Kennedy high school los Angeles Unified School District Single Plan for Student Achievement



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* AYP Criteria




District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Meet or exceed API targets
2010-2011
2008-09 = 46%

2009-10 = 48%




10 percentage point increase



All Students



Core strategies/activities include:

  • standard-based core curriculum

  • multi-tiered framework

  • evidence-based pedagogy

  • differentiate instruction (e.g., SDAIE, access methodologies, scaffolding, etc.)

  • frequent progress monitoring

Supplemental strategies/activities include:



  • ongoing professional development that supports increased student achievement and improved practice

Response to Intervention Tiers 1-3 and Culturally Relevant and Responsive Education (CCRE) will be utilized and monitored to insure that all students, including EL learners, Student With Disabilities (), and socioeconomically disadvantaged subgroups are engaged and active participants in their learning.


Schoolwide effort to support math and English across all the content areas; SLCs to conduct ongoing data analysis and engage in inter-disciplinary projects with emphasis on math and English standards.
RTI leadership team, PD committee, Instructional Coaches, and coordinators (Title 1 and Bilingual) to provide professional development and trainings on effective research based instructional strategies including differentiated instruction, RTI, and CCRE.



Literacy Coach & Math Coach Differential—for coaches to support teachers in analyzing data and refinement of core instruction

(Title I Stimulus, Title I)


Diff. Instructional Coach—for English and Math Coaches for performing program-related activities outside the regular six-hour work day.

(Title1, Title II, EIA_SCE)


PD Teacher X-time--

Provide professional development training, collaboration and data analysis (after school and during the instructional day)

(Title I Stimulus, Title I, Title III, Bilingual)
EL Coordinator & Differential--to monitor the English Learners subgroup and provide professional development to assist teachers in identifying essential standards and implementation of SDAIE for EL students and support RTI

(EIA-LEP, Title III)


CPA differential -- Performs program-related activities outside the regular six-hour work day

(Title 1, EIA-LEP).


CPA Z time - for coordinator to meet, plan, evaluate, and implement intervention programs for English and mathematics outside the regular working day; to design and evaluate workshops for parents to improve parent involvement and their capacity to contribute to student achievement.

(Title 1, EIA-LEP)

Counselors

Will provide direct strategic intervention for A-G requirements and increase the graduation rate

(Title I Stimulus, Title I)
Title I Coordinator & Differential --to monitor Title I subgroup and provide professional development to assist teachers in identifying essential standards and implementation of various instructional strategies

(Title I Stimulus, Title I)


District Training Rate –for teachers to attend outside the normal basis, training/PD and to plan implementation of components of rigor. (Title 1, PI)
District Training Rate (classified) –for teacher assistants to receive training on instructional strategies such as group work, test data, and strategies to reinforce instruction in the core classes. (Title 1, PI)

Effectiveness of instructional strategies/activities will be measured by:



  • Monitoring of student progress through MyData

  • District mark reporting

  • Standards based assessments

  • High Point portfolio assessments

  • Increased passing proficiency rate on CAHSEE

  • Monitoring the progress of ELL students not re-classifying or making academic progress

  • Decrease the number of students receiving Fails in A-G courses by 10%

  • Increase the number of students in 9th to 10th grade accumulating 55 credits

  • Meet or exceed 95% participation rate on the CST

  • Decrease by at least 5% the percentage of students performing below proficient level in either ELA or math from the preceding year

  • School meets or exceeds API target

  • School meet or exceeds graduation rate targets



Principal

Assistant Principals

APSCS


Title I Coordinator

Bilingual Coordinator

Literacy Coach

Math Coach

Intervention Coordinator

Special Education Coordinator

Gifted Coordinator

Magnet Coordinator

CAHSEE Intervention Coordinator

Fall 2010-Ongoing



Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in ELA
% Proficient/Advanced CST ELA by grade:


08-09 09-10 Change

DISTRICT 40.8% 43.3% 2.5%

Gr. 2 – 48% 49% 1%
Gr. 3 – 34% 35% 1%
Gr. 4 – 51% 54% 3%
Gr. 5 – 42% 48% 6%
Gr. 6 – 37% 39% 2%
Gr. 7 – 38% 39% 1%
Gr. 8 – 31% 37% 6%
Gr. 9 – 32% 36% 4%
Gr. 10 – 31% 33% 2%
Gr. 11 – 31% 34% 3%


Minimum of 10 percentage point increase in students scoring Proficient and above


All students, especially African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged

Response to Intervention Tiers 1-3 and Culturally Relevant and Responsive Education (CCRE) will be utilized and monitored to insure that all students, including EL learners, Student With Disabilities (), and socioeconomically disadvantaged subgroups are engaged and active participants in their learning.
Teachers and support staff will provide effective, data driven, in-class instructional interventions for EL students, socioeconomically disadvantaged students, and SWDs to include Tier 1’s focus on CORE instruction:

  • Lower class size and provide more direct student center instruction

  • Analysis of data from Per. Assessments, CAHSEE diagnostic, and CST tests

  • Administration of Periodic Assessment, and CAHSEE diagnostic

  • Review best practices to address the results from data analysis

  • WOW words – School-Wide Vocabulary Initiative-a study of Greek & Latin roots

  • Effective SDAIE strategies to differentiate instruction:

  1. Thinking Maps

  2. Cooperative group learning

  3. Think Pair Share, anticipation guide, etc.



  • Verbal Response Frames for language development

  • Increased reading of novels as lit circles and recommended summer reading program

  • Referral to after school tutoring program

  • Springboard Pre-AP ELA courses

  • organizational/study skills

  • Readers/Writers Notebooks

  • Essay writing and research through the English Department Computer Lab to reinforce writing and reading strategies; use of Digital Library for research projects

  • Schoolwide effort to support English standards across all the content areas. Inter-disciplinary lessons/projects and assessment through the SLCs; emphasis on standards based instruction and rigor.

  • Provided professional development on CCRE, Thinking Maps, SDAIE strategies, and monitoring students’ progress using MyDATA.



Class-size reduction teachers will help reduce class size, work with at-risk students in ELA (Title 1, Title II, EIA-SCE)
Day to day sub for days out within permissible time reporting (i.e. illness) (Title 1, Title 1 Stimulus, Title II, EIA-SCE)
Office Technician --

Performs a variety of clerical services in connection with the Title I program; maintenance of records and preparation of various documents for parental involvement and intervention activities as related to the program. (EIA-SCE, EIA-LEP, Title 1, Title 1 Stimulus)


PD teacher X time— to release teachers after the regular work day to review quarterly assessments, pacing plan, and conference attendance and workshops to help at-risk students connect to real life learning situation and close the achievement gap for all sub groups.

(Title 1, EIA-SCE, EIA-LEP, Title PI)


PD Teacher Regular-- to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training (Title 1, EIA-SCE, EIA-LEP, Title PI)

As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios



Administrators, Counselors, Math and English Coach, Coordinators, Department Chairs

Administrators, Counselors, Math and English Coach, Coordinators, Department Chairs



Fall 2010 – ongoing

Fall 2010 - ongoing



Increase the percentage of students moving from one performance band to another on the CST ELA (e.g., from FBB to BB; BB to Basic; Basic to Proficient, Proficient to Advanced)


10 percentage point increase in moving students into Basic or Proficient and above



All students, especially African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged




RTI leadership team to collaborate with PD Committee to analyze data, structure PD activities, and review intervention strategies to meet the instructional needs of students.
Provide professional development for teachers and paraprofessionals by administrators, coaches, coordinators, and other services that emphasize CORE strategies and methodology for targeted needs. PD to focus on Tier 1 RTI strategies. School wide emphasis on rigor and the development of critical thinking across the curriculum:

  • Higher Level Thinking/Questioning; Bloom’s Taxonomy—analysis, synthesis, and evaluation

  • Develop content-based CST-style questions; test language and vocabulary

  • Develop consistency of academic and content terminology and format

  • Use of Thinking Maps

  • Use of fully-developed verbal responses

  • Effective use of teacher assistants to support students under the direction of a highly qualified teacher

  • Help students make connections to prior knowledge within and across curricular areas

  • Provide strategies to help students monitor and evaluate their own learning

  • Conference attendance to CLHS and CA Reading Association to acquire best practices.

On-going professional development and training to focus on Tier 2 RTI strategies to provide intervention in all English content areas:



  • In class remediation and intervention; teacher assistants to support instruction in cooperative learning groups.

  • Pull out small group sessions for CST prep

  • DRWC Read 180 curriculum and growth assessment

  • Essential Standards classes for EL learners with an emphasis on re-designation

  • Full implementation of SSR reading program for all Homerooms

  • Inter-disciplinary lessons/projects and assessment through the SLCs.

Lower class size to increase personalization and more individual student attention.



PD Teacher Regular-- to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training. (Title 1, EIA-LEP, EIA-SCE).
Staff Conference Attendance – For teachers to attend the conferences to acquire differentiated and research based instructional strategies. (Title 1, EIA-SCE, Title 1 PI, EIA-LEP)
Mileage will be funded to reimburse school employees for conferences and training (Title 1, PI)
District Training Rate –for teachers to attend outside the normal basis, training/PD and to plan implementation of components of rigor. (Title 1, PI)
PD teacher X or Z time –to provide funding for collaboration, data analysis, and planning within and outside the SLC on Saturdays and afterschool. (Title 1 – PI, EIA LEP, Title 1, Title II, Title 1 Stimulus, EIA SCE)
Teacher X Time Tutoring –to provide tutoring and support intervention program after school and Saturdays Title 1 , EIA-SCE, EIA-LEP, Title 1 Stimulus).
Teacher Assistant-- Under the direct supervision of a highly qualified teacher to reinforce instruction and provide clarification of instruction to ensure academic comprehension and achievement. (Title 1, EIA-LEP, EIA-SCE)
Custodial Overtime and relief -- For custodial services required as the direct result of program activities (i.e., parental activities) at the school. (Title 1, EIA-SCE, EIA-LEP)
Clerical overtime /relief -- Performs short-term clerical help and for overtime payments directly attributable to the program.

Title 1, EIA-SCE, EIA-LEP)


Ed Aide III- to provide supplemental support to students under the supervision of a highly qualified teacher (AVID Program).

(EIA LEP, EIA-SCE, Title 1)


Teacher Assistant—Under the direct supervision of a highly qualify teacher, the TA will provide reinforcement to at-risk students and provide clarification of instruction to ensure academic comprehension and achievement.

(Title 1, EIA-SCE, EIA-LEP)


TA Relief-for short-term TA help to provide reinforcement and instructional support to at-risk students sheltered core classes and in so doing close the achievement gap. (Title 1, EIA-SCE, EIA-LEP, Title 1 Stimulus).

Class Size Reduction Teachers-to reduce class size in 9-12 grade core subjects and in so doing increase student achievement and close the achievement gap. (Title 1, Title II)

Maintain and lease equipment –duplication of supplementary materials to support CRRE material, RTI strategies and professional development (Title 1, EIA-SCE, EIA-LEP)




As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios




Administrators,

English Coach,

Teachers,

Coordinators

Administrators,

English Coach,

Teachers,

Coordinators



Fall 2010 – ongoing

Fall 2010 – ongoing


Accelerate the performance of significant subgroups
Prof/Adv CST ELA Subgroups

08-09 09-10 Change

African-


Americans 35.9% 38.8% 2.9%

Hispanic 35.1% 37.7% 2.6%

ELs 27% 28.3% 1.3%

SWD 18.5% 21.1% 2.6%

Socio-Econ 35.7% 38.4% 2.7%

Dis.


10 percentage point increase of students in each subgroup moving into Proficient



All students, especially African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged



Response to Intervention Tiers 1-3 and Culturally Relevant and Responsive Education (CCRE) will be utilized and monitored to ensure academic growth for all sub groups.
Utilizing lesson study and collaborative practice, all teachers will engage all students in rigorous activities, including:

  • Class Size Reduction teacher to reduce class size to allow for access to curriculum

  • PD on differentiated instruction:

  1. Thinking Maps

  2. SDAIE strategies

  3. Scaffolding

  4. Pre-teach and re-teach

  • Common Pre- and Post-tests in reading and writing

  • Development of content-based CST-type questions

  • CRRE strategies to tap into students prior knowledge

  • Language frames and responses

  • Accountable Talk

  • Self-Selected Reading Program to increase vocabulary and reading skills

  • After school core subject tutoring services

Teacher Assistants to work with at-risk students in core classes and support academic instruction.


Teacher Assistants to receive training on test data, SDAIE strategies, cooperative grouping, and other strategies to reinforce classroom instruction.

Class Size Reduction Teachers-to reduce class size in 9-12 grade core subjects and in so doing increase student achievement and close the achievement gap. (Title 1, Title II)

PD Teacher X-time--to release teachers after the regular work day to review quarterly assessments and conference attendance to help at-risk students connect to real life learning situation . (Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II)


District Sponsored Certificated Training Rate-- for teachers to receive training after the regular working day on the effective use of SDAIE and literacy strategies. (Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II, Title III)
Teacher X-time Tutoring–for teachers after the regular work day to provide direct instruction in academic intervention program after school to help at-risk students with academic achievement and to close the achievement gap. (Title 1, EIA-SCE, EIA-LEP, Title II)

Teacher Secondary-- the services of a Highly Qualified Register Carrying teacher to provide direct services 100 percent of the six-hour work day to students in math and English classes and in so doing improve student achievement and close the achievement gap. (Title 1, Title II)

Teacher Assistant-- Under the direct supervision of a highly qualify teacher, the teacher assistant will provide reinforcement to at-risk students and provide instructional support in sheltered core classes (Title 1, EIA-SCE, EIA-LEP)

TA Relief- funds for short-term TA help to provide reinforcement and instructional support to at-risk students in AVID, sheltered core classes, and DRWC Read 180 classes and in so doing close the achievement gap. (Title 1, EIA-SCE, EIA-LEP)

­­
IMA—to acquire supplemental instructional materials to help students acquire content standards, to improve literacy and academic achievement for at-risk students and to close the achievement gap (Title 1, EIA-LEP, EIA-SCE).
General Supplies--to purchase supplemental supplies to support the professional development activities

(Title I Stimulus, Title I, Bilingual, Title III)




As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios



Administrators,

English Coach,

Teachers,

Coordinators

Administrators,

English Coach,

Teachers,

Coordinators




Fall 2010 – ongoing

Fall 2010 – ongoing




Increase percentage of students in grades 2-11 scoring proficient or advanced on the CST in Math
% Proficient/Advanced CST Math by grade:

08-09 09-10 Change
District 45.8% 48.0% 2.2%

Gr. 2 – 57% 54% -3%


Gr. 3 – 60% 59% -1%
Gr. 4 – 59% 63% 4%
Gr. 5 – 53% 55% 2%
Gr. 6 – 35% 39% 4%
Gr. 7 – 28% 34% 6%
Gen Math – 17% 20% 3%

Algebra 1 – 19% 22% 3%


Geometry – 14% 14% 0%
Algebra 2 – 14% 16% 2%
HS Math – 30% 35% 5%
Increase the percentage of significant subgroups moving from one performance band to another on the CST Math ( e.g., from FBB to BB; BB to Basic; Basic to Proficient, Proficient to Advanced)


Minimum of 10 percentage point increase in students scoring Proficient and above

10 percentage point increase in students in moving students into Basic or Proficient and above

All students, especially African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged



RTI leadership team to collaborate with PD Committee to analyze data, structure PD activities, and review intervention strategies to meet the instructional needs of students.
Response to Intervention Tiers 1-3 and Culturally Relevant and Responsive Education (CRRE) will be utilized and monitored to insure that all students, including EL learners and Students with Disabilities (SWDs) subgroups are engaged and active participants in their learning.
Teachers and support staff will provide effective, data driven, in-class instructional interventions for EL students, socioeconomically disadvantaged students, and SWDs to include Tier 1’s focus on CORE instruction:

  • Algebra Readiness

  • Scaffolding

  • Thinking Maps

  • Alternative lessons

  • Pre-teach and re-teach

  • Mastery of academic and content related vocabulary ( language)

  • Additional CRRE strategies

  • More time on task

  • SDAIE strategies

  1. Think-pair share

  2. Numbered heads

  3. Anticipation guide




  • Professional development on standards based instruction, SDAIE strategies, Thinking Maps, higher order thinking skills: Bloom’s Taxonomy—analysis, synthesis, and evaluation

  • Department to review pacing plan and adjusted instructional curriculum to the new calendar and CST implementation date

  • Teachers to attend conferences (California High School-Math conference) and are mandated to present and share information and best practices to the department

  • Provide intervention programs before and/or after school, and Saturday school or pull out programs to help students learn the content standards

  • Implement “ Spring Board” as a college preparatory program to create academic rigor

  • Algebra 2 and Math Analysis teachers to differentiate instruction and incorporate graph calculators and technology into their instructions; LCD projectors used for visual presentation and cooperative learning activities

  • Provide before and after school Intervention classes and CST prep. classes to the students who received a D/F in their math class or BB and FBB on the CST to improve scores to Proficient and Advanced

  • Maintenance of equipment to support and provide duplication needs of supplemental instructional materials and PD materials.

  • Offer CST skill building classes to students who scored FBB or BB on the CST.

Utilize math coach to provide support:



  • Analysis of CST data using MyData, Periodic Assessments and the department final exams

  • Demonstrate lessons and provide feed back on classroom observation and co-teaching

  • Scaffolding and lesson planning and creating CST friendly questions

  • Review academic rigor instruction through the use of Thinking Map and SADIE strategies to differentiate instruction

  • PD for teacher assistants to provide instructional support in Algebra classes.

Provide curricular trips for AVID students to visit colleges, universities, and local museums to increase cultural understanding and college expectations.



Instructional Coach—math, will provide direct services in mathematics to staff and students. (Title 1, Title 1 Stimulus)
Class-size reduction teacher to help reduce class size, work with at-risk students in math. (Title 1, Title II)
Day-to-Day Substitute- day-to-day substitute teachers to cover benefited absence of a class size reduction teacher.

(Title 1, Title II, Title 1 Stimulus)


Senior Office and Office technicians an/or relief and overtime to support categorical and intervention program.

(Title 1, Title 1 Stimulus, EIA SCE, EIA LEP)


Title 1 /EL Coordinator: to provide direct services to students, conduct professional development activities, including the facilitation of effective instructional programs, demonstrate lessons including SDAIE, and coordinate and provide parent involvement workshops/activities to promote parent involvement. (Title 1, EIA-SCE, EIA-LEP
Staff Conference Attendance- For teachers to attend the California Math Council to acquire differentiated and research based instructional strategies to support students not performing at grade level on the CST and students who did not pass the CAHSEE. (Title 1, EIA-SCE, EIA-LEP, Title 1 PI)
Day to day sub—to free teachers to analyze data and plan for differentiated instruction. (Title 1, EIA-LEP, Title 1 PI)
Teacher Assistant- under the supervision of a highly qualified teacher, TAs will provide instructional support in math and ELA to at-risk students. (Title 1, Title III, EIA-SCE).
IMA--to supplement the classroom instruction with classroom libraries to improve literacy and academic achievement for at-risk students and to close the achievement gap; to acquire DVDs for history, science concept posters/charts, and Scholastic Read 180 materials and Makes Sense Strategies for ELA intervention
General Supplies— to support intervention program: toners, ink for printers, poster paper, master rolls, and ink for duplo machines to develop instructional materials. (Title 1, EIA-SCE, EIA-LEP)
Non-capitalized equipment –to acquire lap tops, LCD projectors, and desktop computers to support the core subjects to support and differentiated instruction (Title 1, EIA-SCE, EIA-LEP)
Curricular trip – for AVID students to visit universities and colleges—to make the connection between high school and colleges; and buses for students to visit the Museum of Tolerance for cultural exploration and making connection to the academic curriculum and instruction

(Title 1, EIA-LEP, EIA-SCE).


PD Teacher Regular –to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training. (Title 1, EIA-LEP, EIA-SCE).
District Training Rate –for teachers to attend outside the normal basis, training/PD and to plan implementation of components of rigor. (Title 1, PI)
PD teacher X or Z time –to provide funding for collaboration, data analysis, and planning within and outside the SLC on Saturdays and afterschool. (Title 1 – PI, EIA LEP, Title 1, Title II, Title 1 Stimulus, EIA SCE)
Teacher X Time Tutoring –to provide tutoring and support intervention program after school and Saturdays Title 1 , EIA-SCE, EIA-LEP, Title 1 Stimulus).
Custodial Overtime and relief -- For custodial services required as the direct result of program activities (i.e., parental activities) at the school. (Title 1, EIA-SCE, EIA-LEP)
Clerical overtime /relief -- Performs short-term clerical help and for overtime payments directly attributable to the program.

Title 1, EIA-SCE, EIA-LEP)





As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios



Administration, Math Coach,

Department Chair, Coordinators

Administration, Math Coach,

Department Chair, Coordinators

Administration, Math Coach,

Department Chair, Coordinators


Fall 2010- Ongoing


Fall 2010- Ongoing

Fall 2010- Ongoing






District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Accelerate the performance of significant subgroups
Prof/Adv CST Math Subgroups

08-09 09-10 Change

African-


Americans 34.5% 37.4% 2.2%

Hispanic 41.1% 43.7% 2.3%

ELs 36.3% 38.3% 2.0%

SWD 22.2% 25.6% 3.4%

Socio-Econ 41.9% 44.1% 2.2%

Dis



10 percentage point increase of students in each subgroup moving into Proficient



African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged



Provide professional development for teachers and paraprofessionals by administrators, coaches, coordinators, and other services that emphasize CRRE strategies and methodology for targeted needs. These services will focus on RTI strategies especially tier 1 and tier 2 strategies. School wide emphasis on rigor and the development of critical thinking across the curriculum. Utilizing lesson study and collaborative practice, all teachers will engage

ALL students in rigorous activities, including:



  • Strengthening analytical and critical thinking skills/strategies to help ALL students construct meaning through the use of higher-order thinking skills.

  • Implement higher-order thinking skills (critical thinking skills: Bloom’s taxonomy—analysis, synthesis, and evaluation)

  • Help students make connections to prior knowledge within and across curricular areas

  • Teach and assist students monitor and evaluate their own learning

  • PD /conference attendance to acquire research based instructional strategies

  • Teacher assistants to reinforce instruction in core classes.




  • Schoolwide effort to support math standards across all the content areas.

  • Lower class size to increase personalization and more individual student attention.

PD Teacher Regular-- to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training. (Title 1, EIA-LEP, EIA-SCE).
Staff Conference Attendance – For teachers to attend the California Math Council - Southern Section Conference to acquire differentiated and research based instructional strategies to support students not performing at grade level on the CST and students who did not pass the CAHSEE. (Title 1, EIA-SCE, Title 1 PI, EIA-LEP)
Mileage will be funded to reimburse school employees for conferences and training (Title 1, PI)
District Training Rate –for teachers to attend outside the normal basis, training/PD and to plan implementation of components of rigor. (Title 1, PI)
Ed Aide III- to provide supplemental support to students under the supervision of a highly qualified teacher (AVID Program).

(EIA LEP, EIA-SCE, Title 1)


Teacher Assistant— Under the direct supervision of a highly qualify teacher, the teacher assistant will provide reinforcement to at-risk students and provide instructional support in sheltered core classes, AVID classes, and DRWC Read 180 classes, work with students in small cooperative groups, and provide clarification of instruction to ensure academic comprehension and achievement.

(Title 1, EIA-SCE, EIA-LEP, Title 1 Stimulus)


TA Relief- funds for short-term TA help to provide reinforcement and instructional support to at-risk students in AVID, sheltered core classes, and DRWC Read 180 classes and in so doing close the achievement gap. (Title 1, EIA-SCE, EIA-LEP, Title 1 Stimulus)
CPA Z time - for coordinator to meet, plan, evaluate, design, and implement intervention programs for English and mathematics outside the regular working day; to provide professional development to teachers in the use of differentiated instruction, and to design and evaluate workshops for parents to improve parent involvement and their capacity to contribute to student achievement.

(Title 1, EIA-LEP)


Teacher Secondary-- the service of a Highly Qualified Register Carrying teacher to provide direct services 100 percent of the six-hour work day to students in math and English classes and in so doing improve student achievement and close the achievement gap.

(Title 1, Title II, Title 1 Stimulus)






  • CST and CaHSEE data

  • periodic assessments

  • District mark reporting

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios

Administrators,

Math Coach,

Teachers,

Coordinators

Administrators,

Math Coach,

Teachers,

Coordinators

Fall 2010-ongoing

2010- ongoing


HISTORY/SOCIAL SCIENCE

Increase the percentage of students scoring proficient or advanced on the CST in history/ social science
08-09 09-10 Change

Grade 8 30% 35% 5%


World History 22% 27% 5%

US History 31% 33% 2%



Minimum of 10 percentage point increase in students scoring Proficient and above



All Students, especially

African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged


Response to Intervention Tier 1-3 and Culturally Relevant and Responsive Education (CRRE) will be utilized and monitored to insure that all students, including the EL learners and Students with Disabilities (SWDs), and Socio-Economically Disadvantaged subgroups are engaged and active participants in their learning.
Teacher and support staff will provide effective, data driven, in-class instructional interventions for EL students, socio-economically disadvantaged students, and SWDs to include Tier 1’s focus on CORE instruction in social science:

  • Scaffolding

  • Pre-teach and re-teach

  • More time on task

  • Mastery of academic vocabulary/language

  • SDAIE strategies

  1. Think Pair Share

  2. Thinking Maps

  3. Numbered Heads

  4. Anticipation Guides

Create intervention program through the use of homogenous grouping based on CST data to create intervention in core classes.



  • Refer and encourage students who do not meet benchmark proficiency for academic intervention; tutoring and structured intervention to be provided before and after school and Saturdays.

  • Reduce class size in sheltered classes; increase personalization and teacher/student ratio.

The department to provide content and standards remediation for Below and Far Below Basic performers.



  • Design and implement departmental model lessons (quarterly) to measure and determine student success and acquisition of content standards

  • Use of SDAIE and Thinking Maps to help student access the social science content and standards

  • Strengthening analytical and critical thinking skills/strategies—Bloom’s Taxonomy

  • Provide differentiated instruction through the use of technology (incorporation of power-point project/presentation, Digital library, etc).

Provide professional development for teachers and paraprofessionals by administrators, coaches, coordinators, and other services that emphasize on:



  • Tiers 1-3 for RTI

  • CCRE strategies

  • Methodology for targeted needs

  • Integration of literacy strategies embedded in the curriculum (e.g. Thinking Maps, graphic organizers, note-taking, SDAIE strategies) to differentiate instruction.

  • Ongoing professional development/training on academic rigor, standard based instruction, and use of Thinking Maps.

  • Department implement quarterly assessments (writing and objective exam) to promote higher order thinking skills and evaluate the acquisition of content standards.

  • Common departmental evaluation of effective instruction on common lessons (using department rubrics) and reflection on effectiveness.




PD Teacher X time –to release teachers after the regular work day to review quarterly assessments, pacing plan, and conference attendance and workshops to help at-risk students connect to real life learning situation and close the achievement gap for all sub groups. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Teacher X-time Tutoring–for teachers after the regular work day to provide direct instruction in academic intervention program after school to help at-risk students with academic achievement and improve comprehension of content standards. (Title 1, EIA-LEP, EIA-SCE,)
PD Teacher Regular-- to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
District Sponsored Certificated Training Rate-- for teachers to receive training after the regular working day on the effective use of SDAIE, literacy strategies, and use of Discovery Education resources. Also, for core subject teachers to meet after school to revise department’s pacing plan, review common assessments, writing prompts, and department quarterly assessments to better meet the needs of at-risk students. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Staff Conference Attendance- For teachers to attend the California Social Science Conference to acquire differentiated and research based instructional strategies to support students not performing at grade level on the CST and students who did not pass the CAHSEE. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Class-size Reduction Teacher Secondary-- to fund teacher positions to reduce class size in 9-12 grade(s) and/or in English and math department(s) and in so doing increase student achievement and close the achievement gap. (Title 1, EIA-SCE, Title 1 PI)
District Training Rate –Classified staff-- for teacher assistants to receive training after the regular work day on effective learning strategies, SDAIE and literacy strategies, students performance data including the CST, CAHSEE, and department quarterly assessments to better meet the needs of a risk students. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Teacher Auxiliary- a register carry, highly qualified teacher to teach one additional core content class and in so doing lower class size and increase academic achievement in the core content (English, Math, Science, History).

(Title 1, Title II, EIA-SCE)


Ed Aid Z-time- additional hours for Ed. Aide to work in afterschool tutoring program and intervention program to increase student academic achievement. (Title 1, EIA-LEP)

As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios

Administrators,

Coaches,


Teachers,

Coordinators

Administrators,

Coaches,


Teachers,

Coordinators


Administrators,

Coaches,

Department chair,

Coordinators

Administrators,

Coaches,

Department chair,

Coordinators

Administrators,

Coaches,

Department chair,

Coordinators


2010 – ongoing

2010 – ongoing

2010 – ongoing

2010 – ongoing

2010 - ongoing







District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

SCIENCE

Increase the percentage of students scoring proficient or advanced on CST in science
08-09 09-10 Change

Grade 5 40% 47% 7%

Grade 8 41% 46% 1%

Gr 10 30% 32% 2%


08-09 09-10 Change

Biology 24% 28% 4%

Chemistry 14% 16% 2%

Earth Sci. 26% 30% 4%

Physics 20% 24% 4%

ICS I 8% 12% 4%



Minimum of 10 percentage point increase in students scoring Proficient and above



All Students, especially

African-Americans, Hispanics, Students with Disabilities, English Learners, Socio-Economically Dis-advantaged


Response to Intervention Tier 1-3 and Culturally Relevant and Responsive Education (CRRE) will be utilized and monitored to insure that all students, including the EL learners and Students with Disabilities (SWDs), and Socio-Economically Disadvantaged subgroups are engaged and active participants in their learning.
Teacher and support staff will provide effective, data driven, in-class instructional interventions for EL students, socio-economically disadvantaged students, and SWDs to include Tier 1’s focus on CORE instruction in science:

  • Thinking Maps

  • Scaffolding

  • SDAIE

  • Pre-teach and re-teach

  • More time on task

  • Mastery of academic vocabulary/language

  • Think Pair Share

  • Numbered Heads

  • Anticipation Guides

Provide professional development for teachers and paraprofessional by administrators, coaches, coordinators, and other services that emphasize CCR strategies and methodology for targeted needs and a focus on Tier 1 RTI strategies. Utilizing lesson study and collaborative practice, all teachers will engage ALL students in rigorous activities, including:



  • Provide time for teachers to meet and examine student test results using MyDATA, content strands with the lowest scores and share best practices and effective instructional strategies

  • Use research based strategies in the classroom for all modalities using 5E, How People Learn Science and Inquiry based science to teach students; implement higher-order thinking skills (critical thinking skills: Bloom’s Taxonomy—analysis, synthesis, and evaluation)

  • Use formative assessment (Paige Keely) to monitor the progress of students before they test and also create conceptual frameworks that include metacognitive processing to help student acquire content standards

  • Implement essays or performance of mathematical equations

  • Use Thinking Maps system, Cooperative learning, group projects and assessments, district assessments, project based problem solving to engage students in a highly academic and rigorous program and assist teachers in student comprehension

  • For physical sciences, advise students to go to math tutoring as many of the students perform poorly in this area because lack of mathematics skills.

  • Incorporate technology in the classroom to motivate students and provide differentiated instruction:

    1. Power-point presentation

    2. Animations

    3. Webquests

    4. Labs using probes to collect data for

    5. Analysis in science classes

    6. Digital Library

Create intervention program through the use of homogenous grouping based on CST data to create intervention in core content classes.



  • Lower class size for more individual student attention

  • Refer and encourage students who do not meet benchmark proficiency for academic intervention; tutoring and structured intervention to be provided before and after school and Saturdays

  • Provide remediation during the school day to EL and at-risk students and Sheltered classes

  • Conducting peer tutoring sessions at lunch during the 3 weeks prior to testing to help students review material and acquire content standards

  • Refer students to 9th Grade Learning Center, Champions tutoring, and After School Subject tutoring.

PD Teacher X time –to release teachers after the regular work day to review quarterly assessments, pacing plan, and conference attendance and workshops to help at-risk students connect to real life learning situation and close the achievement gap for all sub groups.

(Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II)


Teacher X-time Tutoring–for teachers after the regular work day to provide direct instruction in academic intervention program after school—to help at-risk students with academic achievement, improve comprehension of content, and to close the achievement gap. (Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II)
PD Teacher Regular-- PD Teacher Regular-- to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training. (Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II)
District Sponsored Certificated Training Rate-- for teachers to receive training after the regular working day on the effective use of SDAIE, literacy strategies, and use of Discovery Education resources; review common assessments, writing prompts, and department quarterly assessments to better meet the needs of at-risk students. (Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II)
Staff Conference Attendance- For teachers to science conferences to acquire differentiated and research based instructional strategies to support students not performing at grade level on the CST. (Title 1, EIA-SCE, Title 1 PI, Title II)
Class Size Reduction Teachers- to fund one teacher position to reduce class size in so doing increase student achievement and close the achievement gap. (Title 1, EIA-SCE, Title 1 PI, Title II)
District Training Rate –Classified staff-- for teacher assistants to receive training after the regular work day on effective learning strategies, SDAIE and literacy strategies, students performance data including the CST, CAHSEE, and department quarterly assessments to better meet the needs of a risk students. (Title 1, EIA-SCE, EIA-LEP, Title 1 PI, Title II)



As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios

Administrators, Math and English Coach, Department Chair, Coordinators,

Teachers


Administrators, Math and English Coach, Department Chair, Coordinators,

Teachers

Administrators, Math and English Coach, Department Chair, Coordinators,

Teachers


Administrators, Math and English Coach, Department Chair, Coordinators,

Teachers



2010 – ongoing

2010 – ongoing

2010 – ongoing

2010 - ongoing




District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Increase the number of students identified as gifted

08-09 09-10 Change

9.2% 10% 0.8 %


Increase the total percentage of each site’s African-American and Hispanic students identified as gifted
08-09 09-10 Change

African-

Americans 6.6% 6.6% 0%

Hispanics 7.0% 7.2% 0.8%



A minimum of 6-8% school’s population (% is dependent on category of giftedness)

GATE identification reflects the demographics of school

African-American, Hispanic, English Learners, Socio-Economically Dis-advantaged



Strategies/activities include:

  • Ongoing professional development to staff working with GATE students ( teachers, counselors, coordinators and administrators)

  • Structures and support that support and enhance the achievement of GATE students

  • Challenging curriculum

  • Differentiation

  • Acceleration

  • Enrichment

The SAS and Gifted Coordinator, along with the APSCS and support from Support Unit North assess data from the CST scores, grades, teacher recommendations, and SIS Program to identify potential gifted students. The schools strives to increase support for our gifted population and identify students by:



  • Mid-year data analysis

  • Progress reviews will be conducted

  • Articulation with feeder schools

  • Personalization of curriculum through each SLC

  • Professional development for horizontal and vertical teams within a discipline and across the discipline

  • Collaborate with District Psychologist Tao-Lin Chang to identify potentially gifted students; review and assess students in honors classes

  • Provide supplemental instructional materials and resource books for classroom library on gifted students.

Provide ongoing professional development on:



  • GATE methodologies / strategies

  • Instructional differentiation and acceleration

  • Social-emotional needs of the gifted (i.e. issues associated with depression, underachievement, perfectionism, and anxiety)

  • GATE characteristics and identification and referral process

  • Review California Association for the Gifted and Hoagie’s Gifted information




  • Coordinator, counselors, and teachers to collaborate and identify students across all categories: Intellectual, High Achievement, Specific Academic, Visual and Performing Arts, Creative Ability, and Leadership Ability. Students will be identified by “Rating Scale of Characteristics for Able Underachieving Students” from Diverse Backgrounds

  • Complete annual student evaluations and use the information in planning and counseling

  • Teachers are provided with rosters that identify GATE students in their courses.


Staff Conference Attendance and travel expense for off-site professional development on gifted and talented program (Title 1 PI, Gifted fund)
PD Teacher Regular- to attend professional development on-site and off-site to develop and enhance RI strategies, differentiated instruction, and CRRE support. (Title 1 PI, Gifted fund)
IMA to supplement library on giftedness, include works designed for teachers, students, and parents will be made available. (Title 1, EIA-SCE, gifted fund)
District Sponsored Certificated Training Rate-- for teachers to receive training after the regular working literacy strategies, differentiated instruction, and department quarterly assessments to better meet the needs of students. (Title 1 PI, Gifted fund)



As measured by:


  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

student portfolios


  • Increased in enrollment of gifted students




  • End of the year classroom assessment

Administrators,

Counselors,

Coordinators,

Instructional Coaches


Administrators,

Counselors,

Coordinators,

Instructional Coaches

Administrators,

Counselors,

Coordinators,

Instructional Coaches





Fall 2010- on going

Fall 2010- on going


Fall 2010- on going





AMAO 1 – Meet or exceed the percentage of English Learners making annual progress in learning English


08-09 09-10 Change

55.7% 52.6% -3.1%

2009-10 State Target is 53.1%

2010-11 State Target is 54.6%

2011-12 State Target is 56.0%


Meet or exceed State Target




English learners, especially under-performing EL subgroups



English learners will make adequate progress on their CELDT (California English Language Development Test) by:

  • Implementation of various SDAIE strategies in the classroom

  • Targeted standards-based ELD instruction (K-12) based on student’s proficiency level

  • EL Coordinator to provide intervention during the school day--2-hour instructional blocks of daily ELD/ESL instruction at the student’s identified proficiency level for secondary English learners

  • Provide intervention in ELA and math after school and on Saturdays

  • Consistent implementation of effective ELD/ESL instruction including and provide professional development to teachers on ELD monitoring and ELD strategies:

  • Thinking Maps

  • CELDT prep activities

  • ELS reading intervention for ELs

  • Secondary High Point Curriculum

  • Graphic Organizers

  • Task-Based Language Teaching

  • SDAIE strategies

  1. Numbered Heads Together

  2. Think-Pair-Share

  3. Reciprocal Teaching

  4. Anticipation Guide

Lower class size to increase personalization and more individual student attention.



EL Program Coordinator/Differential

El CPA to montior the English Learners, especially the under-performing subgroups and provide professional development to assist teachers and paraprofessionals in identifying EL standards and other identified needs. Constantly

Monitor the implementation of instruction for all ELs. (EIA-LEP, Title III)
Teacher Register Secondary-- to fund teacher positions to provide direction instruction to EL students in English language development in classes. (EIA-LEP)
Class-size Reduction Teacher Secondary-- to fund teacher positions to reduce class size and provide English language development in classes that are solely of ELs. (EIA-LEP)
PD teacher X/Z-time, tutorial will be funded to provide after-school tutoring and PD,

collaboration and Data review. (EIA-LEP, Title III)


Teacher assistants will provide reinforcement and support of instruction to EL students in the classroom. Will also provide L1 support.

Day to Day subs will provide release time for PD and planning related to EL issues.
Professional Development to pay for expenses to conference/workshops related to EL issues.(EIA-LEP, Title III resources)


As measured by:

  • My Data Progress Monitoring Rosters

  • ELD Portfolios (K-12)

  • High Point Curriculum/Assessments (6-12)

  • High Point Unit Tests

  • Oral language assessments

  • Periodic Assessments, where appropriate

  • CELDT

  • ELSSA Data

Consistent monitoring of student progress through:



  • curriculum-based assessments

  • ELD Assessment Portfolios

  • use of MyData,

  • supervision of instruction and classroom observation during the ELD block

Principal, Asst. Principal,

EL Program Coordinator and teachers



Fall 2010-Ongoing

AMAO 2 – Meet or exceed the percentage of English Learners scoring early advanced and advanced on the CELDT
% Early Adv/Adv Less than 5 year identified as EL (see page 1 of Accountability Matrix)
08-09 09-10 Change

N/A 22.3% N/A


2009-10 State Target is 17.4%

2010-11 State Target is 18.7%

2011-12 State Target is 20.1%

% Early Adv/Adv 5 years or more identified as EL (see page 1 of Accountability Matrix)

08-09 09-10 Change

N/A 35.9% N/A


2009-10 State Target is 41.3%

2010-11 State Target is 43.2%

2011-12 State Target is 45.1%



Meet or exceed State Target



English learners, especially under-

Performing EL

subgroups




ELs will raise their proficiency levels on the CELDT by implementing the following:

  • Professional development on effective classroom instruction; supplement instruction with skill building activities

  • Proper placement of students in ELs courses

  • After school and Saturday tutoring

  • Targeted standards-based ELD instruction (K-12) based on student’s proficiency level

  • 2-hour instructional blocks of daily ELD/ESL instruction at the student’s identified proficiency level for secondary English learners

  • Teacher assistants to support and reinforce instruction in ESL classes

Consistent implementation of effective ELD/ESL instruction to include:

  • Effective use of Thinking Maps

  • Secondary High Point Curriculum

  • Graphic Organizers

  • Task-Based Language Teaching

  • Numbered Heads Together

  • Think-Pair-Share

  • Reciprocal Teaching

EL students at an early and advanced levels will be monitored more closely by the EL coordinator, literacy coach, and English teachers through:

    • Annual CELDT scores

    • Periodic assessments

    • ELA standardized test scores

    • Academic grades

    • Master Plan folders

    • ELD portfolios



Instructional Materials purchased with EIA-LEP funds to support core ELD and grade- level textbooks/materials. Also to provide support for EL student intervention in literacy and ELD. (EIA-LEP, Title III)
Maintenance of equipment to maintain copiers and computers in good working condition to support in instructional program. (Title III, EIA-LEP funds)
General Supplies- to purchase supplemental supplies to support literacy, core and PD activities. (EIA-LEP, Title III)
Clerical overtime to perform short-term clerical support to the EL program.
Teacher auxiliary to support additional classes need for ESL. (EIA-LEP, Title III)
Teacher assistants will provide reinforcement and support of instruction to EL students in the classroom. Will also provide L1 support. (EIA-LEP, Title III)
Day to Day subs will provide release time for PD and planning related to EL issues. (EIA-LEP, Title III)
Professional Development to pay for expenses to conference/workshops related to EL issues (Title III, EIA-LEP funds)


Instructional Materials purchased with EIA-LEP funds to support core ELD and grade- level textbooks/materials. Also to provide support for EL student intervention in literacy and ELD. (Title III, EIA-LEP funds)

General Supplies- to purchase supplemental supplies to support literacy, core and PD activities

(Title III, EIA-LEP funds)


Consistent monitoring of student progress through:

  • curriculum-based assessments

  • CELDT student data

  • CST data

  • ELD Assessment Portfolios

  • use of My Data,

  • supervision of instruction and classroom observation during the ELD block

  • Teacher input/evaluation

In-class Intervention


Principal, Asst. Principal in charge of ELs, EL Program Coordinator, teachers

Principal, Asst. Principal in charge of ELs, EL Program Coordinator, teachers



Fall 2010- Ongoing

Fall 2010- Ongoing


AMAO 3 – Meet or exceed the percentage of English Learners scoring proficient or advanced on the CST



08-09 09-10 Change

ELA 27.0% 28.3% 1.3%

Math 36.3% 38.3% 2.0%



Meet or exceed State Target




English learners, especially under-performing EL subgroups



ELs will meet or increase their CST proficiency levels in ELA and Math to proficient or advanced by:

  • Core SDAIE Instructional Strategies and Lesson Design Template to ensure delivery of effective standards-based SDAIE lessons

  • Implementation of the critical elements of SDAIE (Content, Connections, Comprehensibility, and Interactions) to enhance existing lessons from instructional guides and other LAUSD core curricular materials

  • Consistent implementation of access strategies/SDAIE for mathematics and other content areas

  • Targeted, data-driven professional development based on students linguistic and academic needs

  • Meet as department to review EL-CST Data

  • Targeted interventions and support for English learners not successful in Tier I instruction

  • Students in FBB, BB, and B levels will be offered after school and Saturday ELA and Math Intervention.


PD teacher Z/X-time, tutorial will be funded to provide after-school tutoring and PD,

collaboration and Data review. Para-educators will be included. (EIA-LEP, Title III resources)




As measured by:

  • progress monitoring assessments, e.g., My Data

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios

  • teacher evaluations/input




Principal, Asst. Principal in charge of ELs, EL Program Coordinator, teachers

Fall 2010-Ongoing

Increase EL reclassification rates at the elementary, middle, and high school levels
08-09 09-10 Change

ES 15.1% 15.5% 0.4%

MS 17.5% 16.3% -1.2%

HS 10.6% 10.0% -0.6%



5 percentage point increase at each level (elementary, middle and high school)




English learners, especially under-performing EL subgroups



  • Operationalize effective Access to Core instruction: Content, Connections, comprehensibility and interaction

  • Implement 4 critical elements, SDAIE/CRRE bridge

  • Implement common access to core strategies for math and English language arts in K-12

  • Provide structures and support for English learners within a multi-tiered framework

The reclassification rate will increase by:



  • Implementing a systematic approach in identify the areas of need or improvement in the reclassification process

  • Coordinators, coaches, counselors and teacher will utilize the EL monitoring rosters to identify and target possible reclassification candidates. El monitoring rosters will serve as data to implement PDs and intervention program

  • Counselors to provide advisory and monitor for reclassification

  • Parents will receive annual notification of EL students’ progress and RFEP requirement through letters, meetings, and Connect Ed phone messages.

  • Providing differentiated instruction through the use of technology, SDAIE, and Thinking Maps.




EL Program Coordinator-

The EL program coordinator will monitor the English Learners, especially the under-performing ELs and provide professional development to assist teachers and paraprofessionals in identifying ELD educational needs. (EIA-LEP, Title III)


Secondary Counselors will strategically guide and monitor students to ensure proper class placement to increase reclassification.

(Tiitle I, LEP)





  • EL monitoring rosters, and where possible EL students not moving or reclassifying

  • RFEP Monitoring Rosters




Administrators, EL Program Coordinator, teachers

Administrators, EL Program Coordinator, teachers





Fall 2010-Ongoing
Fall 2010-Ongoing

Increase the percentage of SWD performing at Basic and above on the ELA and Math CSTs
08-09 09-10 Change

ELA 18.5% 21.1% 2.6%

MATH 22.2% 25.6% 3.4%

Targets:
35% ELA


35% Math

Students with Disabilities participating in core instruction


Students with disabilities (SWDs) will meet or increase their CST proficiency levels in ELA and Math through:



  • Classroom instruction targeting ELA and Math content standards and grade level standards-based

  • IEP goals

  • Teachers will utilize instructional strategies and accommodations designed to address individual student needs and learning modalities

  • Classroom aides and teacher assistants to be trained and assist with student access to the curriculum

  • Utilizing Thinking Maps and SDAIE strategies:

  1. Numbered Heads Together

  2. Think-Pair-Share

  3. Reciprocal Teaching

  4. Anticipation Guide

  • Offer after school tutoring and Saturday school to SWDs in FBB, BB, B levels

  • SWDs will participate in ELA and math support courses taught by general education teachers and special education teachers during the school day

  • Effective use of the Learning Center to provide targeted intervention

  • Case workers to provide support and monitor students academic progress and provide intervention as needed

  • Reinforce instruction through:

  1. Front loading

  2. Teach/re-teach content standards

  3. Emphasize content related vocabulary/vocabulary development

  4. Utilize pre-writing strategies; implement practice essay writing

  5. On-going review of basic Algebra and measurement skills

  • Effective use of the learning center to provide targeted intervention; frequent progress monitoring with graphing to guide instruction and intervention

  • Rubrics for small-group assessment

  • Professional Development on Culturally Relevant Teaching, Good First Teaching, as well as targeted intervention in Small Learning Communities, by departments, and with school-wide faculty.

RTI leadership team will meet with PD committee and instructional coaches to engage in on-going collaboration and provide professional development to all teachers (general education teachers and special education teachers) to utilize:



  • The same instructional materials (modification as needed)—standards based

  • Lesson designs

  • Assessments to prepare to progress in the general education standards and increase their CST levels

  • Review and discuss effective instructional strategies/best practices of English and math classes

  • Align curriculum with CAHSEE content stands and CST standards.

Provide auxiliary to lower class size, increase personalization, and provide academic intervention for math and English content during the school day.



IMA to supplement core classes with supplemental instructional materials: videos, works books, reference books, computer software, etc. and in so doing improve students acquisition of content standards (Title 1, EIA-SCE, gifted fund)


PD Teacher X time –to release teachers after the regular work day to review quarterly assessments, pacing plan, and conference attendance and workshops to help at-risk students connect to real life learning situation and close the achievement gap for all sub groups. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Teacher X-time Tutoring–for teachers after the regular work day to provide direct instruction in academic intervention program after school to improve comprehension of content standards (Title 1, EIA-LEP, EIA-SCE,)
PD Teacher Regular-- to fund regular teachers during their basic assignment to engage in professional development, conference attendance, and training. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
District Sponsored Certificated Training Rate-- for teachers to receive training after the regular working day on the effective use of SDAIE and literacy strategies. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Staff Conference Attendance- For teachers to conferences to acquire differentiated and research based instructional strategies to support students not performing at grade level on the CST and students who did not pass the CAHSEE. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
District Training Rate –Classified staff-- for teacher assistants to receive training after the regular work day on effective learning strategies and SDAIE and department quarterly assessments to better meet the needs of at risk- students. (Title 1, EIA-LEP, EIA-SCE, Title 1 PI)
Teacher Auxiliary- a register carrying, highly qualified teacher to teach one additional core content class and in so doing lower class size and increase academic achievement in the core content (English, Math, Science, History).

(Title 1, Title II, EIA-SCE)


Ed Aid Z-time- additional hours for Ed. Aide to work in afterschool tutoring program and intervention program to increase student academic achievement. (Title 1, EIA-LEP)
Teacher Assistant Relief /overtime –to fund for short-term TA help to provide reinforcement and instructional support to at-risk students in sheltered core classes and DRWC Read 180 classes. (Title 1, EIA-SCE, EIA-LEP).

As measured by:



  • progress monitoring assessments, e.g., MyData

  • periodic assessments

  • student grades

  • student work

  • classroom assessments

  • end-of-unit tests

  • culminating tasks

  • student portfolios




Administrators,

Literacy Coach

Title One Coordinators, Bilingual Coordinators,

Special Ed. Coordinators,

Caseworkers

Department Chairs

Administrators,

Literacy Coach

Title One Coordinators, Bilingual Coordinators,

Special Ed. Coordinators,

Caseworkers

Department Chairs



Fall 2010- ongoing

Fall 2010- ongoing







District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Increase percent of first time pass rate of 10th graders on both parts of CAHSEE on the first attempt
08-09 09-10 Change

ELA 71% 73% 2%

Math 70% 72% 2%

Increase the overall pass rate of all students on both parts of the CAHSEE
Class of 2009: 89%

Class of 2010: 87%

Change: -2%


Increase percentage of students meeting proficiency on the CAHSEE
08-09 09-10 Change

Math 37% 39% 2%

ELA 38% 41% 3%

8 percentage point or more increase


5 percentage point or more increase
8

percentage point or more increase



All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students


All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students


  • Articulated, quality and rigorous pre-K-12 standards-based instruction

  • Timely CAHSEE intervention and support (before, during, and after school)

Intervention programs will be provided to at-risk students during school, after-school and/or on Saturdays in response to Tier 2’s targeted group prevention/intervention (RTI tier 2).



  • CAHSEE Intervention/ tutoring to all 11th and 12th graders based on CAHSEE and CST results—priority given to 12th graders including EL and students with disabilities that are not progressing.

  • Coordinators and instructional coaches to identify at-risk students to receive intensive instruction in State Standards using the District sponsored/approved CAHSEE and CST intervention programs and local designed intervention—Math tutoring lab, After School Tutoring Services, Special Ed. Learning Center, and Champions Tutoring

  • Homerooms to support and review test taking strategies

  • EL coordinator to meet with EL students who have been in the bilingual program for 5 or more years without re-classification; EL coordinator to assign students to appropriate intervention (After-school/Saturday school interventions).

  • Math intervention course will be given as a support class to Algebra 1 students that have been identified by 8th grade diagnostic or by failing Algebra 1 course grade.

  • Essential standards for EL students to receive intensive instruction.

  • Read 180 class for intensive standards based instruction; implement designed lessons

  • Instructional Coach will pull out individual students for intensive individual interventions covering CAHSEE content strands. Pull out program will be based on CST and CAHSEE data and will focus on specific standards. This intervention will be ongoing throughout the school year using periodic assessment data and district mark reporting

  • Special Ed. Resource teachers and Learning Center to review CAHSEE strands and provide intensive instruction to Special Ed. and resource students

  • Students will be referred to Saturday tutoring provided by the Title One Program and Champions

  • Teacher assistants to reinforce instruction in Algebra 1 and ELA sheltered classes.

  • Math Coach and department chair to provide parent workshops on content standards and district requirements and expectations.




Instructional Coach—math, will provide direct services in mathematics to staff and students. (Title 1, Title 1 Stimulus)
Day-to-Day Substitute- day-to-day substitute teachers to cover benefited absence of a class size reduction teacher.

(Title 1, Title II, Title 1 Stimulus)


Senior Office and Office technicians and/or relief and overtime to support categorical and intervention program.

(Title 1, Title 1 Stimulus, EIA SCE, EIA LEP)


Title 1 /EL Coordinator: to provide direct services to students, conduct professional development activities, including the facilitation of effective instructional programs, demonstrate lessons including SDAIE, and coordinate and provide parent involvement workshops/activities to promote parent involvement. (Title 1, EIA-SCE, EIA-LEP
Day to day sub—to free teachers to analyze data and plan for differentiated instruction. (Title 1, EIA-LEP, Title 1 PI)
Teacher Assistant-to provide classroom support in ELA and intervention programs during differentiated instruction under the supervision of a highly qualified teacher. (Title 1, Title III, EIA-SCE).
Teacher X or Z time –for teachers to provide workshops and training to parents and stakeholders after the regular work day; teachers to analyze data and collaborate after school (EIA LEP, Title 1).
PD teacher X and Z time –to provide funding for collaboration, data analysis, and planning within and outside of the SLC on Saturdays and after school (Title I PI, EIA LEP, Title 1, Title 1 Stimulus, EIA SCE, Title II).
IMA--to supplement the classroom instruction with classroom libraries to improve literacy and academic achievement for at-risk students and to close the achievement gap; to acquire workbooks for after school and Saturday intervention program. (Title 1, EIA-LEP, EIA-SCE)
General Supplies— to support intervention program: toners, ink for printers, poster paper, master rolls, and ink for duplo machines to develop instructional materials. (Title 1, EIA-SCE, EIA-LEP)




  • Increase in percentage of pass rate on Practice CAHSEE

  • increased participation in CAHSEE preparation

  • Increased passing rate in CAHSEE

  • Increased passing proficiency rate in CAHSEE

Administrators, Instructional Coaches, Coordinators, Counselors, Teachers

2010 - ongoing

Decrease the Dropout Rate
07-08 08-09 Change

26.4% TBD TBD


Meet dropout rate target of 20% or less



All students, especially African American and Latino males

Currently approximately 73% of students are enrolled in A-G courses. Our goal is to increase in the year 2010-2011 by 10%. To achieve this goal, the counseling staff will:

  • Increase the number of students enrolled in A-G courses.

  • Hold conferences with students and parents to establish individual graduation plan.

  • Provide professional development for parents and staff on A-G requirements

  • Provide professional development for teachers on A-G and graduation requirements.

  • Facilitate Student Success Teams for underachieving students

  • Visit homerooms to review graduation requirements and high expectations for achievement

  • Refer students for tutoring; adult school classes for credit recovery; concurrent enrollment community college classes; and other accredited outside sources.

  • Increase the percentage of students taking college classes

  • Increase the percentage of students attending a 4 year college upon graduating from high school.

  • Extend counseling hours to include drop-in hours during lunch.

  • PSA Counselor to conduct attendance check--make phone calls and conduct home visits as needed.

Secondary Counselors will strategically guide students in completing a course of study that will equip for college or career success.

(Tiitle I, LEP)


PSA Counselor

Will increase the school-wide attendance rate and prevent drop-outs

(Title I Stimulus, Title I)


  • Increased A-G enrollment and passing rates

  • Decreased number of students receiving Fails in A-G courses by 15%.

  • Increased percentage of students earning Cs or higher in A-G courses from fall to spring semester




Counselors

APSCS


Principal

Administrators

PSA


Fall 2010 - ongoing

Increase in the number of students graduating who have completed A-G requirements.

08-09 09-10 Change

29% TBD TBD



Increase the percentage of students earning a grade of C or higher in A-G courses
08-09 09-10 Change

67.3% 67% -0.3%



80% target


10 percentage point increase

All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students


In 2009-210 approximately 42% of seniors had completed an A-G course of study. Our goal is to increase by 10%.
Counselors will provide various opportunities and will facilitate students’ enrollment in A-G courses by:

  • Conducting conferences with parents and students encourage weekly attendance and grade check

  • Refer underachieving students to Student Success Team.

  • Monitor students progress and refer students to tutoring as needed

  • Mediating between students and teachers.

  • Keeping records (grade checks) and prompting students to stay on path.

AVID counselor to recruit, monitors, and evaluates the AVID program to ensure that students are college ready.


AVID Ed. Aide to support instruction in core AVID classes.


Secondary counselors--fund additional counselors to lower the counselor and student ratio and to provide counseling services to students (Title 1, EIA-SCE, Title 1 Stimulus)
Ed. Aide III (AVID)-works under the supervision of a highly qualified teacher and assist in instructional reinforcement activities with students in AVID

(Title 1, EIA-SCE)



  • Increased A-G enrollment and passing rates

  • Decreased number of students receiving Fails in A-G courses by 15%.

  • Increased percentage of students earning Cs or higher in A-G courses from fall to spring semester




Administrators, Instructional Coaches, Coordinators, Counselors

Fall 2010 - Ongoing

Increase the Graduation Rate
Rate for 2008: Class of 2006-07: 66.0%

Rate for 2009: Class of 2007-08: 71.1%

Change: 5.1%
Four Year Cohort:

Class of 2006-07: 48%

Class of 2008-09: 52%

Change: 4%



10 percentage point or

more increase



All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students


Counselors will develop and coordinate intervention services focused on improving the graduation rates and decreasing the dropout rates. The counselors will provide staff training and parent workshops required for matriculation and graduation. Monitoring and case management of potential dropouts who have been identified as “at-risk” according to their performance across subject areas will be managed by the counseling office.

  • Utilize school-wide positive behavior support strategies to address student graduation rates.

  • Ensure that all students have access to A-G courses.

  • Develop, review, and implement individual student graduation plan

  • Develop programs in the area of career planning, education alternatives, and college advisement.

  • Coordinate student transition between school levels and plan school orientation programs.

  • Collaborate with District and community service providers to develop resource within the school to meet the needs of individual students.

  • Home visits by the PSA to increase attendance and prevent dropout of at-risk students.

Direct phone calls from counseling staff and effective use of Connect Ed. to parents in the evening and on weekends to increase parental participation and inform parents of student needs.


Follow through with WASCs recommendation to increase counseling services and access to students and parents.
Identify at-risk students and refer students for interventions and monitor progress.
Refer students to adult school, North Valley Occupational Center, concurrent enrollment in community colleges, etc. for credit recovery.

PSA counselor-to work with participating students, and parents, and the school to increase attendance and graduation rate

(Title 1, Title II)


Secondary Counselor- to provide counseling to school wide students and reduce counseling norm rates (Title 1)
IMA and general supplies—for generating materials for students, parent, and staff meetings; including but not limited to parent handouts, fliers, toners, ink etc. (Title 1, EIA-SCE, Title II, EIA-LEP)
Senior /Office technicians relief /overtime –to performs short-term clerical help and for overtime payments directly attributable to the program. (Title 1, Title II, EIA-SCE, EiA-LEP)



  • Increased graduation rate by subgroups (e.g. ELs, African-Americans, Latino/Hispanic, , SELs)

  • Decreased rate of drop-outs for all subgroups

  • Increased percentage of 9th to 10th grade students accumulating 55 credits

  • Increased 4-year longitudinal graduation rate (9th grade to graduation)




Administrators, Counselors

Administrators, Counselors


Administrators, Counselors

Administrators, Counselors

Administrators, Counselors



Fall 2010 – Ongoing

Fall 2010 – Ongoing


Fall 2010 - Ongoing

Fall 2010 - Ongoing

Fall 2010 - Ongoing



Decrease the number of suspensions

08-09 09-10 Change

58,612 52,440 -6,172


Decrease of 10%



Decrease overall suspensions by 15% or more
Decrease non-mandatory suspensions by 25% or more
Increase the number of schoolwide discipline plans that are effectively implemented


All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students


Kennedy High School will decrease the number of suspensions by:

  • Structured professional development for faculty and staff on the LAUSD discipline policy as well as dealing with conflict resolution in the classroom. Teachers to receive PD on classroom management

  • A School-wide program to address Safety, Harassment and Bullying

  1. Grade level assemblies on Title IX and Bullying

  2. Heart Program provides peer mediation from students.

  • The Deans, security aides, APSS, and school police as well as the school as staff members implement the school-wide discipline policy and Safe School Plan

  • Student Study Teams (SST’s) meet to discuss disciplinary and attendance issues and analyze data and offer appropriate intervention provided by:

  1. Referral to SST

  2. Counseling

  3. Nursing Services

  4. Learning Center

  5. Intervention

  6. Resource Specialist

  7. Instructional Coaches

  • Implement School Wide Positive Behavior Support Plan

  • Assemblies to recognize students who serve as positive role models

  • TUPE peer support group to assist students with curtailment of tobacco and marijuana use

  • Champions--school program to encourage positive peer interaction, build self-esteem, and confidence

  • Daily Attendance/Grade Checks for our most at-risk students.

  • In house suspensions for students with minor infractions

  • Link Crew: Student led leadership group that provides mentorship to younger students and also promotes school spirit by implementing activities

  • Additional counselor to monitor and support at-risk students or students on probation

  • Seniors are held to a behavior contact that impacts their participation in activities.

Provide parent education classes/workshops through the Parent Center:



  • Parent workshops on Parents Back in Control

  • Gang prevention/bullying

  • Beyond the Bell parent education class—Parenting the Adolescent.


School Psychologist -to counsel students individually or in groups and provide consultative services to teachers and parents in the development of behavior intervention strategies

(Title I, Title I Stimulus)


TUPE Coordinator to meet with and counsel students with tobacco and drug issues on campus

Counselor secondary—for a highly qualified secondary counselors to provide direct services to students and reduce the counselor-to-student ration; to work with participating students to improve academic achievement and schedule adjustment.

(Title 1)
Instructional Coaches to assist in SST process and offer intervention throughout the day (Title 1, Title 1 PI, Title 1 Stimulus)
Counselor to provide counseling services for students referred by SST process (Title 1)
Teacher X or Z time –to pay for parent and community communication, and for community collaboration, and teachers to analyze data and collaborate after the regular work day (EIA LEP, Title 1).



  • Decreased suspension rates.

  • School-wide discipline plans effectively implemented

  • Team Implementation Checklist

  • Discipline Policy Rubric implementation by support staff for all cohort schools

Administrators

APSCS


Title I and

Bilingual Coordinator

Intervention Coordinator

Special Education Coordinator

School Psychologist

TUPE Coordinator

Champions Coordinator

SST Coordinator

COST Coordinator

Deans


Link Crew Coordinator

Title 1 and Bilingual Coordinators,

Administrators,

Instructional Coaches



Fall 2010 – Ongoing

Fall 2010 – Ongoing





District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Increase Advanced Placement enrollment in each core discipline course so it reflects the demographics of the school
08-09 09-10 Change

1.9% 2.0% 0.1%


Increase the number of students taking the AP exams
08-09 09-10 Change

36,111 TBD TBD


Increase in each AP exam, the number of students receiving a qualifying score of 3 or higher

08-09 09-10 Change

43.4% TBD TBD



5 percentage point or more increase

20%


or more increase in the number of students
10 percentage point

or more increase



Increase by 20% the number of under-represented students (African Americans and Hispanics)
Increase by 20% the number of underrepresented students (African Americans and Hispanics)


Strategies/activities include:

  • ongoing, subject-specific professional learning opportunities for staff (teachers, counselors, AP coordinators, administrators) to support student access and success in AP courses.

  • an articulated curricular pipeline to full college preparedness for all, e.g., AVID, SpringBoard.

  • ongoing academic support to students (tutoring, mentoring, exam reviews, and college visitations)

  • access of College Board online assessment and planning tools, e.g., AP Potential, Summary of Answers and Skills.

  • ongoing college prep activities that support student and parent understanding and engagement.

Kennedy HS will strive to increase the number of under-represented students in AP classes by:



  • The college counselor to provide informational meetings by grade level and underrepresented students to further motivate students to seek out AP classes

  • Counselors to monitor and identify potential AP students and provide referral as necessary.

  • Parent Institute for Quality Education will offer services for parents during the day and evening to inform parents of the benefits of AP classes especially for underrepresented students

  • Provide opportunities for students to meet with college representatives and visit college campuses.

  • AP online Facilitator to post and recruit students for the Los Angeles Virtual Academy (LAVA) program; offer LAVA credit recovery courses.



Staff Conference Attendance and travel expense for off-site professional development (Title 1 PI, Gifted fund)
Registration fee – for teachers to attend literacy, differentiated instruction, and teaching gifted students workshops (Title 1, EIA-SCE, EIA-LEP).
PD Teacher X-time --to release teachers after the regular work day to review quarterly assessments, pacing plan, and conference attendance and workshops to help at-risk students connect to real life learning situation. (Gifted fund, Title 1, EIA-LEP)
Teacher X Tutoring -Time will be purchased to support AP student intervention programs, tutoring beyond the school day

(Gifted fund, Title I)


Independent Contract-- For Parent Institute to provide parent training, discussion, and academic planning to promote and improve parent involvement.

(Title 1, Title 1 Stimulus)


IMA –to purchase class sets of AP Exam Subject review/study guides to support student passing rate e.g. Princeton Review

(Gifted fund)


General Supplies—for paper, toner, ink, master rolls to support services and program for AP/gifted students (Gifted fund)

  • Master schedule reflects an increase Advanced Placement offerings at all high schools.

  • Increase the number of AP exams for each AP course offering by 10%




Administrators,

Counselors,

Literacy Coach,

Math Coach,

Coordinators


Fall 2010 – ongoing

Increase students’ preparedness for College & Career Readiness
Schools affective and academic support systems are in place to ensure that all students at every level are aware of their educational and career options, and have “wrap around” services that monitor their academic progress, make timely interventions, and communicate early and often how well they are progressing toward their goals.

100%


All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students


Strategies and activities include:

  • content knowledge and skills necessary for academic success and college preparedness

  • inclusion of college preparatory courses (e.g., SpringBoard in ELA and math).

  • AVID program fully implemented (secondary sites).

  • use of PSAT score reports, including AP Potential, to inform school’s instructional program (including master schedule) and to guide and support student access rigorous advanced course of study, including AP.

  • ongoing high quality college and career counseling that begins at the elementary level.

Teacher X or Z time –for teachers to provide workshops and training to parents and stakeholders after the regular work day; teachers to analyze data and collaborate after school (EIA LEP, Title 1).
PD teacher X and Z time –to provide funding for collaboration, data analysis, and planning within and outside of the SLC on Saturdays and after school (Title I PI, EIA LEP, Title 1, Title 1 Stimulus, EIA-SCE, Gifted fund).
Ed Aid Z-time- additional hours for Ed. Aide to work in afterschool tutoring program and intervention program to increase student academic achievement. (Title 1, EIA-LEP)




Elementary

Students getting 3 or 4 on report cards





Middle and High Schools

  • Students passing core classes with C or better

  • Number of students enrolled in A-G courses (high school)




Administrators, Coordinators, Instructional coaches, Counselors

Fall 2010 – Ongoing





District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Increase the response rates parents returning surveys.
Increase the percentage of parents who respond “strongly agree” or “agree” on annual School Experience Survey for Parents (School Report Card) that the school:

  • provides opportunities for parent involvement

  • welcomes them at this school

  • Insures a high level of reported involvement at the school, as indicated on the annual

100% of parents surveyed responding

Target:

At least 90% of parents respond “Strongly Agree” or “Agree”


All Students



The Parent Center and all offices will be available to parents and communicate feedback in a timely manner.

  • Home-school communication--the school will use Connect Ed. as well as phone calls from the parent center to remind parents of the survey and its due dates.

  • Electronic communication—the school survey will be posted on the school website reminder notices will be emailed to parents.

  • The parent center will contact parent advisory and support groups on the importance of the survey and its due date.

  • Copy of the survey will be posted in the parent center.

  • The Parent Center Community Liaisons/Representatives will help parents complete the survey online in the parent center.

  • CEAC/ELAC/SSC monthly meeting to articulate and disseminate information to parents.

Strategies to increase the positive response on the parent survey:



  • Parents will be encouraged to participate in various school based councils (ELAC, CEAC, SSC, PTSA, Boosters, LEARN Governance Council, and BPAC)

  • Parents and all stakeholders to participate in the Annual Title One meeting and review of the Single Plan for Student Achievement (SPSA)

  • Parents are encouraged and reminded to attend all regularly scheduled orientations, meetings, and conferences: PHBAO, 9th Grade Orientation, Back to School Night, Open House, and award nights

  • Academic workshops, parenting classes such as Parent Institute, PESA, CPR and school informational meetings will be available on a regular basis

  • Parent empowerment workshops/classes such as Parenting the Adolescent, computer literacy, dealing with bullying, and effective parent/teacher conferencing will be available

  • Parent Training in academic standards and leadership:

  1. Literacy

  2. Math

  3. Science

  4. History

  5. Technology

  6. Understanding graduation requirements, college requirements, and local and state assessments.

  • Volunteer opportunities are available through the parent center to assist with parent center activities, offices, lunch line supervision and other school campus needs

  • Kennedy HS Based Clinic and Family Resource Center will continue to provide parents and students with counseling services through therapists from School Mental Health

  • Translation services including the translation of advisory documents will be available to parents at meetings and conferences.

  • Parent Compact and Parent Involvement Policy will be sent to all parents to review to understand the shared responsibilities for student achievement

  • The Parent Center will serve as a resource center to parents and will be staff with a parent director and/or Parent Center Community Liaisons/Representatives and will be open during the school hours.



Parent/Family Center Director-operate the Parent Center and conduct outreach to include an increasing number of parents and community agencies in the school and advise administrators regarding parental involvement and the community. (Title 1, Title 1 Stimulus, EIA-LEP)
Community Representative-- to perform liaison role between the school and the community; and to provide workshops and other services to parents in connection with student achievement and to make parent contacts to improve parent involvement and maintain the Parent Center. (Title 1, EIA-SCE, EIA-LEP)
Audio Visual Equipment including Translation Equipment—to acquire one Espon LCD projector and Elmo document camera/reader for the Parent Center for parent classes, workshop, and meetings and increase parental involvement at the school. (Title 1, EIA-LEP)
Parent Conference Attendance-- for parents to attend Title One Conference, PESA workshops, Council of Black Administrators (COBA), California Association of Compensatory Education (CACE), Korean American Education Association Annual Conference

(Title 1, EIA-LEP, Title 1 PI)


Clerical Relief and Overtime--to

performs short-term clerical help and for overtime payments directly attributable to the program.

(Title 1, EIA-LEP, Title 1 PI)
Custodial Relief and Overtime--for custodial services required as the direct result of program activities (i.e., parental activities) at the school. (Title 1, EIA-LEP, Title 1 PI)
Parent Training Allowance Reimbursements for meals, child care, and mileage to parents attending training sessions related to the parental involvement activities supporting student achievement. (Title 1, EIA-LEP, Title1 PI)
Compensatory Education Advisory Committee (CEAC) Expenses--

Funds for local school advisory committee operating expenses. Expenses may include refreshments but not meals. Expenses may be funded with Title I or EIA-SCE for the CEAC. (Title 1, EIA-LEP, Title1 Stimulus)


Independent Contract-- For Parent Institute to provide parent training, discussion, and academic planning to promote and improve parent involvement.

(Title 1, Title 1 Stimulus)


Main/Oper supplies-- For maintenance supplies to clean and maintain the Parent Center for program activities (i.e., parental activities, meetings, and workshops). (Title 1, EIA-SCE)



  • Welcoming environment and opportunities to participate Parent home involvement should be at 90% for in the current parent survey.

  • Ongoing engagement in parent center

activities

  • evidence of ongoing, communication to parents and engagement of parents in school-sponsored activities




Administrators, Title One Coordinator, Instructional coaches

Administrators, Title One Coordinator, Instructional coaches




2010- ongoing

2010 - ongoing






District Accountability Outcomes

Leading to Quality Schools


LAUSD Target *


Subgroup(s)



(List the numerically significant subgroups for API)


Data-Based Instructional Strategies/Activities



Identify strategies/activities within a multi-tiered framework that will result in students meeting or exceeding proficiency on outcome measures in all areas. Students, especially those not meeting grade level benchmarks, will be provided with rigorous, high quality instruction and appropriate services, including supplemental (before, during, and after the school day).




Transparent/ Supplemental Resources/Proposed Funding Sources



Identify the resources needed to implement the data-based instructional strategies, activities, and/or support.


Means of Evaluating Progress



Using the problem-solving process identify informal and formal interim measures/assessments (i.e., progress monitoring, school-based assessments, student work and grades) that are indicators to measure the effectiveness of the instructional strategies/activities that address LAUSD’s accountabilities.


Staff Responsible
Who participates and/ or who is responsible for monitoring of the specific strategies/ activities and/or support?


Start/ Completion Date
Indicate when the strategy will be implemented and projected date of completion.

Increase the percentage of students who “strongly agree” or “agree” that they feel safe in their school as indicated on the annual School Experience Survey for Students (School Report Card)

Increase the percentage of students who “strongly agree” or “agree” that they feel academic and social support, e.g., “adults at this school know my name,” “care if I’m absent.”

At least 90% of students respond “Strongly Agree” or “Agree”

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

students



87% of students surveyed strongly agreed or agree to feeling safe on campus. In an effort to reach 90% or above, Kennedy High School will:

  • continue to carry out tardy sweeps and sweeps throughout the periods to limit student activity outside of the classrooms and lunch hour

  • Increased supervision by out of the classroom personnel will be implemented before school and after school

  • Parent volunteers will be encouraged to come in and work in the offices to help free up more time for out of the classroom personnel (i.e. counselors, coordinators) to do supervise during passing periods

  • Continue to implement random locker and student search

  • Structured professional development for faculty and staff on safety issues/concerns on campus.

Along with carrying out procedures to combat conflicts and the potential of harmful occurrences, Kennedy High School will:

  • Implement a School-wide program to address safety, harassment and bullying.

  • Implement School Wide Positive Behavior Support Plan

  • TUPE peer support group

  • In house suspensions for students with minor infractions

  • Heart Program (peer mediation)

  • Link Crew: Student led leadership group that provides mentorship to younger students and also promotes school spirit by implementing activities

  • Student Study Teams (SST’s) meet to discuss disciplinary and attendance issues

Provide conference attendance opportunities for parents to attend CACE conference, CABE, and COBA, and Council of Mexican American Administrators leadership Conference (CMAA) and in so doing improve parent involvement at the school site.



Contract services for the Parent Institute for Quality Education (Title 1, EIA-LEP, Title III)


Staff Training Rate Certificated/Classified-- for teachers to receive training after the regular working day.

(Title 1, EIA-SCE)

Secondary Counselor- to provide counseling to school wide students and reduce counseling norm rates (Title 1)
IMA and general supplies—for generating materials for students, parent, and staff meetings; include but not limited to parent handouts, fliers, toners, ink etc. (Title 1, EIA-SCE, Title II, EIA-LEP)
Senior /Office technicians relief /overtime –to performs short-term clerical help and for overtime payments directly attributable to the program. (Title 1, Title II, EIA-SCE, EiA-LEP)
Parent Conference attendance for parents to attend training on how to understand obstacles in student achievement and parental assistance (Title 1, EIA-LEP)


  • Increased clear and accurate, updated communication regarding school policy and procedures, between school and home

  • Increase in the number of students who feel safe on the school campus




Administrators

Teachers

Deans

Counselors



TUPE Coordinator

COST Coordinator

Champions Coordinator

Diploma Project Advisor

School Psychologist

Administrators

Teachers

Deans


Counselors

Coordinators



Fall 2010- Ongoing

Fall 2010- Ongoing




Increase attendance of staff and students

08-09 09-10 Change

Students: 94.5% 94.3% -0.2%

Classified: 92.5% 92.2% -0.3%

Certificated: 95.2% 95.3% 0.1%



Target:
Students:

96%
Teachers:

96%

All students, especially

African-American, Hispanic, students with disabilities, standard English learners, and socio-economically disadvantaged

Students


Incentive programs for staff and students for perfect attendance will be implemented.

  • Staff attendance will be on a monthly basis

  • SLCs will recognize students perfect attendance

  • Student Government to promote and recognize students with outstanding perfect attendance for each semester

  • Link-Crew to work with homerooms to promote “cougar pride”

Provide workshops for teachers and staff on healthy living strategies (Nurse, Healthy Academy).


Dropout prevention—counselors and attendance office to monitor and work with students and continuations schools and alternate education institutions as alternatives to graduation.

Nurse -- to provide supplemental health services to students, health counseling and parent in-service trainings including workshops, and to provide staff development and training on health related issues to teachers (Title 1)
Staff Training Rate Certificated/Classified-- for teachers to receive training after the regular working day.

(Title 1, EIA-SCE)


IMA and General Supplies –to provide certificates and other incentives; ink and toners for copiers (Title 1, EIA-LEP, EIA-SCE)


  • Increase in student attendance

  • Decrease in dropout rate

  • Increase staff attendance

  • Increase in attendance incentives/rewards system

  • School-wide recognition




Administrators, Counselors, Teachers, Coaches, Staff, Coordinators, Nurse

Administrators, Counselors, Nurse

Administrators, Counselors


Fall 2010-ongoing

Fall 2010-ongoing


Fall 2010-ongoing




Meet AYP for 2 consecutive years and to exit PI status






Kennedy HS instructional program is structured around five primary Smaller Learning Communities (SLCs) and one magnet. The SLCs lend themselves to personalized educational plans and direct services with the SLC. Students will be enrolled in A-G courses and focus on a career pathway.


The primary SLCs are:

  • Freshman Academy—9th graders transitioning to high school

  • Teacher Career Academy—emphasis on careers related to child development, linguistics, and teaching

  • Health Academy—focus on career related to bio-medical, fitness, and health

  • DREAM ST.—emphasis in the arts: visual and performing arts

  • Leadership Academy –emphasis on care related to public services

  • Architecture and Digital Arts Magnet—focus on career pathway related to architecture, digital imaging/arts, and filmmaking.

KHS will implement RTI2 Tier 1-3 and Culturally Relevant and Responsive Education (CRRE) will be utilized ensure all students are engaged and active participants in their learning. Kennedy HS will:



  • Provide targeted interventions and support for all students not successful in Tier I (core) of RTI. This includes students who are B, BB, and FBB. This will also include students who have not passed CELDT or CAHSEE. 10% increase in proficiency and above for all significant sub groups to meet Safe Harbor




  • Focus professional development on:

  1. Academic Rigor

  2. RTI2 and CRRE

  3. Thinking Maps

  4. Effective instruction

  5. Data driven instruction

  6. Differentiated Instruction; SDAIE instructional strategies and use of technology in CORE classes

  7. SLCs and interdisciplinary lessons and projects




  • English and Math Coach to provide ongoing support for ELA grades 9 & 10, Algebra I, and sheltered instruction teachers; provide auxiliary to instructional coaches to model lesson, provide PD, and training to assist teachers with preparing standards-based lessons and use of SDAIE strategies.




  • Coordinate and articulate with feeder schools (Porter, Frost, Patrick Henry) on State standards, CaHSEE requirement, and high school readiness




  • Analyze data:

  1. Core subject teachers to analyze student performance data (CST, CAHSEE, CELDT)

  2. Implement and review District Mandated Assessments

  3. Core teachers to identify students’ academic needs, adjust instruction and departmental pacing plan, implement and refine common assessments, and monitor student progress

  4. Counselors to assess data, monitor, and provide support to students




    • SLCs to meet, monitor, and support students in completing A-G requirements while on a career pathway




  • Effective use of the Learning Center to provide targeted intervention to RSP students; case workers to monitor students progress and provide support to ensure academic success to all




  • Coordinators to provide intervention and support (before, during, after school, and Saturdays) to improve student achievement in ELD, Math (Algebra I, Geometry), CAHSEE, CELDT, and CSTs




  • Counselors review Individual Graduation Plan (IGP) biannually with students and all students will be enrolled in A-G course.




  • PSA Counselor will further support attendance, graduation rate, and participation rate in all areas by:

  1. Organizing comprehensive school attendance improvement

  2. Supplemental counseling groups to students to increase student attendance

  3. Conduct home visitations

  4. Conducting PD on student graduation evaluations




  • Inform/educate parents and families of graduating requirements and completing A-G requirements:

  1. College counselor to provide informational meetings

  2. Parent Institute for Quality education to offer services for parents during the day and evening

  3. Students to have opportunity to visit college campuses and meet with college representative

Literacy Coach & Math Coach Differential--to support teachers in analyzing data and refinement of core instruction

(Title I Stimulus, Title I, Title III, Bilingual)
PD Teacher X-time

--to provide professional development training, collaboration and data analysis (after school and during the instructional day)

(Title I Stimulus, Title I, Title III, Bilingual)
Tutoring Teacher X-Time-- to support CAHSEE intervention programs beyond the school day

(Title I Stimulus, Title I, Title III, Bilingual)


Staff Conference Attendance--to fund teachers to attend conferences and improve instructional practice

(Title I Stimulus, Title I, Title III, Bilingual)


EL Coordinator & Differential --to monitor the English Learners subgroup and provide professional development to assist teachers in identifying essential standards and implementation of SDAIE for EL students

(Bilingual, Title III)


General Supplies--to purchase supplemental supplies to support the professional development activities

(Title I Stimulus, Title I, Title III, Bilingual)


PSA Counselor –to increase the school-wide attendance rate and prevent drop-outs

(Title I Stimulus, Title I)

Counselors

Will provide direct strategic intervention for A-G requirements and increase our graduation rate

(Title I Stimulus, Title I)
Title I Coordinator & Differential--to monitor Title I subgroup and provide professional development to assist teachers in identifying essential standards and implementation of various instructional strategies

(Title I Stimulus, Title I)


CAHSEE Intervention Coordinator to develop an RTI model at the school site. This includes the development of a system that monitors the progress of all students

(Title I Stimulus, Title I)


Curricular trips—to fund buses for college campus visits (Title 1, EIA-SCE, IEA-LEP)


  • Schools meet CST annual measurable objective targets

  • Decrease by at least 5 percent the percentage of students performing below proficient level in either ELA or math from the preceding school year

  • Schools meet or exceed 95% participation rate

  • School meets or exceeds API target

  • School meets or exceeds graduation rate target

  • Monitoring of student progress through MyData

  • Student grades

  • Standards based assessments

  • High Point portfolio assessments

  • Increased passing proficiency rate on CAHSEE

  • Monitoring the progress of ELL students not re-classifying or making academic progress

  • Decrease the number of students receiving Fails in A-G courses by 10%

  • Increase the number of students in 9th to 10th grade accumulating 55 credits

  • School meets or exceeds API target

  • School meet or exceeds graduation rate targets



Principal

Assistant Principals

Bilingual Coordinator

Title I Coordinator

Literacy Coach

Math Coach

All teachers

CAHSEE Intervention Coordinator

Counseling Office Staff

Administrators,

Coordinators,

Instructional coaches,

Teachers,

Counseling Office Staff

Fall 2010-Ongoing


Fall 2010-Ongoing




TITLE I SCHOOLWIDE PROGRAM SCHOOLS/NCLB 1114 (PI—Section 1116)


COMPONENTS FOR IMPLEMENTATION



  1. Describe how the school provides increased learning time to underperforming students outside the school day. (Include intervention programs provided before school, during the school day, after school, and on Saturdays)

J.F. Kennedy High School provides various from of allotted time for students to learn outside of the school day. During the start of the fall and spring semester students are targeted for intervention program based on their CST or CAHSEE scores that meet after school. These programs include but not limited to the CAHSEE Intervention Classes, and After School Tutoring Program funded by Title 1, and Champions. These programs specifically target students needing to pass the CAHSEE --11th and 12th graders who have not passed the exam for the fall and spring administrations. The intervention programs run for a total of thirty (30) hours within a scheduled program. All 10th graders who will be taking the CAHSEE for the first time are encouraged to enroll to review the skills needed to pass the CAHSEE. Along with the CAHSEE focused intervention programs, the Subject Tutoring Program offers free tutoring to students in all core content areas—English, math, science, and history. The tutoring schedule is published, circulated in homeroom, and posted online after the second week of instruction. Students are encouraged to access the service to ensure a positive academic progress. The 9th Grade Learning Center is funded by Title 1 to support the Freshmen class and operates after school. Students receive mentorship and tutorial services in all core content areas. Kennedy High School strive to offer as many interventions as possible for remediation and review, many teachers including the library offer homework help for students at-risk of failing core classes after school. Champions, funded by Beyond the Bell, offers a variety of academic and non-academic classes to boost students’ confidence and self-esteem. Champions supported academic tutoring in Algebra 1 and Integrated Science as well as art-and-craft and dance classes. Lastly, Kennedy HS also encourage to participate in the District sponsored Supplemental Education Services (SES). Recently, over 160 students were accepted and received private tutoring through district and state approved agencies.

  1. Describe the strategies to be utilized to meet the educational needs of historically underserved population (migrant students, homeless students and American Indian students).

The following strategies will be utilized to meet the educational needs of Migrant Students:

  • Ensure that the Family Questionnaire will be part of the enrollment packet.

  • The Principal will designate a contact person for matters pertaining to migrant children and the contact person will be the ______APSS___________.

  • Complete, analyze and monitor the Individual Learning Plan.

  • Assure that recommended support services are provided.

  • Provide/facilitate in-service to staff and parents on the Migrant Education Program.

  • Make sure Individual Learning Plan is kept on file in the student’s cumulative records.

  • Contact Migrant Education Office for support.

The following strategies will be utilized to meet the educational needs of Homeless Students:

  • Include the Student Residency Questionnaire in school enrollment packet and ensure the questionnaire will be given to students who are already enrolled but have since become homeless.

  • The Student Residency Questionnaire will be disseminated annually.

  • The Student Residency Questionnaire for identified homeless students will be faxed to the Homeless Education Program upon receipt.

  • Each principal shall designate an administrator to serve and be responsible as the School Site Homeless Liaison or oversee a designee to ensure that procedures related to homeless students are implemented appropriately. The designated person will be the ____APSS_________________. He/she will adhere to current District policy regarding the enrollment of homeless children and youth in schools and ensure that these students receive services.

The following strategies will be utilized to meet the educational needs of American Indian Students:

  • The Title VII Student Eligibility certification form will be included in the school’s enrollment packet and the contact person to assure that American Indian students receive services is the ____APSS_____.




  1. Description of strategies used by the District to attract high-quality, highly qualified teachers to high need schools includes recruitment efforts to ensure that core academic subject areas are staffed with high caliber teachers.

To assist in this effort, LAUSD maintains an aggressive and far reaching recruitment plan. On June 30, 2010 all non-compliant elementary teachers were subject to Reduction in Force. LAUSD provides a rigorous test preparation program for the limited number of provisional teachers to assist them in meeting the subject matter requirement for highly qualified teachers. Principals are increasingly selective in their hiring practices, seeking only to interview and select those candidates who are in compliance with NCLB. Beginning in 2008-09, LAUSD began offering a Verification Process for Special Settings (VPSS) program to assist secondary special education teachers and alternative school teachers to become NCLB compliant in all subjects taught.





  1. Describe how the school will coordinate and integrate federal, state, and local services and programs.

The School Site Council (SSC) coordinates federal and state and local services and funds to ensure resources are utilized in order to meet the needs of students identified by student achievement data. SSC and stakeholders monitors and reviews programs funded by categorical funds to ensure that resources are no duplicated or wasted in program that does not address the Single Plan for Student Achievement (SPSA). By adhering to the SPSA and taking into account of all stakeholders including CEAC, ELAC, and local site governance, the SSC will ensure that all subgroups receive the services needed to close the achievement gap and meet growth targets established by the District, State and federal NCLB.




  1. Describe how the school will evaluate the effectiveness of the program in meeting the goals and make necessary modifications.

To determine whether or not district, state, and federal goals were met, a report will be compiled [i.e., AYP (AMOs), AMAOs, and MCDs]. Strategies to achieve the goals will be measured for effectiveness through data and the completion of the Annual Evaluation of Single Plan for Student Achievement. The evaluation will serve as the indicator to make any significant changes to the instructional program. Modifications will be made if the strategies identified in the accountability matrix have not provided results or sustained improvement. In addition, parents are provided opportunities (i.e., participation in SSC, various public meetings, and/or advisory committees) to renew the report and provide feedback on the programs that have been implemented.





PARENT INVOLVEMENT POLICY



Insert


Parent Involvement Policy
Each school in LAUSD is required to develop a written parent involvement policy. This policy describes how the school will support and increase parent involvement. The parent involvement policy must be developed with parents/community and include participation from all appropriate advisory committees and be agreed upon by the School Site Council. The written parent involvement policy at Title I schools must include how parents will be informed of the school’s Title I program requirements.
The sample in the Resource Guide will assist schools in customizing their own Parent Involvement Policy based on identified data driven needs. Beginning May 2010, schools are required to annually submit evidence that the Parent Involvement Policy was reviewed and/or revised by the SSC with input from the appropriate advisory committees. Schools are required to submit copies of the Parent Involvement Policy to the Local District Parent Support Unit.

**This placeholder page should be removed or deleted from the school’s final plan.**

SCHOOL-PARENT COMPACT


Insert

School-Parent Compact


Section 1118 of NCLB advocates shared responsibilities for high student academic achievement. The school-parent compact is a component of the Parent Involvement Policy. Each Title I school shall jointly develop with parents a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement.
The sample in the Resource Guide will assist schools in customizing their own Parent Involvement Policy based on identified data driven needs. Beginning May 2010, schools are required to annually submit evidence that the Parent Involvement Policy was reviewed and/or revised by the SSC with input from the appropriate advisory committees. Schools are required to submit copies of the Parent Involvement Policy to the Local District Parent Support Unit.

**This placeholder page should be removed or deleted from the school’s final plan.**
MONITORING
A comprehensive and multi-level monitoring process will assist the school and the Local District in evaluating the implementation of Accountability Matrix and inform future practice. Required monitoring includes the following:

  1. The School Site Council (SSC) has the responsibility to monitor the overall progress of the Single Plan for Student Achievement.

  2. The school and the Local District will participate collaboratively in monitoring, evaluating and reporting results.

  3. Information about and access to the Single Plan for Student Achievement will be provided to school staff, councils and committees to ensure successful implementation and to assist in the ongoing monitoring and, when necessary, modification process.


Directions: Provide a succinct description of how the school will monitor the activities/strategies in the Accountability Matrix and include members of the monitoring committee, frequency of the meetings and the process for reporting the committee’s findings with stakeholder groups.


Description of School Monitoring Process

(Include monitoring of Accountability Matrix activities by assessing “Evidence of Progress”. Additionally, include a schedule of sessions for: (a) analyzing data from the District’s “Diagnostic Periodic Assessments” and (b) examining student work samples in order to inform future instruction/learning.)

Members of

Monitoring Team Reporting to SSC



Process for

Reporting Results



Timeline

(Frequency)





  • Principal, Title One and Bilingual Coordinators, English and Math Coach, Department Chairs, Small Learning Community Directors, and other school leaders will regularly report to CEAC and ELAC parent advisory committees and SSC.

  • CEAC and ELAC will make recommendations to SSC. SSC will consider recommendation and make decisions.

  • SSC will regularly monitor overall progress of the implementation of the Single Plan for Student Achievement (SPSA) consistently and annually.

  • The SPSA will be evaluated annually by the SSC with input from all stakeholder groups. Modifications will be made as necessary to ensure academic progress of all subgroups.

  • Teachers and staff will analyze data when meeting in Professional Development Committee, Small Learning Communities, Departments using MY DATA, periodic assessments,

  • Teachers, staff, and parents will evaluate the success of intervention programs based on data and modify programs and strategies accordingly.


Local District 1 Director

Administrators

Title One Coordinator

Bilingual Coordinator

Department Chairs

SLC Lead teachers

Teachers


Parents

Staff


Community members

Submit written monitoring report and concerns to SSC monthly meetings


Monthly





Description of Local District Monitoring Process

(An attachment may be provided by the Local District which includes analysis of “Evidence of Progress”, alignment of appropriate textbooks/supplementary materials, and use of diagnostic periodic assessments to inform instruction and improve academic achievement. The Superintendent has delegated authority to the Local Districts to closely monitor the academic program and related expenditures in all Program Improvement schools.)



Members of

Monitoring Team



Process for

Reporting Results



Timeline

(Frequency)












BUDGET




Insert




Budget Pages found at:




fsep.lausd.net
Budget Funding
2010-2011 Assurances & Justifications Budget Pages
ATTACHMENTS
Directions: Attach materials which include the following:
Submit with Plan:


  • SSC Approval of SPSA (CPM: Governance and Administration)

  • Include copies of agenda and minutes verifying approval of the SPSA.

  • Include any written parent comments of dissatisfaction with the SPSA (SWP).

  • Documentation (i.e., agendas, sign-ins, minutes) must remain at school site for five years.

  • Annual Title I Meeting (CPM: Governance and Administration)

Evidence of yearly Title I parent meeting. (Agenda and flier)

  • Parents-Right-to-Know Letter (CPM: Staffing) (If applicable)

Section 1111 of NCLB requires that parents of students attending Title I schools be notified of their right to request and receive timely information on the professional qualifications of their children’s classroom teachers. The LAUSD Parent/Student Handbook also contains information on parental rights.

  • School Report Card (School Experience Survey for Parents)



Retain at the School:

  • Small Learning Community Plan

  • GATE Plan

  • Grants

Include plans for any grants received by the school.

  • Safe School Plan

  • Public School Choice Proposal






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