Los Angeles Unified School District



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* A School Site Council at the middle school may, but is not required to, include student representatives (EC 33133-C).



Part A – School Staff

Part B – Parents/Community

Name

Principal

Classroom Teacher

Other Personnel

Name

Parent

Community

Student

Timothy Guy

X







Sheri Osborne




X




Glenn Shockley







X

Lucia Thurman

X







Dell Goodman







X

Thelma Rodriguez

X







Amy Aviv







X

Laura Iniguez

X







Kathie Donner




X




Veronica Corral

X







Ed LeVine




X




Monica Fink







X

Allyne Lawson




X




Kim Eder







X

Michael Taweel




X




Liza Zhou







X

Ellen Modecki




X




Christine Lau







X

Rosie Montague




X




Joanna Kwok







X




Total number in each column




1







6







3







Total number in each column

























Total number in Part A

10
















Total number in Part B

10
















Glenn Shockley




Teacher



















Name of SSC Chairperson




Position (e.g., Parent, Teacher)




Signature of SSC Chairperson




Date







Timothy Guy



















Name of Principal




Signature of Principal




Date



Use SSC certification form to complete this page (BUL 4148.1).

COMMITTEE RECOMMENDATIONS AND ASSURANCES
The school site council recommends this Program Improvement school plan and its related expenditures to the district governing board for approval and assures the board of the following:


  1. School site councils have developed and approved a plan, to be known as the Single Plan for Student Achievement Program Improvement for schools participating in programs funded through the consolidated application process.




  1. School plans must be developed “with the review, certification, and advice of any applicable school advisory committees.”

The school site council sought and considered all recommendations from the following groups or committees before adopting this plan. Signatures are requested for those advisory committees/groups providing input in the development of this plan.




Committees

Chairperson

Check

Date of review of recommendation

Print Name

Signature

Parent

Staff

Compensatory Education Advisory Committee

Cary Tylka




X




11/17/09

English Learner Advisory Committee

Patricia Mercado




X




11/17/09

UTLA Chapter Chair or Chapter Chair’s Designee

Glenn Shockley







X

11/3/09

Other (list)





































  1. The content of the plan must be aligned with school goals for improving student achievement.




  1. The plan must be reviewed annually and updated, including proposed expenditures of funds allocated to the school through the consolidated application, by the school site council.




  1. Plans must be reviewed and approved by the governing board of the local educational agency “whenever there are material changes that affect the academic programs for students covered by programs” funded through the consolidated application.




  1. This school plan was adopted by the school site council on:










Date




Attested:



Glenn Shockley













Typed name of SSC chairperson




Signature of SSC chairperson




Date

Timothy Guy













Typed name of school principal




Signature of school principal




Date


Documentation from the SSC and Advisory Committees (i.e., agendas, sign-ins and recommendations if applicable) must remain on file for five years at the school site.

KEY FINDINGS FROM SCHOOL’S DATA ANALYSIS


Directions: Analyze the data provided to complete the chart below and use the questions in each section to determine the Key Findings/Conclusions.



Adequate Yearly Progress (AYP)

Participation Rate

English/Language Arts

Mathematics

Participation Rate

Target: 95%

  • Identify the subgroup(s) that DID NOT meet the required target.

  • Check “All Subgroups met” if all subgroups made the participation rate of 95%.




Participation Rate

Target: 95%

  • Identify the subgroup(s) that DID NOT meet the required target.

  • Check “All Subgroups met” if all subgroups made the participation rate of 95%.





Subgroup(s)




Subgroup(s)









Schoolwide




Pacific Islander










Schoolwide




Pacific Islander
















African American




White (not of Hispanic origin)










African American




White (not of Hispanic origin)
















American Indian/Alaskan Native




Socioeconomically-disadvantaged










American Indian/Alaskan Native




Socioeconomically-disadvantaged
















Asian




English learners










Asian




English learners
















Filipino

X

Students with Disabilities










Filipino

X

Students with Disabilities
















Hispanic or Latino




All Subgroups met










Hispanic or Latino




All Subgroups met





































Question

KEY FINDINGS / Conclusions from Data Analysis

Which of the subgroups did not meet the participation rate in English/language arts and/or mathematics?

Students with special needs did not meet participation rates for ELA and mathematics.




KEY FINDINGS FROM SCHOOL’S DATA ANALYSIS
Directions: Analyze the data provided to complete the chart below and use the questions in each section to determine the Key Findings/Conclusions.


Adequate Yearly Progress (AYP)

Proficiency Rate




Elementary and Middle School




High School


Percent Proficient in

English/Language Arts

Annual Measurable Objective (AMO)

Target: 46.0% for 2008—2009

Target: 56.8% for 2009—2010

Target: 67.6% for 2010—2011


Percent Proficient in

Mathematics

Annual Measurable Objective (AMO)

Target: 47.5% for 2008—2009

Target: 58.0% for 2009—2010

Target: 68.5% for 2010—2011



Percent Proficient in English/Language Arts

Annual Measurable Objective (AMO)

Target: 44.5% for 2008—2009

Target: 55.6% for 2009—2010

Target: 66.7% for 2010—2011

Percent Proficient in

Mathematics

Annual Measurable Objective (AMO)

Target: 43.5% for 2008—2009

Target: 54.8% for 2009—2010

Target: 66.1% for 2010—2011





English/Language Arts Percent Proficiency Rate

  • Identify the subgroup(s) that DID NOT meet the required target.

  • Check “All Subgroups met” if all subgroups made the proficiency rate.





Mathematics Percent Proficiency Rate

  • Identify the subgroup(s) that DID NOT meet the required target.

  • Check “All Subgroups met” if all subgroups made the proficiency rate.





Subgroup(s)



Subgroup(s)








Schoolwide




Pacific Islander










Schoolwide




Pacific Islander
















African American




White (not of Hispanic origin)










African American




White (not of Hispanic origin)
















American Indian/Alaskan Native




Socioeconomically-disadvantaged










American Indian/Alaskan Native




Socioeconomically-disadvantaged
















Asian

X

English learners










Asian

X

English learners
















Filipino




Students with Disabilities










Filipino




Students with Disabilities













X

Hispanic or Latino




All Subgroups met







X

Hispanic or Latino




All Subgroups met





































Questions:

KEY FINDINGS / Conclusions from Data Analysis




  1. Which of the subgroups DID NOT meet the percent proficiency targets in English/language arts and/or mathematics based on 2008-09 data?




  1. Using the AYP report, what new subgroup(s) of students might need additional assistance in meeting proficiency targets in English/language arts and/or mathematics in 2009-10 and/or 2010-11?




  1. What key findings/conclusions may be written based on the CAHSEE data reports (high schools only)?

Did not meet targets:

Hispanics/Latino

English Learners

Additional Assistance:

White (Mathematics)

Socioeconomically Disadvantaged (Both)

Students with Disabilities (Close to becoming a significant subgroup)



CAHSEE Findings (weakness):

ELA:Writing Strategies, Writing Applications

Math:Algebra and Functions, Measurement and Geometry, Probability and Statistics, Algebra One




Update the Table of Contents when the page expands to a second page.


SPSA Evaluation

LOS ANGELES UNIFIED SCHOOL DISTRICT

Federal and State Education Programs Branch
SINGLE PLAN FOR STUDENT ACHIEVEMENT (SPSA)

ANNUAL EVALUATION

2008-2009

Education Code Section 64001(g) requires that the School Site Council (SSC) must evaluate, at least annually, the effectiveness of the goals and activities/strategies found in the SPSA. Complete the table below and answer the questions that follow below to determine if the goals and activities/strategies described in the school’s SPSA are effective or need modification to increase student achievement.



Chatsworth High School

Section I: Funding

Check which of the following supplemental personnel and material support was purchased using categorical funds in the boxes below.

1. Please check any of the following supplemental support personnel that was purchased through Title I (7S046)

  • Teacher/ES/Sec/Bil.

  • Teacher, Auxiliary, Sec

  • Teacher X/Z time

  • Class-size Reduction Teacher*

  • Coordinator

  • Day to Day Substitutes

  • Counselor

*Schoolwide schools only






  • Professional Expert

  • Differential

  • District Sponsored Training Rate

  • Consultants

  • PSA

  • Nurse

  • Psychologist






  • Psychiatric Social Worker

  • Paraprofessional

  • Library Aide

  • Micro Computer Support Assistant

  • Parent Community Representative






  • Office Technician

  • Student Aide

  • Clerical Overtime

  • Custodial Overtime

  • Other




T
335 529
otal Cost of Expenditures in this Section:

2. Please check any of the following supplemental program support that was purchased through Title I (7S046)

  • Parent training/workshops

  • Conferences

  • Professional Development

  • IMA




  • Staff Conference Attendance

  • Curricular Trips






  • Contracted Services

  • Rental of Equipment

  • Audio Visual Equipment




  • Maintenance of Equipment

  • Other Equipment

T
28 024
otal Cost of Expenditures in this Section:



3. Please check any of the following supplemental resources that were purchased through Title I Program Improvement (70A56) (If Applicable)

  • Teacher X/Z time

  • Day to Day Substitutes

  • Mileage

  • Conference Attendance

  • Professional Development






  • Professional Expert

  • District Sponsored Training Rate

  • Contracted Instructional Services

  • Independent Contract
















Total Cost of Expenditures in this Section:


0




4. Please check any of the following supplemental resources that were purchased through Title I Parent Involvement IA-SCE (7E046)

  • Parent training/workshops

  • Conferences

  • IMA

  • Clerical Overtime




  • Custodial Overtime

  • Professional Expert (Certificated)

  • Community Representative

  • Parent Resource Liaison







  • School Advisory Committee

  • Independent Contract

  • Contracted Services

  • Audio Visual Equipment

  • Other







T
12 024
otal Cost of Expenditures in this Section:





5. Please check any of the following supplemental support personnel that was purchased through Title III (7S176)

  • Teacher X/Z time

  • Day to Day Substitutes

  • Custodial Overtime







  • Professional Expert

  • District Sponsored Training Rate

  • Clerical Relief

  • Clerical Overtime







  • Teacher Assistant Relief

  • Administrator Z/X









T
5 570
otal Cost of Expenditures in this Section:



6. Please check any of the following supplemental program support that was purchased through Title III (7S176)

    • IMA




  • Reprographics

  • Advisory Committee Expense







  • Contracted Services

  • Parent Training Allowance










T
400
otal Cost of Expenditures in this Section:



7. Please check any of the following supplemental support personnel that was purchased through EIA-SCE (7S539)

  • Teacher/ES/Sec/Bil.

  • Teacher, Auxiliary, Sec

  • Teacher X/Z time

  • Coordinator

  • Day to Day Substitutes

  • Counselor




  • Professional Expert

  • Differential

  • District Sponsored Training Rate

  • Consultants

  • PSA

  • Nurse

  • Psychologist







  • Psychiatric Social Worker

  • Paraprofessional

  • Library Aide

  • Micro Computer Support Assistant

  • Parent Community Representative







  • Office Technician

  • Student Aide

  • Clerical Overtime

  • Custodial Overtime

  • Other




T
12 573
otal Cost of Expenditures in this Section:


8. Please check any of the following supplemental program support that was purchased through EIA-SCE (7S539)

  • Parent training/workshops

  • Conferences

  • Professional Development

  • IMA




  • Staff Conference Attendance

  • Curricular Trips







  • Contracted Services

  • Rental of Equipment

  • Audio Visual Equipment




  • Maintenance of Equipment

  • Other Equipment

T
10 491
otal Cost of Expenditures in this Section:



9. Please check any of the following supplemental support personnel that was purchased through Supplemental (7N539)

  • Teacher/ES/Sec/Bil.

  • Teacher, Auxiliary, Sec

  • Teacher X/Z time

  • Class size Reduction

  • Day to Day Substitutes

  • Counselor




  • Professional Expert

  • District Sponsored Training Rate

  • PSA

  • Nurse

  • Psychologist







  • Psychiatric Social Worker

  • Paraprofessional

  • Micro Computer Support Assistant

  • Parent Community Representative

  • PSA







T
55 061
otal Cost of Expenditures in this Section:





10. Please check any of the following supplemental program support that was purchased through Supplemental (7N539)

  • Parent training/workshops

  • Conferences

  • Professional Development

  • IMA




  • Staff Conference Attendance

  • Curricular Trips







  • Contracted Services










T
13,874
otal Cost of Expenditures in this Section:



11. Please check any of the following supplemental support personnel that were purchased through EIA-LEP (7S536)

  • Teacher/ES/Sec/Bil.

  • Teacher, Auxiliary, Sec

  • Teacher X/Z time

  • Class-size Reduction Teacher*

  • Coordinator

  • Day to Day Substitutes

  • Counselor




  • Professional Expert

  • District Sponsored Training Rate

  • PSA

  • Nurse

  • Psychologist







  • Psychiatric Social Worker

  • Paraprofessional

  • Micro Computer Support Assistant

  • Parent Community Representative







  • Office Technician

  • Student Aide

  • Clerical Overtime

  • Custodial Overtime

  • Other




T
116,446
otal Cost of Expenditures in this Section:



12. Please check any of the following supplemental program support that were purchased through EIA-LEP (7S536)

  • Parent training/workshops

  • Conferences

  • Professional Development

  • IMA




  • Staff Conference Attendance

  • Curricular Trips







  • Contracted Services

  • Rental of Equipment

  • Audio Visual Equipment




  • Maintenance of Equipment

  • Other Equipment

T
6,239
otal Cost of Expenditures in this Section:



13. Please check any of the following supplemental support personnel that were purchased through EIA-LEP Supplemental (7N536)

  • Teacher/ES/Sec/Bil.

  • Teacher, Auxiliary, Sec

  • Teacher X/Z time

  • Class size Reduction

  • Day to Day Substitutes

  • Counselor




  • Professional Expert

  • District Sponsored Training Rate

  • PSA

  • Nurse

  • Psychologist







  • Psychiatric Social Worker

  • Paraprofessional

  • Micro Computer Support Assistant

  • Parent Community Representative










T
24,778
otal Cost of Expenditures in this Section:


14. Please check any of the following supplemental program support that were purchased through EIA-LEP Summplemental (7N536)

  • Parent training/workshops

  • Conferences

  • Professional Development

  • IMA




  • Staff Conference Attendance

  • Curricular Trips







  • Contracted Services










Total Cost of Expenditures in this Section:


6,426






Linking Goals, Strategies, and Actions from the SPSA to Increased Students Achievement
Directions: Answer the questions below in small groups/committees to consider if the strategies, actions and expenditures written in the SPSA are increasing students’ achievement.

1a. Examine the data that has been downloaded.

  • Has the proficient or advanced proficient group grown over the last 5 years in English/Language Arts?

(If yes, answer question 1b. If no, answer question 1c) Except for CAHSEE profociency levels of specific subgroups (EL Learners and Hispanic/Latino Students)


  • Has the proficient or advanced proficient group grown over the last 5 years in mathematics?

(If yes, answer question 1b. If no, answer question 1c) Except for CAHSEE profociency levels of specific subgroups (EL Learners and Hispanic/Latino Students)



1b. Which of the expenditures increased growth in the proficient or the advanced proficient group and are linked to the strategies/activities found in the SPSA? What data supports this finding?
TA’s, Intervention Tutoring, X-Time, IMA

1c. Which of the expenditures did not increase growth in the proficient or the advanced proficient group and are linked to the strategies/activities found in the SPSA? What data supports this finding?
We do not correlate any one expenditure to the lack of growth for specific subgroups in reaching proficiency for the 2008-09 school year

2. How did research-based professional development (70A56) lead to academic growth? (For PI Schools only)
Not Applicable

3. What other evidence (ie. other performance data) exists that shows an increase in student learning?
API, CAHSEE, Reduction in D’s and F’s in core content courses

4. Using local data (parent trainings, parent volunteers, parent centers, etc.), describe the expenditures from 7E046 that resulted in increased parental involvement.
Increased communication through the website and through monthly paper mailings translated in Spanish


5. What changes in strategies/activities including budget will occur ?


  • Teacher planning time through X-Time and staff development rate

  • Support for the AVID program through conferences and on-site teacher training

  • Increased use of technology

  • Increased intervention, including use of instructional coaches






KEY FINDINGS FROM SCHOOL’S DATA ANALYSIS
Directions: Analyze the data provided to complete the chart below and use the questions in each section to determine the Key Findings/Conclusions.



Academic Performance Indicator (API)

Questions:

KEY FINDINGS / Conclusions from Data Analysis




  1. Did the school’s API meet the one (1) point API requirement?




  1. What was the change in the schoolwide API from the previous year?


Yes. Our schools met the one-point API Requirement


704 improved to 706


Directions: Complete this section only if Graduation Rate was not met (for high schools only).


Graduation Rate

Questions:

KEY FINDINGS / Conclusions from Data Analysis




  1. Did the school meet the graduation rate?




  1. What change occurred in the rate of students graduating between 2008 and 2009?


Yes. Our school met the graduation requirement


93.2% reduced to 85%

GOALS FOR ACTION PLANS


The Goals have been provided as targets for guiding the actions and resources to improve student achievement in accordance with State: LEA (Local Educational Agency—LAUSD) and Federal: AYP (Adequate Yearly Progress) guidelines.



PI LEA Year 3 Corrective Action:


Annual Measurable Achievement Objectives (AMAO) Goal:


School Organization and Support Structure Goals:

  • Institute and fully implement the core curriculum that is based on State academic content standards, including providing appropriate professional development based on scientifically-based research for all relevant staff that offers substantial promise of improving educational achievement for high priority pupils.




  • 70%+ of English Learners will score in the appropriate performance range on the CST for English/Language Arts according to the District Progress Benchmarks for English Learners.

  • 70%+ of English learner will progress one ELD level per year.

  • 70%+ of English learners will score an overall ELD level of 4 or 5 on the CELDT after 4-5 years of instruction.

  • All schools will be organized to support the academic needs of students.

  • All schools will have effective support structures to address student needs that impact learning.





Participation Rate


Proficiency Rate




Safe Schools

  • The school will achieve a 95% participation rate for all state assessments.


English/Language Arts
Elementary and Middle Schools:

  • The percentage of students scoring proficient or above on the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA) in English/ Language Arts 2009-10 will equal or exceed 56.8% and for 2010-11 will equal or exceed 67.6%.

High Schools:

  • The percentage of students scoring proficient or above on the 10th grade administration of the CAHSEE and the California Alternate Performance Assessment (CAPA) in English/ Language Arts for 2009-10 will be equal or exceed 55.6% and for 2010-11 will equal or exceed 66.7%.


Mathematics
Elementary and Middle Schools:

  • The percentage of students scoring proficient or above on the California Standards Test (CST) and the California Alternate Performance Assessment (CAPA) in Mathematics 2009-10 will equal or exceed 58.0% and for 2010-11 will equal or exceed 68.5%.

High Schools:

  • The percentage of students scoring proficient or above on the 10th grade administration of the CAHSEE and the California Alternate Performance Assessment (CAPA) in Mathematics for 2009-10 will be equal or exceed 54.8% and for 2010-11 will equal or exceed 66.1%.




  • Schools must implement LAUSD Discipline Policy.

  • Staff and students must meet 95% attendance target each month.


API

  • All schools will meet the API goal of 680 for the 2009-10 school year or increase by 1 point from the previous year. The API goal for 2010-2011 is 710 or show a 1 point growth from the previous year.

Personalization/College Ready

  • Counseling provided to meet the A-G requirement opportunities

  • Students are aware of college careers

  • School identified one of the following models:

-Small Learning Community

-Personalized Learning Environment

-Professional Learning Community


Graduation Rate

High Schools:



  • All schools will meet the Graduation Rate Criteria by meeting one of the following options:

    • Option 1: Have a graduation rate of at least 83.2% for 2009-10.

    • Option 2: Show improvement in the rate from 2008-09 of at least 0.1%.

    • Option 3: Show improvement in the average two-year graduation rate of a least 0.2%.

Parent Engagement

  • School demonstrates increased and improved parent partnerships and welcoming environments.

  • School provided meaningful training and learning for parents on how to support the academic achievement in the home.

  • School offers parents the opportunity to participate in councils, committees, and parent organizations.

  • School provides information in a language that parents can understand.


High Schools only (if applicable):


ESLRs


Attach or list Expected Schoolwide Learning Results (ESLRs):

Effective Communicators, Critical Thinkers, Collaborative Workers, Self-Directed Goal-Oriented Individuals, Responsible Citizens




List the WASC Recommendations that correspond with the Key Findings on the data pages:

Provide teachers with current student achievement data and provide trainings in using assessment data to drive curriculum and instruction.

Insure that regular analysis of the performance data directly drives the instructional program.

Create a coordinated professional development plan that is on-going, schoolwide, data-driven and research-based.

Develop common benchmarks schoolwide for assessing student mastery of standards.

Provide academic interventions during the school day.

Identify research-based practices in order to enhance student learning (ie-differentiated instruction, AVID strategies).




Update the Table of Contents when the page expands to a second page.

District and School Program Improvement Exit Priorities


All schools are required to address the priorities (listed below) established in the District’s Program Improvement Local Education Agency Year 3—Corrective Action Plan. Schools may develop additional exit priorities and accompanying professional development, if needed.



1

Maximize the impact of core instruction for all students, including utilizing professional development time for collaborative lesson plan development and the developing of departmental common formative and summative assessments.





2

Identify using quantitative measures (CAHSEE, CST), students who fall into the three categories described by LAUSD “RTI2,” and establish professional development to address the academic and behavioral needs of the RTI2-identified students.




3

Develop a pull-out program in math and ELA (utilizing the Literacy and Math Coaches, and Intervention Support, Special Ed, Title I, and Bilingual Coordinators) to address specific subgroup instructional needs in regards to 10th grade CAHSEE performance.




4

Maintain continued focus on Chatsworth High School WASC 2009 Action Plan and Visiting Team recommendations.




District and School Program Improvement Professional Development Priorities



1

Provide professional development to assist local district and school site staff with full implementation of the District’s Framework for Response to Instruction and Intervention (RtI2).








2

Use data to ensure instruction is provided at the intensity necessary for all students to succeed.











3

Implement curriculum-based measures (i.e., Periodic Assessments, SOAR) to inform instruction and maximize student exposure to that instruction.











4





Title I and Title III professional development allocations must be used to support the training needed for teachers and paraprofessionals to implement the exit priorities.





Update the Table of Contents when the page expands to a second page.



Los Angeles Unified School District

Single Plan for Student Achievement Accountability Matrix
High Academic Achievement Action Plan



Accountabilities


LAUSD Target


Subgroup(s)




Strategies/Activities




Resources/Proposed Funding Sources


Means of Evaluating Progress




Staff Responsible


Start/Completion Date







List the subgroups.

Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.

Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.

Periodic Assessment

See monitoring indicators from CST section below increase the median API score.

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

Indicate when the strategy will be implemented and projected date of completion.

Increase the number of schools that meet or exceed their API targets
2008-09

282 out of 613 = 46%



10%





Not Applicable













Increase percentage of students in grades

2-11 scoring proficient or advanced on the CST in ELA and Math
% Proficient/Adv CST ELA by grade:


2008 2009 Change

District 34% 38% +4%

Grade 2 – 44% 48% +4%
Grade 3 – 29% 34% +5%
Grade 4 – 45% 51% +6%
Grade 5 – 37% 42% +5%
Grade 6 – 33% 37% +4%
Grade 7 – 34% 38% +4%
Grade 8 – 31% 31% 0%
Grade 9 – 31% 32% +1%
Grade 10 – 29% 31% +2%
Grade 11 – 27% 31% +4%

10%



Schoolwide
Hispanic Students
English Learners
Students with Disabilities



Professional Development will be directed at developing and implementing strategies to improve writing conventions across the curriculum.

  • Content area experts will receive Thinking Maps training to serve as school-site trainers

  • School site Thinking Maps trainers will create and facilitate staff development that will focus on integrating Thinking Map Organizers to develop writing conventions

  • Teachers will be trained on SDAIE strategies and the use of Thinking Maps


Professional Development will be provided for Paraprofessionals in SDAIE strategies and the use of Thinking Maps to support teachers
Differentiated Instruction directed at developing writing conventions across the curriculum:

  • Teachers will integrate SDAIE strategies into lessons developed through common planning time

  • Teachers will integrate Thinking Maps into lessons developed through common planning time

  • Freshman Academy will pilot Cross-curricular writing project

  • AVID strategies including Cornell Note usage



Professional Development will be provided for teachers to begin to implement RTI2 and will consist of training focused on data analysis to plan for Tier I Core Instruction

  • MyData interpretation

  • CELDT interpretation

  • CST interpretation

  • Periodic Assessment interpretation


Professional Development will be conducted for teachers of English Learners in Applications of the use of Translation Glossaries design to provide students better access to the content standards


Professional Development Teacher Regular will be funded to release teachers to attend Thinking Maps and SDAIE training as well as provide time for teacher teams to meet during the school day to develop common lessons using Thinking Maps and SDAIE strategies

(Title I PI Funds)


Staff Conference Attendance will be funded to send teachers to Thinking Maps and SDAIE training (TMTC, Trainer of Trainers, Preparate)

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of Thinking Maps and SDAIE strategies

(Title I PI Funds)


Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using Thinking Maps and SDAIE strategies

(Title I PI Funds)


Professional Development Teacher Regular will be funded to release teachers to attend Tier I RTI training as well as provide time for teacher teams to meet during the school day to develop common lessons using findings from the analysis of data

(Title I Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of data to improve instruction

(Title I PI Funds)


Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using data to improve instruction

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of Translation Glossaries

(Title I PI Funds)



Students ‘on track’ at the end of each grade or critical grade-level span in reading, writing, and mathematics

Core Department-developed Formative Writing Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes

Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Pre-Kindergarten (SRLDP):

% of students at the “Building” or “Integrating” level on the California Desired Results Developmental Profile (DRDP-R) Measures related to: Not Applicable


Language:

  • Meaning Comprehension

  • Following Complex Instructions

  • Use of Language for Self-Expression

  • Use of Language in Conversation  

Literacy:



  • Letter and Word Knowledge

  • Emerging Writing

  • Concept of Print

  • Phonological Awareness

Math:


  • Quantity and Counting

  • Shapes

  • Time

  • Classification

  • Measurement

  • Patterning



Administrators
Literacy Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads



Fall 2009-Ongoing


Increase percentage of students in grades

2-11 scoring proficient or advanced on the CST in ELA and Math (continued)
% Proficient/Adv CST Math by grade:

2008 2009 Change
District 35% 37% +2%

Grade 2 – 56% 57% +1%


Grade 3 – 57% 60% +3%
Grade 4 – 58% 59% +1%
Grade 5 – 48% 53% +5%
Grade 6 – 31% 35% +4%
Grade 7 – 28% 28% 0%
Gen Math – 15% 17% +2%

Algebra 1 – 17% 19% +2%


Geometry – 11% 14% +3%
Algebra 2 – 13% 14% +1%
HS Math – 29% 30% +1%





Schoolwide
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be provided for teachers of Algebra and Geometry in the areas of Algebra Functions, Measurement and Geometry and Probability and Statistics. Strategies will include:

  • Differentiating Instruction

  • Common lesson planning

  • Common assessment development

  • Benchmark Assessment development

  • Lesson Spiraling


Professional Development will be provided for Paraprofessionals in math skill development strategies to support teachers

Instruction directed at implementing differentiation strategies:

  • Via common lessons, math teachers will choose a differentiation strategy as a focus for each month

  • Math teachers will integrate spiraling techniques into lessons developed through common planning time


Professional Development will be provided for teachers to begin to implement RTI2 and will consist of training focused on data analysis to plan for Tier I Core Instruction

  • MyData interpretation

  • CST interpretation

  • Periodic Assessment interpretation

  • MDPT Diagnostic Test interpretation



Professional Development Teacher Regular will be funded to release teachers to attend Differentiated Instruction training in mathematics as well as provide time for teacher teams to meet during the school day to develop common lessons using differentiated instruction in math

(Title I PI Funds)


Staff Conference Attendance will be funded to send teachers to Differentiating Instruction in Mathematics training (CMC, LACOE)

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction in math

(Title I PI Funds)


Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using differentiated instruction in math

(Title I PI Funds)


Professional Development Teacher Regular will be funded to release teachers to attend RTI training as well as provide time for teacher teams to meet during the school day to develop common lessons using findings from the analysis of data

(Title I Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of data to improve instruction

(Title I PI Funds)


Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using data to improve instruction

(Title I PI Funds)



At each assessment period:

Math Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Math Department Common Planning Meeting Agendas and Minutes

Kindergarten:

% of students at benchmark or above.

Language Arts:


  • Upper and Lowercase Letter names

  • Phonemic Awareness (oral blending, segmentation, and rhymes)

  • Basic high-frequency words

  • CVC words

Math:

  • Most recent periodic assessment in math

Grades 1, 2, 3, 4, 5/6:

Language Arts:



  • % of students at benchmark on the most recent fluency, vocabulary, and comprehension assessments

Writing:

  • Increase the # of students that receive a 3 or 4 based on standards/rubric on the writing periodic assessment

Math:

Increase the # of students that are proficient on the mathematics periodic assessment by 6%



Grades 6/7-8:

  • % of student scoring proficient or above on the Periodic Assessments

Grades 9-12:

  • Increase the number of students on-track

in terms of credits earned.

  • % of student scoring proficient or above on

the Periodic Assessments


Administrators
Math Coach
Math Dept Chair
Title I Coordinator
Bilingual Coordinator
Intervention Support Coordinator
Special Education Coordinator
SLC Coordinator
SLC Lead Teachers


Fall 2009-Ongoing


% Proficient/Adv CST Science and Social Science:

2008 2009 Change

Biology 24% 24% 0%

Chemistry 12% 14% +2%

Earth Sci. 21% 26% +5%

Physics 19% 20% +1%

Integ. Sci1 7% 8% +1%

Integ. Sci2 2% 0% -2%

Integ. Sci3 3% 7% +4%

Soc. Sci. 23% 28% +5%

World Hist. 18% 23% +4%

U.S. Hist. 25% 32% +7%
% Proficient/Adv CST History / Social Science by grade:

Social Science

2008 2009 Change

Grade 8 25% 30% +5%



World History

2008 2009 Change

Grade 9 16% 19% +3%


Grade 10 19% 24% +5%
Grade 11 8% 8% 0%

U.S. History

2008 2009 Change

Grade 11 25% 32% +7%




10%




Schoolwide
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be directed at developing and implementing strategies to improve access to the standards-based curriculum. Strategies will include:

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • Interpreting and using data to guide instruction

  • Using technology effectively in the classroom

  • Cornell Notes

  • Jig Saw Grouping

  • Reciprocal Teaching

  • Anticipation Guides

  • Document-based Instruction

  • Socratic Exchange

  • Context Essays

  • Developing Common laboratory Write-up Formats

  • Developing teacher leaders to present professional development




Professional Development Teacher Regular will be funded to provide time for teacher teams to meet during the school day to develop common lessons using differentiated instruction, SDAIE techniques, AVID methodologies, data analysis, and implementation of technology to improve instruction

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)


Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction (Title I PI Funds)





  • See monitoring indicators for CST on pages 13 and 14



Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations

Administrators
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads


Fall 2009-Ongoing


Reduce the percentage of students in grades 2-11 scoring Far Below Basic and Below Basic on the CST in ELA and Math


07-08 08-09 Change

ELA 33% 31% -2%

MATH 42% 40% -2%

-10


Schoolwide
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be provided for math and English teachers in strategies to reduce the number of students falling below the basic proficiency level. Strategies will include:

  • Using CST, CAHSEE and MYData to identify individual students and subject content strands requiring attention

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • Personalization and motivational techniques

  • Collaborative Planning

  • Cooperative Learning


Differentiated Instruction directed at implementing strategies to provide standards-based content access to FBB and BB students. Strategies will include:

  • Via interdisciplinary lessons, teachers will choose a SDAIE strategy as a focus for each month

  • Teachers will integrate Thinking Maps into lessons developed through common planning time

  • Via common lessons, math teachers will choose a differentiation strategy as a focus for each month

  • Math teachers will integrate spiraling techniques into lessons developed through common planning time

  • Standards-based content warm-ups in math and English


Intervention

  • Program-planned informational and motivational assemblies for students performing FBB and BB

  • Small Learning Community weekly Peer Tutoring

  • “Accessing Success” after school tutoring program

  • Supplemental materials for students not meeting grade level standards

  • CAHSEE and CST Awareness program through homeroom



Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at reducing the number of students falling below the basic proficiency level

(Title I PI Funds)


Professional Development Teacher Regular will be used to provide release time for schoolwide teacher teams to collaborate in analyzing student performance data and developing between-the-bell intervention assemblies and after school intervention programs aimed at reducing the percentage of students scoring FBB and BB on the CST in ELA and Math

(Title I Funds)





  • See monitoring indicators for CST on pages 13 and 14



Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations

Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads


Fall 2009-Ongoing


Increase the number of students identified as Gifted to a minimum of 6% of the school site’s population.

07-08 08-09 Change

9.3% 9.2% -.1%



Increase the total percentage of each site’s African-American and Hispanic students identified as Gifted to a minimum of 6% of each subgroup’s total population.
07-08 08-09 Change

African Americans 6.6% 6.6% .0%

Hispanics 6.9% 7.0% .1%

varies by school


varies by school

Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in college preparatory courses and the gifted program. Strategies will include:

  • Using MyData to identify and monitor potentially gifted students

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • College Counselor-led staff training in supporting underrepresented students in the College Preparatory Program


Intervention

  • Program-planned informational and motivational assemblies for underrepresented students identified as potentially gifted

  • Small Learning Community weekly Peer Tutoring

  • “Accessing Success” after school tutoring program

  • Peer College Counselor student advisors

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing the identification of potentially gifted students

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)





  • Number of state identified Gifted students


Teacher Response Surveys Identifying Potentially Gifted Students
Quarterly Grade marks
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Motivational Assembly and Small Group Interviews

Administrators
Counselors
College Counselor
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads



Accelerate the performance for all African-American, Hispanic, Standard English Learners, and Students with Disabilities
Prof/Adv CST ELA Subgroups:

07-08 08-09 Change
African American 25% 27% +2%
Hispanic 31% 33% +2%
English Learners 20% 23% +3%
Sts. w/ Disabilities 11% 12% +1%

10%




African American Students
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be directed at developing and implementing strategies to improve access to the standards-based curriculum. Strategies will include:

  • Staff training in the implementation of CRRE

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • Interpreting and using data to guide instruction

  • Using technology effectively in the classroom

  • Developing teacher leaders to present professional development


Intervention

  • The Village, C-House, and La Familia academic awareness and motivational assemblies

  • Small Learning Community weekly Peer Tutoring

  • “Accessing Success” after school tutoring program


Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for at-risk student groups

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)






  • See monitoring indicators for CST on pages 13 and 14



Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews








Accelerate the performance of Standard English Learners (SEL)
*We need to be able to identify SELs and disaggregate data for this group of students.

10%





Not Applicable







  • See monitoring indicators for CST on pages 13 and 14







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


07-08 08-09 Change

54.8% 55.7% +0.9%


2007-2008 State Target was 50.1%
2008-2009 State Target is 51.6%

2009-2010 State Target is 53.1%


3%


English Learners


Professional Development will be provided for teachers of English Learners in developing and implementing strategies to improve access of English Learners to the standards-based curriculum. Strategies will include:

  • Differentiating Instruction

  • Academic reading instruction for the EL

  • SDAIE Techniques

  • Think-Pair-s-Share

  • Interpreting and using data to guide instruction

  • Using technology effectively in the classroom


Intervention

  • Program-planned academic awareness and motivational assemblies for English Learners

  • Small Learning Community weekly Peer Tutoring

  • “Accessing Success” after school tutoring program

  • Bilingual College Field Trip Program

  • Peer Tutoring

  • CSUN Chicano Studies Mentor Program

  • Data-specific Writing Instruction

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)





  • ELD Portfolios (K-12)

  • High Point Curriculum/Assessments (6-12)

  • ELD Practicum/Into English Assessments (K-5)


EL Teacher -developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
After School Tutoring Follow-up Interviews








AMAO 2 – Meet or exceed the percentage of English Learners scoring early advanced and advanced on the CELDT

% Early Adv/Adv


07-08 08-09 Change

36.3% 39.3% +3%


2008-2009 State Target was 30.6%

2009-2010 State Target was 32.2%



5%

English Learners


Intervention

  • Program-planned academic awareness and motivational assemblies for English Learners

  • Ongoing CELDT Preparation activities within the ESL classes

  • Integration of Bilingual Paraprofessionals within the ESL classes

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)





  • See monitoring indicators for AMAO 1 on page 11



EL Teacher -developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews
After School Tutoring Follow-up Interviews








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


07-08 08-09 Change

ELA 24.3 27.0 +2.7%

Math 34.1 36.3 +2.1%





English Learners


Intervention

  • Program-planned academic awareness and motivational assemblies for English Learners

  • Two-week CELDT boot camp

  • Ongoing CELDT Preparation activities within the ESL classes

  • Integration of Bilingual Paraprofessionals within the ESL classes

  • 10th grade English Language Skills class

  • Monthly Latino Parent Involvement Workshops

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)



  • ELD Portfolios (K-12)


EL Teacher -developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Motivational Assembly and Small Group Interviews
After School Tutoring Follow-up Interviews








Increase EL reclassification rates at the elementary, middle, and high school levels
07-08 08-09 Change EL 13.5 15.8 +2.3

MS 22.4 20.8 +8.4

HS 10.3 12.4 +2.1

5%


English Learners


Professional Development will be provided for English teachers and teachers of EL students in developing and implementing strategies to increase reclassification rates.

Strategies will include:



  • Using CELDT data to identify students who have passed 1 or more of the 3 criteria

  • Identification of CELDT-specific skill sets

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing performance for English Learners

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)





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

  • RFEP Monitoring Rosters










Increase the percentage of SWD performing at Basic and beyond on the ELA and Math CSTs

07-08 08-09 Change ELA 25% 27% +2%

MATH 26% 27% +1%


35% ELA


35% Math

Students with Disabilities


Professional Development will be provided to content area teachers in the application of modifications, accommodations and use of alterative materials in the delivery of instruction. Strategies will include:

  • Cornell note taking

  • Graphic Organizers

  • Use of manipulatives

  • Use of technology

    • White boards

    • Graphing Calculators

  • Algebra Tiles


Professional Development will be provided to content area teachers in behavioral strategies to manage delivery of instruction. Strategies will include:

  • Progressive Discipline

  • Scaffolding Methods for instruction and assessment


Professional Development will be provided to Paraprofessionals on the recognition and reinforcement of Power Standard and SDAIE techniques. Strategies will include:

    • Best practices

    • Scaffolding methods

    • Building math and English skills

Teacher X-Time will be used to provide teacher teams time to meet after school and on Saturdays to develop common lessons using alternative materials in the delivery of instruction and behavioral strategies to improve achievement of SWD

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the application of modifications, accommodations and use of alternative materials in the delivery of instruction as well as the development of behavioral strategies to improve achievement of SWD

(Title I PI Funds)





  • See monitoring indicators for CST on pages

13 and 14



Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads







Los Angeles Unified School District

Single Plan for Student Achievement Accountability Matrix
Graduation Rate




Accountabilities


LAUSD Target


Subgroup(s)


Strategies/Activities


Resources/Proposed Funding Sources


Means of Evaluating Progress


Staff Responsible


Start/Completion Date







List the subgroups.

Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.

Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.

Periodic Assessment

See monitoring indicators from CST section below increase the median API score.

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

Indicate when the strategy will be implemented and projected date of completion.

Graduation rate will increase
06-07 07-08 Change

67.1% 72.4% +5.3%




8%


Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be directed at developing and implementing strategies to improve success in the standards-based curriculum. Strategies will include:

  • Development of staff teams to work with each specific student subgroup

  • Analysis of subgroup-specific data to plan intervention

  • Development of motivational assemblies to address individual subgroup needs


Intervention

  • Two subgroup-specific Motivational Assemblies during the year where students are presented with their test scores and academic marks

  • Personalized interview and meeting with students who show discrepancy between CST score and academic grade

  • Ongoing monitoring and Pullout Program for 11th and 12th graders who have graduation credits but have not passed the CAHSEE

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing academic performance schoolwide

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)





  • Increase graduation rate by sub-groups (e.g. ELs, AA, Latino/Hispanic)

  • Decrease rate of drop-outs

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

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




Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads





Increase percent of 10th graders passing both parts of CAHSEE on the first attempt
07-08 08-09 Change

57% 60% +3%




6%


Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be provided to 9th and 10th grade ELA teachers in the application of writing conventions and writing strategies across the curriculum, and to math teachers in the application of algebra functions. Strategies will include:

  • Use of rubrics to evaluate CAHSEE diagnostic essay

  • Use of CAHSEE diagnostic data to inform instruction

  • Developing CAHSEE warm-up activities through common planning


Intervention

  • Warm up activities reflecting the CAHSEE ELA and algebras standards

  • Classroom applications using CAHSEE released questions

  • CAHSEE 10th grade Parent Orientation Night for both math and English

  • 10th grade supplemental resources - meeting the California challenge in ELA and math

  • Math and ELA CAHSEE preparation study guides for the home

  • CAHSEE Diagnostic exam for all 9th and 10th graders in February

  • Coaches visit the 9th and 10th grade classes for motivational talks

Teacher X-Time will be used to provide 9th and 10th grade math and ELA teacher teams time to meet after school and on Saturdays to develop common lessons employing CAHSEE instructional strategies and intervention programs directed at increasing performance on the 10th grade CAHSEE

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of CAHSEE instructional strategies.

(Title I PI Funds)



Department-developed Formative Assessments
Periodic Assessments
Quarterly Grade marks
Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews


Administrators
Literacy Coach
Math Coach
Bilingual Coordinator
Title I Coordinator
Intervention Support Coordinator
SLC Coordinator
Special Education Coordinator
Dept Chairs
SLC Leads





Dropout rate will decrease.
06-07 07-08 Change

31.7% 26.4% -5.3%



6%





Not Applicable




Monitor students at risk:



  • 85% of students are in attendance for 96% or more of the time

  • Increase in pass rates in English and/or math courses

  • Increase in number of students receiving an E or S in Work Habits or Cooperation

  • Increase attendance rates for both students and teachers to 96%.










Los Angeles Unified School District

Single Plan for Student Achievement Accountability Matrix
Personalization/College Career Ready



Accountabilities


LAUSD Target


Subgroup(s)


Strategies/Activities


Resources/Proposed Funding Sources


Means of Evaluating Progress


Staff Responsible


Start/Completion Date







List the subgroups.

Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.

Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.

Periodic Assessment

See monitoring indicators from CST section below increase the median API score.

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

Indicate when the strategy will be implemented and projected date of completion.

Increase in the number of students graduating having completed A-G requirements, and thus having their choice of a Career Pathway.
07-08 08-09 Change

25% TBD% +__%


80%




Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities




Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in college preparatory courses and the gifted program. Strategies will include:

  • Using MyData to identify and monitor potentially gifted students

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • College Counselor-led staff training in supporting underrepresented students in the College Preparatory Program



Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing student success in the college preparatory program

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)


A-G enrollment and passing rates



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

  • Increase the percent of students earning C's or higher in A-G courses.


Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews


Administrators
Intervention Support Coordinator
Title I Coordinator
Bilingual Coordinator
SLC Coordinator
College Counselor
Career Advisor





Increase the enrollment in Advanced Placement course
07-08 08-09 Change

1.8% 1.9% + .1%


Increase pass rates on AP tests
07-08 08-09 Change

44.1% TBD% +TBD%




5%

5%




Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities



Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in AP Courses. Strategies will include:

  • Using MyData to identify and monitor potentially gifted students

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • College Counselor-led staff training in supporting underrepresented students in the College Preparatory Program

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing the number of students, especially underrepresented students in the Advanced Placement and Honors Program

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)



Advanced Placement courses –



  • Increase Advanced Placement offerings at all high schools.

  • Increase the number of tests administered by 10%

  • Increase the number of subject matter tests administered by:

  • At least 2 (if the school administers less than 15 subject matter tests)

  • At least 1 (if the school administers less than 20 subject matter tests)



Monthly Department Common Planning Meeting Agendas and Minutes
Small Learning Community Monthly Planning and Intervention Meeting Agendas and Minutes
Teacher-interest-driven Monthly Professional Development Workshop Agendas and Evaluations
Motivational Assembly and Small Group Interviews


Administrators
Intervention Support Coordinator
Title I Coordinator
Bilingual Coordinator
SLC Coordinator
College Counselor






Increase students preparedness for College Career Readiness




Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities


Professional Development will be directed at developing and implementing strategies to increase the identification and success of students, particularly underrepresented students, in college preparatory courses. Strategies will include:

  • Using MyData to identify and monitor potentially gifted students

  • Differentiating Instruction

  • SDAIE Techniques

  • AVID Methodologies

  • College Counselor-led staff training in supporting underrepresented students in the College Preparatory Program

Teacher X-Time will be used to provide teacher teams within Content Departments and Small Learning Communities time to meet after school and on Saturdays to develop common lessons employing differentiated instructional strategies and intervention programs directed at increasing student success in the college preparatory program

(Title I PI Funds)


Staff Training Rate will be used to train teachers outside of the regular school day in the use of differentiated instruction, SDAIE techniques, data analysis strategies and implementation of technology to guide instruction. In addition, this funding will support staff training in developing the skills necessary to deliver effective professional development to colleagues

(Title I PI Funds)





Middle Schools

  • Students passing core classes with C or better


Elementary

  • Students getting 3 or 4 on report cards

Administrators
Intervention Support Coordinator
Title I Coordinator
Bilingual Coordinator
SLC Coordinator
College Counselor
Career Advisor








Los Angeles Unified School District

Single Plan for Student Achievement Accountability Matrix
Parent and Community Engagement



Accountabilities


LAUSD Target


Subgroup(s)


Strategies/Activities


Resources/Proposed Funding Sources


Means of Evaluating Progress


Staff Responsible


Start/Completion Date







List the subgroups.

Identify strategies/activities that will improve English Language Development. Describe the supplemental intervention services provided before, during, and after the school day for students not meeting grade level standards. Include support personnel that will assist in implementing these strategies/activities.

Identify the resources needed to implement the strategies, activities, and/or support described in the left hand column.

Periodic Assessment See monitoring indicators from CST section below increase the median API score.

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

Indicate when the strategy will be implemented and projected date of completion.

As indicated on the annual School Experience Survey for parents (School Report Card), the majority of parents “strongly agree” or “agree” that

  • there are opportunities for parent involvement

  • they feel welcome at this school

  • there is a high level of reported involvement at the school, as




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

Schoolwide
African American Students
Hispanic Students
English Learners
Students with Disabilities


Intervention

  • Ongoing development, distribution and analysis of parent surveys

  • Development and implementation of a monthly Latino Parent Involvement Workshop Program

  • Increase number of families involved in Student-led Conferencing on PHBAO Nights

  • Parent Center Director will provide home communication to parents of academically and behaviorally struggling students




Instructional Materials and General Supplies will be used to prepare surveys, flyers, and additional materials to support parent involvement activities

(Title Parent Involvement Funds)


Coordinator X-Time and Z-time will be provided to develop monthly parent involvement workshops and parent surveys

(Title I Funds)

  • Increased response rates – every school should be at a rate of 40% of selected parents returning surveys in 2009-10.

  • Welcoming environment and opportunities to participate – every elementary school should be at 9/10 in 2009-10. Every secondary school should be at 8/10.

  • Parent home involvement should be at 9/10 for elementary schools and 8/10 for secondary schools in 2009-10. School involvement should be at 7/10 for elementary schools and at 5/10 for secondary schools in 2009-10.

  • Parent centers – for schools that have accepted funding for parent centers, parent center awareness and participation should be at 80% in 2009-10.

  • Communication – Communication should be at 9/10 for elementary schools and 8/10 for secondary schools in 2009-10.

Administrators
Title I Coordinator
Bilingual Coordinator
Special Education Coordinator











Program Improvement Section 1116 Requirements


Implementation Page

How will the school address the following Program Improvement Requirements?


1.

Describe intervention activities for underperforming subgroup(s) during school, before school, after school, during the summer and during any extension of the school year. Include criteria for eligibility for participation in intervention programs.

  • Continued dialogue with subgroups regarding their performance, strategies for improvement, test-taking strategies, and motivational techniques.

  • After school and Saturday tutoring.

  • Utilize our math and ELA coaches for pull-out assistance during the school day.




2.

Describe how the school incorporates teacher mentoring program, i.e. utilization of school-site funded instructional support personnel.

  • New Teacher meetings and BTSA

  • Monthly teacher professional development – Strategies to improve student achievement

  • ELA and math coach assistance provided to teachers in content

  • Mentors to lesson plan together, and co-teach when applicable, with teachers experiencing discipline problems resulting in students not meeting achievement standards and/or difficulties in utilizing methodologies designed to improve student achievement

3.

Describe the strategies implemented by the school to promote effective parental involvement that will lead to increased student achievement. (Provide information based on the LAUSD Parent Engagement training.)


  • Monthly “Coffee with the Principal”

  • College Information Nights for parents

  • PTSA parent workshops

  • Monthly evening Parent Involvement Workshops

  • Annual CAHSEE meeting for all 10th Grade Parents

  • Ongoing training and use of Connect-Ed







School Responsibilities:

Attach the following evidence to demonstrate how the school will provide information to parents regarding what caused the school to be identified for PI.



  • Program improvement parent notification letter.

  • Agendas and minutes from any program improvement informational meetings (e.g., SSC, CEAC, ELAC) that include Public School Choice.

Central Office/Local District Responsibilities:

  • Attached Central Office technical assistance plan for PI schools.

  • Attach Local district office technical assistance plan for PI schools.






EVIDENCE/MONITORING

A comprehensive and multi-level monitoring process will assist the school and the local district in evaluating the implementation of “Action Plans” 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 Program Improvement.

  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 Program Improvement 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 description of how the school will monitor the “Action Plans” 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 “Action Plan” activities by assessing “Evidence of Progress”. Additionally, include a schedule of sessions for: (a) analyzing data from the District’s “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)

Periodic assessment data is reviewed by departments on Professional Development Days and during monthly department meetings
School wide assessment data is reviewed by stakeholder groups on Professional Development Days, during monthly Department and SLC meetings, and during monthly Parent Committee meetings
Student work samples are analyzed and best practices shared during professional Development Days and monthly Department meetings. Parents receive data results during monthly CEAC, ELAC and SSC meetings

Principal, Coordinators, Academic Coaches, Program Improvement Leadership Team

Faculty meetings

CEAC and ELAC Councils

SSC

SLC/Department meetings



Monthly, Quarterly, Bi-Annually

Monthly



Monthly, Bi-Annually

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 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)














ATTACHMENTS

Directions: As appropriate based on PI status, schools are to attach the following documents:

School Site PI Responsibilities


  • Program Improvement Notification Letter which includes the parents’ right to apply for
    Public School Choice


  • Agendas and Minutes from any Program Improvement informational meetings
    (SSC, CEAC, ELAC)


  • School, Family, and Community Survey Results (PI Year 4 and above schools only)

  • Revised Parent Involvement Policy (PI Year 4 and above schools only)

  • Revised School-Parent Compact (PI Year 4 and above schools only)



Local District/Central Office Responsibilities


  • Central District technical assistance plan (see next page)

  • Local District technical assistance plan


Program Improvement 2009—10

Summary of Federal and State Education Programs Branch Technical Assistance to

Program Improvement Schools for Inclusion in

Revised Single Plan for Student Achievement
The Los Angeles Unified School District central office, in partnership with the Los Angeles County Office of Education, provided technical assistance to schools identified for Program Improvement (PI). These schools were required to attend a Program Improvement Technical Assistance Training Institute. All schools brought school teams consisting of the principal or designee, Title I coordinator or staff member who supports program implementation, UTLA chapter chair or designee, and a parent from the School Site Council or the Compensatory Education Advisory Committee. Topics addressed at the training institute included:


  • Review of the No Child Left Behind Act, Section 1116, Program Improvement

    • PI identification

    • Adequate Yearly Progress (AYP)

    • Opportunity to review and present evidence to appeal PI Identification

    • Final determination of PI status

    • Parent notification letters which include the parents’ right to apply for Public School Choice

    • Responsibilities of the District and school

    • Peer Review

    • Public School Choice




  • The following offices/organizations provided technical assistance to PI Year 1 schools through:




    • analysis of data which caused the school to be identified for PI—Federal and State Education Programs Branch and School Information Branch

    • utilization of English/language arts and mathematics standards-based research strategies to assist schools in making AYP and exiting PI status— Office of Curriculum, Instruction and School Support

    • definition of the roles and responsibilities of the School Site Council and advisory committees in revising the Single Plan for Student Achievement (SPSA)—School, Family and Parent/ Community Resource Center and Federal and State Education Programs Branch

    • use of mandated ten percent set aside of Title I allocation for professional development— Federal and State Education Programs Branch

    • implementation of Public School Choice—Office of Student Integration




  • Federal and State Education Programs Branch (FSEP) provided SPSA templates, AYP data and resources for each school to facilitate the completion of the revised SPSA. FSEP staff, in conjunction with local district categorical and instructional staff, conducted additional technical assistance meetings to assist schools in completing the SPSA revision.




  • Additional technical assistance provided by Local District staff with the support of FSEP staff included informational meetings for schools at-risk for PI. CDs were distributed to the principals of these schools to facilitate notification to parents of schools in PI status which includes the option of Public School Choice.



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