No Child Left Behind Act of 2001

SINGLE SCHOOL DISTRICT PLAN

To meet the requirements of the

Local Educational Agency Plan and Single Plan for Student Achievement

Single School District Plan

Marcum-Illinois Union Elementary School District

TABLE OF CONTENTS

Part I: Background and Overview

Background

Descriptions of the Consolidated Application, the Local Educational Agency Plan, the Single Plan for Student Achievement, and the Categorical Program Monitoring Process

Development Process for the Single School District (SSD) Plan

Planning Checklist for SSD Plan Development

Federal and State Programs Checklist

District Budget for Federal Programs

District Budget for State Programs

Part II: The Plan

Needs Assessments:

·         Academic Achievement

·         Professional Development and Hiring

·         School Safety

Descriptions: Program Planning

District Profile

Local Measures of Student Performance:

·         Performance Goal 1

·         Performance Goal 2

·         Performance Goal 3

·         Performance Goal 4

·         Performance Goal 5

Additional Mandatory Title I Descriptions

Part III: Assurances and Attachments

Assurances

Signatures

School Site Council Recommendations and Assurances

Appendices

Appendix A: California’s NCLB Performance Goals and Performance Indicators

Appendix B: Links to Data Web sites

Appendix C: Science - Based Programs

Appendix D: Research - based Activities

Appendix E: Promising or Favorable Programs

Appendix F: School and Student Performance Data Forms

Part I

Background and Overview

Background

The No Child Left Behind (NCLB) Act of 2001 embodies four key principles:

·         stronger accountability for results;

·         greater flexibility and local control for states, school districts, and schools in the use of federal funds

·         enhanced parental choice for parents of children from disadvantaged backgrounds, and

·         a focus on what works, emphasizing teaching methods that have been demonstrated to be effective.

(Text of the legislation can be found at http://www.cde.ca.gov/nclb/fr/.)

In May 2002, California’s State Board of Education (SBE) demonstrated the state’s commitment to the development of an accountability system to achieve the goals of NCLB by adopting five Performance Goals:

1.   All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics, by 2013 - 2014.

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.

3.   By 2005 - 2006, all students will be taught by highly qualified teachers.

4.   All students will be educated in learning environments that are safe, drug - free, and conducive to learning.

5.   All students will graduate from high school.

In addition, 12 performance indicators linked to those goals were adopted (see Appendix A), as specified by the U.S. Department of Education (USDE).  Performance targets, developed for each indicator, were adopted by the SBE in May 2003.

Collectively, NCLB’s goals, along with the performance indicators and targets, constitute California’s framework for ESEA accountability.  This framework provides the basis for the state’s improvement efforts, informing policy decisions by SBE, and implementation efforts by CDE to fully realize the system envisioned by NCLB.  It also provides a basis for coordination with California’s Legislature and the Governor’s Office.

Since 1995, California has been building an educational system consisting of five major components:

·         rigorous academic standards

·         standards - aligned instructional materials

·         standards - based professional development

·         standards - aligned assessment

·         an accountability structure that measures school effectiveness in light of student achievement.

As a result, California is well positioned to implement the tenets of NCLB.

State and federally funded initiatives aimed at improving student achievement must complement each other and work in tandem in order to have the greatest impact.   In California, the state and federal consolidated applications, competitive grants, the state accountability system, the Categorical Program Monitoring process, local educational agency plans, professional development opportunities, and technical assistance all are moving toward a level of alignment and streamlining.  The result of this consolidation will be to provide a cohesive, comprehensive, and focused effort for supporting and improving the state’s lowest - performing schools and appropriate reporting mechanisms.

Descriptions of the Consolidated Application, the SPSA, and the Categorical Program Monitoring

In order to meet legislative requirements for specific state and federal programs and funding, California currently employs four major processes: the Consolidated State Application, the Local Educational Agency Plan, the school - level Single Plan for Student Achievement, and Categorical Program Monitoring.  California is moving toward more closely coordinating and streamlining these processes to eliminate redundancies and make them less labor intensive for LEA’s, while continuing to fulfill all requirements outlined in state and federal law.

Below is a brief description of the ways in which these various processes currently are used in California.

The Consolidated Application (ConApp)

The Consolidated Application is the fiscal mechanism used by the California Department of Education to distribute categorical funds from various state and federal programs to county offices, school districts, and charter schools throughout California.  Annually, in June, each LEA submits Part I of the Consolidated Application to document participation in these programs and provide assurances that the district will comply with the legal requirements of each program.  Program entitlements are determined by formulas contained in the laws that created the programs.

Part II of the Consolidated Application is submitted in the fall of each year; it contains the district entitlements for each funded program.  Out of each state and federal program entitlement, districts allocate funds for indirect costs of administration, for programs operated by the district office, and for programs operated at schools.

The Local Educational Agency Plan (LEA Plan)

The approval of a Local Educational Agency Plan by the local school board and State Board of Education is a requirement for receiving federal funding subgrants for NCLB programs.  The LEA Plan includes specific descriptions and assurances as outlined in the provisions included in NCLB.  In essence, LEA Plans describe the actions that LEAs will take to ensure that they meet certain programmatic requirements, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required.  In addition, LEA Plans summarize assessment data, school goals and activities from the Single Plans for Student Achievement developed by the LEA’s schools.

The Single Plan for Student Achievement (SPSA)

State law requires that school - level plans for programs funded through the Consolidated Application be consolidated in a Single Plan for Student Achievement (Education Code Section 64001), developed by schoolsite councils with the advice of any applicable school advisory committees.  LEA’s allocate NCLB funds to schools through the Consolidated Application for Title I, Part A, Title III (Limited English Proficient), and Title V (Innovative Programs/Parental Choice).  LEA’s may elect to allocate other funds to schools for inclusion in school plans.  The content of the school plan includes school goals, activities, and expenditures for improving the academic performance of students to the proficient level and above.  The plan delineates the actions that are required for program implementation and serves as the school's guide in evaluating progress toward meeting the goals.

Role of School Site Council

The California Education Code (EC)  requires the school site council to develop a SPSA for ConApp programs operated at the school or in which the school participates. In addition, Pupil Retention  and School and Library Improvement Block Grant programs  operated at the school must be included in the SPSA. The school site council must approve the plan, recommend it to the local governing board for approval, monitor implementation of the plan, and evaluate the results. At least annually, the school site council must revise the plan, including proposed expenditures of funds allocated to the school through the ConApp, and recommend it to the local governing board for approval.

Composition of School Site Council

Composition of the school site council is specified in the California Education Code as follows:

The school site council shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school;  parents of students attending the school selected by such parents; and, in secondary schools, students selected by students attending the school.

·         At the elementary level, the school site council shall be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents. In schools with fewer than three teachers, this requirement may be met by establishing a school site council that is composed of equal numbers of school staff and parents or other community members selected by parents.

·         At the secondary level, the school site council shall be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) equal numbers of parents or other community members selected by parents and students.

·         At both the elementary and secondary levels, classroom teachers shall comprise the majority of persons represented under subdivision (a) of this section.

Categorical Program Monitoring (CPM)

State and federal law require CDE to monitor the implementation of categorical programs operated by local educational agencies.  This state - level oversight is accomplished in part by conducting on - site reviews of eighteen such programs implemented by local schools and districts.  Categorical Program Monitoring is conducted for each district once every four years by state staff and local administrators trained to review one or more of these programs.  The purpose of the review is to verify compliance with requirements of each categorical program, and to ensure that program funds are spent to increase student achievement and performance.

Development Process for the Single School District (SSD) Plan

LEAs must develop a single, coordinated, and comprehensive Plan that describes the educational services for all students that can be used to guide implementation of federal and state - funded programs, the allocation of resources, and reporting requirements. The development of such a plan involves a continuous cycle of assessment, parent and community involvement, planning, implementation, monitoring, and evaluation. The duration of the Plan should be five years. The Plan should be periodically reviewed and updated as needed, but at least once each year.

This SSD Plan template is an effort to further align and streamline the planning requirements for single school districts, which includes direct - funded charter schools. This document incorporates the required elements of both the SPSA and the LEA Plan.  Use of this template meets all state and federal requirements for plans for categorical programs. More detailed information regarding the SPSA can be found at http://www.cde.ca.gov/nclb/sr/le/singleplan.asp. The complete guide and template for the LEA Plan can be found at http://www.cde.ca.gov/nclb/sr/le/.

In developing the SSD Plan, the SSD will review its demographics, test results, performance, and resources. Given that the majority of such information is readily available in the School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the Academic Performance Index (API) results, and other data sources, the SSD will find the data easy to access via the Internet. (See Appendix B for links to each of the web sites containing student and staff demographic information, SARC, STAR, and API data.) The SSD is expected to gather and review information from these resources and use it to inform the planning process.

The SSD Plan can serve as a summary of all existing state and federal programs and establish a focus for raising the academic performance of all student groups to achieve state academic standards. In the context of this Plan, improvements in instruction, professional development, course offerings, and counseling and prevention programs are means of achieving specific academic and support services goals for all groups of students, including identified under - performing student groups. State and federal laws require that school site administrators, teachers, and parents from the SSD (which includes direct - funded charter schools) must be consulted in the planning, development, and revision of the SSD Plan.

The SSD Plan can be completed through the use of a single template following the six steps outlined below. Because the SSD Plan combines the LEA Plan with the SPSA, it becomes the responsibility of the school site council to develop, approve and recommend the SSD Plan to the local governing board for approval.

The LEA Plan can be completed using the following recommended steps for plan development.

Step One: Measure the Effectiveness of Current Improvement Strategies

Analyze Student Performance: Conduct a comprehensive data analysis of student achievement, including multiple measures of student performance. Identify all relevant assessments and apply thoughtful analyses of current educational practices to establish benchmarks aimed at raising academic performance for all students, especially identified student groups.

Tables of data for your schools and district are available online:

·         API Reports -  http://www.cde.ca.gov/ta/ac/ap

·         Standardized Testing and Reporting (STAR) data -  http://www.cde.ca.gov/ta/tg/sr

·         LEA Accountability Reports of Annual Measurable Achievement Objectives (AMAOs) for English learners -  http://www.cde.ca.gov/sp/el/t3/acct.asp

·         AYP Reports - http://www.cde.ca.gov/ta/ac/ay

Analyze Current Educational Practices, Professional Development, Staffing, and Parental Involvement

Identify, review, and analyze data and related information on factors such as educational practices, parent and community involvement, professional development, support services, and resources that have an impact on student learning. 

Over the past several years, CDE has developed several self - assessment tools that schools and districts can use to evaluate these factors and others needed to support academic student achievement:

·         The Academic Program Survey (APS) - school - level survey of status of implementation of the nine essential program components

·         District Assistance Survey (DAS) - district - level survey of status of implementation of nine essential program components

·         Least Restrictive Environment Assessment - to examine educational practices for students with disabilities

·         English Learner Subgroup Self Assessment (ELSSA) - to improve outcomes for English Learners

These tools can be found in the Virtual Library on the CDE web site at http://www.cde.ca.gov/ta/lp/vl/improvtools.asp.

(See Part II, Needs Assessment, for further details.)

Step Two: Seek Input from Staff, Advisory Committees, and Community Members

The school site council must seek the input of teachers, administrators, councils, committees, parents, and community members (e.g., school health council, committees for Limited English Proficient students, state compensatory education, gifted and talented education, special education, etc.). The most effective plans are those supported by the entire LEA community. The integration of existing program plans, such as Immediate Intervention/Underperforming Schools Program, High Priority Schools Grant Program, Alternative Education Programs, Focus on Learning: Secondary School Accreditation, and others does not eliminate any program requirements. The combined process must include the requirements of every program involved.

Step Three: Develop or Revise Performance Goals

Using the five NCLB performance goals and indicators (see Appendix A), develop local performance targets that are: a) derived from school and student subgroup performance data and analysis of related, scientifically based educational practices; b) attainable in the period specified in this Plan and consistent with statewide targets for all students and subgroups; c) specific to the participants (i.e., students, teachers, administrators, paraprofessionals); and d) measurable.

Step Four: Revise Improvement Strategies and Expenditures

For all categorical programs, identify the participants, expected performance gains, and means of evaluating gains. Indicate specific improvements and practical monitoring of their implementation and effectiveness. 

Identify available resources. Aside from fiscal resources available through federal and state funding, programmatic resources are available on the CDE Web site at http://www.cde.ca.gov.  The ConApp provides funding for the following programs: Title I, Parts A and D; Title II, Part A; Title III, Part A; Title IV, Part A; Title V, Part A; Title VI, subpart 2 (Rural Low - Income); School Safety and Violence Prevention; Cal - SAFE; Peer Assistance Review; Tobacco - Use Prevention; Economic Impact Aid; and Middle and High School Supplemental Counseling Program.

Step Five: Local Governing Board Approval

The SSD Plan must be approved by the local governing board prior to submittal to CDE.  Ensure that all required signatures are affixed. The SSD Plan must be reviewed and updated annually, and all subsequent amendments should be approved by the local governing board and kept on file with the original SSD Plan.

Step Six: Monitor Implementation

To verify achievement of performance targets, monitor areas such as: a) assignment and training of highly qualified staff; b) identification of participants; c) implementation of services; d) provision of materials and equipment; e) initial and ongoing assessment of performance; and f) progress made toward establishing a safe learning environment.

The analysis of data (student, school - wide, support services, professional development) is part of the ongoing program monitoring and evaluation. When results are not as expected, it may be helpful to consider the following: a) How are performance targets and activities based on student performance and factual assessment of current educational practices? b) How educationally sound is the Plan to help reach the targets? c) How timely and effectively is the Plan being implemented? d) If the Plan has not been implemented as written, what were the obstacles to implementation?

You may use the checklist on the next page to indicate planning steps as they are completed.

Planning Checklist for SSD Plan Development

Federal Programs Checklist

Check all applicable programs operated by the LEA.

In the “other” category, list any additional programs that are reflected in this Plan.

Title I, Part A

State Programs Checklist

Check all applicable programs operated by the LEA.

In the “other” category, list any additional programs that are reflected in this Plan.

District Budget for Federal Programs

Please complete the following table with information for your district.

District Budget for State Programs

Please complete the following table with information for your district.

Part II

The Plan

Needs Assessments:

·         Academic Achievement

·         Professional Development and Hiring

·         School Safety

Descriptions: Program Planning

District Profile

Local Measures of Student Performance:

·         Performance Goal 1

·         Performance Goal 2

·         Performance Goal 3

·         Performance Goal 4

·         Performance Goal 5

Additional Mandatory Title I Descriptions

Needs Assessment

The passage of NCLB imposes a number of significant new requirements on LEAs as conditions for funding provided at the state and local levels.  Among these are reporting requirements designed to facilitate accountability for improving student academic performance, teacher quality, and school safety.  As such, a needs assessment to determine strengths and weaknesses in these areas must be conducted.

In determining specific areas of need to be addressed in the Plan, the LEA should review its demographics, test results, and resources.  The majority of such information is readily available on the LEA’s School Accountability Report Card (SARC), the Standardized Testing and Reporting (STAR) performance results, the California English Language Development Test (CELDT) results, the Academic Performance Index (API) results, CBEDS, DataQuest, and other data sources.  This data is easily accessible via the Internet (see Appendix B for links to each of the Web sites that contain student and staff demographic information, SARC, STAR, CELDT, and API data).  The LEA is expected to gather and review its own information from these resources to determine strengths and needs and to shape the planning process.

Academic Performance

The needs assessment should include a focus on the academic areas highlighted in California’s Performance Goals 1, 2, 3, and 5 (see Appendix A for a full listing of all of California’s Performance Goals and Indicators), including:

o        Statewide standards, assessment, and accountability

o        Local assessments and accountability

o        Coordination and integration of federal and state educational programs

o        The LEA academic assessment plan

Teacher Quality

Another component of the needs assessment should examine local needs for professional development and hiring. LEA teachers and administrators should participate in this process to identify activities that will provide:

o        teachers with the subject matter knowledge and teaching skills to provide all students the opportunity to meet challenging state academic achievement standards, and

o        principals the instructional leadership skills to help teachers provide all students the opportunity to meet the state’s academic achievement standards.

School Safety and Prevention

The LEA needs assessment also focuses on Performance Goal 4 (see Appendix A).  It is based on an evaluation of objective data regarding the incidence of violence, alcohol, tobacco, and other illegal drug use in the elementary and secondary schools and the communities to be served.  It includes the objective analysis of the current conditions and consequences regarding violence, alcohol, tobacco, and other illegal drug use, including delinquency and serious discipline problems, among students who attend such schools (including private school students who participate in the drug and violence prevention program). This analysis is based on ongoing local assessment or evaluation activities (Sec. 4115 (a)(1)(A). California’s Healthy Kids Survey may also provide useful information in this area.  The Survey is available at http://www.wested.org/pub/docs/chks_survey.html.

Descriptions - Program Planning

Once local strengths and needs are identified as a result of examining and evaluating current district - level data, specific descriptions can be written of how program goals will be implemented to improve student academic achievement. On the pages that follow, the SSD will provide descriptions and information about how it plans to address the requirements of NCLB and the SPSA based upon results of the needs assessment. Collectively, these descriptions, along with the Assurances in Part III of this document, comprise the SSD Plan.

Mission Statement
It is the belief of this school that all children can learn. The mission of Marcum-Illinois School is to improve the basic skills of all children attending this school and to create a school climate conducive to learning by encouraging good citizenship, good attendance and high academic standards. It is our intent to provide an environment that fosters in children the ability to recognize and accept responsibility to the end that they may participate productively in a democratic society.


The District
In rural southern Sutter County, Marcum-Illinois Elementary School District serves approximately 160 students in grades K-8 and 27 students in the Preschool. We offer Before school care and intersession care for a small fee.The Den is our after school program and is funded by the After school safety and educational grant. (ASES).

In grades K-8, our student demographics according to DataQuest 2007-2008 : 8% are Asian, 20% are Hispanic/Latino, 71% are white, and 1% are African/American. Nine teachers provide a pupil/teacher ratio class size averages 17.2 students. Nine classified employees provide clerical and maintenance support as well as instructional assistance. English learners constitute 5.6% of the school’s population; 12.6% are Fluent-English Proficient, and 11.1% are Reclassified-Fluent English Proficient, based on 2007-2008 data quest figures.


The Staff
The staff consists of nine teachers, a superintendent/principal and fourteen full or part time classified staff. All teachers are fully credentialed and experienced. The newest teacher has been with the school for two years, and the longest term teacher twenty-six years. The classified staff have multiple job classification ranging from bus driver to preschool teacher. We are proud of our hard-working, well-trained and dedicated staff.

Local Measures of Student Performance

(other than State-level assessments)

In addition to the State Academic assessments : CELDT testing K-8 and STAR. the district provides reading, language arts and math assessments K-8.
and Results! Assessments in reading K-6; Houghton-Mifflin Theme/Summative Test K-6; Holt/Summative Test 7-8; District Writing Assessment; SIPPS- Grades K-3
Language Program Grades 4-8 ;English In a Flash and Accelerated Reading.

Performance Goal 1A:

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

Planned Improvement in Student Performance in Reading

Performance Goal 1B:

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

Planned Improvement in Student Performance in Mathematics

Performance Goal 2:

All limited - English - proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

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

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

Note:

Notifications must be provided to parents of students enrolled since the previous school year, not later than 30 days after the beginning of the school year.  If students enroll after the beginning of the school year, parents must be notified within two weeks of the child being placed in such a program.

SSD Parent Notification Failure to Make Progress

If the SSD fails to make progress on the annual measurable achievement objectives, it will inform parents of a child identified for participation in such program, or participating in such program, of such failure not later than 30 days after such failure occurs.

Plans to Provide Services for Immigrants

Performance Goal 3:

By 2005 - 06, all students will be taught by highly qualified teachers.

Summary of Needs and Strengths for Professional Development

Based on a needs assessment of teacher data for your school/district, include a narrative that describes areas of needed professional development and areas where adequate professional development opportunities exist.

[Description of activities under Title II, Part A, Subpart 1, Grants to SSD]

All teachers are highly qualified.

Performance Goal 3:

By 2005 - 06, all students will be taught by highly qualified teachers.

Planned Improvements for Professional Development (Title II)

(Summarize information from district-operated programs and approved school-level plans)

Performance Goal 4:

All students will be educated in learning environments that are safe, drug - free, and conducive to learning.

Environments Conducive to Learning (Strengths and Needs)

Please provide a list of the SSD’s strengths and needs regarding how students are supported physically, socially, emotionally, intellectually, and psychologically in environments that are conducive to learning, along with the SSD’s strengths and needs regarding student barriers to learning (e.g., attendance, mobility, and behavior).

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 SSD’s code of conduct or policy regarding student behavior expectations.

Needs and Strengths Assessment (4115(a)(1)(A))

Based on data regarding the incidence of violence and alcohol, tobacco, and other drug use in the schools and communities to be served, and other qualitative data or information, provide a list of the SSD’s strengths and needs related to preventing risk behaviors.

Performance Goal 4:

All students will be educated in learning environments that are safe, drug - free, and conducive to learning.

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

Prevention Program Performance Indicators (4115(a)(1)(B))

The SSD 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:

Other Performance Measures

List below any other performance measures and performance indicators the LEA has adopted specific to its prevention programs (drug, violence, truancy, school safety, etc.). Specify the performance measure, the performance indicator goal, and baseline data for that indicator.

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.

Research - based Activities (4115 (a)(1)(C))

Based on the research cited in Appendix D, check the box for each activity the LEA will implement as part of the comprehensive prevention program and provide all other requested information.

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.

Waiver to Adopt Promising or Favorable Programs not listed in Appendix E:

Check the box below if the LEA will submit an application for waiver in order to include other promising or favorable programs not found in Appendix E.  Programs not listed in Appendix E will be considered on a case - by - case basis.  The LEA must demonstrate that the program for which a waiver is requested is legitimately innovative or demonstrates substantial likelihood of success. The CDE will provide under separate cover additional information and the forms for submitting a waiver request.

[  ]

Analysis of Data for Selection of Programs and Activities (4115 (a)(1)(D))

For each selected Appendix C programs or Appendix D activities, provide a brief narrative rationale based on the SSD’s analysis of CSS, CHKS, and CSSA data related to why the LEA selected these programs and activities for implementation.

The District has selected and implemented the following programs: Child Development Project: K-6; Project Alert: 6-8; and Second Step: K-8. These programs were selected after an extensive review by a district ATODV curriculum committee composed of staff, parents, community-based organizations, and students. We also consulted with the Prevention Education Coordinator at the County Office of Education. This committee not only reviewed a wide array of recommended researched-based programs, but also analyzed local data from a variety of sources including CSS, CHKS, and CSSA to determine the best programs to meet our needs.

The Child Development Project (CDP) was selected for school after reviewing CKHS, CSSA, and school records showing incidents of alcohol, tobacco, and behavioral referrals. Our alcohol and tobacco use among upper elementary students has risen over the past three years. Discipline referrals have also increased during this period. School/community groups were convened to discuss the behavior of some of our young children at school and in the community, which has become more negative over the past few years according to school staff and other community members. A concern clearly exists related to these issues as well as a concern regarding students’ motivation toward learning and positive peer relationships. The CDP matched our needs in all of these areas since this program focuses on building “caring communities of learners,” raising academic achievement levels, and decreasing ATOD use.

Project Alert was selected for our middle school aged students after reviewing data from the CHKS that indicated an increase in ATOD use among both girls and boys. We searched for a program that not only was effective in decreasing ATOD use, but was also a motivational for adolescents and had a parent component, since our community’s perception of our youth is not always positive. Project Alert is interactive, is video-enhanced, has a parent/community involvement piece, and has proven to be a successful program at the middle school level.

The activities selected from Appendix D are meant to supplement and extend the content and lessons in our ATODV curriculum. The selection of these activities has been based on data collected from the CHKS, CSSA, other local sources, and research from the Search Institute. This research shows the importance of youth development/asset acquisition to academic achievement and success in life, ATOD use, involvement in risky behaviors, and aggressiveness. So, as a result of our analysis of collected data, we have selected the following activities: “After School Programs”, “Conflict Mediation/Resolution”, “Mentoring”, “Peer Helping”, “Service Learning/Community Service”, “Youth Development/Caring Schools/Caring Classrooms.” Since we see the need to create a more positive school and student image in our community, we have also selected the activity “Family and Community Collaboration.”

Evaluation and Continuous Improvement (4115 (a)(2)(A))

Provide a description for how the LEA will conduct regular evaluations of the effectiveness of the SSD’s alcohol, tobacco, other drug use and violence prevention program.  Describe how the results of the evaluation will be used to refine, improve and strengthen the program.

The district has conducted the CHKS in 2001/02 and will continue to use it every other year as required. Resiliency modules will be used every year due to the focus on youth development in this district. In the CHKS survey off-year, students will fill out a short questionnaire devised from the information on the 12 “Performance Indicators” to measure progress towards goals. Student will also complete pre/post tests after curriculum series to assess changes in knowledge, attitude, and intentions to use ATOD and participate in violent acts. A consumer satisfaction survey will continue to be administered each year to staff and parents regarding ATOD. We will also continue to ask our local law enforcement agency and Project Focus (a private counseling program contracted) to provide information they may know about related to levels of ATODV. These agencies will also be asked to identify other ATODV related needs of students, parents, families, and the community in general.

The yearly information will be analyzed by the Committee looking at both district-wide trends and specific strengths and needs at each site. Yearly survey administration will allow us to determine trends for ATODV. This will be formulated into a report and the yearly information will be analyzed by the Committee looking at both district-wide trends and specific strengths and needs at each site. Yearly survey administration will allow us to determine trends for ATODV. The District Prevention Coordinator will formulate this into a report with the assistance of an evaluation consultant. A written report will be shared with the entire committee, parent groups, staff, and students. At the end of the school year an open forum will be held to get feedback on the report and all stakeholders will be invited. The committee will use this information to refine, improve, and strengthen the program.

Use of Results and Public Reporting (4115 (a)(2)(B))

Describe the steps and timeline the LEA will use to publicly report progress toward attaining performance measures for the SDFSC and TUPE programs.  Describe how the evaluation results will be made available to the public including how the public will be provided notice of the evaluation result’s availability.

Data Collection and Timeline
Baseline CHKS data was collected in 2001/02 and progress data will be collected in 2004, 2006 and 2008.

After each series of prevention lessons (throughout the school year for each year of the plan), post-test information on changes in knowledge, attitudes, and intentions will be collected.

Staff and parents will complete consumer satisfaction surveys the beginning of May 2003 and each May thereafter.
Reporting Timeline

Each county Superintendent/Principal will meet and discuss the reporting and analysis with the SCSS Coordinator and will develop an analysis of all data sources by June 1 of each school year.

A written report, incorporating tables of the CHKS, will be developed by the District Prevention Coordinator and
Team by June 1.

A summary of the report will be presented to the District Board of Education and placed on the district’s web-site by the first
Board meeting in June.

Summary information will be made available to parents and community partners through the Committee’s “Currents”
newsletter in June and to students through weekly handouts.

Information will be reported by the Superintendent to staff at the end of the year staff meeting.

The committee will reconvene the week prior to the start of classes to use the input from the Board, staff, parents, and community members to refine the program.

Mandatory Safe and Drug Free Schools and Communities (4114(d)(2)(E))

Briefly describe how SDFSC funded program services will be targeted to the SSD’s schools and students with the greatest need.  (Section 4114 [d][3])

Data Collection Timeline
1) Baseline CHKS data was collected in 2001/02 and progress data will be collected in 2004, 2006 and 2008.
2) After each series of prevention lessons (throughout the school year for each year of the plan), post-test information on changes in knowledge, attitudes, and intentions will be collected.
3) Staff and parents will complete consumer satisfaction surveys the beginning of May 2003 and each May thereafter.

Reporting Timeline
1) Each county Superintendent/Principal will meet and discuss the reporting and analysis the SCSS
Coordinator will develop an analysis of all data sources by June 1 of each school year.
2) A written report, incorporating tables of the CHKS will be developed by the District Prevention Coordinator
Team by June 1.
3) A summary of the report will be presented to the District Board of Education and placed on the district’s web-site by the first Board meeting in June.
4) Summary information will be made available to parents and community partners through the Committee’s “Currents”
newsletter in June and to students through weekly handouts.
5) Information will be reported by Superintendent to staff at the end of the year staff meeting.
6) The committee will reconvene the week prior to the start of classes to use the input from the Board, staff, parents, and community members to refine the program.

Coordination of All Programs (4114 (d)(2)(A))

Provide a detailed, but brief, explanation of how the LEA will coordinate SDFSC funded alcohol, tobacco, other drug and violence prevention programs with other federal state and local prevention programs.

Our district Committee will be comprised of members from other funded programs, such as school-linked services, 21st Century Learning Centers, AB1113, district innovative tobacco grant program, Diversity grant, Mentoring Initiative, etc. Representatives from the parks and recreation department, community-based prevention organizations, and law enforcement (such as school resource officers and juvenile probation staff) will participate on the District Committee. Partners from Alcohol and Drug Services provider group, who serve populations not covered by SDFSC, will join us quarterly to integrate these programs. Additionally, we have convened a LEAP coordinating council that looks at common elements of each goal that ensure best practices in teaching strategies and the promotion of highly qualified teachers. This will also lead to a coordination of prevention efforts

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 in our district at many levels, such as planning and designing programs, implementing strategies as volunteers in the classroom and after school, and volunteering on committees such as the Committee and School-Site Council. Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above committees. The PTA sponsors a PEAK Conference each year in which parents learn about prevention activities and have input into strategic direction for the following year. The Parents’ Club is in charge of Red Ribbon Activities and will plan at least two school-wide assemblies each year on prevention topics. Examples are bringing an interactive circus based on ATOD messages to the school and a dramatic performance of the Educational Theater Company on diversity. Regular communications through the beginning of the year welcome package and our parent newsletter will continue to inform parents of a variety of issues and report out survey results yearly. Other notification procedures on such issues as “Parent Choice Options” and Safe School Status are in place to meet the required timelines indicated by NCLB. Letters will be mailed to every parent in the district yearly to notify them of their options.

TUPE Services for Pregnant Minors and Minor Parents (H&SC 104460)

Describe the TUPE services and referral procedures for pregnant minors and minor parents enrolled in the LEA and how they will be provided with tobacco - use prevention services.  Include students participating in programs such as the California School Age Families Education (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.

Once the district identifies pregnant minors or minor parents they will meet with a staff member. An assessment of what services are needed including whether the minor uses tobacco or has family members who use tobacco products. Since our district is K-8, we do not provide these services on-site, but have cooperative agreements with various CBOs. These organizations provide cessation counseling on a one-to-one basis and/or refer the minors to such groups as those run by the American Lung Association. The counselor provides case management to the adolescent assuring these linkages are completed and follow up is provided.

TUPE Funded Positions (Health & Safety Code 104420(b)(3))

Provide full time equivalent (FTE) staffing configuration for all TUPE funded positions. (Health and Safety Code section104420 [b][3])

Performance Goal 5:

All students will graduate from high school.

Planned Improvements: High School Graduation Rates, Dropouts, and AP

This section of the plan is intended to reflect the SSD’s efforts to reduce the percentage of students dropping out of school, and therefore, increase the percentage of students who graduate from high school. Also include a description below of the SSD’s efforts to ensure that all students have equal access to advanced placement (AP) opportunities.  This page does not apply to districts with no secondary students.

Additional Mandatory Title I Descriptions

Please include in the space below the following descriptions mandated by NCLB legislation. If the SSD has already included any of the descriptions, they do not need to be provided again here; please indicate the page number or section of the Plan where this information is included.

Please provide a general description of the nature of the programs to be conducted by the SSD under Sections 1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.”  All ten of the required components must be addressed.

For more information on Schoolwide, please go to http://www.cde.ca.gov/sp/sw/rt.

For Targeted Assistance go to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp).