OVSD LEA Plan - Oxnard - Ocean View School District

Transcription

Ocean View School District
Table of Contents
Signature Page
California Department of Education Rubric
for DAIT Districts
Federal and State Programs Checklist
District Budget for Federal Programs
District Budget for State Programs
OVSD Priority Goals
Local Educational Agency Plan
Cover Page
Goal 1
Goal 2
Goal 3
Goal 4
Mandated Title 1 Descriptions
District Context and Needs Analyses
District Context
Methodology
Alignment of Curriculum, Instruction and
Assessment to State Standards
Data Systems and Achievement Monitoring
Fiscal Resources
Governance
Human Resources
Parent and Community Involvement
Professional Development
Culture
Appendix
District Assistance Survey
Teacher Survey data
FCMAT study
English Learner Subgroup Self Assessment
Inventory of Services and Supports for Students
with Disabilities
Glossary of Acronyms
Page
Pages
1
2-13
Page
Page
Page
Page
Pages
14
15
16
17
18-133
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Pages
19-76
77-92
93-99
100-124
125-133
134-163
134-136
136-139
Pages
Pages
Pages
Pages
Pages
Pages
Pages
Page
140-142
143-145
146-149
150-153
154-157
158-159
160-162
163
Pages
Pages
Pages
Pages
Pages
164-200
201-206
207-212
213-224
225-240
Pages
241-243
SIGNATURE PAGE
(Signatures must be original. Please use blue ink.)
The superintendent and governing board of the LEA submitting this Plan must sign on behalf of all participants
included in the preparation of the Plan. LEAs in Program Improvement Year 3 assigned or required to access the
services of a District Assistance and Intervention Team (DAIT) or other technical assistance provider must also
secure signatures from the DAIT leads or other technical assistance provider leads.
____________________________________________________________________________
Print Name of Superintendent
_____________________________________________________
Signature of Superintendent
_________________
Date
____________________________________________________________________________
Print Name of Board President
_____________________________________________________
Signature of Board President
_________________
Date
___________________________________________________________________________
Print Name of DAIT Lead or Technical Assistance Provider Lead
(if applicable)
____________________________________________________
Signature of DAIT Lead or Technical Assistance Provider Lead
(if applicable)
_________________
Date
___________________________________________________________________________
Print Name of Title III English Learner Coordinator/Director
(if applicable)
_____________________________________________________
Signature of Title III English Learner Coordinator/Director
(if applicable)
_________________
Date
Please note that the Title III English Learner Coordinator/Director will only need to sign this Assurance if the LEA
is identified for Title III Year 2 or Year 4 improvement status.
Certification: I hereby certify that all of the applicable state and federal rules and regulations will be
observed by this LEA and that, to the best of my knowledge, information contained in this Plan is
correct and complete. Legal assurances for all programs are accepted as the basic legal condition for
the operation of selected projects and programs and copies of assurances are retained onsite. I certify
that we accept all general and program specific assurances for Titles I, II, and/or III as appropriate,
except for those for which a waiver has been obtained. A copy of all waivers will remain on file. I certify
that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures
of any required external providers, i.e., DAIT or other technical assistance provider.
1
Rubric for Evaluating Program Improvement Year 3 Local Educational Agency Plan Revisions
Name of Local Educational Agency (LEA): ______________________________________________________________________________
Reviewer Number: ____________
Date of Review: ________________
The revised LEA Plan will document:

Implementation of a standards-based/standards-aligned curriculum:
a. State Board of Education (SBE)-adopted kindergarten through grade eight (K–8 [2001 or later]) and standards-aligned grades nine
through twelve (9–12) core, and intervention materials, as appropriate, in reading/English-language arts (ELA) and mathematics to
all students.
b. Support for a coherent instructional program in all schools based upon full implementation of the SBE adopted/standards-aligned
instructional materials in every classroom, including interventions as needed.

Targeting the instructional needs of students not meeting proficiency targets, especially English learners (ELs), (SWDs) students with
disabilities, and any high-priority students not meeting standards.

Provision of appropriate professional development, including, but not limited to, materials-based professional development and use of
effective instructional strategies. Provision of professional development related to the Common Core State Standards (CCSS) as materials
are available, such as LEA-wide professional development to increase awareness and understanding of the main concepts of the SBEadopted CCSS, potential areas of integration of CCSS concepts and skills with current curriculum materials, and implications for improved
rigor in effective instruction, student engagement, and depth of knowledge.

Full implementation of the curriculum as measured by LEA support for implementation of the district assistance and intervention team
(DAIT) standards adopted by the SBE in September 2009 and the nine Essential Program Components (EPCs) for instructional success at
the school level.

Steps the LEA is taking to support any Program Improvement (PI) school in corrective action, restructuring or alternative governance.

Implementation of additional recommendations made by the DAIT or other technical assistance provider.
Program Improvement LEAs in Year 3 (2011–12)
2
Required Elements
No Revisions
Needed
Revisions Needed
Documented in revised
LEA Plan
Not addressed or
documented in revised
LEA Plan
Standards-based/Standards-aligned Curriculum in Reading/English-Language Arts
1. The plan addresses district-wide implementation of SBE-adopted K–8 (2001 or later)
and standards-aligned grades 9–12 core and intervention materials in Reading/ELA.


Identifies SBE-adopted core and intervention materials currently in place at
each grade span.
Goal 1: 2.1, 2.2,
Describes the specific strategies and actions to support a coherent instructional
program in all schools to improve student achievement.
Goal 1: 1.3, 2.3, 10.1,
2.7, 2.8, 2.9, 2.10,
2.11, 5.1, 5.2, 5.3, 5.4,
5.5, 5.6, 5.9, 8.2, 8.3,
8.4, 9.2, 9.4, 9.5, 9.8,
9.9, 10.2, 10.3
Goal 2: 1
Goal 2: 1, 2, 3, 4, 9
2. The plan incorporates any recommendations in this area made by the DAIT or other
technical assistance provider.
Goal 1: 1.1, 1.2, 1.3,
2.1, 2.2, 2.3, 2.6, 2.7,
8.1, 8.5, 9.1, 9.3
3
Required Elements
No Revisions
Needed
Revisions Needed
LEA Plan
Not addressed or
LEA Plan
Standards-based/Standards-aligned Curriculum in Mathematics
1. The plan addresses district-wide implementation of SBE-adopted K–8 (2001 or later)
and standards-aligned grades 9–12 core and intervention materials in mathematics:

Identifies SBE-adopted core and intervention materials currently in place at
each grade span.
Goal 1: 1.1, 1.2, 1.3,
2.1, 2.2, 2.3

Describes the specific strategies and actions to support a coherent instructional
program in all schools to improve student achievement.
Goal 1: 1.1, 1.2, 1.3,
1.4, 1.5, 2.4, 2.5, 2.6,
2.7, 2.8, 2.9, 2.10,
2.11, 2.12, 2.13, 3.1,
3.2, 3.3, 3.4, 3.5, 3.6,
3.7, 5.1, 5.2, 5.3, 5.4,
5.5, 5.6, 5.9, 8.1, 8.2,
8.3, 8,4, 9.2, 9.3, 9.4,
9.5, 10.2, 10.3
Goal 1: 1.1, 1.2, 1.3,
2.1, 2.2, 2.3, 2.6, 2.7,
8.1, 8.5, 9.1
4
Required Elements
No Revisions
Needed
Revisions Needed
LEA Plan
Not addressed or documented
in revised LEA Plan
Focus on High Priority Students
1. The plan targets the instructional needs of ELs not meeting proficiency targets:
Describes strategies and actions to support the specific needs of ELs in the core
instructional program (e.g., Specially designed academic instruction in English (SDAIE))

Documents district policies for assessment of ELs and criteria for placement into
and exit from English-Language Development programs.
Goal 1:
Reading: 2.2, 2.3, 2.6,
2.7, 2.10, 3.6, 3.8, 5.1,
5.3, 5.4, 8.1, 8.3, 8.4, 8.5,
9.1, 9.2, 9.3, 9.4, 9.5, 9.6,
9.7, 9.8, 9.9
Mathematics: 1.4, 2.4,
2.8, 2.9, 2.12, 3.6, 5.1,
5.4, 8.1, 8.3, 8.4, 8.5, 9.1,
9.2, 9.3, 9.4, 9.5
Goal 1:
Reading: 2.9, 3.7, 9.1
3.7, 8.2
Goal 2: 2.4
2. The plan targets the instructional needs of SWDs not meeting proficiency targets:

Describes strategies and actions to support the specific needs of SWDs in the
core instructional program.
Goal 1:
Reading: 2.4, 2.7, 3.1,
3.5, 5.1, 5.4, 5.9, 7.1, 7.2,
8.4, 9.2, 9.4, 9.5, 10.3
2.9, 3.1, 3.5, 5.1, 5.4, 5.9,
7.1, 7.2, 8.4, 9.2, 9.8,
10.3
Goal 2: 2.4
5

Documents presence of or actions taken to support and create collaboration
among general education and special education teachers by grade level or
program.
Goal 1:
Reading: 5.4, 5.8, 5.9
5.9
Goal 2: 2.4
3. The plan targets the instructional needs of other high priority students not meeting
proficiency targets:
 Describes specific strategies and actions to provide strategic interventions for
identified students in reading/ELA and/or mathematics.
Goal 1:
Reading: 2.7, 2.8, 2.9,
2.10, 2.11, 3.3, 3.4,
3.5,3.6, 3.7, 5.7, 7.3
3.5, 3.6, 3.7, 5.7, 7.3, 8.2
Goal 2: 2.4

Describes specific strategies and actions to provide intensive intervention
programs, offered as additional learning time during the school day, in
reading/ELA and/or mathematics.
Goal 1:
Reading: 3.1, 3.2, 3.3,
5.7, 7.3, 8.2
3.5, 3.6, 3.7, 5.7, 7.3, 8.2
See District’s Needs Analysis
(Capacity Studies pages 135164)
Goal 2: 2.4
Goal 1: 9.1, 9.3, 9.5, 9.6,
9.9
Mathematics: 2.8
6
Required Elements
Professional Development for Teachers
No Revisions
Needed
Revisions Needed
LEA Plan
Not addressed or documented
in revised LEA Plan
1. The plan identifies the professional development needs of all teachers:

Describes specific professional development actions to ensure the effective
implementation of the standards-based/standards-aligned curriculum in reading/
ELA and mathematics, including specific professional development actions
related to the Common CCSS as materials are developed.
Goal 1:
Reading: 4.2, 4.4, 5.1,
5.2, 5.4, 5.5, 5.6, 5.7, 5.8,
5.9, 9.3. 9.4, 9.5
5.1, 5.2, 5.4, 5.5 ,5.6, 5.7,
5.8, 5.9, 9.3, 9.4
Goal 2: 2.3, 2.7
Goal 3: 3.5, 3.9

Describes specific professional development actions to ensure effective
instruction for ELs in Reading/ELA and mathematics.
Goal 1:
Reading: 2.3, 5.1, 5.4,
9.3, 9.4, 9.5, 9.6
5.1, 5.4, 5.6, 9.3, 9.4
Goal 2: 2.3
Goal 3: 3.5, 3.9

instruction for SWDs in Reading/ELA and mathematics.
Goal 1:
Reading: 4.4, 5.1, 5.4,
5.9, 9.4
5.4, 5.6, 9.4
Goal 2: 2.3
Goal 3: 3.5, 3.9
7

implementation of the strategic and intensive intervention programs in
Reading/ELA and mathematics.
Goal 1:
Reading: 3.5, 5.1, 5.2,
5.7
5.2, 5.6, 5.7
Goal 2: 2.3, 3.5, 5.1, 5.2,
5.7
Goal 3: 3.5, 3.9
Goal 1:
Reading: 2.3, 5.1, 5.2,
5.3, 5.4, 5.6, 5.7, 9.3, 9.5
5.4, 5.6, 5.7, 9.3
Goal 3: 3.9
8
Required Elements
No Revisions
Needed
Revisions Needed
LEA Plan
Not addressed or
LEA Plan
Professional Development for Administrators
1. The plan identifies the professional development needs of all administrators:

Describes specific strategies for the professional development of administrators to
ensure the effective implementation of the standards-based/standards-aligned
curriculum in ELA and mathematics, including specific professional development
strategies related to the CCSS as materials are developed.
Goal 1:
Reading: 4.4, 5.3, 5.5,
5.7
5.5, 5.7
Goal 2: 2.3
Goal 3: 3.5

ensure effective instruction for ELs in ELA and mathematics (e.g., SDAIE).
Goal 1:
Reading: 4.4, 5.3, 5.5,
5.7
5.7
Goal 2: 2.3
Goal 3: 3.5

ensure effective instruction for SWD in ELA and mathematics.
Goal 1:
Reading: 4.4, 5.5, 5.7
5.7
Goal 2: 2.3
Goal 3: 3.5
Goal 1:
Reading: 5.1, 5.2, 5.4,
5.5, 5.6, 5.7
5.4, 5.6, 5.7
9
Required Elements
No Revisions
Needed
Revisions Needed
LEA Plan
Not addressed or
LEA Plan
School in Title I, Program Improvement Year 3 (Corrective Action)
The plan:

Identifies the schools in PI Year 3
Additional Mandatory
Title I Descriptions pages
129, 131
Goal 1 Reading: 9.1, 9.2

Identifies the corrective action(s) assigned to these schools
129, 131

Describes implementation of PI activities in individual schools in corrective action
Title I Descriptions page
129
Goal 1 Reading: 2.8, 3.2,
3.6, 3.10, 9.1, 9.2, 9.3,
9.4, 9.5
Goal 1 Math: 2.7, 3.3,
3.6,3.10, 9.1, 9.2
Schools in Title I, Program Improvement Year 4 (Restructuring/Alternative Governance)
The plan:

Identifies the number of schools in PI Year 4
129, 131
9:1
Goal 1 Math: 3.9, 9.1
10

Identifies the restructuring plan and includes one of the five restructuring/alternative
governance arrangements for each PI Year 4 school.
129, 130, 131
Goal 1 Reading and
Math: 8.6, 9.1
Schools in Title I, Program Improvement Year 5 (Restructuring/Alternative Governance)
The plan:

Identifies the number of schools in PI Year 5

Describes implementation of the restructuring/alternative governance plan that was
developed when the school was identified in PI Year 4
129
9:1
Goal 1 Math: 3.8, 4.4, 9.1
129, 130, 131
Goal 1 Reading and
Math: 8.7
11
Additional DAIT or Other Technical Assistance (TA) Provider Recommendations: In accordance with California Education Code Section
52059(e), a DAIT or other technical assistance provider is required to assess the needs of an LEA in each of the seven areas listed below and to
make recommendations in any area it determines to be in need of improvement. In the table below, indicate whether the report of findings includes
recommendations in one or more areas and whether the revised LEA Plan documents steps to adopt the recommendations.
Area Addressed in DAIT or TA
Provider Recommendations
LEA Plan Documents Steps to
Adopt DAIT or TA Provider
Recommendation
Pages: 150-153
No Recommendations
Pages: 140-142
Pages: 19, 20, 21, 22, 25, 26, 27, 43,
45, 46, 47, 48, 50, 53, 55, 56, 70, 71,
73, 75
Fiscal operations
Pages: 146-149
No Recommendations
Parent and community
involvement
Pages: 158-159
Pages: 39, 40, 67
Human resources
Pages: 154-157
No Recommendations
Data systems and
achievement monitoring
Pages 143-145
Pages: 23, 48, 54, 75
Professional development
Pages: 160-162
Pages: 30, 32, 33, 34, 35, 36, 37, 38,
41, 42, 61, 62, 63, 64, 65, 66, 68, 69
Culture
Page: 163
No Recommendations
Governance
Alignment of curriculum,
instruction, and
assessments to state
standards
LEA Plan Does Not
Document Steps to Adopt
DAIT or TA Provider
Recommendations
12
DAIT Additional Comments
District identified focus areas to begin their work. Work in these areas will begin in Spring 2013. The following five areas were deemed to be the
most immediate impact on student achievement:
1. Implement the Common Core State Standards (CCSS) in English Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects and Mathematics.
2. Implement a well-articulated district-wide English Language Development program that utilizes the 2012 English Language Development
Standards
3. Establish an explicit district-wide parent engagement plan that includes parent outreach, education, leadership training through
meaningful district and school activities.
4. Integrate digital resources and educational technology tools routinely into classroom instruction and all content areas.
5. Utilize data systems to examine and analyze data to guide instruction for all students.
13
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
X
Title I, Part A
Title I, Part B, Even Start
X
X
X
EIA – State Compensatory Education
X
EIA – Limited English Proficient
Title I, Part C, Migrant Education
State Migrant Education
Title I, Part D, Neglected/Delinquent
School Improvement
Title II, Part A, Subpart 2, Improving
Teacher Quality
Title II, Part D, Enhancing Education Through
Technology
X
Child Development Programs
Educational Equity
Title III, Limited English Proficient
Gifted and Talented Education
Title III, Immigrants
Title IV, Part A, Safe and Drug-Free Schools
and Communities
Title V, Part A, Innovative Programs –
Parental Choice
Adult Education
X
State Programs
Tobacco Use Prevention Education (Prop 99)
Immediate Intervention/ Under performing
Schools Program
School Safety and Violence Prevention Act
(AB1113, AB 658)
Career Technical Education
Tenth Grade Counseling
McKinney-Vento Homeless Education
Healthy Start
IDEA, Special Education
Dropout Prevention and Recovery Act: School
Based Pupil Motivation and Maintenance
Program (SB 65)
21st Century Community Learning Centers
Other (describe):
Other (describe):
Other (describe):
Other (describe):
Other (describe):
14
DISTRICT BUDGET FOR FEDERAL PROGRAMS
Please complete the following table with information for your district.
Programs
Title I, Part A
Prior Year
District
Carryovers
Current Year
District
Entitlements
Current Year
Direct Services
to Students
at School
Sites ($)
Current Year
Direct Services
to Students
at School
Sites (%)
50,725
581,268
568,794
90%
0
160,140
71,099
45%
123,715
117,577
95%
169,527
327,022
98%
480,728
480,728
100%
1,515,378
1,565,220
Title I, Part B, Even Start
Title I, Part C, Migrant Education
Title I, Part D, Neglected/Delinquent
Title II Part A, Subpart 2, Improving
Teacher Quality
Title II, Part D, Enhancing Education
Through Technology
Title III, Limited English Proficient
164,169
Title III, Immigrants
Title IV, Part A, Safe and Drug-free
Schools and Communities
Title V, Part A, Innovative Programs –
Parental Choice
Adult Education
Career Technical Education
McKinney-Vento Homeless Education
IDEA, Special Education
21st Century Community Learning
Centers
Other (describe)
TOTAL
214,894
15
DISTRICT BUDGET FOR STATE PROGRAMS
Please complete the following table with information for your district.
Categories
EIA – State Compensatory Education
Prior Year
District
Carryovers
Current Year
District
Entitlements
Current Year
Direct Services
to Students
at School
Sites ($)
975,152
778,938
1,490,978
778,938
1,490,978
Current Year
Direct Services
to Students
at School
Sites (%)
85%
EIA – Limited English Proficient
State Migrant Education
School and Library Improvement Block
Grant
Flexed
Child Development Programs
Educational Equity
Flexed
Tobacco Use Prevention Education –
(Prop. 99)
High Priority Schools Grant Program
(HPSG)
School Safety and Violence Prevention
Act (AB 1113)
Flexed
Tenth Grade Counseling
Healthy Start
Dropout Prevention and Recovery Act:
School-based Pupil Motivation and
Maintenance Program (SB 65)
Other (describe)
TOTAL
975,152
16
Summary Statements for DAIT Priorities
The Ocean View District administration and staff will provide professional
development, communication and monitoring of the following priorities
designed to improve student achievement and prepare them for the 21st
Century.
1. Fully implement the Common Core State Standards (CCSS) in English
Language Arts and Literacy in History/Social Studies, Science, and
Technical Subjects and the Common Core State Standards (CCSS) for
Mathematics with a focus on preparing students for college and career
readiness and 21st- Century Learning.
2. Fully implement a well-articulated district-wide ELD program that
utilizes the 2012 ELD Standards and Guided Language Acquisition
Design, which is interactive, leveled by proficiency level, focused on
language objectives and on the schedule.
3. Establish an explicit district-wide parent engagement plan that includes
parent outreach, education, leadership training through meaningful
district and school activities.
4. Integrate digital resources and educational technology tools routinely into
classroom instruction and all content areas.
5. Maximize the use of data systems to analyze data utilizing collaborative
grade-level and department meetings to track student progress and revise
instructional strategies to better meet the needs of all students.
17
(Rev 12-07)
California Department of Education
School and District Accountability Division
(CDE use only)
Application #
No Child Left Behind Act of 2001
LOCAL EDUCATIONAL AGENCY PLAN
mail original and two copies to:
School and District Accountability Division
1430 N Street, Suite 6208
Sacramento, California 95814-5901
LEA Plan Information:
Name of Local Educational Agency (LEA):
County/District Code:
Dates of Plan Duration (should be five-year plan):
Date of Local Governing Board Approval:
District Superintendent: Dr. Craig Helmstedter
Address: 4200 Olds Road
City: Oxnard
Zip code: 93033
Phone: (805) 488-4441
Fax: (805) 986-6797
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
18
Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and
mathematics, by 2013-2014.
Planned Improvement in Student Performance in Reading
Description of Specific Actions to
Improve Education Practice in
Reading
Persons Involved
Related
Expenditures
Estimated
Cost
Funding
Source
Benchmark
Timelines
Recommendations from the
Capacity Study
1. Alignment of instruction with content standards:
1.1 Continue the transition to the
Common Core State Standards
(CCSS) in English Language Arts and
Literacy in History/Social Studies,
Science, and Technical Subjects.
Focus the transition on preparing
students for college and career
readiness and 21st Century Learning.
(Corrective Action 6, DAIT strandCurriculum and
Instruction/Assessment)
1.2 Focus the transition to the CCSS
on increased rigor and:
 Building knowledge through
content-rich nonfiction and
informational text
 Reading, writing and speaking
grounded in evidence from text
 Regular practice with complex text
and academic language.
Superintendent
Asst. Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs
$25,000
General
Fund
DAIT
Funds
OVSD began
the transition
Spring 2012
and will
continue
through full
implementatio
n of the CCSS
Alignment of Curriculum
and Instruction/Assessment
The Department of
Educational Services in
collaboration with site
administrators will
communicate the expectation
that teachers plan and deliver
3-5 CCSS lessons aligned with
Treasures by June 2013.
$30,000
Title I, II,
III
EIA
DAIT
Funds
OVSD began
the focus on
the three shifts
in
Fall 2012 and
will continue
through full
implementatio
n of the CCSS
The Department of
collaboration with teachers
and site administrators will
establish CCSS
implementation priorities and
develop ELA and Mathematics
standards posters to
communicate expectations
with teachers and students.
Supplemental
materials aligned
to CCSS
Consultants
19
1.3 Develop grade-level curriculum
maps to align CCSS with ELA
adopted programs Treasures/Tesoros
and Pearson Literature CA Reading
and Language.
1.4 Based upon 2012 California
ELD Standards, monitor that English
learners receive ELD instruction until
reclassification for the recommended
daily instructional minutes, and in
leveled groups according to CELDT
proficiency level and most recent
formative assessment. (see 3.1)
( DAIT strand- Curriculum and
1.5 Align all common formative and
summative assessments to the CCSS.
Ensure the newly-aligned assessments
are administered by all core content
teachers to monitor students’ learning.
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers, English
Department Chair
Committee
Substitute or
stipend costs
of Ed. Services
ELD/GLAD
Taskforce
Site Administrators
District EL Specialist
Teachers (K-5)
No additional
costs
of Ed. Services
Department Chairs
Teachers
District Resource
Teachers
Site Administrators
Substitute or
stipend costs
$10,000
Title I, II
DAIT
Funds
Spring/2012Fall 2013
Spring 2013Spring 2014
$5,000
Title I, II
DAIT
Funds
The Department of
collaboration with site
administrators will
communicate the expectation
that teachers plan and deliver
3-5 CCSS lessons aligned with
Treasures by June 2013.
The Department of
and elementary site
administrators will fully
implement a well-articulated
district-wide ELD program
that utilizes the 2012 ELD
Standards and Guided
Language Acquisition Design,
which is interactive, leveled by
proficiency level, focused on
language objectives and on the
schedule.
Fall 2013Spring 2015
Consultants
20
2. Use of standards-aligned instructional materials and strategies:
2.1 State Board of Education
adopted texts, Treasures (K-5) and
Pearson Literature CA Reading and
Language (6-8), have been used
during 2012-13 as the core. These
programs are aligned to CCSS.
Corrective Action 6, DAIT strandCurriculum and
Instruction/Assessment
2.2 The district English Language
Development Program, K-5,
McMillan/McGraw and 6-8, Pearson
ELD Program. The K-5 Program has
been augmented with Systematic
ELD and Guided Language
Acquisition Design (GLAD).
Teachers use GLAD strategies to
teach content areas and ELD
simultaneously. The Junior High
provides a transition English class
that focuses on scaffolded grade level
curriculum as well as Rosetta Stone.
These programs are not aligned with
the 2012 California ELD Standards.
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
General
Fund
Adopted 2010
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
General
Fund
Adopted 2010
2.3 Establish an ELD/GLAD
taskforce to discuss and align current
district practices with the 2012
California ELD standards and the
CCSS and to differentiate instruction
according to proficiency levels.
(emerging, expanding and bridging).
(Corrective Action 6, DAIT Strand
Curriculum and
of Ed. Services
ELD/GLAD
Taskforce
Site Administrators
Teachers (K-5)
Title III
OVSD
established the
taskforce in
Winter of
2013 and will
continue work
for alignment
through full
Substitute or
stipend costs
Consultants
$5,000
implementation
of the CCSS
The Department of
and elementary site
schedule.
The Department of
and elementary site
21
schedule.
2.4 Ensure through administrative
walk-throughs and teacher
collaboration meetings that SBE
adopted basic core and ancillary
materials designed for universal
access are used as designed in every
core, intervention and special
education classroom. District to
monitor that this occurs at every site.
collaboration meetings that the SBE
adopted programs for intervention are
used as designed in every intervention
and special education classroom.
District to monitor that this occurs at
every site.
2.6 Ensure through analysis of
English learner formative and
summative assessment data that all
ELs are making expected growth
using the ELD/GLAD Taskforce
recommendations for instructional
materials and programs.
DAIT strand- Curriculum and
Instruction/Assessment, Data Systems
and achievement monitoring
Superintendent
of Ed. Services
No additional
cost
No funding
needed
Fall 2013
Superintendent
of Ed. Services
Site Administrators
No additional
cost
No funding
needed
Fall 2013
of Ed. Services
ELD/GLAD
Taskforce
Site Administrators
Teachers (K-5)
Special Ed Teachers
No additional
cost
No funding
needed
Ongoing
All teachers will be trained to
collaboratively analyze data
derived from common
formative assessments during
collaborative time and select
the most appropriate
instructional strategies to
guide differentiated, targeted
instruction and tiered
intervention. Teachers and
administrators at the Junior
22
High School will be trained to
set reasonable targets using
Marzano’s proficiency scales
(rubrics). These proficiency
scales will assist to design and
score formative and
summative assessments.
Data Systems and
Provide, monitor and support
ELD formative assessments
that will be used by teachers to
inform instruction.
2.7 Increase instructional
differentiation within school wide
ELD program at Tierra Vista
(PI Year 4)
 Expand staff training in
instructional strategies to increase
student vocabulary development
and English comprehension
 Assess all EL students in ADEPT
to establish baseline for ELD
growth
 School wide implementation of
GLAD strategies
 Provide mid-year refresher training
by GLAD trainers
2.8
Continue Title III plan
support and monitor program
effectiveness at Ocean View Junior
High School (PI Year 3)
 Teachers will use data director to
access CELDT scores for current
and previous years.
 Continue teacher training on using
of Ed. Services
ELD/GLAD
Taskforce
Site Administrators
Teachers (K-5)
Special Education
Teachers
Substitutes,
stipends and
consultants
$5,000
Title I, II,
III, EIA
of Ed. Services
ELD/GLAD
Taskforce
Site Administrators
Teachers
Special Education
Substitutes,
stipends and
consultants
$10,000
Title I, II,
III, EIA
23
CELDT testing data for classroom
planning.
 Support use of EL strategies in
classrooms to boost achievement
of level 3 students (expanding) to
levels 4 and 5(bridging).
 Teacher coaching and peer
collaboration to support regular use
of best practices of EL strategies.
 Provide support to use all data to
increase achievement in all areas
of progress.
2.9 To ensure that all students,
including English learners and
students with disabilities have equal
access to the CCSS. All teachers will
incorporate scientifically-based
research strategies that are appropriate
for the specific content area and
differentiate their instruction to meet
the unique learning needs of the
students in their classrooms.
Corrective Action 6
2.10 Teachers to provide students
with daily opportunities to become
skilled communicators, collaborators
and critical and creative thinkers.
Strategies to include in classroom
instruction are cooperative groups,
project-based learning projects,
performance-based tasks, oral
discourse and higher-order problem
solving focusing on Depth of
Knowledge levels 3 and 4.
Teachers
Site Administrators
Teachers
Special Ed Teachers
Intervention
Specialists
No additional
cost
No funding
needed
Ongoing
Title I, II
DAIT
Funds
Spring 2018
of Ed. Services
District Resource
Teacher (DRT)
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs
$30,000
Consultants
Professional
Development
(Travel and
Conference)
24
2.11 Utilize Hattie’s Factors that have
been identified to most likely improve
student achievement.
 Acceleration
 Feedback
 Teacher/Student Relationships
 Cooperative Learning
 Direct Instruction
 Individualized Instruction
2.12 All teachers will provide
explicit academic
language/vocabulary instruction and
integrate language objectives
appropriate to their content area in
their lessons.
2.13 All teachers will use Depth of
Knowledge and Revised Bloom’s to
increase the level of rigor of assigned
tasks.
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs, and
consultants
$30,000
Title I, II
DAIT
Funds
Fall 2013-14
Site Administrators
Teachers
Substitutes,
stipends, and
consultants
$30,000
Title, III
EIA
DAIT
Funds
Fall 2013-14
Superintendent
of Educational
Services
Site Administrators
Teachers
Resource Teachers
Substitutes,
stipends, and
consultants
$30,000
Title I, II
DAIT
Funds
Fall 2012ongoing
Superintendent
of Educational
Services
Site Administrators
Teachers
No additional
cost
No funding
needed
Fall 2013
3. Extended learning time:
3.1 Operate daily instructional
schedules that allocate required
instructional time in the core and/or
intervention programs for all students,
especially under-performing English
learners and students with disabilities,
according to the CDE’s 2009
Academic Program Survey.
The Department of
and site administrators at the
middle school will create a
master schedule which
provides daily ELD for all
English learners by
proficiency level and ensure
25
accurate placement of EL
students in content area
courses. The master schedule
should ensure that students are
provided access to ELA, ELD
and math with teachers
employing SDAIE
instructional strategies,
utilizing the 2012 ELD
Standards as a resource,
integrating academic
vocabulary, oral academic
language activities, standardsbased and leveled curriculum.
ELA:
• Kindergarten: 60 minutes
• Grades one through three: 2.5 hours
• Grades four through six: 2.0 hours
• Grades six through eight: 1.0 and
up to 2.0 hours (or up to two periods)
ELA Strategic Intervention
Support:
• Kindergarten through grade six: 30
minutes
• Grades six through eight: 30-45
minutes (or up to 1 period) additional
strategic support at each grade level
linked to a grade-level basic core
course.
ELA Intensive Intervention:
• Grades four through six: 2.5-3.0
hours
•Grades six through eight: 2.5-3.0
hours (or up to three periods)
ELD:
• Kindergarten through grade six: 3060 minutes
minutes (or up to one period)
Curriculum and
3.2 Examine how to schedule time
for effective ELD for CELDT levels
3, 4, and 5s at the Ocean View Junior
High. (PI Year 3)
DAIT Strand Curriculum and
Superintendent
of Educational
Services
District Resource
Teacher
No additional
costs
Spring 2013
Spring 2014
The Department of
26
Site Administrators
Teachers
3.3 Maintain the block schedule and
maximize the use of instructional
time in the junior high.
Superintendent
of Educational
Services
of Business Services
Site Administrator
3.4 Continue the district’s threetiered instruction and intervention
model (RtI2) appropriate for
elementary and junior high students
that includes both academic and
of Educational
Services
Site Administrators
Teachers
English learners by
should ensure that students are
provided access to ELA, ELD
and math with teachers
employing SDAIE
OVSD has
made the
maintenance
of the block
schedule a
priority.
Intervention
Specialists
Instructional
Assistants
Supplementary
$600,000
Title I, II,
III
EIA
DAIT
Funds
The District will determine
and communicate expectations
for instructional time including
the effective use of double
blocks. Principals will
monitor and support consistent
effective use of instructional
time by regular classroom
visits.
Fall 2012 and
Ongoing
27
behavioral components.
Special Ed Teachers
Intervention
Specialists
Materials
3.5 Provide RtI2 supplemental
intervention to meet the needs of
struggling elementary students based
on universal screens, benchmark
and/or formative assessments,
diagnostic assessments and progress
monitoring tools. This includes:
 Provision of additional instruction
through homogenous, flexible skill
groups for specific skills-based
instruction
 Teacher training and materials to
support assessment, instruction, and
analysis of student responses.
intervention for Ocean View Junior
High (PI Year 3) students based upon
benchmark and formative assessments
that identify specific areas of need for
the student rather than CST or
CELDT scores alone. This includes:
through homogenous flexible skill
instruction during the intervention
period.
3.7 Establish clear entry and exit
criteria for RtI2 interventions and
communicate those to the
Superintendent
of Educational
Services
Site Administrators
Teachers
Special Ed Teachers
Site Intervention
Specialists
Substitutes,
stipends and
consultants
$30,000
Title I, II
Spring 2013
Spring 2014
of Educational
Services
Site Administrator
Teachers
Special Ed Teachers
Intervention
Specialists
Substitutes,
stipends and
consultants
$30,000
Title I, II,
DAIT
Funds
Spring 2013
Spring 2014
of Educational
Services
No additional
cost
Spring 2013
Spring 2014
28
parent/family and student. Provide
progress monitoring results to the
student and family to demonstrate
evidence of the student’s efforts and
subsequent growth.
3.8 Continue improving Response to
Intervention (RtI) model at Mar Vista
Elementary School (PI Year 5):
 Redistribute personnel and
resources to increase impact on
school wide tiered intervention
services
 Identify and use a system of
common grade level assessments
and data collection in language
arts to monitor student progress
and RtI services
 Integrate all special education
teachers and instructional
assistants into model
3.9 Expand Response to Instruction
and Intervention (RtI2) program at
Tierra Vista Elementary School (PI
Year 4).
 Integrate and train all
instructional assistants into model
 Develop new component to
include Spanish speakers that will
be served by the Bilingual
Intervention Specialist
 Train staff to use data to
differentiate instruction
 Implement structured “data chats”
during banking minutes meetings
3.10 Continue (RtI2 ) Response to
Instruction and Intervention) at Ocean
Site Administrators
Teachers
Site Intervention
Specialists
of Educational
Services
Site Administrators
Teachers
Site Intervention
Specialists
Intervention
Specialists
Instructional
Assistants
$600,000
EIA
Spring 2013 2017
of Educational
Services
Site Administrators
Teachers
Site Intervention
Specialists
Intervention
Specialists
Instructional
Assistants
$600,000
EIA
Spring 2013 2017
of Educational
Intervention
Specialists
EIA
Spring 2013 2017
29
View Junior High (PI Year 3) by
creating academic support systems for
students
 Use grade level meetings to
discuss student needs and
strategies for success
 Allow teachers to use Infinite
Campus to recommend students
in need of intervention
 Use Data Director to compile an
academic profile for every student
using data from CSTs, CELDT,
site benchmark assessments, and
RTI benchmarks.
 Use English Intervention and
Math Intervention electives to
work with students who have
Below Basic - Basic level skills.
Teacher will use specific
research-based materials to
address specific areas of need that
are preventing student success
with on grade level curriculum.
3.11 Verify that all English learners
are afforded rigorous ELD instruction
by conducting classroom
walkthroughs.
DAIT. Strand Professional
Development
Services
Site Administrators
Teachers
Site Intervention
Specialists
Instructional
Assistants
Superintendent
of Educational
Services
Site Administrators
No additional
cost
$600,000
Spring 2013
Spring 2014
Establish and communicate
clear expectations to teachers
on the implementation of
OVSD’s Best Practices and
EPCs, the 2012 ELD
Standards and other researchbased practices in order to
implement a district-wide,
high quality and compliant
ELD program. Measure the
impact of the above strategies
on student achievement to
30
inform the direction of future
ELD professional
development. Provide
professional development for
grade 6-8 teachers in
instructional strategies for
English learners at risk of
becoming of Long Term
English learners and on
progress monitoring of
students in ELD in grades K-5.
For administrators, provide
professional development to
support the monitoring of ELD
instruction to ensure training
implementation.
4. Increased access to technology:
4.1 Continue to improve the
technology infrastructure, both
equipment and support in all schools,
particularly in preparation for new
Smarter Balanced assessments.
4.2 Provide teachers with access to
technology and professional
development to prepare for the CCSS.
Help teachers to access computerbased and performance-based
assessments for their students in
anticipation of the new CCSS
accountability and assessment
systems. Corrective Action 6
4.3 As fiscal resources become
available, provide all students with
practice on computer-based and
Superintendent
of Administrative
Services
Site Administrators
Technology Services
Superintendent
of Administrative
Services
District Resource
Teacher
Site Administrators
Technology Services
of Educational
Services
Substitute or
stipend cost
Consultants/
Trainers
$500,000
DAIT
Funds
Fall 2012 and
ongoing
$50,000
Title I, II,
III EIA
DAIT
Funds
Spring 2013
Spring 2015
Spring 2013
Spring 2015
31
performance-based assessments so
students will be prepared for the new
CCSS accountability and assessment
systems.
4.4 Continue integration of
technology into instruction at Mar
Vista Elementary School (PI Year 5)
 Continue implementation of
Waterford software program
in grades K and 1st grade
 Continue Implementation of
SuccessMaker software
program in 1st-5th grades
 Expand implementation of
Accelerated Reader software
program in 1st-5th grades
 Increase the number of
Interactive White Boards
(IWB) and increase their use
4.5 Train administrators and teachers
on effective classroom technology
integration in all subject areas.
Identify and share exemplary models
of online learning/professional
development.
4.5 Use digital resources to
communicate learning, incorporate
media sources and research in all
areas.
District Resource
Teacher
Teachers
Site Administrators
Technology Services
Superintendent
of Administrative
Services
District Resource
Teacher
Site Administrators
Teachers
Technology Services
of Educational
Services
Technology Services
Interactive White
Boards
$10,000
Title I, II,
III EIA
Spring 2013
Spring 2014
Substitutes,
Trainers
$10,000
Title I, II,
DAIT
Funds
Spring 2013
Spring 2015
Substitutes,
$10,000
Title I, II,
Superintendent
III
Asst. Superintendent Trainers
EIA
of Educational
Gen. Fund
Services
DAIT
Site Administrators
Funds
Teachers
Technology Services
5. Staff development and professional collaboration aligned with standards-based instructional materials:
5.1 Develop and implement a
Superintendent
Substitutes,
Title I, II,
district-wide professional
Asst. Superintendent stipends, and
III
Spring 2013
Spring 2015
Spring 2013
Spring 2015
Superintendent, district office
32
development plan that identifies how
all teachers, including special
education teachers will be trained,
supported and held accountable for
the consistent implementation of
CCSS and the 2012 ELD standards.
Base the plan on student academic
and behavioral data, and staff survey
results. Annually review the plan to
verify it accurately reflects and
addresses the needs of students.
Corrective Action 6, DAIT. Strand
of Educational
Services
District Resource
Teacher
Site Administrators
consultants
$30,000
EIA
DAIT
Funds
staff, site administrators and
leadership council, continue to
implement a District
Plan for the Transition to the
and the 2012 ELD standards.
This plan will provide clear
direction for implementation
focused on the major shifts in
Literacy in History/Social
Studies, Science and the
Technology Subjects, English
Language Arts, Mathematics
and English Language
Development. The
comprehensive plan will
continue to address the
professional development
needs of administrators,
teachers, paraprofessionals,
and other out-of-classroom
certificated staff. Data sources
that can inform future
activity are: student
achievement data including all
state testing instruments;
common district-wide
formative and summative
assessments; instructional
rounds data, student behavior
data; and, teacher survey data.
Included in the plan are
measureable professional
development goals for
33
5.2 Ensure the district’s professional
development plan (5.1) includes these
structural elements:
 On-going coaching support
 Demonstration lessons/co-plan, coteach/implementation monitoring
 System of administrative support
and monitoring
 Data collection on the impact of the
training with respect to the
academic and behavioral
achievement of students.
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Substitutes,
stipends,
consultants
$5,000
Title I, II
DAIT
Funds
Spring 2013
Spring 2015
Superintendent
of Educational
Services
District Resource
Consultants
$5,000
Title I, II,
III
EIA
DAIT
Funds
Spring 2013
Spring 2015
DAIT Strand Professional
Development
specific strategies for administrators
with respect to CCSS:
 Continue to train all administrators
delivery, participation,
implementation and increased
student achievement especially
focusing on the learning needs
of English learners, Students
with Disabilities with key
elements of 21st Century
Learning.
District will provide training in
data teams for administrators,
teachers, and other district
staff as appropriate. Training
will include facilitation,
guidance, and assistance with
item and error analysis.
Professional skills will include
effective communication
skills, and data analysis. Site
administrators will observe
collaboration meetings to
determine if the training is
implemented and to what
degree. Professional
development will include
training teacher leaders to
collaboratively create common
formative assessments, track
student progress and revise
instructional strategies
according to the data.
34
in the shifts for ELA/Literacy
 Continue to train all administrators
in the College and Career Anchor
Standards including the connections
between and among grade levels.
 Train all administrators on the 2012
ELD Standards.
Corrective Action 6, DAIT Strand
Teacher
Professional Development Plan
for the Transition to the
Development. The
professional development needs
of administrators, teachers,
paraprofessionals, and other
out-of-classroom certificated
staff. Data sources that can
inform future professional
development activity are:
student achievement data
including all state testing
instruments; common districtwide formative and summative
development goals for delivery,
participation, implementation
and increased student
achievement especially focusing
on the learning needs of English
35
specific strategies for teachers with
respect to CCSS:
 Instructional shifts for
ELA/Literacy
 College and Career Anchor
Standards including the connections
between and among grade levels
 Reading and writing grounded in
evidence from multiple sources
 Writing Shifts-Narrative, Argument
and Expository
 Implementation and connection of
Treasures/Tesoros to CCSS for
elementary teachers
 Implementation and connection of
Pearson Literature CA Reading and
Language to CCSS for the Junior
High
 Scaffolds needed for English
learners and students with
disabilities
 Structure and progressions of CCSS
 Assessment and the CCSS
 Collaborative Conversations
 2012 ELD Standards
Superintendent
of Educational
Services
DRT
Site Administrators
Teachers
Substitutes,
Stipends,
Consultants
$30,000
Title I, II,
DAIT
Funds
Spring 2013
Spring 2015
learners, students with
disabilities with key elements of
21st Century Learning.
Development. The
36
5.5 Provide administrators and
teachers with training on Instructional
Rounds. Ensure that all staff
understand that the walkthrough’s
purpose is to support teaching and
learning and is not evaluative.
5.6 Provide district and site support
to implement grade level/department
data driven collaboration.
Development
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Consultants
$10,000
Title I, II,
DAIT
Funds
Consultants
$5,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2013 2017
37
5.7 Provide targeted and intensive
professional learning to
administrators and teachers on how to
effectively use data to analyze student
learning including item and error
analysis, to improve teaching
strategies and to determine which
students will receive support from
interventions.
Development
5.8 District to communicate, provide
support, and monitor that all teachers
meet regularly by grade level, subject
area, cross-curricular team and/or
departments to:
 Identify, create and utilize formative
Superintendent
of Educational
Services
District Resource
Teacher
Substitutes,
stipends, and
consultants
Superintendent
of Educational
Services
District Resource
Teacher
No additional
cost
$5,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2013 2017
Spring 20132017
38
assessments, review student work
Site Administrators
samples and assessment results
 Identify and share successful
instructional strategies to support
differentiated instruction.
Superintendent
No additional
Fall 2013
5.9 District to clearly articulate a
cost
schedule whereby general and special Site Administrators
education teachers meet in
collaborative teams across grades,
subject area, cross-curricular and/or
departments.
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to
parents):
.50 FTE Parent
$20,000
Title I, III
Fall 2013-14
Superintendent
6.1 Establish a district-wide
Parent and Community
EIA
Asst. Superintendent Involvement
parent/family involvement and
Involvement
DAIT
Explore the possibility of
of Educational
communication plan that is explicit
Funds
hiring a full-time parent
and communicated clearly to the sites. Services
involvement classified staff
Site Administrators
Ensure that the plan includes the
member to help coordinate
involvement of English speaking
family involvement and
parents. Monitor that all sites provide
engagement activities, parent
parents and families with on-going
leadership training, parent
communication regarding the
leadership mentoring,
importance of family involvement.
DELAC, ELAC, ESL classes,
military parent outreach and
Mixteco parent needs and
DAIT. Strand Parent and Community
services.
Involvement
2013-2017
.50 FTE Parent
$20,000
Title I, III
Superintendent
6.2 Create and support local
EIA
outreach programs that provide direct Asst. Superintendent Involvement
Involvement
General
of Educational
contact to the families to welcome
Fund
them to the school, inform them about Services
DAIT
Site Administrators
the school’s activities and programs
Funds
Teachers
and encourage parent leadership.
Classified Staff
39
Involvement
6.3 Provide opportunities for parents
to learn and utilize technology to
support their children’s academic
progress as well as participate in
online or blended learning training.
Involvement
Superintendent
of Educational
Services
Site Administrators
Technology Services
Instructor Salary
$2,000
EIA
Spring 2013
services.
Parent and Community and
Involvement
Train parents in the use of
technology to support both
their child’s skills in 21st
Century learning as well as
provide training opportunities
for parenting skills and parent
education through online or
blended learning opportunities.
7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school):
7.1 Strengthen transition programs
for the families of students
matriculating from elementary to
middle and middle to high school.
Focus support on families of English
learners and students with disabilities
so they have a clear understanding of
the differences in services and
supports, and the academic and
behavioral expectations for their
students at the new grade levels.
7.2 Continue articulation between
preschool to elementary, elementary
to middle, and middle to high schools.
Verify that teachers receiving students
have the information they need to
provide seamless and ongoing
academic and socio-emotional support
to each student.
of Educational
Services
Site Administrators
Early Childhood
Director
Counselor
Teachers
Spring 20132017
of Educational
Services
Site Administrators
Early Education
Director
Counselor
Teachers
Fall 20132017
40
7.3 Continue to implement at each
school site the district’s three-tiered
instruction and intervention model
(RtI2) appropriate for elementary and
secondary students that includes both
academic and behavioral components.
Site Administrators
Teachers
Special Ed Teachers
Intervention
Specialists
Instructional
Assistants
Intervention
Specialists
Instructional
Assistants
Superintendent
of Educational
Services
Site Administrators
No additional
funds needed
$600,000
EIA
Spring 2013 2017
8. Monitoring program effectiveness:
8.1 Monitor the effectiveness of the
CCSS (three shifts), the 2012 ELD
Standards and RtI 2 implementation in
terms of student success. These
initiatives should include specific data
to be collected and the time intervals
for data collection.
Fall 2013 2017
Development. The
41
of English learners, Students
with Disabilities with key
Learning.
8.2 Monitor program effectiveness
by collecting and communicating
student academic and behavioral data
at school staff meetings. Use this data
to differentiate services, inform
instruction, and place students
appropriately for intervention or
enrichment.
expectation that site administrators
provide regular and specific feedback
to teachers to ensure consistent
implementation of CCSS, the 2012
ELD standards and newly learned
instructional strategies.
8.4 Continue Elmore’s Instructional
Rounds protocol to be used by
administrators and teachers to support
Superintendent
of Educational
Services
Site Administrators
No additional
funds needed
Fall 2013 and
ongoing
Superintendent
of Educational
Services
Site Administrators
No additional
funds needed
Fall 2013
Superintendent
of Educational
No additional
funds needed
42
the progress of all students, including
English learners and students with
disabilities. Examine district patterns
and trends to inform teaching and
learning.
8.5 Examine Long-Term English
learner data to determine factors
contributing to the creation of LTELs
and to determine appropriate
instructional strategies and additional
support necessary for successful
reclassification with the assistance of
a dedicated EL district specialist.
DAIT Strand Alignment Curriculum,
Instruction, and Assessment
8.6 Develop an Alternative
Governance Plan for Tierra Vista (PI
Year 4)


Use a DSLT (school level) as a
team to provide increased
accountability for Tierra Vista
Elementary School
Team must be well functioning
and willing to hold colleagues
Services
Site Administrators
Teachers
Superintendent
of Educational
Services
Site Administrators
Teachers
1.0 FTE
Superintendent
for Business Services
for Ed Services
for Administrative
Services
Site Administrators
External Professional
Substitutes,
stipends,
consultants
Title III
Fall 2013
DAIT
Funds
2012-2017
$90,000120,000
$10,000
Alignment of Curriculum,
Instruction and Standards
Explore the possibility of a
dedicated staff person at the
district office level to
administer and coordinate
English learner services to
include the implementation of
district-wide ELD, the
development and
implementation of a Bilingual
Master Plan, English learner
curriculum, instruction,
assessment and professional
development.
43
responsible for high leverage
change
 District member must be an
integrated member of the team
with the authority to make
changes and provide resources
 May have an external
professional as a team member
 May use same protocols and
procedures as an AGB
 High commitment of time on the
part of the leadership team
 Leadership team needs training
to operate in with a governance
focus
 Challenge is for internal staff to
hold colleagues accountable for
agreed upon changes
Governance Plan for Mar Vista (PI
Year 5)
 Use a DSLT (school level) team to
provide increased accountability
for Tierra Vista Elementary School
 Team must be well functioning and
willing to hold colleagues
change
 District member must be an
with the authority to make changes
and provide resources
 May have an external professional
as a team member
 May use same protocols and
Leadership Team
Teachers
Special Education
Teachers
Intervention
Specialist
Instructional
Assistants
Superintendent
for Ed Services
for Administrative
Services
Site Administrators
Leadership Team
Teachers
Special Education
Teachers
Intervention
Specialist
Instructional
Substitutes,
stipends,
consultants
$10,000
DAIT
Funds
2012-2017
44
 High commitment of time on the
 Leadership team needs training to
operate in with a governance focus
hold colleagues accountable
for agreed upon changes
Assistants
9. Targeting services and programs to lowest-performing student groups:
9.1 Continue to focus on “moving
English learners beyond basic” as
described in the Title III Year 4 Plan.
(Ocean View Junior High - PI Year
3, Tierra Vista - PI Year 4, and Mar
Vista - PI Year 5) Continue to
implement research-based
instructional strategies aligned with
the student’s needs.
DAIT Strand Alignment of
Curriculum, Instruction and
Assessment
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitutes,
stipends,
consultants
$10,000
Title III
EIA
DAIT
Funds
2010- Spring
2014
development and
development.
45
9.2 Provide training on the 2012
ELD Standards for teachers in junior
high core content areas to support
content and language acquisition for
secondary English learners. Include
follow up coaching by dedicated EL
district specialist to support
implementation of training strategies.
(Ocean View Junior High School, PI
Year 3)
Assessment
9.3 Provide training in
differentiation to general education
teachers to better meet the needs of all
students, especially students with
disabilities and English learners.
9.4 Train all Junior High English
teachers who instruct Early Advanced
and Advanced Proficient English
(Bridging) learners on how to deliver
effective differentiated ELD in their
classrooms, including classrooms
with small numbers of ELs. (Ocean
View Junior High, PI Year 3)
Assessment
of Educational
Services
Site Administrators
Teachers
Substitutes,
stipends, and
consultants
$10,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2013
of Educational
Services
Site Administrators
District Resource
Teacher
of Educational
Services
Site Administrators
Substitutes,
stipends, and
consultants
$10,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2013 2017
Substitutes,
stipends and
consultants
$10,000
Title I, II,
III
EIA
DAIT
Funds
Winter 2014
development and
development.
development and
development.
46
9.5 Provide ELD instruction to
Level 3 (Expanding) Junior High
English learners to accelerate English
language proficiency. (Ocean View
Junior High, PI Year 3)
Assessment
9.6 Implement K-5 ELD program
monitoring assessments (ADEPT)
district-wide. Explore and implement
program monitoring assessments for
6-8. Teachers monitor student
progress using results to inform
instruction.
9.7 Support and monitor the
instructional use of research-based
strategies for English learners and
students with disabilities. Site
administrators conduct regular
classroom visits using a district
selected protocol.
of Educational
Services
Site Administrators
District Resource
Teacher
Teachers
Substitutes,
stipends and
consultants
$10,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2013
of Educational
Services
Site Administrators
District Resource
Teacher
Superintendent
of Educational
Services
Site Administrators
Professional
Development on
ADEPT
$125.00
per
teachers X
30
teachers=
$3,750
EIA
Fall 2013
No additional
funds needed
development and
development.
Spring 2014
47
9.8 Monitor the implementation of
the ELD/GLAD (K-5) Taskforce
recommendations. Site administrators
to report classroom observation data
and student achievement data to
district at principals’ meetings.
DAIT Strands Alignment of
Curriculum, Instruction, and
Assessment and Data Systems and
Achievement Monitoring
Fall 2014
Superintendent
of Educational
Services
Site Administrators
development and
development.
Data Systems and
Include in principals’
meetings the use of student
data including, tardies,
attendance, referrals,
suspensions, and achievement
data showing how each site is
progressing with PBIS.
10. Any additional services tied to student academic needs:
10.1 Teachers will use high leverage
strategies and provide students
explicit feedback to address both
academic and motivational aspects of
learning.
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
No additional
funds needed
Fall 2013 2017
48
10.2 District will provide targeted,
site-based feedback to the
administrator to improve student
outcomes.
Superintendent
of Educational
Services
No additional
funds needed
Winter 20132017
10.3 Administrators will provide
timely specific feedback to teachers
on their observations of student
learning.
of Educational
Services
Site Administrators
No additional
funds needed
Fall 2013 2017
49
Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and
mathematics, by 2013-2014.
Planned Improvement in Student Performance in Mathematics
Description of Specific Actions to
Improve Education Practice in
Mathematics
Persons Involved
Related
Expenditures
Estimated
Cost
Funding
Source
Benchmark
Timelines
Recommendations from the
Capacity Study
1. Alignment of instruction with content standards:
1.1
Continue the transition to the
(CCSS) in Mathematics. Focus the
transition on preparing students for
college and career readiness and 21st
Century Learning. Focus the
transition to CCSS in mathematics
on coherence across grades and
linking to major topics within a
grade.
(Corrective Action 6, D.A.I.T strandCurriculum and
1.2 Focus the transition to the CCSS
on :
 Focus- Narrow and deep
curriculum
 Coherence- Think across grades
and link topics
 Rigor – Conceptual
understanding, speed and
accuracy, application
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs
and/or
consultants
$25,000
General
Fund
DAIT
Funds
OVSD began
the transition
Spring 2012
and will
continue
through full
implementatio
n of the CCSS
$30,000
Title I, II,
III
EIA
DAIT
Funds
OVSD began
the focus on
the major
shifts in Fall
2012 and will
continue
through full
implementatio
n of the CCSS
Supplemental
Materials aligned
to CCSS
The Department of
and site administrators will
establish CCSS
implementation priorities and
develop ELA and Mathematics
standards posters to
communicate expectations
with teachers and students.
50
1.3 Develop grade-level curriculum
maps to align CCSS with
mathematics adopted programs
Harcourt – California HSP Math- in
Spanish/English K-5 and
Glencoe McGraw Hill: California
Mathematics 6-8.
1.4 Monitor that all students,
especially English learners and
students with disabilities, have access
to strong differentiated core
instruction in mathematics including,
explicit instruction in mathematics
academic vocabulary. Measure the
academic success of sub-groups by
grade span (K-5, 6-8) to determine if
additional instructional support is
needed.
1.5 Align all common formative and
summative assessments to the CCSS.
Ensure the newly-aligned assessments
are administered by all math teachers
to monitor students’ learning.
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers, Math
Department Chair
Committee
Substitute or
stipend costs
Assistant
Superintendent of
Educational Services
Site Administrators
Teachers
Special Education
Teaches
No additional
cost
Asst. of Ed. Services Substitute or
stipend costs
Site Administrators
Consultants
Department Chairs
District Resource
Teacher
Teachers
Special Education
Teachers
2. Use of standards-aligned instructional materials and strategies:
No additional
Superintendent
2.1 State Board of Education
Asst. Superintendent cost
adopted texts, Harcourt – California
HSP Math- in
of Educational
Services
Spanish/English K-5 and Glencoe
McGraw Hill: California Mathematics District Resource
Teacher
6-8 (6-8), have been used during
$10,000
Title I, II
DAIT
Funds
Spring/2012Fall 2013
Spring 2014
$5,000
Title I, II,
DAIT
Funds
General
Fund
Adopted 2010
51
2012-13 as the core. These programs
are not aligned to CCSS.
2.2 Align current instructional
materials in mathematics to the
CCSS.
2.3 Intervention is provided using
the Harcourt- California HSP at K-5
and the Glencoe McGraw Hill 6-8
with modifications.
2.4 Establish an ELD/GLAD
taskforce to discuss and align current
district practices with the 2012
California ELD standards and the
CCSS and to differentiate instruction
according to proficiency levels
(emerging, expanding and bridging).
collaboration meetings that SBE
adopted basic core and ancillary
materials designed for universal
access are used as designed in every
core, intervention and special
education classroom. District to
monitor that this occurs at every site.
Site Administrators
Teachers
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Site Administrators
Teachers
Substitute and/or
stipend
Consultants
of Ed. Services
ELD/GLAD
Taskforce
Site Administrators
Teachers (K-5)
Substitute or
stipend costs
Consultants
Superintendent
of Ed. Services
No additional
cost
$5,000
Title I, II
General
Fund
DAIT Funds
Summer 2013
Fall 2012 2017
$5,000
Title III
No funding
needed
OVSD
established the
ELD/GLAD
taskforce in
Winter of
2013 and will
continue work
for alignment
through full
implementatio
n of the CCSS
Fall 2013
52
collaboration meetings that the SBE
adopted programs for intervention
(part of the adopted math program)
are used as designed in every
intervention and special education
classroom. District to monitor that
this occurs at every site. Tier 2
intervention math materials came
from the adoption.
2.7 Identify intervention mathematics
programs for junior high school
students to accelerate their learning at
Ocean View Junior High (PI Year 3)
2.8 Ensure through analysis of
English learner formative and
summative assessment data that all
ELs are making expected growth in
mathematics.
D.A.I.T strand- Curriculum and
Instruction/Assessment, Data Systems
and achievement monitoring
Superintendent
of Ed. Services
Site administrators
No additional
cost
of Ed. Services
Site Administrators
Teachers
of Ed. Services
Site Administrators
Teachers
Site Resource
Teachers
Substitute and/or
stipends
No additional
cost
$10,000
No funding
needed
Fall 2013
Title I, II
General
Fund
DAIT Funds
Spring 2014
All teachers will be trained to
collaboratively analyze data
derived from common
formative assessments during
collaborative time and select
the most appropriate
instructional strategies to
guide differentiated, targeted
instruction and tiered
intervention. Teachers and
administrators at the Junior
High School will be trained to
set reasonable targets using
Marzano’s proficiency scales
(rubrics). These proficiency
scales will assist to design
and score formative and
summative assessments.
53
Data Systems and
Provide, monitor and support
ELD formative assessments
that will be used by teachers
to inform instruction.
2.9 To ensure that all students,
including English learners and
students with disabilities have equal
access to the CCSS, all teachers will
incorporate scientifically based
research strategies that are appropriate
for mathematics and differentiate
their instruction to meet the unique
learning needs of the students in their
classrooms.
Corrective Action 6
2.10 Teachers to provide students
with daily opportunities to become
skilled communicators, collaborators
and critical and creative thinkers.
Strategies to include in classroom
instruction are cooperative groups,
project-based learning projects,
performance-based tasks, oral
discourse and higher-order problem
solving focusing on Depth of
Knowledge levels 3 and 4.
2.11 Utilize Hattie’s Factors that
have been identified to most likely
improve student achievement.
 Acceleration
 Feedback
 Teacher/Student Relationships
 Cooperative Learning
 Direct Instruction
No additional
cost
No funding
needed
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs
Consultants
Professional
Development
(Travel and
Conference)
Title I, II,
DAIT Funds
Spring 2018
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitute or
stipend costs and
consultants
Title I, II
DAIT Funds
Fall 2013-14
Site Administrators
Teachers
Special Ed Teachers
Intervention
Specialists
of Ed. Services
District Resource
Teacher
$30,000
$30,000
54

Individualized Instruction
2.12 All teachers will provide
explicit academic
language/vocabulary instruction and
integrate language objectives
appropriate to mathematics in their
lessons.
2.13 All teachers will use Depth of
Knowledge and Revised Bloom’s to
increase the level of rigor of assigned
tasks.
Site Administrators
Teachers
Substitutes,
stipends, and
consultants
Superintendent
of Educational
Services
Site Administrators
Teachers
Resource Teachers
Substitutes,
stipends, and
consultants
Superintendent
of Educational
Services
Site Administrators
Teachers
No additional
cost
$30,000
Title III
EIA
DAIT Funds
Fall 2013-14
Title I, II,
DAIT Funds
Fall 20122017
$30,000
3. Extended learning time:
3.1 Operate daily instructional
schedules that allocate required
instructional time in the core and/or
intervention programs for all students,
especially under-performing English
according to the CDE’s Academic
Program Survey
Mathematics
• Kindergarten: 30 minutes
• Grades one through six: 60 minutes
minutes (or one period)
Mathematics Strategic
Intervention:
• Kindergarten through grade six: 1530 minutes
• Grades six and seven: 30-60
minutes (or up to one period)
additional strategic support at each
No funding
needed
Fall 2013
The Department of
English learners by
should ensure that students
are provided access to ELA,
ELD and math with teachers
employing SDAIE
55
grade level linked to a grade-level
basic core course.
• Grade eight: 30-60 minutes (or up to
one period) additional strategic
support linked to the grade-level
Algebra I course.
Mathematics Intensive
Intervention:
• Grades four through six: 15-30
minutes.
• Grades six and seven: 30-60 minutes
(or up to one period) additional
support linked to a grade-level basic
core course) when additional
intervention support is needed.
2007 SBE-adoption:
• Grade eight: One period of Algebra
Readiness daily for identified
intervention students.
Curriculum and
3.3 Maintain the block schedule and
maximize the use of instructional time
at Ocean View Junior High (PI Year
3).
3.4 Continue the district’s three-tiered
(RtI2) appropriate for secondary
students that includes both academic
Superintendent
of Educational
Services
of Business Services
Site Administrator
No additional
cost
Superintendent
of Educational
Services
Supplementary
Materials
Site Intervention
Specialists
$600,000
No funding
needed
OVSD has
made
maintaining
the block
schedule a
priority
EIA
Fall 2012 2017
The District will determine
and communicate expectations
for instructional time including
the effective use of double
blocks. Principals will
monitor and support consistent
effective use of instructional
time by regular classroom
visits.
56
and behavioral components.
intervention to meet the needs of
struggling elementary students based
on universal screens, benchmark
and/or formative assessments,
diagnostic assessments and progress
instruction
intervention for Ocean View Junior
High (PI Year 3) based upon
benchmark and formative assessments
that identify specific areas of need for
the student rather than CST or
CELDT scores alone. This includes:
instruction during the intervention
period.
District Resource
Teacher
Site Administrators
Teachers
Special Ed Teachers
Intervention
Specialists
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Special Ed Teachers
Intervention
Specialists
Instructional
Assistants
Substitutes,
stipends and
consultants
$30,000
Title I, II,
Spring 2013
Spring 2014
of Educational
Services
Site Administrator
Teachers
Special Ed Teachers
Intervention
Specialists
Substitutes,
stipends and
consultants
$30,000
Title I, II
Spring 2013
Spring 2014
57
3.7 Establish clear entry and exit
criteria for interventions and
communicate those to the
parent/family and student. Provide
progress monitoring results to the
student and family to demonstrate
evidence of the student’s efforts and
subsequent growth.
3.8 Continue improving Response to
Intervention (RtI) model at Mar Vista
Elementary School (PI Year 5):
 Redistribute personnel and
resources to increase impact on
school wide tiered intervention
services
 Identify and use a system of
common grade level assessments
and data collection in language
arts to monitor student progress
and RtI services
 Integrate all special education
teachers and instructional
assistants into model
3.9 Expand Response to Instruction
and Intervention (RtI2) program at
Tierra Vista Elementary School (PI
Year 4).
 Integrate and train all
instructional assistants into model
 Develop new component to
include Spanish speakers that will
be served by the Bilingual
Intervention Specialist
 Train staff to use data to
differentiate instruction
 Implement structured “data chats”
Superintendent
of Educational
Services
Site Administrators
Teachers
Site Intervention
Specialists
of Educational
Services
Site Administrators
Teachers
Site Intervention
Specialists
No additional
cost
Spring 2013
Spring 2014
Intervention
Specialists
Instructional
Assistants
$600,000
EIA
Spring 2013 2017
of Educational
Services
Site Administrators
Teachers
Site Intervention
Specialists
Intervention
Specialists
Instructional
Assistants
$600,000
EIA
Spring 2013 2017
58
during banking minutes meetings
3.10 Continue (RtI2 ) Response to
Instruction and Intervention) at Ocean
View Junior High (PI Year 3) by
creating academic support systems for
students
 Use grade level meetings to
discuss student needs and
strategies for success
 Allow teachers to use Infinite
Campus to recommend students
in need of intervention
 Use Data Director to compile an
academic profile for every student
using data from CSTs, CELDT,
site benchmark assessments, and
RTI benchmarks.
 Use English Intervention and
Math Intervention electives to
work with students who have
Below Basic - Basic level skills.
Teacher will use specific
research-based materials to
address specific areas of need that
are preventing student success
with on grade level curriculum.
4. Increased access to technology:
4.1 Continue to improve the
technology infrastructure, both
equipment and support in all schools,
particularly in preparation for new
Smarter Balanced assessments.
4.2 Provide teachers with access to
of Educational
Services
Site Administrators
Teachers
Site Intervention
Specialists
Superintendent
of Administrative
Services
Site Administrators
Technology Services
Superintendent
Intervention
Specialists
Instructional
Assistants
Substitute or
$600,000
EIA
Spring 2013 2017
$500,000
DAIT
Funds
Fall 2012 2017
$50,000
Title I, II,
Spring 2013
59
technology and professional
development to prepare for the CCSS.
Help teachers to access computerbased and performance-based
assessments for their students in
anticipation of the new CCSS
accountability and assessment
systems.
Corrective Action 6,
4.3 As fiscal resources become
available, provide all students with
practice on computer-based and
performance-based assessments so
students will be prepared for the new
CCSS accountability and assessment
systems.
4.4 Continue integration of
technology into instruction at Mar
Vista Elementary School (PI Year 5)
 Continue Implementation of
SuccessMaker software program
in 1st-5th grades
 Increase the number of
Interactive White Boards (IWB)
and increase their use
4.5 Train administrators and teachers
on effective classroom technology
integration in all subject areas.
Identify and share exemplary models
of online learning/professional
development.
4.5 Use in lessons, digital resources
to communicate learning, incorporate
media sources and sources and
research in all areas.
of Administrative
Services
District Resource
Teacher
Site Administrators
Technology Services
of Educational
Services
District Resource
Teacher
Teachers
Site Administrators
Technology Services
Superintendent
of Administrative
Services
District Resource
Teacher
Site Administrators
Teachers
Technology Services
of Educational
Services
Technology Services
Superintendent
of Educational
Services
stipend cost
Consultants/
Trainers
III
EIA
DAIT
Funds
Spring 2015
Title I, II,
III
EIA
General
Fund
DAIT
Funds
Spring 2013
Spring 2015
Interactive White
Boards
$10,000
Title I, II,
III EIA
Spring 2013
Spring 2014
Substitutes,
Trainers
$10,000
Title I, II,
III
DAIT
Funds
Spring 2013
Spring 2015
Substitutes,
Trainers
$10,000
Title I, II,
III
EIA
Gen. Fund
Spring 2013
Spring 2015
60
Site Administrators
Technology Services
DAIT
Funds
5. Staff development and professional collaboration aligned with standards-based instructional materials:
Spring 2013
Substitutes,
$30,000
Title I, II,
Superintendent
5.1 Develop a district-wide
Spring 2015
III
Asst. Superintendent stipends and
professional development plan that
consultants
EIA
of Educational
identifies how all teachers, including
General
Services
special education teachers will be
Fund
District Resource
trained, supported and held
DAIT
Teacher
accountable for the consistent
Funds
Site Administrators
implementation of CCSS. Base the
plan on student academic and
behavioral data, and staff survey
results. Annually review the plan to
verify it accurately reflects and
addresses the needs of students.
Corrective Action 6, D.A.I.T. Strand
Development. The
development activity are
61
structural elements:
 On-going coaching support
 Demonstration lessons/co-plan, coteach/implementation monitoring
 System of administrative support
and monitoring
 Data collection on the impact of the
training with respect to the
achievement of students.
DAIT Strand Professional
Development
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Substitutes,
stipends,
consultants
$5,000
Title I, II,
III
EIA
General
Fund
DAIT
Funds
Spring 2013
Spring 2015
teachers, and other district staff
as appropriate. Training will
include facilitation, guidance,
and assistance with item and
error analysis. Professional
skills will include effective
communication skills, and data
analysis. Site administrators
will observe collaboration
meetings to determine if the
training is implemented and to
what degree. Professional
62
specific strategies for administrators
with respect to CCSS:
 Train all administrators in the
instructional shifts for mathematics
 Train all administrators in the
Mathematical Practices
Corrective Action 6, DAIT Strand
specific strategies for teachers with
respect to CCSS:
 Instructional shifts for
mathematics
 Mathematical Practices and strand
progressions
 Implementation and connection
of Harcourt K-5 and Glencoe 6-8
to CCSS
 Scaffolds needed for English
learners and students with
disabilities
 Structure and progressions of
CCSS
 Assessment and the CCSS
 Collaborative Conversations
 2012 ELD Standards
Superintendent
of Educational
Services
District Resource
Teacher
Consultants
$5,000
Title I, II,
III
EIA
DAIT
Funds
Spring 2013
Spring 2015
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitutes,
Stipends,
Consultants
$30,000
Title I, II
DAIT
Funds
Spring 2013
Spring 2015
Development. The
63
5.5 Provide administrators and
teachers with Instructional Rounds
training. Ensure that all staff
understand that the walkthrough’s
purpose is to support teaching and
learning and is not evaluative.
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Consultants
$10,000
Title I, II,
DAIT
Funds
64
5.6 Provide district and site support to
implement grade level/department
data driven collaboration.
D.A.I.T. Strand Professional
Development
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Consultants
$5,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2012 2017
5.7 Provide targeted and intensive
professional learning to
administrators and teachers on how to
effectively use data to analyze student
learning including item and error
analysis, to improve teaching
strategies and to determine which
students will receive support from
interventions.
D.A.I.T. Strand Professional
Development
Superintendent
of Educational
Services
District Resource
Teacher
Substitutes,
stipends,
consultants
$5,000
Title I, II,
III
EIA
DAIT
Funds
Fall 20122017
65
5.8 District to communicate, provide
support, and monitor that all teachers
meet regularly by grade level, subject
area, cross-curricular team and/or
departments to:
 Identify, create and utilize formative
assessments, review student work
samples and assessment results
 Identify and share successful
instructional strategies to support
differentiated instruction.
5.9 District to clearly articulate a
schedule whereby general and special
education teachers meet in
collaborative teams across grades,
subject area, cross-curricular and/or
departments.
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
Consultants
Superintendent
of Educational
Services
Site Administrators
No additional
cost
$5,000
Title I, II,
III
EIA
Ongoing
beginning
Spring 2013
Fall 2013
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to
parents):
66
parent/family involvement and
communication plan that is explicit
and communicated clearly to the sites.
Ensure that the plan includes the
involvement of English speaking
parents. Monitor that all sites provide
parents and families with on-going
communication regarding the
importance of family involvement.
D.A.I.T. Strand Parent and
Community Involvement
6.2 Create and support local
outreach programs that provide direct
contact to the families to welcome
them to the school, inform them about
the school’s activities and programs
and encourage parent leadership.
6.3 Provide opportunities for parents
to learn and utilize technology to
support their children’s academic
progress as well as participate in
Superintendent
of Educational
Services
Site Administrators
.50 FTE Parent
Involvement
$20,000
Title I, III
EIA
DAIT
Funds
Fall 2013-14
Superintendent
of Educational
Services
Site Administrators
Teachers
Classified Staff
.50 FTE Parent
Involvement
$20,000
Title I, III
EIA
General
Fund
DAIT
Funds
2013-2017
Superintendent
of Educational
Services
Site Administrators
Technology Services
Instructor Salary
$2,000
EIA
Spring 2014
Involvement
services.
Involvement
services.
Involvement
Train parents in the use of
technology to support both
their child’s skills in 21st
Century learning as well as
provide training opportunities
for parenting skills and parent
67
education through online or
blended learning opportunities.
7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school):
7.1 Strengthen transition programs
for the families of students
matriculating from elementary to
middle and middle to high school.
Focus support on families of English
so they have a clear understanding of
the differences in services and
supports, and the academic and
behavioral expectations for their
students at the new grade levels.
7.2 Continue articulation between
preschool to elementary, elementary
to middle, and middle to high schools.
Verify that teachers receiving students
have the information they need to
provide seamless and ongoing
academic and socio-emotional support
to each student.
7.3 Continue to implement at each
school site the district’s three-tiered
(RtI2) appropriate for secondary
students that includes both academic
and behavioral components.
of Educational
Services
Site Administrators
Early Childhood
Director
Counselor
Teachers
No additional
cost
of Educational
Services
Site Administrators
Early Childhood
Director
Counselor
Teachers
Site Administrators
Teachers
Special Education
Teachers
Site Intervention
Specialists
Instructional
Assistants
No additional
cost
Superintendent
of Educational
Services
No additional
funds needed
Intervention
Specialists
Instructional
Assistants
No funding
needed
Strengthen
beginning Fall
2013
Fall 20132017
$600,000
EIA
Spring 20132017
8. Monitoring Program Effectiveness
8.1 Monitor the effectiveness of the
CCSS (three shifts), the Mathematical
Practices, the 2012 ELD Standards
and RtI 2 implementation in terms of
68
student success. These initiatives
should include specific data to be
collected and the time intervals for
data collection.
Site Administrators
Development. The
69
of English learners, students
with disabilities with key
Learning.
8.2 Monitor program effectiveness
by collecting and communicating
student academic and behavioral data
at school staff meetings. Use this data
to differentiate services, inform
instruction, and place students
appropriately for intervention or
enrichment.
expectation that site administrators
provide regular and specific feedback
to teachers to ensure consistent
implementation of CCSS, the 2012
ELD standards and newly learned
instructional strategies.
8.4 Continue Elmore’s Instructional
Rounds protocol to be used by
administrators and teachers to support
the progress of all students, including
English learners and students with
disabilities. Examine district patterns
and trends to inform teaching and
learning.
8.5 Examine Long-Term English
learner data to determine factors
contributing to the creation of LTELs
and to determine appropriate
instructional strategies and additional
support necessary for successful
reclassification with the assistance of
Superintendent
of Educational
Services
Site Administrators
No additional
funds needed
Fall 20132017
Superintendent
of Educational
Services
Site Administrators
No additional
funds needed
Fall 20132017
Superintendent
of Educational
Services
Site Administrators
Teachers
No additional
funds needed
Fall 2012 –
Spring 2014
Superintendent
of Educational
Services
District Resource
Teacher
Site Administrators
1.0 FTE
$90,000120,000
Title III
Fall 2013
70
a dedicated EL district specialist.
DAIT Strand Alignment Curriculum,
Teachers
Governance Plan for Tierra Vista (PI
Year 4)
Superintendent
for Ed Services
for Administrative
Services
Site Administrators
Leadership Team
Teachers
Special Education
Teachers
Intervention
Specialist
Instructional
Assistants






Use a DSLT (school level) team
to provide increased
Elementary School
change
District member must be an
May have an external
May use same protocols and
High commitment of time on the
development and
development.
Substitutes,
stipends,
consultants
$10,000
DAIT
Funds
2012-2017
71
 Leadership team needs training to
operate in with a governance
focus
hold colleagues accountable
for agreed upon changes
Governance Plan for Mar Vista (PI
Year 5)








Use a DSLT (school level) team
to provide increased
Elementary School
change
District member must be an
May have an external
May use same protocols and
High commitment of time on the
Leadership team needs training to
operate in with a governance
focus
Challenge is for internal staff to
hold colleagues accountable for
agreed upon changes
Superintendent
for Ed Services
for Administrative
Services
Site Administrators
Leadership Team
Teachers
Special Education
Teachers
Intervention
Specialist
Instructional
Assistants
Substitutes,
stipends,
consultants
$10,000
DAIT
Funds
2012-2017
72
9. Targeting services and programs to lowest-performing student groups:
9.1 Continue to focus on “moving
English learners beyond basic” as
described in the Title III Year 4 Plan.
(Ocean View Junior High - PI Year
3, Tierra Vista - PI Year 4, and Mar
Vista - PI Year 5) Continue to
implement research-based
instructional strategies aligned with
the student’s needs.
Assessment
9.2 Provide training on the 2012
ELD Standards for teachers in junior
high core content areas to support
content and language acquisition for
secondary English learners. Include
follow up coaching by dedicated EL
district specialist to support
implementation of training
strategies.(Ocean View Junior High
School, PI Year 3)
Assessment
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
Substitutes,
stipends,
consultants
$10,000
Title III
EIA
DAIT
Funds
2010- Spring
2014
development and
development.
of Educational
Services
Site Administrators
Teachers
Substitutes,
stipends,
consultants
$10,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2013
development and
development.
73
9.3 Provide training in
differentiation to general education
teachers to better meet the needs of all
students, especially students with
disabilities and English learners.
of Educational
Services
Site Administrators
District Resource
Teacher
Substitutes,
stipends,
consultants
9.5 Support and monitor the
instructional use of research-based
strategies for English learners and
students with disabilities. Site
administrators conduct regular
classroom visits using a district
selected protocol.
Superintendent
of Educational
Services
Site Administrators
No additional cost
$10,000
Title I, II,
III
EIA
DAIT
Funds
Fall 2012 Spring 2014
Spring 2014
74
9.6 Monitor the implementation of the
ELD/GLAD Taskforce
recommendations. Site administrators
to report classroom observation data
and student achievement data to
district at principals’ meetings.
Superintendent
of Educational
Services
Site Administrators
No additional
funds needed
Fall 2014
No additional
funds needed
Fall 2013 –
Spring 2017
DAIT Strands Alignment of
Curriculum, Instruction, and
Assessment and Data Systems and
development and
development.
Data Systems and
Include in principals’
meetings the use of student
data including, tardies,
attendance, referrals,
suspensions, and achievement
data showing how each site is
progressing with PBIS.
10. Any additional services tied to student academic needs:
10.1 Teachers will use high leverage
strategies and provide students
explicit feedback to address both
academic and motivational aspects of
learning.
of Educational
Services
District Resource
Teacher
Site Administrators
Teachers
75
10.2 District will provide targeted,
site-based feedback to the
administrator to improve student
outcomes.
10.3 Administrators will provide
timely specific feedback to teachers
on their observations of student
learning.
Superintendent
of Educational
Services
of Educational
Services
Site Administrators
District Resource
Teacher
No additional
funds needed
Winter 2013 2017
No additional
funds needed
Winter 2013 2017
76
Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic
standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Planned Improvement in Programs for LEP Students and Immigrants (Title III)
(Summarize information from district-operated programs and approved school-level plans)
Description of how the LEA is meeting or plans to meet this requirement.
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-Englishproficient students (Section 1111(b)(2)(B);
• annually measuring the English proficiency of LEP students
so that the students served develop English proficiency while
meeting State Academic standards and student achievement
(Section 1111(b)(1);
d. Describe how the LEA will promote parental and community
participation in LEP programs.
The Ocean View School District (OVSD) has exceeded the targets for AMAO 1,
AMAO 2 cohort over 5 years and AMAO 3 participation rate for the 2011-2012
school year. The District has not, however, met AMAO 2 cohort less than 5
years and AMAO 3 in English language arts and math for four consecutive
years, beginning in 2008-2009. English Learners have made incremental growth,
however the pace of the growth has not been sufficient to meet the targets set by
NCLB.
OVSD will provide and administer K-12 Instructional Programs for English
Learners under this subgrant including:
• Structured English Immersion (SEI) Program-Designed for students with
“less than reasonable fluency”, students receive 30-45 minutes of
focused ELD instruction based on their proficiency level in addition to
the core subject areas (may be combined with mainstream program).
• Mainstream English Program- Students receive 30-45 minutes of
focused ELD instruction based on their proficiency level in addition to
the core subject areas.
• Alternative Programs
o Bilingual Program-Research based model to increase English
proficiency and academic achievement. Students receive daily ELD
instruction and literacy instruction in Spanish, until they reach a
reasonable level of English proficiency and be able to access the core
curriculum in an English only classroom. Students receive 30-45
minutes of focused ELD instruction based on their proficiency level.
o Dual Immersion Model of Bilingual Education-This model uses
commonly accepted best practices for 90/10 or 50/50 dual immersion
education, which includes ELD, and has the goal of developing full
bilingualism rather than a transition to an all English program.
77
Required Activities
OVSD will hold all schools accountable for meeting the annual measurable
achievement objectives and annually measuring the English proficiency of LEP
students so that the students served develop English proficiency while meeting
State Academic standards and student achievement by implementing the
following actions:
• Based upon new state-adopted ELD Standards, monitor that English
learners receive ELD instruction until reclassification using state and local
governing board approved materials for the recommended daily
instructional minutes, and in leveled groups according to CELDT
proficiency level and most recent formative assessment.
• Monitoring the implementation English Language Development Programs,
K-5, is Treasures which has been augmented with Systematic ELD and
Guided Language Acquisition Design (GLAD). Teachers use GLAD
strategies to teach content areas and ELD simultaneously. The Junior High
provides a transition English class that focuses on scaffolded grade level
curriculum as well as Rosetta Stone. These programs are not aligned with
the 2012 California ELD Standards. Ensure through analysis of English
learner formative and summative assessment data that all ELs are making
expected growth using the instructional materials and programs provided.
• Ensure through administrative walk-throughs and teacher collaboration
meetings that SBE adopted basic core and ancillary materials designed for
universal access are used as designed in every core, intervention and
special education classroom. District to monitor that this occurs at every
site.
• Ensure through analysis of English learner formative and summative
assessment data that all ELs are making expected growth using the
ELD/GLAD Taskforce recommendations for instructional materials and
programs.
• Operate daily instructional schedules that allocate required instructional
time in the core and/or intervention programs for all students, especially
under-performing English learners and students with disabilities, according
to the CDE’s 2009 Academic Program Survey.
• Verify that all English learners are afforded rigorous ELD instruction by
conducting classroom walkthroughs.
• Monitoring that English learners receive ELD instruction until
reclassification using the state and local governing board approved
materials for the recommended daily instructional minutes, and in leveled
groups according to CELDT proficiency level and most recent formative
assessments.
78
OVSD will promote parent, family and community participation in EL programs
at the district and site levels by implementing the following actions:
• Maintain functioning District English Learner Advisory
Committee/English Learner Advisory Committees (DELAC/ ELAC) for
parents and the community.
• Inform parents annually of their rights and responsibilities in choosing
instructional programs for their children.
• Provide translated documents on the district website that may be of
particular interest to parents and families.
• Provide training on parent involvement opportunities, understanding
CELDT, parent access to attendance and grades.
• Provide parent involvement activities that address the role of parents in
assisting their children to increase English proficiency and achieve grade
level standards.
• Strengthen transition programs for the families of students matriculating
from elementary to middle and middle to high school. Focus support on
families of English learners and students with disabilities so they have a
clear understanding of the differences in services and supports, and the
academic and behavioral expectations for their students at the new grade
levels.
79
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
OVSD continues to improve the high quality language instruction based on
scientifically based research that increases students’ English proficiency and
academic achievement in the core academic subjects by the following:
• Monitor the effectiveness of the CCSS (three shifts), the 2012 ELD Standards
and RtI 2 implementation in terms of student success. These initiatives should
include specific data to be collected and the time intervals for data collection.
• Establish a district-wide expectation that site administrators provide regular
and specific feedback to teachers to ensure consistent implementation of
CCSS, the 2012 ELD standards and newly-trained instructional strategies.
• Continue Elmore’s Instructional Rounds protocol to be used by administrators
and teachers to support the progress of all students, including English learners
and students with disabilities. Examine district patterns and trends to inform
teaching and learning.
• Examine Long-Term English learner data to determine factors contributing to
the creation of LTELs and to determine appropriate instructional strategies
and additional support necessary for successful reclassification with the
assistance of a dedicated EL district specialist.
• All teachers will provide explicit academic language/vocabulary instruction
and integrate language objectives appropriate to their content area in their
lessons.
• The Department of Educational Services in collaboration with teachers and
site administrator at the middle school will create a master schedule which
provides daily ELD for all English learners by proficiency level and ensure
accurate placement of EL students in content areas courses. The master
schedule should ensure that students are provided access to ELA, ELD and
math with teachers employing SDAIE instructional strategies, utilizing the
2012 ELD Standards as a resource, integrating academic vocabulary, oral
academic language activities, standards-based and leveled curriculum.
• Provide ELD instruction to Level 3 (Expanding) Junior High English learners
to accelerate English language proficiency.
• Implement K-5 ELD program monitoring assessments (ADEPT) districtwide. Explore and implement program monitoring assessments for 6-8.
Teachers monitor student progress using results to inform instruction.
• Maximizing the effectiveness of ELD instruction and integrating research
based strategies across the content areas using the SDAIE methodology which
supports making content comprehensible for ELs.
• All teachers will provide explicit academic language/vocabulary instruction
and integrate language objectives appropriate to their content area in their
lessons (reflecting practices from Kinsella, Marzano, Beck, GLAD).
80
Required Activities
3. Provide high quality professional development for
classroom teachers, principals, administrators, and other
school or community-based personnel.
a. designed to improve the instruction and
assessment of LEP children;
b. designed to enhance the ability of teachers to
understand and use curricula, assessment
measures, and instruction strategies for limitedEnglish-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.
The OVSD provides ongoing, high-quality professional development for classroom
teachers, principals, administrators, and other school or community-based
personnel. Professional development activities include but are not limited to the
following:
•
Develop a district-wide professional development plan that identifies how
all teachers, including special education teachers will be trained, supported
and held accountable for the consistent implementation of CCSS and the
2012 ELD Standards. Base the plan on student academic and behavioral
data, and staff survey results. Annually review the plan to verify it
accurately reflects and addresses the needs of students.
•
Ensure the district’s professional development plan includes these structural
elements:
o On-going coaching support
o Demonstration lessons/co-plan, co-teach/implementation monitoring
o System of administrative support and monitoring
o Data collection on the impact of the training with respect to the
academic and behavioral achievement of students.
•
Provide training on the 2012 ELD Standards for teachers in junior high core
content areas to support content and language acquisition for secondary
English learners. Include follow up coaching by dedicated EL district
specialist to support implementation of training strategies.
•
Provide training in differentiation to general education teachers to better
meet the needs of all students, especially students with disabilities and
English learners.
•
Train all Junior High English teachers who instruct Early Advanced and
Advanced Proficient English learners on how to deliver effective
differentiated ELD in their classrooms, including classrooms with small
numbers of ELs.
•
Teacher training and materials to support assessment, instruction, and
•
Provide administrators and teachers with training on the selected walk
through observation protocol/process, specifically focusing on effective
teaching strategies for English Learners.
•
Grade level and/or department meetings focusing on data analysis to inform
instruction, identify intervention needs and next steps in professional
development. This may include vertical articulation between the elementary
and junior high school teachers.
•
Continue to support staff development of GLAD strategies using district
trained staff to increase language development, literacy, student
engagement, and access to the core curriculum for elementary teachers.
•
The Assistant Superintendent of Educational Services participate in Ventura
81
County Office of Education EL Taskforce to keep up with best practices,
current research, learn from neighboring districts, and address problems
Allowable Activities
4. Upgrade program objectives and effective instruction
strategies.
Yes
To improve academic achievement in reading/language arts (AMAO 2 and
3) the district will:
• Explore the possibility of a dedicated staff person to the district
office level to administer and coordinate English learner services
to include the implementation of district-wide ELD, the
development and implementation of a Bilingual Master Plan,
English learner curriculum, instruction, assessment and
processional development.
• Establish an ELD/GLAD taskforce to discuss and align current
district practices with the 2012 California ELD Standards and the
CCSS and to differentiate instruction according to proficiency
levels (emerging, expanding and bridging). Identify a researchedbased walkthrough protocol to be used by administrators and
teachers to monitor and support the progress of all students,
including English learners and students with disabilities.
• Establish a district-wide expectation that site administrators
provide regular and specific feedback to teachers to ensure
consistent implementation of CCSS, the 2012 ELD Standards and
newly-trained instructional strategies.
• Continue to focus on “moving Long Term English learners beyond
basic” as described in the Title III Year 4 Plan. Continue to
implement research-based instructional strategies aligned with the
student’s needs to include; increasing academic and oral language
skills and checking for understanding.
• Develop an integrated support plan for English learners who are
also students with disabilities. Communicate the student’s support
plan to each of his/her teachers annually.
• Support and monitor the instructional use of research-based
strategies for English learners and students with disabilities. Site
administrators conduct regular classroom visits using a district
selected protocol.
• Monitor the implementation of the ELD/GLAD (K-5) Taskforce
recommendations. Site administrators to report classroom
observation data and student achievement data to district at
principals’ meetings.
• Monitor the effectiveness of the CCSS (three shifts), the 2012
ELD Standards and RtI 2 implementation in terms of student
success. These initiatives should include specific data to be
collected and the time intervals for data collection.
82
•
•
•
•
•
•
•
•
•
•
Provide, on-going site-specific coaching and support for effective
ELD grouping and scheduling (e.g. share school wide, cross grade
level models) to teachers, counselors and site administrators.
K-5 Site Administrators will routinely visit classrooms to observe
ELA instruction to ensure that the core curriculum is implemented
with fidelity.
Junior High site administrators will routinely visit classrooms to
observe that ELA teachers with mainstreamed ELs are utilizing
the core (Pearson Literature CA Reading and Language) ancillary
materials designed for universal access, EL support, and language
development as appropriate. They will provide timely feedback to
teachers on these observations.
Continue to provide training on academic language instruction and
structured language practice.
Monitor and coach to ensure that ELs are receiving explicit
academic language instruction and structured language practice on
a consistent basis.
Provide follow up/ongoing teacher training for the Carousel of
Ideas ELD program
Continue participation in VCOE EL Taskforce and Bilingual
Directors meetings to investigate strategies for Long Term ELs,
students who are stuck at intermediate level on CELDT and/or
basic level on CSTs, and investigate additional research based
strategies for ELD instruction in the mainstream English setting.
District will collect and analyze data to develop a process to
effectively evaluate interventions including, but not limited to
junior high SDAIE classes, before/after school classes and
summer programs.
Establish school site data teams to collect, and analyze data on
intervention programs to identify what is working and what is not,
for ELs, long term ELs, and RFEP students.
Analyze data (including math benchmarks) with regard to EL
math achievement to better understand the needs of EL students as
well as to identify professional development needs of teachers and
administrators.
83
Provide:
a. tutorials and academic or vocational education
for LEP students; and
b. intensified instruction.
Yes
OVSD will provide tutorials, academic and vocational support and
intensified instruction to EL students by the following:
• Continue the district’s three-tiered instruction and intervention
model (RtI2) appropriate for elementary and secondary students that
includes both academic and behavioral components.
• Provide supplemental intervention to meet the needs of struggling
elementary students based on universal screens, benchmark and/or
formative assessments, diagnostic assessments and progress
o Provision of additional instruction through homogenous, flexible
skill groups for specific skills-based instruction
o Teacher training and materials to support assessment, instruction
and analysis of student responses.
• Provision of additional instruction through homogenous flexible
skill groups for specific skills-based instruction during the
intervention period.
• Provide supplemental intervention for junior high students based
upon benchmark and formative assessments that identify specific
areas of need for the student rather than CST or CELDT scores
alone. This includes:
o Provision of additional instruction through homogenous flexible
o Teacher training and materials to support assessment,
instruction, and analysis of student responses.
6. Develop and implement programs that are
coordinated with other relevant programs and services.
Yes
OVSD will continue to coordinate the following programs and services to
support EL students:
• RtI (Response to Intervention)
• Pre-Schools
• Title I, II
• EIA
• Migrant
• GATE
• Special Education
• Educational Services Department
5.
84
7. Improve the English proficiency and academic
achievement of LEP children.
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
To improve the English proficiency and academic achievement of LEP
children the OVSD with a special emphasis on students at grades 6,7,8
will implement the following activities:
• Provide, on-going site-specific coaching and support for effective
ELD grouping and scheduling (e.g. share school wide, cross grade
level models) to teachers, counselors and site administrators
• Continue to provide training and support to K-8 teachers on CCSS
and 2012 ELD standards.
Yes
OVSD provides community participation programs, family literacy
services, and parent outreach and training activities to LEP children and
their families to assist parents in helping their children to improve their
academic achievement and becoming active participants in the education
of their children. The following is a partial list of such activities:
• Parents are encouraged to actively participate in ELAC/DELAC
meetings to provide input into needs assessment and school plans.
• K-5 Parent conference week offers 2-way communication with
interpreters provided for parents of ELs in Spanish and other
languages as needed whenever possible.
• Interpreters are available at Back to School nights, Open House,
secondary orientation events, and other parent outreach events.
• Regular communication and outreach are made in Spanish and
English.
• Parents are provided training on involvement opportunities,
understanding CELDT, parent access to attendance and grades.
• Provide opportunities for parents to learn and utilize technology to
support their children’s academic progress as well as participate in
• Create and support local outreach programs that provide direct
contact to the families to welcome them to the school, inform them
about the school’s activities and programs and encourage parent
leadership.
• Establish a district-wide parent/family involvement and
communication plan that is explicit and communicated clearly to
the sites. Ensure that the plan includes the involvement Spanish
speaking parents. Monitor that all sites provide parents and
families with on-going communication regarding the importance
of family involvement.
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•
9. Improve the instruction of LEP children by providing
for:
• The acquisition or development of educational
technology or instructional materials
• Access to, and participation in, electronic
networks for materials, training, and
communication; and
• Incorporation of the above resources into
curricula and programs.
Yes
10. Other activities consistent with Title III.
No
Explore the possibility of hiring a full-time parent involvement
classified staff member to help coordinate family involvement and
engagement activities, parent leadership training, parent leadership
mentoring, DELAC, ELAC, ESL classes, military parent outreach
and Mixteco parent needs and services.
OVSD will continue to improve the instruction of LEP children by:
• Provide teachers with access to technology and professional
development to prepare for the CCSS. Help teachers to access
computer-based and performance-based assessments for their
students in anticipation of the new CCSS accountability and
assessment systems.
• Train administrators and teachers on effective classroom
technology integration in all subject areas. Identify and share
exemplary models of online learning/professional development.
• As fiscal resources become available, provide students technology
based supplementary, intervention, and enrichment programs.
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Required Activity
Plans to Notify and Involve Parents of Limited-English-Proficient Students
Parents of Limited-English-Proficient students must be notified: The
outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents.
The following is a description of the District’s process of informing parents
1. LEA informs the parent/s of an LEP student of each of
of English learners of their child’s identification, assessment, and ELD progress
the following (per Sec. 3302 of NCLB):
and academic achievement:
a. the reasons for the identification of their child as
LEP and in need of placement in a language
a. Upon registration of each student, all parents complete a Home Language
instruction educational program;
Survey. Students with surveys that indicate that a language other than
b. the child’s level of English proficiency, how such
English is used in the home are assessed within 30 days of initial
level was assessed, and the status of the student’s
enrollment to determine English language proficiency using the CELDT.
academic achievement;
Upon completion of the testing, parents are given an oral and written
c. the method of instruction used in the program in
notification of the assessment results and are given a description of the
which their child is or will be, participating, and
program placement. Students scoring Intermediate or lower on the
the methods of instruction used in other available,
CELDT are provided with English Language Development support.
programs, including how such programs differ in
content, instruction goals, and use of English and
b. A written and oral explanation of the child’s CELDT results, assessments
a native language in instruction;
used and an explanation of the CELDT are provided to parents. Parents
d. how the program in which their child is, or will be
are informed of their child’s English proficiency and academic
participating will meet the educational strengths
achievement through the parent notification form which lists the students’
and needs of the child;
current CELDT and CST proficiency levels.
e. how such program will specifically help their
child learn English, and meet age appropriate
c. All program descriptions indicate the method of instruction used in the
academic achievement standards for grade
program, including how such programs differ in content, instructional
promotion and graduation;
goals, and use of English and primary language instruction.
f. the specific exit requirements for such program,
the expected rate of transition from such program
into classrooms that are not tailored for limited
d. Parents are given information regarding instructional programs and how
English proficient children, and the expected rate
each can address the strengths and needs of ELs. This information is
of graduation from secondary school for such
provided through written notification and parent information meetings.
program if funds under this title are used for
Parents also have the opportunity to ask questions regarding appropriate
children in secondary schools;
program placement for their child. Annually, teachers review with parents
g. in the case of a child with a disability, how such
the results of English proficiency tests and academic assessments during
program meets the objectives of the individualized
parent conferences. education program of the child;
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e. All written and oral parent communication supports the District’s goal of
teaching high levels of academic English in order for ELs to master grade
level CCSS standards and achieve academic success. Title III funds will
assist by providing additional training opportunities to parents to
understand standards based instruction, curriculum, and assessment for
ELs in each program.
f.
Parents are notified through ELAC/DELAC meetings, parent conferences
and through written notification of reclassification criteria and their
child’s progress towards meeting this goal.
g. In the case of a child with a disability, the student’s IEP determines
program placement and instructional services. A description of program
services and how they meet goals and objectives are described on the IEP.
The Report of Progress toward IEP Goals and Objectives is used to
inform parents of the progress toward language proficiency as indicated in
the state goals and objectives. All special education teachers working with
English language learners hold a CLAD or BCLAD authorization.
88
h. Upon completion of the language testing, parents are notified of the
assessment results and are given a description of the program placement.
Parents are provided an explanation of all programs and have the
opportunity to discuss placement with school personnel. This information
is also provided to parents in writing using language designed to be
readily understandable by the parent. The notification informs parents of
the right to enroll into another program, if available.
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.
OVSD will continue to comply with all Title III parent notification requirements.
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.
If the District or school site fails to make its AYP, all parents will be notified no
later than 30 days after notification is received. This notification will be in
writing in a language the parent understands and will be explained at district and
site parent meetings.
Required Activity
h. information pertaining to parental rights that
includes written guidance detailing:
• the right that parents have to have their child
immediately removed from such program upon
their request; and
• the options that parents have to decline to enroll
their child in such program or to choose another
program or method of instruction, if available;
• the LEA assists parents in selecting among
various programs and methods of instruction, if
more than one program or method is offered by
the LEA.
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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) ).
1. Family literacy, parent outreach, and
training activities designed to assist parents to
become active participants in the education of
their children:
Yes
OVSD provides community participation programs, family literacy services,
and parent outreach and training activities immigrant children and their
families to assist parents in helping their children to improve their academic
achievement and becoming active participants in the education of their
children. The following is a partial list of such activities:
• Parents are encouraged to actively participate in ELAC/DELAC
meetings to provide input into needs assessment and school plans.
• K-5 Parent conference week offers 2-way communication with
interpreters provided for parents of ELs in Spanish and other
languages as needed whenever possible.
• Interpreters are available at Back to School nights, Open House,
secondary orientation events, and other parent outreach events.
• Regular communication and outreach are made in Spanish and
English. Parents are provided training on involvement opportunities,
understanding CELDT, parent access to attendance and grades.
• Provide opportunities for parents to learn and utilize technology to
support their children’s academic progress as well as participate in
• Create and support local outreach programs that provide direct contact
to the families to welcome them to the school, inform them about the
school’s activities and programs and encourage parent leadership.
• Establish a district-wide parent/family involvement and
communication plan that is explicit and communicated clearly to the
sites. Ensure that the plan includes the involvement Spanish speaking
parents. Monitor that all sites provide parents and families with ongoing communication regarding the importance of family involvement.
• Explore the possibility of hiring a full-time parent involvement
classified staff member to help coordinate family involvement and
engagement activities, parent leadership training, parent leadership
mentoring, DELAC, ELAC, ESL classes, military parent outreach and
Mixteco parent needs and services.
90
2. Support for personnel, including teacher
aides who have been specifically trained, or are
being trained, to provide services to immigrant
children and youth:
Yes
Salary for ELD teacher and child care so that adults can participate in class. If
needed, instructional assistants to provide additional tutoring to immigrant
students during the school day.
3. Provision of tutorials, mentoring, and
academic or career counseling for immigrant
children and youth;
Yes
OVSD will provide tutorials, mentoring, and academic counseling for
immigrant children and by the following:
• Continue the district’s three-tiered instruction and intervention model
(RtI2) appropriate for elementary and secondary students that includes
both academic and behavioral components.
• Provide supplemental intervention to meet the needs of struggling
elementary students based on universal screens, benchmark and/or
formative assessments, diagnostic assessments and progress
o Provision of additional instruction through homogenous, flexible
skill groups for specific skills-based instruction
o Teacher training and materials to support assessment, instruction
• Provision of additional instruction through homogenous, flexible skill
groups for specific skills-based instruction during the intervention
period.
• Provide supplemental intervention for junior high students based
upon benchmark and formative assessments that identify specific
areas of need for the student rather than CST or CELDT scores alone.
This includes:
o Provision of additional instruction through homogenous flexible
o Teacher training and materials to support assessment, instruction,
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Allowable
Activities
4. Identification and acquisition of curricular
materials, educational software, and
technologies to be used in the program carried
out with funds:
Yes
OVSD will continue identify and acquire curricular materials, educational
software, and technologies by:
• Providing teachers with access to technology and professional
development to prepare for the CCSS. Help teachers to access
computer-based and performance-based assessments for their students
in anticipation of the new CCSS accountability and assessment
systems.
• Training administrators and teachers on effective classroom
technology integration in all subject areas. Identify and share
exemplary models of online learning/professional development.
• As fiscal resources become available, provide students technology
based supplementary, intervention, and enrichment programs.
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:
6. Other instruction services designed to assist
immigrant children and youth to achieve in
elementary and secondary schools in the USA,
such as programs of introduction to the
educational system and civics education:
Yes
School sites receive funds to support the education of immigrant students,
including purchase of additional instructional resources and services.
7. Activities coordinated with communitybased 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
No
Collaborate with community based organizations serving immigrant from
indigenous communities in Mexico to determine types of services needed.
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Performance Goal 3: By 2012-2013, all students will be taught by highly qualified teachers.
Summary of Needs and Strengths for Professional Development
Based on a needs assessment of teacher data for your district, include a narrative that describes areas of
needed professional development and areas where adequate professional development opportunities exist.
[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]
STRENGTHS
100% of the Ocean View K-8 teachers meet the
federal requirement of highly qualified teachers
and are EL certified.
The district has a Vision for 21st Century Learning
by 2018 and Ocean View School District’s
Essential Program Components (EPCs).
The District has active BTSA Programs to support
new teachers. Extensive collaboration with
Ventura County Office of Education provides a
range of professional development support.
Title II funds support a district resource teacher
who provides a range of services depending on
teacher and school needs. This includes support for
implementation of the core curriculum, EL
instructional strategies and various professional
development initiatives.
NEEDS
Create a District Plan for Professional
Development that provides coherence and
consistency between and among the schools and is
focused on student achievement. All teachers,
including special education teachers will be
trained, supported and held accountable for the
fidelity of implementation of the Common Core
State Standards and the 2012 ELD Standards.
Continue professional development in the
Common Core State Standards and the 2012 ELD
Standards.
Expand professional development to meet the
needs of English learners, in the areas of ELD,
GLAD and differentiated instructional strategies.
Expand professional development focused on
collaboration, data analysis and data-driven
decision-making to inform instruction.
OVSD has an Educational Technology Plan, July
1, 2010 – June 30, 2013. The primary focus of the
plan is the use of technology to support curricular
and professional development goals.
OVSD has created an ELD/GLAD Task Force to
align current district practices with 2012 ELD
Standards and the Common Core State Standards.
Teachers meet collaboratively in grade and
subject/department groups to plan instruction.
93
Performance Goal 3: By 2012 – 2013, all students will be taught by highly qualified teachers.
Planned Improvements for Professional Development (Title II)
(Summarize information from district-operated programs and approved school-level plans)
Please provide a description of:
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.
Currently, professional development activities include the transition to
the Common Core State Standards (CCSS), CCSS instructional shifts
for K-8 teachers and Literacy in History/Social Studies, Science and
Technical Subjects, English Learner Institute for Teaching Excellence
(ELITE) for K-8 administrators, RtI2, and PBIS. Professional
development is conducted by district and site staff and Ventura County
Office of Education as well as outside experts.
2. How the activities will be research based on a review of
scientifically based research and an explanation of why the activities are
expected to improve student academic achievement:
There is an assumption by the district that professional development is
both research and evidence based.
Persons Involved/
Timeline
Assistant
Superintendent of
District Resource
Teacher
Related
Expenditures
Substitutes,
stipends,
VCOE and
outside
consultants
Estimated Cost
$25,000
Funding Source
Title I,
Title II,
Title III,
EIA
EL Coach
Superintendent
No additional
funds needed
Assistant
Superintendent of
Site Administrators
District and staff analyze professional development to determine
whether there has been a substantial, measurable impact on student
academic achievement with a focus on English learners and students
with disabilities. Modifications to the professional development
programs will be made as necessary.
District Resource
Teacher
94
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.
Ocean View School district and site administrators regularly review
formative and summative data. The data derived from the assessments
and the teacher surveys will help drive the development of OVSD
Professional Development Plan, and ensure that all English learners
have access to a high-quality instructed ELD program. The Professional
Development Plan will be coherent and rigorous to reflect the
implementation of the Common Core State Standards, the 2012 ELD
Standards, and differentiated instruction. The plan will include effective
leadership training for site administrators and teachers to implement
systemic reform with administrative monitoring for fidelity of
implementation. The success of the plan and the need for adjustments
will be measured annually by improved student achievement.
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.
Superintendent
No additional
funds needed
Assistant
Superintendent of
Site Administrators
ELD/GLAD
Taskforce
Assistant
Superintendent of
Stipends
Substitutes
Consultants
$6,000
Title III
Site Administrators
The Ocean View School District’s EPCs and the district’s Vision for
21st Century Learning provide guidance for the district’s professional
development activities. The ELD/GLAD Task Force will provide
professional development recommendations for English learners.
All expenditures are reviewed to ensure that the various federal and
state programs are compliant and focus on staff needs in assisting all
students to meet academic expectations.
District Resource
Teacher
ELD/GLAD
Taskforce
Title II funds will provide supplemental professional development as
outlined in the professional development plan.
A master calendar of professional development is created to define the
district’s comprehensive and coordinated professional development plan
across the district.
95
Each school’s Single Plan for Student Achievement will describe and
fund specific professional development opportunities and activities that
are aligned with the LEA Plan’s professional development activities.
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:
Assistant
Superintendent of
Site Administrators
The district will provide:
 Continued training in the Common Core State Standards
Instructional shifts in ELA/Literacy and mathematics
 Rigor/Relevance Framework and Depth of Knowledge;
 Training on research-based differentiation strategies;
 Data analysis training;
 Training for all teachers on effective EL strategies and SDAIE
instructional strategies to address the needs of English learners;
 Training in the 2012 ELD Standards;
 Observation protocol training for administrators to monitor
districtwide implementation of research based strategies,
especially for ELs and SWDs, and;
 Opportunities for teachers to refine PLCs and have
collaborative, data-driven conversations for the purpose of
informing instruction within and across grade levels.
6. How the LEA will integrate funds under this subpart with funds
received under part D that are used for professional development to train
teachers to integrate technology into curricula and instruction to improve
teaching, learning, and technology literacy.
No Title II, part D funds allocated to the district.
7. How students and teachers will have increased access to technology
and how ongoing sustained professional development for teachers,
administrators, and school library media personnel will be provided in
the effective use of technology. (Note: A minimum of 25 percent of the
Title II, Part D Enhancing Education through Technology funding must
be spent on professional development.).
Substitutes,
stipends,
VCOE and
outside
consultants
$25,000
Title I,
Title II,
Title III,
EIA
$675,000 over
the 3 yr. period
starting 20112012
Department of
Defense Grant
District Resource
Teacher
ELD/GLAD
Taskforce
N/A
N/A
Assistant
Superintendent of
Administrative
Services
Substitutes,
stipends
Site Administrators at
Laguna and Ocean
96
Bases on the number of military students, OVSD received a significant
Department of Defense grant to increase science and math scores, as part
of a STEM education focus. The grant is targeted for one elementary
school and the junior high school. It provides technology training for
science and math teachers such as interactive smart board training, as
well as equipment such as laptops for classrooms. The district is in year
two of a three year grant.
8. How the LEA, teachers, paraprofessionals, principals, other relevant
school personnel, and parents have collaborated in the planning of
professional development activities and in the preparation of the LEA
Plan.
View Junior High
Science and Math
teachers
Technology Services
Assistant
Superintendent of
Substitute costs
for DAIT Team
$2,000
Title I
Site Administrators
The DAIT process included a broad base of stakeholders and over the
course of four meetings provided extensive input into the development
of the LEA plan.
The district collaborates with all stakeholders through the development
of each school’s Single Plan Student Achievement.
District Resource
Teacher
Teachers
Paraprofessionals
Each site leadership team contributes to the development of the SPSA.
SSC, ELAC, DELAC
A comprehensive K-8 Professional Development Plan will be
developed.
Parents
District and site administrators, district resource teacher, teachers,
intervention teachers and parents will be part of the process.
School Site Councils, ELAC and DELAC will serve as collaborative
advisory councils for the implementation of the LEA Plan and
professional development.
The District Leadership Council with representatives from all sites,
including preschool, is a primary advisory group for development of the
Professional Development Plan of the LEA Plan.
A master professional development calendar for teachers, administrators,
97
and parents/families will be provided.
9. How the LEA will provide training to enable teachers to:
 Teach and address the needs of students with different learning
styles--particularly students with disabilities, students with
special learning needs (including students who are gifted and
talented), and students with limited English proficiency;
 Improve student behavior in the classroom and identify early
and appropriate interventions to help all students learn;
 Involve parents in their child’s education, and;
 Understand and use data and assessments to improve classroom
practice and student learning.
Recommendations:
Superintendent
Assistant
Superintendent of
Site Administrators
District Resource
Teacher
Train teachers to understand and use data and assessments to
improve classroom practice and student learning.
Special Education
Teachers

Train teachers to improve student behavior in the classroom and
identify early and appropriate interventions to help all students
learn.
Paraprofessionals
Train teachers in the use of technology to enhance classroom
practices, more effectively utilize media resources for classroom
instruction, support student learning, and prepare for the new
accountability and assessment systems.

Ensure that the needs of English Learners are met by crafting the
Professional Development Plan to include:
o 2012 ELD Standards
o Leveled ELD instruction
o Academic vocabulary and language
o Content and language objectives
o Instructional scaffolding strategies
o SDAIE strategies in the content areas
o Instruction designed to increase student oral language
production, including social and academic registers
$425,000
General Fund,
Title I,
Title II,
Title III,
EIA
IDEA
Professional
development in
behavior
management
Teachers


Substitutes,
stipends,
VCOE and
outside
consultants
ELD/GLAD
Taskforce
98
o Long-Term English learner strategies
 Ensure that the needs of Students With Disabilities are met by
crafting the Professional Development to include:
o Instructional scaffolding strategies
o Positive behavior support
o Structured differentiation activities and
o Continue to use of a tiered framework of intervention and
support for all students, including English learners and
Students with Disabilities
10. How the LEA will use funds under this subpart to meet the
requirements of Section 1119:
Assistant
Superintendent of
Human Resources
General Fund
All OVSD teachers are 100% highly qualified.
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Performance Goal 4: All students will be educated in learning environments that are safe, drug-free,
and conducive to learning.
Environments Conducive to Learning (Strengths and Needs):
Please provide a list of the LEA’s strengths and needs regarding how students are supported physically,
socially, emotionally, intellectually, and psychologically in environments that are conducive to learning,
along with the LEA’s strengths and needs regarding student barriers to learning (e.g., attendance,
mobility, and behavior).
STRENGTHS
NEEDS
1. The district has a team of school psychologists,
a district nurse, health technician and
counselors that work together with
administrators, teachers and parents to create
plans for safe, supportive learning
environments. They collaborate with
community based organizations to bring
services to our students and families, such as an
onsite permanent health clinic, and additional
counseling.
1. Need for reliable data (California Healthy
Kids Survey (CHKS) and California School
Climate Survey (CSCS) to analyze:
• non-academic barriers to learning and the
effect on school climate
• school climate and connectedness
• risk taking behavior and wellbeing
2. Clear and consistent discipline plans are
communicated and enforced at all sites,
resulting in safe and orderly school
environments conducive to learning.
Suspension and expulsion rates are low.
3. Counselors and school psychologists at all sites
provide support to students experiencing a
range of problems including family trauma,
behavior problems, and social adjustment.
4. Positive school culture at all sites per report
from administration.
5. Active site and district safety committees work
to ensure safe facilities and procedures.
6. Parents are informed upon enrollment and
annually about their rights, and discipline
policies, through notifications, at parent
meetings and parent conferences, and parent
advisory committee meetings.
7. Attendance and truancy problems are dealt
with effectively through an active SARB
process, and attendance incentive programs.
2. Consider implementation of biennial
administration of CHKS in 2013-2014, to all
5th and 7th grade students, and CSCS to all
school staff, including the military module.
The CHKS is the gold standard student survey
nationally, and with the CSCS is an essential
component of any school improvement effort.
3. The CSCS, school staff survey, should be
made a priority for all school staff, certificated
and classified. It can be administered at no
cost with the CHKS.
4. School Site level and school district reports
may be obtained for both CHKS and CSCS.
Data from the two surveys can compared and
contrasted, noting key finding in each.
Results can be compared to Ventura County
and California statewide data. The ruslts can
be presented to school staff at each school site
as well as to parent groups. Based on the
results and indentified areas of need,
prevention programs can be modified or
implemented as needed.
5. Ongoing need to promote parent involvement,
particularly with transient military and
migrant families, and especially in School Site
Councils and Parent Teacher Organizations.
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8. The physical environment is well maintained.
Classrooms and school facilities have been
modernized and grounds have been landscaped,
resulting in a pleasant environment conducive
to learning. Administration places a high value
on school sites being aesthetically attractive
and inviting to children and families.
9. All sites have clear emergency/disaster plans,
and practice emergency drills regularly.
10. Parents demonstrate a high level of trust and
confidence in the schools, and have high
attendance at parent conferences and parent
events. Parents of LEP and migrant students
have good levels of participation. A high
percentage of students and parents have
Spanish as their primary language, and are not
yet fluent in English. They are supported and
made welcome by a large number of bilingual
staff and teachers, and thus have the
opportunity to be fully involved in their
children’s education. The programs of the
school district are highly sensitive to the
language and culture of the students.
6. Ongoing support services are required to meet
the needs of the portion of the student
population which is somewhat mobile. A
significant percentage of students are from
military families, Mixteco/Indigenous
population and migrant farm worker families.
7. Continual need to increase partnership with
local community organizations and agencies
to provide family social services and other
support services.
8. Maintain counseling services.
9. Increase parent training opportunities
(parenting classes, academic standards, etc.).
10. Increased preschool programming is needed.
Preschool funding was recently reduced,
decreasing from 246 days to a 180 day
program; the infant/toddler program was
discontinued. El Centrito will now fund
toddler programs with the preschool at the
four preschool sites.
11. Extensive Early Education programs prepare
preschoolers for entry into school. There is a
parent component in each preschool so that the
parents are actively involved. The programs
include parent meetings, open houses, and
focus on introducing young parents/first time
parents to the idea of being a partner with the
school. First 5, NFL, and state funding support
260 students enrolled in preschool programs.
12. Laguna Vista School (Pre–5) and Ocean View
Junior High (6–8) have high military family
student enrollment. Military Kids Club and
Military Teens Club (Jr. High level), work
closely with Fleet and Family Services. Private
therapists are available from Tri–Care for
military children, with services provided during
the school day, at school, in order to increase
access for services. The students access
therapy services by parent referral. Therapist
works with the family, although not necessary
for the parent to attend.
101
13. A military officer assigned as the “Base/School
Liaison Officer” is available to families and the
schools.
14. Clinicas del Camino Real, Incorporated, is
adjacent to the school district office, making
health care services accessible to families.
15. Student Ambassadors program is in place at the
two schools with high military family student
enrollment– Laguna Vista Elementary and
Ocean View Junior High. At the beginning and
throughout the year, new students are partnered
with a student who has been at the school, so
the new student has a friend on day one.
16. Many celebrations of student success are
conducted as well as positive behavior
assemblies. At Jr. High level, if a student does
not get a referral all month, a Principal’s
Reward is awarded (positive behavior
reinforcement), and honor rolls are maintained.
17. Extracurricular activities are available: some
sports team at elementary schools, at Jr. High
cross country team, robotics club, band very
active in the community, student councils at all
sites.
18. A very active migrant and ELAC parent group
district–wide, but there is need to continually to
recruit for supports for these groups.
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Environments Conducive to Learning (Activities):
Please list the activities or programs supported by all NCLB or state funded programs that the LEA will
implement to support students physically, socially, emotionally, intellectually, and psychologically in
environments that are conducive to learning. Include programs and strategies designed to address
students’ barriers to learning (e.g. attendance and behavior). Include a copy of the LEA’s code of conduct
or policy regarding student behavior expectations.
ACTIVITIES
1. School sites conduct various activities that promote a positive school climate and positive community
relations:
a. Art, authors, and science fairs
b. Volunteer recognition
c. Incentives/rewards for positive behavior
d. Assemblies
e. Pep rallies
f. Student recognition events
g. Opportunities to participate in extracurricular activities
h. Junior High has a career fair annually
i. U. S. Department of Defense offers Stem education for grades 4–8 at the two schools with
high military family student enrollment– Laguna Vista Elementary and Ocean View Junior
High. The programming includes career exposure.
j. Student programs are in place at Laguna Vista Elementary and Ocean View Junior High to
support newly enrolled students.
k. Student Councils are in place at each school site
l. Peer tutoring occurs between junior high students and preschool students
2. Junior High offers some extracurricular activities such as:
a. Cross Country team
b. Robotics team
c. Marching band
3. Elementary sites and the junior high have sports teams
4. Continue services cited in above section
5. Counseling and health services at all sites
6. Active School Attendance Review Board
7. Active Student Study Teams
8. Collaboration with local Health Clinic
9. After school program (ASES)
10. Anti-Bullying and Drug Resistance activities
11. Parent education activities
12. School Disaster Teams
13. Safe School Plans
14. Discipline plan at each school
15. Good Attendance incentive programs
16. Continue to develop partnerships with community organizations to increase services to families and
students
17. First Five program to increase preschool services and family and health support services
18. Updated Family Life curriculum for grades 4/5
19. The internet safety curriculum Common Sense Digital Literacy and Citizenship and Safety is
provided for 1st through 8th grade
103
Needs and Strengths Assessment (4115(a)(1)(A) ):
Based on data regarding the incidence of violence and alcohol, tobacco, and other drug use in the schools
and communities to be served, and other qualitative data or information, provide a list of the LEA’s
strengths and needs related to preventing risk behaviors.
STRENGTHS
1. In 2010-11 (latest data on CDE Data Quest),
there was one expulsion and 168 suspensions
for violence/drug issues, out of the enrollment
of 2,554.
2. Alcohol, tobacco, drug use is reportedly very
low incident rate. Immediate response from
School Resource Officer (SRO) if incident
reported.
NEEDS
1. Need a data source: consider administering
CHKS and CSCS in 2013–14.
VCOE Comprehensive Health and Prevention
Programs Department can provide support with
the coordination and administration of the
survey, and can assist in seeking funding
sources.
3. Two students expelled last school year for
violence/drug offense. One student so far this
school year. The student was sent to Gateway
and part of remediation is to attend alcohol &
drug counseling and submit certificate they
have completed to return to OVSD.
4. SRO at junior high, from Oxnard Police
Department.
5. Despite funding cuts, Ocean View not cut
teachers, nurse or health tech; kept cuts to
administration and clerical support; maintained
classroom ratio at 24:1.
6. District Wellness Committee is in place.
104
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free,
and conducive to learning.
Safe and Drug Free Schools and Communities (SDFSC) and Tobacco Use Prevention Education
(TUPE)
Prevention Program Performance Indicators (4115(a)(1)(B) ):
The LEA is required to establish a biennial goal for all of the performance indicators listed below. List
specific performance indicators for each grade level served, and for each listed measure, as well as the
date of, and results from, the baseline administration of the Healthy Kids Survey:
This section does not apply. The California Healthy Kids Survey has not been administered. The district
does not have a TUPE grant; there are no more Title IV/SDFSC dollars.
Alcohol, Tobacco, Other Drug Use, and Violence Prevention
Performance Measures
From the California Healthy Kids Survey
The percentage of students that have ever used cigarettes will
decrease biennially by:
The percentage of students that have used cigarettes within the
past 30 days will decrease biennially by:
The percentage of students that have used marijuana will
decrease biennially by:
The percentage of students that have used alcohol within the past
30 days will decrease biennially by:
The percentage of students that have used marijuana within the
past 30 days will decrease biennially by:
The percentage of students that feel very safe at school will
increase biennially by:
The percentage of students that have been afraid of being beaten
up during the past 12 months will decrease biennially by:
Most Recent
Survey date:
N/A __/__/__
Baseline Data
5th __ %
Biennial
Goal
(Performance
Indicator)
5th __ %
7th
__ %
7th
__ %
7th
__ %
7th
__ %
9th
__ %
11th
5th
__ %
__ %
9th __ %
11th
5th
__ %
__ %
7th
__ %
7th
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
7th
9th
11th
5th
__ %
__ %
__ %
__ %
__ %
11th
7th
9th
11th
5th
__ %
__ %
__ %
__ %
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
__ %
11th
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
__ %
11th
__ %
105
Truancy Performance Indicator
The percentage of students who have been truant will decrease
annually by 2.29% from the current LEA rate shown here.
NOTE: Calculate the percentage in the LEA by tallying the
number of students who have been classified as truant during the
school year per Education Code Section 48260.5, and dividing
that total by the CBEDS enrollment for the same school year.
Protective Factors
Performance Measures
from the California Healthy Kids Survey
The percentage of students that report high levels of caring
relationships with a teacher or other adult at their school will
The percentage of students that report high levels of high
expectations from a teacher or other adult at their school will
The percentage of students that report high levels of
opportunities for meaningful participation at their school will
The percentage of students that report high levels of school
connectedness at their school will increase biennially by:
17.29%
15%
County=18.35%
State = 29.74%
Most recent
date:
N/A __/__/__
Baseline Data
5th __ %
Biennial
Goal
(Performance
Indicator)
5th
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
__ %
11th
__ %
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
__ %
11th
__ %
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
__ %
11th
__ %
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
__ %
9th
__ %
11th
__ %
11th
__ %
106
Other Performance Measures
List below any other performance measures and performance indicators the LEA has adopted specific to
its prevention programs (drug, violence, truancy, school safety, etc.). Specify the performance measure,
the performance indicator goal, and baseline data for that indicator.
LEA Specified Performance Measures
__________________________________
(Process to Collect Data)
Performance
Indicator
Goal
Baseline
Data
Per district report alcohol, tobacco, other drugs, violence, truancy
and school safety have not been problems.
107
Science Based Programs (4115 (a)(1)(C) ):
The LEA must designate and list the science-based programs (programs proven by science to effectively prevent tobacco use, alcohol use, other
drug use, and violence) selected from Appendix C. From Appendix C, list the scientifically based programs the LEA will adopt and implement to
serve 50 percent or more of the students in the target grade levels. Indicate below your program selections, and provide all other requested
information.
Science-Based Program Name
Program
ATODV
Focus
Target
Grade
Levels
Target
Population
Size
Purchase
Date
Staff
Training
Date
Start
Date
None
108
Research-based Activities (4115 (a)(1)(C) ):
Based on the research cited in Appendix D, check the box for each activity the LEA will implement as part of the comprehensive prevention
program and provide all other requested information.
Check
Activities
After School Programs
Program ATODV Focus
ATOD
X
X
Conflict Mediation/Resolution
V
X
Early Intervention and Counseling
ATODV
Environmental Strategies
V
Family and Community Collaboration
ATODV
Media Literacy and Advocacy
V
Target Grade Levels
X
X
X
Mentoring
X
Peer-Helping and Peer Leaders
Positive Alternatives
ATODV
School Policies
ATODV
X
X
Service-Learning/Community Service
Student Assistance Programs
X
Tobacco-Use Cessation
Youth Development
Caring Schools
Caring Classrooms
Other Activities
ATODV
109
Promising or Favorable Programs (4115 (a)(3) ):
The LEA may – but is not required to – designate and list the promising or favorable programs (programs whose effectiveness is not as strongly
established though scientific evidence) selected from Appendix E. From Appendix E, list the promising or favorable programs the LEA will adopt
and implement to serve 50 percent or more of the students in the target grade levels. Indicate below your program selections, and provide all other
requested information.
Promising Program name
Program
ATODV
Focus
Target
Grade
Levels
Target
Population
Size
Purchase
Date
Staff
Training
Date
Start
Date
None
Waiver to Adopt Promising or Favorable Programs not listed in Appendix E:
Check the box below if the LEA will submit an application for waiver in order to include other promising or favorable programs not found in
Appendix E. Programs not listed in Appendix E will be considered on a case-by-case basis. The LEA must demonstrate that the program for
which a waiver is requested is legitimately innovative or demonstrates substantial likelihood of success. The CDE will provide under separate
cover additional information and the forms for submitting a waiver request.
110
Analysis of Data for Selection of Programs and Activities (4115 (a)(1)(D) ):
For each selected Appendix C programs or Appendix D activities, provide a brief narrative rationale based on the LEA’s analysis of CSS, CHKS,
and CSSA data related to why the LEA selected these programs and activities for implementation.
Selection of programs was not based on CSCS or CHKS data.
Evaluation and Continuous Improvement (4115 (a)(2)(A) ):
Provide a description for how the LEA will conduct regular evaluations of the effectiveness of the LEA’s alcohol, tobacco, other drug use and
violence prevention program. Describe how the results of the evaluation will be used to refine, improve and strengthen the program.
Consider implementation of biennial administration of California Healthy Kids Survey (CHKS) in 2013–2014, to all 5th and 7th grade students,
and California School Climate Survey (CSCS) to school staff. The CHKS is the gold standard student survey nationally, and with the CSCS is an
essential component of any school improvement effort.
The CSCS, school staff survey, should be made a priority for all school staff, certificated and classified. It can be administered at no cost with the
CHKS.
School site level and school district reports may be obtained for both CHKS and CSCS. Data from the two surveys can be compared and
contrasted, noting key findings in each. Results can be compared to Ventura County and California state-wide data. The results can be presented
to school staff at each school site as well as to parent groups. Based on the results and identified areas of need, prevention programs can be
modified or implemented as needed.
Currently student study teams are in place. Principals have different ways of keeping data. The district allows for flexibility as it is small.
Counselors and psychologists are part of student study teams. As issues arise with students, which are not always academic, the team may address
the concerns. Students are monitored and brought back to Student Study team after initial intervention, counseling, teacher checking in with
student. Continuous improvement is monitored.
111
Use of Results and Public Reporting (4115 (a)(2)(B) ):
Describe the steps and timeline the LEA will use to publicly report progress toward attaining performance measures for the SDFSC and TUPE
programs. Describe how the evaluation results will be made available to the public including how the public will be provided notice of the
evaluation result’s availability.
Not applicable as there is no SDFSC nor TUPE funding.
Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E) ):
Briefly describe how SDFSC funded program services will be targeted to the LEA’s schools and students with the greatest need. (Section 4114
[d][3])
Not applicable as there is no SDFSC funding.
Coordination of All Programs (4114 (d)(2)(A)):
Provide a detailed, but brief, explanation of how the LEA will coordinate SDFSC funded alcohol, tobacco, other drug and violence prevention
programs with other federal state and local prevention programs.
N/A as there are no Title IV/SDFSC dollars. However, Ocean View is committed to coordinating programs and does so with military
partnerships, preschool programs, etc.
Parent Involvement (4115 (a)(1)(e)):
Provide a brief, but detailed, description of the parent involvement and describe the parent notification procedures used to meet requirements
under NCLB Title IV, Part A – SDFSC program.
N/A as there are no Title IV/SDFSC dollars. However, Ocean View is committed to working closely with parents and as a recipient of Title I
funds, has extensive strategies and methods in place for involving parents. Consider administering the California School Parent Survey (CSPS),
concomitantly with the California Healthy Kids Survey (CHKS) and California School Climate Survey (CSCS) (school staff). The CSPS is a
highly engaging activity as parent impressions and opinions are sought in the survey. It is available in multiple languages and can be taken hard
copy or online. There is a cost.
112
TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460):
Describe the TUPE services and referral procedures for pregnant minors and minor parents enrolled in the LEA and how they will be provided
with tobacco-use prevention services. Include students participating in programs such as the California School Age Families Education (CalSAFE) program, the Adolescent Family Life Program (AFLP) administered through the Department of Health Services, and the Cal-Learn
program administered by the Department of Social Services.
There is no TUPE grant, therefore, no TUPE services.
Over the past several years there has been only one case of a pregnant student; a 10/11 year old resulting from child abuse. The district worked
closely with Casa Pacifica, school nurse and county mental health services on the case.
Family Life Curriculum is provided for 4th–8th grade. HIV/AIDS curriculum is provided once in middle school.
TUPE Funded Positions (Health & Safety Code 104420(b)(3)):
Provide full time equivalent (FTE) staffing configuration for all TUPE funded positions. (Health and Safety Code section104420 [b][3])
Position/Title
Full time equivalent
N/A
113
PLEASE READ CAREFULLY - Annual notifications required by law (E.C. § 48980)
Education Code §48982 requires an acknowledgement of receipt for each student.
Dr. Craig Helmstedter
Superintendent
4200 Olds Road
Oxnard, CA 93033
(805) 488-4441
www.oceanviewsd.org
Parents  Guardians  Students
District Employees  Advisory Committees
Published by:
Administrative Support Services
(805) 488-4441
EMERGENCY COMMUNICATION SYSTEMS FOR PARENT/GUARDIAN. In the event of an
emergency, please access the following:
1. Ocean View School District’s web site (www.oceanviewsd.org) and go to the
emergency information link
2. KVTA AM 1520 or KHAY FM 100.7 (Spanish: KOXR AM 910)
3. Campus Messenger - Voice message on your telephone from student’s school/district
office.
PARENT/ GUARDIAN INVOLVEMENT
PARENT INVOLVEMENT
The Governing Board recognizes that parents/guardians are their
children's first and most influential teachers and that sustained
parent involvement in the education of their children contributes
greatly to student achievement and a positive school
environment. The Superintendent or designee shall work with
staff and parents/guardians to develop meaningful opportunities
at all grade levels for parents/guardians to be involved in district
and school activities; advisory, decision-making, and advocacy
roles; and activities to support learning at home.
Parents/guardians shall be notified of their rights to be informed
about and to participate in their children's education and of the
opportunities available to them to do so.
The Superintendent or designee shall regularly evaluate and
report to the Board on the effectiveness of the district's parent
involvement efforts, including, but not limited to, input from
parents/guardians and school staff on the adequacy of parent
involvement opportunities and barriers that may inhibit
parent/guardian participation.
The Superintendent or designee shall ensure that the district's
parent involvement strategies are jointly developed with and
agreed upon by parents/guardians of students participating in
Title I programs. Those strategies shall establish expectations for
parent involvement and describe how the district will carry out
each activity listed in 20 USC 6318. (20 USC 6318)
The Superintendent or designee shall consult with
parents/guardians of participating students in the planning and
implementation of parent involvement programs, activities, and
regulations. He/she also shall involve parents/guardians of
participating students in decisions regarding how the district's
Title I funds will be allotted for parent involvement activities.
(20 USC 6318)
The Superintendent or designee shall ensure that each school
receiving Title I funds develops a school-level parent involvement
policy in accordance with 20 USC 6318.
Title I Schools
Each year the Superintendent or designee shall identify specific
objectives of the district's parent involvement program for
schools that receive Title I funding. He/she shall ensure that
parents/guardians are consulted and participate in the planning,
design, implementation, and evaluation of the parent
involvement program. (Education Code 11503)
Non-Title I Schools
The Superintendent or designee shall develop and implement
strategies applicable to each school that does not receive federal
Title I funds to encourage the involvement and support of
parents/guardians in the education of their children, including,
but not limited to, strategies describing how the district and
schools will address the purposes and goals described in
Education Code 11502. (Education Code 11504)
PARENT/GUARDIAN INFORMATION AND RESOURCE CENTERS.
The No Child Left Behind Act requires that school districts
receiving Title I funding inform parents about Parent Information
and Resource Centers (PIRCs), which are organizations designed
to increase parental involvement in education. The parent
center for the Ventura County area is the: (NCLB Act of 2001)
California Parent Center of the June Burnett Institute at SDSU
Foundation
6310 Alvarado Court
San Diego, CA 92120
Phone (619) 594-4756
Website: http://parent.sdsu.edu/
PARENTS/GUARDIANS RIGHTS.
Parents and guardians of
enrolled students have the right to be included in the education
process and to have access to the systems on behalf of their
children. (Chapter 864, Statues 1998 and E.C. 51101)
114
wish more information or assistance with their child.
 STUDENT RECORDS: Parents have the right to access their
child’s records and to question anything they feel is
inaccurate or misleading or an invasion of privacy. Parents
have the right to a timely response from the school district
about their questions.
 STANDARDS: Parents have the right to receive information
regarding the academic standards their child is expected to
meet.
 SCHOOL RULES: Parents have the right to receive written
notification of school rules, attendance policies, dress codes,
and procedures for school visitations.
 PSYCHOLOGICAL TESTING: Parents have the right to receive
information on all psychological testing recommended for
their child.
 COUNCILS AND COMMITTEES:
Parents have the right to
participate as a member of a parent advisory committee,
school-site council, or site-based management leadership
team in accordance with established rules and regulations for
membership.
 POLICY DEVELOPMENT: Parents and guardians have the right
and should be given the opportunity to work in a mutually
supportive and respectful partnership with the school to help
their child succeed. The governing board of each school
district shall adopt a jointly created policy that outlines how
parents and guardians, school staff, and students may share
the responsibility for the intellectual, physical, emotional,
social development, and well-being of their students. (See
“Parent Involvement Board Policy” )
 NOTICES IN STUDENT’S HOME LANGUAGE. Parents have the
right to receive required written notification in English and in
the student’s home language. (E.C. 51101.1)
 CLASSROOM OBSERVING: Parents have the right to visit their
child’s classroom to observe activities. The time and date of
the visitation must be arranged in advance with the school.
 TEACHER CONFERENCING: Parents have the right to request a
conference with their child’s teacher(s) or the principal.
Parents should contact the school to schedule a date and time
convenient to all participants.
 VOLUNTEERING: Parents have the right to volunteer their time
and resources for the improvement of school facilities and
programs. Parents should contact the school to determine
the terms and conditions of this service.
 STUDENT ATTENDANCE: Parents have the right to be notified
in a timely manner if their child is absent from school without
permission.
 STUDENT TESTING: Parents have the right to be notified of
their child’s performance on standardized and state-wide
tests and the school’s ranking on these tests. (Under the
state law, parents may request that their child not participate
in the statewide tests.)
 SCHOOL SELECTION: Parents have the right to request that
their child be enrolled in any school in the district. The
district is not compelled to grant the request.
 SAFE SCHOOL ENVIRONMENT: Parents have the right to and are
entitled to the assurance of a safe and supportive learning
environment for their child.
 CURRICULUM MATERIALS: Parents have the right to examine
the curriculum materials of the class(es) in which their child
is enrolled. (E.C. 489063[k])
 STUDENT ACADEMIC PROGRESS: Parents
have the right to be informed of their
child’s academic progress in school
and of the persons to contact if they
INSTRUCTION
ALTERNATIVE SCHOOLS/PROGRAMS. Ocean View School district
offers alternative schools/programs.
California state law
authorizes all school districts to provide for alternative schools.
Education Code 58500 defines alternative school as a school or
separate class group within a school which is operated in a
manner designed to:
superintendent of schools, the administrative office of this
district, and the principal’s office in each attendance unit have
copies of the law available for your information. This law
particularly authorizes interested persons to request the
governing board of the district to establish alternative school
programs in each district.
(a) Maximize the opportunity for students to develop the positive
values of self-reliance, initiate, kindness, spontaneity,
resourcefulness, courage, creativity, responsibility, and joy.
Ocean View offers the following alternative program: Gateway
Community School through the Ventura County Office of
education (VCOE).
(b) Recognize that the best learning takes place when the
student learns because of his/her desire to learn.
CALIFORNIA HEALTHY KIDS SURVEY (Grades 5 & 7). Senate Bill
71 creates an exception to the above requirement by authorizing
the administration for anonymous, voluntary surveys to students
questioning health behavior and risks. A grade 5 parent/guardian
signature is required to give “active” consent for students to
participate in this survey. After notification of the survey, if a
grade 7 parent/guardian does not opt his/her student out of
participating the student will participate in survey through
“passive” parent/guardian consent. Parent/guardian have a
right to inspect the survey. (E.C. 51938)
(c) Maintain a learning situation maximizing student selfmotivation and encouraging the student in his/her own time to
follow his/her own interests. These interests may be conceived
by him/her totally and independently or may result in whole or
in part from a presentation by his/her teachers of choices of
learning projects.
(d) Maximize the opportunity for teachers, parents, and students
to cooperatively develop the learning process and its subject
matter.
This opportunity shall be continuous, permanent
process.
CAREER COUNSELING. School personnel, when assisting any
student with course selection or career counseling, shall
affirmatively explore the possibility of careers and of courses
leading to such careers that are non-traditional for that student’s
gender commencing in 7th grade.
Parents/guardians may
participate in such counseling sessions and decisions. (E.C.
221.5[d])
(e) Maximize the opportunity for the students, teachers, and
parents to continuously react to the changing world. Including,
but not limited to, the community in which the school is located.
In the event any parent, pupil, or teacher is interested in further
information concerning alternative schools, the county
CAREER COUNSELING & COURSE SELECTION. Commencing
grade 7, school personnel shall assist pupils with course selection
2
115
PROGRAM IMPROVEMENT TITLE I
or career counseling, exploring the possibility of careers, or
courses leading to careers based on the interest and ability of
the pupil and not on the pupil’s gender. Parents or legal
guardians are notified so that they may participate in such
counseling sessions and decisions.
ESEA/NCLB requires the California Department of Education
(CDE) to annually review the performance of each local
educational agency (LEA) that receives funds under Title I, Part
A. An LEA receiving Title I, Part A, funds is identified for Program
Improvement (PI) if it does not meet AYP goals for two
consecutive years within specific areas, focused primarily on
academic
achievement
in
English-language
arts
and
mathematics. Ocean View has been identified as a PI LEA. You
can find specific achievement data used to make this decision on
the CDE website (www.cde.ca.gov). If you do not have access to
the Internet, please contact the district office at 805-488-4441
and a hard copy of the report will be provided. As a PI LEA, the
District will continue to implement our LEA Plan Addendum,
which includes information on how we plan to use Title I and
other funds to improve student achievement. The approved LEA
Plan is on the District web site, and we will reserve at least ten
percent of our annual Title I allocation to provide professional
development for teachers and administrators, and continue to
provide assistance to schools identified for PI. How can parents
help their school and LEA improve? Here are some suggestions to
help you work with your school and district to support
improvements: Learn more about the ESEA/NCLB requirements
and become aware of strategies to improve student academic
achievement. Additional information and resources are available
at the following Web sites: The California Department of
Education http://www.cde.ca.gov/sp/sw/t1/titleparta.asp and
http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp
The
U.S.
Department
of
Education
http://www.ed.gov
and
http://www.ed.gov/parents/landing.jhtml .Talk with district
staff about the LEA Plan and the program changes that must be
made to help students meet the state standards in English
Language Arts and mathematics. Visit your child’s school. You
also may participate in voluntary activities to assist your school.
If you are a parent of a student who attends a Title I PI school,
ask about school choice options to transfer your child, with paid
transportation, to a public school in your LEA that is not
identified as a Program Improvement school. If you are a parent
of a student who attends a Title I school that has been in PI for
two years or more, ask about supplemental educational services
that may be available for your child. Supplemental educational
services are tutoring services provided outside of the regular
school day for eligible students. For further information about
any of these requirements and to find out how you can become
involved in PI efforts, contact Marcia Turner, Assistant
Superintendent, Educational Services, 488-4441.
DUAL LANGUAGE IMMERSION PROGRAM. Ocean View School
District offers a dual language immersion program through Tierra
Vista School. Please contact the school at (805) 488-4454.
ENGLISH LEARNER PROGRAM. District procedures regarding
designation of students as English Learners or Fluent English
Proficient include a notice of assessment results. Program
placement takes place with written parent notification,
opportunity for parent consultation, and procedures for granting
waivers for alternative programs. For more information, contact
the Curriculum, Instruction and Assessment office at 488-4441.
(E.C. 52164.3, 52173.5, 310, 311.5, 11309, and Title 5 11303California Code of Regulations)
FOSTER PUPILS are ensured school placements in their best
interest; including the least restrictive educational program,
access to academic resources/services, extracurricular or
enrichment activities, full and partial credit for courses taken,
and opportunities to meet state pupil academic achievement
standards. (E.C. 48850)
EXCUSE FROM HEALTH EDUCATION FOR RELIGIOUS BELIEFS.
Whenever any part of the instruction of health, family life
education, or sex education conflicts with the religious training
and beliefs or personal moral convictions of the parent/guardian
of any student, the student shall be excused from such training
upon written request of the parent/guardian. (E.C. 51240)
GATE (Gifted and Talented Education) plan is available by
contacting the Curriculum, Instruction and Assessment office at
488-4441. (Title 5, CA Code of Regs. §3831)
HOMELESS/FOSTER YOUTH can be assisted by the Ocean View
liaison, Assistant Superintendent – Administrative Services at 4884441. (42 United States Code 11432 EC 48850)
INTERNET SAFETY.
Ocean View continues to block
objectionable material on websites. We encourage you to talk to
your child about the potential danger of the internet. Ask for
your child’s account or register yourself to review information
posted.
Safety tip info:
http://www.safekids.com,
http://www.webwisekids.org, (866) WEB-WISE.
MARKETING. Parent/guardian will be notified and will be given
the opportunity to opt their child out of participation in an
activity involving the collection, disclosure, or use of personal
information collected from pupils for the purpose of marketing or
selling that information. (20 USC 1232[h])
PROGRAM IMPROVEMENT TITLE III
NCLB requires the California Department of Education to
annually review the performance of each school district that
receives funds under Title III. The English learners in school
districts must meet three targets: yearly progress in attainment
of English language, attainment of English language proficiency
on the CELDT and academic standards in Mathematics and
Language Arts as measured by the California Standards Test
(CST). These targets increase every year. Ocean View did not
meet all of these targets. Districts that did not meet all of these
targets are required to notify the parents of English learners.
Each year Ocean View students have improved, but not to the
level required by the state. All District schools are implementing
many strategies to help English Learners improve. Parents with
questions about the performance of his/her student should
contact the student’s school. Parent with questions regarding
programs to help English learners attain English proficiency and
meet academic goals can contact the district office at 488-4441.
MIGRANT EDUCATION funds/services actively solicit parent
involvement in planning, operation, and evaluation of its
program through a parent advisory council. Contact Migrant
Education office, 488-4441. (E.C. 54444.2)
PARENTAL REVIEW OF CURRICULUM. A parent may review a
prospectus of every course offered by school, by contacting the
school principal. (E.C. 49091.14, E.C. 49063)
PHYSICAL PERFORMANCE TESTS (GRADES 5 &7) are reported in
the annual School Accountability Report Card (SARC). (E.C.
60800)
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developed by the special education local plan area (SELPA).
Copies of Parent Rights regarding identification, referral,
assessment, instructional planning, implementation, review, and
procedures for initiating referrals for assessment are available at
your school site. For more information, contact the Pupil
Services office at 488-4441. (E.C. 56301 and Individuals with
Disabilities Education Act)
PROMOTION/RETENTION OF STUDENTS. A parent/guardian
should be notified as early as possible that their child is
performing below the minimum standard for promotion. The
student may be retained in their current grade level or may be
alternatively placed. (E.C. 48070.5[e])
SCHOOL ACCOUNTABILITY REPORT CARD. Each annual School
Accountability Report Card (SARC) is available on our website
(www.oceanviewsd.org) and a copy may be obtained upon
request at the school. Included in the report card is teacher
misassignments or vacancies, availability of sufficient
textbook/materials, needed maintenance of facilities, estimated
expenditures per pupil, types of services funded (e.g. personnel
salaries), if insufficient textbooks or instructional materials,
percentage of pupils lacking sufficient standards aligned
textbooks/instructional materials by subject area (E. C. 35256 &
E. C. 35258).
STUDENT USE OF TECHNOLOGY. The Internet is an educational
tool, but because the Internet is uncensored and can be misused,
no student shall be allowed to use the District’s access to the
Internet unless the student and the student’s parent/guardian
first sign the District’s Student Tech Use Agreement. The District
will provide reasonable supervision of students using its access to
the Internet and attempt to do what is technologically
reasonable with filtering software to prevent students from
obtaining access to pornographic or harmful matter. Students
using the District’s Internet access shall have no right of privacy
in their use of that system. Staff may monitor or examine all
system activities a student takes part in to ensure proper use of
the system. Students who fail to abide by District Internet rules
may be subject to disciplinary action, revocation of their
privilege to use the system, or legal action as appropriate. (E.C.
48980[h] & Board policy 6163.4)
SECTION 504 ACCOMMODATIONS FOR STUDENTS. Section 504
of the Rehabilitation Ace of 1973 provides accommodations for
students with identified disabilities even if they do not qualify
for special education. Further, Section 504 prohibits
discrimination against students with handicaps in district
programs, gives parent right to examine relevant records, gives
parent right to participate in an impartial hearing including the
opportunity for representation by counsel, and a review
procedure.
TESTS/SURVEYS ON PERSONAL ISSUES. Students will not be
given a survey, analysis, test, questionnaire, examination, or
evaluation that reveals sensitive, personal information (i.e.,
political affiliations or beliefs, mental or psychological problems,
sex behavior or attitudes, illegal, anti-social, self-incriminating,
or demeaning behavior, critical appraisals of other individuals
with whom respondent have close family relationships, legally
recognized privileged or analogous relationships, religious
practices, affiliations or beliefs, or income) without the prior
written consent of the parent. Parent/guardian can inspect
surveys created by a third party used to collect personal
information. (20 United States Code §1232h, E. C. 51513)
It is the policy of our district to provide a free, appropriate
public education to each student with disabilities.
Parents/guardians who believe their student may have
exceptional needs are to contact the principal of the school to
initiate a referral to the Student Study Team (SST) for review.
(§504 Rehabilitation Act)
SEXUAL HEALTH & HIV/AIDS PREVENTION EDUCATION (GRADES
5-12). The purpose of the California Comprehensive Sexual
health and HIV/AIDS Prevention Education Act (E.C. 51930-51939)
is to provide every student with the knowledge and skills
necessary to protect their sexual and reproductive health from
unintended pregnancy and sexually transmitted diseases.
Parents/guardians will receive notice prior to instruction,
assessments, if district staff or an outside speaker will be used,
how and where to inspect written and audio visual materials to
be used, and how to request a copy of E.C. 51930 et seq.
concerning sexual health and HIV/AIDS prevention education. A
parent/guardian may excuse their child from all or part of the
instruction.
TEACHER QUALIFICATIONS. Parents have the right to request
information regarding the professional qualifications of their
child’s teacher, including:
 Whether the teacher has met state credential or license
criteria for grade level and subject matter taught
 Whether the teacher is teaching under emergency or other
provisional status
 The baccalaureate degree major of the teacher and any other
graduate certification or degree held
SPECIAL EDUCATION. Special education services are available to
meet the needs of students who have been assessed and found to
be eligible for services from ages 3-21 years and early
intervention services for “at risk infants and toddlers” under 3
years of age.
 Whether the child is provided additional services in the
classroom by paraprofessionals, and, if so, their qualifications
If you have any questions regarding the professional
qualifications of your child’s teacher, please contact your
school’s principal. (20 United States Code 6311, Title 34 Code of
Federal Regulations)
It is the policy of our district to provide a free, appropriate
public education to each student with disabilities.
Parents/guardians who believe their student may have
exceptional needs are to contact the principal of the school to
initiate a referral to the Student Study Team (SST) for review.
USE OF ANIMALS. The teacher of any course that utilizes live or
dead animals or animal parts shall inform pupils of their rights,
including refraining from participation and providing an
alternative. The pupil must inform the teacher of objection
which must be confirmed by a note from parent/guardian. (E.C.
32255)
Written policies and procedures including child find systems for
children who are migrant, homeless, or wards of the state, and
children with disabilities attending private schools have been
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STUDENT ATTENDANCE/ENROLLMENT
EXCUSED ABSENCES. If a student is absent from school, the
parent is to call the school as soon as possible. If the school does
not receive a call or note from the parent, the school will notify
the parent when the student is not in school. (E.C. 48205)
Excused absences include absences due to illness, quarantine,
medical appointment, funeral attendance for family member,
exclusion for medical reason, illness of student’s child, other
justifiable personal reasons, education conference on the
legislative or judicial process offered by a non-profit
organization, or for the purpose of serving as a member of a
precinct board for an election pursuant to Section 12302 of the
Elections Code. Parents or guardians may request from the
Principal the complete text of E.C. 48205 which describes and
defines excused absences. STUDENT VACATIONS ARE UNEXCUSED
AND SUBJECT TO THE TRUANCY NOTICE AND REPORTING
REQUIREMENTS DESCRIBED BELOW.
religious retreats shall not exceed 4 hours per semester. (E.C.
48205)
COMPULSORY EDUCATION FROM 6-18 YEARS OLD. Children
between the ages of 6 and 18, not otherwise exempt, are subject
to compulsory full-time education (E.C. 48200).
 INTERDISTRICT TRANSFER REQUESTS are for parents/guardians
that desire their student to attend a school in a district
outside their area of residence. Interdistrict Transfer
Requests are based on the District’s enrollment and staffing
needs. (E. C. 46600)
MAKE-UP TESTS/ASSIGNMENTS/NO GRADE REDUCED. No pupil
shall have his or her grade reduced or lose academic credit for
any excused absence or absences, if missed assignments and
tests that can reasonably be provided are satisfactorily
completed within a reasonable period of time. (E.C. 48205)
CHOOSING YOUR CHILD’S SCHOOL
 INTRADISTRICT
TRANSFER
REQUESTS
are
for
the
parent/guardian of students living within the boundaries at
Ocean View School District who want to attend a school
outside the school attendance area. Intradistrict Transfer
Requests are based on enrollment and staffing needs.
Contact the school office for further information. (E. C.
351605)
TRUANCY. Absence from school without valid excuse for three
days in one school year or tardy or absent for more than 30
minutes during the school day, without valid excuse on three
occasions in one school year, or any combination thereof, is
considered truancy and will be reported to the Child Welfare &
Attendance Department. (E.C. 48260) Failure to comply with the
compulsory education law may result in a school transfer,
referral to the School Attendance Review Board, and/or the
Ventura County District Attorney’s Office.
 FOSTER PUPILS location of foster home determines residency
for school enrollment. (E.C. 48204)
 PERSISTENTLY DANGEROUS SCHOOLS Requires that a written
policy stating that students who attend a persistently dangerous
school must be allowed to attend a safe public school. The
written policy must be communicated to all parties. If a student
attends a school designated by the California Department of
Education as persistently dangerous, “he/she shall be provided
an option to transfer to another district school or charter school.
(20 USC 4912, 5 CCR 11992)
ABSENCES FOR RELIGIOUS INSTRUCTION. Pupils, with written
consent of their parents or guardians, may be excused from
school in order to participate in religious exercises or to receive
moral or religious instruction. (E.C. 46014) Absences for
STUDENT CONDUCT AND DISCIPLINE
STUDENT CONDUCT. Students are required to conform to school
regulations; obey all directions; be diligent in study and
respectful to teachers and others in authority; and refrain from
the use of profane and vulgar language. (Title V, California Code
of Regulations §300) (E. C. 51100)
amount of time. The principal will send written notice to the
parent/guardian stating that their attendance is required for a
portion of the school day. (E.C. 48900.1)
DRESS CODE AND SUN PROTECTION. District policy
prohibits wearing “gang-related clothing” or
clothing that is unsafe either for the student or
those around the student or disruptive of school
operations and the educational process in general. (E.C. 35183)
Sun protective clothing is permitted outdoors only and students
may use sunscreen without a doctor’s note or prescription. (E.C.
35183.5)
SCHOOL STAFF HOLDS STUDENTS ACCOUNTABLE FOR THEIR
CONDUCT while at school, school activities, on their way to and
from school (lunch period included) and during recess. Students
must not visit other school campuses while in session unless a
school official has given prior permission. (E.C. 44807)
SCHOOL RULES AND PROCEDURES are developed and enforced
in accordance with California Education Code sections 35291.5
and 48900. School rules establish a standard of conduct that
promotes a safe, orderly, and positive school environment.
Parents/guardians may participate and give advice in the
formation of school rules & procedures and may request a copy
of the rules. (E.C. 35291, 35291.5, 48915 and BP 5131-5132)
LASER POINTERS. Possession of a laser pointer by a student on
any school campus is prohibited. (P.C. 417.27)
WITHHOLDING GRADES FOR DAMAGES/LOSS OF PROPERTY.
After written notice, the school or district may withhold grades,
diplomas or transcripts of the pupil responsible for damage or
loss of property (including damage or loss of property that
occurred when student attended another school district) until
such damages are paid or until completion of a voluntary work
program in lieu of payment of monetary damages. (E.C. 48904.3)
STUDENT SUSPENDED BY TEACHER FROM CLASSROOM. A
parent/guardian (must be living with the student) may be
required to attend the class that the student was suspended
from, if violation of E.C. 48900 (i) or (k), on the day in which the
student was scheduled to return to class or within a reasonable
SEXUAL HARASSMENT includes, but is not limited to,
unwelcome sexual advances, unwanted requests for sexual
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favors or other unwanted verbal, visual or physical conduct of a
sexual nature made against another person of the same or
opposite gender, in the educational setting, when: (Education
Code 231.5; 5 CCR 4916)
any person who is found to have made a complaint of sexual
harassment, which he/she knew, was not true.
Disciplinary Measures - A student who engages in sexual
harassment of anyone at school or at a school related activity is
in violation of this policy and shall be subject to disciplinary
action. For students in grades 4-8, disciplinary action my include
suspension and/or expulsion, provided that in imposing such
discipline the entire circumstances of the incident(s) shall be
taken into account. (Board Policy 5145.7 & E.C. 48980)
1. Submission to the conduct is explicitly or implicitly made as
term or condition of a student's academic status or progress
2. Submission to or rejection of the conduct by a student is used
as the basis for academic decisions affecting the student
3. The conduct has the purpose or effect of having a negative
impact on the student's academic performance, or of creating
an intimidating, hostile or offensive educational environment
4. Submission to or rejection of the conduct by the student is
used as the basis for any decision affecting the student
regarding benefits and services, honors, programs, or
activities available at or through any district program or
activity.
SUSPENSION/EXPULSION/TRANSFER TO ANOTHER SCHOOL /
NOTIFICATION TO TEACHERS.
The district may suspend
students from school and/or recommend transfer to another
school or alternative school or recommend expulsion for the
following reasons (E.C. 48900, 48900.2, 48900.3, 48900.4,
48900.7, Penal Codes 12550 & 12556). Teachers, of students
who have engaged in acts described below for the previous three
school years, will be provided information (E.C. 49079[a]).
 Caused/threatened serious physical injury to another person
Types of conduct which are prohibited in the district and which
may constitute sexual harassment include, but are not limited
to:
1. Unwelcome leering, sexual flirtations or propositions
2. Sexual slurs, epithets, threats, verbal abuse, derogatory
comments or sexually degrading descriptions
3. Graphic verbal comments about an individual's body, or overly
personal conversation
4. Sexual jokes, notes, stories, drawings, pictures or gestures
5. Spreading sexual rumors
6. Teasing or sexual remarks about students enrolled in a
predominantly single-gender class
7. Massaging, grabbing, fondling, stroking or brushing the body
8. Touching an individual's body or clothes in a sexual way
9. Purposefully cornering or blocking normal movements
10. Displaying sexually suggestive objects.
 Possessed/sold any firearm, knife, explosive, other dangerous
object
 Possessed/sold/under the influence of controlled substance,
alcohol, or intoxicant
 Offered/sold anything that represented a controlled substance,
alcohol or intoxicant
 Committed/attempted robbery or extortion
 Damaged or attempted damage to school or private property
 Stole/attempted to steal school or private property
 Possession/use of tobacco
 Profanity, vulgarity or obscenity
 Possession/sold drug paraphernalia
 Disrupted school activity or defied school authority
Notification regarding Ocean View School District’s policy will
include Annual Notice, posting in main administration building,
Comprehensive School Safety Plan, student orientation, and
provided to employees.
 Knowingly received stolen school/private property
 Possessed/sold any imitation firearm (AIR SOFT GUN, BB
DEVICE, etc.)
Complaint Process - If you feel you are a victim of harassment
at school or a school related activity, immediately report the
harassment to the Assistant Principal or the Principal at your
school. Harassment complaints may also be made to the Ocean
View School District by telephoning 488-4111. If you report
harassment you will be protected from retaliation.
 Sexual assault or battery
Investigation of Complaints at School shall be promptly
investigated by the principal or designee.
 Aided/abetted the infliction or attempted infliction of physical
injury
 Harassed/threatened/intimidated a pupil who is a witness
 Offered/sold prescription drug, Soma
 Engaged in or attempted to engage in hazing, initiation/preinitiation into organization; non-athletic events
 Sexual harassment (grades 4-8)
Enforcement of the policy may include the following actions:
1. Removing vulgar or offending graffiti.
2. Providing staff in-service and student instruction or
counseling.
3. Notifying parents/guardians of the actions taken.
4. Notifying child protective services.
5. Taking appropriate disciplinary action. In addition, the
principal or designee may take disciplinary measures against
 Caused/threatened/attempted to cause act of hate violence
(grades 4-8)
 Harassment/threats or intimidation against pupils or school
personnel (grades 4-8)
 Terrorist threats against school officials or school property
PRIVACY AND INFORMATION RIGHTS
RECORDS. Ocean View School District
enrollment and scholarship records of
Copies of records may be requested
duplicating may be charged by the school
V California Code of Regulations § 431[e])
is required to retain
students indefinitely.
and a small fee for
site. (E.C. 49063, Title
Request for records should be submitted in writing to the
Assistant Superintendent-Administrative Services.
REVIEW AND ACCESS TO PUPIL RECORDS.
The Family
Educational Rights and Privacy Act (FERPA) affords
parents/guardians and students over 18 years of age (eligible
students) certain rights with respect to the student’s education
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records stored at the school and include date and place of birth,
address, attendance, health records, test scores, grades,
subjects/courses taken, suspensions, records required by Special
Education, teacher observations regarding progress, and
educational program participation.
1.
comply with the requirements of FERPA. The name and
address of the office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue S.W.
Washington, DC 20202-5920
The right to inspect and review the student’s
education records within 5 business days
(California regulations) of the day the District
receives a request for access. Parents or
eligible students should submit to the School
principal (or appropriate school official) a written request
that identifies the record(s) they wish to inspect. The
School official will make arrangements for access and notify
the parent or eligible student of the time and place where
the records may be inspected.
RELEASE OF STUDENT DIRECTORY/INFORMATION. Unless the
parent/guardian signs and checks “NO” on the Annual Notice
form attached, the following items of directory information
relating to a student WILL be made public and released if
requested: name, address, telephone number, email address,
photograph/video of school related activities, date and place of
birth, participation in officially recognized activities and sports,
weight and height of athletic team members, dates of
attendance, degrees, honors and awards received, honor roll and
graduation programs, annual yearbook, most recent previous
school attended. Recipients of directory information include:
approved grantors of honors and non-financial awards, news
media, parent-teacher organizations and federal, state and local
agencies in pursuit of their duties involved with health, safety
and welfare. (E.C. 49063, 49068, & 49073)
2. The right to request an amendment of the
student’s
education records that the parent or eligible student
believes are inaccurate or misleading. Parents or eligible
students may ask the School to amend a record that they
believe is inaccurate or misleading. They should write the
School principal (or appropriate official), clearly identify the
part of the record they want changed, and specify why it is
inaccurate or misleading. If the School decides not to amend
the record as requested by the parent or eligible student, the
School will notify the parent or eligible student of the decision
and advise them of their right to a hearing regarding the
request for amendment. Additional information regarding the
hearing procedures will be provided to the parent or eligible
student when notified of the right to a hearing.
CALIFORNIA LONGITUDINAL PUPIL ACHIEVEMENT DATA
SYSTEM (CALPADS)). Electronic transfer of student data for
state reporting to the California Department of Education and to
districts and/or public postsecondary institutions to which the
student is transferring or applying for admission is used in OVSD.
All data maintained by the CALPADS Program is in compliance
with federal and state privacy and confidentiality requirements.
The benefits of participation to the student and parents are that
student records can be transferred much more promptly, and
that information about student assessment and academic
placement will be available at the time of transfer. Schools and
districts will benefit from the streamlining and reduction of
required state reporting. If you have any questions regarding the
CSIS Program, you may contact Suzanne Lange, Assistant
Superintendent-Administrative Services at 488-4441.
3. The right to consent to disclosures of personally identifiable
information contained in the student’s education records,
except to the extent the FERPA authorizes disclosure
without consent. One exception, which permits disclosure
without consent, is disclosure to school officials with
legitimate educational interests. A school official is a person
employed by the School as an administrator, supervisor,
instructor, or support staff member (including health or
medical staff and law enforcement unit personnel); a person
serving on the School Board; a person or company with whom
the School has contracted to perform a special task (such as
an attorney, auditor, medical consultant, or therapist); or a
parent or student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another
school official in performing his or her tasks. A school official
has a legitimate educational interest if the official needs to
review an education record in order to fulfill his or her
professional responsibility. Upon request, the School discloses
education records without consent to officials of another
school district in which a student seeks or intends to enroll.
DISCLOSURE OF IMMUNIZATION STATUS, IMMUNIZATION
INFORMATION SYSTEMS.
Schools may disclose information
from pupils’ medical record to local health departments and the
State Department of Health Services.
Ocean View School
District will inform parent of the following: information shared;
name and address of State Department of Health Services and
immunization agency registry; information shared will be treated
as confidential; right to examine any immunization-related
information shared and to correct any errors; right to refuse to
allow information to be shared, or to receive immunization
reminder notifications at any time. Parent may refuse to permit
record sharing. (H.S.C. 120440)
4. The right to file a complaint with the U.S. Department of
Education concerning alleged failures by the District to
HEALTH
IMMUNIZATIONS. All students must be immunized
against certain communicable diseases before
entering school and a written personal immunization
document must be submitted by the parent/guardian
prior to attending school. An immunization record
must indicate at least the month and year the vaccine was
administered. A student lacking one or more required vaccine
dose, but not currently due for a dose, may be admitted on
condition that they receive the remaining dose when due.
Parent/guardian has two weeks to supply evidence of proper
immunization or exemption as specified in HSC 120365 or 120370.
To obtain immunizations please contact your private physician or
any public health agency. Students who fail to complete the
series of required immunizations within the specified time will
be denied attendance until the series has been completed. NO
CHILD SHALL BE ADMITTED AS A STUDENT OF THE OCEAN VIEW
SCHOOL DISTRICT UNTIL ACCEPTABLE IMMUNIZATION DOCUMENTS
ARE RECEIVED OR AN ACCEPTABLE SIGNED WAIVER IS
COMPLETED.
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HEALTH SCREENINGS. Annual vision and hearing
screenings are conducted in grades K, 2, 5, and 8.
Scoliosis screening is provided for every female pupil
in grade 7 and every male pupil in grade 8.
Notification will be sent to the parent/guardian of a
student for any noted condition discovered through the
screenings. Parent/guardian may annually request that students
be excused from all health screenings by providing a written
statement for personal beliefs or documentation of screening
results from a physician or optometrist. (E.C. 49451, 49452.5,
49456, and 49455).
with exceptional needs shall not be required to obtain a
prescription for medication as a condition for attending school or
receiving services. (E.C. 49423, 49423.1, 49480, and 56040.5, ).
MEDICATION DURING OVERNIGHT FIELD TRIPS. Procedures are
the same as above. However, if a student already takes
medication at school, a new written statement from their
physician for the overnight field trip is needed.
(See
parent/guardian copy of field trip permission slip).
The
medication supply for those students currently taking medication
at school will remain at school unless parent/guardian requests it
be used during the overnight field trip.
Please bring all
medication in original labeled container in a zip-locked bag with
attached written statement from the physician to your student’s
teacher on the day of the field trip. (E.C. 49423 & 49480)
PHYSICAL EXAMS. Upon first enrollment, students entering
kindergarten or 1st grade are required to have a school entry
health examination. The district will exclude from school, upon
enrollment, any Kindergarten or 1st grade student who lacks a
health screening or waiver unless the parent/guardian provides
one of the following:
 evidence of a health screening,
 evidence of an appointment to obtain a health screening
within 14 days and subsequently supplies evidence that a
health screening was conducted within 3 months of
enrollment,
 annual written statement withholding consent to physical
examination of the pupil for personal beliefs.
MEDICAL ASSISTANCE AT SCHOOL. The emergency card will be
used to contact parents/guardians in the event of a medical
emergency. The school will act in the absence of parent contact
to ensure appropriate medical treatment is provided even if the
parent/guardian cannot be reached. The school
may make available medical or hospital
services for students while at or on the way
to or from any school activity. Specific
directions regarding emergency care must
be noted on emergency cards. (E.C. 49472
& 48980[a])
Low-income students may obtain a free health screening through
the Child Health and Disabilities Prevention Program (CHDP) from
the Public Health Department. Information is available at the
schools. If the student appears to be suffering from a recognized
contagious disease, the student will not be permitted to attend
school until it is determined that a contagious disease does not
exist. (E.C. 49451; H.S.C. 124085, 124100, 124105, & 120475)
INSTRUCTION
DURING
HOSPITALIZATION,
TEMPORARY
DISABILITY, OR SERIOUS ILLNESS. Instruction for students who
are hospitalized , temporarily disabled or seriously ill can be
obtained by contacting the school principal, school nurse,
counselor, or district office. If your child is in the hospital, not
in the city of Oxnard, parent/guardian must notify the school
district in the city where the hospital is located. (E.C. 48206.3,
48207, & 48208)
ORAL HEALTH ASSESSMENT. All pupils, while enrolled in
kindergarten in a public school, or while enrolled in first grade in
a public school if the pupil was not previously enrolled in
kindergarten in a public school, no later than May 31st of the
school year, must present proof of having received an oral health
assessment that was performed no earlier than 12 months prior
to the date of the initial enrollment of the pupil. (E.C. 49452.8)
To obtain an oral health assessment, please contact your private
dental professional or any public health agency for assistance.
ABSENCES FOR CONFIDENTIAL MEDICAL SERVICE.
School
authorities may excuse students in grades 7-8 from the school for
the purpose of obtaining confidential medical services without
the consent of the student’s parent/guardian. (E.C. 46010.1)
ACCIDENT/INJURY INSURANCE. The District does NOT provide
insurance to cover student accidents or injuries while the
student is at school, going to or from school, or while attending
school-sponsored activities.
Low or no cost insurance for
students is available through Medi-Cal Healthy Families for those
who qualify. Please call (800) 880-5305 for information or an
application. Low cost Student accident & Health Insurance is
also available from Myers-Steves & Toohey & Company, Inc. (CA
License #0425842. Please call (800) 827-4695 for information.
(E.C. 49471 & 49472)
ADMINISTRATION OF MEDICATION AT SCHOOL.
Any student who is required to take, during the
regular school day, medication prescribed and over
the counter, must submit an “Authorization for
Medication to be Taken During School Hours” form
indicating:
 a written statement from the physician detailing the method,
amount, and time schedules by which such medication is to
be taken, and
 a written statement from the parent/guardian of the student
indicating the desire that the school district assist the student
in matters set forth in the physician’s statement.
READMISSION TO SCHOOL OF STUDENT WITH TEMPORARY
DISABILITY OR INJURY. Students returning to school with a
wheelchair, cast, splint, crutches, etc., as a result of an
accident or injury are to provide a physician’s verification.
FREE/REDUCED PRICE MEALS. Needy students or
students who receive public assistance funds
qualify for nutrionally, adequate, free or reduced
priced meals. (E.C. 49510 & 49520)
At the elementary level, parents/guardians must bring the
medication to school. Middle school students may bring the
medication to the health office at the beginning of the school
day. All medication must be in the original labeled container.
Sending of cough drops and over-the-counter medication is
discouraged. All medication (prescription and over-the-counter)
intended to be dispensed during school time must have both
parent/guardian and physician authorization. There is a process
by which students may self-administer auto-injectable
epinephrine or inhaled asthma medication at school. Students
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SAFETY
VISITING SCHOOL CAMPUSES. All school visitors are required to
check in/out at the school office as soon as they arrive/leave
(before going/leaving a classroom). No one other than those
TOBACCO FREE CAMPUS. Smoking or use/disposal of any
tobacco related waste within 25 feet of a school/playground
(except public sidewalks within 25 feet of playground) is
prohibited. (H.S.C.104420 & 104495)
designated on the emergency card will be permitted to
take a student from school unless the student has been
BICYCLE/SKATEBOARD HELMETS are required for students
under 18 years of age who operate a bicycle, a non-motorized
scooter, skateboard, or ride as a passenger. (V.C. 21212)
arrested and removed from campus by a law enforcement
officer. (E.C. 51101)
CUSTODY ISSUES. Custody disputes must be handled by the
courts. The school has no legal jurisdiction to refuse a biological
parent access to their child and/or school records. The only
exception is when signed restraining orders or proper divorce
papers, specifically stating visitation limitations, are on file in
the school office. Any student release situation which leaves the
student’s welfare in question will be handled at the discretion of
the site administrator or designee. Should any such situation
become a disruption to the school, law enforcement will be
contacted and an officer requested to intervene.
MEGAN’S LAW - SEX OFFENDER NOTIFICATION. Up-to-date
information regarding sex offenders (Megan’s Law) is compiled by
the State Department of Justice and can be obtained via internet
website - www.meganslaw.ca.gov. Registered sex offenders who
are parents may come onto a school campus providing they have
lawful business and written permission from the principal. (P.C.
290 & 626.81)
SCHOOL BUSES – PASSENGER SAFETY.
Upon registration,
parents/guardians of Pre-K through 6th grade students not
previously transported in a school bus shall receive written
information on school bus safety. (E.C. 39831.5)
A form to act on behalf of parent/legal guardian is available at
each school site.
This provides parent/legal guardian the
opportunity to have a step-parent/relative act on their behalf
regarding school activities, including but no limited to receiving
day-to-day notices, authorization forms, grades, attendance
records, and to sign field trips. It does not, however, allow the
authorized individual to make or agree to decisions regarding
Special Education.
ASBESTOS MANAGEMENT PLAN. A copy of the complete,
updated management plan for asbestos-containing material in
school buildings may be reviewed in the office of the Director of
Facilities. (Code of Federal Regulations Title 40 §763.93)
PESTICIDE USE. The District provides the name of all pesticide
products expected to be applied at school facilities below. That
identification includes the name and active ingredients. Only
fully certified pesticides can be used on school grounds.
Parents are asked to make every attempt not to involve school
sites in custody matters.
The school will make every attempt to reach the custodial parent
when a parent or any other person not listed on the emergency
card attempts to pick up a child.
Parents and guardians may register with the district if they wish
to receive notification of pesticide applications at a particular
school or facility. Further information is available from the
California Department of Pesticide Regulation, P.O. Box 4015,
Sacramento, CA 95812-4015, www.cdpr.ca.gov. [E.C. 17612]
CHILD ABUSE AND NEGLECT. Staff of the Ocean View School
District are required by law to report suspected cases of child
abuse and neglect whenever staff have a reasonable suspicion.
Staff may not investigate to confirm the suspicion. Both the
staff name and the report itself are confidential and cannot be
disclosed except to authorized agencies. (P.C. 11164 et seq.)
Product
Active Ingredient
Fumitoxin………………………..Hydrogen phosphide
Round-Up…………………………Glyphosate, N-Glycine
Tempo 20 WP…………………..Pyrethoroid insecticide (Cyfluthrin)
Treated Grain…………………. Diphacinone
Treated Grain…………………. (Rozol), Chlorophenyl, Indandione
DISRUPTIONS BY VISITORS. Any person who willfully disrupts a
public school or a public meeting is guilty of a misdemeanor and
may be punished by a fine of not more than $500. (E.C. 32210)
VICTIMS OF A VIOLENT CRIME. A student who becomes a victim
of a violent criminal offense while in or on the grounds of a
school that the student attends, has the right to transfer to
another school within the district. The District has 14 calendar
days to offer students the option to transfer. For more
information, please contact the site principal.
COMPREHENSIVE SCHOOL SAFETY PLAN. Each school site has a
Comprehensive School Safety Plan, which includes a disaster
preparedness plan. Each school conducts safety drills (fire,
earthquake, and lockdown). A copy of the Comprehensive School
Safety Plan is available at each school office. (E. C. 32280)
COMPLAINT PROCESS/NON-DISCRIMINATION
UNIFORM COMPLAINT PROCEDURES ABOUT PROGRAMS,
EMPLOYEES, OR PROCEDURES. Ocean View has a Uniform
Complaint Process which is followed when parents/guardians,
students, staff advisory committees or other interested parties
have complaints against an employee, the district, programs,
materials, facilities, Special Education programs, or any program
or policy. A copy of the complaint policy is available at each
school site as well as in the Assistant SuperintendentAdministrative Service’s office. The Ocean View School District
is primarily responsible for compliance with federal and state
laws and regulations. To make a complaint, we recommend first
meeting with the employee or Principal/Manager of the program.
The Principal/Manager is responsible for processing complaints.
If not satisfied, please ask the Principal/Manager for a
description of the complaint procedure. Copies of Ocean View
School District’s complaint procedures are free of charge. The
person responsible for processing complaints at the school
district level is the Assistant Superintendent – Administrative
Services, at 488-4441.
It is the policy of the district that no person suffer any form of
retaliation as a result of making a complaint. The procedure for
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appeals includes provisions for mediations/investigation, review
and appeal not to exceed the 60 day time-line, unless the
complainant agrees in writing to extend the time-line. The
time-line for filing discrimination complaints must not exceed 6
months from the alleged occurrence or when knowledge was first
obtained. The complainant has the right to appeal to the
California Department of Education within 15 days after the local
agency has issued the written report. The appeal to CDE must
include a copy of the locally filed complaint and a copy of the
LEA decision. The time line for seeking civil law remedies in
discrimination complaints stipulates that the complainant may
not pursue such remedies until 60 days after filing an appeal to
the California Department of Education. Complainants have the
right to legal counsel for free to low cost legal services. (Title V
California of Regulations §4622 & E.C. 32289 & 33308.1)
WILLIAMS LAWSUIT SETTLEMENT COMPLIANCE. Ocean View
adopted Board Policy 1312.4 for a modified Uniform Complaint
Procedure to identify and resolve complaints related to
deficiencies in instructional materials, emergency or urgent
facility conditions, teacher vacancies or mis-assignments.
We
submit quarterly written reports of summarized data from the
Uniform Complaint Process to the county superintendent. These
reports are due no later than 15 days following the end of the
quarter.
A copy of the Williams Uniform Complaint Form is available at
each school site and/or on our web site (www.oceanviewsd.org)
free of charge. The person responsible for processing complaints
at the school district level is the Assistant Superintendent –
Administrative Services at 488-4441 . (E.C. 35186)
NONDISCRIMINATION IN DISTRICT. The Ocean View School
District is committed to equal opportunity for all individuals in
education. District programs and activities shall be free from
discrimination based on gender, sex, race, color, religion,
national origin, ethic group identification, physical or mental
disability, sexual orientation, or the perception of one or more of
such characteristics. The District assures that lack of English
language skills will not be a barrier to admission or participation
in District programs. Complaints of unlawful discrimination are
investigated through the Uniform Complaint Process. Such
complaints must be filed no later than six months after
knowledge of the alleged discrimination was first obtained. For
a complaint form or additional information, contact the Assistant
Superintendent – Administrative Services.
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Additional Mandatory Title I Descriptions
Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already included any of the
descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included.
Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance with Section 1113,
“Eligible School Attendance Areas.”
Identify one of the following options as the low-income measure to
identify schools eligible for Title I funding:
 Number of children in families receiving assistance under the
CalWorks program;
 Number of children eligible for Free/Reduced Price Lunch
programs;
 Number of children ages 5-17 in poverty counted by the most recent
census data;
 Number of children eligible to receive medical assistance under the
Medicaid program;
 Or a composite of the above.
Describe how the low-income measure described above is used to rank
and select schools to receive Title I funds
 All schools with a 75% or above poverty level are funded
 All other schools are funded by poverty ranking district wide or by
grade span.
Description of how the LEA is meeting or plans to meet this requirement:
Students at Ocean View School District are found eligible for Title I funding
through their participation in the Free/Reduced Lunch program.
Ocean View operates a Title I schoolwide program when a school has a 75%
or above poverty level. All other schools are funded by poverty ranking
district wide or by grade span. The Superintendent or designee shall inform
any such eligible school and the school's parents/guardians of the school's
eligibility and its ability to consolidate funds from federal, state, and local
sources for program purposes.
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(continued)
Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections 1114, “Schoolwide
Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single school districts, if conducting a schoolwide
program authorized under Section 1114, may attach a copy of the School-wide Plan or Single Plan for Student Achievement in lieu of this
description. All ten of the required components must be addressed. (For more information on Schoolwide, please go to
http://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp ).
For schoolwide programs (SWP), describe how the LEA will help schools  OVSD will allocate unrestricted fiscal resources to K-8 core programs
to bring together all resources to upgrade the entire educational program
and allocate ongoing and carryover restricted funds towards priorities
at the school and include assistance in activities such as:
focused on Corrective Action 6.
 A comprehensive needs assessment of the entire school in relation to  District Capacity Study, Academic Program Survey (APS), the District
state standards. Schoolwide reform strategies that provide
Assistance Survey (DAS), the English Learner Subgroup Selfopportunities for all children to meet state standards.
Assessment (ELSSA), and the Inventory of Services and Supports
 Effective methods and instructional strategies based on
(ISS) for Students with Disabilities was completed and used to
determine district priority areas.
scientifically-based research.
 Strategies that give primary consideration to extended learning time,  Sites will use strategies based on scientific research that:
o Ensures all students receive differentiated instruction based on
extended school year, before and after school and summer programs.
need;
 Proven strategies that address the needs of historically underserved
o
Provide extended learning time (ASES, summer school, after and
students, low achieving students, and those at risk of not meeting
during school interventions);
state standards.
o Target students below proficiency in ELA and mathematics and
 Instruction by highly qualified teachers and strategies to attract and
provide intervention(s) specific to their needs (Multi-Tiered RtI²
keep such teachers.
 High quality and ongoing professional development for teachers,
model).
principals, paraprofessionals, and if appropriate, pupil services
 Implement the district’s adopted, SBE standards-based core
personnel, parents and other staff.
instructional materials and intervention programs.
 Strategies to increase parental involvement.
 The district will provide continuous professional development
 Assistance to preschool children in transitioning from early
opportunities for administrators, coordinators, teachers,
childhood programs to elementary school programs.
paraprofessionals and parents with a focus on supporting students in
 Timely and effective additional assistance to students who
mastery of the CCSS and the 2012 ELD standards. (see goal 1, 5.1experience difficulty mastering state standards.
5.9 reading and math)
 Institute effective parent engagement strategies (see goal 1, 6.1-6.3
and goal 2, activity 8)
 Provide assistance from early childhood programs to elementary
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
For targeted assistance programs (TAS), describe how the LEA will help
schools to identify participating students most at risk of failing to meet
state standards and help those students to meet the State’s challenging
academic standards. The description should include activities such as:
 Effective methods and instructional strategies based on scientificallybased 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.
school. Several preschool options are available (Ocean View Early
Education) as well as a Transitional Kindergarten program to provide
developmental, hands on instruction for the youngest kindergartners.
The district hires Highly Qualified Teachers and has high retention
and recruitment rates and hires a high percentage of bilingual teachers
and staff.
N/A
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(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.
N/A
Describe who is involved and the criteria used to identify which students
in a targeted assistance school will receive services. The criteria should:
 Identify children who are failing or most at risk of failing to meet the
state academic content standards.
 Use multiple measures that include objective criteria such as state
assessments, and subjective criteria such as teacher judgment, parent
interviews and classroom grades.
 Include solely teacher judgment, parent interviews and
developmentally appropriate measures, if the district operates a
preschool through grade 2 program with Title I funds.
The description should include services to homeless children, such as the
In conjunction with Ventura County Office of Education’s Homeless
appointment of a district liaison, immediate enrollment, transportation,
Education Project (HEP), OVSD has a homeless liaison to service the
and remaining in school of origin.
district’s homeless students. The duties of the liaison are to ensure that
students in temporary living situations have full and equal opportunity to
succeed in school. Families and youth receive additional educational
services for which they are eligible.
The liaison for homeless/foster youth has the following duties:
 Ensure proper school placement, enrollment and transfer from school;
 Track and improve student academic achievement;
 Provide resources and referrals;
 Assist with transfer of grades, credits and records when student
transfers schools;
 Ensure youth and children have full and equal opportunity to succeed
in school, and;
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
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.
Ensure foster and homeless students are provided with a free school
lunch.
N/A
(continued)
Please describe the actions the LEA will take to assist in its low-achieving schools identified under Section 1116, “Academic Assessment and
Local Educational Agency and School Improvement,” as in need of improvement.
If the LEA has a PI school(s), describe technical assistance activities the
LEA will provide to help the PI school, such as the following:

Assistance in developing, revising, and implementing the school plan.

Analyzing data to identify and address problems in instruction,
parental involvement, professional development and other areas.

Assistance in implementing proven and effective strategies that will
address the problems that got the school identified as PI and will the
school out of PI.

Assistance in analyzing and revising the school budget so the
school’s resources are used effectively.
According to the 2012 Adequate Yearly Progress (AYP) Report,
OVSD has three schools in Program Improvement (Ocean View Junior
High- PI Year 3, API 733; Tierra Vista – PI Year 4, API 727; and Mar
Vista- PI Year 5+, API 753).
The three schools have received the following technical assistance to
support the school in exiting program improvement:
 School visitations to observe successful research based models for
ELD and RtI2;
 School walk-throughs to observe and monitor effective teaching
strategies used within the classrooms;
 Curriculum support through VCOE Content Specialists to provide
staff development in research based instructional strategies in ELD,
Math and Language Arts, and;
 Dedicated ELD time during the school day to support English learner
acquisition of English and academic achievement of all English
learners.
Restructuring efforts for both Tierra Vista and Mar Vista include the
adoption of a new curriculum for grades TK-5 in ELA
(McMillan/McGraw Treasures) and for grades 6-8 in ELA (Pearson
Literature CA Reading and Language). Principals at both sites were
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replaced in 2012-13. Tierra Vista will be implementing a schoolwide ELD
period.
Both Tierra Vista and Mar Vista use a DSLT (school level) as a team that
provides increased accountability. (See goal 1 8.6 and 8.7)
Schools will continue to work collaboratively through their PLC’s to
determine safe harbor calculations, monitor student achievement and exit
program improvement.
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(continued)
Please describe the actions the LEA will take to implement public school choice with paid transportation and Supplemental Educational Services,
consistent with the requirements of Section 1116, “Academic Assessment and Local Educational Agency and School Improvement.”
Describe the process for parent notification of the school’s identification as
PI, including notification of the right for students to transfer to another
school that is not PI with paid transportation, and the right to receive
supplemental services.
Describe how the LEA will provide school choice and supplemental services
to eligible children, including the selection of the children to receive
services.
A letter is sent to all parents in their primary language to explain and identify
reasons for the school’s program improvement status. Included in the letter
are applications for school transfer requests as well as supplemental
educational services.
When a school is identified as Program Improvement Year 2 or beyond the
LEA will:
 Send notification letters to parents of eligible students;
 Notify parents of enrollment procedures for obtaining School of Choice
Transfers and/or Supplemental Educational Services;
 Coordinate parent choice transfers and placement in SES by working
collaboratively with SES providers and school sites, and;
 Follow all guidelines related to SES as provided in NCLB regulations.
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(continued)
Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide professional
development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents, and other staff, including LEA-level
staff in accordance with Section 1118, “Parental Involvement,” and Section 1119, “Qualifications for Teachers and Paraprofessionals.”
Describe the LEA’s strategies for coordinating resources and efforts to help
schools retain, recruit and increase the number of highly qualified teachers,
principals, and other staff.
Describe the LEA’s strategies for coordinating resources and efforts to
prepare parents to be involved in the schools and in their children’s
education.
The Human Resources Department partners with various district
departments, school administrators, and employee association groups to
recruit, select, develop, and manage a highly skilled and diverse workforce
in support of educational services and student achievement.
The LEA and sites provide ongoing parent communication through the goals
listed below:
 Goal 1.6.1-1.6.3
 Goal 2, Activity 8
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(continued)
Coordination of Educational Services
In the space below, please describe how the LEA will coordinate and integrate educational services at the LEA or individual school level in order
to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program. Include programs such as: Even
Start; Head Start; Reading First; Early Reading First and other preschool programs (including plans for the transition of participants in such
programs to local elementary school programs; services for children with limited English proficiency; children with disabilities; migratory
children; neglected or delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant
children.
Description of how the LEA is meeting or plans to meet this
requirement:
Describe how the LEA will coordinate and integrate educational
services at the LEA or individual school level in order to increase
program effectiveness, eliminate duplication, and reduce fragmentation
of the instructional program, including programs such as:
a.
b.
c.
d.
e.
f.
Even Start
Head Start
Reading First
Early Reading First
Other preschool programs
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.
OVSD has written the LEA Plan to serve as a guide for individual
school site plans and to reflect district goals. The Educational Services
Department coordinates services to support student achievement goals.
Site administrators, counselors, teachers, support staff, and various
parent committees (SSC, ELAC, DELAC) provide input to support the
academic successes of all students enrolled in OVSD schools.
All site plans must adhere to the district mission and vision, CCSS and
ELD Standards, and utilize research based effective strategies and
student data to guide the specificity of the site plan.
All teachers will use the district adopted curriculum and common
assessments to monitor student achievement during the school year.
Compare to programs listed on the LEA Plan to determine if all active
programs have been addressed.
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Ventura County Office of Education
District Assistance Intervention Team
for
Description of District Context
The Ocean View School District is located along the California coast in an area that is primarily
agricultural and somewhat isolated. The District covers an area of 80 square miles and serves the
Southeastern portion of Oxnard to the Point Mugu Naval Air Weapons Station and
unincorporated Ventura County from the Los Angeles County line to Port Hueneme. The city of
Oxnard is located at the western edge of the fertile Oxnard Plain, and is an important agricultural
center, with its distinction as the strawberry and lima bean capital of California. Founded in 1903,
it is the most populous city in the Oxnard-Thousand Oaks -Ventura metropolitan area. The 2012
California Department of Finance Report estimates the population of Oxnard to be 203,585.
The major industry, agriculture, produced great crops of barley and lima beans. Achille and
Henry Levy opened an agricultural brokerage business in 1882, and finally a bank, which
encouraged and assisted farmers. Then, in 1897, ranchers Albert Maulhardt and Johannes
Borchard believed sugar beets would be a profitable crop for the area, and invited Henry Oxnard
to construct a local factory to process the harvests. Oxnard and his three brothers operated the
American Beet Sugar Factory in Chino, California and encouraged by a pledge of 18,000 acres of
sugar beets from local farmers, built a factory in the heart of the rich fields. The Southern Pacific
Railroad constructed a spur right next to the factory site so the processed beets could be shipped
out.
A town quickly sprang up near the factory. Almost overnight businesses and residences appeared
around the town square, called the "Plaza" and schools and churches emerged almost as rapidly.
The city of Oxnard was incorporated in 1903, taking its name from the Oxnard brothers who
founded the sugar beet factory.
The factory attracted many Chinese, Japanese and Mexican workers to Oxnard and the sugar beet
industry brought diversification to agriculture. Major crops then included beans, beets, and
barley, and businesses in town consisted of general merchandise, restaurants, laundries, saloons,
and banks.
Agriculture has remained the major industry, but Oxnard witnessed a steady population increase
beginning in the 1940's. The city grew during World War II when military bases were established
at Port Hueneme and Point Mugu and also because of the rising electronics, aerospace and
manufacturing industries in the area. Oxnard is now the largest city in Ventura County and
despite the increase in population and industry, agriculture is still a vital part of the Oxnard
economy. According to the USDA, Oxnard is California’s largest strawberry producer, supplying
about one-third of the state's annual strawberry volume. The state of California supplies over 85
percent of U.S. strawberries.
Established in 1870, Ocean View School District (OVSD) is one of the oldest districts in Ventura
County and began with a one-room schoolhouse on the corner of Olds and Hueneme Roads, on
property purchased from county pioneer Thomas Bard for twenty dollars. The school served the
children of the farmers and ranchers who were predominately German immigrants. The school
board members and the children who attended the school were from early farm families whose
names are well known to local historians: Petit, Maulhardt, Arnold, Olds, Pidduck, Arundel,
Dufau, Naumann, Broome, Eastwood, and Kohler. Many local roads still carry their names. In
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the early 1900’s, students who wanted to continue their education beyond the eighth grade rode
their horses about 45 minutes to Oxnard High School.
In 1952, what is now Mar Vista Elementary School was built to accommodate a growing postWorld War II population and a housing expansion at the Naval Base Ventura County, formerly
Point Mugu Navy Base. The original one-room school was torn down, rebuilt, expanded and
modernized until it was finally closed in 1959. Laguna Vista Elementary School was soon built to
accommodate the continued growth in enrollment from the naval base. The district has had five
superintendents in its history beginning in 1955 when the first superintendent, Roy Marrs, was
hired. Prior to that time, the school was led by Principal, Elsie Littlefield from 1935-1955.
Many of the OVSD students come from families employed locally as farm laborers. Other
families are in the military, or work on the local base, and in local factories or service
occupations. The feeder neighborhoods include unincorporated areas with ranches and isolated
housing developments, and areas in the city limits of Oxnard that contain public housing, migrant
housing, trailer parks, and single family homes. Approximately 50% of the students use bus
transportation to school.
The district serves approximately 2,500 students in kindergarten through eighth grades in three
elementary schools and one junior high school: Laguna Vista School, Mar Vista School, Tierra
Vista School, and Ocean View Junior High. In addition, the district has an Early Childhood
Education (ECE) Program which provides preschool, day care, and afterschool care to
approximately 310 children at two sites in addition to satellite programs at Laguna Vista and
Tierra Vista schools.
The demographic breakdown of the population is approximately 86% Latino, 6% Caucasian, 3%
African American 4% Asian and 2% Black. More than 62% percent of the students are English
learners with Spanish being the dominant language. The district also has a small percentage of
English learners who are Mixteco and Filipino. Eighty-three percent of the students are low
income based on free/reduced price meal count (FRPM).
The three elementary schools and one junior high school are governed by the Governing Board of
the Ocean View School District. School communities range from 446 to 722 students in the
elementary schools and approximately 749 students at the junior high according to the Enrollment
Report as of 12/18/2012.
Ocean View School District was identified as a Title I Year 1 Program Improvement District in
2010-11. In 2012-13 they were identified a Title I Year 3 Program Improvement District and
identified by the State Board of Education as having “moderate” student achievement problems.
Since being identified as a Program Improvement District Year 1 in 2010-2011, based on the 2-5
grade span not meeting AYP criteria for two consecutive years in 2009 and 2010, the district has
made small but consistent growth in RLA. In 2009, AYP was met for all subgroups except
Students with Disabilities. Every subgroup showed more students proficient in 2010 than 2009
except for a small decrease for the white subgroup although they met the target. 2012 STAR
results show that the percent of district students who scored Proficient or Advanced in Language
Arts increased compared to 2011.
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In mathematics, students had a slight decrease from 2009 to 2010 except for the white subgroup.
In 2011 student’s scores increased slightly except for the white subgroup although they met the
target. In 2012, although not making the target, scores increased slightly for all subgroups.
RLA
Districtwide
Latino
2009
2010
2011
2012
38.4
39.0
39.4
41.7
32.7
34.6
35.1
37.3
Math
Districtwide
Latino
2009
2010
2011
2012
47.2
47
47.4
49.5
44.2
43.8
44.7
46.3
Percent of Students Achieving AYP
SocioEnglish
Students with
economically
learners
Disabilities
Disadvantaged
33.7
28.1
23.8
36.5
28.6
25.5
39.1
30.6
21.4
41.6
32.1
23.4
Percent of Students Achieving AYP
English
Students
Sociolearners
with
economically
Disabilities
Disadvantaged
44.2
42.6
32.6
43.1
42
29
47.2
43.4
32.7
49.4
44.2
33.9
White
Target
69.7
69.1
69.3
73.3 SH
46.0
56.8
67.6
78.4
White
Target
66.9
71.1
70.3
71.3 SH
47.5
58.0
68.5
79.0
Ocean View School District was first identified a Title III Year 4 Program Improvement District
in 2008-09. They are now identified as a Year 4+ district and continue to fulfill Title III
accountability requirements. In 2008-2009 and again in 2009-10, the district’s English learners
met AMAO 1 indicating that students were making progress in English. In 2010-11 the district
failed to meet AMAO 1, however, in 2011-12 they met the target. To meet AMAO 2 the district
must meet the targets for both cohorts: students who have been in U.S. schools for less than 5
years, and those who have been here for more than 5 years. Although in 2010-11 and 2011-12,
OVSD met the AMAO 2 target for the student cohort who has been in U.S. schools for more than
5 years, they did not meet the target for the cohort of students who have been in U.S. schools for
less than 5 years. Therefore, in 2010-11 and 2011-12 the district did not meet AMAO 2.
District
20102011
20112012
AMAO
1
% Met
AMAO
1
Target
Met
Target
?
AMAO
2a
<5 years
AMAO
2a
Target
Met
Target
2a
AMAO
2b
> 5 years
AMAO
2b
Target
Met
Target
2b
Met
AMAO
2
53.2
54.6
No
14.3
18.7
No
49.9
43.2
Yes
No
57.6
56
Yes
16
20.1
No
50.2
45.1
Yes
No
Methodology
Each of the seven capacity studies were completed by members of the Ventura County Office of
Education District Assistance Intervention Team. Interviews, document analysis, and data
analysis contributed to the findings and recommendations that follow. California Department of
Education tools, including the District Assistance Survey, English Learner Subgroup SelfAssessment and the Inventory of Student Services for Students with Disabilities were completed
by the district. The Fiscal Crisis and Management Assistance Team survey was administered in
December 2012 and teacher questionnaires were completed in January 2013.
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Alignment of Curriculum, Instruction and Standards to State Assessments:
Marcia Turner, Assistant Superintendent Educational Services, OVSD
Martha Hernandez, Director of Curriculum and Instruction, VCOE
Lynn Friedman, Director of Curriculum and Instruction, VCOE
The interview protocol was created by the CCSESA Regional Capacity Building project.
Questions focused on: Identification of essential standards; Pacing calendars; Common
assessments and analysis of student performance; Support for English learners and Students with
Disabilities; Tiered interventions for all students including strategic and intensive intervention
students; and, Use of instructional time. Teacher survey data from all four schools, and the district
office were completed and 2012 data were analyzed and used in this report. Analyzed student
data included all elements of STAR (CST, CAPA, CMA and CELDT). Documents reviewed
include Single Plans for Student Achievement from each school campus.
Data Systems and Achievement Monitoring:
Dr. Valerie Chrisman, Assistant Superintendent, Educational Services, VCOE
Dr. Jane Wagmeister, Executive Director of Curriculum and Instruction, VCOE
The interview protocol was developed by the CCSESA Regional Capacity Building project and
augmented by Dr. Dennis Fox, consultant and former LACOE assessment coordinator. The
questions focused on an overview of how data is used by the district office and schools,
professional development on the use of data provided by the district, the process teachers and
principals use to analyze data to improve instruction, the assessment process used by the school
sites to monitor increased student achievement, and how behavioral data is used by the district
and sites to further support increased student learning.
Fiscal Resources:
William Young, Assistant Superintendent Business Services, OVSD
Heather Kurpiewski, Director, Fiscal Oversight and Accountability, VCOE
Lisa Bork, Administrative Assistant, VCOE
The interview protocol was created by the CCSESA Region 8 Capacity Building Center and
School Services of California. Questions focused on: District budget scan on current status and
procedures; Budget planning process, Budget management process; and Alignment of LEAP and
site budgets to student achievement. In addition to the interviews, DAIT team members analyzed
documents including budgets, FCMAT results, and district forms before compiling the final
recommendations that are included in the LEAP.
Governance:
Dr. Valerie Chrisman, Assistant Superintendent of Educational Services, VCOE
Lisa Bork, Administrative Assistant, VCOE
Paul Chatman, President OVSD Governing Board
Dr. Craig Helmstedter, Superintendent OVSD
The interview protocol was created by the CCSESA Regional Capacity Building project.
Questions focused on: Vision; Policy; Curriculum and program accountability; Finance; Human
Resources; Collective Bargaining; Community Leadership; Coordination; and, Instructional
Leadership.
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Human Resources:
Suzanne Lange, Assistant Superintendent Administrative Services, OVSD
David Simmons, Director of Human Resources, VCOE
The interview protocol was created by the PMAT Clearinghouse. Questions focused on:
Recruiting, hiring and retaining administrators with strong leadership skills; Providing
professional development for administrators; Recruiting, hiring and retaining highly qualified
teachers; Evaluation of administrators and teachers tied to student achievement; Support systems
for new teachers, and, Labor relations that contribute to effective and efficient collective
bargaining and contract management.
Marcia Turner, Assistant Superintendent-Educational Services, OVSD
The interview protocol was created by the CCSESA Regional Capacity Building project in
conjunction with San Diego State Parent Center and augmented by Dr. Michael Babb. Questions
focused on: Communication to parents regarding student achievement and standards; Parent
involvement policies including informing parents of PI and English learner status; Parents’ role in
decision-making; Outreach programs to encourage family participation; and Orientations
provided to families of students entering high school.
Marcia Turner, Assistant Superintendent-Educational Services, OVSD
The interview protocol was created by the CCSESA Regional Capacity Building project and
augmented by the Ventura County Office of Education DAIT. The questions focused on:
Selecting and planning professional development; Role of the principal in professional
development monitoring of implementation; District support for adult learning; Evaluation of
professional development’s impact on student achievement; and, Support for teachers through
coaching and mentoring. Data from teacher surveys in 2012 was also used to inform this report.
Culture
Dr. Valerie Chrisman, Assistant Superintendent Educational Services, Ventura County Office of
Education
Dr. Craig Helmstedter, Superintendent OVSD
The interview questions were created by the CCSESA Regional Capacity Building project and
built upon Harvard University’s Public Education Leadership (PELP) Coherence Framework
(available at www.hbs.edu/pelp/framework.html). Questions focused on: District policies as they
reflect a commitment to implementing systemic reform; district’s vision, mission values and
priorities focused on the achievement of all students and especially English learners and student
with disabilities; How the district fosters shared beliefs and a sense of community and
collaboration; How the district builds a culture of commitment, collegiality, mutual respect,
shared responsibility and stability, how the district works to create professional learning
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opportunities based on trust, support, shared responsibility and continuous learning; and, how
district leaders develop system-wide coherence for instructional improvement.
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VENTURA COUNTY OFFICE OF EDUCATION
District Assistance and Intervention Team
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District Context and Findings for Alignment of Curriculum, Instruction and Standards to
State Assessments
The Ocean View School District identified essential standards for the 1997 California State
Standards. A committee of teachers created standards posters and booklets. The booklets were
used during parent conferences to inform and clarify expectations. Currently, the instructional
emphasis is on the California State Test Blueprint. In 2011-12, using the ELA Materials
Adoption Toolkit, the district purchased the 2008 ELA adoption, Treasures. The adoption
process, it was reported, was structured and included, a pilot process, teacher decision-making
and training. Based on district subgroup data analysis, the committee concluded that the new
materials needed to address English learners and struggling readers. With the transition to the
Common Core State Standards, the focus has changed from the essential standards to the three
shifts in ELA and Mathematics. It is reported that the expectation for CCSS implementation is
that teachers plan and deliver 3-5 CCSS lessons aligned with Treasures by June 2013.
(Recommendations #1, #4, #5 and #6)
The district has developed a draft three-year implementation plan for the Common Core
Standards K-5 which focuses on the three shifts in ELA and Math. The plan includes the
pedagogical demands/task, professional development needs as well as a timeline.
Teachers new to the district receive training and support regarding the ELA and Mathematics
materials from the BTSA Support Provider. Due to low numbers of new teachers to the district in
recent years the annual week-long training has not been offered.
To ensure that English learners have access to the core curriculum it was reported that the district
provides primary language instruction. To support ELD, the district provides professional
development in Systematic ELD and GLAD, and the use of supplemental ELD materials. The
agenda at the monthly management meeting includes examination of data. To monitor that
English learners have access to the core curriculum in reading/language arts and ELD it is
reported that district administrators visit schools and engage in conversations with principals.
According to Title III data, the district has made progress in AMAOs I, II and III and has met the
target at the middle school but has failed to meet the targets at the elementary levels. According
to documentation, ELD K-5 is at least 30-45 minutes by proficiency level, with regular
assessments to monitor progress. At 6-8, ELD is provided for beginning levels with EL strategies
integrated in all content areas. (Recommendations #1, # 2, #3 and #7)
Documentation reveals that at the middle school level curriculum maps have been developed in
science, math, physical education, and history. An area of strength, it was reported, is that each
school has a full time staff member to facilitate the RtI2 model and that schools have transformed
and reformed how they use their instructional assistants. In addition, intervention services are
provided in English and Spanish. There is a Response to Intervention map at the middle school
level.
Ocean View staff has reviewed the state’s EPCs with teachers at each site. With those
components in mind a document, Ocean View EPCs was developed and highlights the
importance of effective use of instructional time. District staff reports there may be a need to
revisit the issue. (Recommendation #8)
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Recommendations for Alignment of Curriculum, Instruction and Standards to State
Assessments
It is recommended that:
1. The Department of Educational Services in collaboration with teachers and elementary
site administrators will fully implement a well-articulated district-wide ELD program that
utilizes the 2012 ELD Standards and Guided Language Acquisition Design, which is
interactive, leveled by proficiency level, focused on language objectives and on the
schedule.
2. The Department of Educational Services in collaboration with teachers and site
administrators will develop a Bilingual Master Plan to serve as an operational guide for
the implementation of outstanding and compliant programs for English learners and to
ensure that these programs achieve the district’s goals for ELs. The plan will include
goals for ELs to reach linguistic, academic and cultural proficiency and will be consistent
with local board policies, and the district’s Local Educational Agency Plan (LEAP).
3. Explore the possibility of a dedicated staff person at the district office level to administer
and coordinate English learner services to include the implementation of district-wide
ELD, the development and implementation of a Bilingual Master Plan, English learner
curriculum, instruction, assessment and professional development.
administrators will establish CCSS implementation priorities and develop ELA and
Mathematics standards posters to communicate expectations with teachers and students.
5. The Department of Educational Services in collaboration with site administrators will
communicate the expectation that teachers plan and deliver 3-5 CCSS lessons aligned
with Treasures by June 2013.
6. Update the draft 3 year CCSS implementation plan for Common Core Standards K-5 and
develop a plan for 6-8. Develop and communicate CCSS expectations for 2013-2014 to
all teachers, paraeducators and administrators.
administrators at the middle school will create a master schedule which provides daily
ELD for all English learners by proficiency level and ensure accurate placement of EL
students in content area courses. The master schedule should ensure that students are
provided access to ELA, ELD and math with teachers employing SDAIE instructional
strategies, utilizing the 2012 ELD Standards as a resource, integrating academic
vocabulary, oral academic language activities, standards-based and leveled curriculum.
8. The District will determine and communicate expectations for instructional time
including the effective use of double blocks. Principals will monitor and support
consistent effective use of instructional time by regular classroom visits.
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9. The Department of Educational Services in collaboration with teachers and
administrators will train general and special education teachers to collaboratively create,
by department, common formative assessments to track student progress electronically.
10. All teachers will be trained to collaboratively analyze data derived from common
formative assessments during collaborative time and select the most appropriate
instructional strategies to guide differentiated, targeted instruction and tiered intervention.
Teachers and administrators at the Junior High School will be trained to set reasonable
targets using Marzano’s proficiency scales (rubrics). These proficiency scales will assist
to design and score formative and summative assessments.
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District Context and Findings for Data Systems and Achievement Monitoring
Ocean View School District increasingly embraces data-driven decision-making and has made
significant changes in its data culture with the use of Data Director, district assessments,
curriculum assessments, online STAR Assessments and teacher-made assessments. Interviews
reveal that the Assistant Superintendent frequently engages principals in data conversations by
either preparing reports herself, or during principal meetings where data from each school is
reviewed and discussed.
According to staff interviews, uniform processes of summative data collections are evidenced as
“staff implements two district interim assessments per year, writing assessments three times a
year, and math assessments three times a year. Kindergarten teachers have developed their own
assessments and principals use their own progress monitoring data. Teachers participate in
conversations as they look at tiered levels (RtI2) of support.”
Actual data systems and access to data are provided by the district. The Assistant Superintendent,
Educational Services realizes her role as an additional bridge between technology and curriculum
and helps the district and sites by providing support to staff with data disaggregation. Principals
discuss data and progress monitoring at principals’ meetings. Some middle school teachers are
beginning to use item analysis and individual student assessment data to conduct error analyses.
The Assistant Superintendent, Educational Services provides the principals with data analysis
support. There is no evidence found to suggest there is a district template for analyzing data
(Recommendation #2). Interviews suggest teachers meet regularly during banking time and have
developed common assessments with the district’s support. Some principals request minutes from
grade level meetings, it varies by site.
Although the district has provided some data teams training, administrators acknowledge that
both teachers and principals analyze data with varying degrees of expertise and that not all site
administrators have received the same training on the use of data, how to facilitate and support
their teachers’ Data Teams, and how to set student achievement goals and monitor progress.
(Recommendation #1 and #2)
According to staff interviews, two of three schools use common formative assessments to support
ELD teaching and learning with plans to include a third school. (Recommendation #3)
Recently, administrators have participated in classroom Instructional Rounds (IR) at different
campuses using the Elmore research-based model. The IR model remains an area of opportunity
for the district to improve its practices and link classroom observation data more closely to
improvements in teaching and learning. (Recommendation #4)
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During interviews it was revealed that the district reviews suspension rates annually as well as
patterns of challenging student behaviors. Attendance reports are shared with department chairs
and brought to SST meetings. While it is an expectation that some kind of behavioral strategy is
employed before going to SST, only some teachers have been trained in Positive Behavior
Interventions and Supports, (PBIS) using the CHAMPS approach. Teachers at the Junior High
have been trained in I Understand. Elementary and Jr. high counselors provide support in this
area. (Recommendation #5)
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for
District Context and Findings for Data Systems and Achievement Monitoring
Recommendations for Data Systems and Achievement Monitoring
It is recommended that:
1.
Monitor and support instruction by providing training for all site administrators and
teachers on Data Teams and facilitation skills for data discussions. Include as
administrative meeting topics student achievement, the use of student achievement data
and how each site leader is to utilize data to make instructional decisions.
2.
Administrators and teacher leaders create a clear and well-monitored system of
communication for teacher collaboration meetings. Documents produced from these
meetings will provide item and error analysis for the assessment, and include the names
of students in groups and the skills that will be targeted for re-teaching/intervention. Each
principal will be expected to collect grade level/department meeting notes with specific
details on how the site administration will support the teachers’ efforts.
3.
Provide, monitor and support ELD formative assessments that will be used by teachers to
inform instruction.
4.
Superintendent and senior staff use the Instructional Rounds process to gather data that
helps drive the professional development and academic focus areas for all OVSD staff
members.
5.
Include in principals’ meetings the use of student data including, tardies, attendance,
referrals, suspensions, and achievement data showing how each site is progressing with
PBIS.
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District Context and Findings for Fiscal Resources
A Budget Committee exists and is composed of district staff. The budget is developed based on
goals in conjunction with the Educational Services Department. Both the Chief Business Officer
and the Assistant Superintendent of Educational Services serve on the Budget Committee and the
Local Educational Agency Planning committee. They verify that the Budget Committee considers
the district priorities, Board goals, and school site goals during the budget development.
The district takes very clear steps to make sure the Board of Education, district and site
leadership, employee associations and School Site Councils understand the district and site
budgets. To keep the Board informed, budget updates are presented at regular Board meetings
and special Board meetings. Before the Board meeting, the CBO consults with the
Superintendent to determine if the Superintendent wants to include any additional budget report
materials for the Board members. Each Monday, school sites receive their weekly budget reports
and are given the opportunity to ask follow-up questions. All budget reports are also posted on
the Business Services section of the district website and the Assistant Superintendent of Business
Services maintains an open door policy for all staff, members and community members to discuss
the district budget.
When a budget assumption changes, it is discussed with the Superintendent, Cabinet,
management and then with the Board of Trustees. All State timelines are followed if budget
revisions are needed.
Annually, School Site Councils attend Board meetings to discuss budget priorities. Budget
presentations are made to each School Site Council and are posted on the district website. Most
categorical funds are site-based and require School Site Council input.
The bargaining units participate via the budget committee. They are invited and aware of budget
presentations. Bargaining units have a monthly labor management meeting. The discussion at
these meetings is informational and not part of the budget approval process.
Ocean View School District has some unique budgeting considerations. The district is located
next to two military installations which results in fluctuating enrollment. Fortunately, enrollment
has been stable for the last five years. One school site is at enrollment capacity and attendance
boundaries will need to be addressed in the future. The second budgeting consideration is
increased health and welfare costs due to increases in benefit costs. This presents a future
potential impact on restricted and unrestricted budgets. Currently, the district is not filling support
staff openings in an attempt to reduce expenditures.
Ocean View School District has no QEIA schools. It does have Title I schools and recently added
an additional Title I school. This has resulted in less Title I funding for each of the Title I schools.
Ten percent of the district’s Title I funds are set-aside for professional development. Due to the
granted flexibility, funds for administrator training come from Title II and English learner
professional development comes from Title III funds.
146
The district’s statutory reserve requirements are met at 3%. The district continues to meet
minimum reserve requirements and remains in good fiscal health. The 2012-13 First Interim
Report has a positive certification.
Effective resource management is maintained with regular cabinet meetings attended by the
Superintendent and Assistant Superintendents of Educational Services, Business Services and
Administrative Services. Quality assurance is discussed and checked and depending upon
whether funds are restricted or unrestricted, funds are always confirmed with the Local
Educational Agency Plan before expended. All categorical expenses must be first approved by the
Assistant Superintendent of Educational Services before being sent to the Assistant
Superintendent of Business Services. While there is no Board Policy regarding the order of
expenditures, it is a district practice to always spend restricted funding first.
The district enjoys a strong reputation in the county as a district who pays well (in the top 5% of
elementary districts in the county), encourages active participation in decision-making, supports
professional development and promotes a family atmosphere within the sites and throughout the
district. As a result, the district has no trouble hiring only highly qualified teachers and
experiences a low turn-over rate.
While the district is always on the lookout for applicable grants and partnerships, Ocean View
School District rarely accepts grants that result in encroachment on other services. All grant
applications are reviewed by the Cabinet and are not presented to the Board until they have been
thoroughly scrutinized and it has been determined that the grant deliverables align to the Local
Educational Agency Plan.
The district does not provide centralized services and categorical money goes directly to the
school sites, except when appropriate and allowable. Then, direct costs are charged to the site.
The cost to educate students with disabilities results in an encroachment of four percent. The
district has always met the maintenance of effort threshold. The encroachment is not stable
because of the changing enrollment. It is expected that the encroachment is likely to increase to
six percent.
Single Plans for Student Achievement are aligned to the LEAP. In August of each year, a retreat
for Board members and management takes place. During the retreat principals present what goals
were met for the previous year and establish goals for the upcoming year. The Assistant
Superintendent of Educational Services does the same at the district level. Participants at the
retreat reflect on these goals and determine that the district and site goals are aligned and
consistent. Before submission of the site plans to the Board in May or June for the subsequent
year, the Assistant Superintendent of Educational Services works with each School Site Council
and site leadership team to verify that the site plan and budget are aligned to the district plan and
budget. If changes to the LEAP and/or LEAP budget occur during the year, the revisions go to the
cabinet and Superintendent for approval and the budget is updated with interim reports.
Site administrators are trained by the certificated Chief Business Officer. Categorical or budget
assumption training is provided during management meetings. On a weekly basis, the CBO
ascertains that the site budgets are understood and monitored by the site leadership.
Ocean View School District has four school sites. At two of the sites, a bar code system has
recently been implemented. Discussions are ongoing to install the bar code system in the
remaining sites. All adopted textbooks go through a rigorous pilot and selection process with the
147
Adoption Committee. Selected textbooks are aligned to the SPSA and the LEAP. Principals work
with text book representatives and the Assistant Superintendent of Educational Services to
develop a textbook order specific to the site and to ensure compliance.
Human Resources is a subsidiary of the Administrative Services Department and cannot hire
personnel without following district procedures. The district procedures include the completion of
a Position Vacancy Request and the procurement of approvals from the Assistant Superintendents
of Educational Services and Business Services, the Superintendent, and finally, the Board. No
hires or employment changes are made without the signature of the Assistant Superintendent of
Business Services.
All requests for conference attendance must be approved by the Superintendent and Board.
Conference registration is pre-paid but other expenses are reimbursed after the conference or
training. Typical reimbursement is within seven days of received request.
Reimbursements are limited to travel costs and rarely made for purchases. All purchases made
with the intention of reimbursement must be pre-approved by the supervisor. Purchase
requisitions are the preferred method for making purchases. Open purchase orders are usually
permitted only for the district’s office of maintenance and operations.
Extra duty requests are presented by the principal in a memo. The memo is used to support the
payroll process if it is approved. Human Resources will not process the request without first
obtaining approval from the CBO and Educational Services. Extra duty time sheets are submitted
weekly once approved.
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District Assistance and Intervention Team for
Ocean Valley View School District
Recommendations for Fiscal Operations
Continue to focus funding toward meeting the mission and vision of student learning, specifically
for CCSS and 21st Century Learning.
Fiscal Health Risk Analysis:
The district completed the Fiscal Health Risk Analysis assessment developed by the Fiscal Crisis
Management Assistance Team with the Ventura County Office of Education Director, Fiscal and
Oversight Accountability. This assessment showed a very low rate of risk analysis with a score of
0 – 4 in the rating. The district maintains a reserve for economic uncertainty of 3%, meeting the
statutory reserve requirement. The total ending fund balance is 22.2% of expenditures. There is
4% encroachment for Special Education.
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District Context and Findings for Governance
The Ocean View School District Governing Board recently completed the second iteration of its
vision and goals. Input was gathered from parent committees and School Site Councils as well as
staff. Every five years the vision and goals are re-visited to confirm they continue to be the most
critical areas of focus for the Board. Student learning is always the number one area of focus and
appears first on their list of goals.
The language of Board Policy is most often taken from policies created by the California School
Boards Association (CSBA). The Ocean View School District Board revises the policy language
to reflect the needs and practices of the district. The Board President stated that it is not the
practice of the Ocean View School District to create policy but rather to provide direction to the
district on policy. New legislation that requires accompanying policy is brought to the Board for
review. The policy language is most often identified among draft policies suggested by CSBA,
with the Superintendent and staff making recommended changes to the CSBA policy. There are
several layers of discussion and review before the final draft is presented to the Board for its
consideration. At a Board meeting there is a First Reading where the Board asks questions and
makes additional suggested edits. Neither the Superintendent nor the Board President could recall
a policy that was approved at the First Reading. Policies return with the Board’s suggested edits
at a subsequent Board meeting for a Second Reading and approval.
The Board’s work to create policy on promotion and retention reflects its commitment to
innovative leadership and high expectations aimed at improving student achievement. During a
Board Retreat ten years ago, the Board focused on middle school students who had trouble
reading. The Board was concerned that through social promotion students matriculated year after
year without receiving the intensive support they needed to become successful readers. They
addressed the problem by writing policy that made clear students had to have sufficient reading
proficiency at each grade level to matriculate to the next grade level. The Board also clarified that
parents needed to be involved and teachers needed to explain to the student and the parent what
skills the student lack in order to be promoted to the next grade early in the school year. The
Board President shared that every year he received telephone calls from parents who are
disappointed their child “won’t walk.” He feels confident that the teachers and school staff have
communicated to the student and family what the student needed to know to graduate and that the
school offers the support the student needs to be successful. “We take a hard line and no longer
socially promote,” stated the Board President
According to the Superintendent, the Board has confidence in the district staff and leaders. The
policies the Board creates are not obtrusive and allow the district to move forward with the full
support of the Board. Instructional Rounds and the work the district is doing on Common Core
State Standards were cited as two examples of the Board’s support of district initiatives. The
Superintendent noted that the policy is foundational, and the Board’s expectation is that the staff
is taking the steps necessary for implementation. The district sees the Board as supporting the
work they do and the Board believes the district staff and teachers are a “marvelous team.” The
Board President has served on the Ocean View School District Board since January of 1989. He
has also served in school Board leadership positions at the State and national level and is keenly
aware of how well the Ocean View School Board functions compared to other Boards.
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Communication between the Governing Board and the Superintendent is ongoing. Each month
there is a confidential Board letter sent prior to the public meeting. While a weekly Board
communication is not sent, Board members are informed of anything that “pops up” before it is
known in the community. A recent school bus accident was cited as an example of the
Superintendent immediately calling the Board President who in turn informed other Board
members. Communication with parents takes place at the beginning of the school year and as
needed during the school year. Information that teachers need is communicated immediately.
Curricular programs come to the Board from teachers and staff. Instructional materials are
reviewed by the teachers and district staff and submitted to the Board for approval. “The Board
trusts the teachers,” stated the Board President. When there are new initiatives, the district staff
provides study sessions. At the beginning of the Common Core State Standards (CCSS) initiative,
the Board received a district-led training. This helps the Board members feel “they are ahead of
the game.” The Superintendent believes that the Board’s knowledge allows the district to move
more quickly on implementation of initiatives. At the bottom of each agenda is a query for Board
members on topics they would like the staff to present at the next Board meeting. This
information becomes public and people can attend the meeting and also hear the district staff’s
presentation. Additional efforts to make sure the school community knows about district and
Board instructional initiatives are on a district Facebook page and posted CCSS documents in
English and Spanish on the district webpage.
The Board monitors the progress of the district’s students. District staff presents data from the
different state and district assessments. Because all Ocean View School District Board members
have been in their positions for nine years or more, they are accustomed to reviewing student
achievement data. Two of the Board members are teachers and according to the Board President,
they ask “great questions.”
The Board believes that it is their responsibility to be knowledgeable about the district’s finances
and to provide answers to the community’s questions. Quarterly reports, annual audits and
ongoing financial reports are provided to the Board. The Board also believes that it is their
responsibility to provide the Superintendent with clear direction regarding negotiations. The
Superintendent is the Board’s employee and represents the Board at all negotiations.
Decisions are made as a team. Once a decision is made, the Board expects the Superintendent to
“take the ball and run with it.” Twenty-first Century Learning was cited as an example of a
decision that was made as a team and the Superintendent embedding that decision in all of his
work. The “Welcome Back” event at the beginning of school introduced a model for what 21st
Century Learning can become in the district.
The district has a culture of promoting from within and supporting the new leaders with coaching
and mentoring. This helps maintain the culture and gives the people who are currently in the
district the opportunity for promotions. The Board believes that the superintendent has been hired
to work with the administrators to develop, train and support their staff members. “We try to
make good decisions early on in the hiring process,” said the Superintendent, “because our kids
need the best every day.”
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The role of the Ocean View School District Board is made clear in the Board President’s final
statement,
“Teachers instruct and administrators work with teachers. The Board is a balance for the
community to make sure goals are being fulfilled, kids have quality instruction, and
teachers can teach.”
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Recommendations for Governance
Continue the strong practices and procedures that are in place for governing Ocean View.
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Ocean View School District (OVSD)
District Context and Findings for Human Resources
The Human Resources Department partners with various district departments, school
administrators, and employee union groups to recruit, select, develop, and manage a highly
skilled and diverse workforce in support of educational services and student achievement. OVSD
employs approximately 121 certificated personnel, 25 ECE teachers, and 126 classified personnel
assigned among the district office, one middle school, three elementary schools, and two Early
Education sites. The Human Resources Department seeks to provide excellent administrative or
personnel services to the Ocean View students and parents, and community in each of these
settings.
OVSD seeks to maximize student time with qualified staff. OVSD has maintained small class
sizes and a 180 day school year. OVSD has resisted calls to increase class sizes to support
benefits. OVSD “held the line. Kids and instruction comes first.” OVSD further maintains that
optimum student performance can only be achieved if there is a fully qualified teacher in every
classroom. Although the Assistant Superintendent expressed how difficult it sometimes is to find
qualified candidates (especially for mild-to moderate - Special Education classrooms), OVSD has
been able to avoid hiring teachers with short-term staff permits (STSP) or provisional internship
permits (PIP). The STSP is designed for unanticipated staffing needs and is not renewable. The
PIP is for anticipated staffing needs and may be reissued one time if the holder attempts but does
not pass all associated subject-matter subtests. Neither document allows the holder to be
considered Highly Qualified under the No Child Left Behind Act (NCLB) of 2001.
The Human Resources Department tracks NCLB compliance at each school and
assigns newly hired teachers according to school staffing needs. There is a spreadsheet which
includes the current teacher assignment and means by which they are highly qualified or (when
necessary) working towards being highly qualified. Policies and procedures are in place to
support classroom personnel in meeting state and federal requirements for their current
assignment. District administrators have supported non-highly qualified teachers, monitored their
progress and held teachers accountable for becoming highly qualified as quickly as possible.
Programs and activities that the district has historically used to assist non-highly qualified
teachers to attain highly qualified status include CSET test prep, coursework, and VPSS.
Currently 100% of teachers are NCLB-HQT.
Proper assignment within credential certification, especially regarding the appropriate English
Learner (EL) Authorization, is regularly monitored. The district has provided considerable
support for teachers to attain EL authorization (e.g., Bilingual Teacher Training Program).
Appropriate state and federal categorical funds were also used to assist teachers to become EL
authorized. All current OVSD teachers are appropriately credentialed with EL authorizations.
Despite tough budgetary issues, OVSD has maintained a strong commitment to Bilingual
Education. Although the Assistant Superintendent describes how the pool of qualified applicants
has shrunk, OVSD remains committed to hiring “5-star” teachers for all its programs including its
Bilingual programs. Currently 100% of teachers are EL certified.
The Assistant Superintendent, with assistance from the VCOE Credentials Technician, is
responsible for CALPADS reporting. To address changing state requirements and reporting
procedures, the Assistant Superintendent attends monthly meetings of the Certificated Personnel
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Administrator Network (CPAN). VCOE’s Application Manager from Technology Services
attends CPAN and shares updated information on CBEDS and CSIS with the district. As a result,
assignment of certificated staff is accurately reported on CALPADS. All information is reviewed
and verified to ensure accuracy by the Assistant Superintendent.
To address changing state requirements, the district has also provided considerable support for
Special Education teachers to attain appropriate authorizations (e.g., Added Authorization for
Autism). Appropriate state and federal categorical funds were used to assist these teachers to
become appropriately authorized. OVSD participates in a partnership with VCOE to provide
approved Added Authorizations in Special Education (AASE) that meet California standards and
guidelines. Although OVSD does not currently need interns, the district participates in a
partnership with VCOE to offer funding for CTC approved Paraprofessional and Intern Teacher
Credentialing Programs, allowing participants to attend classes while working full time as
teachers, culminating in a Preliminary Credential. Different RtI2 models are utilized at each
school consistent with that school’s available resources and specific student needs. Credentialing
issues regarding Special Education staff providing services to students in tiers two and three have
been noted.
Procedures and processes have been developed to ensure that collective bargaining and contract
management have a positive effect on student outcomes. Management and Labor have agreed to
support those efforts which encourage better ways of serving the needs of students and promotes
enhanced student learning. The district has maintained cordial labor relations characterized by an
open-door policy with its bargaining unit representatives. It is anticipated that this will facilitate
implementation of each single school plan and the Local Educational Agency Plan. For example,
“banking time” is sanctioned by both the Certificated Bargaining Unit Agreement and the LEA
plan. This time is used for collaboration, instructional planning, and structured Professional
Learning Communities. A Department of Defense grant focused on STEM allows lead teachers to
provide a “coach-type of support” without any impediments to selection of coaches.
Administration can visit classrooms without impediments. OVSD has implemented Instructional
Rounds. Every teacher can take a day as a professional day to visit other school or district for
their learning.
OVSD offers a competitive package of total compensation and professional working conditions
that attracts and retains teachers, substitutes and administrators to the district. The elementary
schools have maintained class size reduction of 24-1 for K-3 and 30-1 for grades 4-8. For each
additional student in grades 4-8, the teacher is compensated $10.00 per day. Approximately 82%
of the general fund budget is designated to salary and benefit compensation. OVSD offers an
attractive Medical, Vision, and Dental Benefit Package. A $500 Masters and Doctoral Stipends
are offered to all qualifying certificated employees.
OVSD has several procedures in place to ensure enrollment projections are completed as early as
possible in the hiring season. The review begins in January. The Superintendent meets with the
Navy liaison, as well as the city of Oxnard and local developers. The Assistant Superintendent
indicated that Laguna is the site whose enrollment is the “wild card” because of its attendance
area. Sometime during February or March, an initial enrollment meeting is held; the second
meeting is held near the end of the school year in June. Data from these meetings is used to
project fall enrollment. At that point, the schools are familiar with the student enrollment and
there is a fairly clear picture of what transition grades will look like. Enrollment is revisited in
August after the summer enrollments. During the first few weeks of school, a warm body count is
taken every day followed by monthly enrollment review by District Administration and the
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Governing Board. Ocean View administration recognizes that it is important with a tight budget
to not overstaff.
Although there has been a recent turnover among several very long-term OVSD site
administrators, the Assistant Superintendent indicated that OVSD has no problem with principal
retention. OVSD has a “Future Leaders” cohort currently in its third year. Any certificated staff
members with an administrative credential, are working on an administrative credential, or who
are even considering going in that direction are invited to be in the cohort. They have an
opportunity to shadow administrators at the site or district level. Sessions have included such
diverse topics as workers’ compensation claims and how to deal with angry parents. The district
leadership team brings key people from the site leadership teams. Historically, OVSD
administrators participated in ATP. In the future, OVSD will be using a mentoring model to clear
their administrators’ credentials.
Certificated evaluations are handled through the Human Resources Department. An evaluation
schedule is sent throughout the district. When evaluations are identified as less than satisfactory,
they are reviewed by the Assistant Superintendent-Administrative Services. If a school site has
missed anyone, they are contacted. Because OVSD has several new administrators, the Assistant
Superintendent has met with each of them to go through all the timelines and provide an
extensive conversation on how they use observation and evaluation documents. The Assistant
Superintendent intends to provide further training on district-wide calibration.
The Human Resources Department is also charged with planning, developing, implementing and
administering recruitment, selection, and professional development programs to retain the most
qualified employees for classified service with OVSD and ensure that such programs are in
compliance with state and federal employment laws and regulations.
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Ocean Valley View School District
Recommendations for Human Resources
It is recommended that Assistant Superintendent of Administrative Services continue to
implement a process to calibrate scoring procedures consistent with the locally bargained
agreement among those responsible for teacher evaluations.
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District Context and Findings for Parent and Community Involvement
According to the Title III Year 4 Improvement Plan, the Ocean View School District currently
has a high level of parent and community participation. District parent meetings for English
learners and Migrant parents are well attended. The district has reinvigorated DELAC and
ELAC. Parents have participated in many workshops and leadership training activities, and are
active on School Site Councils and other parent groups. In general, a majority of the parents who
attend events are Spanish speaking parents. The district is challenged to get English speaking
parents to get involved or participate in meetings or events. Military parents live far away or
families live on isolated ranches. This is a consequence of the district being a semi-rural
community. (Recommendation #2)
All district and site parent communications, flyers, report cards, IEPs, and meetings are in English
and Spanish. The district has a parent involvement policy that is reviewed annually.
Based on interview data, parent involvement is the responsibility of the site administrator. The
district does not have staff dedicated to solely parent and community involvement. According to
the Title III Year 4 Improvement Plan, the goal of Ocean View School District is that parents are
fully informed and fully understand their rights, the program options that are available to them
and the assessment results for their children. All federal and state requirements regarding parent
notification about program placement, parent rights, and assessment results are followed. Because
the district is approximately 62% English learners, and many parents speak only Spanish, the
district has a high number of bilingual staff that are trained to provide information to Spanishspeaking parents. Tagalog is spoken by a few parents, and Tagalog speaking staff are also
available. Parents receive information in several formats and at various times, to ensure that they
have a true understanding of all of the required areas. Upon registration, parents of EL students
are provided with verbal and written explanation of the programs that are offered for EL students.
This explanation includes all of the required elements (a-h). When students are identified as EL,
parents are provided with a written notice explaining that designation, and the assessment results
that show the child’s level of English fluency and academic achievement. In early fall, teachers
meet with parents and review this information in person, to ensure that the parents have a good
understanding, and have the opportunity to ask questions. Annually, teachers review with parents
the results of English proficiency tests and academic assessments, during parent conferences.
(Recommendation #3)
OVSD’s web page (accessed 1/04/13 http://www.oceanviewsd.org/domain/29) includes links to
the following parent information: Annual Notifications, Enrollment Packet, Interdistrict Transfer
Agreement/Acuerdo de Transferencia Interdistrital, Kindergarten Flyer/ información de kínder
2012-2013, Paquete para Inscripciones, Parent Portal, School Safety Plans, Student Accident
Insurance and the Volunteer Handbook. (Recommendation #1)
District staff describes a small but growing number of Mixteco-speaking families whose needs
and interests are unlike those of Spanish-speaking language minority families. Parents, who lack
an understanding of how the U.S. school system functions, need to receive their information
through oral presentation. According to LEA Plan Addendum, staff will investigate the
possibility of finding interpreters for this community. (Recommendation #2)
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Recommendations for Parent and Community Involvement
Recommendations are:
1. Train parents in the use of technology to support both their child’s skills in 21st Century
Learning as well as provide training opportunities for parenting skills and parent
education through online or blended learning opportunities.
2. Explore the possibility of hiring a full-time parent involvement classified staff member to
help coordinate parent involvement and engagement activities, parent leadership
mentoring, DELAC and ELAC, the ESL classes, military parent outreach, and Mixteco
parent needs and services.
3. Provide an overview of the Common Core State Standards to the parents.
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District Context and Findings for Professional Development
The district is committed to maintaining a calendar of 180 days of instruction and three days of
professional development for staff, to the extent possible considering budget constraints.
According to the Title III, Year 4 Action Plan, all school sites use strategies to increase common
teacher planning time such as banking of minutes.
Staff interview data reveals that the Professional Development plan is to support teachers with the
implementation of the newly adopted Reading Language Arts program. According to the Title
III, Year 4 Action Plan, all K-5 teachers, and 6-8 language arts teachers, including special
education teachers, have been provided with professional development based on the new R/LA
materials adopted in 2010. In addition the Year 4 Action Plan states that trainings included
strategies to use with English learners. Professional development has been created in
collaboration with teachers, and includes ongoing support from a district level coach (District
Resource Teacher). According to staff interview data, the district does not endorse “one shot
professional development.” Each district initiative is at least a three year process with one full
time district teacher dedicated to follow-up. Reflection and inquiry is included as part of the
district’s professional development offerings. There is some attempt to ensure that administrators
receive professional development first so that they may assist in the implementation with their
staff.
According to staff interview data, the district follows research-based professional development
practices. As such, the district is mindful to ensure that professional development is job
embedded, provides choice, and is collaborative and sustainable with ongoing follow-up support
with coaching as needed. In addition, critical elements of OVSD’s professional development
include co-design and use of in-house experts to honor teacher’s expertise. Attempt is made to
provide training at convenient times and locations and to provide an affirming environment.
Although, according to interview data, the district does not have a formal professional
development plan, 90% of the professional development offered is mandatory. Continuous
learning is a priority and there are district initiatives that all schools are required to participate.
The assistant superintendent monitors and provides feedback to the principals on their School
Plan for Student Achievement related to professional development. The implementation of staff
development is site-based and principals are required to report progress to the district personnel.
The district has developed a Vision for 21st Century Learning in Ocean View by 2018 which
indicates that students and teachers will utilize mobile and wireless devices and connections, as
well as, tools like websites, social networks, video conferencing and interactive texts. The
document supports future professional development to include face to face training, coaching, and
blended and online learning.
It was reported that, as part of the district’s Roll-Out of the Common Core State Standards
(CCSS), training would begin with the major shifts and text evidence. The district will provide
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training to teachers to facilitate the planning and implementation of three to five CCSS R/LA
lessons by June 2013. These initial steps support Ocean View’s EPCs and the Vision for 21st
Century Learning and provide the foundation for transitioning to the Common Core State
Standards. Shared responsibility for literacy (CCSS) in grades 6-8 and the use of the Block
Schedule provides an opportunity for professional development to maximize the effectiveness of
increased time. (Recommendation #1)
According to interview data, administrators participate in the Instructional Rounds process
facilitated by VCOE. The observation data that is collected provides the focus of the discussion
and supports improvement of the system. Data gathered from the instructional rounds process
will inform the focus and content of the professional development needed to achieve the district
priority of ensuring college and career readiness. (Recommendation #1)
According to staff interview data and teacher survey data, the district currently has mathematics
and ELA interim assessments, and all 6-8 departments have common assessments, and pacing
guides in mathematics are in place. It was reported that Data Director is “embraced” and teachers
use shared folders. There is not a district template for analyzing data, and as a result, instruction is
not always targeted and refined to meet student needs. It was noted that increased effective use of
data could improve instruction and student learning. (Recommendation #2)
District demographics indicate that English learners comprise 62% of the OVSD student
population. Language Arts is an area of greatest need along with ELD Training. Interview
information indicated that the district does not have an EL Master Plan. There is an OVSD Best
Practices for English Language Development Instruction to help guide the principals and teachers
as they implement ELD. In addition, the Ocean View School District’s Essential Program
Components, Section 4 provides the expectation that ELD is scheduled daily in K-5 for 30-45
minutes and that English learners are grouped by proficiency level. At 6-8, academic language
development and EL strategies are to be integrated in all content areas and ELD is to be provided
for beginning levels. Each school’s ELD program is described in their SPSA. The focus of the
Title III plan is on long term EL students who are having difficulty progressing from a “Basic”
level of proficiency to a “Proficient” or “Advanced” level in all subjects. According to the Title
III Year 4 Action Plan, there is a need to provide professional development for grade 6-8 teachers
in instructional strategies for English learners and to monitor student progress in ELD in grades
K-5. It was reported in interviews, that there is a need to provide staff development in
supplemental ELD materials, Guided Language Acquisition Design (GLAD), Dutro’s Systematic
ELD. According to VCOE records, all site administrators have attended the 4 Module ELITE
Leadership Training. (Recommendation #3)
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Recommendations for Professional Development
Recommendations are:
1. Superintendent, district office staff, site administrators and leadership council, continue
to implement a District Professional Development Plan for the Transition to the Common
Core State Standards and the 2012 ELD standards. This plan will provide clear direction
for implementation focused on the major shifts in Literacy in History/Social Studies,
Science and the Technology Subjects, English Language Arts, Mathematics and English
Language Development. The comprehensive plan will continue to address the
professional development needs of administrators, teachers, paraprofessionals, and other
out-of-classroom certificated staff. Data sources that can inform future professional
development activity are: student achievement data including all state testing instruments;
common district-wide formative and summative assessments; instructional rounds data,
student behavior data; and, teacher survey data. Included in the plan are measureable
professional development goals for delivery, participation, implementation and increased
student achievement especially focusing on the learning needs of English learners,
Students with Disabilities with key elements of 21st Century Learning.
2. District will provide training in data teams for administrators, teachers, and other district
staff as appropriate. Training will include facilitation, guidance, and assistance with item
and error analysis. Professional skills will include effective communication skills, and
data analysis. Site administrators will observe collaboration meetings to determine if the
training is implemented and to what degree. Professional development will include
training teacher leaders to collaboratively create common formative assessments, track
student progress and revise instructional strategies according to the data.
3. Establish and communicate clear expectations to teachers on the implementation of
OVSD’s Best Practices and EPCs, the 2012 ELD Standards and other research-based
practices in order to implement a district-wide, high quality and compliant ELD program.
Measure the impact of the above strategies on student achievement to inform the
direction of future ELD professional development. Provide professional development for
grade 6-8 teachers in instructional strategies for English learners at risk of becoming of
long term English learners and on progress monitoring of students in ELD in grades K-5.
For administrators, provide professional development to support the monitoring of ELD
instruction to ensure training implementation.
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District Context and Findings for Culture:
The district’s mission, vision and core values of improved instruction and student achievement
are embraced in great measure by all stakeholders including a supportive Governing Board. The
district’s focus on Six Components of 21st Century Learning and the OVSD’s 10 Essential
Program Components allows stakeholders to focus conversations on teaching and learning. The
cabinet and managers meet once a month and expand conversations to site leaders. Time and
resources are analyzed as data-based decisions inform how to better address the needs of OVSD
students. The district recently purchased the newest ELA curriculum and supports teachers with
professional development. Banking time, and site and district meetings are used to discuss student
learning and their assessment results and progress towards goal attainment. Resource teachers are
available to teachers to address learning needs of students.
Additionally, teacher leaders have a strong voice on committees regarding adoption of curriculum
materials, district-wide grade level/subject area committees. Teachers also participate on site and
district leadership teams, school site councils, and the Technology Task Force.
Recommendations
Maintain the positive District-wide culture supporting the focus on improving instruction and
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District Assistance Survey (DAS)
A. Governance
Criteria and Clarifications
A.1 The local governing board
works within the scope of its
role and responsibilities as
a member of the district
governing team, setting
policies and aligning the
budget to support the
successful implementation
of the Local Educational
Agency (LEA) Plan.
Full implementation means that the local governing board
has established a process with the LEA superintendent to
ensure that policies are implemented and monitored and
that funding is allocated to support the successful
implementation of the LEA Plan.
Board policies and regulations explicitly address the
roles and responsibilities of the local governing board,
superintendent and staff in the governance structure.
Board members support and follow their adopted
policies as reflected in their decisions regarding
student achievement, curriculum, assessment and
accountability, personnel and budgetary allocations.
Implementation Status
Circle the most accurate descriptor of
implementation
A.1
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Board Meeting Agenda and Minutes
Superintendent sends communicatioon
regarding each board meeting
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A.2 The LEA’s vision, mission,
policies and priorities are
focused on the academic
achievement of all students,
especially English learners,
(ELs), students with
disabilities (SWDs), and
other high priority students,
and reflect a commitment to
equitably serving the
educational needs and
interests of all students.
Full implementation means that the local governing board,
Partial (in
Full
Minimal
upon recommendation of the superintendent and with
progress)
input from stakeholder groups, adopts a long-range vision
2
1
3
for the LEA focused on student learning and sets priorities A.2
based on student achievement, including ELs, SWDs, and
The School Board approves both LEA
all other high priority students.
and SPSA Plans. A study session is
Prior to adopting board policies, the governing board
held for the Board of Education where
reviews how the proposed policy will support the stated
the Asst. Supt. of Educational Services
vision, mission, and priorities, including ELs, SWDs, and
explains the most recent test results as
all other high priority students.
well as the goals chosen by the district
and each site.
District Goals are posted on the website
Parent leaders are familiar with the LEA
plan and the SPSAs through School Site
Council
The District created a table card that
explains the mission and district core
values. These cards are used
throughout the district at various school
and District meetings.
All decisions made by the
Superintendent must support the vision
and mission of the district
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A.3 The LEA leadership fosters
an organizational culture
that supports educational
reform based on a
coherent research-based
instructional program. This
culture of shared core
values and norms can be
observed at all levels of
leadership and across all
schools.
Full implementation means that the board and district
superintendent, together with district leaders, foster an
organizational culture characterized by:
A commitment to a district vision of universal student
achievement realized through a rigorous, coherent
standards-based instructional program anchored in the
Essential Program Components (EPCs) for
Instructional Success.
A transparent communications structure so that
personnel in schools and the wider community
understand how decisions are made and how
communications are shared across the district.
Positive working relationships among adults based on
mutual trust.
Collaborative team work among LEA and site-level
leaders.
Participatory decision making among all stakeholders,
including district and school administrators, teachers,
parents, and community members.
Allocation of appropriate time and resources to
support and sustain reform initiatives.
A.3
Full
Partial (in
progress)
Minimal
3
2
1
“Participatory to a fault” – quote from
Asst. Supt. - Instruction
Superintendent creates a written update
after every board meeting so that all
district employees are informed of the
decisions made by the Board of
Education
Parent leaders have access to a lot of
information
During Back to School Night parents are
invited into the computer lab to receive
training in the District Technology
parents can use
Parents report that they are welcome at
the school and they can call anyone at
the school site and get answers.
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A.4 The LEA has
policies to fully
implement the
State Board of
Education (SBE)approved EPCs for
Instructional
Success in all
schools in the LEA.
These include
evidence of
implementation
regarding
instructional
materials,
intervention
programs, aligned
assessments,
appropriate use of
pacing and
instructional time,
and alignment of
categorical
programs and
instructional
support.
Full implementation means that the LEA has policies addressing
the full implementation of each of the EPCs in all schools in the
LEA. These policies guide the LEA in establishing:
Process for selection and monitoring implementation of SBEadopted standards-aligned instructional materials, including
intensive intervention programs.
Expectations for the appropriate allocation of instructional time,
as outlined in the state’s curriculum framework, and
implementation of the annual district instructional/assessment
pacing guides to ensure that all students receive sufficient time
to learn grade-level standards incorporated in the adopted
instructional materials.
Expectations for the regular and uniform administration and
analysis of common district benchmark assessments and
formative/curriculum-embedded assessments and the use of
placement/exit criteria to provide students strategic and
intensive interventions, as well as grade-level instruction.
Professional development opportunities for teachers and
administrators, including SBE-adopted materials-based
professional development; ongoing training and in-classroom
support, including content experts, coaches, specialists, or
other teacher support personnel with subject matter expertise,
and monthly structure teacher collaboration meetings
(preferably twice per month) by grade or course or program
level.
Alignment of fiscal and human resources to support the EPCs.
A.4
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Clarify monitoring
Formal evaluations
No SBE adopted intervention materials
Vague notion or done differently with
formative summative assessments to
inform instruction
How used…
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A.5 The LEA Plan is developed
in alignment with the
accountability requirements
at both the state and federal
levels and with input from all
stakeholders. It is grounded
in sound, research-based
instructional practices and is
the guiding document for
the development of the
Single Plan for Student
Achievement (SPSA) in
each of the LEA’s schools.
Full implementation means that the LEA Plan is fully
aligned with all accountability requirements, including any
federal Title I, Title II, and/or Title III requirements to
which the LEA may be subject. Research-based practices
to improve student achievement are evident throughout
the plan.
The development process for the LEA Plan includes a
representation of district stakeholders and is based
upon a comprehensive needs assessment and
analysis of student achievement data.
The SPSA for each school is clearly aligned to the
LEA plan; incorporating the activities from the LEA
plan in order to support a coherent implementation of
the LEA plan in all schools.
The LEA Plan describes how the district provides
support to all schools through the seven areas of
district support. Underperforming schools are
targeted for additional support in fully implementing
the EPCs.
A.5
Full
Partial (in
progress)
Minimal
3
2
1
SPSAs and Board adopted goals are
used more than the LEA plan. Asst.
Supt. makes sure that the LEA plan is
supported in each SPSA
Annual Principal’s meetings with AS to
discuss the need for the LEA to replicate
the SPSA
Use EPCs to guide the LEA plan
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A.6 The LEA’s fiscal policies
and adopted budget are
aligned with the LEA Plan
and reflect a coherent
instructional program based
on state standards,
frameworks, SBE-adopted
standards-aligned materials,
sound instructional
practices, and the EPCs.
Full implementation means that sufficient fiscal resources
are allocated to support the full implementation of the LEA
Plan.
LEA budget decisions and priorities are determined by
the priorities established in the LEA Plan which are to
include all ELs, SWDs, and other high priority
students in the district whether the students are
attending a categorically-funded school or not.
The SPSA and other site-level budget allocations are
aligned to the LEA Plan, with an emphasis on meeting
the instructional needs of high priority students.
A.6
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Site budgets
District budgets
SPSA
SSC minutes
Special Ed well informed
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A.7 The LEA uses an effective
two-way communication
system and provides timely
and accurate information to
all stakeholders, especially
students, parents/families,
teachers and site
administrators, about
student achievement,
academic expectations, and
accountability requirements.
Full implementation means that the LEA has in place
timely two-way communication systems with all
stakeholders regarding student achievement, academic
expectations, and accountability requirements. All
communication is rendered in a format and language that
is understandable to all stakeholders.
The LEA has established channels to facilitate
ongoing and frequent communication from the
stakeholders to the LEA. Examples of these
communication channels are evident.
The LEA annually sets student performance goals and
clearly communicates these goals to all site
administrators, teachers, students, and
parents/families. Goals are measurable, achievable,
and evaluated annually.
A.7
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
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A.8 The LEA holds teachers,
site administrators, and
district personnel
accountable for student
achievement and meeting
federal, state, and local
accountability requirements.
Full implementation means that all LEA personnel, site
administrators, and teachers throughout the LEA are
accountable for meeting specific teaching and student
achievement goals, as defined in the LEA Plan.
The LEA has clearly communicated the actions
required by teachers and site and district
administrators in order to support implementation of
the LEA Plan.
There is a clearly defined method of monitoring the
implementation of the plan, including benchmark
activities and timelines and the persons responsible
for carrying out each activity. Follow-up action is taken
when revisions to the plan are needed or when
benchmark activities are not completed.
If the LEA is in Title I, Title II, and/or Title III
improvement status, all LEA and site personnel are
knowledgeable of and accountable for implementing
the accountability requirements.
A.8
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
SPSA
Site goals
District goal
Planning meeting time to monitor
progress
Data review after assessment
Assessment calendar
Development of Ocean View EPCs
171
A.9 The LEA provides all
schools with the
infrastructure to collect and
interpret student
achievement data in order
to establish and
communicate instructional
priorities and strategies for
improved student
achievement.
Full implementation means that the LEA provides all
schools and teachers with a data system to collect and
track student achievement data. The system provides
timely turnaround of data reports and maximizes the use
of data within a continuous improvement process.
The adopted data system:
–
Is implemented in all schools within the LEA.
–
Is supported by the LEA (e.g. fiscal and personnel
resources).
–
Provides continually-updated student achievement
and demographic data for analysis and decision
making by teachers and administrators (for
example re-rostering of class lists).
–
Provides varying levels of access to data
(educators, administrators, parents).
–
Has the ability to report data in multiple formats
and for multiple users.
–
Enables rapid turnaround of data reports for
teachers.
A.9
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Data Director
Infinite Campus-SIS
Multiple reporting formats
Work with other data and systems
Can create own assessments
Conduct comparisons
172
B. Alignment of Curriculum,
Instruction and Assessment
B.1 The LEA has a coherent
standards-based
curriculum, instruction and
assessment system.
Curricular and assessment
materials are aligned with
one another and based on
the SBE-adopted
standards-aligned
instructional materials.
implementation
Full implementation means that all components of the
curriculum are aligned to the state standards and to statemandated assessments. The LEA has SBE-adopted
standards-aligned instructional materials for all students;
teachers use the materials with fidelity and on a daily
basis following the district pacing guide; and student
assessments are aligned to the adopted instructional
materials.
SBE-adopted standards-aligned instructional
materials are adopted system-wide.
All site administrators and teachers are
knowledgeable of the state content standards and
skilled in the effective implementation of the adopted
instructional materials to meet state achievement
targets.
There is clear evidence of system-wide coherence in
curriculum, instruction and assessment from
classroom to classroom and from grade level to grade
level. This coherence is observable at the classroom
level.
For the core subjects, there are district
instructional/assessment pacing guides based upon
the adopted instructional materials. Pacing guides
clearly describe the breadth and depth of content to
be taught and are aligned with the standards tested
on state standardized exams.
District benchmark assessments are aligned to the
SBE-adopted standards-aligned instructional
materials and to the district pacing guides.
B.1
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Pacing guide for prior adoption in
process with Treasures and CCSS
Benchmark Assessments for current
standards
173
B.2 The LEA provides all
schools with sufficient SBEadopted core and
intervention materials in
reading/language arts,
mathematics, history/social
studies, and science. The
LEA ensures that the
materials are used with
fidelity and on a daily basis
in all classrooms.
Full implementation means that every student in every
classroom and in every school has the most recent SBEadopted standards-aligned core and/or SBE-adopted
intensive intervention materials. Materials are
implemented with fidelity as designed on a daily basis.
A systematic textbook adoption process is in place
and aligned to SBE adoption schedule and resource
allocations.
Program Improvement (PI) high schools or high
schools in PI LEAs adopt the articulated high school
versions of the SBE-adopted middle school core and
intensive intervention mathematics and
reading/language arts programs.
The LEA monitors the implementation of core and
intervention materials in all classrooms.
B.2
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
ELA adoption Treasures
Math adoption Harcourt
Conscious decision not to adopt SBE
intervention materials but other
intervention materials are used and staff
is trained
174
B.3 The LEA ensures that all
students, especially ELs,
SWDs, and other high
priority students, have
access to the core
curriculum and, based on
assessed need, to English
Language Development
(ELD), strategic
interventions, and SBEadopted intensive
interventions.
Full implementation means that all students in the LEA
have access to the core curriculum and appropriate
strategic and intensive interventions. All high priority
students, including ELs, SWDs, and high priority students,
are assessed, appropriately placed, monitored, and exited
from intervention programs in a systematic way to
accelerate progress.
ELs receive the sufficient instructional time within the
core instructional program as well as additional
instructional time for ELD.
ELs are appropriately placed in ELD by language
proficiency level based on the California English
Language Development Test (CELDT) and formative
assessments. (See the Academic Program Survey
(APS) for specific guidance on appropriate level of
ELD instruction.)
LEA and site administrators schedule sufficient core
and intervention time and/or classes, as
recommended in the state curriculum framework, to
meet the assessed academic needs of all students.
Intensive intervention students’ core is the SBEadopted intensive accelerated program.
SWDs have access to the core curriculum and to all
curricular materials with appropriate
accommodations and/or modifications of curriculum
or instruction, as specified in their individualized
education programs (IEPs).
B.3
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
All Jr. High ELs and SWD use core
materials at grade level
School site schedules
RtI (Intensive intervention)
Use of data, benchmark, CFA, (Common
Formative Assessment) districtwide CSAchapter test
Teacher differientation
175
B.4 The LEA fully implements
adopted materials and
provides and monitors
appropriate instructional
minutes and pacing for all
core subjects and
interventions.
Full implementation means that grade-level, standardsbased instruction is taking place in all classrooms
throughout the LEA; the materials adopted by the LEA are
used consistently and uniformly in all classrooms; the
state-recommended instructional minutes are allocated in
all core, strategic and intensive intervention classes; and
course and grade level pacing guides are in place and
monitored for effectiveness.
The LEA has collaboratively developed and
implemented reading/language arts and mathematics
instructional/assessment pacing calendars for all
grade levels in all schools, aligned to the adopted
standards-based materials.
LEA and site administrators visit classrooms on a
regular basis in order to monitor full implementation of
materials, as defined above.
Schools’ schedules and structures protect required
instructional time and reflect a priority on the core,
as well as on strategic and intensive interventions.
B.4
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Pacing guides
CFA (Common Formative Assessments)
Mapping
School Schedules
Training (CCSS)
Teacher observation records
Emails to teachers
176
B.5 The LEA requires and
supports the regular
collection and analysis of
common formative and
summative assessment
data to establish
instructional priorities,
inform classroom
instruction, appropriately
place and exit students from
intervention programs, and
monitor student progress in
core and intervention
programs.
Full implementation means that the LEA has developed a
common assessment system. Teachers and
administrators receive timely and reliable data, which they
use to determine student mastery of key standards,
inform classroom instruction, and make decisions about
additional supports needed for high priority students.
The LEA has explicit expectations and procedures for
data use among all principals and teachers. These
expectations are communicated to all site staff.
The LEA provides training and ongoing support for
district and site administrators and teachers on use of
the adopted system and on data analysis.
LEA and sites administrators ensure that all schools
have the necessary common curriculum
embedded/benchmark assessments materials that are
needed to administer the assessments.
LEA and site administrators monitor the administration
of common curriculum embedded/benchmark
assessments on an agreed-upon timetable.
The LEA establishes common cut points for
proficiency levels and common rubrics for curriculum
embedded/district benchmark assessments.
The LEA ensures that all teachers apply these
common cut points and rubrics to assess student
work.
The LEA establishes a district-wide assessment
calendar that includes formative and summative
assessments for the core curriculum.
LEA and site administrators continuously analyze
student achievement data and CELDT data, to gauge
student progress towards mastery of standards and
identify students in need of additional instruction or
interventions and exit in a timely manner.
B.5
Full
Partial (in
progress)
Minimal
3
2
1
District has the expectation that each site
will be responsible for their own formative
assessment plan. There are scheduled
district wide formative benchmarks
assessments given each trimester
Collaborative grade level data team
minutes detail the formative assessments
results
OV EPCs communicates expectation on
assessments
PD on Data Director available for all
certificated employees
PD on results of District Benchmarks
After each trimester benchmarks the
Management Team discusses the results
and shares the results with their own staff
members
One on one training available to all
teachers on data analysis
177
C. Fiscal Operations
C.1 The LEA meets all fiscal
health criteria, as measured
by the Fiscal Crisis and
Management Assistance
Team (FCMAT) Fiscal
Health Risk Analysis
survey.
Full implementation means that the fiscal criteria and
standards guide the LEA in the budget development
process and in its periodic self-evaluations of solvency,
and the LEA meets all fiscal health criteria, as measured
by the FCMAT Fiscal Health Risk Analysis Survey.
Indicators of fiscal health include:
Adequate reserves and ending balances.
Budgets that reflect LEA priorities.
Reasonable assumptions regarding changes in
student attendance and compensation costs based on
data.
Evidence of data-driven program planning and
adequate funding to support long-term LEA Plan
goals.
implementation
C.1
Full
Partial (in
progress)
Minimal
3
2
1
178
C.2 The LEA Plan and the
SPSA allocate and align
general and categorical
expenditures to
improvement activities
based on the identified
needs of high priority
students in all of the LEA’s
schools.
Full implementation means that LEA and site budgets are
aligned with one another and with the priorities of the
LEA, as documented in the LEA Plan. These priorities are
determined by student achievement data, including LEAwide and disaggregated student data on the California
Standards Tests (CSTs), California High School Exit
Examination (CAHSEE), California Alternate Performance
Assessment (CAPA), and the California Modified
Assessment (CMA); CELDT data; and data from local
curriculum-embedded/benchmark assessments.
Funds allocated to all activities identified in the LEA
Plan and SPSA accurately reflect the true costs of
these activities.
The LEA monitors how resources are used and
funds are expended to meet its achievement needs.
C.3 The LEA considers the
academic achievement of
the schools within the LEA,
especially those in PI to
determine appropriate site
budget allocations.
Full implementation means that the LEA differentiates
funding to sites based on academic need, with highest
priority given to schools in PI status, and allocates funds
to programs aligned to the LEA Plan goals which have a
direct impact to student achievement.
Adequate funding is provided to address the needs of
all high priority students, regardless of whether these
students are in PI schools.
C.2
Full
Partial (in
progress)
Minimal
3
2
1
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
School Plans
LEAP
SSC-Approval
Board goals
C.3
Documentation
Funding decisions are based on student needs
179
D. Parent and Community
Involvement
D.1 The LEA has implemented
parent/family involvement
policies and programs at all
schools, including
community partnership
programs that meet state
and federal requirements.
implementation
Full implementation means that the LEA has established
and is implementing district parent/family involvement
programs that address all components required by law
and that are designed to support the LEA Plan goals for
student learning.
The LEA Plan has specific parental involvement goals
and provides technical assistance to their schools for
implementing parent/family programs. Technical
assistance includes oversight, support, coordination,
and monitoring of parent/family engagement policies,
and programs.
LEA and school administrators monitor level of
parent involvement at the district and in all schools.
D.1
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
SSC, District policies
Parent sign in sheets
Website
Letters to parents
180
D.2 The LEA has
systems in place
that provide timely
and two-way
communication in a
format and language
understandable to
parents/ families and
community members
about student
achievement,
academic
expectations,
accountability
requirements, and
how parents can
help improve their
students’ academic
success.
Full implementation means that the LEA works with school
administrators to communicate with parents, in a language they
can understand and in a timely manner, information on academic
proficiency levels, grade-level standards, high school graduation
requirements, data reporting for the Standardized Testing and
Reporting (STAR) program, local assessments, available
interventions in reading/language arts and mathematics for
students needing assistance, and strategies for supporting the
academic achievement of students.
The LEA has a system in place to facilitate the two-way flow
of information between parents and teachers/site
administrators.
The LEA provides parents with information on students’
results on local and state assessments in easy-to understand
reports. Reports clearly define proficiency and report student
progress in terms of proficiency in the state content
standards.
The LEA assists parents to interpret student report cards and
state reports on state standardized exams so that parents
can understand the extent to which their children are meeting
state standards.
The LEA and site administrators inform all parents of English
learners of the student’s identification as an EL, local redesignation criteria, and a student’s annual progress towards
attaining these criteria. In addition, parents are informed of
student proficiency level as measured by the CELDT, the
benefit in receiving ELD instruction, and the program’s
specific re-designation criteria.
Full
D.2
3
Partial (in
progress)
Minimal
2
1
At school site parents are invited to BTSN
and Open Houses. Parent conferences
held once a year and as needed two
additional times a year.
District wide EL parent meeting are held
yearly to discuss CELDT results. STAR
also explained.
GATE Parent Night is held at both district
and site level yearly
Incoming Jr. High students have an on-site
orientation for all students. District
provided transportation. Parents are invited
to attend the meeting.
Kindergarten orientation and tours for
parents
New student orientation – parent evening
meeting
Parent meeting about dual immersion
program
Jr. High parent conference allows parents
to meet with all the teachers in one
location. All parents are invited to attend.
IEP parent participation is strong
Substitutes are provided so that Jr. High
teachers can attend IEPs
The LEA and site administrators inform all parents of students
with disabilities of opportunities to participate in any decisionmaking meeting regarding their child’s special education
program.
181
D.3 The LEA’s teachers and
parents/families participate
in instructional program and
budget decisions affecting
the development,
implementation, and
evaluation of core and
categorical programs.
Full implementation means that LEA and site
administrators actively solicit the participation of teachers
and parents/families and consider their input into
decisions affecting the development of the LEA Plan and
SPSA goals and budget.
Teachers and parents receive training on their roles
and responsibilities and serve on various LEA and
school committees and are consulted in the
planning, implementation, and evaluation of school
and LEA programs.
D.4 The LEA and all schools
provide multiple
opportunities for parents/
family members to access
school programs and staff,
receive student and school
information and resources,
and be a part of decisionmaking.
Full implementation means that the LEA employs a broad
Partial (in
Full
Minimal
range of strategies and hosts a wide variety of programs
progress)
and activities to actively engage parents in their students’
3
1
2
education. All parents understand how to contact teachers D.4
and school staff and are encouraged to do so.
School Site Council
The LEA collaborates with site principals to offer
Minimal following budget cuts
parent activities and workshops, such as family
Read Across America Day – Elementary
literacy workshops, math/science events, and college
Celebration for redesignated students
scholarship information nights.
Training on STAR & CELDT
At the elementary school level, parent involvement
Migrant parent pot luck – access
activities focus on building parent strategies to help
community resources and school issues
their students learn, i.e., home work support, family
GATE parent night
math.
Tierra Vista – parent training workshop on
school success – 6 weeks
At the secondary level, parent involvement activities
additionally focus on providing parent information so
that they can guide their students through the many
decisions they face in high school, e.g., University of
California a-g requirements, Career Technical 2+2+2
programs, CAHSEE remediation programs.
D.3
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
DELAC-trained in roles responsibilities
School Leadership Team
182
E. Human Resources
E.1 The LEA recruits principals
with demonstrated
instructional leadership
skills and places them at
underperforming schools.
implementation
Full implementation means that principals with
demonstrated instructional leadership are equitably
distributed throughout the LEA, with priority given to
placement of principals in underperforming schools.
Demonstration of instructional leadership among
principals is characterized as:
–
Support for the effective and full implementation of
the district-adopted core and intervention
programs and research-based teaching strategies.
–
Analysis and use of student achievement data to
monitor the effective implementation of programs
and inform student placement in various
interventions.
–
Collaboration with staff to identify targeted
professional development to help move school
staff toward specific instructional and achievement
goals.
–
Leveraging of all available resources, both inside
and outside the school, to fully implement the
SPSA to maximize learning.
E.1
Full
Partial (in
progress)
Minimal
3
2
1
Teacher Leadership Development Program
for teachers in the district that want to
become administrators
New principals are paid to attend the UCLA
summer workshop
District Administrators are encouraged to
attend VCOE principal training
ACSA conference – district supports with
registration fees
Monthly management meetings are
focused on data results and their impact on
learning
Leadership Council (principals and
representatives of a school’s leadership
teams) District strategic planning team
The LEA monitors the mobility of principals at
underperforming schools and provides incentives to
retain highly effective principals to work in
The LEA offers leadership programs for site
administrators.
The LEA opens leadership programs to teachers in
order to build a potential pool of highly qualified
administrators.
183
E.2 The LEA provides an
ongoing support system for
administrators, especially
those new to the profession
and/or placed in
underperforming schools so
that they can effectively
support and monitor the
implementation of the
adopted standards-based
instructional program, the
intervention system, and the
all students.
Full implementation means that the LEA provides all
administrators with ongoing professional development,
with priority given to new administrators and to those
placed in underperforming schools.
The LEA has articulated policies and practices to
support new administrators and those assigned to
The LEA provides principals with structured and
ongoing professional development focused on the
specific needs of high priority students and their
teachers.
The LEA develops systems and networks to build
instructional leadership skills. These may include
principal support networks, coaching systems, peer
support networks, and leadership assessment
systems.
The LEA develops and trains administrators to use
classroom observation protocols to ensure that all
teachers are implementing instructional materials
with fidelity.
E.2
Full
Partial (in
progress)
Minimal
3
2
1
Teacher Leadership Development Program
for teachers in the district that want to
become administrators
New principals are paid to attend the UCLA
summer workshop
District Administrators are encouraged to
attend VCOE principal training
ACSA conference – district supports with
registration fees
Monthly management meetings are
focused on data results and their impact on
learning
Leadership Council (principals and
representatives of a schools leadership
teams) District strategic planning team
184
E.3 The LEA monitors the
performance of all principals
in the LEA, including their
SPSA.
Full implementation means that the LEA has developed
Partial (in
Full
and uniformly applies clear criteria for monitoring and
progress)
measuring the performance of principals, including their
3
2
implementation and monitoring of activities documented in E.3
the SPSA. These criteria are articulated in LEA policies
Documentation
and clearly communicated to all principals in the LEA.
Establishment of site goals
Performance is monitored regularly.
Goals update meeting
Criteria include:
Informal monitoring
– Implementation of district adopted, standards-
Minimal
1+
based curriculum in all classrooms, as detailed in
the district instructional/assessment pacing guide.
–
Implementation of the district assessment system
so that all students are appropriately placed in
core and intensive and strategic intervention
programs in reading/language arts and
mathematics and in ELD.
–
Academic achievement of all students in the
school, including ELs, SWDs, and high priority
students.
LEA ensures that administrators regularly conduct
classroom walkthroughs and informal observations to
monitor alignment of curriculum, instruction and
assessments.
LEA administrators regularly examine student
achievement data (both aggregated and
disaggregated) from formative and summative
assessments to determine growth trends and areas
of need.
 These are district expectations
 Banking Minutes> School schedule
185
E.4 After consulting with the
teachers’ association, the
LEA develops and
implements a plan to attract
and retain No Child Left
Behind (NCLB) Act of 2001highly-qualified and
appropriately credentialed
teachers and to equitably
distribute them in
underperforming schools
within the LEA. This plan
includes incentives to recruit
highly qualified teachers to
underperforming schools
within the LEA.
Full implementation means that highly qualified teachers
are equitably distributed across the LEA in accordance
with Title II requirements.
In consultation with the teachers’ association, the LEA
has developed a plan to employ and certify all
teachers as highly-qualified under NCLB and recruit
highly-qualified teachers from high-achieving schools
to teach in underperforming schools within the LEA.
The plan includes monetary and non-monetary
incentives to recruit highly qualified teachers to
The LEA has established a staffing goal to achieve
equitable distribution of fully prepared, experienced
teachers in all schools.
To the extent possible and in consultation with the
teachers association, the LEA assigns the most
effective teachers to those students with the highest
academic needs.
The LEA monitors teacher transfers to ensure that
underperforming schools retain highly qualified
teachers and maintain a balance of experienced and
new teachers.
The LEA recruits and hires teachers as early in the
spring as possible.
E.4
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
100% HQT teachers
Competitive salaries and benefits
Non-monetary support with Professional
Development collaboration
Try to hire BCLAD teachers
186
E.5 The LEA provides
competitive salaries, wages,
and benefits to classroom
personnel.
Full implementation means that teacher salaries, wages,
and benefits are sufficiently competitive to attract and
retain highly-qualified teachers.
LEA and site administrators conduct annual salary,
wage and benefit surveys and analyze their
relationship to teacher recruitment and retention data.
In addition to offering competitive salaries, the LEA
offers incentives to attract and retain teachers (i.e.,
professional development in leadership;
opportunities to acquire advanced degrees in
education; a supportive, collaborative environment).
E.5
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Salary schedules
Health benefit cap
Offer Professional Development
Full contract year
Benefit of working in Ocean View
187
E.6 The LEA provides an
ongoing support system for
teachers, especially those
new to the profession
and/or placed in
underperforming schools,
so that they can effectively
implement the SBEadopted, standards-based
curriculum; deliver effective
instruction; and monitor and
support the achievement of
all students.
Full implementation means that all teachers receive
ongoing support in implementing the standards-based
curriculum adopted by the LEA. Priority is given to new
teachers and those assigned to underperforming schools.
The LEA provides an approved induction program for
new teachers.
The LEA regularly monitors student achievement data
in all classes and provides support structures and
resources where appropriate, especially to new
teachers.
To the extent possible, the LEA provides teachers
with release time from classes to attend staff
development.
The LEA provides coaching and lesson support in the
adopted curriculum. Priority is given to teachers new
to the profession or to their current subject area or
grade level assignment, as well as to teachers
working with ELs and SWDs and to those in
LEA and site administrators monitor classrooms to
ensure that professional development activities lead
to improved instructional practice.
E.6
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Professional Development days
Release Day
Resource teacher
BTSA
Emails
Visitations
Data teaming
Department Meeting
Grade level meetings
188
E.7 The LEA links evaluations of
all certificated staff to
implementation of
standards-based
curriculum, instruction, and
assessments.
Full implementation means that all teacher evaluations
are based upon criteria related to the implementation of
the district’s standards-based curriculum and to the
alignment of instruction to the district’s assessments.
These expectations are articulated in LEA policies and
clearly communicated to all teachers and principals in the
LEA.
LEA and site administrators regularly conduct teacher
evaluations which may include the following activities:
–
Regular classroom walkthroughs and informal
observations to monitor the implementation of the
grade-level, standards-based, adopted curriculum,
including adherence to instructional minutes and
pacing guides, and the delivery of effective
instructional practices.
–
Monitoring of the timely administration of student
curriculum-based assessments.
E.7
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Evaluation form
Evaluation calendar
Evaluation policies
189
F. Data Systems and Monitoring
F.1 The LEA has a system of
regular data collection and
analyzes data from multiple
sources, tracked over time,
to determine the
effectiveness of the district’s
academic program and the
instructional materials. Data
are both summative and
formative, aggregated at the
district level, and
disaggregated by student
subgroups.
Full implementation means that the LEA has adopted a
user-friendly and easily accessible data management
system that tracks data over time. The system is
implemented to regularly assess and monitor over time
student achievement on formative, curriculum- embedded
and benchmark assessments at all grade levels and in all
schools in the LEA.
The adopted system provides data necessary to
follow trends as well as growth of individual students
or cohorts of students over time.
The data are examined by grade, subject, course, and
subgroup and tracked over time to determine student
achievement in the LEA’s adopted core and
intervention programs across all classrooms and in all
schools throughout the LEA.
The data are used to target fiscal and human
resources to specific areas of need, such as additional
teaching sections in the master schedule, professional
development at a grade level, and collaboration time
for teachers to analyze student data to improve
instruction.
Data include student achievement results from state
standardized tests and district approved entry-level
placement and/or diagnostic assessments; progress
monitoring, including frequent formative curriculumembedded assessments; and standards-based
summative assessments, including common
benchmark assessments.
implementation
F.1
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Time is an issue
Data Director
Infinite Campus
Benchmark
District assessments
Universal screening
Progress monitoring systems
SST
190
F.2 The LEA provides the necessary
technology and expertise to
ensure data collection and
analysis and maintains
assessment data and student
information in readily accessible
forms.
Full implementation means that the LEA maintains
student data, including assessment data, in readily
accessible forms and provides all schools with the
technology, expertise, and support to access the data.
The LEA employs and designates staff to support the
data management system at the district and all school
sites.
The schools have the technology and software to
ensure that teachers and administrators can retrieve
and create reports which integrate and/or
disaggregate such data as demographic data and
student achievement data on formative,
curriculum/embedded assessments, and state
standardized exams.
F.2
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Tech support
Monthly tech training
Support personnel to help
Accessible technician & software
191
F.3 The LEA has procedures and
processes to monitor the
accuracy of the data and support
teachers and administrators in
accessing timely school- and
classroom-level data based on
common formative and
summative curriculumembedded and standardsaligned assessments. The data
are used for student intervention,
placement/exit, instructional
decision-making, progress
monitoring, teacher
collaboration, targeted
professional development, and
monitoring of instruction by site
and district leaders.
Full implementation means that the LEA has established
and fully implements procedures to ensure accurate and
timely scoring, storage, and retrieval of student
assessment data.
The LEA has assigned and trained staff to maintain
and update the data system.
The LEA has taken steps such as data audits and
centralized validation programs to ensure that the
data captured by the system are accurate.
The analytical procedures used by the LEA are
statistically valid and appropriate.
The LEA provides all site administrators, teachers,
and counselors with professional development and
ongoing support on the data management system and
on the accurate entry and retrieval of data in the
system.
The LEA evaluates the technology proficiency of
school staff on an ongoing basis and provides
targeted training to non-proficient staff.
F.3
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Data Director
Infinite Campus
Can input data and retrieve data
Have questions about how data
management system is used
192
G. Professional Development
G.1 The LEA provides district
administrators with leadership
training, ongoing professional
development, and support in
aligning curriculum, instruction,
and assessment to state
standards; providing an efficient
data system to monitor student
achievement; aligning human
and fiscal resources to district
goals; building effective parent
and community involvement
programs; and providing targeted
professional development for
teachers and site administrators.
Full implementation means that the superintendent,
cabinet members, and other district leaders receive both
collective and individualized professional development in
the seven areas of district work (DAIT Standards),
identified in the California Education Code Section
52059(e), so that each person understands his or her role
in the systemic improvement process as well as the
interconnection of these roles in building a coherent
system.
The district cabinet and leadership work together as a
“learning organization,” investing in ongoing and
system-wide professional development and support
for all district administrators in all seven areas of
district work.
implementation
G.1
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
ATP training
Instructional Rounds
Principals attend ELITE
ASCA Conference
Share information
Individual support for specific needs
The district cabinet and leadership assess the
knowledge and expertise of each person on an
ongoing basis and provide job-alike mentoring when
appropriate.
193
G.2 The LEA provides resources to
deliver coherent professional
development that is based on
standards-based content
knowledge and the instructional
materials adopted by the LEA;
reflects research-based
strategies for improved student
achievement; and includes
effective leadership training for
site administrators and teachers
to implement systemic reform.
Full implementation means that the LEA allocates funding
to provide all site staff, including site administrators and
teachers, especially mathematics, reading/language arts,
and ELD teachers, with professional development related
to standards-based content, district-adopted instructional
materials, research-based strategies for improved student
achievement. In addition, the LEA provides both site
administrators and teachers with opportunities for
leadership training.
The LEA has a coherent vision of professional
development for all teachers within and across grade
levels and departments. This vision is articulated by a
common understanding among all teachers of the
content standards, the adopted curriculum, and the
instructional and achievement priorities of the LEA.
G.2
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Future Leaders-Cohort 3rd year
District Leadership Team-focus on
system reform
Professional Development days
The LEA’s professional development plan, as
documented in the LEA Plan, is based on student
needs, as determined by formative and summative
assessment data.
LEA and site administrators monitor the impact of the
targeted professional development by observing
classroom instructional practices and analyzing
student assessment results to determine the
measurable impact on student achievement.
The LEA ensures that each school’s SPSA and
budget are aligned with the specific professional
development goals of the LEA.
The LEA provides leadership training in
implementing systemic reform and encourages
teachers to attend this training.
194
G.3 The LEA ensures that all school
principals and vice principals
complete materials-based
professional development, as
well as targeted, follow-up
support, in the most recent SBE
adoptions in reading/language
arts and mathematics, which
includes strategies for English
disabilities and other high priority
students.
Full implementation means that all site administrators in
the LEA have completed materials-based professional
development in the LEA-adopted reading/language arts
and mathematics instructional materials and receive
structured and targeted follow-up support.
The LEA trains site administrators in the LEA-adopted
curriculum before or at the same time that it trains
teachers in order to ensure that site administrators
understand what their teachers are learning.
The LEA monitors principal attendance and
completion of materials-based professional
development.
G.3
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
CCSS Training
Pearson Training
CCSS@VCOE with Pearson materials
Common assessments
Enhancing rigor
Reversing curriculum maps
The LEA meets with all principals and vice principals
that have not completed materials-based professional
development to collaboratively schedule specific dates
for completion.
195
G.4 The LEA ensures that all
teachers complete materials based professional development
in reading/language arts,
mathematics, English Language
Development, and interventions.
Full implementation means that all appropriate teachers in
the LEA are provided with and complete materials-based
professional development in the SBE-adopted
reading/language arts, mathematics, and ELD
instructional materials adopted by the LEA. Training
includes strategies for use with English learners.
LEA and site administrators monitor teacher
attendance and completion of materials-based
professional development.
G.4





Full
Partial (in
progress)
3
2
Minimal
Every core content area, when adopted,
every teacher gets two day training
All teachers went to SB 474 when
provided
Publishes provided free training
District Resource Teacher provides
professional development in the adopted
core. Will involve some coaching
The District Resource Teacher is a
trained in-service provider for McGraw
Hill
196
G.5 The LEA provides teachers with
ongoing and targeted support
focused on district-identified
research-based instructional
practices to improve student
learning. Such support includes
content experts, professional
development and coaching that
is differentiated by content,
grade/course level, and
individual teacher need.
The LEA provides all teachers in the LEA with ongoing
support, differentiated by grade/course level, subject, and
teacher need. Support includes targeted professional
development in district-identified teaching strategies and
ongoing classroom support from content experts and
coaches in implementing these strategies.
All professional development activities are structured
around specific learning targets and aligned with the
state standards and adopted instructional materials.
The LEA provides accessible and structured follow-up
support for materials implementation and identified
district priority instructional strategies. Such support
may include:
–
Assignment of instructional specialists and
coaches to classroom teachers to model lessons
and effective instructional strategies
–
Principal walkthroughs to review implementation of
strategies and practices introduced in teacher
training
G.5
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Grade level meetings
Release time
Banking Minutes
Staff Development Training
CCSS Training
Partnership with county
DLT-21ST Century Learning
Site Leadership Team
The LEA prioritizes the professional development
needs of schools, grade levels/courses and/or
individual educators in order to fully implement the
curriculum and instructional priorities of the district to
increase the achievement of all students.
197
G.6 The LEA provides professional
development to site staff on
effectively analyzing data from
common standards-based
assessments to inform
instructional decisions and
increase student achievement.
The LEA monitors professional
development activities to ensure
effective implementation.
Full implementation means that the LEA provides all site
administrators and teachers with professional
development and ongoing support on the use and
analysis of student achievement. The LEA monitors
professional development activities to ensure that they
are being implemented effectively.
The LEA provides all teachers with training in student
goal setting, progress monitoring, data analysis,
intervention placement, and monitoring of students
placed in interventions.
G.6
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
RtI Programs
Progress monitoring
SST
Data Director Training
Staff applies this training to inform classroom
instruction, identify students in need of additional
support and/or interventions, and plan future lessons.
LEA and site administrators monitor teacher
application of data on an ongoing basis to ensure that
data are effectively applied to inform instructional
decisions and improve classroom instruction.
198
G.7 The LEA ensures that teachers
are provided with frequent and
structured opportunities to meet
and collaboratively focus on the
use of curriculum-embedded
assessment data, data analysis,
instructional planning, and
lesson delivery in order to adjust
and strengthen instructional
practices and address the needs
of all students. All teachers of
high priority students are
included in this collaboration.
The LEA monitors teacher
collaboration meetings to ensure
effective implementation.
Full implementation means that structured collaborative
time is assigned and documented in the calendars of all
schools for teachers to meet regularly by grade, course
and/or content area to examine student assessment data
and plan lessons and activities to improve student
achievement.
The LEA supports site administrators in setting aside
adequate time, on at least a monthly basis, for
collaborative data-based discussions.
LEA administrators collaborate with site administrators
and teachers to develop a timetable for monthly
grade-level or course/department-level meetings in
which teachers collaboratively discuss and analyze
student achievement data, plan lessons, share
materials, and instructional strategies.
G.7
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
Time is provided-Banking Minutes
On the calendar
Minutes taken-at all schools not certain
Collaboration and specific student needs
discussed
Teachers come together as a professional community
and are encouraged to ask questions, seek help from
one another, and use student achievement data to
reflect on the effectiveness of their instructional
practice.
LEA and site administrators visit/monitor teacher
collaboration meetings on an ongoing basis in order to
ensure that they follow local protocol and lead to
constructive dialogue around student achievement
data and on the implications of the data for classroom
instruction.
199
G.8 The LEA provides ongoing
professional development and
support to content experts and
coaches and monitors their
effectiveness in strengthening
the instructional practices of
teachers.
Full implementation means that all content experts and
coaches deployed by the LEA are provided with rigorous
and ongoing professional development in districtidentified, research-based instructional practices to
improve achievement among all students, including ELs,
SWDs, and high priority students.
Using the LEAP and SPSA goals, the LEA and site
administrators establish instructional priorities and
specific academic goals, across grades and content
areas, for all content experts and coaches. These
goals are communicated clearly to coaches and used
to assess their impact and effectiveness.
G.8
Full
Partial (in
progress)
Minimal
3
2
1
Documentation
BTSA Documentation
Resource Teacher Schedules
Time Sheet
Agendas for Professional Development
The LEA has developed reporting and monitoring
mechanisms to ensure the effective delivery of these
services:
–
Regular classroom visits and observations of
coaches/content experts.
–
Monitoring of implementation of daily
coach/specialist schedules.
200
Research and Evaluation
Heidi Christensen, PhD
Educational Researcher
5100 Adolfo Road
Phone: (805) 383-1919
Camarillo, CA 93012
Fax: (805) 383-1908
[email protected]
Stanley C. Mantooth
County Superintendent of Schools
Results of Ocean View School District Teacher Survey:
DISTRICTWIDE, 2012/13
Number of Respondents: 107
Current Assignment:
Teacher: 102
Teachers Only:
Pre-K: 2
K: 20
Administrator: 1
Other: 4
Grade(s) taught:
1st: 28
3rd: 25
5th: 22
7th: 16
2nd: 24
4th: 24
6th: 17
8th: 16
Schools:
Laguna Vista Elementary .......................... 25
Mar Vista Elementary ............................... 31
Tierra Vista Elementary ............................ 23
Teachers Only:
Ocean View Junior High ..................................................
29
Ocean View Early Education ...........................................
0
Subject(s) taught:
Art:
Bilingual core classes::
ELD/ESL:
Electives:
English/Language Arts:
1
3
2
4
7
Music:
Physical Education:
Science:
Special Education:
Other:
History/Social Science: 7
Math: 8
Other: Language Intervention/RtI; Flex
Minimally/Partially
2
3
6
3
3
Substantially/Fully
Responses
INSTRUCTIONAL PROGRAM
1. The school/district provides standards aligned core instructional materials for all students enrolled in
reading/language arts, including State Board adopted interventions and materials for English Learners, in:
a. Reading/Language Arts in grades K-9
4%
96%
93
b. Reading intervention for students unable to
13%
87%
demonstrate grade level proficiency
2. As a teacher I believe that the school/district expects me to use the standards-aligned materials for my daily
instruction in:
a. Reading/Language Arts
2%
98%
b. Reading intervention for all students unable to
6%
94%
demonstrate grade level proficiency
3. The district provides time for additional instruction in reading/language arts for all students needing additional
intervention:
a. During the school day
25%
75%
b. Before or after school
88%
12%
85
90
86
95
68
201
Curriculum and Instruction
Minimally/Partially
Substantially/Fully
Responses
4. The school/district provides the most recent State Board of Education approved core instructional program in
mathematics, including interventions and materials for English Learners, in:
a. Mathematics
4%
96%
b. Mathematics interventions
46%
54%
84
76
5. As a teacher, I believe that the school/district expects me to use the standards-aligned materials for my daily
instruction in:
a. Mathematics
2%
98%
84
b. Mathematics interventions
15%
85%
78
6. The district provides time for additional instruction in mathematics for all students needing additional intervention:
a. During the school day
66%
34%
86
b. Before or after school
86%
14%
66
7. The school/district communicates its expectations that students will receive instruction in all classrooms in standardsaligned textbooks and assessments to:
a. Teachers
1%
99%
96
b. Students
20%
80%
93
c. Parents
14%
86%
87
d. Site Administrators
1%
99%
83
e. Local Board members
3%
97%
71
8. The school/district communicates quarterly (or more often) with each of the stakeholders below about how well
students are performing, what intervention and enrichment opportunities are available to enhance the students’
academic performance, and how each stakeholder can contribute to increased student achievement.
a. Teachers
23%
77%
94
b. Students
37%
63%
86
c. Parents
41%
59%
87
d. Site Administrators
23%
77%
74
e. Local Board members
25%
75%
57
INSTRUCTIONAL TIME
9. All classrooms for reading/language arts and mathematics programs have the appropriate time allocations for all
students.
a. The school complies with and monitors that in my
grade level we have daily instruction in
8%
92%
92
reading/language arts that is free from interruptions.
b. The school complies with and monitors that in my
grade level we have daily instruction in mathematics
8%
92%
87
that is free from interruptions.
10. The school/district optimizes the English Learners’ opportunities to access grade-level instruction by ensuring
the use of:
a. Daily ELD, appropriate to their CELDT levels, of at
20%
80%
89
least 45 minutes.
b. Intervention ELD instruction, in addition to daily 45
minutes, if they did not make one year’s growth on
65%
35%
72
CELDT
202
Minimally/Partially
Substantially/Fully
Responses
76%
24%
72
11. The school administration communicates a clear vision
for our school based upon high academic achievement
for all students.
11%
89%
96
12. Teachers receive regular feedback from the
administration about their instructional practices.
32%
68%
95
13. The site administrator is an instructional leader who
visits classrooms at least weekly.
37%
63%
92
14. Administrators make sure that teachers have the
support, training and materials they need to improve
21%
79%
94
c. Learning opportunities outside of the instructional
day which are available to English Learners (e.g.,
before or after school programs, summer school,
Saturday Academy, summer academic camps, etc.)
PRINCIPALS’ INSTRUCTIONAL LEADERSHIP TRAINING
TEACHERS’ PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND RECRUITMENT OF HIGHLY QUALIFIED TEACHERS
15. The school/district supports professional development and a highly qualified teaching staff in the following ways:
a. Professional development from the school/district is
selected based upon student achievement data from
33%
67%
89
local district assessments or state testing results.
b. Professional development from the school/district is
sustained and coherently focused rather than short28%
72%
94
term and unrelated.
c. Principals are recruited, selected, placed, supported,
monitored, and evaluated such that schools in need
25%
75%
65
of the best leadership get the best principal.
16. The district works with teachers’ associations to implement strategies to ensure that:
a. Underperforming schools are staffed with a stable
and highly qualified teacher staff (e.g., there are
incentives, a support system, opportunities for
collaboration, adequate State Board-adopted or standardsaligned instructional materials, State Board approved
interventions, smaller class size, attention to facility/safety
concerns, etc., for teachers in underperforming schools).
33%
67%
89
36%
64%
87
24%
76%
94
10%
90%
89
b. Evaluations for all staff are linked to student
achievement and standards for the teaching
profession.
c. Creatively-structured time (e.g., banking time, etc.) is
available for teachers so they can effectively and
efficiently take advantage of teaching and learning
opportunities.
17. The district has a support system for new teachers,
including Beginning Teacher Support and Assessment
(BTSA).
203
Minimally/Partially
Substantially/Fully
Responses
DISTRICT SUPPORTS THE USE OF AN ASSESSMENT DATA MANAGEMENT SYSTEM FOR STUDENT INFORMATION AND ASSESSMENTS
18. The district has a student information system and teachers have the technology that supports and facilitates student
achievement in the following ways:
a. All staff receive specific data in an easy-to-read
format to make decisions regarding student
achievement (e.g., district administrators and staff,
14%
86%
88
school administrators, and teachers receive relevant
data needed to make decisions).
b. Teachers have access to specific and timely student
information that supports instructional planning (CST,
8%
92%
91
CAHSEE, and/or CELDT scores, etc.).
c. Availability of demographic and other data (e.g.,
poverty, ethnicity, feeder school patterns, attendance
12%
88%
90
data, etc.)
d. District provides training on how to use data to
27%
73%
90
change instruction.
e. District provides disaggregated state-level testing
data
4%
96%
91
(e.g., CST, CELDT, CAPA, CMA results).
f. Ability to compare state-level data by grade level over
14%
86%
88
several years
g. Identifies essential standards at each grade level and
14%
86%
84
in each content area that are linked to CST blueprints
h. Provides pacing calendars to verify that essential
10%
90%
89
standards are taught before CST testing
i. Provides formative assessments linked to the pacing
calendars that demonstrate student progress toward
9%
91%
88
standard mastery
j. Provides item analysis by standard so teachers can
28%
72%
87
design appropriate re-teach/intervention lessons
k. Allows teachers to enter classroom level data and
14%
86%
88
analyze the student’s achievement results.
19. Teachers follow the district pacing calendars and
6%
94%
87
assessment schedule.
20. Teachers regularly use the students’ assessment
results to improve their own classroom instruction.
7%
93%
91
21. The school/district supports school site personnel to
effectively interpret data to modify classroom
instruction (e.g., teacher data teams to analyze
student results, etc.)
30%
70%
88
65%
82
50%
90
DISTRICT SUPPORTS TEACHER COLLABORATION AND COACHING

22. The district supports teacher collaboration and coaching in the following ways:
a. Instructional materials developed by school/district
coaches/content experts/mentors are shared with all
35%
school sites.
b. School/district professional development routinely
includes follow-up coaching and mentoring to ensure
50%
successful implementation
204
Minimally/Partially
Substantially/Fully
Responses
29%
71%
92
31%
69%
77
8%
92%
92
c. School/district supports teachers to meet monthly
and discuss lesson delivery by grade level and/or
subject matter.
d. School/district monitors the results (agendas,
minutes) of collaborative teacher meetings to provide
additional support and resources to increase student
achievement.
e. Teachers believe that they can successfully increase
student achievement at the school by working
together.
FAMILY INVOLVEMENT
23. The school/district has a system in place with multiple strategies to facilitate two-way communication with parents
and community members on a regular basis:
a. Communications (newsletters, brochures, mail-outs,
press releases, phone calls, web sites, etc.) are
7%
93%
91
provided to all families and community members in a
language they understand
b. Communications to all families are provided in a
timely manner (e.g., parents are notified of meeting
and policy changes well in advance, families with
11%
89%
90
children in Program Improvement schools are notified
of their right to school choice and/or supplemental
services, phone calls are returned promptly, etc.)
c. All families are informed about and understand the
standards-based system (e.g., grade level
expectations for proficiency, data reporting for STAR
22%
78%
88
and local assessments, and available interventions in
reading, language arts, ELD, and mathematics for
students needing assistance, etc.)
d. All families are informed on a regular basis of their
students’ academic progress (e.g., parents receive 6-9
week progress reports; have the opportunity to
11%
89%
91
participate in parent/teacher conferences; are
informed in a timely manner if students are at risk of
not being promoted to the next grade, etc.).
24. The school/district ensures that all schools have family/parent involvement programs that provide:
a. Multiple opportunities for all families (i.e.,
representatives from all economic and ethnic
backgrounds) to actively and knowledgeably
participate in district and school level decision-making
processes (e.g., participation in the development of the
LEA and school site plans and on school site councils)
b. Training for families to successfully participate in
curricular and budgetary decision-making
25. The district ensures that all schools provide resources
and opportunities to parents to support their
children’s academic success (e.g., family literacy
programs, family math/science events, workshops and
materials for parents on how to support learning at
home, access to daily/weekly homework assignments,
and viable parent/family resource centers, etc.)
25%
75%
85
62%
38%
60
53%
47%
87
205
Minimally/Partially
Substantially/Fully
Responses
61%
74
53%
85
FISCAL SUPPORT
26. Categorical fund expenditures plans include all stakeholders such that:
a. Teachers (Leadership Team) and parents (School site
Council, ELAC, etc,) are asked to help plan for
39%
categorical expenditures
b. School/district share information with teachers and
parents about expenditures, goals, and changes based
47%
on student assessments
206
Fiscal Health Risk Analysis
p | ^^^^/|
Key Fiscal Indicators
The Fiscal Health and Risk Analysis was developed by F C M A T as a
HV
CSIS
(R^^^s.^M\^u.l ."iixn
,VSSISlA-.'( 1 11 1 >t
California School infontiation Services
management tool to evaluate key fiscal indicators that w i l l assist a school
district i n measuring its financial solvency for che current and two
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y
.^
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subsequent fiscal years as recommended by A B 1200. The presence o f any single criteria is n o f necessarily an
indication o f a district in fiscal crisis. However, districts exceeding the risk threshold o f six or more " N o " responses
may have cause for concern and require some level of fiscal intervention. Diligent planning w i l l enable a district to
better understand its financial objectives and strategies to sustain its financial solvency. A district must continually
update its btidget as new information becomes available f r o m w i t h i n the district or f r o m other fimding and
regulatory agencies.
The Fiscal Health and Risk Analysis inchides 17 components ot key fiscal indicators to measure a district's
potential risk. Any o f t h e 17 individual components receiving a simple majority o f " N o " responses to the
questions it contains should be rated w i t h an overal! " N o " response.
1. Deficit Spending
• Is the district avoiding deficit spending in the current year?
U
)Q
J
•
yi
•
» Is the district avoiding deficit spending in the two subsequent fiscal years?
.
.
.
. •
^
•
• Has the district controlled deficit spending over the past two fiscal years?
.
.
.
. p
•
•
. ^
•
•
• is the issue of deficit spending addressed by fund balance, ongoing revenues,
or expenditure reductions?
- Has the board approved a plan to eliminate deficit spending?
2. Fund Balance
Q
^
•
•
b
•
•
• Is the fund balance stable or increasing due to ongoing revenues and/or
expenditure reductions?
^
•
•
» Does the fund balance include any designated reserves for unfunded
liabilities or one time costs above the recommended reserve level?
yl'
•
•
•
•
• Is the district's fund balance at or consistently above the recommended
reserve for economic uncertainty?
3. Reserve for Economic Uncertainty
Is the district able to maintain its reserve for economic uncertainty in the current and
two subsequent years based on current revenue and expenditure trends?
. . .
Does the district have additional reserves in Fund 17, Special Reserve for
Non Capital Projects?
If not, is there a plan to restore the reserve for economic uncertainties in the
district's multiyear financial projection?
•
•
•
i
207
4. Enrollment
^ _
^
.
_
• Has the district's enroiiment been increasing or stable for multiple years?
^
.
.
.
. ^
•
•
^
•
•
if
•
•
. ^
•
•
^
•
•
•
•
• Is the district's enrollment projection updated at least semiannually?
• Are staffing adjustments for certificated and classified employee groups
consistent with the enrollment trends?
• Does the district analyze enroiiment and average daily attendance (ADA) data? .
.
• Does the district track historical data to establish future trends between
P-1 and P-2 for projection purposes?
• Has the district implemented any attendance programs to increase ADA?
.
.
.
• Have approved charter schools had little or no impact on the district's
student enrollment?
« Does the district have a board policy that attempts to reduce the effect
that transfers out of the district have on the district's enrollment?
5. Interfund Borrowing
.
•
•
%i
^
•
•
»^
• Can the district manage its cash flow in all funds without interfund borrow ng?
.
.
a
•
•
•
^
•
•
» Has the district settled the total cost of the bargaining agreements at or
under COLA during the current and past three years?
^
•
•
• Did the district conduct a pre-settlement analysis identifying an ongoing
revenue source to support the agreement?
^
•
•
• Is the district repaying the funds within the statutory period in accordance
with Education Code section 42603?
. •
•
ij(
6. Bargaining Agreements
• Did the district correctly identify the related costs'ateove^he-GOtzA:
{^(A^.e. statutory benefits, step and column)?
^
•
•
• Did the district address budget reductions necessary to sustain the total
compensation increase including a board-adopted plan?
• Did the superintendent and CBO certify the agreement priorto ratification?
^
.
.
.
•
•
•
•
• Is the governing board's action consistent with the superintendent's/CBO's
certification?
)^
•
•
• Did the district submit to the county office of education the
AB 1200\2756 full disclosure as required?
^
•
•
208
7. Genera! Fund
Is the percentage of the district's general fund unrestricted budget
allocated to salaries and benefits at or under the statewide average?
•
•
•
•
•
•
•
Q
•
•
•
•
•
X
•
•
Salary and Benefit Expense as a Percentage of Total Expense
Unrestricted General Fund
Total General Fund
Statewide Averages
2006-07
Unified
90.84%
91.77%
92.16%
82.14%
82.12%
83.00%
Eiementary
89.56%
90.51%
90.77%
80.94%
80.96%
82.05%
High School
87.83%
89.19%
89,20%
79,61%
80.60%
81.81%
2007-08
2008-09
2006-07
2007-08
2008-09
Source: School Services of California
Is the district making sure that only ongoing restricted dollars pay for
permanent staff?
Does the budget include reductions in expenditures proportionate to one-time
revenue sources, such as parcel taxes, that will terminate in the current o r t w o
subsequent fiscal years?
If the district receives redevelopment revenue that is subject to AB 1290 and
SB 617, has it made the required offset to the revenue limit?
^
8. Encroachment
Is the district aware of the Contributions to Restricted Programs in the
Does the district have a reasonable plan to address increased encroachment
trends?
•
^
Does the district manage encroachment from other funds such as Adult,
9. Management Information Systems
— f
•
•
Are key fiscal reports readily available and understandable?
•
p
If the district is on a separate financial system, is there an automated
interface with the financial system maintained by the county?
. .
.
•
•
•
•
•
•
•
209
10. Position Control
^
• Does the district maintain a reliable position control system?
^
•
•
^
•
•
•
•
•
•
•
•
• Is position control integrated with payroll?
• Does the district control unauthorized hiring?
^1
• Are the appropnate levels of internal controls in place between the
business and personnel departments to prevent fraudulent activity?
» Does the district use position control data for budget development?
^
•
•
• Is position control reconciled against the budget during the fiscal year?
^
•
•
^
•
•
^
•
•
. ^
•
•
•
^
•
^
•
•
5^
•
•
•
•
•
•
d
•
•
^
•
•
•
•
8
•
11. Budget iyionitoring
• Are budget revisions completed in a timely manner?
• Does the district openly discuss the impact of budget revisions at the board level?
.
• Are budget revisions made or confirmed by the board at the same time
the collective bargaining agreement is ratified?
• Has the district's long term debt decreased from the prior fiscal year?
• Has the district identified the repayment sources for long term debt or
non voter-approved debt, i.e. certificates of participation, capital leases?
• Does the distnct's financial system have a hard coded warning regarding
insufficient funds for requisitions and purchase orders?
• Does the district encumber salaries and benefits?
12. Retiree Health Benefits
• Has the district completed an actuarial valuation to determine the unfunded
liability under GASB 45 requirements?
• Does the distnct have a plan for addressing the retiree benefits liabilities? " ^ ^ ^ ^
• Has the district conducted a re-enrollment process to identify eligible retirees?
13. Leadership/Stability
.
.
.
. ^
^
•
• Does the distnct have a superintendent and/or chief business official that
has been with the distnct more than two years?
• Does the governing board adopt clear and timely policies and support
the administration in their implementation?
J4
)^
Q
Q
•
•
210
Charter Schools
^
•
^j^
^
•
•
•
• Has the charter school submitted the required financial reports?
•
•
•
• Has the charter school commissioned an independent audit?
•
•
•
• Does the audit reflect findings that will not impact the fiscal certification of the
authorizing agency?
•
•
•
• Is the district monitoring and reporting the current status to the board to
ensure that an informed decision can be made regarding the
reauthorization.of the charter?
•
•
•
•
•
• Has the district identified a specific employee or department to be
responsible for oversight of the charter?
15. Audit Report
^
^
• Did the district receive an audit report without material findings?
^
•
•
» Can the audit findings be addressed without impacting the district's
fiscal health?
•
•
^
^
•
•
• Are audit findings and recommendations reviewed with the board?
^
•
•
• Did the audit report meet both GAAP and GASB standards?
^
•
•
•
•
^
•
•
. ^
•
•
• Has the audit report been completed and presented within the statutory
timeline?
16. Facilities
^
• Has the district passed a general obligation bond?
• Has the district met the audit and reporting requirements of Proposition 39? .
• is the district participating in the state's School Facilities Program?
.
.
•
^
•
• Does the district have sufficient personnel to properly track and account for
facility-related projects?
• Has the district met the reporting requirements of the Williams Act?
• is the district properiy accounting for the 3% Routine Repair and (A>rrt ril~^|
Maintenance Account requirement at the time of budget adoption? .
• If needed, does the district have surplus property that may be sold
or used for lease revenues?
• If needed, are there other potential statutory options?
^
•
•
^
•
•
^
•
•
•
^
•
^
, . •
- Joint Use: Can the district enter into a joint use agreement with some entities
without declaring the property surplus and without bidding?
- Joint Occupancy: The Education Code provides for a joint venture that can
authorize private development of district property that will result in some
educational use.
Rev, 5/7/07
211
Does the district have a facilities master plan that was completed or updated
in the last two years?
•
•
17. Generai Ledger
Has the district closed the general ledger (books) within the time prescribed
by the county office of education??
• Does the district follow a year-end closing schedule?
• Have beginning balances in the new fiscal year been recorded correctly for
each fund from the prior fiscal year?
• Does the district adjust prior year accruals if the amounts actually received (A/R)
or paid (A/P) are greater or less than the amounts accrued?
^
•
^
•
^5
•
•
)(
• Does the district reconcile all payroll suspense accounts at the close of the
fisca! year?
P
•
•
RISK ANALYSIS
1. Total the number of component areas in which the district's fiscal health is not acceptable (
responses).
2. Use thtrgSfSSow to~35termine the level of risk to the district's fiscal health.
0-4
/
5-9
10-14
15-17
Umh
212
ELSSA 2012-13
Discuss Data & Rate Items
Ocean View Elementary
1. Annual Progress in Learning English (Title III, Annual Measurable Achievement Objective [AMAO] 1)
a. What percent of EL students in your LEA met AMAO 1? (Examine performance on AMAO 1 since 2007-08.)
AMAO 1: Percent of EL Students Making Annual Progress in Learning English
Target
Percent Meeting Target
Was Target Met? (Y/N)
2008-09
51.6%
59.8%
YES
2009-10
53.1%
54.9%
YES
2010-11
54.6%
53.2%
NO
2011-12
56.0%
57.6%
YES
Briefly discuss the trends that you observe over time for your AMAO 1 results.
A uneven set of results over the past four years. The variances are slight.
Based on the data in this table, identify one or more questions that you want to investigate further.
Why is not a larger set of gains for EL students? How does the change in demographics affect the data? What impact has GLAD had on overall
scores.
2. Annual Progress in Attaining English-language Proficiency (Title III AMAO 2)
a. What percent of ELs in a language instruction educational program, based on the state’s former AMAO 2 cohort definition, met the
English Proficient level on CELDT?
AMAO 2: Percent of EL Students Attaining English Proficiency
2008-09
30.6%
Target
44.6%
YES
b. What percent of ELs in a language instruction educational program for fewer than 5 years met the English Proficient level on CELDT?
2009-10
17.4%
Target
13.2%
NO
2010-11
18.7%
14.3%
NO
2011-12
20.1%
16.0%
NO
c. What percent of ELs in a language instruction educational program for 5 years or more met the English Proficient level on CELDT?
2009-10
41.3%
Target
51.9%
YES
2010-11
43.2%
49.9%
YES
2011-12
45.1%
50.2%
YES
Briefly discuss the trends that you observe over time for your AMAO 2 results.
Consider This
More ELs 5 years or less show increases despite not meeting targets. EL students 5 years or more met target each year. The longer students
are in the program, the better they do. The gap between the target and students more than five year is shinking not increasing.
Based on the data in this tables, identify one or more questions that you want to investigate further.
Why is the gap between the target and student scores constant or decreasing? What impact do the changes in curriculum and professional
develop have on student achievement? How are we evaluating our programs?
LEA Report for Discussion and Rating of Survey Items
213
ELSSA 2012-13
3. Progress in Achieving Academic Standards (Title III AMAO 3 and Title I Adequate Yearly Progress for EL subgroup)
a. Did the EL subgroup meet AMAO 3 targets for participation rate in English-language arts (ELA)? In mathematics?
AMAO 3: Adequate Yearly Progress (AYP) for EL Subgroup at the LEA Level: Participant Rate
2008-09
2009-10
2010-11
Participation Rate Target
Actual Participation Rate
ELA
95.0%
100.0%
YES
Math
95.0%
100.0%
YES
ELA
95.0%
100.0%
YES
Math
95.0%
100.0%
YES
ELA
95.0%
100.0%
YES
Math
95.0%
100.0%
YES
2011-12
ELA
95.0%
100.0%
YES
Math
95.0%
100.0%
YES
If participation rate targets were not met, discuss the observations you have made about student participation.
3. Progress in Achieving Academic Standards (Title III AMAO 3 and Title I Adequate Yearly Progress (AYP) for EL subgroup)
b. Did the EL subgroup meet the AMAO 3 targets for percent proficient in ELA? In mathematics?
AMAO 3: AYP for EL Subgroup at the LEA Level: % Proficient
2008-09
2009-10
2010-11
% Proficient Target
% Proficient or Above
ELA
46.0%
28.1%
NO
Math
47.5%
42.6%
NO
ELA
56.8%
28.6%
NO
Math
58.0%
42.0%
NO
ELA
67.6%
30.6%
NO
Math
68.5%
43.4%
NO
2011-12
ELA
78.4%
32.1%
NO
Math
79.0%
44.2%
NO
Briefly discuss the trends that you observed over time for AMAO 3 for ELA and mathematics.
The gap between state target and student achievement doubles. Achievement is slow but increasing.
Why did the percentages in ELA and Math drop sigcificantly in 2011-2012? Is there an achievement gap among the EL students? How can we
look at the data at a closer level to find patterns?
214
ELSSA 2012-13
PERFORMANCE ON THE CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)
4. AMAO 1: How are EL students at each level of the CELDT meeting their growth target?
Prior Year CELDT Level
Number in Proficiency
Level Prior Year
% in Proficiency
Level Prior Year
Number Meeting
Growth Target
Percent Meeting
Growth Target
State Avg. Meeting
Growth Target
287
298
464
21.8%
22.6%
35.2%
171
176
195
59.6%
59.1%
42.0%
70.1%
68.5%
46.2%
33
2.5%
15
45.5%
73.5%
237
18.0%
203
85.7%
88.8%
1319
100.0%
760
57.6%
Beginning
Early Intermediate
Intermediate
Early Adv./ Advanced: Not
English Proficient
Early Adv./ Advanced:
English Proficient
Total
What summary statements can be made about your data? At which CELDT proficiency levels do students make the most/least
progress?
Intermediate students making the least amount of growth.
4. Survey Items: AMAO 1 -- CELDT Growth Targets by Proficiency Level
Rationale: English learners develop English language through an SBE-adopted/approved core program in English language development (ELD) and EnglishLanguage Arts (ELA). LEAs must ensure that students are appropriately placed, instructed and monitored in both subject areas.
ITEMS (Note: APS citations in parenthesis following items, words in bold are for emphasis, and words in italics are defined in the
tools glossary.)
4.1 The LEA ensures that teachers utilize SBE-adopted/approved materials for English-language development. (1.1, 1.2, 1.3)
4.2 The criteria for grouping ELs for ELD instruction in a self-contained classroom are clearly defined, implemented and monitored.
(2.3)
4.3 In secondary departmentalized settings, criteria for placing ELs in separate ELD classes are clearly defined, implemented and
monitored. (2.3)
Rating
1
2
3
4.4 The criteria for providing ELD in a mainstream English class are clearly defined, implemented and monitored. (2.3, 2.4)
1
4.5 Formative assessments are used on an ongoing basis to monitor the progress of ELs in ELD. (7.1)
2
4.6 Summative assessments are used periodically to monitor the progress of ELs in ELD. (7.1)
4
4.7 All teachers providing instruction to ELs in ELD are appropriately authorized to deliver ELD instruction. (5.1, 6.1)
4
4.8 The LEA ensures that teachers utilize the SBE-adopted or approved basic core and Universal Access materials to support
English learners in ELA. (1.1, 1.2, 1.3)
4.9 The LEA ensures that school schedules allocate the appropriate number of minutes for basic core/strategic intervention, ELD and
intensive intervention as identified. (2.1, 2.2, 2.3, 2.4)
2
4
4.10 Formative assessments are used on an ongoing basis to monitor the progress of ELs in ELA. (7.1)
3
4.11 Summative assessments are used periodically to monitor the progress of ELs in ELA. (7.1)
4
Table Average
2.7
Does everyone have the Universal Access materials and are they being utilized appropriately?
215
ELSSA 2012-13
5.a. AMAO 2: How are EL students performing on CELDT based on the length of time they have been in language instruction
educational programs in U.S. schools?
[REQUIRED]
Length of Time in
US Schools
6 or more years
5 years
4 years
3 years or less
Total (by ELD level)
Number
Percent
n=
%
n=
%
n=
%
n=
%
n=
%
Early Advanced or
Advanced English
Proficient
Early Advanced or
Advanced; Not
English Proficient
Intermediate
Early Intermediate
Beginning
190
56%
71
40%
91
38%
88
10%
440
27%
9
3%
1
1%
5
2%
8
1%
23
1%
103
30%
77
43%
104
43%
251
30%
535
33%
34
10%
18
10%
26
11%
247
29%
325
20%
2
1%
11
6%
15
6%
254
30%
282
18%
Total
(by Time)
338
21%
178
11%
241
15%
848
53%
1605
Discuss the progress in English acquisition that your students are demonstrating based on the time in language instruction
educational programs in U.S. schools.
Large increase in Proficient and advance for students more than 4 years. 10% of students 6 years or longer are Intermediate or above. Majority
of students 6 years or more are Proficienct or above.
5.a. Survey Items: AMAO 2 -- CELDT Growth Targets by Time in language instruction educational programs in U.S. Schools
Rationale: If students are making adequate progress learning English, they should reach English-language proficiency in a reasonable amount of time (per
criteria in AMAO 1 and AMAO 2). The following survey items address the program needs of long-term ELs.
ITEMS (Note: APS citations in parenthesis following items and underlined word are for emphasis.)
Rating
5.a.1 The LEA develops, implements and monitors criteria for determining EL placement into and exit from intensive and strategic
interventions in ELA. (2.1, 2.4, 7.1)
3
5.a.2 The LEA ensures that teachers employ research-based instructional strategies within the context of the SBE-adopted/approved
materials in ELA and ELD to help ELs progress through proficiency levels on the CELDT. (2.3, 5.2, 6.1)
2
5.a.3 The LEA monitors staff use of the research-based instructional strategies in ELA and ELD designed to help ELs progress
through proficiency levels on the CELDT. (4.1)
2
5.a.4 Collaboration among all relevant staff around multiple sources of student data informs targeted professional development to
meet EL instructional needs in subject area content and ELD. (7.1, 8.1)
2
Table Average
2.3
How to increase the consistency of the monitoring? How to increase the infrastructure of dedicated staff to monitor EL students?
5.b. AMAO 2: How are EL students performing on CELDT based on the length of time they have been in language instruction
educational programs in our district?
[OPTIONAL-High School Districts May Not Find Useful]
Length of Time in District
6 or more years
5 years
4 years
3 years or less
Total (by ELD level)
Early Advanced or
Advanced English
Proficient
Early Advanced or
Advanced; Not
English Proficient
Intermediate
Early Intermediate
Beginning
Total
(by Time)
n=
0
0
0
0
0
0
n=
0
0
0
0
0
0
n=
0
0
0
0
0
0
n=
0
0
0
0
0
0
n=
0
0
0
0
0
0
Number
Percent
%
%
%
%
%
Discuss the progress in English acquisition that your students are demonstrating based on the time they have been in language
instruction educational programs in your district.
216
ELSSA 2012-13
6. How are EL students at the Intermediate level on CELDT performing on the CST (ELA and Math) by grade level?
What percent of students are in each of the following performance levels: far below basic, below basic, basic, proficient and advanced?
a. ELA CST Performance of District EL Students at Intermediate level on CELDT
(as percent of Intermediate level EL population tested at each grade level)
ELA CST Performance
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Total (by grade)
Number
Percent
n=
%
n=
%
n=
%
n=
%
n=
%
n=
%
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Total
(by CST)
1
1%
8
11%
27
38%
26
36%
10
14%
72
18%
13
16%
23
29%
36
46%
7
9%
0
0%
79
19%
4
4%
20
22%
50
55%
17
19%
0
0%
91
22%
11
19%
11
19%
35
59%
1
2%
1
2%
59
14%
7
15%
20
42%
19
40%
2
4%
0
0%
48
12%
6
18%
16
47%
11
32%
1
3%
0
0%
34
8%
6
22%
11
41%
9
33%
1
4%
0
0%
27
7%
48
12%
109
27%
187
46%
55
13%
11
3%
410
Where do the majority of your Intermediate ELs score on the CST/ELA? What else do you want to know about these students?
How will you get that information?
Most students fall at the Basic level in ELA and Math. What happens from Grade 2 in level of proficiency to grade 3?
6.a. Survey Items: AMAO 3 -- CST ELA Performance for ELs
Rationale: Many ELs in California score at the Intermediate level on the CELDT. These students still require differentiated instruction and interventions to
reach both English language proficiency and grade level proficiency in ELA. It is important to consider the needs of newcomers as well as long-term ELs when
determining their instructional services.
ITEMS (Note: APS citations in parenthesis following items and words in bold are for emphasis.)
Consider This
6.a.1 Teachers implement Specially Designed Academic Instruction in English (SDAIE) strategies for ELs in R/LA to ensure that ELs
have meaningful access to grade appropriate core curriculum. (5.1)
6.a.2 All teachers providing SDAIE to ELs are appropriately authorized to do so. (5.1)
Rating
3
4
6.a.3 The ELA and ELD instruction for ELs is aligned with the EPCs, the Reading/Language Arts Framework and the CA EnglishLanguage Arts Standards. (1.1, 1.2, 1.3)
3
6.a.4 The ELA and ELD program for English learners utilizes SBE-adopted materials at grades K-8 including all ancillary materials
and SBE-approved, standards aligned materials at grades 9-12. (1.1, 1.2, 1.3)
2
6.a.5 The SBE-adopted instructional materials and other standards-aligned instructional materials (in English and/or L1) are fully
implemented for ELs. (1.1, 1.2, 1.3, 2.1, 2.3)
3
6.a.6 English learners at the Intermediate level on CELDT are provided strategic and intensive interventions as needed in addition to
ELD, utilizing SBE-adopted and approved materials. (1.2, 1.3)
2
Table Average
2.8
Based on the data in Table 6a and Table 9 (CAHSEE) for high schools and the results of the survey items, identify questions to
investigate further.
What type of professional development is needed to ensure strategies are meeting the needs of EL's in all classrooms?
217
ELSSA 2012-13
6.b. Math CST Performance of District EL Students at Intermediate level on CELDT
(as percent of Intermediate level EL population tested at each grade level)
Math CST Performance
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Total (by grade)
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade 8
Gen. Math
Grade 8
Algebra
Total
(by CST)
n=
1
1%
1
1%
0
0%
2
3%
4
8%
4
12%
0
0%
0
0%
12
3%
n=
9
13%
8
10%
13
14%
17
29%
27
56%
19
56%
12
48%
1
50%
106
26%
n=
15
21%
21
27%
28
31%
22
37%
12
25%
7
21%
12
48%
1
50%
118
29%
n=
25
35%
31
39%
36
40%
17
29%
5
10%
4
12%
1
4%
0
0%
119
29%
n=
22
31%
18
23%
14
15%
1
2%
0
0%
0
0%
0
0%
0
0%
55
13%
n=
72
18%
79
19%
91
22%
59
14%
48
12%
34
8%
25
6%
2
0%
410
Number
Percent
%
%
%
%
%
%
Where do the majority of your Intermediate ELs score on the CST/Math? What else do you want to know about these students?
How will you get that information?
2nd, 3rd, and 4th grades are over 50% Proficient/Advance, but 6th and 7th grade percentages at FBB and BB are high.
6.b. Survey Items: AMAO 3 -- CST Math Performance for ELs.
Rationale: Many ELs in California score at the Intermediate level on the CELDT. These students still require differentiated instruction and interventions to
reach proficiency in mathematics. It is important to consider both how long ELs have been in U.S. schools and their prior instruction and skills in mathematics
when determining their instructional services.
ITEMS (Note: APS citations in parenthesis following items and words in bold are for emphasis.)
Consider This
Rating
6.b.1 Criteria are clearly defined for placing ELs in appropriate mathematics classes including interventions if needed. (4.2)
3
6.b.2 English learners are placed in grade appropriate mathematics classes including algebra for eighth graders. (1.4)
3
6.b.3 English learners have access to advanced coursework in mathematics in departmentalized settings and extended learning
opportunities in self-contained settings. (1.1)
6.b.4 The mathematics program for ELs utilizes SBE-adopted materials at grades K-8 and SBE-approved, standards-aligned
materials at grades 9-12. (1.4)
2
4
6.b.5 The SBE-adopted instructional materials including ancillary materials and other SBE-approved, standards-aligned instructional
materials (in English and/or L1) are fully implemented for ELs. (2.5)
3
6.b.6 Teachers of ELs utilize SDAIE strategies to ensure that ELs have meaningful access to grade-appropriate core curriculum in
mathematics. For high school students this includes courses that meet graduation requirements and A-G coursework to enable ELs
to meet UC/CSU admissions criteria. (1.4, 2.7, 4.2, 5.2)
3
6.b.7 Mathematics teachers at the secondary level who teach ELs are appropriately authorized to teach mathematics and English
learners.(3.1)
4
Table Average
3.1
Based on the data in Table 6b and the results of the survey items, identify questions to investigate further?
What are we doing differently in math than ELA?Ma
218
ELSSA 2012-13
7. How are EL students at the English Proficient level on the CELDT performing on the CST (ELA and Math) by grade level?
What percent of students are in each of the following performance levels: far below basic, below basic, basic, proficient and advanced?
a. ELA CST Performance of District EL Students at English Proficient level on CELDT
(as percent of English proficient EL population tested at each grade level)
ELA CST Performance
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Total (by grade)
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Total
(by CST)
n=
0
0%
0
0%
0
0%
0
0%
0
0%
2
3%
1
2%
3
1%
n=
0
0%
0
0%
2
3%
7
11%
7
10%
9
13%
6
11%
31
8%
n=
2
8%
8
33%
16
21%
27
44%
32
47%
40
59%
26
48%
151
40%
n=
7
28%
10
42%
36
48%
22
35%
27
40%
17
25%
16
30%
135
36%
n=
16
64.0%
6
25.0%
21
28.0%
6
9.7%
2
2.9%
0
0.0%
5
9.3%
56
14.9%
n=
25
7%
24
6%
75
20%
62
16%
68
18%
68
18%
54
14%
376
Number
Percent
%
%
%
%
%
%
Reflect on your reclassification criteria and discuss the results you note on this table.
Majority are at the Basic level or above. Fewer students at the English Proficient level.
7.a. Survey Items: AMAO 3 -- CST ELA Performance for ELs
Rationale: Many ELs reach the English proficient level on CELDT without attaining grade level academic proficiency in ELA. These students may continue to
need additional support, including interventions, to reach proficiency in ELA. Teachers and counselors need to have and utilize detailed information about ELs
in order to determine the most effective instructional services.
Consider This
ITEMS (Note: APS citations in parenthesis following survey items.)
Rating
7.a.1 The LEA provides teachers detailed information about their ELs including English proficiency, academic achievement data and
time in U.S. schools. These data are provided in a timely fashion and inform instructional decisions. (7.1)
3
7.a.2 The LEA uses a variety of data including English proficiency, academic achievement and time in U.S. schools when placing
students in core and intervention classes. (1.1, 1.2, 1.3, 7.1)
2
7.a.3 The LEA ensures that the teaching and counseling staff closely monitor and support the academic progress of long-term ELs
who are achieving below grade level performance in R/LA. (3.1, 7.1, 8.1)
2
Table Average
2.3
Based on the data in Table 7a and the results of the survey items, identify questions to investigate further.
How do we recognize possible LTELs and how to intervene early? What the factors resulting in LTEL sydrome?
219
ELSSA 2012-13
7.b. Math CST Performance of District EL Students at English Proficient Level on CELDT
(as percent of English Proficient EL population tested at each grade level)
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Total (by grade)
Number
Grade
Grade
Grade
Grade
Grade
Grade
Grade 8
Grade 8
Total
Percent
2
3
4
5
6
7
Gen. Math
Algebra
(by CST)
0
0%
0
0%
1
4%
8
32%
16
64%
25
7%
0
0%
0
0%
1
4%
7
29%
16
67%
24
6%
0
0%
0
0%
14
19%
28
37%
33
44%
75
20%
1
2%
11
18%
18
29%
26
42%
6
10%
62
16%
2
3%
9
13%
37
54%
18
26%
2
3%
68
18%
3
4%
19
28%
30
44%
15
22%
1
1%
68
18%
1
3%
7
19%
17
47%
11
31%
0
0%
36
10%
0
0%
5
28%
6
33%
7
39%
0
0%
18
5%
7
2%
51
14%
124
33%
120
32%
74
20%
376
n=
%
n=
%
n=
%
n=
%
n=
%
n=
%
Discuss what these data indicate regarding the access of ELs to grade level appropriate mathematics curriculum.
Explore instructional strategies for EL students at the junior high? At the junior high level, are the low scores a result of language?
7.b. Survey Items: AMAO 3 -- CST Math Performance for ELs at the English Proficient Level on CELDT
Rationale: Many ELs reach the English proficient level on CELDT without attaining grade level academic proficiency in mathematics. These students may
continue to need additional support, including interventions, to reach grade level proficiency in mathematics. Teachers and counselors need to have and utilize
detailed information about ELs in order to determine the most effective instructional services.
Consider This
7.b.1 The LEA provides teachers detailed information about their ELs including English proficiency, academic achievement data,
previous mathematics instruction and time in U.S. schools. These data are provided in a timely fashion and inform placement and
instructional decisions. (7.2)
7.b.2 Mathematics intervention courses are available for ELs working below grade level per the recommendations of the CA
Mathematics Framework and the Academic Program Survey (APS). (1.5, 1.6)
7.b.3 SBE-adopted/approved mathematics intervention materials are fully implemented for students who need intervention. (1.4, 2.5,
2.6, 2.7)
7.b.4. The LEA ensures that teaching and counseling staff carefully monitor and support the progress of ELs who are not yet scoring
proficient in mathematics to ensure that they receive support classes and/or interventions as needed to reach proficiency. (1.5, 1.6,
7.2)
Table Average
Rating
3
1
1
1
1.5
Based on the data in Table 7b and the results of the survey items, identify questions to investigate further.
How to fit math intervention into the school day?
220
ELSSA 2012-13
8. How are Reclassified-Fluent English Proficient (R-FEP) students performing on the CST (ELA and Math) by grade level?
a. ELA CST Performance of District RFEP Students
(as percent of RFEP students tested at each grade level)
ELA CST Performance
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Total (by grade)
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
Total
(by CST)
n=
0
0
n=
0
n=
0
n=
0
n=
0
n=
0
0%
1
100%
0
0%
0
0%
0
0%
0
0%
1
1%
0
0%
1
4%
3
11%
9
32%
15
54%
28
16%
0
0%
3
8%
7
18%
15
38%
14
36%
39
22%
2
3%
4
7%
9
15%
32
54%
12
20%
59
34%
0
0%
3
6%
6
13%
21
44%
18
38%
48
27%
3
2%
11
6%
25
14%
77
44%
59
34%
175
Number
Percent
%
%
%
%
%
%
0
0
0
0
0
0%
Consider your LEA's reclassification criteria and describe your observations about performance of R-FEP students in ELA.
R-FEP students are performing well on the CSTs in ELA and Math
8.a. Survey Items: AMAO 3 -- CST ELA Performance for RFEP Students
Rationale: Most ELs are reclassified fluent English Proficient (R-FEP) before they reach proficient on the CST in ELA. Many former ELs drop in performance
after reclassification. These students may require extra support, including interventions to help them reach grade level proficiency in ELA.
ITEMS (Note: APS citations in parenthesis following survey items unless otherwise specified.)
Rating
8.a.1 R-FEPs are monitored for two years after reclassification for their progress in ELA. (20 USC 6841; 5 CCR 11304, Education
Code 313 [d], Section 11510, Title 5 of the California Code of Regulations, Title III Section 3121 [a] 4)
4
8.a.2 Instructional support, including interventions, is provided as needed for R-FEPS who are not yet proficient in ELA. (1.2, 1.3)
3
Table Average
3.5
Based on the data in this table and the results of the survey items, identify one or more questions that you want to investigate
further.
221
ELSSA 2012-13
8.b. Math CST Performance of District R-FEP Students
(as percent of R-FEP students tested at each grade level)
Far Below Basic
Below Basic
Basic
Proficient
Advanced
Total (by grade)
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade 8
Gen. Math
Grade 8
Algebra
Total
(by CST)
n=
0
0
n=
0
n=
0
n=
0
n=
0
n=
0
0%
0
0%
0
0%
0
0%
1
100%
0
0%
1
1%
0
0%
1
4%
4
14%
11
39%
12
43%
28
16%
0
0%
2
5%
10
26%
21
54%
6
15%
39
22%
1
2%
4
7%
18
31%
23
39%
13
22%
59
34%
1
8%
2
17%
3
25%
6
50%
0
0%
12
7%
1
3%
4
11%
9
25%
17
47%
5
14%
36
21%
3
2%
13
7%
44
25%
79
45%
36
21%
175
Number
Percent
%
%
%
%
%
%
0
0
0
0
0
0%
Consider your LEA's reclassification criteria and describe your observations about performance of R-FEP students in
mathematics.
Most R-FEPs are in Algebra. There are no 4th grade R-FEPs.
8.b. Survey Items: AMAO 3 -- CST Math Performance for R-FEP Students
Rationale: Most ELs are reclassified as fluent English Proficient before they reach proficient on the CST in mathematics. Many former ELs drop in performance
after reclassification. These students may require extra support, including interventions to help them reach grade level proficiency in mathematics.
ITEMS (Note: APS citations in parenthesis following survey items unless otherwise specified.)
Rating
8.b.1 R-FEPs are monitored for two years after reclassification for their progress in mathematics. (20 USC 6841; 5 CCR 11304,
Education Code 313 [d], Section 11510 and Title III Section 3121 [a] 4)
3
8.b.2 Instructional support, including interventions, is provided as needed for R-FEPs who are not yet proficient in mathematics. (1.5,
1.6)
3
8.b.3. R-FEPs are placed in Algebra or more advanced courses in eight grade. Those who require an algebra support class are
placed in algebra and a support class. (1.5, 1.5, 7.2)
3
Table Average
3.0
Based on the data in this table and the results of the survey items, identify one or more questions that you want to investigate
further.
222
ELSSA 2012-13
PERFORMANCE ON THE CALIFORNIA HIGH SCHOOL EXIT EXAM CAHSEE
9. How are EL Students performing on the CAHSEE according to the length of time they have been in the U.S. schools?
(use total ELs tested on combined 10th grade census test)
Performance of EL
Students on CAHSEE
Number of Years in U.S. Schools
Number
Percent
Tested in ELA
Passed ELA
Proficient ELA
Proficient Math*
4 to 5
6 or more Unknown
Total
ELs
Years
Years
Years
Years
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
Note: CAHSEE Passed
vs. Proficient
%
%
Tested in Math
Passed Math
0 to 3
%
%
Describe your observations about the performance of ELs on the CAHSEE overall and by years in U.S schools.
How are OV students students performing on the CAHSEE?
9. Survey Items: AMAO 3 -- CAHSEE Mathematics and ELA Performance for ELs
Rationale: ELs are required to pass the CAHSEE in order to be eligible to receive a high school diploma. Many ELs who have been in U.S. schools for more
than 5 years do not pass the CAHSEE1. LEAs must ensure that all ELs requiring support receive it in order to pass the CAHSEE as well as to meet the AYP
performance standard. 1. A passing score of 350 entitles students to be eligible to receive a diploma. A proficient score of 380 or higher is required to meet the
AYP performance standard.
Rating
9.1 ELs are provided appropriate interventions and support to pass the CAHSEE. (1.3, 1.5, 1.6)
3
9.2. ELs are provided appropriate interventions and support to reach proficiency on the CAHSEE. (1.3, 1.5, 1.6)
3
Table Average
3.0
223
ELSSA 2012-13
10. How are R-FEP students performing on the CAHSEE according to the length of time they have been in the U.S. schools?
(use total R-FEPs tested on combined 10th grade census test)
Performance of
RFEP Students
on CAHSEE
Number of Years in U.S. Schools
0 to 3
4 to 5
Percent
Years
Years
Years
Years
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
n=
0
0
0
0
0
Tested in ELA
Passed ELA
Proficient ELA
%
%
Tested in Math
Passed Math
Proficient Math*
6 or more Unknown
Total
RFEPs
Number
%
%
Describe your observations about the performance of ELs on the CAHSEE overall and by years in U.S. schools.
10. Survey Items: AMAO 3 -- CAHSEE Mathematics and ELA Performance for R-FEPs
Rationale: Many ELs are reclassified R-FEP before reaching proficiency in English language arts and mathematics. Some of these students are unable to pass
or reach proficiency on the CAHSEE2. The LEA must ensure that RFEPs requiring support received in order to pass the CAHSEE as well as to meet the AYP
performance standard. 2. A passing score of 350 entitles students to be eligible to receive a diploma. A proficient score of 380 or higher is required to meet the
AYP performance standard.
10.1 R-FEPs are provided appropriate interventions and support to pass the CAHSEE. (1.3, 1.5, 1.6)
10.2 R-FEPs are provided appropriate interventions and support to reach proficiency on the CAHSEE. (1.3, 1.5, 1.6)
Rating
3
3
Table Average
3.0
Based on the data in Tables 9 and 10 and the results of the survey items, identify questions to investigate further.
July 2012
Language Policy and Leadership Office
224
Special Education Division
October 2009
Inventory of Services and Supports (ISS) for Students with Disabilities
DAIT
Standard
1.
Governance
Objective
1.1 The district leadership
has articulated a clear
vision, mission, and
policy priorities that
include high
expectations for
student achievement
for all students,
including students
with disabilities.
1.2 The district fosters a
culture of
collaboration at the
district and school
level between special
and general education.








Full implementation means that the district has:
A shared vision for students with disabilities that includes
high expectations for student achievement.
Policies and procedures that ensure that students with
disabilities have opportunities to participate in a range of
educational settings.
An annual review of achievement data for students with
disabilities by the governing board.
Full implementation means that the district has:
A focus on student learning, collaborative practices, and
results for students with disabilities.
Structures that ensure the collaborative and systemic
monitoring of academic, instructional, and behavioral
practices that positively affect increased achievement for
students with disabilities.
Procedures for students with disabilities that are well
articulated for the successful matriculation from pre-K to K,
elementary to middle, middle to high, and high to adult.
Evidence
Please check evidence reviewed:
Board policies
LEA plan
Annual board assessment report
X District professional
development plan
 District organizational chart
 X LEA plan
 Procedures for matriculating
students




Other evidence reviewed:
X Teacher and admin interviews
X SPSA
Synthesis statement
1. OVSD includes approximately 9% Students With Disabilities
2. None of OVSD’s schools have a “significant” number of SWDs
3. It is understood and implied that the district vision is inclusive of all students.
4. General education and special education teachers are expected to collaborate on release days.
5. General education and special education teachers meet informally and use a weekly communication sheet.
6. At some schools, SDC special education teachers meet weekly on Friday afternoons, and at some sites every other Wednesdays.
7. Department meeting include special education teachers. The process is every other week (grade level/dept).
8. Not all schools have formal collaborative process for general and special education teachers
9. Release days might have activities for only special education staff and some include both special education and general education in professional
development. This is especially true for CCSS
225
October 2009
Based on what you have gathered, reviewed, and discussed in this area, what are the important conclusions:
1. Calendar collaborative data driven (academic and behavioral) days to formalize collaborative process. Include access to grade level standards and
matriculation from elementary to middle school
2. Provide by district to provide a formalized discussion of the achievement gap and research-based strategies to successfully inform instruction
226
October 2009
DAIT
Standard
2. Alignment of
curriculum,
instruction and
assessment
Objective
2.1 The LEA ensures that
Full implementation means that in the district:
students with disabilities  Special education administrators work collaboratively to make
have access to grade
decisions with the general education administrators to ensure
level core instruction in
that students with disabilities receive grade level standardsEnglish language arts
based instruction within the grade level SBE- adopted (K-8) and
(ELA) and mathematics
standards-aligned (9-12) core curriculum in the general
within the general
education classroom setting to the maximum extent appropriate.
education setting with
 Assignment of students with an IEP to an RtI tiered service
appropriate supports and
delivery (intensive and strategic intervention) is included in each
accommodations, based
student’s IEP.
on assessed need.
 General and special education administrators support site
principals to ensure that students with moderate and significant
disabilities are provided core curriculum materials,
research/evidence-based instructional strategies and assessment
practices that are aligned to the SBE-adopted California
Modified Assessment (CMA) and California Alternate
Performance Assessment (CAPA) blueprints.
 Site principals provide access for all students and are supported
by the district in implementing:
o Standards-based curriculum
o Research-based instructional strategies
o District assessments
Evidence
 X Appropriate instructional
program materials (see APS data
source 1.1)
 LEA Special Education Annual
Performance Report Measures:
(see Indicator 5 LRE 6-22 years)
 X Sample IEP for % of time in
 X Teacher interviews
 X Classroom observations
 Student shadowing
Synthesis statement
 Administration meets to discuss access to core materials
 Some SDC students have behavioral challenges that impact their ability to receive instruction in the general education classes.
 Whenever possible SWDs are in general PE with their typical peers
 Some students are gradually placed in general education classes due to collaboration and progress monitoring
 Jr high includes a co-teaching model. Four (4) subjects are included in this model.
 RtI2 as appropriate.
1. PBS professional development support is needed for general education staff in addition to special education tchrs
2. Our goal is to increase integration of SWDs in general education
227
October 2009
DAIT
Standard
2. Alignment
of curriculum,
instruction and
assessment
Objective
2.2 The district ensures that Full implementation means that the district:
IEP goals and objectives  Ensures that IEP goals and objectives are measurable and
are designed so that all
standards-aligned in the corresponding core subject grade level
students with disabilities
areas based on assessed student need.
can progress towards
 Provides substantial professional development to ensure school
grade level standards.
site staff know how to develop goals and objectives that are
standards aligned and a reasonably calculated to close the
achievement gap.
Evidence
 X IEP sampling
 X Education Benefit Review
[see results of Special Education
Self
Review (SESR)] and/or results of
[see CDE Verification Review
(VR)]
 X District professional
development plan
X PD with SELPA
Synthesis statement
 IEP goals correspond to grade level standards.
 IEP professional development is provided and is reviewed yearly.
1. Staff will need support for inclusion of the CCSS into the IEP process.
228
October 2009
DAIT
Standard
2. Alignment
of curriculum,
instruction and
assessment
Objective
2.3 The district ensures that Full implementation means the district:
students with disabilities  Monitors that benchmarks assessments include students with
are succeeding in the
disabilities. The results of these benchmark assessment inform
grade level ELA and
participation in and exit from appropriate interventions.
Math core.
 Monitors the use of identified accommodations, modifications,
and assistive technology (AT) within the core curriculum,
interventions, and during assessments.
 Proactively works with schools to promote positive
behavioral/social approaches that enhance student learning.
Evidence
 X IEP sampling (evidence of
accommodations/ modifications)
 Education Benefit Review
See results of Special Education
Self
Review (SESR)] and/or results of
[see CDE Verification Review
(VR)]




X District benchmark assessment
STAR assessment results
District assessment plan
District policies and procedures –
inclusion of students with
disabilities in assessments
 California School Climate Survey
(special education module)
 Suspension/expulsion reports
Other:
X Interviews with teachers and
admin.
Synthesis statement
 SWDs take the benchmark assessments; however, some are out of grade level
 It is a challenge to input all info into Data Director, as per grade level
1. Put all district assessments in a global folder on line so all teachers have access.
229
October 2009
DAIT
Standard
2. Alignment
of curriculum,
instruction and
assessment
Objective
2.4 The district provides
Full implementation means that the district:
appropriate services for  Monitors that identified EL students with disabilities receive
English language development (ELD) instruction in the most
who are also English
appropriate setting for the required number of minutes each day.
learners (EL).
 Implements, monitors and supports research-based instructional
strategies which are culturally and linguistically appropriate for
EL students with disabilities in ELA and math.
 Monitors and ensures that students with disabilities who are EL
have linguistically appropriate goals and objectives in their IEP
as determined by the IEP team.
Evidence
 APS 2.3 data source
 X Master schedule
 X Sampling of IEPs
 School site class list – clustering
of students
 X Class observations
 X District policies and
procedures
 X Review CELDT data for
Synthesis statement
 At schools using GLAD strategies, we are in process of strengthening the Language Objective.
 Middle school ELD is organized by CELDT levels.
 Administrators have received ELITE training from VCOE

EL redesignation process needs to be formalized

While the expectation is all schools will provide ELD for 30 minutes daily, we are not confident every school consistently has ELD scheduled for 30
minutes and organized by proficiency levels.
230
October 2009
DAIT
Standard
3. Fiscal
Operations
Objective
3.1 The district has targeted Full implementation means that the district:
fiscal resources to
 Identifies needs of students with disabilities, and those needs are
address the needs of
identified in the LEA plan.
 Monitors that the Single Plan for Student Achievement (SPSA)
has targeted fiscal resources for students with disabilities who
are struggling in the core or intervention.
Evidence
 LEA plan
 X Single Plan for Student
Achievement (SPSA)
 X District and school site
budgets
Synthesis statement
 Adopted and supplementary materials are ordered for our RtI2 model of tiered levels of delivery. We include special education teachers’ input
 All school staff should be aware of and view the SPSA
231
October 2009
DAIT
Standard
4. Parent &
Community
Involvement
Objective
4.1 Parents and families of
students with disabilities  Informs parents and families of students with disabilities of
are afforded the same
multi-tiered instruction and intervention including academic and
opportunities as all
social/behavioral supports and provides opportunities for parents
parents to provide and
to provide information about their child’s educational needs.
receive information
 Encourages participation of parents of students with disabilities
regarding general and
in all parent involvement opportunities i.e., English Language
special education
Advisory Committee (ELAC), School Site Council, PTA.
services.
 Involves parents of students with disabilities in all facets of the
IEP process.
Evidence
 X Sample parent materials and
information
 X Procedures for and selection
of parents for committees
recruitment
 X Communication from district
to the schools regarding their
expectation of parent
involvement
X SST
X Parent conferences
Synthesis statement
 During SST and parent conferences (conducted 3 times a year) discussions may include the school’s RtI2 model.
 Principal’s letters provide RtI2 information
 Parent Rights are provided
 Regarding behavior, the middle school provides progress reports if requested by parent or school.recommendation

School staff to be made aware of participant make up of schools/district committees such as ELAC, PTA, and SSC, and as applicable, encourage parents of
SWDs to participate on such committee(s)
232
October 2009
DAIT
Standard
5. Human
Resources
Objective
Evidence
5.1 The district has highly
qualified special
education teachers and
para-educators.
Full implementation means that:
 100% of the district’s special education teachers and paraeducators meet the highly qualified requirements of NCLB.
 X California Basic Educational
5.2 The district has
assigned special
education teachers to
their appropriate
credentialed area.
 Ensures that students with disabilities are taught by subject
matter competent, highly qualified teachers.
 Monitors special education teacher assignments.
 Has a recruitment and retention plan for highly qualified special
education teachers.
X Staff interviews
Data Systems/ Professional
Assignment Information Form
(CBEDS/PAIF)
 Title II plan
 Master schedule
Synthesis statement
 100% HQT
 Assumption there is a plan
 Partnership with universities including Azusa, CLU, CSUCI (student teachers)
 The district to provide an explicit communication regarding the (special education) teacher retention plan
233
October 2009
DAIT
Standard
6. Data
Systems &
Achievement
Monitoring
Objective
6.1 The district uses data to
determine the academic
and behavioral needs of
6.2 The district has a data
system to monitor the
progress of students with
disabilities.
 Provides disaggregated data from multiple data sources at the
district, school and classroom level that will allow staff to
develop and implement plans that address the academic and
behavioral needs of students with disabilities.
 Has a process to collect and input data into a system that will
allow the data to be utilized for instructional decision-making
regarding students with disabilities.
 Has a process whereby special and general education teachers
6.3 The district has a process
are actively engaged in the collaboration process for the
that provides
following:
collaboration between
o Development of common assessments
general and special
o Review of the results of the assessments
education staff around the
o Instructional planning discussions based on assessment
results
all students at each grade
level.
6.4 The district has a process  Has a process for collecting behavioral data
to collect data regarding
 Provides support and guidance to assist schools in actively
behavior that affects
using the data to inform instructional practices and behavioral
student learning (i.e.,
support.
suspensions including inhouse suspensions,
expulsions, and discipline
referrals).
Evidence
 X STAR data (including the
CST, CMA, and CAPA)
 X Benchmark assessment results
for students with disabilities
 X Reports (including data for







students with disabilities)
generated by the district’s data
system
X Grade/department level
common assessments
Collaborative planning meeting
schedule
X Master schedule
X Suspension/expulsion data
Attendance data
Dropout rates
Graduation rates
LEA Special Education Annual
Performance Report measures: (see
Indicator 1-Graduation and Indicator
2-Dropout)
X Staff Interviews
234
October 2009
Synthesis statement
 District has Data Director and Infinite Campus. These systems are used to track academics and suspensions
 Behavior tickets are used for discipline and “caught being good.”
 Laguna has collaborative teams
 Grade level meetings occur
 SST
 Some students have positive behavioral support plans
 Laguna Vista is using DIBELs Next
 Some schools using STAR progress monitoring including suggested strategies and goal
 A Pilot CHAMPs model of PBIS is used at our middle school (school wide).
 Provide an overview of PBIS for all staff (CHAMPs)
 Suggest a formalized calendar of collaboration
235
October 2009
DAIT
Standard
7. Professional
Development
Objective
professional development for  Provides a comprehensive professional development plan to
district, school site leaders,
meet the needs of general and special education staff to
coaches, teachers, and paraensure students with disabilities:
educators to support students
o Receive high quality instruction in the core curriculum
with disabilities.
in the appropriate setting (i.e., differentiated
instructional strategies and positive behavior support)
 Provides content training in core academic areas for
teachers of students with disabilities.
 Implements research-based instructional strategies in all
educational settings.
professional development to
coaches, and teachers in how
to support students with
disabilities within the district
and school site assessment
continuum.
Evidence
development plan
 X District LEA plan
Achievement (SPSA) at various
school sites
 District coaching plan
X Interviews with teachers, site and
district administrators
 Provides professional development to special education
staff on the creation and use of assessment results from
curriculum based assessments.
 Provides professional development to all school staff about
the continuum of assessment.
professional development for  Provides professional development for general and special
education staff to understand and use assessment results to
coaches, teachers, and paradetermine the need of students with disabilities for
educators in how to support
placement in tiered interventions.
and integrate students with
 Provides professional development for general and special
disabilities within a tiered
educations staff on implementation of intervention
system of academic and
programs (strategic and intensive).
behavioral interventions.
236
October 2009
Synthesis statement

Calendar includes designated dates for PD

A specific professional development plan is not found for special education teachers

All staff (general education and special education) are included with assessment training

We have had RtI2 Trainings

PD Plan is needed for our special education teachers including next steps for special education teachers with use of curriculum and strategies

Be proactive with developing a plan to invite special education teachers to specialized assessment training.

Consistent implementation, administration, and next steps with benchmarks assessments
237
October 2009
DAIT Standard
7. Professional
Development
Objective
professional
development for IEP
teams that promotes
increased student
learning related to the
grade level content
standards.
professional
development for staff
on how to work with
parents and families of
students with
disabilities to support
increased student
achievement.
Full implementation means that the district has a professional
development plan that includes:
 Writing rigorous grade-level standards-based IEP goals and
objectives including appropriate. accommodations and
modifications, assessments (STAR, etc.) and appropriate
instructional settings
 Monitoring student achievement outcomes based on the student
IEP goals and objectives.
 Revising IEP goals and objectives based upon team review of
student achievement outcomes.
Evidence
development plan
 X District LEA plan
Achievement (SPSA) at various
school sites
 District coaching plan
X Staff Interviews
Full implementation means that the district has a professional
development plan that includes:
 Research-based strategies for collaboration with parents and
families to support increased student achievement.
 Methods of sharing information with parents regarding
standards-based curriculum, instructional strategies, and
assessments.
 Strategies for building and sustaining effective and positive
partnerships with parents including skills in IEP development
and decision making, problem solving, collaboration, alternative
dispute resolution, understanding community resources and the
variety of support and services for students with disabilities and
their families.
Synthesis statement
 Overall, paras are not afforded PD opportunities
 District does not provide PD on parent teacher communication
238
October 2009
 Increased training opportunities for paraeducators as well as articulation for paras and teachers in academics, assessments, behavior and CCSS. (We rely on
the county)
 Provide PD on parent teacher communication
OVSD ISS for SWDs Team Members:
1.
2.
3.
4.
5.
6.
7.
Max Cain- District Resource Teacher/GATE Coordinator
Cindy Vokoun-School Psychologist
Antoinette Dodge-Principal, Laguna Vista School
Marcia Turner-Assistant Superintendent, Educational Services
Michelle Bottoni-SAI teacher-Middle School
Yolanda Olivas-SAI Teacher, Mar Vista Elementary
Olivia Blaich-SAI Teacher, SDC K-2 Psychologist
239
October 2009
Priorities: (Top Choices)
1. Governance:
a. Calendar collaborative data driven (academic and behavioral) days to formalize process. Discussions to include access to grade level standards and
matriculation from elementary to middle school.
b. District formalized discussion of the achievement gap and strategies to successfully inform instruction for SWDs
2. Alignment of curriculum, instruction and assessment:
a. Calendar collaborative data driven (academic and behavioral) days to formalize process. Including access to grade level standards and matriculation
from elementary to middle school.
b. PBS Support for general education in addition to special education teachers
c. Goal is to increase integration of SWDs in general education
d. Support for this process for CCSS
e. Put all district assessments in global folder on line so all teachers can access.
f. In process of strengthening Language Objective
g. Suggest EL redesignation process be formalized
h. Expectation all school are providing ELD for 30 minutes daily.
3. Fiscal Operations:
a. Suggestion is for all staff to see the SPSA
4. Parent and Community Involvement:
a. School staff to be made aware of make up of school parent committees as a result, staff can encourage parents to be on these committee.
Communicate to parent that a translator will be available
5. Human Resources:
a. Suggest district provides an explicit communication to staff regarding teacher retention plan
6. Data Systems & Achievement Monitoring:
a. Suggestion: Provide an overview of PBIS for all staff (CHAMPs)
b. Suggest a formalized calendar of collaboration
7. Professional Development:
a. Provide a proactive District Professional Development Plan for all staff
b. Increased training opportunities for paraeducators as well as articulation for paras and teachers in academics, assessments, behavior and CCSS.
c. Provide PD on parent teacher communication
240
Glossary of Terms
Acronym or
term
ADEPT
AMAO
API
AVID
AYP
BCLAD
CAHSEE
CALPADS
CAPA
CBEDS
CBET
CCR
CCSS
CELDT
CLAD
CMA
CPSEL
CSBA
CST
Definition/Explanation
A Developmental English Proficiency Test
Annual Measurable Achievement Objectives--Federal Accountability
Measures for English learners
Academic Performance Index, state accountability measure
Advancement via Individual Determination, a fourth- through twelfthgrade system to prepare students in the academic middle for four-year
college eligibility.
Adequate Yearly Progress, federal accountability measure. Schools
and their subgroups of students are expected to make pre-determined
growth targets
Teacher Credential authorizing instruction of English learners in
Spanish
California High School Exit Exam
California Longitudinal Pupil Achievement Data System, A
longitudinal data system used to maintain individual-level data
including student demographics, course data, discipline, assessments,
staff assignments, and other data for state and federal reporting.
California Alternative Performance Assessment, given to students with
significant cognitive disabilities whose disabilities prevent them from
taking either the California Standards Tests with accommodations or
modifications or the California Modified Assessment with
accommodations
California Basic Educational Data--Annual state report of enrollment
English instruction for adults who pledge to provide personal Englishlanguage tutoring to English learners
College and Career Readiness-Anchor Standards-together, with grade
level standards, define the skills and understandings that all students
must demonstrate.
California English Language Development Test--Annual test of English
fluency for English learners
Teacher credential authorizing instruction of English learners
California Modified Assessment, for students who have an
individualized education program (IEP), are receiving grade-level
instruction, and, even with interventions, will not achieve grade-level
proficiency within the year covered by the student's IEP
California Professional Standards for Educational Leaders
California School Boards Association
California Standards Test, the standardized tests given to all students
grades 2-11
241
CSTP
DAIT
DELAC
Differentiation
DSLT/DLT
EIA
EL or ELL
ELA
ELAC
ELD
EO
EPCs
ESEA
Everyday Math
FEP
Formative
Assessments
FTE
GLAD
HQT
IEP
I-FEP
LCSW
LEA
LEAP
Low-SES/SED
NCLB
PD
PLC
PI
PTA/PTSA
R-FEP
California Standards for the Teaching Profession
District English learner advisory group
Teaching practices that take into account the individual needs and
learning styles of each student
District School Leadership Team/District Leadership Team
Economic Impact Aid--State funding for English learners
English Learners, students who are learning English as a second
language
English Language Arts
English learner parent group
English Language Development, or English language lessons for
English learners
English Only--Students who speak English as their primary language
Essential Program Components
Elementary and Secondary Education Act
CDE Adopted Math Curriculum
Fluent English Proficient--English learners who have mastered English
Assessments administered at the end of a learning unit and determines
if the content being taught was retained
Full-time equivalent.
Guided Language Acquisition Design, a model of professional
development promoting English literacy
Highly Qualified Teacher
Individualized Education Plan
Initial Fluent English Proficient--English learners who test fluent in
English when they are initially assessed
Licensed Clinical Social Worker
Local Education Agency, the Oxnard Union High School District
Local Education Agency Plan, the district's plan for improvements in
student achievement
Low Socio-economic Status/Socioeconomically Disadvantaged-children of poverty
No Child Left Behind--Federal accountability law
Professional Learning Community: Educators committed to working
collaboratively in ongoing processes of collective inquiry and action
research to achieve better results for the students they serve.
Professional learning communities operate under the assumption that
the key to improved learning for students is continuous job-embedded
learning for educators.
Program Improvement
Parent Teacher Association/Parent Teacher Student Association
Redesignated-Fluent English Proficient, students who are English
242
RSP
RtI2
SAI
SARC
SBAC
SBE
SDAIE
SDC
SELPA
SES
SIOP
SMART goals
SPED
SSC
SST
SPSA
Summative
Assessments
STAR
SWD
SY
Title I
Title II
Title III
TK
Treasures
VCOE
Walk-throughs
Learners and have met the minimum transition criteria to master the
English language
Resource Specialist Program
Response to Instruction and Intervention is the practice of providing
high-quality instruction and intervention matched to student need,
monitoring progress frequently to make decisions about changes in
instruction or goals and applying student response data to important
educational decisions.
Specialized Academic Instruction
School Accountability Report Card
Smarter Balanced Assessment Consortia
California State Board of Education
Specially Designed Academic Instruction in English--teaching that
makes material understandable to students learning English
Special day class
Special Education Local Plan Area, office that provides support to
special education program
Supplemental Educational Services, services provided to students who
receive Title I services and attend a school who is in Program
Improvement Year 2 and beyond.
Sheltered Instruction Observational Protocol--a planning and
observation model for sheltered instruction (SDAIE)
Goal-setting that is Specific, Measurable, Attainable, Relevant, and
Timely
Special Education
School Site Council
Student Study Team, site-based group that meets regularly to review
student achievement and eliminate barriers that impede individual
student success
Single Plan for Student Achievement
Assessment of learning that summarizes the development of learners at
a particular time
State Testing and Reporting, the California state testing program
Students with Disabilities
School Year
Federal funding for underperforming students
Federal funding for preparing, training, and recruiting high quality
teachers and principals
Federal funding and accountability system for English Learners
Transition Kindergarten
CDE Adopted English Language Arts Curriculum
Process where a team observes classroom instruction
243

OVSD LEA Plan - Oxnard - Ocean View School District

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