Local Control and Accountability Plan (LCAP)

Every Student Succeeds Act (ESSA)

Federal Addendum Template

LEA name:

Santa Maria-Bonita School District

CDS code:

42-69120-0000000

Link to the LCAP:
(optional)

http://www.smbsd.org/lcap


For which ESSA programs will your LEA apply?

Choose from:

TITLE I, PART A

Improving Basic Programs Operated by
State and Local Educational Agencies

TITLE I, PART D

Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk

TITLE II, PART A

Supporting Effective Instruction

TITLE III, PART A

Language Instruction for English Learners
and Immigrant Students

TITLE IV, PART A

Student Support and Academic
Enrichment Grants

(NOTE: This list only includes ESSA programs with LEA plan requirements; not all ESSA programs.) 

Federal Programs included in this Addendum:

Title I, Part A

Title II, Part A

Title III, Part A

Title IV, Part A

In the following pages, ONLY complete the sections for the corresponding programs.


Instructions

The LCAP Federal Addendum is meant to supplement the LCAP to ensure that eligible LEAs have the opportunity to meet the Local Educational Agency (LEA) Plan provisions of the ESSA.

The LCAP Federal Addendum Template must be completed and submitted to the California Department of Education (CDE) to apply for ESSA funding. LEAs are encouraged to review the LCAP Federal Addendum annually with their LCAP, as ESSA funding should be considered in yearly strategic planning.

The LEA must address the Strategy and Alignment prompts provided on the following page.

Each provision for each program must be addressed unless the provision is not applicable to the LEA.

In addressing these provisions, LEAs must provide a narrative that addresses the provision within the LCAP Federal Addendum Template. 

Under State Priority Alignment, state priority numbers are provided to demonstrate where an ESSA provision aligns with state priorities. This is meant to assist LEAs in determining where ESSA provisions may already be addressed in the LEA’s LCAP, as it demonstrates the LEA’s efforts to support the state priorities.

The CDE emphasizes that the LCAP Federal Addendum should not drive LCAP development. ESSA funds are supplemental to state funds, just as the LCAP Federal Addendum supplements your LCAP. LEAs are encouraged to integrate their ESSA funds into their LCAP development as much as possible to promote strategic planning of all resources; however, this is not a requirement. In reviewing the LCAP Federal Addendum, staff will evaluate the LEA’s responses to the ESSA plan provisions. There is no standard length for the responses. LEAs will be asked to clarify insufficient responses during the review process.


California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. This LCAP Federal Addendum provides LEAs with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students.

The implementation of ESSA in California presents an opportunity for LEAs to innovate with their federally-funded programs and align them with the priority goals they are realizing under the state’s Local Control Funding Formula (LCFF).

LCFF provides LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The LCAP planning process supports continuous cycles of action, reflection, and improvement.

Please respond to the prompts below, and in the pages that follow, to describe the LEA’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs as described in the LEA’s LCAP.

Strategy

Explain the LEA’s strategy for using federal funds to supplement and enhance local priorities or initiatives funded with state funds, as reflected in the LEA’s LCAP. This shall include describing the rationale/evidence for the selected use(s) of federal funds within the context of the LEA’s broader strategy reflected in the LCAP.

The Santa Maria-Bonita School District serves over 17,000 students in grades K-8. There are 16 elementary schools and 4 junior high schools. A vast majority of the students (93%) has been identified as low income, English Learner and/or Foster students. The Santa Maria-Bonita District LCAP outlines the district’s local efforts to ensure continuous improvement in all areas of student achievement and program effectiveness around the state priorities. The district ensures that support is provided based on the identified needs of the students and all actions and services are developed to address the identified needs within each of four goal areas:

1. Provide effective district/schoolwide support systems, procedures, processes, materials and practices that support student learning.

2. Develop and enhance programs and services that support English Language Learners becoming proficient in all academic areas.

3. Maintain a safe, secure, healthy and positive learning environment for all students and staff.

4. Create a culture of respect and caring that supports positive relationships among all stakeholders.

The district uses general funds to provide basic services to all students. Local Control Funding Formula (LCFF) Supplemental/Concentration funds are used to improve services for low income (free-reduced price meals, migrant & homeless), English Learners and Foster students. The district allocates about $10,000,000 in LCFF Supplemental/Concentration funds to all 20 schools. The receives about $6,000,000 in federal funds (Title I-A, II, III & IV). Federal funds are used to provide supplemental direct services for disadvantaged students based on ESSA regulations. The district coordinates with the local non-profit private schools to provide services for eligible students who live within the district boundaries. There are currently two private schools participating in the Title I-A, II and III programs: Saint Mary of the Assumption in Santa Maria, and Valley View Adventist Academy in Nipomo. The district and its 20 schools participate in the Title I Schoolwide program. The district reserves 15% of Title I-A funds for administration, 10% for Professional Development, 2% for Homeless education services, 2% for Family Engagement Programs. The remaining of the Title I-A funds are allocated to the schools for direct services to students. Title II funds are used to supplement the professional development for teachers and administrators. Title III funds are used to provide supplemental services to English learners and immigrant students, and Title IV funds are used to provide additional support services for students, including socio-emotional support and digital literacy.

Santa Maria-Bonita School District participates in the migrant education program as a direct-funded district (Migrant Region XXII). The district serves about 3,000 migrant students from 3 years old through 8th grade. The district receives over $4,000,000 in Title I-C migrant funds. Migrant funds are exclusively used to supplement services for migratory students (15% of funds are used for administration and 85% is used for direct services to migratory students). All actions and services are outlined in the Migrant Regional Application and are aligned with the District LCAP.

Alignment

Describe the efforts that the LEA will take to align the use of federal funds with activities funded by state and local funds and, as applicable, across different federal grant programs.

The District LCAP, Migrant Regional Regional Application and the schools’ Single Plan for Student Achievement are fully aligned and are centered on the identified needs of students within each of the four district’s goal areas. All district and school plans are developed, monitored and evaluated by various district/school stakeholder groups, including the District LCAP Stakeholder Collaboration Team, LCAP Parent Advisory Team, District English Learner Advisory Committee, Migrant Parent Advisory Committee, School Site Councils, English Learner Advisory Committees, Homeless/Foster Parents, and other district/school stakeholder groups.

The district meets regularly with the stakeholder groups throughout the year to gather input from students, parents, community, certificated staff, classified staff, administrators and board members. The district has taken a proactive approach in reaching out and building capacity for all stakeholder groups to ensure their full participation in the discussions around the district and school plans.


ESSA Provisions Addressed Within the LCAP

Within the LCAP an LEA is required to describe its goals and the specific actions to achieve those goals, for each of the LCFF state priorities. In an approvable LCAP, it will be apparent from the descriptions of the goals, actions, and services how an LEA is acting to address the following ESSA provisions through the aligned LCFF state priorities and/or the state accountability system.

TITLE I, PART A

Monitoring Student Progress Towards Meeting Challenging State Academic Standards

ESSA SECTION

STATE PRIORITY ALIGNMENT

1112(b)(1) (A–D)

1, 2, 4, 7, 8 (as applicable)

Describe how the LEA will monitor students’ progress in meeting the challenging state academic standards by:

  1. developing and implementing a well-rounded program of instruction to meet the academic needs of all students;
  2. identifying students who may be at risk for academic failure;
  3. providing additional educational assistance to individual students the LEA or school determines to need help in meeting the challenging State academic standards; and
  4. identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning.

Overuse in Discipline Practices that Remove Students from the Classroom

ESSA SECTION

STATE PRIORITY ALIGNMENT

1112(b)(11)

6 (as applicable)

Describe how the LEA will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the student groups, as defined in Section 1111(c)(2).

Career Technical and Work-based Opportunities

ESSA SECTION

STATE PRIORITY ALIGNMENT

1112(b)(12)(A–B)

2, 4, 7 (as applicable)

If determined appropriate by the LEA, describe how such agency will support programs that coordinate and integrate:

  1. academic and career and technical education content through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State; and
  2. work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit.

TITLE II, PART A

Title II, Part A Activities

ESSA SECTION

STATE PRIORITY ALIGNMENT

2102(b)(2)(A)

  • Provide ongoing professional learning opportunities to administrators, teachers and paraeducators to help students learn and thrive
  • Provide support to staff through Teachers on Special Assignment & Intervention Teachers
  • Provide extra time to educators to receive professional learning
  • provide an administrator to support work in assessments that helps inform instruction and improve student learning
  • Clerical assistance to support staff
  • Provide learning materials to support staff that helps students learn and thrive

1, 2, 3, 4, 5

Provide a description of the activities to be carried out by the LEA under this Section and how these activities will be aligned with challenging State academic standards.

TITLE III, PART A

Parent, Family, and Community Engagement

ESSA SECTION

STATE PRIORITY ALIGNMENT

3116(b)(3)

3, 6 (as applicable)

Describe how the eligible entity will promote parent, family, and community engagement in the education of English learners.

ESSA Provisions Addressed in the Consolidated Application and Reporting System

An LEA addresses the following ESSA provision as part of completing annual reporting through the Consolidated Application and Reporting System (CARS).

TITLE I, PART A

Poverty Criteria

ESSA SECTION

STATE PRIORITY ALIGNMENT

1112(b)(4)

N/A

Describe the poverty criteria that will be used to select school attendance areas under Section 1113.

           Santa Maria-Bonita School District will use the Free and Reduced Price Meal eligibility criteria to determine the poverty criteria for each school, as reported in the Consolidated Application and Reporting System (CARS).

ESSA Provisions Not Addressed in the LCAP

For the majority of LEAs the ESSA provisions on the following pages do not align with state priorities. Each provision for each program provided on the following pages must be addressed, unless the provision is not applicable to the LEA. In addressing these provisions, LEAs must provide a narrative that addresses the provision within this addendum.

As previously stated, the CDE emphasizes that the LCAP Federal Addendum should not drive LCAP development. ESSA funds are supplemental to state funds, just as the LCAP Federal Addendum supplements your LCAP. LEAs are encouraged to integrate their ESSA funds into their LCAP development as much as possible to promote strategic planning of all resources; however, this is not a requirement. In reviewing the LCAP Federal Addendum, staff will evaluate the LEA’s responses to the ESSA plan provisions. There is no standard length for the responses. LEAs will be asked to clarify insufficient responses during the review process.

TITLE I, PART A

Educator Equity
ESSA SECTION 1112(b)(2)

Describe how the LEA will identify and address, as required under State plans as described in Section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.

THIS ESSA PROVISION IS ADDRESSED BELOW:

All teachers are highly qualified and credentialed in the subject areas they teach.

Parent and Family Engagement
ESSA SECTIONS 1112(b)(3) and 1112(b)(7)

Describe how the LEA will carry out its responsibility under Section 1111(d).

Describe the strategy the LEA will use to implement effective parent and family engagement under Section 1116.

THIS ESSA PROVISION IS ADDRESSED BELOW:

The ESSA Sections 1112(b)(c) and 1112(b)(7) are addressed in the LEA Parent Involvement Policy and Administrative Regulations (BP/AR 6020) and the schools’ Parent Involvement Policies, and are included in the District LCAP, Migrant Regional Application, and School Plan for Student Achievement (SPSA). Parent and Family Engagement is a vital component of our district’s and schools’ efforts to improve student achievement. The district has taken a proactive approach in reaching out to guide parents in supporting their children at school and also educating parents by increasing their knowledge and skills to support their children’s education. The LEA and school sites conduct parent trainings and outreach to family members by implementing programs, activities, and procedures in consultation with parents and stakeholder groups. This is accomplished through the District LCAP Stakeholder Team, LCAP Parent Advisory Team, SSC, ELAC, DAC/DELAC, Migrant Parent Advisory Committee (RPAC), Homeless/Foster Parents, and stakeholder meetings throughout the year. The stakeholder groups include representatives from each site and various programs (Migrant, Homeless/Foster, English Learners, Preschool, Afterschool, parents, students, district and school administrators, community and school board members). Monthly and quarterly meetings are scheduled to discuss activities and ways to improve and monitor family engagement. Needs assessments and surveys are administered annually to identify the needs of parents and continue to build parent capacity. Schools present the Parent Involvement Policy at parent meetings and send a hard copy to all parents every year to encourage parents to participate in the School Site Council and ELAC meetings to determine site-based needs and activities.

The district sets aside 2% of Title I-Part A funds for parent/family engagement activities. Half of the set-aside funds are used by the district for district-level parent/family engagement activities, and the other half is allocated to the schools for school-level parent/family engagement activities. The district partners with Fighting Back Santa Maria Valley to offer various parent programs that provide families with the knowledge and skills to partner with schools and communities to ensure their children achieve their full potential, such as Dare to Thrive, Mommy and Me, HIPPY, etc.  Schools use their Title I-A set aside funds to provide additional parent programs such as Love and Logic; Parents for Inclusion, Diversity, and Access (PIDA); Parent Institute for Quality Education (PIQE); etc. The district also has a partnership with Allan Hancock Community College to offer evening classes to district families to learn English as a Second Language and Spanish Literacy and prepare for citizenship and GED exam. Classes are offered for parents and their children at 14 school campuses to encourage parent participation. Schools sites invite parents to participate in parent-teacher conferences, Back to School Night, Open House and other events celebrating students’ success such as attendance awards, sporting events, and performing arts. Title I-A funds are also used to host parent academies and family nights to share information and strategies to support students academically. Parents are invited to numerous site events including picnics, assemblies, and festivals. These classes also improve the parent-child relationships and parents become more involved in supporting their children academically.

The district uses LCFF funds to hire four district community liaisons, three district bilingual translators (Spanish/English) and one district trilingual translator (Mixteco/Spanish/English) to promote the communication with parents and families who speak another language at home. Each school has a full-time bilingual community liaison (Spanish/English) to promote parent outreach, home-school communication, and family engagement. Schools use their Title I-A and LCFF funds to hire additional interpreters for parents who speak Mixteco or other languages. The ParentSquare system has been purchased by the district to facilitate communication with the families.

Early childhood classes are offered by the District State Preschool and the Preschool Twilight to help improve family stability and provide parenting skills that foster early childhood education. The program engages parents in activities with preschool children to promote literacy and math prerequisite skills. These classes also encourage parent involvement at an early age to promote strong and healthy families and communities.

The District Migrant Education Program (MEP) also has a strong family engagement program. The MEP holds Parent Advisory Council (PAC) meetings and General Parent Meetings that both educate parents and promote parent involvement. A PAC representative attends the monthly State Parent Advisory Council (SPAC) meetings held by the California Department of Education. The MEP holds six PAC and six General Migrant Parent Meetings per school year. The PAC meetings are for the Parent Advisory Council and are used to educate the elected parents on the Roberts Rules of Order, Effective Communication Skills, and program planning and decision making. The General Migrant Parent Meetings are held for all migrant parents within the District boundaries. These meetings teach parents how to navigate the education system, help parents understand the new common core state standards and the SBAC, reading strategies that could be used at home, effective ways to communicate with teachers and administrators, and also provides parents with information regarding resources available to them through the MEP, District, and other community organizations. The MEP program provides a Family Conference every year with representatives from local universities and businesses that present opportunities to families and learn how to support their children’s education and make them aware of financial assistance in higher learning and job opportunities for their children. The Migrant School Readiness Program also promotes parent involvement by providing one-on-one instruction at home for both parents and children 3-5 years of age who are not enrolled in school. This program provides parents with the tools and lessons needed to prepare their children for Kindergarten.

Schoolwide Programs, Targeted Support Programs, and Programs for Neglected or Delinquent Children
ESSA SECTIONS 1112(b)(5) and 1112(b)(9)

Describe, in general, the nature of the programs to be conducted by the LEA’s schools under sections 1114 and 1115 and, where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children, and for neglected and delinquent children in community day school programs.

Describe how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program under Section 1115, will identify the eligible children most in need of services under this part.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable.

Homeless Children and Youth Services
ESSA SECTION 1112(b)(6)

Describe the services the LEA will provide homeless children and youths, including services provided with funds reserved under Section 1113(c)(3)(A), to support the enrollment, attendance, and success of homeless children and youths, in coordination with the services the LEA is providing under the McKinney-Vento Homeless Assistance Act (42 United States Code 11301 et seq.).

THIS ESSA PROVISION IS ADDRESSED BELOW:

Santa Maria-Bonita School District has hired a full-time Migrant/Homeless Family Advocate to identify and provide services for homeless children and youth, funded with Title I-Part C Migrant (80%), Title I-Part A (10%) and Local Control Supplemental/Concentration (10%). The district sets aside 2% of Title I-Part A funds for Homeless Children and Youth Services to contract with Fighting Back Santa Maria Valley (FBSMV) to provide two homeless liaisons (one full time and one part-time) who provides direct services to homeless children and youth, including referrals and assistance with district and community resources, school enrollment and attendance, social/emotional support services, academic support for students at risk, health services, social services (clothing, housing, food), and other services based on the student needs assessment. The district uses additional Title I-Part A funds to provide an extended day program for homeless children and youth housed at the Good Samaritan Shelter. The district uses LCFF Supplemental/Concentration and McKinney-Vento funds to provide academic support to homeless children and youth in afterschool programs, Saturday School and Summer School, and provides transportation to the school of origin, emergency clothing, health/hygiene supplies, and school supplies for homeless children and youth.

Student Transitions
ESSA SECTIONS 1112(b)(8) and 1112(b)(10) (A–B)

Describe, if applicable, how the LEA will support, coordinate, and integrate services provided under this part with early childhood education programs at the LEA or individual school level, including plans for the transition of participants in such programs to local elementary school programs.

Describe, if applicable, how the LEA will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including:

  1. through coordination with institutions of higher education, employers, and other local partners; and
  2. through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Additional Information Regarding Use of Funds Under this Part
ESSA SECTION 1112(b)(13) (A–B)

Provide any other information on how the LEA proposes to use funds to meet the purposes of this part, and that the LEA determines appropriate to provide, which may include how the LEA will:

  1. assist schools in identifying and serving gifted and talented students; and
  2. assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

TITLE I, PART D

Description of Program
ESSA SECTION 1423(1)

Provide a description of the program to be assisted [by Title I, Part D].

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Formal Agreements
ESSA SECTION 1423(2)

Provide a description of formal agreements, regarding the program to be assisted, between the

  1. LEA; and
  2. correctional facilities and alternative school programs serving children and youth involved with the juvenile justice system, including such facilities operated by the Secretary of the Interior and Indian tribes.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not applicable

Comparable Education Program
ESSA SECTION 1423(3)

As appropriate, provide a description of how participating schools will coordinate with facilities working with delinquent children and youth to ensure that such children and youth are participating in an education program comparable to one operating in the local school such youth would attend.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not applicable

Successful Transitions
ESSA SECTION 1423(4)

Provide a description of the program operated by participating schools to facilitate the successful transition of children and youth returning from correctional facilities and, as appropriate, the types of services that such schools will provide such children and youth and other at-risk children and youth.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not applicable

Educational Needs
ESSA SECTION 1423(5)

Provide a description of the characteristics (including learning difficulties, substance abuse problems, and other special needs) of the children and youth who will be returning from correctional facilities and, as appropriate, other at-risk children and youth expected to be served by the program, and a description of how the school will coordinate existing educational programs to meet the unique educational needs of such children and youth.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Social, Health, and Other Services
ESSA SECTION 1423(6)

As appropriate, provide a description of how schools will coordinate with existing social, health, and other services to meet the needs of students returning from correctional facilities, at-risk children or youth, and other participating children or youth, including prenatal health care and nutrition services related to the health of the parent and the child or youth, parenting and child development classes, child care, targeted reentry and outreach programs, referrals to community resources, and scheduling flexibility.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Postsecondary and Workforce Partnerships
ESSA SECTION 1423(7)

As appropriate, provide a description of any partnerships with institutions of higher education or local businesses to facilitate postsecondary and workforce success for children and youth returning from correctional facilities, such as through participation in credit-bearing coursework while in secondary school, enrollment in postsecondary education, participation in career and technical education programming, and mentoring services for participating students.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Parent and Family Involvement
ESSA SECTION 1423(8)

As appropriate, provide a description of how the program will involve parents and family members in efforts to improve the educational achievement of their children, assist in dropout prevention activities, and prevent the involvement of their children in delinquent activities.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Program Coordination
ESSA SECTION 1423(910)

Provide a description of how the program under this subpart will be coordinated with other Federal, State, and local programs, such as programs under title I of the Workforce Innovation and Opportunity Act and career and technical education programs serving at-risk children and youth.

Include how the program will be coordinated with programs operated under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Probation Officer Coordination
ESSA SECTION 1423(11)

As appropriate, provide a description of how schools will work with probation officers to assist in meeting the needs of children and youth returning from correctional facilities.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Individualized Education Program Awareness
ESSA SECTION 1423(12)

Provide a description of the efforts participating schools will make to ensure correctional facilities working with children and youth are aware of a child’s or youth’s existing individualized education program.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

Alternative Placements
ESSA SECTIONS 1423(13)

As appropriate, provide a description of the steps participating schools will take to find alternative placements for children and youth interested in continuing their education but unable to participate in a traditional public school program.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Not Applicable

TITLE II, PART A

Professional Growth and Improvement
ESSA SECTION 2102(b)(2)(B)

Provide a description of the LEA’s systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building the capacity of teachers and opportunities to develop meaningful teacher leadership.

THIS ESSA PROVISION IS ADDRESSED BELOW:

The Santa Maria-Bonita School District  provides ample opportunities for professional growth and improvement for all new teachers, principals and para-professionals.  Our Induction program is led by our County Offices of Education.  Any new teachers are also able to attend any After School Institutes provided by our Teachers on Special Assignment or outside presenters.    In addition, we have 4 Teachers on Special Assignment that provide professional learning to all district teachers, administrators and para -professionals.  We have 16 Intervention teachers at the 16 elementary school sites to provide intense learning to our most striving students and provide professional learning to their staff with best practices.  Title II funds are used to pay for 7% of salary and benefits of 16 Intervention teachers.

One of our administrators  provides training to administrators and teachers regarding assessments. This focuses on learning how to read and utilize the data from these assessments.  In the district, assessment is to  inform instruction and improve student learning.  District grade level assessment teams have also been put in place to develop assessments that are rigorous and can help us determine where students are to move them towards grade level expectations.  

The Santa Maria Bonita School District provides two clerks who help support the work for professional learning.  In addition, instructional materials are purchased to support the work of professional development throughout the district.

Teachers on Special Assignment and other teachers are provided extra time and  the opportunity to attend conferences to build their capacity and skill set to help teachers in meeting the needs of their students.  

 

Prioritizing Funding
ESSA SECTION 2102(b)(2)(C)

Provide a description of how the LEA will prioritize funds to schools served by the agency that are implementing comprehensive support and improvement activities and targeted support and improvement activities under Section 1111(d) and have the highest percentage of children counted under Section 1124(c).

THIS ESSA PROVISION IS ADDRESSED BELOW:

The LEA will prioritize funding for school sites based on student needs.  This will help support targeted instruction for students and professional learning for teachers and administrators.

Data and Ongoing Consultation to Support Continuous Improvement
ESSA SECTION 2102(b)(2)(D)

Provide a description of how the LEA will use data and ongoing consultation described in Section 2102(b)(3) to continually update and improve activities supported under this part.

THIS ESSA PROVISION IS ADDRESSED BELOW:

A variety of data will be collected to support continuous improvement.  Surveys of parents and educators will be utilized to determine the types of professional development and support that educators will need to help students succeed.  Student assessment data will be utilized to determine areas of strengths and challenges in the Standards.  Based on this data, we will capitalize on the strengths of students and delve deeper into the challenging areas so that we may build on the capacity of educators to meet the needs of our students.  We will re-evaluate throughout the year our district assessment pieces to make sure they align with State Standards and meet the rigor and high expectations we expect all students to attain.  

TITLE III, PART A

Title III Professional Development

ESSA SECTION 3115(c)(2)

Describe how the eligible entity will provide effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel.

THIS ESSA PROVISION IS ADDRESSED BELOW:

 Santa Maria Bonita School District received $ 99.05 in Title III/LEP and $ 96.37 under the Immigrant subgrant per child in 2018-19 school-year. SMBSD expects to receive around $ 875,000 for the school year of 2019-2010; based on this projection, the District developed a Needs Assessment Evaluation through various meetings with the ELD Cluster Principals, ELD Intervention Teachers, EL TOSAs, and DELAC members. We have analyzed academic data such as ELPAC results and the California Dashboard and based on these collaboration meetings, the teams have decided to provide the following services:

Provide effective professional development.

  • SMBSD teachers will continue receiving further professional development with emphasis on the best teaching practices for English Language Development. SMBSD will utilize local resources and hire outside agencies to lead this work. Some of the training includes the appropriate use of supplemental research-based ELD materials and teaching strategies that include efficient use of Academic Vocabulary Toolkit, English 3D, B.E.L.I.E.F. Modules, ELPAC Task Types, and the effective use of the Essential Classroom Routines that target language development.
  • Professional development will also be provided to teachers who teach in the extended day programs. We will work specifically on the development of reading and writing skills for Newcomers and Long-Term English Learners during intervention programs outside of the regular school such as after school, Saturday School, and Summer School programs.
  • It is estimated that these activities will require approximately $ 100,000.

 Enhanced Instructional Opportunities

ESSA SECTIONS 3115(e)(1) and 3116

Describe how the eligible entity will provide enhanced instructional opportunities for immigrant children and youth.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Promote parent, family, and community engagement in the education of English learners.

SMBSD will provide Family Literacy Nights in all the school sites. The Family Literacy Nights will engage parents and children in reading activities where the children and parents will read together. If parents do not have the skills to read, their children will read to them and parents will ask questions about the reading. The children will have sentence starters that will guide them in their interactions. At the end of the activity parents and children will receive books to continue reading at home. In this activities, parent will also receive guidance on how to best navigate the educational system in general for the well-being of their students.

  • It is estimated that these activities will require approximately $ 50,000.

Enhanced instructional opportunities for immigrant children and youth

Immigrant Funding:  Hire a family advocate who will guide newly arrived families in the most efficient way to navigate the new school system and the community, so that the socio-emotional and academic needs of EL children are addressed. (64% of the salary will be paid with Immigrant funding).

Regular Title III. SMBSD will hire a family advocate who will guide newly arrived families in the most efficient way to navigate the new school system and their new community, so that the socio-emotional and academic needs of immigrant children are addressed. (36% of salary will be paid with regular Title III funds).

 Purchase of supplies for the immigrant children and their families that will help them integrate into the new school system and community (welcome kit).

  • It is estimated that these activities will require approximately $ 50,327.

 

Title III Programs and Activities

ESSA SECTION 3116(b)(1)

Describe the effective programs and activities, including language instruction educational programs, proposed to be developed, implemented, and administered under the subgrant that will help English learners increase their English language proficiency and meet the challenging State academic standards.

THIS ESSA PROVISION IS ADDRESSED BELOW:

Ensure English proficiency and academic achievement.

Supplemental materials will be purchased to support the ELD instruction for English Learners which include research-based supplemental materials for Long-Term English Learners and Newcomers. These materials include Academic Vocabulary Toolkit, Oxford Dictionary Content Areas for Kids, English 3D, Language dictionaries (in various languages such as Farsi, Spanish, and some others), Frames for Fluency, reading books for newcomers amongst other supplemental materials including teacher’s editions.

Funds will be allocated to the school sites to supplement their own after-school intervention programs for English learners.

  • It is estimated that these activities will require approximately $ 100,000.

SMBSD will provide assessment to track the academic growth and language development of all English learners’ needs, which include appropriate placement, monitoring, and exiting of specific programs in a timely fashion.

  • It is estimated that these activities will require approximately $ 100,000.

SMBSD will hire Instructional Assistants to provide extra support to newcomers and long-term English learners in their academic growth providing a higher level of access to the curriculum.

  • It is estimated that these activities will require approximately $ 75,000.

 Newcomer students will participate in extended day classes, Saturday School, and summer school with an emphasis in English language development.

Saturday School  and Summer school $ 82,000

 

English Proficiency and Academic Achievement

ESSA SECTION 3116(b)(2)(A-B)

Describe how the eligible entity will ensure that elementary schools and secondary schools receiving funds under Subpart 1 assist English learners in:

(A) achieving English proficiency based on the State’s English language proficiency assessment under Section 1111(b)(2)(G), consistent with the State’s long-term goals, as described in Section 1111(c)(4)(A)(ii); and

(B) meeting the challenging State academic standards.

THIS ESSA PROVISION IS ADDRESSED BELOW:

  • Long-Term English learners and Newcomers will participate in extended day classes with an emphasis on reading and writing. These classes will include Saturday and summer school.
  • It is estimated that these activities will require approximately $ 150,000.
  •  Two Twilight Preschool classes with two teachers and three bilingual instructional assistants
  • It is estimated that these activities will require approximately $ 150,000.

TITLE IV, PART A

Title IV, Part A Activities and Programs
ESSA SECTION 4106(e)(1)

Describe the activities and programming that the LEA, or consortium of such agencies, will carry out under Subpart 1, including a description of:

(A)        any partnership with an institution of higher education, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities under this subpart;

(B)        if applicable, how funds will be used for activities related to supporting well-rounded education under Section 4107;

(C)        if applicable, how funds will be used for activities related to supporting safe and healthy students under Section 4108;

(D)        if applicable, how funds will be used for activities related to supporting the effective use of technology in schools under Section 4109; and

(E)        the program objectives and intended outcomes for activities under Subpart 1, and how the LEA, or consortium of such agencies, will periodically evaluate the effectiveness of the activities carried out under this section based on such objectives and outcomes.

THIS ESSA PROVISION IS ADDRESSED BELOW:

School District does not receive any funding for Title IV and will apply for federal funding in 2018-19.

School District does work with outside agencies to provide a safe and effective school environment:

District contracts with Council on Alcoholism and Drug Abuse (different classes to address behaviors, Youth Service Specialists), Fighting Back Santa Maria Valley (Parenting Classes, Literacy Program, Homeless and Foster Student Support, Truancy Mentors), Family Service Agency (Family Outreach Advocates, Healthy Start, Outreach Counselors, Marriage and Family Therapist Interns).  

School District also has all 6th-grade classes participate in the DARE program and has three officers that work with our students (1 DARE officer and 2 School Resource Officers).


School District also has Behavior Support Specialists that work with students, as well a MOU with an alternative placement school for students with severe behaviors.

Data is collected on these programs through the use of surveys, attendance patterns, suspension data, as well as information gained from the California Healthy Kids Survey.