(Rev 11-10)
California Department of Education
District and School Improvement Division
only)
(CDE use
Application
#
Elementary and Secondary Education Act/No Child Left Behind Act of 2001
LOCAL EDUCATIONAL AGENCY (LEA) PLAN
for
LEAs in PROGRAM IMPROVEMENT YEAR 3 CORRECTIVE ACTION
Please submit your completed revised LEA Plan by e-mail to LEAP@cde.ca.gov no later than June
30, 2011. Please indicate in the subject line of the e-mail: 1) the name of your LEA; 2) the Program
Improvement Year; and 3) the name of the document attached (e.g., ZZZ Unified School District; PI
Year 3; Revised LEA Plan).
LEA Plan Information:
Name of LEA: Chowchilla Union High School District
County/District Code: 20-65201
Dates of Plan Duration (should be up to three years): August 10, 2011-August 9, 2014
Date of Local Governing Board Approval: October 2011
District Superintendent: Ronald V. Seals
Address: 805 Humboldt Ave.
City: Chowchilla
State: CA
Phone: (559) 665-1331
Fax:
Zip: 93610
(559) 665-4659
Certification: I hereby certify that all of the applicable state and federal rules and regulations will be
observed by this LEA and that, to the best of my knowledge, information contained in this Plan is
correct and complete. Legal assurances for all programs are accepted as the basic legal condition for
the operation of selected projects and programs and copies of assurances are retained onsite. I certify
1
that we accept all general and program specific assurances for Titles I, II, and/or III as appropriate,
except for those for which a waiver has been obtained. A copy of all waivers will remain on file. I
certify that actual ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including
signatures of any required external providers, i.e., district assistance and intervention team or other
technical assistance provider.
See Assurances on pages 117.126 Signatures are required on page 139.
2
LEA Plan
TABLE OF CONTENTS
TOPIC
PAGE
Part I – Background and Overview
Background
6-8
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 LEA Plan
9-12
LEA Plan Planning Checklist…………………………………………
13
Federal and State Programs Checklist……
14
District Budget for Federal and State Programs…………
15-16
Part II – The Plan
Needs Assessments………
Academic Achievement
Professional Development and Hiring
School Safety
17-19
Descriptions – District Planning………………………
19
District Profile………………………………………
20-51
Local Measures of Student Performance……………………
51-52
Performance Goal 1……………………………………………
60-69
Performance Goal 2……………………………………………
70-84
Performance Goal 3……………………………………………..…….
85-91
Performance Goal 4……………………………………………
92-103
Performance Goal 5……………………………………………………
104-105
Additional Mandatory Title I Descriptions…………………
107-116
3
TABLE OF CONTENTS
(continued)
Part III – Assurances and Attachments
Assurances…………………………………………………
117-127
Signature Page……………………………………
128
Appendix
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……………
129-130
131
132-133
134
135-136
4
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 LEA Plan
LEA Plan Planning Checklist
Federal and State Programs Checklist
District Budget for Federal and State Programs
5
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 2013-14.
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 2005-06, all students will be taught by highly qualified teachers.
4. All students will be educated in learning environments that are safe, drugfree, 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:
6





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 Local Education
Agency Plan, 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
7
administration, for programs operated by the district office, and for programs
operated at schools.
The Single Plan for Student Achievement (School Plan)
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 school site 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.
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 sub
grants 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.
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.
8
Development Process for the LEA 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.
In developing the Plan, the LEA 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 LEA 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 LEA is expected to gather and review
its own information from these resources and use it to inform the planning
process.
The LEA 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. Federal law requires
that school site administrators, teachers and parents from the LEA (which
includes direct-funded charter schools) must be consulted in the planning,
development, and revision of the LEA Plan.
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
9

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 (LRE) – 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 on the CDE State Assessment Tools Web page at
http://www.cde.ca.gov/ta/ac/ti/stateassesspi.asp.
(See Part II, Needs Assessment, for further details.)
Step Two: Seek Input from Staff, Advisory Committees, and Community Members
Seek the input of teachers, administrators, councils, committees, and community
members (e.g., school site council; school health council; committees for Limited
English Proficient, 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,
10
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 district-operated programs, identify the participants, expected performance gains,
and means of evaluating gains. Indicate specific improvements and practical monitoring
of their implementation and effectiveness. For school-operated programs, summarize
those same elements from approved Single Plans for Student Achievement.
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 Consolidated Application provides funding for districtoperated programs (including reservations from Title I for various purposes, Title II,
Title IV, and Tobacco-Use Prevention) as well as for school-operated programs
(including Title I, Parts A and D, Title III, Title V, School Improvement, Economic Impact
Aid, and 10th Grade Counseling).
Step Five: Local Governing Board Approval
The LEA Plan must be approved by the local governing board prior to submittal to CDE.
Ensure that all required signatures are affixed. All subsequent amendments should be
approved by the local governing board and kept on file with the original LEA 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 practice? b) How educationally sound is the plan to help reach the targets?
11
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.
12
PLANNING CHECKLIST
FOR LEA PLAN DEVELOPMENT
(Optional)

LEA Plan – Comprehensive Planning Process Steps
1. Measure effectiveness of current improvement strategies
2. Seek input from staff, advisory committees, and community
members.
3. Develop or revise performance goals
4. Revise improvement strategies and expenditures
5. Local governing board approval
6. Monitor Implementation
13
FEDERAL AND STATE PROGRAMS CHECKLIST
Check (√) all applicable programs operated by the LEA. In the “other” category,
list any additional programs that are reflected in this Plan.
Federal Programs
x
State Programs
Title I, Part A
x
EIA – State Compensatory Education
Title I, Part B, Even Start
EIA – Limited English Proficient
Title I, Part C, Migrant Education
State Migrant Education
Title I, Part D, Neglected/Delinquent
x
School Improvement
x
Title II, Part A, Subpart 2, Improving
Teacher Quality
Child Development Programs
x
Title II, Part D, Enhancing Education
Through Technology
Educational Equity
x
Title III, Limited English Proficient
x
Gifted and Talented Education
Title III, Immigrants
Gifted and Talented Education
x
Title IV, Part A, Safe and Drug-Free
Schools and Communities
Tobacco Use Prevention Education (Prop 99)
x
Title V, Part A, Innovative Programs –
Parental Choice
Immediate Intervention/ Under performing
Schools Program
x
x
Adult Education
x
School Safety and Violence Prevention Act
(AB1113, AB 658)
Career Technical Education
x
Tenth Grade Counseling
McKinney-Vento Homeless Education
x
Healthy Start
IDEA, Special Education
21st Century Community Learning Centers
X
Dropout Prevention and Recovery Act:
School Based Pupil Motivation and
Maintenance Program (SB 65)
Other (describe): CAHSEE- California High
School Exit Exam
Other (describe): Carl Perkins
Other (describe): PAR (flexed)
Other (describe): Ag incentive
Other (describe): IMFRP (flexed)
14
DISTRICT BUDGET FOR FEDERAL PROGRAMS
Please complete the following table with information for your district.
Programs
Title I, Part A
Title I, Part B, Even Start
Title I, Part C, Migrant Education
Title I, Part D,
Neglected/Delinquent
Title II Part A, Subpart 2,
Improving Teacher Quality
Prior Year
District
Carryovers
None
Current Year
District
Entitlements
$192,934
Current Year
Direct
Services
to Students
at School
Sites ($)
$192,934
Current Year
Direct
Services
to Students
at School
Sites (%)
85%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
None
$33,751
$33,751
None
$17,658
N/A
Title II, Part D, Enhancing
Education Through Technology
Title III, Limited English Proficient
$17,658
85
N/A
N/A
N/A
N/A
Title IV, Part A, Safe and Drug-free
Schools and Communities
N/A
N/A
N/A
N/A
Title V, Part A, Innovative
Programs – Parental Choice
N/A
N/A
N/A
N/A
Adult Education (flexed)
N/A
Title III, Immigrants
$331,218
$331,218
N/A
Career Technical Education
(County
operated)
McKinney-Vento Homeless
Education
IDEA, Special Education
21st Century Community Learning
Centers
None
$62,892
(County
Operated)
TOTAL
$638,453
15
$62,892
85
DISTRICT BUDGET FOR STATE PROGRAMS
Please complete the following table with information for your district.
Categories
EIA – State Compensatory
Education
Lottery & Mandated Restricted
State Migrant Education
School and Library Improvement
Block Grant (flexed)
AG Incentive Grant
Educational Equity
Gifted and Talented Education
(Flexed)
CAHSEE- Intensive Instruction
High Priority Schools Grant
Program (HPSGP)
School Safety and Violence
Prevention Act (AB 1113) (Flexed)
Current Year
Direct
Services
to Students
at School
Sites (%)
Current Year
District
Entitlements
$111,276
Current Year
Direct Services
to Students
at School
Sites ($)
$111,276
$100,000
$13,600
$100,000
$13,600
None
None
(County
operated)
$556.00
$556.00
None
None
$21,370
$21,370
None
None
$17,221
$17,221
None
$26,594
$26,594
None
N/A
None
PI Year 3
Corrective
Action $100,000
$18,244
$18,244
None
None
$59,096
$59,096
None
None
$72,245
$72,245
None
$171,670
$171,670
85
$ 711, 872
$611, 872
Prior Year
District
Carryovers
85
None
NoneRestricted
High School Counseling
Summer School
Dropout Prevention and Recovery
Act: School-based Pupil
Motivation and Maintenance
Program (SB 65)
Other (describe)
Special Education
None
TOTAL
16
Part II
The Plan
Outline of areas to be covered:
Needs Assessments
Academic Achievement
Professional Development and Hiring
School Safety
Descriptions – District 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
17
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
o
o
o
Statewide standards, assessment, and accountability
Local assessments and accountability
Coordination and integration of federal and state educational programs
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
18
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 – District 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 LEA
will provide descriptions and information about how it plans to address the requirements
of NCLB based upon results of the needs assessment. Collectively, these descriptions, along
with the Assurances in Part III of this document, comprise the LEA Plan.
19
District Profile
Student/Community Profile and Supporting Data and Findings
Chowchilla Union High School is a four year academic high school, educating approximately 900
students on a main campus, grades nine through twelve. There are approximately seventy students that are
served in an independent study program for minors through our adult education program. Three school
districts serve the overall student population for the city of Chowchilla including Alview-Dairyland
Union School District (ADUSD) and Chowchilla Elementary School District (CESD), which both feed
students into the Chowchilla Union High School program. Both ADUSD and CESD are K-8 programs.
Ronald Reagan Elementary School was opened in August 2007, and is the first new school opened as part
of Chowchilla Union Elementary District in over 50 years.
The history of Chowchilla Union High School began with its opening on September 11, 1916, to
fourteen students enrolled in first and second year courses. During the past six years, our two largest
bodies of students (White (not Hispanic) and Hispanic) have reversed roles as to who has the largest
student population. At the beginning of our current accreditation the white student population was the
largest portion of the student body, followed by the Hispanic subgroup. Now at the end of our term those
roles have reversed as the Hispanic student subgroup has been the largest group since 2005-2006.
Chowchilla Union High School students were predominantly White until the Hispanic population became
the largest subgroup in school year 2005-2006, and has continued to grow in size ever since. Figure 1.1
on the next page shows the reported California Basic Education Data System (CBEDS) ethnic breakdown
of our student population since school year 2003-2004 through 2010-2011.
20
Figure 1.1
Student Demographic Data
Year
10-11
09-10
08-09
07-08
06-07
05-06
04-05
Hispanic
473/
50.6%
480/
49.9%
469/
52.3%
507/
50.6%
492/
49.7%
447/
46.8%
393/
45%
White
379/
40.6%
406/
42.2%
369/
41.2%
427/
42.7%
431/
43.5%
422/
44.2%
416/
47.6%
AfricanAmerican
Asian
American
Indian
Filipino
Pacific
Islander
Total
26/2.8%
10/1.1%
32/3.4%
7/0.7%
1/0.1%
934
22/2.3%
12/1.2%
13/1.4%
9/0.9%
0%
962
27/3.01%
19/2.1%
7/0.8%
3/0.3%
2/0.2%
896
22/2.2%
22/2.2%
12/1.2%
4/0.4%
3/0.3%
1001
19/2.0%
23/2.3%
13/1.3%
6/0.6%
2/0.2%
990
19/2.0%
15/1.6%
18/1.9%
3/0.3%
3/0.3%
955
18/2.1%
14/1.6%
9/1%
4/0.4%
3/0.3%
873
The City of Chowchilla has a population of roughly 19,000 people including the population of two
correctional facilities for women, Valley State Prison for Women and Central California Women’s
Facility. Both facilities are located outside of Chowchilla. The City of Chowchilla is still very much
considered an agricultural town by virtue of its location, which is completely surrounded by farmland and
dairies.
With the overall ethnic composition of Chowchilla’s population changing as it has, Chowchilla
has families that range from economically wealthy, to very poor. Rental homes or apartments can be
found for as low as $550 per month, to homes costing $1.5 million. A direct correlation to illustrate this
point can be seen in Figure 1.2 which shows a significant change in CUHS Free and Reduced Lunch
Program participants over the course of seven years. While the student population has leveled off to near
2005-2006 levels, the need for free meals has grown by 143 students and reduced price meals by 12
students in 2010-2011.
Figure 1.2
Year
10-11
09-10
08-09
07-08
06-07
05-06
04-05
Free and Reduced Lunch Program
Free
Reduced
Enrollment/Percentage
552
101
932/70%
499
92
884/66%
414
99
863/59%
395
79
1001/47.3%
364
70
990/43.8%
408
89
955/52.0%
305
73
873/43.3%
21
The students of Chowchilla Union High School represent a multitude of backgrounds from our
community. One noticeable trend among our families is the upward movement regarding the number of
parents who have greater levels of education. Research states that children of parents with higher
educational levels tend to have a greater value on education themselves based on the overall importance
placed on each child to be educated. Illustrated in Figure 1.3 are the numbers and percentages of parents
reporting their respective levels of education, and the years for data collected.
Several high points to note from the data include the number of parents reporting being high
school graduates is at the highest number of 262 in six years, parents with at least some college
experience is trending upward toward the 2005-2006 reported level of 194 with 185 parents having some
college experience. The number of parents who reported being college graduates has increased from a low
of 80 in 2008-2009 to 112 in 2010-2011. Parents who reported having graduate school or post-graduate
training is at a six-year high of 67 parents.
Year
10-11
09-10
08-09
07-08
06-07
05-06
1
263(27.9%)
235(28.1%)
189(22.2%)
195(22.6%)
237(27.1%)
235(28%)
2
262(27.8%)
237(28.4%)
236(27.7%)
201(23.3%)
199(22.8%)
222(26.5%)
Parent Education Levels
3
4
185(19.6%) 112(11.9%)
165(19.8%) 97(11.6%)
151(17.7%) 80(9.4%)
165(19.1%) 104(12.1%)
163(18.6%) 111(12.7%)
194(23.0%) 117(13.9%)
5
6
53(5.6%) 67(7.1%)
42(5.0%) 59(7.0%)
41(4.8%) 155(18.2%)
43(5.0%) 154(17.9%)
45(5.1%) 119(13.6%)
47(5.6%) 24(2.9%)
Total
942
835
852
862
874
839
1:Not H.S. Graduate 2:H.S. Graduate 3:Some College 4:College Graduate 5:Grad. School/Post GraduateTrainimg. 6: Declined to State
Figure 1.3
The staff of Chowchilla Union High School is currently made up of 40 credentialed teachers, a principal,
2 assistant principals, a Director of Guidance and two additional guidance counselors, and a district-level
Director of Special Projects and Assessments. CUHS support staff include five office personnel, four
instructional aides, a physical education paraprofessional, a library aide, a Migrant Educational
Counselor, a part-time school psychologist (providing services once per week throughout the school
year), and a campus resource officer from Chowchilla Police Department. Figure 1.4 illustrates the
breakdown to educational units earned beyond the bachelor’s degree our teachers have earned. The
majority of the CUHS teaching staff (61%) has 75 or greater units of educational credit toward their
salaries.
Column I
(BA)
1 (2.8%)
Teacher Education Levels (Teachers, 2010-2011)
Column II
Column III
Column IV
Column V
(+30 units)
(+45 units)
(+60 units)
(+75)
5 (11.4%)
9 (20.5%)
2 (4.5%)
10 (22.7%)
Column VI
(+90 units)
17 (38.6%)
Figure 1.4
The Expected Schoolwide Learning Results are an integral part of the educational program at Chowchilla
Union High School. Teachers are expected to implement the ESLRs at every educational opportunity
when planning lessons and subsequent lesson delivery to ensure our students are able to function as fully
literate, critical-thinking members of a 21st century society. The Chowchilla Union High School ESLRs
are listed in Figure 1.5 and posted in each classroom, and printed in the parent handbook.
A Chowchilla Union High School graduate will be able to…
22
Figure 1.5
Expected Schoolwide Learning Results
Communicate Effectively 1. Write a logical, coherent essay of high quality.
2. Develop oral skills that demonstrate poise, command of
language, and with clear enunciation.
3. Work collaboratively with others to solve problems.
4. Use appropriate vocabulary when discussing concepts.
Be a Lifelong Learner
1. Set goals, set career course planning, and make positive life
choices.
2. Acquire skills to maintain personal health, nutrition, and fitness.
3. Apply skills to solve real world problems.
4. Assume responsibility for ones self.
5. Acquire the ability to research information.
6. Demonstrate self-control by respecting others and
demonstrating tolerance for different cultures.
7. Follow directions, anticipate career changes, and have the
knowledge to solve problems of continued career adjustments.
Solve Practical and
1. Identify, gather information, analyze and synthesize information
Theoretical Problems
necessary to find a solution.
2. Explain the solution to the problem in concise written and oral
presentation.
3. Apply course material to real-life situations and problems.
4. Recognize the inter-connections between people, places,
environments, governments, and events.
5. Demonstrate the skills necessary to find and retrieve
information.
Have Basic Techno1. Use computers as educational tools including all pertinent
logical Literacy
hardware and software.
ESLRs continued
2. Demonstrate competence in the operation of a computer.
Demonstrate Good
1. Participate with a good work ethic.
Citizenship
2. Respect authority, self and others to include rights and property.
3. Contribute time, energy and talents to improve the quality of
life in his/her school and community.
4. Demonstrate responsibilities for being a productive citizen,
work well with others to achieve a common goal.
Throughout the last six years, the teachers and administrators of Chowchilla Union High School
have been in a constant state of learning. Reinventing current teaching practices and acquiring
new skills, all in the name of increased student achievement, has been the order of the day.
CUHS staff employs a yearlong Late Start Program that occurs each Thursday morning.
Teachers use the first 90 minutes of the day for the following functions: monthly staff meetings,
departmental meetings, grade level meetings, staff training, and individual teacher prep time and
home/school communication days.
CUHS students have steadily increased in achievement as measured by our Academic
Performance Index (API) scores and rankings. Figures 1.6 and 1.6a illustrate student growth over
23
the last six years including a one year drop in API growth during the 2007-2008 school year.
CUHS’s best gain of 31 points during the 2004-2005 school year has been closely rivaled in
performance in 2010 and 2007. For school year 2009-2010 our Academic Performance Index
score increased by 29 points, with all student sub-groups achieving significant growth as
illustrated in figure 1.6a. CUHS state rank remained a 4 while the similar schools rank went from
a 1 to a 5.
Figure 1.6
Academic Performance Index (API)
Year
Students Percent API
Tested
Tested (Base)
10-11
715
99.2
716
09-10
688
98.5
687
08-09
712
99.0
675
07-08
705
99.4
692
06-07
705
99.9
664
05-06
673
99.9
647
04-05
626
99.0
616
Growth
Target
5
6
6
5
7
8
9
Target
Score
721
716
681
697
671
655
625
Actual
Growth
716(+29)
687(+12)
675(-17)
692(+21)
662(+15)
647(+31)
State
Rank
TBD
4
4
5
4
4
3
Similar
Rank
TBD
5
1
3
1
1
2
Figure 1.6a
API Growth of Significant Sub-groups by Year
Group
2005
2006
2007
2008
Hispanic
White
SED
ELs
596(+46) 625(+30) 643(+15) 639(-4)
702(+33) 700(-1)
750(+49) 727(-23)
601(+42) 616(+16) 649(+29) 639(-10)
608(+89) 603(-5)
*
*
2009
2010
664(+25)
718(-9)
663(+24)
625(+22)
695(+32)
746(+28)
699(+36)
673(+49)
Actual
API
695
746
699
673
* Denotes not a significant subgroup for that school year
Chowchilla Union High School students are largely divided into four major significant
subgroups as related to API and AYP: Hispanic or Latino, White (not of Hispanic Origin),
Socio-economically Disadvantaged, and English Learners. During the last six years, our school
entered into Program Improvement Status, and has since remained. Initially, CUHS entered into
Program Improvement-Year 1 due to our low testing participation rates for Socio-economically
disadvantaged students in the areas of English/language Arts and Math for school year 20052006. In school year 2006-2007, although CUHS remained in Program Improvement status, our
position was frozen as all growth targets were met for that school year. School year 2007-2008,
CUHS moved into Program Improvement-Year 2 status as three of four significant subgroups
(Hispanic, SED, and ELs) did not meet required growth targets in both English/Language Arts
and Math. In school year 2008-2009, CUHS moved into Program Improvement –Year 2 Freeze
status as all 22 growth targets for all subgroups were met. Figure 1.7 illustrates Adequate Yearly
Progress (AYP) of students for school years 2004-2005 through 2009-2010 by significant
subgroups.
24
Figure 1.7
Adequate Yearly Progress (AYP)-New data (some cells incomplete due to lack of data)
At/Above
or Below
Number
Enrollment Number %
AYP
Valid Proficient
Groups
1st Day
Tested
Rate criteria
Scores or above
%
2010-2011 ELA
School wide
240
Hispanic or Latino
White, not Hisp.
English Learners
SED
2010-2011 Math
School wide
240
Hispanic or Latino
White, not Hisp.
English Learners
SED
Adequate Yearly Progress (AYP)
2009-2010 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2009-2010 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2008-2009 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2008-2009 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
At/Above
or Below
AYP
criteria
235
128
90
98
Yes
Yes
Yes
235
128
90
132
56
62
56.0
44.0
69.0
168
98
Yes
168
77
46.0
235
126
91
98
Yes
Yes
Yes
235
55
91
115
56
51
49.0
44.0
56.0
169
97
Yes
169
110
43.0
252
142
89
99
183
247
140
86
98
179
98
99
97
99
98
Yes
Yes
Yes
Yes
Yes
219
125
76
90
90
121
58
52
31
31
55.3
46.4
68.4
34.4
34.4
No
Yes (SH)
Yes
Yes (SH)
No
253
142
90
99
183
246
140
86
98
178
97
99
96
99
97
Yes
Yes
Yes
Yes
Yes
218
125
76
90
155
125
51
40
31
65
44.5
40.8
52.6
34.4
41.9
No
Yes (SH)
Yes (SH)
Yes (SH)
No
263
136
114
78
158
258
133
112
76
154
99
98
98
98
97
Yes
Yes
Yes
Yes
Yes
223
120
95
69
132
109
53
52
21
62
48.9
44.2
54.7
30.4
47.0
Yes
No
Yes
Yes (SH)
Yes
263
137
114
79
261
137
112
79
99
100
98
100
Yes
Yes
Yes
Yes
224
122
95
71
93
45
45
19
41.5
36.9
47.4
26.8
Yes (SH)
No
Yes
Yes (SH)
25
SED
2007-2008 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2007-2008 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
159
157
99
Yes
133
52
39.1 Yes (SH)
254
127
112
82
139
253
127
111
82
139
100
100
99
100
100
Yes
Yes
Yes
Yes
Yes
233
118
101
79
126
91
36
53
21
41
39.1
30.5
52.5
26.6
32.5
Yes
No
Yes
No
No
255
128
112
82
139
254
128
111
82
139
100
100
99
100
100
Yes
Yes
Yes
Yes
Yes
233
118
101
79
126
82
27
50
14
39
35.2
22.9
49.5
17.7
31.0
Yes
No
Yes
No
No
Valid
Scores
Number
Proficient
or above
%
At/Above
or Below
AYP
criteria
Adequate Yearly Progress (AYP)
Groups
2009-2010 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2009-2010 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2008-2009 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2008-2009 Math
School wide
Hispanic or Latino
White, not Hisp.
Enrollment
1st Day
Number
Tested
%
Rate
At/Above
or Below
AYP
criteria
252
142
89
99
183
247
140
86
98
179
98
99
97
99
98
Yes
Yes
Yes
Yes
Yes
219
125
76
90
90
121
58
52
31
31
55.3
46.4
68.4
34.4
34.4
No
Yes (SH)
Yes
Yes (SH)
Yes (SH)
253
142
90
99
183
246
140
86
98
178
97
99
96
99
97
Yes
Yes
Yes
Yes
Yes
218
125
76
90
155
125
51
40
31
65
44.5
40.8
52.6
34.4
41.9
No
Yes (SH)
Yes (SH)
Yes (SH)
Yes (SH)
263
136
114
78
158
258
133
112
76
154
99
98
98
98
97
Yes
Yes
Yes
Yes
Yes
223
120
95
69
132
109
53
52
21
62
48.9
44.2
54.7
30.4
47.0
Yes
No
Yes
Yes (SH)
Yes
263
137
114
261
137
112
99
100
98
Yes
Yes
Yes
224
122
95
93
45
45
41.5 Yes (SH)
36.9 No
47.4 Yes
26
English Learners
SED
2007-2008 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2007-2008 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
79
159
79
157
100
99
Yes
Yes
71
133
19
52
26.8 Yes (SH)
39.1 Yes (SH)
254
127
112
82
139
253
127
111
82
139
100
100
99
100
100
Yes
Yes
Yes
Yes
Yes
233
118
101
79
126
91
36
53
21
41
39.1
30.5
52.5
26.6
32.5
Yes
No
Yes
No
No
255
128
112
82
139
254
128
111
82
139
100
100
99
100
100
Yes
Yes
Yes
Yes
Yes
233
118
101
79
126
82
27
50
14
39
35.2
22.9
49.5
17.7
31.0
Yes
No
Yes
No
No
Valid
Scores
Number
Proficient
or above
%
At/Above
or Below
AYP
criteria
Adequate Yearly Progress (AYP, cont.)
Groups
2006-2007 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2006-2007 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2005-2006 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2005-2006 Math
School wide
Hispanic or Latino
Enrollment
1st Day
Number
Tested
%
Rate
At/Above
or Below
AYP
criteria
241
122
93
80
131
239
121
93
79
130
99
99
100
99
99
Yes
Yes
Yes
N/A
Yes
224
113
90
79
124
108
38
60
25
38
48.2
33.6
66.7
31.6
30.6
Yes
Yes
Yes
N/A
Yes
242
123
93
82
132
240
122
92
81
130
99
99
99
99
98
Yes
Yes
Yes
Yes
Yes
227
115
89
81
126
91
37
47
21
40
40.1
32.2
52.8
25.9
31.7
Yes
Yes
Yes
N/A
Yes
250
127
109
36
149
232
113
104
33
135
93
91
95
92
91
Yes
Yes
Yes
N/A
No
220
108
99
32
129
92
33
53
1
45
41.8
30.6
53.5
3.1
34.9
Yes
Yes
Yes
N/A
Yes
250
127
233
117
93
92
Yes
Yes
At/Above
221
110
68
27
30.8 Yes
24.5 Yes
At/Above
27
Groups
White, not Hisp.
English Learners
SED
2004-2005 ELA
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
2004-2005 Math
School wide
Hispanic or Latino
White, not Hisp.
English Learners
SED
Enrollment
1st Day
109
36
149
Number
Tested
104
33
137
%
Rate
95
92
92
or Below
AYP
criteria
Yes
N/A
No
Valid
Scores
98
32
131
Number
Proficient
or above
37
5
34
or Below
AYP
%
criteria
37.8 Yes
15.6 N/A
26.0 Yes
226
105
109
29
116
217
101
107
28
109
96
96
98
97
94
Yes
Yes
Yes
N/A
Yes
206
96
102
27
104
74
21
50
0
22
35.9
21.9
49.0
0
21.2
Yes
No
Yes
N/A
No
229
106
111
29
117
216
101
106
28
108
94
95
95
97
92
Yes
Yes
Yes
Yes
Yes
206
96
102
27
104
43
15
27
0
18
20.9
15.6
26.5
0
17.3
Yes
Yes
Yes
N/A
No
Chowchilla Union High School students in grades 9-11 are tested yearly using the STAR Testing
Program each April. All students are assigned a TAP teacher at the beginning of the ninth grade,
and student and teacher are together ideally for four years. Students are grouped alphabetically
by grade level, and each class averages 20 students. The role of the TAP teacher is to serve as a
mentor, advisor, and teacher of the graduation project.
Past practice for CST testing has been to test students in respective TAP classes, by TAP
teachers, over a four day testing period. Students took all exams during the first week, and made
up missing exams during the second of a two week window. Some concerns for this format
include testing fatigue and lack of best effort as students took two subject matter exams per day
with teachers who did not teach those tested areas.
Current CST testing practice has evolved into core teachers testing their own students in their
respective classes. A modified school schedule was developed to focus on one core class per day
of testing. The final day of testing includes teachers collecting survey data per core class about
how well students felt they were prepared for CST testing (to further guide instruction for the
next school year). Figures 1.8 through 1.20 illustrate CST test results for school years 2003-2004
through 2009-2010. This past year, students took two tests a day during one week; this was
changed due to staff and student surveys.
28
Figure 1.8
Star Testing Program-English/Language Arts
Student Performance Levels
Advanced Proficient Basic
2010-11
#
%
#
% #
Grade 9
48 19
66
26 80
Grade 10
32 14
70
30 72
Grade 11
34 15
55
24 67
2009-2010 #
%
#
% #
Grade 9
50 20
72
29 57
Grade 10
40 16
52
21 72
Grade 11
33 14
49
21 80
2008-2009
Grade 9
44 18 71
29 78
Grade 10
28 11 69
27 85
Grade 11
29 12 60
28 67
2007-2008
Grade 9
40 15 75
28 75
Grade 10
30 13 23
18 72
Grade 11
18 9
53
26 59
2006-2007
Grade 9
40 16 66
26 77
Grade 10
28 12 51
22 81
Grade 11
29 14 49
23 55
2005-2006
Grade 9
44 18 61
25 66
Grade 10
33 14 53
22 72
Grade 11
27 12 24
11 73
2004-2005
Grade 9
43 18 56
23 75
Grade 10
20 9
49
22 75
Grade 11
17 8
40
19 87
%
32
31
29
%
23
29
34
Below Basic
#
%
35
14
39
17
46
20
#
%
42
17
47
19
47
20
Far Below
#
%
23
9
19
8
30
13
#
%
27
11
37
15
26
11
32
33
31
39
44
54
16
17
25
12
33
32
5
13
15
28
31
29
56
58
35
21
25
17
19
32
37
7
14
18
30
34
26
51
43
54
20
18
25
19
34
27
8
14
13
27
30
33
46
45
53
19
19
24
27
34
44
11
14
20
31
34
41
50
46
40
20
21
19
19
31
29
8
14
14
29
Figure 1.9
Star Testing Program-Social Science (World History)
Student Performance Levels
Advanced Proficient
Basic
2010-2011 #
%
#
%
#
%
Grade 10
46 20
57
25
69
30
Grade 11
No scores
2009-2010 #
%
#
%
#
%
Grade 10
33
14
50
21
74
31
Grade 11
N/A N/A N/A
N/A N/A
N/A
2008-2009
Grade 10
15
6
45
18
73
29
Grade 11
N/A N/A N/A
N/A N/A
N/A
2007-2008
Grade 10
24 5
37
16
77
33
Grade 11
N/A N/A N/A
N/A N/A
N/A
2006-2007
Grade 9
0
0
0
0
0
0
Grade 10
22 10
34
23 78
34
Grade 11
0
0
0
0
0
0
2005-2006
Grade 10
13
14
28
13
95
43
Grade 11
0
0
0
0
0
0
2004-2005
Grade 10
14
6
28
12
94
41
Grade 11
0
0
0
0
0
0
Below Basic
#
%
27
12
Far Below
#
%
29
13
#
24
N/A
%
#
10
60
N/A N/A
%
25
N/A
48
N/A
19
71
N/A N/A
28
N/A
51
N/A
22
58
N/A N/A
25
N/A
3
41
1
50
18
25
3
36
3
0
16
75
37
0
17
0
48
0
22
0
41
0
18
0
50
0
22
0
Figure 1.10
Star Testing Program-Social Science (United States History)
Student Performance Levels
Advanced Proficient Basic
Below Basic
2010-2011 #
%
#
% #
%
#
%
Grade 11
27 12
59
26 64
28
36
16
2009-2010 #
%
#
% #
%
#
%
Grade 11
28 12
58
25 63
27
44
19
2008-2009
Grade 11
26 12 49
23 64
30
34
16
2007-2008
Grade 11
18 9
53
26 59
29
34
17
2006-2007
Grade 11
19 9
49
23 78
37
45
21
2005-2006
Grade 11
16 7
49
22 87
39
42
19
2004-2005
30
Far Below
#
%
40
18
#
%
37
16
39
18
36
18
21
10
29
13
U.S.History Advanced Proficient
Grade 11
4
2
32
18
Basic
85
40
Below Basic
Basic
45
21
40
19
Figure 1.11
Star Testing Program-Science (Earth Science)
Student Performance Levels
Advanced
Proficient
Basic
2010-2011
Grade 9
Grade 10
Grade 11
2009-2010
Grade 9
Grade 10
Grade 11
2008-2009
Grade 9
Grade 10
Grade 11
2007-2008
Grade 9
Grade 10
Grade 11
#
40
1
0
#
31
1
0
%
16
20
0
%
13
13
0
#
68
0
5
#
69
1
4
%
27
0
42
%
29
13
17
#
101
1
3
#
86
3
14
%
40
20
25
%
36
38
58
Below
Basic
#
25
1
0
#
31
1
3
19
2
N/A
8
10
N/A
47
6
N/A
20
29
N/A
107
6
N/A
45
29
N/A
40
2
N/A
8
0
2
4
0
8
44
0
5
21
0
19
77
4
7
37
25
27
29
4
6
14
25
23
50
8
6
24
50
23
Grade 9
Grade 10
Grade 11
2005-2006
Grade 9
Grade 10
Grade 11
2004-2005
Grade 9
Grade 10
Grade 11
7
1
0
3
3
0
49
11
3
22
37
25
96
11
5
43
37
42
39
1
4
17
3
33
32
6
0
14
20
0
8
1
0
4
5
0
30
3
0
15
14
0
96
8
5
47
38
45
43
4
3
21
19
27
28
5
3
14
24
27
8
1
0
4
3
0
30
2
1
15
5
5
96
7
8
47
22
36
43
12
8
21
41
36
28
9
5
14
30
23
31
Far Below
%
10
20
0
%
13
13
13
#
15
2
4
#
24
2
3
%
6
40
33
%
10
25
13
17
24
10
5
N/A N/A
10
24
N/A
Figure 1.12
Star Testing Program-Science (Biology)
Student Performance Levels
Advanced Proficient
Basic
Below Basic
2010-2011 #
%
#
%
#
%
#
%
Grade 9
0
0
0
0
3
100
0
0
Grade 10
42
19
62
28
70
32
33
15
Grade 11
3
15
6
30
2
10
3
15
2009-2010 #
%
#
%
#
%
#
%
Grade 9
N/A N/A N/A
N/A N/A
N/A
N/A
N/A
Grade 10
36
16
49
22
89
40
29
13
Grade 11
2
8
3
12
14
54
4
15
2008-2009
Grade 9
No report as group size fewer than 10 students
Grade 10
12
6
37
19
68
35
42
22
Grade 11
8
15
5
9
16
30
14
26
2007-2008
Grade 9
8
16
21
43
17
35
3
6
Grade 10
5
3
40
23
83
48
28
16
Grade 11
2
8
5
19
7
27
6
23
2006-2007
Grade 9
4
21
8
42
5
26
1
5
Grade 10
5
3
30
18
77
47
31
19
Grade 11
2
4
10
20
17
33
15
29
2005-2006
Grade 9
10
27
10
27
13
35
3
8
Grade 10
4
3
35
24
73
51
20
14
Grade 11
5
18
3
11
4
14
12
43
2004-2005
Grade 9
2
7
11
39
12
43
3
11
Grade 10
3
2
19
15
77
59
23
18
Grade 11
2
5
8
21
22
58
5
13
32
Far Below
#
%
0
0
13
6
6
30
#
%
N/A
N/A
20
9
3
12
35
11
18
20
0
16
6
0
9
23
1
21
7
5
13
14
1
4
4
3
3
14
0
9
1
0
7
3
Figure 1.13
Star Testing Program-Science (Life Science)
Student Performance Levels
Advanced Proficient
2010-2011 #
%
#
%
Grade 10
66 28
54
23
2009-2010 #
%
#
%
Grade 10
47 19
55
22
2009-2010 #
% #
%
Grade 10
47 19 55
22
2008-2009
Grade 10
26 10 57
22
2007-2008
Grade 10
14 6
55
23
2006-2007
Grade 10
16
7
53
22
2005-2006
Grade 10
14 6
50
21
2004-2005
Grade 10
No test available
Basic
#
75
#
82
#
82
%
32
%
33
%
33
Below Basic
#
%
21
9
#
%
37
15
#
%
37
15
Far Below
#
%
17
7
#
%
27
11
#
%
27
11
75
29
62
24
39
15
79
33
60
25
31
13
85
36
40
17
43
18
86
36
50
21
36
15
Figure 1.14
Star Testing Program-Science (Chemistry)
Student Performance Levels
Advanced Proficient
Basic
Below Basic
2010-2011 #
% #
% #
%
#
%
Grade 10
0
0
1
33 2
67
0
0
Grade 11
4
5
17
20 54
62
10
11
2009-2010 #
% #
% #
%
#
%
Grade 10
0
0
0
0
0
0
0
0
Grade 11
1
1
19
24 49
62
9
11
2008-2009
Grade 10
0
0
3
25 7
58
2
17
Grade 11
1
2
6
10 32
55
13
22
2007-2008
Grade 10
No report as group size fewer than 10 students
Grade 11
1
2
8
13 31
51
19
31
2006-2007
Grade 10
2
12 7
41 7
41
0
0
Grade 11
2
4
7
14 30
61
8
16
2005-2006
Grade 10
0
0
3
17 11
61
4
22
Grade 11
0
0
2
4
17
35
19
39
33
Far Below
#
%
0
0
1
1
#
%
0
0
1
1
0
6
0
10
2
3
1
2
6
4
0
11
0
22
Chemistry
Grade 10
Grade 11
2004-2005 Star Testing Program-Science
Advanced Proficient
Basic
Below Basic Far Below
0
0
4
27 8
53
2
13
1
7
0
0
5
8
35
56
17
27
5
8
Figure 1.15
Star Testing Program-Science (Physics)
Student Performance Levels
Advanced Proficient
2010-2011 #
% #
%
Grade 11
0
0
1
100
2009-2010 #
% #
%
Grade 11
0
0
0
0
2008-2009
Grade 11
0
0
NA
100
Grade 11
0
0
NA
100
2007-2008
Grade 11
2
17 8
67
2006-2007
Grade 11
2005-2006
Grade 11
2004-2005
Grade 11
0
0
6
50
Basic
#
0
#
0
%
0
%
0
Below Basic
#
%
0
0
#
%
0
0
Far Below
#
%
0
0
#
%
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
17
0
0
0
0
5
42
1
8
0
0
No report as group size fewer than 10 students
No report as group size fewer than 10 students
Figure 1.16
Star Testing Program-Mathematics (General Math)
Student Performance Levels
Advanced Proficient Basic
2010-2011
# %
#
% #
%
Grade 9
0 0
0
0
0
0
2009-2010
# %
#
% #
%
Grade 9
0 0
0
0
0
0
2008-2009
Grade 9
0 0
0
0
0
0
2007-2008
Grade 9
1 1
21
16 43
33
2006-2007
Grade 9
1 1
15
12 47
37
2005-2006
Grade 9
3 3
10
11 31
33
2004-2005
Grade 9
1 1
15
12 44
34
34
Below Basic
#
%
0
0
#
%
0
0
Far Below
#
%
0
0
#
%
0
0
5
56
4
44
44
34
21
16
44
34
21
16
34
36
16
17
49
38
20
16
Figure 1.17
Star Testing Program-Mathematics (High Summative Math)
Student Performance Levels
Advanced Proficient Basic
Below Basic
2010-2011 #
%
#
% #
%
#
%
Grade 11
2
5
17
43 15
38
6
15
2009-2010 #
%
#
% #
%
#
%
Grade 11
0
0
6
40 7
47
2
13
2008-2009
Grade 11
2
9
8
36 8
36
4
18
2007-2008
Grade 11
0
0
10
40 6
24
9
36
2006-2007
Grade 11
2
5
8
21 12
32
12
32
2005-2006
Grade 11
0
0
2
7
12
41
9
31
2004-2005
Grade 11
0
0
4
18 12
55
6
27
Far Below
#
%
0
0
#
%
0
0
0
0
0
0
4
11
6
21
0
0
Figure 1.18
Star Testing Program-Mathematics (Algebra I)
Student Performance Levels
Advanced Proficient Basic
2010-2011 #
%
#
% #
Grade 9
2
1
14
8
45
Grade 10
0
3
10
8
12
Grade 11
0
0
2
11
3
2009-2010 #
%
#
% #
Grade 9
2
1
6
4
45
Grade 10
0
0
10
14 12
Grade 11
0
0
0
0
4
2008-2009
Grade 9
0
0
17
11 43
Grade 10
0
0
5
4
26
Grade 11
0
0
1
2
3
2007-2008
Grade 9
4
3
32
27 44
Grade 10
2
2
2
2
24
Grade 11
3
13 5
23 8
2006-2007
Grade 9
0
0
11
11 35
Grade 10
0
0
3
3
16
Grade 11
0
0
1
2
5
%
82
24
16
%
28
17
24
Below Basic
#
%
86
48
32
49
7
37
#
%
83
51
32
46
5
29
Far Below
#
%
33
18
16
15
7
37
#
%
26
16
16
23
8
47
28
20
7
62
65
24
41
49
56
30
36
15
20
27
35
37
22
35
32
62
3
27
57
15
6
18
3
5
17
12
35
15
12
41
57
21
41
53
51
13
32
14
13
30
34
35
Star Testing Program-Mathematics (Algebra I) continued
Student Performance Levels
2005-2006
Grade 9
1
1
16
19 27
31
31
Grade 10
0
0
8
9
23
26
39
Grade 11
0
0
0
0
8
22
19
2004-2005
Grade 9
0
0
5
7
20
30
31
Grade 10
0
0
1
1
16
23
38
Grade 11
0
0
1
2
10
15
43
38
45
53
9
17
9
11
20
25
46
54
66
11
15
11
16
21
17
Figure 1.19
Star Testing Program-Mathematics (Geometry)
Student Performance Levels
2010-2011
Grade 9
Grade 10
Grade 11
2009-2010
Grade 9
Grade 10
Grade 11
2008-2009
Grade 9
Grade 10
Grade 11
2007-2008
Grade 9
Grade 10
Grade 11
2006-2007
Grade 9
Grade 10
Grade 11
2005-2006
Grade 9
Grade 10
Grade 11
2004-2005
Grade 9
Grade 10
Grade 11
Advanced
Proficient
#
5
0
0
36
4
0
0
#
20
5
0
#
19
5
0
%
30
5
0
%
25
5
0
#
27
25
4
#
25
19
14
%
8
0
0
%
5
0
0
Basic
Below Basic
Far Below
%
41
26
12
%
32
18
19
#
14
53
17
#
26
61
35
%
21
54
52
%
34
58
47
#
3
15
12
#
3
15
25
%
0
15
36
%
4
20
34
1
0
0
1
0
0
16
9
0
20
9
0
21
30
5
26
30
7
33
50
47
41
50
66
10
11
19
12
11
27
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0
0
0
0
8
2
12
3
20
10
30
17
30
32
45
55
8
14
12
24
4
1
0
16
1
0
11
11
0
44
13
0
8
27
11
32
32
19
2
35
32
8
41
54
0
11
16
0
13
27
2
2
0
8
3
0
8
2
1
32
3
1
9
28
12
36
47
18
6
22
39
24
37
58
0
5
15
0
8
22
2
1
0
6
1
0
8
5
5
22
6
9
18
23
11
50
28
19
8
35
26
22
43
45
0
17
16
0
21
28
36
Figure 1.20
Star Testing Program-Mathematics (Algebra II)
Student Performance Levels
Advanced Proficient Basic
2010-2011 #
%
#
% #
%
Grade 10
10 18
20
35 22
39
Grade 11
1
2
6
12 16
32
2009-2010 #
%
#
% #
%
Grade 10
6
11
16
29 18
32
Grade 11
2
3
14
19 36
49
2008-2009
Grade 10
0
0
5
26 8
42
Grade 11
0
0
3
7
17
37
2007-2008
Grade 10
3
12 13
52 8
32
Grade 11
1
2
6
10 23
37
2006-2007
Grade 10
4
12 4
12 13
38
Grade 11
0
0
5
10 14
27
2005-2006
Grade 10
2
5
12
32 11
30
Grade 11
2
3
6
9
11
16
2004-2005
Grade 10
2
4
3
11 11
41
Grade 11
0
0
1
3
5
15
Below Basic
#
%
5
9
14
28
#
%
11
20
17
23
Far Below
#
%
0
0
13
26
#
%
5
9
4
5
5
19
26
41
1
7
5
15
1
20
4
32
0
13
0
21
9
20
26
39
4
12
12
24
10
30
27
45
2
18
5
27
6
18
22
53
6
10
22
29
Figure 1.21
Star Testing Program
Hispanic Sub-group (Percent Advanced and Proficient)
2009-2010
2008-2009
9th
10th 11th 9th 10th
E/LA
39
29
32
42 36
General Math
0
None None 0
None
Earth Science
31
20 Algebra I
4
5
0
20 3
Biology
0
26
14
0
18
Geometry
25
5
0
11 28
World History
None 24
None 0
20
Life Science
35
None 26
Chemistry
None 21
50
Algebra II
21
22
25
U.S. History
32
Summative Math
29
Physics
29
-
37
2007-2008
11th 9th
10th
20
38
21
None 16
None
20
5
20
1
12
0
20
0
None 30
None None 13
None 21
15
12
10
60
27
25
100
-
11th
29
None
6
5
None
None
12
12
35
40
67
Figure 1.22
Star Testing Program
White Sub-group (Percent Advanced and Proficient)
2009-2010
2008-2009
9th
10th 11th 9th
10th
E/LA
58
48
41
57
40
General Math
0
0
Earth Science
51
40
Algebra I
3
3
0
12
7
Biology
0
54
30
0
33
Geometry
36
3
0
30
4
World History
0
48
None 28
Life Science
47
40
Chemistry
None 26
14
Algebra II
57
21
27
U.S. History
42
Summative Math
43
Physics
100 -
11th
43
0
39
0
9
4
46
47
None
2007-2008
9th
10th
51
43
17
33
25
3
0
32
NS
4
None 30
43
15
53
-
11th
45
0
NS
0
15
7
41
31
100
Star Testing Program
English Learner Sub-group (Percent Advanced and Proficient)
2009-2010
2008-2009
9th
10th 11th 9th
10th 11th
E/LA
13
8
3
15
5
3
General Math
0
0
Earth Science
19
7
Algebra I
5
0
0
9
0
0
Biology
0
6
0
0
0
0
Geometry
0
7
0
0
0
0
World History
None 4
0
0
Life Science
10
0
Chemistry
None None None 0
Algebra II
14
0
NS
0
U.S. History
3
6
Summative Math
None None
Physics
None None
2007-2008
9th
10th
7
4
15
6
28
0
0
0
NS
0
None 0
0
0
NS
-
11th
3
0
NS
6
0
0
12
None
None
Figure 1.23
38
Figure 1.24
Star Testing Program
Socio-Economically Disadvantaged Sub-group (Percent Advanced and Proficient)
2009-2010
2008-2009
2007-2008
9th
10th 11th 9th
10th 11th 9th
10th 11th
E/LA
41
32
32
41
33
30
28
25
27
General Math
0
0
15
Earth Science
33
23
10
Algebra I
5
16
0
10
4
9
30
4
7
Biology
0
31
17
0
22
18
0
21
NS
Geometry
31
5
0
41
9
0
NS
12
5
World History
0
31
0
19
None 13
Life Science
32
28
22
Chemistry
None 28
20
14
8
8
Algebra II
31
25
0
9
56
15
U.S. History
32
29
29
Summative Math
17
38
33
Physics
50
100 75
English Learner students are tested each year using the CELDT to test progression and mastery
of English language skills in the areas of reading, comprehension, speaking, listening, and
writing. Throughout the last six years, the number of students in the English Learner program
has grown significantly as shown in Figure 1.25. Between school years 2007-2010, students
taking the CELDT scored predominantly intermediate to advanced each of the three years.
Statistically speaking, school year 2007-2008 had 109/148 (73.6%), school year 2008-2009 had
140/180 (77.7%), and school year 2009-2010 had 147/176 (83.5%) and 2010-2011 had 150/171
(87%) all fall in the range of intermediate to advanced as tested using CELDT. Making sure
appropriate placement within the program remains crucial for all English Learners to have every
opportunity to meet the five year reclassification goal.
While the number of students is at an all-time high, there are two possible explanations for this
growth: CUHS staff has adopted better identification processes to test students to determine
eligibility into the program, and/or the sheer number of students enrolling at CUHS simply has
more English Learners. It should be noted that student transiency during the year makes tracking
program participants somewhat difficult. Intermediate scores are not counted toward English
proficiency and this is an area where growth is needed. Currently, 44% of our students fall into
the intermediate range, and most are not meeting their annual growth targets as the great majority
have been in the English Learner program for several years. More rigors are needed throughout
the ELD and ELM programs to ensure that intermediate students meet English proficiency at the
expected rate. A change of staffing was made this year and the teachers were trained in the ELD
curriculum and in CELDT testing.
39
Figure 1.25
California English Language Development Test (CELDT) Results
Year
#
Tested
10-11
09-10
08-09
07-08
171
176
180
148
06-07
166
05-06
04-05
157
76
B %
B
4 2
6 3
8 4
1 7
1
1 7
2
5 3
1 1
EI
%EI
I
%I
EA
%EA A
%A
Students
Eligible for
Reclassification
17
22
32
28
10
12.5
18
19
76
72
70
57
44
41
39
39
64
69
63
47
37
39
35
32
10
6
7
5
6
3
4
3
42%/71
43%/76
35%/63
31%/46
39
23
60
36
44
27
11
7
36%/50
16
11
10
14
40
29
25
38
59
27
38
36
37
8
24
11
61%/98
46%/35
B=Beginning
EI=Early Intermediate
I=Intermediate
EA=Early Advanced
A=Advanced
The California High School Exit Exam (CAHSEE) used to be conducted each spring for
sophomores at the Chowchilla Fairgrounds, which is a very short bus ride from our main
campus. CAHSEE administration is under the direction of Mrs. Debbie Herzog, Director of
Special Projects and Assessments. Figure 1.26 shows CAHSEE test data for school years 20032004 through 2010-2011. For two years students are tested on campus.
While the level of proficiency for the CAHSEE is a score of 380, passage of the exam is set at
350. The overall mean scaled score for both ELA and Math is climbing steadily toward the
proficient goal of 380. Greater numbers of sophomores are passing the CAHSEE during the
sophomore testing cycle each year. To ensure all students participate in the census administration
of the test, CUHS staff had taken to incentivizing students to attend both testing days.
Incentivizing students has meant multiple things over the last three years, but students must
attend both test days to participate. One student missed each testing day in February 2010. This
year showed similar results although there were no incentives, other than passage of the test and
the results were similar this year although the test was not incentivized.
Figure 1.26
California High School Exit Exam (CAHSEE-Sophomores)
Year
2010-2011
2009-2010
2008-2009
2007-2008
Students
Tested
235 ELA/
235 Math
259 ELA/
262 Math
259 ELA/
262 Math
253 ELA/
248 Math
Pass RateELA
Mean Scaled Pass RateScore
Math
Mean Scaled
Score
192/82%
384
198/84%
381
192/74%
374
187/71%
370
192/74%
374
187/71%
370
173/68%
370
179/72%
370
40
2006-2007
2004-2005
239 ELA/
230 Math
217 ELA/
207 Math
187/78%
373
181/79%
373
145/67%
366
133/64%
361
Throughout the last six years, CUHS offerings for Advanced Placement courses have included
Calculus, Physics, Spanish, U.S. History, English Literature, Biology, English, American
Government, Micro-economics, and Macro-economics. Figure 1.27 provides data for the
number of students scoring a 3 or higher on their respective AP courses. While the number of
students scoring a 3 or higher dropped significantly in school year 2004-2005, passing numbers
have risen steadily to better than 2003-2004 scoring.
Figure 1.27
Advanced Placement (AP) Testing
Proficiency Results (Score of 3 or higher)
09-10
08-09
07-08
06-07
20
22
25
20
05-06
17
04-05
10
03-04
20
Students from Chowchilla Union High School who move on to post-secondary studies do so in a
variety of ways including private colleges and universities, the University of California system,
the California State University system, a variety of junior colleges, trade schools and technical
schools. To gain admittance into U.C. and C.S.U. schools, students must take the Scholastic
Aptitude Test (SAT). Figure 1.28 illustrates past performance of Chowchilla Union High School
students in the areas of verbal, mathematical, and writing skills. Below are the average scores in
those same areas for our students and the state averages. Historically, Chowchilla high school
students are below the state averages, except the verbal averaged score for 2007-2008.
While the core curriculum for math and English-Language Arts has been updated, and all
English courses have been designated college preparatory, and several Honors courses have been
added to the list of course offerings, CUHS students are still not scoring well on the SAT. This
sub-par performance still remains an area of focus for the CUHS staff.
Figure 1.28
SAT Testing Information
Number
of
Average
Students Verbal
Year
Tested
Score
09-10
44
451
08-09
48
438
07-08
30
500
06-07
44
441
05-06
69
458
04-05
47
460
Average
Math
Score
477
460
488
480
481
476
Average
Written
Score
447
426
484
445
*
*
State
Verbal
Average
500
500
499
499
580
590
State
Math
Average
510
513
515
516
650
680
* Denotes no data as writing portion was not part of exam during school year
41
State
Writing
Average
490
498
498
498
*
*
Figure 1.29 illustrates the attendance rate of students at CUHS, the drop-out rate of students from
the CUHS program, the graduation rate from the CUHS program, and the percentage of students
from the graduating class who progress on to the next level of K-16 education. As figure 1.25
clearly shows daily attendance, students graduating, and college enrollment are all areas of
positive growth, as well as, the drop-out rate which is equally positive as the number of students
dropping out of school is steadily decreasing.
Figure 1.29
Additional Student Information
Actual
Year
Attendance
09-10
94.3%
08-09
94.5%
07-08
94.9%
06-07
98.9%
05-06
99.6%
04-05
98.0%
Drop Out
Rate (1 Year)
TBD
30/972 (3.1%)
26/976 (2.7%)
6/917 (0.7%)
5/940 (0.5%)
11/851 (1.3%)
Graduation Rate
TBD
171/210 (87.15%)
182/208 (87.5%)
169/184 (91.8%)
146/152 (96.1%)
143/157 (91.1%)
College
Enrollment
58.9%
63.7%
75.75%
80.4%
61.5%
65.0%
After leaving the Chowchilla Union High School program students have many possibilities as to
life after high school. Some students continue to further their education, while others choose a
military path, and others move straight into the workforce. Collected statistics regarding the last
six graduating classes are presented in figure 1.30 which shows a change in direction for students
after graduation as fewer students chose work or military service, and greater numbers are
staying in school.
Figure 1.30
Post-Graduation Paths
Year
09-10
08-09
07-08
06-07
05-06
04-05
U.C.
7
2
11
8
3
2
C.S.U.
13
28
19
25
20
25
Private
Universities
15
3
12
21
6
10
Junior
College
66
77
96
80
57
49
42
Technical
School
18
13
12
18
2
7
Military
11
3
5
3
3
6
Work
Force
83
19
17
48
31
39
Seniors at Chowchilla Union High School have the opportunity to apply for approximately 90
local scholarships throughout the senior year in an effort to assist with college/trade school
tuition, etc. Beginning in the fall of each school year Mr. Albert Pando, Guidance Counselor,
offers a informational scholarship night for seniors and their parents to educate all on the
possibilities of financial aide through the FAFSA process and/or scholarships that are available
from multiple sources. Current scholarships available to CUHS seniors include university and
colleges, local service clubs (i.e. Lions, Rotary, Lionesses), alumni memorials, agricultural
entities, the five military branches, retired teacher’s organizations, and professional
organizations. Figure 1.31 shows previous sum totals of funds awarded to graduating seniors to
assist in furthering education.
Figure 1.31
SCHOLARSHIP AWARDS
Year
2010
2009
2008
2007
2006
2005
Total Value of Scholarships Awarded
$61,550
$70,650
$123,394
$170,550
$109,200
$75,400
The staff at Chowchilla Union High School believes in providing all students the highest quality
educational experience possible. Currently, the staff employs a 10-step student discipline system
that also includes counselor referrals for possible interventions before a student is input into a
conduct referral situation. During the past six years part of the CUHS staff has included a
Campus Resource Officer, and a part-time Madera County Probation Officer. While enrollment
has been steady since 2003-2004, discipline infractions have risen as have expulsions since the
2003-2004 school year. Figure 1.32 shows the increase of student discipline infractions resulting
in suspensions and expulsions.
Figure 1.32
EXPULSION/SUSPENSION RATES
Year
Enrollment
10-11
1013
09-10
882
08-09
854
07-08
862
06-07
874
05-06
839
Suspensions
358
216
265
232
205
109
Expulsions
21
22
25
32
36
24
In school year 2004-2005, CUHSD began a series of growth projects to the CUHS campus. The
funding secured was twofold: first a local bond measure of roughly $12 million dollars and
subsequently a hardship funding of roughly $28 million dollars from the State of California. The
collective projects yielded the following results: 4 buildings which include 24 classrooms, 8
bathrooms, 2 small locker rooms, a small storage room, a multi-purpose facility for athletics,
drama, choir, public speaking events. New kitchen space and serving area included in the multi43
purpose space. Two new tennis courts, modernization and expansion to the existing
administration building, a new greenhouse for agriculture, and a new 170+ space parking lot on
the southern-most area of our campus. While the facilities have been expanded to accommodate
1,500 students, there is currently plenty of room to grow.
Student/Community Profile-Overall Summary from Analysis of Profile Data
An analysis of data regarding the overall program of Chowchilla High School is reflected below.
Areas of Strength

The overall student population is growing at a steady pace for the CUHS staff to adjust to a larger
volume of students. The analysis below covers the years from 04-05 to 09-10.

CUHS API success has steadily grown throughout the last six years. In years 2005, 2006, 2007,
2009, and 2010 CUHS exceeded API growth targets. CUHS 2010 API growth was 29 points as
all four significant subgroups experienced double-digit gains in respective API scores. While
achievement gaps still exist between subgroups, the gaps are shrinking as the rigor of the CUHS
academic program increases yearly. The overall API score for CUHS has increased by 100 points
since the last WASC accreditation.
o
The achievement gap between White and Hispanic students has closed from 118 points to
51 points since 2004-2005
o
The achievement gap between White and Socio-Economically Disadvantaged students
has closed from 167 points to 107 points since 2004-2005
The achievement gap between White and English Learner students has closed from 142
points to 73 points since 2006-2007
o
o


The achievement gap between Hispanic and English Learner students has closed from 35
points to 22 points since 2006-2007
CUHS CST performance showed the following gains in core subject areas:
o English/Language Arts: The number of students performing proficient or advanced in
grades 9-11 has increased since 2004-2005
o
Social Science: The number of students performing proficient or advanced in World
History has significantly increased since 2004-2005, and the number of students
performing proficient or advanced in U.S. History has also significantly increased since
2004-2005
o
Science: The number of students performing proficient or advanced in the areas of Earth
Science, Biology, Life Science, and Chemistry has significantly increased since 20042005
o
Mathematics: Students performing proficient or advanced has increased in High
Summative Math and Algebra II since 2004-2005, most notably 2010-2011 for Algebra II
Chowchilla Union High School has been in Program Improvement status for two-thirds of the
current accreditation period. CUHS entered 2009-2010 in year 2 “freeze” status and the results of
API and AYP were sufficient enough to warrant exiting program improvement for 2010-2011
pending graduation rate results. We missed the graduation rate at the high school by an
extremely small margin. The target was 87.75 and our rate was 87.16. The district rate was two
44
percentage points lower and the target was lower.

CAHSEE performance for 2010-2011 was the best overall performance of a 10th grade class since
2004-2005 as 83% of sophomores passed ELA and 85% passed mathematics. English/Language
Arts results surpassed county (78%) and state (82%) pass rates and mathematics results surpassed
county (78%) results and rivaled state (83%) pass rates. Of note, for 2010-2011 we remained at
82% in English, but our mathematics scores increased 5% to 85%, surpassing English.

English Learners as a sub-group are showing greater numbers of students testing advanced and
proficient since becoming a significant sub-group. There remains a challenge in that 49% passed
the English is 1 point below last years’ results. The 63% passage rate in mathematics has
remained the same for two years.

Changes to the physical plant as a result of a combined $40 million construction/modernization
effort including 4 new classroom buildings, a new multi-purpose building containing a new
school kitchen, drama/performance stage and second gym facility for athletics, a new Gateway
School facility, 2 new tennis courts, a new parking lot facility of nearly 180 spaces, and a
modernized and expanded administration building. These facilities were built through combined
funding from local bond and state hardship funds.

Accountability. Students have a seven period school day for school as opposed to six which was
changed in 2007-2008 for greater student access to elective courses. Teachers have undergone
staff development like never before including the current practice of teams of teachers receiving
training offsite and then facilitate the training for the entire staff. This practice is in year 5 and has
served our staff incredibly well as performance results indicate. Training topics include
differentiated instructional practices, literacy strategies, writing across the curriculum, technology
in the classroom, video analysis of lesson delivery by staff members, classroom management
strategies, etc. Teachers have a weekly late start schedule designed by semester to include staff
meetings, department meetings, grade level articulation meetings, staff training, home contacts,
and individual teacher preparation time. During the current year, the county office will serve as
our technical advisors and most dates will involve in-depth data analysis and implementation of
more focused instruction as a result of this process.

CUHS teachers and students have truly taken student achievement and accountability to heart as
CAHSEE results, CST results, API scores, AYP results, English learners, and SED students have
shown remarkable increases in achievement. The English learner CST scores have plummeted
and it is expected that the date is in error and data corrections will be made; specifically in regard
to RFEPs scoring proficient three years in a row.

Six years ago 43% of student body was identified as Free/Reduced Meals, and our cafeteria
served roughly 18,000 meals annually. Last year, 70% of students were Free/reduced meals and
our cafeteria served over 120,000 meals.

Of the 44 teachers at CUHS, 61% (27) have 75 units or more of educational units past the
bachelor’s degree level.
Areas of Growth

CST scores related to Algebra I and Geometry had shown no growth in the numbers of students
testing proficient or advance but actually a significant decrease in those student numbers since
2007-2008. This year, we did not meet the 2007-2008 numbers but did increase 5% in Algebra.
Geometry also showed an increase of 8%. Tenth grade students improved also, in both Algebra
and Geometry.

Professional development needed specific to Algebra I and Geometry instruction for ninth and
tenth grade students.
45

Further teacher training on better differentiating instruction to affect the basic, below basic, and
far below basic students in all core areas of instructional program. This will take place with the
technical advisors’ assistance.

With the number of students receiving Free/Reduced lunch benefits significantly increased
throughout the last six years, CUHS staff must consider training in understanding poverty (Ruby
Payne’s research). The math department will be involved in this training in 2011-2012.

While achievement gaps are closing between significant subgroups, it was thought that a stronger
focus on white subgroup needed for possible causes of stagnated growth during the last six years.
As a result the white group did show significant improvement in 2010-2011. Ninth grade
language arts continued to be a challenge but other areas showed gains for the white group.

Continue progression of being a data driven organization by perfecting usage of Edusoft system o
to gather greater levels of student achievement data to drive daily instructional practices.

Maintain attitude among the staff of “continuous cycle of improvement” for instructional delivery
and making sure kids are learning as opposed to taught.

Greater infusion of technology into classroom instruction on a daily basis notably in the area of
math.

All freshmen will be on track to graduate by the end of their freshman year. This involves a
strategic goal setting plan, a Freshman Academy program, Link Crew connections, and
continuous involvement with staff and intervention for at risk students.
46
FOCUS ON LEARNING
47
Assessment Report Continued…
The staff of Chowchilla Union High School continuously strives to meet the needs of every
student, every day. The staff has utilized a systematic approach to enhancing the overall
effectiveness of our instructional program throughout the last six years. Teachers, site
administrators, and classified employees have all seen their roles in educating kids change for the
benefit of student achievement.
.
Action Item 1: Analyzing student achievement data to drive school wide decisions.
At the beginning of this most recent six year term CUHS had not arrived at being a data-driven
organization basing all program decisions on student achievement. Since that time, CUHS staff has taken
this task head-on, and in many forms.

Added to the CUHS staff was a district testing coordinator who oversees the entire testing
program for this district with the exclusion of Advanced Placement testing. This role includes all
CAHSEE, CST, and CELDT testing throughout the year.

Each August CST data is broken down for staff development purposes to ensure curriculum needs
are being addressed and pacing and benchmark assessments are tuned accurately for upcoming
instruction. We are adding more in-depth analysis by grade level and departments this year with
the assistance of technical advisors.

Pacing guides. All core subject areas have been paced to power standards and secondary
standards to ensure appropriate standards are being addressed in class each day. This year, we
will take a more intense and strategic look at the pacing guides in several departments.

Benchmark exams have been developed and implemented quarterly to assist in assessing student
achievement and guide instruction. Edusoft is the current program being used for benchmark
assessment, but not all teachers fully utilize Edusoft, which is still a work in progress for CUHS
staff. This process continues to be refined as not all teachers are adept at this process.

A Late Start Program was designed three years ago to address areas of staff development and
teacher training critical to academic growth and student achievement. Student achievement data is
analyzed in grade-level meetings to drive instruction and create cross-curricular planning between
departments. We are continuing to hone in on what each teacher can do to improve
accountability standard by standard.

Teachers participate in staff development and training by serving on curriculum teams. Teams of
teachers specialize in a given area of instructional practice and deliver training to staff after they
receive proper training to do so. This year there will be a writing focus along with one driven
toward increasing graduation rates. This may change based upon the analysis of the data with the
assistance of the technical advisors.

Student achievement data, teacher recommendations, and placement tests are used to determine
appropriate class placement for students particularly in math and reading. This will continue as
students are showing gains in the far below basic and below basic bands. Analyzing student
achievement data is critical in determining course offerings based on student needs such as math
lab classes, reading lab classes, CAHSEE intervention classes and honors and AP classes will
continue.

The Summer Bridge Intervention for the bottom 100 incoming freshmen was changed to include
information that the entire class would need to help in their transition to high school. This year
we change the name and the focus to Freshmen Academy and had over 200 students attend. We
are looking forward to see how that changed the culture of the class.

Analyzing student achievement data led to changing CST testing practices. Currently, all students
48
test with their respective core teachers in the appropriate period. The current model is a one week
testing cycle which provides for each student to test in two subject matter exam per day.

Analyzing student achievement data has led to the development of schoolwide writing program,
which will be geared toward passage of the EAP test rubrics with a goal of improving college
readiness. This year small steps will be made due to a need to focus upon areas recommended by
technical advisors.

Analyzing student achievement data helps determine instructional needs to help drive future staff
development training topics and this will continue.

Guidance counselors will continue to use multiple measures for ensuring students is properly
placed in appropriate courses.

Developed Spanish I challenge exam for incoming 9th grade students and will analyze student
grades to see if this was an effective measure.

San Diego Quick Reading Assessment used for placing students in reading intervention classes
will continue to be used, along with other assessments.

Woodcock-Johnson assessment used for Special education assessments

Woodcock-Munoz assessment used for English-learner assessments.

Pre-requisites identified and used for higher level coursework for students will be analyzed.

Formation of District Site Liaison Teams (DSLT) to analyze data and overall program and help
guide school-wide decisions, along with a technical assistance provider.
Action Item 2: Develop and Implement a California content Standards-based curriculum.
In order to provide a challenging standards-based learning opportunity which prepares students to be
successful in their chosen career pathways, CUHS staff had to ensure the core curriculum was designed
and supported with the most appropriate support materials available.

Developed pacing guides for district adopted textbooks and benchmark exams to ensure planning
for student learning was well-thought out and strategic for maximum achievement.

Textbook adoptions for all core areas have ensured all core subjects are aligned to the California
State Standards.

CUHS staff have identified power standards and secondary standards as assessed by CST testing,
and aligned pacing guides to ensure appropriate standards are being taught daily to students.

Benchmark assessments are included in pacing guides so teachers can backward map instruction
in preparation for benchmark testing and data disaggregation for CST testing in April.

Late start training program developed to ensure teachers have scheduled opportunities to
collaborate on student achievement, coordinate ongoing development and refinement of
standards-based curriculum. Late start program is also the vehicle used for staff development of
new teaching techniques, strategies, and ideas as well as exploring current practices for further
practice (i.e. Bloom’s Taxonomy of Higher Thinking, Differentiated Instructional Practices,
literacy strategies, etc.) and technical assistance.

Collaboration time associated with Late Start Program also allows for greater dialogue between
teachers, most notably teachers who teach same courses for a greater degree of consistency in
curriculum development, articulation, and implementation.

Four administrators have completed AB 75 training, and one is in the process of completing his
Administrator Training Program. Three English teachers have completed AB 466 training and
two more are in the process.
49

Learning assessments of standards-based curriculum is done with Edusoft testing product. Results
are used to review student achievement and drive instruction in the classroom. Results also drive
departmental, grade level, and cross-departmental collaboration conversations.

Inter-departmental collaboration includes math and science departments, and the
English/Language Arts and Social Science departments collaborating on instruction.
Action Item 3: Implementation of Supplemental Services (Tutoring, Study Hall, ICU)
An area of growth for Chowchilla Union High School is the need for supplemental services for students
in order for all students to have access to higher student achievement.

Link Crew program for incoming freshmen into high school program.

Math lab classes in the areas of Algebra, geometry, and Algebra II that are paired with regular
instructional periods for double blocks of instruction, remediation, and assistance for struggling
learners.

Reading lab courses paired with English classes for double blocks of instruction, remediation, and
assistance for struggling learners.

Development and implementation of 7 period modified-block schedule to allow for greater access
to available courses for all students.

CUHS academic program includes summer school for students who failed coursework throughout
previous school year(s).

Freshman Academy program developed to assist incoming freshmen with identified survival
skills necessary to being successful in high school environment toward the goal of all freshman
being on track to graduate at the end of their freshman year.

Chowchilla Union High School awarded 21st Century Afterschool grant. This program is
designed to keep students engaged in school-like activities afterschool instead being somewhere
without supervision. Throughout the life of the grant, such activities include the creation of an
afterschool credit recovery program (modeled after summer school program), gaming classes
(designing electronic games), afterschool tutorial programs, food preparation and cooking classes,
etc. Currently, CUHS is in year four of a five year grant.

Teachers tutor students throughout the year before school, during lunch, and after school when
needed.

A school psychologist services CUHS students on a weekly basis for individual counseling and
group education via Youth Leadership Employment Program (YLEP). This year we will also
have a psychology intern.

A self-review of the Special Education program will be conducted (as one was in 2008) with the
goal of improving the program towards 100% compliance in all areas.

CUHS technology department supports instruction with 2 wireless laptop mobile labs and 2
mobile NEO labs for classrooms, Promethean and Smart board technology available in many
classrooms and a wireless network on main campus and more will be added this school year.

Academic rally and student recognition program with incentives for student achievement.

CAHSEE Math and English/Language Arts intervention courses included in course offerings.
50
Action Item 4: Freshman Intervention Program
In an effort to improve success in the ninth grade year, a specific focus was placed on incoming freshmen
to ensure all freshmen remained on track to graduate as the transition to high school is potentially difficult
for incoming students. We now have a goal that every ninth grade student who stays with us will
graduate with a diploma, on time.

Implementation of the Link Crew program which is now in its fourth year of practice.

Diagnostic testing for all incoming students in the areas of English/language arts and
mathematics.

Struggling readers are identified using multiple measures including CST results, teacher
recommendations, and reading assessments).

Reading classes that are paired with English classes for a double block of instruction available to
struggling readers.

Freshmen have one dedicated counselor for all academic needs.

Incoming freshmen have Spanish I challenge exam available if Spanish skill set is sufficient for
student to challenge course.

Freshman Academy established to assist in ensuring all freshmen will be on track to graduate at
the end of their freshman year.
Local Measures of Student Performance (other than State-level
assessments
Per NCLB Section 1112 regarding Local Educational Agency Plans, each LEA must
provide the following descriptions in its Plan:
A description of high-quality student academic assessments, if any, that are in
addition to the academic assessments described in the State Plan under section
1111(b) (3), that the local educational agency and schools served under this part
will use to:
a) Determine the success of students in meeting the State student academic
achievement standards and provide information to teachers, parents, and
students on the progress being made toward meeting student academic
achievement standards;
b) Assist in diagnosis, teaching, and learning in the classroom in ways that best
enable low-achieving students to meet State student achievement academic
standards and do well in the local curriculum;
c) Determine what revisions are needed to projects under this part so that such
children meet the State student academic achievement standards; and
51
d) Identify effectively students who may be at risk for reading failure or who are
having difficulty reading, through the use of screening, diagnostic, and
classroom-based instructional reading assessments.
If the LEA uses such assessments in addition to State Academic assessments, please
provide a succinct description below, and indicate grade levels and students served with
such assessments.
Also, please describe any other indicators that will be used in addition to the academic
indicators described in Section 1111 for the uses described in that Section.
Assessments
Academic Area
Grades
Administration
Benchmark assessments
English-Language Arts,
Math
History/Social Science
Science
Reading/Language
9-12
Trimester scheduled
testing
9-12
annually
Algebra I, II , Geometry
High Summative Math
classes, Integrated Math
Reading/Lang Arts
9-12
Prior to placement (one of
the measures used)
9-12
Prior to placement (one of
the measures used)
Reading/Lang Arts/
Mathematics
Reading/Lang. Arts
Reading/Lang. Arts
Special Education
9-12
Teacher as needed
9-12
9-12
9-12
Mathematics
9-12
As needed
4 times per year
Triennially, sometimes
more often
quarterly
Woodcock Munoz
Math placement tests
Reading Placement tests
Woodcock Johnson
San Diego Quick
Edge Assessments
Series of Assessments
Prentice Hall/McDougall
Littel Assessments
52
Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in
reading and mathematics, by 2013-14.
Planned Improvement in Student Performance in Reading
(Summarize information from district-operated programs and approved school-level plans)
Description of Specific Actions to Improve
Education Practice in Reading
1. Alignment of instruction with content
standards:
• Continue to base the academic program on CA content
standards and SBE aligned materials articulated to course*;
• Appropriately identify students based on multiple
assessments to place students for appropriate instruction
including SE, EL, and underperforming;
• All new teachers will receive training on state standards
Persons Involved/
Timeline
Director, Special Projects and
Assessments, Principal,
Vice Principal, Curriculum
and Instruction,
District Chairs
Counselors
Department Chairs
Literacy team
Related
Expenditures
Hourly rate for
curriculum
development
& student
placement
Estimated
Cost
$3,500
$2,000
• Continue to develop literacy across the curriculum.
• Teachers will use content standards for all
English language arts courses, as well as
Reading and will begin familiarizing themselves with the ELA
common core standards.
2. Use of standards-aligned instructional
materials and strategies:
• Provide and implement state board of education adopted
standards aligned instructional materials including intervention
for R/LA.
August 2011 to August 2014
School Board Director,
Special Projects and
Assessments, Principal,
Vice Principal, Curriculum
and Instruction
Counselors
Department Chairs
Designated Teachers
53
Department
Meeting/
Common Core
$3,000
Staffing costs
Substitutes
$100,000
Funding Source
Title I
Title II
Title III
EIA
Corrective Action
Plan
Title I
Title II
Title III
EIA
Corrective Action
Plan
IMFRP
General
Title I
Title II
• Use Holt, Rinehart, and Winston for the core R/LA program
in 9th-12th grades;
August 2011 to August 2014
• Use EDGE for intervention for intense students;
August 2011 to August 2014
Staffing costs
for an emphasis on expository reading and writing
skills;
Department Chair Meetings,
District Writing Team
Late Start
trainings
• Continue to use EDGE for the ELD curriculum
ELD teachers
• Continue to use EDGE for students with disabilities
SPED teachers
• Use Early Assessment Program modules in 9th-12th grades
• Principal will develop a master schedule that
provides two periods of R/LA intervention in a reduced class
size for intensive students,
• Principal will develop a master schedule that
provides 1 hour of intervention in addition to 1 hour of the core
curriculum in a reduced class size for strategic students;
• Provide teachers with research-based reading and writing
strategies and support for continuous integration
Reading
a) rereading
b) annotating the text
c) think aloud
d) EAP writing rubric
Writing
a) prewriting - proposition/support outline
b) drafting - example, evidence, explanation (say, mean,
matter)
c) revising - marking up the text
d) editing - reading aloud
Principal, Assistant Principal
of Curriculum and Instruction
Counselors
Principal, Assistant Principal
Curriculum and Instruction
Department Chair, District
Writing Team
54
Textbooks and
handbook cost
Duplication
Costs
General Fund
Title I , Title II (when
supplemental)
Title II
Corrective Action
3. Extended learning time:
• Give students extended learning opportunities: tutoring,
homework, after school program classes, credit recovery and
summer school;
School Board Director,
Special Projects and
Assessments, Principal,
Vice Principal, Curriculum
and Instruction
Counselors
Department Chairs
Designated Teachers
Project Facilitators
55
Hourly rate
$50,000
Title I
CAHSEE
Intervention
Key Vision (paid
By grant)
Summer School
funding
Description of Specific Actions to Improve
Education Practice in Reading
Persons Involved/
Timeline
Related
Expenditures
Estimated
Cost
Funding
Source
4. Increased access to technology:
• Provide support to the schools to maintain their computer
labs;
• Provide categorical funding to sites to establish and maintain
Career Technical Education classes that prepare students for
work in technology-related fields;
Computer Services
Principals
Designated staff members
IT department
Department Chairs
• Provide professional development and ongoing support to
teachers in the use of all data resources (EduSoft,
Aries, etc.) to make informed decisions about
curriculum and instructions*;
August 2011 to August 2014
• Provide district, school and teacher use of Web Pages;
Site
Administrators
Teachers
• Utilize Survey Monkey for continuous assessment,
reflection and goal-setting.
Computer
upgrades &
Maintenance
$10,000 per
year
$10,00 per year
EduSoft & Aries
contracts
Technology
Funds
Title II, Part D
Carl Perkins
General
$1,000 per
year
Title II
Professional
Development
TBD
Program
Improvement
Funding
Computers and
peripherals
$10,000
$15,000
State Math
& Reading
Grant (if funded)
General
Fund
2011-2014
• Computer labs will be made available at each
school to assist students in English language
Arts, including reading. All English language
classes use the labs, including classes with Title I, English
Learners, Special Education and GATE students.
5. Staff development and professional
collaboration is aligned with standards-based
instructional materials.
a. District teachers will participate in SB 472
training.
b. Ongoing staff development in aligning with
Principal, Assistant Principal
Curriculum and Instruction
Classroom
Teachers
56
California English Language Arts standards while looking
toward common core standards
c. Articulation with feeder middle schools,
special education, and the ELD program to
increase teaching of English standards.
d. New teachers will participate in BTSA, with
activities that focus on the use of standards based English
materials.
e. Whenever the district adopts common core curriculum
materials, all teachers will
participate in professional development
Director, Special Projects and
Assessments
BTSA mentors
Compensation for
time training as
needed
Consultant fees,
salaries &
benefits
TBD
BTSA stipend
per teacher fees
BTSA
Teachers
Title II
Corrective Action
Funds
6. Involvement of staff, parents, and
community (including notification procedures,
parent outreach, and interpretation of student
assessment results to parents):
• Involve and train parents/community groups (DLAC/ELAC,
SSC, Title I, Special Education) to interpret and use R/LA
student achievement data and to understand standards
aligned instructional materials.
Principal, Director of Special
Projects and Assessments,
Assistant Principal Curriculum
& Instruction
Trainers for
meetings
Food
$800.00
Title I, Title II, EIA
Teachers and
staff to implement
coursework
$2,000.00
Title I, Title II
Corrective
Actions
August 2011 to August 2014
7. Auxiliary services for students and parents
(including transition from middle school):
• Provide Freshman program for incoming freshman students
to better prepare them for rigor of high school standards and
social implications inherent in the switch from middle to high
school.
Principal, Director of Special
Projects and Assessments,
Assistant Principal Curriculum
& Instruction
August 2011 to August 2014
57
8. Monitoring program effectiveness:
• District Board members and administrators
will support the Public Schools
Accountability Act.
• Board members will review and
approve each school’s Single School Plan for
Student Achievement, including plans for
improving reading and language arts.
• School site councils will annually review the
Single School Plan for Student Achievement
and, along with the principal and staff, will
monitor progress and make revisions.
•Classroom teacher and Assistant Principal of Curriculum and
Assessments will analyze benchmark assessments, with
EduSoft, to ensure
that students are learning ELA content standards. Reteaching
will occur when students are not
mastering standards
Board
Superintendent
August 2011 to August 2014
No additional
cost
N/A
N/A
Board
Superintendent
November 2010November 2011
No additional
cost
N/A
N/A
Site
Administrators
Teachers
Parents/students
No additional
cost
N/A
N/A
Site Administrators
Teachers
No additional
cost
N/A
N/A
58
9. Targeting services and programs to lowestperforming student groups:
•API and CAHSEE data will be disaggregated
to determine those groups of students in most
need of improving reading scores.
•Teachers of Title I students will provide services that result in
student reading score improvements.
•Teachers will provide reading instruction for English Learners
that will help close the gap between their reading scores and
those of English only students
Director, Special Projects and
Assessments, Principal,
Assistant Principal C&I,
Reading Specialist
Title I Teachers
ELD Teachers
10. Any additional services tied to student
academic needs:
59
Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in
reading and mathematics, by 2013-14.
Planned Improvement in Student Performance in Mathematics
(Summarize information from district-operated programs and approved school-level plans)
Description of Specific Actions to Improve
Education Practice in Mathematics
1. Alignment of instruction with content standards:
The district will take the following steps :
 Review and develop course pacing guides that are
directly aligned to California standards and CST
blueprints, focusing instruction on the standards as
opposed to textbooks-only instruction.
Persons Involved/
Timeline
Principal
Administrators salaries
$10,000

Assistant
Principal
(C&I)
Cost of curriculum
Alignment
$4,000
Training costs
$1,000
Provide and implement state board of education
adopted standards aligned instructional materials,
including intervention, in mathematics.

Use Glencoe McGraw-Hill curriculum for the
mathematics program.

The school’s master schedule will provide two periods
of mathematics instruction for lowest-achieving
mathematics students in Algebra I, Geometry, and
Algebra II, as measured by CST scores, benchmark
assessments, teacher recommendations, placement
assessments, course grades, parent/student request,
and other miscellaneous data.
e. Principals will use these standards to supervise, coach, and
evaluate teachers.
f. Provide AB430 Module 1 to all district leadership and site
administrators. This training institute will provide needed
support for school administrators to lead in this era of
Estimated
Cost



Related Expenditures
Math Dept.
Chair
$2,000

Math Dept.
teachers
$3,500 per
participant

Director of
Guidance
$750 per
person

Guidance
counselors

Teachers
$2,000 daily
Per trainer,
based on number
of teachers (this
is an estimate as
training is not yet
located).
a-e are ongoing
60
Funding
Source
Title II,
General Fund
BTSA
AB 430
reimbursable
funds not
available
g. SB 472
funds not
available
high accountability. 75% of Administrators
have completed all modules
g. Provide SB 472 Math Institute for identified
teachers: The technical team is attempting to find training for
this area as it has not been offered.
Administrators will be trained in accountability of fidelity of
programs and pedagogy and will:
 Develop and monitor district assessment
schedule:
 Develop district assessment schedule for STAR,
Placement Tests, Curriculum-Embedded Assessments
and other formative and benchmark assessments.
 Administer standards based benchmark assessments
in math to measure student academic progress
towards mastery of the CA content standards. These
are in addition to curriculum embedded assessments
and are part of overall implementation of EPC 5
 Facilitate Academic Conferences for all identified
teachers.
 Facilitate analysis of grade-level/math standards data
during Academic collaboration meetings led by the
Technical assistance team. All training should facilitate
academic standards’ goals.
August 2011-August
2014
Director, Special
Projects and
Assessments,
Principal, Assistant
Principal of
Curriculum and
Instruction,
Department Chairs,
Teachers
Training costs
$3,000 per
day at 10
days
Title I, Title
II, Corrective
Action
$0.30 per
exam, 4
exams per
year
2. Use of standards-aligned instructional materials and
strategies:
 Teacher lesson plans will make explicit reference to
the standards being taught.
Teachers/
ongoing
 The ESLRS will be posted in every room and
implemented fully with deep understanding.
Administration/
Committee
 Materials purchased by the district will be aligned with
the standards (9-12).

Principal
61
Duplicating
Math instructional
materials
$1,000
Cost of materials
unknown as yet
$500
General
Fund
State IMF
(flexed)
Corrective Action.
Funding
 Belief and structure of Response to Intervention (RTI).
(Benchmark, Strategic and Intensive) will insure all
allocated time opportunities are given for equal access,


Review, adopt, and implement instructional curriculum
and materials for laboratory support classes in
Algebra I, Geometry, and Algebra II.
Work in conjunction with Madera County Office of
Education personnel to locate trainings focused on
implementation of Glencoe-McGraw Hill curriculum.
Math Department teachers will attend trainings to
become better-prepared to utilize the SBE-adopted
curriculum materials from the publisher.
3. Extended learning time:
Time through:
 Before-and-after school tutorial programs.
 CAHSEE class offered during the school day
 Summer school program for remediation
 Freshman Academy

Teachers are available both formally and informally to
provide extended learning opportunities for students.
o
o
Formal options include student placement in
laboratory elective courses in Algebra I,
Geometry, and Algebra II. Another formal
opportunity students have is to attend morning
tutorials provided in association with the Key
Visions program and/or by arrangement with
individual mathematics department teachers.

Assistant
Principal
(C&I)

Math Dept.
Chair

Math Dept.
Teachers
Madera
County Office
of Education
personnel

Key Visions after
school program
Tutors before and
after school for SPED
and EL students
Principal
Trainer
$2,000 per
trainer (estimate)
Title I funding
Corrective Action
Funding
Amount to be
determined
Technical Advisors
$10,000
Corrective Action
Funding
Title I funding
Salaries and benefits
Duplicating cost
Supplies and materials
$50,0000
Hourly Program
Title I
Key Visions
Grant
Computer upgrades &
Maintenance
Key vision costs
(county grant)
$5,000
$10,000
Grant $ Madera
SPED
Title III
CAHSEE
Key Visions runs
Freshman Academy
Teachers
Informal options for extended learning time
include tutorial arrangements with individual
mathematics department teachers and
instructional paraprofessionals.
62
4. Increased access to technology:
Provide support to the schools to maintain their computer labs;
• Provide categorical funding to sites to establish and maintain
Career Technical Education classes that prepare students for
work in technology-related fields;
• Provide professional development and ongoing support to
teachers in the use of all data resources (EduSoft,
Aries, etc.) to make informed decisions about
curriculum and instructions
Computer Services
Principals
Designated staff
members
IT department
Department Chairs
EduSoft & Aries contracts
$10,000 per
year
$10,00 per year
Title II
$1,000 per
year
August 2011 to
August 2014
• Provide district, school and teacher use of Web Pages;
• Utilize Survey Monkey for continuous assessment,
reflection and goal-setting.
Site
Administrators
Teachers
• Computer labs will be made available to assist students in
2011-2014
mathematics as needed including Title I, English Learners,
Special Education and GATE students
 Provide access for mathematics department teachers
and administrative staff to receive technology and
training to assist them in delivering targeted
instruction in mathematics utilizing technology:
o
iPads in the classroom:
 Math department teachers and
administrative staff will participate in
county office provided training on
effective utilization of iPad technology
in the classroom, leaving the trainings
with new iPads for immediate and
effective use in classrooms.
Additional technology hardware
(projector cords, et al) and software
(apps) will also be purchased and
utilized in math classrooms.
Technology
Funds
Title II, Part D
Carl Perkins
General
Site Administrators
Math Department
Computer Services
Principals
Designated staff
members
IT department
Department Chairs
Professional
Development
Computers and
peripherals
IPads
Program
Improvement
Funding
Title II
Corrective Action
$599.00
($4,193)

63
TBD
Connector cords
for iPads to
$210projectors =
$30 per cords x 7
cords = $210
Title II
Corrective Action
Title II
Corrective Action
Technology
Funding
o
o
Promethean Boards in Mathematics:
 Promethean Boards will be installed
and utilized in mathematics
classrooms campus-wide to allow
mathematics teachers and students
access to interactive boards in daily
mathematics instruction
$210
Computer Services
Principals
Designated staff
members
IT department
Department Chairs
Mathematics Department teachers will have
access to document cameras to assist in
delivering meaningful instruction to students.
64
Instruction
TBD
$3,500
Description of Specific Actions to Improve
Education Practice in Mathematics
Persons Involved/
Timeline
Related Expenditures
Estimated
Cost
Funding
Source
5. Staff development and professional collaboration
aligned with standards-based instructional materials:
 District teachers will participate in SB 472
Training as available
 Ongoing staff development in aligning with
math standards and train toward common core
 Articulation with feeder middle schools,
 Ensure every site and district administrator has either
AB 430 or Administrator Training Program completed
 Provide professional development and ongoing support
to teachers in the use of all data resources (EduSoft,
Aries, etc.) to make informed decisions about
curriculum and instructions
 Provide time and resources for teachers to collaborate
after benchmark assessment to set goals for next
benchmark period
 Provide time and training in the areas of data
disaggregation and its use to change instruction
 New teachers will participate in BTSA

Provide site workshops and related staff development
and coaching to improve content and instructional
knowledge for core areas and for underachieving sub
groups (SED, White, Hispanic, English Learners,
Special Education, etc.) in standards-based materials.
Trainings will focus on differentiated instruction,
writing throughout the curriculum, and literacy-based
teaching strategies.
Principal, Assistant
Principal
August 2011 to
August 2014
Site
Administrators
Teachers
State approved SB472
trainers
Common Core
Conference
$750 per
participant per
course
$2,000
Duplicating cost
$500.00
Contracted technical
advisors
Training
$2,000
2011-2014
Late start days
$2,000
Arranged by BTSA
mentor
$ per teacher
coach
Various training TBD
TBD
Principal, Assistant
Principal
August 2011 to
August 2014
Site
Administrators
Teachers
65
Title II Funding
Corrective Action
Funding
SB 472 and ATP
funding (as
available)
BTSA funding
Title I
Title II
EIA
Corrective Action

Provide time and resources for teachers to collaborate
after each benchmark assessment to effectively
analyze student achievement and establish goals for
the next benchmark period.
Principal
Various training (working
with county and others)
TBD

The mathematics department team will read, analyze,
and synthesize the effects of poverty on students and
their families, utilizing Ruby Payne’s works. Trainings
will be conducted during department meetings
throughout the 2011-2012 school year. The SED subgroup is the school’s fastest-growing sub-group.
Principal (C & I)
Book by Ruby PayneTraining curriculum
$150.00
X7

The mathematics department team and administrators
will attend and actively participate in meaningful
mathematics conferences and trainings locally,
regionally, and statewide, including those provided by
the California Mathematics Council, Fresno State
University, and Region VII.
Assistant Principal (C
& I)
Various training (working
with Providers and
others)
$7,000
o
Region VII Common Core State Standards
conference, September 28, 2011 @ Fresno,
CA
o
California Mathematics Council-North Region
conference---December 2011 @ Asilomar
Conference Grounds, Pacific Grove, CA
o
California Mathematics Council-Central
Region---March 2012, focusing on STEM
o
California State University, Fresno
Technology in Mathematics Days---Fall and
Spring one-day conferences, TBD
Mathematics
Teachers
o
66
Title I
Title II
EIA
Corrective Action
Title I
Title II
EIA
Corrective Action
6. Involvement of staff, parents, and community
(including notification procedures, parent outreach,
and interpretation of student assessment results to
parents):
 Involve and train parents/community groups
(ELAC/DLAC, SSC, Title I, ) to interpret and use and
to understand standards aligned instructional materials
student achievement data
 Parents will be invited to school open house
at which teachers will discuss the math

Renewed emphasis on 9th-grade placement in
appropriate math course based upon multiple
measures of longitudinal data analysis, including: CST
scores, course grades, teacher recommendations,
parent/student request, placement assessment
scores, and previous course selection/completion

Continued emphasis on Sophomore Counseling, as
well as sessions during the 9th and 11th grades, during
which time guidance counselors analyze and explain
assessment data to students and parents, as well as
dialog about future course offerings and options to
best-prepare students for post-secondary options
(college, workforce, military, trade schools, etc.)

Back to School Night Open House at which teacher
will discuss mathematics: August 29, 2011

Parent-Teacher Conferences: September 26, 2011
Principal,
Director, Special
Projects and
Assessments
Curriculum
and Instruction
Principal
Trainers for meetings
Food
$2,000 per year
$500 per year
Title I
Title III
EIA
IT department Aug
2011- Aug 2014
Counselor time
Parents
No added cost
Title I
Title III
EIA
Counseling
funding- TBD
Counseling Fund
Food
$500
Title I
Classroom teachers,
aides
$10,000
General
Fund/
CAHSEE
Director of Guidance
Guidance counselors
Teachers
Administration,
Teachers, Parents
Cafeteria
7. Auxiliary services for students and parents (including
transition from preschool, elementary, and middle
school):
 During the school day classes will be offered for all
students who have failed to pass the math portion of
the CAHSEE.
Principal, Assistant
Principal of
Curriculum and
Instruction
67
 During the summer all freshmen will have the chance
to participate in the freshman academy.
 Facilitate articulation meetings with feeder districts for
program alignment, 9th grade placement, and transition
I.E.P.s;
Key Visions Staff
Summer School Staff
Classroom teachers
$ 5,000
Key Visions
(county)
School Board
Superintendent
Director, Special
Projects and
Assessments,
Principals,
Assistant Principals
Department Chairs
All other Certificated
Late start time to develop
Benchmark Assessments
$10,000
Title I
Title II
EIA
Benchmark tests
Copy cost
8. Monitoring program effectiveness:
The district will:
 Hold data discussions after each benchmark
assessments: among department teachers, between
principals and departments; between principals and the
Director, of Special Projects and Assessments, between the
superintendent, the director and principals; and between the
superintendent and the School Board
 Administer benchmark assessments based on
essential standards three times a year for reflection
and goal-setting;
 Use curriculum-embedded, ancillary resources for
formative and summative assessments;
 Utilize EduSoft, to analyze data to evaluate the
effectiveness of all mathematics classes.
68
Description of Specific Actions to Improve
Education Practice in Mathematics
Persons Involved/
Timeline
9. Targeting services and programs to lowest-performing
student groups:
The district will:
• Provide interventions for intensive, strategic, and
benchmark students;
• Ensure correct placement of students, provide ongoing
support for teachers, and monitor program effectiveness;
• Ensure that the most effective teachers teach the intensive
and strategic students;
School Board
Superintendent
Director, Special
Projects and
Assessments,
Principal, Assistant
Principal, Curriculum
and Instruction,
Counselors
Department Chairs
All other
Certificated
10. Any additional services tied to student academic needs:
69
Related Expenditures
Estimated
Cost
Additional materials and
resources for
interventions
30,000
Math strategic and
intensive teachers
$62,000
SPED teachers
$62,000
Funding
Source
Title I
Title II
EIA
BTSA
General
Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high
academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Planned Improvement in Programs for LEP Students and Immigrants (Title III)
(Summarize information from district-operated programs and approved school-level plans)
Description of how the LEA is meeting or plans to meet this requirement.
1.
(Per Sec. 3116(b) of NCLB, this Plan must include
the
following:
a. Describe the programs and activities to be developed,
implemented, and administered under the sub grant;
Note: Although CELDT scores improved for English
learners, along with CAHSEE scores, CST scores
declined by 88 points, whereas last year they grew by 49
points. It is a possibility that RFEP scores for students
who have not passed the CST after three assessments
were not included in the data.
a. It is imperative that the rigor for intermediate students must be advanced in order for these
students to attain English proficiency. Literacy strategies also must be analyzed, through the
use of formative assessments, and planning for strategic curriculum changes should occur.
More focused monitoring of EL classrooms (using AB430 Edge strategies) will be implemented
with the assistance of the Madera County Curriculum and Instruction Program Director. Edge
teachers will post their end of unit benchmark assessments on EduSoft in order to inform
instruction and identify proper student placements. A continued emphasis on parent
involvement, education activities, and training of education staff in successful parent
involvement plans will occur. ELD instruction focuses on listening, speaking, reading, and
writing in English, is targeted to the students’ levels of proficiency in English, and is based on
the ELD standards. Core content instruction is based on state grade level standards, and
teachers utilize appropriate strategies to ensure comprehensibility of instruction. Both ELD and
SDAIE content courses are taught by teachers with the appropriate state authorizations English
Language Mainstream (ELM): 9-12 students who have been assessed on the CELDT and have
found to be at “reasonable levels of fluency in English” (CELDT levels 4-5) receive daily
instruction in ELD targeted to their language proficiency needs, and grade-level instruction in
the core content areas with ongoing attention paid to the language demands of the instruction.
SDAIE strategies continue to be used in the ELM program. Teachers who work with EL
students in the ELM program possess appropriate state authorizations .
70
Description of how the LEA is meeting or plans
to meet this requirement.
b. Describe how the LEA will use the sub grant funds to
meet all annual measurable achievement objectives
described in Section 3122;
All EL student information will be recorded in a district
database that is accessible to individual sites and
teachers to input and download
The EL Director will meet with site administrators to
discuss district and site level plans for language and
academic instruction for EL students.
The District EL Director will oversee bimonthly meetings
with site EL Contacts to discuss issues regarding EL
program implementation.
The EL Director will provide reports submitted to the
principals. These reports will pertain to the EL students’
language and academic progress. These reports will be
analyzed by the Director and the Assistant Principal of
Curriculum and Instruction for successful progress
towards the agreed upon benchmarks As year-end
assessment results are received, they are disseminated
to sites for study, the site principals and EL Director will
meet to mine the data and determine if EL students met
their annual yearly progress goal (based on length of time
in the district’s English Learner program). If the site has
not met their progress target, a study session is held to
examine the program design and its implementation.
Necessary changes are implemented immediately for the
new school year. The Director will make an annual report
to the Board of Trustees on the language and academic
progress of the English Learners in the district progress
target, a study session is held to examine the program
design and its implementation. Necessary changes are
implemented immediately for the new school year. The
Director will make an annual report to the Board of
Trustees on the language and academic progress of the
English Learners in the district.
b continued. The District will use Title III and/or EIA funds to provide the following supplemental
services to targeted EL students:
Tutorials (before and after school hours)
Purchase supplementary materials
Intervention programs (during the school day)
Assistant Principal of Curriculum and Instruction and the Director of Special Projects and
Assessment will provide ongoing assistance to K-12 teachers and additional bilingual aides as
needed in the following areas:
ELD Instruction
SDAIE Strategies
Interventions for EL students not succeeding
Coaching
Support Personnel
Translation
Current ELD class lists will be cross referenced with the district list to ensure that all EL
students are receiving appropriate ELD instruction.
Block classes will be established for Beginning and Early Intermediate students.
Intermediate thru Advanced student will have a period of ELD and a period of grade level
English. Target students may be placed on a contract to monitor them if they meet the
requirements.
Special Projects Director and Assistant Principal/Curriculum will evaluate current ELD
classroom assessment data and student placements and RFEP progress.
New schedules will be set for ELD students who are not currently receiving support and those
who have been reclassified.
English Department Chair will inventory ELD materials and submit order for 2011/2012.
Special Projects Director will collaborate with counselors to ensure appropriate scheduling and
placement of English learners in ELD for the next academic year using appropriate placement
guidelines.
The District has set the following interim goals for EL learners:
ELD: progress on ELD standards mastery, as measured by publisher’s ELD assessment.
71
Description of how the LEA is meeting or
plans to meet the parent outreach
requirement:
DELAC/ELAC participation in Chowchilla Union High
School District has improved. The high school has a
vibrant ELAC/DELAC committee. ELAC/DELAC
members are active members that advise at the district
level through regular ELAC/DELAC advising site
administration when needed.
Babysitting is provided to ensure all parents will be
able to attend and snacks are served. A bilingual aide
also serves as a family liaison. This has made the
bilingual parents more willing to come to school
activities and to ask for help when they need it. Phone
calls are made to parents, Transportation to
ELAC/DELAC meetings is provided and oral
translation is provided for every advisory meeting and
parent meeting.
The parents are educated on any number of important
topics at bimonthly meetings held in English and
Spanish. Parents are notified about student
educational progress and placements. CUHSD must
maintain the levels of service English learner parents
and students receive. Many people in the school
office are bilingual and this makes the office a more
approachable place for bilingual parents.
• Parents who attend the meetings will become more
aware of the educational demands placed on student
promoting greater participation of EL parents. These
meetings are held “cooperatively” requiring the parents
to interact actively with the information.
Topics include:
• The ELD program and staff
CAHSEE preparation and responsibilities
• Graduation requirements/reading report cards,
credits and GPA
• University/College requirements
• The importance of attendance for success in school
The District plans to use Title III funds to help EL students meet these measurable objectives
by:
Monitoring teachers to further develop standards-based interim assessments in ELD.
Training teachers on ELD Pacing Guides in grades 9-12.
Continue to provide ongoing professional development and coaching to teachers providing
high-quality, standards-based instruction in ELD, language arts and math to EL students.
Continue to implement the Title III plan
Establish further use of EduSoft disaggregated data to teachers and individual teachers on
student academic growth and progress towards benchmark
Continued use of data to individual teachers on status of ELs’ student CELDT scores, CST
scores, years in EL, and CAHSEE scores as they are tested.
ELA: progress in academic vocabulary development and reading comprehension, as measured
by teacher developed standards-based assessments and benchmark assessments. Also for
grades 10-12 CAHSEE scores and necessary interventions to pass CAHSEE ELA.
ELA: progress in writing, based on grade level writing application standards.
Math; progress in computation and concept attainment, as measured by district
assessments and grade level performance as measured by teacher developed standardsbased assessments and benchmark assessments. Also, for grades 10-12 CAHSEE scores and
necessary interventions to pass CAHSEE ELA (writing portion).
Continue to provide ongoing professional development and coaching to teachers providing
high-quality, standards-based instruction in ELD, language arts and math to EL students.
Continue to implement the Title III
Establish further use of EduSoft disaggregated data to teachers and individual teachers on
student academic growth and progress towards benchmark
Continued use of
data to individual teachers on status of ELs’ student CELDT scores, CST scores, years in EL,
and CAHSEE scores as they are tested.
• The visibility of the Director, Special Projects and Assessments and the site Principal at these
meetings promotes regular parent contact through calls and personal meetings.
• A student representative sits on the committee.
72
Description of how the LEA is meeting or plans to meet this requirement.
ELAC/DELAC continued>>>

Teenager and parent interactions

State mandates and interventions such as,
WASC, CPM, AMAOs, etc.
A community of EL parents is formed through
these regular meetings allowing parents to know
which staff they can call for assistance.
Parent certificates are given at the end of the year
to parents who have attended the meetings
regularly.
The visibility of the Director, Special Projects and
Assessments and the site Principal at these
meetings promotes regular parent contact
through calls and personal meetings.
A student representative sits on the committee.




Core delivery methods:
The delivery structure in ELA and math has focused
teachers’ efforts on planning and delivering lessons that
provide sheltered instruction for English learners to
access grade level content standards. A district wide
instructional focus was set targeting literacy across all
content areas. Instructional program guidelines were
developed to ensure that all teachers were using the state
board approved, district adopted core ELA and math
curriculum appropriate to each course level. All teachers
have English learner and literacy training. They will
continue to receive on-going training from site principals
and the literacy team. Currently, the students who are not
at grade level in the ELA and math content areas are in
courses designed to meet their assessed needs. EduSoft
will be used to develop benchmarks
b.continued… The revised EL Plan has focused on appropriate placement, intervention, and
achievement monitoring. The Edge program for English learners allows for more flexible
movement between ELD levels 1-4 based on student ongoing progress. Previously, English
learners were “stuck” in a particular ELD level regardless of their progress during the school
year. This caused many English learners to become bored and lose interest in actively
participating in the lessons. The school district implemented the Edge program three years
ago. All ELD teachers have been trained under SB 472. The principal and assistant principal
of curriculum and instruction have received Edge training The principal has received AB 430
training in High Point (the lower level program) and received AB 430 training in High Point (the
lower level program) and the assistant principal mentioned above will received Administrator
Training throughout this school year. A form was developed to allow for monitoring of the
program on formal and informal evaluations.
Teachers have appropriate leveled materials however; it is not felt based upon an analysis of
data, that the fidelity of the implementation has not been achieved. This year, a change in
teacher placement been has been made that will lead to greater student achievement with
more students progressing from Level 1 to 2, 2 to 3, 3 to 4 and 5 leading to reclassification.
All EL student records (testing, copies of letters to parents, grades, etc.) are kept in the English
Learner folder. This folder is updated yearly, and accompanies the student as he / she changes
schools.
The Director annually monitors EL student records, coordinates EL testing, advises teachers
and the principal about EL student placement and groupings, monitors EL student progress and
is a liaison for the teachers, EL Committee and site administrator. The EL Director attends
monthly meetings to receive current information, ensure consistency in program and
compliance
The Single Plan for Student Achievement addresses the language and academic needs of the
EL students.
The principal monitors the EL student placement in classes and groupings and ensures
appropriate teacher authorizations, visits classrooms regularly to monitor ELD and SDAIE
lesson implementation, schedules and attends ELAC/DELAC meetings and ensures
implementation of district plans to meet the language and academic needs of the EL students.
73
2. Describe how the LEA will provide high quality
language instruction based on scientifically based
research (per Sec. 3115(c).
The effectiveness of the LEP programs will be
determined by the increase in:
 English proficiency; and
Academic achievement in the core academic subjects
3.
Provide high quality
professional development for
classroom teachers, principals,
administrators, and other
school or community-based
personnel.
a. designed to improve the instruction and
assessment of LEP children;
b. designed to enhance the ability of teachers to
understand and use curricula, assessment
measures, and instruction strategies for
limited-English-proficient students;
c. based on scientifically based research
demonstrating the effectiveness of the
professional development in increasing
children’s English proficiency or substantially
increasing the teachers’ subject matter
knowledge, teaching knowledge, and
teaching skills;
Required
Activities
d. long term effect will result in positive and
lasting impact on teacher performance in the
classroom.
Title III and EIA funds will be used to implement a professional development plan that will
integrate research and scientifically-based theory with high quality instructional practices. The
content of this plan will provide extensive, on-going, mandatory training for all teachers at all
levels on the Reading/Language Arts and ELD Standards, standards-based adopted materials,
and standards-based instruction and materials. Technical advisors’ assistance will be needed.
The District currently offers daily ELD and SDAIE and / or primary language instruction in the
core academic subjects in its SEI, ELM, and alternative programs for the EL students. Program
goals promote high expectations for student success while developing a positive self-concept in
students. Standards-aligned content curricula and instruction are implemented at all sites.
ELD: Each EL student, upon assessment for language proficiency level, receives daily, targeted
instruction in ELD appropriate to his / her level of fluency in English. Teachers instruct ELD to
no more than two CELDT levels grouped together during ELD time. Teachers in L1, L2
currently teach ELD lessons of 30-45 minutes two times a day, using National
Geographic/Hampton Brown’s “Edge” materials. EL students in L3-5, (CELDT Levels 3-5)
receive one period daily of ELD instruction using Edge as well as one period of English using
Holt Rinehart grade level curriculum.
Each EL student currently receives access to core content through specially designed
academic instruction in English (SDAIE) by a highly qualified teacher. Title III funds will
enhance the current instructional program for EL students by providing:
Late start time for teachers of EL students to meet by grade level to discuss their academic
progress by looking at samples of student work based on previously agreed-upon targeted
essential standards and assessments.
Training for teachers and administrators to enhance the quality of planning and instruction for
more effective SDAIE instruction in the content areas.
Planning to develop ELD materials that connect to state-adopted ELA series that will “frontload”
vocabulary, concepts, and language functions for EL students so that they will be more
successful in English reading.
Planning time for teachers to prepare pacing guides for ELD.
Planning time for teachers to prepare ELD assessments. Professional development is provided
to the teaching staff on:
 Title III Plan
 AMAOs
 CELDT spreadsheet
 SDAIE strategies
Strategies to identify potential interference between the primary language and English.
A vast repertoire of strategies for literacy instruction.
. The ability to systematically identify and develop resources for differentiating instruction in the
teaching of reading, writing, listening and speaking.
An understanding of the role of assessment in guiding and evaluating instructional and
programmatic practices.
The ability to design and implement formal and informal assessment.
The Professional Development plan will provide extensive, on-going training for all teachers at
all levels on the
74Reading/Language Arts framework, ELA standards, ELD standards, California
content standards, district standards-based curricula and adopted materials, and standardsbased instruction and materials.
In order for administrators, teachers, parents and the community to meet the needs of EL
students at all proficiency levels, they must participate in a comprehensive standards-based
professional development program. Title III funds will be used to design a professional
development plan that will integrate research and scientifically-based theory with high quality
instructional practices. The content of this plan will include the development of:
The ability to design and implement differentiated, standards-based instruction in all academic
areas, and how this intersects with the socio-economic, cultural and linguistic diversity within
Title III and EIA funds will be used to offset costs not provided by the district for staff
developers, teachers and/or substitutes in order to provide research-based strategies training to
staff. These trainings include: :
SB 472 training for state adopted ELD/ELA/math texts
 SB 472 ELPD (English Learners Professional Development) All ELD teachers have
now been trained in SB472 Edge level training and will be involved in completely
another 40 hours of intensive training during this school year.

They were trained to score CELDT writing last year and this year will receiving training
to allow them to give the CELDT test giving them further insight into the level students
must be at to gain English proficiency

Promethean interactive white boards will be purchased for the ELD teachers who do
not have them
Academic Vocabulary
Ongoing Comprehensive coaching training and support
Differentiated instruction and SDAIE strategies
BCLAD/CLAD
Statewide Conferences/CABE
Secondary Literacy Summit All professional learning is facilitated by content experts
(instructional coaches) that are trained to challenge current practice and encourage
new growth instructionally.
All certificated teachers in CUHSD have certification in SDAIE. A continuous district
wide focus on using sheltered instruction techniques and strategies during lesson
delivery is in place as the foundation for the effective design and delivery of core ELA
and math lessons that are comprehensible for English learners.
They well develop ability to use classroom data to differentiate instruction and evaluate
the efficacy of instruction.








75
Allowable Activities
If yes, describe: If yes, describe:
4. Upgrade program objectives and effective
instruction strategies.
As part of the LEA's Title III program, the ELL teachers and the Director will meet
monthly to:
 Evaluate academic course content
 Review intervention programs
 Develop intervention curricula
 Develop local standards-based assessments
 Review disaggregated data
 Evaluate student progress
 Determine the efficacy of programs for EL students
 Continue to develop district-wide procedures and protocols
No
Allowable Activities
5.
Provide –
a. tutorials and academic or vocational
education for LEP students; and
b. intensified instruction.
If yes, describe:
The LEA will provide an intensive intervention curriculum that will focus on the specific
needs of identified EL students in order to assist them in developing English language
proficiency, high levels of academic proficiency, and in meeting reclassification and
graduation criteria. Specific areas of focus include improvement of reading fluency,
reading comprehension, word analysis and vocabulary development. The Intervention
program will be designed to support and complement the students' regular English
Language Arts/English Language
Development and core content instructional program.
In addressing the needs of the identified students, the Title III Intervention
program will use consistent, systemic instruction to:
 Provide intensive and extensive opportunities to read.
 Acquire new knowledge and vocabulary through reading and writing
 Read and comprehend leveled fiction and textual materials
 Enjoy reading
 Engage in meaningful reading and writing
 Do expository, narrative, response to literature and persuasive writing
based on grade-level ELA standards and grade-span ELD standards
76
6.
Develop and implement programs that are
coordinated with other relevant programs and
services.
If yes, describe: Using Title III funds, a variety of programs will be developed to
extend the regular instructional program and focus on the needs of EL students. The
following collaborative programs will be coordinated to ensure the most impact toward
increasing English proficiency for each individual student.
 Current, existing intervention programs
 Pupil promotion and retention program
 Edge, the district adopted literacy remediation program
 Focus on the CELDT benchmarks
 AP classes
 Site tutoring programs
 ROP program
 BTSA
 CAHSEE prep classes
If yes, describe:
7.
Improve the English proficiency and academic
achievement of LEP children.
The LEA plans to develop and implement an English Learner Individualized Intervention
Learning Plan for immigrant students (Merced County Office of Education) that will
identify interventions and supplemental program to meet identified EL students'
individual needs in order to improve English proficiency and academic achievement.
Title III and EIA funds will be used to develop the curriculum and assessments for this
program. The goal of this program is to support the success of the EL students in the
regular instructional program. This program will also be supported through the
collaboration and coordination with the following District programs and related services;
 District staff development
 BTSA
 Migrant Education
 ROP Program
77
Description of how the LEA is meeting or plans to meet this
requirement.
If yes, describe:
Allowable Activities
8.
EIA funds will be used by the LEA to educate and empower parents of EL
student to become an integral part of the school and community and
ensure academic success for their children. Connecting the families with
needed educational and social services is an essential part of creating an
atmosphere conducive to academic success. The district plans to offer the
following classes and programs to parents of EL children:
 ELAC/DELAC
 Health Services information meetings
 Family Literacy nights
 CABE--sponsor parents to the conference
 All materials will be translated into the primary language
 Childcare and refreshments will be provided at
all meetings/classes.
Provide community participation programs, family literacy
services, and parent outreach and training activities to LEP
children and their families –
o To improve English language skills of LEP children; and
o To assist parents in helping their children to improve
their academic achievement and becoming active
participants in the education of their children.
If yes, describe:
9. Improve the instruction of LEP children by providing for –
o The acquisition or development of educational
technology or instructional materials
o Access to, and participation in, electronic networks for
materials, training, and communication; and
o Incorporation of the above resources into curricula and
programs.
EIA funds will be used to develop a website for the District's EL
Department Information included on this site will include listings
 Parent Orientation and Back-to-School meetings
 Program descriptions of services offered at each site
Information about parent rights
 Testing information and schedules
 Phone line for parents to contact the District or school site
regarding needs or concerns
78
If yes, describe:
10. Other activities consistent with Title III.
The LEA will use EIA funds for paraprofessionals in the following ways:
 Trainings
 Paraprofessional's role in the classroom
 CABE
 Classroom strategies
 Differentiation
 Parent contacts
 Translations both written and spoken
 Parent contact phone calls
 Supervision of children during parent meetings and classes
79
Parents of Limited-English-Proficient students must
be notified:
The outreach efforts include holding and sending notice of
opportunities for regular meetings for the purpose of
formulating and responding to recommendations from
parents.
1. LEA informs the parent/s of an LEP student of each of
the following (per Sec. 3302 of NCLB):
a. the reasons for the identification of their child as
LEP and in need of placement in a language
instruction educational program;
b. the child’s level of English proficiency, how such
level was assessed, and the status of the
student’s academic achievement; the method of
instruction used in the program in which their child
is or will be, participating, and the methods of
instruction used in other available, programs,
including how such programs differ in content,
instruction goals, and use of English and a native
language in instruction;
c. how the program in which their child is, or will be
participating will meet the educational strengths
and needs of the child;
d. how such program will specifically help their child
learn English, and meet age appropriate
academic achievement standards for grade
promotion and graduation;
e. the specific exit requirements for such program,
the expected rate of transition from such program
into classrooms that are not tailored for limited
English proficient children, and the expected rate
of graduation from secondary school for such
program if funds under this title are used for
children in secondary schools;
f. in the case of a child with a disability, how such
program meets the objectives of the individualized
education program of the child;
Description of how the LEA is meeting or plans to meet this requirement.
Upon registration of their child and annually thereafter, parents will receive a
written explanation of the following information:
 The process that identified their child as an English Learner in need of services (Home
Language Survey, initial score on CELDT test)
 The child's level of English Proficiency and how it was assessed including the CELDT
level and explanation of test and levels as well as other data on student’s progress.
 Description of program that student will receive as well as materials and teaching
strategies used
 Description of how the program is designed to help their child learn English and
succeed academically
 Reclassification criteria to exit EL program and expected rate of promotion and
graduation
 Explanation of how EL program works in tandem with other programs the student may
need.
 Information on the waiver program if parents determine that they would like an
alternate program available to their children.
 Parents will be informed of their right to withdraw their child from the program but not
the services and to choose a different program. This process will be explained to them
and they will be given a copy of the waiver process.
 For students who enroll after the beginning of the school year, this notification process
will take place within 2 weeks of being placed in a language program.
 If the district or site fails to make AYP, all parents will be notified of such failure in
writing in a language that the parent understands no later than 30 days after such
failure is known. Bilingual personnel will make phone calls to parents with a follow-up
written letter to answer any questions that the parents may have. Meetings will be held
for questions.
 Both childcare and translation will be provided.
 Special Education English Learner students will have courses and interventions set
through their Individual Education Plans.
80
Required Activity
g. information pertaining to parental rights that
includes written guidance detailing –
i.
the right that parents have to have
their child immediately removed from
such program upon their request; and
ii.
the options that parents have to
decline to enroll their child in such
program or to choose another program
or method of instruction, if available;
iii.
the LEA assists parents in selecting
among various programs and methods
of instruction, if more than one
program or method is offered by the
LEA.
Upon registration of their student, and annually thereafter, parents will receive a written
explanation of the following information:
The reasons for the identification of their child as EL and in need of services (Home Language
Survey response, score on initial CELDT test)
 Special Education English Learner students will have courses and interventions set
through their Individual Education Plans.
 The child’s level of English proficiency and how it was assessed (explanation of CELDT
level, and explanation of CELDT exam), and the status of the student’s academic
achievement. (For “annual” EL students, it is important to record CST and / or other
academic information, GPA, and results of other district assessments.)
 The method of instruction the student will receive (program description that includes
information on time in ELD and materials to be used, subjects to be taught in L1 or
SDAIE and materials to be used, and authorization of teacher. In addition, benchmarks
and yearly goals should be explained so that parents can monitor progress towards
these goals).
 How this program is designed to meet the needs of the child (design-based on CPM
requirements, research, past successful experiences). How this program design helps
their child learn English (emphasis on ELD component, training of teachers).
 Specific exit requirements (what is the redesignation criteria) and expected rate of
promotion and graduation if student participates in this program.
 If the student has a disability, state how the services prescribed by the IEP work
together with the program in which the student is enrolled to maximize his / her learning
experiences.
 Parental right (to withdraw from the program but not the services) and to choose a
different program (alternative bilingual)
Note: Notifications must be provided to parents of
students enrolled since the previous school year: not later
than 30 days after the beginning of the schools year. If
students enroll after the beginning of the school year,
parents must be notified within two weeks of the child
being placed in such a program.
81
Plans to Provide Services for Immigrants
IF the LEA is receiving or planning to receive Title
III Immigrant funding, complete this table (per Sec.
3115(e)).
Description of how the LEA is meeting or plans to meet this requirement.
Family literacy, parent outreach,
and training activities designed
to assist parents to become
active participants in the
education of their children:
2.
Support for personnel, including
teacher aides who have been
specifically trained, or are being
trained, to provide services to
immigrant children and youth:
No
If yes, describe:
3.
Provision of tutorials, mentoring,
and academic or career
counseling for immigrant children
and youth;
No
If yes, describe:
Allowable
Activities
1.
No
We receive no money for Immigrants they are supported through the Title III and
EIA programs if they are in the program(s).
82
Identification and acquisition of
curricular materials, educational
software, and technologies to be
used in the program carried out
with funds:
No
If yes, describe:
5.
Basic instruction services that are
directly attributable to the
presence in the school district
involved of immigrant children
and youth, including the payment
of costs of providing additional
classroom supplies, costs of
transportation, or such other costs
as are directly attributable to such
additional basic instruction
services:
No
If yes, describe:
6.
Other instruction services
designed to assist immigrant
children and youth to achieve in
elementary and secondary
schools in the USA, such as
programs of introduction to the
educational system and civics
education:
No
If yes, describe:
Allowable Activities
4.
83
Allowable Activities
7.
Activities coordinated with
community-based organizations,
institutions of higher education,
private sector entities, or other
entities with expertise in working
with immigrants, to assist parents
of immigrant children and youth
by offering comprehensive
community services:
No
If yes, describe:
84
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 district, include a narrative that
describes areas of needed professional development and areas where adequate
professional development opportunities exist.
[Description of activities under Title II, Part A, Subpart 1, Grants to LEA]
STRENGTHS
NEEDS
The Chowchilla Union High School District
(CUHSD) follows the California state
model in addressing these qualifications
through an articulated and aligned
“Learning to Teach Continuum.” Resulting
from more than 15 years of research and
analysis of field –based practice, the
continuum solidifies a set of program
standards that are embedded for teachers
the knowledge and skills necessary to
lead students to high levels of
achievement. At the heart of the
continuum are the California Standards for
the teaching profession and 7-12 content
standards and performance levels for
students. The “Learning to Teach" system
emerges a world class, standards based
system aligning student, teacher,
administrator and professional
development standards with California’s
credential system. Teachers learn the content and
pedagogy of the standards in their teacher
preparation programs and undergraduate
subject matter programs. In order to
ensure application of this knowledge,
teachers participate in a rigorous two-year
BTSA Induction Program. Teacher
preparation and induction standards are
embedded in the California Formative
Assessment and Support System for
Teachers (CFASST) that is utilized in the
Induction Program. This is a standardsbased, systematic approach to teaching
that includes a focus on assessment and
state-adopted materials.
Through this high-quality, professional
development, teachers understand the
link between instruction and student
performance.
In order to meet the demands of
recruiting, licensing and retaining
highly qualified teachers over the next
5 years the CUHSD will use Title II
resources to maintain the current
structure of the “Learning to Teach
Continuum:”
Recruitment
Employ, train, and maintain
highly qualified support providers
to ensure that our newest
teachers receive support
Employ train and maintain
program staff to ensure effective
program implementation
Provide professional
development of administrators to
enable them to support new
teachers
Through skilled support
providers, build capacity and
understanding for the California
Standards for the Teaching
Profession
********************************************
All school
and district professional staff development
will focus on teaching student to meet or
exceed grade-level standards.
English Learners teaching strategies need to be
refined and developed for many of the teaching
staff. All professional development
focused on standards –based practices in
areas of program weakness will include
examination of research based practices
for accelerating English Learners towards
standards mastery in English. English Language
Professional Development (ELPD) for all teachers
********************************************
85
Activities of the program
include:
A. Recruit, train, and retain highly
qualified Support Providers to work
with every new teacher.
B. Provide release time or other
designated time for new teachers to
meet with their Support Providers.
C. Provide opportunities for new
teachers to attend planned,
professional development.
D. Provide opportunities for program
staff to continue to align services,
maximizing existing resources.
In addition to the BTSA Induction
Program, the District offers a wide range
of professional development offerings for
classified, certificated, and administrative
staff as approved in the annual District
Professional Development Plan.
********************************************
Of the 44 teachers at CUHS, 61% (27) have 75
units or more of educational units past the
bachelor’s degree level.
********************************************
EAP Writing process – all English teachers are
trained during the year in the EAP writing process
.
SDAIE - the district continues to offer SDAIE.
SB472 Math and Reading Professional
Development training in the SBE-adopted core
instructional materials in ELA, and reading
intervention materials but has not found training for
the mathematics curriculum
Classroom Management – the district
continues to train, implement and monitor
classroom management strategies for all
teachers.
Marzano strategies – implement the nonThe following areas have been identified
as significant needs:
The development of plans for teachers
currently employed to reach the Highly
Qualified status.
A district wide commitment and focus by
all teachers to close the gap in literacy
and numeracy on state and local
assessments.
86
Administrators must participate in
scientific research based professional
learning aimed at increasing their skills at
promoting the success of all students by:
o Completing AB75/430 or ATP (Administrators
Training Program)
o Completing staff development
training in the implementation
of SDAIE strategies.
o Developing a vision of
learning that is shared and
supported by the school
community
o Nurturing and sustaining a
school culture and
instructional program
conducive to student learning
and professional growth
o Collaboration with families
and community members to
mobilize resources
o Modeling a code of ethics and
developing professional
leadership capacity for
understanding, responding to
and influencing the larger
political, social, economic,
legal and cultural context for
education. Administrators will take part in various
ACSA administrative programs to develop
instructional leadership strategies.
A district wide commitment and focus by
all teachers to close the gap in literacy
and numeracy on state and local
assessments
Ongoing staff development involving the
updating of all curriculum to meet state
standards and rewrite the curriculums of
each course based on standards and a beginning
awareness of the common core standards.
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)
Please provide a description of:
Persons Involved/
Related
Timeline
Expenditures
Estimated
Cost
Funding
Source
1. How the professional development activities are aligned with the
State’s challenging academic content standards and student
academic achievement standards, State assessments, and the
curricula and programs tied to the standards:
The district will:
• Continue to implement its long-term professional development plan
that began with a focus on the content standards, continues with a
focus on formative assessments, and will lead into a focus of re-teaching
and intervention based on frequent assessments
• Continue to provide SB 472 training for all R/LA teachers; to date, all
R/LA teachers have completed 40 hours of SB 472 and are in the
process of documenting their 80 hours of practicum*;
• There is no SB 472 training for all math teachers in the adopted math
curriculum
• Provide SB 472 ELPD for all ELD teachers
• Enroll every site and district administrator who has not been trained in
AB 430 Module 1*.
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:
The district will:
• Ensure that the providers of SB 472 and AB 430 and the Administrator
Training Program are state-approved;
• Base decisions regarding professional development activities on
studies of effective practices conducted by researchers such as
those of Robert Marzano, Mike Schmoker, Douglas Reeves, Steven
Krashen, and Linda Darling Hammond;
Consultants
Department Chairs
Teachers
August 2011-August
2014
Consultants’
fees
Hourly wages
f
Consultants
Teachers
Enrollment
Fees
87
N/A
$20,000
$5,000
$750.00
Per module
Title II
• Base decisions regarding professional development on the
scientifically-proven finding that “the single most important
determinant of student achievement is the teachers’ qualifications
and teachers’ expertise” (Darling Hammond, 2000).
3. How the activities will have a substantial, measurable, and
positive impact on student academic achievement and how the
activities will be used as part of a broader strategy to eliminate the
achievement gap that separates the achievement gap that
separates low-income and minority students from other students:
The district will:
• Design professional activities based on with students of all
achievement levels (Differentiated instruction).
• Design activities that will train teachers in the skillful use of
classroom data for the purpose of identifying strengths and
weaknesses in student learning, monitoring student progress toward
specified goals, making adjustments in instruction, measuring the
degree to which students meet standards, and distinguishing
effective from ineffective instructional practice.
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:
The district and school site administration will:
• Meet regularly to make decisions regarding professional
development and discuss appropriate funding sources as well as
possible providers
• Meet regularly to monitor the sites’ staff
development plans and use of funding as described in the Single Plan
for Student Achievement
Various training
(working with
Providers and others)
Principal, Assistant
Principal Curriculum
and Instruction,
Department Chairs
Classroom
Teachers, School
Site Council
88
Duplication
fees/training
materials
TBD
Title II
Duplication
fees/training
materials
TBD
Title I
Title II
EIA
Please provide a description of:
Persons Involved/
Related
Timeline
Expenditures
Estimated
Cost
Funding
Source
5. The professional development activities that will be made
available to teachers and principals and how the LEA will
ensure that professional development (which may include
teacher mentoring) needs of teachers and principals will be
met:
The district will:
• Provide late start days annually;
• Conduct an annual needs assessment to determine the staff
development needs of teachers and principals and design activities
based on their responses
• Schedule SB 472 training each year
• Develop a peer coaching program
• Utilize staff mentors, and support providers to
implement the curriculum and instructional strategies gained through
professional development.
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:
The district will:
• Continue to use Title II funding for technology training at each school
site; these trainers provide technical assistance and training for teachers
in the use of EduSoft and Aries technology to improve teaching and
learning; technology into instruction, i.e. electronic response clickers,
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:
School Board,
Superintendent,
Director, Special
Projects and
Assessments
Principal, Assistant
Principal Curriculum
and Instruction
Teachers, Outside
Entities when needed
Superintendent,
Director, Special
Projects and
Assessments, IT
Department,
Principal, Assistant
Principal Curriculum
and Instruction
Teachers, Outside
Entities when needed
89
Training and
Mentors
$3,500.00
Training and
Mentors
$3,000.00
BTSA
Title II
Corrective Action
Funding
BTSA
Title II
Corrective Action
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 professional development.):
The district will:
• Provide support to the schools to maintain their computer labs;
• Continue to use Title II funding and supplement it with Title I to provide
additional training to teachers to integrate
technology into instruction, i.e. electronic response clickers, digital
white boards, (i.e. Promethean boards), teacher web pages, wiki space,
etc.
Please provide a description of:
Superintendent,
Director, Special
Projects and
Assessments, IT
Department,
Principal, Assistant
Principal Curriculum
and Instruction
Teachers, Outside
Entities when needed
IT department
Persons Involved/
Related
Timeline
Expenditures
$5,500.00
Estimated
Cost
Title II
Corrective Action
Funding
Funding
Source
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:
• Meet monthly with the technical advisors, who bring input from
the schools’ staffs, to evaluate professional development needs and
plan activities accordingly and in alignment with the goals of the LEA
plan*;
• Meet monthly with ELAC/DELAC to review student achievement data
and discuss professional development needs
• Provide training to School Site Councils, ELAC/DELACs, and Title I
Parents to understand and use data in order that they will be able to
determine professional development needs
• Visit Site Council, ELAC, and Title I Parent meetings throughout the
year to provide guidance in evaluating their Single Plan for Student
Achievement and planning professional development in alignment in
their plan.
Superintendent,
Director, Special
Projects and
Assessments, IT
Department,
Principal, Assistant
Principal Curriculum
and Instruction
Teachers, Outside
Entities when needed
90
Duplication
Food
$1,000
Title I
Title III
EIA
9. How the LEA will provide training to enable teachers to:
• Teach and address the needs of students with different learning
styles, particularly students with disabilities, students with
special learning needs (including students who are gifted and
talented), and students with limited English proficiency;
• Improve student behavior in the classroom and identify early
and appropriate interventions to help all students learn;
• Involve parents in their child’s education; and
• Understand and use data and assessments to improve
classroom practice and student learning.
The district will:
• Provide staff development opportunities to teachers through a
strategically designed schedule that includes topics such as
differentiated instruction, academic vocabulary, CELDT level
questioning, motivation, student discipline, and classroom management;
workshops are led by the County Office Education, and site district
experts;
• At Advisory Committee meetings and ELAC/DELAC meetings,
teach parents how to assist their children to succeed in class and
with homework*;
• Provide guidance and support to school personnel in planning
parent education classes*;
• Continue to implement the long-term professional development plan,
which includes teaching teachers to understand and use data and
assessment to improve practice; core training provided by technical
advisors with follow-up training provided by site and District experts.
10. How the LEA will use funds under this subpart to meet the
requirements of Section 1119:
The district will:
Provide mentors for interns.
• Provide funding for the registration of teachers for necessary
authorizations to their credentials as required for continued certification
as related to Special education and ELD.
Superintendent,
County Technical
Support,
Principal, Assistant
Principal
Trainers,
Aides,
Parents,
Teachers,
Students
Director, Special
Projects and
Assessments
Principal,
91
Duplicating
Costs
Cost per page
Enrollment
Fees
TBD
$1,000.00
No more than
$5,000
Performance Goal 4: All students will be educated in learning environments that
are safe, drug-free, and conducive to learning.
Environments Conducive to Learning (Strengths and Needs):
Please provide a list of the LEA’s strengths and needs regarding how students are
supported physically, socially, emotionally, intellectually, and psychologically in
environments that are conducive to learning, along with the LEA’s strengths and needs
regarding student barriers to learning (e.g., attendance, mobility, and behavior).
STRENGTHS
NEEDS
There are many opportunities for
students to connect to school at CUHS.
Through staff development, Teachers
are updated on strategies to improve
student achievement each year.
Administration follows consistent
policies and schedules to support
students and staff.
Just like any California High School
students move around at the beginning
and throughout the school year. CUHS
had students who become inactive in
the 2010-2011 school year. Truancy
was 3.8%. CUHS recorded 568
suspensions and 21 expulsions during
the 2010-2011 school year.
Environments Conducive to Learning (Activities):
Please list the activities or programs supported by all NCLB or state funded programs
that the LEA will implement to support students physically, socially, emotionally,
intellectually, and psychologically in environments that are conducive to learning.
Include programs and strategies designed to address students’ barriers to learning (e.g.
attendance and behavior). Include a copy of the LEA’s code of conduct or policy
regarding student behavior expectations.
ACTIVITIES
Student activities at CUHS are many. We have 14 sport programs for both male and
female students, many clubs, a choir and band, and a keyboarding group that
performs at least twice a year. We offer Drama as an elective and put on
performances for the community. Our FFA program competes in fairs and attends
conventions in and out of the state. Our after school program, Key Visions, which is
grant funded also gives student’s enrichment activities beyond the school day.
Additionally, Key Visions also supports academics with core “credit recovery” classes
offered each semester.
Students must maintain a 2.1 grade point average; have good behavior and good
attendance to participate in these activities.
Students are held accountable to behavior by being held out of activities if they are
on the non-privilege list.
92
Needs and Strengths Assessment (4115(a) (1) (A)):
Based on data regarding the incidence of violence and alcohol, tobacco, and other drug
use in the schools and communities to be served, and other qualitative data or
information, provide a list of the LEA’s strengths and needs related to preventing risk
behaviors.
STRENGTHS
According the California Healthy Kids
Survey (CHKS) conducted in the spring
of the 2009-2010 school year with our
9th and 11th grade students, the
percentage of students who
experienced safety-related incidents at
school is less than 33%. The
percentage of students who
participated in high risk behaviors is
less than 41%.
93
NEEDS
There is a need for a full time school
psychologist.
Performance Goal 4: All students will be educated in learning environments that
are safe, drug-free, and conducive to learning.
Safe and Drug Free Schools and Communities (SDFSC) and Tobacco Use
Prevention Education (TUPE)
Prevention Program Performance Indicators (4115(a) (1) (B)):
The LEA is required to establish a biennial goal for all of the performance indicators
listed below. List specific performance indicators for each grade level served, and for
each listed measure, as well as the date of, and results from, the baseline
administration of the Healthy Kids Survey:
Alcohol, Tobacco, Other Drug Use, and Violence Prevention
Performance Measures
From the California Healthy Kids Survey
The percentage of students that have ever used
cigarettes will decrease biennially by:
The percentage of students that have used cigarettes
within the past 30 days will decrease biennially by:
The percentage of students that have used marijuana
will decrease biennially by:
The percentage of students that have used alcohol
within the past 30 days will decrease biennially by:
Most Recent
Survey date:
__/__/__
Baseline Data
5th
__ %
5th
__ %
7th
__ %
7th
__ %
7th
__ %
7th
__ %
9th
7%
9th
5
11th
10 %
11th
5th
__ %
5th
__ %
7th
__ %
7th
__ %
7th
__ %
7th
__ %
9th
35 %
9th
5%
11th 31
The percentage of students that have used marijuana
within the past 30 days will decrease biennially by:
%
5%
%
11th
7th
__ %
7th
__ %
9th
_6 %
9th
5%
11th
94
Biennial
Goal
(Performance
Indicator)
3%
11th
5%
5%
The percentage of students that feel very safe at school
will increase biennially by:
The percentage of students that have been afraid of
being beaten up during the past 12 months will
decrease biennially by:
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
15 %
9th
5%
11th 12 %
11th 5 %
7th
__ %
7th
__ %
9th
9%
9th
5%
11th 9 %
11th 5 %
_3.8%__%
_____%
Truancy Performance Indicator
The percentage of students who have been truant will
decrease annually by _5%___from the current LEA rate
shown here.
NOTE: Calculate the percentage in the LEA by tallying the number
of students who have been classified as truant during the school
year per Education Code Section 48260.5, and dividing that total by
the CBEDS enrollment for the same school year.
Protective Factors
Performance Measures
from the California Healthy Kids Survey
The percentage of students that report high levels of caring
relationships with a teacher or other adult at their school will
increase biennially by:
The percentage of students that report high levels of high
expectations from a teacher or other adult at their school will
increase biennially by:
95
Most recent
date:
5_/_10_/_10_
Biennial
Goal
(Performance
Indicator)
Baseline Data
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
82 %
9th
5 %
11th
94 %
11th
5 %
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
37 %
9th
5 %
11th
55 %
11th
5 %
The percentage of students that report high levels of
opportunities for meaningful participation at their school will
increase biennially by:
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
9 %
9th
5 %
11th 16
The percentage of students that report high levels of school
connectedness at their school will increase biennially by:
%
11th 5
%
5th
__ %
5th
__ %
7th
__ %
7th
__ %
9th
23 %
9th
5 %
11th 37
%
11th 5
%
Other Performance Measures
List below any other performance measures and performance indicators the LEA has
adopted specific to its prevention programs (drug, violence, truancy, school safety, etc.).
Specify the performance measure, the performance indicator goal, and baseline data for
that indicator.
LEA Specified Performance Measures
Performance
Indicator
Goal
Baseline
Data
Aeries records – Suspensions (2010-2011)
(-) by 5%
568
Aeries records – Expulsions (2010-2011)
(-) by 5%
21
Aeries records/eTruancy – Truancy (2010-2011)
(-) by 5%
3.8%
________________________________
(Process to Collect Data)
96
Science Based Programs (4115 (a) (1) (C)):
The LEA must designate and list the science-based programs (programs proven by science to effectively prevent tobacco
use, alcohol use, other drug use, and violence) selected from Appendix C. From Appendix C, list the scientifically based
programs the LEA will adopt and implement to serve 50 percent or more of the students in the target grade levels.
Indicate below your program selections, and provide all other requested information.
Science-Based Program Name
Program
ATODV
Focus
Target
Grade
Levels
Nothing currently
97
Target
Population
Size
Purchase
Date
Staff
Training
Date
Start
Date
Research-based Activities (4115 (a) (1) (C)):
Based on the research cited in Appendix D, check the box for each activity the LEA will implement as part of the
comprehensive prevention program and provide all other requested information.
Check
Activities
After School Programs
Program ATODV Focus
Target Grade Levels
Key Visions Program
9-12
Early Intervention and Counseling
Pre-Testing in Math and ELA
Incoming Freshmen
Environmental Strategies
Freshmen Academy
Incoming Freshmen
Family and Community Collaboration
ELAC/DELAC, SSC, Parent
Committees
9-12
Peer-Helping and Peer Leaders
Link Crew
9-12
Positive Alternatives
Academic Awards Assemblies
9-12
School Policies
Parent/Student Handbook,
Calendar, Website
Graduation Project (TAPS), ROP
9-12
X
Conflict Mediation/Resolution
X
X
X
Media Literacy and Advocacy
Mentoring
X
X
X
Service-Learning/Community Service
9-12
X
Student Assistance Programs
X
Tobacco-Use Cessation
Career Center on campus, Student 9-12
Assistants in classrooms and office
Life skills class
9
X
98
Check
Activities
Youth Development
Caring Schools
Caring Classrooms
Other Activities
Program ATODV Focus
99
Target Grade Levels
Promising or Favorable Programs (4115 (a) (3)):
The LEA may – but is not required to – designate and list the promising or favorable programs (programs whose
effectiveness is not as strongly established though scientific evidence) selected from Appendix E. From Appendix E, list
the promising or favorable programs the LEA will adopt and implement to serve 50 percent or more of the students in the
target grade levels. Indicate below your program selections, and provide all other requested information.
Promising Program name
Program
ATODV
Focus
Target
Grade
Levels
Target
Population
Size
Purchase
Date
Staff
Training
Date
Start
Date
Nothing currently- Using Glencoe Life Skills
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.
X
100
Analysis of Data for Selection of Programs and Activities (4115 (a) (1) (D)):
For each selected Appendix C programs or Appendix D activities, provide a brief narrative rationale based on the LEA’s
analysis of CSS, CHKS, and CSSA data related to why the LEA selected these programs and activities for
implementation.
Chowchilla Union High School District chose to use the California Healthy Kids Survey to have a baseline for deciding curriculum, programs and
policies for the high school.
Evaluation and Continuous Improvement (4115 (a) (2) (A)):
Provide a description for how the LEA will conduct regular evaluations of the effectiveness of the LEA’s alcohol, tobacco,
and other drug use and violence prevention program. Describe how the results of the evaluation will be used to refine,
improve and strengthen the program.
Chowchilla Union High School District reviews its School Safety Plan in the spring semester of each year. In the review, based on data from
discipline, attendance, ed. code and penal code updates, trend changes and staff changes are used to keep the plan current.
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.
CUHS currently reports publicly progress through report cards, and all student information being mailed home, school website, Parent meetings
(Back to School Night, Open House, Parent/Teacher conferences, School Site Council and English Learner Advisory Committees) and academic
awards events.
101
Mandatory Safe and Drug Free Schools and Communities (4114(d) (2) (E)):
Briefly describe how SDFSC funded program services will be targeted to the LEA’s schools and students with the greatest
need. (Section 4114 [d] [3])
CUHS offers Alcohol and Drug Counseling services to students with need. A School Psychologist is scheduled on campus one day a week and
counsels individually and in small groups. These services are provided to all schools in the Chowchilla Union High School District.
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.
The Health Counselor is an off campus person from Madera County Behavioral and Mental Health Services.
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.
Parent communication is a priority at CUHS. Parents are notified and invited to participate in many ways. CUHS currently reports publicly
progress through report cards, and all student information being mailed home, school website, Parent meetings (Back to School Night, Open
House, Parent/Teacher conferences, School Site Council and English Learner Advisory Committees) and academic awards events.
102
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.
CUHS does not receive TUPE funding.
TUPE Funded Positions (Health & Safety Code 104420(b) (3)):
Provide full time equivalent (FTE) staffing configuration for all TUPE funded positions. (Health and Safety Code
section104420 [b] [3])
Position/Title
Full time equivalent
103
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 LEA’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 LEA’s efforts to
ensure that all students have equal access to advanced placement (AP) opportunities.
Performance
Indicator
Activities/Actions
Students
Served
1. All students
complete
four-year
academic/career plan.
All
Students
2. Parents and
students
are made aware of
graduation
requirements
annually.
All
Students
3. Student progress is
monitored. Progress
reports sent home to
parents mid-quarter
and
report cards sent
quarterly.
All
Students
4. 10th grade
counseling
appointments made
with parents and
student to monitor
progress and review
and/or develop
academic and career
plans. High-risk
All 10th
grade
Students
Timeline/
Person(s)
Involved
Counselors
Administrators
Administrators
Counselors
Parents and
Students
Annually
Benchmarks/
Evaluation
Funding
Source
District will
maintain a dropout
rate of 2% or
below
each year
General Fund
District will
continue to
provide
parents and
students with
graduation
requirements
annually.
General Fund
District will
continue to send
out
progress reports
and/or report
cards
eight times each
year.
General Fund
District will
continue to
provide
10th grade
counseling
appointments
with
parents and
students
10th grade
counseling
10th Grade
Counseling
5.1
(High School
Graduates)
Teachers
Counselors
Administrators
Eight times per
year
104
Counselors
Administrators
Annually
students are given
priority. An annual
meeting with a
counselor for all
students.
annually
4. All students are
assigned a TAP teacher at
the beginning of the ninth
grade, and student and
teacher are together
ideally for four years.
Students are grouped
alphabetically by grade
level, and each class
averages 20 students. The
role of the TAP teacher is
to serve as a mentor,
All
Students
School
Counselors
ROP
Counselors
Teachers
Administrators
Continue to offer
career and
technical
education
classes
each year
ROP
Carl D.
Perkins
Career and
Technical
Education
5. Career and technical
education classes,
including ROP.
ROP
Students
On Site
teachers/Madera
County ROP
Number and
passage of
student in ROP.
ROP funding
6. Agriculture program
Ag students
Ag teachers
Success of
students in the
ag program
Ag incentive
funding
1. Monitor student
attendance and
behavior.
Parent and student
conference as needed.
ConnectED
Annual counselor
meeting.
Students at
risk
because of
attendance
or behavior
problems
Attendance
Administrators
Counselors
Annually
District will
maintain a dropout
rate of 2% or
below
each year.
General Fund
Safe School
Counseling
Funds
2. Extra curricular
All
Students
Club Advisors
Coaches
Teachers
Administrators
District will
maintain a dropout
rate of 2% or
below
each year
General Fund
ASB
Special Program
Coordinators
Counselors
Teachers
Administrators
District will
continue to offer
special programs
each year
Title I
EIA, TITLE III,
CAHSEE
Special
Education
5.2
(Dropouts)
3. Special programs for
high-risk students: Title
I, EL, Special
Education,
Homeless, Foster,
CAHSEE Intervention,
etc.
At-risk
Students
105
4. Gateway or
Discovery programs
for students expelled
from schools, but
retained in
school
All students
Suspended/
Expelled
Students
All teachers
Gateway
teachers,
Discovery
teachers
Psychologist
Administrators
Annually
6. Drug and Tobacco
Reduction Programs
Students
with drug
or tobacco
problems
Site Facilitators
Psychologists
Teachers
Counselors
Administrators
Annually
District will
continue to
provide
Gateway or
Discovery
Program (in
conjunction with
Madera County)
each year
General Fund
General Fund
Pupil
Retention
Block Grant
District will
provide
programs to
reduce the
number
of drug and
tobacco
incidents.
7. Independent Study
Program
Students
with serious
medical
and/or
financial
needs
Teachers
Counselors
Administrators
Annually
District will
continue to
provide
the programs
each
year.
General Fund
8. Adult Education
Programs
Adults
returning
for high
school
diploma
Teachers
Counselors
Administrators
Annually
District will
provide for
the programs
each
year.
Adult Basic
Education
Funds
1. GATE and Honors
Programs
All students
identified as
GATE
Counselors
Teachers
Administrators
Annually
Increase the
number of AP
class offerings
and number of
students taking
AP classes.
GATE
General Fund
2. Increase AP course
offerings and access
Students
with
academic
motivation
Counselors
Teachers
Administrators
Annually
The number of
students in AP
courses and
exams will
increase.
GATE
General Fund
5.3
(Advanced
Placement)
106
Additional Mandatory Title I Descriptions
Please include in the space below the following descriptions mandated by NCLB legislation. If the LEA has already
included any of the descriptions, they do not need to be provided again here; please indicate the page number or section
of the Plan where this information is included.
Describe the measure of poverty that will be used to determine which schools are eligible for Title I funding in accordance
with Section 1113, “Eligible School Attendance Areas.”
Description of how the LEA is meeting or plans to meet this
requirement:
Identify one of the following options as the low-income
measure to identify schools eligible for Title I funding:

Number of children in families receiving assistance
under the Cal Works program;
 Number of children eligible for Free/Reduced Price
Lunch programs;
 Number of children ages 5-17 in poverty counted by
the most recent census data;
 Number of children eligible to receive medical
assistance under the Medicaid program;
 Or a composite of the above.
Describe how the low-income measure described above is
used to rank and select schools to receive Title I funds:


All schools with a 75% or above poverty level are
funded
All other schools are funded by poverty ranking
district wide or by grade span.
Chowchilla Union High School District qualifies for Title I funding using free
and reduced lunch documentation.
Chowchilla Union High School is funded using poverty rankings as based
upon the Consolidated Application.
The district has one comprehensive high school, one continuation high
school, and an adult education program.
Only the comprehensive high school is funded with Title I funding and is a
school wide program.
107
Additional Mandatory Title I Descriptions
(continued)
Please provide a general description of the nature of the programs to be conducted by the LEA’s schools under Sections
1114, “Schoolwide Programs,” and/or Section 1115, “Targeted Assistance Schools.” Direct-funded charters and single
school districts, if conducting a schoolwide program authorized under Section 1114, may attach a copy of the Schoolwide
Plan or Single Plan for Student Achievement in lieu of this description. All ten of the required components must be
addressed. (For more information on Schoolwide, please go to http://www.cde.ca.gov/sp/sw/rt; for Targeted Assistance go
to http://www.cde.ca.gov/sp/sw/rt/tasinfo.asp).
Description of how the LEA is meeting or plans to meet this
requirement:
Through representative committees, Chowchilla Union High School has designed
For schoolwide programs (SWP), describe how the LEA will
a comprehensive Single Plan for Student Achievement/Title I School wide Plan
help schools to bring together all resources to upgrade the
reflective of federal and state requirements and district reform efforts. The dataentire educational program at the school and include
driven Plan is aligned with standards; it is the roadmap the school uses to focus on
assistance in activities such as:
the goals, annual targets and core content in each of the core curricular areas. The
 A comprehensive needs assessment of the entire
school in relation to state standards. Schoolwide reform
strategies that provide opportunities for all children to
meet state standards.
 Effective methods and instructional strategies based on
scientifically-based research.
 Strategies that give primary consideration to extended
learning time, extended school year, before and after
school and summer programs.
 Proven strategies that address the needs of historically
under served students, low achieving students, and
those at risk of not meeting state standards.
 Instruction by highly qualified teachers and strategies to
attract and keep such teachers.
 High quality and ongoing professional development for
teachers, principals, paraprofessionals, and if
108
Plan is continuously updated to reflect current efforts and the needs of each
school’s diverse population. The school’s plan integrates multiple assessments and
accountability procedures to ensure that all multi-funded students have full access
to and participation in the core curriculum. The core curriculum includes
Reading/Language Arts, English Language Development, Foreign Language,
Mathematics, Science, Health, History/Social Studies, and Visual and Performing
Arts. These core programs are based on the California State content standards and
framework
Chowchilla Union High School has identified a Homeless Liaison to ensure that
homeless children and youth are identified and provided with full and equal
educational opportunities. Homeless students qualify for Title 1 services, free
school meals and after school programs. The Liaison also provides referral
assistance for these students to receive immediate basic needs such as food,
clothing, shelter and medical needs, in addition to school supplies, academic
tutoring and transportation. Services for grade 9-12 students are Through
representative committees, Chowchilla Union High School has designed a
comprehensive Single Plan for Student Achievement/Title I School wide Plan
reflective of federal and state requirements and district reform efforts. The datadriven Plan is aligned with standards; it is the roadmap the school uses to focus on
the goals, annual targets and core content in each of the core curricular areas. The
Plan is continuously updated to reflect current efforts and the needs of the
appropriate, pupil services personnel, parents and other
staff.
 Strategies to increase parental involvement.
 Assistance to preschool children in transitioning from
early childhood programs to elementary school
programs.
 Timely and effective additional assistance to students
who experience difficulty mastering state standards.
For targeted assistance programs (TAS), describe how the LEA will help
schools to identify participating students most at risk of failing to meet
state standards and help those students to meet the State’s challenging
academic standards. The description should include activities such as:






Effective methods and instructional strategies based on
scientifically-based research.
Strategies that give primary consideration to extended learning
time, extended school year, before and after school and summer
programs.
Strategies that minimize removing children from the regular
classroom during regular school hours for instruction.
Instruction by highly qualified teachers.
Professional development opportunities for teachers, principals,
and paraprofessionals, including if appropriate, pupil services
personnel, parents, and other staff.
Strategies to increase parental involvement.
109
school’s diverse population. The school’s plan integrates multiple
assessments and accountability procedures to ensure that all multi-funded
students have full access to and participation in the core curriculum. The
core curriculum includes Reading/Language Arts, English Language
Development, Foreign Language, Mathematics, Science, Health,
History/Social Studies, and Visual and Performing Arts. These core
programs are based on the California State content standards and
framework
Chowchilla Union High School has identified a Homeless Liaison to ensure
that homeless children and youth are identified and provided with full and
equal educational opportunities. Homeless students qualify for Title 1
services, free school meals and after school programs. The Liaison also
provides referral assistance for these students to receive immediate basic
needs such as food, clothing, shelter and medical needs, in addition to
school supplies, academic tutoring and transportation. Academic services
for grade 9-12 students are based upon a needs assessment that includes
numerous quantitative and qualitative measures. School teams gather to
analyze date in order to determine gaps and revise the school plan in
conjunction with school staff and the School Site Council. At risk students
are those who are failing, at risk of failing, or behind in credits.
Additionally, they may not be proficient in state standards scores or on the
CAHSEE test.
There is no targeted assistance program.
Additional Mandatory Title I Descriptions
(continued)
Please describe how teachers, in consultation with parents, administrators, and pupil services personnel in targeted
assistance schools under Section 1115, “Targeted Assistance Schools,” will identify the eligible children most in need of
services under this part. Please note that multiple, educationally related criteria must be used to identify students
eligible for services. Where applicable, provide a description of appropriate, educational services outside such schools
for children living in local institutions for neglected or delinquent children in community day school programs, and
homeless children.
Description of how the LEA is meeting or plans to meet this
requirement:
There is no targeted assistance program.
Describe who is involved and the criteria used to identify
which students in a targeted assistance school will receive
services. The criteria should:
 Identify children who are failing or most at risk of
failing to meet the state academic content standards.
 Use multiple measures that include objective criteria
such as state assessments, and subjective criteria
such as teacher judgment, parent interviews and
classroom grades.
 Include solely teacher judgment, parent interviews and
developmentally appropriate measures, if the district
operates a preschool through grade 2 program with
Title I funds.
The description should include services to homeless children,
such as the appointment of a district liaison, immediate
enrollment, transportation, and remaining in school of origin.
The description should include services to children in a local
institution for neglected or delinquent children and youth or
attending a community day program, if appropriate.
110
Additional Mandatory Title I Descriptions
(continued)
Please describe the actions the LEA will take to assist in its low-achieving schools identified under Section 1116,
“Academic Assessment and Local Educational Agency and School Improvement,” as in need of improvement.
Description of how the LEA is meeting or plans to meet this
requirement:
If the LEA has a PI school(s), describe technical assistance
activities the LEA will provide to help the PI school, such as
the following:




Assistance in developing, revising, and implementing
the school plan.
Analyzing data to identify and address problems in
instruction, parental involvement, professional
development and other areas.
Assistance in implementing proven and effective
strategies that will address the problems that got the
school identified as PI and will get the school out of PI.
Assistance in analyzing and revising the school
budget so the school’s resources are used effectively.
111
Chowchilla Union High School District will provide technical assistance to
assist schools to:
Analyze assessment data in regard to AYP and API identify subgroups
of underperforming students in order to better identify strategies to use to
allow students to learn material being taught.
Review site core and supplemental instructional program implementation
identify categorical interventions to implement for at-risk
students/subgroups not meeting AMO’s and AMAO’s
Monitor implementation of instructional program and Program
Improvement Choice and Supplemental Educational Services (SES).
Additional Mandatory Title I Descriptions
(continued)
Please describe the actions the LEA will take to implement public school choice with paid transportation and
Supplemental Educational Services, consistent with the requirements of Section 1116, “Academic Assessment and Local
Educational Agency and School Improvement.”
Description of how the LEA is meeting or plans to meet this
requirement:
Describe the process for parent notification of the school’s
identification as PI, including notification of the right for
students to transfer to another school that is not PI with paid
transportation, and the right to receive supplemental services.
Describe how the LEA will provide school choice and
supplemental services to eligible children, including the
selection of the children to receive services.
Consistent with the requirements of Section 1116.
Each summer, parents at identified Program Improvement schools will
receive notification regarding AYP data and Program Improvement Choice
and Supplemental Educational Services options for the next school year.
Upon release of the State assessment data each August, district personnel
will review all appropriate STAR data to determine schools’ AYP progress
and standing in regard to the School Choice and SES mandates. Chowchilla
Union High School District will promptly provide written notification to all
parents at schools newly identified as a Program Improvement school.
Notification will include:
What PI status means in comparison with other schools in the state
The reasons for PI status
What the school is doing to address the problems of achievement
What the district and state are doing to help the school
How parents can become involved in helping to improve student
achievement
The parent’s option to transfer their child to a non-PI school in the district
with transportation costs provided by the district.
At schools mandated to provide Supplemental Educational Services, written
notification will also be provided to eligible families informing them of this
option. SES Parent Meetings, phone calls, Brochures and Notices will
facilitate outreach to parents in an effort to assist them to understand the
112
SES option and to select a provider to meet the needs of their child. An SES
timeline is as follows:
SES
Activity
Timeline
Date
August
Parent notification/brochures regarding SES mailed out
SES contracts from approved providers and sends providers student
lists/information
August-June
113
Providers meet with SES students and parents to
formulate student goals and sign off on Student Learning
Plan
District Reviews Student Learning Plans
Tutoring sessions Parent notification/brochures regarding
SES mailed out
Additional Mandatory Title I Descriptions
(continued)
Please describe the strategy the LEA will use to coordinate programs under Title I with programs under Title II to provide
professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators,
parents, and other staff, including LEA-level staff in accordance with Section 1118, “Parental Involvement,” and Section
1119, “Qualifications for Teachers and Paraprofessionals.”
Description of how the LEA is meeting or plans to meet this
requirement:
Describe the LEA’s strategies for coordinating resources and
efforts to help schools retain, recruit and increase the number
of highly qualified teachers, principals, and other staff.
Describe the LEA’s strategies for coordinating resources and
efforts to prepare parents to be involved in the schools and in
their children’s education.
114
Chowchilla Union High School District is a firm believer in the benefits of
high quality professional development provided to teachers, administrators
and other staff members.
Staff members are provided with the opportunity to attend research-based
professional development in the areas of reading and mathematics. Release
time enables attendance at institutes and comprehensive workshops. In
addition, teachers and administrators have received comprehensive training
in reading, mathematics, and English Language Development (ELD).
Professional development is focused on utilizing research-based
instructional strategies to bridge the achievement gap for students not
meeting benchmarks on content standards.
Parents are provided with numerous in-service and training opportunities on
parent involvement, standards-based education and school review.
School administrators and teaching staff provide parents with critical and
meaningful information that support their involvement in the school and in
the education of their children. Phone calls, e-mails, ConnectEds and notes
back and will call parents on the phone if they observe that a student is
experiencing academic and/or social difficulties.
Additional Mandatory Title I Descriptions
(continued)
Coordination of Educational Services
In the space below, please describe how the LEA will coordinate and integrate educational services at the LEA or
individual school level in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the
instructional program. Include programs such as: Even Start; Head Start; Reading First; Early Reading First and other
preschool programs (including plans for the transition of participants in such programs to local elementary school
programs; services for children with limited English proficiency; children with disabilities; migratory children; neglected or
delinquent youth; Native American (Indian) students served under Part A of Title VII; homeless children; and immigrant
children.
Description of how the LEA is meeting or plans to meet this
requirement:
Describe how the LEA will coordinate and integrate
educational services at the LEA or individual school level in
order to increase program effectiveness, eliminate
duplication, and reduce fragmentation of the instructional
program, including programs such as:
a.
b.
c.
d.
e.
f.
Even Start
Head Start
Reading First
Early Reading First
Other preschool programs
Services for children that are migratory, neglected or
delinquent, Native American (Title VII, Part A),
homeless, immigrant, and limited-English proficient,
and children with disabilities.
Compare to programs listed on Page 11 of the LEA Plan to
determine if all active programs have been addressed.
115
The overall focus in the Chowchilla Union High School District has
been, and continues to be, an emphasis on improved student
achievement and accountability. The superintendent’s goal of every
high school student graduating from our district guides reform efforts
and provides a continuity of focus and approach. The number one
organizational goal is to improve student performance. Our district’s
integrated approach is outlined in the school’s Single Plan for Student
Achievement/Title I School wide Plan. Through representative
committees, Chowchilla Union High School District has designed a
comprehensive data-driven school plan reflective of federal and state
requirements and district reform efforts. Coordination and integration of
supplementary services is designed to meet the special needs of all
students. Specific district structures, processes and procedures ensure
that identified students receive appropriate supplemental services.
Supplemental programs include Title I, Title I ARRA, EIA-State
Compensatory Aid (SCE), Title II, Title III, Title IV, Special Education
Collaboration and planning among administrators, support staff,
teachers and families is encouraged at the district and each school site
through the School Site Council (SSC), English Learner Advisory
Committee (ELAC/DELAC). Through cohesive planning the Single Plan
for Student Achievement, approved by the SSC, is regularly updated to
improve student performance. The School Plan identifies research-
based interventions for students who are at risk in order to ensure that
all students achieve to meet high standards. Schools have created
extended learning opportunities to increase students’ learning time
through before school, after school, intersession, summer school, and
early childhood programs. The district provides support to each school
site. Schools receive regular assistance in coordinating their budgets,
maximizing their fiscal resources and aligning their expenditures to their
Plan.
116
Part III
Assurances and Attachments
Assurances
Signature Page
Appendix
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
117
ASSURANCES
To assure the LEA’s eligibility for funds included in this Plan, the Superintendent must
provide an original signature below attesting to compliance with all of the following
statements.
GENERAL ASSURANCES
1. Each such program will be administered in accordance with all applicable statutes,
regulations, program plans, and applications.
2. The LEA will comply with all applicable supplement not supplant and maintenance of effort
requirements.
3. (a) The control of funds provided under each program and title to property acquired with
program funds will be in a public agency, a non-profit private agency, institution,
organization, or Indian tribe, if the law authorizing the program provides for assistance to
those entities; (b) the public agency, non-profit private agency, institution or organization, or
Indian tribe will administer the funds and property to the extent required by the authorizing
law.
4. The LEA will adopt and use proper methods of administering each such program, including
(a) the enforcement of any obligations imposed by law on agencies, institutions,
organizations, and other recipients responsible for carrying out each program; and (b) the
correction of deficiencies in program operations that are identified through audits,
monitoring, or evaluation.
5. The LEA will cooperate in carrying out any evaluation of each such program conducted by,
or for, the State educational agency, the Secretary, or other Federal officials.
6. The LEA will use such fiscal control and fund accounting procedures as will ensure proper
disbursement of, and accounting for, Federal funds paid to the applicant under each such
program.
7. The LEA will: (a) submit such reports to the State educational agency (which shall make the
reports available to the Governor) and the Secretary as the State educational agency and
Secretary may require to enable the State educational agency and Secretary to perform
their duties under each such program; and (b) maintain such records, provide such
information, and afford such access to the records as the State educational agency (after
consultation with the Governor) or the Secretary may reasonably require to carry out the
State educational agency’s or the Secretary’s duties.
8. The LEA has consulted with teachers, school administrators, parents, and others in the
development of the local consolidated application/LEA Plan to the extent required under
Federal law governing each program included in the consolidated application/LEA Plan.
9. Before the application was submitted, the LEA afforded a reasonable opportunity for public
comment on the application and considered such comment.
118
9a. The LEA will provide the certification on constitutionally protected prayer that is required
by section 9524.
10. The LEA will comply with the armed forces recruiter access provisions required by section
9528.
TITLE I, PART A
The LEA, hereby, assures that it will:
11. Participate, if selected, in the State National Assessment of Educational Progress in 4th and
8th grade reading and mathematics carried out under section 411(b)(2) of the National
Education Statistics Act of 1994.
12. If the LEA receives more than $500,000 in Title I funds, it will allow 1 percent to carry out
NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting
skills; 95 percent of the allocation will be distributed to schools.
13. Inform eligible schools and parents of schoolwide program authority and the ability of such
schools to consolidate funds from Federal, State, and local sources.
14. Provide technical assistance and support to schoolwide programs.
15. Work in consultation with schools as the schools develop the schools’ plans pursuant to
section 1114 and assist schools as the schools implement such plans or undertake activities
pursuant to section 1115 so that each school can make adequate yearly progress toward
meeting the State student academic achievement standards.
16. Fulfill such agency’s school improvement responsibilities under section 1116, including
taking actions under paragraphs (7) and (8) of section 1116(b).
17. State educational agency and Secretary to perform their duties under each such program;
and (b) maintain such records, provide such information, and afford such access to the
records as the State educational agency (after consultation with the Governor) or the
Secretary may reasonably require to carry out the State educational agency’s or the
Secretary’s duties.
18. The LEA has consulted with teachers, school administrators, parents, and others in the
development of the local consolidated application/LEA Plan to the extent required under
Federal law governing each program included in the consolidated application/LEA Plan.
19. Before the application was submitted, the LEA afforded a reasonable opportunity for public
comment on the application and considered such comment.
9a. The LEA will provide the certification on constitutionally protected prayer that is required by
section 9524.
20. The LEA will comply with the armed forces recruiter access provisions required by section
9528.
119
TITLE I, PART A
The LEA, hereby, assures that it will:
21. Participate, if selected, in the State National Assessment of Educational Progress in 4th and
8th grade reading and mathematics carried out under section 411(b)(2) of the National
Education Statistics Act of 1994.
22. If the LEA receives more than $500,000 in Title I funds, it will allow 1 percent to carry out
NCLB Section 1118, Parent Involvement, including promoting family literacy and parenting
skills; 95 percent of the allocation will be distributed to schools.
23. Inform eligible schools and parents of schoolwide program authority and the ability of such
schools to consolidate funds from Federal, State, and local sources.
24. Provide technical assistance and support to schoolwide programs.
25. Work in consultation with schools as the schools develop the schools’ plans pursuant to
section 1114 and assist schools as the schools implement such plans or undertake activities
pursuant to section 1115 so that each school can make adequate yearly progress toward
meeting the State student academic achievement standards.
26. Fulfill such agency’s school improvement responsibilities under section 1116, including
taking actions under paragraphs (7) and (8) of section 1116(b).
27. Provide services to eligible children attending private elementary schools and secondary
schools in accordance with section 1120, and timely and meaningful consultation with
private school officials regarding such services.
28. Take into account the experience of model programs for the educationally disadvantaged,
and the findings of relevant scientifically based research indicating that services may be
most effective if focused on students in the earliest grades at schools that receive funds
under this part.
29. In the case of an LEA that chooses to use funds under this part to provide early childhood
development services to low-income children below the age of compulsory school
attendance, ensure that such services comply with the performance standards established
under section 641A(a) of the Head Start Act.
30. Work in consultation with schools as the schools develop and implement their plans or
activities under sections 1118 and 1119 and California Education Code Section 64001.
31. Comply with requirements regarding the qualifications of teachers and paraprofessionals
and professional development.
32. Inform eligible schools of the local educational agency’s authority to obtain waivers on the
school’s behalf under Title IX.
33. Coordinate and collaborate, to the extent feasible and necessary as determined by the local
educational agency, with the State educational agency and other agencies providing
services to children, youth, and families with respect to a school in school improvement,
120
corrective action, or restructuring under section 1116 if such a school requests assistance
from the local educational agency in addressing major factors that have significantly affected
student achievement at the school.
34. Ensure, through incentives for voluntary transfers, the provision of professional
development, recruitment programs, or other effective strategies, that low-income students
and minority students are not taught at higher rates than other students by unqualified, outof-field, or inexperienced teachers.
35. Use the results of the student academic assessments required under section 1111(b)(3),
and other measures or indicators available to the agency, to review annually the progress of
each school served by the agency and receiving funds under this part to determine whether
all of the schools are making the progress necessary to ensure that all students will meet
the State’s proficient level of achievement on the State academic assessments described in
section 1111(b)(3) within 12 years from the baseline year described in section
1111(b)(2)(E)(ii).
36. Ensure that the results from the academic assessments required under section 1111(b)(3)
will be provided to parents and teachers as soon as is practicably possible after the test is
taken, in an understandable and uniform format and, to the extent practicable, provided in a
language or other mode of communication that the parents can understand.
37. Assist each school served by the agency and assisted under this part in developing or
identifying examples of high-quality, effective curricula consistent with section 1111(b)(8)(D)
and California Education Code Section 64001.
38. Ensure that schools in school improvement status spend not less than ten percent of their
Title I funds to provide professional development (in the area[s] of identification to teachers
and principals) for each fiscal year.
39. Prepare and disseminate an annual LEA report card in accordance with section 1111(h)(2).
40. Where applicable, the applicant will comply with the comparability of services requirement
under section 1120A(c). In the case of a local educational agency to which comparability
applies, the applicant has established and implemented an agency-wide salary schedule; a
policy to ensure equivalence among schools in teachers, administrators, and other staff; and
a policy to ensure equivalence among schools in the provision of curriculum materials and
instructional supplies. Documentation will be on file to demonstrate that the salary schedule
and local policies result in comparability and will be updated biennially.
TITLE I, PART D – SUBPART 2
41. Where feasible, ensure that educational programs in the correctional facility are coordinated
with the student’s home school, particularly with respect to a student with an individualized
education program under Part B of the Individuals with Disabilities Education Act.
42. Work to ensure that the correctional facility is staffed with teachers and other qualified staffs
that are trained to work with children and youth with disabilities taking into consideration the
unique needs of such children and youth.
121
43. Ensure that the educational programs in the correctional facility are related to assisting
students to meet high academic achievement standards.
TITLE II, PART A
44. The LEA, hereby, assures that:

The LEA will target funds to schools within the jurisdiction of the local educational
agency that:
(A) Have the lowest proportion of highly qualified teachers;
(B) Have the largest average class size; or
(C) Are identified for school improvement under section 1116(b).

The LEA will comply with section 9501 (regarding participation by private school children
and teachers).

The LEA has performed the required assessment of local needs for professional
development and hiring, taking into account the activities that need to be conducted in
order to give teachers the means, including subject matter knowledge and pedagogy
skills, and to give principals the instructional leadership skills to help teachers, to provide
students with the opportunity to meet California’s academic content standards. This
needs assessment was conducted with the involvement of teachers, including teachers
participating in programs under Part A of Title I.

The LEA will assure compliance with the requirements of professional development as
defined in section 9101 (34).
TITLE II, PART D
45. The LEA has an updated, local, long-range, strategic, educational technology plan in place
that includes the following:

Strategies for using technology to improve academic achievement and teacher
effectiveness.

Goals aligned with challenging state standards for using advanced technology to
improve student academic achievement.

Steps the applicant will take to ensure that all students and teachers have increased
access to technology and to help ensure that teachers are prepared to integrate
technology effectively into curricula and instruction.

Promotion of curricula and teaching strategies that integrate technology, are based on a
review of relevant research, and lead to improvements in student academic
achievement.
Ongoing, sustained professional development for teachers, principals, administrators,
and school library media personnel to further the effective use of technology in the
classroom or library media center.

122

A description of the type and costs of technology to be acquired with Ed Tech funds,
including provisions for interoperability of components.

A description of how the applicant will coordinate activities funded through the Ed Tech
program with technology-related activities supported with funds from other sources.

A description of how the applicant will integrate technology into curricula and instruction,
and a timeline for this integration.

Innovative delivery strategies – a description of how the applicant will encourage the
development and use of innovative strategies for the delivery of specialized or rigorous
courses and curricula through the use of technology, including distance learning
technologies, particularly in areas that would not otherwise have access to such courses
or curricula due to geographical distances or insufficient resources.

A description of how the applicant will use technology effectively to promote parental
involvement and increase communication with parents.

Collaboration with adult literacy service providers.

Accountability measures – a description of the process and accountability measures that
the applicant will use to evaluate the extent to which activities funded under the program
are effective in integrating technology into curricula and instruction, increasing the ability
of teachers to teach, and enabling student to reach challenging state academic
standards.

Supporting resources – a description of the supporting resources, such as services,
software, other electronically delivered learning materials, and print resources that will
be acquired to ensure successful and effective uses of technology.
46. The LEA must use a minimum of 25 percent of their funds to provide ongoing, sustained,
and intensive high quality professional development in the integration of advanced
technology into curricula and instruction and in using those technologies to create new
learning environments.
47. Any LEA that does not receive services at discount rates under section 254(h)(5) of
the Communications Act of 1934 (47 U.S.C. 254(h)(5) hereby assures the SEA that the
LEA will not use any Title II, Part D funds to purchase computers used to access the
Internet, or to pay for direct costs associated with accessing the Internet, for such school
unless the school, school board, local educational agency, or other authority with
responsibility for administration of such school:

Has in place a policy of Internet safety for minors that includes the operation of a
technology protection measure with respect to any of its computers with Internet access
that protects against access through such computers to visual depictions that are
obscene, child pornography, or harmful to minors

Is enforcing the operation of such technology protection measure during any use of such
computers by minors
123

Has in place a policy of Internet safety that includes the operation of a technology
protection measure with respect to any of its computers with Internet access that
protects against access through such computers to visual depictions that are obscene or
child pornography, and is enforcing the operation of such technology protection measure
during any use of such computers, and

Any LEA that does receive such discount rates hereby assures the SEA that it will have
in place a policy of Internet safety for minors required by Federal or State law.
TITLE III
48. The LEA assures that it consulted with teachers, researchers, school administrators,
parents, and, if appropriate, with education-related community groups, nonprofit
organizations, and institutions of higher education in developing the LEA Plan.
49. The LEA will hold elementary and secondary schools accountable for increasing English
language proficiency and for LEP subgroups making adequate yearly progress.
50. The LEA is complying with Section 3302 prior to, and throughout, each school year.
51. The LEA annually will assess the English proficiency of all students with limited English
proficiency participating in programs funded under this part.
52. The LEA has based its proposed plan on scientifically based research on teaching limitedEnglish-proficient students.
53. The LEA ensures that the programs will enable to speak, read, write, and comprehend the
English language and meet challenging State academic content and student academic
achievement standards.
54. The LEA is not in violation of any State law, including State constitutional law, regarding the
education of limited-English-proficient students, consistent with Sections 3126 and 3127.
TITLE IV, PART A
55. The LEA assures that it has developed its application through timely and meaningful
consultation with State and local government representatives, representatives of schools to
be served (including private schools), teachers and other staff, parents, students,
community-based organizations, and others with relevant and demonstrated expertise in
drug and violence prevention activities (such as medical, mental health, and law
enforcement professionals).
56. The activities or programs to be funded comply with the principles of effectiveness described
in section 4115(a) and foster a safe and drug-free learning environment that supports
academic achievement.
57. The LEA assures that funds under this subpart will be used to increase the level of State,
local, and other non-Federal funds that would, in the absence of funds under this subpart,
be made available for programs and activities authorized under this subpart, and in no case
supplant such State, local, and other non-Federal funds.
124
58. Drug and violence prevention programs supported under this subpart convey a clear and
consistent message that acts of violence and the illegal use of drugs are wrong and harmful.
59. The LEA has, or the schools to be served have, a plan for keeping schools safe and drugfree that includes:

Appropriate and effective school discipline policies that prohibit disorderly conduct, the
illegal possession of weapons, and the illegal use, possession, distribution, and sale of
tobacco, alcohol, and other drugs by students.

Security procedures at school and while students are on the way to and from school.

Prevention activities that are designed to create and maintain safe, disciplined, and
drug-free environments.

A crisis management plan for responding to violent or traumatic incidents on school
grounds.

A code of conduct policy for all students that clearly states the responsibilities of
students, teachers, and administrators in maintaining a classroom environment that:
o
o
o
o
o
Allows a teacher to communicate effectively with all students in the class.
Allows all students in the class to learn.
Has consequences that are fair, and developmentally appropriate.
Considers the student and the circumstances of the situation.
Is enforced accordingly.
60. The application and any waiver request under section 4115(a)(3) (to allow innovative
activities or programs that demonstrate substantial likelihood of success) will be available for
public review after submission of the application.
TITLE IV, PART A, SUBPART 3
61. The LEA assures that it has, in effect, a written policy providing for the suspension from
school for a period of not less than one year of any student who is determined to have
brought a firearm to school or who possesses a firearm at school and the referral of a
student who has brought a weapon or firearm to the criminal or juvenile justice system. Such
a policy may allow the Superintendent to modify such suspension requirement for a student
on a case-by-case basis.
TITLE V, PART A
62. The LEA has provided, in the allocation of funds for the assistance authorized by this part
and in the planning, design, and implementation of such innovative assistance programs, for
systematic consultation with parents of children attending elementary schools and
secondary schools in the area served by the LEA, with teachers and administrative
personnel in such schools, and with such other groups involved in the implementation of this
part (such as librarians, school counselors, and other pupil services personnel) as may be
considered appropriate by the LEA.
125
63. The LEA will comply with this Part, including the provisions of section 5142 concerning the
participation of children enrolled in private nonprofit schools.
64. The LEA will keep such records, and provide such information to the SEA, as may be
reasonably required for fiscal audit and program evaluation.
65. The LEA will annually evaluate the programs carried out under this Part, and that evaluation:

Will be used to make decisions about appropriate changes in programs for the
subsequent year;

Will describe how assistance under this part affected student academic achievement
and will include, at a minimum, information and data on the use of funds, the types of
services furnished, and the students served under this part; and

Will be submitted to the SEA at the time and in the manner requested by the SEA.
New LEAP Assurances
66. Uniform Management Information and Reporting System: the LEA assures that it will provide
to the California Department of Education (CDE) information for the uniform management
information and reporting system required by No Child Left Behind, Title IV in the format
prescribed by CDE. That information will include:
(i) Truancy rates;
(ii) The frequency, seriousness, and incidence of violence and drug-related offenses
resulting in suspensions and expulsions in elementary schools and secondary schools in
the State;
(iii) The types of curricula, programs, and services provided by the chief executive officer,
the State educational agency, local educational agencies, and other recipients of funds
under this subpart; and
(iv) The incidence and prevalence, age of onset, perception of health risk, and perception of
social disapproval of drug use and violence by youth in schools and communities.
(Section 4112, General Provisions, Title IV, Part A, PL 107-110)
67. Unsafe School Choice Policy: the LEA assures that it will establish and implement a policy
requiring that a student attending a persistently dangerous public elementary school or
secondary school, as determined by the State, or who becomes a victim of a violent criminal
offense, as determined by State law, while in or on the grounds of a public elementary
school or secondary school that the student attends, be allowed to attend a safe public
elementary or secondary school within the local educational agency, including a public
charter school. The LEA will submit on a format to be designated by CDE the information
the state requires to complete annual federal reporting requirements on the number of
schools that have been designated “persistently dangerous” in accordance with California
State Board of Education policy. (Section 9532, General Provisions, Title IX, PL 107-110.)
126
Other
68. The LEA assures that a minimum of 95 percent of all students and a minimum number of
students in each subgroup (at both the school and district levels) will participate in the
state’s assessments program.
127
SIGNATURE PAGE
(Signatures must be original. Please use blue ink.)
The superintendent and governing board of the LEA submitting this Plan must sign on behalf of all
participants included in the preparation of the Plan. LEAs in Program Improvement Year 3 assigned or
required to access the services of a District Assistance and Intervention Team (DAIT) or other technical
assistance provider must also secure signatures from the DAIT leads or other technical assistance
provider leads.
Ronald V. Seals
____________________________________________________________________________
Print Name of Superintendent
_____________________________________________________
Signature of Superintendent
_________________
Date
Patrick DeWall
___________________________________________________________________________
Print Name of Board President
_____________________________________________________
Signature of Board President
_________________
Date
___________________________________________________________________________
Print Name of DAIT Lead or Technical Assistance Provider Lead
(if applicable)
____________________________________________________
Signature of DAIT Lead or Technical Assistance Provider Lead
(if applicable)
_________________
Date
Debbie Herzog
___________________________________________________________________________
Print Name of Title III English Learner Coordinator/Director
(if applicable)
_____________________________________________________
Signature of Title III English Learner Coordinator/Director
(if applicable)
_________________
Date
Please note that the Title III English Learner Coordinator/Director will only need to sign this Assurance if
the LEA is identified for Title III Year 2 or Year 4 improvement status.
Certification: I hereby certify that all of the applicable state and federal rules and regulations will be
observed by this LEA and that, to the best of my knowledge, information contained in this Plan is correct
and complete. Legal assurances for all programs are accepted as the basic legal condition for the
operation of selected projects and programs and copies of assurances are retained onsite. I certify that we
accept all general and program specific assurances for Titles I, II, and/or III as appropriate, except for
those for which a waiver has been obtained. A copy of all waivers will remain on file. I certify that actual
ink signatures for this LEA Plan/Plan Addendum/Action Plan are on file, including signatures of any
required external providers, i.e., DAIT or other technical assistance provider.
128
APPENDIX A
On May 30, 2002, the California State Board of Education (SBE) adopted the five goals
and 12 performance indicators for No Child Left Behind (NCLB), as set forth in the
Federal Register Notice of May 22, 2002. The SBE’s adoption of the specified goals and
performance indicators represents California’s commitment to the development of an
accountability system to achieve the goals of NCLB.
Collectively, NCLB’s goals, performance indicators, and performance targets constitute
California’s framework for ESEA accountability. The framework provides the basis for
the state’s improvement efforts, informing policy decisions by the SBE and
implementation efforts by the California Department of Education (CDE) to fully realize
the system envisioned by NCLB; it also provides a basis for coordination with the State
Legislature and the Governor’s Office.
California’s NCLB Performance Goals and Performance Indicators
Performance Goal 1: All students will reach high standards, at a minimum
attaining proficiency or better in reading and mathematics, by 2013-2014.
1.1
Performance indicator: The percentage of students, in the aggregate and for
each subgroup, who are above the proficient level in reading on the State’s
assessment. (These subgroups are those for which the ESEA requires State
reporting, as identified in section 1111(h)(1)(C)(i). )
1.2
Performance indicator: The percentage of students, in the aggregate and in
each subgroup, who are at or above the proficient level in mathematics on the
State's assessment. (These subgroups are those for which the ESEA requires
State reporting, as identified in section 1111(h)(C)(i). )
1.3
Performance indicator: The percentage of Title I schools that make adequate
yearly progress.
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.
2.1.
Performance indicator: The percentage of limited-English-proficient
students, determined by cohort, who have attained English proficiency by the end
of the school year.
2.2
Performance indicator: The percentage of limited-English-proficient students
who are at or above the proficient level in reading/language arts on the State’s
assessment, as reported for performance indicator 1.1.
129
2.3
Performance indicator: The percentage of limited-English-proficient students
who are at or above the proficient level in mathematics on the State’s
assessment, as reported for performance indicator 1.2.
Performance Goal 3: By 2005-06, all students will be taught by highly qualified
teachers.
3.1
Performance indicator: The percentage of classes being taught by “highly
qualified” teachers (as the term is defined in section 9101(23) of the ESEA), in
the aggregate and in “high-poverty” schools (as the term is defined in section
1111(h)(1)(C)(viii) of the ESEA).
3.2
Performance indicator: The percentage of teachers receiving high-quality
professional development. (See definition of “professional development” in
section 9101(34).
3.3
Performance indicator: The percentage of paraprofessionals (excluding those
with sole duties as translators and parent involvement assistants) who are
qualified. (See criteria in section 1119(c) and (d).
Performance Goal 4: All students will be educated in learning environments that
are safe, drug free, and conducive to learning.
4.1
Performance indicator: The percentage of persistently dangerous schools, as
defined by the State.
Performance Goal 5: All students will graduate from high school.
5.1
5.2
Performance indicator: The percentage of students who graduate from high
school, with a regular diploma:

Disaggregated by race, ethnicity, gender, disability status, migrant status,
English proficiency, and status as economically disadvantaged and

Calculated in the same manner as used in National Center for Education
Statistics reports on Common Core of Data.
Performance indicator: The percentage of students who drop out of school:

Disaggregated by race, ethnicity, gender, disability status, migrant status,
English proficiency, and status as economically disadvantaged and

Calculated in the same manner as used in National Center for Education
Statistics reports on Common Core of Data.
130
APPENDIX B
Links to Data Web sites
Below is a listing of Web site links for accessing district-level data and information to be
used by the LEA in developing this Plan:

Academic Performance Index (API)
http://www.cde.ca.gov/ta/ac/ap/

California Basic Educational Data System (CBEDS)
http://www.cde.ca.gov/ds/sd/cb/

California English Language Development Test (CELDT)
http://www.cde.ca.gov/ta/tg/el/

California High School Exit Exam (CAHSEE)
http://www.cde.ca.gov/ta/tg/hs/

California Standardized Test (CST)
http://www.cde.ca.gov/ta/tg/sr/guidecst08.asp

DataQuest
http://data1.cde.ca.gov/dataquest/

School Accountability Report Card (SARC)
http://www.cde.ca.gov/ta/ac/sa/

Standardized Testing and Reporting (STAR) Program
http://www.cde.ca.gov/ta/tg/sr/
131
APPENDIX C
Science-Based Programs
Science-based research has provided evidence of effectiveness for the following school-based prevention programs. Each of the listed programs has been identified as a researchvalidated, exemplary, or model program by one or more of the following agencies: The California Healthy Kids Resource Center, the Center for Substance Abuse Prevention, United
States Department of Education’s Expert Panel, or the University of Colorado’s Center for the Study and Prevention of Violence. Some of these programs are also discussed in the
California Department of Education’s publication Getting Results. Websites where additional information can be found about each program’s description, target population, and
outcomes are listed below. The code in the last column of the menu provides a quick reference indicating which websites have information specific to each program.
A: < http://www.californiahealthykids.org > (California Healthy Kids Resource Center: Research-Validated Programs)
B: < http://www.colorado.edu/cspv/blueprints/index.html >(University of Colorado: Blueprints)
C: < http://www.modelprograms.samhsa.gov >(Center for Substance Abuse Prevention: Model Programs)
D: < http://www2.edc.org/msc/model.asp > (United States Department of Education: Expert Panel)
E: < http://www.gettingresults.org/ > (Getting Results)
School-Based Programs
Name
Across Ages
All Stars™
ATLAS (Athletes Training and Learning to Avoid Steroids)
Border Binge Drinking Reduction Program
Child Development Project/Caring School Community
Cognitive Behavioral Therapy for Child Sexual Abuse
Cognitive Behavioral Therapy for Child Traumatic Stress
Coping Power
DARE To Be You
Early Risers Skills for Success
East Texas Experiential Learning Center
Friendly PEERsuasion
Good Behavior Game
High/Scope Perry Preschool Project
I Can Problem Solve
Incredible Years
Keep A Clear Mind
Leadership and Resiliency
Botvin’s LifeSkills™ Training
Lions-Quest Skills for Adolescence
Minnesota Smoking Prevention Program
Olweus Bullying Prevention
Positive Action
Project ACHIEVE
Intended program outcomes and target grade levels. See research for proven effectiveness
Grade
Alcohol
Tobacco
Drugs
Violence
Youth Dev.
x
x
x
x
4 to 8
x
x
6 to 8
x
x
x
9 to 12
x
x
K to 12
x
x
x
x
K to 6
x
Families
x
Families
x
x
5 to 8
x
x
x
x
Pre-K
x
K to 6
x
x
x
x
x
7
x
6 to 8
x
1 to 6
x
x
Pre-K
x
Pre-K
x
x
K to 3
x
x
4 to 6
x
9 to 12
x
x
x
x
6 to 8
x
6 to 8
x
6 to 10
x
K to 8
x
x
x
x
x
K to 12
x
x
Pre-K to 8
132
Website
C,
A, C, D, E
A, B, C, D,
C,
A, B, C, D, E
C
C
C
A, C,
C,
C
C
B, C
B, C, E
A, B, D
B, C,
A, C,
C,
A, B, C, D, E
D, C, E
A, D, E
B, C, E
C, D,
A, C, E
Project ALERT
Project Northland
Project PATHE
Project SUCCESS
Project Toward No Drug Abuse (TND)
Project Toward No Tobacco Use (TNT)
Promoting Alternative Thinking Strategies (PATHS)
Protecting You/Protecting Me
Quantum Opportunities
Reconnecting Youth
Responding in Peaceful and Positive Ways
Rural Educational Achievement Project
School Violence Prevention Demonstration Program
Second Step
Skills, Opportunities, and Recognition (SOAR): Seattle Social
Development Project:
SMART Leaders
Social Competence Promotion Program for Young Adolescents
(SCPP-YA)
Start Taking Alcohol Risks Seriously (STARS) for Families
Students Managing Anger and Resolution Together (SMART)
Team
Too Good for Drugs
Name
Big Brothers Big Sisters
Brief Strategic Family Therapy
CASASTART
Communities Mobilizing for Change
Creating Lasting Family Connections
Families And Schools Together (FAST)
Family Development Research Project
Family Effectiveness Training
Family Matters
FAN (Family Advocacy Network) Club
Functional Family Therapy
Home-Based Behavioral Systems Family Therapy
Houston Parent-Child Development Program
Multisystemic Therapy
Nurse-Family Partnership
Parenting Wisely
Preparing for the Drug Free Years
Project Star (Students Taught Awareness and Resistance):
Midwestern Prevention Project
Schools and Families Educating Children (SAFE Children)
Stopping Teenage Addiction to Tobacco
Strengthening Families Program
6 to 8
6 to 8
9 to 12
9 to 12
9 to 12
5 to 8
K to 6
K to 5
9 to 12
9 to 12
6 to 12
4
5 to 8
Pre-K to 8
x
x
x
x
x
x
x
x
x
x
x
x
K to 6
9 to 12
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
5 to 7
6 to 8
x
6 to 9
x
x
x
x
K to 12
Community and Family-based Programs
Intended program outcomes and target setting. See research for proven effectiveness
Target Population
Alcohol
Tobacco
Drugs
Violence
Youth Dev.
x
Community
x
Families
x
x
Community
x
Community
x
x
x
Families (6 to 12)
x
Families
Families
x
x
Families
x
x
Families
x
x
Families
x
x
x
Families
x
Families
x
Parents
x
x
Parents
x
Parents
x
Parents
x
x
x
Parents (4 to 7)
x
x
x
Community
133
x
x
x
x
B, C, D, E
C
C
C,
x
Families
Community
Families (4 to 6)
A, C, D, E
A, B, C, D, E
B, E
C,
C,
A, C, D, E
A, B, C, D,
C,
B, E
A, C, E
C, D, E
C
C
A, C, D,
x
x
C, D,
C
Website
B, E
B, C,
B, C, D,
C
A, C, D,
C,
C
C,
C
C
B, E
C
C
B, C, E
B, C,
C,
A, B, C, D,
B, D, C, E
C
C
A, C, D,
APPENDIX D
Research-based Activities (4115 (a)(1)(C) ):
The LEA must designate and list the research-based activities (strategies and activities
developed by the LEA to supplement the science-based programs listed above)
selected from below:
Research-based Activities
Activities
Research Summaries Supporting
Each Activity:
Getting Results Part I, page 77-78
After School Programs
Conflict Mediation/Resolution
Getting Results Part I, page 63-65
Getting Results Part I, page 127-129
Getting Results Part I, page 72
Getting Results Part I, page 100-101
Getting Results Part I, page 106-107
Getting Results Part I, page 73-75
Getting Results Part II, page 47-48
Getting Results Part II, page 76-79
Getting Results Part II, page 89-94
Getting Results Part I, page 104-105
Getting Results Part II, page 26-28
Getting Results Part II, page 33
Getting Results Part II, page 45
Getting Results Update 3, page 22-24
Getting Results Part I, page 49
Early Intervention and Counseling
Environmental Strategies
Family and Community Collaboration
Media Literacy and Advocacy
Mentoring
Peer-Helping and Peer Leaders
Getting Results Part I, page 104-106
Getting Results Update 3, page 43-45
Getting Results Part I, page 79-81
Getting Results Part I, page 104-106
Getting Results Part I, page 108-109
Getting Results Part I, page 66-72
Getting Results Part II, page 22-23
Getting Results Part I, page 81-83
Getting Results Part II, page 46-47
Getting Results Part I, page 89-90
Positive Alternatives
School Policies
Service Learning/Community Service
Student Assistance Programs
Tobacco-Use Cessation
Getting Results Part II, page 28
Getting Results Part II, page 42-43
Getting Results Part II, page 72-74
Getting Results Part I, page 121-123
Getting Results Part I, page 136-137
Getting Results Part II, page 28
Getting Results Update 1
Youth Development/Caring Schools/Caring
Classrooms
134
APPENDIX E
Promising or Favorable Programs
Either the United States Department of Education’s Expert Panel, the University of Colorado’s Center for the Study and Prevention
of Violence, or the Center for Substance Abuse Prevention has identified the programs listed below as producing a consistent
positive pattern of results (CSAP) or have evidence of a deterrent effect (Blueprints) but otherwise did not match all of the criteria
established by these agencies to be identified as an exemplary or model program. The code in the last column of the chart provides
a quick reference indicating which web sites have information specific to each program.
A: < http://www.californiahealthykids.org > (California Healthy Kids Resource Center: Research-Validated Programs)
B: < http://www.colorado.edu/cspv/blueprints/index.html >(University of Colorado: Blueprints)
C: < http://www.modelprograms.samhsa.gov >(Center for Substance Abuse Prevention: Model Programs)
D: < http://www2.edc.org/msc/model.asp > (United States Department of Education: Expert Panel)
E: < http://www.gettingresults.org/ > (Getting Results)
Name
Adolescent Alcohol Prevention Trial
Aggression Replacement Training
Aggressors, Victims, and Bystanders
Al’sPal’s: Kids Making Healthy
Choices
Baby Safe (Substance Abuse Free
Environment) Hawaii
Basement Bums
Be a Star
Behavioral Monitoring and
Reinforcement
Bilingual/Bicultural Counseling and
Support Services
Bully Proofing Your School
CAPSLE (Creating a Peaceful School
Learning Environment)
Club Hero
Coca-Cola Valued Youth Program
(CCVYP)
Colorado Youth Leadership Project
Comer School Development Program
(CSDP)
Earlscourt Social Skills Group
Program
Effective Black Parenting Program
(EBPP)
Facing History and Ourselves
Family Health Promotion
FAST Track
Get Real About Violence
Growing Healthy
Intensive Protective Supervision
Program
Iowa Strengthening Families Program
Kids Intervention with Kids in School
(KIKS)
Let Each One Teach One
Linking the Interests of Families and
Teachers (LIFT)
Lion’s Quest Working Toward Peace
Massachusetts Tobacco Control
Program
Michigan Model for Comprehensive
School Health Education
Open Circle Curriculum
Grade, or
Setting
5 to 7
School
6 to 9
Pre K to 2
Families
Alcohol
Drug
Violence
x
x
x
x
x
x
x
x
x
x
x
6
School
x
K to 6
7 to 12
Families
1 to 6
K to 12
K to 6
Community
Family
6 to 12
x
x
C
B
x
x
C
B
x
B
B
x
x
x
x
x
x
x
x
x
X
x
x
x
x
x
x
x
Mentoring
1 to 5
x
x
5 to 9
7 to 12
K to 12
B
B
x
x
x
x
135
B
C
D
B, C, D
D
x
K to 5
D
C
B
C
D
B
D
C
X
x
A
C
C
C
x
x
Families
Web
site
C
D
D
D
C
x
K to 8
K to 5
7
School
Youth
Dev.
x
6 to 8
K to 6
7 to 8
Communities
Tobacco
x
D
Parent-Child Assistance Program (PCAP)
PeaceBuilders
Peacemakers Program
Peer Assistance and Leadership
Peer Coping Skills (PCS)
Peers Making Peace
Personal/Social Skills Lessons
Preventive Intervention
Preventive Treatment Program
Primary Mental Health Project
Project Alive
Project BASIS
Project Break Away
Project Life
Project PACE
Project SCAT
Project Status
Safe Dates
Say It Straight (SIS) Training
School Transitional Environmental
Program
Smokeless School Days
Social Decision Making and Problem
Solving
Social Decision Making and Problem
Solving Program (SDM/PS)
Socio-Moral Reasoning Development
Program (SMRDP)
Storytelling for Empowerment
Strengthening Hawaii Families
Strengthening the Bonds of Chicano
Youth & Families
Syracuse Family Development
Program
Teams-Games-Tournaments Alcohol
Prevention
Teenage Health Teaching Modules
Teens Tackle Tobacco! - Triple T
The Scare Program
The Think Time Strategy
Tinkham Alternative High School
Tobacco-Free Generations
Viewpoints
Woodrock Youth Development
Project
Yale Child Welfare Project
Families
K to 8
4 to 8
9 to 12
1 to 3
K to 12
6 to 12
6 to 8
Parents
Pre k to 3
K to 12
6 to 8
6 to 8
9 to 12
4
4 to 12
6 to 12
School
6 to 12
9 to 12
9 to 12
1 to 6
x
x
x
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
School
x
x
x
6 to 12
6 to 12
School
K to 9
9 to 12
8 to 12
9 to 12
K to 8
C
C
C
x
B
x
C
x
x
x
x
x
x
x
x
x
x
x
x
Families
136
B
B
x
x
x
Family
10 to 12
A
D
x
K to 5
6 to 8
Families
Communities
x
x
D
D
C
B
D
A
B
B
D
A
C
C
A
C
A
B
B
D
B
C, D
A
D
D
C
A
B
C
B