Addendum to Local Educational Agency Plan
The State Board of Education (SBE) and the California Department of Education (CDE) are working collectively to seek relief from the current federal implementation requirements that are believed no longer useful in identifying which schools and local educational agencies (LEAs) need improvement or appropriate intervention. However, until the Elementary and Secondary Education Act (ESEA) is reauthorized, all LEAs receiving Title I funds must adhere to current federal requirements.
ESEA Section 1116(c)(7)(A) requires that LEAs identified for Program Improvement (PI) shall, not later than three months after being identified, develop or revise an LEA Plan, in consultation with parents, school staff, and others. Rather than completely rewriting the district’s existing LEA Plan, the CDE recommends writing a Plan Addendum to address the items described below. A template for the LEA Plan Addendum (DOC; Updated Nov-2012) is available, along with a review guideline (DOC; Updated Nov-2012).
LEAs should begin the plan revision with an analysis of the reason(s) for PI identification. The LEA should conduct an in-depth analysis of its achievement data patterns and current educational practices to determine whether it obtained PI status because of the achievement or participation rate of a single group, or because of multiple low achievement trends across grade spans and/or subject areas. The state has developed several analytic tools (listed below) to inform the LEA planning process. Use of these tools is required to ensure that the needs of all students are addressed. (California Education Code Section 52055.57[b]) LEAs should begin implementing the plans outlined in the LEA Plan Addendum immediately upon its completion and local board approval.
Content Requirements for LEA Plan Addendum
According to provisions in ESEA, the LEA Plan Addendum is required to meet all requirements specified in ESEA Section 1116(c)(7)(A)(i) through (viii):
- Address the fundamental teaching and learning needs in the schools of the LEA and the specific academic problems of low-achieving students, including a determination of why the prior LEA Plan failed to bring about increased student achievement.
- Identify actions that have the greatest likelihood of improving the achievement of students in meeting state standards.
- Incorporate scientifically based research strategies that strengthen the core academic program in schools served by the LEA.
- Include specific, measurable achievement goals and targets for all students and subgroups, addressing all elements of Adequate Yearly Progress (AYP).
- Address the professional development needs of the instructional staff. Indicate that the LEA will dedicate not less than 10 percent of the LEA Title I allocation for high quality professional development.
- Identify how technical assistance will be obtained to support implementation of the LEA Plan revisions (e.g., professional development for teachers and administrators, county office support, and work with such organizations as the California School Boards Association, California Teachers Association, Association of California School Administrators, California Federation of Teachers, Parent Teacher Association, institutions of higher education, and public and private organizations).
- Incorporate, as appropriate, learning activities before school, after school, during the summer, and during an extension of the school year.
- Include strategies to promote effective parental involvement in the school.
Tools for Revising LEA Plan
In amending the plan, Education Code Section 52055.57(b) requires that LEAs use the following state-developed tools to ensure key ESEA requirements identified above are addressed:
- District Assistance Survey (DAS) This survey is designed to reveal how a district supports schools across seven areas: 1). Standards-based Curriculum, Instruction, and Assessment; 2). Professional Development; 3). Human Resources; 4). Data Systems/Data Analysis/Ongoing Monitoring; 5). Parent and Community Involvement; 6). Fiscal Operations; and 7). Governance and Leadership.
- School-level Academic Program Surveys (APS)
This tool measures the presence of the nine Essential Program Components for Instructional Success at the school level. They are available for elementary, middle and high school levels and should be used in any underperforming school or school enrolling students whose achievement contributed to the district’s PI designation. - English Learner Subgroup Self Assessment (ELSSA)
The ELSSA will help LEAs to analyze and revise their LEA Plan in order to improve outcomes for their English learners (EL). - Inventory of Services and Supports (ISS) for Students with Disabilities
The ISS is designed to help districts examine their policies, procedures, and practices to gain a deeper understanding of students with disabilities learning needs. The tool is designed to provide a framework for the District Leadership Team to use that will enhance and deepen their understandings about this student group.
The above-mentioned tools are available through the State Program Assessment Tools Web page on the CDE Web site.
Time-Sensitive Requirements
An electronic copy of the Addendum should be uploaded to the California Accountability and Information System (CAIS)
no later than March 18, 2013, as outlined in a December 18, 2012, notice letter. The LEA Plan Addendum must be approved by the local governing board. By submitting the local board approved LEA Addendum in lieu of the original signature assurance page in hard copy, the LEA certifies that the Addendum has been locally adopted and original signed copies of the assurances are on file in the LEA. The certification reads:
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.
Questions regarding the development of the LEA Plan Addendum should be directed to Mark Roberts, Education Programs Consultant, District Innovation & Improvement Office, at 916-319-0651.
