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Paramount Unified School DistrictBoard of Education

Linda Garcia President

Vivian Hansen Vice President

Alicia Anderson Member

Sonia Cuellar Member

Tony Peña Member

SuperintendentDr. Ruth Pérez

Executive CabinetRuben Frutos

Assistant Superintendent, Business ServicesDr. Myrna Morales

Assistant Superintendent, Human ResourcesDr. Ryan Smith

Assistant Superintendent, Secondary Educational ServicesDr. Deborah Stark

Assistant Superintendent, Educational Services

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Paramount Unified School District Strategic Plan 2017-2020

Contents

Superintendent’s Message ............................................................................................................................................1Strategic Planning Team .................................................................................................................................................2Introduction ........................................................................................................................................................................3District Core Values ..........................................................................................................................................................5District Focus Areas ..........................................................................................................................................................6Local Control and State Priorities ...............................................................................................................................7Goals, Objectives, and High-Impact Strategies .....................................................................................................8Focus Area 1: College and Career Ready Graduates ....................................................................................... 10Focus Area 2: High Quality Teaching and Learning ......................................................................................... 15Focus Area 3: Positive School Climate and Environments Conducive to Learning ............................. 20Focus Area 4: Parent and Community Partnerships ........................................................................................ 25An Ongoing Process ..................................................................................................................................................... 30Closing ............................................................................................................................................................................... 31

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Superintendent’s Message

Even before I arrived in the Paramount Unified School District (PUSD), I knew this District was special. I was truly inspired to think that I could become a part of this family and feel privileged to serve as superinten-dent. Once I arrived and met the wonderful students we serve, interact-ed with families, teachers and staff, I knew why PUSD has such a won-derful reputation. The commitment from the Board of Education and the City of Paramount to support and strengthen this District in all areas is evident in the increasing academic success of students. A decade-old bond measure supported by voters provided a new high school facility and renovated athletic fields and classrooms lifting the pride and spirit of the community and District. PUSD shares a strong dedication to the education of students.

While graduation rates have increased as well as math and reading Dr. Ruth Pérezscores, a close analysis of student performance data reveals that some student groups (English Learners, Students with Disabilities, and African American students) can and should be achieving at higher levels. College readiness indicators also reveal that more students can be completing the requirements necessary for admission to a four-year college or university upon graduation, and successfully completing more Advanced Placement courses and passing those exams. While college attainment is the goal for all students, we also know that exploration of and preparation for careers that appeal to the interests of a diverse student population and also satisfy industry demands can be cultivated and offered in schools.

As educators, we have much work to do. We are constantly evolving and often re-inventing the work in order to stay up to date in a global market with high demands of our students. Our students are digital natives, and how they attain information may now be as important as the information they attain. We want our PUSD grad-uates to be academically and technologically skilled and ready to face the world with confidence in any path they choose to follow.

We are fortunate to serve a community that values education and wants the best for its students, future citizens and community members. This is the very reason Paramount students often return to serve their community.

We have a strong base from which to launch this Strategic Plan. The Plan will challenge us to think differently on how we serve our students as we create personalized learning environments and engage the disengaged. We want student achievement to reach new heights as a result of both students and educators thinking critical-ly in the learning environment. Our students will articulate, defend, identify and design as they are inspired by the opportunities we work to afford them. Those opportunities can and should expand beyond the four walls of our classrooms, and to accomplish this we need continued support from mentors, advisors, businesses and City staff.

We believe that all PUSD students can reach their full potential in our schools. We also believe that every stu-dent and educator has the capacity to continuously learn and improve. Therefore, we must challenge ourselves to ask the right questions and pursue nontraditional methods that inspire our students to reach success. PUSD students deserve our best, and their success is our own!

Ruth Pérez, Ed.D.Superintendent, Paramount Unified School District

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Strategic Planning Team

Teachers:

Christine Barboza (TAP)Mickie Hazelwood (Lincoln)

Brent Jaffe (PHS West)Cecile Kim (Jackson)

Melissa Marchesini (PHS)Marissa Orozco (Wirtz)

Ronica Prepuk (Paramount Park)John Teeples (PHS)

Katherine Thomas (Buena Vista)Lashonda Toston (Collins)

Counselors:Wendy Crockett (Zamboni)

Nadya Nieto (Gaines)Sheryl Ramirez (PHS West)

Staff:Lourdes Aguayo (PHS)

Alejandra Pena (Adult Ed)Jessica Tereth (CSEA)

Site Admin:

Greg Buckner (PHS)Lynn Butler (Alondra)Elida Garcia (ECE/TK)

Hector Lujan (Adult Ed)Linh Roberts (Mokler)

Parents/Community Members:

Judith Luna (Mokler and Alondra)Gricelda Martinez (Mokler, Alondra, and PHS West)

Jason Johnson (PTA)Students: Shirnese Flewelen (PHS)

City: Yecenia Guillen (City of Paramount, Assistant Recreation Director)David Johnson (City of Paramount, Community Services and Recreation Director)

College/University:Keith Curry (Compton College)

Elizabeth Martinez (Compton College)Kristen Thompson (USC)

Local Business: Paul Dennis (Weber Metals, Inc)

PUSD Board Members: Tony Peña

District Office:

Kim Cole (Director, Special Education)Gregorie Francois (Director, Secondary Education)

Marya Hughes (Curriculum Specialist)Durrell Jackson (Curriculum Specialist)

Renee Jeffrey (Director, K-5 School Support and Innovative Programs)Nancy Rivas (Curriculum Specialist)

Margarita Rodriguez (Director, Research, Assessment, and Student Information)Manuel San Miguel (Director, Student Services/Alternative Education)

Executive Cabinet:

Ruth Pérez (Superintendent)Ruben Frutos (Assistant Superintendent, Business Services)

Myrna Morales (Assistant Superintendent, Human Resources)Deborah Stark (Assistant Superintendent, Educational Services)

Ryan Smith (Assistant Superintendent, Secondary Educational Services)

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IntroductionAt the start of the 2016-2017 school year, Superintendent Pérez commissioned a Strategic Planning Team to develop a comprehensive plan that would build upon Paramount Unified School District’s rich history of innovation, strong record of accomplishments, and collaborative culture to raise stu-dent achievement to new heights. The Strategic Planning Team was composed of over forty members representing the district’s teachers, counselors, students, parents, and both site and district leadership. The team also included members from local colleges and universities, the City of Paramount, and local businesses.

The Strategic Planning Team met twice a month after school to develop the plan using the following Guiding Principles:

• Sole focus: raising student achievement to new heights • Provide equity for all student groups • Work to close achievement gaps • Comprehensive, coordinated, coherent • Every stakeholder group has a role to play: Teachers and Staff Students Parents and Community Members Site Leadership District Leadership • Strive for innovative approaches • “No shame, no blame, no excuses”

The strategic plan is composed of seven key components:

MISSION • Why do we exist?

VISION • What do we want to be?

CORE VALUES • How should we behave?

FOCUS AREAS • What should we concentrate on?

GOALS • What do we want to achieve?

OBJECTIVES • What specific steps should we take?

HIGH-IMPACT STRATEGIES • What actions will make the most difference?

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Established by the Board of Education, Paramount Unified School District’s mission and vision serve as the heart of the Strategic Plan.

District Mission

The mission of the Paramount Unified School District is to ensure learning and success for each student by providing a quality education.

District Vision

Paramount Unified School District strives to be an exemplary district. In order to achieve this, all stakeholders of the District must have a clear sense of its goals. They must seek out, understand, and emulate the characteristics of exemplary schools and be ready to contribute their knowledge and talents to transform this vision into a reality.

With these statements as inspiration, the Strategic Planning team engaged in a collaborative process to develop the other elements of the Strategic Plan. In order to develop Goals, Objectives, and High-Impact Strategies, the team partnered with the University of Southern California’s Rossier School of Education.

Additional details about each element of our Strategic Plan as well as information about the development process can be found on the following pages.

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Paramount Unified School District Core ValuesWe believe in:

Student-CenteredMeeting both the academic and social-emotional needs of our students is our highest priority.

Equity, Access, and SuccessWe are committed to ensuring that every student achieves at high levels and has equitable access to rigorous academic programs and learning experiences with personalized support.

AccountabilityWe establish clear goals, measure progress, and take responsibility for results. We will effectively use data to guide our decisions and actions.

Research-Based Practices and InnovationOur work is based upon educational research and best practices that are effective for raising student achievement. We provide an environment that encourages new ideas and strategies.

Exemplary EducatorsWe believe in recruiting, training, and retaining highly qualified teachers, counselors, staff, and admin-istrators who maintain high moral and ethical character, hold high expectations for student achieve-ment and behavior, and consistently exhibit a positive example, exemplary attitude, genuine caring, and great enthusiasm.

Transparency and TrustTransparency is essential for cultivating trust, and trust is the foundation of all relationships and great teamwork. Our work will be conducted openly and honestly, and we will actively work to build trust-ing relationships with all of our stakeholder groups.

CollaborationWe are committed to working collaboratively with all of our stakeholders to ensure the success of all of our students, and provide opportunities for our stakeholders to be a part of the decision making process.

Meaningful CommunicationMeaningful communication with our stakeholders is essential. We will ensure that communication is also frequent, open, engaging, and two-way.

Fiscal ResponsibilityFiscal Responsibility is crucial for the long-term stability of the District. We will use our resources wisely to ensure the success of all of our students.

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Paramount Unified School District Focus AreasThe Strategic Plan addresses four focus areas: College and Career Ready Graduates, High Quality Teaching and Learning, Positive School Climate and Environments Conducive to Learning, and Parent and Community Partnerships.

The Focus Areas are meant to ensure that the work described in our Strategic Plan is comprehensive, coherent, and coordinated. Each Focus Area has a specific vision for student achievement. These vision statements are meant to serve as a guide and inspiration for the work in each area.

College and Career Ready

Graduates


Graduates

Parent and Community Partnerships


High Quality Teaching and

Learning


Learning

Positive School Climate and

Environments Conductive to

Learning



Learning

All Paramount Unified School District graduates will be prepared for success in both the college and career of their choice. Students will possess the knowledge, skills, and certifications necessary to be successful in any post-secondary environment.

All Paramount Unified School District students will be provided with daily instruction that is standards-based, relevant, personalized, and rigorous. Technology will be used as a tool to enhance and personalize instruction and improve learning. Staff will hold high expectations for the achievement of all students and student groups (English Learners, Students with Disabilities, African-Americans, etc.), and will provide personalized and differentiated support to ensure their success.

The Paramount Unified School District is committed to ensuring that our schools are focused solely on teaching, learning, and student success. We will provide an environment that is safe, drug-free, and supportive of all of our students. All school facilities, including classrooms, will be clean, orderly, well-maintained, and modern.

The Paramount Unified School District is committed to developing and maintaining strong partnerships with the families and communities that we serve. We will engage our parents and community members in meaningful ways, communicate regularly with them, and create opportunities for partnerships that will result in greater student achievement and strengthen the bond between partners and our schools.

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Local Control and State PrioritiesEnacted in 2013, The Local Control Funding Formula (LCFF) replaced California’s nearly half-century-old, state-controlled school finance system with one that provides more local control as well as greater transparency and fairness. Under the old system, school districts received approximately two-thirds of their revenues as general-purpose funding based on complex historical formulas (known as “revenue limit” funds), and about one-third through nearly four dozen highly regulated “categorical programs,” such as for summer school, textbooks, staff development, gifted and talented students, and counselors for middle and high schools.

Under the new system, districts receive a uniform base grant, adjusted by grade level, plus additional funds for students with greater educational needs, defined as low-income, English Learners, and foster youth students. Districts receive an additional 20% of the base grant based on the numbers of these students enrolled in a dis-trict, and even more when they make up more than 55% of a district’s enrollment.

School districts have more authority than before to decide how to spend their money; however, they also are obligated to show that their spending leads to improved student performance. Districts must adopt a Local Control and Accountability Plan (LCAP), after soliciting suggestions from teachers, parents and the community, and update it annually.

The plan must spell out the district’s goals for improving student outcomes according to eight priorities estab-lished by the State of California as part of the LCFF. These priorities are Pupil Achievement, Pupil Engagement, School Climate, Parental Involvement, Basic Services, Implementation of State Standards, Course Access, and Other Pupil Outcomes.

Districts that fail to meet their goals and improve student outcomes will receive assistance from county offices of education and through a new agency, the California Collaborative for Educational Excellence. Districts that are persistently failing could be subject to state intervention or even a state takeover.

Paramount Unified School District’s LCAP includes four key goals that align with the eight state priorities indi-cated in the LCFF. These goals are:

1. Support Academic Progress and Behavior; Assess Student Performance 2. Create a College Going Culture 3. Implement Common Core State Standards and Assessments 4. Provide Basic Services

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The Strategic Plan’s Focus Areas are in full alignment with both priorities established in the LCFF and the goals in the district’s LCAP. This alignment ensures that the work done on behalf of students in Paramount will result in raising student achievement to new heights.

Each of Paramount Unified’s schools is expected to collaboratively develop plans on an annual basis that estab-lish goals, identify actions, and funding sources to improve student outcomes. These plans are aligned with the Strategic Plan’s Focus Areas, the LCAP’s goals, and ultimately the LCFF’s priorities in order to ensure coherence.

Goals, Objectives, and High-Impact Strategies

The Strategic Planning Team partnered with the University of Southern California’s Rossier School of Education to develop the Goals, Objectives, and High-Impact strategies for each of the Focus Areas utilizing their frame-work for Building Capacity in High Performing Organizations

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Using the framework, the team identified four Goals for each Focus Area. These Goals are clear statements about what we would like to achieve. The team then developed Objectives that identify specific accomplish-ments for each of our stakeholder groups – students, teachers and staff, parents, community, site leadership, and district leadership.

The team analyzed a variety of data related to each goal, and identified key performance gaps. The team then worked to identify the root causes of the performance gaps. The root causes identified fell into three categories:

Finally, after identifying likely root causes for performance gaps, the team then identified several High-Impact Strategies for meeting the goals and objectives for each Focus Area. High-Impact Strategies represent a meth-odology for accomplishing each of the Objectives and ultimately the Goals. They represent specific actions that will result in raising student achievement to new heights.

On the following pages, the Goals, Objectives, and High-Impact Strategies for each of the four Focus Areas are listed.

Root Cause of Performance Gap Key Questions Remedies Needed

Knowledge • Do they know?• Do they know how?

• Information• Job Aids• Training• Education

Motivation• Are they persisting?• Are they choosing?• Are they showing effort?

• Self-Efficacy• Understanding of Purpose• Values• Mood

Organization

• Are their barriers preventing achievement?• Are policies aligned to goals?• Are there sufficient resources?

• Process Changes• Resources

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Goals Objectives• A broad primary outcome• Defines a clear destination• Changes mindset• Typically long-term• Can’t be accomplished without a plan

• Specific steps that together will result in accomplishing a goal• Usually short-term• Very specific and measurable



Graduates



Graduates


Goal #1: All students will graduate on time

Our Students will:• Attend all classes daily, and complete each class with a “C” or better• Seek support that is available when needed• Attend and participate in four-year planning meetings with their counselors

Our Teachers and Staff will:

• Provide support for students with academic or social/emotional needs• Communicate with students and parents regularly about the progress of our students• Provide instruction that is rigorous, relevant, and engaging through a safe and positive learning environment

Our Parents will: • Regularly communicate with their student’s teachers and counselor

Our Community will:• Understand our district’s requirements for graduation• Seek partnerships and resources for meeting this goal

Our Site Leadership will:

• Identify students who are at-risk of not graduating soon as possible, and immediately provide personalized support as well as multiple opportunities for credit recovery if needed• Provide resources and time for teachers and staff to support students with academic or social/emotional needs• Provide targeted support for English Learners, African Americans, and Students with Disabilities

Our District Leadership will:

• Provide the resources, opportunities, and support necessary for our stake holder groups to achieve their objectives • Ensure that students have multiple opportunities to access the courses required for graduation in a variety of formats• Identify and provide the tools that stakeholders will need to monitor the progress of students at risk for not graduating

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Graduates


Goal #2: All students will be eligible to attend a four-year college or university without the need for remediation

Our Students will:

• Understand the value of a four-year college degree, and Complete all of the A-G requirements with a “C” or better• Earn sufficient scores on college admissions exams• Understand the full scope of the college admissions process, how to initiate the process, and persist in it to completion• Earn an EAP score of “ready for college” or “conditionally ready for college” in both ELA and Math, and validate conditional scores by the end of 12th grade


• Embed preparation for college admissions exams into the curriculum• Provide rigorous coursework that aligns with college expectations, and provide support for students who are in danger of earning grades in an A-G course that are not a “C” or better• Provide students with the necessary support for understanding the college admissions process, and initiating and persisting through to completion

Our Parents will: • Establish a college education as a top priority, and attend workshops related to the college admissions process

Our Community will:• Increase the number of scholarship opportunities for our students• Provide opportunities for students to be involved in the community


• Offer opportunities for students to visit colleges and universities and develop a college-going culture at each school site• Provide multiple opportunities for students to make up a grades in A-G courses that are not a “C” or better• Provide the necessary information and/or training for teachers, staff, and parents for the college admissions process including college entrance exams, financial aid, scholarships, and the importance of extracurricular activities


• Align the mission, vision, and values of the district to that of a college-going culture • Develop articulation agreements and increase opportunities for dual enrollment with local colleges• Ensure access to courses that meet the A-G requirements for all students

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Graduates


Goal #3: All students will possess the skills necessary to be successful in any career path

Our Students will:

• Define the skills careers and employers seek in a 21st century employee• Connect the knowledge and skills developed in the classroom to those in a given career path• Successfully complete at least one Career Technical Education course before graduation


• Provide opportunities for students to demonstrate the necessary skills in coursework• Explicitly connect the knowledge and skills developed in the classroom to those in various career paths and understand the skills that employers are looking for

Our Parents will:• Encourage and support students seeking career experience before graduation

Our Community will:

• Provide internship opportunities for students• Support the hiring, training, and retention of district graduates within local businesses• Offer feedback on which skills are most important to local business and industry


• Identify and provide ongoing professional development on current job trends• Align learning opportunities to the knowledge and skills necessary to succeed in a selected career path• Ensure soft skills are embedded into core subject areas and Career Technical Education courses


• Identify the necessary skills and share with all stakeholder groups and integrate them into the curriculum• Expand Career Technical Education learning opportunities to include all grade levels and develop and implement a variety of pathways and courses in our schools• Identify and develop monitoring systems that will inform progress toward these skills

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Graduates


Goal #4: All students will receive personalized guidance on which post-secondary options will best meet their academic

and career goals

Our Students will:

• Participate in four-year planning meetings with their counselors• Know which careers meet their goals and interest, which post-secondary options will prepare them for those careers, and the skills necessary to be successful in them• Know which post-secondary institutions will meet their career goals


• Develop personalized four-year plans for every student and review and revise them at least once a year• Ensure students have met the requirements necessary for seamlessly transi-tioning to the post-secondary institution of their choice• Provide the necessary information and opportunities regarding post-second-ary options that meet a variety of career goals

Our Parents will:

• Attend and participate in four-year planning meetings with their students and their counselor• Advocate on behalf of their student regarding students’ needs, interests, and goals

Our Community will:

• Support our district’s effort to prepare students for both college and career through collaboration• Provide access for students to learn about college and career opportunities in our community


• Provide time and resources for teachers and staff to develop four-year plans with students and parents• Ensure multiple opportunities for college and career exploration at each grade level• Effectively use technology to increase personalization of the guidance process


• Provide the necessary resources for teachers and staff to personalize counseling services• Establish college and career readiness as a priority for counseling services across all grade levels

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Graduates


High Impact Strategies

• Use AVID as a vehicle for growing a college going culture at all grade levels and across all schools

• Provide the PSAT/SAT for free to all students in grades 8-12

• Expand learning opportunities for high school students through the High School Promise Initiative

• Use Naviance to establish personalized college and career plans for every student that are reviewed annually with students, counselors, and parents

• Establish a variety of rigorous CTE pathways that include certifications, internships, articulation with colleges, and using a Linked Learning model across all grade spans

• Guarantee access to a rigorous curriculum that prepares all students for success in both college and career

• Increase access to a college-level curriculum in high school through the expansion of the Advanced Placement program and dual enrollment courses

• Establish agreements with local colleges that include course articulation, guaranteed admission, and preferred registration

• Offer online portals for parents to access real-time information about their students’ attendance, grades, and assessment results, and provide tools for teachers to increase home-school communication

• Targeted professional development for teachers, counselors, and staff

• Frequent and accessible (e.g. convenient times, live translation, incentives for attending, etc.) workshops and visits to colleges and universities for parents

• Leverage funding sources to ensure schools have adequate resources and personnel

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Learning


Goal #1: All students will be held to high expectations for achievement and will meet or exceed the standards

Our Students will:

• Actively engage with the curriculum and learning activities• Complete and submit high quality work• Reflect on their own work and seek out support to increase academic performance


• Create specific standards-based achievement expectations for all students• Provide experiential learning opportunities for all students

Our Parents will:

• Understand expectations for student achievement and high quality learning • Utilize a parent portal to check on student progress• Actively participate in student’s learning

Our Community will:• Provide a support system that encourages students to actively participate in all available educational opportunities in all grade levels


• Ensure implementation of high quality instruction and personalized student learning • Develop professional growth plans with teachers for continuous learning• Identify instructional areas of strength and opportunities for growth that work toward accomplishing the district’s vision and mission


• Provide high quality curriculum and assessment tools• Hire, train, and retain highly qualified educators• Develop site leadership capacity for using technology to monitor student learning

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Learning


Goal #2: All students will read at grade level beginning in 3rd grade

Our Students will:

• Recognize and apply foundational reading skills and/or strategies in order to comprehend text • Read daily to increase fluency and stamina• Understand the importance of lifelong literacy


• Regularly provide formative and summative assessments for all learners to determine literacy progress, growth, and needs• Provide personalized goals and interventions for all learners• Be knowledgeable of effective literacy instructional strategies

Our Parents will:• Read with their children at home and have their children read to them• Seek support for literacy instruction as needed

Our Community will:• Develop partnerships with schools to provide support and/or incentives that encourages students to read


• Proactively allocate resources for early identification and intervention • Collect and analyze data related to literacy and work with teachers to develop differentiated literacy instruction plans


• Provide structure for high quality early literacy• Provide Intervention opportunities for struggling readers• Increase opportunities for literacy awareness throughout the community

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Learning


Goal #3: Instruction will be standards-based, relevant, personalized, and rigorous

Our Students will:

• Actively participate in all aspects of classroom learning including meaningful, collaboration with other learners to deepen learning • Possess key organizational skills and apply them when needed• Create a meaningful connection with teacher to establish trust• Challenge themselves academically and demonstrate grit and perseverance


• Create a safe and supportive learning environment for students to explore the content, express themselves freely, and seek personal understanding • Provide and plan challenging instruction that is based on content and grade-level standards and that reflects 21st century learning skills• Form connections with students on an interpersonal level, and work from that foundation to personalize instruction and encourage all students to move toward meeting their educational and career goals

Our Parents will:

• Know the educational standards and understand what good instruction is• Engage in ongoing discussions about connections between high quality teaching and learning and success in the working world

Our Community will:

• Stay connected and up to date with learning expectations• Support opportunities for students to apply standards-based learning content and skills to real world situations

Our Site Leadership will:• Support this goal through collaboration, development of professional growth plans, and effectively using data


• Foster a culture of continuous learning and improvement for all stakeholders• Provides rigorous assessments using data management systems to provide teachers relevant, timely and actionable information.• Provide sufficient technology access to allow for engaging and challenging lessons

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Learning


Goal #4: Technology will be used as a tool for enhancing, personalizing, and improving learning

Our Students will:

• Have access to modern technology that will enhance, personalize, and im prove learning • Safely and appropriately use technology in order to increase access to the curriculum and increase access to additional learning opportunities as well as enhance learning


• Understand and model use of technology as an instructional and learning resource• Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations• Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

Our Parents will:• Know and implement school and district rules for appropriate and safe use of technology and multimedia including social media

Our Community will:• Participate in using and developing technology and technology skills for the betterment of students, their families, and the community


• Interpret and evaluate the quality of technology to support learning related to access, utility, equity, and learning• Critically analyze real and perceived constraints and limitations to technology as a learning tool• Increase teacher and student multimedia literacy skills


• Develop and implement policy around appropriate and safe use of technology including social media• Critically evaluate benefits and drawbacks of multimedia and technology tools prior to selection

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Learning



• Continue PUSD’s work around implementing the new state standards

• Develop a common research-based instructional framework that is applicable to all PUSD classrooms

• Make instruction more relevant and meaningful for students through initiatives like Linked Learning and Project Based Learning

• Use digital tools to support and personalize student learning, and to create new learning opportunities

• Identify and implement assessments at each grade level that provide clear, specific, and actionable data on student reading levels

• Effectively use data to identify students who need additional support in a timely manner, and provide personalized support

• Create new learning opportunities for high school students through PUSD’s High School Promise Initiative

• Develop and implement a comprehensive technology plan that will increase the amount of technology available to both students and staff, offer professional development for its effective use, and resources to meet the varying needs of students, parents, and staff

• Implement a Learning Management System that will facilitate teaching and learning, serve as a hub for district instructional tools, increase collaboration, and improve communication

• Continue to grow partnerships with organizations like UCLA Center X to offer resources and support to African American students

• Continue to support co-teaching as a strategy for ensuring Students with Disabilities are educated in the Least Restrictive Environment

• Identify new funding sources and leverage existing ones to ensure each school site has adequate resources for meeting the goals of this focus area

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Learning


Goal #1: Decrease overall suspension, truancy, and chronic absentee rates for all students, and ensure no student group is

overrepresented in them

Our Students will:• Attend and participate in all classes regularly• Deal with conflict in a positive manner


• Actively engage students in instruction• Address behavior prior to corrective measures• Develop and apply positive behavior management and effective classroom management strategies• Actively work to decrease the overrepresentation of certain student populations and suspension, truancy, and chronic absenteeism

Our Parents will:• Report absences to the school office in a timely manner• Prioritize school and student attendance as part of family values

Our Community will:

• Be knowledgeable of attendance, truancy, and discipline policies and consequences• Report any incidents of truancy or chronic absenteeism to the district office• Support schools’ actions around attendance• Prioritize school attendance for all student employees of local business


• Implement a school wide Positive Behavioral Interventions and Supports• Report suspension, truancy, and chronic absenteeism rates regularly and accurately• Analyze data for trends around student groups, reasons for suspension or truancy• Train teachers and staff to make data-driven decisions around behavior management and student support


• Implement district wide Positive School Support • Work with site leadership to analyze data for suspension, truancy, and chronic absenteeism• Respond to data with actionable steps to improve statistics and overrepresentation

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Learning


Goal #2: Create positive, supportive, and caring relationships between all students, teachers, site leadership, and district leadership

Our Students will:

• Learn and model appropriate behavior for learning and interactions with all stakeholders • Demonstrate respect for all stakeholders and accept accountability for all actions• Participate in the community as a productive and positive member


• Foster respect, inclusivity, accountability, and trust in all classrooms and with all stakeholders• Teach and model appropriate behavior and relationships for learning, collaboration, and communication• Create opportunities for meaningful participation in the classroom for all students• Intentionally address issues of diversity – e.g. respect, understanding, sensitivity

Our Parents will:• Volunteer in a variety of capacities• Model respect and positive interactions with all stakeholders

Our Community will:• Model respect and positive interactions with all stakeholders • Showcase positive impact

Our Site Leadership will:• Model positive and respectful interactions with all stakeholders • Gather data and create awareness of student connectedness and motivation levels across genders and student subgroups


• Foster a positive school climate in all actions, policies, and procedures • Treat all stakeholders with respect• Welcome and encourage stakeholder participation in all school sites

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Learning


Goal #3: Create a safe and civil learning environment for all stakeholders that incorporates restorative practices

Our Students will:

• Demonstrate personal accountability for learning and behavior• Model positive interactions with and support for all stakeholders • Strive to become a peer leader/mentor


• Implement Safe and Civil approaches within school and classrooms.• Implement a Behavioral Response to Intervention program, including tiered interventions.• Develop and implement classroom procedures around restorative practices• Model and conduct self and all relationships with personal and professional integrity, trust, and respect • Implement safety policies, procedures, and legal mandates

Our Parents will:• Model positive interactions with and support for all stakeholders for a safe and civil schools

Our Community will:• Work with district, safety, and local law enforcement to create and maintain a safe community


• Develop and implement school wide procedures around restorative practices• Train all staff and students on safe and civil expectations and restorative practices• Maintain a safe and civil learning environment• Model and conduct self and all relationships with personal and professional integrity, trust, and respect• Monitor the effectiveness of restorative practices and adjust implementation plans as needed


• Develop and implement school wide and classroom wide procedures around restorative practices• Create and implement policies and procedures for crisis management and safe schools• Provide staff restorative practices training

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Learning


Goal #4: All school facilities will be clean, orderly, well maintained, and modern

Our Students will:

• Respect and maintain school facilities and personal/public space within the school facilities• Act as responsible citizens by cleaning up and reporting vandalism• Make suggestions about school improvement


• Model respect and responsible behavior in the school environment• Report any needs necessary for the safety and equitable education of all students• Hold students accountable for being respectful of school facilities and property.

Our Parents will:• Participate in opportunities to improve and maintain school and district facilities• Account for school facilities improvement and maintenance in site budget

Our Community will:• Provide services and support district initiatives to improve and maintain all school facilities

Our Site Leadership will:• Conduct frequent and purposeful facilities walkthroughs • Perform all responsibilities for facilities in a timely manner• Collaborate with district and other site personnel to determine facility needs


• Collaborate with local city services to update and maintain the safety of all stakeholders and all facilities• Implement all legal mandates and district policies around facilities and safety for all• Create funding opportunities to improve, modernize, and maintain school grounds, technology, and resources• Create opportunities for stakeholders to improve and maintain school facilities• Create a district standard for clean, orderly, and modern facilities

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Learning



• Use alternatives to out-of-school and/or in-school suspensions as consequences for negative student behavior whenever possible

• Establish partnerships with community based organizations to provide additional support, resources, and mentorship opportunities for African-Americans, Students with Disabilities, and other student groups that are overrepresented in truancy and discipline data

• Increase the level of “student voice” in our schools by providing regular opportunities for a variety of student groups to provide feedback on our work and their experiences

• Gather specific, detailed, and actionable school climate data to inform progress toward the goals and objectives of this focus area

• Expand PUSD’s Safe & Civil Schools Initiative to include key Multi-Tiered Systems of Supports elements such as Restorative Practices, Response to Intervention, and Positive Behavioral Interventions and Supports

• Explicitly teach and reinforce standards for appropriate behaviors, managing conflict, and developing positive relationships in all classrooms

• Revise PUSD’s Guidance Master Plan to include strategies and resources for supporting the social emotional needs of students at each grade level

• Improve communication between all stakeholders involved in the IEP process for Students with Disabilities throughout the school year

• Review and revise as needed PUSD’s Student Study Team process, and take steps to ensure that it is implemented consistently across all school sites

• Strategically use incentives and rewards to promote and encourage regular and/or improved school attendance

• Leverage funding from the recent bond as well as other sources to continue improving our school facilities

• Develop clear standards for modern school and classroom environments that includes technology, furniture, flexible spaces, and other elements that have a positive impact on teaching and learning

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The Paramount Unified School District is committed to developing and maintaining strong partnerships with the families and communities that we serve. We will engage our parents and community members in meaningful ways, communicate regularly with them, and create opportunities for partnerships that will result in greater student achievement and strengthen the bond between them and our schools.

Goal #1: Increase opportunities for parents to participate in meaningful high impact activities that support teaching

and learning

Our Students will:• Participate with their parents in high impact parental engagement activities• Communicate invitations for parents to participate in school and district activities


• Provide site leadership and parents with specific needs for volunteers and parent participation• Create a welcoming and inclusive environment for parents to volunteer both in and out of the classroom

Our Parents will:

• Know about opportunities to volunteer • Know how to apply to become a volunteer• Participate in volunteer opportunities that are a good fit for their skill sets and interests

Our Community will:• Be explicit in ways parents can participate in joint PUSD and community activities • Promote Paramount activities, events, and opportunities for volunteering

Our Site Leadership will:• Plan and implement high impact parental engagement events on an ongoing basis


• Collect information about parents’ skill sets and volunteer opportunities• Promote volunteer opportunities to parents and the community• Train and support parent volunteers

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Goal #2: Expand community outreach efforts and increase opportunities for involvement

Our Students will: • Participate in community outreach programs and opportunities provided


• Participate in community outreach efforts• Communicate with all stakeholders about opportunities for involvement

Our Parents will: • Participate in community outreach efforts

Our Community will:• Inform stakeholders of various opportunities for involvement• Create ways in which all Paramount community members can contribute to community involvement

Our Site Leadership will:• Expand community outreach efforts across all grade levels and increase opportunities for involvement


• Prioritize, promote and support the development and expansion of commu-nity participation

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Goal #3: Establish, expand, and maintain partnerships with community based organizations, colleges and universities,

and businesses and industries

Our Students will:

• Participate in opportunities that are offered by community based organizations• Participate in opportunities with local colleges and universities• Participate in job shadowing and internship opportunities that are offered by local businesses and industries


• Expand their participation and/or planning fundraising opportunities• Identify guest speakers and/or internship opportunities that support curricular goals and learning objectives• Showcase their schools’ quality instruction and learning

Our Parents will:

• Act as a liaison between their own community based organizations, churches, alma mater, or places of employment and schools. • Build the capacity of families to engage in effective partnerships that link family engagement to student learning and support positive school climate

Our Community will:

• Demonstrate awareness and interest in the needs of PUSD students and schools• Expand on current successful practices to incorporate greater participation of community members• Make college and university programs more accessible to everyone

Our Site Leadership will: • Enhance relationships with community partners


• Create a systematic plan to increase partnerships• Create and strengthen existing structures for shared responsibility across different departments in the district to lead practices that inform, engage, and empower PUSD families• Build the capacity of district staff to engage in effective partnerships that link family engagement to student learning and support positive school climate• Develop systems to communicate clear expectations, measures and district-wide accountability for engaging families

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Goal #4: Establish and maintain meaningful, regular, and open two-way communication with all stakeholders

Our Students will:

• Be aware and adept of which communication tools to use for appropriate communication to all stakeholders• Commit to actively listening to meaningful communication provided• Make use of established two-way communication to be aware and address concerns or issues that affect them


• Continue/expand connecting positively with parents• Consider new, innovative ways to open up the lines of communication

Our Parents will:• Feel welcome at school and encouraged to ask questions and share communication with teachers and other school staff

Our Community will:• Participate in two-way communication with PUSD• Inform PUSD of and align with PUSD’s two-way communication strategies and tools

Our Site Leadership will:• Share meaningful ongoing communication with all stakeholders• Ensure that communication with stakeholders uses a variety of formats


• Develop and maintain a communication plan including an avenue or platform.• Create and expand two-way communication tools in the district• Research, select, and implement a variety of communication tools including social media

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• Review and revise PUSD’s process for becoming a volunteer as needed to ensure that it is easy for parents and community members to reference, understand, and follow

• Promote and advertise both in-classroom and on-campus volunteer opportunities and needs, and include information about the specific skill-sets that are required

• Encourage greater parent involvement by increasing membership in key school and district advisory/support groups including but not limited to PTA, ELAC and DELAC, and School Site Council

• Offer or host workshops, seminars, and other learning opportunities on topics that are important to parents and community members

• Engage in high impact parent and community outreach activities at all schools on a regular basis that include opportunities for two-way communication and feedback on important topics

• Conduct meetings in a manner that make it easy for parents and community members to attend – e.g. live translation, child care, refreshments, convenient times, and varied locations

• Utilize technology, websites, news outlets, social media, and other communication tools to effectively share information about key district events, important news, outreach efforts, and involvement opportunities with all stakeholders

• Provide teachers and staff with a variety of resources and tools that will make communication with parents easier, more frequent, and efficient

• Establish advisory councils composed of leaders from local businesses and industry, colleges and universities, and the City of Paramount to increase communication, strengthen partnerships, and identify additional ways to support one another

• Identify and work with key stakeholders within the community with who can serve as informal liaisons for PUSD

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An Ongoing ProcessThe Strategic Planning is a living document, and will need to be reviewed and modified over time to ensure that the needs of Paramount Unified School District’s diverse students are being met. The cycle below rep-resents the team’s approach to this important process.

• Develop and Update: The team will periodically meet to review the plan and update it as needed.• Publish: Once the plan is updated, it will be published for all stakeholders to review.• Communicate: The district will work to communicate the plan effectively to all stakeholders.• Align: All district and site plans will be aligned with the Strategic Plan in order to meet its goals and objectives.• Implement: District leadership will work closely with stakeholders to implement the High Impact Strategies identified in each Focus Area• Monitor: The Strategic Planning Team and District Leadership will review data related to the goals and objectives of each Focus Area to determine the effectiveness of the plan.

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ClosingOur commitment to the future of our PUSD students is reflected in this Strategic Plan. Every stakeholder that participated in its development is committed to supporting our students in new and innovative ways that will meet the academ-ic, social and emotional needs they bring.

We are empowered by a collective commit-ment to make the best decisions for our students and by the support of the Board of Education and the City of Paramount. We look forward to this new journey to ensure the success of every child that enters the Paramount Unified School District.

Our well-deserving students are worth the effort. It is our moral obligation to provide it.

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