We will accelerate the student proficiency for English Learners, low socio-economic, Foster Youth, students of color, and students with individualized plans (IEP/504).

Instructional scaffolding is a learning process designed to promote a mastery of learning the standards.  Scaffolding is the support given during the learning process which is tailored to the needs of students with the intention of helping and accelerating the students’ learning goals.  Specific classroom strategies, resources, and programs are provided to students who need additional assistance in mastering the Common Core Standards.

LCAP Actions Actions implemented this year
Provide the PreK-3rd comprehensive 2 year professional development model, Sobrato Early
Academic Language (SEAL). The SEAL model was designed by Dr. Laurie Olsen, a national
expert in language learner education. The SEAL model pulls together the most current research
on effective practices and implements the knowledge base from effective school improvement.
It focuses on meeting the demands of the Common Core standards and ELD Standards while
addressing the needs of English Learners, their parents, and their teachers.The SEAL model
is a response to the persistent achievement gap facing English Learners. It was developed
drawing upon the research on preventing the creation of Long Term English Learners, and
enacts the research on effective English Learner practices along with the implementation of
the Common Core, ELD Standards and the ELA/ELD Framework. The SEAL model was
designed on three foundations.
Foundation #1: Research on preventing the creation of Long Term English Learners.
Foundation #2: Enacting the research on effective English Learner Practices from Improving
Education for English Learners: Research-Based Approaches by CDE.Key research findings
include: 1) Quality early childhood education; 2) An emphasis on oral language; 3) Explicit
focus on academic language; 4) Language develops in context, not in isolation; 5) Specific
and additional instructional supports and scaffolded instruction; 6) Dedicated and intentional
ELD instruction; 7) Development of the home language; 8) Strong relationships between
home and school.
Foundation #3:Addressing the demands of Common Core, ELD Standards, and the ELA/
ELD Framework.

English Learner Teacher Partners (ELTPs) as Instructional Coaches: Provide ELTPS
at each site to provide ongoing coaching and facilitation in order to fully implement SEAL.
This includes planning and facilitation of grade level unit development days as well as
supporting the teachers with the SEAL strategies and implementation through on site
coaching and planning.

SEAL materials: In order to implement the SEAL model, we provide additional materials
for the SEAL model for each classroom that is approximately $2000/class over 2 years.

Summer Bridge: In the Summer we provide extensive professional development
for the teachers and the coaches in Year 1 of SEAL through a two-week Summer Bridge
program. The teachers team teach a SEAL thematic unit in the morning and then in the
afternoon receive professional development, collaboration and coaching facilitated by the
coaches. During the morning session the coaches provide modeled lessons and team teaching.

A total of 163 TK-3rd grade teachers at 14 sites participated in SEAL PD and SEAL implementation.14 TK-1st teachers are in year 4 of SEAL at 4 sites receiving coaching and planning from the ELTPs (1 at each site) and 3 days of grade level unit development. 54 TK-3rd grade teachers are in Year 3 of SEAL PD and received 5 days of grade level collaborative unit development. 95 TK-3rd teachers are in year 1 or 2 of SEAL PD at the 14 sites receiving 11-13 days of PD which may include a 2-day launch overview, 6 days of module training and 5 days of unit development. SEAL PD for District Personnel: Nov 29, Mar 8 and Mar 20; SEAL New Principal PD: Oct 12-13, Mar 8, Mar 15; SEAL Principal PD: Nov 14, Mar 8, April 6; SEAL Leadership PD by Laurie Olsen: Mar 8; Year 2 SEAL Coaches’ PD: Sept 2, Nov 3, Apr 19; Year 3/4 SEAL Coaches PD: Oct 28, Nov 4, Feb 10, May 12; and SEAL Parent/School PD for school teams (principals, coaches, liaisons): Nov 7. The ELTPs participated in professional development and collaboration for SEAL, coaching and English Language Arts (ELA)/English Language Development (ELD) every Friday afternoon for 3 hours. The ELTPs participated in 8 days of Cognitive Coaching: Aug 31, Sept 1, Oct 10-11, Nov 7-8, Dec 7-8.

There are a total of 14 sites providing SEAL PD at various levels and grade levels depending on the year of SEAL PD and implementation. Here are the number of teacher release days by month and cohort: Aug: Cohort 3.2–21 teachers; Cohort 4.2–31 teachers (Aug Total: 52) Sept: Cohort 1.2–19 teachers; Cohort 2.0 and 3.0–21 teachers; Cohort 2.2–38 teachers; Cohort 2.2 and 3.2–41 teachers; Cohort 3.2–21 teachers; Cohort 4.0–50 teachers;Cohort 4.2–75 teachers(Sept Total: 265); Oct: TWBI Cohort–4 teachers; Cohort TK–7 teachers; Cohort 1.0–17 teachers; Cohort 2.0 and 3.0–20 teachers; Cohort 2.2 and 3.2–21 teachers; Cohort 4.0–18 teachers; Cohort 4.2–15 teachers (Oct Total:102) Nov: Cohort 1.0–19 teachers; Cohort 1.2–19 teachers; Cohort 2.0 and 3.0–41 teachers; Cohort 2.2 and 3.2–20 teachers; Cohort 3.2–42 teachers; Cohort 4.0–25 teachers; Cohort 4.2–15 teachers (Nov Total: 181) Dec: TWBI Cohort–4 teachers; Cohort 1.2–19 teachers; Cohort 2.0 and 3.0–21 teachers; Cohort 2.2 and 3.2–38 teachers; Cohort 4.0–43 teachers(Dec Total: 125);Jan: TWBI Cohort–4 teachers; Cohort 2.0 and 3.0–20 teachers; Cohort 2.2 and 3.2–62 teachers; Cohort 4.0–9 teachers;Cohort 4.2–66 teachers (Jan Total: 161) Feb: TK Cohort–7 teachers; Cohort 2.0 and 3.0 –21 teachers; Cohort 4.0–59 teachers Cohort 4.2–15 teachers; (Feb Total: 102) Mar: TWBI Cohort–4 teachers;TK Cohort–7 teachers; Cohort 1.0–19; Cohort 1.2–19 teachers; Cohort 2.0 and 3.0–41 teachers; Cohort 2.2–38 teachers; Cohort 2.2 and 3.2–41 teachers; Cohort 3.2–42 teachers Cohort 4.0–18 teachers; Cohort 4.2–15 teachers (Mar Total: 244) Apr: TK Cohort–7 teachers; Cohort 4.2–69 teachers (Apr Total: 77) May: TWBI Cohort–4 teachers; TK Cohort–7 teachers; Cohort 1.2–19 teachers; Cohort 2.0 and 3.0–21 teachers; Cohott 2.2 and 3.2–41 teachers; Cohort 4.0–18 teachers; Cohort 4.2–8 teachers; (May Total:118) (Year Total: 1427)

14 English Language Teacher Partners (ELTPs) (1 at each site) provided coaching, grade level planning, materials support and facilitation of grade level unit development planning on a daily basis. This included facilitating grade level UDD and attending module trainings with their teachers. The ELTPs purpose is to provide quality coaching (model lessons, team teaching, planning and facilitating grade level unit development days) and grade level planning for our teachers to meet the needs of our EL students.

2015-16 Summer Bridge: 2 week session from June 13-20, 2016. 52 teachers and 12 coaches participated in the Summer Bridge. There were 5 sites with a total of 24 classes where the teachers team taught. The coaches provided coaching in the morning as well as the afternoon sessions. A parent component was included during Summer Bridge where the parents attended workshops facilitated by the coaches. These workshops shared with the parents these learning strategies that were practiced in the classrooms. 500 students participated at the 5 sites. The students attended 3 1/2 hours in the morning and the teachers continued with professional development and planning for 3 hours in the afternoon.

2016-17 Summer Bridge will be June 12-23, 2017 for Year 1 SEAL teachers.

Continue to provide ongoing professional development on designated / integrated English language development (ELD) along with the ELA / ELD Framework at each site. The ELTPs will provide the ongoing professional development at each site. Implement and monitor the implementation of integrated and designated ELD that is aligned with the ELA/ELD Framework. The ELTPs and the Literacy coaches met in November and January to plan and finalize the 4 hour ELA / ELD Framework training focusing on integrated and designated ELD. In 2015-16 all teachers and principals at all sites received 3 hours of ELA/ELD Framework training and this year received part 2 of the training. Here are the sites training dates and number of teachers participating in the training:
Anderson: Nov 29 (2 hrs) and Jan 30 (2 hrs) 25 teachers
Baldwin: Jan 30 (4 hrs) 15 teachers
Christopher: Jan 3 (2 hrs) and Feb 7 (2hrs) 18 teachers
Del Roble: Jan 30 (4 hrs) 16 teachers
Edenvale: Mar 14 (2 hrs) and Apr 4 (2 hrs) 20 teachers
Frost: Mar 7 (2 hrs) and Apr 4 (2 hrs) 15 teachers
Glider: Feb 7 (2 hrs) andMar 7 (2 hrs) 24 teachers
Hayes: Nov 29 (2 hrs) and Jan 30 (2 hrs) 20 teachers
Indigo: Mar 7 (2 hrs) and Apr 4 (2 hrs) 13 teachers
Ledesma: Jan 30 (4 hrs) 17 teachers
Miner: Feb 28 (2 hrs) and Mar 28 (2 hrs) 18 teachers
Oak Ridge: Jan 30 (4 hrs) 23 teachers
Parkview: Nov 29 (2 hrs) and Jan 30 (2 hrs) 22 teachers
Sakamoto: Jan 30 (4 hrs) 26 teachers
Santa Teresa: May 22 (4 hrs) 28 teachers
Stipe: Feb 28 (2 hrs) and Mar 28 (2 hrs) 17 teachers
Taylor: May 22 (4 hrs) 24 teachers
Bernal: Jan 30 (2 hrs) 33 teachers
Davis: Oct 12 (1 hr), Jan 11 (1 hr), Feb 8 (1 hr), Mar 27 (1 hr) 31 teachers
Herman/Adventure: Jan 11 (1 hr), Feb 8 ( hr), Mar 8 (1 hr), Apr 26 (1 hr) 37 teachers
Explore Universal Design Learning (UDL) . Present philosophy and webinar to principals and support staff.Our data shows that we over identify EL students, students from low socio-economic backgrounds and students of color for SpED. Our data also shows a significant achievement gap between our low socioeconomic, EL, and foster youth groups and our English Only and Asian sub groups. Special Education has started UDL discussions most schools in the distrct, and is going to follow up with further professional development. The Principals will have training on three days in Spring semester to address the needs of students who are not making progress and how to support them in the least restrictve environment using Universally Designed Instruction (UDL). The UDL will have high rigor and relevance, but be accessable to students who are working towards proficiency.
Explore on-going coaching and professional development more than once a year for intervention programs (e.g. READ 180, System 44, I-Ready, Dreambox, Rosetta Stone etc.) used in-class and / or before/after school to support ELs as needed (e.g. .ELD IAs) and students with disabilities. Explore increasing the number of sites utilizing READ 180 and Math 180 to meet Program Improvement Plans for ELs and students with disabilities. Read 180 trainings refer to Goal 1.

A R180 trainer met with teachers on the following dates: 10/12, 10/13, 10/26, 11/3, 11/4, 11/28, 11/29, 11/30, 12/1

R180/System 44 is offered at our 4 Title I schools and our sites with Special Day Classes: Anderson, Christopher, Edenvale, Hayes, Miner, Oak Ridge, Sakamoto, Santa Teresa, Stipe, Bernal, Davis, and Herman. Also, READ 180 classes are offered to our CELDT 1 and 2 English Learners at our Intermediate schools: Bernal, Davis and Herman.
M180 is offered at the three junior high schools: Bernal, Davis, and Herman. The district Program Specialist for Special Education is also offering individualized support for teachers to enhance their Read 180 and Math 180 programs. Additionally, she is supporting Special Education teachers in targeting skills under iReady
Five schools offer Dreambox Math online resources to their students.

Develop an Response to Intervention (RtI) structure for implementation and monitoring at all sites. This includes providing more training on the SST process, identifying RTI level 1, 2, and 3 (including IEP process) at each site, identifying assessments of interventions and gains analysis, and monitoring of specific students below standards. Our data shows that we over identify EL students,students from low socio-economic
backgrounds and students of color for SpED. Our data also shows a significant achievement
gap between our low socioeconomic, EL, and foster youth groups and our English Only and
Asian sub groups.
The Least Restrictive Environment (LRE) Collaborative met to establish an action plan. Special Education Administration with PBIS/RTI Response to Intervention (RTI) coach and program specialist delivered PD of the RTI structure for implementation and monitoring at all sites. This training included directives about mandatory data required for SST meetings. Principals participated in this professional development to gain the necessary steps and process essential to facilitating a productive SST. Appropriate interventions for Tier I, II, III students were analyzed on their suitability and correlation in meeting the needs of the individual students. Data from iReady revealed urgency to focus on Tier I literacy interventions throughout the district. Data and update on findings will be presented to the Board of Trustees by Special Ed. administration team.
Three Title 1 schools, Edenvale, Christopher, and Stipe will work collaboratively with Partners in School Innovation to focus on a cycle of continuous improvement to develop the capacity of teachers and educational leaders to engage in the self-reflective process of Results Oriented Cycles of Inquiry (ROCI). Leadership Teams from 3 Title I schools: Christopher, Edenvale & Stipe participated in Instructional Leadership Team (ILT) Network meeting on Sept 30 and January 13 facilitated by staff from Partners in School Innovation. ILT meetings convened in order to analyze school-wide data and develop a Theory of Action (TOA).
Provide professional development to all principals and support staff regarding Indicator 5 least restrictive environment expectations for accountability. Explore opportunities for mainstreaming and increase the number of students participating in General Education for more than 40% of their day and decreasing the number of students participating in Special Education for more than 80% of their day. There will be three workshops with principals that include a focus on LRE, and how to provide more successful mainstreaming opportunities in general education for students in special education. Mainstreaming opportunities will also be included as a piece of the UDL professional development.
Explore math curriculum designed for children with special needs. Moving with Math Program is being implemented in the Anderson Special Day Classes. Data is being collected by RSP teachers and reviewed with special education administration to determine if Moving with Math should be launched district wide. Touch Math is being implemented at several sites for students with Resource Specialist needs. Unique curriculum is being utilized for preschool and Severely Handicapped programs at ST. Math 180 is being utilized at the middle school level for students identified as having special needs.
Identify and implement a universal tool to identify the students and the tiered levels of intervention needed. iReady is a diagnostic assessment that is used to screen students on foundational skills.
Additional ELD teachers, 1.0 FTE per the 3 Intermediate Schools to support the EL students with specific strategies and interventions with language development during the ELD Support Classes Each of the three intermediate schools have an ELD teacher who provides READ 180, English 3D and support to EL students in the core curriculum.
Provide professional development on Culturally Responsive Teaching, engagement, rigor and relevance with site leadership. Principal and teacher leaders from all sites are collaborating together and focusing on implementing Common Core with rigor. The International Center for Leadership in Education (ICLE) provided professional development for the site cohorts four times during the school year: October, January/February, March and May. District coaches and English Language Teacher Partners will provided two full days of professional development on the Rigor and Relevance Framework two days: December and May. The Leadership Teams used the The Collaborative Instructional Review Process to equip leaders to provide impactful coaching to teachers by:
Establishing and communicating clear expectations around student learning, instructional excellence, and effective practice.
Defining a common voice and shared vocabulary for rigorous, relevant, and engaging instruction.
Supporting every teacher in continuously improving instruction through targeted feedback, reflective practice, and ongoing application.
Creating a collaborative relationship in which teachers feel supported rather than evaluated.
Embracing a formative process through which teachers receive ongoing feedback throughout the year.
Davis Intermediate School has 62.5% low socioeconomic students and 30% English Learners. This is significantly higher than the other two Oak Grove intermediate schools. We will provide Davis Intermediate Schools with additional funds for additional staff, teacher planning days, and professional development in order to achieve the goal that all students will be proficient and we will accelerate the results of the low socioeconomic students and English Learners. An additional teacher is also available to provide EL students additional classes in Read 180 and English 3D. Davis Intermediate School has one additional teacher provided by the district to support lower class size and focused English language instruction for the benefit of their EL students. English Language Learners below grade level in reading participate in Read 180 and/or System 44 intervention. English Language Learners below grade level in math participate in Math 180 interventions.
We will provide an extra teacher at the four Title I schools to support intensive classroom instruction. By adding one more teacher to the staff, class sizes are significantly lowered thereby providing teachers with more personalized time to support and address the needs of EL students, students from low socio-economic levels and foster youth. Our four Title I schools are provided with an additional teacher to lower overall class size to provide more individualized instruction to students. This allows classroom teachers to facilitate targeted small group classroom interventions concentrated on improving English Language development.
Christopher, Stipe, and Edenvale have the SJ Learns math program utilizing SES funding The San Jose Learns Math GO Program for Christopher, Edenvale, and Stipe 3rd graders lasted 6 weeks, and served 49 students. The students focused on building math and literacy skills. The data shows that students in the program outperformed students at their sites not in the program on iReady. For example, the students in Math GO experienced an overall math gain of 16 points compared to students not in the program at those sites who grew only 12 points.
The San Jose Learns grant also paid for the summer program that served approximately 45 incoming 3rd grade students at Christopher, Stipe, and Edenvale. The program utilized a collaborative model where the teachers and tutors met frequently with the math coaches to create a curriculum strong in literacy and math foundational skills.
In addition, we offered Elevate and MAP summer math programs for free to our students (Rising Sixth through Eighth grades) who performed significantly below grade level based on the requirements set forth by SVEF (Elevate) and ALearn (MAP).