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Santa Maria-Bonita School DistrictEvaluation of LEA Plan2016-2017 School Year

INTRODUCTION

The Santa Maria-Bonita School District (SMBSD) has reviewed student performance data to determine the effectiveness of LEA programs and services provided during the 2016-2017 school year, as required by Title I, Title II, Title III and Title IV regulations. Data collected and analyzed included multiple local and state measures.

Student achievement data was aggregated into summaries at the district and school level using multiple measures, including formative assessments and state assessments such as the California Assessment of Student Performance and Progress (CAASPP), School Dashboard, California English Language Development Test (CELDT), California Healthy Kids Survey, Staff Survey, district benchmark assessment data, pre-post program assessment data, student attendance, student behavioral data, Local Control Accountability Plan (LCAP) Survey data.

District staff analyzed the level of implementation of programs and services outlined in the LEA Plan, as well as the results for each action and service, and proposed modifications based on the results. Site principals, teachers, classified staff, parents and community members provided input into the level of implementation of the instructional programs through the LEA/LCAP Advisory Committee. Additionally, parents provided input for the LEA Plan and Evaluation Report through the Parent Satisfaction Survey, and meetings of District English Learner Advisory Council (DELAC), School Site Councils (SSCs), School English Learner Advisory Councils (ELACs), Migrant Parent Advisory Committee (PAC), Parents of Gifted and Talented Education (PAGE), Preschool Committee, and Special Education Committee. The analysis and stakeholder input were used to evaluate the effectiveness of the LEA programs and assess the needs of students and schools.

This report describes the effectiveness of the activities and services implemented by the district and schools in the 2016-17 school year and the progress made toward the goal of proficiency for all students, based on the accountability provisions of Titles I, II, III and IV outlined in the Santa Maria-Bonita LEA Plan.

BACKGROUND

The Santa Maria-Bonita School District was identified in Program Improvement (PI) Year Three+ status (Cohort 7) in November 2008 and was required to contract with a District Assistance Intervention Team (DAIT) provider, the Lowell Institute, in order to implement Corrective Action 6, fully implement a new SBE-approved curriculum and offer professional development, until they exit from PI status. The district worked with the Lowell Institute from 2009-2012 to implement a DAIT Plan designed to increase student learning. From 2014-2017, the district worked with the Santa Barbara County Education Office to receive technical assistance. Eighteen of the 20 schools in the district were also identified in Program Improvement, one school was in PI Year 3, three schools were in PI Year 4, and 14 schools were in PI Year 5 in 2015-16. The strategies implemented from 2009-2016 included four major initiatives:

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1. Innovative Leadership and Coaching 2. Response to Intervention 3. Improved Achievement for English Learners 4. Family Engagement

Sampling of specific strategies provided under each of the above categories included:

● Extensive Professional Development for Teachers, Administrators, and Parents in Math, ELA, and ELD

● Partnership with Google Education

● Adoption of Math (Go Math), ELA (Treasures), ELD (English 3D) Curriculum

● Partnership with the South Coast Writing Project

● Initial Implementation of Positive Behavior Interventions and Supports

● Partnership with the Parent Institute for Quality Education (PIQE)

● Partnership with Cal Poly SLO (Central Coast STEM Institutes)

● Implementation of AVID Curriculum

● Implementation of Reading Intervention Program (Inside)

● Hired additional staff to support teachers and students (TOSAs and Intervention Teachers)

Data analysis from 2014-2016, indicated an improvement in student performance in ELA, Math, and English language proficiency.

● In local assessments, 34% of students scored proficient or advanced in the writing test at the end of the school year.

● In Oral Reading (fluency), 66% of students were proficient or advanced.

● In math, 35% of students scored proficient or advanced.

● The 2014-2015 CAASPP results (baseline) indicated that 23% of students met or exceeded the standards. In math, 17% of students met or exceeded standards. The following year (2015-16), the percent of students who “met” or “exceeded” standards increased by 4% in ELA and 2% in math.

● In 2015-16, AMAOs results indicated that 50% of English learners made annual progress in learning English and moved to the next language proficiency level.

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Overall, student performance data indicated that the district was moving in the right direction. By focusing on innovative leadership and coaching, response to intervention, improved achievement for English learners, and family engagement the district anticipated continued improvements in student performance.

In December 2015, the Every Student Succeeds Act (ESSA) was approved by Congress to reauthorize the Elementary and Secondary Education Act (ESEA). Most of the new provisions will not take effect until the 2017–18 school year, making the 2016–17 school year a transition year for local educational agencies (LEAs). The ESSA Transition Plan describes how California will use the 2016–17 school year to transition from our current separate state and federal processes for planning, accountability, and support systems into a single, coherent system starting in the 2017–18 school year.

In the 2015–16 school year, California produced Adequate Yearly Progress (AYP) reports established under the No Child Left Behind (NCLB) Act of 2001 for the last time. Schools and districts identified for Program Improvement (PI) under Title I or Title III were required to revise their LEA Plan, as needed, to implement corrective actions throughout the 2016–17 school year. LEAs are required to implement these corrective actions or interventions in the 2016–17 school year, except for Supplemental Educational Services or Public School Choice (Choice). The LEA Plan, as required under NCLB, will be transitioned out at the conclusion of the 2016–17 school year. Beginning with the 2017–18 school year, LEAs will meet state and federal planning requirements through the LCAP and the Consolidated Application Reporting System (CARS). LEAs that have previously addressed areas of improvement through a revised LEA Plan should address areas for improvement to be implemented in the 2017–18 school year using the LCAP.

In 2015-16, the district formed an LEA Multi-Stakeholder Planning and Development Committee to continue the district’s focus on improving student learning and align effective initiatives, including revising the LEA plan to align it with the Local Control Accountability Plan and other strategic plans. The district’s LEA Plan, Local Control Accountability Plan, School Single Plans, and other strategic plans were aligned to focus on effective initiatives to improve student learning. The following performance and corresponding LCAP goals were developed by the LEA Multi-Stakeholder Committee for the 2016-2019 school years:

1. Performance Goal 1 (Title I): All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2016-2017. Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

2. Performance Goal 2 (Title III): 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. Corresponding LCAP Goal: Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

3. Performance Goal 3 (Title II): By 2016-2017, all students will be taught by highly qualified teachers. Corresponding LCAP Goal: Provide effective district/school wide

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support systems, procedures, processes, materials and practices that support student learning.

4. Performance Goal 4 (Title IV): All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Corresponding LCAP Goal: Maintain a safe, secure, healthy and positive learning environment for all students and staff.

The Santa Maria-Bonita LEA Plan was revised to include specific programs and services under each performance goal. The LEA Plan was translated into Spanish and posted on the district website for public review at: http://www.smbsd.org/district/program_improvement/local_education_plans. The LEA Plan for 2016-2019 was approved by the local governing board on October 12 and November 9, 2016, and was fully implemented in the 2016-17 school year. This evaluation report provides an analysis of the programs and services provided by the district and schools in the 2016-17 school year, as required by Title I, Title II, Title III and Title IV regulations, and outlined in the LEA Plan.

EVALUATION OF PROGRAMS AND SERVICES IMPLEMENTED IN 2016-2017

In 2016-17, Santa Maria-Bonita School District focused on the main strategies and actions outlined in the LEA plan. The results for each of the LEA Performance Goals are analyzed below:

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2016-2017. Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

Planned Improvement in Student Performance in Reading and Mathematics (Title I)

Specific Actions to Improve Education Practice in Reading and Math

Analysis of ResultsTitle I

Expenditures

1) Alignment of instruction with content standards:

● Title I funds were used to align all

reading/ELA materials with state standards.

● The schools purchased ancillary

materials to supplement the reading and math programs (e.g., leveled readers, bilingual books, ELA/ELD and math consumable workbooks).

Our district piloted a new ELA common core

% Making/Maintaining Progress from 2015-16 to 2016-17

CAASPP ELA Data:Level 1 to Levels 2-4: 23%Level 2 to Levels 3-4: 29% Level 3 to Levels 3-4: 73%Level 4 to Level 4: 56%

The CAASPP results indicate a positive growth in ELA. About

Schools:$174,033

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Expenditures

curriculum in 2016-17 and will fully implement it in 2017-18. Schools will continue supplementing the common core program to address the needs of struggling readers.

23-29% of students are making steady growth in ELA.

2) Use of standards-aligned instructional materials and strategies:

● Title I funds were used to develop

supplemental assessments to monitor student progress and supplemental materials to support the ELA and math standards.

● The schools purchased formative

assessments (e.g., DIBELS, Reading Counts), supplemental materials and supplies (e.g., math manipulatives) to support the ELA and math programs.

Our district will continue implementing the Math core curriculum that was adopted in 2015-16. Schools will continue supplementing the common core program to address the needs of students struggling in math.

% Making/Maintaining Progress from 2015-16 to 2016-17

CAASPP Math Data:Level 1 to Levels 2-4: 22%Level 2 to Levels 3-4: 19%Level 3 to Levels 3-4: 60%Level 4 to Level 4: 63%

The CAASPP results indicate a positive growth in math. Between 19 and 22% students are making steady growth in math.

Schools:$784,933

3) Extended learning time:

● The district supported the

implementation of academic and enrichment after school programs that promote student engagement and achievement for all students not meeting state standards, including but not limited to English learners, Homeless/Foster, Migrant, Low Income and students with special needs.

● The schools used their Title I funds to

supplement the extended learning time activities and support all low performing students in meeting the ELA standards.o Homework Clubo Saturday Schoolo Summer School

# Students Served:Summer School: 3,268Extended Day: 9,048

CAASPP Scale Score Growth from 2015-16 to 2016-17All English Learners:ELA: 28.4 pointsMath: 13.8 points

Summer School:ELA: 28.9 points (+0.6)Math: 17.4 points (+3.6)

Saturday School:ELA: 33.2 points (+4.9)Math: 19.3 points (+5.5)

Junior High Extended Day:ELA: 26.3 points (-2.0)

District: $185,879

Schools:$71,895

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Expenditures

o Intersession Programso Before/After School Tutoringo English Language Developmento Reading/Writingo Mathematicso Science/STEM/Roboticso Social Studieso Technology/Computero College and Career Readinesso Speech & Debate Clubo AVID

Math: 25.9 points (+12.1)

Elementary Extended Day:ELA: 27.6 points (-0.7)Math: 19.3 points (+5.5)The CAASPP scale score data shows that English learners that participated in Saturday School, Summer School and Extended Day programs had greater gains than the average English learner in the district. Our district and schools will continue providing academic support to students not meeting the state standards.

4) Increased access to technology: Title I funds were used to provide additional

time for computer technicians, teachers and instructional staff to support students’ access to technology, and purchase supplemental software and technology devices to support the ELA and math standards.

● Purchased educational software to supplement instruction (Hapara, Accelerated Reader, Achieve 3000, etc.)

● Purchased 44 computers, 18 laptops, 333 iPads, 906 Chromebooks, 28 Chromebook Carts & 52 Kindles for interventions.

● Purchased 3 Apple TV, 10 Interactive Smart boards, 25 document cameras and 38 LCD projectors for classrooms.

Our schools will continue using technology to supplement ELA and math instruction, and will explore research-based interventions in math.

2016-17 CAASPP Results:Level 1-Standard Not Met: ELA 45.7% Math 48.8%

Level 2-Standard Nearly Met: ELA 26.5% Math 30%

Level 3-Standard Met: ELA 21.3% Math 15.2%

Level 4-Standard Exceeded: ELA 6.6% Math 5.9%

The CAASPP results indicate that 28% of students are meeting or exceeding the ELA standards, compared to 21% in math. The data suggests that there is a need to provide more intensive interventions in math.

District:$216,347

Schools:$806,614

5) Staff development and professional collaboration aligned with standards-based instructional materials:

% Met/Exceeded Standards2015-16 CAASPP Data:ELA: 27% Math: 19%

District:

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Expenditures

Title I funds were used to supplement professional development/coaching activities for teachers, administrators, and support staff to support ELA instruction, including:

● Five TOSAs were hired to provide on-site

training and coaching.

● Contract with Outside Consultants and

Presenters

● Provided Collaboration Time on

Assessments and Progress Monitoring

● Provided Professional development

during minimum days, after school institutes and conferences outside the district.

Our district and schools will continue providing professional development on research-based practices for ELA and math, with emphasis on differentiation and evidence-based interventions.

2016-17 CAASPP Goals:ELA: 32% Math: 24%

2016-17 CAASPP Results:ELA: 28% Math: 21%

Our district goal of 5% increase in students meeting or exceeding the ELA and math standards was not met, the CAASPP data shows a 1% increase in ELA and 2% increase in math.

$259,315

Schools:$50,512

6) Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents):Title I funds were used to support parent-school-community involvement activities related to the Title I program, including:

● Hire Community Liaisons and Project

Clerks for each school to assist with parent communication and parent involvement activities.

● Provide interpreters and childcare for

parent meetings and family events.

● Provide parent education programs (e.g.,

family literacy/math nights, Dare to

# Families Served:

Dare to Thrive: 1,000Family nights: 3,800Parent meetings & family events: 14,000Parent communication& translation: 14,000

The data shows that the number of parents participating at school is relatively high. There is need to increase the number of participants in parent engagement and parent education programs.

District: $212,165

Schools:$106,842

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Expenditures

Thrive Family Engagement, Love and Logic, PIDA, etc.)

7) Auxiliary services for students and parents (including transition from preschool, elementary, and middle school):

● Title I funds were used to supplement

services for students and parents to support the transition from preschool to elementary, junior high, and high school, and supplemental college and career readiness activities.

% Students Ready for Kinder and College/Career

Kindergarten Entrance (KSEP)Ready to Go: 24%Need Quarterly Monitor: 33%Need Monthly Monitor: 30%Need Immediate Follow-Up: 13%

College/Career Indicator:Prepared: 30%Approaching Prepared: 26%

The data suggests that there is need to provide more support to students to support their transition from home to kindergarten, and college/career.

Schools: $3,334

8) Monitoring student progress and program effectiveness:

● Student progress will be monitored

through formative assessments (daily, weekly, monthly, per trimester) and summative assessments (trimester, annually), and data will be analyzed on a regular basis to modify instruction and provide students with timely interventions and academic support in ELA.

● An LEA Stakeholder committee will be

formed to monitor the implementation of the LEA plan and evaluate the effectiveness of Title I programs.

% Decreasing/Not Making Progress from 2015-16 to 2016-17CAASPP ELA Data:Level 1 to Level 1: 77.0%Level 2 to Levels 1-2: 71.6%Level 3 to Levels 1-2: 26.7%Level 4 to Levels 1-2: 3.3%CAASPP Math Data:Level 1 to Level 1: 77.9%Level 2 to Levels 1-2: 81.5%Level 3 to Levels 1-2: 40.3%Level 4 to Levels 1-2: 5.7%The CAASPP data indicates that over 75% of students are not making progress in ELA and math. There is a need to monitor student progress to provide timely interventions.

District:$27,607

Schools:$21,537

9) Targeting services and programs to lowest-performing student groups:

% Students Increasing, Maintaining or Decreasing from

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Expenditures

Title I funds will be used to provide alternative supports at the school-site level to address the needs of the lowest-performing students, including students with disabilities, and schools with greatest needs, including:

● Hire certificated and classified staff to

provide targeted interventions during the school day: Intervention Teachers, Teacher Tutors, Limited Assignment Teachers, Computer Technicians, Library Media and Bilingual Instructional Assistants.

2015-16 to 2016-17

CAASPP DataIncreasing Performance:ELA: 21.5% Math: 19.1%

Maintaining Performance:ELA: 63.2% Math: 63.3% Decreasing Performance:ELA: 15.3% Math: 17.6%

The data suggests that students need more strategic and intensive support to improve their performance in ELA and math.

Schools:$434,881

10) Any additional services tied to student academic needs:The following additional services were implemented to meet student needs, including:

● Contract with Fighting Back Santa Maria

Valley to hire Homeless Liaison

● Behavioral/Social Emotional Support

Services.

# Homeless Students Served:0-5 years old: 60K-8 grade: 5,272The data indicates that all K-8 homeless students are receiving the support needed. We need to identify all 0-5 year old homeless children in our community to address their needs.

District:$44,344

Schools:$24,871

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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. Corresponding LCAP Goal: Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

Planned Improvement in Programs for LEP Students and Immigrants (Title III)

Specific Actions to Improve Education Practice for LEP Students

Analysis of ResultsTitle III

Expenditures1) Provide research-based

supplemental materials to enhance ELD instruction and formative assessments to monitor ELD progress every trimester and accelerate the language acquisition process for all English learners.

2016-17 CAASPP ELA Results for all ELs:Level 1-Standard Not Met: 72.56%Level 2-Standard Nearly Met: 21.43%Level 3-Standard Met: 5.64% Level 4-Standard Exceeded: 0.37%

$ 62,210.71

2) Provide research-based supplemental programs for all English learners outside the school day to accelerate their language acquisition and reclassification, and provide academic support to meet the State Standards in ELA and math, including:

● Saturday School

● Summer School

● Extended Day Program

● Intersession Program

● Before and After School

Programs

2016-17 CAASPP Math Results for all ELs:

Level 1-Standard Not Met: 66.67%Level 2-Standard Nearly Met: 25.49%Level 3-Standard Met: 6.91%Level 4-Standard Exceeded: 0.94%

$ 286,271.06

3) Use the subgrant funds to meet all accountability measures:

● Increase the percentage of

English learners making annual progress in learning English;

● Increase the percentage of

English learners attaining English proficiency on CELDT;

70% of the SMBSD schools increased the language proficiency of their students at least by one level.

The reclassification rate increased to 16.1% or 1,549 reclassified students.

$ 97,239.42

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Expenditures

● Increase annual reclassification

rates from 10% to 12%.4) Hold the school sites accountable:

● All schools will increase the

percentage of English learners making annual progress in learning English;

● All schools will increase the

percentage of English learners attaining English proficiency on the CELDT;

● All schools will increase their

annual reclassification rates to 12%.

SMBSD schools increased their levels according to the CA Accountability Dashboard as it follows:● 25 % of schools are blue● 40% of schools are green● 70% of schools increased one

level● English Learner Proficiency

Indicator (ELPI) at the district level increased three levels from red to green. The status in the is 68.5 % with an increase in Change of +2.8 %.

5) Promote parental and community participation in programs for English Learners:

● Provide parental notifications to

all parents and guardians of English learners within 15 days of identification and placement in LEP programs.

● Provide outreach activities to

promote involvement of parents of English learners in their children’s education.

● Provide parent education

programs for parents of English learners, including Parent Engagement, English as a Second Language, Family biliteracy, Parent Project, and other parent programs.

● All the parents and guardians of English learners received notifications on identification and placement of LEP programs within 15 days.

● SMBSD implemented a system for inviting and conducting Family Literacy Nights. Families were educated as to the reason why their students are considered English Learners, what they can do to help our students achieve English proficiency and reclassification. Parents received practical tools in ways how they can help their children increase proficiency in language development.

● Students and parents received books to continue working at home; 210 parents and 275 children attended.

The expenses for this item have been accounted in other sections of this document.

6) All teachers will provide high quality language instruction for English learners:

● All grade levels will provide

● 100% of the SMBSD teachers are highly qualified to teach English learners.

● A pilot of the language

$ 20,159.48

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ExpendituresDesignated and Integrated ELD instruction for English learners.

● The district will pilot and

implement new ELD programs and supplemental materials for English learners.

● ELD standards will be fully

implemented in all classrooms.

● ELD assessments will be

purchased to monitor language acquisition progress throughout the year.

● EL Coaches will be hired for all

elementary schools to support the ELD/EL programs, coach/train teachers, and implement high quality instruction for English learners.

● EL Coordinator and two EL

TOSAs will be hired to support ELD programs and professional development.

assessment program “TELL” (Test of English Language Learning by Pearson) was conducted. The pilot involved 400 English Learners. The goal was to find a program that can monitor language acquisition progress throughout the year.

● Write to Learn was piloted with 50 students. The goal of the program is to address the needs of Long Term English Learners with a focus on Reading and Writing.

● Several ELD Teachers in Jr. High and 6th grade piloted Decode Kits from Saddleback which addresses foundational skills for newcomer adolescents.

● Teachers were provided training on ELD Standards as well as their own copies of the California ELD Standards. In addition, they were given ELD standards classroom posters and laminated legal size Grade level ELD Standards.

● An EL Coordinator and one EL TOSA were hired to focus on the services for English Learners. Some of the services provided include: professional development, visiting sites, interviewing students in order to support classroom needs, and ensuring that the needs of all English Learners are being met.

7) Provide high quality professional development:

● All district/school

administrators, teachers and instructional assistants will continue receiving ongoing professional development on

● Professional development was provided on the following:❏ CELDT❏ ELD Standards❏ ELD Strategies❏ ELPAC Task Types❏ Designated and Integrated

$ 80,200.00

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Expendituresdesignated and integrated ELD, ELD standards, and research-based instructional strategies for English learners beyond what the district has provided for initial implementation

● SMBSD staff will attend trainings

out of the area and will also receive small group guidance on lesson planning, calibrating, and lesson delivery. A strong emphasis will be placed on classroom routines that work along with specific teaching strategies such as the use of sentence frames, and close reading.

● All instructional staff will

implement the research-based strategies and knowledge learned in the professional development.

ELD● 23 Teachers and

Administrators participated in a 32 hour long training provided by Dr. Kate Kinsella and Theresa Hancock. This PD was called, Institute for Leading and Coaching Integrated and Designated ELD.

● Jennifer Finny-Alyson and Dr. Kate Kinsella provided multiple trainings to SMBSD staff on preparing lessons that increase the use of academic language and how to write language objectives. More than 30 administrators and 50 teachers participated.

● Matthew Espinoza provided trainings on: Integrated/Designated ELD, Grammar Bootcamp, Deconstructing and Charting the ELD Standards, Deep Study of the California ELA/ELD Framework, and Sample Text Types across the disciplines, and Comparing registers.

8) Hire additional staff to support student learning:

● Instructional assistants will

provide small group and individual group instruction to students. In addition, they can assist their learning in providing guidance in the student's primary language.

● Intervention teachers will assist

in the delivery and instruction of English Language development individually and during small groups, with a focus on Designated English Language

● Nine schools provided extended day classes focusing on language development, ELA, Math and science. 1,286 students participated in these programs with a total attendance of 52,133 hours of instruction.

● Title III also provided support to 3,268 ELs who participated in summer school.

Summer Pre-Posttest Results: ELA: 10% growth Math: 17% growth● Ten ELD Intervention Teachers

met a minimum of twice a month in order to collaborate on best

$ 36,901.67

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Expendituresdevelopment. They will also assist in the accurate placement of students in the various proficiency levels.

● Teacher Tutors and Limited

Assignment Teachers will continue to provide small group instruction in the area of English Language Arts and English Language Development.

● Other support staff to help assist

in the implementation of ELA/ELD Standards.

teaching practices for the academic achievement of English Learners with an emphasis on the delivery of Designated and Integrated ELD. In order, to properly place students in their appropriate English proficiency level, the 13 intervention teachers worked together to extract, analyze and disseminate English Learners’ data back to their staff.

● Teacher Tutors and Limited Assignment Teachers received support at their sites on researched based best teaching practices and classroom routines designed to increase academic achievement for all English Learners.

● Monthly two- hour trainings were held with 20 SMBSD Community Liaisons. Attendees gained awareness of the various cultures, languages and needs of a diverse English Learner population in order to be able to educate the families they serve.

9) SMBSD will identify those students who are long-term English learners or at risk of becoming Long-Term English learners and will provide extra services which will include:

● Supplemental classes,

supplemental curriculum and materials, collaboration among staff members to track these students’ progress and a higher level of communication with students and parents about the consequences of not being reclassified and as a fluent English speaker.

● 3,268 students participated in Summer School with the following pre-posttest results:

ELA: 10% growth Math: 17% growth● ELD Intervention teachers made

classroom visits and spoke to classes as well as presented at staff meetings regarding reclassification, the term LTEL and the implications of not qualifying to enroll in A-G courses at the highschool level.

● Teachers were given detailed lists of students that were identified as Long-Term or At Risk of Becoming

$ 42,279.16

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ExpendituresLong-Term English Learners. Teachers were asked to collaborate at their sites and analyze the various pieces of data in order to get to know each English Learner’s needs better.

● The following supplemental materials were provided to increase academic achievement and language development for all SMBSD English Learners:● Academic Vocabulary Toolkit ● Frames for Fluency● Oxford Picture Dictionaries● English 3D● Bilingual Dictionaries

(Korean, Farsi, Arabic, Tagalog, etc.)

● Newcomer Toolkit Saddleback● Academic Vocabulary Posters● Sentence Frames Posters● 4 Ls Posters

10)To develop and enhance programs and services that support English Language Learners becoming proficient in all academic area sites will:

● Hire additional Intervention

Teachers

● Additional Instructional aides

● Provide professional

development opportunities for staff.

● Provide grade level time for

collaboration.

● Provide more supplemental

materials to support English Learners.

● Provide more extended day

● 7 ELD Intervention teachers were hired to provide support teachers and administration at the sites.

● SMBSD Scheduled trainings for Instructional Assistants to support the academic achievement of English learners.

● Multiple opportunities for professional development were offered to teachers who teach English learners. These activities focussed on research based classroom routines such as academic vocabulary development, echo reading, grouping writing learning objectives, understanding cultural and linguistic diverse populations, etc.

$ 3,301.77

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Expendituresactivities that promote language

● Licenses for various programs

that promote learning English.11)To improve access to technology, the

district plans to:

● Hire technology clerks

(computer technicians)

● Continue STEM initiatives

● Upgrade hardware and complete

repairs

● All SMBSD sites have been provided with licenses to use Imagine Learning. Twelve school sites purchased Achieve3000 licenses for the English learners, Foster Youth and low income students. Both programs are supplemental instructional programs that support the CCSS. The Imagine Learning program has provided the opportunity for ELD students to practice and master both ELD standards and Language Art grade level standards. Students may use this program at home as an extended activity.

● The Achieve 3000 program provides intervention and increases our student's access to the curriculum. Both programs are used within and outside of the regular classroom. We are hoping to increase student's access to these programs at home. This will provide further practice and also increase parent’s ability to engage in their student's learning.

$ 34,746.00

12)The following additional steps will be implemented:

● Develop clear progression of ELD

standards to facilitate planning and development of units/lessons.

● Develop formative

assessments/tasks to measure student’s rate of language acquisition.

● ELD Intervention Teachers collaborated in creating DELD lessons and PowerPoint presentations to support the future Benchmark ELD implementation.

● Various formative language assessments have been presented and discussed at meetings with ELD Intervention teachers and administrators; the TELL (Test of English Language Learning) was selected and piloted.

$ 85,100.79

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Expenditures

● Develop ELD intervention

materials.

● Develop a program of parent-

student events to support English learning activities that engage families.

● Increase collaboration time

between integrated and designated ELD teachers at the junior high level.

● Develop CELDT to ELPAC

transition plan.

● English Learners Master Plan was created, presented to the Board and approved.

● Family literacy nights provided an opportunity to educate our families on several practical routines they could continue to practice at home, in order to help their children engage and take ownership of their progress toward English Language Proficiency. 197 parents and 268 students participated.

● Provided training on ELPAC new Task Types to 16 ELD Intervention Teachers who in turn have been training the staff at their sites.

● EL TOSA and EL Coordinator have participated in trainings on the Initial ELPAC field test and have shared information with staff

Plans to Notify and Involve Parents of Limited-English-Proficient Students

Specific Actions to Notify and Involve Parents of LEP Students

Analysis of Results Title III Expenditures

1) Promote parental and community participation in programs for ELs

● Provide parental notifications to

all parents and guardians of English learners within 30 days of enrollment and place ELs in LEP programs.

● Provide outreach activities to

promote involvement of parents of English learners in their children’s education.

● Provide parent education

programs for parents of English learners, including Parent

● All parents and guardians of English learners were notified within 30 days of enrollment and placed in LEP programs.

● SMBSD presented to the parents a Family Literacy Night at the Santa Maria Public Library on June 13th with interpretation into Spanish and Mixtec; here parents received training on how they can support their children’s academic achievement through literacy at home and how to access the public library services. More than 50 parents and 70 children attended this activity.

$ 39,700.00

17



Engagement, English as a Second Language, Family biliteracy, Parent Project, and other parent programs.

2) Provide timely notification, communication and orientation about EL identification and reclassification, EL programs and services:

● Annual Parent Notification letter is

sent at the beginning of the school year, explaining all program options.

● Upon initial enrollment, families

receive language assessment results and orientation to district programs within two weeks.

● The following procedures are

followed for parent notifications:Continuing Students: Notifications will be provided to parents of continuing students no later than 30 days after the beginning of the school year. New Students: Parents of new enrollees will receive notice within two weeks of the child being placed in an English Learner program

● Santa Maria-Bonita School District

has failed to make progress on the Annual Measurable Achievement Objectives (AMAOs) for the last 11 years. All parents are notified annually in writing, in a language that they can understand, within 30 calendar days of the public release of the Title III Accountability Reports. Each school also holds a parent meeting at their site to explain the AMAO

● 10,399 parents of English learners received notification, communication and orientation about EL identification and reclassification, EL programs and services. They also received language assessment results and orientation to district programs within two weeks.

● Notifications were provided to parents of continuing students within 30 days after the beginning of the school year.

● Parents of new enrollees received notice within two weeks of their child being placed in an English Learner program.

● All parents were notified in writing, in a language that they can understand, within 30 calendar days of the public release of the Title III Accountability Reports. Each school also held a parent meeting at their site to explain the AMAO results and program improvement options. Childcare and translation were provided at these meetings.

$ 79,564.74

18



results and the lack of school progress and program improvement options. Childcare and translation are provided at these meetings.

Plans to Provide Services for Immigrants

Specific Actions to Improve Education Practice for Immigrant Students


1) Family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children:The district conducts training activities to assist parents in family literacy, parenting, and ELD or collaborates with other locally based organizations e.g., community college, to provide services.

SMBSD presented to the parents a Family Literacy Night at the Santa Maria Public Library on June 13th with interpretation into Spanish and Mixtec; parents received training on how they can support their children’s academic achievement through literacy at home and how to access the public library services. More than 50 parents and 70 children attended this activity. SMBSD implemented a system for inviting and conducting Family Literacy Nights. Families were educated as to the reason why their students are considered English Learners, how to help our students achieve English proficiency and reclassification. Parents received practical tools in ways how they can help their children increase proficiency in language development. Students and parents received books to continue working at home and parents were invited to enroll in the English as a Second Language classes offered at 12 school sites.

$23,476.06

2) Support for personnel, including SMBSD provided multiple trainings $ 39,700.00

19



teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth:The district provides an extensive ELD component for immigrant students during the school day and in extended day programs. Both certificated and classified staff members are highly qualified to provide services to immigrant students. Professional development and coaching is provided to staff in order to implement services to immigrant children and youth.

before the implementation of Saturday School, Summer School, Migrant Extended Day, and Intersession classes to the personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth:

Schools expanded the programs and services for English learners at their sites to support achievement in all academic areas. The following services were provided in 2016-17: ● 3 additional Intervention

Teachers, 15 Teacher Tutors, and 2 Limited Assignment Teachers were hired by the school sites to support ELD/ELA instruction and provide small group interventions for English learners. The preliminary CELDT results for 2016- 17 indicate that 52.7% of English Learners districtwide have moved to the next language proficiency level. Schools that provided more targeted support for English learners have shown greater results. An analysis of the school CELDT data revealed that the percentage of students who increased one or more proficiency levels on the CELDT ranged from 43.3% to 64.4%.

● 5 additional Bilingual Instructional Assistants were hired to assist English learners in the area of ELD/ELA. Qualitative data supports the benefit of Bilingual Instructional Assistants helping students

20



access the curriculum. ● Professional Development was

provided for all Bilingual Instructional Assistants and ELD Intervention Teachers.

3) Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth:The district provides a variety of programs before/after school including tutoring, mentoring and college and career readiness classes. District funding sources are used to provide this service.

During the school year of 2016-2017 SMBSD provided mentoring and academic or career counseling for immigrant children and youth. The district provided a variety of programs before/after school including tutoring, mentoring and college and career readiness classes. District funding was used to provide this service.

4) Identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with district’s funds:Funds are used to identify and acquire supplemental instructional materials and to develop ELD instructional resources.

SMBSD identified and acquired curricular materials and educational software, and technologies to be used in the program supplemental instructional materials and to develop ELD instructional resources.

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:Students receive these additional or supplemental basic instructional services through the Title III sponsored after school and Saturday school programs. There are additional supplies, educational materials, and other cost sharing projects.

The following programs have been provided by the district:

● Saturday School for Elementary and Jr. High Students. A total of 800 students from preschool- 8th grade received ELA/ELD and math interventions in Saturday School. Classes were provided at Oakley school, 4.5 hours per day, for 22 Saturdays. Students who participated in Saturday School showed higher scores on the CAASPP assessments, having an average growth of 52.92 and 42.21 points in ELA and math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the

$ 43,290.00

21



district. The LCAP survey data from teachers, support staff, parents and administrators confirmed these results.

● Summer School was provided at two additional sites. A total of 1,500 students in grades preschool-8th grade received intensive and strategic support in ELA/ELD and math. Classes were provided at Taylor and Rice schools, 4 hours daily, for 20 days. Summer participants showed higher scores on the CAASPP assessments, having an average growth of 49.94 and 32.07 points in ELA and math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. The LCAP surveys completed by teachers, support staff, administrators and parents confirmed the positive impact of the summer programs.

● Extended day classes and intersession programs were offered at the site level. Sites offered extended day classes according to Low Income, Foster Youth, and English Learner needs. Extended day classes at sites included reading, math, homework club and ELD. All classes included a pre-test and post-test. Students who participated in Tommie Kunst junior high school extended day program obtained higher scores on the CAASPP assessments, with an average growth of 48.16 points in ELA and 53.83 points in math, compared to the

22



average growth of 43.78 and 29.62 points in ELA and math for all students in the district. Students who participated in other site extended day programs had an average growth of 40.73 points in ELA and 31.66 points in math. The LCAP survey data gathered from teachers, support staff, parents and administrators confirmed the positive impact of extended day learning programs on student learning.

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:Students receive this additional or supplemental education on the American school system through participation in the Title III sponsored Saturday School Program. The Annual Family Literacy Conference also involves both parents and students in an orientation on the American educational system. The Dare to Thrive (Atreviendose a Prosperar) Parent Engagement Program is provided by Fighting Back Santa Maria Valley at 10 schools every year to introduce immigrant parents and youth to the American educational system (K-20 pipeline) and how to help children succeed in school.

● SMBSD offered 49 classes as part of the extended day program where 1,286 students attended a total of 52,133 hours of instruction. This instruction emphasized on English Language Arts, Math, and English language development.

● 3,268 students participated in Summer school with the following results:

Summer Pre-Posttest: ELA: 10% growth Math: 17% growth● The Dare to Thrive

(Atreviéndose a Prosperar) Parent Engagement Program is provided by Fighting Back Santa Maria Valley at 10 schools every year to introduce immigrant parents and youth to the American educational system (K-20 pipeline) and how to help children succeed in school.

The expenses for this item have been accounted in other sections of this report.

7) Activities coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with

● SMBSD continues working closely with community organizations, colleges and universities to provide effective programs. Our district partners

The expenses for this item have been accounted in other

23



immigrants, to assist parents of immigrant children and youth by offering comprehensive community services:

● The district works closely with

community organizations and colleges and universities to provide well-coordinated and effective programs. Our district partners with Allan Hancock College to offer a variety of Adult Education classes to parents of immigrant children and youth, including: English as a Second Language classes, Computer Literacy, GED/High School Graduation, Plazas Comunitarias, etc.

● Our district also partners with local

agencies to assist parents and children with their basic needs, such as Food Bank, Department of Health, Mental Health, Social Services, Fighting Bank Santa Maria Valley, Santa Maria Youth and Family, Healthy Start, First Five, Catholic Charities, Good Samaritan Shelter, etc.

with Allan Hancock College to offer a variety of Adult Education classes to parents of immigrant children and youth, including: English as a Second Language classes, Computer Literacy, GED/High School Graduation and Plazas Comunitarias.

● ESL classes were provided at twelve elementary schools and one junior high school in fall and spring. A total of 500 parents and 450 students in preschool-seventh grade participated each semester. Spanish Literacy classes were provided at Adam School in fall and spring. Forty parents attended the Spanish Literacy classes each semester. Through qualitative data parents who attended these classes have stated an increase in their ability to work with their children at home and own ability to effectively navigate the school and university system.

sections of this report.

24

Performance Goal 3: By 2016-2017, all students will be taught by highly qualified teachers. Corresponding LCAP Goal: Provide effective district/school wide support systems, procedures, processes, materials and practices that support student learning.

Planned Improvements for Professional Development (Title II)

Specific Actions to Improve Education Practice through Professional Development and Highly Qualified Teachers

Analysis of ResultsTitle II

Expenditures

1) How the professional development activities will be 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:Continue to provide administrative, certificated and classified staff professional development that supports State Standards in all academic areas, provides best practices, and supports the needs and program needs of school sites from preschool through 8th grade. These include, but are not limited to: Math, English Language Arts, English Language Development, Science, Social Studies, GATE, AVID, the Dual Language Program, STEM, PE, Technology, Special Education, Preschool, Robotics and the Visual and Performing Arts.

A total of 460 hours of PD were provided to teachers and administrators. 266 events were provided within the district and a total of 128 events were outside of the district. Highest areas of focus: 24% in ELA/ELD13.5% in Math16.2% in Science 4.6% in Technology

$348,014 for TOSAs

2) How the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement:

● Include research-based instructional

strategies and effective schools research during all trainings (Hattie, Fisher, Frey).

● Provide staff professional learning materials

Trainings using the work of Hattie, Fisher and Frey were provided to all 16 intervention teachers and 30 teachers who participate in the C & I advisory committee. Research was also shared with all Lead Learners. In addition, brain research by Julie Adams was shared with all 16 Intervention teachers and Teachers on Special Assignment.

$174,142 Intervention

Teachers

3) How the activities will have a substantial, measurable, and positive impact on student academic achievement and how the activities

Site support is being provided to create grade level team development of

$42,672 25%

Administrato

25



Expenditures

will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students:

● Continue to work with a committee to

enhance the work of creating formative assessments in all grades.

● Revisit and refine the district assessments in

math K-8.

● Create grade level committees to begin

creating district assessments aligned to state standards in ELA for all grade levels.

● Continue to notify parents of their child's

academic progress by mailing home state testing results and through parent teacher conference.

common formative assessments. Assessment Committee met to refine and revise K-8 math assessments for the 17-18 school year based on feedback from district teachers. Committee members also met to determine an ELA assessment for the 17-18 year. A plan was put into place to utilize the publisher’s summative assessment in August and April and to meet the next school year to review and revise as needed. Parents were notified via mail of state testing results. Report card committee discussed including a section on the report card with 3 years of available results as a discussion point at conferences.

r

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:

● Collaborate on the design and content of all

training activities provided from the Instructional Services Department to ensure the use of researched based practices.

● Use school site plans for coordinating

programs from all funding sources based on alignment to needs of students and teachers.

● Monitor the yearly site professional

development plans for alignment to district

Professional development is planned with other funding such as: LCAP, SPSAs, Grants, Lottery and Curriculum funding. Presenters include Dr. Muhammad, Kate Kinsella, Julie Adams, Valerie Henry, Ruth Parker and Jo Gusman.

$8,590

26



Expenditures

LEA Plan5) 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:

● Survey teachers and site administrators

formally and informally, to identify areas of professional development.

● Provide Teacher Induction Program to new

teachers.

● Professional development in the area of

Professional Learning Communities, English Language Development, State Standards, Math Intervention

A survey has been developed to identify areas of need for the 2017-2018 school year. There is a strong desire for ample opportunities in: Professional Learning Communities, the new ELA/ELD Adoption and in math. Survey responses were collected from over 300 staff members that included teachers and administrators.

Teacher Induction Program is provided through General Funds. Other professional opportunities are provided through Title II and LCAP funds.

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:

● Technology will be provided to support the

implementation of State Standards and district programs.

● Provide professional learning in using

technology as 21st Century learning tools.

● Utilize funds to provide high quality

professional learning to ensure implementation of best practices.

In conjunction with LCAP, funds are being utilized to integrate technology throughout the school day. Ample opportunities are being provided through TOSAs with 4.6% of Professional learning being dedicated to technology.

Teacher on Special Assignment Funding.

7) How students and teachers will have increased access to technology; and how ongoing sustained professional development for teachers, administrators, and school library media personnel will be provided in the effective use of technology. (Note: A minimum of 25% of the Title II, Part D Enhancing Education through Technology funding must be spent on

Due to the need for technology professional development, over 100 hours of training has been provided in the first half of the 2017 school year. This included over 485

Teacher on Special Assignment Funding. In addition, Extra time funding was utilized for

27



Expenditures

professional development):

● Provide staff development that integrates

technology within all curricular areas

● Provide professional development the

Special Education teachers to ensure that IEP goals provide access to the core curriculum.

● Provide professional development utilizing

1:1 ipads, Chromebooks, document cameras and the use of Google.

● Provide professional learning in an online

assessment reporting system to monitor student progress toward achievement of instructional standards.

● Provide training for Library clerks and

Computer clerks on how to support student use of instructional technology.

participants including teachers and classified staff.

some teachers.

LCAP funding has also been utilized.

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:

● Seek input from stakeholders for the

planning of professional development activities by using Google, focus groups or committees

Input from various stakeholders is used to define what professional learning opportunities will be provided to paraprofessionals. An evaluation of the trainings also provides guidance to future professional development. There is a high need for training in ELA/ELD strategies. .

Teacher on Special Assignment Funding. In addition, Extra time funding was utilized for some teachers. LCAP funding has also been utilized.

9) How the LEA will provide training to enable teachers to:a) 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;

b) Improve student behavior in the classroom and identify early and appropriate

Training or professional learning opportunities are provided through Teachers on Special Assignment, Intervention Teachers, Administrators and/or outside presenters. All certificated staff members are welcomed to attend.

Teacher on Special Assignment and Intervention Teacher Title II Funding.

LCAP funding

28



Expenditures

interventions to help all students learn;c) Involve parents in their child’s education;

andd) Understand and use data and assessments to

improve classroom practice and student learning.

● Intervention Teachers will assist teachers

and administrators with the appropriate placement of students, professional development at their sites and one on one/small group instruction with students in English Language Arts/English Language Development and Math.

● Provide the support of one Intervention

Teacher on Special assignment to support the implementation of the ELA Adoption.

● Provide training in classroom management.

● Provide parents access to online resources

that teachers may use to share with them that are relevant to their child.

● Provide teachers training on how to use data

to inform their teaching.

● Provide after school and weekend trainings.

A total of 576 staff members attended the trainings.

337 teachers and 239 instructional assistants have attended professional learning opportunities.

has also been utilized.

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

● Develop Capacity of Beginning Teachers

through the Teacher Induction Program and District Professional Learning Opportunities (Beginning of the year professional development by Grace Dearborn or Rick Smith on Classroom Management)

● Develop a recruitment and retention plan,

including:

● Partnerships with local colleges and

universities

Professional Learning on Classroom Management was provided by Grace Dearborn. Based on evaluations the presentation was well received. Materials were purchased for new and Veteran who attended to support their learning.

A total of over 394 hours

The Teacher Induction Program and Edjoin are funded through General funds.

29



Expenditures

● Posting all certificated and classified

positions on Edjoin.org, local newspapers and internet websites

● Creating a pool of highly qualified candidates

(Curriculum subs, teacher tutors, LATs).

● Develop a professional development plan,

including: o Teacher Induction Program for new

teacherso Staff Development on ELA/ELD, math

and science frameworko Professional development on SDAIE, and

research-based instructional strategieso Professional Learning Communities

of professional learning opportunities were provided.

30

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Corresponding LCAP Goal: Maintain a safe, secure, healthy and positive learning environment for all students and staff.

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.

Specific Actions to Improve Environments Conducive to Learning

Analysis of Results Expenditures

1) To maintain a safe, secure, healthy and positive learning environment for all students and staff sites will:

● Provide more transportation for

students needing extended day classes, as well as extracurricular activities.

● Provide more Outreach

Counselors to assist students who need more social skill development, as well as emotional support.

● Hire a Marriage and Family

Therapist to provide assistance to families in our district.

● Purchase the STEM/Soccer lunch

program and other lunch programs that engage students in their learning in various academic and social needs of our students.

Transportation is provided to students to stay after school and receive additional academic support in their classes. Students receive remediation and enrichment that benefit them in their classes. All 20 schools have an Outreach Consultant and some schools have hired additional staff with site funds to assist students. This service has received positive feedback from staff and more assistance has been requested because of the positive impact it has upon students. There is one MFTI assigned to each junior high school site for 250 hours. The MFTI staff work with students that need extensive behavioral support. The feedback from staff and administration has been extremely positive in support of this program. Adam, Alvin, Battles, Taylor, Oakley, Ontiveros and Rice Schools participate in the STEM soccer program. This program has helped students to stay involved and active during their lunchtimes. In addition to teaching student positive peer interaction; this program has helped students in the elementary schools have a feeling of disconnectedness to school.

LCAP funds:

● $406,935

● $991,886

● $65,000

● $44,250

31



2) To maintain a safe, secure, healthy and positive learning environment for all students and staff, we will continue to provide the following actions and services:

● Two School Psychologists-

● School Psychologist Intern

● BCBA Behavioral Support

Specialists

● Behavior Support Teacher

● Fighting Back Santa Maria Valley

Services (Truancy Mentors)

● School Nurse (total of 10 in the

school district)

● SMPD Resource Officer

● SBCEO Jr. High At Risk Class

(Fitzgerald School)

● Outreach Counselors

● Health Aides to Full Time

● Additional Assistant Principal

● Additional College Field Trips

● Cal-SOAP Tutors

● Outreach Counselor at Jimenez

Elementary School

● Student Connections (Second Step

Pilot, Foster Youth Liaison, Teen Court)

● ASES slots at Los Adobes

Two school psychologists and one intern were going to be hired in 2016-17 but this did not occur until 2017-2018. Two BCBA Support Specialists and one Behavior Support Teacher will be hired in 2017-18. There is one truancy mentor for each cluster of schools. One cluster has purchased an additional truancy mentor for support. These individuals help keep our attendance rate high in the district and support our families that have children with attendance issues.There are 10 nurses in the district. This has allowed each nurse to focus on 2 schools instead of more. With two schools on their caseload, they are able to get to know there students and their health concerns. There are 2 School Resource officers for the School District that service 17 of our schools. With the additional officer, they have been able to be more proactive at school sites and develop relationships with the staff and students there. There are two At Risk Classes at Fitzgerald School. These classes have 20 students each so students are able to receive individualized instruction and counseling services. These students have shown an improvement in academics as well as behavior in their time at Fitzgerald. Each school in the district has a full time health aide to assist in the health office. This has ensured that visits to the health office are documented correctly and students and families receive follow up on health issues that occur on campus.19 out of 20 schools have an assistant principal on campus which has been beneficial in maintaining a secure campus and following up with

LCAP Funds:

● $0● $0● $0

● $0● $380,650

● 1,049,179

● $217,354● $652,000

● $991,886● $583,000● $0● $24,194● $171,804● $44,973

● $89,443

● $20,000● $89,052

● $60,000

32



● ASES at Jimenez Elementary

School

● ASES at Bruce and Tunnell School

disciplinary issues, as well as maintaining positive attendance.Students were able to visit several colleges with staff and friends. These trips have allowed students to bond with one another and staff members during these events. The metric used to measure the effectiveness of this service is found in the results of the California Healthy Kids Survey. Tutors work an average of three days per week. 767 students are tutored on a daily basis and 2,301 duplicated students are served weekly from this program. These tutors work with students to help them obtain academic proficiency.The Second Step Pilot is being utilized at 3 sites. Teen Court program is offered to families that have students with behavior concerns. Referrals are made at the school sites to assist students and families, as well as School Attendance Review Board Meetings. These interventions provide students with skills to make better decisions with their behaviors in school. This contributes to a positive school climate and a safe school environment. The metric used to measure the effectiveness of this service is the CHKS and the district's suspension rates. 20 spots were opened for the Los Adobes ASES program to service the families living there. Jimenez Elementary School received 85 spots and Tunnell and Bruce each received 20. Students that attend the ASES program receive academic support in their classes which benefit them during the regular school day, as they are able to keep up with homework assignments and class projects.

3) To maintain a safe, secure, healthy There are two At Risk Classes at LCAP Funds:

33



and positive learning environment for all students and staff, we will expand on the following actions and services:

● Additional Fitzgerald Class in 8th

grade- to assist students with behavioral challenges at school in a small group setting.

● Noon Duty Aides - Increase

Coverage 25% to help supervise students during lunch time at school sites and provide greater coverage for supervision

● Marriage Family Therapist

Counseling (250 hours per JH site) to assist students with emotional needs that occur during the school day and throughout the school year.

● Opportunity Class (teacher per

junior high site) to assist students with behavioral challenges at school and provide them with a small group setting that will meet their instructional needs.

● Extended Day/Intersession

Services to assist students with academic needs in the various subject areas (Math, ELA, homework, etc.).

● Santa Maria Valley Youth and

Family Outreach Consultants to work with students on emotional needs that occur throughout the school year.

● Plus Optix Vision Screening Tool

for nurses to utilize for vision

Fitzgerald School. These classes have 20 students each so students are able to receive individualized instruction and counseling services. These students have shown an improvement in academics as well as behavior in their time at Fitzgerald. Schools have been provided with an additional 25% of supervision staff during lunchtime on their campuses. This ensures that students are safe and can be monitored at all times in various locations. There is one MFTI assigned to each junior high school site for 250 hours. MFTI staff work with students that need extensive support. The feedback from staff and administration has been extremely positive in support of this program.There is one Opportunity Class Teacher at each junior high school to assist with at risk students. These students are placed in Opportunity because they are having difficulty in the regular classroom setting. These teachers help these students in a smaller setting so they can perform academically and prevent them from being removed from the classroom setting for behavior. Students who attended the Extended Intersession class (mentioned as an example above) received academic instruction with an emphasis on English Language Arts and Mathematics. Students took a pretest and a post test in writing with a 134 % growth based on the grading rubric. Besides the regular English and Math instruction, the students worked on Science and History concepts related to their field trip to the Monterey Bay Aquarium and Ronald Reagan Museum, which took place as a culminating activity.The PlusOptix machine has helped the

● $652,000

● $159,607

● $65,000

● $270,402

● $276,910

● $991,886

● $8,188

● $28,000

34



screenings for students.

● School Climate Training and

Support Implementation of Positive Behavior Intervention and Supports & Restorative Practices

● Additional Preschool Support will

include 2 Instructional Aides, training, field trips

● Continue Parent Project Classes /

Mixteco Nurturing Parenting Classes

● Continue Bilingual Healthy Start

Advocate

● Additional Dual Language

Immersion Program Support

nurses conduct the vision screenings efficiently and with an extra machine, students can get screened faster. This allows them to get the necessary assistance if needed in an expedited manner. 7 schools received training and follow up support in Tier 1 behavior interventions at the district 4 times during the school year. The remaining junior high school, who is receiving Tier 2 support, attends trainings in Santa Clara and Gilroy four times during the year. School sites also meet after school with their PBIS team members to discuss strategies, analyze data and evaluate the implementation of the program. Additional Bilingual Instructional Aides were hired in order to provide increased assistance to our Low Income, Foster Youth, and English Learner preschool students. Teacher training continues as well as an increase of Bilingual Instructional Assistants in order to provide necessary support within and outside of the classroom for our preschool students. These classes have taught parents strategies for dealing with a variety of behaviors at home so that they do not occur in the school setting. This has helped to address and prevent negative behaviors that can occur at school. The impact of this program can be reflected in the decrease in the suspension rate for the district.

Bilingual Healthy Start Advocates have been very effective in supporting our Low Income, Foster Youth, and English Learners. The advocates have supported the following services connecting families who are in need. Jimenez staff continues to receive and implement best teaching practices for the program. The

● $50,000

● $35,000

● $164,733

● $21,942

35



Dual Immersion Task Force continues to meet twice a month. Planning and analyzing progress is part of the teams' responsibility as well as continued outreach to the community. Administration and staff continue to visit Dual Language Immersion Programs outside of the district to learn practices of implementation. The 90-10 Model will continue to be implemented in our Kindergarten and First Grade classes.

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

Prevention Program Performance Indicators (4115(a)(1)(B) ):The LEA is required to establish a biennial goal for all of the performance indicators listed below. List specific performance indicators for each grade level served, and for each listed measure, as well as the date of, and results from, the baseline administration of the Healthy Kids Survey:

Alcohol, Tobacco, Other Drug Use, and Violence PreventionPerformance Measures

From the California Healthy Kids Survey

Baseline DataSurvey date:

08/01/14

Biennial ResultsSurvey Date:

1/11/2017

The percentage of students that have ever used cigarettes will decrease biennially by: 1%

5th 2%

7th 2%

5th 2%

7th 2%

The percentage of students that have used cigarettes within the past 30 days will decrease biennially by: 1%

7th 2% 7th 0%

The percentage of students that have used marijuana will decrease biennially by: 1%

5th 1%

7th 5%

5th 1%

7th 6%

The percentage of students that have used alcohol within the past 30 days will decrease biennially by: 5%

7th 10% 7th 7%

The percentage of students that have used marijuana within the past 30 days will decrease biennially by: 1%

7th 5% 7th 4%

The percentage of students that feel very safe at school will increase biennially by: 5%

5th 83%

7th 70%

5th 80%

7th 65%

The percentage of students that have been afraid of being beaten up during the past 12 months will decrease biennially by: 10%

7th 20% 7th 21%

36

Truancy Performance IndicatorBaseline DataSurvey date:

08/01/14

Biennial ResultsSurvey Date:1/11/2017

The percentage of students who have been truant will decrease annually by 5% from the current LEA rate shown here.

17.47 % 14.47%

Protective FactorsPerformance Measures

from the California Healthy Kids Survey

Baseline DataSurvey date:

08/01/14

Biennial ResultsSurvey Date:

1/11/2017

The percentage of students that report high levels of caring relationships with a teacher or other adult at their school will increase biennially by: 5%

5th 70%

7th 40%

5th 70%

7th 30%

The percentage of students that report high levels of high expectations from a teacher or other adult at their school will increase biennially by: 5%

5th 66%

7th 62%

5th 68%

7th 62%

The percentage of students that report high levels of opportunities for meaningful participation at their school will increase biennially by: 5%

5th 30%

7th 18%

5th 27%

7th 15%

The percentage of students that report high levels of school connectedness at their school will increase biennially by: 5%

5th 67%

7th 63%

5th 67%

7th 60%

Other Performance MeasuresList 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 MeasuresAttendance and Suspension Rates

(Process to Collect Data)Performance Indicator

GoalAnalysis of Results

● Attendance rates (annual)

● Suspension rates (annual)

● Increase in Average Daily Attendance by 0.05% per year

● Decrease in suspension percentage (total students) by 1% per year

● During the 2015-2016 school year, the attendance rate was 96.98%. During the 2016-2017 school year, the attendance rate was 96.74%

● The suspension rate during the 2015-2016 school year was 4.7%. This number decreased to 3.6% in 2016-2017.

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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 NameProgramATODV Focus

TargetGradeLevels

# Students Served Analysis of Results

Too Good for Drugs ATD 3-6 7709 Students in grades 3-6 receive the Too Good for Drugs Curriculum. This teaches them the dangers and side effects of drugs and how to make positive choices. This has helped reduce the number of students who use drugs as measured by the CHKS.

Project Alert ATD 7-8 3179 Students in grades 7-8 receive the Project Alert anti-drug curriculum. This teaches them the dangers and side effects of drugs and how to make positive choices. This has helped reduce the number of students who use drugs as measured by the CHKS.

Research-based Activities (4115 (a)(1)(C) ):Based on the research cited in Appendix D, check the box for each activity the LEA has implemented as part of the comprehensive prevention program and provide all other requested information.

Check Research-Based ActivitiesProgramATODV Focus

TargetGradeLevels

# Students Served

Analysis of Results

X After School Programs ATDV K-8 1450 in ASES;607 Migrant

Ext. Day & 395 Sat. School

These programs have provided academic and emotional support to students in the district. The impact

X Conflict Mediation/Resolution V 7-8 3,452

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is reflected in the CHKS results. 98% of 5th grade students and 94% of 7th grade students report a high to moderate rate of school connectedness. 80% of 5th grade students and 88% of 7th grade students feel safe or very safe at school. Finally, 85% of 5th grade students and 88% of 7th grade students report high to moderate levels of academic motivation.

X Early Intervention and Counseling ATDB K-8 17,017

X Environmental Strategies A K-8 17,017

Family and Community Collaboration

Media Literacy and Advocacy

Mentoring

Peer-Helping and Peer Leaders

X Positive Alternatives ATDV 5-8 7,098

X School Policies ATDV K-8 17,017

Service-Learning/Community Service

Student Assistance Programs

X Tobacco-Use Cessation TUPE / DARE

7-8 3,452

Youth DevelopmentCaring Schools Caring Classrooms

X Other Activities V K-8 17,017

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 nameProgramATODV Focus

Target GradeLevels

# Students Served

Analysis of Results

Outreach Counseling Services ATDV K-8 1584 Students that receive support from the outreach consultants were able to get support with peer relationships, dealing with personal issues and anti-bullying

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information at school.Evaluation and Continuous Improvement (4115 (a)(2)(A) ): Provide a description for how the LEA has conducted 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 are used to refine, improve and strengthen the program.

The Healthy Kids Survey are administered to all 5th and 7th graders biennially. The data is reviewed by the District's Advisory Committee, Board of Education, and made available to the public every year. While all indicators included in LEAP will be evaluated, particular attention will be given to alcohol use rates, battery incidents, perception of school safety, and perception that use of tobacco, alcohol, and marijuana are harmful to one's health.

Use of Results and Public Reporting (4115 (a)(2)(B) ): Describe the steps and timeline the LEA has used to publicly report progress toward attaining performance measures for the SDFSC and TUPE programs. Describe how the evaluation results are made available to the public including how the public provided notice of the evaluation results availability.Data Collection:CHKS is administered every other yearSuspendable incidents of batteries collected annuallyAttendance and truancy indicator data collected annuallyReporting Timelines:Annually discipline and attendance information will be shared with administrators in the districtBiennially the results of the CHKS will be shared publicly at a Board MeetingPrincipals will receive individual reports from the CHKSAn evaluation report is prepared annually and shared publicly at a Board Meeting

Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E) ):Briefly describe how SDFSC funded program services are targeted to the LEA’s schools and students with the greatest need. (Section 4114 [d][3])

Elementary schools with the highest percentages of students living in poverty and the highest percentage of English Learners as well as junior high schools are designated as highest needs schools. These designated schools will receive additional support, which may include: early intervention counseling, Peer Mediation/Conflict Resolution Programs, home outreach, after-school instructional assistance, additional prevention booster lessons, bilingual and culturally appropriate modifications to prevention activities, external referral and case management services, or other activities in consultation with the site administrator. Parent and staff input is solicited prior to determining additional services.

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Coordination of All Programs (4114 (d)(2)(A)): Provide a detailed, but brief, explanation of how the LEA coordinated SDFSC funded alcohol, tobacco, other drug and violence prevention programs with other federal state and local prevention programs.

Coordination occurs with parents at school sites though the District Advisory Committee consisting of parents, educators and community service providers. The District Advisory Committee serves as the advisory committee for not only Safe and Drug Free Schools, but also English Learner and other federal programs.

Parent Involvement (4115 (a)(1)(e)):Provide a brief, but detailed, description of the parent involvement and describe the parent notification procedures used to meet requirements under NCLB Title IV, Part A – SDFSC program.

Parents are involved at both the program design and implementation levels. In terms of program design, the District maintains an advisory committee consisting of parents elected from each sites' school council. These parents represent the diversity of the District in terms of ethnic and socioeconomic backgrounds. The District Advisory Committee receives reports on program implementation and results. The District Advisory Committee reviews the LEAP and provides direct input on activities, goals, and implementation of the program. The advisory committee provides input on activities to be incorporated into the District's comprehensive prevention program.

TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460):Describe the TUPE services and referral procedures for pregnant minors and minor parents enrolled in the LEA and how they were provided with tobacco-use prevention services. Include students participating in programs such as the California School Age Families Education (Cal-SAFE) program, the Adolescent Family Life Program (AFLP) administered through the Department of Health Services, and the Cal-Learn program administered by the Department of Social Services.

As an elementary district, it is most common for the occasional pregnant minor to be served through the pregnant and parenting minors program run by the Santa Maria High School District. However, the District's protocol for dealing with pregnant minors includes having the nurse do an assessment of tobacco use and making referral to cessation services when such use is determined.

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 section 104420 [b][3])

Position/Title Full time equivalent

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Not Applicable- no positions were funded with TUPE funds

N/A

ANALYSIS OF THE LEA’s PROGRESS TOWARDS STUDENT ACHIEVEMENT GOALS

Based on the Local Control Funding Formula (LCFF), which was passed in 2013, California has a new accountability system that is based on multiple measures. These measures are used to determine local educational agency (LEA) and school progress toward meeting the needs of their students. The measures are based on factors that contribute to a quality education, including high school graduation rates, college/career readiness, student test scores, English learner (EL) progress, suspension rates, and parent engagement.

Performance on these multiple measures are reported through the new California School Dashboard. The new accountability system reflects a clear expectation that all LEAs and schools can and should improve and emphasizes equity by focusing on student group performance. This new multiple measures system replaces the former Academic Performance Index (API), which was based solely on testing results, and the federal requirement to calculate Adequate Yearly Progress (AYP).

LEA and school performance in ten LCFF priority areas are measured using a combination of state and local indicators and apply to all LEAs, schools, student groups (e.g., race/ethnicity, socioeconomically disadvantaged, ELs, and students with disabilities), and progress on the indicators is reported through the California Dashboard.

This section provides an analysis of of the LEA progress towards student achievement goals in three main areas: (a) Student progress in ELA and math, as reported by the California Assessment of Student Performance and Progress (CAASPP) System, (b) District and school progress in the new accountability system, the California School Dashboard, and (c) English Learner progress in learning English, as reported by the California English Language Development Test (CELDT) and reclassification rates. Below are the results of the LEA progress towards student achievement goals in the three areas:

Student Progress in English Language Arts and Mathematics. The CAASPP results for 2014-15 provided baseline data for achievement levels in ELA and Math. 2016-17 was the third year with California Assessment of Student Performance and Progress (CAASPP) results and it was possible to assess the student academic growth.The CAASPP results for 2016-17 ELA and Math showed small gains, with 1% increase in students meeting or exceeding the ELA standards and 2% increase in Math. In 2016-17, the percentage of students meeting or exceeding the state standards was 28% compared to 27% in 2015-16. In the area of Math, the 2016-17 CAASPP results demonstrate that 21% of students met or exceeded the state standards, compared to 19% in 2015-16. Seven schools showed positive gains in ELA and 13 schools had positive gains in Math.

The analysis of the CAASPP Scale Score data in ELA showed a small positive gain of 1.7 points in 6th grade, and a decrease in grades 3-5 and 7-8. The Math Scale Scores showed positive gains in grades 3-5, but a decrease in grades 4-8.

The tables below display these numbers.

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CAASPP English Language Arts & Math RESULTSAchievement Level by Grade Level

2016-2017All Students

English Language Arts Math

Grade2017

Standard Met

2016 Standard

MetChange

2017 Standard

Met

2016 Standard

MetChange

3 22% 19% 3 28% 23% 5

4 24% 25% -1 23% 20% 3

5 25% 26% -1 13% 11% 2

6 31% 28% 3 20% 17% 3

7 32% 33% -1 19% 21% -2

8 35% 37% -2 24% 26% -2

District 28% 27% 1 21% 19% 2* Students scoring either Standard Met or Standard Exceeded combined

CAASPP English Language Arts & Math RESULTSMean Scale Scores

2016-2017All Students


Grade 2017 2016 Change 2017 2016 Change

3 2366.2 2366.5 -0.3 2392.9 2386.6 6.3

4 2410.9 2413.0 -2.1 2429.6 2426.5 3.1

5 2440.7 2444.4 -3.7 2441.1 2434.4 6.7

6 2484.4 2482.7 1.7 2467.7 2468.4 -0.7

7 2500.8 2505.9 -5.1 2479.6 2485.0 -5.4

8 2526.7 2532.8 -6.1 2501.5 2514.9 -13.4

CAASPP English Language Arts & Math RESULTS

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Percent Meeting or Exceeding Standard by Schools2016-2017


School 2017 2016 Change 2017 2016 Change

Adam 24% 19% 5 21% 16% 5

Alvin 24% 25% -1 19% 20% -1

Arellanes El. 15% 20% -5 17% 12% 5

Battles 25% 25% 0 20% 15% 5

Bonita 20% 18% 2 21% 20% 1

Bruce 14% 14% 0 10% 10% 0

Fairlawn 18% 16% 2 15% 14% 1

Jimenez 32% 21% 11 26% 17% 9

Liberty 22% 19% 3 13% 11% 2

Miller 23% 27% -4 19% 15% 4

Oakley 19% 20% -1 13% 17% -4

Ontiveros 41% 36% 5 37% 26% 11

Rice 26% 28% -2 27% 22% 5

Sanchez 33% 28% 5 28% 20% 8

Taylor 32% 36% -4 23% 25% -2

Tunnell 31% 31% 0 24% 19% 5

JUNIOR HIGH SCHOOLS

Arellanes Jr. 27% 28% -1 22% 23% -1

El Camino 25% 28% -3 17% 20% -3

Fesler 33% 35% -2 20% 18% 2

Tommie Kunst 43% 45% -2 27% 33% -5* Students scoring either Standard Met or Standard Exceeded combined

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California School DashboardIn 2016, the State Board of Education (SBE) adopted a new accountability tool required by LCFF, called the evaluation rubrics, that includes a set of state and local measure. The California School Dashboard is how performance data from the evaluation rubrics are shown to LEAs and the public. The Dashboard was piloted in spring 2017 to provide LEAs and schools time to become familiar with the features prior to full implementation in fall 2017. Overall, the academic performance indicator for Fall 2017 shows that Santa Maria-Bonita School District had a low performance (orange level) in ELA and math, and high performance (green level) in English Learner Progress. The Schools Five-by-Five Placement showed that 15 schools had a Medium Performance Level (yellow), two schools had a Low Performance Level (orange), and one school had a Very Low Performance Level (Red) in ELA. In Math, 16 schools showed a Medium Performance Level (yellow) and 4 schools had a Low Performance Level (orange). Below are the results of the Spring 2017 Dashboard for Academic Performance for the Santa Maria-Bonita School District and the Schools Five-by-Five Placement for ELA and math.

Detailed Report Academic Performance – Fall 2017

Santa Maria-Bonita - Santa Barbara County● Enrollment: 16,868

● Socioeconomically Disadvantaged: 88.8%

● English Learners: 61.6%

● Foster Youth: 0.3%

● Grade Span: K-8

State Indicators All Students Performance Status Change

English Learner Progress (K-12) Medium 68.5% Increased +2.8%

English Language Arts (3-8) Low 53.9 points below level 3 Maintained -2.2 points

Mathematics (3-8) Low 70.9 points below level 3 Maintained -0.5 points

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Performance Levels: Blue (Highest) Green Yellow Orange Red (Lowest)

46

English Language Arts (Grades 3-8)Schools Five-by-Five Placement – Fall 2017

LEVEL

Declined Significantly

by more than 15 points

Declinedby 3 to 15 points

MaintainedDeclined by lessthan 3 points orincreased by less

than 3 points

Increasedby 3 to less than

15 points

IncreasedSignificantly

by 15 points or more

Very High45 or more points above

Green

(None)

Green

(None)

Blue

(None)

Blue

(None)

Blue

(None)

High 10 points above to less than 45 points

above

Green

(None)

Green

(None)

Green

(None)

Green

(None)

Blue

(None)

Medium5 points below to

less than 10 points above

Yellow

(None)

Yellow

(None)

Yellow

(None)

Green

(None)

Green

(None)

LowMore than 5

points below to70 points below

Orange

(None) Orange

● El Camino Jr High

● Kunst Jr High ● Miller

Elementary● Taylor

Elementary● Tunnell

Elementary

Orange

Santa Maria-Bonita (District Placement)

● Alvin Elementary ● Arellanes Elem. ● Arellanes Jr High ● Battles

Elementary● Fesler Jr High ● Rice Elementary

Yellow

● Adam Elementary

● Ontiveros Elementary

● Sanchez Elementary

Yellow

● Jiménez, Elementary

Very LowMore than 70points below

Red

(None)

Red

● Bonita Elementary

● Bruce Elementary

● Liberty Elementary

● Oakley Elementary

Red

● Fairlawn Elementary

Orange

(None)

Orange

(None)

Total Number of Schools in Each Performance LevelAll Schools Red Orange Yellow Green Blue

20 5 11 4 0 0

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Mathematics (Grades 3-8) Schools Five-by-Five Placement - Fall 2017

LEVEL DeclinedSignificantlyby more than

15 points

Declinedby 3 to 15

points

MaintainedDeclined by lessthan 3 points or

increased by lessthan 3 points

Increasedby 3 to less than

15 points

IncreasedSignificantly

by 15 points ormore

Very High35 or more

points above

Green

(None)

Green

(None)

Blue

(None)

Blue

(None)

Blue

(None)

Highzero points toless than 35points above

Green

(None)

Green

(None)

Green

(None)

Green

(None)

Blue

(None)

Medium25 points below

to zero

Yellow

(None)

Yellow

(None)

Yellow

(None)

Green

(None)

Green

(None)

LowMore than 25

points below to95 points below

Orange

● Kunst Jr High

Orange

● Fairlaw n Elementary

● Oakley Elementary

Orange

Santa Maria-Bonita (District Placement)

● Alvin Elementary

● Arellane s Jr High

● Bonita Elementary

● Fesler Jr High

● Liberty Elementary

● Taylor Elementary

● Tunnell Elementary

Yellow

● Adam Elementary

● Arellanes Elementary

● Battles Elementary

● Jiménez, Elementary School

● Miller Elementary

● Rice Elementary

● Sanchez Elementary

Yellow

● Ontive ros Elementary

Very LowMore than 95points below

Red

●El Camino Jr High

Red

(None)

Red

● Bruce Elementary

Orange

(None)

Orange

(None)

Total Number of Schools in Each Performance LevelAll Schools Red Orange Yellow Green Blue

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20 2 10 8 0 0

English Learner Progress in English Language Proficiency: Student enrollment has consistently increased by 500 students per year in the last 10 years, as well as the number of English Learners. However, in the last three years, the district has increased the number of students redesignated as Fluent English Proficient and reduced the percentage of English Learners. The English Learner population decreased from 65% in 2015-16 to 61.6% in 2016-17. The results of the California English Language Development Test (CELDT) Annual Assessment for English learners for the last three years show an increase of 4% in overall language proficiency (Early Advanced and Advanced Levels). The English Learner Redesignation rates showed a slight decreased in 2016-17, from 13.2% in 2015-16 to 10% in 2016-17. The tables below display the results of the CELDT Annual Assessment for 2014-17 and the Redesignation Rates from 2015-2017.

California English Language Development Test (CELDT)

Annual Assessment Data

2014-2017

Grade

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate Beginning

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

K 1% 4% 3% 5% 27% 29% 27% 30% 29% 29% 40% 39% 38%

1 1% 2% 2% 12% 13% 13% 36% 35% 32% 29% 27% 30% 21% 24% 23%

2 1% 1% 1% 10% 11% 12% 40% 40% 40% 34% 32% 31% 15% 16% 16%

3 3% 1% 2% 13% 11% 16% 43% 40% 41% 27% 32% 27% 15% 15% 15%

4 7% 3% 2% 25% 20% 22% 42% 49% 50% 16% 16% 16% 10% 12% 9%

5 7% 3% 4% 36% 29% 32% 40% 46% 43% 10% 14% 13% 7% 9% 7%

6 4% 4% 2% 27% 25% 25% 47% 46% 43% 15% 14% 17% 7% 12% 12%

7 10% 4% 4% 41% 37% 40% 32% 40% 36% 9% 13% 11% 7% 6% 9%

8 10% 3% 7% 41% 35% 41% 35% 43% 33% 7% 9% 10% 7% 10% 10%

Total 4% 2% 3% 21% 18% 21% 40% 41% 40% 21% 23% 22% 13% 15% 15%

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Santa Maria-Bonita School District

Redesignation Rates 2015-17

School Enrollment English Learners Fluent-English-Proficient Students

Students Redesignated

FEP 15-16

Students Redesignated

FEP 16-17Adam Elementary 990 839 (84.7 %) 97 (9.8 %) 60 (6.4 %) 85 (9.4 %)Alvin Elementary 1,025 787 (76.8 %) 82 (8.0 %) 64 (8.6 %) 46 (6.1 %)Arellanes Elementary 294 175 (59.5 %) 26 (8.8 %) 18 (9.9 %) 17 (9.7 %)Arellanes Junior High 557 200 (35.9 %) 251 (45.1 %) 26 (10.4 %) 44 (17.7 %)Battles Elementary 854 534 (62.5 %) 113 (13.2 %) 129 (18.3 %) 39 (7.7 %)Bonita Elementary 599 517 (86.3 %) 54 (9.0 %) 47 (8.2 %) 27 (5.7 %)Bruce (Robert) Elementary 972 775 (79.7 %) 102 (10.5 %) 112 (15.0 %) 52 (6.7 %)El Camino Junior High 798 337 (42.2 %) 377 (47.2 %) 51 (14.2 %) 48 (16.3 %)Fairlawn Elementary 776 664 (85.6 %) 88 (11.3 %) 86 (12.5 %) 50 (8.1 %)Fesler (Isaac) Junior High 934 322 (34.5 %) 420 (45.0 %) 63 (20.1 %) 69 (25.7 %)Jiménez Elementary 861 566 (65.7 %) 83 (9.6 %) 0 (0.0 %) 64 (11.3 %)Kunst Junior High 1,030 230 (22.3 %) 457 (44.4 %) 45 (21.5 %) 50 (31.2 %)Liberty Elementary 889 636 (71.5 %) 57 (6.4 %) 63 (12.5 %) 17 (3.1 %)Miller (Isaac) Elementary 885 569 (64.3 %) 76 (8.6 %) 63 (10.2 %) 37 (6.9 %)Oakley Elementary 949 730 (76.9 %) 88 (9.3 %) 102 (13.6 %) 36 (5.1 %)Ontiveros Elementary 1,002 648 (64.7 %) 174 (17.4 %) 116 (15.8 %) 112 (16.1 %)Rice (William) Elementary 889 487 (54.8 %) 130 (14.6 %) 77 (13.9 %) 86 (16.4 %)Sanchez Elementary 788 610 (77.4 %) 103 (13.1 %) 90 (11.8 %) 65 (10.3 %)Taylor Elementary 937 424 (45.3 %) 109 (11.6 %) 96 (21.5 %) 43 (10.1 %)Tunnell Elementary 839 349 (41.6 %) 78 (9.3 %) 72 (17.4 %) 32 (8.9 %)

District Total: 16,868 10,399 (61.6 %) 2,965 (17.6 %) 1,380 (13.2 %) 1,019 (10.0 %)County Total: 69,062 22,414 (32.5 %) 13,187 (19.1 %) 3,319 (13.8 %) 2,658 (11.7 %)

State Totals: 6,228,236 1,332,405 (21.4%) 1,323,837 (21.3%) 155,774 (11.2%) 183,272 (13.3%)

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CONCLUSIONS

Planned Improvement in Student Performance in Reading and Mathematics (Title I):Our district piloted a new ELA common core curriculum in 2016-17 and will fully implement it in 2017-18: Benchmark Advance for K-5 and StudySync for grades 6-8. A new math curriculum was adopted and fully implemented in 2015-16: Go Math! for K-6 and CPM Core Connections for grades 7-8. The books that were purchased for the libraries helped support a literacy-rich environment for low-income students, English learners, and foster youth. Students were not only able to use these books during the school day but during extended hours as well as at home. Parents noted at parent/teacher conferences and through teacher communications, that having books for students to use at home were necessary in order for students to practice reading. This continues to be a need for our students.

Each school site provided reading and math interventions and support programs to assist English learners and students who were not meeting grade level standards in their identified areas of need. Supplemental materials (eg: Standards Plus, Engage NY, Sing, Spell, Read and Write, and Diebels) were purchased in order to support site intervention programs. Staff surveys including our Intervention Teachers’ comments, indicated a high need to continue to allocate funds for site-specific Response to Intervention Program supplemental materials. Teachers continue to use supplemental materials in order to support the needs of our lowest at risk students that are in our tier two programs. This includes extended day learning opportunities as well as within our daily Response to Intervention Programs. We anticipate, with our newly adopted CCSS aligned curriculum for both ELA and ELD, the need to purchase supplemental materials will decrease.

Santa Maria-Bonita School District continues to believe that technology plays a vitally important role in an excellent 21st-century education of its students, and the development of lifelong learners. The District is committed to continuing to ensure students' access to the necessary and age-appropriate resources to achieve this excellence while ensuring that his or her personal information remains anonymous and protected. Technology devices were purchased throughout the district. School sites used allocated funds to increase student access, thus working toward our goal of 1:1. The information technology department continues to support sites as they purchase new equipment and updated older devices. Chrome Notebooks as well as iPads were purchased. Computer labs were maintained and updated according to school site needs. Supplemental technology materials were purchased including Achieve3000 and Accelerated Reader. Sixteen out of twenty school sites purchased Achieve3000. All elementary sites continued to support their current Accelerated Reader Programs. Purchases were made to support the Accelerated Reader programs including site licenses and additional school library books. For Achieve3000, teachers reported that using the online differentiated instruction literacy blended learning program provided both a teaching and intervention tool for students. The program allowed for small group, teacher-led instruction that honed in on specific skills deficits. The program allowed for reteaching and one-to-one intervention to support instruction in reading, comprehension, writing, vocabulary, fluency, and foundation skills. The district aggregated data that compared 3rd-6th grade students using Achieve 3000 versus students not using the program indicated that the average for Achieve Schools CAASPP ELA Met or Exceed Standard was 28.63% versus the average of non Achieve3000 schools at 19.15% indicating a difference positive difference of +9.48%. Schools that are using Achieve3000 will purchase the

51

program again this coming year. Accelerated Reader Programs at the elementary level continue to support students at their current reading level. The program continues to provide reading practice as well as an assessment of reading comprehension. Many of these technology resources require a connection to the internet which is provided at school. We are currently reviewing parent and community member survey results in order to ensure that our students are able to access technology at home. We feel that student's needs would be further met if more services were provided during extended day hours.

In 2016-17, professional development was offered to certificated and classified staff. Based on qualitative data, there has been a mixed feedback regarding the effectiveness of professional development. There has been a request to provide ongoing professional development in Math, ELA/ELD specifically provided to school sites. This allows teachers/administrators to have a deeper understanding and better collaborative conversations around student learning with their staff. Professional development presenters such as Doug Fisher, Dr. Muhammad, Jo Gusman, and Grace Dearborn helped teachers with useful ideas and strategies, provided an effective atmosphere for learning and were highly recommended to return for ongoing training. The key ELA/ELD shifts were shared with all administrators during the training with Matthew Espinosa during one of the 4-ELD Institutes held throughout the 2016- 2017 school year. Festival of learning was a highlight for teachers and the opportunity for choice is always welcomed. Qualitative data from administrators also recommends further training in the new ELA/ELD Adoption, PBIS, Professional Learning Communities and Science, Technology, Engineering, Arts and Math (STEAM). Professional development provided to Classified Staff has been well attended. In 2017-18, the focus will be on understanding Professional Learning Communities and working closely in building district-wide site teams.

Curriculum substitute teacher coverage has been provided to school sites for professional learning opportunities, release time for observing, learning, planning, site leadership teams, and department chair meetings. Nine full time substitutes teachers were hired by the district in 2016-17. Qualitative data indicates that providing this service has increased teacher's learning as well as provide the necessary collaboration and planning time for grade level teams, vertical teams, leadership teams, and departments. Staff Development was also provided for the curriculum substitutes in order to increase their teaching effectiveness. This action continues to be in progress. Seventy-four Lead Learners have been hired to assist sites in the implementation of State Standards. They meet once a month with each of the District Teachers on Special Assignment.

Thirty-four Teacher Tutors were hired by the district, 2 for each elementary school and 2 for junior high. The teacher tutors continue to provide one on one and small group interventions to students in Math and ELA/ELD. The school sites have hired 15 additional teacher tutors to provide interventions to additional students during the school day. All teacher tutors and Limited Assignment Teachers are fully credentialed. Teachers and staff rated having the teacher tutors in the classroom as highly effective being they provided small group instruction and intervention to our students who are at risk. Additionally, 17 Intervention teachers have been hired by the district to assist teachers and administrators with the appropriate placement of students, professional development at their sites and one on one small group instruction with students in ELA/ELD and math. These teachers continue to group and regroup students and provide them with strategically targeted instruction, and collaborate

52

with grade level teams and administrators. Intervention Teachers continue to help support the structure of Response to Intervention Programs at each site.

Bilingual Instructional Assistants were hired for all Transitional Kindergarten, Kindergarten, and First Grade classrooms in 2016-17. The instructional assistants provide direct services to students and families at each site. Qualitative data suggest that Bilingual Instructional Assistants provide an enormous amount of support for our TK, Kindergarten and First Grade students. Teachers and assistants noted that students were provided immediate reteaching, small group instruction, and one-on-one intervention when assistants were in the classrooms. Teachers also noted that providing guidance in our student's primary language increased understanding for students. Teachers also noted the positive support that was provided during parent-teacher conferences as well as daily parent communications. The parent survey indicates a need to increase Bilingual Instructional Assistants for our English Learners, Foster Youth, and Low-Income students. The support that has been provided has shown a positive impact on student learning. We believe that we will see further growth in the future as we continue to provide professional development specific to English Learner's needs during small group instruction and specific interventions.

Extended Day Classes, Saturday School, Summer School, and after school classes have been implemented by the district and schools to provide additional support to students in ELA/ELD, math, science, social studies, arts, and study skills. The following programs have been provided by the district: a) Saturday School has been provided for Elementary and Jr. High Students. A total of 800 students from preschool-8th grade received ELA/ELD and math interventions in Saturday School. Classes were provided at Oakley school, 4.5 hours per day, for 22 Saturdays. Students who participated in Saturday School showed higher scores on the CAASPP assessments, having an average growth of 52.92 and 42.21 points in ELA and math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. b) Summer School was provided at two additional sites. A total of 1,500 students in grades preschool-8th grade received intensive and strategic support in ELA/ELD and math. Classes were provided at Taylor and Rice schools, 4 hours daily, for 20 days. Summer participants showed higher scores on the CAASPP assessments, having an average growth of 49.94 and 32.07 points in ELA and math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. c) Extended Day Classes were provided at each school site according to student’s needs. Sites offered extended day classes for Low Income, Foster Youth, Homeless, Migrant, and English Learner students. Extended day classes at sites included reading, math, homework club and ELD. Students who participated in the Tommie Kunst junior high school extended day program obtained higher scores on the CAASPP assessments, with an average growth of 48.16 points in ELA and 53.83 points in math, compared to the average growth of 43.78 and 29.62 points in ELA and math for all students in the district. Students who participated in elementary extended day programs had an average growth of 40.73 points in ELA and 31.66 points in math. The Robotics extended day classes had approximately forty-four participants across six sites. Participants met on an average of two hours a week over a twelve week period. Additionally, teams participated in two Saturday competitions. In total, over 1,714 hours of extended services were provided. The Lego Robotics program cultivated and developed student interest in math and sciences through STEM activities using activities that foster student’s abilities to work as a team towards identified goals. On the parent survey, both parents and community members indicated that they placed a high value on extended day classes and enrichment activities. Although not specific to Robotics, district data from

53

the CAASPP indicates a slight increase for math of 2.04% for students that were in an extended day enrichment class compared to students that were not in an extended day enrichment class. Sites also held extended intersession classes due to the further need of those students attending the extended day classes. An Extended Intersession class of a total of 347 students participated in an Extended Intersession for a total of eight days. The students that participated included 6th, 7th, and 8th-grade students. These student included Newcomers and Long Term English Learners. Students who attended the Extended Intersession class received academic instruction with an emphasis on English Language Arts and Mathematics. Students took a pretest and a post test in writing with a 134 % growth based on the grading rubric. Besides the regular English and Math instruction, the students worked on Science and History concepts related to their field trip to the Monterey Bay Aquarium and Ronald Reagan Museum, which took place as a culminating activity.

Each school site also provided college and career ready field trips. School sites choose different grade levels to visit different colleges. Colleges that were visited included: Cal Poly, Allan Hancock, Cal State Monterey and the several University of California Colleges (UCSB, USC, and UCLA). The field trips were not only educational trips but seemed to contribute to better student outcomes in school and beyond. On the parent and teacher survey, field trips were rated very high.The survey data gathered from teachers, support staff, parents and administrators confirmed the positive impact on student learning due to extended day learning programs.

Planned Improvement in Programs for LEP Students and Immigrants (Title III):An EL Coordinator and an EL Teacher on Special Assignment were hired in 2016-17 to support services for ELs. Seven ELD Intervention teachers were also hired with LCAP funds to provide direct instruction to ELs, monitor EL progress, train and coach teachers on EL instructional strategies. All English learners are receiving 30 minutes daily or 60 minutes every other day of Designated ELD. Throughout the rest of the day, teachers are providing Integrated ELD to facilitate access to the content areas. The emphasis in Designated ELD is visible throughout the district and in the increase of students reclassified to 1,549 students or 16% of the EL population, and the results of the English Learner Proficiency Indicator from the California Accountability Dashboard that shows an increase from the red level in spring 2017 to green level in fall 2017. The number of English learners who made progress towards English Proficiency increased from 65.7% in 2016 to 68.5% in 2017. These results are very encouraging; however, there are concerns regarding the performance on CAASPP in ELA and Math. The results in these areas need improvement.

SMBSD has identified, adopted, and purchased new curriculum for ELA/ELD. These materials have been supplemented through the purchase of extra research based supplemental materials that address the unique needs of English learners at various levels of language acquisition. All ELs are using either Benchmark Advanced or StudySync along with the following supplemental materials: Academic Vocabulary Toolkit (AVT), Frames for Fluency, Oxford Picture Dictionaries, English 3D, Bilingual Dictionaries (Korean, Farsi, Arabic, Tagalog, etc.), Newcomer Toolkit, (Saddleback), Academic Vocabulary Posters, and Sentence Frames Posters. The ELD department is working on ways to increase professional development on research- based strategies and classroom routines that support designated and integrated ELD. Twenty-three teachers and administrators participated in 32 hours of professional development provided by Dr. Kate Kinsella and Theresa Hancock. Thirty administrators and 50 teachers also participated in training provided at the Souza Center. In more than 130 visits to

54

classrooms conducted in fall 2017, we observed that the majority of teachers are using the classroom routines and new instructional strategies learned in the PD: 90% of teachers have rearranged the seating in a way that is conducive to learning, 54% paired students for language interactions appropriately, 48% are implementing the 4Ls for partnering, 35% have pre-assigned partner and group roles, and 26% have analyzed lessons for optimal partner/group tasks.

Various formative language assessments have been presented and discussed at meetings with ELD Intervention teachers and administrators and TELL (Test of English Language Learning) was selected to monitor the language progress. This test was piloted in 2016-17 and it continues presently. 500 students participated in the pilot at the end the 2016-17. Presently, 1,170 students are participating in the pilot throughout the district with the participation of 16 elementary and junior high schools.The data obtained so far has been useful with those students who are in the program. So far, the feedback from the teachers using the program is very positive. Soon there will be a recommendation for next steps in this process.

The district offered 49 extended day classes in 2016-17 funded with Title III, 1,286 English learners attended a total of 52,133 hours of extended day instruction, and 3,268 English learners participated in summer school. The summer pre-post tests showed a 10% growth in ELA and 17% growth in math. EL Family Literacy Nights were provided at three junior high and one elementary school, 268 English learners and 197 parents attended these events in which they learned how to navigate the US educational system, literacy activities to do at home with their children, the language acquisition process, reclassification and A-G courses.

Planned Improvements for Professional Development (Title II)All elementary teachers in 2nd-6th grade attended presentations by Doug Fisher on Literacy with a focus on ELs and by Phil Daro on Word Problems, Basic Operation, and Fractions. All elementary teachers in Preschool - Kindergarten attended a presentation by Timothy Shanahan on Improving Literacy for Young Children with a focus on ELs. Additionally, 100 out of 830 teachers, voluntarily attended the Close Reading presentation by Doug Fisher. All administrators had the opportunity to attend the 4-day ELD Institute provided by Santa Clara County Office of Education, Matthew Espinosa. Six EL intervention teachers were hired and received intense training by Dr. Kate Kinsella in 2016-17. These trainings have been specifically focused on Integrated and Designated ELD. The EL intervention teachers meet two times a month. All new teachers received training by Grace Dearborn on Classroom management. All Junior High teachers were trained in Cultural Proficiency by Randal Lindsey. Seventy-two out of 830 teachers piloted the new ELA/ELD Adoption programs for Prog. 2, 3, 4 or 5. Approximately 60 elementary teachers were trained in FactsWise this year. Training continues to be in progress. A list of professional development activities is displayed in Appendix I. Based on qualitative data, teachers feel they need more on-going training in ELD, ELA and math instructional strategies.

Planned Improvements for Student Safety (Title IV)Our district has high student attendance rates. During the 2015-2016 school year, the attendance rate was 96.98% and in 2016-2017 school year, the attendance rate was 96.74%. The suspension rates

55

have decreased significantly. During the 2015-2016 school year our suspension rate was 9.2%. This number decreased to 4.1% in 2016-2017.

All students in grades 3-6 received the Too Good for Drugs Curriculum and learned the dangers and side effects of drugs and how to make positive choices. This has helped reduce the number of students who use drugs as measured by the CHKS. Students in grades 7-8 received the Project Alert anti-drug curriculum and learned the dangers and side effects of drugs and how to make positive choices. This has helped reduce the number of students who use drugs as measured by the CHKS

All schools have a full time Outreach Counselor and some schools have hired additional staff with site funds to assist students. Students receive support from the outreach counselors in various areas such as peer relationships, dealing with personal issues and anti-bullying at school. There is one MFTI assigned to each junior high school site for 250 hours. The MFTI staff work with students that need extensive behavioral support. The feedback from staff and administration has been extremely positive in support of this program. Adam, Alvin, Battles, Taylor, Oakley, Ontiveros and Rice Schools participate in the STEM soccer program. This program has helped students to stay involved and active during their lunchtimes. In addition to teaching student positive peer interaction; this program has helped students in the elementary schools have a feeling of disconnectedness to school.

There are 2 School Resource officers for the School District that service 17 of our schools. With the additional officer, they have been able to be more proactive at school sites and develop relationships with the staff and students there. There are two At Risk Classes at Fitzgerald School. These classes have 20 students each so students are able to receive individualized instruction and counseling services. These students have shown an improvement in academics as well as behavior in their time at Fitzgerald.

Schools with the highest percentages of students living in poverty and the highest percentage of English Learners are designated as highest needs schools. These designated schools receive additional support, including: early intervention counseling, Peer Mediation/Conflict Resolution Programs, home outreach, after-school instructional assistance, additional prevention booster lessons, bilingual and culturally appropriate modifications to prevention activities, external referral and case management services, or other activities in consultation with the site administrator. The Second Step Pilot is being utilized at 3 sites. Teen Court program is offered to families that have students with behavior concerns. Referrals are made at the school sites to assist students and families, as well as School Attendance Review Board Meetings. These interventions provide students with skills to make better decisions with their behaviors in school. This contributes to a positive school climate and a safe school environment. The metric used to measure the effectiveness of this service is the CHKS and the district's suspension rates.

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APPENDIX

I. Professional Development Activities Implemented in 2016-17

a) Schoolwide Trainings by Teachers on Special Assignment • CELDT presentation to teachers, students and parents• ELD Standards Presentation• Unassisted Writing Presentation• Lead Learner Presentation• Teacher Collaboration• Instructional Assistant Training• GATE Training• Number Sense• TK/Kinder Professional Learning• Teaching with Love and Logic• JH PD Narrative Writing• OARS and PFT Scores• Science and Engineering Practices• Integrated ELD in Physical Education• Conversations in the Classroom• Go Math! SBE-adopted Math curriculum• Benchmark/Advanced, SBE-approved ELA/ELD and Math Framework• ELD Standards• Standards and Universal Design for Learners with Disabilities• Unpacking new state common core standards for ELA, Math, Science and Social Studies

b) After School Institutes • Unassisted Writing Debunked• SMART 101• Writer’s Workshop• Facts Wise• Engineering is Elementary• Compass Drawings Math Art• Notes Plus • School City• Assessment planning for Math

b) Conferences ● Professional Learning Communities Conference● SMEEA New Educator Conference● Scholastic Literacy Conference● Innovative Learning● Project Based Learning● NGSS State Wide Conference● Reading Summit for Educators● AVID Conference

57

● Handwriting without tears● Co-teaching Seminar● CABE Conference● PK-1 Conference● CAG Conference● FactsWise Training● RtI Conference● Love and Logic Conference● Leadership Conference

c) Districtwide Training by Outside Presenters and Consultants • Jo Gusman: Practical Strategies for Accelerating the Literacy Skills and Content Learning of

Your English Learners• Julie Adams: Culturally Responsive Teaching and the Brain • Christina Tondevold: Number Sense Can’t be Taught, it’s Caught• Scott Spector: NGSS• Ruth Parker: Mathematics Education Collaboration• Dr. Muhammad: The Will to Lead, Transforming School Culture, Collaboration is a Life

Style, Not a Meeting! • Cardea Prevention Plus: California Healthy Youth Act• Scholastic Workshop: Close Reading• Valerie Henry: Factswise• Elizabeth Jimenez: Language Objectives

d) Collaboration Time on Assessments • Coherence Across the Grades Math Assessments• OARS and PFT Scores• SMBSD Report Card Committee• Data Inquiry

Goals for next year: • Focus on a common assessment and curriculum• Professional Development

o Language! Live o Professional Learning Communities (Luis Cruz, Mike Mattos)

○ Presenter: Hallie Yopp, Timothy Shanahan○ RTI○ Math

58

II. Family Involvement Activities Implemented in 2016-17

School Name

SSC/ELAC Meeting Dates

Parent Education

Parent Communication

Tools and Meetings

Family/Student Events

Student RecognitionEvents

Adam 9/8/169/21/16 Districtwide11/4/16 (ELAC)10/19/16 Training12/2/162/22/173/24/174/28/175/19/176/9/17 10 - total

● ESL classes

● Kinder

Orientation

● 24/7 Site

licenses

● Dare to Thrive

● FBSMV Parent

Project Classes

● FBSMV

Nurturing Parent Classes

●Parent Square

●Flyers home

●Parent

Conferences

●Back to School

Night

●At Risk

Notification

●Phone calls (mtgs,

discipline, attendance)

●Website

●Digital Marquee

●Kinder

Registration

● Back to School Night

● Winter Wonderland

● Heart Healthy Valentine

● Engineer Parent Night

● Open House

● Superhero Dance

● Kinder Dr. Seuss Celebration

● Battle of the Books

● Animal Ambassadors

● SNAC Student Leadership Training

● Author Go Round

● Jog-A-Thon

● Promotion Assembly

● Garden Day

● Campus Beautification Day

● Read Across America

● Winter Band Concert

● Parade of Lights

● RIFF distribution

● ComCast Cares Day

● Spring Band Concert

● County Math SuperBowl

● District Track Meet

● Fall Football

● Fall Cheerleading

● Spring Soccer

● Spring Cheerleading

● Book Fairs

●Student of the month:

o Citizenshipo Responsibilityo Caringo Fairnesso Honestyo Respecto Diligence

●Trimester Assemblies

●Reclassification

Ceremony

●Promotion Assembly

6th grade

●DARE Graduation

● Jog-A-Thon assembly

Alvin 09/01/1609/21/16

● ESL classes ●Parent Square ●Kinder Parent Orientation: ●Student of the Month:

59

School Name


Parent Education


Tools and Meetings



12/08/1604/06/1704/27/1705/25/176 total

● Dare to Thrive

● Number Talks

3-6 for Parents

●Flyers home

●Parent

Conferences

●Back to School Night

●Open House

o Time Matterso Instruction Matterso Growth Matterso Engagement Matterso Respect Matterso Success Matters

●Reclassification

Ceremony

Arellanes 11/2/20171/25/20172/15/20173/22/20175/24/2017

• ESL Classes • Back to School• Kinder Parent

Training

• Parent Square• Flyers Home • Conferences• DOJO• Phone Call • E-mail

• Assemblies• Outdoor School• Open House• Field Trips• Talent Show• Boo Grams• Valetingrams• Yearbook Party• Red Ribbon • Spirit Days • Kinder Lemonade Party

• Trimester Award Recognitions

• Weekly Attendance Raffle

• Caught Being Good Raffle

• DARE Graduation• 6th Grade Recognition • Reading Counts

Battles 10/2412/52/273/275/86/5

• ESL Classes• AVID Successful

Student Night (Family Event)

• AVID Orientation Night

• Parent Square• Parent Conference• Notifications - Kid

Mail• Parent

Conferences• Packets for

families at Kinder Registration to help families prepare children for success

• Back to School Night• Open House• Yearbook• Red Ribbon • Spirit Days• Fighting Back Character

Development• Outdoor School• Field Trips• Assemblies• Football• Soccer• Talent Show• Theater Performances• Musical Performances at Night for

Families

• Spirit Days (Monthly)• Reading Raffles

(Weekly)• Gold Slips for positive

Behavior• Trimester Awards

Assemblies• Student of the Month

Assemblies• DARE Graduation• 6th Grade vs. Staff

Softball• 6th Grade Recognition

Bonita September 15, 2016October 20, 2016December 1, 2016February 6, 2017March 23, 2017April 27, 2017May 11, 2017

• Back to School Night

• The Wisdom of the Parent Evening (primary & Intermediate)

• Rancho Guadalupe Dual Immersion Spanish/English Classes

• Read Across America Night

• County Public

• Parent Square• Flyers Home• Phone reminders

for meeting (SST/IEP/SSC/ELAC)

• Classroom DOJO• Conferences• Notifications/

Reminders:• Early dismissal• After School

Classes• Soccer League

Schedule

• Santa Maria Serves• School Wide Be Day• Brush Brush Dental Program• BBB Bike Give-Away• Red Ribbon Week• Fall Band Assembly• Pennies for Patients• Jog-A-Thon• Kinder Registration• Read Across America Family

Evening• Read Across America

PCPA/Readers• Boomers• Child Safe Presentations

• Character Trait Last week of each montho August-

Responsibilityo September-Respecto October-Common

Sense o November-

Perseveranceo December/

January-Integrityo February-Caringo March-Curiosityo April-Patience

60

School Name


Parent Education


Tools and Meetings



Meeting-Bonita School Road Bridge

• Main Street/ Black Road Intersection Public Meeting

• Open House

• Band Schedule• K-Kids Club

Schedule• “Pennies For

Patients” Lymphoma Fundraiser

• Jog-A-Thon-K-Kids

• Gold Panning Trailer• Open House• CCR Assembly• Bonita Soccer League (Year-Round

at Site)

o May-Courage• Boomers Star Student

Reward’s Trip• Perfect Attendance

Bicycle Awards• Trimester Awards

Assemblies• Dare Graduation:• 6th Grade Recognition

Bruce August 30, 2016September 27, 2016October 25, 2016January 31, 2017February 28, 2017March 30, 2017April 27, 2017

• State Preschool Parent Meeting

• Family Literacy Nights

• Evening Parent Conferences

• Parent ESL Classes

• District PAC Meetings

• Parent Square• First day packet

reminders• First week of

school reminders + TK/K

• Notifications• Early dismissal• Preschool

Enrollment• Back to School

Night• Early dismissal

notifications• Minimum Day

Band • Rainy Day Gates• ASES Openings• SSC

• Back to School Night• Fall Carnival• Wax Museum• Fine Arts Presentation• Spring Swing• Open House• District Track Meet• Talent Show• 6th Grade• Recognition

• Weekly Friday morning assemblies with Principal’s Awards given to hosting grade level.

• 1st Tri Awards Assemblies

• 2nd Tri Awards Assemblies

• DARE Graduation

Fairlawn 10-16-1612-14-162-23-173-23-174-27-175-25-17

• Back to School Night

• ESL Evening parent classes

• Fairlawn Beautification Day

• Fighting Back Santa Maria Parenting classes

• Elizabeth Jimenez Parent Class

• Parent Square• School Marquee• Translated notices• Phone reminders

for SSC meetings, ELAC, SST’s, IEPs

• Parent Conferences

• Back to School Night• Beautification Day• Awards Assemblies• Jog-A-Thon• Open House• Monthly flag assemblies• Food Pantry

• Welcome Back Assembly

• DARE Graduation• Trimester 1,2,&3 grade

level Awards Assemblies

• AR Valedictorian and Salutatorian by grade levels

Jimenez #1 Oct 27, 2016#2 Dec 06, 2016#3 Feb 28, 2017#4 Mar 30, 2017#5 Apr 13, 2017#6 May 25, 2017

• Aug 18th Back to School Night

• PTC Parent Information Meetings

• Fighting Back – Parent Education Classes (Dare to

• Parent Square• Back to School

Night • Dojo

-Parent/School Communication

• First Day Packet • Kinder

Orientation

• Back to School Night• B-Day • Jog-A-Thon • PTC Meetings (monthly)• Autumn Festival• Trimester I, II, III Award

Ceremonies• Lunch on the Lawn • Open House

• Announcements• Monthly Assemblies• Life Skills Weekly

Awards• Trimester I, II, III • Awards/Assemblies• “I Saw You” Awards• Reading Awards• DARE Graduation

61

School Name


Parent Education


Tools and Meetings



Thrive) • DLI Parent Orientation

• Conferences (Fall & Spring)

• Parent Square• Marquee

• 6th Grade Recognition • Child Safe Presentations

Liberty SSC/ELAC (10/12/16, 1/18/17, 2/15/17, 3/6/2017, 4/26/17, 5/24/17)

●ESL classes

●Achieve 3000

●Parent Square

●Flyers home

●Class Dojo

●Announcements

at school

●Parent

Conferences Fall and Spring

●Parent Portal

●Parent Newsletter

●Website

●Report Cards

●Progress reports

●Student agendas

●Email

●Phone call

reminders for SSTs, IEPs, MTSS meetings

●1st day packet

●Back to School Night

●Open House

●Open House school tour

●Kinder Father’s Day Lunch

●Kinder Mother’s Day Lunch

●Preschool Story Time

●Canned food bank drive

●Red Ribbon Week

●Kindness Week

●All you need is Love

●Spelling Bee

●Child Safe

●Kinder Easter Egg Hunt

●Kinder Christmas performance

●Kinder orientation

●ASES family night

●Community Resource Night

●College trips (2nd-6th grade)

●Chuck-e- Cheese

●Read Across America

●Subway

●Cinco-de-Mayo 5/4 celebration

●Extended Day (Type to Learn,

homework Club, Achieve 3000)

●Running Club

●Band

●Student Leadership

● Trimester

Awards

● DARE

graduation

● ELKS DARE

graduation

● Track Club

● Pats on the

Back-reward days (last day of each month)

● Reclassification

event

● 6th grade

graduation

● Monthly

character awards

62

School Name


Parent Education


Tools and Meetings



●Life Skills/Nutrition

●School Beautification Weekly

●Gold panning trailor-4th grade

●School wide B Day

●Valentine’s grams

●Yearbooks

Miller 9/21 District SSC10/25 SSC/ELAC12/6 SSC/ELAC2/28 SSC/ELAC4/25 SSC/ELAC5/30 SSC/ELAC

●ESL class

●Adult GED class

●Parent Square

●School Marquee

●Translated flyers

●Kinder orientation

●BTS Night

●Parent

conferences

●Sci Camp night

●Kinder roundup

●Open House

● BTS Night

● Jog-a-thon

● Book Fair

● Sci Fair

● Red Ribbon Week

● ChildSafe

● Canned food drive

● Flag football

● Cheer

● Soccer

● Track

● Math Super bowl


● First Lego League

● Y swim lessons 5th gr

● 6th gr Science Camp

●Student of the Month

assemblies

●Reading Counts awards

●Trimester awards

assemblies

●DARE graduation

Oakley 9/21/16 District SSC10/19/16 Training12/7/16 SSC/ELAC3/1/17 SSC/ELAC4/5/17 SSC/ELAC5/3/17 SSC/ELAC5/31/17 SSC/ELAC

● Kinder

Orientation

● Kinder

Social

● Back to

School Night

● AVID

Family Night

● TK

Orientation

●School Marquee

●Parent Square

●Translated Flyers

●Parent Teacher

Conferences

●Phone call

reminders for SST, IEP, and MTSS meetings

● 4th Grade Walk Through

California

● Jog-A-Thon

● Red Ribbon Week

● Wendy’s Night


● Book Fair

● Band Spring Concert

● 1st Trimester

Award Assemblies

● 2nd Trimester

Award Assemblies

● 3rd Trimester

Award Assemblies

● Monthly

Character Awards:o Dedicatedo Outstandingo Leader

63

School Name


Parent Education


Tools and Meetings



● ESL

Classes

● *Jo

Gusman

● Love &

Logic

● Dare to

Thrive

●Parent

Newsletters

●AVID Student

Agendas

● Family Fiesta Night

● Muffins for Moms

● District Track Meet

● Open House

● 5th Grade Walk Through

Revolution

● Talent Show

● Donuts for Dads

● Spirit Days

● College Field Trips

● Extended Day

● 4-H

● Ballet Folklorico


● Garden Club

● Running Club

● Track Team

● Band

● Cheerleading

● Student Leadership

● Young Ambassadors

● Soccer

● Y Readers

● Video Game Coding

o Positiveo High-Achievingo Innovativeo Nurturingo Safe

● Monthly

Attendance Raffle

● *Monthly Be

Ticket Raffle

● Fine Arts

Festival

● Reclassification

Ceremony

● DARE

Graduation

● 6th grade

Promotion Ceremony

Ontiveros 9/6/16 9/27/1610/18/1612/13/163/7/164/25/16

●Fall - Parent

Technology Classes ~ Beginners & Advanced

●Spring - “Dare

to Thrive” classes -FBSM

●EL Classes for

Parents and

●Back To School

Night (3)

●Kindergarten

Orientation

●Open House


- Monthly

●Coffee with the

● Lunch on the Lawn

● PTA Fall Festival

● PTA Car Show

● PTA Jog-A-Thon

● PTA General Meetings

● School - Kindergarten County Fair

(Spring)

● Trimester

Grade Level

● Award

Assemblies

● 5th/6th DJ

Incentive Parties - one per trimester

● CELDT

Reclassification

64

School Name


Parent Education


Tools and Meetings



Students

●Citizenship

Classes ~ partnership with Allan Hancock College

●Preschool

Meetings

Principal

●ParentSquare

●Teacher

Newsletters

●Dojo Classroom

Tool

●Parent/Teacher

Conferences (Fall & Spring)

●Student Agenda -

AVID

● Track Team

● Soccer Team

● Flag Football


● Volunteer Appreciation Breakfast

● and Gold Slip

Field Trips

● 6th Grade

Recognition

● Ceremony

● Perfect

Attendance

● Field Trip

● 1st-3rd Zoo

Zingo

● Perfect

Attendance

● Program

● Spirit Days

● Kindergarten

Special Days

Rice September 16October 16March 17April 17May 17June 17

● ESL

Classes

● Nutritio

n Classes

●Parent Square

●Flyers sent home

●Calendar/

Newsletters

●Parent

Conferences

●Email

●Phone Calls

●DOJO

●Student Agendas

●School Marquee

●SSTs/IEPs

● Fall/Spring Lunch on the Lawn

● Annual Jog-A-Thon

● Sixth Grade Celebration in the

Park

● Family Fun Night at Chuck E

Cheese

● Coins for Children with Cancer

● Annual Canned Food Drive

● Read Across America with our

Heroes

● Red Ribbon Week

● DARE Graduation

● AVID Night (August/May)

● Open House Pizza Night (May)

● College Field Trips (3-6)

● Back to School

● Trimester Awards

● Fine Arts Festival

●Sixth Grade

Celebration in the Park (End of Year)

●Read Across America


●Attendance Recess

with the Principal/AP (Trimester)

●Perfect Attendance

Celebration

●Spirit Days (Monthly)

●Reclassification

Celebration

●Hometown Buffet with

a Buddy (Trimester)

●Kindergarten Special

Celebrations

●Read your Way to

College

● It’s Cool to be in School

College Attendance Incentive Program

65

School Name


Parent Education


Tools and Meetings



● Family Game NIght

● Eagles with Elders

● Student Ambassadors

● SNAC- Student Nutrition Advisory

Council

● Serve Santa Maria

● 4th Grade Gold Rush 5th Grade

Wax Museum

● Football/Soccer/

● Cheerleading/Track/

● Cross Country


● Childsafe

● UC Calfresh Parent Nights

● Garden Club

Sanchez SSC/ELAC9/8/201610/20/201611/17/201612/8/20171/26/20173/9/20175/18/2017

●ESL classes

●Migrant

●Dare to Thrive

●Kinder

Registration

●Moon Rock

Parent Night

●Health and

Wellness Parent Night

● Parent

Square

● Parent

Conferences

● Marquee

● Dojo

Classroom Tool

● Student

Agendas


● Jog-a-Thon

● Open House

● Constitution Day Mercado All Day

● Cinco De Mayo Mercado

● Veteran’s Day Celebration

Ceremony/Luncheon


●Monthly Perfect

Attendance Ice Cream Party 1st of each month

●Red Ribbon Week

Taylor SSC/ELAC - 9/2710/1812/82/213/214/11

● Parent

Square

● Kinder

Orientation

● Classroom

Dojo

● Parent

Conferences

● School


● Jog-a Thon

● Fall Festival

● Red Ribbon Week

● Movie Night


● St. Baldricks

●3B’s Awards - Weekly

@ Friday Assembly

●Student of the

Month/Character Counts Assemblies ○Responsibility ○Citizenship ○Caring ○Respect○Fairness ○Trustworthiness

66

School Name


Parent Education


Tools and Meetings



Marquee ● Open House

● 6th gr. Recognition

● College Trips 4th-6th

● Character Counts/Student of the

Month Awards Assemblies

● Trimester Awards Assemblies

●Trimester Awards

Assemblies

●DARE Graduation

Tunnell SSC/ELAC10/6/1611/9/1612/1/162/2/173/2/174/6/17

●Parent Social

Media Presentations

●Parent Square


●Parent

Conferences

●Open House

●Report Cards

●Website

●School Marquee

● Back to School

● AVID Parent Night

● Lunch on the Lawn

● DARE graduation

● College Field Trips

●Student of the

month/monthly

●Academic Awards-

trimester

●Achieve 3000 awards

for Lexile Growth- trimester

●Social Media

Presentation 4th, 5th, 6th

Arellanes JH

10/5/1710/19/1611/9/163/1/173/9/174/5/175/3/17

● EAOP

Parent Classes

● Parent

Square

● Parent

Newsletter

● Parent

Teacher Conferences

● Open

House

● Website

● Progress

Reports

● Report

Cards

● Back to

School Night

● Assemblies

● 1st of the Year Assembly

● Pi Day


● AVID Family Night

● 6th grade parent meeting In May

● EAOP Classroom Presentations

● AVID College Trips

● Dances

● 6th grade orientation tour in May

● Music at Lunch (occasionally)

● Welcome Back Assemblies

● Child Safe Presentations

● Red Ribbon Week

●Semester Awards

Nights

●AVID

●Career Day

●Redesignation

Ceremony (once we get all forms)

●Blue Hawk Drawings

Weekly

●Enrichment After

School

●Trimester Reading

Rewards

●Wall of Fame- updated

each quarter (go to lunch first)

●Spirit Days

●Pep Assemblies

●Rewards Days end of

each quarter

67

School Name


Parent Education


Tools and Meetings



●Merit/Honor Boomers

Trip end of the year

●8th grade trip to

Ravine

●Volleyball Teams

●Basketball Teams

●Soccer Teams

El Camino 08/31/1609/21/1612/14/1603/02/1704/26/1705/24/17

● Parent

Project

● ASES

● CELDT

Parent Night w/Olivia Bolanos

● District

Wide Parent Meeting

● Parent

Information Night

● Parent

Meeting - FBSMV

● EAOP

Parent Meeting

●Parent Square

●Parent

Conferences (Fall & Spring)

●Back to School

Night

●Marquee

●Progress Reports

●Report Cards

●Parent Portal

●Welcome Back Assembly for

Beginning of School Year

●Welcome Assembly for 2nd

Quarter

●Red Ribbon Week

●85th Anniversary Celebration

●King and Queen Respect Day

●EC Spelling Bee

●SB Spelling Bee

●UCSB MESA Field Trip

●Breaking Through Performance

●Career Day

●Creative Fair

● Jog-A-Thon

●Child Safe Presentations

●Quarterly

Assembly/Rewards Day

●Titan Pride Days

●Band Concert

●Principal’s Luncheon

●8th Grade Field Trip

(USC/Science Museum)

●7th Grade Field Trip

(USC/Science Museum)

●Gold Slip Drawings

●Boomers Field Trip

●8th Grade Ravine

Water Park Field Trip

●Honors Assembly

●CELDT Reclassification

Fesler 9-15-16,10-13-16, 11-5-16, 2-16-17, 3-16-17, 4-11-17

● EAOP ● Parent

Square

● Parent

Newsletter

● Website

● Marquette

● Parent

Teacher Conferences (fall and spring)

● Open

House

●Awards Day

●Recognition Breakfast

●Dances

●Career Day

●Native American

Cultural Day

●AVID

●Safe Schools

●Respect Day

●After School Clubs

68

School Name


Parent Education


Tools and Meetings



●After School Sports

●Lunchtime Clubs

●Movie Night

Tommie Kunst

9/21,10/20,11/17,2/16,3/16, 5/25

● EAOP

● Dare to

Thrive

● Parent

Square weekly

● Marquee

● School

Newsletters

● Parent

Conferences (fall and spring)

● Open

Campus Night

● Back to

School Night

● Open

House

● 7th grade

parent meeting

● Fall festival

● AVID parent night

● Open House, Silent Auction

●Quarterly assemblies

●TK Treasures weekly

●Award trips end of

year

Migrant Monthly PAC Meetings

●Annual State Parent Conference

●Annual Regional Family Literacy Conference

●Monthly Family Literacy Nights

●Parent Square●Flyers●Parent Newsletter

“Noticias del Valle”

●Personal calls●Home visits

●Migrant Student of the Year●Migrant Parent of the Year●Migrant Alumni of the Year

●Statewide Speech & Debate Tournament

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· web viewsanta maria-bonita school district. evaluation. of lea plan. 2016-2017 school year....

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