Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high

academic standards, at a minimum attaining proficiency or better in reading/language arts

and mathematics.
SCHOOL GOAL # _2_
Meet Annual Measurable Objectives AMOs (Proficiency) for AYP school-wide for all limited English proficient (LEP)
students in English Language Arts (ELA) & mathematics as required under NCLB.
Grade levels to participate in this goal:

Anticipated annual performance growth:

Students in grades 6-12, including all sub-groups

All LEP students will progress at least one proficiency level

per year or more as measured through the CELDT
Examination.
Data to be collected to measure academic gains:
Smarter Balanced Assessment
California English Language Development Test
(CELDT)
PSAT/SAT Examination
Study Sync Assessments
Samples of student work
Interim Assessments every 6-9 weeks
Rubrics
Quarterly Report Cards and Progress Reports
Measures of Academic Progress (MAP) Testing
administered 3 times/year (Beginning, middle, and end
of year assessment)
Home Language Survey
Regular, in-class formative and summative
assessments

Means of evaluating progress toward this goal:

McGraw-Hill Study Sync
State ELD Standards and Framework
End of Unit Assessments
Home Language Survey Benchmarks &
Assessments
Classroom observations and assessments in ELD
& content areas
Student Portfolios
Presentation of Learning (POL)
Additional academic support: After-school tutoring,
extended school day, Saturday School (tutoring),
and a support teacher in identified classrooms.
Math Placement exam: During summer orientation
Use of Accelerated Reader program during
Sustained Silent Reading (SSR)
Measures of Academic Progress (MAP)

Planned Improvement in Programs for LEP Students and Immigrants (Title III and EIA/LEP)
Describe the following specific activities addressing the
use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Magnolia Public Schools offers a variety of blogs to parents and students to ensure all are aware of the full spectrum of educations
resources MPS provides. You can find a list of those blogs here:
http://magnolialausd.blogspot.com/
http://lausdmagnolia.blogspot.com/
http://magnoliaschoollausd.blogspot.com/
http://magnoliacharterlausd.blogspot.com/
http://magnoliahighschoollausd.blogspot.com/
http://magnoliapublichighschool.blogspot.com/
http://magnoliacharterschools.blogspot.com/
http://magnoliascienceacademyblog.blogspot.com/
http://magnoliastemschool.blogspot.com/
http://magnoliacharterhighschool.blogspot.com/
http://magnoliapublichighschool.tumblr.com/
http://magnoliacharterschools.tumblr.com/
http://magnoliascienceacademy.tumblr.com/
http://magnoliastemschool.tumblr.com/
http://magnoliacharterhighschool.tumblr.com/

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):

uired Activities

1. The programs and activities to be

developed, implemented, and administered
and how the SSD will use these funds to meet
all annual measurable achievement objectives
described in Section 3122
Title III Funds Apportioned to Consortium
Lead (MSA-1):
In order to most efficiently utilize Title III funds
within the consortium, an English Learner
Program Coordinator has been hired to provide
direct supplemental services to English learners
and teachers of English learners in all consortium
schools. The EL Coordinator will support
implementation of the CMOs EL Master Plan and
program, as well as ensure that all EL services
are being delivered to the member schools.
Specifically, the EL Coordinator will provide the
following services to consortium member schools:
Maintain, evaluate, and improve the EL
Master Plan and program
Lead the EL Coordinators at school sites,
including facilitating team meetings and
coordinating the EL program strategic
planning process
Oversee adoption and implementation of
EL curriculum, including a newcomer
program
Oversee CMOs Title III improvement plan
Support ELD/ELA teachers and provide
appropriate professional development
Conduct lesson demonstrations and
facilitate classroom observations/walkthroughs to improve instruction for English
learners

Persons
Involved and
Timeline
Principal
Chief Academic
Officer
EL Program
Coordinator
Department
Chairs
Dean of
Academics/
Counselor

Related
Expenditures

Estimated
Cost

Administrative
Costs (Lead
LEA)

$825

Services and
Operating
Expenses
(including
professional
development)

$19,315

Salaries

$18,945

Benefits

$2371

ELD Teachers
IT Department
SPED
Department
Teachers
All: Ongoing

Total Grant
Allocation
(Consortium)

$41,456

Funding
Source

Title III

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
strategies in accessing prior knowledge, preteaching vocabulary, use of visuals/realia, study
guides, graphic organizers, and differentiating the
language of classroom presentations and reading
materials. Students are organized according to
their English Language proficiency level and given
appropriate English Language Development (ELD)
instruction along with native English speakers.
As part of MSA-1s monitoring program, the
CELDT examination is administered annually to
students who are identified as English Language
Learners. MSA-1 monitors students CELDT,
State Assessment, and MAP results along with
teacher recommendations to monitor student
progress towards successful reclassification.
MSA strives to reclassify EL students
expeditiously but appropriately, and has
established a school-wide literacy enrichment
program to support the use of academic
vocabulary across content areas for all students.
During weekly professional development meetings
that include all stakeholders at the school and
within the Magnolia Educational and Research
Foundation (the organization), discussion takes
place around reviewing data and student work,

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
as well as monitoring student achievement across
all grade levels and sub-groups. Our principal,
Chief Academic Officer, EL Coordinator,
Department Chairs, and teachers review CELDT
results and closely monitor these students during
weekly development meetings, and daily via
CoolSIS (our SIS system) in order to provide
additional academic supports, assess academic
progress in all subjects, and assess students for
reclassification. Our CoolSIS system is accessible
to school staff, students, and parents, and is
updated daily.
During summer professional development training,
the entire school staff reviews student
achievement data, including state assessment
data, CELDT, benchmark assessments, and other
diagnostic assessments. The staff disaggregates
data by sub-group, grade level, and subject. The
goal is to provide all stakeholders with the
information needed to guide instruction,
professional development training, and academic
supports for students in the upcoming school year.
In addition, MSA-1 reviews all data to assess if the
school has met the annual measurable objectives
and sets goals for raising student achievement
along with developing an academic plan in order
to reach those goals.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
MSA-1 is continuously involved in a school-wide
self-study reflection that focuses on what students
are learning, how are they learning, and using
data to assess the schools instructional and
curricular focus towards raising student
achievement. If the school has not met annual
goals, then a strategic plan with a timeline is
developed to clearly address each goal and
criteria with the inclusion and feedback of
teachers, resource specialists, the Chief Academic
Officer, principal, CELDT Coordinator, and EL
Coordinator.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
2. How the SSD will hold elementary and
secondary schools receiving funds under this
subpart accountable for:
meeting the annual measurable
achievement objectives described in
Section 3122
making adequate yearly progress for
limited-English-proficient students
(Section 1111(b)(2)(B)
annually measuring the English
proficiency of LEP students so that the
students served develop English
proficiency while meeting State
Academic standards and student
achievement (Section 1111(b)(1)
MSA-1 adheres to California State guidelines for
annually assessing the English language
development of each EL as well as measuring for
academic proficiency and monitoring academic
progress.
Funds are allocated to provide professional
development training for all MSA-1 teachers on
effective research-based strategies that are
nationally recognized to accelerate academic
achievement for all English Learners. In addition,
our goal is for EL students to become proficient in
academic English in order to meet and/or exceed
proficiency in the common core state standards in

Persons
Involved and
Timeline

Related
Expenditures

Principal

Salaries

Chief Academic
Officer

Professional
Development

EL Program
Coordinator

CELDT/EL
Data Training

Department
Chairs
Dean of
Academics/
Counselor
IT Department
ELD Teachers
SPED
Department
Teachers
All: Ongoing

Estimated
Cost
$20,000

Funding
Source
General
Purpose
Title I

$240

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
English Language Arts/Literacy and mathematics.
EL students are provided with additional
individualized instruction through the use of ELD
software (such as Rosetta Stone) and from the
ELD Teacher.
Annual discussion takes place during the summer
PD meeting, with a focus on:
School wide academic goals
All subgroups meeting proficiency
standards
Meeting AYP, API, and State Assessment
requirements for all students and subgroups (including EL)
As mentioned earlier, MSA-1 develops an annual
Single Plan for Student Achievement (SPSA) with
the input of teachers, EL Coordinator, Principal,
Parents, Chief Academic Officer, and students to
address meeting/exceeding AMAOs, AYP, API
and proficiency levels for all sub-groups, which
includes revisions/changes to the instructional
program, curricular focus, and the types and
frequency of assessments that will be
administered during the school year. The plan is
drafted and revised as progress and goals are
met. All SPSAs require approval by the
governing board.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
3. How the SSD will promote parental and
community participation in LEP programs
MSA-1 strongly encourages all parents to
participate in the School Site Council (SSC) and
the Parent Task Force (PTF) to fully implement
and sustain this support.
MSA-1 provides the following services:
Parent workshops
Mandatory beginning of the year orientation
Quarterly parent/teacher/student
conferences
School Site Council
Parent Task Force (PTF) school wide
monthly Parent Committee meetings.

Persons
Involved and
Timeline

Principal
Chief Academic
Officer
EL Program
Coordinator
Department
Chair
Dean of
Academics/
Counselor
IT Department
ELD Teachers
SPED
Department
Teachers
All: Ongoing

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
4. How the SSD will provide high quality
language instruction based on scientifically
based research (per Sec. 3115(c). The
effectiveness of the LEP programs will be
determined by the increase in:
English proficiency
Academic achievement in the core
academic subjects

Persons
Involved and
Timeline
Principal
Chief Academic
Officer
EL Program
Coordinator

Department
MSA-1 continues to offer the following EL program Chairs
options designed to assist ELs, raise their
Dean of
proficiency in the English language, and to
Academics/
support them in attaining grade-level content
Counselor
standards:

Structured English Immersion (SEI)

designed for ELLs at the earlier levels of
English proficiency.
Mainstream English Cluster (MEC) designed for ELLs at the higher levels of
English proficiency.

These programs provide a systematic program for

ELD and access to a standards-based curriculum
in all subject areas.

IT Department
ELD Teachers
SPED
Department
Teachers
All: Ongoing

Related
Expenditures
Salaries

Estimated
Cost
$10,000

Funding
Source
General
Purpose
Categorical
Block Grant
Title I

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
ELs participating in SEI and MEC programs are
expected to meet ELD standards for their
respective proficiency levels each year, and to
increase by one level per year. SEI students who
achieve reasonable fluency and proficiency in
English will advance to MEC.
SEI and MEC students are expected to meet or
exceed common core state grade-level standards
in the core subject areas as they meet or
approach the Early Advanced level of English
proficiency. ELs who reach the CELDT Early
Advanced (EA) or Advanced English proficiency
levels, and are at or near grade level in core
subject areas, will be reclassified to Reclassified
Fluent English Proficient (RFEP).
MSA-1 is committed to providing languagelearning opportunities that build on each students
strengths, and recognizing home language and
culture as valued resources that are key tools in
achieving academic success. MSA-1 recognizes
that academic knowledge transfers across
languages and provides access to grade level
core curriculum.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
5. High quality professional development for
classroom teachers, Directors,
administrators, and other school or
community-based personnel:
a. designed to improve the instruction and
assessment of LEP children
b. designed to enhance the ability of
teachers to understand and use
curricula, assessment measures, and
instruction strategies for limitedEnglish-proficient students
c. based on scientifically based research
demonstrating the effectiveness of the
professional development in increasing
childrens English proficiency or
substantially increasing the teachers
subject matter knowledge, teaching
knowledge, and teaching skills
d. long term effect will result in positive
and lasting impact on teacher
performance in the classroom
In order to meet the needs of our EL students in
all proficiency levels, teachers are trained in a
comprehensive, standards and
research based, high quality EL Professional
Development Program. Coaching is provided to
utilize effective instructional theory and strategies

Persons
Involved and
Timeline
Principal
Chief Academic
Officer
EL Program
Coordinator
Department
Chairs
Dean of
Academics/
Counselor
ELD Teachers
SPED
Department
Teachers
All: Ongoing

Related
Expenditures
Trainings/
Workshops

Estimated
Cost
$18,000
(see
Question 1)

Funding
Source
Title III (see
Question 1)

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
for second language acquisition, to accelerate
English fluency, and to develop systematic
academic English proficiency for English
Language Learners.

Required Activities

Title III funds are used to implement identified

professional development activities that integrate
current research and scientifically based theory.
Components of the professional development
program include, but are not limited to:
Designing and implementing differentiated,
standards-based instruction in all core
academic areas, including how to integrate
cultural and linguistic diversity within the
school/community
Implementing academic language across
all content areas to support the learning of
academic English for EL students
The ability to systematically identify and
develop resources for differentiating
instruction in the teaching of core content
as well as reading, writing, listening and
speaking

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Required Activities

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):

Understanding the vital role of

assessments in guiding and evaluating
instructional and programmatic practices

The ability to design and implement formal

and informal assessments using
classroom/student data to differentiate
instruction while evaluating the efficacy of
instruction

In addition, Title III funds support professional

development activities that enhance teachers
abilities to understand and use curricula,
assessments, and instructional strategies for LEP
students.
Professional development provides teachers with
presentations and workshops to develop a high
level of expertise and specialization to work with
EL students in raising their academic
achievement.
The current instructional program for EL students
has been developed to utilize state-approved
resources in collaboration with ELA teachers.
This ensures that EL students are provided
access to standards-based instruction.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):
The Magnolia Educational and Research
Foundation provides professional development
meetings, workshop, trainings and conferences for
all school administrators and Principals in the
following areas:
Adhering to federal, state and local laws
regarding LEP students Policies &
Procedures

Workshops offered by the Los Angeles

County Office of Education specifically
focusing on the needs of ELs in the areas
of Curriculum, Instruction and Assessment
and Accountability. In addition, discussion
takes place addressing the academic
needs of EL students, reclassification rates,
data, CELDT Reporting, and researchbased best practices.

Monthly meetings for all Magnolia Science

Academy Principals where discussion and
collaboration takes place regarding the needs of
EL students, analyzing/disaggregating
assessment data, parent involvement, effective
PD, and best practices.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Describe the following specific activities addressing the

use of Title III and/or EIA/LEP supplemental funds (note
that the required activities must be addressed):

On a monthly basis, School Principals from

the cluster Magnolia Charter Schools meet
to discuss and address the needs of EL
students, raising student achievement,
increasing parent involvement, and
implementing professional development
workshops for school staff.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Allowable Activities

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
1. Upgrade to program objectives and
effective instructional strategies, if
applicable

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Principal
See Goal 1
Chief Academic
Officer

To upgrade program objectives and effective

instructional strategies, MSA-1 analyzes a variety
of data that includes specific assessment
measures, program observations and student
data, to assist with program review.

EL Program
Coordinator

In addition, MSA-1 has adopted the Achieve 3000

Program, which is used as a supplement.
Achieve 3000 is a research-based intensive
reading intervention program designed to meet
the needs of students whose reading achievement
is below the proficient level. Instruction and
practice are customized according to each
students abilities but the program is delivered in a
group setting utilizing technology, direct instruction
and graded reading level materials that access
both reading for pleasure and subject matter
materials.

Dean of
Academics/
Counselor

General
Purpose
Categorical
Block
Title I

Department
Chair

IT Department
All: Ongoing

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
Achieve 3000 benefits English Language
Learners by providing the following opportunities:

Cooperative learning activities conducted in

English in all classes that serve to immerse
ELL students in the English language while
providing opportunities to practice listening,
comprehension, and speaking skills

Differentiated texts with adaptive content to

address the needs of each individual
learner.

Continuous, ongoing assessment to

monitor the progress of each student

Frequent writing assignment in all classes

that give students opportunities to practice
writing and editing in English

After-school programs and tutoring

Saturday School Tutoring

Collaborative learning experiences through

club projects

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
2. Any:
tutorials and academic or vocational
education for LEP students and/or
intensified instruction
In addressing the needs of the identified students,
the Title III Intervention program utilizes
consistent, systematic instruction to:

Provide intensive and extensive

opportunities for reading
Acquisition of new knowledge and
vocabulary through reading and writing.

Persons
Involved and
Timeline
Principal
Chief Academic
Officer
EL Program
Coordinator
Department
Chairs
Dean of
Academics/
Counselor
ELD Teachers

Read and comprehend leveled fiction and

textual materials

Develop an enjoyment for reading

Teachers

Engage in meaningful reading and writing

All: Ongoing

Engage in expository narrative, response to

literature and persuasive writing projects

SPED
Department

Related
Expenditures

Materials

Estimated
Cost

$2,000

Funding
Source

General
Purpose
Categorical
Block

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):

EL students are provided with multiple

opportunities to apply learning in teacherguided groups, small group, and one-onone instruction.

Writing instruction includes shared,

modeled, paired and independent writing.
Students work towards meeting grade-level
ELA and grade-span ELD Standards for
writing applications and conventions.

In order to encourage independent reading

for pleasure and academic advancement,
EL students have access to an extensive
collection of material at appropriate reading
levels.

Students are required to read daily during

Silent Sustained Reading (SSR).

Instruction is designed and modified using

information from on-going formal and
informal assessment of students strengths
and needs.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
3. How programs for English Learners are
coordinated with other relevant programs
and services:
As a charter school, MSA-1 has the ability to
create small tutorials that support EL students
English language acquisition through the after
school tutoring program.

Persons
Involved and
Timeline
Principal

Related
Expenditures

Salaries

Estimated
Cost

$1,500

Funding
Source

General
Purpose

Chief Academic
Officer
EL Program
Coordinator
Department
Chairs
Dean of
Academics/
Counselor
IT Department
ELD Teachers
SPED
Department
Teachers
All: Ongoing

4. Any other activities designed to improve

the English proficiency and academic
achievement of LEP children

Principal

General

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):

Persons
Involved and
Timeline
Chief Academic
Officer

In order to improve English proficiency and

academic achievement, MSA-1 has established
EL Program
interim assessments that are used to identify
interventions and supplemental programs targeted Coordinator
for EL students individual needs.
Department
Chair
Dean of
Academics/
Counselor

ELD Teachers
Teachers
All: Ongoing

Related
Expenditures

Estimated
Cost

Funding
Source
Purpose

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
5. Community participation programs, family
literacy services, and parent outreach and
training activities provided to LEP children
and their families
a. To improve English language skills of
LEP children
b. To assist parents in helping their
children to improve their academic
achievement and becoming active
participants in the education of their
children
In order to encourage parent participation in
Parent/Community involvement and Educational
programs, funds are used to provide childcare
services for parent conferences, and major
parental involvement events. In addition, MSA-1
utilizes funds to sponsor Parental Involvement
School-wide activities including:

Working with the adolescent student at

home (reading/math)

Monitoring homework and improving study

habits

Persons
Involved and
Timeline
Principal
Chief Academic
Officer
EL Program
Coordinator

Related
Expenditures
Salaries
Materials

Estimated
Cost

$2,000

Funding
Source

General
Purpose
Categorical
Block
Grants

Department
Chair
Dean of
Academics/
Counselor
ELD Teachers
Teachers
All: Ongoing

Title I

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):

Effective communication and interactions

with MSA-1 Staff

Positive methods to address discipline

issues

Developing time management skills

Developing computer skills

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
6. Efforts to improve the instruction of LEP
children by providing for
a. The acquisition or development of
educational technology or instructional
materials
b. Access to, and participation in,
electronic networks for materials,
training, and communication
c. Incorporation of the above resources
into curricula and programs
MSA-1 has an instructional technology
department that supports all teachers/staff in the
implementation of technology in daily instruction.
MSA-1s IT Department provides trouble-shooting
support for the entire school, including computer
labs, and other forms of technology.
Teachers provide opportunities for students to
develop computer literacy skills, utilize computer
technology in developing Power Point
Presentations, research papers, etc.
MSA-1 has allocated funds for the development
and maintenance of the schools website which
provides parents access to the schools calendar,
course standards and syllabus, testing dates,
board policies, and upcoming events. The
website also provides the following resources:

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Principal
Salaries
Chief Academic
Officer
Department
Chair

Materials
Technology &
Software

General
Purpose
$3,500
Categorical
Block
Grants

Dean of
Academics/
Counselor
IT Department
ELD Teachers
Teachers
All: Ongoing

Title I

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):

Parent/Student Handbook

Parent Friendly Website

Parent/Student Calendar of Events

Access to COOLSIS (Student Information

System) to access attendance records,
academic grades, behavior log, school
wide announcements, daily homework
assignments, communication with
teachers/staff, etc.).

Access to the Accelerated Reader website

MSA-1 will continue to allocate funds for the

purchase of computers for student and teacher
use.
MSA-1 utilizes Rosetta Stone and Renaissance
Learning software to provide individualized
instruction to ELL students.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Allowa
ble
Activiti

Describe the following specific activities

addressing the use of Title III and/or EIA/LEP
supplemental funds (note that the required
activities must be addressed):
7. Other activities consistent with Title III or
EIA/LEP funds.
N/A

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Plans to Notify and Involve Parents of Limited-English-Proficient Students

Required Activities

Parents of Limited-English-Proficient students must be notified:

outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents. Describe how you will meet these
requirements

1. SSD informs the parent/s of an LEP student of

each of the following (per Sec. 3302 of NCLB):
a. the reasons for the identification of their
child as LEP and in need of placement in a
language instruction educational program
b. the childs level of English proficiency, how
such level was assessed, and the status of
the students academic achievement
c. the method of instruction used in the
program in which their child is or will be,
participating, and the methods of
instruction used in other available,
programs, including how such programs
differ in content, instruction goals, and use
of English and a native language in
instruction
d. how the program in which their child is, or
will be participating will meet the
educational strengths and needs of the
child

Persons
Involved and
Timeline

Related
Expenditures

Principal

Materials

Chief
Academic
Officer

Mailing
expenses
for annual
required
notifications

Department
Chairs
Dean of
Academics/
Counselor
IT Department
CELDT
Coordinator
ELD Teachers
Parents
All: Ongoing

Estimated
Cost

Funding
Source

General
Purpose
$100
Categorical
Block
Title I

Required Activities

Parents of Limited-English-Proficient students must be notified:

outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents. Describe how you will meet these
requirements

e. how such program will specifically help

their child learn English, and meet age
appropriate academic achievement
standards for grade promotion and
graduation
f. expected rate of graduation from secondary
school for such program if funds under this
title are used for children in secondary
schools;
g. in the case of a child with a disability, how
such program meets the objectives of the
individualized education program of the
child
h. information pertaining to parental rights
that includes written guidance detailing
i. the right that parents have to have
their child immediately removed from
such program upon their request
ii. the options that parents have to
decline to enroll their child in such
program or to choose another
program or method of instruction, if
available
iii. the SSD assists parents in selecting
among various programs and
methods of instruction, if more than
one program or method is offered by
the SSD

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Parents of Limited-English-Proficient students must be notified:

outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents. Describe how you will meet these
requirements

At MSA-1, parents of EL students are notified of their

childs prior CELDT results (if available) within 30 days
of the beginning of each school year. In addition,
parents are informed of the following assessment
results:

Language Assessment Results: CELDT

SBAC Assessment

Student Academic Status

MSA-1 provides parents with an explanation on why

the student has been identified as an English
Language Learner (LEP) as well as a description of
their childs placement, and the EL Instructional
Program Options and support services.

Required Activities

The CELDT is administered during the first 4 weeks of

the school year, based on the responses provided in
the Home Language Survey.
Students who enter MSA-1 with CELDT scores in the
beginning, early intermediate, or low intermediate
proficiency levels (1-2), with a limited number of school
enrollment years will be placed in an English
Language Development Class. Limited English
Proficient (LEP) students have access to a multitude of
additional intervention and support programs. Our goal
is to accelerate their English language proficiency to
facilitate their successful transition to mainstream
English classes.
Students who enter MSA-1 with CELDT scores in the
high intermediate, early advanced, or advanced levels
(3-5) of language proficiency are placed in Mainstream

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

R
e
q

Parents of Limited-English-Proficient students must be notified:

outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents. Describe how you will meet these
requirements

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Parents of Limited-English-Proficient students must be notified:

outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents. Describe how you will meet these
requirements

English Learners are provided with access to every

intervention program available to students at MSA-1
with a heavy focus on ensuring they have access to
supports through the use of:
1) Academic language, the deliberate teaching of
academic vocabulary throughout the curriculum
to increase reading comprehension and access
to higher level texts;
2) Saturday Tutoring, is an opportunity for
students to take part in two hour academic
enrichment classes in core subjects on
Saturday mornings;
3) Daily after-school tutoring
4) The language cohort model, whereby English
learners in Mainstream English Classes (MEC)
are grouped by language proficiency level, as
identified by their CELDT score, within their
general education classroom. This allows the
teacher to target language objectives tied to
language development standards within the
English content standards.
Instruction is provided by an ELD teacher with
advanced training in research-based strategies to
assist students in increasing their English proficiency
while learning academic subjects taught in English.

Persons
Involved and
Timeline

Related
Expenditures

Estimated
Cost

Funding
Source

Parents of Limited-English-Proficient students must be notified:

outreach efforts include holding and sending notice of opportunities for
regular meetings for the purpose of formulating and responding to
recommendations from parents. Describe how you will meet these
requirements

Note: Notifications must be provided to parents of students

enrolled since the previous school year, no later than 30
days after the beginning of the school year. If students
enroll after the beginning of the school year, parents must
be notified within two weeks of the child being placed in
such a program.
MSA-1 will adhere to all federal and state requirements for
notifying parents.
SSD Parent Notification Failure to Make Progress
If the SSD fails to make progress on the annual measurable
achievement objectives, it will inform parents of a child
identified for participation in such program, or participating
in such program, of such failure not later than 30 days after
such failure occurs.
MSA-1 will adhere to all federal and state requirements to notify
parents if the school fails to make progress on the annual
measurable outcomes.

Persons
Involved and
Timeline

Principal

Related
Expenditures

Estimated
Cost

Funding
Source

Materials

$200

General
Purpose

Materials

$200

General
Purpose

Dean of
Academics/
Counselor
IT Department
All: Ongoing

Principal
Dean of
Academics/
Counselor
IT Department
All: Ongoing

Plans to Provide Services for Immigrants

Allowable Activities

IF the SSD is receiving or planning to receive Title III

Immigrant supplemental funding, complete this table (per
Sec. 3115(e)). Please describe: GCMS is not eligible to
participate in this program.
1. Family literacy, parent outreach, and
training activities designed to assist
parents to become active participants in
the education of their children.
MSA-1 and all member schools will design
workshops targeted to support parents of English
learners, invite and encourage parents to
participate, and monitor parent attendance
through sign-in sheets.

Persons
Involved and
Timeline

Related
Expenditure
s

Estimated
Cost

Funding
Source

Principal
Chief
Academic
Officer
EL Program
Coordinator
Dean of
Academics/
Counselor
ELD Teachers
Parents
All: Ongoing

2.

Support for personnel, including teacher

aides who have been specifically trained,
or are being trained, to provide services to
immigrant children and youth.

Principal
Chief
Academic
Officer

Magnolia Public Schools has a contract with the

EL Program
Los Angeles County Office of Education to provide Coordinator
our teachers with training on ELD and SDAIE

Title III
See
question 1
under
required
activities

IF the SSD is receiving or planning to receive Title III

Immigrant supplemental funding, complete this table (per
Sec. 3115(e)). Please describe: GCMS is not eligible to
participate in this program.
strategies, which will help newcomers with
language acquisition and provide access to the
content.
Our member schools in San Diego and Santa
Clara will be utilizing resources and workshops
provided by their individual county educational
offices.

Persons
Involved and
Timeline

Related
Expenditure
s

Estimated
Cost

Funding
Source

Dean of
Academics/
Counselor
ELD Teachers
Parents
All: Ongoing

3.

Provision of tutorials, mentoring, and

academic or career counseling for
immigrant children and youth.
Magnolia Public Schools will be using
supplemental immigrant funds to provide
newcomers with additional tutoring with the
schools ELD teachers, as well as counseling
and mentoring services in partnerships with
local organizations.

Principal
Chief
Academic
Officer
EL Program
Coordinator
Dean of
Academics/
Counselor

Salaries Preliminary
and
Entitlements
services Per Member
School:
MSA-1:
$528
MSA-2:
$1131
MSA-3:
$151

ELD Teachers
Parents

MSA-4:
$151

Title III
Immigrant

IF the SSD is receiving or planning to receive Title III

Immigrant supplemental funding, complete this table (per
Sec. 3115(e)). Please describe: GCMS is not eligible to
participate in this program.

Persons
Involved and
Timeline

Related
Expenditure
s

Estimated
Cost

All: Ongoing
MSA-5:
$754
MSA-6:
$603
MSA-7:
$302
MSA-8:
$151
MSA-San
Diego:
$528
MSA-Santa
Ana:
$528
MSA-Santa
Clara:
$1056
Total
Amount:
$5883

Funding
Source

IF the SSD is receiving or planning to receive Title III

Immigrant supplemental funding, complete this table (per
Sec. 3115(e)). Please describe: GCMS is not eligible to
participate in this program.
4.

Identification and acquisition of curricular

materials, educational software, and
technologies to be used in the program
carried out with funds.

In order to support language acquisition for

newcomers, MSA-1 has purchased Rosetta
Stone for students who need additional
support.
This item has already been purchased with
previous funds.

5. Basic instruction services that are directly

attributable to the presence in the school
district involved of immigrant children and
youth, including the payment of costs of
providing additional classroom supplies,
costs of transportation, or such other costs
as are directly attributable to such
additional basic instruction services.
N/A

Persons
Involved and
Timeline
Principal
EL Program
Coordinator
Dean of
Academics/
Counselor
ELD Teachers

Related
Expenditure
s

Estimated
Cost

Funding
Source

IF the SSD is receiving or planning to receive Title III

Immigrant supplemental funding, complete this table (per
Sec. 3115(e)). Please describe: GCMS is not eligible to
participate in this program.
6. Other instruction services designed to
assist immigrant children and youth to
achieve in elementary and secondary
schools in the USA, such as programs of
introduction to the educational system and
civics education.
N/A
7.

Activities coordinated with communitybased organizations, institutions of higher

education, private sector entities, or other
entities with expertise in working with
immigrants, to assist parents of immigrant
children and youth by offering
comprehensive community services.
N/A

Powered by TCPDF (www.tcpdf.org)

Persons
Involved and
Timeline

Related
Expenditure
s

Estimated
Cost

Funding
Source