Local Educational Agency Plan - 1.cdn.edl.io · Phone: (661) 631-4610 Fax: (661) ... we met all our API targets; ... 2012-2013 Actions 2013-2014 Actions 2014-2015 Actions

BAKERSFIELD CITY SCHOOL DISTRICT

Local Educational Agency Plan

2012-2013 through 2014-2015

September 25,2012 (Revised) February 26, 2013 (Amended)

California Department of Education District and School Improvement Division

(CDE use only)

Elementary and Secondary Education Act/No Child Left Behind Act of 2001

LOCAL EDUCATIONAL AGENCY (LEA) PLAN for

LEAs in PROGRAM IMPROVEMENT CORRECTIVE ACTION

LEA Plan Information:

Name of LEA: Bakersfield City School District County/District Code: 15-63321 Dates of Plan Duration (should be up to three years): 2012 - 2015 Date of Local Governing Board Approval: February 26, 2013

District Superintendent: Dr. Robert Arias Address: 1300 Baker Street City: Bakersfield State: CA Zip: 93305 Phone: (661) 631-4610 Fax: (661) 631-4623

Application #

Table of Contents

Introduction 1

2011 and 2012 CST Data Summary 2

District Goals 2012 - 2015

Academic Achievement 3-8

School Safety 9-11

Parent Engagement 12

Accountability 13-15

Fiscal Solvency 16

Assurances 17-19

District Goals 2012-2013 School Year Timeline and Related Expenses

Academic Achievement 20-25

School Safety 26-29

Parent Engagement 30

Accountability 31-34

Fiscal Solvency 35

Assurances 36-38

District Budgets

Applicable Federal & State Programs 39

District Budget for Federal Programs 40

District Budget for State Programs 41

Data Charts, Acronyms, Definitions

Appendix A 42

Appendix B 43

Appendix C 44

Appendix D 45

Appendix E 46-48

Signature Page 49

1

District Profile

Located in the southern end of the San Joaquin Valley in the county of Kern, the Bakersfield City School

District (BCSD) is the largest K-8 elementary school district in California, serving approximately 28,400

students across 40 schools (DataQuest, 2011-12). Overall, 88% of students are socioeconomically

disadvantaged and 41% are classified as English Learners. A total of 78% of students are Latino, 10% White, 9%

African American and 3% other.

Vision Statement

Bakersfield City School District's vision is to be a leader in public education through a collaborative and

supportive learning community that ensures all students are inspired to achieve academic excellence and

become life-long learners and productive citizens.

Mission Statement

Bakersfield City School District's mission is to ensure a safe and nurturing learning environment in which all

students receive an effective, state of the art, comprehensive curriculum that utilizes research-based strategies

and data-driven decisions, and where all parents and community members are welcomed and engaged in the

learning process.

District Goals

1) Academic Achievement: Improving the structural and academic conditions that continue to foster academic

excellence for all students.

2) School Safety: Ensuring that our schools continue to promote a safe and healthy learning environment for

all students and adults.

3) Parent Engagement: Building stronger partnerships with parents and community members in order to

improve student success.

4) Accountability: Creating a comprehensive evaluation system that supports our efforts in meeting the

Board's Mission for our District.

5) Fiscal: Maintaining a fiscally responsible district that is equitable in the distribution of resources in order to

meet the diverse needs of our student.

2

2011 and 2012 CST Data Summary

Participation Rate

• The District exceeded the CST participation rate of 95% as reflected by our rate of 99% in ELA and 100% in Math (see Chart 1).

ELA and Math Targets

• Overall 41.8% of students scored “Proficient” and “Advanced” (P/A) in ELA and 51.5% in Math (see Charts 2-3).

• Although district-wide and across student groups, the percent of students scoring “Proficient” and “Advanced” (P/A) in ELA and Math increased from 2011 to 2012, growth was minimal (see Charts 2-3):

o ELA District-wide showed a 1.3 increase +1.7 White +1.6 Socioeconomically Disadvantaged +1.6 Latino +1.2 English Learner +.09 African American +.09 Special Education

o Math District-wide showed a 3.3 increase +4.0 White +3.3 Socioeconomically Disadvantaged +3.5 Latino +2.3 English Learner +2.3 African American +1.7 Special Education

API Targets

• District-wide, we met all our API targets; we exceeded the Federal requirement of a one point gain in API as evident by our growth of 11 points (see Chart 4).

o All student groups increased API +21 Special Education +19 African American +11 Latino +10 Socioeconomically Disadvantaged +10 English Learners +8 White

In summary, these data show that our AMO gains were minimal over the last year. However, API data show that

we are making incremental growth toward the goal of proficiency. This year’s LEA plan addresses student

achievement in a more comprehensive and multi-pronged approach. As the District moves forward with systematic

and structured initiatives such as professional development, teacher collaboration centered on student learning,

data-driven decision making and School-wide Positive Behavioral Support Models, we will improve our ability to

meet the diverse learning needs of all our students.

Local Educational Agency Plan 2012-2015

3

Domain 1 Academic Achievement Establish a culture of individual and collective accountability by mobilizing members of the district team to improve the systems, structures, and practices that will lead to the District’s exit of Program Improvement through an accessible, rigorous, coherent, and articulated curriculum that delivers high quality teaching and is grounded in high expectations for all students.

Performance Goal A) Implement the Common Core and the English Language Development Standards to ensure college and career readiness through a guaranteed and viable curriculum.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions A1.1 The District will create professional development modules for the transition to the Common Core State Standards (CCSS) and the Next Generation English Language Development (ELD) Standards for the 2013-2014 school year. Topics will be:

• Common Core/Next Generation ELD Overview

• Text Complexity/Academic Vocabulary • Cross-Curricular Evidence-Based writing • Mathematical Practices • Classroom discourse/collaborative

conversations • Math, RLA and ELD Content Development • Digital Literacy/Integrated Technology

A2.1 The District will provide professional development on an overview for the Common Core State Standards (CCSS) and the Next Generation English Language Development (ELD) Standards.


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2012-13 Actions 2013-2014 Actions 2014-2015 Actions A3.1 The District will provide professional development based on CCSS/Next Generation ELD on text complexity and academic vocabulary.

A4.1 The District will provide professional development on cross-curricular evidence-based writing that focuses on the CCSS strands (narrative, informational/explanatory, opinion) and the Next Generation ELD Standards.

A5.1 The District will provide professional development based on CCSS/Next Generation ELD on how to integrate and implement the mathematical practices in lessons.

A6.1 The District will establish the Common Core Teacher Leadership Team (TLT) to inform the process of identifying the district Key Essential Common Core and ELD Standards and the construction of the grade level specific Instructional Frameworks.

A7.2 The District will implement the Common Core and the Next Generation ELD Standards in grades K-8.

A7.3 The District will implement the Common Core and the Next Generation ELD Standards in grades K-8.

A8.1 The District will identify Reading Language Arts (RLA) and Math Key Essential Standards (KES) in CCSS with the assistance of the Common Core TLT.

A8.2 The District will develop and implement a benchmark that measures district Common Core Key Essential Standards in RLA, Math with integrated ELD standards.

A8.3 The District will review and adjust benchmarks that measure the district Common Core Key Essential Standards in RLA, Math with integrated ELD standards to support the implementation of the Smarter Balance Assessment.


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2012-13 Actions 2013-2014 Actions 2014-2015 Actions A9.1 The District and the Common Core TLT will develop grade-level specific Instructional Frameworks to assist teachers in the implementation of the Common Core and Next Generation ELD standards that will include the following: • Content of CCSS Instructional Modules (see A1.1)

(the “why”) • Guaranteed and Viable Curriculum (CCSS Grade

Level Key Essential Standards in RLA, Math and integrated Next Generation ELD) (the “what”)

• Suggested pacing guide (the “when”) • Instructional Core Cross-Curriculum Alignment to

CCSS/Next Generation ELD (the “how”) • Instructional best practices address the language

acquisition needs of English Learners • Sample types of assessment (i.e., Common

Formative Assessments – CFA) (Informs the “now-what”)

• Writing Benchmark rubrics • Digital Literacy/technology integration for all

subjects • A Professional Learning Community Playbook

A9.2 The District will provide professional development on the grade-level Instructional Frameworks.

A9.3 The District will provide professional development on the grade-level Instructional Frameworks for new teachers/grade-level changes and administrators.

A10.1 The District will research emerging technologies in preparation for the Smarter Balance Assessment.

A10.2 The District will identify necessary technologies in preparation for the Smarter Balance Assessment.

A10.3 The District will implement necessary technologies in preparation for the Smarter Balance Assessment.

A11.1 The District will revise, align, and implement the writing benchmark and corresponding rubric to the CCSS writing strands (narrative, informational/ explanatory, opinion).

A11.2 The District will implement the revised writing benchmark aligned CCSS writing strands (narrative, informational/explanatory, opinion) across all grade levels.

A11.3 The District will implement the revised writing benchmark aligned CCSS writing strands (narrative, informational/explanatory, opinion) across all grade levels.


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Performance Goal B) Deliver systematic, on-going professional development in the elements of the Pathway to Teaching and Learning to district and site instructional team members.

2012-2013 Actions 2013-2014 Actions 2014-2015 Actions B1.1 The District will provide professional development to new and first-year instructional hires to include school administrators, teachers, and para-professionals on the existing Pathway to Teaching and Learning (Good First Instruction).

B2.1 The District will work in collaboration with site administration to refine the Pathway to Teaching and Learning (Good First Instruction) and develop a corresponding rubric.

B2.2 The District will provide professional development to teachers and administrators on the revised Pathway to Teaching and Learning (Good First Instruction) and corresponding rubric.

B2.3 The District will provide professional development to new teachers and administrators on the revised Pathway to Teaching and Learning (Good First Instruction) and corresponding rubric.

B3.1 The District will provide professional development to principals to hone their coaching skills on the Pathway to Teaching and Learning (Good First Instruction).




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Performance Goals C) Define, understand and implement Bakersfield City School District’s model for a Professional Learning Community (PLC) to determine: 1) What knowledge and skills that every student should acquire? 2) How will we know when each student has acquired the learning? 3) How will we respond when students do not acquire the learning? 4) How will we extend and enrich the learning for proficient students?

2012-2013 Actions 2013-2014 Actions 2014-2015 Actions C1.1 The District will provide professional development on an overview of PLC to all district and site instructional team members.

C1.2 The District will provide professional development on an overview of PLC to new district and site instructional team members.

C1.3 The District will provide professional development on an overview of PLC to new district and site instructional team members.

C2.1 The District will provide professional development to district and site instructional teams on the foundations of PLC Leadership. The topics are:

• Establishing the fundamental purpose of why we exist based on the District Values, Vision, and Mission

• Developing a collaborative culture that focuses on student learning

• Establishing meaningful collaboration time for grade level and content area teams

• Developing team norms • Developing of SMART goals based on student

achievement data • Collaboratively developing, administering and

scoring common formative assessments aligned to agreed-upon team SMART goals

• Developing and implementing a site-based intervention and enrichment model (RTI²)

• Celebrating student and staff successes and achievements that contribute to school culture and a collaborative community

C2.2 The District will refine and adjust the professional development on the foundations of PLC Leadership to the district and site instructional teams.

C2.3 The District will refine and adjust the professional development on the foundations of PLC Leadership to the district and site instructional teams.


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2012-2013 Actions 2013-2014 Actions 2014-2015 Actions C3.1 The District will provide professional development to build capacity of the Guiding Coalitions at each school site.

C3.2 The District will provide, refine and adjust professional development for school site Guiding Coalitions.

C3.3 The District will provide, refine and adjust professional development for school site Guiding Coalitions.

C4.1 The District will develop a PLC Playbook to provide necessary resources in support of the implementation of Professional Learning Communities.

C4.2 The District will include the PLC Playbook into the Instructional Frameworks.

Performance Goal D) Integrate the use of District technological resources in order to expedite and support the District’s model for a Professional Learning Community.

2012-13 ACTIONS 2013-14 ACTIONS 2014-15 ACTIONS D1.1 The District will explore technological tools to support leadership in the management of the PLC process.

D1.2 The District will identify common technological tools to support leadership in the management of the PLC process.

D1.3 The District will implement technological tools to support leadership in the management of the PLC process.


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Domain 2 School Safety Ensure a safe, healthy, and secure environment for all students, parents, and employees.

Performance Goal E) Establish a climate of equity and caring that values diversity in order to ensure all students and BCSD community members have a strong sense of belonging.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions E1.1 The District, in partnership with Bakersfield Elementary Teachers Association (BETA), will provide professional development on Cultural Competency for Cohort 1 (District Administrative Team, Teachers and Transportation Department).

E1.2 The District, in partnership with Bakersfield Elementary Teachers Association (BETA), will provide professional development on Cultural Competency for Cohort 2 (Office Staff and Para-Professionals) and new Cohort 1 members.

E1.3 The District, in partnership with Bakersfield Elementary Teachers Association (BETA), will provide professional development on Cultural Competency for Cohort 3 (remaining district personnel) and new Cohort 1 and 2 members.

E2.1 The District will develop and administer a pre/post climate survey to staff and parents.

E2.2 The District will administer annual climate surveys to staff and parents.

E2.3 The District will administer annual climate surveys to staff and parents.

E3.1 The District will administer the California Healthy Kids Survey to 5th and 7th graders and support schools with the analysis of data.

E3.2 The District will administer the California Healthy Kids Survey to 5th and 7th graders and explore the expansion beyond 5th and 7th grade students and support schools with the analysis of data.

E3.3 The District will continue to administer the California Healthy Kids Survey to the students in all grade levels as determined in Year 2 and support schools with the analysis of data.

Performance Goal F) Seek and develop community partnerships to expand the integration of coordinated and comprehensive student health

programs by increasing accessibility strategically across the District in order to overcome the educational barriers of poverty that negatively impact the wellbeing and achievement of children.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions F1.1 The District will identify gaps in student health services, prioritize students’ needs through the examination of current services and partnerships, and create a comprehensive service and delivery model that includes medical, psychological, vision and dental services.

F1.2 The District will implement a comprehensive service and delivery model that includes medical, psychological, vision and dental services.

F1.3 The District will implement a comprehensive service and delivery model that includes medical, psychological, vision and dental services.


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Performance Goal G) Implement preventive discipline and attendance models that promote positive student conduct in order to increase student attendance and address disproportionality and, ultimately, improve student achievement.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions G1.1 The District will provide professional development on an overview of a 3-tiered School-wide Positive Behavior Support (SWPBS) Model for implementation at each school site.

G1.2 The District will provide professional development to new administrators on an overview of a 3-tiered School-wide Positive Behavior Support (SWPBS) Model for implementation at each school site.

G1.3 The District will provide professional development to new administrators on an overview of a 3-tiered School-wide Positive Behavior Support (SWPBS) Model for implementation at each school site.

G2.1 The District will support school sites to establish School-wide Positive Behavior Support (SWPBS) Teams and provide professional development on the elements of Tier 1.

G2.2 The District will support schools to establish School-wide Positive Behavior Support (SWPBS) Teams and provide professional development on the elements of Tier 2 and 3.

G3.1 The District will provide coaching to support the implementation of the identified School-wide Positive Behavior Support (SWPBS) Model.

G3.2 The District will provide coaching to support the implementation of the identified 3-tiered School-wide Positive Behavior Support (SWPBS) Model.

G3.3 The District will provide coaching to support the implementation of the identified 3-tiered School-wide Positive Behavior Support (SWPBS) Model.

G4.1 The District will design, pilot and implement an online discipline referral system to track positive and negative student referral data by demographic categories including, but not limited to, Special Education and African American students.

G4.2 The District will monitor online referrals to track positive and negative student referral data by demographic categories including, but not limited to, Special Education and African American students.

G4.3 The District will monitor online referrals to track positive and negative student referral data by demographic categories including, but not limited to, Special Education and African American students.

G5.1 The District and individual schools will monitor discipline, positive behavior system and attendance data quarterly.



G6.1 The District will develop a rubric to monitor the progress of the individual school’s School-wide Positive Behavior Support (SWPBS) Model on a quarterly basis.

G6.2 The District will implement a rubric to monitor the progress of the individual school’s School-wide Positive Behavior Support (SWPBS) Model on a quarterly basis.

G6.3 The District will implement a rubric to monitor the progress of the individual school’s School-wide Positive Behavior Support (SWPBS) Model on a quarterly basis.


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2012-13 Actions 2013-2014 Actions 2014-2015 Actions G7.1 The District will allocate resources for student populations with identified needs based on quarterly data analysis.

G7.2 The District will allocate resources for student populations with identified needs based on quarterly data analysis.

G7.3 The District will allocate resources for student populations with identified needs based on quarterly data analysis.

G8.1 The District will examine the current practices and professional development of school-based classified student supervision employees and develop a comprehensive model to maximize district and school resources.

G8.2 The District will implement and provide professional development on the new comprehensive model.

G8.3 The District will implement the new comprehensive model and provide professional development for new employees.

G9.1 The District will create a common identification process to qualify students for Tier 2 and Tier 3 behavioral support.

G9.2 The District will implement the common identification process to qualify students for Tier 2 and Tier 3 behavioral support.

G9.3 The District will implement the common identification process to qualify students for Tier 2 and Tier 3 behavioral support.

G10.1 The District will support schools and identified students by utilizing the Behavioral Health Unit for technical assistance and support of the School-wide Positive Behavior Support (SWPBS) Model for general and Special Education students.



G11.1 The District will utilize the Behavioral Health Unit to provide professional development on effective classroom management strategies for Tier 2 and Tier 3 behavioral support.



G12.1 The District will utilize the Behavioral Health Unit to deliver intensive classroom support and strategies for students in Tier 2 and Tier 3.




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Domain 3 Parent Engagement Ensure all parents and community members are welcomed and engaged in the learning process.

Performance Goal H) Empower parents and guardians to navigate the educational system in order to partner and advocate for their children’s educational opportunities and access to high quality teaching and learning. Provide parents and adults with high quality professional development on best practices for parent engagement to optimize student achievement.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions H1.1 The District will review parent climate survey results to identify, prioritize, and coordinate district parent and community engagement services.

H1.2 The District will review the annual parent climate survey and make necessary adjustments to the coordinated district services.

H1.3 The District will review the annual parent climate survey and make necessary adjustments to the coordinated district services.

H2.1 The District will develop a Parent and Community Engagement Model based on the parent survey results and district best practices to support parent and community engagement services at each school site and explore course credit through partnerships with local colleges and universities.

H2.2 The District will provide professional development to identified site staff on the Parent and Community Engagement Model.

H2.3 The District will provide professional development to newly identified site staff on the Parent and Community Engagement Model.

H3.2 The District will support schools in the implementation of the Parent and Community Engagement Model.

H3.3 The District will support schools in the implementation of the Parent and Community Engagement Model.

H4.1 The District will explore technologies that translate English to Spanish to maintain the District website in Spanish.

H4.2 The District will pilot identified technology for maintenance of the District website in Spanish.

H4.3 The District will maintain the District website in Spanish.


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Domain 4 Accountability Establish and implement performance evaluation protocols in order to successfully execute the Board’s Mission.

Performance Goal I) Through collective bargaining, when applicable, revise the evaluation processes of certificated and classified management, classified, confidential and supervisory, skilled trades, and certificated team members to align to the Board of Education’s Mission.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions I1.1 The District will hold discussions with employee group representatives to systematically review existing evaluation tools to align job responsibilities to the District’s Mission.

I2.1 The District and employee group representatives will begin the process of gathering best practices for evaluations.

I2.2 The District and employee group representatives will revise evaluation tools for each respective group in alignment with collective bargaining as applicable.

I2.3 The District will provide professional development on the revised evaluation tools.

I3.3 The District will implement revised employee evaluation tools for each respective group.

Performance Goal J) Recruit and retain highly qualified employees and implement a formal support system that provides assistance and

support for performance improvement for Bakersfield City School District employees.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions

J1.1 The District will support the implementation of Professional Learning Communities in non-instructional departments with the development of norms aligned to the District Values to build a positive work environment.

J1.2 The District will support the implementation of Professional Learning Communities in non-instructional departments with the refinement and adjustment of norms aligned to the District Values to build a positive work environment.

J1.3 The District will support the implementation of Professional Learning Communities in non-instructional departments with the refinement and adjustment of norms aligned to the District Values to build a positive work environment.

J2.1 The District will research and identify best practices on how to recruit and retain highly qualified individuals.

J2.2 The District will prioritize and implement best practices to recruit and retain highly qualified individuals.

J2.3 The District will implement best practices to recruit and retain highly qualified individuals.


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2012-13 Actions 2013-2014 Actions 2014-2015 Actions

J3.2 The District will develop and implement an Employee Compact aligned to the Values, Vision and Mission of the Bakersfield City School District.

J3.3 The District will implement an Employee Compact aligned to the Values, Vision and Mission of the Bakersfield City School District.

J4.1 The District will develop a comprehensive employee recognition program centered on the tenets of the District’s Values, Vision, and Mission.

J4.2 The District will implement a comprehensive employee recognition program centered on the tenets of the District’s Values, Vision, and Mission.

J4.3 The District will implement a comprehensive employee recognition program centered on the tenets of the District’s Values, Vision, and Mission.

J5.1 The District will provide Progressive Discipline professional development to support job performance.



J6.1 The District will provide district administrators professional development on how to write an effective Employee Performance Improvement Plan.



J7.1 The District will support principals and department managers as they monitor Employee Performance Improvement Plans through appropriate documentation.



J8.1 The District will identify and train members of an Employee Support Team that will provide assistance to satisfy the requirements of an Employee Performance Improvement Plan.

J8.2 The District will coordinate and deploy an Employee Support Team to provide assistance to employees on an Employee Performance Improvement Plan.

J8.3 The District will coordinate and deploy an Employee Support Team to provide assistance to employees on an Employee Performance Improvement Plan.


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Performance Goal K) Strengthen the comprehensive student achievement monitoring system and evaluate its effectiveness to increase student outcomes that support the instructional efforts of BCSD’s Model of Professional Learning Community.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions K1.1 The District will explore and adopt a comprehensive student data system to monitor academic achievement, behavior, attendance, and grades.

K1.2 The District will utilize the comprehensive student data system to monitor academic achievement, behavior, attendance, grades, and inform instruction.

K1.3 The District will utilize the comprehensive student data system to monitor academic achievement, behavior, attendance, grades, and inform instruction.

K2.1 The District will explore and create the use of a Parent Portal to access the comprehensive student data system.

K2.2 The District will provide access to the Parent Portal.

K2.3 The District will provide access to the Parent Portal.

K3.1 The District will provide professional development on the new comprehensive student data system to the district instructional team members.

K3.2 The District will provide professional development to new instructional hires on the district’s student data system.

K3.3 The District will provide professional development to new instructional hires on the district’s student data system.

K4.1 The District will modify and implement the 9-week SPSA Review Cycle to include a Data Summit of academic/behavioral student data and the implementation of the BCSD PLC model.

K4.2 The District will implement the 9-week SPSA Review Cycle to include a Data Summit of academic/ behavioral student data and the implementation of the BCSD PLC model.

K4.3 The District will implement the 9-week SPSA Review Cycle to include a Data Summit of academic/behavioral student data and the implementation of the BCSD PLC model.

K5.1 The District will develop and utilize a School Site Scorecard to monitor student attendance, student achievement, behavior, and implementation of the PLC process.

K5.2 The District will utilize a School Site Scorecard to monitor student attendance, student achievement, behavior, and implementation of the PLC process.

K5.3 The District will utilize a School Site Scorecard to monitor student attendance, student achievement, behavior, and implementation of the PLC process.

Performance Goal L) Administer annual surveys to our parents, students, and employees in order to measure the quality of our services in

order to inform our practice and encourage two-way communication.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions L1.1 The District will develop and administer a pre/post climate survey to staff and parents.

L1.2 The District will administer annual climate surveys to staff and parents.

L1.3 The District will administer annual climate surveys to staff and parents.

L2.1 The District will administer the California Healthy Kids Survey to 5th and 7th graders and support schools with the analysis of data.

L2.2 The District will administer the California Healthy Kids Survey to 5th and 7th graders and explore the expansion beyond 5th and 7th grade students and support schools with the analysis of data.

L2.3 The District will continue to administer the California Healthy Kids Survey to the students in all grade levels as determined in Year 2 and support schools with the analysis of data.


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Domain 5 Fiscal Solvency

Performance Goal M) Maintain a fiscally solvent district through an efficient, fair, adequate, and equitable alignment of resources to support the Board’s Mission.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions M1.1 The District will maintain fiscal solvency through an annual review of the district budget.

M1.2 The District will maintain fiscal solvency through an annual review of the district budget.

M1.3 The District will maintain fiscal solvency through an annual review of the district budget.


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Domain 6 Assurances Sustain legal requirements aligned to specified program regulations.

Performance Goal N) Allocate and align general and categorical funding to support the LEA and SPSA goals.

2012-13 Actions 2013-2014 Actions 2014-2015 Actions N1.1 The District will provide extended and enrichment learning opportunities for students through the existing district programs and will explore additional learning opportunities.

N1.2 The District will provide extended and enrichment learning opportunities for students through the existing district programs and will explore additional learning opportunities.

N1.3 The District will provide extended and enrichment learning opportunities for students through the existing district programs and will explore additional learning opportunities.

N2.1 The District will review the After School Education and Safety (ASES) Program in order to effectively extend and enrich the learning for participating students.



N3.1 The District and Migrant Education, Region 21, will coordinate resources for the implementation of supplemental instructional and support services to extend and enrich learning for eligible Migrant students through the regional application process.



N4.1 The District will coordinate extended programs including Magnet, Summer School, Migrant, National Youth Sports Program, SES, and GATE.



N5.1 The District will finalize the English Learner Blueprint (Title III English Learner Master Plan) in alignment with the LEA plan upon the State Board of Education’s adoption of the Next Generation ELD Standards.

N5.2 The District will implement the English Learner Blueprint (Title III English Learner Master Plan).

N5.3 The District will implement the English Learner Blueprint (Title III English Learner Master Plan).

N6.1 The District will provide English as a Second Language through Community Based English Tutoring (CBET) and Migrant services for parents.




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2012-13 Actions 2013-2014 Actions 2014-2015 Actions N7.1 The District, in consultation with the District English Learner Advisory Committee (DELAC), will inform English Learner parents in regards to their child’s language proficiency placement, existing program options, and reclassification criteria as well as parental rights.

N7.2 The District, in consultation with the District English Learner Advisory Committee (DELAC), will inform English Learner parents in regards to their child’s language proficiency placement, existing program options, and reclassification criteria as well as parental rights.


N8.1 The District will provide technical assistance to support English Learner classrooms.



N9.1 The District will administer a professional development needs survey to teachers.



N10.1 The District will regularly communicate with parents in their primary language, as required by law.



N11.1 The District will facilitate the annual review of the Parent Involvement policy.



N12.1 The District will request and allocate categorical funds to support the attainment of the Local Education Agency (LEA) goals.



N13.1 The District will allocate categorical funds to schools to support the attainment of the LEA and Single Plan for Student Achievement (SPSA) goals.



N14.1 The District will coordinate distribution of Title II class-size reduction teachers as aligned to school site needs.

N14.2 The District will coordinate distribution of Title II class-size reduction teachers as aligned to school site needs (as Title II funds are available).

N14.3 The District will coordinate distribution of Title II class-size reduction teachers as aligned to school site needs (as Title II funds are available).


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2012-13 Actions 2013-2014 Actions 2014-2015 Actions N15.1 The District will ensure centralized services for the provision of technical assistance (TA) for: • Data: analyzing data from assessments and

other examples of student work to identify and address problems in instruction, implementing parent involvement, and professional development needs

• Professional Development: identifying and implementing professional development, instructional strategies, and methods of instruction to meet specific needs of schools

• Fiscal: assistance in analyzing and revising the schools’ budgets and allocation of resources to increase student achievement

N15.2 Ensure centralized services for the provision of technical assistance (TA) for: • Data: analyzing data from assessments and




N15.3 Ensure centralized services for the provision of technical assistance (TA) for: • Data: analyzing data from assessments and




N16.1 The District will explore and develop an evaluation tool to measure the effectiveness of efforts described in the LEA plan using a model of continuous improvement in coordination with the District Leadership Team (DLT).

N16.2 The District will monitor, review and evaluate effectiveness of efforts described in the LEA plan.

N16.3 The District will monitor, review and evaluate effectiveness of efforts described in the LEA plan.

Academic Achievement 2012-2013 School Year Timeline and Related Expenses

Local Educational Agency 2012-13 School Year Timeline and Related Expenses

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Domain 1 Academic Achievement Establish a culture of individual and collective accountability by mobilizing members of the district team to improve the systems, structures, and practices that will lead to the District’s exit of Program Improvement through an accessible, rigorous, coherent, and articulated curriculum that delivers high quality teaching and is grounded in high expectations for all students.

Performance Goal A) Implement the Common Core and the English Language Development Standards to ensure college and career readiness through a guaranteed and viable curriculum.

2012-2013 Actions Timeline Targeted Audience

Funding Resources Related Expenses

Responsible Party Measures of Success

District Site Goal % Actual %

A1.1 The District will create professional development modules for the transition to the Common Core State Standards (CCSS) and the Next Generation English Language Development (ELD) Standards for the 2013-2014 school year. Topics will be: • Common Core/Next Generation ELD

Overview • Text Complexity/Academic Vocabulary • Cross-Curricular Evidence-Based writing • Mathematical Practices • Classroom discourse/collaborative

conversations • Math, RLA and ELD Content

Development • Digital Literacy/Integrated Technology

Sept 2012 – May 2013

N/A Within scope of duties

Curriculum and Standards (C&S)

N/A 100% completion

A2.1 The District will provide professional development on an overview for the Common Core State Standards (CCSS) and the Next Generation English Language Development (ELD) Standards.

Aug. 2012 – May 2013

Instructional Team Members (Site and District Admin., Site Support, and Teachers)

Title I & III $52,000 (1300 Teachers)

C&S N/A 90% attendance


21




District Site Goal % Actual % A3.1 The District will provide professional development on CCSS/Next Generation ELD on text complexity and academic vocabulary in a two-part series.

Sept. 2012 – May 2013

Teachers/Site Admin.

Title I: $104,000 (1,300 teachers)


A4.1 The District will provide professional development on cross-curricular evidence-based writing that focuses on the CCSS strands (narrative, informational/ explanatory, opinion) and the Next Generation ELD Standards.

Sept. 2012 – May 2013


Title I : $52,000 (1,300 teachers)


A5.1 The District will provide professional development on CCSS/Next Generation ELD on how to integrate and implement the mathematical practices in lessons.

Sept. 2012 – May 2013


Title I: $52,000 (1,300 teachers)


A6.1 The District will establish the Common Core Teacher Leadership Team (TLT) to inform the process of identifying the District Key Essential Common Core and ELD Standards and the construction of the grade level specific Instructional Frameworks.

Sept. 2012 – May 2013

Teacher Leaders Title 1: $64,000 (160 teachers)

C&S Site Admin.

100% participation

A8.1 The District will identify Reading Language Arts (RLA) and Math Key Essential Standards (KES) in CCSS with the assistance of the Common Core TLT.

By Dec. 2013

Common Core TLT See A6.1 C&S N/A 100% completion


22




District Site Goal % Actual % A9.1 The District and the Common Core TLT will develop grade level specific Instructional Frameworks to assist teachers in the implementation of the Common Core and Next Generation ELD standards that will include the following: • Content of CCSS Instructional Modules

(see A1.1) (the “why”) • Guaranteed and Viable Curriculum (CCSS

Grade Level Key Essential Standards in RLA, Math and integrated Next Generation ELD) (the “what”)

• Suggested pacing guide (the “when”) • Instructional Core Cross-Curriculum

Alignment to CCSS/Next Generation ELD (the “how”)

• Instructional best practices address the language acquisition needs of English Learners

• Sample types of assessment (i.e. Common Formative Assessments – CFA) (Informs the “now-what”)

• Writing Benchmark rubrics • Digital Literacy/technology integration

for all subjects • A Professional Learning Community

Playbook

By June 2013 Common Core TLT See A6.1 General Fund: Duplicating: $19,600

C&S N/A 100% completion

A10.1 The District will research emerging technologies in preparation for the Smarter Balance Assessment.

By May 2013 Site Admin, Teachers, District Instructional Team

Within scope of duties

Research & Evaluation (R&E) C&S Information Technology (IT)

N/A 100% completion


23




District Site Goal % Actual % A11.1 The District will revise, align, and implement the writing benchmark and corresponding rubric to the CCSS writing strands (narrative, informational/explanatory, opinion).

By Oct. 2012 – Fall (Narrative)

Teachers, Site Admin. and Site Support



By Jan. 2013 – Winter (Informational) By Mar. 2013 –Spring (Opinion/Argument)

Performance Goal B) Deliver systematic, on-going professional development in the elements of the Pathway to Teaching and Learning to district and site instructional team members.




District Site Goal % Actual % B1.1 The District will provide professional development to new and first-year instructional hires to include school administrators, teachers, and para-professionals on the existing Pathway to Teaching and Learning (Good First Instruction).

August 2012 New Administrators, New Teachers and First Year Instructional Hires

Within scope of duties C&S 90% attendance

B2.1 The District will work in collaboration with site administration to refine the Pathway to Teaching and Learning (Good First Instruction) and develop a corresponding rubric.

By May 2013 Pathway Administrative Team (Principals, District Instructional Team)

Within scope of duties Academic Improvement & Accountability (AIA)

N/A 100% completion


24

Performance Goal C) Define, understand, and implement Bakersfield City School District’s model for a Professional Learning Community (PLC) to determine: 1) What knowledge and skills that every student should acquire? 2) How will we know when each student has acquired the learning? 3) How will we respond when students do not acquire the learning? 4) How will we extend and enrich the learning for proficient students?




District Site Goal % Actual % C1.1 The District will provide professional development on an overview of PLC to all district and site instructional team members.

By Sept. 8, 2012 Site administrators, Teachers, Site Support Staff, District Instructional Team

Title I: Solution Tree Contract $78,650

AIA C&S

N/A 90% attendance

$391,000 ($290 per employee)

C2.1 The District will provide professional development to district and site instructional teams on the foundations of PLC Leadership. The topics are: • Establishing the fundamental purpose of

why we exist based on the District Values, Vision, and Mission

• Developing a collaborative culture that focuses on student learning

• Establishing meaningful collaboration time for grade level and content area teams

• Developing team norms • Developing of SMART goals based on

student achievement data • Collaboratively developing, administering

and scoring common formative assessments aligned to agreed-upon team SMART goals

• Developing and implementing a site-based intervention and enrichment model (RTI²)

• Celebrating student and staff successes and achievements that contribute to school culture and a collaborative community

Monthly Administrators Leadership Meetings

Principals/District Instructional Team

Within the scope of Solution Tree contract

AIA

N/A 100% attendance


25




District Site Goal % Actual % C3.1 The District will provide professional development to build capacity of the Guiding Coalitions at each school site.

Cohort I: • 11/16-17/2012 • 1/11-12/2013 • 3/1-2/2013

Site Leadership Teams & District Instructional Team

Title I: Solution Tree Contract $126,500 Teacher Subs $30,000 (100 teachers)

AIA N/A 100% Participation

C4.1 The District will develop a PLC Playbook to provide necessary resources in support of the implementation of Professional Learning Communities.

By Nov. 2012 Principals/District and Site Instructional Team

Within scope of duties AIA N/A 100% Completion

Performance Goal D) Integrate the use of District technological resources in order to expedite and support The District’s model for a Professional Learning Community.




District Site Goal % Actual % D1.1 The District will explore technological tools to support leadership in the management of the PLC process.

By June 2013 Site and District Administrators

Within scope of duties IT R&E

N/A 100% Completion

School Safety 2012-2013 School Year Timeline and Related Expenses


26

Domain 2 School Safety Ensure a safe, healthy, and secure environment for all students, parents, and employees.

Performance Goal E) Establish a climate of equity and caring that values diversity in order to ensure all students and BCSD community members have a strong sense of belonging.




District Site Goal % Actual % E1.1 The District, in partnership with Bakersfield Elementary Teachers Association (BETA), will provide professional development on Cultural Competency for Cohort 1 (District Administrative Team, Teachers and Transportation Department).

By May 2013 BETA, District Administrative Team, Teachers & Transportation Department

Disproportionality Grant: $10,000 General Fund: $67,800 $20,000 (Consultant) $5,800 (145 Trans. Emp.) $52,000 (1,300 Teachers)

AIA N/A 90% attendance

E2.1 The District will develop and administer a pre/post climate survey to staff and parents.

By Oct. 2012 (Pre) By May 2013 (Post)

Parents, Staff

Within scope of duties R&E N/A

100% completion & 90% returned surveys

E3.1 The District will administer the California Healthy Kids Survey to 5th and 7th graders and support schools with the analysis of data.

By Dec. 2012 5th & 7th Grade Students

Title 1: $8,000 R&E N/A 90% returned surveys


27

Performance Goal F) Seek and develop community partnerships to expand the integration of coordinated and comprehensive student health programs by increasing accessibility strategically across the District in order to overcome the educational barriers of poverty that negatively impact the wellbeing and achievement of children.




District Site Goal % Actual % F1.1 The District will identify gaps in student health services, prioritize students’ needs through the examination of current services and partnerships and create a comprehensive service and delivery model that includes medical, psychological, vision and dental services.

By May 2013 BCSD Families Within scope of duties Instructional Support Services

N/A 100% completion

Performance Goal G) Implement preventive discipline and attendance models that promote positive student conduct in order to increase student attendance and address disproportionality and, ultimately, improve student achievement.




District Site Goal % Actual % G1.1 The District will provide professional development on an overview of a 3-tiered School-wide Positive Behavior Support (SWPBS) Model for implementation at each school site.

By Dec. 2012 Site Admin. and District Instructional Team

Within scope of duties AIA N/A 100% attendance

G2.1 The District will support school sites to establish School-wide Positive Behavior Support (SWPBS) Teams and provide professional development on the elements of Tier 1.

By Jan. 2013 Site Admin. Within scope of duties AIA Site Admin.

100% attendance

G3.1 The District will provide coaching to support the implementation of the identified School-wide Positive Behavior Support (SWPBS) Model.

By May 2013 Site Admin. Within scope of duties AIA N/A 100% participation


28




District Site Goal % Actual % G4.1 The District will design, pilot, and implement an online discipline referral system to track positive and negative student referral data by demographic categories including, but not limited to, Special Education and African American students.

By Oct. 2012 Site Admin. Within scope of duties AIA IT

Site Admin.

100% completion

G5.1 The District and individual schools will monitor discipline, positive behavior system, and attendance data quarterly.

By Oct. 2012 By Dec. 2012 By Mar. 2013 By Jun. 2013

District Administrators, Site Administrators, Site Support Staff, Teachers

Within scope of duties AIA Site Admin.

100% completion

G6.1 The District will develop a rubric to monitor the progress of the individual school’s School-wide Positive Behavior Support (SWPBS) Model on a quarterly basis.

By Dec. 2012 Site Administrators, Site Support Staff, Teachers


100% completion

G7.1 The District will provide technical assistance for student populations with identified needs based on quarterly data analysis.

By Oct. 2012 By Dec. 2012 By Mar. 2013 By Jun. 2013

School Sites Within scope of duties AIA N/A N/A

G8.1 The District will examine the current practices and professional development of school-based classified student supervision employees and develop a comprehensive model to maximize district and school resources.

By Dec. 2012 School-based classified student supervision employees

Within scope of duties AIA N/A 100% completion

G9.1 The District will create a common identification process to qualify students for Tier 2 and Tier 3 behavioral support.

By Nov. 2012 Teachers Site Admin.

Within scope of duties AIA Special Ed

N/A 100% completion


29




District Site Goal % Actual % G10.1 The District will support schools and identified students by utilizing the Behavioral Health Unit for technical assistance and support of the School-wide Positive Behavior Support (SWPBS) Model for general and Special Education students.

Sept. 2012 – May 2013

Site Admin. Within scope of duties AIA Special Ed

N/A 100% completed referrals


Sept. 2012 – May 2013

Teachers & Site Administrators

Within scope of duties AIA Special Ed

N/A 90% participation


Sept. 2012 – May 2013

Teachers Within scope of duties AIA Special Ed


Parent Engagement 2012-2013 School Year Timeline and Related Expenses


30

Domain 3 Parent Engagement Ensure all parents and community members are welcomed and engaged in the learning process.

Performance Goal H) Empower parents and guardians to navigate the educational system in order to partner and advocate for their children’s educational opportunities and access to high quality teaching and learning. Provide parents and adults with high quality professional development on best practices for parent engagement to optimize student achievement.




District Site Goal % Actual % H1.1 The District will review parent climate survey results to identify, prioritize, and coordinate district parent and community engagement services.

By Oct. 2012 Parents Within scope of duties R&E AIA

N/A 100% completion

H2.1 The District will develop a Parent and Community Engagement Model, based on the parent survey results and district best practices, to support parent and community engagement services at each school site and explore course credit through partnerships with local colleges and universities.

By May 2013 Parents & School Support Staff (i.e. Parent Liaisons)


AIA N/A 100% completion

H4.1 The District will explore technologies that translate English to Spanish to maintain the District website in Spanish.

By May 2013 Parents Within scope of duties R&E

N/A 100% completion

Accountability 2012-2013 School Year Timeline and Related Expenses


31

Domain 4 Accountability Establish and implement performance evaluation protocols in order to successfully execute the Board’s Mission.

Performance Goal I) Through collective bargaining, when applicable, revise the evaluation processes of certificated and classified management, classified, confidential and supervisory, skilled trades, and certificated team members to align to the Board of Education’s Mission.




District Site Goal % Actual % I1.1 The District will hold discussions with employee group representatives to systematically review existing evaluation tools to align job responsibilities to the District’s Mission.

By Feb. 2013 Employee group representatives

General Fund: $5,000 Subs (10 Teachers x 5 days)

Personnel

N/A 100% completion

I2.1 The District and employee group representatives will begin the process of gathering best practices for evaluations.

By May 2013 Employee groups Within scope of duties Personnel

N/A 100% completion

Performance Goal J) Recruit and retain highly qualified employees and implement a formal support system that provides assistance and support for performance improvement for Bakersfield City School District employees.




District Site Goal % Actual % J1.1 The District will support the implementation of Professional Learning Communities in non-instructional departments with the development of norms aligned to the District Values to build a positive work environment.

By Jan. 2013 Non-Instructional Departments


All Depts. N/A 100% completion

J2.1 The District will research and identify best practices on how to recruit and retain highly qualified individuals.

By May 2013 N/A Within scope of duties Personnel N/A 100% completion


32




District Site Goal % Actual % J4.1 The District will develop a comprehensive employee recognition program centered on the tenets of the District’s Values, Vision, and Mission.

By June 2013 District Employees Within scope of duties Personnel Site Admin.

N/A


By Sept. 2012 District and Site Administrators

Title I: $7,900 (Deans & non-Admin. coaches, office teachers)

AIA N/A 100% attendance


By Oct. 2012 District and Site Administrators

Within scope of duties Personnel

N/A 100% attendance


Oct. 2012 – May 2013

Identified employees

Within scope of duties Personnel N/A N/A

J8.1 The District will identify and train members of an Employee Support Team that will provide assistance to satisfy the requirements of an Employee Performance Improvement Plan.

By May 2013 TBD Within scope of duties Personnel N/A N/A


33

Performance Goal K) Strengthen the comprehensive student achievement monitoring system and evaluate its effectiveness to increase student outcomes that support the instructional efforts of BCSD’s Model of Professional Learning Community.




District Site Goal % Actual % K1.1 The District will explore and adopt a comprehensive student data system to monitor academic achievement, behavior, attendance, and grades.

By Mar. 2013 Teachers, District and Site Administrators

General fund: $232,000 (29,000 x $8)

R&E N/A 100% completion

K2.1 The District will explore and create the use of a Parent Portal to access the comprehensive student data system.

By June 2013 Parents General fund: $58,000 (29,000 x $2)

IT N/A 100% completion

K3.1 The District will provide professional development on the new comprehensive student data system to the district instructional team members.

By June 2013 District and Site Administrators

Within scope of duties R&E Site Admin.

100% attendance

K4.1 The District will modify and implement the 9-week SPSA Review Cycle to include a Data Summit of academic/behavioral student data and the implementation of the BCSD PLC Model.

By Nov. 2012 Principal and Site Support Teams


100% participation

K5.1 The District will develop and utilize a School Site Scorecard to monitor student attendance, student achievement, behavior, and implementation of the PLC process.

By Dec. 2012 Site Admin. and District Instructional Team

Within scope of duties Cabinet N/A 100% completion


34

Performance Goal L) Administer annual surveys to our parents, students, and employees in order to measure the quality of our services in order to inform our practice and encourage two-way communication.




District Site Goal % Actual % L1.1 The District will develop and administer a pre/post climate survey to staff and parents.

See E3.1 See E3.1 See E3.1 See E3.1 See E3.1

L2.1 The District will administer the California Healthy Kids Survey to 5th and 7th graders and support schools with the analysis of data.

See E3.1 See E3.1 See E3.1 See E3.1 See E3.1

Fiscal Solvency/Assurances 2012-2013 School Year Timeline and Related Expenses


35

Domain 5 Fiscal Solvency

Performance Goal M) Maintain a fiscally solvent district through an efficient, fair, adequate, and equitable alignment of resources to support the Board’s Mission.




District Site Goal % Actual % M1.1 The District will maintain fiscal solvency through an annual review of the district budget.

July 2012 – June 2013

N/A Within scope of duties Chief Business Official

N/A N/A


36

Domain 6 Assurances Sustain legal requirements aligned to specified programs’ regulations.

Performance Goal N) Allocate and align general and categorical funding to support the LEA and SPSA goals.




District Site Goal % Actual % N1.1 The District will provide extended and enrichment learning opportunities for students through the existing district programs and will explore additional learning opportunities.

July 2012 – June 2013

Students Within scope of duties AIA C&S



July 2012 – June 2013

District Instructional Team

Within scope of duties Instructional Support Services

N/A 100% completion


July 2012 – June 2013

Students & Parents Migrant, Region 21 Within scope of duties

C&S N/A 90% participation

N4.1 The District will coordinate extended programs including Magnet, Summer School, Migrant, National Youth Sports Program, Supplemental Education Services (SES), and Gifted and Talented Education (GATE).

July 2012 – June 2013

Students Title 1: NYSP - $180,000 Summer School, Magnet, GATE, Migrant and SES: within scope of current budget

AIA C&S

N/A 100% completion

N5.1 The District will finalize the English Learner Blueprint (English Learner Master Plan) in alignment with the LEA plan upon the State Board of Education’s adoption of the Next Generation ELD Standards.

By Dec. 2012 District and Site Instructional Team

Within scope of duties C&S N/A 100%


37




District Site Goal % Actual % N6.1 The District will provide English as a Second Language through Community Based English Tutoring (CBET) and Migrant services for parents.

July 2012 – June 2013

English Learner (EL) Parents

CBET: Within scope of current budget



Dec. 2012 EL Parents Economic Impact Aid/Limited English Proficient (EIA/LEP): within the current budget

C&S N/A 90% participation


Sept. 2012 – May 2013

Identified school sites

Title III: Within scope of the current budget



By Feb. 2013 Teachers Within scope of duties C&S

N/A 90% returned surveys


July 2012 – June 2013

Parents Within scope of duties District Depts.

Site Admin.

100% completion


July 2012 – June 2013

School Sites Within scope of duties AIA Site Admin.

100% completion


July 2012 – June 2013

N/A Within scope of LEA Plan

AIA N/A N/A


Dec. 2012 N/A Within scope of LEA and SPSA Plans

AIA Site Admin.

N/A


38




District Site Goal % Actual % N14.1 The District will coordinate distribution of Title II class-size reduction teachers as aligned to school site needs.

Aug. 2012 – May 2013

Designated School Sites

Title II: Within scope of the current budget

Personnel N/A N/A

N15.1 The District will ensure centralized services for the provision of technical assistance (TA) for: • Data: analyzing data from assessments

and other examples of student work to identify and address problems in instruction, implementing parent involvement, and professional development needs



Aug. 2012 – May 2013

School Sites Title 1: Technical Assistance within scope of current budget Title 1: PLC Technical Assistance/PD and Admin. Support $16,665

AIA C&S

N/A N/A

N16.1 The District will explore and develop an evaluation tool to measure the effectiveness of efforts described in the LEA plan using a model of continuous improvement in coordination with the District Leadership Team (DLT).

By May 2013 DLT Within scope of duties AIA R&E

N/A 100% completion

39

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 State Programs

X Title I, Part A X EIA – State Compensatory Education

X Title I, Part C, Migrant Education X EIA – Limited English Proficient

X Title II, Part A, Subpart 2, Improving Teacher Quality X Child Development Programs

X Title III, Limited English Proficient X Gifted and Talented Education (unrestricted)

X Title III, Immigrants X Other (describe): English Language Acquisition Program (ELAP)

X IDEA, Special Education X Other (describe): After School Education and Safety (ASES)

X Other (describe): Medi-Cal Billing Option X Other (describe): Lottery: Instructional Materials

X Other (describe): Title II, Part A Administrator Training X Other (describe): Special Education Apportionment

X Other (describe): Pupil Transportation: Home to School and Special Education

X Other (describe): Quality Education Investment Act (QEIA)

X Other (describe): School Library Improvement Block Grant (SLIBG) (unrestricted)

X Other (describe): Teacher Credentialing Block Grant (BTSA) (unrestricted)

X Other (describe): Alternative Credentialing, Intern Teachers (Intern) (unrestricted)

X Other (describe): Targeted Instructional Improvement Block Grant (TIIG) (unrestricted)

X Other (describe): National Board for Professional Teaching Standards Incentive (NBPTS) (unrestricted)

X Other (describe): Community Based English Tutoring (CBET) (unrestricted)

X Other (describe): Art and Music Block Grant (unrestricted)

X Special Education Mental Health

40

DISTRICT BUDGET FOR FEDERAL PROGRAMS

Please complete the following table with information for your district.

Programs

Prior Year District

Carryovers

Current Year District

Entitlement Estimates

Current Year Direct Services

to Students at School Sites ($)


to Students at School Sites (%)

Title I, Part A 1,565,086 15,346,151 9,538,860 56% Title I, Part B, Even Start Title I, Part C, Migrant Education

875,564 2,317,816 1,889,098 59%

Title I, Part D, Neglected/Delinquent

Title II Part A, Subpart 2, Improving Teacher Quality

171,227 2,093,011 2,128,169 94%

Title II, Part D, Enhancing Education Through Technology

Title III, Limited English Proficient

783,662 863,487 268,449 16%

Title III, Immigrants 51,533 57,100 96,886 89% Title IV, Part A, Safe and Drug-free Schools and Communities

Title V, Part A, Innovative Programs – Parental Choice

Adult Education Career Technical Education McKinney-Vento Homeless Education

IDEA, Special Education 74,991 5,759,814 3,736,743 64% 21st Century Community Learning Centers

Other (describe): Medi-Cal Billing Option

150,319 573,000 390,107 54%

Other (describe): Title II Part A, Administrator Training

6,400 0 0 0

Migrant Education (MESRP) 0 50,000 39,410 79%

Other (describe): ARRA – State Fiscal Stabilization Fund

Other (describe): ARRA – Education Jobs Fund

TOTAL

3,678,782 27,060,379 18,087,772

41

DISTRICT BUDGET FOR STATE PROGRAMS Please complete the following table with information for your district.

Categories Prior Year

District Carryovers

Current Year District

Entitlements


to Students at School Sites ($)


to Students at School Sites (%)

EIA – State Compensatory Education 667,968 4,187,177 4,685,440 96% EIA – Limited English Proficient 560,940 4,376,235 4,327,947 88% State Migrant Education School and Library Improvement Block Grant (unrestricted)

0 2,131,282 1,669,189 78%

Child Development Programs 7,271 2,015,237 1,548,340 77% Educational Equity Gifted and Talented Education 0 173,560 173,560 100% Other (describe): Quality Education and Investment Act (QEIA)

361,951 1,951,700 1,734,965 76%

Other (describe): After School Education and Safety (ASES)

0 4,207,162 3,502,604 83%

Other (describe): Lottery – Instructional Materials

0 785,085 785,085 100%

Other (describe): English Language Acquisition Program (ELAP)

87,242 0 1,635 2%

Other (describe): Special Education Apportionment

0 14,159,945 14,159,945 100%

Other (describe): Pupil Transportation: Home to School and Special Education

0 2,436,826 2,436,826 100%

Special Education Mental Health 935,762 1,556,790 649,929 26%

Other (describe): Teacher Credentialing Block Grant (BTSA) (unrestricted)

0 414,202 0 0

Other (describe): Alternative Credentialing, Intern Teachers (Intern (unrestricted))

0 73,577 0 0

Other (describe): Targeted Instructional Improvement Block Grant (TIIG) (unrestricted)

0 6,647,597 5,188,972 78%

Other (describe): National Board for Professional Teaching Standards Incentive (NBPTS) (unrestricted)

0 20,125 0 0

Other (describe): Community Based English Tutoring (CBET) (unrestricted)

0 224,065 0 0

Other (describe): Art and Music Block Grant (unrestricted)

0 373,531 122,530 33%

Total 2,621,134 45,698,096 40,986,967

Local Educational Agency Plan

Appendices

42

Appendix A

Chart 1

43

Appendix B

Chart 2

SED: Socioeconomically Disadvantaged

Chart 3


44

Appendix C

Chart 4


45

Appendix D

Acronyms

Academic Improvement & Accountability AIA

After School Education and Safety ASES

Bakersfield City School District BCSD

Bakersfield Elementary Teachers Association BETA

Common Core State Standards CCSS

Common Formative Assessments CFA

Community Based English Tutoring CBET

Curriculum & Standards C&S

District English Learner Advisory Committee DELAC

Economic Impact Aid/Limited English Proficient EIA/LEP EIA/LEP

English Learner EL

English Language Development ELD

Gifted and Talented Education GATE

Information Technology IT

Key Essential Standards KES

Local Education Agency LEA

National Youth Sports Program NYSP

Professional Development PD

Professional Learning Community PLC

Reading Language Arts RLA

Research & Evaluation R&E

Response to Intervention RTI2

School-wide Positive Behavior Support SWPBS

Single Plan for Student Achievement SPSA

Supplemental Education Services SES

Teacher Leadership Team TLT

Technical Assistance TA

46

Appendix E Definition of Terms

California Healthy Kids Survey: The California Healthy Kids Survey (CHKS) is the largest statewide survey of resiliency, protective factors, and risk behaviors in the nation. Across California, the CHKS has led to a better understanding of the relationship between students' health behaviors and academic performance, and is frequently cited by state policymakers and the media as a critical component of school improvement efforts to help guide the development of more effective health, prevention, and youth development programs. Common Core State Standards (CCSS): Developed voluntarily and cooperatively by 48 states, two territories, and the District of Columbia, the Common Core State Standards offer schools, teachers, students and parents clear, understandable, and consistent standards in English language arts and mathematics. The CCSS defines the knowledge and skills students should take away from their K-12 schooling to be successfully prepared for postsecondary and career opportunities.

Cross Curricular Writing: Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Cross curricular writing provides students an opportunity to demonstrate their understanding of complex subjects in reading language arts, math, science and social studies through evidence-based writing. Cultural Competence is defined as a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross–cultural situations. Cultural Proficiency: Cultural Proficiency in education is the level of knowledge-based skills and understanding that are required to successfully teach and interact with students and to work effectively with colleagues from a variety of cultures by holding all forms of cultural difference in high esteem; a continuing self-assessment of one’s values, beliefs and biases grounded in cultural humility; an ongoing vigilance toward the dynamics of diversity, difference and power; and the expansion of knowledge of cultural practices that recognize cultural bridges as going both ways. Digital Literacy:

• A person’s ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.

• The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers.

• The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information.

Disproportionality: Disproportionality is the over- or under-representation of racially, culturally, ethnically or linguistically diverse groups of students in special education, restrictive learning environments, or school disciplinary actions (e.g., suspensions and expulsions) in comparison to other students. Good First Instruction: Engaging high quality instruction provided from classroom teacher that is intended for all students. Teaches employ scaffolding and elements of explicit direct instruction. Instruction is differentiated based on student’s needs with instruction that is proactive, productive and preventive. Adjustment of classroom practices occur at regular intervals based on assessments and progress monitoring of student’s progress. The application of immediate intervention, based on student achievement data, is provided by the classroom teacher.

http://www.corestandards.org/

47

Guaranteed and Viable Curriculum: A curriculum that (1) gives students access to the same essential learning regardless of who is teaching the class, and (2) can be taught in the time allotted. Power Standards (Key Essential Standards) are the knowledge, skills, and dispositions that have endurance and leverage, and are essential in preparing students for readiness at the next level; the most essential learning or outcomes. Kindergartners: Grade 1 Students: Grade 2 Stu Mathematical Practices: The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The eight mathematical practices are:

1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Next Generation ELD Standards: The standards will describe what English learners need to know and be able to do to access content and achieve in the CA CCSS-ELA. PLC Playbook: A resource for schools and teachers to use as a reference in guiding their work as a Professional Learning Community. Some of areas to be covered in the Playbook will be:

• Common Formative Assessments: An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. Common formative assessments are used frequently throughout the year to identify: (1) individual students who need additional time and support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) curriculum concerns—areas in which students generally are having difficulty achieving the intended standard—and (4) improvement goals for individual teachers and the team.

• Data analysis protocol: A systematic method for reviewing student achievement data used commonly by all grade levels.

• Guiding Coalitions: An alliance of key members of an organization who are specifically charged to lead a change process. Members of the coalition should have shared objectives and high levels of trust.

• Norms: represent protocols and commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve their shared goals.

• Professional Learning Community (PLC): An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.

• SMART Goals: Goals that are Strategic & Specific, Measurable, Attainable, Results-oriented, and Time-bound. Positive Behavior Support Model: School-wide Positive Behavior Supports (SWPBS) Model is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns. SWPBS is not a curriculum, intervention, or practice, but is a decision-making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. Progressive Discipline: Progressive discipline is a process for dealing with job-related behavior that does not meet expected and communicated performance standards. The primary purpose for progressive discipline is to assist the employee to understand that a performance problem or opportunity for improvement exists. Response to Intervention (RTI): A systematic school-wide plan that ensures every student in every course or grade level will receive additional time and support for learning as soon as he or she experiences difficulty in acquiring essential

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knowledge and skills. The multi-tiered intervention occurs during the school day, and students are required rather than invited to devote the extra time and secure the extra support for learning. Effective implementation of RTI requires collaborative planning and implementation by teachers within the grade level teams. Student achievement data drive decision making at every tier of the model. A systematic, problem solving method is used to decide what interventions to try and to decide whether the implemented strategies are working for a student. Smarter Balance Assessments: These next-generation assessments are aligned to the Common Core State Standards (CCSS) in English language arts/literacy and mathematics for grades 3-8 and 11. Smarter Balanced assessments make use of computer adaptive technology, which is more precise and efficient than fixed-form testing. Smarter Balanced assessments will go beyond multiple-choice questions and include short constructed response, extended constructed response, and performance tasks that allow students to complete an in-depth project that demonstrate analytical skills and real-world problem solving. Text Complexity: The inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Preparation for reading complex informational texts should begin at the very earliest elementary school grades. References: www.corestandards.org www.smarterbalanced.org www.allthingsplc.com www.pbis.org www.chks.wested.org www.about.com/humanresources




http://www.smarterbalanced.org/

http://www.allthingsplc.com/

http://www.pbis.org/

http://www.chks.wested.org/

http://www.about.com/humanresources

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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. Dr. Robert Arias Print Name of Superintendent _____________________________________________________ _________________ Signature of Superintendent Date Lillian Tafoya Print Name of Board President _____________________________________________________ _________________ Signature of Board President Date

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.

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