1. District Advisory Council & District English Learners’ Advisory Council February 5, 2015
What is Title III Accountability?
Supplemental funding to districts designed to help EL students attain English proficiency and meet the state’s academic standards.

2. LCAP Mid year report February 5, 2015
AESD
LCAP Mid year report
February 5, 2015

3. LACP Goal 1: Assure early literacy K-3
Action 1:
Purchase iRead/
System 44
1580 students in K-2
376 students in 3rd grade
Action 2:
Purchase diagnostic reading assessment (SRI)
4750 students (K-8)
2 tests given; 3rd is scheduled for May
Action 3:
Provide coaching & professional learning
1)Kate Kinsella
2) Title III
ELA/ELD framework
committee for Title III & 4th criteria for reclassification
3) Ruby Payne
4)Tech mentors
Action 4:
Provide collaboration time for teachers
Day 1, 2 - completed
Day 3 - Mar/Apr
Action 5:
Provide English language acquisition for parents
Classes at BV, not at 2 sites
Digital literacy (all sites)

4. Action 1: iRead Usage Data Summary Metrics
This slide shows the total number of students in iRead in each of the 3 grade levels. We are investigating the discrepancy between the number of enrolled students vs the students who have completed the screener and have completed 1+ session.
*20 students in 3rd & 4th Grade not included

5. iRead Screener Placement Results by Grade Level
iRead Screening Results By Grade
Results were also disaggregated by grade level. Students in 1st and 2nd grade who are reading Below or Far Below Grade Level would benefit from additional literacy support, including additional time on the iRead software.
This slide shows the iRead screening results. At the beginning of this school year, kinder students are all on grade level; 1st grade has 26% on grade level and 74% below grade level; 3rd grade has 31% on grade level, 35% below grade level, and 34$ far below grade level.
These data disaggregate based on Scholastic cut points not necessarily district cut points.
NB. It looks like the problems get worse over time. K looks like they are on grade level because there is no diagnostic lower. It is impossible to see how far below K is. Once you get up into 2nd grade,
Reflects student records that were enrolled in iRead program with screener data available; 1 student in 4th grade, 19 students in 3rd Grade, and 28 students with incomplete screeners not included.

6. iRead Students by Level at Placement and Current Progress
At mid-year, already students are showing above grade level in Kindergarten. 71 more 1st grade students are on grade-level than at the beginning of the year. In 2nd grade, 69 more students have improved from far below grade level to below grade level and 19 more students are on grade level as opposed to where they started below grade level.
Above indicates total students by their initial placement from iRead Screener Test and their current progress through the program content.
With additional sessions and Topics completed, students will move through the content and ascend to higher Levels.
Scholastic Data Services

7. iRead Student Progression Through Foundational Reading Skills
This slide shows the type of topics that are being studied at each grade level.
Where are the students today? A significant number of K are still working on recognizing letters of the alphabet which means they did not come to school knowing the letters of the alphabet. Similarly, 5 students in 1st grade are still learning the alphabet.
Above indicates how many students are in each of the 15 content Units of iRead, with grade level equivalencies and Unit content description indicated for reference.
Scholastic Data Services

8. FRA Accuracy & Fluency Growth By School & Grade (1 of 2)
This slide and the next show, by school, how many students improved their fluency and accuracy in each grade based on the Foundational Reading Assessment. The FRA was given at the beginning of the year and again in December. It will also be used at the end of the year for a full year gains analysis. Our best knowledge will come off the SPI at the end of the year in second grade. Outliers: AC and MK-6. Are students losing focus? If so, accuracy is impacted. We must try to maintain students’ focus during the test so testing behavior comes into play here. Or is it gender-related? There is natural variability in all these data.
Scholastic Data Services

9. FRA Accuracy & Fluency Growth By School & Grade (2 of 2)
Scholastic Data Services

10. Action 1: System 44 Student Mid-Year Scholastic Reading Inventory Results by School
Scholastic Reading Inventory growth is dependent upon students’ demonstrated mastery of phonemic awareness concepts that are embedded into the System 44 software. Students without an “Advancing Decoder” status on recent Scholastic Phonics Inventory or 21 or more Series completed (with limited provisional promotion) are less likely to demonstrate growth that is typical of fall to spring norms.
Analysis Note: Above data reflects ONLY those students with sufficient software usage and SRI test administrations to meet the “Gains Analysis Sample” criteria.
Scholastic Data Services

11. Action 2: Student Placement SRI Review
KEY
BR – 199 – low literacy – at or below middle of 1st grade
Reinforces the severity of the literacy issues that we are facing here in Atwater.
Scholastic Data Services

12. LCAP Goal 2: Increase Safety
Action 1:
Increase campus supervision (+1 hour)
Action 2:
Add Community Outreach coordinator (½ day)
Action 3:
PBIS: Trained Year 2 for AC, SH, BV
MSE did not continue
Add PH, EW, (Year 1) – did not complete

13. LCAP Goal 2: Metrics Priorities 1, 5, 6
Discipline data: compared to
Suspensions
Expulsions
Need data for all schools to compare PBIS schools to non-PBIS schools
Attendance data: compared to
Middle School dropout data

14. LCAP Goal 3: Build Human Capacity
Action 1:
Salary Raise (3%)
Add 2 days Professional development (1.1%)
Action 2:
Add Math Coach
Action 3:
Add EL Coach
Action 4:
Increase time for Instructional Aides
(+ 2 hours/day) (Homework Club)
Action 5:
Increase Admin days (+2)

15. LCAP Goal 4: Close the achievement gap 4-8
Action 1:
Purchase Read 180
Preview & pilot math intervention
MK-6 -yes
SH - yes
EW- additional
PH/TO additional to SpEd
Action 2:
Pilot K-6 ELD curriculum
English 3-D
not available (K-6) 7/8
Action 3:
Purchase support material - ELA CCSS
Purchased kits, novels
Printed teacher and student materials
Action 4:
Train all Read 180 teachers
18 teachers including SpEd
Action 5:
Provide collaboration time for teachers
Day 1, 2- completed
Day 3 - Mar/Apr
Action 6:
Offer intersession academic camps
STEM: April & June
Culinary: June

16. Wish list for next year?

17. Tips and Strategies for Parents Consejos y Estrategias para los Padres

18. Alfabetización en el Mercado Grocery Store Literacy

19. Focus on Reading Skills Céntrese en las destrezas para la Lectura

20. Céntrese en las destrezas del Vocabulario Focus on Vocabulary Skills

21. Céntrese en las destrezas para las Matemáticas
Focus on Math Skills
Céntrese en las destrezas para las Matemáticas

22. Céntrese en las destrezas para las Matemáticas
Focus on Math Skills
Céntrese en las destrezas para las Matemáticas

23. Report of California English Language Development Test (CELDT) Scores Title III Accountability
What is Title III Accountability?
Supplemental funding to districts designed to help EL students attain English proficiency and meet the state’s academic standards.

24. Title III Accountability 2010 – 2015 Annual Measurable Achievement Objectives (AMAOs)
Districts receiving Title III Limited English Proficient (LEP) grant are required to meet English language proficiency AMAOs 1 & 2 and AMAO 3 based on AYP there wasn’t a test to determine AYP.
AMAOs are performance targets that Title III must meet each year for EL populations
If a district misses one or more AMAOs, it does not make the criteria and face consequences (i.e., notification of parents, development of an improvement plan, modification of curriculum & instruction).
AMAO 1 - Progressing in English language acquisition:
annual increases in the number or percentage of students making progress in learning English measured by CELDT
AMAO 2 – Exiting or reaching English language proficiency:
Annual increases in the number or percentage of students attaining English proficiency by the end of each school year.
AMAO A: is students less than 5 years in US schools (Newcomers).
AMAO B: is students more than 5 years in US schools (Long Term English Learners (LTELS).
AMAO 3 – English language learner Annual Measurable Objectives (AMAOs):
Adequate progress for the ELL subgroup in meeting grade-level academic achievement standards in reading and mathematics, test participation, and HS graduation. (CST/, CMA, CAPA, CAHSEE)

25. Future of the State Accountability For English Language Learners (ELLs)
: Districts will administer CELDT one more year
: Optional pilot of the new English Language Proficiency Assessment for California (ELPAC).
January 2017: Districts will administer ELPAC.
Districts will administer CELDT one more year There will be a pilot for the new English Language Proficiency Assessments for California (ELPAC) on a volunteer basis. Full implementation January 2017.