Daniel Banuelos

This Program Plan Guide outlines the operational design and activities for the After-School Education and Safety (ASES) program, focusing on students' development of Social and Emotional Learning (SEL) skills. The plan prioritizes creating a safe and supportive environment, fostering active and engaged learning, building skills, promoting youth voice and leadership, encouraging healthy choices and behaviors, ensuring diversity, access, and equity, developing quality staff, and establishing clear vision, mission, and purpose through collaborative partnerships and continuous quality improvement. The program aims to provide a healthy learning environment with engaging enrichment activities to improve student achievement, close achievement gaps, and ensure student safety.

The Local Control Accountability Plan (LCAP) for the Sanger Unified School District outlines the district's plan to meet the goals of the Local Control Funding Formula (LCFF). The plan details how the district will address state and local priorities to ensure that all students meet annual goals. A community survey is available for feedback on the plan.

This rubric provides a self-reflection tool for school and district teams to assess their progress in implementing the English Learner (EL) Roadmap Principles. It focuses on four key principles: Assets-Oriented and Needs-Responsive Schools (valuing cultural and linguistic assets, responsiveness to diverse EL needs, safe and affirming school climates, strong family-school partnerships); Intellectual Quality of Instruction and Meaningful Access (integrating language development with content learning, providing rigorous curriculum with scaffolding, emphasizing engagement and high expectations); System Conditions that Support Effectiveness (clear goals and commitments to ELs, adequate resources, valid assessment systems, capacity building); and Alignment and Articulation Within and Across Systems (continuity and alignment of EL approaches across grade levels and educational segments). The rubric uses a four-point scale to evaluate the implementation of each principle and its elements, guiding continuous improvement efforts to support English learners.

The English Learner Roadmap Self-Reflection Rubric is designed to help school and district teams assess their current practices in enacting the English Learner (EL) Roadmap Principles. It focuses on creating asset-oriented and needs-responsive schools, ensuring intellectual quality of instruction and meaningful access to curriculum, establishing system conditions that support effectiveness, and promoting alignment and articulation within and across systems to improve outcomes for English learners.

The Sanger Unified School District's Expanded Learning Opportunities (ELO) Grant Plan outlines strategies to provide supplemental instruction and support to students, particularly those needing academic, social-emotional, or other assistance. The plan details how ELO funds will be used to implement a learning recovery program for students from various groups, including low-income, English learners, foster youth, and those below grade level. The plan includes descriptions of parent, teacher, and staff involvement in its development, student identification and needs assessment processes, communication strategies with parents and guardians, and the specific supplemental instruction and support to be provided. These supports encompass extended learning time (before and after school tutoring, Saturday school, credit recovery), targeted academic interventions (ELD/ELA and math support teachers, early literacy teachers), social-emotional support (counseling, parent education), and community learning hubs. The plan also addresses coordination with other federal funds (ESSER) to ensure comprehensive support for students and staff.