Create sequenced lessons based. that clearly define and align the coherent and purposeful use of instructional strategies, including

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1 Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Planned Improvement in Programs for LEP Students and Immigrants (Title III) (Summarize information from district operated programs and approved school level plans) Requi r e d A c ti v it i e s 1. (Per Sec. 3116(b) of NCLB, this Plan must include the following: a. Describe the programs and activities to be developed, implemented, and administered under the subgrant; b. Describe how the LEA will use the subgrant funds to meet all annual measurable achievement objectives described in Section 3122; c. Describe how the LEA will hold elementary and secondary schools receiving funds under this subpart accountable for: meeting the annual measurable achievement objectives described in Section 3122; making adequate yearly progress for limited English proficien t students (Section 1111(b)(2)(B); annually measuring the English proficiency of LEP students so that the Description of how the LEA is meeting or plans to meet this requirement. 1a Programs and activities to be developed and implemented include: Purchase and use the CELD materials by Curriculum and Associates during designated ELD periods as a supplement to the core ELD program to assist the district to make AMAO targets 1 and 2. Create sequenced lessons based on the ELD/ELA frameworks that clearly define and align the coherent and purposeful use of instructional strategies, including EL and SDAIE strategies throughout the day. During school year , the district s Title III plan included training on the 2012 ELD Persons Involved/ Timeline June / Teacher May May 2016 Related Expenditures Estimated Cost Funding Source $ Title III

2 students served develop English proficiency while meeting State Academic standards and student achievement (Section 1111(b)(1); d. Describe how the LEA will promote parental and community participation in LEP programs. standards for teachers, instructional aides and administrators. During school year 16, this activity will be extended to include training on the use and implementation of the ELD/ELA frameworks. b. Goal 2A: AMAO Annual Progress Learning English. An increasing percentage of English learners will make progress in learning English. By October, the percentage of English learners learning English will increase from 47.7% to 62%, in order to move toward the state defined growth expectations as measured by the CELDT. Strategy 1: Summer Language Institute from July 13 24, using 2, three hour A/B sessions, provide K 1 students to with training on CELDT test prep, CELDT test strategies, and Programs July 13 24, Supplies $21,600 Title III

3 language instruction based on ELD standards. Task 1 Identify 2 SLI teachers, 3 instructional support staff, and clerical support staff. Task 2 Provide SLI teachers with training on the use of Curriculum and Associates CELD materials, including a review of EL, SDAIE and direct instruction strategies to meet the language needs of English learner students, and prepare students for CELDT administration. Task 3 Send notice of SLI to parents of K 1 English students. Task 4 Provide CELDT training to instructional support staff responsible for administering the CELDT during the SLI. Programs June 30, ELD Coach July 10, Programs May 31, Programs / MCOE EL Coordinator June 4, Materials $16,000 Title III

4 Task 5 Administer pre assessments and post assessments to measure individual student growth across the four language domains. SLI Staff July 13 15, Goal 2B AMAO2 English Proficiency. Less than 5 years. An increasing percentage of English learners will attain language proficiency annually. By October, the percentage of English learners in language instruction educational programs less than 5 years attaining English proficiency will increase from 13.9% to 25.5% in order to move toward state defined expectations for meeting the CELDT criterion for English language proficiency. Strategy From August 10 to September 30,, all English learner students in grades Tk 12 will receive training on CELDT test prep, CELDT test strategies, and language instruction based on ELD standards in preparation for Classroom Teacher August 10 September 30,

5 CELDT administration beginning on October 1,. Task 1 Provide all teachers with prior year summative ELA results for each English learner student, when available. Task 2 Provide all teachers with the names and prior year CELDT results of English learner students. Task 3 Provide each teacher with a copy of the Curriculum and Associates CELD materials for each EL student. Task 4 Provide training to all teachers on how to use the Curriculum and Associates CELD materials, emphasizing instruction in all four domains of language, using the ELD standards to guide language instruction. Data Coach Data Coach EL Coach / by August 24, Task 5

6 Provide all teachers with a presentation on the importance of meeting Title III accountability, the Title III accountability plan, including their roles, responsibilities, and the district s expectation to meet all Title III AMAOs. Programs by August 24, Goal 2B AMAO2 English Proficiency 5 years or more. By October, the percentage of English learners in language instruction programs 5 or more years attaining English language proficiency will increase from 41% to 52.8%. Strategy From August 10 to September 30,, all English students in grades Tk 12 will receive training on CELDT test prep, CELDT test strategies, and language instruction based on ELD standards in preparation for CELDT administration beginning on October 1,. Programs, Assessments, Student Services. Task 1

7 Provide all teachers with prior year summative ELA results for each English learner student. Task 2 Provide all teachers with the names and prior year CELDT results of long term English learners and students at risk of becoming long term English learner students. Task 3 Provide each teacher with a copy of the Curriculum and Associates CELD materials for each EL student. Task 4 Provide training to all teachers on how to use the Curriculum and Associates CELD materials, emphasizing instruction in all four domains of language, using the ELD standards to guide language instruction. Task 5 Provide all teachers with a presentation on the importance of meeting Title III accountability, the Title III accountability plan, Data Coach Data Coach / EL Coach by August 24, Programs by

8 including their roles, responsibilities, and the district s expectation to meet all Title III AMAOs. August 24, Goal 2Ca: AMAO 3 AYP for EL subgroup. By May 2016, the percentage of English learners attaining proficiency in reading/language arts will increase from 31.6% to 42% as measured by the CAHSEE in order to move toward state defined expectations for proficiency in reading/language arts. Strategy All high school English teachers instructing grade 10 English learner students will provide ELA content standards instruction, coupled with EL and SDAIE strategies, tiered vocabulary using the CAHSEE ELA assessment blueprint. August 10 to June 1, 2016 Task 1 Teachers will be provided with copies of the CAHSEE ELA blueprints.

9 Task 2 ELA teachers will identify key vocabulary terms for review and instruction. Task 3 ELA teachers will be provided with the prior end of year summative assessments results for each English learner student to determine baseline performance. Task 4 ELA teachers and ELD teacher will collaborate to identify priority standards on the CAHSEE test that will be reinforced during the designated ELD period for each English learner student. Task 5 All secondary teachers will receive a presentation on the 16 AYP requirements. Data Coach HS ELD Teacher/ ELA Teacher / August 31, Data Coach/ / HS Teachers/ ELD Teacher by August 31, Substitute Teacher Costs $1,350 Title III

10 Task 6 Determine student progress based on the administration of the district s 8 week and mid year benchmark assessments. Goal 2Cb: AMAO 3 AYP for EL subgroup. By May 2016, the percentage of English learners attaining proficiency in mathematics will increase from 40.8% to 51% as measured by the CAHSEE in order to move toward state defined expectations for proficiency in mathematics. Strategy All high school mathematics teachers instructing grade 10 English learner students will provide mathematics content standards instruction, coupled with EL and SDAIE strategies, tiered vocabulary using the CAHSEE mathematics assessment blueprint. Programs by August 31, /HS Teachers October 5 9, February 29 March 4, 2016 / EL Coach /HS Grade 10 Math Teachers to June 1, 2016

11 Task 1 Grade 10 math teachers will be provided with copies of the CAHSEE mathematics blueprints. Task 2 Grade 10 mathematics teachers will identify key vocabulary terms for review and instruction. Task 3 Mathematics teachers will be provided with the prior end of year summative assessments results for each English learner student to determine baseline performance. Task 4 Mathematics teachers and ELD teacher will collaborate to identify priority standards on the CAHSEE test that will be reinforced during the designated ELD period for each English learner student. Task 5 All secondary teachers will receive a presentation on the 16 AYP requirements. Data Coach HS Teachers ELD Coach August 31, Data Coach Math Teachers / ELD Teacher /EL Coach August 31, Substitute Teacher Costs $4, unrestricted

12 Task 6 During data conferences. determine student progress based on the administration of the district s 8 week and mid year benchmark assessments in mathematics. c. Goal: Throughout school year 16, all principals will be responsible and be held accountable by the superintendent for implementing the goals, strategies and tasks in LEA Plan Goals 2A, 2B and 2C. Strategy 1 All principals will be trained on all components of the district s LEA Plan Goal 2 and incorporate the goals into their Single Plans for Student Achievement. Task 1 s will be provided with copies of trained how to interpret and use LEA Plan Goal 2. Programs August 24, Data Coach October 5 9, January 11 22, 2016 March 7 18, 2016 Programs by July 31,

13 Task 2 s will include LEA Plan Goal 2 in their Single Plans for Student Achievement. Task 3 s will review all components of LEA Plan Goal 2 with their teachers and instructional support staff. Strategy 2 Determine progress toward LEA Plan Goal 2 through the analysis of state and local assessment results Task 1 With assistance from the Director of Programs and academic coaches, s will analyse 8 week and mid year ELA and mathematics results for EL students. Programs by July 31, s / Assistant Superintende nt / Director of Programs October 30, August 31, s / Assistant Superintende nt / Director

14 Task 2 Based on the analysis of the 8 week formative assessments and mid year benchmark assessments results, s will make a formal presentation on LEA Plan Goal 2, and include a determination of fidelity to implementation of LEA Plan Goal 2. Task 3 s will provide a monthly presentation to the district s Leadership Team once a month on their progress toward implementing LEA Plan Goal 2. Strategy 3 s will conduct daily classroom walk through visits using the district s structured observation rubric to gauge the level of instructional proficiency and fidelity to implement the district s Title III plan. of Programs October 5 9, Jan , 2016 March 7 18, 2016 s / Assistant Superintende nt / Director of Programs October 30, January 29, 2016 March 11, 2016 August to May 2016 Task 1 s will identify 3 EL instructional strategies they

15 expect all teachers to demonstrate proficiency in usage Task 2 s will determine, based on the Danielson observation framework, each teacher s instructional proficiency in the use of EL strategies and SDAIE strategies as part of a lesson sequence, from Needs Improvement, Developing, Effective and Highly Effective Task 3 s will request coaching support from the distict s academic coaches for teachers who are at Needs Improvement or Developing in the use of EL strategies and SDAIE strategies. d. Throughout school year 16, the Delhi district will promote parental and community participation in LEP program Strategy s will coordinate with the district s two Parent Liaisons to actively recruit parents and community to inform them about August 10 to June 2016 EL Coach August 10 to June 2016 TIF Director Coaches August 10 to June 1, 2016

16 the district s EL programs and services. Task 1 Parent liaisons will identify parent participation venues at the schools of the Delhi district and promote EL programs and services at those venues. Task 2 The district will post all ELAC and DELAC agendas on the district website in English and Spanish. Task 3 During the process to update the district s Local Control Accountability Plan (LCAP), parents of English learner students will be invited and encouraged to actively participate in community forums and provide input into the district s EL programs. Task 4 In coordination with s, Parent Liaisons will invite and / Assistant Superintende nt / Parent Liaison August 10 to June 1, 2016 / Assistant Superintende nt / Parent Liaison to June 1, 2016 Programs August 10 to June 1, 2016 / Assistant Superintende

17 encourage community and parents of English learner students to attend DELAC and ELAC meetings. nt / Parent Liaison to June 1, 2016 / / Parent Liaison to June 1, 2016

18 2. Describe how the LEA will provide high quality language instruction based on scientifically based research (per Sec. 3115(c). The effectiveness of the LEP programs will be determined by the increase in: English proficiency; and Academic achievement in the core academic subjects 2. Throughout school year 16 and on a daily basis, English learner students will receive a period of Designated ELD and integrated ELD throughout the day. Strategy 1 All s, teachers, and instructional support staff will be trained on how to use the ELD/ELA framework to guide literacy and language based instruction. Task 1 The district coaches will receive training on the ELD/ELA framework through Merced County Office of Education. Task 2 August to June 2016 Programs / TIF Director Coaches December 18, Programs October 8 9,

19 The district coaches will train s on the how to use access the ELD/ELA framework during a district leadership team meeting. Task 3 District coaches will provide training to all teachers on how to use the ELD/ELA framework to drive classroom instruction. Task 4 District coaches will provide training to instructional aides on the ELD/ELA framework on how to support classroom instruction. Strategy 2 Align ELD materials to the ELD/ELA framework Task 1 District coaches will align the distict s adopted ELD programs to the ELD/ELA framework for grades TK 12. Task 2 District coaches will provide a presentation to teachers on the Coaches by July 31, Programs Coaches by December 18, Coaches by December 18, Coaches by January 29, 2016 Coaches by February 15, 2016 $148,000 Title III

20 alignment between the ELD/ELA framework and the district s adopted ELD programs. Strategy 3 s will conduct daily classroom walk through visits using the district s structured observation rubric to gauge the level of instructional proficiency and alignment to the ELD/ELA framework. Task 1 s will identify 3 EL instructional strategies they expect all teachers to demonstrate proficiency in usage. Task 2 s will determine, based on the Danielson observation framework, each teacher s instructional proficiency in the use of EL strategies and SDAIE strategies as part of a lesson sequence, from Needs Improvement, Developing, Effective and Highly Effective to June 1, 2016 EL Coach August 10 to June 1, 2016 Task 3

21 s will request coaching support from the distict s academic coaches for teachers who are at Needs Improvement or Developing in the use of EL strategies and SDAIE strategies. TIF Director to June 1, 2016 Strategy 4 Determine progress toward LEA Plan Goal 2 through the analysis of state and local assessment results Task 1 With assistance from the Director of Programs and academic coaches, s will analyse 8 week and mid year ELA and mathematics results for EL students. Task 1.1 Identify the ELD standards that align to the 8 week, mid year and end of year summative assessments in ELA and mathematics. Programs TIF Director EL Coach to June 1, 2016 Coaches TIF Director

22 Task 1.2 Update the district s assessments reporting system to generate achievement reports that include results of proficiency toward the ELD standards. Task 2 Based on the analysis of the 8 week formative assessments and mid year benchmark assessments results, s will make a formal presentation on LEA Plan Goal 2, and include a determination of fidelity to implementation of LEA Plan Goal 2. Task 3 s will provide a monthly presentation to the district s Leadership Team once a month on their progress toward implementing LEA Plan Goal 2. January 29, 2016 Programs Data Coach February 29, 2016 Assistant Superintende nt / Director of Programs/ October 30, January 29 March 11 to June 1, 2016

23 Requi r e d A c ti v it i e s Allo wable Activ ities 3. Provide high quality professional development for classroom teachers, principals, administrators, and other school or community based personnel. a. designed to improve the instruction and assessment of LEP children; b. designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for limited English proficient students; c. based on scientifically based research demonstrating the effectiveness of the professional development in increasing children s English proficiency or substantially increasing the teachers subject matter knowledge, teaching knowledge, and teaching skills; d. long term effect will result in positive and lasting impact on teacher performance in the classroom. 4. Upgrade program objectives and effective instruction strategies. Description of how the LEA is meeting or plans to meet this requirement. 1. During school year , the district provided the following trainings to all teachers: a. EL strategies through the Leadership and Learning Centre. b ELD standards. School year 16 will continue and expand professional development trainings to teachers, principals and instructional support staff to include the following : a. Creation and use of 8 week assessments in ELA and mathematics. b. ELD/SDAIE strategies review and reflection during Professional Learning Communities. c. How to meet the language, content and instructional needs of English learner students with disabilities. d. Using the trainer of trainers model, provide professional development on the ELD/ELA frameworks to administrators, district coaches, teachers and instructional aides. e. Cognitive coaching for teachers identified as Need Improvement or Developing. f. Training on how to use all ancillary and support materials available to teachers on the district s K 8 adopted mathematics program, Go Math, including those materials designed to meet the learning needs of English learner students. Yes or No If yes, describe: No

24 Description of how the LEA is meeting or plans to meet this requirement. Allo wable Activ ities 5. Provide a. tutorials and academic or vocational education for LEP students; and b. intensified instruction. Yes or No Yes If yes, describe: During school year 16, the district will implement its Response to Intervention (RtI) model, which will include tiered access to support services for all students, including English learner students. The district s RtI model includes before, during and after school tutoring for all students. The intensity of instruction increases with each tier of the RtI model. 6. Develop and implement programs that are coordinated with other relevant programs and services. Yes or No Yes If yes, describe: During school year 16, the district will implement its Response to Intervention (RtI) model, which will include tiered access to support services for all students, including English learner students. The district s RtI model includes before, during and after school tutoring for all students. The intensity of instruction increases with each tier of the RtI model. 7. Improve the English proficiency and academic achievement of LEP children. Yes or No Yes If yes, describe: Please refer to LEA Plan Goals 2A, 2B and 2C on how the district plans to Improve the English proficiency and academic achievement of LEP children.

25 Description of how the LEA is meeting or plans to meet this requirement. Allo wable Activ ities 8. Provide community participation programs, family literacy services, and parent outreach and training activities to LEP children and their families To improve English language skills of LEP children; and To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children. Yes or No Yes If yes, describe: The district intends to employ 2 full time Parent Liaisons to connect parents and the community to the schools of the district. In addition to inviting parents and community to participation programs, the Parent Liaisons will hold parent trainings: To improve English language skills of LEP children; and To assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children. 9. Improve the instruction of LEP children by providing for o The acquisition or development of educational technology or instructional materials o Access to, and participation in, electronic networks for materials, training, and communication; and o Incorporation of the above resources into curricula and programs. Yes or No Yes 10. Other activities consistent with Title III. Yes or No If yes, describe: Students at Delhi High School will use chromebooks to complete classroom and homework assignments, and conduct research outside the four walls of a traditional classroom setting. In addition, classroom teachers will have online access to mathematics materials through My HRW (grades 7 12) and Think Central (grades K 6). If yes, describe: No

26 Parents of Limited English Proficient students must be notified: The outreach efforts include holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents. Description of how the LEA is meeting or plans to meet this requirement. Requi red Ac tivi ty 1. LEA informs the parent/s of an LEP student of each of the following (per Sec of NCLB): a. the reasons for the identification of their child as LEP and in need of placement in a language instruction educational program; b. the child s level of English proficiency, how such level was assessed, and the status of the student s academic achievement; c. 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; d. how the program in which their child is, or will be participating will meet the educational strengths and needs of the child; e. how such program will specifically help their child learn English, and meet age appropriate academic achievement standards for grade promotion and graduation; f. 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; g. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; Each school year, the district sends annual and initial EL notifications to parents of English learner students, within 30 days of the beginning of the school year, that meet the notice requirements of Section 3302 of the No Child Left Behind Act. Through district oversight, s, Assistant s and Learning Coordinators will be trained be trained to respond to any questions parents may have with respect to the annual and/or initial EL notification letters they may receive. A copy of each notice will be placed in the EL folder of each EL student. For school year 16, the district has created a procedure that will allow English learner parents to appeal their child s placement in a structured English immersion classroom setting. Description of how the LEA is meeting or plans to meet this requirement.

27 Re qui red Ac tivi ty h. information pertaining to parental rights that includes written guidance detailing i. the right that parents have to have their child immediately removed from such program upon their request; and ii. 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; iii. the LEA assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the LEA. Note: Notifications must be provided to parents of students enrolled since the previous school year: not later than 30 days after the beginning of the schools year. If students enroll after the beginning of the school year, parents must be notified within two weeks of the child being placed in such a program. LEA Parent Notification Failure to Make Progress If the LEA fails to make progress on the annual measurable achievement objectives it will inform parents of a child identified for participation in such program, or participation in such program, of such failure not later than 30 days after such failure occurs. Using the state templated available on the California Department of Education s website, i f Delhi fails to make progress on the annual measurable achievement objectives it will inform parents of English learner students of such failure not later than 30 days after such failure occurs. Plans to Notify and Involve Parents of Limited English Proficient Students

28 Plans to Provide Services for Immigrants IF the LEA is receiving or planning to receive Title III Immigrant funding, complete this table (per Sec. 3115(e) ). Allo w a b l e A c ti v it i e s 1. Family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children: 2. Support for personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth: 3. Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth; Yes or No Yes Yes or No Yes Yes or No Yes Description of how the LEA is meeting or plans to meet this requirement. If yes, describe: As with all other activities in which the district s Parent Liaisons intend to actively involve parents, immigrant parents will be included. If yes, describe: The district s instructional aides, while effective at providing instruction to English learner students, will be provided with training to meet the needs of immigrant students. If yes, describe: All support services available to all students, including tutorials, mentoring, and academic or career counseling are available to immigrant students. Allo w a bl e 4. Identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with funds: Yes or No Yes If yes, describe: The curricular materials, educational software, and technologies to be used to support the learning needs of immigrant will be the same as for all students.

29 A ct iv iti es 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: No Yes or No If yes, describe: 6. Other instruction services designed to assist immigrant children and youth to achieve in elementary and secondary schools in the USA, such as programs of introduction to the educational system and civics education: No Yes or No If yes, describe: Allo w a bl e A ct iv 7. Activities coordinated with community based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services: Yes or No Yes If yes, describe: Through a collaborative effort between Merced County Office of Education migrant services department, University of California Merced s Talent Search counselors, district Support Counselors and Parent Liaisons, the Delhi district will meet the learning needs of needs of immigrant students.

30 iti es