Response to CDE Request for LEA Plan Addendum MAMMOTH ... · State Board of Education (SBE)-adopted kindergarten through grade eight (K-8 [2001 or later]) and standards-aligned grades

Program Improvement LEAs in Year 3 (2009-10) Page 1 of 12

Mammoth Unified School District Response to CDE Request for LEA Plan Addendum

MAMMOTH ELEMENTARY SCHOOL

An LEA that advances to PI Year 3 is subject to Corrective Action, and the State Board of Education (SBE) is required to select and impose at least one of seven federal sanctions, cited at Education Code (EC) Section 52055.57(c). To date, the SBE has assigned Corrective Action 6:

“Instituting and fully implementing a new curriculum that is based on state academic content and achievement standards, including providing appropriate professional development based on scientifically based research for all relevant staff that offers substantial promise of improving educational achievement for high-priority pupils."

CDE Task Status Report Timeline for Full Implementation

Specific identification of the SBE ELA and Mathematics core and intervention materials currently in place

ELA intervention: SIPPS- ExCEL Math Intervention: HSP Math Intervention materials ELA Core: Houghton Mifflin Reading, 2003 adoption Math Core: HSP Math, 2009 adoption

ELA: Fully implemented Math: Full implement-tation 1/2011

Description of the current level of implementation of the SBE adopted core and intervention materials

ELA: Approximately 60% of teachers are fully implementing core; 100% of teachers are fully implementing intervention materials Math: Approximately 80% of teachers are fully implementing core and intervention materials

ELA: Full implementa-tion of core 1/2011; Full implementation of intervention materials already in place Math: Full implemen-tation of core 1/2011; Full implementation of intervention materials 1/2011

Plan to provide the materials based professional development, including the use of effective instructional strategies, to the teachers and the administrators that have not received the training, and the percentage of teachers and administrators who have received the training.

ELA: 1% of teachers have received materials-based PD, 0% of administrators have been trained Math: 100% of teachers have received materials-based PD, 0% of administrators have been trained

ELA: Principal has been in contact with Houghton Mifflin to arrange for training, Spring 2011 (TBD)


Description of district policies to assess, place, instruct and exit English Language Learners for the ELD Program.

In place The Title III Plan was revised in the fall of 2010 and addresses the use of adopted core materials for instruction in ELD.

Already implemented

Documentation of actions taken to create collaborative opportunities for teachers to analyze student achievement data to support the progress of all students, especially high priority students such as language learners and students with disabilities.

4 Additional Minimum Days- December 8, January 19, March 16, and May 11- were established for teachers at MES to analyze assessment data, instructional practices, and create instructional maps for the 2010-11 school year.

Days already calendared and Board-approved. Final minimum day is May 11, 2011.

Identification of the level of implementation of the restructuring / alternative governance plan for Mammoth Elementary School (PI Year 5).

Hired new Principal

August 1, 2010

Amended 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 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.


Provision of appropriate professional development, including, but not limited to, materials-based professional development and use of effective instructional strategies.

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.

Targeting the instructional needs of students not meeting proficiency targets, especially English learners, students with disabilities, and any high-priority students not meeting standards.

Steps the LEA is taking to support any Program Improvement school in corrective action, restructuring or alternative governance.

Consolidated Application compliance with federal and state law.

Implementation of additional recommendations made by a DAIT, if assigned.


Required Elements

No Revisions Needed Revisions Needed

Documented in revised LEA Plan

Not addressed or documented in revised LEA

Plan

Instructional Materials: 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 programs currently in place and describes current levels of adoption

Describes intervention materials currently in place for students working below grade level, including SBE-adopted materials for students working up to two or more than two years below grade level

Describes materials for English learners and students with disabilities (e.g., ancillary materials and strategies to help students access the curriculum)

2. The plan incorporates the recommendations of the DAIT (Write N/A if there are no DAIT recommendations in this area.)


Required Elements




Plan

Instructional Materials: 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 English-language arts (ELA):

Identifies SBE-adopted core programs currently in place and describes current levels of adoption

Describes intervention materials for students performing below grade level, including SBE-adopted materials for students working up to two or more than two years below grade level

Describes materials for English learners and students with disabilities (e.g., ancillary materials and strategies to help students access the curriculum)



Required Elements




Plan

Professional Development for Teachers

1. The plan prioritizes the professional development needs of all mathematics teachers:

Documents the percent of mathematics teachers who have completed materials-based professional development in the curriculum adopted by the district

Documents schedule to provide materials-based professional development, including the use of effective instructional strategies, in the curriculum adopted by the district, to all mathematics teachers who have not yet received this training.

2. The plan prioritizes the professional development needs of all ELA teachers:

Documents the percent of ELA teachers who have completed materials-based professional development in the curriculum adopted by the district

Documents steps to provide materials-based professional development, including the use of effective instructional strategies, in the curriculum adopted by the district, to all ELA teachers who have not yet received this training.


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Required Elements




Plan

Professional Development for Administrators

1. The plan addresses the professional development needs of all administrators:

Documents percent of administrators who have completed administrator-level materials-based training in the most recent curricula adopted by the district

Documents steps to provide administrator-level materials-based training, including the use of effective instructional strategies, for all administrators who have not completed this training.

Documents steps to provide administrators with training on the implementation of strategies for English learners, including Specially Designed Academic Instruction in English (SDAIE), and English Language Development (ELD) programs.

Documents steps to provide administrators with training on the implementation of programs for students with disabilities, e.g., Response to Intervention (RtI)


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Required Elements




Plan

Focus on High Priority Students

1. The plan addresses the fundamental learning needs of English learners:

Documents district policies for assessing, placing in, and exiting English learners from ELD programs.

Documents instructional delivery strategies that render content comprehensible to students learning English (e.g., SDAIE)

2. The plan addresses the fundamental learning needs of students with disabilities:

Documents presence of or actions taken to provide support for general and special education teachers delivering specialized instruction to students with disabilities

Documents presence of or actions taken to create collaboration among general education and special education teachers by grade level or program

3. The plan addresses the fundamental learning needs of other high priority students:

Documents presence of or plans to provide SBE-adopted intervention programs, offered as separate, extended-period classes, for all students requiring intensive intervention in reading/English-language arts and/or mathematics

Documents presence of or plans to provide transitional and support classes for students requiring strategic intervention in reading/English-language arts and/or mathematics


Required Elements




Plan

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School in Title I, Program Improvement Year 3 (Corrective Action)

The plan:

Identifies the schools in Program Improvement Year 3

Identifies the corrective action(s) assigned to these schools

Identifies the level of implementation of program improvement activities in individual schools in corrective action

Schools in Title I, Program Improvement Year 4 (Restructuring/Alternative Governance)

The plan:

Identifies the number of schools in Program Improvement Year 4

Identifies the restructuring plan and includes one of the five restructuring/alternative governance arrangements for each Program Improvement Year 4 school.

Schools in Title I, Program Improvement Year 5

(Restructuring/Alternative Governance)

Identifies the number of schools in Program Improvement Year 5

Identifies the level of implementation of the restructuring/alternative governance plan that was developed when the school was identified in Program Improvement Year 4

The LEA has an approved Consolidated Application Yes No

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The LEA, if found out of compliance with the federal Title I and/or Title III requirements, has documented how it intends to address each non-compliance

item. In the table below, indicate (with a check mark in each column) whether the LEA has identified and addressed each non-compliant item. The LEA should

document its proposed resolution and the date by which it plans to resolve each non-compliant item.

Instrument Name/Program Item # Finding # Proposed Resolution Proposed Resolution Date

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Additional DAIT Recommendations: In accordance with California Education Code Section 52059(e), a DAIT 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

DAIT report of findings includes recommendations in one or more areas and whether the revised LEA Plan documents steps to adopt the recommendations.

Each assigned DAIT was also asked to comment on LEA readiness to engage in reform, defined as district leadership in each of the seven areas of DAIT work

and evidence of coherent school-level strategies to improve student performance.

Area addressed in DAIT recommendations

LEA Plan documents steps to adopt DAIT recommendation

LEA Plan does not document steps to adopt DAIT recommendations

Governance

Alignment of curriculum, instruction, and assessments to state standards

Fiscal operations

Parent and community involvement

Human resources

Data systems and achievement monitoring

Professional development

District capacity to engage in district-level reform and coherent school improvement strategies ____ Cited in DAIT report

______ Not cited in DAIT report

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