	Other (describe):	X	Other (describe): Indian Education
	Other (describe):	X	Professional Development “7393”
	Other (describe):	X	School Site Council “7398”
	Other (describe):	X	AfterSchool (ASES)

DISTRICT BUDGET FOR FEDERAL PROGRAMS

Programs

Prior Year

District

Carryovers

Current Year

District

Entitlements

Current Year

Centralized

Services

& Indirects

Current Year

Direct Services

to Students

at School

Sites ($)

Current Year

Direct Services

to Students

at School

Sites (%)

School Wide Program Includes

Title I, Title II Part A, Title IV Part A, Title V Part A, SRSA (REAP Flex) “3510”

See SW

Total below

See SW

Total below

See SW

Total below

See SW

total

below

Title I, Part A “3010”

19,832

See SW

Total below

See SW

Total below

See SW

total

below

Title II Part A, Subpart 2, Improving Teacher Quality “4035”

4540

See SW

Total below

See SW

Total below

See SW

total

below

Title II, Part D, Enhancing Education Through Technology

See SW

Total below

See SW

Total below

See SW

total

below

Title IV, Part A, Safe and Drug-free Schools and Communities “3710”

502

See SW

Total below

See SW

Total below

See SW

total

below

Title V, Part A, Innovative Programs – Parental Choice “4110”

See SW

Total below

See SW

Total below

See SW

total

below

Small, Rural School Achievement “REAP” “5810”

16,515

See SW

Total below

See SW

Total below

See SW

total

below

TOTAL for School Wide Program

15% limit on total admin and

indirects

41,699

Co-op

2085

39,614

DISTRICT BUDGET FOR STATE PROGRAMS

REVISED FEBRUARY 2009

Categories

Prior Year

District

Carryovers

Current Year

District

Entitlements

Current Year

Centralized

Services

& Indirects

Current Year

Direct

Services

to Students

at School

Sites ($)

Current Year

Direct

Services

to Students

at School

Sites (%)

EIA – State Compensatory Education “7090”

10,718

Co-op

804

9,914

93%

EIA – Limited English Proficient

School and Library Improvement Block Grant “7395”

11985

100%

Gifted and Talented Education “7140”

786

2,432

Indirect 58

3156

98%

Tobacco Use Prevention Education – (Prop. 99) “9290”

500

100%

School Safety and Violence Prevention Act (AB 1113)

“6405”

4,158

10,000

Co-op 200

Indirect 0

13,958

95%

Indian Education “7210”

8,062

Indirect

348

7,714

96%

PAR “7271”

6,093

1,842

Co-op

Indirect

328

7,607

96%

Professional Development “7393”

5986

5,986

100%

School Site Block Grant “7396”

5,967

100%

Garden Nutrition Grant “7026”

2500

100%

Art and Music “6760”,

“6761”

2,417

2,142

4000

6,417

2,142

100%

After School (ASES)

25040

108,000

100%

Targeted Instructional Improvement “7394”

4091

100%

Children/Family First “9400”

3,320

24,154

Indirect

1,504

25,970

95%

TOTAL

25,762

193,918

Co-op

1,244

Indirects

2,180

216,486

97%

CATEGORICAL BUDGET DETAIL 2007-2008 (WITH CARRYOVER)

REVISED FEBRUARY 2009

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under “Other”) may be allocated to the school in accordance with district policy.

State Programs

Economic Impact Aid/State Compensatory Education ~~$13,516~~ 10,718

Purpose: Help educationally disadvantaged students succeed in

the regular program and improve overall achievement of all students.

Strategies: Provide Spanish Instruction to all students. Provide

para-educators to reduce the adult to student ration in providing

supplemental assistance. Provide supplemental learning opportunities

in core subjects.

Expenditures: Para-educators salaries/benefits $12,502

Instructional Materials (supplemental to core) $ 0

Centralized Services: Co-op fee 7.5% $ ~~1,014~~ $804

School and Library Improvement Program Block Grant $11,985

BLOCK GRANT – NOT THROUGH CON-AP

Purpose: Improve library and other school programs.

Strategies: Provide para-educators to reduce the adult to student

ratio for supplemental instruction and help all students reach grade

level standards.

Expenditures: Para-educator salaries/benefits $11,985

Professional Development Block Grant $ 5,986

BLOCK GRANT – NOT THROUGH CON-AP

Purpose: Promote school improvement through high quality

professional development for school staff.

Strategies: Focus professional development on areas related

to mastery of state standards in reading and math, use of

technology to improve student achievement, and assisting students

with disabilities. Teachers and pare-educators participate in

professional collaboration, articulation meetings, and high quality

in-service opportunities as they pertain to the reading, math, and

special education needs.

Expenditures: Teacher stipends/benefits $ 3,877

Lodging, meals, & mileage $ 1,925

Professional Development Trainings $ 184

PAR (admin/indirect costs limited to 5%) $ 1,842 + $ 6,093 = $ 7,935

IN CON-AP, BUT DON’T GET ALLOCATION AMT

Purpose: Improve education in the school through identification of

and provision of assistance to veteran teachers who have received

unfavorable performance evaluations or who wish to strengthen their

teaching performance, and enhance the performance of beginning teachers.

Strategies: Provide professional development to beginning teachers.

Provide mentors for need teachers. Provide professional development

opportunities for all teachers in areas where they need to strengthen

performance.

Expenditures:

BTSA Support Provider stipends/benefits $ 4,257

Teacher stipends/benefits $ 3,300

Indirect @ 5% $ 328

Centralized services: Co-op fee 2.5% $ 50

School Safety $ ~~9,350 + c/o $5,037 = $14,387~~

$10,000 + c/o $4,158 = $14,158

Purpose: Improve safety and prevent violence for all students and

staff by identifying safety concerns, developing a safety plan with

action plan, and providing supplemental student support.

Strategies: Improve on the school’s disaster response readiness

through monthly meetings with Safety Committee under the direction

of the Safety Coordinator. Supplemental student support is provided

through counseling, and student participation in supplemental violence

prevention & skill building education programs.

Expenditures: Supplies $ 2,009

Counseling contract with TCOE $ 9,570

Centralized services: Co-op fee 2.5% $ ~~180~~ 200

Other supplies $ 2,378

GATE $ 2,432 + c/o $ 786 = $ 3,218

Purpose: Provide acceleration and enrichment for students within

the regular classroom.

Strategies: Provide GATE Coordinator to coordinate services and

meet with students periodically. Provide Technology Instructor to assist

GATE students with advanced digital technology projects. Provide Art

Instructor for students identified in the area of visual arts.

Expenditures: GATE coordinator salary/benefits $ 2,415

Supplies, instructional materials $ 746

Indirect Cost: @ 5.13% $ 58

Tobacco Use Prevention Education, Grades 4-8 $ 500

NOT THROUGH CON-AP; FROM TCOE

Purpose: Provide coordination for tobacco use prevention activities to

eliminate tobacco use.

Strategies: Fund TUPE coordinator to provide TUPE activities.

Expenditures: Item: Coordinator stipend/wages-benefits $ 500

Afterschool Education and Safety Program $108,000

Purpose: Provide safe, constructive opportunities and educationally

enriching alternatives for all children during non-school hours.

Strategies: The program consists of two elements: 1)Provide tutoring

and/or homework assistance in language arts, mathematics, social

studies, science, and computers. 2)Provide enrichment activities in

recreation, fine arts, physical fitness, and prevention activities.

Expenditures: Salaries/benefits

Administrators Salaries/benefits

Materials/Supplies

Contract with TCOE for coordination

Indirects @3.55%

Art and Music Grant $ 4,000 + c/o $ 2,417 = $6,417 NOT THROUGH CON-AP

Purpose: Provide funding that supports standards-aligned arts (which

includes dance, theatre and visual arts) and music instruction.

Strategies: Provide dance instruction for all students. Provide

opportunities for students to perform in public.

Expenditures: Music & visual arts specialists $ 500

Coordinator stipend/benefits $ 558

Costumes, props, microphone, $ 5,359

music instruments, visual arts supplies

Federal Programs

Schoolwide Program ~~$41,699~~ $18,991 (Title IA)

(Title IA, Title IIA, Title VA, Title IVA, REAP) $ 4,453 (Title II, A)

$ 358 (Title IV, A NOTE: IV, A is DRUG FREE SCHOOLS $16,515 (REAP)

REAP – NOT THROUGH CON-AP

________________

$40,317

Purpose: Upgrade the entire education program of the school.

Strategies: Close the achievement gap by reducing teacher/student

ratios using instructional assistants in all classes. Provide supplemental

learning opportunities to students to support reaching grade level standards

in reading and math. Provide technology instruction for all grades K-8.

Promote parent and community involvement in the school. Provide services

to homeless students to promote equal access to school program.

Expenditures: District Encroachment $ 4,186

Part time para-educator salaries/benefits $41,422

Parent involvement activities $ 0

Centralized services: Co-op fee 7.5% on Title IA, IIA, IVA, VA $ 3,127

Supplies $ 0

Indirect $ 1,336

Targeted Instructional Improvement- Goes to School Based Coor. Program $ 4,091

BLOCK GRANT – NOT THROUGH CON-AP

Indian Education Grant $ 8,062

Expenditures: Indirects @ 5.13% $ 348

Tutors & Coordinator stipend/benefits $ 4,700

Conferences (include travel expenses) $1,139

Supplies $1,875

~~Garden Nutrition Grant~~ ~~$ 2,500~~

Art/PE Block Grant $ 2,142

Expenditures: PE and art supplies – Carry over only

Children/Family First $25,154 + c/o $3,320 = $28,474

Expenditures: Coordinator & assistants salaries/benefits $14,445

Supplies $ 6,641

Workshops, travel expenses $ 1,027

Hall rental $ 3,260

Telephone $ 600

Indirect costs @ 5.13% $ 1,504

Part II

The Plan

Needs Assessments

Academic Achievement

Professional Development and Hiring

School Safety

Descriptions – Program Planning

District Profile

Local Measures of Student Performance

Performance Goal 1

1A: All students will reach high standards, at a minimum, attaining

proficiency or better in reading by 2013-2014. (Page 31)

1B: All students will reach high standards, at a minimum, attaining

proficiency or better in mathematics by 2013-2014. (Page 36)

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. (Page 41)

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

teachers. (Page 50)

Performance Goal 4

Performance Goal 5

Additional Mandatory Title I Descriptions

Needs Assessment

Includes: Demographics, test results, and resources, Academic Performance, Teacher Quality, School Safety and Prevention (CHKS)

NEEDS UPDATING Current Data

Demographic Information 2006-2007

Student Enrollment by Grade Level

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	10	Grade 5	11
Grade 1	6	Grade 6	14
Grade 2	11	Grade 7	8
Grade 3	9	Grade 8	10
Grade 4	9	Ungraded Elementary	0
		Total Enrollment	88

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African American	1	White (not Hispanic)	78
America Indian or Alaska Native	17	Multiple or No Response	1
Asian	0	Socioeconomically Disadvantaged	0
Filipino	0	English Learners	0
Hispanic or Latino	3	Students with Disabilities	0
Pacific Islander	0	n/a	n/a

Standardized Testing and Reporting (STAR)

Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition(Stanford 9), which tests Reading, Language, mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scored are not shown when the number of students tested is 10 or less.

California Standards Tests (CST)

The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in the content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2005	2006	2007	2005	2006	2007	2005	2006	2007
English-Language Arts	48	42	56	48	42	56	40	42	43
Mathematics	65	52	71	65	57	71	38	40	41
Science	*	50	74	*	42	74	27	35	38
History-Social Science	43		78	43	*	78	32	33	33

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American	*	*
American Indian or Alaska Native	*	*	*	*
Asian
Filipino
Hispanic or Latino	*	*	*	*
Pacific Islander
White (not Hispanic)	50	42	*	*
Male	*	*	*	*
Female	*	*	*	*
Economically Disadvantaged	*	*	*	*
English Learners
Students with Disabilities	*	*	*	*
Students Receiving Migrant Education Services

Norm-Referenced Test (NRT)

Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported as the percent of tested students scoring at or above the 50^th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ of by speaking with the school principal.

NRT Results by Student Group – Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50^th percentile) in reading and mathematics for the most recent testing period. Note: To protect student privacy, scores are not shown when the number of students tested in 10 or less.

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Male
Female
Economically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services

Local Assessment Results

Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.

Grade Level	Reading			Writing			Mathematics
Grade Level	2005	2006	2007	2005	2006	2007	2005	2006	2007
K		82	70		82	70		82	70
1		90	80		90	80		90	80
2		50	100		50	90		50	100
3		70	70		60	50		70	80
4		67	80		58	70		75	90
5		70	70		50	70		83	80
6		50	75		28	80		50	85
7		60	67		50	50		80	67
8		55	100		55	100		77	100

California Physical Fitness Test Results

Data reported are the percent of students meeting standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grades, 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scored are not shown when the number of students tested is 10 or less.

Grade Level	Percent of Students Meeting Fitness Standards
5	70
7	86
9

Academic Performance Index (API)

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual school in California. On an interim basis, the stat has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its API Base and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its bas and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school’s target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is

ranked by API scores from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The state API rank ranges from 1-10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better that at least 90 of the 100 similar schools.

API Rank	2004-05	2005-06	2006-07
Statewide	7	8	7
Similar Schools	n/a	n/a	n/a

API Changes by Student Group – Three-Year Comparison

This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: N/A means that the student group is not numerically significant.

Group	Actual API Change			API Score
Group	2004-05	2005-06	2006-07	2007
All Students at the school	28	-9	55	854
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners	n/a	n/a	n/a	n/a
Students with Disabilities	n/a	n/a	n/a	n/a

State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Adequate Yearly Progress (AYP)

The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

• Requirement 1: Participation rate on the state’s standards-based assessments

• Requirement 2: Percent proficient on the stat’s standards-based assessments

• Requirement 3: API as an additional indicator

• Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or “safe harbor” criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ of by speaking with the school principal.

AYP Overall and by Criteria

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

Schoolwide

School

District

2003

2004

2005

2003

2004

2005

All Students

Yes

AYP Participation Rates and Proficiency Levels—Schoolwide and Subgroups

Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: “N/A” means that the student group is not numerically significant.

AYP Criteria	School	District
Overall	Yes	Yes
Participation Rate – English-Language Arts	Yes	Yes
Participation Rate – Mathematics	Yes	Yes
Percent Proficient – English-Language Arts	Yes	Yes
Percent Proficient – Mathematics	Yes	Yes
API	Yes	Yes
Graduation Rate	Yes	Yes

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status	Not in PI	Not in PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement	n/a	n/a
Percent of Schools Currently in Program Improvement	n/a	n/a

Analysis/Conclusions indicated by the data (demographics, test results, accountability measures) as provided by teachers, the administrator, and the SSC through surveys and discussion:

Strengths:

1. In 06-07 the school went up 55 points of growth on the API but continued above the

state target of 800.

2. The school met all AYP criteria.

3. The API for 06-07 was 854.

4. Schoolwide and Comparable improvement was made for all subgroups.

5. Burnt Ranch School has met the state target of 800 or above on API.

Needs:

Language Arts instruction, will be a K-8 curriculum focus. Special attention will be given to the following areas:

2^nd grade Reading Comprehension

Writing Strategies

3^rd grade Reading Comprehension

Writing Strategies

4^th grade Reading Comprehension

Writing Strategies

5^th grade Reading Comprehension

Writing Strategies

6^th grade Reading Comprehension

7^th/8^th grade Writing Strategies

Reading Comprehension

Mathematics instruction will also be emphasized for all students with special attention given to the following areas:

2^nd grade Number Sense and Measurement and Geometry

3^rd grade Multiplication and Division

4^th grade Multiplication and Division and Measurement and Geometry

5^th grade Measurement and Geometry and Statistics and

Algebra Functions

6^th grade Measurement and Geometry and Statistics

7^th grade Geometry and Statistics

8^th grade General Math

• Algebra and Functions and Linear Equations

Algebra

• Rational Equations, Quadratic Equations

Descriptions – Program Planning

Local Measures of Student Performance

Three measures are to be used to evaluate student progress at each grade level. Students will meet grade level standards if the cut point for two of the three measures is met. Students in grades K-8 will meet or exceed the annual Academic Performance Index (API) growth targets as evidenced by the results of multiple measures of achievement or an increase of 5% or more.

For reading/language arts and mathematics, the following evaluation criteria will be utilized to determine levels of student performance.

K-1 Houghton Mifflin Reading – Theme Tests and Summative Tests (current

State adoption)

Success with Math Coach – Standards Based Assessments (current State

adoption)

Classroom assessments, aligned with Standards (Results, Read Naturally,

Reading Counts and SRI)

Teacher created and gathered Standards Assessments

2^nd Houghton Mifflin Reading Program Theme Skills Tests, Selection Tests,

and California Summative tests (current adoption)

California Content Standards Math/Language Arts by Curriculum Assoc.

Daily Math and Language Review

Teacher created and gathered Standards Assessments

3^rd-4^th Houghton Mifflin Reading Summative and theme tests (current State

adoption)

Rubrics from Steps Up to Writing

Math Steps Assessments (previous math adoption)

Teacher created and gathered Standard assessments

5^th-6^th Houghton Mifflin Reading Theme Skills and California Cumulative Tests

(current State adoption)

Read Naturally – fluency

Success with Math Coach and Scott Foresman Math (current adoption)

Teacher created and gathered Standards Assessments

7^th-8^th Prentice Hall Math Assessments (current State adoption)

McDougal Littell Language Arts Assessments (current State adoption)

Teacher created and gathered Standards Assessments

K-8^th Assessment Rubic:

4 Advanced

Displays a complete and accurate understanding of the concepts or facts, providing new insight into some aspect of that information. Performs the concepts or skills in as efficient manner.

3 Proficient

Meets grade level standards. Displays a complete and accurate

understanding of the concepts or facts. Performs the concepts and skills

without significant error.

2 Basic

Displays an incomplete understanding of the concepts or facts with some

notable misconceptions. Performs the concepts or skills with a number of

errors.

1 Below Basic

Displays severe misconceptions about the concepts or facts. Makes many critical errors when performing the concepts or skills.

Special Education students will be assessed as follows: Performance goals for students with disabilities shall be consistent, to the maximum extent appropriate, with the goals and standards set by the State for all students. The majority of students receiving special education services will be assessed using results from STAR testing and students with severe disabilities will be assessed using the California Alternate Performance Assessment (CAPA). Student progress will also be evaluated by using the CDE Special Education Division’s process for determining educational benefit as delineated in the CCR Self-Review process.

Limited-English proficient (LEP) students will assessed as follows: LEP students will participate in CELT and within 90 days of enrollment using and appropriate test in their primary language. The rate of student redesignation to FEP will be measured annually through CELD (California English Learner Development Test).

District Profile

Burnt Ranch School District is committed to providing a balanced, quality education in a safe learning environment for our students, staff, and community.

Burnt Ranch School is located in the Burnt Ranch School District in the town of Burnt Ranch in Trinity County. This is the only school in the district. The school serves 82 students in K-8^th grades. The Burnt Ranch School has an afterschool program for 1^st-3^rd graders to assist them with their homework. In addition, the students do craft projects and other activities when their work is done. The 4^th-8^th graders have tutoring during the week for those students that need additional assistance with skills. At Burnt Ranch School, parents play very important roles through their active participation and involvement in School Site Council, Parent Teacher Organization, various annual events and regular volunteering of their services in and out of the classrooms.

The school and community strive to work together to create programs that produce articulate, confident, and skilled students. There is a strong focus on a well-balanced education for every student with high standards aimed at excellence and student empowerment. The entire student body is involved in weekly classes in art, music, and drama.

The Burnt Ranch School opened in 1895 in its original site up Burnt Ranch School Road. The following site was the present Veterans’ Hall. The present building was completed in 1962. The multipurpose building along with the upper grade classroom was added in 1987. In 2004, our new office building was added. This building also houses a meeting room and staff workroom. Our school is a center for students, parents, and the community.

The Burnt Ranch School provides an Afterschool Education and Safety (ASES) Program for all Burnt Ranch students. This program is funded through a 2002 voter approved initiate, Proposition 49. The goal of this program is to improve assistance to students and broaden the base of support for education in a safe, constructive environment during non-school hours. The ASES Program provides educationally enriching alternatives which involves collaboration among parents, your, representatives from the school, and governmental agencies.

The ASES Program (Burnt Ranch Bear Den) includes an educational and literacy element and an educational enrichment element. The educational and literacy element includes tutoring and/or homework assistance designed to help students meet state standards. The educational enrichment element includes, but is not limited to, positive youth development strategies, recreation and prevention activities. Activities involve visual and performing arts, music, physical activity, health/nutrition, career awareness community service learning, self-esteem classes, foreign language, etc. A nutritious snack is provided daily to all students participating in the program.

Analysis of Current Instructional Program

The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements are used to discuss and develop findings that characterize the instructional program at this school for students:

Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

Yes Use of state and local assessments to modify instruction/improve student

achievement (NCLB)

Yes Use of data to monitor student progress on curriculum-embedded

assessments/modify instruction (EPC)

Staffing and Professional Development

Yes Meet requirements for highly qualified staff (NCLB)

No New administrators participate in Principals’ Assembly Bill (AB) 430 training on

State Board of Education (SBE) adopted instructional materials (EPC) (current

administrator has a Clear Administrative Credential)

Yes Sufficiency of credentialed teachers and teacher professional development (e.g.,

access to BTSA training on SBE-adopted instructional materials)(EPC)

Yes Alignment of staff development to content standards, assessed student

performance, and professional needs (NCLB)

Yes Ongoing instructional assistance and support for teachers (e.g., use of content

experts and instructional coaches)(EPC)

Yes Teacher collaboration be grade level (K-8) and department (9-12)(EPC)

Teaching and Learning

Yes Alignment of curriculum, instruction, and materials to content and performance

standards (NCLB)

Yes Adherence to recommended instructional minutes for reading/language arts and

mathematics (K-8)(EPC)

No Lesson pacing schedule (K-8) and master schedule flexibility for sufficient

numbers of intervention courses (EPC)

Yes Availability of standards-based instructional materials appropriate to all student

groups (NCLB)

Yes Use of SBE-adopted and standards-aligned instructional materials, including

intervention materials, and for high school students, access to standards-aligned

core courses (EPC)

Core Curriculum	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	(K-6) Houghton Mifflin Adopted 2005 (7-8) McDougal Littell	0
Mathematics	(K-6) Math Coach (2001) (K-6) Houghton Mifflin (2001) (7-8) Prentice Hall (2001)	0
Science	(K-5) Scotts Foresman (2007) (6-8) Prentice Hall (2007)	0
History-Social Science	(K-5) Houghton Mifflin (2006) (6-8) Holt/Rinehart/Winston (2006)	0
Health	(6-8) Teen Health – Glenco (2007)	0

Opportunity and Equal Educational Access

Yes Services provided by the regular program that enable underperforming students

to meet standards (NCLB)

*EL: Services provided by CELDT trained teacher.

*Poor: Services provided by regular classroom teacher through the

use of supplemental materials in state adopted programs.

*Sp Ed: Services provided through Trinity County Office of Education

*Underperforming: Services provided by regular classroom teacher through

state adopted intervention materials.

Yes Research-based educational practices to raise student achievement at this

school (NCLB)

Involvement

Yes Resources available from family, school, district, and community to assist under-

achieving students (NCLB)

Yes Involvement of parents, community representatives, classroom teachers, other

school personnel, and students in secondary schools, in the planning,

implementation, and evaluation of consolidated application programs. (5 CCR

3932)

Funding

Yes Services provided by categorical funds that enable underperforming students to

meet standards (NCLB)

Yes Fiscal support

Professional Development/Qualified Teachers

Teacher Credential Information

Part-time teachers are counted as ‘1’. If a teacher works at two schools, he/she is only counted at one school.

2005-06

2006-07

2007-08

Total Number of Teachers

Full Credential

(full credential and teaching in subject area)

Teaching Outside Subject Area

(full credential but teaching outside subject area)

Emergency Credential

(Includes District Internship, University Internship, Pre-Interns and Emergency Permits)

Teachers with Waivers

(does not have credential and does not qualify for an Emergency Permit)

Paraprofessional: All paraprofessionals have met federal criteria for NCLB compliance.

Administrators: The superintendent holds a Clear Administrative Credential.

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

SCHOOL GOAL # 1

Annually, increase the percentage of students scoring proficient or advanced on the ELA CSTs by 5 %

Student groups and grade levels to participate in this goal:

Schoolwide

TARGETS

Anticipated annual performance growth for each group:

Schoolwide: 5%

MEASURES

Means of evaluating progress toward this goal:

Grade 2-8 CSTs

K-8 Classroom assessments

INDICATORS

Data to be collected to measure academic gains:

Reading Comprehension

Writing strategies

Literary Analysis

Planned Improvement in Student Performance in Reading

Description of specific actions to improve student achievement in Reading and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
1. Alignment of instruction with content standards: The state standards will be used to deliver standards-based core curricula. Assessments will be utilized from the standards-based curricula to ensure alignment with state standards.	Teachers/Supt. 2003-2008	Read Naturally Reading Counts Results & Core Phonics
2. Use of standards-aligned instructional materials and strategies: The core curricula to be used at the elementary level are approved by the California State Board of Education. Supplemental materials to be used are aligned with content	Teachers/Supt. 2003-2008	Purchase of standards-based instructional materials
Description of specific actions to Improve Student Achievement in Reading and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
2. (cont.) and performance standards as evidenced by standards maps provided by the publishers. Teachers have aligned instruction with the standards, such as by making reference to the standards being taught in lesson plans. Standards are available to every student and parent/guardian.	Afterschool tutoring High School tutors	Houghton/Mifflin K-6 Reading Language Arts state adopted materials
3. Extended learning time: Students not meeting state standards will receive intensive instruction before and/or afterschool. Tutoring will be available for students not meeting state standards	Teachers, paraprofessionals Afterschool tutoring Achievement High School tutors	Salaries
4. Students will participate in computer-based learning opportunities on a regular basis that support grade level standards. Videos, overhead projectors, and the internet will be used to stimulate interest in topics. Technology opportunities will be available during Afterschool Program. Standards-based reading software and programs will be used as outlined in the Burnt Ranch School Technology Plan.	Superintendent Teacher Ongoing Teachers Ongoing Afterschool	Read Naturally SIPPS Technology Coor salary Hardware/software Reading Counts books and quizzes Accelerated Reading Exam View
5. Staff development and professional collaboration aligned with standards-based instructional materials: Staff will attend differentiated instruction training. Staff will attend training on reading in the content areas & intervention. New staff will participate in BTSA, which has a heavy emphasis on standards-based materials. Minimum days will provide for professional collaboration on an ongoing basis. Student achievement data will be reviewed to determine and plan for staff development needs.	Teachers, Curriculum Director 2003-2008 Teachers 2003-2008 New Teachers, 2 yr Commitment Ongoing New Superintendents 2003-2008 Instructional staff Ongoing 2003-2008 Admin, teachers Ongoing 2003-2008	Training fee and travel Training costs, stipends, and travel Training costs and travel Travel, subs none none
Description of specific actions to Improve Student Achievement in Reading and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): Parents will be given CELDT & state STAR test results & information on how to interpret them w/in 30 days of receiving results. The SSC will meet to provide input on categorical programs. The SSC is made up of parents, teachers, community members, classified staff, and the Superintendent. Have SSC/Parents push reading at home The SARC will be posted to the internet. Library Open-Parents/Students reading together. Additional conferences will be held with parents of underachieving students. Parent Conferences on Reading (Invite Parents to On Site Inservices) Interim reports will be provided to parents of underperforming students. Home/school, communications will take place to promote reading at home.	Teachers/Aides June Annually SSC Members Regular Superintendent May annually T Teachers/Trimester Teachers/Trimester Superintendent Monthly	Web Page
7. Auxiliary services for students and parents (including transition from preschool, elementary, or middle school): Consultation will occur with the preschool and high school to articulate instruction and provide opportunities for visitation prior to enrollment.	Teachers/Supt. Ongoing 2003-2008 Teachers	none none none
Description of specific actions to Improve Student Achievement in Reading and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
Vertical teaming between pre-K and K, and between 8^th and 9^th grade teachers will occur. Diagnostic services will be available to expanded preschool program participants. GATE services will be provided to designated and identified students through curriculum enrichment and differentiated instruction in the regular classroom program according to the Trinity County GATE Handbook.	Ongoing 2003-2008 Support Staff 03/08
8. Monitoring program effectiveness: Test data and API results will be used to monitor programs and drive changes in instructional practices when needed. The school will have a Single School District Plan for Student Achievement/schoolwide plan: The SSC has the responsibility for monitoring progress and making needed revisions. Teachers will regularly assess students’ mastery of standards by examining student work; re-teaching occurs as needed. The staff will meet to review student and program progress and determine necessary modifications.	Teachers/Supt. Ongoing SSC and Board of Education Teachers Ongoing Teachers/Supt Ongoing
9. Targeting services and programs to lowest-performing student groups: Direct instructional methods and other means of intervention will be utilized for reading. Reading Counts, RESULTS, SIPPS, Read Naturally and SRI will be used for reading assessment and intervention. Core Phonics. Motivational strategies will be used to improve student performance on tests and assessments.	Teachers/paras Ongoing for students Behind in reading Teachers/paras Ongoing for students behind in reading	Paraprofessional salaries Listed above
Description of specific actions to Improve Student Achievement in Reading and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
Individual and small group assistance will be provided utilizing research-based effective strategies. Additional assessment will be conducted with underperforming students to identify specific learning needs. Targeted instruction and tutoring will occur individually and in small groups for underperforming students based on assessment results.	Teachers/paras Ongoing for students Behind in reading Paraprofessional Ongoing Teachers Ongoing Teachers Ongoing	none none Assessment materials Intervention materials
10. Any additional services tied to student academic needs: Students will be allowed to select and keep a RIF (Reading is Fundamental) book of their choice. Art, Music & Drama instruction will be provided to students based on research correlating what children learn in those curricular areas, with improved reading ability. The teacher will provide a motivational activity designed to promote interest in reading prior to each distribution. Distributions will occur at least 30 days apart. The school will participate in a reading incentive program to promote independent reading.	Teachers 3 Times/year Teachers/Supt. Ongoing	RIF books Supplies

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

SCHOOL GOAL # 1

Annually, increase the percentage of students scoring proficient or advanced on the Mathematics CSTs by 5%.

Student groups and grade levels to participate in this goal:

Schoolwide

TARGETS

Anticipated annual performance growth for each group:

Schoolwide: 5% each year

MEASURES

Means of evaluating progress toward this goal:

Grade 2-8 CSTs

K-8 Classroom assessments

INDICATORS

Data to be collected to measure academic gains:

Algebra

Number Sense

Statistics, data analysis, probability

Planned Improvement in Student Performance in Mathematics

Description of specific actions to Improve Student Achievement in Mathematics and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
1. Alignment of instruction with content standards: The state standards will be used, along with standards-based core curricula. Assessments will be utilized from the standards-based curricula to ensure alignment with state standards.	Teachers/Supt. Curriculum Director 2008	None
Description of specific actions to Improve Student Achievement in Mathematics and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
2. Use of standards-aligned instructional materials and strategies: The core curricula to be used at the elementary level are approved by the California Department of Education. Supplemental materials to be used are aligned with content and performance standards as evidenced by standards maps provided by the publishers. Teachers are working to align instruction with the standards, such as by making reference to the standards being taught in lesson plans. Students will be aware of standards, benchmarks & expectations in every room.	Teachers/Supt. 2003-2008 Afterschool tutoring High School tutors	Instructional materials State adopted 2008-2009	$5,000 Adoption cycle
3. Extended learning time: Students not meeting state standards will receive intensive instruction before and/or after school. Summer tutoring will be available for students not meeting state standards	Teacher/paras. Ongoing Afterschool Tutoring High School tutors	Salary
4. Increased access to technology: Computers are available in every classroom in sufficient numbers to allow reasonable student access during the school day Internet-based projects aligned with state standards will be incorporated into the learning program when applicable. Standards-based math software and programs will be used.	Teachers/Supt. 2003-2008 Teachers Ongoing Teachers	Technology Coordinator Salary Software Hardware & upgrades See Technology Plan
5. Staff development and professional collaboration aligned with standards-based instructional materials: Staff will participate in the TCOE consortium for staff development, including vertical teaming, grade-level groups, and workshops pertaining to math.	Curriculum Director Teachers/ Supt. 3-5 times/year	None Listed above

Description of specific actions to Improve Student Achievement in Mathematics and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
New staff will participate in BTSA, which has a heavy emphasis on Standards-based materials. Minimum days will provide for professional collaboration. Student achievement data will be reviewed to determine and plan for staff development needs.	Teachers 2 yr. Commitment Instructional staff, Superintendent Ongoing Administrators Annually	Listed above None None
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents): Parents will be given CELDT & state STAR test results & information on how to interpret them w/in 30 days of receiving results. The SSC will meet to provide input on categorical programs. The SSC is made up of parents, teachers, community members, classified staff, and the Superintendent. The SARC will be posted to the internet. Additional conferences will be held with parents of underachieving students. Interim reports will be provided to parents of underperforming students. Home/school communications will take place to promote math at home.	Teachers Ongoing SSC Regular basis Superintendent Annually Teachers Trimester Teachers Trimester Teachers	Listed above None None None None Listed above
Description of specific actions to Improve Student Achievement in Mathematics and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
GATE services will be provided to designated and identified students through curriculum enrichment and differentiated instruction in the regular classroom program according to the Trinity County GATE Handbook. Vertical teaming between pre-K and K, and between 8^th and 9^th grade teachers will occur. Diagnostic services will be available to expanded preschool program participants.	Teachers Ongoing Support staff As needed
8. Monitoring program effectiveness: Test data and API results will be used to monitor programs and drive changes in instructional practices, when needed. The school will maintain an updated Single District Plan for Student Achievement. The SSC has the responsibility for monitoring progress and making needed revisions. Teachers will regularly assess students’ mastery of standards by examining student work; re-teaching occurs as needed. The staff will meet to review student and program progress and determine necessary modifications.	Teachers/Supt. Ongoing SSC and Board of Education Ongoing Teachers Ongoing SSC Regular basis
9. Targeting services and programs to lowest-performing student groups: The teacher will utilize direct instructional methods and other means of intervention for math. Houghton, Mifflin, McDougal Littell, and Math Steps will be used for assessment and intervention with students behind in math. The teacher will implement motivational strategies to improve student performance on tests and assessments.	Teachers/paras Ongoing for students behind in reading Teachers/paras Ongoing for students behind in reading Teachers/paras Ongoing for students behind in reading	Paraprofessional Salaries Listed above None
Description of specific actions to Improve Student Achievement in Mathematics and reach the goals stated above for the SSD and each applicable student subgroup:	Persons Involved/ Timeline	Related Expenditures	Estimated Cost	Funding Source
Paraprofessionals will provide individual and small group assistance utilizing research-based effective strategies. Additional assessment will be conducted with underperforming students to identify specific learning needs. Targeted instruction will occur in small groups for underperforming students based on assessment results.	Paraprofessionals Ongoing Teachers Ongoing Teachers Ongoing	None Assessment materials Intervention materials
10. Any additional services tied to student academic needs: Teachers will implement an incentive program to encourage development of math skills. Art, Music & Drama instruction will be provided to students based on research correlating what children learn in those curricular areas, with success in math.	Teachers Ongoing	Supplies

Additional Mandatory Title I Descriptions

Please include in the space below the following descriptions mandated by NCLB legislation. If the SSD 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.

Please provide a general description of the nature of the programs to be conducted by the SSD under Sections 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” 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 SSD is meeting or plans to meet this requirement:

For schoolwide programs (SWP), describe how the SSD will 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.

The comprehensive needs assessment will include student achievement data, an annual parent survey, teacher, administrator, and SSC input, use of the APS (Academic Program Survey), and California Healthy Kids Survey data. The administrator (Federal Program Coordinator for Schoolwide) will compile information and present to the SSC for analysis, evaluation of program effectiveness, and recommendations on program changes. School wide reform strategies, based on the needs assessment, will include:

Academic assistance after school.

Music for all students based on research correlating what children learn

in music with improved reading ability and success in math.

Seeing other sections of the plan for additional information on strategies and professional development.

1. Parent surveys are conducted.

2. Parents are encouraged to participate in school activities

3. A monthly newsletter provides information on ways to sup.port their child.

4. Homework assignments encourage parents to be actively involved in their children’s learning.

1. Preschoolers will attend Kindergarten Round-up in May prior to enrollment in Kindergarten.

2. Preschoolers will have a visitation day in the Kindergarten class in May prior to enrollment in Kindergarten.

3. Transition meeting held for parents of preschoolers in May to introduce them to transition needs and contents of a transition backpack, which preschoolers receive at preschool graduation.

4. Middle grade teachers will attend articulation meeting when scheduled with high school teachers at the County Office of Education to coordinate state standards and expectations.

5. Eighth graders will attend the August High School Orientation Day.

6. Eighth will be given a math placement test prior to enrollment in High School. (March)

7. Eighth grade teacher will recommend students who should be placed in Honors English.

8. Peer helpers and high school counselors will hold parent/student orientation night at the elementary school in the spring before enrollment.

9. High School will invite eighth grade students and their parents to attend the spring High School Open House night.

10. High School counselors will hold pre-enrollment conference sessions for eighth graders at our school.

Additional para-educators are employed to decrease the teacher to student ratio in the classrooms. Instructional staff is then able to provide small group and individualized targeted instruction in the regular classroom setting. After school intensive intervention/instruction is provided. Research based methods and materials are used in the intensive intervention program.

For targeted assistance programs (TAS), describe how the SSD will 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.

N/A

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 SSD 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.

N/A

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.

District Liaison: Arnie Ziegler. Funding: 1% of Title IA funds reserved for

homeless

The liaison will ensure that homeless children are identified, enrolled immediately, have full and equal access to all programs, are assisted with educational placement if unaccompanied, allowed at attend school of origin, have transportation to school if needed, signed up for free school meal program. Parents will be notified of rights and those rights will be posted in the school office. The liaison will mediate enrollment disputes, assist children who need immunizations, collaborate with other entities, provide outreach materials where homeless children may be, provide awareness activities for school staff annually

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.

N/A

Additional Mandatory Title I Descriptions

(continued)

Please describe the actions the SSD will take to obtain assistance if identified under Section 1116, “Academic Assessment and Local Educational Agency and School Improvement,” as in need of improvement. Note that the federal guidance indicates that in the case of direct-funded charter schools, the charter authorizer should play a role in providing this assistance.

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

If the SSD is a PI school(s), describe technical assistance activities the SSD will obtain, 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.

N/A

Additional Mandatory Title I Descriptions

(continued)

Please describe the actions the SSD 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 SSD 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.

N/A

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

N/A

Additional Mandatory Title I Descriptions

(continued)

Please describe the strategy the SSD 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 in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”

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

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

Title IIA funds are Reaped into Title IA for more effective use of small amounts of funding. See Professional Development section above for details on the school’s plan for staff development.

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

1. Parent-Teacher-Student Compacts are agreed upon annually.

2. Parent Teacher Conferences are held twice a year.

3. Standards based report cards are provided to parents at the end of each trimester.

4. STAR test results are reported annually to parents.

5. The School Accountability Report Card is updated annually; available on the Internet.

6. Parents are given a handbook outlining grade level standards for their children’s grade placement.

7. Parents are notified that they can request teacher qualifications. (Notify if not highly qualified)

8. SSC members are provided with orientation to their role and responsibilities and SSD requirements.

9. Annually review parent involvement policy with parents to determine if parent involvement plan increased the academic quality of the school.

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 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 SSD is meeting or plans to meet this requirement:

Describe how the SSD will coordinate and integrate educational services 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 SSD Plan to determine if all active programs have been addressed.

Title IIA, Title IVA, and Title VA are Reaped (moved) into Title IA. Furthermore, Title IA is used School Wide to serve all students. In this way, we are making the most of slam amounts of money by combining funding sources to the extent practicable and by using the resources to serve all students. Other program funding sources listed on pages 13-14 are included in this plan and coordinated to that all efforts are directed to improvements in student academic achievement and a safe, supportive learning environment. The Federal Program Coordinator for Schoolwide will provide the coordination services ($2821 from Schoolwide).

The SSC serves as the School Advisory Committee, being approved to do so by the School Advisory Committee every two years for the purpose of advising the school on the State Compensatory Education Program (Title IA and EIA/SCE).

The SSC serves as the Safety Committee for the purpose of reviewing and updating the School Safety Plan annually, with Board approval by March 1.

The district is a member of the Trinity County Cooperative. Trinity County Office of Education serves as the cooperative lead, providing a multitude of coordination services which lighten the responsibilities of the member districts.

The school will coordinate Schoolwide efforts to improve Reading/Language Arts achievement with the School Library Plan:

The school is dedicated to providing the best possible library for our students. Our collection reflects the varied and diverse interests and aptitudes of our students including a wide range of reading levels. We endeavor to provide quality and updated materials which meet the needs of our rural and isolated school population. Our collection includes county library books, paperbacks, classics, encyclopedias, resource tools in science and social studies, and technology resources which are housed and maintained conveniently so students have ready access to them. Students are encouraged and supported toward frequent use of library materials for research and recreational learning and enjoyment.

Our school is committed to further enhancing our library as funds become available.

ASSURANCES

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

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

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

10. The SSD will comply with the armed forces recruiter access provisions required by Section 9528.

TITLE I, PART A

The SSD, hereby, assures that it will:

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

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

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

14. Provide technical assistance and support to schoolwide programs.

15. Develop the school plan pursuant to California Education Code Section 64001 and Section 1114 and undertake activities pursuant to Section 1115 so adequate yearly progress toward meeting the State student academic achievement standards is made.

16. Fulfill 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 SSD 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. Develop and implement 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 the school community of the SSD’s authority to obtain waivers on the school’s behalf under Title IX.

23. Coordinate and collaborate, to the extent feasible and necessary 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 concerning factors that have significantly affected student achievement at the school.

24. Ensure, through 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 the school to determine whether it is 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. Develop or identify examples of high-quality, effective curricula consistent with section 1111(b)(8)(D) and California Education Code Section 64001.

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

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

TITLE I, PART D – SUBPART 2

30. 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.

31. 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.

32. 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 SSD, hereby, assures that:

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

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

TITLE II, PART D

35. The SSD 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 SSD 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 SSD 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 SEA that the SSD 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:

· 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

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

· 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.

· Any SSD 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 SSD 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 SSD Plan.

39. The SSD will be accountable for increasing English language proficiency and for LEP subgroups making adequate yearly progress.

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

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

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

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

44. The SSD 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 SSD assures that it has developed its application through timely and meaningful consultation with State and local government representatives, representatives of private schools to be served, 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 SSD 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 SSD has a plan for keeping the school 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 SSD 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 SSD 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, teachers and administrative personnel, 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 SSD.

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

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

55. The SSD 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.

New LEAP Assurances

56. Uniform Management Information and Reporting System: the SSD 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 SSD 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 SSD 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 SSD assures that a minimum of 95 percent 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.

_______________________________________

Print Name of Superintendent

_______________________________________

Signature of Superintendent

_______________________________________

Date

School Site Council Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

___ School Advisory Committee for State Compensatory Education Programs

___ English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

___ Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council at a public meeting on: _______.

Attested:

______________________________ ___________________________________

Typed name of school principal Signature of school principal Date

______________________________ ___________________________________

Typed name of SSC chairperson Signature of SSC chairperson 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.

Allowable Activities	Describe the following specific activities addressing the use of Title III and/or EIA/LEP supplemental funds (note that the required activities must be addressed):	Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
	1. Upgrade to program objectives and effective instructional strategies, if applicable	Teachers/principal as needed	See above
	2. Any: a. tutorials and academic or vocational education for LEP students and/or b. intensified instruction	Teachers	None
	3. How programs for English Learners are coordinated with other relevant programs and services
	4. Any other activities designed to improve the English proficiency and academic achievement of LEP children	Teachers Ongoing	See above
	5. Community participation programs, family literacy services, and parent outreach and training activities provided to LEP children and their families – a. To improve English language skills of LEP children b. To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children	Teachers Ongoing	None
	6. Efforts to improve the instruction of LEP children by providing for – a. The acquisition or development of educational technology or instructional materials b. Access to, and participation in, electronic networks for materials, training, and communication c. Incorporation of the above resources into curricula and programs	Principal 2008	See above
	7. Other activities consistent with Title III or EIA/LEP funds

Parents of Limited-English-Proficient students must be notified: outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents. Describe how you will meet these requirements		Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
Required Activities	1. SSD informs the parent/s of an LEP student of each of the following (per Sec. 3302 of NCLB): a. the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program the child’s level of English proficiency, how such level was assessed, and the status of the student’s academic achievement the method of instruction used in the program in which their child is or will be, participating, and the methods of instruction used in other available, programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction how the program in which their child is, or will be participating will meet the educational strengths and needs of the child how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation the specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for limited English proficient children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child	Teachers Within 30 days of Enrollment Teachers Within 30 days of receiving results Teachers Within 30 days of enrollment Teachers As needed Teachers Within 30 days of receiving results	None None None None None
		Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
Required Activities	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 the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available the SSD assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the SSD
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 school 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.		Teachers Beginning of school year	None
SSD Parent Notification Failure to Make Progress If the SSD fails to make progress on the annual measurable achievement objectives, it will inform parents of a child identified for participation in such program, or participating in such program, of such failure not later than 30 days after such failure occurs.		Teachers Within 30 days of notice	None

IF the SSD is receiving or planning to receive Title III Immigrant supplemental funding, complete this table (per Sec. 3115(e) ). Please describe:		Persons Involved and Timeline	Related Expenditures	Estimated Cost	Funding Source
Allowable Activities	1. Family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children.	N/A
	2. Support for personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth.	N/A
	3. Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth.	N/A
	4. Identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with funds.	N/A
	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.	N/A
	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.	N/A
	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.	N/A

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:	Curriculum Director Aides, Teachers, Principals Annually	Curriculum support
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:	Curriculum Director District Administrators and Teachers	Registration and travel stipends Subs
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:	Curriculum Director Principal Teachers Annually through 2008	Listed above
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:	Curriculum Director Administrators Teachers Annually	None
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:
6. How the SSD 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:	N/A	N/A

No Child Left Behind Act of 2001

SINGLE SCHOOL DISTRICT PLAN

mail original* and two copies to: California Department of Education

Development Process for the Single School District (SSD) Plan……………...…………..9

Academic Achievement

Development Process for the Single School District Plan……………………..…page 9

PLANNING CHECKLIST

SSD Plan – Comprehensive Planning Process Steps

Federal Programs

State Programs

Academic Achievement

Includes: Demographics, test results, and resources, Academic Performance, Teacher Quality, School Safety and Prevention (CHKS)

SSD Parent Notification Failure to Make Progress

Baseline Data

Science-Based Program Name

Date

Activities

TITLE IV, PART A

TITLE IV, PART A, SUBPART 3

TITLE V, PART A

California’s NCLB Performance Goals and Performance Indicators