Educational Services

Educational Services Contact Info


Contact Name/Title

Phone

Email

Lonna Martinez
Director, Educational Services

(831) 630-6324

lmartinez@hesd.org

Martha Miranda
Secretary Support Services

(831) 630-6320 mmiranda@hesd.org

Annabelle Alvarez
Secretary Support Services

(831) 630-6321 aalvarez@hesd.org

Kim O'Connor
Coordinator, Migrant Education, State Preschool

(831) 630-6337

koconnor@hesd.org

Kim Garcia
TOSA, Special Projects

(831) 630-6322

kgarcia@hesd.org

Lilia Espinoza
Coordinator, English Learner Programs

(831) 630-6368

lilespino@hesd.org

Elvia Teixeira
Coordinator, Attendance/Parent Involvement

(831) 630-6304 eteixeira@hesd.org
Maria Duarte
Recruiter, Migrant Program


(831) 630-6333

mduarte@hesd.org
Leonor Rojas
Secretary, Support Services, Migrant

(831) 630-6330
lrojas@hesd.org
Emma Veltri
BTSA Advisor

(831) 630-6334  eveltri@hesd.org 


What is the Local Control Funding Formula (LCFF)?

California state law sets out the system for funding public schools. In 2013, California adopted a new formula for deciding how much money each school district gets, called the Local Control Funding Formula (LCFF). School districts will decide how to use the funds, but under the new system they must get input from their local communities. They also have to tie their budgets to improvement goals by creating a Local Control and Accountability Plan (LCAP).


What is the Local Control and Accountability Plan (LCAP)?

Under the new rules, districts are required to adopt Local Control and Accountability Plans (LCAPs) that disclose how funds will be spent to provide high–quality educational programs. Districts that do not meet the goals specified in their plans and fail to improve educational outcomes receive assistance through a new system of support and intervention.

Districts must set annual goals in eight specific areas:
1. Student Achievement
2. Student Engagement
3. Other Student Outcomes
4. School Climate
5. Parental Involvement
6. Basic Services
7. Implementation of Common Core State Standards (CCSS)
8. Course Access

Also, Districts must:

  • Specify actions they will take to achieve goals
  • Use SBE adopted LCAP template
  • Solicit input from various stakeholders in developing plan
  • Adopt the LCAP every three years; review annually

Click here for the 2016-2019 LCAP; Board Approved June 28, 2016; San Benito County Office of Education approved October 3, 2016

LEA Plan

The approval of a Local Educational Agency Plan by the local school board and State Board of Education is a requirement for receiving federal funding sub-grants, such as Title I and Title III. The LEA Plan includes specific descriptions and assurances as outlined in the Elementary and Secondary Education Act (ESEA). The Title III budget must be approved by the Board annually.

Click here for LEA Plan; Board approved June 28, 2016.

California Assessment of Student Performance and Progress (CAASPP):

In October 2013, Governor Brown signed Assembly Bill (AB) 484 which implements the California Assessment of Student Performance and Progress (CAASPP) assessment system. The CAASPP replaces the STAR test that California students had taken every spring. The new computer-based assessments test Common Core standards and emphasize critical thinking, reasoning, and problem-solving. While the Science test in grades 5 and 8 continues to be a paper/pencil test, the English Language Arts and Mathematics tests are administered completely online. 
Results from the 2016 CAASPP can be accessed by clicking on the link in the menu on the left (probably available in July). 
Student score reports will be mailed to parents/guardians in August.

What Are Thinking Maps?

Hollister School District is currently in the fourth year of a 5-year plan to train all teachers and administrators in Thinking Maps and Path to Proficiency for English Learners. 

Click here for information from the website www.thinkingmaps.org:Thinking Maps are eight specific visual patterns

Visualizing our thinking allows us to have a concrete image of our abstract thoughts. Visual representations enhance the brain's natural ability to detect and construct meaningful patterns. Thinking Maps reduce anxiety by providing familiar visual patterns for thinking and working with complex ideas and situations.

Research: "Although thinking is innate and spontaneous, skillful thinking must be cultivated." -Art Costa, The Thought-Filled Curriculum

Path to Proficiency provides teachers with practical applications for guiding students from the lowest to the highest level of English language proficiency.

Organized into eight sections, arranged from simple to complex to include:

  • Thinking Maps Adaptations and Extensions for the English Language Learner
  • Applying Thinking Maps to English Language Developmental Levels
  • Thinking Maps and English Language Development Strategies
  • Recognizing and Replicating Text Structures
  • Thinking Maps and Differentiated Instruction

Please see the links below for information:

Click here to read about Thinking Maps and Common Core State Standards.

Click here to read about Path to Proficiency for English Learners.

Click here to see samples of Thinking Maps for elementary students.

Click here to see samples of Thinking Maps for middle school students.

Common Core State Standards

What are the new Common Core State Standards? Currently 45 states have joined the national movement to adopt common standards in English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects and Mathematics. From the website of the Common Core State Standards Initiative:

"The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."

Learn more at http://www.corestandards.org

Single Plans for Student Achievement

Click on the school name to see the  Single Plan for Student Achievement:

Accelerated Achievement Academy

Calaveras

Cerra Vista

Gabilan Hills

Hollister Dual Language Academy

Ladd Lane

Marguerite Maze Middle

Rancho San Justo

R.O Hardin

Sunnyslope

Title I

The Federal Title I program provides assistance to schools serving students from high-poverty backgrounds. No Child Left Behind requires that all Title I schools make Adequate Yearly Progress (AYP) in improving student achievement. The state has established annual student achievement targets to determine whether schools are making adequate progress. The state has designated some Title I schools as Program Improvement (PI) schools. These schools have not made adequate yearly progress in improving student achievement for two or more consecutive years based on state test scores.

Schools Currently Identified as Program Improvement (PI) Schools:

Calaveras Elementary

Cerra Vista Elementary

Gabilan Hills Elementary

Hollister Dual Language Academy

Ladd Lane Elementary

R.O. Hardin Elementary

Sunnyslope Elementary

Maze Middle School

Rancho San Justo Middle School

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